Directions III
In the summer of 1995 at the beginning of Peter George's term as President of McMaster University, a Statement of Mission and Vision, Directions, was developed. The mission that was adopted by the University is:
"In our teaching, research, and scholarship, we are committed to creativity, innovation, and excellence. We value integrity, quality, and teamwork in everything we do. We inspire critical thinking, personal growth, and a passion for learning. We serve the social, cultural, and economic needs of our community and our society."
One of the specific goals set was "Enhances Respect". The first sentence of this section titled Valuing Each Other reads as follows:
"We will achieve our mission only if all faculty, staff and students respect and take pride in one another."
In the summer of 1996 a second retreat was held that focused on academic matters and faculty and it resulted in the document called Directions II. For the retreat of 1997 the focus was on staff and students, the other partners of the McMaster team that work together on the campus.
In the morning session of the retreat the concerns of staff were identified, and at the end of the session participants identified those that required most attention. Two major themes emerged with respect to staff. The first was the need to give attention to how we value, respect, and reward staff, and for the related Human Resource policies to be well communicated. The second major issue was the workload of staff and the means of dealing with it. Three principal means were identified: simplification or elimination of work, improved technology, and a continuing commitment to training.
1. Respect, Recognition, and Reward of Staff
1.1 Respect
Staff play a valuable role at McMaster and are part of the team that must work together if we are to achieve our mission. One concern is a belief that faculty receive more favourable treatment than staff; it is described as ranging from lack of rapport between faculty and staff, to poor communication, and in extreme cases the use of abusive language. These problems can also exist within employee groups where there are differences in power. The problems that exist are aggravated by inconsistent treatment, primarily because of the differences in managerial skills of supervisors. The decay of the physical facilities as a result of reduced financial resources has enhanced the feelings of lack of respect.
These concerns can be addressed, but it requires a commitment from all members of the community to value the contributions of each other. A change in culture of this type requires constant and sustained support from all those in positions of leadership in the University.
Recommendation 1
Include the special expertise of staff in decisions through, for example, the participation of staff in departmental and faculty retreats, and asking staff to assess the impact of a proposed change on workload and procedures.
[Deans, Chairs, Managers]Recommendation 2
(a) Design and conduct an employee attitude and workplace survey to include staff and faculty. The survey should include questions on issues such as communication, problem solving, decision-making, teamwork, working conditions, services for employees, etc.Action
A firm has been hired to conduct an employee attitude survey and this will be administered in the fall of 1998 with results anticipated in the late fall.(b) Communicate the results of the survey and action plans.
Action
The results will be communicated to the entire campus in the late fall using a variety of methods including the McMaster Courier, town hall meetings, placement of the reports in public areas and staff meetings.(c) Review existing provisions for dealing with allegations of abusive behaviour and recommend changes needed.
Action
HR has reviewed the provisions for dealing with allegations of abusive behaviour and will be dealing with these policies and others in the HR management sessions which will be offered in the coming year. These sessions will also take the feedback from the survey into account when they are being developed.Recommendation 3
Include staff on the selection committee where the leader of an academic or service unit is being considered.Action
Senate and Faculty Appointments Committees, Human Resources and other University officials have been advised of this recommendation.1.2 Recognition and Reward
Most of the discussion on this topic focused on recognition through the use of non-monetary rewards, probably because remuneration is the subject of negotiations between employee associations and the University. Non-monetary rewards can play an important role in conveying how staff are valued. The introduction of the President's Staff Awards Programme has been a new initiative of this type. It is appropriate to review the first year's experience, including the publicity related to both nominations and the announcement of the winners.
Opportunities for professional development are both necessary for staff and a recognition of their value to the University. A number of departments have used staff retreats or visits to other Universities effectively for staff to learn and to recommend changes in how work is performed. Most staff wish to advance in their careers and for this they need both the training and the knowledge about the opportunities for advancement that exist. Currently, career opportunities may be viewed on the web at http://hr.mcmaster.ca.
The use of flex time or even working at home where the nature of the job permits conveys messages about trusting and valuing staff.
Recommendation 4
Review and revise, as necessary, the President's Staff Awards Programme.Action
The Human Resources Department has reviewed president's Staff Awards Programme and amendments were made. The notice inviting nominations for the program has just been sent out for the second year.Recommendation 5
Develop mandatory training programmes for managers and supervisors that will cover work planning, coaching, performance management and appraisal. Permit staff who aspire to such positions to participate in such programmes.Action
Human Resources currently offers a variety of Programmes for management staff on work planning, coaching performance management and appraisal. In the coming year, sessions on Human Rights, Labour Relations and Effective Supervision will be offered. In addition, HR is developing an orientation program for newly appointed academic managers that will be mandatory.Recommendation 6
Make available through the World Wide Web job descriptions so that staff may have access to them. Staff who do not have World Wide Web access should be able to obtain a paper copy of a description.Action
Currently the Human Resources department is using the Internet to post job opportunities on campus and are moving to posting all generic job descriptions on the website. Paper copies of job descriptions are always available from the Human Resources department.
2. Human Resources Policies and Processes
Even though the University's policies for Human Resources have been displayed on the Human Resources home page and are available in the staff handbook, many are not well understood. Those referred to most in the discussion were the evaluation of positions, job reclassifications, and pay equity.
McMaster University's pay equity plan has now been approved and implemented. As the legislation provides, McMaster must maintain a pay equity process, and so a Pay Equity Committee will continue to function. The Hay System of position evaluation, with modifications agreed for McMaster, will be used for this purpose. Human Resources will continue to gather data to compare University positions to similar positions elsewhere through the Hamilton Salary Survey Group and Hay Management Consultants. These data will be included in the movement of the salary policy lines.
Recommendation 7
Improve the communication of the University's policies and procedures for staff so that they are available both electronically and in print. More specifically attention should be given to making available the information that is normally contained in the Staff Handbook in other forms.Action
The University's policies and procedures are currently available on the website. Work is ongoing to ensure that members of the community are aware of these postings so that individuals may easily find the policies they are seeking. One of HR's goals in the next year is to review all policies and, where appropriate, move changes through the approval process to implementation. In doing so, HR will be working through a communication plan so that all employees know about the changes to policies and procedures.
3. Workload
Coping with increased workloads was the issue of greatest concern. For many some tasks seem insurmountable and the light at the end of the tunnel "keeps moving away". At the same time, however, there was a perception that some of the work is unproductive and a waste of time. Three main strategies were proposed: improved technology, review and simplification of processes, and training.
3.1 Technology and Systems
McMaster's main information systems (financial, human resources and student) are generally more than a decade old. The Financial and Human Resources systems were installed in the early 1980s and the Student Information System has been modified on an ongoing basis. None of these systems, however, is an up-to-date system. Consequently duplicate records are maintained in many offices, and the efficiencies that could be gained are not possible given the current systems.
In the 1997-98 budget funds were allocated to address the most pressing needs of the central systems and this will extend the life of the financial system by perhaps three or four years. This allocation has, for example, enabled the extension of the use of electronic forms for cheque requisitions and Roll 3 payroll. Retrieving and exporting of data, and linkages with the budgeting system could reduce the workload in a number of offices across the University.
Work is also being undertaken to make sure that the systems can cope with "the year 2000 problem" and that work was scheduled for completion by March 1998. Also provided in the 1997-98 budget was an allocation of $500,000 towards the replacement of the major systems. The total cost of replacing a system like the Human Resources system (including training, upgrading of equipment for those who will use the system, and installation) is approximately $2 million. Part of these costs occur outside CIS within the departments that have remote access to the central data bases.
Recommendation 8
Allocate further funds in the 1998-99 budget for the replacement of systems.Action
The Budget Committee of the Board of Governors has approved an allocation of $500,000 towards the replacement of systems.Recommendation 9
Start on the phased replacement of the Human Resources Information System in 1998.
[Computing and Information Services and Human Resources]Action
The University has started a phased replacement of the Human Resources Information system. During the 1980s and 1990s personal computers have been introduced throughout the University, and are used for a variety of purposes. Given the diversity of academic and administrative applications, standards for hardware and software have not been set explicitly, but selection has been guided by what CIS will support. For administrative activities, however, efficiencies might be gained by upgrading hardware and software, particularly for those who have to transfer information or use central information systems.Recommendation 10
Define annually the target standards for equipment and software that should be used for administrative and business functions for the equipment and software.
[Computing and Information Services]Action
The University is moving towards standardization of systems through its support provisions and the advantages offered through centralized purchasing. These influences are particularly effective in the administrative areas.Recommendation 11
Investigate the options for introducing calendaring software at McMaster University.Action
There are some departments and areas where calendaring software is being introduced and good results in these areas will encourage other departments to come on board with the system.3.2 Review and Simplification of Processes
Although some work has been done to simplify processes, there is a perception that this has often involved simply moving work from one department to another without changing the resource allocation to reflect the shift in workload. Many examples were given both of cases where work has been shifted from central offices to departments, and of cases where extra work undertaken by central departments has reduced work elsewhere.
The need to determine when work should be handled centrally and when it should be decentralized was identified. Decentralization is most appropriate when it can minimize the number of times that data has to be handled, and that it can in a number of cases improve service and the quality of decisions. Centralization is more appropriate when the liabilities and risks are higher, and where economies of scale can apply.
Recommendation 12
Simplify the financial and human resources processes of the University as the computer systems are modified as a result of recommendations that follow.Action
Financial processes are being looked at in the Devolution Project which is sponsored by the Assistant Vice President, Finance. This project seeks to simplify processes and devolve the authority to carry a process through from start to finish, when it is within the guidelines established by departments within the University. Human Resource processes will be reviewed as part of the upgrading of the computer system.3.3 Training
The issue of training is one of the most pressing issues for staff, and many doubt whether McMaster has a real commitment to the training and development of its staff. Currently training is provided for or obtained in a number of ways:
Tuition Assistance pays for staff to take courses. Priority is given to credit courses. The total cost is approximately $250,000 per year.
The Human Resources Department has a budget of $30,000 which supports a number of programs.
A number of departments provide training from their own funds either for their own staff or for staff of the University (e.g., financial workshops for those who handle accounts). All chairs and heads of support units need to recognize that the training of staff represents an investment and is of value to the department, the University, and the staff member.
Many staff on their own initiative have taught themselves, particularly in the area of computer training.
In May 1997 the Human Resources Department presented a report entitled "McMaster University, Education, Training, and Development Funding Report" to the Planning and Priorities Committee. The report examined the current state of training and development and made recommendations for the future. A small group named by the President has worked with Human Resources to make recommendations on the needs for training and development and how it should be organized in the future. These recommendations have now been endorsed by the University Planning Committee and the Budget Committee, and will be implemented during 1998-99.
At the retreat one of the primary needs that was identified is to conduct an audit so that the most pressing needs can be identified and targeted. One of the specific areas noted is the need for computer training and for the University to develop an alternative to the computer training centre that was closed recently. Among the needs identified at the retreat were initial and continuing orientation of staff, mandatory management training for supervisors and managers, customer service training for those in front line positions, problem solving and creative thinking, team building and health and safety.
Recommendation 13
Provide funds to implement the recommendations for enhanced training.Action
Funds have been allocated to target the most pressing training needs within the University and the new Micro Computer Training Centre has been fully operational since May 1998.
Concluding Comment
We hope that all members of the University community will work together to achieve a climate of mutual respect, and that implementation of the recommendations will assist McMaster to achieve its mission. Our success in doing so will depend on the efforts of all our employees, and our ability to provide the climate, the training and the tools to enable them to reach their full potential.
The second day of the summer retreat was devoted to student issues. The discussion was shaped by several questions:
- What are the most significant problems and challenges with our service to students?
- What are the most important services and level of service we should be providing given the competing priorities we face?
- What 3 or 4 actions have highest priority for implementation to improve service to students?
The questions reflect two biases: i) that students merit a high quality and level of "service" and, ii) that students should be involved in the establishment of priorities and action plans. These sentiments were realized, in the first instance, by the inclusion of specific individuals invited to the retreat, undergraduate and graduate student leaders and staff and faculty involved in the delivery of service to students.
The morning discussion elicited general comments and concerns. The issues clustered around several broad themes: the Year 1 undergraduate experience; instructional development; communication with student leaders vs. student body as a whole; student services to support the academic endeavour; coping with and serving a diverse student body; graduate students. To be fair, most of the discussion focussed on undergraduate issues with less emphasis on graduate studies. This may not be too surprising given the constitution of the assembled panel and the relative numbers of undergraduate and graduate students. Smaller groups that were constituted to examine each of these issues resulted, assisted by a voting exercise, in a priority identification of issues within each of these themes with the exception of the last issue – graduate students and their special concerns. Discussion about graduate issues was more abbreviated and amorphous. This may signal the need for a planning exercise of the type employed during the retreat restricted to graduate student matters. This issue will be referred to the Dean of Graduate Studies for consideration.
This section of Directions III summarizes the discussion within each of the above themes and indicates what actions have been taken during this year. Particular attention is paid to those issues within each theme that received extensive and broad-based support. It is reasonable to conclude that the items that received greatest support should receive the greatest priority by the University.
1. The Year One Experience
There was the general view that the first year experience of students is crucial and, therefore, that attention should be paid to the activities, both academic and social/cultural, available to students in their first year at university. The Recommendations that received the strongest endorsement were:
Recommendation 1
Maintenance of a conducive classroom learning environment – specifically, that classrooms be clean and garbage-free, that they be appropriately lit and ventilated, and that more of them be equipped with state-of-the-art technology.Action
This year's capital allocations included funds for the continued renovation of classrooms and the replacement of worn carpeting in areas such as the Thode Library and the large amphitheatre classroom in the Ewart Angus Centre. In addition, a specific allocation was made for technological upgrades of a host of classrooms – the specific classrooms scheduled for upgrades this year were recommended to the Provost following a study by the Registrar's Office and the Assistant Vice-President (Information, Systems and Technology). All new construction and renovations at McMaster include provisions for appropriate learning technology equipment and infrastructure. Finally, although not specifically listed in the recommendation, the learning environment includes laboratories and, this year, the University approved an extensive renovation of Science and Engineering space that will result in the creation of new, state-of-the-art laboratories for several departments in these two faculties – these labs accommodate several thousand students per year.Recommendation 2
Shift resources to first year including the possibility of a mandatory, small section size, first-year course in each faculty that would assist the transition from high school to university.Action
Three faculties, Humanities, Social Sciences and Science, committed this year to the introduction of first-year Inquiry seminars to serve precisely the goals discussed at the retreat. In 1998-99, approximately $150,000 is being spent to implement these seminars, including training workshops for instructors, release time for instructors participating in this program and research to evaluate whether the learning objectives associated with this program are being met. It is the intended goal to extend first-year Inquiry seminars to all entering students at McMaster. The capacity to do so depends upon resources available that, in turn, depends on the success of the capital campaign that has identified Inquiry seminars as a priority. In addition, for 1998-99, the Budget Committee allocated an additional continuing $60,000 to redress large class/section size problems in Years 1 and 2.These funds, in addition to a comprehensive analysis of, and strategy to resolve, Level 1 and 2 issues (under the direction of the Associate Vice-President Academic), target directly those concerns expressed at the retreat concerning the first year experience.
Recommendation 3
To create a College of Arts and Science to provide an opportunity for smaller classes to an elite group of first-year students (>80% OAC average).Action
There are at least two issues intertwined in this Recommendation: the promotion of more multi- or inter-disciplinary instruction and the opportunity for smaller classes in Year 1. The latter issue has been addressed through the actions described in Recommendation 2. The former goal was motivated by the desire to create an "Arts and Sciences" like experience for, as described, "an elite group of those that enter McMaster with an OAC average greater than 80%". The actions that have been taken this year promote the concept of the Arts-and-Sciences-like opportunities for all McMaster students. This was done because McMaster currently offers an elitist program and the reviews suggest that this program, Arts and Sciences, should not be expanded beyond its current size. Second, the University recognize that the great majority of our entering students are admitted with OAC averages >80%. Thus, any suggestion of a program restricted to students with this cut-off would capture the majority of the entering class anyway. (Note, in this context, that the Faculty Deans agreed this year to admitting no student, starting in September 1999, with an entering average of <75%). Third, there are advantages to an undergraduate education in a research-intensive university and these benefits should be enjoyed by all students choosing such an institution, not just a sub-cohort.Two final comments regarding this Recommendation. Included in the discussion of this Recommendation was the idea of advanced placement to allow for elective substitutes or independent study options. This possibility will be referred to Undergraduate Council for exploration. Second, plans are underway this year to raise the questions of interdisciplinarity and education in a research-intensive university to a broader forum. This has begun with the wide dissemination of the Boyer Report on Undergraduate Education in Research Universities entitled "Reinventing Undergraduate Education".
2. Instructional Development
In spite of the fact that, within the discussion of Year 1 experience, a mandatory participation by faculty in instructional development programs was not supported, there was a general sense that teaching could improve and should receive greater attention. It was generally recognized and appreciated that teaching was an essential component of a faculty member's responsibilities. But, opinions or suggestions as to specific ways to realize these objectives were remarkably varied. The suggestions that received widest support were:
Recommendation 4
Better use of the Instructional Development Centre (IDC) to improve teaching skills.Action
There was no consensus how the IDC should participate in improvement of instruction. In general, the IDC already offers a course on teaching to graduate students and also provides teacher training and remediation to faculty whose skills require improvement. These current functions were typically not appreciated by the assembled group. In general, though, the University does see an expanded role for the IDC. This is clearly flagged in the campaign case statement that designates an Institute or Centre for Leadership in Learning as a key priority. This proposed Institute would allow the University to realize many of the objectives raised during discussion of this issue at the retreat.Recommendation 5
Implement a formative method of teaching evaluation.Action
The "formative" method of teaching evaluation is distinguished from the more typical "summative" model. Relative to the summative model, the formative method tends to be more comprehensive and ongoing, and to integrate teaching evaluation within a broader curriculum planning exercise. Formative evaluation of teaching is akin to continuous quality control. At McMaster, the best summary of these distinct approaches to teaching evaluations is provided in the 1992 Coleman Report to Senate on Quality Education Assurance. Provost Weingarten discussed this report, and the advantages and challenges of formative evaluation, in his State of the Academy address in January 1998. On the basis of that presentation, the Department of Psychology has agreed to be the laboratory for the implementation and evaluation of this evaluation model at McMaster. Implementation has begun. In addition, the University is considering the availability of a "Classroom Teaching Research Fund", again as recommended in the Coleman Report, to support research to improve the quality of classroom education and teaching. This type of activity is a component of formative teaching evaluation.Recommendation 6
Clear accountability of faculty members.Action
This Recommendation reinforces the importance of effective teaching evaluations and the communication of such information to students. Several actions have been taken. First, as noted above, the University is making the teaching evaluation exercise stronger and more valuable by exploring the formative method of teaching evaluation. Second, through communications this year, the University has reinforced the importance and requirement of evaluation of all courses taught at McMaster. Third, in co-operation with the McMaster Student's Union, the University has agreed to a mechanism for placing teaching evaluations of all courses into the public domain – the efficacy of this program is being monitored. Fourth, spearheaded by the McMaster University Faculty Association, the Office of the Provost helped support a day-long workshop exploring a variety of issues relating to evaluation of university teaching. This workshop, that included a presentation by Michael Scriven, a noted authority on the issue of assessment of university-level instruction, led to a series of recommendations that are now being pursued by the Associate Vice-President (Academic) and others.Interestingly enough, Recommendations that received little support included: the requirement that Faculty Annual Reports include a section on goals for attaining teaching excellence and disincentives for poor teaching.
3. Communication
This issue refers to the need for better communication between the student body and the University. It is recognized that the need for improved communication is bi-directional. Students expressed the need for better avenues for communicating their concerns to the University, particularly Administration. It was noted that student leaders have easy access to University administrators but it is unclear whether the same ease of communication is felt, or desired, by the "student-on-the-street". Similarly, there is a perceived need for the University to communicate more effectively with students. Once again, the issue of communication to whom arose – to student leaders? To the student body at large? In contrast to the other categories of issues, there were no "clear winners" in the proposed solutions i.e., that received broad-based support across many constituencies. Nevertheless, the most highly-supported Recommendations included:
Recommendation 7
Place "frequently asked questions" on the web.Action
Although this recommendation has not been implemented, the suggestion relates generally to the issue of the capacity of students to access information through electronic means. The success of the MUGSI stations has been noted and the availability of these terminals, and the information that can be accessed through these terminals, has been expanded. In addition, the Registrar's Office is working with CIS to introduce technological improvements to our student records system of the type that are a precursor to web-based registration.Recommendation 8
Higher profile for the Ombuds Office.Action
In collaboration with the MSU, the Office of the Provost developed a Recommendation for a jointly-sponsored, expanded Ombuds Office. This Recommendation received Senate approval. After a national search, a highly-qualified Ombuds has been hired. The establishment of this position, jointly funded by the University and the MSU, has been widely applauded.Recommendation 9
Students should serve on every departmental curriculum committee.Action
The lack of fundamental curriculum reform represents a recurring frustration. In 1998/99, the Provost and Associate Vice-President (Academic), in their continuing discussions with the MSU Vice-President (University Affairs), will explore ways to engage students in examinations of the undergraduate curriculum. This may lead to the suggestion of increased involvement of students on departmental curriculum committees. This possibility is consistent with other actions this year that increased the voice of students on curriculum matters such as the increase in the proportional representation of students on Undergraduate Council. Most recently, we have engaged the MSU Vice-President (University Affairs) to serve on an ad hoc Group to Study the Double Cohort and Increased Enrolment at McMaster.
4. Student Services to Support The Academic Endeavour
It is understood that an environment conducive to learning requires an appropriate physical environment that is clean and safe and a social environment that is free from harassment and supportive of student activities beyond the classroom. Considerable difference of opinion was expressed as to which conditions at McMaster require priority attention. But, the issues that received strongest support were:
Recommendation 10
The need for a clean campusAction
This issue has been raised in several forums. Continued limitations in the Physical Plant budget have resulted in a campus that is less clean and less groomed. This year's budget allocations included base increases to Physical Plant for facilities improvement and upgrades, and a one-time allocation for a major study of the quality of custodial and cleaning services. In addition, MUFF funds have been allocated for campus improvements, to both grounds and lounges. Finally, the Office of Public Relations intends to initiate an awareness campaign focussing on campus cleanliness and what individuals can do to contribute to the maintenance of a clean campus.Recommendation 11
A focus on proactive career placement including the tracking of alumni following graduation.Action
Several actions have been taken. First, Student Services mounted a highly successful Liberal Arts Placement day focussing on career opportunities for students in Liberal Arts programs. Second, the Budget Committee allocated funds to the Placement Service to hire an additional placement/career officer emphasizing opportunities for Liberal Arts students. Third, Student Services and the Office of the Assistant Vice-President (Academic) joined two national groupings that, via questionnaires and surveys, follow the careers of students following graduation. Finally, the Dean of Graduate Studies has completed a preliminary study of employment of Ph.D. students following graduation; this study will be expanded to a larger cohort this year.Recommendation 12
Re-affirm the priority of the University Centre project.Action
The University Centre project has been a major focus this year; approvals by the Board of Governors were announced on June 4, 1998.Recommendation 13
Develop "one-stop shopping" for student services.Action
The current plan for the University Centre would assist in the implementation of this Recommendation.
5. Coping with and Serving A Diverse Student Body
Although the concept of a diverse student body often refers to students of varying ethnicities and cultures, the majority of the discussion centred on the differential needs of part-time versus full-time students. Two issues received the most attention:
Recommendation 14
Is the University appropriately servicing the needs of part-time students?Action
This question assumes, firstly, that the needs of part-time students are adequately identified. Some of the assumptions regarding the needs of particular students are based on history and need to be re-examined. For example, in contrast to assumptions, part-time students now take about 50% of their coursework in day classes. Similarly, about 50% of night-time class participants are full-time students, even though it was expected originally that night classes would be populated almost exclusively by part-timers. Therefore, with the participation of MAPS, the University has struck an ad hoc group to study the budgeting and organization of Part-Time Degree Studies to ascertain whether the current practices provide optimal use of part-time resources and meet the needs of current part-time students. In addition, this year, the method used for budgeting and distribution of revenue from Summer School was amended in order to offer incentives to Faculties to increase the number of summer courses that service part-time students.Recommendation 15
A review of the legal responsibilities of the university in areas such as gender equity, accommodation and harassment issues.Action
The University's actions and progress in employment equity were reviewed this year as required by its participation in the Federal Contractors Program. The University was found to be in compliance and cited for some meritorious actions. A planning group has been struck to advise Administration on the development of future equity plans. In addition, one motivation for the creation of the Ombuds position was to have this individual review and advise on the adequacy of procedures with respect to equity, anti-discrimination and harassment policies, etc. An accommodations policy for faculty and staff was approved this year. Finally, Student Services has commissioned a comprehensive study to develop an accommodation policy for undergraduates.
Concluding Comment
We have worked hard to address the concerns of our students and will continue to take the steps necessary to ensure that McMaster students receive a high quality education within an environment that supports their aspirations and encourages them to participate as partners in the life of this institution. This is an ongoing process and will require frequent evaluation and strong commitment.