At Senate 684 on November 18, student representatives discussed a number of challenges that both graduate and undergraduate students are facing with the transition to online learning this term. One of the issues that was raised involved students being asked to spend additional funds to purchase extra learning resources for third-party assessment websites and other tools that would be required to complete mandatory course elements. In many cases, these additional costs were not disclosed at the beginning of the course or in the syllabus.

The Ministry of Colleges and Universities’ latest Tuition Fee Framework and Ancillary Fee Guidelines for Publicly-Assisted Universities (March 2019) states that:

“The Ministry considers the payment of tuition as supporting the cost of instruction and assessment. Where a course or program relies substantially on assessments that are included with a learning resource, such as an online textbook, the Ministry expects universities to have a policy with respect to their students’ interests in these situations. Such a policy could include a rebate to students of a portion of their textbook fees where bundled assessments represent a substantial portion of a student’s mark for a course.”

The Ministry also requires universities to have guidance in place with respect to additional technology costs for students. Work is underway to develop Provostial guidelines. Appropriate consultation with University stakeholders will take place as part of this development process.

Pending the availability of these guidelines, and respecting the academic freedom of faculty members to make decisions with respect to the management of their courses, I would like to encourage faculty members and instructors to keep in mind the student perspective and to avoid situations where additional costs might place an undue burden on students. These considerations become all the more significant given the increase in online learning and reliance on technology while operating under pandemic conditions.

For example, it is recommended that instructors:

• Consider the affordability, privacy, and security implications of any assigned digital learning resource;
• Contact the Centre for Pedagogical Innovation to confirm whether any more cost-effective alternatives exist;
• Be mindful to ensure that digital learning resources are AODA-compliant, and contact CPI and/or the Human Right and Equity Office when assistance is needed; and
• Provide no-fee alternatives upon request where possible.

I thank you for your understanding, and I am confident that our students will as well. I look forward to further discussions on this topic as the guidelines are developed.