Many upper-year students missed out on a traditional first-year experience due to the pandemic, but extending Welcome Week events to all McMaster students could help fix that
For many students, Welcome Week is a time of great excitement and new possibilities. Friendships are forged and memories are made as incoming students are integrated into the McMaster University community.
However, many upper-year students, like myself, missed out on this foundational experience due to the pandemic. While Welcome Week was shifted online to accommodate the global crisis, the hybrid edition of this staple first-year experience was just not the same.
Now, experiencing this tradition as a welcome week representative, I realize that we will forever feel left out of these collective experiences.
The pandemic made it immensely difficult for these upper-year students who began their undergrad at its peak to create friendships as our social interactions were limited. Social events occurred online, where conversations may have been awkward to facilitate. Overall, students were left with feelings of isolation that had repercussions for their well-being and success.
Although students who experienced first year during the pandemic have formed their own exclusive bonds since, it does not change the fact that we missed out on integral university experiences, including the opportunity to form a community bond.
Considering the experiences of current upper-year students, Welcome Week events should be inclusive to all McMaster students.
I recognize that the goal of Welcome Week is to provide first year students with a positive start to their academic journey. However, having a few larger welcome week events open to all students could provide upper-year students with an opportunity to make memories they missed out on.
I believe the concept is perfectly exemplified by the annual Welcome Week concert. While first-years are prioritized during his event and receive free admission, the event is not exclusive to incoming students. Upper-year students are also welcome to attend this event by purchasing a ticket.
Understanding that each event has a capacity before resources begin to stretch thin, I believe that the concert does a wonderful job of including all students in the Welcome Week experience while prioritizing first years. Following this model, other Welcome Week events could be made more inclusive to students.
Since upper-year students have experienced academic life at McMaster, some events are not necessary for us to attend. For instance, academic events such as mock lectures or activities like campus tours are very beneficial for first-year students who need to get acquainted with life on campus but no longer provide the same value to upper-year students. Instead, events that cater to the social aspect of university life would be thoroughly enjoyed and valued by upper years who may feel isolated from the McMaster community.
Recognizing that there will be a time when all students will have participated in an in-person welcome week, the inclusivity of current upper-year students could be a temporary change to account for disruptions caused by the pandemic.
Overall, considering the purpose of Welcome Week and the deep-rooted traditions it holds towards making first years feel included within the McMaster community, I think it is important for upper year students to experience these events. While these events cannot make up for the countless experiences we lost, they can help bridge the gap between generations of McMaster students, restoring our sense of belonging and resilience.
By Sarun Balaranjan and Henry Challen, Contributors
CW: Sexual violence
If you have spent any time on Mac Confessions, Youtube, or any other college-focused media, it is impossible to miss the prevailing issue surrounding consent and the way we conceptualize sexual relationships in a university setting. Whether it be a frat party, a first date, or a meal at one of McMaster University’s fine dining institutions, the question of consent remains a topic of the utmost concern. While student-to-student relationships are culturally accepted, faculty-student relationships are generally frowned upon. However, there remains a grey area when it comes to relationships between teaching assistants and students. Ask anyone, and someone will know someone who has engaged in sexual acts with their TA. As both students and adults, we need to think more critically about how consent manifests within undergraduate-TA relationships.
We could recount examples of TAs making sexual advances on their students, but that is not the purpose of this article. Instigating a campus-wide persecution of TAs is not our goal, but rather to think critically about consent and potentially change the current practices surrounding TA-student relationships. Currently, students are theoretically allowed to engage in sexual relationships with their TAs, so long as the department head is notified, a conflict of interest is declared and all marking of that students work is transferred. However, it is pertinent to note that the conflict of interest policy has not been updated since 2001. There have been immense differences in how we conceptualize consent between 2001 and 2020 and it is atrocious that the policies have not been updated since then.
Left unchecked, the current power structures produce a wide range of results for students. While many TAs are respectful of their students and their roles as educators, this is not always the case. When relationships do occur, they often place the students in the awkward position of interacting with their TAs in two very different contexts. Even if a student wants to partake in sexual relations with their TA, it is difficult to extract this sexual relationship from the power structures of their academic lives.
When relationships do occur, they often place the students in the awkward position of interacting with their TAs in two very different contexts. Even if a student wants to partake in sexual relations with their TA, it is difficult to extract this sexual relationship from the power structures of their academic lives.
This calls for a serious revision of the policies in place surrounding the training and orientation of McMaster’s teaching assistants. It is asinine that Welcome Week representatives are trained for hours regarding sexual sensitivity orientation for merely ten days of interaction with students while TAs are not held to the same standards. It is clear that TAs are placed in a position of more power than a Welcome Week rep and spend significantly larger quantities of time interacting socially with students. At the bare minimum, TAs should be subject to the same training as Welcome Week reps. There is an appalling lack of accountability being placed on TAs by university administration and the faculty that hires them.
As we as a culture think more critically about consent, it is necessary that we apply this understanding to all relationships, especially those with potential power imbalances. It is ludicrous to think that this is an issue that can be dealt with at the discretion of the TA, who simply has to sign off on some forms. This is not only insufficient, but also contributes to creating a dangerous precedent for consent within the McMaster community.
We are not calling for a ban on consensual relationships between adults. However, to create a culture of consent on campus, a deeper awareness of the nuance surrounding consent should be incorporated into the TA employment contract. In addition, there should be a more robust training process to ensure that TAs are aware of the responsibilities that come alongside their position of authority.
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