Statement on anti-Muslim attack in London ON
Content Warning: Mass Murder, Islamophobia
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Statement on Kamloops Residential School
Content warning: Genocide, Death, Violence, Abuse
Statement from the ASSU Executive on anti-Asian racism
The Arts and Science Students’ Union is deeply saddened and disturbed by the horrific attack which occurred in Atlanta, Georgia. We would like to extend our deepest sympathies to all those who were affected by this vicious crime and especially to the loved ones of those who were killed.
Spring 2021 Election Results
The official results of our Spring 2021 Executive Elections have been released.
Congratulations to the new ASSU Executive for 2021-2022 and thank you to all the candidates who ran in this election!
President
Fatemeh Nami
Executives
Cianna Choo
Paavni Grover
Basmah Ramadan
Sidrah Rana
If there are any questions or concerns about the elections, please contact the CRO: cro@assu.ca
Elena IourtaevaSpring 2021 ASSU Candidate Statements
Here are the official statements for the candidates running for ASSU President and ASSU Executives in our upcoming elections. There is one (1) position for President being contested and four (4) Executive positions.
An Update on Our Proposed Changes to Arts and Science CR/NCR Policies
Dear students, we’d like to thank you for supporting our CR/NCR policies by filling out our surveys and giving feedback. We have been working very closely with you and the Faculty over the past year to try and pass several policies with respect to CR/NCR. We value your questions and would like to provide some updates about our progress thus far.
Has the proposal to extend the CR/NCR deadlines until after final grades have been released gone through? Is this a permanent change?
Given the special circumstances of the Covid-19 pandemic and the added stress on students during this time, ASSU has worked with the Dean’s Office to extend CR/NCR deadlines until after final grades have been released for the Winter 2020, Fall 2020, and Winter 2021 semesters. As of right now, the extended deadlines are only applicable for courses which end up to April 2021.
Why have the CR/NCR deadlines not been extended permanently?
The extended CR/NCR deadlines have been a response to the added stress on students amidst the transition to online learning. After discussing with the Dean’s office, ASSU has learned that a permanent extension for CR/NCR choices until after grades have been released poses several issues:
- For students in their final year of study, their departments and colleges must work to determine their eligibility for graduation (i.e. completion of program requirements, breadth requirements, degree requirements, etc.) upon their submission of the request to graduate. A late CR/NCR deadline will create a very short and practically unfeasible timeline for determining graduation eligibility.
- For students applying to programs at the end of their first and second years, GPA requirements and grades for program prerequisites are important for program admission decisions. A late CR/NCR deadline puts departments at short timelines to determine student eligibility for the programs, potentially delaying admission decisions.
- Early determination of GPAs is important for identifying changes in academic standing, for instance for students on academic probation or suspension. This is especially important as enrolment in courses is contingent on academic standing.
- Even if a course has been CR/NCR’d, the underlying grade may still be used to determine eligibility for enrolment in upper-year courses, for instance 300+ courses which require minimum grades in 100-200 level courses. A late CR/NCR deadline may delay this process, causing students who may not have been eligible to enrol in certain courses to only be notified and removed from the courses well into the academic term.
Does this mean that CR/NCR deadlines will go back to the pre-Covid ones in Fall 2021?
ASSU is still committed to improving the benefits of the CR/NCR options for students. Though we are equally disappointed that a policy to extend the deadlines until after final grades are released will likely not pass, we are now working towards a permanent extension to CR/NCR options until the last day of classes. By this date, students will have received a larger portion of their final grades and will be able to make a better inference on whether they would like to CR/NCR the course. The Dean’s Office has also expressed their support for this change as well.
We still do not have a timeline for this policy, and cannot tell you whether it will be retroactive or not. However, we will provide updates to students as soon as progress is made.
We received an option for unlimited CR/NCR in Winter 2020, will this be offered again this semester?
No, the unlimited CR/NCR option will not be provided for the Winter 2021 semester. We have been told by the Dean’s Office that the option was added in Winter 2020 to accommodate an abrupt shift to online learning as the pandemic accelerated. Since students have been operating online for all of the 2020-21 school year, the unlimited CR/NCR option will unfortunately not be provided for this winter semester.
What about the proposal to allow up to 1.0 FCE of CR/NCR options for program requirements?
Unfortunately, after consultations with Faculty members and the Dean’s Office, we can tell you that our proposal to allow up to 1.0 FCE of CR/NCR options for program requirements will likely not go through. These are some of the main reasons provided to us from the Faculty and Dean’s Office:
- Faculty members have expressed concern surrounding the necessity of program requirements for upper-year courses. The worry is that a CR/NCR option for program requirements may leave students with a less stable foundation for challenging 300+ courses.
- Upon request, professional schools will still have access to CR/NCR grades, as has been the norm for CR/NCR options thus far. Concerns were raised surrounding the ambiguity that this may cause for students applying to Graduate programs; some may be unaware that the grades for their program requirements will still be released to the prospective schools, negatively impacting their chances of admission if these grades are lower than required.
- Several professional schools have reached out to the Dean’s Office with concerns surrounding this policy. For some of these graduate schools, all program requirements are essential components for admission decisions. These schools might have to individually request that the grades are revealed for each program requirement that has been CR/NCR’d for each student, posing a large issue for graduate schools’ efficiency in admission decisions.
Though we are disappointed, we are still planning on working with the Dean’s office to look further into specific program requirements which large numbers of students have trouble with, in order to address the root causes which cause students to request a CR/NCR option for those courses. Additionally, we are brainstorming alternatives to the 1.0 FCE for program requirements proposal. Thank you for your continued support through this process.
Arbor Journal Call for Submissions
The Arbor Journal of Undergraduate Research is the leading undergraduate journal for the arts and science, seeking to publish, highlight, and celebrate the best of undergraduate arts and science research at the University of Toronto.
Arbor is now accepting submissions for its second edition! If you are interested in submitting an article for consideration, the deadline for submissions is Friday, October 9th at 11:59pm.
ASSU Letter to President Gertler re: Cancellation of Spring Convocation
RE: Spring 2020 Convocation Ceremonies
Dear President Meric Gertler,
We are writing with respect to the University’s decision to cancel the Spring 2020 Convocation ceremonies.
Many students have understood this decision as equivalent to there being no future ceremonies held for this graduating class. If this is in fact the case, we simply cannot express how disappointed we are with this judgement.
Students have waited years for this moment. Their parents have waited years. Generations of family members – grandparents, great-grandparents – will all miss the literal once in a lifetime moment to see their loved ones finally earn their degrees. Thousands of hours, hundreds of restless nights, and an unimaginable amount of stress and struggle have been overcome by students. We continue to come here and push ourselves beyond our physical and mental limits all in the hopes that one day, we will be able to walk across that stage.
The cancellation of Convocation signals the University’s inability to recognize just how much this moment really means to students. This decision is disheartening, short sighted, and inconsiderate. Convocation is more than just an event, and it most certainly cannot be replaced by alternatives such as a reception. One student expressed her grief at the thought of having to explain to her immigrant parents, who sacrificed so much to see her succeed, that they will never get to witness this day. Hundreds, if not thousands, of students share similar stories. Students who are the first to graduate within their families will not be able to see the pride on their families’ faces. Low-income, marginalized, immigrants, and international students – all who have had to go the extra mile to get to this moment – have had their hearts broken today. Many will struggle to find ways to break this news to their families. This is not the type of decision your students expected from the University of Toronto. You have stolen more than just a moment from these students today.
We call on you to recognize the severity of your decision. We are truly upset that this decision was even considered, and cannot imagine how the University will reconcile its relationship with students in the coming years in light of this. Every single student makes sacrifices to attend this institution. We pay tens of thousands of dollars in tuition, our mental health and well-being suffers, and some of us spend months away from those we love. We all deserve this moment. Our families deserve this moment. Our future children will value this moment. Bring back Convocation for your students.
Yours sincerely,
The ASSU Executive
c.c.: Cheryl Regehr, Vice-President and Provost
Sandy Welsh, Vice-Provost, Students
Melanie Woodin, Dean, Faculty of Arts & Science
ASSU Constituents
ASSU Letter to Dean Woodin re: CR/NCR and Final Exams
March 15, 2020
RE: Changes to the Winter 2020 Session for Arts & Science Undergraduate Students
Dear Dean Melanie Woodin,
We hope you are doing well during this difficult time. ASSU would first like to sincerely thank you for your dedicated leadership and consistent communication with students, and we appreciate the steps that have been taken thus far to support the students, faculty, and staff at our Faculty.
In light of the cancellation of in-person exams and the extension of the CR/NCR and drop deadline, we have heard the overwhelming concerns of students who are uncertain or worried about their outstanding assessments and final grades. We recognize that there are various options instructors may be considering during this time, and below, we have listed the common concerns students have raised to us regarding these options (as well as our own thoughts), and a set of recommendations supported by ASSU and a majority of our student body.
1) Re-weighting the marking scheme
We recognize that this is a possibility for a number of courses (especially those that cannot move to online assessments, take home tests, etc.). Students are particularly concerned that re-weighting may put them at a disadvantage in courses they were doing well in. We have heard from students who are concerned with the fairness of re-weighting, with one issue being the unanticipated increased importance of minimally graded assignments (i.e. re-weighting a 10% assignment to now be worth 20%). In addition, students are concerned about losing the opportunity to improve their performance in a course through future assignments, and we find this to be an unfair disadvantage.
2) Changing final exams to final papers or “take-home exams”
We have heard of many courses in the humanities and social sciences that have proposed this as an option already. There are three primary issues that students have raised to us in response: (1) a sudden increase in academic workload with each of these final papers now being worth upmost to 40%, (2) the expectation and anxiety that these heavily weighted assessments will be graded more stringently, and (3) the inability of students to adequately seek the assistance of their instructors.
On the first point, students may have purposefully enrolled in courses with final exams for multiple reasons, and replacing these final exams with final papers or take-home exams is unfair. Commonly, students may decide to enroll in courses with final exams instead of papers as they may feel more comfortable in test settings, and courses with final exams may lighten a semester’s course load. Accordingly, replacing final exams with final papers may result in students who believe they will not do as well in these courses, or are unable to simply cope with the immense amount of assessments and the increased pressures of the weighting (not to mention that many students will now have to follow this same scheme for more than one course, resulting in more than one such assignment due within a similar timeframe).
On the second point with respect to these assessments now being graded harder, students have expressed to us that their instructors have told them that they now expect more from their papers seeing as how they have the ability to “take them home”, have more time, and can use open-book sources. These expectations, coupled with the fact that these assessments are worth way more than any regularly assigned paper, have led students feeling as though they are more likely to do poorly in their courses than not.
On the final point with respect to an inability to adequately communicate with our instructors, students are for the most part left in the dark on what is expected of them with these assignments. In-person office hours & meetings are off the table, and email communication continues to be slow (due to many students emailing their instructors and TAs at the same time). With papers now worth a majority of course grades, students should have the opportunity to seek the guidance of their instructors, which unfortunately, is waning during this period in time.
3) Online Examinations
Many instructors in our Faculty rely on final examinations to test students on course material. As we have been told by students, some instructors have communicated to them that their exams will now take place online. We recognize that this is a positive solution for many courses, particularly those that rely on multiple-choice testing formats. However, we would like to note that similar to take-home exams, students are concerned that online examinations may be written to be more stringent and difficult given their at-home environment. In addition, students are also unsure how they will practically handle this shift (i.e. writing timed essays/long responses, finding quiet spaces to complete these assessments, etc.). Again, although this may work best with specific courses, for others, the practicality is simply low.
ASSU’s main concern at the moment is the mental health and well-being of our students. At a time when anxieties and fears are already at an unusual high, the above proposals that have already been communicated to students by their instructors have only contributed to these heightened emotions. We understand that this is a very difficult and complex situation for you and the Faculty to navigate, but we as students are also scared, worried, and unsure of what to expect next. Students are concerned about their final grades and increasing course loads, and we want to ensure that the Faculty’s response does its best to ease these fears.
Seeing as how students are not comfortable with the aforementioned solutions, we have included a set of recommendations below which continues to be suggested by our students (via messages, emails, and a petition now circulating), and has also been carefully assessed and agreed upon by us as an Executive.
Recommendations:
Our recommendations are closely aligned with the Faculty’s response during the 2015 CUPE 3902 strike which similarly prevented the continuation of in-person exams. We welcome the extension of the CR/NCR and drop deadlines to after final grades have been released and that students are now able to CR/NCR an unlimited number of courses. These changes are greatly appreciated, but we wish to see more done.
This solution does not address the overwhelming concerns of students who are worried with how this situation will affect performance in their program requirements. Most (if not all) the courses taken within an academic year are courses which count towards program requirements; this situation has affected the outcome of courses which students depend on to either: (1) fulfill degree requirements, or (2) gain acceptance into their desired POSt. The inability to CR/NCR program requirements will ultimately harm students’ overall performance and continue to accelerate anxieties.
We find it upsetting that the intention behind granting students the ability to CR/NCR an unlimited number of courses stems from the knowledge that grades may be adversely affected during this difficult time, and yet, this pressure-valve has not been extended to program requirement courses which are often the most stressful and where outcomes matter the most. In turn, students will continue to feel unsupported. Their hard work, dedication, and pressures to succeed during this year will culminate into an unknown and feared outcome without the option to CR/NCR their program requirements.
In keeping with the same protocol as the 2015 response, we recommend that the Faculty:
1) Allow students the option to CR/NCR any number of courses for this academic year,
including program requirements
2) Include a notation on each transcript explaining the circumstances which have led
to the increased use of CR/NCR
In addition to these recommendations, we also ask that the Faculty look into ways to ease the fears of students who intend to apply to graduate schools or programs which heavily factor grades. This could include releasing a public statement, working with the professional faculties at our University to understand the implications of such a scenario, initiating conversations with faculties from other institutions, and ensuring that the notation included on each transcript is thorough and informative.
We wish to thank you again for the continued steps the Faculty has taken in ensuring students are well accommodated during this difficult time. We urge you to consider these recommendations as students await the Faculty’s ongoing decisions. In addition, we will continue to inform you of the thoughts and concerns of our students as the situation progresses in hopes of coming to a thoughtful, compassionate, and agreeable decision. Please also know that we hope to support you and the Faculty in any way we can.
Yours sincerely, The ASSU Executive
C.C: ASSU Constituents