Environmental conservation education from an Indigenous perspective
From Oct. 25-30, the McMaster Students Union ran an online virtual sustainability-focused event called Earth Week. The MSU collaborated with various campus and community organizations to host an event each day of the week.
Adrianne Xavier, an Indigenous studies professor at McMaster University, said that events like Earth Week are great awareness builders. They can allow people to engage in more conversations regarding sustainability and think more critically about the environment.
However, Earth Week was an event created through a rather colonial perspective on environmental conservation. Speaking about the difference between Indigenous sustainability and colonial ways of sustainability, Xavier said that there isn’t necessarily a strict comparison between the two. One of the greater differences would be the way Indigenous communities approach sustainability and view their own personal involvement with the environment.
“I think Indigenous sustainability is about understanding that we all have a responsibility to every part of life, that it isn't just ourselves and our families and the people around us, but also the things that impact the people around us. The environment is a huge part of that, including things like our food, our health and well being and all that stuff. But also, then, by extension, how we get the food and where it comes from and what the environment itself is being cared for in and in what ways,” said Xavier.
“I think Indigenous sustainability is about understanding that we all have a responsibility to every part of life, that it isn't just ourselves and our families and the people around us, but also the things that impact the people around us," said Xavier.
One of the events during Earth Week was No Meat Monday. Hosted by the McMaster Veggie Club, people were encouraged to not eat meat that day and try out meatless recipes. Xavier shared that for Indigenous peoples like herself, most of the meat that she eats is hunted. Therefore, it undergoes a very different process from most commercially available meat and may not encompass the same concerns that those who don’t eat meat for environmental reasons may have.
At McMaster, Xavier said that she has seen ongoing conversations where various faculties and organizational partners are trying to find ways to assist Indigenous students. However, Xavier said that change can begin with an acknowledgement and understanding that the current assistance is inadequate.
The Post-Secondary Student Support Program provides financial assistance to First Nations students who are enrolled in eligible post-secondary programs. However, the PSSSP does not provide adequate or equitable support for all First Nations students.
In addition to financial support, Xavier also noted that Indigenous students may require other supports such as access to healthy food options. Conversations about Indigenous food options and education regarding Indigenous practices with environmental conservation could also be beneficial to events such as the previous Earth Week.
Conversations about Indigenous food options and education regarding Indigenous practices with environmental conservation could also be beneficial to events such as the previous Earth Week.
Aside from No Meat Monday, another Earth Week event included a talk with Wellness and Sustainability Manager and Registered Dietitian, Liana Bontempo, about reasons why people should buy locally-grown food.
Xavier added that it would be beneficial to expand conversations about healthy and sustainable food options. These conversations could include education on the food cycle of an omnivore who is eating off of the land, such as herself.
“There are lots of really cool farm programs in the region. There are lots of cool groups of people who are doing gatherings and things like that of wildcrafted food, which are much more sustainable ways of understanding because when you do those sorts of things, you are more apt to learn the basics of respect for the plants that you’re taking in. [Reason being,] wildcrafted food has to be left enough for the next year or for other animals as opposed to large scale farming, which of course is crop grown specifically to be taken for food,” explained Xavier.
Xavier said that another big issue to consider across colonial approaches to environmentalism is the issue of food waste. Most grocery stores purchase large scale, aesthetically pleasing produce. They will pay less for imperfect produce unless it is organic, but even then, it is not easy for companies to sell organic produce.
“You’re paying a higher premium and a cost for perfect looking fruit that doesn’t necessarily taste better, or isn’t even necessarily better for you because how it looks is not indicative of nutrition,” said Xavier.
Produce that are deemed imperfect are often either composted or sold at a lower price.
“We are being trained as a society to only want fruits and vegetables that look a certain way,” added Xavier.
“We are being trained as a society to only want fruits and vegetables that look a certain way,” added Xavier.
In addition to imperfect-looking produce, best before dates are also a factor in producing food waste. Xavier discussed how grocery stores typically won’t sell food when it comes within three months of the best before date or they sell them in a clearance section.
Xavier noted that there are lots of costs to getting food to where they are in grocery stores, including shipment, packaging and other environmental costs and often, the food that is thrown out may not even be food that has gone bad.
"Because inevitably in classes that I teach, there’s always a component at some point in the class no matter what the topic is about where we fit in the world and remembering where we fit in the world, what our role is in all of those things, because that as well is a big piece of understanding sustainability. What part do we play in it?” Xavier said.
“A lot of times when it comes down to things like sustainability and sustainability weeks and events like that, I urge people to at the very least be aware of them. Think about them and talk about them. Because inevitably in classes that I teach, there’s always a component at some point in the class no matter what the topic is about where we fit in the world and remembering where we fit in the world, what our role is in all of those things because that as well is a big piece of understanding sustainability. What part do we play in it?” Xavier said.
Universities across Canada advocate for greater financial aid
In 2020-2021, the average tuition for full-time undergraduate programs across Canada is $6,580 per year. 52 per cent of students graduate with student debt and an average student has a total of $28,000 in debt when they graduate.
52 per cent of students graduate with student debt and an average student has a total of $28,000 in debt when they graduate.
Student debt in Canada has been deemed a crisis by many. In 2018, Canadian students collectively owed over $28 billion in student debt.
The McMaster Students Union is one of the student unions that have joined in to work on the Debt Free Degree campaign, advocating for more accessible and affordable post-secondary education in Canada.
This campaign is led by the Undergraduates of Canadian Research-Intensive Universities and the University Students’ Council at Western University.
Other student unions that are also taking part in the campaign include the University of Toronto Students’ Union, Students’ Society of McGill University, Waterloo Undergraduate Student Association and more.
These nine student unions represent students of the U15 group of Canadian research intensive universities. Collectively, the student unions represent over 250,000 students.
The campaign is calling for Prime Minister Justin Trudeau and Minister of Employment, Workforce Development and Disability Inclusion Carla Qualtrough to take action.
Mackenzy Metcalfe, vice president of external affairs at Western’s University Students Council and chair of UCRU, said that this would put grants at a total increase of $1200 per student for the 2020-2021 federal budget.
Policy recommendations from the campaign include doubling of investments in Canada Student Grants from what was provided in 2019. Mackenzy Metcalfe, vice president of external affairs at Western’s University Students Council and chair of UCRU, said that this would put grants at a total increase of $1200 per student for the 2020-2021 federal budget.
This amounts to roughly $1 billion from the government. Metcalfe also noted that this was one of the promises made by the Liberal party during the 2019 election. This increase in grants would apply to all students eligible for financial aid.
“Investments in students are investments in the future. Students are really going to make up the workforce of tomorrow and increasing funding for student financial aid will undoubtedly see exponential return in the next couple of years,” said Metcalfe.
“Investments in students are investments in the future. Students are really going to make up the workforce of tomorrow and increasing funding for student financial aid will undoubtedly see exponential return in the next couple of years,” said Metcalfe.
MSU Vice President (Education) Ryan Tse declined an interview but wrote in an email statement that the MSU is excited to work on this campaign.
“The Debt Free Campaign [gives] students the opportunity to share their stories and call on the government to help make postsecondary education more accessible and affordable,” wrote Tse.
In previous years, UCRU had advocated for the transfer of federal tuition tax credits to student grants. Currently, the recommendation for the federal government to transfer tuition tax credit funds to upfront grants is also an MSU policy.
However, the Debt Free Degree campaign had decided not to specify federal tuition tax credits as a source of funding for student grants, but simply advocate for an increase in grants.
“UCRU still believes that tax credits from tuition should be relocated to upfront grants for students, however, during our past few lobby weeks, UCRU received feedback from the government about the proposal. We heard from multiple sources in government that they were not interested in making this change to the tax credit system. However, we did hear that they were interested in supporting students through student financial aid,” Metcalfe explained.
Although recommendations from the campaign ultimately do not eliminate student debt, Metcalfe said that having a larger proportion of financial aid as grants rather than loans will help decrease the amount of accumulated debt.
Aside from an increase in student grants, the campaign also recommends a two-year grace period on all federal student loans. Currently, federal student loans have a grace period of six months.
In other words, students have six months following their study period with no accumulation of interest on their federal student loans. Aside from finishing their final school term, students are also required to repay loans six months after they leave school, take time off school, or transfer from full-time to part-time studies. After those six months, students are expected to begin payment and interests will accumulate.
In Ontario, financial aid for students is regulated by the Ontario Student Assistance Program. OSAP incorporates both federal and provincial student loans and grants.
On a provincial level, student loan requirements differ depending on the province. Students in Ontario are not expected to start repaying their provincial student loans until after the first six months, but their loans do accumulate interest during that period of time.
Across social media, the campaign shares various infographics comparing the average amount of student debt to other various items of the same monetary value such as 112 pairs of AirPods, a Honda Civic, 233 years worth of Netflix subscriptions and 9 million cups of coffee.
$28,000. That's the amount of debt an average student has when they graduate. You can buy a lot with $28,000. Paying off student debt shouldn't be one of those things. It's time for a change - alongside @UCRU_Can, we're pushing @JustinTrudeau & @CQualtro to take action. (1/2) pic.twitter.com/FbeJu13B5J
— McMaster Students Union (MSU) (@MSU_McMaster) November 6, 2020
Students were encouraged to join the movement by writing a postcard to their local member of parliament. A Google form at www.debtfreedegree.ca was available for students to fill out and UCRU will send the postcard on the student’s behalf.
Students were also asked to spread the word by sharing posts with the hashtag #DebtFreeDegree on their social media and provide UCRU with feedback by emailing info@ucru.ca.
The MSU is working alongside @UCRU_Can and Student Unions across the country to advocate for accessible, affordable post-secondary education in Canada, and a #DebtFreeDegree. Learn more about our fight for Debt Free Degrees at https://t.co/t0I4CFpbCP. (1/3) pic.twitter.com/5o9GvsngPy
— McMaster Students Union (MSU) (@MSU_McMaster) November 3, 2020
The campaign ended on Nov. 16 and Metcalfe stated that over 200 students had shared their feedback. These student concerns will be presented to federal policy makers during UCRU’s annual Federal Lobby Week. This year, the federal lobby week is scheduled from Nov. 23-27.
New pen pal groups on campus bring back letter-writing to keep students connected during COVID-19
There’s something incredibly precious about writing and receiving a letter. It’s more deliberate and personal than the quick text messages we send off over the course of our day. A thoughtful, well-written email can come close to the same feeling, but this kind of writing and connection is increasingly becoming a lost art.
With the pandemic, many are turning towards new forms of communication to maintain connections. However, a number of pen pal groups have popped up on campus during the pandemic, bringing back letter-writing and helping to connect students with each other and the larger Hamilton community.
However, a number of pen pal groups have popped up on campus during the pandemic, bringing back letter-writing and helping to connect students with each other and the larger Hamilton community.
Over the last few months, the Student Wellness Centre has been trying to connect students. They recognize that it may be harder to meet new people, especially for first-year students. One of their initiatives is McMaster Pen Pals.
The idea was initially proposed by Bonnie Liu, a student member on the wellness outreach mental health team, as a way to help connect students volunteering on different teams at SWC. The initiative had a good turnout and served as the trial run for the university-wide program that was launched earlier this year with the help of Taryn Aarssen, a health promoter at the SWC.
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“When we had that McMaster Wellness Outreach Teams Pen Pal forum, a lot of people were just like, ‘We just want to hear different perspectives. How are other students handling COVID-19?’,” said Liu.
So far the reception has been extremely positive with a large number of students enrolling in the first round and more continuing to enroll as the year has gone on. They recently closed the second round of their pen pal matching on Nov. 16, 2020, but will continue to match people on an ongoing basis throughout the year.
Their matching process is simple, but sophisticated, relying on questions about common interests. They have also taken care to match first-year students with other first-years, to help foster connections and a stronger sense of community for these new students.
“It's another way to connect with people and you know that there's someone who is also looking for that type of connection as well. Could you message someone random and start telling them about yourself to meet someone else? Or is there some value in having something organized, where you know that the person on the other end is also looking to meet someone new and connect that way?” said Aarssen.
“It's another way to connect with people and you know that there's someone who is also looking for that type of connection as well."
Another group on campus, McMaster Pen Pals for Seniors, is focused on connecting students with senior citizens, who have been particularly hard hit by the pandemic. Many seniors, especially those living in nursing or retirement homes had to adjust or cancel the family visits due to COVID-19. As a result, many seniors are feeling lonely.
Prior to the pandemic, third-year students Sanya Vij and Sophia Zhang were interested in doing outreach to nursing homes. With the arrival of COVID and the accompanying protocols and restrictions, they had to think of ways to alter their approach.
After some brainstorming and being inspired by a TikTok about pen pals, the pair settled on letter-writing as a possible option. They then began to reach out to retirement homes and hired an executive team, culminating in their launch at the beginning of the school year. For the team, supporting seniors during these times is especially important because they feel that this demographic is often underappreciated.
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“I think seniors have so much to offer. They had so much more life experience and years on this planet than we have . . . I think [students] can learn a lot from their past experiences, whether it's like jobs, in life and other things . . . [W]e really hope that some of the McMaster students and the seniors form connections with each other and see each other as maybe even friends,” said Zhang.
"[W]e really hope that some of the McMaster students and the seniors form connections with each other and see each other as maybe even friends,” said Zhang.
“[Also] raising an awareness that seniors are people too and it's possible to connect with anyone at any generation, which is kind of the point that we're kind of trying to strike home,” added Olivia Dong-Hamilton, the group’s vice president of media.
It is important to the McMaster Pen Pals for Seniors team to bridge the gap between students and seniors and connect their volunteers to a larger sense of community.
“For the volunteers, I hope they learn some compassion for our senior population. And then for the seniors, I just hope they learn that we care about them [and that] we are thinking about them actively,” said Vij.
During these trying times, letter-writing may be just the kind of personal, thoughtful form of creating connections that we need right now because it’s a little closer to the face to face contact that everyone is so dearly missing.
Many, including students, are gravitating toward plants during these difficult times
Plants are known to have a number of benefits for both mental and physical health. A few of these benefits include reducing stress and anxiety, brightening living spaces and improving indoor air quality.
Given all the stress and uncertainty of these last few months and the increased amount of time people are spending inside their homes, maybe it’s no surprise that people are gravitating towards plants now.
“I think planting is quite therapeutic. I think a lot of people that weren't doing it before started to take an interest in it [during the pandemic] and I think we're seeing a resurgence of the younger generation getting a little bit more interested in it,” said Kate Psota, a greenhouse supervisor at Holland Park Garden Gallery.
“I think planting is quite therapeutic. I think a lot of people that weren't doing it before started to take an interest in it,” said Kate Psota, a greenhouse supervisor at Holland Park Garden Gallery.
For many students, the pandemic was an opportunity for them to further delve into their passion for plants. For some, this has meant growing their already sizable plant collections through buying new plants, swapping with friends and family or propagating plants they already had. For others, this has meant gardening in the warmer months.
“When reflecting upon how plants have been part of my life before and during the pandemic, I think they acted as an anchor and sense of normalcy. I still get to water them on the weekends, they still grow and make me happy even though everything has changed,” said Veronica Tran, a fifth-year biochemistry student.
For other students, the pandemic is the first time that they have tried anything remotely related to plants. The growing sense of community around the planting seems to be an important aspect of the appeal for students, particularly during these times when many feel disconnected from others.
Plants can act as conversation starters, giving students something to talk about with friends and family that is not necessarily related to the pandemic. There are also groups popping up on various social media sites, where plant parents facilitate the finding and trading of plants and offer information about how to take care of them.
“I think from the sudden increase of plants and plant owners throughout the pandemic there have been a lot of Facebook groups that have sprung out due to this. And there's a lot of trading of plants, of giving away . . . It's a community but it's also kind of a game almost like trading, they’re discussing it. It’s become its own thing that I can’t even quite describe,” said Lucy Lin, a fourth-year environmental sciences student.
“It's a community but it's also kind of a game almost like trading, they’re discussing it. It’s become its own thing that I can’t even quite describe,” said Lucy Lin, a fourth-year environmental sciences student.
However, the supply of plants hasn’t necessarily kept up with the dramatic increase in demand for a number of reasons. Some of the protocols that have been put in place due to the pandemic are affecting migrant workers, who are an important part of this industry. There are also restrictions on the import of plants.
Despite these challenges though, Psota commented that people have been understanding and flexible when shopping for their plants. She also doesn’t think this should discourage people from further exploring their relationship with plants and nature, especially during these times.
“I hope that [customers] would develop more of a relationship with nature, understanding how these things work and how they interact in our everyday life. Plants are such a part of our environment. I think a lot of people just think about them for just strict aesthetics but they do have the ability to reduce stress, working with them it's been proven to reduce stress. They can improve air quality within your home. So I hope when people come here that they have an appreciation for that and maybe even learn something new that they didn't know before,” said Psota.
Given the plethora of benefits provided by plants, it seems fitting that people are gravitating towards them during these difficult times. As we move into the greyer winter months and begin to spend even more time indoors, having something bright and green around the house will become even more important.
Undergraduate students share their thoughts on cultivating community during COVID-19
Last year as autumn descended and we neared Reading Week, the world and the McMaster University campus looked very different. First-year students were learning to navigate campus and starting to make friends in their classes and in residence. Upper-year students were trying to put into practice the lessons they learned in first year and were reconnecting after having been apart all summer. Between Welcome Week and homecoming, it was the time of year when feelings of community and belonging were the most obvious. On top of the new university community forming, students would be anticipating going home for Thanksgiving family gatherings or making plans with new and old friends.
As we come around to this time of year again, much has changed. Some changes are obvious such as the shift to online classes, while others are more subtle such as how we create and maintain community. Prior to the pandemic, community meant being in the same physical place, seeing each other frequently and often participating in activities together. Now as a result of the physical distancing protocols, this kind of community is very difficult to achieve, let alone maintain. More than ever, students are facing social isolation and loneliness.
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The pandemic has forced the world to rethink community, but for students who are scattered across the country and around the world, it is particularly difficult. However, students have been creative in finding new ways to connect with each other, create new online communities and support established relationships. Largely this has meant turning to online platforms and social media.
“When I open up my computer now, I'm part of a community but the second I close it, I feel like I'm lost and I'm not part of it, whereas before COVID, it was easier to kind of stay as a part of a community . . . [W]hen you were on your own, you never really felt as isolated,” explained Zahra Panju, a second-year student.
“When I open up my computer now, I'm part of a community but the second I close it, I feel like I'm lost and I'm not part of it."
While friendships now require more effort to sustain than they did in person, many students explained that they are grateful for the increasing use of online platforms and phone calls. It has given them an excuse to reconnect with high school friends and extended family members, who they may not have spoken to in a while or would not be able to see in person anyway.
However, when trying to build new connections, the effortful component of virtual communities can be a hindrance. As a first-year student, the transition to university is always a bit bumpy, but the adjustment to online classes and the lack of an established community has made it incredibly overwhelming and isolating.
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“Even Welcome Week, you hear so much about it and how it's this great week, you make so many friends [and] you connect with people but this year, you couldn't even see each other. We couldn't really talk to each other much with the events . . . I think that the general McMaster community . . . has been difficult, just because I don't think we've been given enough opportunities to connect with one another,” said first-year student Isabelle Cardos.
Often joining clubs on campus is a crucial component to finding community at university. While many current first-year students are interested in doing so, they expressed that they don’t know where to start looking. They are also not sure if now is the right time as they are still adjusting to their classes.
In contrast, many second- and third-year students have found themselves joining more clubs this year in an attempt to create the sense of community that they feel they’re missing. As they don’t necessarily get the opportunity to meet new people through lectures anymore, they see clubs as an opportunity to connect with people outside their program who are also interested in building and community.
Fourth-year students in particular are grateful that they have been able to establish a strong sense of community already. They are now not only looking for ways to maintain that community but also for ways to further establish a community for all students. Many fourth-year students spearhead a number of clubs and initiatives on campus and have been working hard to adapt these to the pandemic. They feel that this year the impact of their efforts is a lot more apparent, and also arguably more important.
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“[W]e're finding a lot of new people tuning in and I’m kind of hopeful about new connections that can be made . . . [T]hese are probably the hardest times that people have had to face in terms of going to university and . . . if an online connection isn't always just the tedious work thing, then that’s important,” said fourth-year student Rhea Murti, who is co-president of the McMaster Yoga club and also involved in organizing the McMaster Indigenous Health Movement.
“[W]e're finding a lot of new people tuning in and I’m kind of hopeful about new connections that can be made."
Overall, students clearly expressed the importance of supporting each other. Many felt that the pandemic has encouraged them to be more open and more vulnerable with their family and friends, even if they are connecting online because they know everyone is going through a difficult time.
“I feel like before the pandemic the need wasn't as urgent to really build community and be empathetic . . . I feel like we were kind of moving away from that before the pandemic. I feel like since this happened it's kind of forced us back into this place, I feel like we naturally have to be in, towards just being nice to each other,” said Blessing Akinniranye, a fourth-year student and assistant director of Diversity Services.
While the McMaster community is still navigating these changes and trying to find new ways to connect and maintain connections, there is still a very strong sense of community as students look for ways to support each other through these trying times.
Hamilton Public Library’s virtual programming is supporting the community and helping them stay connected
Community is a crucial component of well-being. It is also something that many are missing as traditional gatherings such as city-wide events have been cancelled due to the pandemic. Libraries have long since been gathering places for communities but due to the pandemic, many closed for months. While nothing will likely be able to replace this missing connection, libraries have found ways to adapt and forge new kinds of connections.
The Hamilton Public Library has created new avenues for connection while still maintaining the high quality and range associated with their traditional programming. In mid-March, shortly after the first pandemic closures, HPL transitioned its programs to a virtual environment, initially using Microsoft Teams. Since then, they have expanded to YouTube and Hamilton TV channel Cable 14. They have also added a number of new programs in light of the pandemic, such as a learning database, job search events and social events like Poems from Home.
So far, HPL’s virtual programs have been very successful, with many of their livestreamed events continuing to get views weeks after they’re released. Their online platforms, such as Cisco Academy and Mango, have seen dramatic increases in use since the pandemic closures.
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HPL serves not just those who live in Hamilton but those who work and learn in the city as well. They want to ensure that all members of the community, whether or not they are able to come to Hamilton now, still feel connected and supported. Community is very much top of mind for Lisa Radha Weaver, the director of collections and program development at HPL, as well as the rest of the HPL’s program team.
“I really hope that all HPL library members are able to walk away with the thing that they were looking for. So, if they were looking for social interaction with a sit and stretch, or a book club conversation, I hope that they got that engagement, especially if they've been isolated since March. I hope the people who are logging on to our Cisco Academy and are hoping to apply for that dream job are able to have the confidence . . . [to] have a successful interview and for any member who is looking for something and isn't able to necessarily find it on our website. I hope that they're going to call [in] to Ask HPL or email us and let us know that they're looking for this kind of programming,” said Weaver.
“I really hope that all HPL library members are able to walk away with the thing that they were looking for. So, if they were looking for social interaction with a sit and stretch, or a book club conversation, I hope that they got that engagement, especially if they've been isolated since March..." said Weaver.
All their programs can be accessed with an HPL library card. If community members do not have a card as of yet, they are able to register for one through the HPL website. Weaver especially encourages students to get a library card if they do not already have one, as this is a way by which they can connect with the Hamilton community during a time when they may feel particularly isolated. Even if they are not living in Hamilton currently but still attending university virtually, students are eligible for an HPL card.
Many of their programs featuring local musicians and authors can offer students a glimpse into the culture and history of the city they’re studying in. Other programs, such as book clubs, knitting circles and music circles can help students connect with the larger Hamilton community. Additionally, the library’s many online learning platforms can offer students support through various tutoring, language learning, computer coding and other skill programs.
“We really do appreciate being part of the McMaster community and are happy to support, just as McMaster libraries are, all . . . student learners and instructors at McMaster . . . [W]e look forward to engaging with all the students, especially the new students at Mac this year who we haven't been able to meet in person yet . . . We look forward to meeting them online and supporting them throughout this academic year,” said Weaver.
“We really do appreciate being part of the McMaster community and are happy to support, just as McMaster libraries are, all . . . student learners and instructors at McMaster . . ." said Weaver.
HPL has faced some challenges, the chief one being accessibility. Many people rely on libraries for computer and internet access. Currently, some branches are open for restricted hours and computers can be accessed then. However, many of the virtual programs they offer take place after hours and if community members do not have a device and stable internet access at home, they cannot access these events.
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One of the challenges that HPL has been able to surmount is the number of community members who were not online or comfortable navigating the virtual environment before this pandemic. Through the Ask HPL service on their website, they have been able to help many of these people transition online.
“So there are book clubs that have been meeting for decades in person, and transitioning them online for some people has been a challenge, whether it's a device challenge or a software challenge but again, with our amazing Ask HPL service . . . we've been able to help members transition to those services online. We look at every challenge as an opportunity and we're fortunate that we've had the staff capacity and community interest in addressing those challenges and helping people stay engaged with the library,” explained Weaver.
Libraries have always been places for people to gather and feel connected, held and supported. So it is fitting that HPL are among those fostering a digital sense of community during these trying times.
A list of ways for students to adjust to online classes
The start of the 2020-2021 school year has been an adjustment for many students. This adjustment period may continue into the winter semester now that classes are confirmed to be online. As you start to prepare for midterms and major assignments, here are some tips to help you move forward in a virtual learning environment.
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Creating the ideal study space
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Attending virtual classes
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Keep up your good study habits
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Ask for help
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Cultivate community
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Take care of yourself
This year is going to be strange. We’re all learning how to manage this new situation and it’s not going to happen overnight. It will take the time it takes, so be patient and kind with yourself as you navigate your virtual university experience.
Innis library to be replaced by the McLean Centre for Collaborative Discovery
After 46 years, McMaster University’s Innis Library closed its doors on March 19, 2020. As the primary library for the Degroote School of Business, Innis Library in Kenneth Taylor Hall was one of McMaster’s smaller libraries.
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The decision to close Innis Library came after a gift from the McLean family to spearhead a new project of more than $50 million. In place of Innis Library, a new building known as the McLean Centre for Collaborative Discovery will be built as an addition to the DeGroote School of Business.
Aside from the new building, the gift will also be combined with other private, public and university funding sources.
Three generations of the McLean family studied various subjects at McMaster and on behalf of the family, Paul McLean expressed that the gift came from the positive impact education at McMaster has had on the family’s lives.
“We looked at what was most important to us, and we’re focusing our efforts on the priorities we identified. Education is certainly one of our highest priorities because it touches everything,” said McLean.
In July of 2019, McMaster announced that the Toronto-based architecture company Sweeny&Co was selected to design the new building.
“According to the firm, modern postsecondary buildings like the McLean Centre are moving beyond chair-and-podium configurations to more closely resemble the collaborative spaces found at today’s leading companies,” the University wrote within its announcement.
“According to the firm, modern postsecondary buildings like the McLean Centre are moving beyond chair-and-podium configurations to more closely resemble the collaborative spaces found at today’s leading companies,” the University wrote within its announcement.
McMaster states that the McLean Centre for Collaborative Discovery is more than just a new building. It will also begin a new teaching model for business students at the university.
The university will transform the Bachelor of Commerce program by allowing students to connect with working business leaders, instructors and students from all disciplines. McMaster stated that emphasis will be placed on problem-based discovery, interdisciplinary study and interaction with business leaders.
“Under the new model we’re creating, a lab manager, an engineer and an ethicist could all be joining business students to work on the same business problem, for example. This new space will be a home for our undergraduate students, where they can develop the soft and hard skills that will prepare them to thrive in a market that is constantly bombarded by such changes as artificial intelligence and blockchain,” said Len Wavermen, dean of the Degroote School of Business.
The new building is designed to be nine-stories high and a library will be reopened on the third floor. Currently, the building is slated to open in 2023-2024.
Although the building is an addition to the Degroote School of Business, the university also stated that students from all faculties will be able to use the space.
Art Gallery of Hamilton staff and Hamilton art teachers come together to provide high school students with a platform to share their thoughts and feelings during COVID-19
Finding the right words to express yourself can be incredibly difficult. Sometimes you don’t have the words or the words you do have are not enough to represent your experiences. These are a few reasons why people turn to art to articulate and communicate their thoughts and feelings. However, artists need a space where they can not only share their art, but where their art can be supported and encouraged.
The Art Gallery of Hamilton’s programs and education department in conjunction with high school art teachers have gone above and beyond to provide a space for secondary school students to share their thoughts and feelings relating to COVID-19. Declaration showcases the talent and thoughtfulness of Hamilton’s young artists during these challenging times.
https://www.instagram.com/p/CBgf1uEDIsS/
Every year, the AGH hosts Hamilton's high school students’ art in their physical gallery. In the early weeks of the pandemic, the programs and education department at the gallery considered how they could adjust the exhibit for the new physical distancing protocols and decided to instead host it in a virtual space. The director of the department, Tor Lukasik-Foss, reached out to Hamilton high school art teachers, who submitted between six to 10pieces of art on behalf of their students. Then Youth Council and Studio Coordinator, Tyler Van Holst, uploaded them to the virtual gallery he created.
“It was such a huge group effort and the majority of the work, I would say, was done by the students and the teachers. From just the actual work being made and how much time and effort and care went into the crafting of all the artwork to the diligence [the] teachers had, to collecting and organizing . . . I was just very touched to see the art teachers going that extra mile to support their young artists and their students,” said Van Holst.
“It was such a huge group effort and the majority of the work, I would say, was done by the students and the teachers. From just the actual work being made and how much time and effort and care went into the crafting of all the artwork to the diligence [the] teachers had, to collecting and organizing . . . I was just very touched to see the art teachers going that extra mile to support their young artists and their students,” said Van Holst.
In the early stages of Declaration, there was a very strong sense of optimism. There was little if any commiseration about not being able to hold the exhibition in a physical space. Instead, the teachers expressed gratitude, appreciation and excitement about being able to put the event on during a time when so many things were closing.
Declaration features artwork from Grade 9 through 12 students from 11 different Hamilton high schools. The student artists used a diverse array of media, including photography, acrylic and oil paints and digital media. The images range from depictions from the students’ role models, self-portraits to representations of life in quarantine.
Amazing work by HWDSB Program of the Arts @Glendale_HWDSB and @HWDSB students as part of @TheAGH's #Declaration exhibit found here https://t.co/bvYUoBnMGU pic.twitter.com/MOzhp4dT4R
— Glendale Arts (@GPAandSHSM) June 17, 2020
“[The] content was mostly around — it could have been anything that they wanted to — but there was a [theme of] managing or understanding COVID-19 or . . . going with the new normal and just facing that reality,” said Van Holst.
Creating spaces for youth to express themselves is an essential part of Van Holst’s role at the AGH and art teachers’ roles. This role is even more important during the pandemic, as arts education builds essential skills and helps students cope with the changing world.
Creating spaces for youth to express themselves is an essential part of Van Holst’s role at the AGH and art teachers’ roles. This role is even more important during the pandemic, as arts education builds essential skills and helps students cope with the changing world.
“When I was working on [the exhibition] . . . I was just trying to make it a platform for them and a vehicle for their expressions. I guess my hope would be for them to be able to see that and to feel it’s a true expression of high school students and teenagers and youth and . . . I would hope that someone would really see [that] this is how these people speak or one of the ways how these people speak or how anyone can speak,” said Van Holst
Declaration is one example of the way people have come together during COVID-19, harnessing their passions and skills to create something new and wonderful.
The exhibition is officially open until Sept. 30, 2020 but there is the possibility of an extension or a follow up to the exhibition.
By Elisa Do and Yvonne Syed, Contributors
Education is often considered to be a stepping stone towards entering the workforce. University is not only supposed to teach students textbook knowledge, but it is also supposed to support students in the development of transferable skills. Hence, the Ontario government has implemented greater ties between university funding and experiential learning opportunities, which is why we are also seeing an increase in experiential learning within the curriculum of many universities.
At McMaster University, experiential learning is defined with six criteria, including: a workplace or simulated workplace environment, exposure to authentic demands, purposeful activities, assessments conducted by both self-assessment and by the employer, application of knowledge from the student’s university or college program and completion of a course credit. By structuring the experience with authentic demands and meaningful activities, students can face real-world problems and undergo conditions that are relevant to the typical responsibilities of the industry that they are practicing for.
The types of experiential learning that are offered at McMaster include: co-op, internships, professional placements, lab courses, community/industry partnered learning and research projects. Experiential learning provides wonderful opportunities for students to apply theory and gain exposure to the workforce. Therefore, as experiential learning makes its way into university learning, there is also a greater need to consider accessibility options for students.
For starters, the time commitment and duration of experiential learning placements may be difficult to manage for certain students depending on their situational circumstances. Students may also have other obligations, such as having to take care of a dependent, having to work to finance their education or having other commitments to tend to, preventing them from fully completing the placement. Some students may not be able to commit to placements for weeks or months on end, and some may not be able to dedicate a fixed amount of hours per week.
The strict time commitments can be a barrier to those who want to access meaningful experiential learning opportunities but cannot commit to the entire time. This could be in the form of a requirement of 5-15 hours a week of volunteer experiences or conflicts between student class times and shift availability.
Furthermore, since the Ministry of Education’s focus on experiential learning involves participation in a workplace or simulated workplace environment, transportation plays a huge factor. For example, nursing students being able to commute to their clinical placements is essential. However, nursing students at McMaster are responsible for their own travel costs to and from their placement locations.
For some students, this may mean travelling on the Hamilton Street Railway to nearby Hamilton hospitals, but others, it can also mean having to spend money on Ubers in order to make it in time to their placements located as far as Niagara. Not all students can afford a vehicle of their own and public transit is not always accessible. This can mean busses not running at times suitable for the student’s placement, or not extending far enough to reach other cities that the student must travel to. Clinical placements in and of itself are already putting students under responsibilities for which they are typically paid. When transportation becomes a barrier, students may endure heavy financial burdens, as they already dedicate much of their time to their studies and do not always have a source of income.
Clinical placements in and of itself are already putting students under responsibilities for which they are typically paid. When transportation becomes a barrier, students may endure heavy financial burdens, as they already dedicate much of their time to their studies and do not always have a source of income.
Looking at other European universities, such as the University of Dundee and the University of Limerick, travel allowance is often provided when expenses are incurred due to responsibilities associated with the nursing program.
When compared to more nearby universities, Queen’s University offers travel reimbursements to students of their school of medicine. Although each university has their own limitations and variations in their accommodations, the importance lies in providing support for students who have to travel beyond local public transport.
Lastly, when we look at accessibility options, we must also consider the methods with which students are assessed. Students enrolled in experiential learning courses often have to complete reflections. There is also a concern regarding the course outlines and required components that students are graded on as they partake in an experiential learning course. A challenge to assessing student learning through reflections is how to do so while respecting their privacy.
Novel assessment formats and unclear instructions may lead to students feeling they are required to disclose significant personal details in required 'reflection' assignments. They may not feel comfortable disclosing personal encounters or experiences they have undergone to their professor or teaching assistant, but they may still want to address the issues they’ve faced.
However, if they don’t want their teaching assistant or the professor to know of an embarrassing or uncomfortable situation, they cannot write it in a reflection. Thus, bearing this in mind, assessment through reflection can be made more equitable with revisions of this assessment method from instructors. Perhaps instructors could ensure that students are well informed of an anonymous reporting procedure if they ever feel the need to report any inappropriate behaviours or workplace violations encountered during their experiential learning placement. This eliminates the need to disclose this information in a reflection assignment while still addressing any private issues in an equitable manner.
It is undeniable that experiential learning has been growing rapidly within the curriculum of many programs today. With the benefits that experiential learning holds, it is important for universities to critically evaluate the accessible options that are offered. To start, basic support for barriers in time and scheduling, transportation and as confidentiality should be considered. If students are to carry extra burdens, such as financial costs, their learning experience can also be hindered. In order to provide a well-rounded experiential learning opportunity the way the curriculum intends for it to be, further improvements should be made.
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