Although collaborative work is promoted as a way to practice real-world teamwork, these assignments, more often than not, fail to do so
I have never been a huge fan of group work, especially when I was randomly assigned members to work with. I'm sure many students also feel the same about group assessments. Although unpleasant, they were more manageable in high school as if need be, we as individuals had the time to carry an entire assignment and avoid facing the consequences of working with others who may not meet the work ethic of others.
However, in university, there is truly no time to carry out an entire project without it impacting your performance in other courses. In university, group projects are intended to be completed through collaboration between students because they are often weighted heavily and are too large to manage on your own. Group projects are also typically high-stakes assessments, which forces students to rely on their peers even when the quality of work produced can be a hit or miss.
The most common reason behind implementing group projects to a high degree within university courses is that it prepares us for collaborative efforts in the workforce. Although the reasoning behind this may have good intentions, the execution of group work is done poorly.
I will admit that some courses have a better way of implementing group projects than others but they all have their flaws. As a result, group projects in university fail to provide an accurate representation of what collaboration looks like in the workforce, defeating the purpose of group work altogether.
For example, you may be putting in a certain level of effort compared to your groupmates because you're working toward a particular goal. However, because their goals for the project don't match yours, you could find yourself doing more work to achieve this goal.
You may also start completing the work earlier on to seek feedback for improvement and often find yourself prompting your groupmates to contribute their fair share. It can be very tricky to navigate this in an academic setting.
Within the workforce, collaboration seems to be much easier as there is more to risk when not contributing your fair share. For example, you may have meetings with human resources, miss the deadline, causing repercussions for the company, lose privileges and in extreme cases, get fired from your job.
Collaboration in the workforce puts forth real consequences aside from the poor grade you might assigned in university; you can even lose potential references for future jobs. However, the challenges of working toward a common goal are lessened in the workforce because everyone has signed up for the same job and is working to accomplish the same goal.
Unfortunately, this is not the case with group projects at university. Many individuals have varying goals and work ethics which make it difficult to create harmony and success. Everyone working at their own pace to achieve their unique goals can be especially difficult when you aren't familiar with your other members and don't have adequate ways to contact them, which is not something that happens in the workplace.
The aim of group work in university is well intended, but the execution of it in courses requires rethinking. We need to find new ways to truly mirror collaboration in the workforce, without hurting student grades in the process.
Perhaps individuals should always be able to choose their groupmates as individuals are more likely to work with others who share similar goals and work ethics. These shared similarities also exist in the workplace, as you often work with co-workers you know on a project.
Another modification could be to have the project adjusted based on the peer evaluations students anonymously provide each other. This method may not be implemented in the workplace. However, the credit for doing a certain aspect of the collaborative work, especially when helping others, usually does not go unnoticed.
Overall, the current framework of group projects is not reflective of collaboration in the real world, causing frustration and an unequal division of work. Instructors need to rethink current group project assessment methods to better prepare students for the real world.
C/O Allauren Forbes
A philosophy course offers a space for exploration of some of our most intimate topics
What is love, really? What makes a meaningful relationship? How can our understanding of love and sex shift with the complexities of societal, political and ethical expectations?
The study of philosophy involves seeking out truths about the world, our relationships with one another and our relationship with ourselves. Allauren Forbes is an assistant professor at McMaster University within the department of philosophy. Forbes teaches a course called Philosophy of Love and Sex, which focuses on exploring truths about topics of love and sex.
The course offers students an opportunity to have discussions about philosophical topics, engage in self-reflection and analyze philosophical literature, some of which may challenge their personal views on intimate relationships.
The course offers students an opportunity to have discussions about philosophical topics, engage in self-reflection and analyze philosophical literature, some of which may challenge their personal views on intimate relationships.
Though unique to every individual, such topics are universal and monumental to how one navigates the world and Forbes believes that the importance of love and sex extends beyond just romantic relationships alone.
“[T]hey're really personal things that shape enormous amounts of the way that we live our lives, the kinds of relationships that we pursue, the kinds of choices we make about careers or where we live [and] a host of other things,” said Forbes.
Although not always obvious, love and sex are often complicated by societal values and expectations.
“[Societal expectations] tell us what kinds of relationships are good or valuable [and] what kinds of structures are good or valuable."
Allauren Forbes, Assistant Professor of Philosophy
“[Societal expectations] tell us what kinds of relationships are good or valuable [and] what kinds of structures are good or valuable,” explained Forbes.
One example of how relationships can challenge societal norms is found in polyamorous relationships. Forbes explained that polyamory is not as widely accepted in Western societies given that monogamy is the default understanding people have about what a relationship is supposed to look like.
However, exploring philosophical questions can help investigate the value behind these assumptions in society.
“[I]n the context of romance, you should have a relationship structure that suits your needs and if you are in a society that says, ‘Well, [here] is a very specific narrative: you should find the one and live happily ever after and have two kids,’ maybe that's not what suits you. [Philosophy] helps us question some of these structures. Maybe monogamy isn't right for somebody. Maybe there are other ways to do things that are still in love and still meaningful and valuable [in] all the ways that traditional relationships are,” said Forbes.
In addition to societal norms, intersectional identities such as race and gender can also play a crucial role to how one experiences love and sex.
Often, Forbes explained, this can present itself in the form of racist expectations of what is appropriate or not for a particular race. False stereotypes about people can be damaging and pose extra barriers preventing people from building meaningful lives for themselves.
The community that an individual surrounds themselves with, whether it be their family or friends, can have also significant impact on their experience with relationships.
“I mean, it could be so psychologically burdensome to try and live a life that is authentic and affirming to you if the people around you think that you are living or being in the wrong kind of way or the wrong kind of relationship . . . [Community] has the power to lift you up but also has the power to sort of pull you back, mak[ing] it harder to live the life of your choosing but also harder to feel good about living the life you're choosing,” said Forbes.
“I mean, it could be so psychologically burdensome to try and live a life that is authentic and affirming to you if the people around you think that you are living or being in the wrong kind of way or the wrong kind of relationship."
Allauren Forbes, Assistant Professor of Philosophy
After teaching the course for the last two years, Forbes said that she enjoys teaching the course, though it can require an important balance between open discussion amongst the students and staying mindful of the sensitive nature of these topics.
Forbes aims to be respectful of students’ experiences, recognizing that discussions can be personal, while creating an atmosphere in which students feel comfortable engaging in stimulating conversations. As a way of promoting this environment, an anonymous form is available for students to fill out if they have any concerns they want to bring to her attention.
Stressing the importance of how philosophy can transform our understanding of love, Forbes hopes students can apply their learning to their own lives.
“I want students to come away from the class with the sort of formal school skills of philosophy to question some of these things [and] make sure that they understand the kinds of things that they want to do for themselves. I mean, I think philosophy can help us live better lives and I think that part of it is understanding what it is that we're doing,” said Forbes.
In 2020 and 2021, Philosophy of Love and Sex (PHILOS 2ZZ3) has been offered in the fall semester. Although not certain as of date, students can keep an eye out for future offering of this course on the department of philosophy website.
By: Neda Pirouzmand
The university has banned the consumption of cannabis on campus, but the McMaster Centre for Continuing Education, Peter Boris Centre for Addictions Research and Michael G. DeGroote Centre for Medical Cannabis Research have combined efforts to pilot a new “Science of Cannabis” program.
Science of cannabis is going to be a three-course program that will meet the needs of health and community professionals, educators, civil servants and individuals with personal interest.
The first course of the program, Fundamentals of Cannabis Science, begins on May 13 and will run until July 21.
Lorraine Carter, director of the CCE, emphasized the evidence-based nature and relevance of the program.
“The fundamentals course is an important introduction to the general history and science of cannabis, and sets the stage for subsequent courses focused on therapeutic interventions and the risks associated with cannabis use,” said Carter. “In all, grounded in contemporary evidence and delivered by McMaster’s leading experts in cannabis research, the program is an exceptional learning opportunity.”
Michael Amlung, assistant professor in the department of psychiatry and behavioural neurosciences at Mcmaster, will be teaching the “Fundamentals of Cannabis Science” course.
As a faculty scientist, his research focuses on cannabis misuse.
Carter saw a perfect opportunity to partner with James MacKillop, director of the PBCAR and co-director of the DeGroote Centre for Medical Cannabis Research, in the creation of the program.
“The CCE is always looking for program ideas that are timely and relevant to adult, undergraduate and graduate students,” said Carter. “With the legalization of cannabis this past October and awareness of the exceptional research in cannabis happening here at McMaster University, the chance to partner with Dr. McKillop’s research team was a natural partnership.”
The CCE offers flexible workshops and courses for students to build upon past skills, obtain a professional designation or pursue new learning opportunities.
These include crisis and mental health training, data analytics and web design.
According to Carter, despite its smoking ban, McMaster should consider pursuing programs similar to science of cannabis in its future.
“More and more students are looking for programs in specific topics and skills areas. Programs that are shorter than a degree such as a three-course certificate and that are offered online are especially appealing,” he said.
Carter explains that online courses garner over 80 per cent of enrollment in the realm of continuing education.
“The accessibility and flexibility of online courses is something that today’s learners value a great deal,” said Carter.
McMaster is following closely behind the heels of the University of Ottawa and Ryerson University in the timely introduction of cannabis-focused education.
Ryerson University launched a cannabis course called “The Business of Cannabis” last year and the University of Ottawa was the first Canadian law school to offer cannabis law courses for the 2018-2019 academic year.
Class sizes for the “Fundamentals of Cannabis Science” are limited and the second course of the program has yet to be revealed.
Depending on its success, the science of cannabis program may add more courses and update content as cannabis news and research develops.
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By: Rida Pasha
Whether it’s the real world being brought into the classroom by a professor, or the ease in explanation provided by a teaching assistant, there is no doubt that a good learning experience is a product of the time and energy of professors and TAs.
However, these educators are often overlooked and underappreciated for their efforts to bring life to course content. It’s time we become more active in acknowledging our professors and TAs.
The 2019 Teaching Awards Ceremony, an event run by a subcommittee of McMaster Students Union Macademics, was held on March 15, presenting nominated professors and TAs with awards for their excellence in teaching.
As someone involved in organizing and attending the event, a common remark made by the winners was that the greatest compliment they could receive was hearing appreciation from their students.
Although we generally view professors and TAs to be confident people in positions of authority, it was interesting that many of them discussed how even though it’s their job to lecture or run tutorials, they still feel a sense of nervousness before the start of each class.
Though instructors are strongly educated and qualified, it’s reassuring for them to hear that they’re doing a good job from their students.
Let’s take the time to compliment instructors that incorporate memes into their presentations, relate class material to our generation, take feedback seriously and actually make course improvements based off of them.
It’s easy to take their efforts for granted, but if you really enjoyed a class, let your instructor know after class or send them an email with follow-up questions.
Trying to be actively engaged in class is a great way to show instructors that what they’re saying is interesting. Although three-hour lectures can start to drag on, it’s great to ask questions or give your professor a nod of understanding when they look in your direction.
With course evaluations now open, spare a few minutes to describe what you like about your classes so far, and provide suggestions if you have any.
Not only is this an opportunity to give your input, it’s also a great way for professors to cater their class to their students’ needs, something many professors genuinely want to do.
When it’s Teaching Award nomination season, make sure you nominate professors and TAs that are doing a great job. The process takes no more than five minutes and can make all the difference for the educators you’re nominating.
Besides the fact that appreciating your teachers is a kind gesture, it’s also important to remember that beyond the course they are teaching, professors and TAs have industry knowledge and professional experience that could benefit you.
Whether you’re interested in learning more about the field they’re in, getting advice about graduate school or acquiring volunteer opportunities, it’s not a bad idea to start building a relationship with your instructors by showing them how they’re making your learning experience better.
Of course, be genuine and mean what you say, but recognize that sharing your thoughts and opinions about a class can result in a really great professional relationship.
There are classes you will love and others you will hate. But amongst the many that are boring, annoying and difficult, we all have at least one class that we look forward to attending, even on a rough day.
As students, let’s take the time to show our appreciation for our beloved educators that make a positive difference in our lives.
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By: Donna Nadeem
In the fall, An’am Sherwani, Asha Smith and Garry Vinayak, three students taking the SUSTAIN 3S03 course, conducted a new study on food insecurity on campus.
The results reveal that 39 per cent of the 204 student respondents have experienced moderate food insecurity and 12 per cent have experienced severe insecurity.
Food insecurity refers to the state of being without reliable access to a sufficient quantity of affordable and nutritious food.
Meal Exchange is a nonprofit organization that tackles issues such as student food insecurity in Canadian post-secondary institutions.
In 2016, Meal Exchange worked with university campuses including Brock University, the University of Calgary, Dalhousie University, Lakehead University and Ryerson University to survey students using the “Hungry for Knowledge” survey guide and framework.
The objectives of the study were to determine a ‘prevalence estimate’ of students experiencing food insecurity, identify key factors that contribute to student food insecurity and raise awareness about various services that address and help reduce the issue of student food insecurity.
As part of the course, Sherwani, Smith and Vinayak created an online survey for the McMaster student population to collect information about students who are at most risk of food insecurity.
The survey also asked respondents about the various barriers and factors that influence and contribute to the emergence of student food insecurity.
The goal of the project was to use the survey data collection to gain knowledge and a deeper understanding about the social issue of student food insecurity.
The team advertised the survey through social media, posters around campus and class talks. They obtained 204 partial responses and 185 complete responses.
Their findings indicate that 39 percent, or 71, of respondents have experienced ‘moderate’ food insecurity while 12 per cent, or 22 respondents, experienced ‘severe’ food insecurity.
Respondents indicated that their food insecurity was largely the result of factors including financial barriers, having limited time to cook and the lack of healthy and diverse food options on campus.
They also reported that food insecurity impacted their physical health, mental health, social life and grades.
The most common experiences amongst those dealing with food insecurity included relying on low-cost foods, not eating healthy balanced meals, and prioritizing other financial needs before securing adequate food.
The study also suggests that food insecurity also results in skipping meals and sometimes not eating the entire day.
Of those who identified as food insecure, only 24 per cent utilized programs and services at their disposal, such as the McMaster Students Union Food Collective Centre.
Nonetheless, as there is a stigma associated with these services, it is unclear the extent to which respondents underreported their use of them.
After analyzing the results of the survey, the team shared their findings were shared with MSU student clubs and services.
These groups can use the results of the study, particularly the one about students’ use of food services, as a springboard to explore new ways of outreach to McMaster students experiencing food insecurity.
The increased usage of these services and clubs may aid in the reduction of food insecurity at McMaster.
The SUSTAIN 3S03 team has sent their study to a graduate student, who will continue to pursue and examine the research. Further exploration and follow-ups are currently in progress and the study will be continued into 2019.
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By: Elizabeth DiEmanuele
The Student Success Centre is pleased to launch the Undergrad Peer Tutoring Network (UPTN), a new network for students to access affordable, quality student tutors, both in-person and online. The platform is powered by TutorOcean, a relatively new start-up company that was selected in partnership with the McMaster Engineering Society. Differing from other academic services available, this network is a chance to connect with another student who successfully completed the course; tutors must have received an A- to provide services.
“Through the Student Life Enhancement Fund, all McMaster undergraduate students who access the network receive a subsidy for the first seven sessions, meaning they only pay $9 per hour,” says Jenna Storey, Academic Skills Program Coordinator for the Student Success Centre. “Tutors are available from all Faculties and an important part of this service.”
Gina Robinson, Director of the Student Success Centre, adds, “Providing quality and affordable tutoring is an important objective of this initiative. Finding sustainable funding for subsidy will need to be part the plan moving forward.”
Understanding that there are a number of gatekeeping courses (mandatory courses for students to complete their degree), the Student Success Centre continues to work with Faculties to ensure that these courses are available on the network. The Student Success Centre has also incorporated measures to ensure that tutors are well-prepared, offering a number of different sessions for tutors to become “McMaster Certified.”
As Jenna shares, “Students are encouraged to find a tutor who has a ‘McMaster Certified’ badge on their profile, indicating they have completed the tutor training session in accordance with best practices. This training focuses on running an effective session, ethical standards, and communication skills.”
The Undergrad Writing Centre continues to be another support available for students, and can be used at any stage of the writing process. All Writing Tutors have undergone training through the Student Success Centre, which has been externally recognized by the College Reading and Learning Association (CLRA).
Students can book up to ten appointments per semester for free. This semester, new drop-in writing support is also available Tuesdays and Wednesdays from 3:30 p.m. to 6:30 p.m. The Undergrad Writing Centre is located in the Learning Commons on the second floor of Mills Library.
Jill McMillan, Academic Skills Program Coordinator of the Student Success Centre, shares, “Writing remains is a key academic and life skill requirement. We are thrilled to have received certification recognition that demonstrates the quality of this peer based service. Students are supported in meeting their writing potential.”
Students looking for quick study tips and other academic support can connect with Academic Coaches, located in the SSC Lounge as well as in the Learning Commons on the second floor of Mills Library every Monday-Friday from 2:30 p.m. to 4:30 p.m.
Learn more about the Undergrad Peer Tutoring Network here.
Learn more about the Undergrad Writing Centre here.
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