Ontario must invest in higher education.

When I began teaching at McMaster University on July 1, 2001, I had a pretty unique experience as a new professor.

I was the first person hired into the Communication Studies Program at McMaster University. The program was so new that it didn’t even exist. In fact, the program only officially took existence with our first enrolled program students who all had to have taken the two first year courses in 2001 to be able to enroll in 2002! I taught the Introduction to Communication, and we were joined by Dr. Laurence Mussio, a successful communications consultant in Toronto, who taught the other first year course in the History of Communication.That was it. We were the program.

The newness of our program made my experience as a newly-minted tenure-track faculty member completely atypical. Graham Knight and I built the program from the ground up. I have had the opportunity to sit on every hiring committee since the program’s inception. I remember the lean days, when we truly offering the program on a shoe string. It was exciting. We had hundreds of students, starting in our first year. Our first graduating class was in 2004. It was composed of 17 students – all of whom had already begun in other programs and transferred into communication studies. The next year we graduated over 60. Now we graduate a steady state of about 125 students in our honours and combined honours BA programs. We have about 5 tenured and tenure-track faculty in communication studies. This year, we began our Master of Arts in Communication and New Media. We’ve been growing constantly.

The ride up to now has been exciting. It’s been a story of constant change and growth. But our situation is stabilising. We are now beginning to face the challenges of a mature department.

What this has meant for me personally is that I am now getting a sense of what faculty and students in other mature departments have been feeling all along during the last 10 years. We aren’t atypical anymore.

Faculty and students feel frustration at the fact that classes are so big. This is not a case of fat cat professors complaining because they have to mark a few more papers. Rather, this frustration is born of the fact that professors see the future of Canada through a lens that many Canadians don’t get to peer through.

Professors see that students – especially those who don’t come from families where parents are not university-educated – need the mentorship of committed, permanent faculty to help them make sense of the university system, the job market and the confusing world of media, politics and money that they are stepping into. Large classes put up huge barriers to building these mentorship relationships.

Let me take a moment to talk about the larger institutional context.

The Faculty of Humanities at McMaster has been very intelligently managed. Starting in the late 90s, the faculty has completely revisioned and redefined itself. It has become very lean, fiscally. All faculty teach their share of classes. Research productivity is higher than it has ever been. Almost every department has reflected deeply on its mandate and mission. Many have completely re-defined themselves: the French department (to which I am proudly jointly appointed) adopted “Francophonie and Diversity” as its theme, English added “Cultural Studies and Critical Theory” to its program offerings, music and linguistics have redefined themselves along cognitive science lines, and, of course, a new department – Communication Studies and Multimedia – was formed. At the same time, all the fat was cut.

I sat on the McMaster University Planning and Budget Committees for three years (2006-08) and I can say that, from what I saw and read, there is nothing non-essential to cut in Humanities. There is no fat. There are no frills. There are simply basic needs that are being met: base operating costs, the cost of maintaining a basically safe physical plant and the basic cost of supporting faculty research costs. No more food at meetings. No free lunches.

Any budgetary issues in Humanities now are – quite simply – problems of basic income. That income, however, is not market-based. We don’t charge students the full cost of their education. We rely on government.

Since the Harrris government, there has been a chronic underfunding of higher education. No subsequent government has restored funding to higher education. And the underfunding is reaching crisis proportions. Ontario is 10th among Canadian provinces in its per student investment in higher education. Roger Martin reports in, “Who killed Canada’s Education Advantage?”, in the November edition of The Walrus, that faculty-student ratios have risen from 18.8 students per permanent faculty member in 1993 to 24.4 students per faculty member in 2005.

The greatest education is when students spend some quality time discussing ideas with faculty that were touched upon in class. When they feel comfortable enough with ideas to chat about them over coffee with one another in spaces that are conducive to such conversations. The problem is that unless you come from a family background in which such conversations about ideas, culture, science and future plans are common and normal – chances are excellent that you don’t know how to have them. They are outside of your ken. Learning how to converse about your life in a considered way is one of the greatest pleasures and benefits of post-secondary education.

The problem is that this requires time and opportunity. The opportunity to make the personal contact. The time to have the conversation. Both time and opportunity are becoming scarce commodities in the current higher education system.

In our Faculty of Humanities, the one I know best, any cuts now will mean dropping successful programs with high enrollments. Cuts will mean even bigger classes. Cuts will mean fewer meaningful conversations between faculty and students. There are no more “savings” to be had.

At risk is our future as a Canadian civil society that encourages social mobility through education.

In fact, we may be graduating young people who are not as well-equipped as previous generations to understand the complicated world they will step into and eventually be in charge of. This is a terrifying and disheartening prospect that will affect our productivity, our international competitiveness and – most importantly – the health of our democracy and the strength of our social cohesion.

A society that doesn’t allow its citizens the time or opportunity to reflect upon itself will crumble under the weight of individual self-interest and short-term thinking.

Governments must invest in higher education. Ontario parents and students should demand it. Our future depends on it.

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Canadians deserve evidence-based politics

It is about time that political communication caught up to medicine by applying modern standards of evidence to its practices.

The practice of medicine has been revolutionised over the last 20 years by the emergence of evidence-based diagnosis and treatment. The idea behind evidence-based medicine is that doctors should apply the findings of scientific research to medical decision-making.When you go to the doctor, you don’t expect to be treated with certain drugs or diagnosed with a certain disease because the doctor thinks it will improve his public image to diagose or treat you that way. You want the right diagnosis and treatment for your symptoms.

Why shouldn’t politics in Canada be held to the same standard?

This is the Internet era. This is the Information Age.

Canadians must demand that its politicians adopt an evidence-based approach to political communication and political decision-making.  We expect our doctors to present evidence for their diagnoses, but we allow our politicians – of every stripe –  to convince us with anecdotal evidence, generalisations from the specific and a hundred other fallacies of argument.

Gerard Kennedy, Official Opposition critic for Infrastructure and MP for Parkdale-High Park and his team of staff and volunteers have been tearing up the spreadsheets coming up with evidence for how the Conservative Government is distributing infrastructure stimulus money around Canada. His latest press release describes how infrastructure money is being spent unequally, on a per-student basis, on small, conservative institutions based in Conservative-held ridings.

Whether or not you agree with Mr. Kennedy, this is just simply good political communication. He has taken the facts – the data – and parsed them so that they make sense. He has used evidence and simple statistics to start a critical discussion about what the Government is doing. The beauty of Mr. Kennedy’s evidence is that you *can disagree* with him in an intelligent way. You can challenge his evidence. You can produce evidence of your own.

It is no coincidence that Mr. Kennedy has been scooping up news stories and front-pages across Canada with his evidence-based criticism. He is setting a new bar for political communication – away from anecdotal allusions and personal attacks toward evidence, facts and argument.

This can only be good for Canadian democracy.

The challenge for the other Opposition MPs, Liberal, Bloc and NDP, is to meet and exceed his example.

The challenge for the Conservative Government is to respond with transparency – to show Canadians the evidence for their infrastructure program. Here is the Government’s first evidence-based attempt.

Mr. Kennedy is forcing this Government to get away from rhetoric and present Canadians with the evidence.

If medical doctors must use evidence to justify why they have chosen one diagnosis for you instead of another, Canada’s Government must use evidence to justify how its infrastructure stimulus investment is equitable and good for all Canadians – not just those who live in Conservative-held ridings.

Everything starts somewhere…

Well, I have thought about blogging for an awfully long time. A lot of people have asked me to start using a blog as a tribune for my ideas, the interesting things I do and come across. So I have decided to plunge into the world internet commentary. This blog will be eclectic. I’ll talk about communications, multimedia, linguistics, cognitive science, politics as well as any random (and presumably interesting) things that happen in my life. Let see how this goes…