News for Future students

Thursday, April 25, 2019

Study finds more than half of university students feel they need better basic skills to succeed – including those in Waterloo

After surveying over 2000 post-secondary students, researchers from four Canadian universities found that more than half of the students feel that they lack competence in the basic skills needed to succeed at university. Areas of perceived deficiency included writing, test taking, analysis, time and group management, research, presentation and numeracy skills.

Friday, April 5, 2019

Op-Ed: Quebec’s controversial secularism bill creates and reinforces division

by Dr. Laura Morlock, originally published in The Waterloo Record (April 5, 2019)

There have been four consecutive proposals by Quebec political parties to ban religious symbols in public, but the Coalition Avenir government’s invocation of the notwithstanding clause sets Bill 21 apart, allowing the bill to override Charter rights of religious freedom and expression for five years. It is also broader in its scope, affecting more careers and services than previous legislative attempts, including any jobs the government deems to represent public authority, including Crown prosecutors, judges, teachers, and even wildlife conservation officers.

Wednesday, March 20, 2019

Making a difference with the Jacob Hillerby Memorial Bursary

Jacob Hillerby with his mother, father and sister.

Photo: Jacqui and Richard Hillerby with Jacob and his sister, Robin. 

Originally published in The Kincardine Record. Read the original HERE.  

To the Editor:

Wednesday, February 20, 2019

Renison Associate Professor Trish Van Katwyk empowers young people to explore resilience through collaborative art making

In a project that is described by a group leader as “empowering,” Renison Associate Professor Trish Van Katwyk recently published a study that explores the way that youth see themselves in the term ‘resilience.’ “Resilience Beyond Risk: Youth Re-defining Resilience Through Collective Art-Making,” used art-making and conversation to explore the ways in which labels that are often applied to young people are understood by young people themselves.

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