McMaster community members share what they believe this report means for the community, particularly with regard to possible use of GenAI Turnitin
To better understand how generative artificial intelligence could be used in educational settings at McMaster University, a Generative Artificial Intelligence in Teaching and Learning Task Force was created in May 2023. The finalized report was then released to the McMaster community by Susan Tighe, provost and vice-president (academic), in late September 2023.
Erin Aspenlieder, the coordinator for the task force and associate director at the Paul R. MacPherson Institute for Leadership, Innovation and Excellence in Teaching, first heard about ChatGPT in Nov. 2022 on a podcast. She had been fascinated with GenAI technology and was curious about what this could mean for educational settings. Since then she has been learning about GenAI and its many functions.
As Aspenlieder learned more and began to speak with the McMaster community, she found there were some who were excited about GenAI’s future while others were apprehensive.
Jovan Popovic, McMaster Students Union president, was brought onto the Task Force by Kim Dej, vice-provost (teaching and learning). Popovic and MSU vice president (education) Abigail Samuels were both task force members and were heavily involved in conversations surrounding implementing GenAI.
Popovic expressed in an interview with the Silhouette that the final report reads to him as a discouragement to the use of GenAI in classrooms. He believed that GenAI is one of the most powerful learning tools and he worried that, by discouraging its use, McMaster students may fall behind a society that is utilizing GenAI as a tool to assist learning.
Popovic also shared that he is disappointed that despite students being discouraged to use GenAI, one of the items included in the final report is the possible integration of GenAI Turnitin. Turnitin is a software that is utilized around the world to detect plagiarism by comparing work with resources that already exists.
Popovic also shared that he is disappointed that despite students being discouraged to use GenAI, one of the items included in the final report is the possible integration of GenAI Turnitin.
Popovic has shared written statements of disagreement about the integration of GenAI Turnitin with both the task force and the broader McMaster community.
Popovic referenced a piece by the Washington Post that examined the negative influences of GenAI Turnitin in educational settings. He also highlighted his concern for students falsely accused of cheating by the software and wanted to make sure that something will be done to ensure these students are protected.
“The biggest concern at the immediate moment is the Turnitin AI detection software. The concern of academic integrity cases flying through the roof on students who really shouldn't be going through [it] . . . I strongly believe that this may not deter the dishonest from continuing to use such resources, but it will deter those who study with ethics, seeing it potentially as a frightening threat,” said Popovic.
The biggest concern at the immediate moment is the Turnitin AI detection software. The concern of academic integrity cases flying through the roof on students who really shouldn't be going through [it] . . . I strongly believe that this may not deter the dishonest from continuing to use such resources, but it will deter those who study with ethics, seeing it potentially as a frightening threat.
Jovan Popovic, president, McMaster Students Union
Aspenlieder explained that McMaster is currently conducting a privacy risk assessment and cost/benefit analysis for the use of GenAI Turnitin and acknowledged that the software does come with some uncertainties. Currently, she says that its implementation at McMaster will be dependent on the results of the previously mentioned PIA and cost/benefit analysis.
Lucas Mei, a fourth-year linguistics student, shared in an interview with the Silhouette that he has been keeping up with the development of GenAI for a while. Despite being very impressed by the technology, he disliked its use in academics. He stated that he thought using GenAI tools, such as ChatGTP, in academics could often cause students to not problem-solve through their work by themselves.
Mei also expressed that when he read the task force's report he felt that the person who wrote the report may not necessarily be the most knowledgeable about GenAI. He attributed this impression to the fact that many people in higher positions are often unaware of the applications of advanced technology.
Ultimately, Mei hoped that as the university continues to look into GenAI there are people on the task force who can better speak to the understanding of newer AI.
“I'm hoping that someone [on the Task Force] is of our generation or a millennial . . . and can actually understand AI. I'm just really hoping for that. Because I've seen way too many times things completely fall through because of lack of expertise and poor management and egos getting in the way,” said Mei.
As the next steps begin to be explored McMaster students are encouraged to attend the November townhalls organized by the task force, which will be announced later in the semester.
If you are unable to attend the town halls Aspenlieder also shared they are working on the open feedback form and Popovic encouraged MSU students to reach out to Samuels and himself through their emails with any comments or concenrs.
From stigmatized to glorified, perceptions of mental illness shifted from one extreme to another
cw: suicide, mental illness
About seven and a half million children and youth up to the age of 25 suffer from mental illness in Canada. Mental illness is serious, debilitating and life-altering.
As discussions of mental health have continued to shift away from stigmatization, there has also been a shift towards the glorification of mental illness, particularly in the media.
Though there is a stark contrast between stigmatization and glorification, both processes inherently amplify the attention directed toward an individual’s mental illness, disregarding the other attributes that make that person who they are.
Though there is a stark contrast between stigmatization and glorification, both processes inherently amplify the attention directed toward an individual’s mental illness, disregarding the other attributes that make that person who they are.
Particularly, in the media and among young adults, mental illness is gaining recognition as a desirable quality. Posts on social media romanticizing and glamourizing these conditions are growing, but at a cost for those who are truly suffering.
Circulating media glamourizing and misrepresenting mental illness have also promoted the notion that a diagnosis defines an individual and contributed to a culture where mental illness is trendy and something that should be coveted.
Our society has the tendency to extract a few socially acceptable traits from prevalent mental illnesses while completely overlooking the larger associated range of clinical symptoms. For instance, anxiety is reduced to simply being shy or introverted and depression is characterised as sadness. These stereotypes obscure the reality that anxiety and depression — the most common mental illnesses in the world — severely impair an individual’s ability to perform daily tasks.
Even in day-to-day conversations, comments like “my OCD is so bad today”, as an expression to convey a desire for tidiness, minimize the experience of having a mental illness such as obsessive-compulsive disorder which can involve immense fear, stress and doubt that make daily life challenging and miserable. These comments can have grave consequences and may be potentially triggering to those who are suffering from the illness.
Viewing mental illness as something to be sought-after is a detrimental mindset even for those who are not affected by it. Studies have found that alluring depictions of mental illness in social media and other forms of media can lead to a strong yearning for mental illnesses and associated behaviours among young adults. Specifically, with suicide and self-harm, aesthetic posts with quotes framing suicidal individuals as “angels that want to go home” romanticize and encourage the perception that mental illness is something that is “tragically beautiful”.
Clearly, there is still a lack of knowledge surrounding mental illnesses among the public and the misrepresentation and glorification of these illnesses is only setting us back.
Clearly, there is still a lack of knowledge surrounding mental illnesses among the public and the misrepresentation and glorification of these illnesses is only setting us back.
With World Suicide Prevention Day having just passed and this week being Mental Health Awareness week, along with declining mental health among post-secondary students, we need to recognize the harms of glorifying mental illness and work to continue de-stigmatizing the issue by promoting awareness, acceptance and more importantly, advocacy for action. Our governments, institutions and organizations also have a tremendous role to play in making mental health supports accessible for all individuals.
If you or someone you know is in need of mental health support, please know that there are ways to get help. McMaster University’s Student Wellness Centre and the Canadian Mental Health Association offer a variety of resources, services and information that may help you begin prioritizing your mental health and well-being.
If you are in need of more urgent services, the McMaster Students Union Student Assistance Program provides all McMaster students with access to 24/7 multilingual mental health support from professional counsellors at no cost. To get help immediately, please call or text 1-888-377-0002.
Men's soccer and both men and women's cross country land in top ten of recent U Sports power rankings
On Sept. 26, U Sports released their weekly power rankings for Canadian university teams across several sports. The men and women’s cross country team ranked fifth and ninth in their respective standings, while men’s soccer slid into eighth in the national circuit.
On the women’s team, veterans Hannah Goodjohn and Rosalyn Barrett both placed in the top 10 at the meet, finishing with times of 30:14 and 30:25. Their efforts helped push the team to fourth place overall, just missing the podium by one point. The St. Francis Xavier University X-Women finished with 116 points.
Their efforts helped push the team to fourth place overall, just missing the podium by one point. The St. Francis Xavier University X-Women finished with 116 points.
For the men’s team, rookie Kamran Brar completed the race as the top runner , nabbing the thirty-fourth place out of 147 qualifying runners with the Marauder’s best time of 26:38. Brar led the team to an eighth place finish, along with top-50 finishes from Connor Lashley, Lukas Vadeika, Noah Mulkewich and William Weist.
Prior to the release of the U Sports rankings, the men’s soccer team snagged a tough 1-0 victory over the Wilfrid Laurier University Golden Hawks on Sept. 22. Sachin Sargeant, a returning member from last year’s Ontario University Athletics championship team, scored a late-game goal in the second half of the match that propelled the team to their fourth win of the regular season.
Following the game, the Marauders played their second match against the Golden Hawks on Sept. 24, winning another tightly contested game 1-0 with a penalty shot by sophomore Damiano Refosco. The win pushed the team to a four-game win streak and an overall record of five wins and two losses for the season.
The win pushed the team to a four-game win streak and an overall record of five wins and two losses for the season.
With these early successesacross both sports, the Marauders have put themselves in a good position for the rest of the season.
From athletics and recreation fees to organization fees, the university lacks transparency when it comes to where your money is going
Each year, McMaster University and the McMaster Student Union collect over $1,400 in mandatory supplementary fees from each of their full-time undergraduate students. As tuition and supplementary fees were just due on September 25 this year, students, once again, enter a period of heightened financial stress after paying off significant balances to avoid late fees and interest charges.
However, finding detailed information on your student fees isn’t as easy as it should be.
While the MSU provides an accessible breakdown of the specific fees they manage, there is limited information available on how those funds are used by the MSU. For instance, to better understand how the organization fee, which costs students over $150, is used, you’d have to rummage through lengthy financial documents that are largely inaccessible to the average student. Not to mention, the list of fees on the MSU website is inaccurate and outdated based on the fee breakdown students can find on Mosaic or the Office of the Registrar’s website.
In comparison to the MSU’s less-than-satisfactory efforts towards transparency, though, the university lags even further behind. For McMaster-specific fees, there is little to no information available on how student funds are managed.
In comparison to the MSU’s less-than-satisfactory efforts towards transparency, though, the university lags even further behind. For McMaster-specific fees, there is little to no information available on how student funds are managed.
Take, for example, the administrative services fee which can cost up to $43 and is designated for transcripts, letters, tax forms and certificate fees. Beyond that brief description in the title of the fee, there are no further details on how the funds generated by this fee are used by the administrative team. What makes the unclarity of the fees even more frustrating is the fact that students are still required to pay $3 for an official e-transcript or $30 for an official paper transcript with express shipping.
This administrative service fee is just one example from that never-ending list of fees slipped onto your balance with tuition costs.
For many students and their families, the set of student fees they are required to pay can represent a significant financial burden, especially given the current economic climate.
As students at McMaster, we deserve to know exactly how our money is being spent. Creating a sense of transparency around student fees would not only improve attitudes towards fees as students can better understand the value of their fees, but it also holds the university accountable to their budgeting, ensuring every student’s hard-earned penny is well spent.
As students and consumers at McMaster, we deserve to know exactly how our money is being spent. Creating a sense of transparency around student fees would not only improve attitudes towards fees, because students can better understand the value of their fees, but it also holds the university accountable to their budgeting, ensuring every student’s hard-earned penny is well spent.
As inflation continues to take a toll on students, the burden of student fees is undeniable. Both the university and MSU need to prioritize transparency and work to build a more accessible and equitable system of student fees that better supports students and their needs.
Residence orientation representatives and Maroons share the work that went into making Welcome Week a success
Behind Welcome Week 2023 are students who volunteer their time to help empower and welcome first-year students as they start this next chapter of their lives.
Laurie He, a fourth-year sensory motors system student, is a residence orientation representative for Bates Residence and Moulton Hall this year. RORs are assigned specific residences and help students settle into their new homes during Welcome Week.
“We help get the first years settled in like to their new home…I know at times they're experiencing homesickness or just everything is very new, in a completely new environment for the first years. Our job is kind of to make them feel as welcome as they do in their homes,” explained He.
Daisy Thang, a third-year communications student and a Multimedia Assistant at the Silhouette, was a McMaster Students UnionMaroon this year. The Maroons aim to connect with students at Welcome Week and throughout the year.
Thang shared that this year's Welcome Week training was more immersive than in past years and helped her feel prepared for events of the week.
"They switched up the format, so it was actually more situational. They had us in smaller groups, it was a lot more dynamic. We were able to kind of have more one-on-one, or small group sessions where we were able to be more collaborative and kind of act out the scenarios. I feel like that prepared us way better for the situations that we'd be put in during Welcome Week,” said Thang.
Both He and Thang said they loved meeting the incoming students. He shared that her favorite event was Capture the Watermelon, hosted by Boulton and McKidden residence representatives. They used the event as a way for students to meet in an enjoyable way and start off the week on the right foot.
“I think that was like a great way to like just have the first years get friendly with each other… I think it was a great time for everyone. I think 100 people participated in it because it was 50 versus 50 people and then a lot of their friends came in they supported them. I think it was like a great introductory event to welcome week,” said He.
Thang explained how well-run this year's Welcome Week was, especially compared to her own Welcome Week in 2021.
“2021 was the first full-scale welcome we've had since COVID-19. So I think there were definitely kinks that need to be worked out. I feel like this year, we were able to kind of like ride off that high from last year's Welcome Week and people were a lot more in tune. I think it was very well organized, credit to the planners and I feel like this was a very healing experience,” said Thang.
“2021 was the first full-scale welcome we've had since COVID-19. So I think there were definitely kinks that need to be worked out. I feel like this year, we were able to kind of like ride off that high from last year's Welcome Week and people were a lot more in tune. I think it was very well organized, credit to the planners and I feel like this was a very healing experience."
Daisy Thang, Maroon, McMaster Students Union
Both He and Thang shared that they hope first years were able to put themselves out there during Welcome Week, whatever that looks like for them.
Thang expressed that even if the social aspect of Welcome Week didn’t resonate with you, there are endless activities and groups on campus throughout the year that may better fit your comfort level and personal goals.
“The big takeaway would be. . .it's okay if you stay in your dorm. Its okay if like these huge crowds were daunting and you didn't want to put yourself out there and make yourself uncomfortable. There are limits to that and your feelings are still valid throughout,” said Thang.
“The big takeaway would be. . .It's okay if you stay in your dorm. Its okay if like these huge crowds were daunting and you didn't want to put yourself out there and make yourself uncomfortable. There are limits to that and your feelings are still valid throughout."
Daisy Thang, Maroon, McMaster Students Union
To see more coverage of Welcome Week 2023 visit the Silhouette on TikTok.
Courts funded by the Student Life Enhancement Fund will be available for student use in the fall
In partnership with McMaster Student Affairs, the MSU has historically used the SLEF fund to support the development of student proposals for projects that enhance student life and community. Reviewed by the Student Services Committee, these proposals must meet specific criteria for approval, including being student driven, innovative and considerate of environmental impact.
The courts’ revival was proposed by MSU president, Jovan Popovic, in Student Representative Assembly reports on Jun. 18 and Jun. 20. In the Jun. 20 report Popovic referenced a sign posting for the outdoor volleyball courts in Parking Lot H. The space had been originally outlined as a temporary parking lot for the construction of the Peter George Living and Learning Centre.
Despite the building’s completion in 2019, the parking lot has since remained with the construction gear still present on the site. In a remote SRA meeting on Jun. 25, Popovic stated that approximately $20,000 of money collected from undergraduate student service fees was being wasted with the uncleared gear.
About a month and a half later, the MSU followed up with an Instagram video announcing that the university had agreed to revive the courts in time for the upcoming fall semester at no additional charges to students. A key focus of the project’s restoration was centred around the development of opportunities to promote recreation and student life across campus.
“Ultimately [the courts are] a big contributor towards student life because it’s providing students with the ability to come back [to campus] for reasons aside from academics,” said Popovic.
“Ultimately [the courts are] a big contributor towards student life because it’s providing students with the ability to come back [to campus] for reasons aside from academics,” said Popovic.
Jovan Popovic, president, McMaster Students Union
In his report on Jun. 18, Popovic explained that his two goals with the volleyball court revival were the recovery of the wasted student life money and the construction of new replacement facilities for those that were taken away from students.
“What this project was about was recovering what was lost. Hopefully this acts as a gateway for greater things, but ultimately this was the easiest and fastest way to get something done and to get it done in a timely manner,” said Popovic.
“What this project was about was recovering what was lost. Hopefully this acts as a gateway for greater things, but ultimately this was the easiest and fastest way to get something done and to get it done in a timely manner,”
Jovan Popovic, president, McMaster Students Union
Popovic also indicated that he would be advocating for a new tennis and basketball court to be built on the Oval. Other potential additions to this space could include green garden spaces and communal areas for both off-campus and residential students.
Witnessing beauty can bring on intense emotions such as sadness, but that’s not always a bad thing
By Andrew Khalil
I remember the first time I felt it so vividly. I was standing knee deep in the freezing water of Lake Huron well past midnight. The full moon was projected in the sky; a massive orb casting a pale glow on the entire lake. I looked down, seeing the moons reflection shimmering through the tiny ripples in the water. It was one of the most beautiful things I had ever witnessed firsthand and yet, I could not help but feel a wave of sadness wash over me.
Ever since then, I’ve felt a similar melancholic feeling almost every time I witness beauty, both in nature and in cinematography. And so, I wondered, why does something so beautiful make me feel so sad?
It was much easier to reason when it came to cinematography, pinning the feeling to the subconscious knowledge of cinema as being unauthentic and manufactured to be beautiful, unlike nature. However, when it came to natural beauty, the reasons were not as apparent.
In search of answers, I scoured the internet and found nothing, just other people who felt similar melancholy but also did not understand why they felt this way. I started talking to my friends and family about this feeling and to my surprise, it was familiar to some of them, yet we still could not grasp why this even occurs.
As time went on, I realized that part of this sadness may not come from the beauty itself, but from the nature of the beautiful experience. The moments of beauty that are almost sublime, the ones that fill me with an inexplicable sense of sadness, are the ones that I know will pass. This realization sparked other ideas, and I started to contemplate a new question, could there be a way to ease my sadness? or better yet, harness the beauty of nature in my personal life?
As time went on, I realized that part of this sadness may not come from the beauty itself, but from the nature of the beautiful experience. The moments of beauty that are almost sublime, the ones that fill me with an inexplicable sense of sadness, are the ones that I know will pass
These beautiful experiences can create nostalgia, spark existential sadness, or trigger a sense of empathy regarding the destruction of nature’s beauty. Regardless, I felt satisfied with my insights and motivated to find the answer to my new question.
Post-realization, I decided to buy some plants and watch them grow beautifully over a two-year period. This simple act allowed me to experience the beauty of nature in a way that lasted.
Aside from buying plants, there are many other ways that you can harness the beauty of nature in your personal life. Spend more time immersed in nature. Whether a solitary endeavour or with others, your time in nature can also act as a time for exercise and meditation. You can go for a hike as cardio or sit peacefully surrounded by trees to ease your mind from stress.
Take up a nature-related hobby. Hobbies such as painting, photography, and gardening not only allow you to harness the beauty of nature in your personal life, but also act as mediums to express your creativity.
Travel to natural destinations. Traveling, even if done locally, can be an amazing way to experience the beauty of nature in your personal life. You can visit local gardens, the beautiful waterfalls surrounding the McMaster University campus, or go on a road trip to the beach, these experiences can be awe-inspiring and leave lasting memories.
By actively seeking out and experiencing the beauty of nature, we can find comfort in the fact that even though our experience in natures beauty is temporary, we can still find moments of happiness and fulfillment. I certainly did and so can you.
Practicing a sustainable lifestyle may seem daunting, but it's a small price to pay for the future of our planet
Over the past decade, the use of the term sustainability has soared among consumers, businesses and governments alike. Though the buzzword may seem like a passing trend or another greenwashing gimmick, it’s much more than that.
Sustainability is simply the act of meeting our needs today in ways that do not hurt the ability of future generations to meet their needs tomorrow. As we grapple with urgent environmental challenges like climate change, resource depletion and pollution, it's clear that we can’t afford to ignore the ugly truth: we’re killing our planet.
Sustainability is simply the act of meeting our needs today in ways that do not hurt the ability of future generations to meet their needs tomorrow.
Living sustainably is no longer a choice, it’s a shared responsibility.
Past the grim reality and urgency of sustainable lifestyles, they tend to be deceivingly marketed as expensive, aesthetic ways of life that involve vegan diets and pricey eco-friendly products.
While it can seem daunting and overwhelming to adopt a sustainable lifestyle as a busy student, it doesn’t have to be. In fact, living sustainably can be affordable, healthy and enjoyable.
Perhaps the most simple yet impactful changes are the ones you’ve repeatedly heard. At first glance, avoiding single-use items and limiting food waste look like surface-level changes. However, think about the fact that only 9 per cent of the 3 million tonnes of plastic waste Canadians generate is actually recycled or that 60 per cent of food waste generated by Canadians could have been avoided – that's a big deal.
Even as busy students, we can be responsible citizens. By bringing reusable bags, using refillable water bottles and recycling, you can limit the waste that ends up in our landfills and oceans. And by carefully planning your meals, composting your scraps, and donating excess to food banks, you can reduce your carbon footprint – all while saving money and supporting your community. And the same can be said for other sustainable practices like eating healthy greens and thrift shopping.
Even as busy students, we can be responsible citizens. By bringing reusable bags, using refillable water bottles and recycling, you can limit the waste that ends up in our landfills and oceans.
I know that these may seem like baby steps but they are important ones in the long journey towards a more sustainable future.
By being a sustainable student, you can also be a happier person. Knowing that your moral compass is in check and making conscious decisions for the benefit of yourself and others is proven to give you a good feeling.
We might be living in a world that still prioritizes convenience today, but as the leaders of tomorrow, it’s up to us to create the new normal.
In a future with AI, we need to harness ChatGPT’s potential as a tool for teaching and learning
Change is inevitable in our constantly shifting and unpredictable world. Whether that change is for better or for worse, we adapt. And we can expect to see the same with the increasing use of powerful AI tools like ChatGPT.
ChatGPT is a conversational chatbot available to users for free. It can perform a range of different functions with varying complexity based on simple prompts. The AI can answer thoughtful questions, prepare essays, write code and do so much more.
With the rise of AI in the realm of education, many academics are marking ChatGPT as a threat to teaching – but it doesn’t have to be. This premature fear is preventing us from appreciating the benefits of ChatGPT for education.
When the calculator was invented, it too, wreaked havoc among educators. The calculator brought fear that students would no longer be able to practice computational skills and would render themselves dependent on the device.
However, we adapted. Schools didn’t give up on teaching math. Instead, they began challenging students with more complex mathematical concepts. Working around the cheating-related concerns posed by calculators paved way for smarter methods of teaching and learning. In the same way, ChatGPT holds incredible applications for both students and educators.
Industries and professionals are already using ChatGPT to perform and collaborate on a range of projects and tasks. For instance, many companies have begun implementing ChatGPT as a personal assistant to help with managing meetings and schedule, writing emails, generating code, and completing a variety of other functions that save time.
With the growing use of AI in industries, some educators are realizing the need to prepare graduates who are ready to navigate a world where AI is ubiquitous. Students need to be encouraged to develop their knowledge and skills surrounding AI tools like ChatGPT so that they are aware of the limitations and ramifications of their use and misuse.
In fact, the MacPherson Institute at McMaster University has already begun to address the potential benefits of ChatGPT in classrooms as a tool to enrich teaching and learning. One McMaster professor from the School of Interdisciplinary Science, Dr. Katie Moisse, plans to ask students to use ChatGPT to prepare scientific content and then edit and annotate the content to follow principles of inclusive science communication. Redesigning assignments in this way creates opportunities for students to use AI and demonstrate their critical thinking and course-related skills.
However, we adapted. Schools didn’t give up on teaching math. Instead, they began challenging students with more complex mathematical concepts. Working around the cheating-related concerns posed by calculators paved way for smarter methods of teaching and learning. In the same way, ChatGPT holds incredible applications for both students and educators.
For students and educators, the applications of ChatGPT are truly limitless. Educators can use ChatGPT to enhance lesson plans, develop study resources and test students for critical concepts in innovative ways. Similarly, students can explore the AI as a personalized tool for creating study schedules, understanding challenging concepts and preparing their own study materials like flashcards, summaries of content and practice questions.
While we explore the benefits of ChatGPT and integrate it into education, we must be mindful of its limitations too. As a chatbot trained on heaps of text, the AI does not necessarily know what it’s talking about. It can generate inaccurate or biased information at times and remaining weary of these imperfections is necessary.
With ChatGPT in the arena, it’s time to rethink education.
We need to embrace AI technologies and thoughtfully apply them to create opportunities for teaching and learning in ways that are engaging, equitable and ethical.
This article is the second article in a 2-part series. Be sure to check out Part 1: ChatGPT is not your friend.
Although summer break has begun, taking spring or summer courses can allow you to indulge in a personal interest course, and achieve a concurrent certificate or minor helping to advance your academic career
March 20 marked the first day of spring; the weather is becoming warmer and the sun is present for a longer time. For many, this beginning of spring symbolizes a fresh start. However, for university students this change in weather also signifies the end of an academic year.
Although this change is exciting as students can soon enjoy the wonderful weather without school commitment, extending the school year may not be as horrible as it sounds. By taking spring or summer courses, students are actually setting themselves up for various advantages.
I adore the feeling of walking to campus on a hot summer day and attending lectures within the cool buildings. In my opinion, there is no other feeling like studying in the library during the summer; the warm weather heightens the enjoyability of academics.
Before I go on, I would like to clarify that when I mention prolonging the academic year, I do not mean taking courses such as CHEM 2OA3 (Organic Chemistry I) or STATS 2B03 (Statistical Methods for Science). These courses are usually taken to lighten a student’s courseload during the traditional academic year, or repeated to obtain a higher grade.
Instead, I mean taking courses that you find interesting or may help you achieve a minor or concurrent certificate. I am a strong advocate for summer or spring courses. I believe that each student should voluntarily enroll in one spring or summer course during their academic career. Personally, I took four courses during the non-traditional academic school year during my first year of university.
Although I did not receive a break between my first and second year due to the four courses engulfing my summer, I do not regret spring or summer courses. In fact, I am very excited to enroll this semester once again. I adore the feeling of walking to campus on a hot summer day and attending lectures within the cool buildings. In my opinion, there is no other feeling like studying in the library during the summer; the warm weather heightens the enjoyability of academics.
And as someone who began university during the pandemic, spring or summer courses provide nostalgia due to the decreased number of students on campus.
I tend to find that the academic year can take us away from enjoying our personal interest courses since we have other courses to balance simultaneously. Although university is where our time management skills are repeatedly tested through academics and extra-curricular, that does not mean we can perform adequately 100 per cent of the time. Taking courses over the spring/summer term is a common way to engage in personal interest courses without sacrificing the grades or the content.
I am a student who enjoys planning to navigate the confusing realm of graduation requirements, especially since I would like to complete a minor or concurrent certificate. From experience, the spring or summer semester creates a wonderful opportunity to complete required courses that cannot be completed during the school year.
Some programs have specific requirements which may make it difficult for students to complete a minor or concurrent certificate. However, the warmer months may allow students to catch up on requirements permitting them to achieve these academic aspects as they are free to take whatever is offered.
I am a student who enjoys planning to navigate the confusing realm of graduation requirements, especially since I would like to complete a minor or concurrent certificate. From experience, the spring or summer semester creates a wonderful opportunity to complete required courses that cannot be completed during the school year.
Some requirements may be reserved for students within their respective departments, and at other times they become full before your course enrollment time opens. In addition, since the summer months entail students participating in various aspects such as co-op, travelling or research opportunities, more spots are open over the summer to enroll in the courses missed during the traditional academic year.
Overall, you may be averse to the idea of extending the school year into the summer. However, the spring or summer term allows for you to indulge in smaller class sizes on a free campus while simultaneously allowing you to focus on both the grades and course material for classes you may not have been able to take otherwise.
