Following is a summary of the WHO recommendations, and information on what you should and should not be doing right now.

An important fund has been established to collect funds from individuals around the world and provide much needed protective equipment and knowledge to affected countries.  See below for the link and share it with everyone you know or go directly to the World Health Organization home page and click the orange donate button. 

Adhanom began with some context for the current WHO response.  Europe is now the epicenter of the COVID-19 pandemic, with a daily growth in cases that exceeds the growth in China during its peak expansion phase.  The world death toll has exceeded 5,000 as of this morning and the infection has spread to at least 123 countries.  To date, the WHO has sent 1.5 million diagnostic tests to affected countries.

The WHO is now making firm requests to all countries of the world, urging a comprehensive approach.  Adhanom notes that social distancing, alone, is not enough.  Aggressive testing, alone, is not enough.  Providing treatment is not enough.  Countries must combine strategies and emphasize aggressive testing and aggressive preventative measures overall.  In perhaps his most blunt directive to date, Adhanom warns that any country that thinks it will not happen to them is “making a deadly mistake.”

Current WHO directives for businesses and governments are:

1. Prepare and be ready: know the symptoms. Make sure everyone in your department knows the symptoms.  All health care workers should know what to do and all medical centres should have a strategy to deal with COVID-19.
2. Detect, protect, and treat: find it, isolate it, and test for it. Treat every single case of COVID-19 to limit its expansion.
3. Reduce transmission: quarantine all people who are in contact with those who are infected for two weeks. Cancel events where there will be large gatherings.
4. Innovate and learn: all countries must share the lessons they learn as they confront COVID-19 locally.

The WHO also has requests for individuals (AKA, what you should do):

• clean your hands regularly with soap or alcohol-based hand cleaner
• cover your mouth and nose when you cough
• stay home when you are sick
• avoid groups and unnecessary travel
• comply with your local health authority’s instructions
• find and share reliable information
• and most importantly, please give to the new “COVID-19 Response Fund.”

The COVID-19 Solidarity Response Fund

This is newly created by The United Nations Foundation and the Swiss Philanthropy Foundation to support WHO and partners in helping affected countries to prevent, detect, and manage the COVID-19.  Funds will be distributed where they are most urgently needed.  A key aim is to address is the shortage of personal protective equipment endangering health workers worldwide.  Funds will be provided to buy or locate mask, gowns and gloves, to distribute COVID-19 test kits, and to further research and training of medical personnel.  Japan has reportedly given $155 million to the fund, but donations from individuals are urgently needed.

Everyone is urged to donate what they can using the orange link on the who.int site.

Adhanom strongly emphasized voluntary social distancing as the most powerful weapon to flatten the curve of COVID-19 expansion.

What You Should Not Do

To address Tedros Adhanom’s request to share credible information and limit the spread of misinformation, we note the following:

DO NOT believe the internet rumour that you can test for COVID-19 by taking a deep breath and holding it for more than 10 seconds, and if you can do this without coughing, discomfort, stuffiness or tightness it proves you do not have the infection.  This is bogus. First, COVID-19 starts in the throat and nose, and may be limited to muscle pain and fever, so a lung test in these cases is irrelevant.  Also, a person who has poor lung health may cough when holding their breath even without a COVID-19 infection.  When COVID does impact the lungs, it causes pneumonia, not the “fibrosis” some versions of this test say you are trying to detect.  Relying on such bogus tests could prompt infected persons to go out and infect others.  Only a medical test can determine if you have COVID-19.

DO NOT panic about running out of supplies.  There are many reports on social media of people panic buying toilet paper and meat at local Costco and grocery stores.  Some reports indicate people are aggressive or highly agitated.  Alberta health has again clarified that people only need a few days of supplies and there are no expected supply shortages.  The reason for the stocking up recommendation was to help people limit the amount of time that people need to spend outside of their homes, not to address supply shortages.  I can personally attest that each time Costco has run out of toilet paper this month, the shelves have been fully stocked again the next day.  Dr. Deena Hinshaw of Alberta Public Health notes that the panic buying behaviour itself is causing these shortages, thus this is a kind of self-fulfilling prophecy.

DO NOT believe the bogus claim that drinking tons of water can prevent coronavirus transmission.

DO NOT turn to harsh chemicals to wash your hands, in the belief that the novel coronavirus is hard to kill.  It’s not.  Simple soap and water can easily kill this virus if it is on your skin.  The virus is harmful, but not overly resilient.

DO NOT panic.  Coronavirus is worse than the flu.  But the vast majority who get it will recover within a week or two.  Home care is the same as for the flu: fluids, rest, a hot shower for some steam.  This is not the plague.

DO call Alberta HealthLink at 811 to get tested if you have any symptoms, especially a fever or muscle pain.  But don’t panic.  Prepare for a very long wait on the phone when you call 811.  Healthcare workers are doing everything they can.  Expect to be on hold a few hours, relax and watch some TV while you wait.  And do not call 911 to complain about wait times for Alberta health.  Only call 911 if you are urgently ill or reporting a crime.  Abusing 911 puts others at risk because it delays help for those who are in urgent need.  Alberta police have requested people be patient with HealthLink.  Remember, having symptoms doesn’t mean you will become severely ill.

On Toilet Paper

The reason that many people are panic-buying toilet paper remains a mystery and is a hot topic for discussion, as is the reason that this behaviour has been noted as much more prevalent in Western Canada.

For many, dealing with people who are panicked is scarier than the virus.  Try to reassure those around you, and stay safe, everyone!

[Be it resolved] that the University of Saskatchewan Students’ Union call on the University of Saskatchewan to commit to implementing Indigenous content into the curriculum of every University of Saskatchewan College and degree. (USSU)

The motion was a surprise because I wasn’t aware of the background, and curious to know if something similar had been considered at AU. After a little discussion with fellow students, it became clear that many of us need more information. But first, a little background information is needed:

In 2015 Canada’s Truth and Reconciliation Commission (TRC) released a series of reports on the enduring impact of residential schools in Canada; these included a number of Calls to Action for government, educators, health care providers, and the legislators to help “advance the process of Canadian reconciliation” for Canadian First Nations’ peoples, which comprise more than 600 bands and about 4.3% of the Canadian population (from the 2011 census).

The Calls to Action include many points directed toward post-secondary education, including requests to:
– Repeal Section 43 of the criminal code of Canada (which protects parents and teachers who physically punish children using “reasonable force”)
– Develop strategies to eliminate educational and employment gaps between aboriginal and non-aboriginal Canadians
– Eliminate funding discrepancies affecting First Nations’ children accessing education on and off reserves, and provide funding to end the “backlog of First Nations’ students seeking a post-secondary education”
– Take measures to improve education attainment and success of First Nations’ students
– Provide culturally appropriate curricula including post-secondary courses in First Nations’ languages, to support the preservation of language and culture.
(Paraphrased from the TRC Calls to Action)

Saskatchewan has taken a lead in addressing the TRC recommendations for post-secondary learning; in November, 2015 executives for all 24 post-secondary schools in the province met with aboriginal leaders to examine “how universities can respond to the ? TRC calls to action for post-secondary education” (USask News). The summit resulted in an accord thought “to be the first province-wide commitment of its kind in Canada.” University of Saskatchewan president, Peter Stoicheff, commented that U of S is “committed to strengthening our efforts across the institution to ensure the success of our Aboriginal faculty, students and staff, and to working together with other post-secondary partners provincially and nationally to rebuild some of the trust that has been lost in the educational system and advance reconciliation” (USask News).

The USSU motion came as a response to these comments, but what is most interesting is that it goes a step further than the TRC goals and asks for First Nations’ content not only to be available to U of S students, but to be incorporated into every degree the university offers. The goal of the motion is to bridge “the gap in education and in general between Indigenous and Non-Indigenous people, ? and [combat] stereotypes, prejudice and racism [while giving] ? indigenous students a sense of belonging, identity and culture that” was lost through the residential school system and colonization (USSU).

AU and the TRC goals
To learn more about the issues, and AU’s response to the task force, I had a preliminary interview with Priscilla Campeau, chair and program administrator of the AU Centre for World and Indigenous Knowledge and Research (CWIKR), and Dr. Maria Campbell, AU’s Elder in Residence. CWIKR currently offers 23 undergraduate courses and 1 graduate course, and two business degrees with a focus on indigenous nations and organizations. Among the courses are two on the Cree language which are offered as group study (in person) offerings.

At this time, AU doesn’t offer an arts degree in Indigenous Education, but I’m told that one is in the works. There is no estimated date on when it will be offered. A lack of funding is the main cause of the delay but it seems to be a glaring omission from the program offerings given AU’s apparent status as a school with a strong First Nations focus (more on that later).

We spoke about many issues related to the TRC and AU’s indigenous content offerings, and I learned a great deal about the current status of AU’s indigenous content and how it might adopt the TRC recommendations. The following overview should help students get up to speed about pending changes to Canadian post-secondary education in light of the TRC review.

Preserving languages with a verbal history
Toward the goal of preserving languages, AU offers two grouped (in-person) courses in Cree studies: the choice of language is based on the location of the main AU campus. Other universities offer First Nations’ languages relevant to their locales (there are 60 or more indigenous languages reported across Canada). While all of these courses are of value, students today would have to take courses from a number of schools to get a good overview of the various indigenous languages in Canada. There is no university in Canada currently offering a comprehensive degree in indigenous languages. Another problem is that AU’s Cree offerings may not be as useful for students who are studying at AU from other provinces where the dominant aboriginal languages differ; there is a clear need for broader language coverage either at AU or through coalitions with schools across the country. The current offerings tend to be focused on teaching the language for use; there are few (or no) courses focusing on critical analysis of First Nations’ stories or writing. An interesting challenge is that there are few people qualified as experts in formally teaching First Nations’ languages: this issue is likely to persist until there is an increased pool of indigenous language scholars to offer inquiry and development into improved language instruction. Because much of indigenous history is based on verbal communication, there are limited written resources to which scholars can refer.

For my own interest, I did some research to find out how someone could learn First Nations’ languages in Canada outside of the university system. At this time, neither Rosetta Stone nor duoLingo (two major language learning software packages: the latter is free) offer any indigenous languages. Further, while the ATPN network in Canada runs some shows with indigenous language content, Dr. Campbell notes that the subtitles are typically word-for-word translations that fail to account for the structure of the language; as a result, the translations are often difficult, if not impossible, to decode. At present, there are no easily-accessible resources to help Canadians learn First Nation? languages, and this issue must be addressed to achieve the goal of language preservation. I’m told that a language software company from the U.S. has been in contact with CWIKR about developing indigenous language courses, so there is a clear interest and it is possible one will be offered in the future. DuoLingo (which is an excellent resource in general) does not have any indigenous languages on its list of modules in development: curious, considering that it is 21% done development on a language course in Klingon (yes, Klingon).

Adding indigenous content
Regarding the initiative to include indigenous content in all university programs, no one — not USSU, University of Saskatchewan, or AU’s CWIKR team — are certain at this point how it would work, if indeed it does become a reality. It could mean that increased indigenous content may be included in existing courses where appropriate, or, students could be required to take a specific course, such as AU’s Indigenous Studies 203. Several AU courses outside of the CWIKR department already include indigenous content, including many of the anthropology courses and several from the English department. It is not likely that this requirement would be grandfathered into degrees in progress, but at this time any details are merely conjecture.

Currently, though, all of the courses offered by the CWIKR department are taught by First Nations’ instructors. The department has the smallest budget of AU’s centres and a very small faculty, but offers a wide range of courses to about 200 students at any given time. There is considerable room to build new content toward both the goal of an Indigenous Arts degree and increased indigenous content at AU overall.

Funding, of course, remains a major issue but there are increasing reasons for students to ask for this content, beyond the obvious benefits of enhancing our knowledge and understanding of one of the fastest growing populations in Canada. The government of Canada, the Provinces, and the Colleges and Universities of Canada are taking the TRC recommendations very seriously, and this has resulted in an increase in jobs available for people with the knowledge and skills to help with implementation. Many people working in government are also increasingly accessing First Nation’s language training to help them with their jobs. There are likely a number of additional opportunities that will arise from implementation of the TRC asks, for students who have education in First Nation’s languages, issues, and history.

At this time, there is much to learn about how Canada will adopt the recommendations of the TRC, and how it will affect post-secondary education in the country. It is, however, important that students learn more and understand the changes that may be coming. For those who are not aware of Canada’s history of residential schools and their impact on indigenous populations, see the sidebar for a short history.

An oft-asked question
I also had an opportunity to ask Dr. Campbell and Ms. Campeau about an issue that, in my experience, has long been puzzling to AU students: that is, AU’s use of indigenous symbols and presumed status as a First Nations’ school. The confusion stems from AU’s inclusion of significant First Nations’ content in its convocation ceremonies, including the prominent inclusion of the Ceremonial Mace, annual booking of First Nations’ entertainers, and the use of indigenous animal symbols in the new University coat of arms. Yet, AU actually has a very small First Nations’ student population (exact numbers are impossible to determine since AU does not ask First Nations’ students to declare their status), despite ties to the University of the Arctic (curiously, AU still lists this collaboration on its web site, yet UArctic no longer lists AU as a supporter) and collaborative classes at several northern First Nations’ schools. Dr. Campbell explained this apparent discrepancy: AU’s main campus is in Treaty 8 territory, and in accordance with tradition offers recognition and thanks to the indigenous people of the region for hosting the university. I note that students have long expressed curiosity about this; it is clear that AU needs to better inform students of its relationship to northern peoples.

It is likely, though, that the TRC recommendations will empower many schools to increase resources in the development of indigenous content toward the goal of increasing university access and success of indigenous learners. AU seems uniquely poised to offer this content to learners across the country, and develop much richer First Nations’ content.

Additional links:
Truth and Reconciliation Committee
The National Centre for Truth and Reconciliation

Writer, editor, programmer, designer, and perpetual student from Calgary, Tamra is working (slowly) toward a second AU degree.

— I’m always a little bit unsure about putting Tamra’s work in as part of a Best Of issue, because, really, I think everything she does deserves the label, That’s part of why I married her. So, I could be a bit biased. Fortunately, it seems I’m not alone, as I had a few requests for this article, from our February 19th issue, to be included.

[Be it resolved] that the University of Saskatchewan Students’ Union call on the University of Saskatchewan to commit to implementing Indigenous content into the curriculum of every University of Saskatchewan College and degree. (USSU)

The motion was a surprise because I wasn’t aware of the background, and curious to know if something similar had been considered at AU. After a little discussion with fellow students, it became clear that many of us need more information. But first, a little background information is needed:

In 2015 Canada’s Truth and Reconciliation Commission (TRC) released a series of reports on the enduring impact of residential schools in Canada; these included a number of Calls to Action for government, educators, health care providers, and the legislators to help “advance the process of Canadian reconciliation” for Canadian First Nations’ peoples, which comprise more than 600 bands and about 4.3% of the Canadian population (from the 2011 census).

The Calls to Action include many points directed toward post-secondary education, including requests to:
– Repeal Section 43 of the criminal code of Canada (which protects parents and teachers who physically punish children using “reasonable force”)
– Develop strategies to eliminate educational and employment gaps between aboriginal and non-aboriginal Canadians
– Eliminate funding discrepancies affecting First Nations’ children accessing education on and off reserves, and provide funding to end the “backlog of First Nations’ students seeking a post-secondary education”
– Take measures to improve education attainment and success of First Nations’ students
– Provide culturally appropriate curricula including post-secondary courses in First Nations’ languages, to support the preservation of language and culture.
(Paraphrased from the TRC Calls to Action)

Saskatchewan has taken a lead in addressing the TRC recommendations for post-secondary learning; in November, 2015 executives for all 24 post-secondary schools in the province met with aboriginal leaders to examine “how universities can respond to the ? TRC calls to action for post-secondary education” (USask News). The summit resulted in an accord thought “to be the first province-wide commitment of its kind in Canada.” University of Saskatchewan president, Peter Stoicheff, commented that U of S is “committed to strengthening our efforts across the institution to ensure the success of our Aboriginal faculty, students and staff, and to working together with other post-secondary partners provincially and nationally to rebuild some of the trust that has been lost in the educational system and advance reconciliation” (USask News).

The USSU motion came as a response to these comments, but what is most interesting is that it goes a step further than the TRC goals and asks for First Nations’ content not only to be available to U of S students, but to be incorporated into every degree the university offers. The goal of the motion is to bridge “the gap in education and in general between Indigenous and Non-Indigenous people, ? and [combat] stereotypes, prejudice and racism [while giving] ? indigenous students a sense of belonging, identity and culture that” was lost through the residential school system and colonization (USSU).

AU and the TRC goals
To learn more about the issues, and AU’s response to the task force, I had a preliminary interview with Priscilla Campeau, chair and program administrator of the AU Centre for World and Indigenous Knowledge and Research (CWIKR), and Dr. Maria Campbell, AU’s Elder in Residence. CWIKR currently offers 23 undergraduate courses and 1 graduate course, and two business degrees with a focus on indigenous nations and organizations. Among the courses are two on the Cree language which are offered as group study (in person) offerings.

At this time, AU doesn’t offer an arts degree in Indigenous Education, but I’m told that one is in the works. There is no estimated date on when it will be offered. A lack of funding is the main cause of the delay but it seems to be a glaring omission from the program offerings given AU’s apparent status as a school with a strong First Nations focus (more on that later).

We spoke about many issues related to the TRC and AU’s indigenous content offerings, and I learned a great deal about the current status of AU’s indigenous content and how it might adopt the TRC recommendations. The following overview should help students get up to speed about pending changes to Canadian post-secondary education in light of the TRC review.

Preserving languages with a verbal history
Toward the goal of preserving languages, AU offers two grouped (in-person) courses in Cree studies: the choice of language is based on the location of the main AU campus. Other universities offer First Nations’ languages relevant to their locales (there are 60 or more indigenous languages reported across Canada). While all of these courses are of value, students today would have to take courses from a number of schools to get a good overview of the various indigenous languages in Canada. There is no university in Canada currently offering a comprehensive degree in indigenous languages. Another problem is that AU’s Cree offerings may not be as useful for students who are studying at AU from other provinces where the dominant aboriginal languages differ; there is a clear need for broader language coverage either at AU or through coalitions with schools across the country. The current offerings tend to be focused on teaching the language for use; there are few (or no) courses focusing on critical analysis of First Nations’ stories or writing. An interesting challenge is that there are few people qualified as experts in formally teaching First Nations’ languages: this issue is likely to persist until there is an increased pool of indigenous language scholars to offer inquiry and development into improved language instruction. Because much of indigenous history is based on verbal communication, there are limited written resources to which scholars can refer.

For my own interest, I did some research to find out how someone could learn First Nations’ languages in Canada outside of the university system. At this time, neither Rosetta Stone nor duoLingo (two major language learning software packages: the latter is free) offer any indigenous languages. Further, while the ATPN network in Canada runs some shows with indigenous language content, Dr. Campbell notes that the subtitles are typically word-for-word translations that fail to account for the structure of the language; as a result, the translations are often difficult, if not impossible, to decode. At present, there are no easily-accessible resources to help Canadians learn First Nation? languages, and this issue must be addressed to achieve the goal of language preservation. I’m told that a language software company from the U.S. has been in contact with CWIKR about developing indigenous language courses, so there is a clear interest and it is possible one will be offered in the future. DuoLingo (which is an excellent resource in general) does not have any indigenous languages on its list of modules in development: curious, considering that it is 21% done development on a language course in Klingon (yes, Klingon).

Adding indigenous content
Regarding the initiative to include indigenous content in all university programs, no one ? not USSU, University of Saskatchewan, or AU’s CWIKR team ? are certain at this point how it would work, if indeed it does become a reality. It could mean that increased indigenous content may be included in existing courses where appropriate, or, students could be required to take a specific course, such as AU’s Indigenous Studies 203. Several AU courses outside of the CWIKR department already include indigenous content, including many of the anthropology courses and several from the English department. It is not likely that this requirement would be grandfathered into degrees in progress, but at this time any details are merely conjecture.

Currently, though, all of the courses offered by the CWIKR department are taught by First Nations’ instructors. The department has the smallest budget of AU’s centres and a very small faculty, but offers a wide range of courses to about 200 students at any given time. There is considerable room to build new content toward both the goal of an Indigenous Arts degree and increased indigenous content at AU overall.

Funding, of course, remains a major issue but there are increasing reasons for students to ask for this content, beyond the obvious benefits of enhancing our knowledge and understanding of one of the fastest growing populations in Canada. The government of Canada, the Provinces, and the Colleges and Universities of Canada are taking the TRC recommendations very seriously, and this has resulted in an increase in jobs available for people with the knowledge and skills to help with implementation. Many people working in government are also increasingly accessing First Nation’s language training to help them with their jobs. There are likely a number of additional opportunities that will arise from implementation of the TRC asks, for students who have education in First Nation’s languages, issues, and history.

At this time, there is much to learn about how Canada will adopt the recommendations of the TRC, and how it will affect post-secondary education in the country. It is, however, important that students learn more and understand the changes that may be coming. For those who are not aware of Canada’s history of residential schools and their impact on indigenous populations, see the sidebar for a short history.

An oft-asked question
I also had an opportunity to ask Dr. Campbell and Ms. Campeau about an issue that, in my experience, has long been puzzling to AU students: that is, AU’s use of indigenous symbols and presumed status as a First Nations’ school. The confusion stems from AU’s inclusion of significant First Nations’ content in its convocation ceremonies, including the prominent inclusion of the Ceremonial Mace, annual booking of First Nations’ entertainers, and the use of indigenous animal symbols in the new University coat of arms. Yet, AU actually has a very small First Nations’ student population (exact numbers are impossible to determine since AU does not ask First Nations’ students to declare their status), despite ties to the University of the Arctic (curiously, AU still lists this collaboration on its web site, yet UArctic no longer lists AU as a supporter) and collaborative classes at several northern First Nations’ schools. Dr. Campbell explained this apparent discrepancy: AU’s main campus is in Treaty 8 territory, and in accordance with tradition offers recognition and thanks to the indigenous people of the region for hosting the university. I note that students have long expressed curiosity about this; it is clear that AU needs to better inform students of its relationship to northern peoples.

It is likely, though, that the TRC recommendations will empower many schools to increase resources in the development of indigenous content toward the goal of increasing university access and success of indigenous learners. AU seems uniquely poised to offer this content to learners across the country, and develop much richer First Nations’ content.

Additional links:
Truth and Reconciliation Committee
The National Centre for Truth and Reconciliation

Writer, editor, programmer, designer, and perpetual student from Calgary, Tamra is working (slowly) toward a second AU degree.

The only downside is that transcripts aren’t easy to decode without a legend, and AU has oddly chosen not to provide this information with the PDF. If you search for answers on the AU website, you will find this (not) useful bit of information: “The back of the official transcript is the legend which indicates the grading system, accreditation/ recognition, classification of students, etc.” That’s great, except that they haven’t duplicated the back of the page anywhere for students to download, or included it with the preview file. Since most of us now use the online preview to check our academic record, It’s likely few students have the information they need. Also, you should know that scholarship providers that accept electronic transcript previews may ask for the legend to be included. For NSERC applications, for example, the back of the transcript is on the list of required attachments.

Here is a summary of the information most students are missing:

Accreditation, Mandate, and Establishment: A good portion of the back-page notes detail AU’s accreditation in Canada and the US. It also details how and when AU was established, and what types of credentials it is able to grant. This information is of use to other institutions that might not be familiar with AU’s status.

Course Numbering: This information is more important than you think because AU’s course numbering system is non-standard. Once, bachelor’s degrees were 3-years in length and a 4-year degree was an honour’s degree. As the 4-year degree became the norm, most schools moved to a four level numbering system where 100 or 1000 is first year, 200 or 2000 is second year, 300 or 3000 is third year, and 400 or 4000 is fourth year. AU is one of a few still using a three year system and it also reserves the 100 levels for prep courses (usually 0-level at other schools). 200s, then, are first year, and 300 and 400 level courses cover the second, third, and fourth year, or “senior” courses in a rather nebulous way (in other words, some 300 level courses are very rigorous and as difficult as any fourth year course, while others are clearly junior courses intended for second year). This is not only confusing to students: it can wreak havoc with transfer credits because receiving schools might not properly assess the level of your AU courses. If someone needs some clarification on the numbering system, send a hard copy transcript to ensure they have the course numbering explanation and always ask questions if you think you weren’t given appropriate credit!

Legend: the information students need most ? translations for the letter codes that can appear other than course grades.

AD Audit If you audit a course (a choice you can make at the time of registration), your grade won’t count toward your GPA and you won’t get any academic credit. At some schools there are further limitations for those who audit courses.

AS Advanced standing For grad courses, when a student is exempt from a requirement

CH Challenge for credit Different schools have different opinions on challenge courses. Make sure to inquire first if you plan to transfer your AU courses!

IP Course is in progress This will show up as soon as you register in a course, even if the course hasn’t started yet, so don’t panic if you see it!

N, NCC, NCI Non-credit course, complete or incomplete

P Pass For courses with a pass/fail grade mode

R Repeated course AKA re-registration. As with auditing, some schools are more positive toward courses that are retaken than others. Inquire if you plan to transfer the course. Both attempts at the course will appear on your transcript.

TR Transfer credit No grade will appear for transferred courses

U Fail For courses with a pass/fail grade mode

W Withdrawal Early withdrawal

WF Withdrawal fail Late withdrawal ? this is not the same as an F as there is no academic penalty so It’s a bit of a misnomer. It’s always better to WF than to F.

* In all instances above, with the exception of a repeated course, the grade is not included in your GPA calculation.

The remainder of the information on the back of the transcript refers to the graduate and undergraduate grading schemes.

I have to question why AU would not provide this information online when each hard copy request costs the university money: until they get around to adding the legend and other important information to the online preview, I have to suggest that you order at least one hard copy to have this information on hand. Or, in a pinch, refer to this article!

Writer, editor, programmer, designer, and perpetual student from Calgary, Tamra is working (slowly) toward a second AU degree.

An infrequent writer for The Voice Magazine, Tamra typically does one or two articles in a year, and, like this one, they typically have good information for students that can be hard to find otherwise. Fortunately, we have a couple of writers doing that now, but this article, again from May, was chosen because it highlights something you’re simply not going to find anywhere else on the web.

The only downside is that transcripts aren’t easy to decode without a legend, and AU has oddly chosen not to provide this information with the PDF. If you search for answers on the AU website, you will find this (not) useful bit of information: “The back of the official transcript is the legend which indicates the grading system, accreditation/ recognition, classification of students, etc.” That’s great, except that they haven’t duplicated the back of the page anywhere for students to download, or included it with the preview file. Since most of us now use the online preview to check our academic record, It’s likely few students have the information they need. Also, you should know that scholarship providers that accept electronic transcript previews may ask for the legend to be included. For NSERC applications, for example, the back of the transcript is on the list of required attachments.

Here is a summary of the information most students are missing:

Accreditation, Mandate, and Establishment: A good portion of the back-page notes detail AU’s accreditation in Canada and the US. It also details how and when AU was established, and what types of credentials it is able to grant. This information is of use to other institutions that might not be familiar with AU’s status.

Course Numbering: This information is more important than you think because AU’s course numbering system is non-standard. Once, bachelor’s degrees were 3-years in length and a 4-year degree was an honour’s degree. As the 4-year degree became the norm, most schools moved to a four level numbering system where 100 or 1000 is first year, 200 or 2000 is second year, 300 or 3000 is third year, and 400 or 4000 is fourth year. AU is one of a few still using a three year system and it also reserves the 100 levels for prep courses (usually 0-level at other schools). 200s, then, are first year, and 300 and 400 level courses cover the second, third, and fourth year, or “senior” courses in a rather nebulous way (in other words, some 300 level courses are very rigorous and as difficult as any fourth year course, while others are clearly junior courses intended for second year). This is not only confusing to students: it can wreak havoc with transfer credits because receiving schools might not properly assess the level of your AU courses. If someone needs some clarification on the numbering system, send a hard copy transcript to ensure they have the course numbering explanation and always ask questions if you think you weren’t given appropriate credit!

Legend: the information students need most ? translations for the letter codes that can appear other than course grades.

AD Audit If you audit a course (a choice you can make at the time of registration), your grade won’t count toward your GPA and you won’t get any academic credit. At some schools there are further limitations for those who audit courses.

AS Advanced standing For grad courses, when a student is exempt from a requirement

CH Challenge for credit Different schools have different opinions on challenge courses. Make sure to inquire first if you plan to transfer your AU courses!

IP Course is in progress This will show up as soon as you register in a course, even if the course hasn’t started yet, so don’t panic if you see it!

N, NCC, NCI Non-credit course, complete or incomplete

P Pass For courses with a pass/fail grade mode

R Repeated course AKA re-registration. As with auditing, some schools are more positive toward courses that are retaken than others. Inquire if you plan to transfer the course. Both attempts at the course will appear on your transcript.

TR Transfer credit No grade will appear for transferred courses

U Fail For courses with a pass/fail grade mode

W Withdrawal Early withdrawal

WF Withdrawal fail Late withdrawal ? this is not the same as an F as there is no academic penalty so It’s a bit of a misnomer. It’s always better to WF than to F.

* In all instances above, with the exception of a repeated course, the grade is not included in your GPA calculation.

The remainder of the information on the back of the transcript refers to the graduate and undergraduate grading schemes.

I have to question why AU would not provide this information online when each hard copy request costs the university money: until they get around to adding the legend and other important information to the online preview, I have to suggest that you order at least one hard copy to have this information on hand. Or, in a pinch, refer to this article!

Writer, editor, programmer, designer, and perpetual student from Calgary, Tamra is working (slowly) toward a second AU degree.

Most North Americans are conditioned to view gravity as the enemy. We visualize its disfiguring effects on our aging bodies: sagging skin, breasts, and other dangly parts; drooping eyelids and flapping jowls; stooped shoulders and slumped posture. Our aversion gravity is evident in our cultural devotion to furnishings designed to free us from the rigors of the constant tug toward the center of the earth: from form-fitting office chairs to reclining, plush Barcaloungers, we spend a fortune on furniture that accommodates our need to relax into a moulded cocoon of full-body support for most of the day. Whether we’re watching TV, studying, or performing exacting work on an office computer, our bodies are as limp and free from exertion as if we were sleeping.

As we age, we increasingly adjust our environments to spare our bodies any unnecessary physical stress; we raise the washer and dryer so we don’t have to bend and reach inside; two storey homes are traded in for bungalows to rid ourselves of stairs; we navigate the grocery store in a scooter to make sure our hearts and leg muscles aren’t over-taxed; we can even purchase salad spinners and pepper grinders that use batteries to avoid having to use the smallest fraction of muscle strength for these everyday tasks. Products to make our lives easier are in constant demand.

Clearly there is a notion that sparing our bodies any undue stress will preserve us for a longer, healthier, more comfortable old age. Yet, 1 out of 5 Canadians (mostly women) suffers chronic pain (CBC), four out of five experience back pain at some point in their lives (Chatelaine), one in four Canadians (and one in ten children) are obese (Obesity Network), and heart disease, stroke, and diabetes (all preventable) account for more than 28% of all deaths in the country. The Heart and Stroke Foundation of Canada pulled no punches in 2013, with its new campaign, stating that most Canadians will spend the last 10 years of their lives battling preventable sickness and disease (Make Health Last). Clearly, all our efforts to improve our quality of life are failing miserably.

Dr. Vernikos? findings are that we’re doing it wrong. Gravity is not the enemy. It’s a necessity. Without it, our bodies soften, slump, and atrophy. This makes intuitive sense: in a fully supported, sleep-ready position, It’s no surprise that our metabolisms slow down, inflammation increases, and digestion is sluggish. Our bodies are designed to reduce consumption when we’re at rest.

As Director of NASA’s life sciences division, Vernikos was tasked with studying the degenerative effects of long space flights on NASA astronauts, but it was NASA veteran John Glenn who noted that these effects were strikingly similar to the degeneration of old age that he was studying as part of a national commission on aging. Yet, Vernikos discovered that 77 year-old Glenn fared no better or worse after a long space mission than astronauts half his age. Clearly, age itself was not a contributing factor; the effects of prolonged inactivity cause rapid degeneration in people of all ages.

Vernikos? revolutionary finding is that the average North American’s sedentary lifestyle is producing effects strikingly similar to those experienced by astronauts. By sitting for hours on end in a fully-supported position we’re mimicking the effects of low gravity, and relaxing ourselves into an early grave. Astronauts recover because they resume an active lifestyle once back on terra firma, but most of us don’t, and suffer the consequences.

This makes sense to me: many years ago I was suffering from a back injury sustained during moving. I failed to follow the standard advice about lifting, and twisted my back sharply while wrangling a heavy box into the back seat of a 2-door car. Two days later I was incapacitated by pain and learned that I’d badly crushed a disc. Going forward, I assiduously followed the advice of fitness instructors and doctors to sit out any exercises that might stress my back. After a couple of years my efforts led to a spine like a limp noodle, slumped posture, and chronic back pain. But when I decided to stop babying my back and took up weight lifting, focusing on lifts that used my back muscles (using moderate weights and carefully watching my form to avoid injury), my back pain was resolved in a matter of weeks. I’ve gotten lazy about working out since then and I’m back to square one, but at least I know why. It’s not my body That’s weak: It’s my lifestyle. As Dr. Vernikos notes: ?Astronauts, chosen on the basis of being the healthiest and the fittest?of possessing the ?right stuff??are transformed by the lack of gravity in space into the likes of seniors thirty or forty years older? (Vernikos). Can it really be that simple?

Some may scoff, citing the preponderance of self-promoting scientists who espouse miracle cures for everything from cancer to leaking bladders, but Vernikos is far from a lone voice on this issue; cancer specialist David Agus (The End of Illness, 2012) blames excessive sitting for a variety of cancers and other medical conditions linked to chronic inflammation (he compares extended sitting to smoking in terms of the risk to human health), and The World Health Organisation has made the reduction of physical inactivity its number 3 target for improving global health (WHO).

This may not come as a surprise to most people, but what’s new in Vernikos? and Agus? findings is the discovery that excessive sitting is dangerous even for people who work out on a regular basis: hiking on the weekend or visiting the gym a few times a week simply cannot counteract the damaging effects of spending too much time in a chair at a stretch.

Consider that many of us now spend 7 to 8 hours a day in a chair (or car seat, etc.) at work all day, more time sitting to study, and we spend our relaxation hours on the sofa or in theatre seats. Adding it all up, you might be shocked to realize how many hours you sit at a stretch without standing or crossing the room. But wait ? you may argue ? office jobs have been commonplace for decades, well before the spike in the rate of diabetes and obesity, and television has been popular since the 40s. This is true, but we have to recognize how much these activities have changed in the last 10 to 20 years. The popularization of email is less than 20 years old and many offices didn’t incorporate networking and paperless technologies until the last decade. Prior to the start of the millennium, office workers were much more active: a typical day required multiple trips to the copy or printer room, walking documents down the hall to be signed, dashing to the boss’s office to take dictation, and numerous (sometimes strenuous) sojourns to the file room. Today, all of these tasks can be completed without leaving your chair. TV remote controls have been around longer, but until PVRs came into popular use (just in the last few years), we had to contend with commercials, which allowed us a few minutes to get off the couch and do something. Tellingly, you can now purchase a sofa with an in-arm cup holder to accommodate larger drinks so you don’t have to make a trip to the kitchen all evening.

There is no question that we’re more sedentary than ever before, but knowing this doesn’t solve the practical problem of how to counteract the damage caused by too much chair time. As Vernikos asserts, ?people are more likely to preserver in a lifestyle change if they understand why what they do matters ? [as opposed to being told] what to do? (Vernikos). In the spirit of that sentiment, next week I will summarize some of Vernikos? findings about how sitting affects our bodies, and strategies for overcoming the cycle of atrophy.

Vernikos, Joan Ph.D., Sitting Kills, Moving Heals: How simply everyday movement will prevent pain, illness, and early death ? and exercise alone won’t., Quill Driver Books, 2011

This student nominated article was selected because of how it so applies to AU Students. Unfortunately, the second part of the article was never submitted.

Most North Americans are conditioned to view gravity as the enemy. We visualize its disfiguring effects on our aging bodies: sagging skin, breasts, and other dangly parts; drooping eyelids and flapping jowls; stooped shoulders and slumped posture. Our aversion gravity is evident in our cultural devotion to furnishings designed to free us from the rigors of the constant tug toward the center of the earth: from form-fitting office chairs to reclining, plush Barcaloungers, we spend a fortune on furniture that accommodates our need to relax into a moulded cocoon of full-body support for most of the day. Whether we’re watching TV, studying, or performing exacting work on an office computer, our bodies are as limp and free from exertion as if we were sleeping.

As we age, we increasingly adjust our environments to spare our bodies any unnecessary physical stress; we raise the washer and dryer so we don’t have to bend and reach inside; two storey homes are traded in for bungalows to rid ourselves of stairs; we navigate the grocery store in a scooter to make sure our hearts and leg muscles aren’t over-taxed; we can even purchase salad spinners and pepper grinders that use batteries to avoid having to use the smallest fraction of muscle strength for these everyday tasks. Products to make our lives easier are in constant demand.

Clearly there is a notion that sparing our bodies any undue stress will preserve us for a longer, healthier, more comfortable old age. Yet, 1 out of 5 Canadians (mostly women) suffers chronic pain (CBC), four out of five experience back pain at some point in their lives (Chatelaine), one in four Canadians (and one in ten children) are obese (Obesity Network), and heart disease, stroke, and diabetes (all preventable) account for more than 28% of all deaths in the country. The Heart and Stroke Foundation of Canada pulled no punches in 2013, with its new campaign, stating that most Canadians will spend the last 10 years of their lives battling preventable sickness and disease (Make Health Last). Clearly, all our efforts to improve our quality of life are failing miserably.

Dr. Vernikos? findings are that we’re doing it wrong. Gravity is not the enemy. It’s a necessity. Without it, our bodies soften, slump, and atrophy. This makes intuitive sense: in a fully supported, sleep-ready position, It’s no surprise that our metabolisms slow down, inflammation increases, and digestion is sluggish. Our bodies are designed to reduce consumption when we’re at rest.

As Director of NASA’s life sciences division, Vernikos was tasked with studying the degenerative effects of long space flights on NASA astronauts, but it was NASA veteran John Glenn who noted that these effects were strikingly similar to the degeneration of old age that he was studying as part of a national commission on aging. Yet, Vernikos discovered that 77 year-old Glenn fared no better or worse after a long space mission than astronauts half his age. Clearly, age itself was not a contributing factor; the effects of prolonged inactivity cause rapid degeneration in people of all ages.

Vernikos? revolutionary finding is that the average North American’s sedentary lifestyle is producing effects strikingly similar to those experienced by astronauts. By sitting for hours on end in a fully-supported position we’re mimicking the effects of low gravity, and relaxing ourselves into an early grave. Astronauts recover because they resume an active lifestyle once back on terra firma, but most of us don’t, and suffer the consequences.

This makes sense to me: many years ago I was suffering from a back injury sustained during moving. I failed to follow the standard advice about lifting, and twisted my back sharply while wrangling a heavy box into the back seat of a 2-door car. Two days later I was incapacitated by pain and learned that I’d badly crushed a disc. Going forward, I assiduously followed the advice of fitness instructors and doctors to sit out any exercises that might stress my back. After a couple of years my efforts led to a spine like a limp noodle, slumped posture, and chronic back pain. But when I decided to stop babying my back and took up weight lifting, focusing on lifts that used my back muscles (using moderate weights and carefully watching my form to avoid injury), my back pain was resolved in a matter of weeks. I’ve gotten lazy about working out since then and I’m back to square one, but at least I know why. It’s not my body That’s weak: It’s my lifestyle. As Dr. Vernikos notes: ?Astronauts, chosen on the basis of being the healthiest and the fittest?of possessing the ?right stuff??are transformed by the lack of gravity in space into the likes of seniors thirty or forty years older? (Vernikos). Can it really be that simple?

Some may scoff, citing the preponderance of self-promoting scientists who espouse miracle cures for everything from cancer to leaking bladders, but Vernikos is far from a lone voice on this issue; cancer specialist David Agus (The End of Illness, 2012) blames excessive sitting for a variety of cancers and other medical conditions linked to chronic inflammation (he compares extended sitting to smoking in terms of the risk to human health), and The World Health Organisation has made the reduction of physical inactivity its number 3 target for improving global health (WHO).

This may not come as a surprise to most people, but what’s new in Vernikos? and Agus? findings is the discovery that excessive sitting is dangerous even for people who work out on a regular basis: hiking on the weekend or visiting the gym a few times a week simply cannot counteract the damaging effects of spending too much time in a chair at a stretch.

Consider that many of us now spend 7 to 8 hours a day in a chair (or car seat, etc.) at work all day, more time sitting to study, and we spend our relaxation hours on the sofa or in theatre seats. Adding it all up, you might be shocked to realize how many hours you sit at a stretch without standing or crossing the room. But wait ? you may argue ? office jobs have been commonplace for decades, well before the spike in the rate of diabetes and obesity, and television has been popular since the 40s. This is true, but we have to recognize how much these activities have changed in the last 10 to 20 years. The popularization of email is less than 20 years old and many offices didn’t incorporate networking and paperless technologies until the last decade. Prior to the start of the millennium, office workers were much more active: a typical day required multiple trips to the copy or printer room, walking documents down the hall to be signed, dashing to the boss’s office to take dictation, and numerous (sometimes strenuous) sojourns to the file room. Today, all of these tasks can be completed without leaving your chair. TV remote controls have been around longer, but until PVRs came into popular use (just in the last few years), we had to contend with commercials, which allowed us a few minutes to get off the couch and do something. Tellingly, you can now purchase a sofa with an in-arm cup holder to accommodate larger drinks so you don’t have to make a trip to the kitchen all evening.

There is no question that we’re more sedentary than ever before, but knowing this doesn’t solve the practical problem of how to counteract the damage caused by too much chair time. As Vernikos asserts, ?people are more likely to preserver in a lifestyle change if they understand why what they do matters ? [as opposed to being told] what to do? (Vernikos). In the spirit of that sentiment, next week I will summarize some of Vernikos? findings about how sitting affects our bodies, and strategies for overcoming the cycle of atrophy.

Vernikos, Joan Ph.D., Sitting Kills, Moving Heals: How simply everyday movement will prevent pain, illness, and early death ? and exercise alone won’t., Quill Driver Books, 2011

She will be missed.

While It’s always hard to see a valued team member go, the reason Christina left is rather a point of pride for our publication: she was simply too much in demand for her editing skills.

This makes her the second consecutive editor we’ve lost to greater success in the publishing field. Current Voice writer Sandra Livingston left the editor’s position in 2010 to start what has become a very successful writing career (her fifth book will be published later this year). One thing is for certain: we know how to pick ’em!

The example set by our previous editors is very much in line with the purpose of the Voice: to provide a vehicle for AU students to speak their minds, become better writers, and, for many, to get their first experience with the publishing world. Our editors put a lot of time into helping writers improve their craft. This is objectionable to some: not everyone likes having their writing corrected. But it’s more valuable than many realize. In the larger publishing world, detailed writing advice is a rare commodity; most editors prefer to toss a less-than-perfect submission in the bin than take the time to provide notes for improvement or do a little back-and-forth with a new writer.

Of course, not everyone wants to spend a lot of time working on their writing; a good number of prospective Voice writers don’t respond after being asked to improve a few things. I think that’s a tragic loss. Written communication was on the wane for a long time as people became increasingly dependent on their phones, but with the surge in social media popularity the written word is making one hell of a comeback. Knowing how to write clearly, persuasively, ethically, and with style is a huge advantage in a world where even major newspapers are now regularly publishing barely-edited blog-style posts because good writers and editors are just so hard to find and people want information without delay.

I’ve been editing for more than 15 years, and I’ve worked with some incredible writers through AUSU, The Voice, and the Editors? Association of Canada. I’ve noticed a few things about the best writers and the worst, the ones who improve by leaps and bounds, and those who never seem to get better despite years of practice and education. The formula for excellence is simple: the very best writers are those who always question how good they are; the ones who never stop asking for advice, looking things up, and who gobble up editorial advice. The worst writers are invariably those who believe that learning to write is a finite process that they have mastered, and have no patience for corrections or suggestions for improvement.

Mastering the written word can benefit anyone in any career at any phase of their life. Effective writing, like a perfect smile, is often invisible: people don’t always notice it because there are no flaws to focus on. When you write clearly people only focus on what you have to say. This is clear communication, and it can take you anywhere you want to go.

The Voice is changing hands, but we’re still here to help AU students become the best writers they can be. Our new editor will be announced next week. Until then: farewell to Christina (who won’t be going too far –she’ll be adding a column to the Voice in the near future) and all our best wishes. Thank you!

Yet students were conspicuously missing from the May 12 grand opening. It’s odd that although AU knew they would be part of this new space, most students didn’t know the Calgary office was moving until a month before, and no direct communications went out to Calgary students to invite them to the grand opening. BVC, however, welcomed everyone, treating attendees to a free lunch and branded water bottles.

The event itself was most informative, though possibly not in the way intended. Premier Alison Redford and Minister of Enterprise and Advanced Education Thomas Lukaszuk were there to help launch the new building, though I doubt it was lost on anyone that a minister who has cut education funding in the province by an effective nine per cent probably would never have funded this kind of innovative space. This didn’t stop the premier, however, from introducing Lukaszuk as the man responsible for the project (if asked, I’m sure she’d quibble that all she meant was that education is his responsibility, because he certainly had nothing to do with the funding, planning, or completion of the project, which concluded before education was even part of his portfolio). This also did not stop Lukaszuk from lauding BVC’s expansion as a shining example of his vision of a Campus Alberta in which university services are efficiently grouped and offered with greater efficiency. Never mind that BVC President Sharon Carry came up with the idea a few years before the minister took office.

If BVC is what Lukaszuk meant when he spoke of Campus Alberta and reduction of duplication in educational services, then I’m all for it. Common spaces for mingling, eating, studying, and researching?that makes sense. In fact, I wish they had gone one step further: I don’t understand why AU still has its own exam rooms with limited hours when it makes so much sense for BVC to have a single invigilation centre with expanded hours and more space.

But so far, the only concrete example of reducing duplication that Lukaszuk has offered is the notion of a single payroll system for all Alberta universities. Business majors everywhere have already scoffed at the naiveté of it. After all, no two universities have the same pay scale or staffing structure, and in the case of AU, there are unique unions to deal with as well. Frankly, BVC opened its doors at a very convenient time for the Redford team because it creates the impression that Alberta is investing in innovation in education. The fallout from recent budget cuts won’t be fully apparent for years (though the local news notes another program closing at MRU this term, and AU has already committed to ?releasing? more than 100 staff, so It’s certainly already begun).

Nonetheless, the day was carried by the enthusiasm, warmth, and joy exuded by Sharon Carry; the project is clearly her baby, and a true testament to the innovative spirit of Carry and her board. She spoke at length about the importance of inclusiveness, community, and healthy, light, airy spaces where students can mingle, communicate, learn, and grow. As she spoke, mentioning that students were heavily consulted before planning began, it became increasingly apparent that students were the one thing missing from the opening. Likely there were plenty in the audience, but I could not help wondering why all of the university presidents were present, but no invitation was extended to the students’ unions of the member schools. A general invitation would have provided an opportunity for us to advertise the opening to our members, but more importantly, it would have been appropriate to hear SU representatives tell what the space means to them. What students want is to be part of the conversation, not just at the beginning, but always, throughout the process, and into the future. As wonderful as the new space is, watching a parade of politicians, administrators, and elected board members tell students that this is for them is a little too ironic.

It goes without saying that students in other cities are wondering why they do not have access to something similar, and the answers largely remain the same: AU wants to open satellite offices in other provinces, but despite long-term lobbying in Ontario, the university has been consistently denied government approval to do so (in other words, Ontario AU students, ask your government why they are denying you this opportunity!).

The new BVC campus is the first of its kind?the only campus to include multiple schools under one roof, with shared student spaces and services. That it exists in the city with the most AU students is appropriate as a first step toward future development in other cities and provinces. The new campus, more than anything, envisions a collaboration in education that is both achievable and affordable, and suggests a future in which distance learning and taking courses a la carte can be as fulfilling as any bricks-and-mortar university experience.

For those who don’t live in Calgary, a little background is in order. BVC is an older community college long known for providing adult upgrading and educational services for immigrants and ESL learners, but in the last two decades its offerings have expanded to include a range of post-secondary certificates, diplomas, and post-graduate certifications. Located in the core of Calgary’s downtown, it is both a landmark and a hub of student activity in the city centre.

Along the way, BVC’s visionary president, Sharon Carry, got the idea to reach out to a few other schools that had a presence in Calgary’s downtown and less than ideal spaces for their students. Athabasca University, Olds College, and University of Lethbridge were invited to relocate to the new building, creating a unique blended student space where there are few institutional boundaries and services are equally available to students of all resident schools.

Any Calgarian who has lined up along the wall in the cramped exam waiting room knows how desperately a new space was needed. While AU Edmonton spans several floors of a large building, the Calgary offices were contained on a single, outdated floor of a tiny building in a scary area of downtown, where there is scant parking and few places to eat or shop. Why Calgary has the smallest space has always been a mystery; the city has by far the most AU students of any city, and not by a small margin. There are approximately 4,250 undergrad students in Calgary to 2,631 in Edmonton (roughly 15 per cent of the entire AU student population).

AU’s campuses have been notable for the lack of student services: you won’t find a copy centre, health services, or space for students to mingle or eat in any of them (AUSU used to offer a vending machine in Edmonton, but we had to remove it as they ran out of room). The reception area had a couple of comfy couches, but sitting a few feet from the front desk and beside the glass wall of staff offices was not conducive to socializing with fellow students.

The new BVC building offers a kind of student experience that Calgary-based students of AU, U Leth, and Olds College could hardly have hoped for. It is a gorgeous space, full of light and air, windows and art, with generous space for studying, socializing, and soaking up the student experience. The building includes a huge cafeteria offering fresh hot and cold meals, and a bookstore with a nice selection of merchandise and course books. Right now the course materials are specific to BVC courses, but anyone can shop there. With great parking and an LRT stop outside the front door, it could not be more accessible. And It’s right next to city hall and the arts district, which is full of parks and walking spaces, and in the summer alive with flowers and fountains.

A video introduction to the new space can be found here.

Some improvements Calgary AU students will really appreciate:
? Full-sized lockers that hold more than just a purse (the old ones couldn’t hold a bulky jacket and were too small for the larger laptops)
? Big comfy seating areas with armchairs and tables, a place where you can actually sit and talk to other students
? Vending machines galore and a really great cafeteria with really fresh cold offerings (sandwiches, sushi, salads, fruit, dairy) and plenty of hot options (pizza by the slice, soups, burgers, etc).
? Huge study tables in bright, well-lit areas
? Bathrooms with multiple stalls (no more waiting in line with the key for the single stall while shifting uncomfortably after a three-hour exam; Calgary students know what I’m talking about)

Notable features of the new building that all students can access:
? Leed silver certification for conservation of water, energy, etc.
? Free wireless everywhere
? Open seven days a week for extended hours
? Underground parking
? Tons of bike parking
? A two-storey atrium with rooftop garden (not yet planted)
? Tons of art, including student contributions
? Health services
? Aboriginal Centre and multi-faith room
? +15/30 to the north campus
? Bookstore
? Copy and print centre