Morning classes may seem like an opportunity to jump-start your day, but these early classes could be hurting you more than you know
Categorically, we are either early birds or night owls. Depending on our circadian chronotype — our body’s preference for periods of sleep and wakefulness — we either find ourselves being most productive and energized during the daytime or the night and we attempt to plan our classes accordingly.
Early birds might actively seek out 8:30 a.m. classes, while night owls thrive during afternoon and evening classes. Many of us would like to be early birds to achieve the ideal student standard as typically portrayed through student influencers on social media. However, being an early riser can have detrimental consequences for our health.
As we age, the body's natural clock controlling our sleep-wake cycle shifts; this internal clock is our circadian rhythm. For young adults, the circadian rhythm can shift forward two to four hours compared to an adult's circadian rhythm. As a result, we tend to wake up later in the day and go to bed later than the socially accepted time. However, we do not intentionally follow these irregular hours; we are just adjusting to natural changes in our body's circadian rhythm.
However, we do not intentionally follow these irregular hours; we are just adjusting to natural changes in our body's circadian rhythm.
With our biological clocks urging us to sleep and wake up later in the day, reprogramming our innate behaviours can feel like a challenge — because we are not meant to. Generally, young adults do not experience sleepiness until after 10 p.m., meaning that depending on when we fall asleep, we receive less than eight hours of sleep before attending that 8:30 a.m. class. For students who commute, 8:30 a.m. classes pose even greater risks as they must compromise hours of sleep to attend morning classes.
Many students may believe that they can catch up on their missed sleep during reading week or winter break as they are officially finished the semester. However, a study conducted by Dr. Steven Lockley and his team, in the division of sleep medicine at Harvard University Medical School, found that the constant deprivation from eight hours of sleep per night causes unrecoverable sleep loss.
A study conducted by Dr. Steven Lockley and his team, in the division of sleep medicine at Harvard University Medical School, found that the constant deprivation from eight hours of sleep per night causes unrecoverable sleep loss.
According to the study, once there is a systematic lack of sleep not only does academic performance decline, but health risks, including obesity and symptoms of depression, also increase.
Another study, by a team at the University of Rochester Medical Center, found that early school start times place students at greater risk of experiencing symptoms of anxiety and depression due to compromised sleep quality.
In contrast, later start times allow us to achieve proper rapid eye movement and non-rapid eye movement sleep, both of which are important for brain development and can contribute to better grades, critical thinking, problem-solving, and improved mood. By eliminating early start times, class attendance is likely to increase and students are less likely to be prone to substance abuse.
In contrast, later start times allow us to achieve proper rapid eye movement and non-rapid eye movement sleep, both of which are important for brain development and can contribute to better grades, critical thinking, problem-solving, and improved mood.
Students cannot go to bed earlier to attend an early class; our circadian rhythm is programmed against it. As a result, early courses lead to less and poorer quality sleep, posing detrimental short and long-term implications for our health.
For students, the benefits of later morning classes outweigh the cons. By scheduling classes at 8:30 a.m., universities continue to place their students in unfavourable situations, especially with mandatory morning courses, causing more harm than good.
Joyce connects the local community, sharing important aspects of her culture, through her popular cooking classes.
The Joyce of Cooking is a series of Asian cooking classes hosted by Joyce Leung, a food writer for the Hamilton Spectator. In this series, she explores various cuisines, including Chinese, Thai, Japanese, Indian and more.
Leung was born in Hong Kong and moved to Canada when she was six years old. She graduated from the University of Guelph’s hospitality and tourism management program after which she went on to work as a manager at and Terminal 3 restaurants at Pearson Airport.
“I always loved food. It was always a big part of my life,” said Leung.
It was only after she started a marketing job though that she began a blog to teach people how to cook. Right before the COVID-19 pandemic began, she started working with the Casual Gourmet to host Asian food cooking demos. But a week in, she transitioned to online classes every weekend.
This year, she has returned to in-person cooking classes at the Casual Gourmet. For classes involving a stove, she does them at the Chef Supply Store on James Street North and the Modern Design Studio on Locke Street. She also hosts classes at breweries in Kitchener and Guelph.
Her cooking classes accommodate people from all levels and she does her best to ensure everyone is comfortable. She explains her steps in different ways since she recognizes everyone learns differently.
“Some people like to watch me do it once and then they try. Some people like to listen, some people like to do it along with me to fully understand. So I try to be really patient and explain my directions multiple times,” explained Leung.
Her cooking classes stand out due to her hands-on approach and the inclusivity of her lessons for all ages and cooking skills. Her sushi classes are the most popular along with dumplings, Chinese and Thai dishes.
Leung’s goal is to help build confidence in her students while doing her part in reducing food insecurity since it is more economical to make your own food. She also teaches variations of recipes to accommodate everyone.
“I really want [people] to build confidence in the kitchen . . . I think if you build a lot of confidence in the kitchen, you're more inclined to try a harder recipe or potentially a different cuisine altogether. My ultimate goal for cooking classes is to reduce food insecurity,” said Leung.
“I really want [people] to build confidence in the kitchen . . . I think if you build a lot of confidence in the kitchen, you're more inclined to try a harder recipe or potentially a different cuisine altogether. My ultimate goal for cooking classes is to reduce food insecurity,”
Joyce Leung, Joyce of Cooking Host
In the future, she hopes to continue running her Asian cooking classes and volunteer at various organizations in Hamilton to teach cooking skills to more people.
What exactly does an in-person experience mean after months of remote education?
In March of 2020, students at McMaster University watched their academics get shifted to a virtual landscape. Now, after almost a year and a half, virtual learning appears to be coming to an end. On Oct. 21, Susan Tighe, Provost and Vice-President (Academic), announced that McMaster is currently planning for an in-person winter semester in 2022.
“As I announced at our Back to Mac town halls in June, McMaster is currently planning to resume in-person classes in the winter term with very limited exceptions. Teams across campus are also planning to ramp up on-campus student life activities so they are closer to, if not meeting, pre-pandemic capacities. This includes services and resources, events and student study and social space,” said Tighe.
On Nov. 18, Tighe will complete a State of the Academy address, a virtual event where students will have the opportunity to learn about the current state of McMaster University regarding academics and other matters.
Talking about how the decision of an in-person winter semester came to be, Tighe shared that the process had begun in February of 2021. Moreover, she explained how, as January neared, the McMaster community was on its way to be fully vaccinated.
“We were fairly confident that by the winter semester we’d be able to have vaccinations in place. We were recognizing they were on the rise and that we’d be able to return to an in-person [semester]. I really want to reinforce it was a collaboration with many people across campus and external to the institution to really help us with the planning,” said Tighe.
Tighe further explained that the mandates that McMaster had put in place were crucial to getting back to an in-person climate. This included the mandated use of MacCheck by students, faculty and staff. This digital tool enabled the McMaster community to log the presence or absence of COVID-19 symptoms in addition to their vaccination status. As of now, most areas on campus require clearance via MacCheck’s COVID-19 symptoms questionnaire.
“Health and safety have been the priority from the beginning. So I think that, what was a real differentiator for McMaster, we didn’t want to bring people back on campus if we weren’t confident that our structures and procedures and policies really promoted a very safe environment,” said Tighe.
While speaking about the way in which planning for an in-person winter semester panned out, Tighe explained how she heard from many students that they’d missed campus and in-person social interactions.
Although returning back to in-person classes may have its benefits, it can also pose barriers for students, especially international students who are currently not in Canada. Acknowledging how hard it’s been for these students to adjust, Tighe explained how the university is trying to support international students amidst the announcement.
“In order for us to get in front of this, the International Student Services and School of Graduate Studies have been working individually with our international students to assess when they are coming to Canada, how they plan to arrive and if they need to quarantine . . . So what we’ve actually encouraged, and suggested, is that all of our international undergraduate students are required to sign up for the iCent, to make sure they have the proper information to support them for their unique circumstances,” explained Tighe.
She explained further the ways in which McMaster has prepared to accommodate these students with services such as the vaccine clinic and quarantine spaces within residences. She also emphasized that McMaster ISS personalized support for immigration so that students can settle in better.
If a student is truly unable to come to campus, Tighe explained that professors are encouraged to use programs like Echo360 for lectures and to allow for virtual completion of courses. Moreover, she urged students that are facing barriers relating to the in-person switch for Winter 2022 to contact their academic advisors to get the support they need.
Jane Lee, a fifth-year commerce student and the Social Media Coordinator for the Silhouette, spoke about her own experiences with this transition. Lee currently has almost entirely remote courses, with one in-person lecture for one of them. She explained that when school does become in-person, it will take her over 40 minutes to commute to school. Lee was quick to admit that for her such a transition isn’t that much of a hassle, but for her peers, it could really be stressful.
“I really don’t know how [international students] are going to prepare on such short-term notice. Especially because I have a friend even down in Toronto, which is not even a whole country away and she is scrambling to try and find a house for winter term. You see the housing groups. There are so many posts with people . . . It’s not a good market to be in right now,” said Lee.
As a fifth-year student, Lee’s classes aren’t as frequent so she only has to go on campus once a week for three hours with 30-40 students. Lee explained that she was pretty shocked at how few regulations, including the use of MacCheck, were thoroughly enforced while she was there.
“Even though I’ve had one in-person class this fall, it’s very interesting to see the different attitudes people have towards safety regulations . . . I go to class and there’ll be people [with their] mask on with their nose sticking out or people eating food in class,” explained Lee.
No matter what safety regulation McMaster implements, it is the responsibility of students to follow guidelines thoroughly.
As McMaster begins to prepare for an almost entirely in-person winter 2022 semester, the community is adjusting as well. Not all students may be able to return to campus with ease, but campus support services are available for those who require assistance.
By adhering to all necessary health and safety precautions, the university is hopeful that the community will do their part to return student activities to pre-pandemic capacities.
C/O Ainsley Thurgood
McMaster’s potentially surprising welcome to the return of in-person learning this winter
By: Bianca Perreault, Contributor
Despite the excitement of a movement back to in-person functions, the return to pre-pandemic life could be a hindrance for many people. We’ve just been through over 15 months of change, with people developing new habits and experiencing a time of instability. At McMaster University, the school is looking forward to a Back-to-Mac plan for the upcoming semester. Through scares, stress and excitement, what should we expect for January 2022? Will it be welcomed? A disaster or a debate? McMaster might have to prepare for a variety of perspectives on the return of in-person learning this winter.
There’s such a diverse set of perspectives and those determine how the movement back to in-person classes will be received. Let’s look at the parents as an example, for whom it is essential that their students get a high-quality education. Many parents believe in-personal learning is highly valuable, the method by which the majority of the post-secondary studies have been delivered before March 2019.
But what about teachers? Since the pandemic affected our academics, we must always consider the opposite party and their perspectives. It would be a lie to say that I have never heard a teacher saying that they would rather work from home for their safety. Post-secondary education hasn't stopped through this global experience, so people like professors have learned to work with it throughout eLearning and found comfort in this way of teaching. For teachers who may not want the vaccine, made mandatory at McMaster, would either have to work from home or not at all.
We must also consider the perspective of students who feel that they work better and learn more efficiently in-person. Prior to the pandemic, very few educational institutions were offering online or hybrid options. However, online learning was always there through programs such as Cégep à distance and even online programs through McMaster Continuing Education. Countless people may have assumed that online learning would be straightforward as they would have less effort to do "physically." However, it has proven to be challenging for so many others mentally. Despite considerable rise in student enrolment in entirely online courses over the last two years, given the circumstances of the pandemic, most students have still said they would prefer continuing with in-person classes if they had the option.
Despite considerable rise in student enrolment in entirely online courses over the last two years, given the circumstances of the pandemic, most students have still said they would prefer continuing with in-person classes if they had the option.
As an out-of-province student coming from Quebec, it was less trouble for me to move to Hamilton, take a COVID-19 test and show my proof of vaccination while living in the same country where McMaster is located. However, numerous online students, including one of my roommates, haven’t been able to arrive in time for the start of the school year due to the rules and restrictions for international students. How are these students handling the challenge of being in a completely different country while only wishing to be in Hamilton? Is it naive of us to assume such restrictions won’t hinder the success of international students before the winter semester?
With all these questions and perspectives in mind, it’s difficult to fully understand the impact that the move to in-person learning may have.
PHOTO C/O Govind Krishnan, Unsplash
Midnight exams, sky high airfare and unpredictable COVID regulations now a reality for many of Mac’s international students.
Starting on Jan. 29, 2021, alongside the Canadian government requiring all international travelers to Canada submit proofs of negative COVID-19 tests administered at time of landing, new quarantine restrictions for travelers were introduced amidst rising concerns for more infectious variants of COVID-19. The differing and often conflicting COVID-19 travel restrictions administered by governments globally only exacerbated pre-existing difficulties and delays travelers outside Canada experience, and, as a result, transformed international traveling into a grim, confusing undertaking for even the most experienced of travelers. The impact of ever-changing travel policies imposed in early 2021 hit the new and returning international students of McMaster hard, where reaching campus for many has become a source of difficulty. While all of McMaster operated from home in the 2020-2021 academic year, the hybrid 2021-2022 academic year poses interesting challenges for the upcoming plans of international students.
Vaibhav Arora, a second year health sciences student from Kolkata, India who, after a year of online school, has finally moved to Hamilton, and has faced many barriers due to COVID-19
“COVID had an immense impact on my travel plans and I think the same can be said for pretty much any student coming from India . . . We all had to take long indirect routes to come to Canada, and when landing in other countries, we had to submit negative COVID tests. As a result, obviously air fares were much higher. So, getting to Hamilton in and of itself was a huge challenge,” explained Arora.
“COVID had an immense impact on my travel plans and I think the same can be said for pretty much any student coming from India . . . We all had to take long indirect routes to come to Canada, and when landing in other countries, we had to submit negative COVID tests. As a result, obviously air fares were much higher. So, getting to Hamilton in and of itself was a huge challenge.”
Vaibhav Arora, Second-Year Health Sciences Student
Kimia Tahaei, a second year arts and science student who completed her first year online from Tehran, Iran, and is choosing to stay in Iran for the Fall 2021 semester also faced a similar situation.
“It’s really hard to get a visa from Iran to Canada normally and even more so now that there is COVID, and Iran's vaccination and travel policies are very different from Canada’s. Since I would have to make such a huge move despite the uncertainty of the Winter semester being in person or not, on top of the cost of airfare, it financially made more sense for me to resume school from home for now,” explained Tahaei.
While travelling has become increasingly difficult and inaccessible, many international students are frustrated about the trend of rising tuition this academic year, especially for programs that tend to receive more international students, like engineering. Unlike domestic students who have access to financial aid bursaries and provincial benefits such as the Ontario Student Assistance Program, international students do not have any such services in place for them, and hence are subject to significantly higher tuition.
Tahaei maintains that the online accessibility of all her classes and the accommodations made for her two in person classes following her academic experiences last year has greatly impacted her decision to stay in Iran for the Fall semester.
“Online school wasn’t the most pleasant experience, especially the seven and a half hour time difference. The time zone was really hurting me because I had a really difficult time figuring out when to sleep or do class. My classes ran from 10 p.m.-4:30 a.m., which really messed up my sleep schedule since I would sleep [until] 2 p.m. and consequently I would only have a few hours before classes to get all of my work done. Now everything is posted so that I don’t have to do that as often,” explained Tahaei.
Arora shares Tahaei’s mixed sentiments about online academics.
“Tests were all situated at midnight, which was really difficult, and it was hard coordinating group meetings with my classmates about different projects. But I think academically besides that, it wasn’t too bad. Most lectures were recorded, most assignments had 12- or 24-hour submission windows. Profs were really understanding if I had to submit assignments late for any reason,” explained Arora.
While campus and provincial policies such as MacCheck and vaccine passports respectively allow some reassurance to professors eager to resume in-person lectures, faculties across Mac have nonetheless been going above and beyond to make all academic work equally as accessible online. The willingness to accommodate the academic needs of international students who are still not on campus is an initiative students doing school from abroad have taken to.
“There is only so much professors can do for me. It will always be hard, but at Mac I would not even have to contact my academic advisors. I would just email the profs about my situation and they would be down to help. I was not expecting this much empathy, so it was extremely appreciated and is a really positive thing I’ve noticed at Mac,” explained Tahaei.
“There is only so much professors can do for me. It will always be hard, but at Mac I would not even have to contact my academic advisors. I would just email the profs about my situation and they would be down to help. I was not expecting this much empathy, so it was extremely appreciated and is a really positive thing I’ve noticed at Mac,”
Kimia Tahaei, second year arts and sciences student
Unfortunately, many international students, both abroad and who have recently moved to Hamilton, feel highly alienated from the McMaster community and campus life. There are over 300 clubs under the McMaster Students Union, many of which are centered on identity, religion or culture. Despite this, many international students are unaware about these clubs, or unsure about how to join them. This has been detrimental to their ability to engage in campus life.
“There were certainly issues in getting involved with clubs and extracurricular activities for Mac students from India as most of the club meetings would be held in Eastern Time. However, I wish Mac had done more to help second-year students new to the country for the first time adjust to university life. I know the university has many events that are offered virtually, but many international students are not even aware of what those resources are. There is no way to know anything if they are not actively following social media pages or receiving mandatory emails,” said Arora.
As of now, Mac will continue its hybrid learning approach, with plans to expand vaccination status monitoring on campus. There are currently no released plans for the Winter semester in the event provincial and health regulations impose lockdowns. McMaster has made no comments on the position of its international students.
C/O Georgia Kirkos
After a year of online school, McMaster gives professors the opportunity to teach courses in-person once again
For the past year, McMaster University has been completely online, with libraries and residences closed and classes taking place on Zoom and Microsoft Teams. However, as of this fall, not only has McMaster’s campus opened up, but many students now also have the opportunity to take classes in person once again.
“It was really left up to the instructors to decide how they wanted to offer their classes in the fall because we wanted to make sure that they felt comfortable,” said Associate Dean of Social Sciences Tracy Prowse.
Prowse explained that, in the faculty of social sciences, professors were first given the option to choose between online and in-person learning in February of this year, amidst the third wave of the COVID-19 pandemic. Those who did choose to offer their classes in person were given the option in August to switch to a virtual platform instead, depending on their level of comfort with the current situation.
“There were a very small number of courses that were originally scheduled to be in person that were shifting online,” explained Prowse.
Prowse added that decisions to shift courses back online were made in August, so that course outlines could still be posted by mid-August, allowing students to prepare for the year.
Maureen MacDonald, dean of sciences, offered perspective on how decisions about in-person learning were made within the faculty of science.
“We did, of course, consult with the professors about their preference and we took that tremendously into account, but it was a larger conversation about the learning outcomes and the learning experience and we did try to construct it so that every science student would have the potential to have at least one in-person learning component this term,” explained MacDonald.
“We did, of course, consult with the professors about their preference and we took that tremendously into account, but it was a larger conversation about the learning outcomes and the learning experience and we did try to construct it so that every science student would have the potential to have at least one in-person learning component this term.”
Maureen MacDonald, Dean of Sciences
For courses that are taking place in person this year, numerous safety measures have been put in place to prevent the spread of COVID-19. As MacDonald explained, along with public health measures such as masks, McMaster Facility Services ensured that all McMaster buildings had appropriate ventilation.
Further, as Prowse explained, any course that is a degree requirement must be accessible online as well. This means that, for these required courses, lectures must be recorded and uploaded to Echo 360 and assessments must take place virtually as well.
“[With] any in-person class that is required for a degree, the instructor also has to ensure that a student could take that [class] virtually,” said Prowse.
“[With] any in-person class that is required for a degree, the instructor also has to ensure that a student could take that [class] virtually."
Tracy Prowse, Associate Dean of Social Sciences
MacDonald stated that the return to some level of in-person learning will hopefully benefit students at McMaster, citing the importance of personal connection with peers and instructors.
MacDonald also highlighted the unique significance of in-person learning for the sciences.
“For science, we really believe the tactile component of experimentation, of physically trying to conduct an experiment or manipulate something in a discovery-based format, does lead to an enhanced learning,” said MacDonald.
“For science, we really believe the tactile component of experimentation, of physically trying to conduct an experiment or manipulate something in a discovery-based format, does lead to an enhanced learning.”
Maureen MacDonald, Dean of Sciences
Although the plan for the winter semester is contingent on COVID-19 restrictions, Prowse stated that students should expect a return to in-person classes.
“It's just been really nice to see students on campus. Even if a lot of their courses are still virtual or online, it's still nice to see people,” said Prowse.
By: Rida Pasha
Whether it’s the real world being brought into the classroom by a professor, or the ease in explanation provided by a teaching assistant, there is no doubt that a good learning experience is a product of the time and energy of professors and TAs.
However, these educators are often overlooked and underappreciated for their efforts to bring life to course content. It’s time we become more active in acknowledging our professors and TAs.
The 2019 Teaching Awards Ceremony, an event run by a subcommittee of McMaster Students Union Macademics, was held on March 15, presenting nominated professors and TAs with awards for their excellence in teaching.
As someone involved in organizing and attending the event, a common remark made by the winners was that the greatest compliment they could receive was hearing appreciation from their students.
Although we generally view professors and TAs to be confident people in positions of authority, it was interesting that many of them discussed how even though it’s their job to lecture or run tutorials, they still feel a sense of nervousness before the start of each class.
Though instructors are strongly educated and qualified, it’s reassuring for them to hear that they’re doing a good job from their students.
Let’s take the time to compliment instructors that incorporate memes into their presentations, relate class material to our generation, take feedback seriously and actually make course improvements based off of them.
It’s easy to take their efforts for granted, but if you really enjoyed a class, let your instructor know after class or send them an email with follow-up questions.
Trying to be actively engaged in class is a great way to show instructors that what they’re saying is interesting. Although three-hour lectures can start to drag on, it’s great to ask questions or give your professor a nod of understanding when they look in your direction.
With course evaluations now open, spare a few minutes to describe what you like about your classes so far, and provide suggestions if you have any.
Not only is this an opportunity to give your input, it’s also a great way for professors to cater their class to their students’ needs, something many professors genuinely want to do.
When it’s Teaching Award nomination season, make sure you nominate professors and TAs that are doing a great job. The process takes no more than five minutes and can make all the difference for the educators you’re nominating.
Besides the fact that appreciating your teachers is a kind gesture, it’s also important to remember that beyond the course they are teaching, professors and TAs have industry knowledge and professional experience that could benefit you.
Whether you’re interested in learning more about the field they’re in, getting advice about graduate school or acquiring volunteer opportunities, it’s not a bad idea to start building a relationship with your instructors by showing them how they’re making your learning experience better.
Of course, be genuine and mean what you say, but recognize that sharing your thoughts and opinions about a class can result in a really great professional relationship.
There are classes you will love and others you will hate. But amongst the many that are boring, annoying and difficult, we all have at least one class that we look forward to attending, even on a rough day.
As students, let’s take the time to show our appreciation for our beloved educators that make a positive difference in our lives.
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By: Eden Wondmeneh
As a first-year student in social sciences, the bulk of my tutorial grade is determined by my participation in discussions. For someone who would rather be restricted to eating at Centro than be forced to speak in public, tutorials are not my ideal environment.
As the fall semester progressed, I noticed that some of these discussions supported learning while others were downright problematic. Speaking to other students in social sciences, specifically students of colour, it was clear that teaching assistants, who greatly influenced whether tutorial discussions were the former or the latter, were overwhelmingly white.
The lack of diversity in TAs is often juxtaposed with a somewhat diverse student group — where students of colour bond over the shared discomfort or hilarity of the awkwardness that settles across the room anytime a ‘hot topic’ like white privilege is brought up.
Discussions about race are often excluded from acceptable topics in an environment that claims to encourage academic discourse, especially when initiated by a person of colour: a fact that aided in my decision to stay relatively quiet in tutorials.
Regardless of their intentions, these TAs are in a position of power where they facilitate discussions about systems of oppression that they themselves benefit from and resultantly teach students through this narrow-privileged lens. If topics of race are not dismissed after a moment of awkward silence, they always seem condescending; what qualifies non-POC TAs to lead these discussions?
I have a friend whose TA explained how common sense differs between cultures using a blatantly racist analogy of African children never having seen a stove thus not knowing that it is unsafe to touch. When called out for their ignorance, the TA’s response was some variation of, “I’m not racist”.
The Teaching in an Accessible and Inclusive Community section of McMaster University’s 2013 TA guide shows that the diversity and inclusion issue in tutorial sessions is much worse than it appears. The university is aware of the power imbalances that are inherent to the limited diversity amongst TAs — they just aren’t doing anything about it.
Despite their ability to recognize that acknowledgment of systemic racism is not enough to let them off the hook, they boldly state that McMaster staff and faculty work “against often invisible systems of privilege and oppression,” without giving TAs any guidance in how to further this effort within their own tutorials. In fact, the guidebook makes it clear that it is naïve to believe that even a well-intentioned TA could use any tips provided to create an equitable space within their tutorials.
To be clear, I don’t think that TAs are intentionally leading their tutorials to isolate students of colour and validate the dominant privileged narrative that exists within our society. I do believe though that the hiring process for TAs is flawed, as it works directly against McMaster’s “fight against invisible systems of privilege and oppression”.
There should be a great number of Black TAs who are able to lead tutorials with a different perspective, engage with Black students and have important conversations about race when the course calls for it.
Aside from increasing the diversity amongst TAs, there should be mandatory anti-oppression workshops and training. It is unrealistic to hope that TAs will suddenly diversify, but it is not unrealistic to hope that current TAs have an understanding of their bias and are able to react to being called out productively — not through cries of, “I am not racist”.
For myself to feel comfortable to contribute freely within these tutorials, I need there to be measures in place for the inevitable awkwardness that ensues when race is discussed and a guarantee that Black children won't be used in racist examples.
We don't live within a vacuum. To create the “inclusive and accessible learning environment” that McMaster desires, TAs need to reflect this inclusivity and accessibility students are meant to find.
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By: Kashyap Patel
The safety and wellbeing of the student population should be the top priority of any respectable university. On Jan. 29, McMaster University chose to prioritize profits over the safety of their students.
Despite heavy snowfall and icy conditions, McMaster remained open because “crews [had] spent the night clearing snow and cleaning walkways.” The university simply advised their students to take care when travelling to campus.
Crews have spent the night clearing snow and cleaning walkways. The University will open for classes this morning and all events and activities will take place as scheduled. Please take care travelling to campus.
— McMaster University (@McMasterU) January 29, 2019
McMaster’s Storm Emergency policy states that the university will be closed “when severe weather poses a danger to students, staff and faculty while on campus or if the weather would prevent large numbers of them from coming to campus or returning safely to their homes.”
For students living on-campus, the inclement weather did not pose as serious of a concern. However, for students and staff who live off-campus and commute, this decision put their safety at risk as roads and pathways leading to the campus were not adequately cleared.
In the opinion of many students on social media, the cancellation of classes should have been deemed a necessity. Students used the closure of the Hamilton-Wentworth District School Board schools, which are located in the same area as McMaster, to support their views.
Due to the inclement weather, all schools and administrative buildings are closed and transportation is cancelled today, Jan 29. All exams scheduled for today will be written tomorrow, Jan 30.
Enjoy the snow day! ❄️ pic.twitter.com/WpmHYJnFAD
— HWDSB (@HWDSB) January 29, 2019
Many students could not make it to campus due to Go bus cancellations and delays. The university clearly overlooked these legitimate concerns despite the potential negative impacts on students’ academic standings.
This incident begs the question: does McMaster value profits over the safety of its students? Given this instance, I believe the answer is yes. This decision was careless and irresponsible considering that most students attending McMaster either commute or live off-campus. These severe weather conditions also made it impossible for students using accessibility devices to safely reach campus.
Furthermore, many students that braved the conditions and commuted to campus found out that their instructors had cancelled their classes. The lack of coordination between the university and its faculty led to students unnecessarily putting their safety at risk.
Students also pointed out that several walkways on-campus were not cleared even though the university claimed otherwise. McMaster should be more truthful about the statements they disseminate to the public. Students use this information to make decisions about their commute and how they navigate the campus in a safe manner.
https://twitter.com/obeng_lily/status/1090300759802109952
It is difficult to pinpoint what sources of information the university used to inform their decision. The weather forecast predicted a snow storm at approximately 4 p.m. the day prior. The local facilities in Hamilton such as the YMCA and public libraries were also closing for the day. Buses and trains were also delayed or canceled in several locations throughout the southern Ontario area.
McMaster University should take a multi-faceted approach when making weather-related closure decisions. Transportation, safety and the effectiveness of the clearing crew needs to be evaluated before making a decision that can impact the safety of thousands.
Student safety should be of paramount importance to educational institutions. There seems to be a disconnect between McMaster and its students regarding the implementation of the inclement weather policy.
McMaster should re-evaluate the actions it took on Jan. 29 and learn from this incident. Students need to know that their safety is valued and plays a key role in the decision-making processes of their university.
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January marks the beginning of a new semester filled with new classes. While course enrolment for both fall and winter terms occurred in the summer, students have until the end of the drop-and-add period on Jan. 15 to enrol in courses for the current term. Or, at least, they can attempt to.
McMaster University students enrol in courses through Mosaic, the university’s administrative information system. For fall and winter course enrolment, students may only enrol in courses after their enrolment appointment opens, which is dependent on their academic level. For example, during registration for the 2018-2019 academic term, students in level five had enrolment appointments beginning June 19 whereas students in level one had appointments beginning June 27.
Each student is randomly assigned an enrolment appointment within their academic level which allows the process of course enrolment to be fair while giving necessary priority to upper-year students who have limited time to fulfil their degree requirements.
While the current system provides students equal opportunity to enrol in courses, due to the nature of course enrolment, it is often the case that students wish to enrol in classes that have reached capacity. This could be to fulfil requirements for post-undergraduate programs, satisfy their minor requirements, allow for the option to take advanced classes in the future, or merely out of interest.
Just as there are many reasons why students wish to enrol in full classes, there are many reasons why classes have caps on enrolment — limitations in room sizes and the necessity of reserved space for certain program majors, for example — but what makes little sense is the university’s lack of offering a waitlist for full classes.
As it stands, any students wishing to enrol in full classes is recommended to “keep checking back on Mosaic to see if a seat has opened up”. This recommendation is frankly a waste of students’ time with little reward; students have no guarantee that consistently checking their enrolment cart will result in enrolment in their desired course, even if spaces became available.
The alternative is to contact the instructor of the course and ask for special permissions to join however this again cannot guarantee student enrolment and success varies dependent on the course and instructor. Instructors also cannot be expected to respond to all student requests and essentially manage the administrative details of their course. Instead, waitlists should be created and used to facilitate course enrolment.
Other universities such as Carleton University have clearly-defined policies surrounding course registration waitlists. While not all courses at Carleton have waitlists set-up, those that do operate in a consistent manner.
Once the course has reached capacity, students who have met the course prerequisites and are attempting to enrol are presented with the option to join a waitlist, with those who attempted to enrol in the full course the earliest placed at the top of the list. When space is available, the first student on the waitlist is notified via email and must register for the class within 24 hours. Otherwise, the next student on the waitlist is contacted and so forth.
Although a system like this does not guarantee enrolment, it removes the unnecessary time commitment created by constantly checking Mosaic for available spaces, and ensures the process is fair by not requiring instructor intervention.
Oddly enough, Mosaic appears to have the functionality to support waitlists, showing students on their term’s schedule that their status in a course can be “enrolled”, “dropped”, or “wait listed”. Given then that implementation of waitlists benefits students and does not seemingly require a major system restructure, the question becomes why hasn’t the university offered it?
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