Good Policy Begins With a Willingness to Listen
Interested in writing for OUSA? Contact Deb, our Operations & Communications Director.
Every year, some 55,000 students make transfers between post-secondary institutions within Ontario (ONCAT Annual Report 2016-17). Some students decide to transfer mid-degree to enter specific programs with courses they could not take elsewhere. Others may transfer for a variety of reasons, whether it be to make university more affordable, to be closer to family, or to improve the student’s mental health. The choice to transfer institutions is one made with the student’s academic and personal best interests in mind, and oftentimes the student has little to no control over the circumstances driving their decision.
It is with a heavy heart that I write my exit blog. They say time flies when you’re having fun, and that adage has never been truer for me than in my time with this stellar organization.
What initially drew me towards OUSA was its student-driven nature and fantastic team of home office staff and steering committee members. I have always believed that students should be at the forefront of higher education policy, and it’s been inspiring to be part of an organization that emulates that principle so well. Although I came to OUSA with higher education policy experience, I learned more about it in my time here than I could have ever imagined.
If you’re a student at one of our member schools, you will have already heard from us in November since we launched the Ontario Post-Secondary Student Survey. If you haven’t filled it out already, please do! The data we collect helps us write better recommendations for government (and there’s a chance for you to win a prize!). You can find your university’s unique survey link here.
This past spring, the Ontario government announced a new Career Kick-Start Strategy aimed at helping secondary and post-secondary students develop real work-related experience to use on a resume after they leave their educational institution. In the post-secondary realm, the Career Ready Fund has been created to assist universities and colleges in creating career-oriented learning experiences and related supports for students and recent graduates. This, of course, is a good thing. But what does this plan mean for students who might have an interest in pursuing further education and research? The federal government has made their commitment to strengthening scientific research in Canada quite clear. By commissioning the Fundamental Science Review and appointing a Chief Science Officer, we can be hopeful that the government will continue to invest and fund future research, which means funding students who wish to take this path. However, how do we encourage students to pursue this field? If Canada wants to be a strong leader in the scientific research, we need to make sure we’re supporting the researchers of tomorrow in their undergraduate careers in order to get them there.
Campaigns to promote mental health and wellness are ubiquitous on university campuses in today’s day and age. Mental health of post-secondary students is an incredibly important issue with no shortage of advocates. However, these conversations stem around “raising awareness,” “smashing the stigma,” or “increasing resources (through more funding)” through services, without discussing accessibility issues to mental healthcare that, if addressed, could simultaneously address all three of these goals.
Time for another update! We held our General Assembly at Wilfrid Laurier University from October 27th to 29th. Students representing each of our member student associations vetted policy recommendations on university accountability, Indigenous students, open educational resources and on OUSA’s vision for the post-secondary sector in Ontario.
Tell us about your post-secondary experience and you could win an iPad Mini 4s! Your student association and OUSA wants to hear from you!
*Disclaimer: This is a guest blog Victoria Lewarne and Marc Gurrisi wrote for HEQCO. The original post can be found here.*
Despite the fact that we are a student and a recent graduate of a postsecondary program, we admittedly have difficulty articulating our skills and competencies. And we’re not the exception. While we can confidently state that we have comprehensive reading and writing skills, this only skims the surface. Competencies such as critical thinking, problem solving, public speaking, and research and policy analysis are skills we rely on in our student advocacy work, both internally at Queen’s University and externally through the Ontario Undergraduate Student Alliance (OUSA).
Last week, Maclean’s magazine released their 2018 University Rankings.
I used the same magazine in 2011 to help determine which university I would attend. At the time, I was interested in the quality of the institutions I was reviewing, their reputation, and what students were saying about life on campus. Since then, Maclean’s has added a student survey component to their rankings, and this year, focused on the cost of education across the country.
Why are you studying history? Is your end goal unemployment? I thought you didn’t want to be a teacher?