Through mentorship, networking events and ally support, the DeGroote Pride Association is empowering 2SLGBTQIA+ business students to lead in an evolving industry
In a field where many can feel expected to conform to traditional and heteronormative standards, a new club is redefining what leadership in business can look like for queer students. The DeGroote Pride Association, launched in 2024, is a student group at McMaster University dedicated to fostering a safer and more inclusive space for queer business students and their allies.
According to Ela Murray, the incoming President for the 2025-26 academic year, the DPA is built on three key pillars: expanding outreach, building an inclusive network and empowering communities both within and beyond the DeGroote School of Business.
The club strives to connect with students and community members who share its values, seeking to strengthen the queer community while also enhancing the educational, professional and social experiences of its members.
In its first year, the DPA organized events designed to support both career and personal development. Their flagship conference, called Beyond, brought together panelists from companies like Royal Bank of Canada, Scotiabank and TD Canada Trust to share their experiences navigating corporate environments as queer individuals. The event emphasized the importance of representation and offered students the opportunity to hear how identity and leadership intersect in real-world business settings.
Minna Durrani, the incoming Vice President External of DPA whose role involves building connections and partnerships outside McMaster, shared that conversations about coming out as queer are still not fully normalized.
Murray, who recently completed her internship year, spoke about workplace concerns queer students may face when entering the business sector.
You’re constantly analyzing your surroundings. Is this safe? Will coming out cost me a promotion or my wage? Will it change how I’m seen?
Ela Murray, President
DeGroote Pride Association, McMaster University
“Queer people are constantly having to do research about companies…when it comes to queer values within a company . . .There is a mental toll on [people] and it comes with a lot of anxiety. [They wonder] how can they focus on their work when they also have to focus on if they are going to be accepted in their workplace,” said Murray.
To address these barriers, DPA has worked to build a network of support that includes both queer students and allies. Madison Damiano, the incoming Vice President Internal of DPA whose role focuses on fostering meaningful connections within McMaster, including maintaining relationships with the business faculty and on-campus stakeholders, noted that, around thirty per cent of the club’s general members are allies and DPA sees their role as essential.
The club also hosted an "allyship workshop" with the McMaster Equity and Inclusion Office. The workshop challenged participants to think critically about unconscious bias and the deeper meaning of allyship.
“It’s easy to call yourself an ally. But are you truly one? Do you know what it means to be an ally? Do you know the history? Are you educated on the subject matter? It’s easy to be supportive but it’s harder to stay educated and stay quiet when it’s your turn to be quiet. The allyship panel taught [people] that lesson. It really resonated with some of the allies in our club. They’re learning to sit down when it’s their turn to sit down, to speak up when it is, and to continue staying educated,” said Durrani.
By hosting workshops and events that center queer voices, DPA is working to close the gap between university life and the realities of the workplace. They aim to create a space where queer students can embrace leadership roles without compromising their identities.
Recognition for DPA’s impact came at the end of the academic year, when the group was named Club of the Year at the DeGroote Commerce Society’s leadership gala.
Sometimes it’s easy to feel discouraged…but winning this award [reminded] us that our members do care and it benefits them, they enjoy it and they found community within us
Minna Durrani, Vice-President External,
DeGroote Pride Association, McMaster University
As they look to the year ahead, DPA hopes to continue building momentum, with expanded outreach and a return of their flagship event. More than just a club, the DPA is helping reshape what the future of business, representation and leadership can look like.
The DPA will be walking in the annual Toronto Pride Parade on June 29. To know more about the club, visit their Instagram and general member sign-up.
Faculty of Science introduces five new courses, giving first- and second-year students an early introduction to research
The Faculty of Science is introducing five new research-based courses, developed by the faculty’s Office of Undergraduate Research. These pass/fail credit courses will be available starting in May 2025.
Established in 2023 with support from the Office of the Provost’s Strategic Alignment Fund as a three-year pilot, the OUR aims to enhance undergraduate research opportunities in the early stages of science students’ academic careers. The OUR is primarily focused on providing opportunities for first- and second-year students.
The five courses will be open to first- and second-year students in the Faculty of Science. The first-year courses include SCIENCE 1SC1: Graduate Student Shadowing, SCIENCE 1SB1: Science Research Volunteer and SCIENCE 1SA1: Science Seminar.
Second-year students can enroll in SCIENCE 2SA1, 2SB1, 2SC1: Scientific Research Skills Workshop as well as SCIENCE 2SG1: Scientific Research Group. In this course, groups of five students will participate in 12 hours of a hands-on experiential research project under the supervision of a professor.
Professor Sunita Nadella, a professor in the Faculty of Science and the experiential programming and outreach manager for the OUR, said these courses were inspired by students who expressed difficulties in securing research placements in their third and fourth years.
“. . . The Strategic Alignment Fund aims to increase the number of research opportunities for all science students, with a particular focus on creating pathways so that students can get involved with research early in their academic journey, like in first and second year. This way, when they do come to third and fourth year and are looking for research placements, they have a skill set,” said Nadella.
...The Strategic Alignment Fund aims to increase the number of research opportunities for all science students, with a particular focus on creating pathways so that students can get involved with research early in their academic journey...
Sunita Nadella, Experiential Learning and Outreach Manager
Office of Undergraduate Research
She noted that the skills these courses aim to build are intended to make students more competitive and appealing to research supervisors for project or thesis opportunities.
Since the launch of the OUR, the first summer research opportunities for first- and second-year students were offered in summer 2024. Nadella noted that there were 17 available projects and around 450 applications, highlighting strong demand and enthusiasm for research among students.
Feedback following the summer research opportunities has been consistently positive, with the graduate student shadowing program—where students are paired with graduate-student mentors in research—being particularly successful. Participation from graduate students continues to grow.
Although the summer research program was successful, Nadella pointed out that it only provided opportunities for a select few students. As a result, the OUR has sought ways to extend this experience to a broader group.
“We had been offering seminars and workshops before, so we decided to combine them into courses so that students could earn course credits and we could allocate our limited funds more effectively towards resourcing these workshops,” said Nadella.
We had been offering seminars and workshops before, so we decided to combine them into courses so that students could earn course credits and we could allocate our limited funds more effectively towards resourcing these workshops.
Sunita Nadella, Experiential Learning and Outreach Manager
Office of Undergraduate Research
One of the new courses, SCIENCE 1SA1, is a science seminar that features research seminars offered by departments within the Faculty of Science.
“As science researchers, we know that most undergraduate students often think of research as something that happens in the lab. However, for those of us within the research field, attending seminars is a critical component. It’s where you learn about the latest developments in science, how researchers generate questions and the process they go through to identify the right questions for their research projects,” said Nadella.
The five new courses will be available starting in May 2025. For more information on the OUR, visit their website.
DeltaHacks celebrates 11 years of empowering students to innovate and create positive change across various fields through hackathon
On Jan. 11 and 12, 2025, DeltaHacks hosted its 11th annual hackathon for change in the Peter George Centre for Living and Learning, dedicated to empowering students to create positive change in their communities through projects in health care, sustainability, education and technology.
This year, approximately 500 people participated in the 24-hour hackathon, developing innovative projects while engaging in networking opportunities and workshops. After the event, participants presented their projects the following day to a panel of judges who evaluated them based on social impact, technical skill, originality and presentation.
DeltaHacks organizes four main hacking challenges, each focusing on a broad category such as best environmental hack, best productivity hack, best health hack and best community-building hack. Participants are encouraged to create projects that align with these categories.
Additionally, DeltaHacks hosted sponsor challenges, where sponsors organized specific hacks. In an interview, Parisha Nizam, co-president of DeltaHacks, mentioned that the National Society of Black Engineers and Procter & Gamble partnered on a challenge aimed at creating a financial app to help students in the Black community overcome biases when seeking financial assistance and resources.
In addition to the hackathon, DeltaHacks organized a variety of workshops, including sponsor-led sessions like the Dyson Fan Event, Apple Swift Challenge and an Introduction to Cohere workshop. Professional development opportunities were also offered, such as a Resume Roast and a guide to preparing a strong hackathon presentation. To foster community, DeltaHacks hosted fun activities, including a Fire Noodle challenge, karaoke night and late-night games.
Nizam highlighted that the hackathon kicked off with an opening ceremony featuring speeches from key sponsors, including Reserve Power, Swift, Manulife and Procter & Gamble, along with a performance by the McMaster Marching Band.
“Our team really worked hard on elevating the hacker experience. We worked hard on just making the overall organization better. I think our food choices were really good too. This year, we were also able to get an actual photo booth, where we had our own themed photo prints,” said Nizam.
Our team really worked hard on elevating the hacker experience. We worked hard on just making the overall organization better.
Parisha Nizam, Co-President
DeltaHacks
Nizam noted that DeltaHacks focuses on catering to the local community and collaborating with sponsors. According to Nizam, unlike many other hackathons that have a more general focus, DeltaHacks is specifically dedicated to creating positive social impact.
“We’ve seen people coming out of the hack saying they learned something new from the workshops they attended, or they gained new friendships, or they actually landed internships because of the sponsors that are there. There's a lot of opportunities for people to actually get something out of the hackathon while also having fun,” said Nizam.
We’ve seen people coming out of the hack saying they learned something new from the workshops they attended, or they gained new friendships, or they actually landed internships because of the sponsors that are there. There's a lot of opportunities for people to actually get something out of the hackathon while also having fun.
Parisha Nizam, Co-President
DeltaHacks
The project titled WhaleBeing won first place and the Dyson Innovation Challenge with their web app, which features a prediction model that maps how ship routes interact with blue whale habitats.
Nizam shared that, for the first time this year, DeltaHacks aimed to give back to the community by allowing the first-place winner to select a charity to receive a $500 donation. WhaleBeing chose to donate the funds to a whale conservation organization.
Nizam noted that while the hackathon is their main event, DeltaHacks encourages students to participate in club events and workshops held throughout the year. For more information, interested individuals can visit their Instagram page.
Youth unemployment to cost the Canadian economy $18.5 billion by 2034 if not effectively addressed, according to a report by the company Deloitte
Youth unemployment in Canada has surged to 14.2 per cent, the highest it’s been in a decade, according to a recent report by Deloitte, commissioned by King’s Trust Canada. The report highlights that over 850,000 Canadians aged 15 to 29 are unemployed and lack post-secondary education or training, a gap that could cost the Canadian economy $18.5 billion in GDP by 2034 and over $5 billion in lost government revenue.
Beyond economic consequences, the report outlines significant social costs. Youth who experience long-term unemployment are more likely to face mental health challenges and reduced quality of life.
King’s Trust Canada, a charity founded by King Charles III, aims to tackle barriers to youth employment. The organization provides free skills training, networking opportunities and work experience to help young people prepare for the workforce.
King's Trust CEO Farah Mohamed discussed the report's findings and potential implications for the future of Canada's youth and workforce.
"We can't afford to give up $18.5 billion to our GDP . . . we also have to look at the loss of government revenue. Over the next ten years, the government could be giving up $5 billion and just those two numbers alone combined with the fact that if you do nothing you're gonna lose 226,000 jobs . . . these are the data points that I think should wake people up," said Mohamed.
Over the next ten years, the government could be giving up $5 billion . . . if you do nothing you're gonna lose 226,000 jobs . . . these are the data points that I think should wake people up.
Farah Mohamed, CEO
King's Trust Canada
Mohamed also emphasized the normalized disparity in youth unemployment. “Youth unemployment is twice that of adult unemployment. It’s always been that way, but it’s not acceptable,” said Mohamed.
The report attributes the rising youth unemployment rate to a shortage of job opportunities. Mohamed notes that many entry-level position now require applicants to have an undefined degree and several years of prior experience, further creating challenges for young people to enter the workforce.
Younger people, particularly those seeking their first jobs with little to no prior experience, are facing the greatest challenge. In October 2024, Statistics Canada reported that the unemployment rate for Canadians aged 18 to 24 in October stood at 12.8 per cent, more than double the 5.4 per cent for adults aged 25 and older.
Mohamed said the employment gap is also driven by a lack of skills development. “Employers don’t have time to teach skills like resiliency, teamwork, creativity and communication, but they expect young people to have them,” said Mohamed.
Employers don’t have time to teach skills like resiliency, teamwork, creativity and communication, but they expect young people to have them.
Farah Mohamed, CEO
King's Trust Canada
Additionally, the report states that vulnerable groups, including individuals with disabilities, Indigenous peoples and racialized communities, face even higher unemployment rates.
Mohamed said addressing youth unemployment requires collaboration between governments and corporations. She called on the government to incentivize employers to hire young workers, update employment laws to reflect today’s job market and apply a youth-focused lens to policy decisions.
"The King's trust can do its work. But the report calls for all of us to do things differently," said Mohamed.
Mohamed also called for corporations to be a part of the solution.
"There's a need for corporations to really try to remove all the barriers that they put up for young people that prevent them from gaining the experience they need to build their careers," she said.
Nimra Rizvi, a fourth-year political science student at McMaster, shared their perspective on the challenges of youth unemployment. "Minimum wage jobs that you could have gotten so easily in high school are so competitive now," said Rizvi.
Minimum wage jobs that you could have gotten so easily in high school are so competitive now.
Nimra Rizvi, fourth-year political science student
McMaster University
Rizvi also pointed out the challenges of securing a job after graduating. "Growing up, you were told that a bachelor's degree would be enough to get you started in whatever field. But now you need a master's degree, you need more postgraduate education in order to get a job position," said Rizvi.
For students struggling to find current and future employment, the McMaster Student Success Centre provides support through career counselling. This service offers students the opportunity to work with career counsellors to develop effective job search strategies and create future plans, equipping them with the tools they need to thrive in their professional journey.
The Student Success Centre also offers workshops on financial literacy and hosts job fairs throughout the school year, providing students with opportunities to enhance their financial skills and connect with potential employers.
For more information on the report, visit the King's Trust Canada website.
After nearly five decades, McMaster graduate from class of 1965 reunited with lost graduation ring just in time for 83rd birthday
McMaster alum Morgan Perigo lost his graduation ring in 1977 during a family vacation in Barbados when it slipped off into the ocean. Nearly five decades later, he was reunited with it thanks to professional freediver Alex Davis and McMaster Alumni officer Laura Escalante.
Davis discovered the McMaster ring using an underwater metal detector and contacted McMaster University to track down its owner.
Davis discovered the McMaster ring using an underwater metal detector and contacted McMaster University to track down its owner.
Davis's email to McMaster reached Laura Escalante, a
McMaster alumni officer, who took on the task of identifying the ring’s owner. Escalante identified the owner, Frederick Morgan Perigo, by cross-referencing the engraved graduation year, 1965, and the initials "FMP" with alumni records.
Escalante shared insights about the collaborative effort that ultimately reunited the ring with Perigo.
“It went directly to my director at the time and then my director forwarded it to me to follow up on because I work with reunions . . . So, I have some familiarity with the audience,” said Escalante.
Escalante searched through the alumni records and narrowed the search down to Perigo by looking for his graduation year and the engraved initials. She noted that identifying the owner would have been more challenging had the ring not included his middle initial.
“It was just a matter of matching up. There was, luckily, one record that had those initials,” said Escalante.
It was just a matter of matching up. There was, luckily, one record that had those initials.
Laura Escalante, Alumni Officer
McMaster University
While it’s not uncommon for people to contact the McMaster Alumni Office to reconnect with old friends or classmates, Escalante had never encountered a case like this one in her career.
Escalante managed to have the ring returned to Perigo just in time for his 83rd birthday, 47 years after he lost it. The story of the McMaster alum's reunion with his graduation ring has made global headlines, being covered by The Washington Post and The New York Times.
With employers seeking graduates with increasing professional skills, the university standard of required courses is not cutting it.
Co-op, placement courses, research practicums and internships are some of the experiential education opportunities the faculty of science offers its students. Although there are various opportunities for science students to gain an experiential education, this is not necessarily the most known option as students begin their university careers.
Unless a student begins university intending to partake in co-op, these learning opportunities are not widely discussed. Luckily, McMaster offers courses such as LIFESCI 2AA3 and SCIENCE 2C00 spread awareness about the opportunity and benefits of experiential learning.
LIFESCI 2AA3 hosts a lecturelecture dedicated to having a panel of third and fourth-year science students speak about their experiences in an experiential learning course. At the same time, SCIENCE 2C00 is a prerequisite course for students to develop professional skills before entering co-op in their third year.
Although not many experiential educational courses are offered to science students, the different learning methods that are offered allows students to get involved in the ones that best suit them.
For example, co-op is provided to a limited number of programs within the Faculty of Science here at McMaster. Whereas there are only 16 different experiential education offered to all science students.
The traditional co-op route entails students adding an extra year to their degree. For many students, this is not attractive due to the length it takes to complete as well as hindering their professional school plans.
However, by making experiential education courses mandatory, students can receive the benefits of co-op without committing another year to obtain a degree. These courses are created like a regular course in the sense that they are unit based. Thus, experiential education courses count towards the unit requirement of a degree.
However, by making experiential education courses mandatory, students can receive the benefits of co-op without committing another year to obtain a degree. These courses are created like a regular course in the sense that they are unit based. Thus, experiential education courses count towards the unit requirement of a degree.
Breanna Khameraj
Some of the specific alternatives offered in place of the co-op are SCIENCE 3EP3, a placement course; SCIENCE 3RP3, a research practicum; and SCIENCE 3IE0, an internship course.
Regardless of the limited courses offered within the faculty of science, the importance of these experiential education courses is prominent. These opportunities allow students to gain real-world experience in their field of choice.
According to a study published by two archeologists, student interns engaging in experiential learning gained transferable skills and apply their learned knowledge to society. Their internship enabled them to become educators within their community and made these students well-rounded individuals prepared to enter a working environment.
Experiential learning provides students with the opportunity to gain technical and transferrable skills they may not have been able to gain until post-graduation.
By making experiential education courses a requirement to obtain a Bachelor of Science degree, science students are given more incentive to engage in opportunities that will provide them with the necessary experience for the working world.
Through these courses, science students are required to learn professional skills, research, and lab techniques, as well as resume/interview skills.
The benefit of making experiential education mandatory goes beyond students gaining attractive employable qualities; it also does not deter students from graduating “on time”.
Universities should make courses under the experiential education category mandatory for all science students. Students will gain experience academically relevant within their field of choice providing them the opportunity to develop transferable skills. Fortunately, this could all occur without extending their graduation date, allowing them to indulge in the best of both worlds.
Universities should be more mindful of more hands-on learning options and start discussing on making courses such as these mandatory for all science students.
Here’s how undergraduate students searched for and secured positions in McMaster research labs
McMaster University is known for its expansive graduate and undergraduate research and innovation opportunities. Considered Canada’s most research-intensive institution, McMaster’s thriving research labs attract students with a variety of interests and backgrounds.
Research experience allows one to develop relationships with mentors, explore career or graduate education pathways and develop confidence in lab environments among several other transferable skills. However, with the undergraduate population growing each year, available research positions can feel hard to find.
“It was very much a game of chance. Realistically, no one from my year had any previous lab experience due to COVID-19, so it more came down to who showed the most interest in what that professor was studying,” said Lynn Hussayn, a third year psychology, neuroscience and behaviour student.
Hussayn worked as a summer research student in an epilepsy research lab at the University of Toronto. Like many students, Hussayn faced difficulty finding a research position at McMaster.
“The biggest piece of advice I would give [other students] is to search for things that you enjoy and actually have questions about. Research is meant to answer questions, so the best way of being at the forefront of something you’re interested in doing is to seek out people who are already doing it,” said Hussayn.
“The biggest piece of advice I would give [other students] is to search for things that you enjoy and actually have questions about. Research is meant to answer questions, so the best way of being at the forefront of something you’re interested in doing is to seek out people who are already doing it.”
Lynn Hussayn, third-year Psychology, Neuroscience and Behaviour student
Jack Rosenbaum, a third year biology psychology student, also shared his own strategies for reaching out to labs from his experience as a research student in the McMaster PNB Dukas lab. He explained how he targeted his emails to graduate students from labs he was interested in instead of professors, as he thought they would be more likely to respond, which proved to be an effective strategy.
Rosenbaum also emphasized the importance of seeking out research projects that you connect with.
“If you’re really passionate about something and you show interest in a professor’s work, then I think you have a pretty good chance in working and volunteering in their lab down the road. But if you’re just doing it for your resume, I feel like professors can see through that,” said Rosenbaum.
“If you’re really passionate about something and you show interest in a professor’s work, then I think you have a pretty good chance in working and volunteering in their lab down the road. But if you’re just doing it for your resume, I feel like professors can see through that."
Jack Rosenbaum, third-year Biology Psychology student
Sarah Arnold, a third-year chemical and biomedical engineering student and the co-president of the McMaster Society for Engineering Research (Mac SER), explained how resources available through student services, such as resume and cover letter editing, are accessible and effective methods of upping your application game. Along with these services, Arnold noted Mac SER also offers helpful guidance on finding research positions.
“Throughout the year we did a bunch of different events that are aimed towards essentially helping students find [research] positions. We have different recordings on our YouTube channel of past events we’ve done where we go over in detail how we approach professors and how you can breach the idea of research,” said Arnold.
Arnold suggested using these available resources to ensure emails are formatted professionally and to make sure all documents are organized and concise. Arnold also acknowledged searching for a research position can be competitive and difficult regardless of the amount of effort you put in.
“One tip I usually give to people starting off this process is don’t be too hard on yourself. Similar to applying to competitive programs at university, or specific scholarships; it won’t always work out, and that’s okay,” said Arnold.
“One tip I usually give to people starting off this process is don’t be too hard on yourself. Similar to applying to competitive programs at university, or specific scholarships; it won’t always work out, and that’s okay.”
Sarah Arnold, Co-President of the McMaster Society for Engineering Research
Arnold emphasized the importance of recognizing the paths we are on are unique and while we should continue to seek out guidance and insight from others, every individual experience is distinctive. Finding a balance in this dichotomy is key to getting involved with research you find meaningful while also fostering independence as an undergraduate student.
By: Elizabeth DiEmanuele
The Student Success Centre and Graduate Studies have introduced new positions for 2019-2020 to support the academic, personal and professional success of international students.
“Enhancing the experience and academic success of our international students is a shared responsibility, which is why we are excited about creating a campus-wide support network around our students,” says Gina Robinson, assistant dean of Student Affairs and director of the Student Success Centre. “We want international students to know that we all care about their individual needs and are working together to get them to the right services on campus.”
Ana Pereira has supported McMaster’s international students for eight years. In this role, she helps students adjust to their new lives at McMaster and in Canada through transitional services, personal development and the International Student Buddy Program.
“Being an immigrant myself, I understand many of the challenges facing students and love helping them feel comfortable in this new place they now call ‘home’,” Ana says.
Francesca Hernandez joins the team in this role and will focus on establishing campus-wide partnerships that can support and contribute to the development and success of international graduate students.
“We want to ensure that the academic, social and cultural needs of international graduate students are met through new programming and engagement opportunities,” Francesca says.
“We also want to expand promotion of existing programs and services so that students and their families are aware of supports offered by McMaster and the broader community. We want them to enjoy a successful journey in their new country.”
In addition to programs and services, one-on-ones are also available. Andrew Staples, student success coach, will support both graduate and international students with their academic concerns, financial difficulties, transition, and navigation of university life. This position will support students on an individual basis and provide a more seamless support system.
Andrew shares, “We want to make sure students feel supported and welcomed during their time at McMaster, so we are encouraging students to ask questions and share any concerns they may be experiencing.”
Lajipe Sanwoolu, immigration and mobility advisor, can provide immigration consulting from both an inbound and outbound perspective, including international and domestic students who are interested in working in Canada or abroad.
“International students contribute greatly to our community,” says Lajipe. “It is important and beneficial that we continue to provide them with opportunities to contribute and develop themselves.”
International students provide an invaluable knowledge and perspective, both in and outside of the classroom. Lajipe’s role will support developing relationships between international students and employers, providing education about international hiring and dispelling hiring misconceptions.
Appointments with Andrew Staples and Lajipe Sanwoolu are bookable through OSCARplus.
For those interested in collaborating on initiatives to support international student success, email iss@mcmaster.ca.
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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: Eden Wondmeneh
Consent education seems to always be an afterthought at McMaster University. The word “consent” is consistently thrown into events, seemingly out of place, with no elaboration, discussion or focus.
During Welcome Week, the word was plastered on posters that appeared at all the major events and was projected in vibrant colours on the big screen prior to the concert.
The way consent education was treated during Welcome Week foreshadowed how the subject would be addressed during the rest of the year: just enough to get a hypothetical participation award in disrupting trends of sexual violence but too little to make a legitimate impact on campus rape culture.
This culture is something that does not go unnoticed by those who are most likely to be targets of sexual violence. A late night food run is never complete without words of caution and offers of someone to walk with. It’s unfortunately not uncommon to walk with your keys in between your fingers.
Once when I was walking home, after parting ways with my group of friends, a male acquaintance yelled back, “Be careful! Campus rape culture is still a thing”.
To him I say, believe me, I know. There is rarely a moment, at a party or anywhere on campus during non-peak hours where my friends or I don’t feel discomfort, or even fear.
Following the news of sexual violence within the McMaster Students Union Maroons, this tension is especially high. Prospective Maroons are hesitant to submit returning applications and attending events run by or affiliated with the MSU is often met with a little more resistance.
The MSU’s response to the allegations and overall toxic campus culture has been dismal.
In the beginning of March, posters commissioned by the Ontario government were hung up in several residence buildings. It reads “If you are watching it happen, you are letting it happen. Consent is everything”.
This was the first attempt I noticed to address the importance of consent in my residence. Although this message is true and important, it being the only form of consent education on residence is frankly pathetic.
McMaster is not treating consent education as a major priority. Any educational materials, workshops or sessions produced or run by the MSU or its services are only accessible to those who actively seek out those learning opportunities. Even campaigns run by the Student Health Education Centre, while important, have limited reach.
Despite their value, consent education needs to reach beyond those populations to those who need it the most.
The issue of consent cannot be addressed on small poster in the basement of a residence building. Misconceptions or being ignorant to consent needing to be mutual, voluntary, informed and continuous directly results in continued sexual violence on campus.
In order to shift toxic campus rape culture, there needs to be open lines of discussion about consent that are inherent to the structure of Welcome Week, life on residence and campus life in general. These discussions need to be backed by action; posters and platitudes are not enough.
The nonchalant backburner approach to consent education fails to create an inclusive and safe community for all students.
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