Website: https://www.facebook.com/events/1664404427149631/

• Why are you running for your position?

Currently studying my passion for improving education by pursuing a Bachelor’s of Arts degree in English Language, Cognitive Psychology, and Gender, Race, Sexuality, and Social Justice, while simultaneously participating in the UBC Sauder School of Business’s Master’s in Management Dual-Degree Program. With these degrees, the next step in my career is to manage a secondary school which provides additional, elective classes for real-world problems (such as home economics, filing taxes, mortgaging a house, etc.). With this passion, I am running for a position as an AMS Student Senator to start making a positive difference in education here at UBC.

• What are the main goals you wish to accomplish during your term?

One of the main goals I wish to accomplish while acting on Senate is allowing academic hardship for midterms in addition to final exams. As a fellow student, I understand the hardship that comes with more than three midterms in a 24-hour period when there are more than just exams to worry about. In addition, I hope to change the policy with regards to curriculum to regulate course requirements for faculty-specific specializations, as-in, for example, regulating the discrepancy between the Faculty of Science arts requirements and the Faculty of Arts’ science requirements.

• How will you strive to consult with and represent the diversity of voices that make up the student body?

I hope to use various AMS formal and social media platforms to regularly post doodles requesting student feedback on the changes they value and/or disagree with. I will also consult the various student senate committees with every decision I propose, in order to get the widest range of academic views available.

• How will you strive in your position to improve the lives of UBC’s most marginalized students?

As a current staff member in the Equity and Inclusion Office, I often ponder ways that a student can make a significant difference toward not only making every opportunity for a UBC student fair-game, but also equating our UBC student body in the eyes of fellow students. While working on the “Really?” and OUTweek campaigns, I have noticed that the best way to bring about these issues of student equality is to have students share their opinions and experiences dealing with exclusion among their peers. Not only hearing, but also sharing these stories opens us up to see the prevalence of these issues when we are all students in the same university, with the same goal of receiving a high-quality education for the high price we pay.

• How does your platform engage with anti-oppressive frameworks?

While making an effort to improve equality and inclusion among our UBC Vancouver student body, I will take the extra step in every policy change I make,  or even simply vote on, to provide a voice against the oppression in our society; whether that be introducing new changes to equate our current requirements or finding new ways to inspire more students from the oppressed communities within Vancouver and beyond to join our campus where one can grow despite any societal, cultural, socioeconomic, sexuality, gender-identification or any other differences.

• How do you define accessible education? How will you strive to achieve this?

Accessible education can only be achieved when all students have been considered under a standardized set of requirements regardless of one’s background or social identity, and there is a shared understanding among the scholastic body against discrimination and harassment in one’s social, educational, and personal identity while pursuing a degree. I will strive to achieve this standard of accessible education by working with my fellow senators to transform UBC into a culture of equality by confronting instances of discrimination, such as rape culture and colonialist violence, to ensure education is accessible to all.

• What is your opinion of a mandatory equity course requirement for all undergraduate students?

While our university continually strives to achieve equity in all aspects of student identity, I wholeheartedly agree with the mandatory equity course requirement for all undergraduate students, whether this course be 12 weeks or a one-day seminar. Not only would this knowledge showcase and cement the extent to which UBC values equality, but this course would also open up an opportunity to discuss personal views and experiences to create a culture against discrimination and harassment. I have seen many attempts by the university to make up for acts of colonialist violence, when the very acts could have been avoided pending the understanding of the attitudes against such violence and the serious resulting consequences. In addition to an equity course requirement, I think a major improvement toward equality that UBC needs to see is a faster response time when an act of violence occurs; students shouldn’t have to wait a year or more to see their persecutor face the consequences of their actions.

Website: https://www.facebook.com/events/986897028060877/

• Why are you running for your position?

I am running to be a student senator because education is the one aspect that binds all UBC students together, no matter what our interests are, no matter what we are involved in, and so I would like to make the educational experience the best it can be for all UBC students by better engaging students in lecture halls, engaging students with the ins and outs of the UBC Vancouver Senate, and also fighting for student and academic issues in Senate and its committees.

• What are the main goals you wish to accomplish during your term?

• Teaching and learning: I want to be able to implement progressive learning techniques such as open educational resources and massive open online courses in classrooms, particularly targeting classes with large enrolment.
• Mental health and accessibility initiatives: I want to be able to form partnerships with mental health groups and the resource groups in order to help lobby and promote mental health and accessible education.
• Academic policy: I will continue to work with UBC on implementing a fall reading break by 2017.  I also want to implement a “WE” standing on transcripts so that students who must withdraw a course due to physical or emotional hardship are not disadvantaged.  I’m also going to continue the work that Senate has done from last year and try to work towards reforming the Senate to allow joint matters between Senate and BoG to be discussed more easily.  Finally, I will rigorously review the upcoming sexual assault policy pending Senate approval next fall.
• Student engagement: Find ways for SSC to be engaging students in public about Senate issues, and getting involved in initiatives throughout campus, including events like Thrive Week, which help promote mental health.

• How will you strive to consult with and represent the diversity of voices that make up the student body?

I plan on talking with other student groups and clubs on campus to gage their voices about certain issues.  I am already committed to work with groups on campus that help to tackle several items in my agenda, including partnering with mental health groups and the resource groups to help push for mental health initiatives and also accessible education, and I will talk with relevant groups to help gage feedback on issues that are relevant to them as they arise in the Senate.

• How will you strive in your position to improve the lives of UBC’s most marginalized students?

Resource Groups are vital in ensuring that marginalized groups on campus have access to safe spaces to discuss issues affecting them.  It is important that we empower them by having their voice heard on the Senate and its committees.  I have mentioned that I am committed to working with the Resource Groups to help us lobby for accessible education, as well as promote diversity on campus.  But it is important, too, that we work with these marginalized groups of people and other student groups on campus as the 17 students of the SSC are not as powerful as the voices of students who we represent.

• How does your platform engage with anti-oppressive frameworks?

Although a lot of the equity aspect of my platform focuses on reaching out to partner with relevant groups that represent marginalized populations on campus, this campaign is still about students in general.  I want to engage in non-oppressive frameworks and promote inclusivity by making sure that people have an accessible way to communicate to Student Senate Caucus should they have to.  This is continuing with the moves that Senator Sangha and Hatai made last year, in opening up Senate to social media.  I also want to open myself out personally to students to talk about issues by holding office hours to talk about concerns.

• How do you define accessible education? How will you strive to achieve this?

“I am UBC”.  These are three words we are all acquainted with on our first day at school.  It means that all of us are part of UBC and are capable of succeeding here.  This ties in with accessible education.  Accessible education means that a student with a learning disability is be able to earn an engineering degree without being deterred from not being able to handle 7 courses a semester.  Accessible education means that a student with depression will be able to withdraw from a course without needing to worry about it affecting their future.  Accessible education means making sure that everyone is given equal opportunities to succeed.

• What is your opinion of a mandatory equity course requirement for all undergraduate students?

I don’t believe we should be implementing mandatory equity courses for students; instead, we should integrate them as part of first year introduction courses.  Doing so would better weave the idea of equity onto the subject that the student is studying.  I also believe that equity is a concept so engrained in the UBC experience as well, so an entire course based on equity is not necessary.  As a Science student, I see potential in implementing an equity section in SCIE 113, a first year introduction course in scientific theory.  In APSC, APSC 100 or 101 courses could have equity sections integrated into them.  This would allow for students to learn about different ways of thinking in their subject without having to take one more course on their plate.

• Do you have anything else to add?

When I was three, I was diagnosed with high functioning autism.  Doctors weren’t sure what I’d be able to accomplish in life, and said I might not even be able to graduate from high school.  As a child, my parents worked hard to make sure that I was given equal opportunities in school, and it was their work which got me to where I am right now.  Getting into student politics, I found my home in the AUA pillar, for it was a place where I could advocate for equal opportunities for other people like me, and give back to a place which proved that I was more than what society thought I was.

Website: https://www.facebook.com/events/837277616400128/

• Why are you running for your position?

First and foremost, I want to help students. More than that, however, I am interested in how academic policy impacts students. For the past year, I have had the opportunity to work in the Arts Academic Advising office, supporting and speaking to students about the challenges they face. From this, I have gained the knowledge and experience of both the needs of students, as well as the rationale behind the policy of UBC’s administration. I have seen first-hand where academic policy has not met student needs and believe that I am able to effectively represent these needs on the UBC Vancouver Senate.

• What are the main goals you wish to accomplish during your term?

If elected to Senate, I will prioritize the following issues:

Syllabi

Students have the right to know the content of their courses and the ways that they are going to be assessed before they register for courses. If elected, I will work to make all syllabi available prior to registration.

Co-Curricular Transcripts

Further the progress made this past year to recognize experiential learning and the impact of extra-curricular life on student learning by having UBC implement an official co-curricular transcript available to students.

Fall Reading Week

Advocate for a Fall Reading Week in first semester that coincides with the highest volume of counseling and academic concession appointments to better support the mental health and wellbeing of students.

Academic Policy

Currently, there are many incongruities and gaps in policy that can make life unnecessarily stressful for students. Some of the policies I will review are the Transfer of Faculty in ‘good standing’, Cross Campus registration, and Standing Deferrals.

• How will you strive to consult with and represent the diversity of voices that make up the student body?

I think that the most effective way to engage student diversity is by utilizing already existing frameworks and populations in consultations. The AMS’ VP Academic and University Affairs employs commissioners to represent a diverse array of student populations, and the AMS’ Resource Groups also hosts many passionate and knowledgeable students. Thus, I believe that the first place to begin engaging students is through already existing channels and bodies that have demonstrated a willingness to participate.

• How will you strive in your position to improve the lives of UBC’s most marginalized students?

As a cis-gendered white male, I believe that it is important to create spaces for marginalized students to have their own voices heard. I think that my focus should be on consulting the relevant student organizations on issues that directly affect them. The AMS’ VP Academic and University Affairs portfolio already employs numerous commissioners for Mental Health, Indigenous students, and equity. Thus, utilizing those existing resources to make an informed decision that accurately reflects the needs of marginalized students will be my first priority.

• How do you define accessible education? How will you strive to achieve this?

Accessibility in education is an extremely broad topic that encompasses obvious barriers to education such as tuition, but also includes issues such as flexibility in learning and assessment. Accessibility issues arise from the differences in students and the university. As such, I think that the best way to engage in accessibility is not to apply a single solution, but to emphasize channels that recognize and accommodate individuals on a case-by-case basis. Offices within UBC such as Equity and Inclusion, Access and Diversity, and Faculty Academic Advising units already do much to achieve this. As a Senator, I will advocate for greater resources to these units so that they can operate in a broader capacity. I think that the role of Senate does not readily allow for accessibility barriers to be dismantled, as the barriers are vary and are unique to each student. However, I believe that Student Senators can help overcome barriers by providing flexibility in policy that allows the aforementioned offices to accommodate students individually.

• What is your opinion of a mandatory equity course requirement for all undergraduate students?

While I support the spirit behind a mandatory equity course requirement for all undergraduate students, I have a few concerns about the proposal. I believe that my first priority in making this decision is to consult representatives of those directly affected. My current understanding is that indigenous leaders are currently not in favour of a mandatory course on indigenous studies. I feel that the course also has potential to breed resentment amongst students who are uninformed on these issues, as mandatory components such as the Arts Language Requirement are already controversial requirements among students. Furthermore, an equity course has the potential to alienate the population of students for whom the course is meant, as uninformed students are more likely to engage in a harmful discourse. Lastly, I disagree with a single course for all students, but would support equity components that are integrated and individualized to each degree and program of study, as I believe this would be the most effective way to engage students.

Website: https://www.facebook.com/events/238995283100871/

This candidate is running for more than one position. Only their responses relevant to this position are posted here. Their other responses will be found in the relevant article for that position.

• Why are you running for your position?

Before I knew anything about the AMS or student involvement, before I ever voted in an AMS election, before I even learned how to properly study for a university final – I cared about how my learning was handled. I filled out all my TA, professor, and course evaluations, as well as the AMS Academic Experience Survey. I felt like these questions led to deeper conversations about the quality of the academic experience for students that could lead to an improvement in the quality of that experience. I had barely finished first year and I wanted to be part of the conversation that took place after these answers were processed, but I had no idea how to, and trying to look it up was intimidating. So I’d do what I knew – I would fill the surveys out voraciously every term, every year. I spoke after class with my professors about things they did in lab, tutorial, discussion, or lecture that I enjoyed from a learning perspective. I asked about their academic journeys to their current positions. I’m running for VP Academic and University Affairs and a seat on Senate because the issues and topics these positions deal with have been things I’ve cared about since before I even knew these positions existed.

• What are the main goals you wish to accomplish during your term?

-To increase the support for struggling students with easier to access resources, as well as ensure the university is easing students through the process. Particular interest in the centralization of support services to make internal referrals easier for students.

-Expanding the current level of student engagement to retain current participants as well as allow commuter students to more easily provide input – likely through further implementation of online consultation, but also to look into research from non-profits on engagement techniques.

-To better acquaint incoming international students with their immigration/permit requirements, ideally through UBC Orientations/Jumpstart.

– Promote the use of the Undergraduate Research Database by students, and increase the number of position listings by engaging with faculty.

-To implement a user-friendly medium of informing students of current land-use/CC+P projects occurring on campus.

– Cooperation with major stakeholders in the VPAUA portfolio – coordinating with graduate students and faculty on issues including tuition, open educational resources, and transparency from the university to continue to take effective action.

-Increased engagement with and advocacy for Indigenous students and groups on campus. Increased consultation and awareness of Indigenous students’ stance on University issues will promote better solutions for issues that arise.

– Continue working with the university to implement intermediate scholarship for International Students – anything helps. Clarification: Intermediate between no scholarship and the full-ride International Leader of Tomorrow Award, for example.

• How will you strive to consult with and represent the diversity of voices that make up the student body?

I would like to build stronger relationships with Unions that students are a part of as well as the GSS as they are both representative of students within the student body. The current office has done a wonderful job with consultations regarding numerous issues which has really engaged a greater portion of the student body. However, I’d like to improve this further, beyond online forms, with interactive real-time online consultations.  This will allow commuters who cannot attend in person to be involved and freely give their input.

• How will you strive in your position to improve the lives of UBC’s most marginalized students?

I recognize that VP Academic and University Affairs is the portfolio that has the most direct ability to support and advocate for marginalized students at UBC. On a variety of issues including tuition, bursary access, academic support, housing, and equity and inclusion, the VPAUA has to keep up with marginalized students’ issues as well as be willing to engage with these students and the groups that represent them – this includes AMS Resource Groups. I recognize that many of these students have unique experiences and understanding regarding issues that arise, and remain committed and open to learning more and supporting them with whatever resources myself, the VPAUA office, and the AMS as a whole can provide.

• How does your platform engage with anti-oppressive frameworks?

I believe that in particular, the portion of my platform that emphasizes the transparency behind university decisions on a higher, administrative level (for example, Land Use), engages with anti-oppressive frameworks in that it is my intention to make students aware of the decisions the university may make with less than optimal student consultation, and speak out against it or have the AMS do so. This will promote a campus where all students feel safe, informed, and heard.

• How do you define accessible education? How will you strive to achieve this?

To me, accessible education means that a student’s access to education, once enrolled at a school, should not be hindered by who they are – this encompasses socioeconomic standing, mental health, persons with disabilities, and much more. I will strive to achieve this by lobbying the university to structure its tuition and/or its financial aid to allow for students to learn at our institution regardless of these potential difficulties. In addition, I wish to work with the University to better promote the services provided by Access and Diversity, as well as looking into increasing funding for support services like access and diversity and potentially advocating for greater funding.

• What is your opinion of a mandatory equity course requirement for all undergraduate students?

I am on the fence about a mandatory course requirement, as many students entering UBC come from a variety of backgrounds, with a variety of understanding about equity. I would like to hear more from the groups that may be affected negatively OR positively by such a course and gain feedback before making any decision. It is my worry that having a mandatory course may breed resentment toward identities that are covered within that course that may not be as well-understood by incoming students, and may serve to work against the courses’ original purpose – acceptance, which may negatively affect students it was aiming to help.

• Do you have anything else to add?

I’m first and foremost a student at UBC, not a student politician. Prior to my AMS involvement (and all other involvement), I cared about my academic needs, how feedback regarding them was obtained, and what was being done with that feedback. Why? Because even when you don’t feel connected to the vibrant community at UBC, you’re still here to learn, to get your degree. Academics are a priority for most students, and student – a real student’s perspective – representation and voice is needed on the university committees that decide on factors that affect our academic experience’s quality.

I was a commuter for two years – and I found myself feeling disconnected from the whole community. I almost dropped out of UBC after my first year. I tried to access Counselling Services, and after a meeting or two, I was given referrals to multiple places in Vancouver. I did not go to any of them. I ended up pulling myself out of a dark place after years of struggling – but that’s not every student’s ending. Numbers, which should be readily available but aren’t, from the university can confirm that. Reaching out as a struggling student is hard enough, but UBC makes it increasingly difficult – burying the necessary steps and potential options through layers and pages of bureaucracy. The hardest thing for a student who needs support is seeking it – and I simply wish to do whatever a VPAUA can to make that process more comfortable, easier to access, and as supportive as our students deserve.

Website: https://www.facebook.com/events/594486094042189/

• Why are you running for your position?

Over the last two years working as the Mental Health and Wellbeing Commissioner under the VPAUA office, I’ve been able to collaborate with Senate committees. I realized the extent to which students can impact academic matters at UBC, and how motivated I was to back this change. In my previous position, I directly researched and advocated for a number of current Senate projects. I am passionate about Senate’s work, and I am knowledgeable in how Senate is structured, the progress done on current projects, and the steps that will need to be done to complete these in the current triennium.

• What are the main goals you wish to accomplish during your term?  

• Implement a common syllabi policy that will regulate mandatory and optional components of a syllabus, consistent across all faculties. This will ensure UBC can be certain that every student has the access to key course information in every single class.
• Improve the Academic Calendar by adding a fall reading break and pushing Withdrawal deadlines to later dates, so students can have a longer period of time to decide whether a course load is right for them.
• Revamp Senate’s Mental Health Ad Hoc Committee to make sure that it is upholding the Framework for Senate Consideration of Student Mental Health and Wellbeing and that it is serving a purpose in improving student mental health through Senate through tangible action.
• Finalize the project of Enhanced Learning Records, undergoing consultations with key stakeholders to shape the system in the most useful way possible for UBC.
• Ensure that Senate acts on the recommendations taken up by UBC in their 2014 response to a report released by the Task Force on Intersectional Gender-based Violence and Aboriginal Stereotypes in response to chants promoting rape culture and Aboriginal stereotypes that occurred during student-led Commerce Undergraduate Society FROSH activities.

• How will you strive to consult with and represent the diversity of voices that make up the student body?

I plan to collaborate with the Student Senate Caucus to continue the progress that has been made on communication and transparency with the student body. To improve on this progress, I plan to do more student engagement. This can be done by reaching out to different groups of students across campus with summarized, easy-to-understand Senate updates so they can easily provide instant feedback.

• How will you strive in your position to improve the lives of UBC’s most marginalized students?

By pushing to take action on the recommendations originally set out by the Task Force on Intersectional Gender-based Violence and Aboriginal Stereotypes, I will be working to improve equity on our campus. This will directly act to improve the lives of marginalized students. In ensuring that all committees are following the Framework for Senate Consideration of Student Mental Health and Wellbeing and following up where necessary, I will be particularly mindful of marginalized students, who are the most prone to languishing mental health.

• How does your platform engage with anti-oppressive frameworks?

As I’ve mentioned already, by following through on the recommendations aiming for a more equitable campus set out by the Task Force on Intersectional Gender-based Violence and Aboriginal Stereotypes directly acts on goals of equity for UBC.

• How do you define accessible education? How will you strive to achieve this?

An education that can be obtained by all students, regardless of background, socioeconomic status, gender, race, creed, disability, or sexuality. Accessible education acts to diminish the barriers placed on students preventing them from reaching their educational goals. This includes making the necessary accommodations, or providing the necessary resources to even the playing field, making sure all students are allowed equal opportunities to fulfil their educational goals.

Personally, I will strive to achieve this by acting on the Task Force recommendations for equity.

• What is your opinion of a mandatory equity course requirement for all undergraduate students?

I wholeheartedly agree that students need more exposure to conversations around equity and how to take a part in becoming a more equitable campus. As for having a course requirement, I disagree because I believe the potential disadvantages would outweigh the benefits. Students would have to pay for another course, and often negative connotations are formed around mandatory courses where objectives are not properly conveyed. I would personally advocate for the inclusion of an equity component in current mandatory courses for each faculty.

• Do you have anything else to add?

Although I briefly touched on it in my first response about why I’m running, I really do want to emphasize the level of commitment that I have to my platform points. With most of the projects I mention, I have seen and helped the initiatives grow from just an idea to the progressing projects that they are now. I’m personally invested in these projects, and I have full confidence that I can take the appropriate steps to complete the goals that I’ve stated in my platform.

Website: voteomassi.com

This candidate is running for more than one position. Only their responses relevant to this position are posted here. Their other responses will be found in the relevant article for that position.

• Why are you running for your position?

As a current student senator, and the current chair of the Ad-Hoc Senate Committee on Student Mental Health & Wellbeing, I would like to continue my work at Senate. As Senate is a very slow moving body, continuity within the Student Senate Caucus is needed to ensure that students priorities are continually promoted in Senate work. I have been very active in Senate this year, and hope to continue on as a committee chair and senator to make an impact in the last year of the triennium.

• What are the main goals you wish to accomplish during your term?

I. Mental Health & Wellbeing

Senate adopted a Framework on Student Mental Health and Wellbeing in 2014, and instituted an Ad-Hoc Committee on Student Mental Health & Wellbeing, which I currently chair. Through this committee and others in Senate, four issues are currently being worked on and I wish to continue working on:

1. Fall Reading Break
2. Extending the Withdrawal Period
3. Counting Participation, Not Attendance
4. Common Syllabi

II. Curriculum & Tuition

When new programs are created, they go through a tuition consultation with the AMS, the curriculum goes to Senate, and the tuition amount goes to the Board of Governors. Senate would be the one to know the most about whether a tuition amount is fair or not given the program content. I have been working this year to bring the issue of tuition to the Budget Committee and the Academic Policy Committee of Senate, and will continue to work on this to ensure more fair tuition for students.

• How will you strive to consult with and represent the diversity of voices that make up the student body?

The past year, my office at the AMS worked on research on student engagement, as well as best practices surrounding consultation. Consultation is a process where stakeholders groups and individuals are brought into all levels of the decision-making process, which is what I aim to do in the coming  year surrounding all areas of the Student Senate Caucus and my role as a Student Senator I will ensure that there are many different ways of engaging with student senators so that a diversity of voices and perspectives can be brought into major decisions.

• How will you strive in your position to improve the lives of UBC’s most marginalized students?

Until recently, senate policy and practices often think of students a homogenous group of individuals with similar needs, rather than a diverse group of students with different needs and experiences. This position offers a voice for the student body into the highest academic governing body, and I aim to ensure that I am not only using my own experiences to advocate on behalf of students, but recognizing the diversity of the student population. This consideration will be used as a lens to advocate for policy change within Senate.

• How does your platform engage with anti-oppressive frameworks?

My platform and plan for the coming year are centred around considerations of the diversity of experiences of the student population, moving away from judgement and towards understanding difference. Both considerations of mental health & wellbeing, and of the interplay between tuition and curriculum both are centred in an understanding of the need to push against policies and practices that promote oppression.

• How do you define accessible education? How will you strive to achieve this?

Accessible education is facilitated by a learning environment that is open to all, that is equitable, and for which barriers have been removed for marginalized populations. Accessible post-secondary education happens at an institution that actively works to ensure that curriculum does not create barriers for students and that socio-economic class does not affect an individual’s ability to access an educational institution. As a Student Senator, I will continue to work towards ensuring accessibility to education through mental health and wellbeing considerations in academic policy, and pushing for tuition to be considered at Senate in the curriculum approval process for new courses.

• What is your opinion of a mandatory equity course requirement for all undergraduate students?

My opinion, which remains the same from the last election period, is that equity curriculum, as well as indigenous curriculum are important. However, the only way to effectively implement equity course material is to embed it into programming within faculties and programs, ensuring that it is relevant to students. Additionally, though curriculum is important, the university community should be focusing on equity-related issues on campus in terms of university policies and procedures, as implementing course content is only half the battle of ensuring an inclusive and well campus community.

Website: http://www.nickdawsonforsenate.com

• Why are you running for your position?

I am running for Senate because I believe that a lot of exciting discussions were started last year during my first term on Senate surrounding the development of academic policies that have implications in student health and the relationship between the Board of Governors and the Senate. These represent some of the discussions that I have been involved with and would like to continue developing these ideas and get the ball rolling on these important initiatives.

• What are the main goals you wish to accomplish during your term?

• Continue to review academic policies that specifically relate to student mental health including the implementation of standardized syllabi and a term 1 reading week
• Start discussions about how Senate can address issues of harassment and discrimination at UBC
• Engage with the Senate Budget Committee to discuss tuition scheduling and, more broadly, the relationship between Senate and the Board of Governors.

• How will you strive to consult with and represent the diversity of voices that make up the student body?

Because our campus is so large, no single student can live the experiences of the entire diversity of voices on our campus. Therefore, to adequately represent those voices, I plan to collaborate and engage other student leaders in the Senate Student Caucus, AMS, GSS, and Board of Governors through regular meetings.

• How will you strive in your position to improve the lives of UBC’s most marginalized students?

One of my main goals is to start discussions about how Senate can address issues of harassment and discrimination at UBC. This is a broader question that can be discussed at many standing committees of Senate to see if policies of the university can be adjusted or if mandatory education would be a good fit to address these issues, for examples. Using other organizations’ practices as examples, we help foster a positive, safe environment at UBC.

• How does your platform engage with anti-oppressive frameworks?

When Senate addresses how change can be affect on topics of harassment and discrimination at UBC, I believe we will naturally engage with and adopt anti-oppressive frameworks within our community. It is important that, as students, we keep pushing for this discussion at the highest levels of the university, as our current policies and practises can fall short in fostering this frame of mind.

• How do you define accessible education? How will you strive to achieve this?

I would define accessible education as the right to equal access to education, regardless of disability, social standing, etc. In the past couple years, UBC has drastically increased the cost of a degree through unprecedented increases in international tuition and on-campus housing. These increases restrict the ability of students to access education, especially if do not qualify for financial assistance. I have been working in the Senate Budget Committee to discuss how tuition is set for new programs and what the Senate’s role is in tuition scheduling. I will continue to make these discussions a priority in a new term.

• What is your opinion of a mandatory equity course requirement for all undergraduate students?

A mandatory equity course requirement for students would be a step in the right direction for the UBC community. Many organizations have adopted similar mandatory courses that newly-hired employees must complete. However, the course design and method of delivery of these courses must be carefully reviewed and considered in order to be an effective resource. This course could also be administered to existing UBC staff and faculty in order to have maximum effect on the greater UBC community.

• Do you have anything else to add?

The strongest voice students can have in the Senate is one that is united. Engaging in collaborations with other student senators will be the key to a productive year on Senate.

Website: https://www.facebook.com/Kaidie-For-Senate-467280720141388/?ref=bookmarks

• Why are you running for your position?

I want to actively participate to strive towards change and advocate on behalf of the many students whose voices remain to be heard. UBC has a wide range of students and I believe that this diversity should be represented in the Senate. As student who has witnessed how central mental health and wellbeing are to the student experience at UBC, I would like to promote for policies that will consider its importance and thus create a more accessible, safe and enjoyable learning environment for all.

• What are the main goals you wish to accomplish during your term?

I desire to bring greater attention to mental health issues on campus. I have personally witnessed how mental health concerns can significantly impact a student’s’ ability to reach their full potential and therefore, I consider it primordial for UBC to address these issues and take the necessary steps.

Over eleven thousand students on the Vancouver campus are international and for some, it takes more than 26 hours to return home. Therefore, a longer winter break will allow students to reconnect with their homelands, families and friends, hence improving their mental state.

I would also like to create a platform to listen to the many diverse voices that constitute student life. It is quite easy to feel like a small fish in a big pond when one is a member of such a large student body. I hope to truly understand the needs of the student body, not just by ensuring their voices are heard but truly understanding and capturing the full essence of their concerns.

Lastly, in light of recent events, I believe that the student body needs representatives who advocate for transparency. Transparency that allows the students body to keep me accountable as their representative.

• How will you strive to consult with and represent the diversity of voices that make up the student body?

Firstly, I must acknowledge that I am in no way able to fully speak on behalf of the complex identifies which define the UBC community. I do not want my voice to speak over the voices of others, rather I want my voice to relate to their voices and engage in meaningful dialogue that will foster extensive understanding. Additionally, I would like to create greater awareness of the UBC Senate, who we are and what we do. Student senators are a group of students who are there to represent the student body, however, we must be connected to the student body in order to have accurate representation.

• How will you strive in your position to improve the lives of UBC’s most marginalized students?

I identify myself as a black woman. As such, I have had many first hand experiences of discrimination as part of a largely marginalized group. I believe I have been exposed to livings that have equipped me with the necessary tools to understand marginalized students on a deeper level, allowing me to advocate on their behalf loud and clear. This is why I truly believe it is of uttermost important we ensure the Senate is a space in which all voices are acknowledged and accepted.

• How does your platform engage with anti-oppressive frameworks?

It is quite easy to get caught up in the idea that disability must be manifested physically. However, mental health is a major component of this discourse. Disability is both a biological and social construction. Combatting this discourse while keeping in mind that we must accept the similarities and celebrate the differences in which we deal with everyday life, I aspire to bring together a collective student voice that supports a healthy conversation about mental health.

• How do you define accessible education? How will you strive to achieve this?

Accessible education must capture the complex identities of individuals in order to highlight the various manifestations of oppression whether implicit or explicit. It should not erase the experiences of particular groups of people and must therefore create a space which invites diverse voices to speak, be spoken to and be heard.

Accessible education must also accommodate students who do not fit the  “disabled criteria” and must recognized that students are also affected by mental health concerns such as depression, bipolar disorder and anxiety – all of which have an impact on their academic performance.

• What is your opinion of a mandatory equity course requirement for all undergraduate students?

This is important in order to foster greater intercultural understanding. Colonialism is a huge part of any discourse on equity with effects that are still felt to this day. The remnants of colonialism are manifested through settler colonialism and patriarchal structures which discredit minority groups. In order to become global citizens we must recognize our privilege in order to hold ourselves accountable for our actions.