Goal setting is an important skill for university students to understand and use they are to achieve

personal and academic success.

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Table of Contents

Table of ContentsChapter One

Introduction....................................4 Welcome from Dr. Phil Wood 4 Mission Statements 5

Chapter TwoLearning..........................................6

Learning Reconsidered 6 How to Adapt to University 8 The 8 Cornerstones of High Performance 9

Chapter Three Goal Setting and Priorities..........11 Setting Goals 11 How to Set Goals 12 Identify Course Goals 14 Life-Map Exercise 15

Chapter Four Academic Success......................16 Time Management 16 Academic Tips 17 Note Taking, Procrastination. and more Ten Myths of Career Success 23 Academic Advising 25 Assistive Technology 26

Libraries 27 Academic Integrity 29 Exam Study Tips 30 Success Survey 32

Chapter Five Health and Wellness.......................34 Health and Wellness 34 Challenges to Health in fi rst year 35 Tips for Managing Stress 36 How Large is your Sleep Debt 38 Professional Assistance 41

Chapter Six Important Resources.......................42

MUGSI and SOLAR 42 ELM and Grades 43 McMaster E-mail 44 MacID 45 Student Code of Conduct 46 Transportation 48

Chapter Seven Security Services...........................50

Services and Duties 51 Campus Emergency 52

Chapter Eight Services that Support Success......53 Various Services for Students 54

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Wel

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ge Welcome to McMaster!Welcome to McMaster University! We are excited and honoured that you have selected McMaster University as the school for your post-secondary education. As the Dean of Students I’m pleased to open my door to you during your time here and wish you all the success that you are able to achieve.

Student Affairs, at McMaster, is committed to student success and is here to help you meet your academic, personal and life goals throughout your university career. We are “Partners” in your learning. When you consider that a signifi cant number of a university students’ waking hours are spent participating in activities other than attending class and studying, it is easy to appreciate the impact our Student Affairs division has on students’ intellectual and personal development.

Student Affairs supports the academic mission of the University by creating a campus environment with a strong sense of community and purpose. We provide students with purposeful opportunities for involvement that allow them to discover, learn and grow. To learn more about Student Affairs, check out our annual report at studentaffairs.mcmaster.ca.

Student Affairs is responsible for helping students to “learn in real life settings… and… refl ect on the meaning of what they have learned in the context of their own lives” (Learning Re-considered 2, pg. 9). Students who are active members of the McMaster community through both academic and out-of-class activities are more likely to gain more from their university experience than those who are not. Your experience at McMaster University will inspire and nurture your passion for life-long learning and self-discovery while preparing you to live and prosper in a diverse and rapidly changing world.

I wish you a scholarly and satisfying academic career at McMaster and again, welcome you to the McMaster community.

Dr. Phil WoodAssociate Vice-President

(Student Affairs)& Dean of Students

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VISIT: http://macdrphil.wordpress.com/

Mission Statem

ents

“To achieve international distinction for creativity, innovation and excellence.”

“At McMaster, our purpose is the discovery, communication, and preservation of knowledge. 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.”

http://www.mcmaster.ca/univsec/univsec09/reports_lists/mission.cfm

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McMaster University Mission

Student Affairs MissionAs partners in learning we provide our students with opportunities to discover, learn and grow. We collaborate with our campus partners to create opportunities for our students to achieve their personal and career aspirations. Student Affairs is committed:

1. To modelling a student centered, collaborative and integrated approach to learning 2. To creating a memorable and enjoyable McMaster experience 3. To helping students make meaning of their University experience 4. To achieving our mission and strategic goals within a sustainable fi nancial and accountability framework for all of Student Affairs http://studentaffairs.mcmaster.ca/mission_goals.htm

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Everyday you learn something new, from a new calculus formula to the words of a new song. There is a process for learning, and some of you may not even be aware that your minds are going through these steps. In “Power Learning; strategies for success in high education and life”, Chick and Feldman define “P.O.W.E.R.” as:

P – Prepare O – Organize W – Work E – Evaluate R – RethinkIn order to succeed you need to get prepared; you need to set goals. There are suggested guidelines to setting the goals that you want to achieve. It is important to have both short and long term goals. For example, your long term goal could be graduating from McMaster; however your short-term goal would be completing a lab or an assignment for a class that would help you to attain your long-term goal. It is important to understand that the goals you set are YOUR goals and not somebody else’s; depending on what is important to YOU, you determine what takes highest priority. You want to succeed, so you must ensure that your goals are realistic, attainable and within your control. If there is no plan to succeed within your goal then it is merely a dream. Be honest with yourself and be aware of what you can do, but still dream big! Organizing is making sure that you have all of the materials and tools before you get to work. You’ve already set you’re goal and now you must think it through. Organization can be physical or intellectual. For example, if you were going to build a shelf you would physically be organized by making sure you had a hammer, nails and wood. On the other hand, if you were about to write a paper on Brock’s role in the war of 1812, you would refresh your memory with all the facts you already know to make any new learning easier to understand. Many students fall into the trap of procrastinating and working on an

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Learning Reconsidered

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assignment on a tight timeline. These students dive right into the assignment without organizing. However, in the end they may have saved more time by organizing themselves beforehand instead of trying to jump around from reference to reference. It is important to start organizing before you begin the work.

Now you need to do the actual legwork, which should be easier after fully completing the previous two steps. The key to getting the work done is your motivation. Motivation is the inner psychological power that fuels your behaviors. In order to succeed you need to become in tune with your motivations, then take charge and direct them. Don’t “view success as a result of effort – effort is the cause of success” (Feldman and Chick, 2005). Stay in a positive and optimistic mindset. You need to be responsible for your successes and also your failures. If you become accountable to yourself; reflect upon the job you did to improve and move forward. Yet, understand that not everything is within your control. During your university career, you mayhave an extenuating circumstance where you need an extension, and it is granted

Once you have completed this step, there is still more work. It is incredibly important to review and evaluate the work you have done. It is alright to take a deep breath and congratulate yourself on finishing the first three steps of P.O.W.E.R., but it is important to push on and compare the work with the goals you were trying to achieve. For example, you need to check back and make sure that you have a good paper. Then you should put yourself in the shoes of your professor as well as someone with no previous knowledge of the subject to assess the project. Finally, you can make the necessary changes based on these evaluations.

Lastly, you need to rethink not only the outcome but the ideas and processes that were used. Critical thinking leads to greater success. You can analyze what worked well and what didn’t, you can look at the big picture and whether or not you are satisfied. Challenge your own reasoning and question the assumptions that you made, and reflect upon the earlier alternatives that were rejected. In the end, the work is done and there is always another day and another opportunity to improve. “You almost always have an opportunity to recover from a failure”(Feldman and Chick, 2005). Tools, like the use of P.O.W.E.R. learning are not only useful tools for post-secondary school, but also for life afterwards. These skills can be applied at home, at school, at work, at the gym, etc.. You

need to set the goal, organize, do the work, evaluate it and then rethink your methods. Being a good student lays a stable foundation for further goals; you develop good work habits, effective time management skills, and an organized system for working at a high standard.

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How to Adapt to UniversityAs you may notice during your first orientation program over the summer, or during your first week of school or even from the first time you step foot on campus, university is completely different from high school. Not only are the social and co-curricular opportunities different, but academics at the university level are much more broad than those in high school. In high school students receive regular assignments, homework checks and quizzes. In university, learning is much more self-taught and tests and assignments hold a higher value toward the final grade.

Classes in university are often larger, tend to be longer and are only held on certain days of the week as opposed to everyday. It is necessary for students to stay on top of readings and assignments for each class. It is important to attend class on a regular basis. Learning is easier after hearing a lecture and much of the material covered in class may not be on an assignment but may show up on a final exam or test.

University professors typically do not monitor class attendance as teachers did in high school. In university, it is the student’s responsibility to contact professors or teaching assistants if they have missed a class in order to get any important information that was lectured on. Papers and projects in university are assigned well in advance. At the beginning of the term, students will be provided with a course syllabus. This is the outline of the class and provides students with professor contact information, reading lists,required books and an outline of assignments and due dates. It is very important to follow the syllabus in order to stay on top of readings and due dates.

It is each student’s responsibility to remember when work is due and to address any questions that may arise before handing in an assignment. Often times meeting with a professor is very helpful, not only for assistance with assignment and course content. Professors can also be helpful in giving students guidance and information. It is useful to get to know your professor, often times upper year students look to professors for references and it is a lot easier to obtain these when the professor is familiar with a student and their work.

The level of learning required in university is also very different than in high school. In high school students are primarily tested on facts and details covered in the classroom and within their textbooks. In university, students will be challenged to step beyond their usual style of learning and begin to be more critical about the materials they are studying. Critical thinking is an important part of the university learning experience and students should be prepared to discuss ideas and respond to topics discussed in class. Students are held more directly responsible for their own personal progress. Although these ideas may seem daunting, it shouldn’t deter students from striving for success. University is an opportunity to have a say in ones personal learning and a chance to expand ones horizons, taking part in some fantastic experiences both in and out of the class room.

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The 8 Cornerstones of High Performance(“Making your Mark” 7th Edition by Lisa Fraser)

The eight cornerstones of high performance will help students to develop their employable skills, personal skills and academic skills. The 8 cornerstones of high performance include components of: attitude, career vision, self-management skills, fundamental skills, workplace skills, contacts, experience and personal life.

1.) Attitude: positive outlook, motivation, initiative:

“Opportunityisnowhere”

Did you read this as “opportunity is no where” or “opportunity is now here”? This is an old do” you see the glass as half empty or half full” question. Many employers say that the number one trait they look for is positive attitude.

Work ethic, persistence, discipline:

These are arguably the most important workplace skills, next to positive attitude. Having a good work ethic means being committed to doing whatever it takes to get a job done and seeing the job through to completion, regardless of the obstacles.

Coping with stress and change

Employers love people who view problems as challenges and setbacks as opportunities for growth.

Willingness to learn:

Look at new situations as learning opportunities, and be willing to learn a new skill if the situation requires it.

Commitment to quality:

This is caring to do it right, from the smallest detail to the largest task. If you set employment standards for your work, you’ll develop a habit of producing quality work. Few people would give their boss a proposal that was thrown together at the last minute, so why not work on a paper as if you’re preparing it for an employer?

2.) Educational and Career Vision:

If you’ve decided upon a career, you’ll be able to: • Gather educational and career information that’s relevant to your profession • Get a clear picture of how your educa tion will lead to a concrete job • Discover the skills you’ll need to be successful in the workplace • Make a clear educational and career plan and follow it.

If you don’t know what career you wish to pursure that’s completely fi ne, you can focus on developing the employment skills that apply to all careers. Whenever you are ready to make your decision, you’ll have the other essential employment skills in place.

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3.) Self-Management Skills.

Time Management, Priority Setting, Decision Making:Self-management ties in closely with work ethic and discipline and is a distinguishing characteristic of high achievers. Good self-management means knowing what needs to be done and managing time so that it gets done on schedule. People with these traits must be hard to fi nd: the most common professional development seminar delivered around the world is on time management.

“It’s important to maintain balance in

your life.”4.) Fundamental Skills:

Communication Skills:Good written, verbal, listening, and presentation skills are essential to most professions and are highly valued by employers.

Creativity, Critical thinking, Problem-Solving Skills: it’s important to be able to think critically, evaluate situations, collect information, and produce solutions independently.

5.) Workplace Skills:Teamwork Skills: A vital aspect of any job is the ability to work well in a group and deal effectively with all personality types. Leadership skills are also part of group dynamics.

Computer Skills, Technology Skills: It’s a rare job that doesn’t involve at least some computer work. You can greatly enhance your skill portfolio by learning as many different software programs and operating systems as you can. Many job candidates are selected because of their computer skills.

Professional Skills, Career Competencies:These are the career-specifi c skills you’ll need for your chosen profession. If you haven’t yet decided which career is for you, you can concentrate on developing the other employment skills that are universal to all careers.

6.) Contacts:

Networking, References, Mentors, Industry Contacts:It’s been said that 85% of all jobs aren’t advertised, so it’s the people with the right contacts that are often successful in getting these jobs. The old saying, “it’s not what you know, it’s who you know” has more than a measure of truth to it. Creating contacts within your industry can start now. Networking could involve your classmates, your faculty and any contacts they may have, your career resources center, professional associations, conferences and events, and informational interviews with professionals within your industry.

7.) Experience:

Direct and indirect experience:Because employers want someone with experience, your work history should contain as much relevant experience as possible. To gain direct work experience, you can work part time or do volunteer work in your fi eld. Volunteering is an ideal way to gain experience. You could fi nd out which events or conferences are being held within your chosen fi eld and volunteer your time at as many of them as you can. You could also approach a company you’d like to work for and offer your services. A part-time job and/or volunteer work can often be that “ foot in the door” that leads to a full-time job.

8.) Personal Life:

It’s important to maintain balance in your life and make sure you leave time for family, friends, and a healthy lifestyle.10

Setting Goals & Priorities

Goal setting is an important skill for university students to understand and possess if they are to achieve personal and academic success. In the fall of 2008, fi rst year students at McMaster participated in a survey measuring student success and it was confi rmed that students who set realistic goals and those who had already set long term academic goals, signifi cantly predicted better academic outcomes.

Many students identifi ed that the primary basis for their academic goals this past year were based on their past performance in high school, their program requirements or future academic or career aspirations. It is very important for students to understand how their commitment to the goal, persistence in pursuing them and belief in themselves can lead to a more successful outcome

Goals not only lead to the achievement of dreams, but they help motivate us and provide a sense of direction to where we need to stay focused. Goals are personal and may be infl uenced by external factors, but are driven by our own desires. It is the plans we set out to follow that support both what we believe in and what we want for ourselves.

As a student, one of your long-term goals is to attain a degree. A short-term goal that supports the long-term goal could be to attend class regularly or complete assigned readings prior to class to be able to fully participate in discussions or to complete a research paper worth 50% in a course.

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Chapter Three - Goal Setting

“Goals not only lead to the achievement of dreams, but they help motivate us and provide a sense of direction to where

we need to stay focused.”

How to Set Goals1. To help formulate your goals, you must fi rst understand what you want to achieve on a larger scale. Ask yourself, “in 10 years, what do I want my life to look like?” You may answer this question from a variety of perspectives, such as career, family, or travel experiences. By understanding what you ultimately want to achieve, you will narrow your focus and be able to direct yourself better. This is your Big Picture. This picture is a broad description of your long-term goals.

What is my Big Picture? ____________________________________________________________________________________________________________________________________________________________________________________

2. Next you think about what you really want. Write down what you see as your ideal life. If you could have everything you wanted, what would it be?

What do I really want out of life?____________________________________________________________________________________________________________________________________________________________________________________

3. From there you can narrow the list of wants to things you can realistically achieve. A wish list is wonderful, but looking at available resources, skills, time… factors such as these may limit what you set your sights on.

What is within my reach to achieve?______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. The next step is to prioritize the list of things you want and are able to achieve. Ideally you should focus on 2 or 3 goals at a time to be effective. To begin, choose something easy to accomplish to build confi dence. These are your short-term goals.

What 2 or 3 things do I want to focus on achieving now?______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

5. Lastly, you need to make your goals SMART.

S Specifi c – making your goals specifi c gives you a clear direction to follow and helps to keep you focused on it.

M Measurable – using a method for measuring the goal will tell you that you are on track and identify when you achieve it.

A Action-oriented – break down the steps needed to achieve the goal – these are the actions you will take toward the end goal.

R Realistic – examine the resources you have that will help achieve the goal and the barriers you’ll face trying. Determine whether or not the goal is realistic or needs to be revised to make it realistic.

T Timely – establish a timeline for each action / step you’ve identifi ed and a fi nal deadline by which you expect to achieve the goal

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Once you’ve clarifi ed your goal and written it down, read through them. Ask yourself the following questions to confi rm if you are committed to your goals.

a) Are these actions what I expected to have to do?b) Is the timeframe realistic to achieve these steps?c) Is the end goal what I really want?d) Do I get excited thinking about the end goal?e) Am I really going to do what’s needed to achieve the goal?

Now you are ready! But do not think you are fi nished… goal-setting is an on-going process that changes in response to things that happen, changes in you and changes in your life. You will learn more about yourself and what you value as you mature and your life priorities change. This impacts the goals you set for yourself so it’s important to review your goals regularly to ensure they are still the most relevant ones you should have. You will also need to establish new goals once you’ve achieved them.

Review of the Process:

1. Understand yourself2. Clarify what you really want3. Identify your goals4. Prepare your action plan5. Implement the action plan and monitor your progress, adjusting the plan when needed

“Obstacles are those frightful things you see when you take

your eyes off your goal.” ~ Henry Ford

Understand Yourself

Clarify what you really want

Identify your goals

Prepare your action plan

Adjust plan when needed

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Identify Course GoalsWhat are your goals for each of your courses? What seem to be your instructors’ goals for these courses? Use the form below to jot down both your own and your instructor’s goals for your courses this term:

Course

1.

2.

3.

4.

5.

6.

My GoalsCourse

Instructor’s Goals

Life Map ExerciseA Life Map is a creative way of making a blue print for the person you want to become.Life Mapping is a combination of words and images that will help you defi ne a vision of who you want to be and what you want to achieve.

The 3 Steps to creating a Life Map:

1. Identify your life goals and your life purpose.

2. Visualize exactly what you want to achieve.

3. Create a design for the best version of yourself and the life you wish to have.

Once you have done this, create your life map. Draw out pictures of your goals, use magazine clipping or quotes that will inspire you to get to where you want to be in the future.

Once you have created your life map, go back to it from time to time and refl ect on your goals, decide if you are moving forward with your plans and identify what you need to do in order to get to where you want to be.

Thoughts for Refl ection:

• What have I learned about myself from looking at my Life Map?• Are there patterns on my Life Map that surprise me?• Will I be ok with the life goals I have visualized?• Who do I need to become in order to ful fi ll the intentions on my Life Map?

Your Life Map will build up your self-confi dence, self-esteem and self-belief. Life Mapping will give you the freedom to create and live a more goal orientated life!

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Time ManagementOne of the most essential skills students will learn in university is time management. Students who do not manage their time well generally achieve lower grades than those with good organization and time management skills. If time management skills are poor, students may begin to feel overwhelmed, especially during busy times such as midterms and exams because they will be trying to juggle so many things at once. By learning to plan and manage time effectively, students will be able to cope with long lists and make good decisions on what to spend their time doing. A good way to develop time management skills is to use various tools that can assist in keeping schedules and deadlines organized.

The fi rst helpful tool students can use to help manage their time is a “To- Do’ List.

Since there is usually so much to be done in a week, a student needs some kind of external tool to keep track of it. Trying to keep track of it in their head usually leads to problems. A simple way to solve this problem is to use a “To Do” list. To use a “To-Do” list, simply write down 16

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the things you need to do as you think of them. As you do them, cross them off. If you decide you no longer want/need to perform a task, cross it off immediately. It’s often helpful to treat these lists as if they have an expiration date and every once in while you just throw out the list and start new.

A “To Do” list can be an effective system but an even better system would be a Calendar. By placing a timeline on dates and dead lines, students will be able to see how much time they require to get things done. A good tip is to use a calendar with 4 visible months (these are provides by the MSU at the beginning of the school year.) By mapping out a whole semester, students will be able to visualize everything they need to get done.

An agenda is also a great way to map out and manage one’s time. An agenda is a larger scale to-do list and can be organized monthly, weekly or daily. By getting into the habit of writing down tasks and deadlines in an agenda daily, students will form a habit of it and stay on top of their deadlines.

ProcrastinationThe enemy to time management is procrastination. Everyone procrastinates to some extent or another, but procrastination can become negative when it adversely affects someone. Sometimes we procrastinate because the tasks seem enormous and we don’t know where to begin.

In order to avoid procrastination, it is better to start projects sooner rather than later and break up tasks into small chunks. When projects are broken down, tasks do not seem as daunting and can become a lot more manageable. Also, remembering to prioritize and writing down important dates is key. If these steps are followed, students will be able to avoid the all nighters and stressful cramming that are in reality, not effective study skills.

Critical ThinkingCritical thinking skills and habits are life skills. Learning to use them on a consistent basis can help you become more actively involved and more effective in your studies. It may even make what you’re learning more stimulating and enjoyable. These skills are also transferable, as they can help you deal more thoughtfully and rationally with issues you encounter in your personal or professional life and even as a member of your community. The goal of critical thinking is to evaluate in a reasoned and unbiased way what you read, hear, or observe in order to judge its validity or worth. Critical thinking cannot be taught

by lecturing. Critical thinking is an active process. The intellectual skills of critical thinking (analysis, synthesis, reflection, etc.)must be learned by actually performing them. Classroom instruction, homework, term papers, and exams, are all ways that students can exercise critical thinking. http: / /www.asa3.org/ASA/education/think/critical.htm

Note TakingOne of the most important aspects of academic success begins with a student’s ability to take effective notes. When taking notes during a lecture, it is important to listen attentively and follow along as your professor asks questions.

Asking questions will help you take notes that best suit your study style and prevent you from

having to write down everything the prof essor says. Also rem ember that although short-hand writing and abbreviations can help with your

note-taking, it is a good idea to briefly go over your notes on a consistent basis in order to review class material and ensure notes are complete. As a university student, remember to think like the professor. If they emphasize a point, or you feel that there is an important concept to know in the general scheme of the course material, make a point to study it.

University requires you to take initiative in your own learning and education. In many of your classes, the professor will provide skeleton notes. These are meant to be an outline of what 17

they will cover within a particular topic or lecture. These notes should not replace the need for going to class and taking your own notes. Notes from a professor are sometimes available online. Be prepared to take these notes with you to your lectures, and elaborate or further explain the information already provided.

1. Go to class prepared. • Use a three-ring binder instead of a spiral or bound book. Pages can be easily removed for reviewing. Handouts can be inserted into your notes for cross-referencing. You can insert your own out-of-class notes in the correct order. • Bring highlighters to class. Instructors will frequently make comments like, “This is an important concept.” Or, “Make sure you under stand this.” These are direct clues that this will more than likely be on an exam. Highlighting these notes will help remind you later that this is definitely something you need to know. • Read assigned material and previous class notes before class.

2. Improve your listening skills. • Make a conscious effort to pay attention.

3. Develop a note taking method that works for you. • Fine-tune the structure and organization of your notes to increase your note taking speed.

and comprehension later. • Start each new lecture on a new page, and date and number each page. • Leave blank spaces. This allows you to add comments or note questions later. • Make your notes as brief as possible. • Develop a system of abbreviations and symbols you can use wherever possible. • Note all unfamiliar vocabulary or concepts you don’t understand. This reminds you to look them up later.

4. Play close attention to content. • Details, facts, or explanations that expand or explain the main points that are mentioned. • Definitions. • Material written on the chalkboard or on a transparency, including draw ings or charts. • Information that is repeated or spelled out. 5. Review and edit your notes. • It is extremely important to review your notes within 24 hours. • Edit with a different colored pen to distinguish between what you wrote in class and what you filled in later. • Note anything you don’t understand by underlining or highlighting to remind you to ask the instructor. • Compare your notes with the text book reading and fill in important details in the blank spaces you left.

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Teamwork

Teamwork and group work have become a very important part of both professional and academic environments. Teamwork has become a very important concept as many projects have better outcomes when multiple skills are incorporated into their creation. Therefore, it is important that students learn to function in a team environment in order to carry on these skills when they graduate and enter into the work force.

Open communication is an important part of good teamwork, as it allows team members to understand each other’s point of view, to share ideas, to express feelings and to articulate plans. Poor communication can be a major barrier to effective teamwork. The balance of a team involves having people whose experience; skills, perspectives, interests and contributions complement one another, rather than counteract each other.

Leadership is also very important in a team setting. This refers to the ability to create a positive working environment in order to motivate and inspire individuals to play their part in the team.

A key part of leadership is ‘vision’. This refers to the ability to keep a clear focus on what the team is trying to

achieve, what its objectives are in terms of its overall strategy and aims. It is very easy for a team of people who are under pressure from various directions to lose their focus on what the team is all about and what purpose it is intended to fulfi ll. A good leader is somebody who creates a clear focus for the team’s purpose and direction, and ensures all members of the team share a similar vision. Everyone in a team should feel valued and supported in order for a good atmosphere to be created.

Effective teamwork depends on good leadership skills, the right balance of creative input and skills and good communication. If these three core ingredients are brought together, teamwork can become a positive experience.

http://www.avenueconsulting.co.uk/human-solutions/confl ict-5.html

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“Individually, we are one drop. Together, we are one ocean.”

~ Ryunosuke Satoro

Active ListeningWhen in class or while listening to presentations or peers, students are often not listening attentively to one another. They may be distracted, thinking about other things, or thinking about what they are going to say next. Active listening is a structured way of listening and responding to others. It focuses attention on the speaker while suspending one’s own frame of reference and suspending judgment in order to fully attend to the speaker. Here are some strategies you can use to become a good listener.

1. Set a purpose for listening. o What do you want to achieve? o Main ideas or details of the topic? o Improved notes from class? o Better ability to participate in class discussion?

2. Concentrate on the message by eliminating internal and external distractions.For example: classmates arriving late, noise from outside classroom, worry about stack of papers on instructor desk due to be returned at end of class.

3. Listen for transitions. These are often specific clues to various parts of a lecture. For example: Today’s lecture covers, Today I’d like to discuss. To summarize, As a review, In conclusion.

4. Hear the speaker out. Don’t jump to conclusions and don’t stop listening because of an emo- tional response to a word or topic.

5. Be prepared and be flexible, if a chapter was as- signed prior to lecture, read it. Some professors lecture and then ask questions of students on a daily basis; others prefer class discussion and wander from group to group.

More information:

http://www.elmhurst.edu/library/learning-center/Listening/suggestions_for_active_lis-tening.htm

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“When in class or while

listening to presentations or peers, students are often not

listening attentively to one another.”

Developing Healthy Relationships while in University

thing you should do is evaluate yourself. Personal attitude, feelings and likes and dislikes are often factors that affect relationships. Everyone needs various types of relationships within their lives and often times we must evaluate ourselves before we can evaluate our relationships.

There is an old cliché that states- “ You cannot learn to love someone until you learn to love yourself’, although this may sound cliché it holds much truth. You must take responsibility of your thoughts, feelings and actions first. Many events and circumstances that occur in life are out of our personal control, and often times these events make us react in a way that might not always bring out the best in our character. As human beings, we cannot always control the way we react and that’s normal. What we can do is alter the way that we feel about certain situations or the way we let these situations affect our lives. When considering past or present issues you may face in relationships,

one of the things that may come to mind is communication. Communication, or lack thereof, is often a primary issue within many relationships, and if not resolved can often lead to the deterioration of many relationships.

When you are communicating with someone, there should be an equal balance of talking and listening. Relationships do not work when one person does all the talking and another does all the listening. Being an active listener also means being supportive. This requires joining in on the other person’s triumphs and troubles and communicating that support. There is nothing more hurtful than an unsupportive relationship. If you want someone to support you, then you must also offer that support in return. Relationships require equality in order for both parties to be content and to succeed.

When you enter university you will be faced with many opportunities to make new friendships through various avenues. When meeting new people, have an open mind and have realistic expectations. If you view university as a competition, then you may face some problems, because cooperation is the key to getting along with others. Have fun meeting and developing relationships with new people and remember that when entering university, everyone is looking to make friends and everyone is on the same page as you are: new, curious and often times a bit scared of making the transition to this new form of university life.

Relationships (with peers, with professors, with significant others and with family) can cause stress if they are not going well, but often times they can also help deal with stress. All forms of relationships have their highs and lows, but it is up to the individuals invested within the relationship to try and make it work. If stress is being placed on one of your relationships the first

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Choosing a Major Nursing?

Chemistry?

English?

Choosing a major can be an overwhelming task for undergraduate students. Some students know exactly what they want to major in, while some know their career goal, but not which major will get them there. Others don’t know which major they want and they have no idea which careers they are aiming at. It seems as though you need to make a decision that will commit you to a certain course of study for the next four or five years. Although parents, friends or colleagues may be pressuring you to make a decision, you don’t need to know what major you want to choose right away.

New experiences, academic and career investigation, and testing the waters are all valuable parts of a university education. Prior to coming to university, the only course subjects you have experienced are those taught in high school. Most high schools teach the traditional core subjects necessary for a high school diploma, but not a huge variety of subjects similar to what is available at a university. Most students have never experienced Sociology, Women’s Studies, Business, Indigenous Studies, or Social Work. This is why general education requirements and electives are built into degree programs. It gives students the opportunity to do some investigation of different subjects during your fi rst and second year.

When you do choose a major – it is not set in stone! The average student across their life time will change their major up to three times and change careers several times. Many parents, funding agencies, and students themselves want to make a decision about their major from the beginning. A university education is available so that you will experience new ways of thinking and gain new experiences. Experience various university classes before you decide on your major, learn what you are interested in and passionate about first before jumping to a decision. Remember, a major does not necessarily define your career path!

There are hundreds of combinations of majors available at the university level which means students have a variety of options. Make sure to speak to an Academic Advisor if you are interested in talking about choosing a major, they have many helpful answers to your questions. Contact your faculty for more information on selecting a major or switching majors.

Nursing?

Chemistry?Chemistry?Chemistry

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“You’ve got a lot of choices. If getting out of

bed in the morning is a chore and you’re not

smiling on a regular basis, try another choice.”

~Steven D. Woodhull

Ten Myths of Career Success(From Career Services)

As people try to figure out how to navigate today’s tough work realities, career and motivation gurus have a receptive audience. So they look for easy- to-swallow maxims to preach- and in so doing, have let loose numerous myths about how to carve career success.

Some myths are based on a misunderstanding of contemporary workplace dynamics, or exaggerate what was once acceptable. Others are gross oversimplifications or half-baked truths.

Rare is the individual who has his or her whole life mapped out. Most people will have at least one period, if not several, during their careers in which they will say to themselves “ this isn’t working. I am not happy, now what?”

This ability to question yourself, and live with the discomfort of uncertainty and ambiguity, actually shows emotional maturity and confidence. Even if you don’t feel confident, when you ask yourself important questions, there is an underlying assertion that you feel you deserve more and will figure out how to obtain it.

Here are the 10 myths that are heard most frequently:

You should be happy all the time.There is no job where irritations don’t come as part of the package. Even people who love what they do can identity things that dissatisfy them, whether it’s some unpleasant people they have to work with, excessive demands or unappreciative clients and bosses. The real test is weighing the balance of the stuff you don’t like and the stuff you do. When people do a realistic

appraisal of their own work, they usually find that the things that satisfy them out weigh the things that don’t.

You should live a balanced life. What is that, anyways? We each have our own priorities and needs, and they change with every life stage. In fact, when we are most engaged our lives are usually out of balance. Not only must we seek balance but we must also ask ourselves what we need to to feel good.

If you try hard enough, you will be successfulCoach-speak aside (‘if you can dream it, you can do it’), we all have limitations as well as strengths. Simply wanting something because it’s your passion will not be sufficient. You may not have the aptitude to do what you want. As a general rule, if you think back to your past and find no strong indication of this aptitude, follow your bliss on your personal time and don’t quit your day job. 23

You should always give your boss or clients what they want.

You are brought into a job because you have the skills and experience to warrant it. And if you’re doing your job right and long enough, you probably know more about the program than they do. Your role is to share your expertise. If your opinion differs from that of your boss or client, share it. This is what you are being paid to do.

Everyone you work with and for should like you.

Just as you don’t like everyone you interact with, you shouldn’t expect everyone you come across to like you either. It is impossible to be the sort of person who everyone finds equally attractive. That is what makes us human.

You need to be an EXTROVERT to be successful.

Here’s the thinking behind this one: To be most effective today, you need to be able to work in teams and to market yourself. Extroverts can do this better then introverts.

In fact, neither is true. Most teamwork today involves a group coming together to solve a particular problem, and then moving on to the next project. Gone are the days of the casual social banter- what extroverts do so well.

As far as marketing yourself, there are many ways of getting your name and credentials in front of people other than the relationship-building lunches that extroverts favor.

Strategies that work for introverts include giving presentations, writing for your professional association’s newsletter, even sending someone an e-mail commenting about something they are working on.

It’s hard to find a mentor.About 80 per cent of midlife workers cite a strong desire to mentor someone as a source of career satisfaction and renewal, so there is a large pool of people looking to mentor younger talented people. Look around at those you work with, previous bosses, consultants selling your company services, people you meet in volunteer capacities. Who do you admire? Ask if you can have a coffee with them, or e-mail them. You are not imposing. Who isn’t flattered to feel they have something of value in the way of advise to prove to someone else?

You should focus networking on influential people.Often, senior people are too far removed from the work you are interested in to be truly helpful. Usually the most fruitful encounters are with people at or just above your level. More importantly, the point of networking is not purely instrumental, to get a job lead, for example. It is to make mutual connections and share information and experiences.

Don’t assess the value of your networking on its immediate economic payoff or the organizational level of the person. When you make a genuine connection, the long-term rewards are significant.

The grass is greener elsewhereMost people significantly overestimate how much fun others are having. Do you feel overworked and unappreciated? Before you jump ship, ensure that you have accurately identified what is bothering you, remember what you like in your work, and carefully assess whether it’s truly different across the street.

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Academic AdvisingAcademic advising is offered to all students of the McMaster community through specific Faculty Program Offices. Academic Advisors are extremely helpful in guiding students toward their academic goals by outlining what the academic requirements are, what may students take to graduate with the degree they desire.

Academic Advisors can help students in the following ways areas:

course requirements and changes program selection, application and changes study elsewhere including McMaster Exchanges and Letters of Permission petitions for missed term work and deferred examinations petitions for special consideration of all kinds appeals procedures referral to other services on campus

Academic Advising is offered on both an appointment and drop in basis depending on the faculty. Academic Advising is located within the Faculty Program Offices and is conducted by an Academic Advisor whose job is to guide students toward the right academic pathway. Please visit your Facultiy’s webpage for further information on scheduling an academic advising appointment.

Students with a disability may be eligible for academic accommodations, services and assistive technology depending on the nature of their disability, the information provided in their documentation and consultation with a Program Coordinator. Possible accommodations and services may include:

Classroom accommodations and services:

• Use of assistive devices or auxiliary aids (e.g. FM systems; use of computers; specialized software) • Assistance from Notetakers in the classroom • Permission to audio record lectures • Assistance of oral and visual language interpreters • Wheelchair accessible tables and special seating requirements • Test and exam accommodations (i.e. extended time, reader or scribe, distrac tion-free environment, use of computer, etc. )

Academic Accomodation Policies

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Assistive Technology • Speech recognition software (i.e. Dragon Naturally Speaking)• Screen reading software (i.e. JAWS for Windows, Zoom Text)• Screen magnification software (Zoom Text) FM transmitter/receiver system• Tape recorders • Braille Lite, and Braille printer• Text to voice assistive technology (i.e. Kurz weil)

Students with documented or suspected disabilities such as physical, medical, sensory, mental health, or learning disabilities are encouraged to come in and speak with the appropriate Program Coordinator.

Students are responsible for identifying themselves to the Center for Student Development on an annual and regular basis in order to receive accommodations. Students must provide relevant professional, medical or psychological documentation in order to qualify for consideration, access to services, academic accommodations and assistive technology.

Students must get accommodation letters in order to be able to gain access to these academic services. Letters are only distributed at the beginning of each term. Students must print as single copy of the signature form to be signed by all instructors and to be returned to CSD. Once this is completed, students must give professors a copy of their accommodation letter to each instructor for their referral.

Students must have booked an appointment or already have seen a counselor in order to use this service. If students cancel or to do not show up for an appointment, they will need to book another appointment in order to continue.

Academic Accommodation forms are available online at http://csd.mcmaster.ca/

For information on academic accommodation policies or to inquire about academic disability information please visit CSD at http://csd.mcmaster.ca/ or http://csd.mcmaster.ca/sswd for an outline of the process and steps you can take in order to gain assistance.

The ATLAS ProgramAssistive

Technology Learning and

Academic Support

ATLAS is a program designed specifically for students with diagnosed learning disabilities. This program is funded through the Learning Opportunities Task Force through the Ministry of Training, Colleges and Universities. As a participant in the ATLAS program, students have access to the latest assistive technology devices as well as specialized services with Learning Strategist and Assistive Technologist.

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What is Assistive Technology?The term ‘Assistive Technology’ refers to any device that enables a student with a disability to compensate for weaknesses and capitalize on strengths imposed by their disability.

What is a Learning Strategist?A Learning Strategist is a knowledgeable professional who works with students to help make the most of their McMaster experience. They will help students understand the nature of their learning disability and it’s impact on academic and personal pursuits

What is an Assistive Technologist?An Assistive Technologist is a specialist who will work with students to recommend technologies that will allow them to compensate for and minimize the barriers presented by their learning disability. As a partner, they will introduce the tools, teach students how to use them and be there to support students as they progress. The technologies and learning strategies will be integrated to work together, optimizing student’s opportunities for success.

For more information on the ATLAS Program please visit:http://csd.mcmaster.ca/atlas 27

McMaster LibrariesWinners of the 2008 “Excellence in Academic Libraries Award”, McMaster Libraries are a great place for your research and study. There are 4 libraries on campus and while each is subject specific, you are free to use any library on campus. Thode Library, the most recent library to undergo renovation, caters to the Faculties of Science and Engineering and features a brand new cafe. The Health Sciences Library houses resources for the Faculty of Health Sciences. The Innis Library serves the Faculty of Business. Mills Library houses resources for the Faculties of Humanities and Social Sciences and offers a large learning commons complete with computers and laptop space. The libraries also offer services and resources that will further your academic success such as research help, bookable group study rooms and laptop lending.

Be sure to participate in one of the library tours and stop by to learn the ins and outs of research. Check out our library website (http://library.mcmaster.ca), where you can access all of our online resources. We also offer a First Year Experience Wiki (http://libwiki.mcmaster.ca/fye/) that brings together important information in one convenient place.

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Key Stats and Neat Facts about McMaster’s Libraries • In a year more than 2,250,000 patrons enter the libraries and more than 64,000 research help questions are answered.• The Library's Division of Archives and Research Collections houses extensive archives including those of Bertrand Russell and a noteworthy collection of Eighteenth Century Literature.• The combined collections of the libraries total more than 2 million books, 20,000 print and electronic journal titles, and an additional 200,000 e-resources.• General collection strengths support the research and teaching strengths of the University. Particular areas of emphasis include Biology, British History, Business, Chemistry, Classics, Economics, Engineering, English Literature, Geography & Earth Sciences, Health Sciences (with particular emphasis on problem-based self-directed methods of teaching and learning), Maps, Nuclear Physics and Religious Studies.• The libraries acquire print, non-print, and electronic materials from multiple sources. The acquisitions budgets for the University Library and Health Sciences Library are funded separately, and materials are ordered, received and processed independently as well. The libraries participate in a number of consortial projects including CRKN (Canadian Research Knowledge Network) and COAHL (Consortium of Ontario Academic Health Libraries) for digital content.• The libraries use the integrated Horizon software system from SirsiDynix to manage online cataloguing, circulation, and acquisitions and Endeca to power the search functionality of our catalogue.

“We read to know we are not alone. “ - C.S. Lewis

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One way to make sure that you uphold and protect the Code of Academic Integrity is to have a clear

understanding of what constitutes academic dishonestly. Many students feel that to be academically dishonest is to plagiarize. Plagiarism is one form of academic dishonesty, but it is not the only form. According to McMaster’s Academic Integrity Policy, academic dishonesty occurs

when a student knowingly acts or fails to act in a way that may result in an unearned academic credit or advantage.

The following is a list of examples of academic dishonesty. Please note that although there are many examples given, this list is not inclusive of every possible form of dishonestly. The list should provide a greater understanding of McMaster University’s policy on academic dishonestly.

It shall be an offence to knowingly:

a. plagiarize, i.e. submit academic work that has been, entirely or in part, copied from or written by anotherperson without proper acknowledgement, or, for which previous credit has been obtained b. submit the same academic work to more than one course c. submit academic work for assessment that was purchased or acquired from another source,d. collaborate improperly on academic work e. aid or abet another student’s academic dishonesty,f. copy or use unauthorized aids in tests, examinations or laboratory reports,g. Procure, distribute or receive an examination, test or course materials that are in preparation or storage for an academic assessment,

h. remove, without authorization, academic work (e.g. previous assignments or laboratories) submitted by other students to the instructor,i. alter a grade on academic work after it has been marked and using the altered materials to have the recorded grade changed,j. steal, destroy or tamper with another student’s academic work,k. prevent another student(s) from completing a task for academic assessment,l. fail to take reasonable precautions to pro- tect academic work such as assignments,projects, laboratory reports or examinations from being used by other students,m. misrepresent academic credentials from other institutions or submit false information for the purpose of gaining admission or credits,n. submit false information or false medical documentation to gain a postponement or advantage for any academic work, e.g., a test or an examination,o. forge, alter or fabricate McMaster University documents,p. forge, alter or fabricate transcripts, letters of reference or other official documents,

Academic Integrity at McMaster University

to McMaster’s Academic Integrity

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q. impersonate another student either in person or electronically for the purpose of academic assessment, and,r. provide a false signature for attendance at any class or assessment procedure or on any document related to the submission of material where the signature is used as proof of authenticity or par ticipation in the academic assessment,s. commit research misconduct which shall include:

i. the misrepresentation, fabrication or falsification of research data,

ii. the abuse of confidentiality with regard to information and ideas taken from manuscripts, grant applications or discussions held in confidence,

iii. other kinds of misconduct, such as: the violation of the regulations of the granting bodies; the improper use of funds, equipment, supplies, facilities, or other resources; the failure to re- spect University policies on the use of human subjects or animals.

Students are responsible for being aware of and demonstrating behavior that is honest and ethical in their academic work. Such behavior includes:

a. following the expectations articulated by instructors for referencing sources of information and for group work,b. asking for clarification of expectations as necessary,c. identifying testing situations that may allow copying,d. preventing their work from being used by others, e.g., protecting access to computer files, and

Exam Study Tips(“Making You Mark” 7th Edition by

Lisa Fraser)

1. Be PreparedThe most important factor in exam success is preparation. No matter how many helpful hints you remember, nothing works as well as making sure you’ve studied enough.

2. Do your homeworkOften an exam question will parallel a reading or homework assignment. Doing your readings and assignment questions regularly will give you practice where you need it.

3. Review regularlyIf you spend a few minutes each week reviewing your notes, your final studying will be a simple re-view and not an attempt to learn the entire term’s work.

4. Study your weakest subject firstYou’ll be fresher and therefore better able to deal with difficult areas, and you’ll have more time to deal with any problems that arise.

e. adhering to the principles of academic integrity when conducting and reporting research.

Students are responsible for their behavior and may face penalties under this Policy if they commit academic dishonesty. For more information on the McMaster Academic Integrity policy please visit: http://mcmaster.ca/academicintegrity/index.html

5. Ask for Help If you are having trouble with a particular subject, don’t be afraid to ask for help. Your teacher and fellow students will be glad to give you a hand. The Centre for Student Development (CSD) also provides students with many academic resources, including:

a. Peer Helper programsb. Academic Skills workshopsc. ESL servicesd. Online resources for test, essay tips etc.e. Personal and Academic Counselling

However, you should not leave asking for help until the last minute. It is impossible to teach a semester worth of work in one week. If you find that you are struggling with something early on, get help immediately.

6. Understand vs. MemorizeYou may pass your exams if you memorize the material, but you’ll improve your grades considerably if you understand what it is you’re memorizing. You’ll also find the material easier to remember.

7. Look at old examsSome professors file copies of past exam papers in the library. They can be useful study tools, as long as you don’t limit studying to them.

8. Attend end of semester classesA lot of valuable information is outlined in the last few classes of the semester. Points of misunderstanding can be cleaned up, exam format explained, and potential exam questions given.

9. Review in a groupBrainstorm possible test questions with your classmates, compare notes and test one another on class material. The best way to check your understanding of material is to “teach” it to someone else.

10. Don’t study too longA 10-hour study marathon will only wear you out. You’ll learn more if your study periods are short, frequent and include regular breaks.

11. Eat well and get a good night sleepTake care of yourself during exams. It’s a stressful time and you should make sure to stay healthy and rested.

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McMaster Success Survey

For the past two years, the First Year Experience Office has conducted a study of first year students at McMaster University. The goal of this study is to identify relationships between the behavior and lifestyle of students and their own reported levels of academic success. This study identifies variables that positively affect academic and personal success at university. Below are some interesting findings from the study:

74.6% • reported having difficulty with one or more classes in their first term of study

On average, students indicated that they expect to receive a GPA between • B- and B

60% • of students indicated that they expected their overall GPA to be a B or higher

Students who indicated that they had experienced self-improvement with regard to their time • management predicted that they would earn a higher GPA, and reported having difficulty in fewer classes than those who did not note self-improvement with time management.

Students who strongly agreed that they are able to break down large tasks into smaller ones • and implement their chosen solutions predicted that they would earn a higher GPA, and reported less difficulty in classes than did students who slightly agreed or disagreed.

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The more frequently students asked questions during class, participated in discussions, and • came to class prepared, the greater their predicted GPA and the lower number of courses in which they reported diffi culty.

Students who indicated missing class more frequently predicted that they would earn • lower GPAs, and reported having diffi culty in a greater number of classes than students with better attendance records.

Students who reported receiving more emotional support from their families and students who • reported receiving greater understanding from their families with regard to the demands of college life predicted that they would earn high GPAs and reported less diffi culty in classes than did students with less family support.

McMaster University is committed to supporting the academic success of students and results from this survey are used during the delivery of orientation programs in an effort to help new students gain an understanding of what to expect of university both in and out of the classroom.

Comments from students:“I have learned to manage my own time because there is no other option. No one is telling me when to do what.”

“A lot more is required of me at university than was at high school. This requires more time management in order to get everything done. Good time management is a necessity to academic success.”

“In high school, things were pretty easy, but now I actually have to work to get the grades that I want. And, since there’s more people at university compared to high school, there just happens to be more people I share interests with, so it is easier to socialize.”

Chap

ter F

ive-

Hea

lth &

W

elln

ess

Health & WellnessFirst year is a time of transition: classes will become more challenging, the buildings will play “hide and seek”, you will have to learn to live with new roommates and neighbours, and relationships with parents and old friends will change. For many students, health and wellness can often take a back seat to studying and making friends. In times of stress and pressure to maintain high academic performance, diet, exercise and recreation sometimes get cut from the schedule completely. A manifestation of this is the dreaded “Freshman 15” – the myth that students often put on 15 pounds in First Year.

With so much transition, you will probably experience new levels of stress. At times this stress may seem overwhelming. You are not alone! The McMaster community will help you by providing the opportunity to learn life-long skills to manage stress in a challenging and constantly changing world. While previous chapters explained the importance of time management, this chapter will show you why health and wellness is an important factor in academic success that is worth making time for in your busy schedule!

What is Health & Wellness“Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.” - World Health Organization (WHO)

The WHO’s definition of health ties in with the notion of wellness, which can be defined as a health care approach with an emphasis on preventing illness and prolonging life, rather than merely the treating of diseases.

Thus, the health and wellness approach to student life is one in which we proactively prevent physical and mental illnesses. In this way, we can minimize and manage stress, and ensure our bodies and minds are ready to meet any challenge that university life may present.

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What Challenges to Health & Wellness Can I Expect in First Year?

Poor health can be very detrimental to academic success in university. If you do not attempt to prevent illness, you are more likely to become ill, and are less likely to overcome some of the challenges of first year. Before we look at the common challenges to expect, let us consider the following:

In 2008 the American College Health Association (ACHA) conducted its National College Health Assessment, which was completed by 26,685 respondents. One section asked students to report factors which affected their individual academic performance. The top fi ve factors were:

Stress and Health“Stress is the trash of modern life - we all generate it but if you don’t

dispose of it properly, it will pile up and overtake your life. “ - Danzae Pace

Stress can be defined as our physical and emotional response to an event that challenges or threatens us. A threat or challenge that stimulates our stress response is called a stressor. Stressors can be either positive or negative. Positive stressors are usually a good thing, for example, starting a new job or getting married. Negative stressors, on the other hand, are much more difficult, such as losing a job or a loved one. Individual stressors are often manageable, but when not dealt with, stressors can accumulate and have terrible effects on our health.

Although these fi ndings were from the United States, these factors are relevant to us here at McMaster. All of these factors are manageable if we take care of our health and wellness. Although these factors are a part of life and can’t always be avoided, you don’t have to let them negatively affect your academic performance.

Stress 27.2%Sleep diffi culties 19.3%Anxiety 18.2%Cold/fl u/sore throat 15.4%Work 13.1%

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Surveys have even found that the more stressful events you experience in a year, the more likely you are to have a major illness. Stress affects both our physical and mental health: increased fatigue and sleep difficulties, muscle tension, headaches, weakened immune system, irritability, decreased concentration and memory, loss of sense of humor, and anxiety are all common symptoms of chronic stress. In fact, Robert Sapolsky of Stanford University has shown that prolonged high levels of stress can actually cause shrinking in certain areas of the brain!

Clearly, stress can negatively affect all aspects of health. Chronic stress can lead to sleep difficulties, anxiety, and increased susceptibility to physical illness (i.e. cold/flu/sore throat). So the top four factors affecting academic performance are actually inter-related. Therefore, managing stress is essential to academic success, health, and wellness.

Tips for Managing Stress, Health & Wellness

Get it together!The single easiest way to avoid stress and its negative effects is to stay organized and manage your time well. Effective time management will ensure you can complete the work you need to get done and that you are prepared for your tests and exams. Another key element in academic preparedness is prioritization. There are always times when you are behind and cannot possibly get everything done that you need to

for the week. It happens to all of us. When it does, prioritize and get the most important things done fi rst: you can always catch up on readings on the weekend, but studying for

Don’t Worry, Be Happy!“You can’t direct the wind, but you can adjust

your sails.” - Unknown

Of course, being happy is easier said than done. But you don’t have to let worry take over your life. While you may have no control on what stressors present themselves in your life, you do have control of how you react to stress. Identify what is causing you stress, and take steps to alleviate it. If writing essays or exams are stressful, start preparing early (i.e. as soon as you know it is coming) and then you can build the confi dence when the time comes to know that you are fully prepared.

Your attitude towards stressors can have signifi cant affects on your stress response. Always “look on the bright side.” There is no use dwelling on the negative; focus on what is positive and move on. According to psychologist Shelley Taylor of the University of California, refl ecting on personal values can buffer you from the effects of stress. Her study found that thinking of things that have meaningful values to an individual can provide biological and psychological protection from the adverse affects of stress. Simple ways to do this are to have pictures of loved ones, favorite vacations spots, or role models at your desk or on your computer. Take time to refl ect on the “good times” and the “bad” times won’t seem so tough.

Thursday’s exam on Friday won’t help! Manage your time so that you are as far ahead as possible, but don’t forget to build in extra time for catch up because you never know what your professors will surprise you with.

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Always look for the positive in a situation. •A poor test or assignment mark can be an •

opportunity to learn what you are do ing wrong and improve.

Conflict with peers can help you brush up on • your interpersonal and conflict management skills.

Keep a journal of your challenges, and record in detail how you overcame them. You can review it later for inspiration and direction, or even for use in a job interview!

Sleep!“For healthy people, there’s a big temptation to

voluntarily restrict sleep, to stay up an hour or two or get up an hour or two earlier, but you’re really

reducing your productivity and exposing yourself to risk.”

– Dr Greg Belenky, Washington State University

In this day and age, there never seems to be enough time in the day to go to class, do your readings, study, watch your favourite show, and catch a bite to eat. Quite often, the first thing to be sacrificed is sleep. Unfortunately, losing sleep decreases your productivity, making class, readings, and preparing healthy food that much harder. Worse still, the negative effects of lost sleep are cumulative: not getting enough sleep for several consecutive nights makes the consequences worse in the end.

Furthermore, lack of sleep reduces your ability to concentrate, think quickly, and remember things you have learned. It reduces your creativity and memory and according to some studies, each hour of lost sleep results into a temporary loss of one IQ point! As a case in point, let’s look at the 2008 Student Health & Wellness survey results from Queen’s University. The results of this survey showed that the majority of students don’t often get enough sleep to feel rested upon waking. Moreover, respondents who described their academic success as very high were also most likely to report that they get enough sleep. On the other hand, respondents reporting poor academic success also reported getting the least amount of sleep.

Try to go to sleep and wake up around the • same time every day, including weekends.

Avoid coffee and other stimulants, • especially in the evening.

Avoid drinking alcohol near bedtime, it will • reduce the quality of your sleep.

Avoid large meals or drinks late in the • evening.

Don’t nap after 3 p.m.•

If you are bothered by noises around you, • try using earplugs, a fan, or other “white noise” generator to block out the noise.

Think of sleep as an investment in your • health and academic success.37

How Large is your Sleep Debt?

Taken from: http://www.wellnessoptions.ca/html/1/009/1_i09_3_main.html

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Eat RightEating healthy, nutritious foods is essential for overall health and wellness. A balanced diet increases mental ability and makes us more productive. An unbalanced diet, however, can increase stress, susceptibility to illness, and reduce productivity. For many of us, university is the first time where the decision of what to eat and when is completely up us. No parents calling us down for dinner, no one to pack our lunch. Most first years will be getting their meals through the McMaster Meal Plan. This is a convenient option; however, the onus is on you to choose to eat right. McMaster offers a variety of great foods, but it can be all too easy to let indulgence foods become the norm. Here are some tips to help you make the right choices and avoid the dreaded “Freshman 15”:

Eat a variety of foods, including plenty of • fruits, vegetables, and whole grains.

Avoid foods that are high in sugar and salt. •Read labels! •Schedule your meals, don’t skip them. •Eat smaller portions; if meals are served as •

large portions, refrigerate leftovers and eat it later.

Eat slowly. •

Eat high fat/sugar/salt “junk” foods only •occasionally and as a treat for accomplishing a goal.

Drink plenty of water. •

Exercise - Just do it!Exercise is proven to have a plethora of benefits: it helps decrease anxiety, increases mental alertness, improves self-image, and allows you to bounce back from stress and illness much more quickly. Physical activity stimulates the release of chemicals in the brain that stimulate a “feel good” sensation throughout your body and mind. It is vital to schedule time for exercise to ensure resilience against stress and illness, which will increase your overall productivity and contribute to your academic success.

Choose exercise you like. It will be a •chore if you force yourself to do something you don’t enjoy. Try a variety of activities until you find something fun for you.

Seek a variety of activities to ensure you •don’t get bored.

Make exercise a social activity by finding a •workout partner or group of friends to play sports with. You’ll be more likely to stick with it if you do it as a group.

Look for ways to be more active: take the •stairs instead of the elevator, walk or bike to the store, take the “scenic” route.

Be sure to have a physical checkup with •your doctor before beginning a new exercise program, especially if you are starting after years of inactivity.

Fostering better social relations

For many first years, living with a new and “strange” person can be scary. Having realistic expectations and being open and positive can go a long way towards going from strangers to friends for life. University is a great place to meet new and interesting people, and build a support network.

Don’t expect to be immediate best friends – •meaningful relationships take time to develop

Don’t make assumptions •

When in doubt, ask questions •

Roommates are in the same boat as you – you •may have more in common than you initially realize

Invest time in trying to understand the other •person’s experience and less time trying to express your own opinion

Discuss expectations with roommates, such •as cleanliness, study times, sleeping habits, sharing, method to resolve disagreements o Keep the lines of communication open, letting resentment build up will only lead to an explosion of anger! o Don’t try to be the “boss” – this will only lead to resentment

AlcoholThe most common form of substance abuse in university is alcohol abuse. Keep in mind that you must be at least 19 years old to legally consume alcohol in Ontario. If you ignore the law, you are accountable not only under the McMaster Student Code of Conduct, but The Hamilton Police Department as well. Not only does the abuse of alcohol lead to possible legal trouble, it also has many negative consequences upon one’s health, wellness, and academic success.

Although it may initially raise one’s spirits, alcohol is actually a depressant. The more alcohol is consumed, the more its negative effects become apparent. Alcohol abusers show poor judgment, have impaired memory, and their speech becomes slurred until they are incoherent. Extreme drinking can cause unconsciousness and even alcohol poisoning. The long term effects are severe: heavy drinking damages the liver and digestive system, and can even affect brain cells. Alcoholism can become an addiction, which can destroy one’s career and family life.

TobaccoDespite great efforts to curb it, smoking continues to be a problem. Smoking cigarettes can be one of the hardest addictions to break. It’s dangers are well known: lung damage, high risk of developing cancer, emphysema, and many other diseases. Moreover, smoking is very costly and is no longer viewed as “cool”; in fact, smoking is looked down upon and disapproved by the majority on campus. There are many resources to help you quit if you already smoke. Consult the Campus Health Centre or the “Leave the Pack Behind” campus organization for more information.

Fostering better

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Substance Abuse: Illegal DrugsUnfortunately, illegal drugs are a reality on Canadian campuses. Apart from a temporary high, the advantages to using illegal drugs are non-existent. This is one of the riskiest activities you can engage in: not only do you risk being charged and arrested by the police, you risk ruining your chances of graduating and pursuing a meaningful career. The health consequences are equally problematic, ranging from addiction and withdrawal to outright death. You need to consider these consequences and decide if the effects on your body, as well as your own future goals and aspirations, are worth a temporary high. You are now an adult and only you can make this decision.

If you have a drug or alcohol problem, it is never too late to make a change. Seek professional help; addictions are extremely difficult to overcome on your own.

For professional assistance on campus:

Centre for Student Development provides personal and group Counseling for a variety of issues. They are located in McMaster University Student Centre (MUSC) room B107 or online at http://csd.mcmaster.ca/?page_id=31. Their phone number is (905) 525-9140, extension 24711.

Health & Wellness Centre, Campus Health can provide information and resources in the local community. They are located in MUSC room B106 or online at www.mcmaster.ca/health. You can also call them at (905) 525-9140, extension 27619.

Campus Health Centre, in addition to general medical care, provides Psychiatry services by referral from a family physician for consultation and ongoing care as required. Campus Health Centre is located

“If you have a drug or alcohol problem, it is never too late

to make a change.”

in MUSC B101. You can view their website at http://www.mcmaster.ca/health/index.html for further information. Their phone number is (905) 525-9140, extension 27700.

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MUGSI/SOLARIn July, all fi rst-year students will begin registering for their courses using MUGSI, which is the McMaster University Gateway to Student Information. This service provides individual student information and access to SOLAR which is the McMaster Student On-Line Academic Registration system. SOLAR will allow you to sign up for your courses.

More information on how to use these two very important services can be found at: http://registrar.mcmaster.ca/SRhelp/getreg.html

Up until the fi rst week of both semesters, students can drop and add academic courses using SOLAR. Deadlines for this will be listed in the Student Undergraduate Calendar (See Below). After this point, students can only drop a course without academic penalty until early November for fi rst term and early March for second term.

Be sure to consult the Undergraduate calendar, which is available at Titles Bookstore in hardcopy, or online at http://registrar.mcmaster.ca/CALENDAR/current/regarding the courses you need prior to second year before making any decisions about adding and dropping particular courses.

MACCESSNew for you – MACCESS is a student portal and it’s designed to provide all major services in one place. Sign in once and you’ll have access to MUGSI, personal timetables, e-mail, grades and ELM without multiple log-ins. MACCESS: https://maccess.mcmaster.ca/portal/dt

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MACCESSNew for you – MACCESS is a student portal and it’s

MACCESS

designed to provide all major services in one place. Sign in once and you’ll have access to MUGSI, personal timetables, e-mail, grades and ELM without multiple log-ins.

MUGSI

MACCESS: SOLAR

Online learning management systems like ELM are used by various classes. They allow students to see assignments, grades, complete on-line quizzes and access information regarding upcoming tests/exams and labs. In some classes sStudents are also able to go onparticipate in class discussion boards to maintain contact with their Professors, Teaching Assistants and other students taking the same courses. These on-line environments are linked to your McMaster e-mail account so students must activate their Mac Ids in order to use it.

To learn how to enable you account visit:http://www.mcmaster.ca/uts/macid/enablingservices.htm

Grade Point ScaleMcMaster University’s Grade Point Scale is based on a 12-point scale. The breakdown of the scale is as follows:

If you are considering supplementing your McMaster degree with courses from another institution, you will have to compare McMaster University’s unique scale to the GPA of other university’s. The Career Services website offers a GPA conversion chart at:

http://careers.mcmaster.ca/students/education-planning/virtual-resources/gpa-conversion-chart

E-Learn@Mac (ELM)

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Grade Equivalent Equivalent PercentageA+ 12 90-100A 11 85-89A- 10 80-84B+ 9 77-79B 8 73-76B- 7 70-72C+ 6 67-69C 5 63-66C- 4 60-62D+ 3 57-59D 2 53-56D- 1 50-52F 0 0-49 Failure

Online learning management systems like ELM

McMaster E-mail AccountEvery McMaster student is eligible for a McMaster e-mail account. The e-mail account is not given to you automatically; you must follow the steps below to enable this service:

1. Complete your course registration and confirm Payment Agreement in SOLAR

2. Wait 24 hours after completing Step1 and then log into MUGSI and click on “Enable your MAC ID Services” (please note; this is different from activating your MAC ID). Instructions on how to enable your services: http://www.mcmaster.ca/uts/macid/enablingservices.htm

3. Once you complete the “Enable your MAC ID Services” step, please allow 24 hours for your e-mail account to be activated.

Your E-Mail address will be: macid@mcmaster.cafor example: smithj@mcmaster.ca

Importance of McMaster E-mail

The McMaster Student e-mail account is extremely important for students for various communication purposes. Primarily students will need to activate their e-mail account in order to be able to communicate with professors and teaching assistants. Many professors only accept e-mails from McMaster e-mail accounts.

Secondly, The McMaster E-mail will be used as a communication gateway between you and your faculty. This way you will be able to receive important information and dates about activities, deadlines or postings in relation to your faculty society. Lastly the McMaster e-mail account is spam free and is easy and user friendly. It is a simple and professional account that is provided to each and every McMaster student using their unique Mac ID.

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MAC-IDMAC ID is a unique, common identifier enabling single sign-on for a number of McMaster systems and applications.

Your MAC ID is not your employee or student number.

New students are required to activate their MAC ID. To do so visit MUGSI and select “Activate Your MAC ID”. Please have your student card on hand for this process. You will be asked for your student number, barcode on your student card and Date of Birth. Begin at Activation and Services Guide for Students.

MAC ID is a unique, common identifier enabling single sign-on for a number of McMaster systems and

Your MAC ID is not your employee or student number.

New students are required to activate their MAC ID. To do so visit MUGSI and select “Activate Your MAC ID”. Please have your student card on hand for this process. You will be asked for your student number, barcode on your student card and Date of Birth. Begin

Activate your MAC-IDOnly new students will have to activate their MAC ID. Returning students already have a MACID and should follow the instructions, “Enable Your MAC ID Services”.

Go to MUGSI at https://mugsi.mcmaster.ca and select “Activate Your MAC ID”. Please have your student card on hand for this process. You will be asked for your student number, barcode on your student card and Date of Birth. You will also be asked to set your MAC ID password and responses to 3 personal challenge questions. In the event you forget your MAC ID password, correct answers to your personal challenge questions will enable you to reset your password without having to visit the Service Desk.Once you have activated your MAC ID, you can logon to MUGSI and complete your course registration through SOLAR and make arrangements for payment. Completing your academic and payment arrangements entitles you for other MAC ID services like email. Follow this link to view the MAC ID activation guide. http://www.mcmaster.ca/uts/email_accounts/macid.html

As a returning student next year you will not need to activate your MAC ID. Simply follow the guidelines for “Enabling your MAC ID Services” each year.

Only new students will have to activate their MAC ID. Returning students already have a MACID and

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Student Code of Conduct

The Student Code of Conduct (SCC) exists to promote the safety and security of all students in the McMaster Community and to encourage respect for others, their property and the McMaster Campus.

McMaster University is a community dedicated to furthering learning, intellectual inquiry, the dissemination of knowledge and personal and professional development. Membership in this community implies acceptance of the principle of mutual respect for the rights, responsible, dignity and well being of others and a readiness to support an environment conducive to the intellectual and personal growth of all who study, work and live within it. It is up to everyone to make McMaster a positive and productive place in which to live, work and learn! All students are responsible for reading, understanding and abiding by the regulations outlined in the SCC.

1. You have rights as a citizen when you become a member of the University community. You have the responsibility to abide by all federal, provincial and municipal laws and regulations in addition to the university’s own policies.

2. You have the right to participate unhindered in academics. You have the responsibility to respect the rights of others to the same participation by refraining from action that threatens or disrupts any activity on campus.

3. You have the right to the safety and security of your person in an environment free from harassment, intimidation, discrimination or assault.

4. You have the right to the safety and security of your personal property. You have theresponsibility to refrain from acts of theft, willful destruction or vandalism of the property of others.

Student Rights and Responsibilites5. You have the right to free and peaceful use of university property, grounds and faculties for legitimate purposes. You have the responsibility to respect and maintain the integrity of such property,grounds and faculties so that they may be equally available to others. The SCC outlines the limits of conduct for all students of McMaster University who also have responsibility for their guests. The code also defi ned the procedures to be followed when students fail to meet the accepted standards.

The following are examples of Sanctions which may be used independently or in combination depending on the particular circumstances of the violation:

• Written or Oral Apologies• Community Service

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Sanctions:

Examples of Violations under the SCC:Minor Violations:• Making excessive noise• Verbal abuse that is harassing, intimidating or offensive• Smoking in a non-designated area• Disruptive behavior ( in or out of class)• Failing to comply with SCC sanctions• Unauthorized entry to a University Building• Assisting/conspiring in any prohibited conduct.

Major Violations:• Drinking underage/ service to a minor• Possessing, using or trafficking illegal drugs• Failing to comply with directions from McMaster University Security• Misusing any kind of identification card, credit card, meal card or password• Theft• Harassment towards another individual/ group• Intimidating, offensive or threatening behavior• Unauthorized entry• Damage to property• Disruptive behavior ( in or out of class)• Defacing/ Damaging property

panel of students who have been selected and trained to hear cases and recommend sanctions on judicial matters.

• Standard of Evidence: Unlike a criminal court which requires that the “beyond a reasonable doubt” standard be met, the judicial process at McMaster uses preponderance of evidence, meaning it is more likely than not that the incident occurred.

• Outcomes of hearing can be appealed. For more information on the judicial and appeal process, please see the Judicial Affairs website at:http://judicialaffairs.mcmaster.ca/judicial_process.html

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• Educational Sanctions ( Workshops, Essays, Apology Letters, etc)• Fines• Behavior Bond• Persona Non Grata ( PNG)• Suspension• Expulsion

Judicial Process:• Minor offences are investigated and adjudicated as required by the student Affairs Investigating Officer (SAIO) or the Student Conduct Officer (SCO).

• Major Offences may be dealt with by the SAIO, SCO and/or McMaster Security or may result in a hearing with the Judicial Administrator or the Peer Conduct Board (PCB). The PCB is a

Fines:• Excessive Noise up to $ 50.00• Smoking in a non-designated area up to $ 50.00• Failing to complete a sanction Up to $100.00• Contravening the Liquor License Act Up to $130.00• Possession, use or trafficking illegal substances up to $130.00• Tampering with fire safety equipment up to $500.00• Repeated offences may result in increased fines.

Transportation

Hamilton Street Railway (HSR)

The Hamilton Street Railway (HSR) is the transit system that serves the greater Hamilton area, including Dundas, Ancaster, and Westdale.As a full –time student at McMaster, you receive a bus pass included in your student fees. The U-Pass can be used during the academic year, and allows for unlimited travel by bus. If you are not a full-time student and wish to take the HSR, you can pay using cash fare which is $2.40 per ride. A strip of 5 tickets costs $9.25, a day pass costs $8.00 and a monthly pass costs $79.00. You can purchase tickets for the HSR at the Compass Information Centre located in the McMaster Student Centre.

For more information please visit:h t t p : / / w w w. m y h a m i l t o n . c a / m y h a m i l t o n /CityandGovernment/CityServices/transit

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GO TransitHamilton is part of the GO Transit system and there are two main service stops in Hamilton: The Hamilton GO Centre is located at 36 Hunter St. East, which is at the intersection of James St. and Hunter Street East. The other is here at McMaster located between Mary E. Keyes residence and Thode Library. There are also bus stops at King Street West & Dundurn Street and Main Street West & Longwood Road.

GO Transit is an economical and environmentally friendly way to travel home and to other locations in Ontario. GO Transit is commonly used by people commuting to McMaster. The Compass Information Centre, located in the student centre, sells Go tickets and passes, and can provide information about schedules and how to get the GO Student ID Card.

The GO student ID is a way for full-time McMaster students to save money on their GO Tickets. 10-ride and monthly passes, when purchased with the GO ID, are offered at a discount of 10-30% on the price of the fare. To apply for the card, log onto MUGSI and access the NON-ACADEMIC Applications.

For bus and train schedules visit: http://gotransit.com/

GO Transit

If you will be commuting to campus by car for your classes, you will need to park your vehicle. Students normally park in lots further from campus as the rates are lower and can board a shuttle bus that conveniently transports you to main campus. When bringing a vehicle on to campus, you may choose to pay the daily rate or you can apply for a longer-term pass. For more information, please visit:http://parking.mcmaster.ca

RideshareA partnership between the McMaster Student Union (MSU) and the All-Modes Commuting and Transportation Office (ACT) has resulted in a ride-sharing program. Rideshare allows drivers and passengers to find each other in an effort to carpool.If you would like more information check out their website:http://act.mcmaster.ca/carpool/carpool.htm

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Security Services

Stop Locks InfoStop Theft is an anti-theft and recovery program designed for electronic devices. Identification plates are installed on your electronic device, which act as a deterrent and facilitates the recovery of your property if stolen. The plate that is installed creates a chemically bonded tattoo stating “STOLEN PROPERTY” if the lock plate is ever removed. This makes is difficult for the thief to sell. There are different sized plates available to fit all sizes of electronics (laptops to MP3 players). The identification number

associated with the plate is entered into a secure database provided by the company that provides the stop theft program.

Personal SafetyYour personal safety is McMaster University Security Service’s number one priority. We have numerous personal safety devices on campus, such as CCTV cameras, Campus Emergency Phone, on campus “dial 88” feature from any campus phone, and direct lines to Security are located on every payphone on campus. SWHAT (Student Walk Home Attendant Team) is available between 6pm and 1am Monday to Sunday to walk anyone within a 30 minute radius of the campus or to wait with them for a bus, and Special Constables are available to escort people on campus outside of SWHAT hours.

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McMaster Security Services:The primary responsibility for protection of persons and property within the McMaster community is assigned to Security Services. Methods and approaches to assist in achieving a safe and secure environment are developed through prevention programs and law enforcement in concert with the community. Security Services endeavors to preserve and maintain an environment where diverse social, cultural and academic values are allowed to develop and prosper.Source: http://www.mcmaster.ca/security

Pack Line ProgramPack-line is a crime prevention initiative to assist students in securing their personal property in exam areas. We understand that students may need to bring their belongings with them to an exam and we encourage them to secure their items with a lock to a fixed “Pack-Line” in the exam area. The “pack-line” is a long cord running down one side of the exam area wall. Small cable locks are used to loop through the handle of a backpack and around the “pack-line”, securing the backpack to the “pack-line”.

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Statistics for September 2008 • 48 Liquor Offence tickets were issued. Each ticket is $125 fine under the Liquor License Act of Ontario.

• 37% of all Provincial Offense tickets were due to liquor offence.

• 28 thefts of personal belongings were reported. Most of these thefts were due to the items left unattended or in an unlocked locker by their owner. Each ticket is $125 fine under the Liquor License Act of Ontario.

Description of the Security Services and Duties

The Security office is located in west campus by the shuttle bus stop and is open 7 days a week, 24 hours a day. Officers are sworn in a Special Constables though the Hamilton Police Service and have full Police powers of authority while on campus. Constables respond to a wide range of reports throughout the year; including first aid, theft, liquor offences, fire alarms, and motor vehicle collisions to name a few. Constables are always available to anyone who needs assistance. The Crime Prevention Office which is open Monday-Friday 8am-4pm , is located in the Student Centre next to the Compass desk. This office is staffed by a Special Constable, who is committed to crime prevention and community relations; feel free to drop in anytime.

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McMaster University Services that Support Success

Offi ce of Academic Integrity:The offi ce of Academic Integrity strives to assist instructor and students with issues of academic integrity. The main purpose is to encourage and facilitate the pursuit of knowledge and scholarships. Source: http://www.mcmaster.ca/academicintegrity/

Campus Health Centre:The Campus Health Centre suggests that you will have a better McMaster experience if you maintain a healthy lifestyle. They can enhance your academic success by providing a wide range of health service, with a staff of 35 health care professionals, including physicians, registered nurses and administrative staff. Source: www.mcmaster.ca/health

Center for Student Development:The Centre for Student Development is a resource for all McMaster students. It offers services in several main areas such as personal counseling, academic skills, services for students with disabilities, international student services, leadership programs, Peer helper programs and many more.Source: http://csd.mcmaster.ca

Chapter Eight - Services

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First Year Experience Offi ce: The First Year Experience Offi ce assists fi rst year students by providing programs and events which ensure the transition from high school is not diffi cult and overwhelming.Programs such as the Easy Summer Orientation Program, Welcome Day, Welcome Week, and the First Generation Program are some services that help new students adjust. Thus, The First Year Experience Offi ce creates opportunities for student engagement which promotes learning and development, leading to the successful integration into the McMaster community. Source: http://fye.mcmaster.ca

Housing and Conference Services:Housing & Conference Services strives to assist you to meet your academic and personal goals in an environment that encourages and supports excellence. As a department of Student Affairs, they try to meet the varied needs of the student by providing an intellectual and social community conducive to the pursuit of academic study. They deal with residence room assignment, move-in, roommates, safety, community building and offer plenty of university involvement opportunities.Source: http://housing.mcmaster.ca

The Offi ce of Human Rights and Equity Services (HRES):HRES is a service that is available to all McMaster Students, Staff and Faculty members. HRES is responsible for the University’s Sexual Harassment and Anti-Discrimination Policy. The focus is on human rights-related issues and they provide confi dential advice and options. Source: http://www.mcmaster.ca/hres

macADMIT:McMaster macADMIT is a quick and easy way to get answers to important questions about admission. It has been designed to assist students to fi nd information on admission requirements, programs, procedures and much more. Source: http://macadmit.intelliresponse.com/

The McMaster Alumni Association:The McMaster Alumni Association provides resources for life at McMaster, but is focused on life after graduation. One such program, Life After Mac is designed to help students think about the next stage in their lives. The McMaster Alumni Association also organizes Mission to Mac, a program for incoming fi rst year students where students and recent grads travel to other cities in Ontario, Canada and other countries to help ease the transition into University life.Source: http://www.mcmaster.ca/ua/alumni/

McMaster Association of Part-Time Students (MAPS):The McMaster Association of Part-Time Students (MAPS) was established in 1979 to represent the interests of undergraduate part-time degree students and certifi cate/diploma students. All degree students enrolled in 17 or fewer units and all CCE students (regardless of course load) are members of MAPS. MAPS represents the needs and concerns of part-time students within various academic and administrative committees and lobbies for increased course availability and accessibility.Source: http://www.mcmaster.ca/maps

McMaster Intramurals:The Intramural program at McMaster is designed to provide participants with a recreational activity to play a variety of organized sports, catering to many different skill levels. Structured leagues and tournaments are offered throughout the school year on co-ed or single-sex teams. Time commitment is one or two hours a week and costs are $5-$15 for each player.Source :h t tp : / /www-athrec .mcmaster.ca /intramurals/index.htm

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McMaster Libraries:To be successful in university it is important to make use of the university resources especially the Libraries. There are 4 libraries on the McMaster campus, Mills (Social Science and Humanities), Innis (Business), Thode (Science and Engineering) and Health Science, all of these libraries offer plenty of help to assist you with your library needs. Source:http://library.mcmaster.ca/hours-info

McMaster Ombuds:Co-funded by McMaster University and the McMaster Students Union, the Ombuds Offi ce provides impartial, independent, and informal dispute-resolution advice and assistance to all members of the University community. Ombuds work to ensure that all students, staff, and faculty are treated in a fair and equitable manner within the institution. They do not advocate for a particular side in a dispute; but rather attempt to reach a fair and just resolution to a confl ict.Source: http://www.mcmaster.ca/ombuds

MSU:The McMaster Students Union is the largest student organization on campus. All full-time undergraduate students at McMaster are members of the MSU. The MSU serves students in two main areas- political representation and enhancement of student life. Source: http://www.msu.mcmaster.ca

Off-Campus Resource Center:The OCRC serves primarily as a rental listing service for landlords, but also has a variety of housing-related resources for students and others visiting McMaster on a temporary basis. Source: http://www.macoffcampus.ca

Pulse Memberships:A pulse membership allows members to take ad-vantage of the various fi tness and aerobics class-es run by the Pulse and its staff. Source: http://www.athrec.mcmaster.ca/registra-tion/pulse.htm

Offi ce of the Registrar:The Registrar’s offi ce at McMaster provides stu-dents with services such as recruitment, admis-sions, registration, exam information and course registration.Source: http://registrar.mcmaster.ca

Student Aid and Financial Services:The Student Aid and Financial Services Offi ce helps students with the fi nancial obligations of university life. They have information on student loans (OSAP), grants, bursaries, work programs, scholarships, budgeting and more.Source: http://sfas.mcmaster.ca

Student Judicial Affairs:Judicial Affairs contributes to the University’s work to create and enhance the ethical environ-ment of the campus community by addressing be-havioral expectations for student civility and per-sonal conduct. They work with others in Student Affairs, student groups and the broader University community

Student Aid and Financial

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to educate MAC students through the development of campus community standards and the implementation of a fair and effi cient Judicial Process.Source: http://judicialaffairs.mcmaster.ca/

Titles Bookstore: Titles is the on campus bookstore, which provides students with textbooks, course materials and much more. Not only does Titles carry books but it also carries stationary, computer software and parts, clothing and McMaster paraphernalia. Source: http://titles.mcmaster.ca

University Technology Services:University Technology Services (UTS) was created in 2005 to achieve one stop client service and integrated processes. The transformation to a high performance organization focusing on service excellence, quality project delivery, and value-added services is in progress. University Technology Services includes - application services, client services, enterprise networks, enterprise systems and project management.Source: http://www.mcmaster.ca/uts

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Compass:Compass offers a wide range of services to the McMaster community. They sell bus tickets for various transit services such as Greyhound, Coach Canada and GO Transit. They sell event tickets for various campus events and prepaid phone cards. Source: www.msu.mcmaster.ca/compass

First Year Experience OfficeMcMaster University

Commons Building B101Bhttp://fye.mcmaster.ca

STUDENT AFFAIRS