Key promises of Bernardini's platform include a new MSU app, total renovation of TwelvEighty and reforming EDIIA practices in the MSU
Luca Bernardini is a fourth-year student running for president of the McMaster Student Union. Bernardini has coined his platform as “Operation Reframe”, comprising five distinct pillars.
“By gathering various perspectives around the university, many of the MSU practices and services desperately need to be [r]eframed and I intend to be the individual that does so,” Bernardini stated in the opening letter of his platform.
Enhancing student experiences
Pillar one discusses Bernardini’s plans for enhancing student experiences. Bernardini proposes a total renovation of TwelvEighty Bar and Grill, including new seating, interior design implementations, extended hours and menu changes.
Additionally, Bernardini proposes holding events at the new MSU building, the Hub, which is expected to open before the end of this academic year and he proposes to bring back on-campus homecoming.
MSU app and other technological innovations
Bernardini's second pillar introduces proposals for technological innovations within the MSU. His platform outlines the introduction an MSU app, which will offer rewards, such as cash vouchers for MSU food services, to students in exchange for filling out feedback forms on student union events.
In Bernardini’s third pillar, he discusses more details of the MSU app, proposing a personalized information feed for each student, utilizing artificial intelligence. Bernardini states that each student will be asked 10-15 questions that will train the app’s AI profile and curate a personalized feed.
Equity, diversity, inclusion, Indigeneity and accessibility
The fourth pillar discusses changes to the MSU’s equity, diversity, inclusion, Indigeneity and accessibility policies and practices. Bernardini discusses his experience as president of the McMaster Science Society where he has worked to improve EDIIA practices . Bernardini aims to conduct a full scope review of current EDIIA practices in the MSU and finalize a written Memorandum of Understanding with other on-campus organizations based on his findings.
Pillar four also discusses issues with academic advocacy, suggesting that changes must be made to accommodation services and Student Accessibility Services. Bernardini also advocates for the implementation of universal design in learning.
“Major advocacy work is in order here to open the floor to the discussion of universal design of learning being implemented in more courses at McMaster,” stated Bernardini in his written platform.
Changes to clubs advisory committee
Lastly, Bernardini’s fifth pillar discusses changes to the MSU’s interaction with clubs and faculty societies. Bernardini proposes hiring more members to the clubs advisory committee and posting information in the MSU app to keep students informed.
Additional points: Restructuring the president's council
Bernardini also emphasized the importance of bringing back and restructuring the president’s council.
“Despite my efforts to encourage the current MSU administration to hold the President’s Council this year, not a single meeting has occurred. I am suggesting a full restructuring of this meeting that will work to promote collaboration and rich discussion between these groups, while breaking away from the nature of update based meetings,” stated Bernardini in his written platform.
Voting for the MSU presidential election takes place from Jan. 23 to Jan. 25 using the Simply Voting platform. More information about the election can be found on the MSU Elections website.
By: Grace Kuang
McMaster president Patrick Deane is approaching the end of his second five year-term in his role as president at the university. Over the past nine years, Deane oversaw significant changes at McMaster, such as the addition of new infrastructural developments and interdisciplinary programs at the university.
“It will be extremely difficult to leave McMaster,” said Deane. “I was welcomed here nine years ago and from that first day to this, I have been amazed at the ground-breaking work of our researchers, the commitment of our students to making a difference, and the dedication of the staff, alumni and friends of the university to expanding McMaster’s impact on our community and our world.”
In 2011, Deane penned a letter addressing the McMaster community titled “Forward with Integrity: A Letter to the McMaster Community.” In the letter, Deane emphasized that all of McMaster’s continued success will depend on the cultivation of integrity.
The letter advocated for integrity in four key and interconnected areas: student experience, specifically experiential learning, self-directed learning and interdisciplinary education, research, McMaster’s relationship with the surrounding community and the university’s dedication to internationalization.
“At McMaster, the evidence is that in the category of ‘Enriching Educational Experiences,’ which includes experiential activities, we fare a little better than our sister institutions in Ontario, but not as well as comparable U.S. Peers,” reads part of the letter.
Over the last few years, McMaster has focused heavily on experiential learning, most recently developing an innovation minor for students and partnering with Riipen Networks to create a continuing education project-based learning course.
Another one of Deane’s priorities concerned interdisciplinary education. During Deane’s term, interdisciplinary programs such as the justice, political philosophy and law program and the integrated business and humanities program were created.
In his letter, Deane also stressed his goals for internationalization.
“Internationalization of the university by the presence of foreign students, by faculty involvement in a network of research alliances abroad, by faculty and student travel for research and development purposes, and above all by the adoption of an internationalized perspective in curriculum and program design on our campus: this is not only desirable and appropriate to present circumstances, it is urgently needed,” reads part of the letter.
McMaster’s model for global engagement was solidified in 2017. In addition, last year, tuition was reduced for international PhD students.
As such, it appears that some of Deane’s largest and most controversial initiatives were implemented within the last year.
One of these was the smoke and tobacco-free campus policy, which entailed the university becoming the first one in the province to claim to be 100 per cent spoke-free.
While the policy was praised by some, other students and groups, particularly the McMaster Students Union Student Representative Assembly, cautioned against the policy in an effort to prioritize “considerations of student safety, accessibility and comprehensive access to McMaster University when considering implementation.”
This past year, Deane also helped create and implement McMaster’s free expression guidelines, which evoked mixed reactions from the campus community. The guidelines sought to strike a balance between protecting free speech and the right to protest.
However, a number of students, specifically student activists, expressed concern that the guidelines would stifle dissension and silence marginalized voices.
Deane will be departing for Queen’s University in July 2019. Currently, it is uncertain who will replace Deane as McMaster’s next president.
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This fall, more than 1,500 new international students set foot on McMaster University’s campus. In the coming years, the university plans to further increase international student enrolment. As more international students are accepted to McMaster, student and university-led groups are working to identify and address key issues that they face.
McMaster’s 2017-2020 Strategic Mandate identifies international enrolment as a strategic priority. In 2017-2018, there were 2,589 international students studying at McMaster, a 25 per cent increase from the year prior.
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The Ministry of Advanced Education and Skills Development does not limit the number of international students that a post-secondary institution can admit. The ministry estimates that by 2020, international students will make up 20 per cent of all post-secondary enrolments in Ontario.
International students choose to study in Canada for a wide variety of reasons, including the high quality of the Canadian education, the perception of Canada as a tolerant and non-discriminatory country and Canada’s reputation as a safe country.
However, many international students face significant barriers upon arrival, which can lead to problems with mental health, housing, finances and work.
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Tuition
One of the most commonly cited issues for international students across the province is tuition. According to the Ontario Undergraduate Student Association’s 2015 Ontario Post Secondary Student Survey, 49 per cent of international students stated that they had difficulty meeting their annual tuition payments.
At McMaster, a first-year domestic computer science student would pay $8,886 in the 2018-2019 academic year. However, an international student registered in the same program could pay between $25, 514 and $31, 658 per year, depending on their year of enrolment.
Universities across the province rely on international students’ high tuition to offset their operating costs. According to a 2016 Global Affairs Canada study, international students account for 11 per cent of the Ontario undergraduate population but generate 28 per cent of total tuition revenue.
The 2018-2019 McMaster Consolidated budget states, “to increase undergraduate enrolment and ensure our budget remains balanced, we need to shift our efforts to recruit additional international students, up from the current 10 per cent of undergraduate enrolment.”
This is possible because international student tuition rates are unregulated, meaning that there is no limit on how much they can increase year to year. As a result, international students face the burden of sharp, and often unpredictable, increases in tuition rates.
In addition to being an issue on its own, high tuition can also cause other problems for international students. Paula Daidone, a McMaster alumna, remarked that high tuition can put international students in vulnerable housing situations, as they are more likely to be willing to sacrifice quality in exchange for low rent.
Additionally, international students may have limited English skills, and might be searching for accommodations while living outside of Canada. Overall, these factors mean that international students are more likely than domestic students to face predatory landlords or end up in unsafe living situations.
Anant Jain, a second-year computer science student from India, also noted that high tuition means that international students often face a great deal pressure to succeed in school. International students may also face increased mental health issues due to the pressure to meet high tuition payments, problems with housing and academic stress.
Campus Life
International students can find it difficult to participate in campus life, due in large part to prejudice and racism from other students, cultural differences and language barriers.
Jain noted that some international students are nervous about initiating conversations.
“When they don’t talk to people, when they don’t interact with people, they obviously have a close community feeling, they feel like people are not accepting them,” Jain stated.
However, not all international students have trouble integrating to campus life. Jain’s outgoing nature and desire to participate in campus events helped him was integrate easily into the McMaster community.
“I think, if you really want to talk to people, people will talk to you anytime,” he said. “And people are really welcoming here.”
Jain also benefitted from mentorship programs and social events offered through International Student Services. Last year, McMaster Student Affairs conducted focus groups to help identify the needs of the university’s growing international student population. Outcomes from this included a pre-orientation program for international students called Ignite, as well as investment in iCent, an app to provide new international students with information about their move to McMaster.
Other plans for this year include the recruitment of a Student Success Coach and an Immigration consultant. According to Gina Robinson, director of the Student Success Centre and assistant dean, these changes will come in addition to existing programs relating to “life on campus, building connections, getting to know our Hamilton community, and celebrating culture and educating students on life in Canada.”
Additionally, the McMaster International and Exchange Club is a student run-initiative that connects incoming and outgoing international and exchange students. For Tom Johnston, an exchange student from Australia, MIX was a good way to get involved, meet people, and become a part of student life.
Mental Health
While these programs are helpful to some, other international students experience additional barriers that can prevent them from accessing the support available. Daidone, a McMaster alum from Brazil, emphasizes that mental health issues can make it difficult to get involved and seek out support.
Daidone points out that international students lose their support systems when they come to Canada.
“People come here from another country, by themselves. […], at home, you have more support, or family support, and more actual resources,” she said.
The 2017 OUSA Policy Recommendations notes that the rise of mental health issues is of particular concern for international students due to issues with integration and adjustment.
Additionally, while international students are automatically enrolled into the University Health Insurance Plan, they cannot enroll into the Ontario Health Plan. While OHIP covers psychiatric care, UHIP does not, meaning that international students have to pay out of pocket in order to access coverage.
The OUSA Policy Recommendations emphasize the importance of providing “high-quality mental health supports that are culturally appropriate and sensitive to the needs of international students”. Currently, the Student Wellness Centre does not offer mental health support specifically catered to international students.
The experiences of international students can vary drastically. Coming to McMaster can be an exciting way to meet new people, gain new experiences and seek new opportunities. However, many international students still face problems due to immigration policy, tuition deregulation, social prejudice and language limitations.
In the years to come, it remains to be seen how provincial government policy, university administrative decisions, and support services will work together to influence the experiences of the steadily growing international student population.
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Exploring how a “class-free week” and community-based learning could enhance McMaster’s overall student experience
Campus is often viewed as a community of its own. But Forward with Integrity (FWI) urged the campus to look outside McMaster to understand what constitutes our commitment to community.
Campus has been abuzz with various initiatives that seek to enhance our internal, local and global engagement. The Community Engagement (CE) Task Force Report noted the need for reciprocity in community partnership, fostering bilateral and mutually beneficial relationships between McMaster and community agencies.
Specific initiatives mentioned in the report include establishing a community opportunities infoshare database, a network of community champions and a possible CE course.
Student experience in the community through flexible learning
The Student Experience Task Force (discussed in last week’s FWI feature article) also proposed a “class-free week” which would feature community-based learning experiences.
The “class-free week” concept comes on the cusp of recent student interest and concern over the attempt by the MSU to secure a Fall Reading Week for students in 2013.
While the Fall Reading Week was part of Siobhan Stewart’s electoral platform, the Class-Free Week was proposed independently by the CE Task Force as a method to more flexibly approach student learning and ensure opportunities for community-based learning.
Susan Denburg, VP Academic (Health Sciences) and Strategic Advisor to the President, noted that this week would eliminate classes but provide supplementary opportunities for student learning, through seminars, service-learning and other activities.
“We want to increase opportunity for students to expand their horizons, we want the environment to be flexible, people learn in different ways and at different rates. So we want to create that flexibility so students can get to where they want to go, in different ways.”
Denburg mentioned that the goal is to eventually guarantee 100 per cent student participation. She noted that the faculties have been receptive to the idea of a class-free week with supplementary and possibly accredited activities outside of the classroom.
“We want to have this week, want you to step back, think about how could you use a week? What do you want to experience in that week and how would it enhance your learning…and what skills might it enhance?” said Denburg.
Where McMaster Stands
McMaster has been increasingly more involved in the community, with events such as MacServe, providing opportunities for thousands of students and staff. However, long-term exposure and involvement in the community has not been an institutional priority at McMaster.
Mary Koziol, Assistant to the President, Special Community Initiatives, explained that community engagement is a slow-moving and long-term process, because of the need to both protect the University’s brand and to ensure a mutually beneficial relationship.
“Making sure that community engagement is mutually beneficial is at the forefront of the decision-making process. Especially when we ask community partners and consult with them before simply creating things,” she said.
Generally, McMaster has strong elements of short-term service learning and industry partnerships but has lagged behind other universities in community-directed research and community-based education. Most students have limited awareness of Hamilton’s realities.
Huzaifa Saaed, MSU VP Education remarked upon this trend. He stated, “ I don’t feel that…we’ve made a strong commitment to the City of Hamilton, as our city and that’s what we need to go towards. It’s more of a culture shift.”
The CE task force has looked to examples of American schools to model a strong long-term, community-university partnership from.
At the University of Minnesota, the Public Engagement department tracks all the various initiatives and tries to quantify and evaluate the levels of engagement.
McMaster is part of the Canadian Association for Service Learning (Ontario Branch), which has allowed McMaster to exchange ideas with other universities about their best case practices.
McMaster does not stand-alone in its commitment to the community. In the latest Strategic Mandate Agreements submitted to the provincial government, University of Guelph and Queen’s both pledged to incorporate community engagement into their institutional priorities.
While McMaster is still in the brainstorming process, Guelph has pledged to create a certificate in Civic Engagement and establish a School of Civil Society. Queen’s is in the process of developing a Co-Curricular Opportunities Directory to capitalize on student involvement in community and experiential learning opportunities
Other universities such as York and UBC have reallocated resources and received significant funding to create community engagement centres and departments.
What comes first?
A major priority for the CE task force has been finding a channel to share and discuss the various community initiatives. McMaster hosted an “Idea Exchange” day where faculties were invited to share how they were engaging with the community.
The current focus is to familiarize all units of the university with all the ongoing projects. The Task Force report proposed creating an infoshare or database of community opportunities to organize the information for both faculty and students.
The report also proposed both a network of community champions and a community engagement course. However, both of these are fairly intertwined initiatives and on some level may vary faculty to faculty.
The network of community champions could be part of a larger community engagement office. Alternatively, these could be designated individuals within faculties.
A community engagement course would seek to immerse students across the University in community learning and meeting community members. Koziol noted that the University is currently contemplating, “what are the big initiatives which would allow a cascade of ideas.”
Koziol reiterated that it was equally important to ensure meaningful engagement and a certain commitment to the community.
“The crux of community engagement is that you are trying to both create and strengthen a network which can be difficult to measure.”