Student Affairs | The McMaster Student Experience: A Place for Everyone

A model of centralized and Faculty-administered support 

Scenario: Rani is an international undergraduate student in the Faculty of Engineering who feels overwhelmed and unsure about their requirements for graduation and how to secure a co-op placement. As a student with a disability, Rani wants to receive support that respects and considers their intersectional student experience. 

• In an initial appointment, the International Student Experience team identifies Rani’s personalized network of support and provides recommended next actions. 
• Student Accessibility Services provides academic accommodations so that Rani can fully participate in classes. 
• An academic advisor in the Faculty of Engineering confirms Rani’s requirements for graduation and refers to co-op support. 
• Engineering Co-op and Career Services connects Rani with potential co-op employers, which leads to them successfully securing a placement. 
• A Student Success Centre immigration advisor helps Rani with the work permit process for their co-op placement and identifies the key documentation and deadlines involved.  
• The Career Access Professional Services (CAPS) team in the Student Success Centre helps with navigating workplace accommodations, including how and when to disclose a disability. 

Outcome: As a result of this holistic approach involving centralized and Faculty-administered support, Rani is able to successfully transition from the classroom to the workplace, where they continue to grow, build confidence and feel empowered to take on their goals after graduation. 

A community of care 

Scenario: Zahara is a prospective student who wants to attend McMaster University in the fall. However, they are concerned about leaving behind their friends, family and support network. Learning more about the university community and support available for students will help them make the final decision to attend McMaster and support their retention throughout university. 

• At May@Mac, hosted by the Registrar’s Office, Zahara attends sessions to learn more about living and learning at McMaster, both inside and outside the classroom. 
• Summer transition programming through Mac101, hosted by the Student Success Centre, connects Zahara with a first-year transition coach, who shares ways we build community at McMaster. 
• Zahara’s residence community advisor (CA) provides frequent check-ins to ensure they feel supported in their new environment. 
• Through referral by Zahara’s CA, they access resources like the Student Wellness Centre (SWC), Student Accessibility Services (SAS), Student Success Centre (SSC) and academic advising (Faculty). 

Outcome: After experiencing McMaster’s community of support, Zahara feels more prepared to continue their academic and personal development journey. Impacted by these experiences, Zahara wants to help future students and applies to be a CA. 

A shared responsibility in student success 

Scenario: Ari is a second-year student considering medical or graduate school. She feels overwhelmed and concerned about being successful in her second year. Accessing a holistic and responsive community of support would allow her to co-create a personalized action plan to achieve her goals. 

• Ari meets with an academic advisor in her Faculty for advice on succeeding at McMaster. During the appointment, the advisor notices that Ari might be feeling disconnected, so they refer to the Black Student Success Centre in addition to the Student Success Centre’s writing and academic skills services. 
• At the Black Student Success Centre, Ari connects with peers and receives guidance at a check-in appointment, where she develops an action plan incorporating the academic advisor’s advice and ways to maintain a sense of community and belonging.  
• The Black Student Success Centre becomes a source of frequent support and community. Weekly check-ins keep Ari accountable, resulting in academic success in her second year.  
• The action plan also helps her uncover new goals related to her life beyond the classroom. She starts accessing services through her Faculty career office and the Student Success Centre, eventually gaining a Faculty research position. 

Outcome: Inspired by the connections that made her second year memorable, Ari begins mentoring incoming Black students and contributes to the community that has become her “place to go.”