There are few opportunities at this university for students to get directly involved with the apparatus of our education. As one’s years here add up, more and more situations arise which elicit our baffled response, “Why?” Every student here has a similar story of a moment where some facet of our institution reared its ugly, seemingly unplanned head. Must it be so hard to make a distinguished university that’s obviously full of talented people work for its students?
Currently, the faculty of arts and science on the St. George campus—which represents around 26,000 students—is undergoing an academic planning review. What this means is that the future of the faculty, the largest single division at our university, is being planned out right now.
The current plan, 2004’s Stepping Up, focused strongly on the student experience and the role of interdisciplinary programs. One of the largest concerns within the faculty at the time was the impact of the large number of Ontario high school students who had entered the university after the elimination of grade 13 in 2003. The focus on smaller programs, and research-based courses helped to assuage the influx of students into the campus.
The financial situation of the faculty is quite different from where it was in 2004. The recession has cut into funding, and this budget crunch is reflected in the mood set out in the planning outline provided by the dean, which provides context and a guide for departments. There is also the reality of President Naylor’s Towards 2030 document, which envisions the St. George campus as research focused and with fewer undergraduates. The priorities of 2004, which stressed equity, interdisciplinary programs, and connections to surrounding community, will most likely change with the new academic plan.
The eventual academic plan is not a fait accompli. Right now, every department, college, and program is creating its own plans to present to the administration. These documents will stress where each department sees its own future, and how it can best accomplish its goals. It is these plans that will eventually make up the faculty’s next five years. As students, one of the best ways to ensure that final plans reflects our needs, is to make sure each department or college program presents a document that reflects not only the needs of its students today, but the needs of students five years from now.
Like much at this university, the planning program is bloated and convoluted at best. Course unions are trying to cut through the bureaucracy by organizing events for students to voice their ideas for improving the faculty. The success of these events will be reflected in the final document submitted by each department, as, conversely, a lack of student involvement in the planning program will show in the final academic plan.
Along with feeling this university could work better for students, is the idea that hoping for change is futile. This defeatist attitude does a disservice to those who are actively campaigning to change our university for the better. The university can work for students, but it takes the active participation of those students to make this change possible. This current planning process provides a direct and tangible outlet for students to work to improve our learning experience, and an opportunity to not be dismissed out of hand. If we ever want to see improvements in the faculty of arts and science, students need to engage and educate themselves about the workings of the institution they belong to. Through being involved in academic planning, we can bequeath to future students a university that works—a university we can take pride in.
Gavin Nowlan is president of the Arts and Science Students’ Union.
