A Submission from The University of Guelph Central Student Association

September 30, 2012

Introduction The purpose of this submission is to provide feedback to the Ministry of Training, Colleges and Universities in response to Strengthening Ontarios Centres of Creativity, Innovation and Knowledge and the roundtable discussions that The University of Guelph Central Student Association (The CSA) participated in. The CSA is an undergraduate student union that represents the 20,000+ undergraduate students at the University of Guelph. Our Policy on PSE The CSA believes that education exists to serve the needs of society, and the development of the individual. Therefore education should be organized to meet these needs. This determines what we see as the purpose of post-secondary education. As students we embrace values that aspire to overcome inequality and promote social change. These values find their realization in a post-secondary education that is concerned with social issues and concerned with its own social impact. Our Three Basic Principles: i. Post-secondary education must be universally accessible ii. Post-secondary education must be of high quality iii. Post-secondary education must be democratically controlled Education is a right; an essential service that must be available to all persons. Discussion Paper & Roundtables The CSA was represented at two roundtable discussions, at Fanshawe College on July 24th and at the University of Toronto on September 14th. After reviewing the discussion paper and attending these consultations, we left with a number of concerns: i. A lack of student representation At the first roundtable we attended, it was concerning to see that individual student unions from other institutions had not been invited when their administrations had. It was positive to see that the MTCU made an effort to give individual student unions representation at the UofT session. However, it was discouraging when we were limited to sending one representative and therefore could only participate in 2 of the 4 discussion areas. It is also important to note that input from students has been limited by the structure of these consultations. There was limited space to ask questions or provide feedback on areas that we felt were important. These concerns did not directly pertain to the prepared questions by the ministry. ii. Defining what is wrong with post-secondary education in Ontario It is clear that the governments intention is to revolutionize post-secondary education in Ontario; however, it is less clear why such an extensive overhaul is

Submission from the University of Guelph Central Student Association

necessary. We recognize that reassessments must happen in order to improve the quality of our education, yet it is important to first consider what we already know and identify what we do well in order to build on our success. iii. Refusal to discuss tuition fees This discussion paper has placed considerable emphasis on costs and the necessity of innovating and increasing productivity, however both the paper and the roundtable discussions have refused to discuss the affordability of education, indicating that consultation on a new tuition framework is forthcoming. Minister Murray has been clear that he recognizes the burden of tuition fees on Ontarios students, yet fails to regard this issue with adequate concern by excluding it from consultations. We cannot discuss changes as monumental as those being proposed by the minister without first considering the principle barrier to education facing Ontarios students today and how these changes will impact affordability of education. Removing a frank discussion on funding frameworks from discussions on quality greatly limits the scope of the debate. iv. Defining innovation & productivity The discussion paper uses both terms on multiple occasions, but fails to define either clearly. During the roundtable discussions, it was asked on multiple occasions what was meant by these terms and a clear answer was not provided. Although the discussion paper contrasts an efficiency-focused approach and an innovation-focused approach through the use of an example, further defining is necessary if these terms are to frame the drive behind the revolutionizing of our post-secondary education system. Four Areas of Discussion 1. Quality Teaching & Learning Outcomes It has been identified in the roundtable discussions that one of the challenges facing teaching quality in Ontario is the sage on the stage teaching style. There is no doubt from students that the quality of teaching in some of their classes is compromised by this method, but it is important not to view online courses as the only or best alternative to this issue. The University of Guelph is proud to have Teaching Support Services which works to enhance the teaching culture and capability at our institution by upholding four values: collegial support and service, capacity building, community, and innovation. Having resources to provide teaching support is essential in improving the quality of students learning experiences. However, it is important to acknowledge that Ontario has the highest student-to-faculty ratio in the country, which has an inevitable impact on the quality of the student learning experience, regardless of whether or not support is provided to faculty. In terms of learning outcomes, At the University of Guelph we emphasize the importance of students being both critical and creative thinkers. An effective means to support learning outcomes of this sort is through providing high impact learning opportunities, especially in earlier years of a students university experience. One example of this type of learning is our offering of first year seminars. First year students are provided with the opportunity to enroll in seminars with a maximum of 18 students.

Submission from the University of Guelph Central Student Association

The seminar reflects the research or professional interest of the instructor and the format is designed to allow students to engage closely with one another and their professor in a classroom setting. 2. Technology-Enabled Learning Technology is becoming increasingly integral to all aspects of our day-to-day lives. In the context of post-secondary education, technology can be used as a valuable tool for supplementing the educational experience of students. However, when technology plays a larger role, such as in the provision of online courses, we know that challenges exist. Aside from the fact that online learning creates a number of challenges for students who prefer the benefits of being in class with their peers and instructor, we know that online learning, if done well, costs the same if not more than a traditional inclass course. For this reason, it is essential that online learning is not pursued as a cost saving measure out of risk of sacrificing quality. When exploring a greater provision of online courses in the post-secondary education system in Ontario, one must also note the impact this would have on jobs. Having students take 3 out of 5 of their classes online a semester, for example, would have a significant impact on campuses potentially resulting in cuts in jobs dependent on the use of a physical campus space. It would also require greater training for instructors on online course provision, which would be an additional expense. Furthermore, increased enrolment due to more distance education students is not a meaningful solution to Ontarios problems of regional and financial inaccessibility. 3. Expanded Credential Options & Supplements Improving Ontarios credit transfer system is beneficial. Providing students with an easier means to transfer credits from one institution to the next supports greater flexibility and awards the student with expanded choice and freedom. However, any move towards standardization in curriculum must be carefully weighed against academic freedom and diversity of student choice. The roundtable discussions asked questions about the opportunities to provide yearround learning to students in Ontario and about attracting students to take summer courses. A primary reason for the lack of demand for summer courses or year-round learning is the fact that students need their summers to work. Due to seasonal work being highest in the summer and with tuition fees being so high, students look to their summers as an opportunity to work in order to cover the costs of their education. To make year-round learning more appealing to students, it is essential that the upfront costs to education are decreased. Another step that has been discussed as a potential route to achieve improvement in this area is the introduction of three year degrees as the standard. Removing a fourth year of learning has a number of potential challenges associated with it. One of the most prominent is a question of transferability and how this may in fact limit the freedom and choice of students in pursuing further education in other Canadian provinces or internationally where a three year degree is not the standard. This also has implications for students, if employers question the comparability of a new 3 year degree to the

Submission from the University of Guelph Central Student Association

former 4 year degree they required. It is also important to note that students have the choice to pursue a three year degree already in the form of a general degree at a number of Ontarios institutions, some with specializations. More importantly, less education means less learning for students. 4. Entrepreneurial & Experiential Learning When looking at experiential learning in our post-secondary institutions, it is essential that we look beyond preparing students for the labour market. Yes, students do want opportunities to gain the skill set necessary to prepare them to get a job upon graduation, but it is important to recognize that much of this demand is resulting from a fear that we will not get work when we graduate. With the average Ontario student debt upon graduation being $37, 000, an increasing number of students cannot afford to look for a job after graduation. If opportunities to gain work experience are pursued for students it is essential that it does not pave the way for the exploitation of students where they participate in co-ops or internships that benefit the private sector and pay little to no money to the student. There is a problem with students graduating into unemployment, but much of this must be solved by government economic policy. It is also important to recognize that students can develop valuable skills from contributing to their community. The University of Guelph prides itself in providing experiential learning opportunities that both critically engage students in their course work and personal development, but also in their community. Some of these opportunities are facilitated through our Institute of Community Engaged Scholarship which fosters collaborative and mutually beneficial community-university research partnerships and builds capacity for community-engaged scholarship by strengthening faculty and student engagement with local, national and international communities of interest. Through this institute students have been able to collaborate and engage with community members in addressing complex social issues, including social and environmental issues and issues of food security. It is essential that students are supported in exploring areas of experiential learning that provide returns to society and demonstrate the social good of a post-secondary education. Conclusion While reforming our post-secondary education system it is necessary that quality is not lost at the expense of cost saving measures. With enrollment rates rising across the country at our institutions and average tuition fees increasing considerably faster than inflation, it is important to take note that Ontario has the lowest per student funding of all the provinces. This places strain on our institutions capacities to provide the quality of excellence we strive for, further burdening Ontarios students who pay on average the highest tuition fees in the country. As we move forward in Strengthening Ontarios Centres of Creativity, Innovation and Knowledge, the government must exhibit its dedication to such a transformation by building upon our means to achieve such improvements through increased funding. Contact: Dominica McPherson CSA External Affairs Commissioner csaext@uoguelph.ca | 519 824 4120 x58328