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The Central Student Association, Local 54 of the Canadian Federation of Students (CFS), is the undergraduate students’ union at the University of Guelph, representing over 20,000 full- and part-time students. As Local 54 of the CFS, students at UofG are also part of the Canadian student movement, and have representation provincially and nationally. Included in this document are the demands of the Pay More Get Less Campaign, the Accessibility Working Group, and the Black Liberation Collective – Guelph. We are calling for the Board of Governors and University of Guelph Senior Administration to incorporate the following into the upcoming 2016-2017 budget:

IMPLEMENTATION OF THE BLACK LIBERATION COLLECTIVE GUELPH’S DEMANDS.

A FREEZE IN TUITION FEE INCREASES FOR BOTH DOMESTIC AND INTERNATIONAL STUDENTS, A REVERSAL IN BUDGET CUTS, AND A COMMITMENT TO JOIN STUDENTS AND WORKERS IN THE CALL FOR MORE PUBLIC FUNDING FOR POST-SECONDARY EDUCATION FROM THE PROVINCIAL AND FEDERAL GOVERNMENTS.

A COMMITMENT TO TACKLING MENTAL HEALTH ISSUES ON CAMPUS, INCREASING RELEVANT RESOURCES, AND IMPROVING ACCESSIBILITY FOR ALL STUDENTS.

IMPLEMENTATION OF A MINIMUM OF $15/HOUR WAGE FOR ALL ON-CAMPUS JOBS, INCLUDING FOR WORK-STUDY POSITIONS.

DIVESTMENT FROM FOSSIL FUEL COMPANIES AND COMPANIES INVESTED IN THE PRIVATIZATION OF WATER

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CENTRAL STUDENTASSOCIATIONLOBBY DOCUMENT:

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1. Address the underrepresentation of black administrators, faculty, and teaching staff with the goal of increasing the percentage of black faculty and staff members by 2017-2018. A recent, publicly available survey conducted in 2014, makes clear that visible minorities are poorly represented in the body of University of Guelph employees. Ensuring that black students see themselves represented in the University’s faculty and staff across all departments is crucial to providing an inclusive environment; it means that students will be able to access a greater range of experiences and knowledge, which would specifically speak to their existence and lived reality within the University community. Furthermore, the presence of black faculty, in particular, encourages black students to see themselves in teaching, research, and administrative leadership positions.

2. Address the underrepresentation of Black students in all programs. Black students’ images are constantly used to promote the University of Guelph as a diverse campus, even as they find themselves excluded and alienated in concrete ways as a minority population. We know that the University of Guelph is currently in the process of a strategic renewal process; however, as it stands, the process and end goals are vague, and fail to acknowledge specific issues faced by black and indigenous students on campus. A basic first step would be to meaningfully include black and indigenous students in the strategic planning process. Simply posting that there will be community consultations is ineffective as it fails to account for the existing alienation of black and indigenous students from the process, as a barrier to participation. There needs to be proactive outreach to campus organizations that moves beyond tokenism, as well as the establishment of incentives to encourage students to actively be involved in this process. The C.J. Munford Centre and Black Liberation Collective - Guelph expect to be involved immediately and for this underrepresentation to be addressed by the 2016-2017 academic year.

3. Establish mandatory anti-oppression and equity training for all students, faculty, staff, and

administration. The Black On Campus Guelph hashtag used last semester brought to light horrible instances of anti-black racism students at Guelph have faced. Each year, without fail, we also see instances of hate graffiti on campus. Senior Administration and the Board of Governors needs to take a proactive approach to campus racism. There already exists an understanding of the importance of addressing social issues as a means of creating inclusive and safe communities. As seen through the “Can I Kiss You?” programming during orientation week and the campus-wide effort to implement training in relation to mental health, there is the capacity to prioritize large scale programming on anti-oppression.

Implementation of the Black Liberation Collective’s demands.

In the 2015 Fall Semester the C.J. Munford Centre and the Black Liberation Collective – University of Guelph presented 8 demands to administration to combat anti-black racism on campus. The Central Student Association supports these demands and calls on the Board of Governors and University of Guelph Senior Administration to prioritize them and find the funding needed to ensure their fulfillment.

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4. Increase the number of scholarships (in SFS) and other funding available to black and indigenous students, including scholarships that focus specifically on black students with low-income backgrounds that express financial need. Financial insecurity is a key barrier to the academic success of black and indigenous students, but there are presently no in-course scholarships or grants that cater to only students who identify as black, and only two that exist for those who identify as indigenous. Of the entrance scholarships, the Lincoln Alexander scholarship and the Devine Family Scholarship are offered to, “students who are Aboriginal, persons with a disability or members of a racial minority”. This is not enough. The university prides itself on “diversity” and needs to demonstrate this by going beyond a single blanket scholarship to a more targeted approach consisting of multiple funding opportunities that address the specificity of our experiences of oppression.

5. Establish sufficient culturally appropriate counseling and mental-health services on campus

to serve the mental, emotional, and psychological needs of black students. Not only is there a need for more mental health resources, as described by the Accessibility working group, but there is also specifically a very important need for councillors to be present from marginalized backgrounds, bringing with them an experiential background. These councilors would understand, receive additional training in, and work under a framework of intersectionality and anti-oppression. There is currently only one black counselor available that understands the mental health needs of black students. The university should intentionally address this as they have failed to acknowledge how various identities, such as race, class and gender, intersect.

6. Provide proper administrative support to facilitate the CJ Munford Centre implementation of

the anti-racism taskforce. This includes the funding of a full-time position, created through student life, and overseen by the C.J. Munford Centre. This position would be responsible for the following: organizing mandatory trainings on racism and cultural appropriation for first year students, offering support and counseling to black students, and assisting the C.J. Munford Center with programming. In addition, the position will provide support on programming for any events and campaigns pertaining to black students. During the hiring process, we demand that the C.J. Munford Centre chooses the majority of the hiring committee. We demand that this position is created and filled by February 2016.

7. Develop a plan to establish a fully funded and otherwise supported standalone Black, African,

and Caribbean Studies Department. Given Canada’s material (if understudied) involvement with (and implication in) chattel slavery; the establishment of Black refugee communities within our borders; and our continued direct involvement in the economics and politics of Africa and the Caribbean, it is clear that such a program needs to be prioritized. Furthermore, any new and existing curricular content related to Black, African, and Caribbean studies needs to draw on the well-established insights of

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A freeze in tuition fee increases for both domestic and international students, an end to budget cuts, and a commitment to call for more public funding for Post-Secondary Education from the Provincial and Federal Governments.

TUITION FEES - STUDENT POVERTY & ACCESS TO EDUCATION Students in Ontario have paid the highest tuition fees in the country since 2008/09, with tuition fees and other compulsory fees averaging over $8,500 in Ontario.1

Tuition fees are the principal barrier to post-secondary education, especially for low and middle income students. In Ontario, the narrative about relatively high participation rates too often leaves out the important conversation about the composition of our post-secondary education institutions. Research shows that participation of low- and middle-income students largely stagnated between 1999 and 2007, while participation from high-income families nearly doubled, and almost exclusively drove the overall enrollment growth in Ontario.2 A recent Statistic Canada study found that 52 percent of students in university are

1 Canadian Centre for Policy Alternatives - E. Shaker & D. MacDonald, 20152 Ontario Undergraduate Student Alliance, 2012

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critical race theory. Over the last decade, programming that previously enabled critical exploration of blackness has been markedly de-politicized. For example, courses like “Black America in the 20th Century” and “Black History” were cut in the early 2000s and replaced with “Africa and the Slave Trades” and “Migrations in the Atlantic World.” Additionally, the removal of Women’s Studies as a degree program has meant that various courses that highlighted the experiences of black women (such as “Women’s History in Asia and Africa”) are no longer available. This erasure of Black realities from the curriculum cannot continue and must be addressed. We are no longer willing to accept courses in which our only option for seeing our realities represented is to try to convince (predominantly white) instructors (who control our grades) to allow us to pursue topics outside the syllabus with “special permission.”

8. Implement free education for Black and Indigenous students. This recognizes that the intersection

of settler colonialism and slavery — including the dispossession of Indigenous communities and the extraction of wealth through the exploitation of Black labour domestically and internationally — has been a key factor in determining the shape and complexion of University of Guelph’s curriculum, population, and structures of governance. Implementation of free tuition would serve as a means of recognizing and taking responsibility for this history. It would also be a first step in implementing free education for all students. When implementing free education for all Black and Indigenous students, Senior Administration and the Board of Governors should join students and workers at UofG in calling on the Provincial and Federal Governments for more funding so all students have access to free education.

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from families from the top quartile of income earners and only 10 percent are from families from the bottom quartile.3 What’s more, 70% of new jobs in Canada require some sort of post-secondary education, pushing many students to take on immense debt to pursue education beyond high school, underscoring the reality that enrollment rates are not a reflection of accessibility.4

Students who take out government loans in Canada graduate with an average of $27,000 of debt.5 Such debt negatively impacts the lives of students, often preventing continuation of further educational aspirations, pursuit of their first-choice careers, and ability to contribute to the economy through investments like cars, homes, and more. This is further compounded for those who do not secure a living wage upon graduation — an increasing reality for many. A debt-based system is inherently discriminatory. Low-income students pay more for the same education than their wealthier counterparts, through the accumulation of interest. Someone who goes into full public debt in Ontario pays up to $12,000 more for education than someone who can pay up front. In this way, a debt-based system particularly discriminates against marginalized groups who are more likely to make less money than privileged students after graduation, and take longer on average to pay off their debt. When referencing marginalized groups, we acknowledge that on an institutional and systemic level marginalized groups such as racialised and Indigenous people, women, queer and trans people, and people with disabilities face more barriers to attain the same goals and resources as people who are members of privileged constituencies.

Polling shows that about 50% of full-time students have to work during the school year, that 20% of students cannot afford to buy all of their textbooks, and that 10% of students have to pay their fees late due to money issues.6 At the University of Guelph, 534 students and their dependents use the CSA & GSA Student Foodbank. High fees have a clear negative impact on the quality of the student experience. Having to work longer hours and stress about debt means less time not just for academics, but also for extracurricular opportunities and important activities that maintain physical and mental health.

In addition to freezing tuition fees, the Central Student Association demands that the University of Guelph, in order to improve financial accessibility for all students, removes the fall $200 compulsory non-refundable Registration Deposit, the Late Registration Fee, and the Program Transfer Fee, and extend full tuition fee refunds for each semester to the 30th day of class. 3 Canadian Federation of Students – Ontario, 20154 Canadian Federation of Students – Nova Scotia, 20145 Canadian University Survey Consortium, 20156 Canadian Federation of Students – National, 2012

Illustration by CFS

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INTERNATIONAL STUDENT FEES International students are financially burdened with paying tuition fees that are over three times as high as fees charged to domestic students for the same education. The average tuition fees for international students in Canada is $21,932 compared to $6,191 for domestic students.7 Differential student fees for domestic and international students place an unfair financial burden on international students.

There is no fundamental difference between domestic and international students when it comes to the value of the educational experience they receive. International students pay income and sales taxes, just as domestic students do, and many will stay in Canada, with their education benefiting our society directly. Moreover, annually international students contribute nearly $3,000,000,000to the province’s economy through basic living expenses, consumer spending, and tuition fees.8 Universities and governments need to stop using international students as cash cows, and instead value students for the important members of society they are. The Central Student Association demands that the University of Guelph budget for a freeze in tuition fees for all international students and develop a plan to ensure international tuition fees are in line with domestic student tuition fees.

PUBLIC POLICY Public funding for post-secondary education has declined from around 75% in the early 90s to less than 50%, resulting in universities downgrading the cost onto students, and further seeking external sources, often which are precarious and compromise the public academic focus of the institution. Students who were contributing 18% to the operating budgets of universities in 19919 now contribute more than 50%.10 Evidence shows that the cost of education does not even match inflation, but instead exceeds it multiple times. Inflation in Ontario from 1993 to 2014 was measured to be 47.28%.11 Average tuition fees in the year 1990 were $1,68012 while the average tuition fees for the year 2015/2016 are $7,86813, an increase of a whopping 368.3%. If tuition fees had increased in tandem with inflation, Ontario students would be paying a significantly lower $2,669.10. These figures tell us a very different story than the simple ‘increases in the cost of living’ explanation for tuition fee increases.7 Ibid.8 Canadian Federation of Students – Ontario, 20139 Ibid.10 The Ontario Confederation of University Faculty Associations, 201511 Bank of Canada, 201512 Statistics Canada, 2005.13 Statistics Canada, 2015

Illustration by CFS

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STOP BUDGET CUTS The quality of our education is degrading as the University continues the process of cutting $21 million in programs from 2014 to 2016. These cuts are happening in the context of differentiation occurring across Ontario where programs that generate more revenue and are more appealing to the private sector are emphasized over other programs. Instead of making cuts, the university needs to prioritize quality, and comprehensive education, as is the university’s mandate. Budget cut targets are occurring despite the $76 million structural surplus at the University from 2010 to 2014.14 The University of Guelph is prioritizing differentiation and cuts, instead of a comprehensive education that benefits students and faculty. The cuts are negatively affecting front-line workers and faculty, with opposite impacts for Senior Administration and most professional staff in respects to salary, and hires, seeing their numbers increase from 727 to 857 between 2008 and 2015. This, while the amount of faculty, custodial staff, and sessional staff has been reduced, negatively affecting workers’ job security and harming the quality of education. Regressive budget cuts translate to toxic and precarious work environments, with fewer workers taking on larger workloads. Cuts also lead to fewer supplies, and important maintenance work being deferred, jeopardizing safety. This is especially shameful at a university, which should be a respected and model employer.

Budget cuts have a disproportionately negative effect on marginalized populations, who as workers, often make up the most precarious of positions, and who as students, have seen the already sparse diverse programming that does speaks to their identities quickly disappearing. Consider the unjust cutting of Women’s studies in 2009, and the recent elimination of all remaining upper year Women’s Studies courses. We see the prioritization of Eurocentric perspectives and cuts that are regressive and dismantle the comprehensiveness of our university.

BUDGET PRIORITIES

Alongside the combined surplus of $76 million from 2011to 2014, the University of Guelph has drastically increased its amount of internally restricted funds from $35 million in 2006, to $172 million in 2012, to $265 million in 2014.15 UGFA and other student and workers organizations at the University of Guelph agree that this is a misprioritization of money.

14 University of Guelph Faculty Association, 201515 Ibid.

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The University of Guelph is also over-investing in capital projects. As is stated in UGFA’s analysis, “in each of 2011-2013, the purchase of capital assets exceeded the cash flows from operations, meaning that money had to be found elsewhere to buy capital assets. This situation can be interpreted as the Administration placing a very high priority on capital investments, so high that they are willing to borrow money or starve other University activities perhaps of greater importance to our mission.”16 Even in 2014 when capital spending did not exceed cash flows from operations, the Administration spent $49 million on capital assets.17 This same debt from capital expenditures is often used as an excuse to cut programs.

The Central Student Association demands that the University of Guelph puts an end to regressive budget cuts, and abandons the directives of differentiation.

JOIN STUDENTS & WORKERS TO LOBBY THE GOVERNMENT FOR INCREASED FUNDING Program cuts fit into the province of Ontario’s strategic mandate plan to ensure that universities ‘specialize’ in what they do best, otherwise known as program differentiation. The differentiation process in Ontario paves the way for the creation of a two-tiered university education system, wherein students who can afford massive tuition fees attend private schools, while students who cannot instead attend underfunded, poor quality, publicly assisted institutions. The University of Guelph has decided to focus on revenue generating programs, and as a direct result, the quality and comprehensiveness of our education has suffered. As previously outlined, raising tuition fees and regressive program cuts only degrade the quality of education. For the Board of Governors to truly fulfill the university’s mandate and mission, the University of Guelph must join students and workers meaningfully, and with their direction, to lobby the provincial and federal governments for more funding and additional improvements to the quality and accessibility our post-secondary education system. This is a particularly crucial and opportune time as the provincial government explores revisions to the funding formula. The Pay More Get Less campaign demands that the University of Guelph make a commitment to join students and workers in a joint call to the Provincial and Federal Governments for more public funding for, and improvements to, Post-Secondary Education.

16 Ibid, pg 12.17 Ibid.

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A commitment to tackling mental health issues on campus, increasing resources, and reducing wait times for Student Accessibility Services, Counseling Services, and seeing a psychiatrist on campus.

3 ACCESSIBILITY

Beyond just privileging high-income individuals, the University of Guelph also caters to those with particular bodies and minds, creating barriers for many students. While the institution is currently in the process of completing an accessibility audit, there is little student representation and opportunities for engagement, particularly for marginalized groups directly affected by what is being assessed. Results from such audits in the past have also lacked adequate data analysis, and implementation of constructive improvements. The University of Guelph needs to comply and go beyond what is laid out in AODA to ensure adequate support for students. This includes such things as: sufficient physically accessible, parent-friendly, gender neutral washrooms in all campus buildings, installation of soundfield amplification systems in lecture halls, and podcasted/recorded lectures.

Furthermore, students with disabilities, and those working part-time or full-time to afford school, often are more likely to enrol in school part-time and/or through distance education. Not only do part-time students pay more per-credit as compared to full-time students and due to the Board of Governors’ annually tuition fee increases which are compounded in the case of increased completion time, but they also do not have the same access to mental health resources. Likewise, distance education courses have an additional Distance Education Resource Fee of $75 per course. In this way, tuition fee increases disproportionately affect students with disabilities and low income students. It is further not fair for those students taking two or less courses, who are only allowed access to counselling service once a semester for an assessment.

The Central Student Association demands that the University of Guelph ensures that the resources needed to fulfil recommendations coming out of accessibility audits is available, and that the cost of part-time studies is reduced to match the per-credit fees of full-time students, remove the Distance Education Resource Fee, and give full access to mental health resources for all part-time students.

WAIT TIMES

The percentage of students facing issues with mental health has been increasing in universities all over Canada, including the University of Guelph. Increased stresses with high tuition fees and student debt, poor job prospects after graduation, and working multiple part-time jobs while also attending school have no doubt contributed to this increase in mental health issues for students.

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According to a Mental Health Awareness Program the University of Guelph produced two years ago:• The number of students who access counselling has increased 10-15% each year over the last five years• Student Health Services reports a similar increase in the number of students who present themselves

with symptoms of mental illness18

• According to a recent report to the Student Services Fee Committee from Student Wellness Services, the amount of students registered with Student Accessibility Services (SAS) has more than doubled, and the number of students registered with a primary disability of mental health has more than quadrupled over the last 9 years

Despite these increases, the amount of mental health resources for students at the university have not kept pace.

Student Accessibility Services has advisors that are overwhelmed, regularly advising over 100 students. There is an urgent need for more advisors at SAS to aid students with disabilities; there are currently only 9 SAS advisors, and this year, advisors struggled to find the time to see every one of their first-year students by the 40th class day.

According to a recent report to the Student Services Fee Committee from Counselling and Student Support Network, the total amount of appointments at Counseling Services increased from 6,784 in 2011/12 to 8,478 in the 2014/15 year. It is not uncommon for waiting lists at Counseling Services to be as long as a month. The waitlist for an assessment by a psychiatrist on campus is generally even longer, lasting months. This, similarly to students who need to meet with a counselor weekly, forces many to look externally, often resulting in additional stress and out-of-pocket incurred costs, due to travel expenses and not having the health coverage for such services. With currently only 13 counselors at the University of Guelph, it is clear we need more counselors to reduce wait times and ensure students receive the support they need. A maximum wait time should be established, through consultation with the Accessibility Working Group, with additional support professionals enlisted on campus during times of high stress, such as September and exam season. Alongside this it is also important to note that students should not be forced to disclose a mental health diagnosis to SAS in order to receive accommodations, as supported by the Ontario Human Rights Commission, nor should they be forced to disclose a disability to a professor, which can instead be handled through SAS at the student’s discretion.19

The Accessibility Working Group also supports the Black Liberation Collective - UofGuelph’s demands, including their call to establish sufficient culturally appropriate counseling and mental-health services on

18 University of Guelph, 201419 Ontario Human Rights Commission, 2014

R ETS SSE D

lonely?

NERVOUS? anxious?

Exhausted

OVERWHELMED?

scared? TRAPPED?

Hopeless?

BLUE

Worried?FRUSTRATED? Confused?

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campus to serve the mental, emotional, and psychological needs of black students. Our SAS advisors and our counselors also need anti-oppression training to better serve marginalized groups and create an inclusive environment.

The University of Guelph had a $66.6 million surplus in the 2014/15 academic year and has the means to invest more money in mental health resources. Student Services Fees should not be increased to provide this needed support. The Accessibility Working Group calls upon the University of Guelph to increase the amount of counselors, psychiatrists, and SAS advisors in order to reduce wait times. Simultaneously, the Senior Administration must call on the Provincial Government for a more sustainable and consistent funding envelope for mental health resources at post-secondary institutions across Ontario.

Where once minimum wage jobs in Ontario made up 2.4% of all employees in 1997, as of 2014 this number had increased to a staggering 11.9%. Likewise, the share of workers making within $4 of the minimum wage grew from 19.8% to 29.4%.20 These increases are part of a worrying trend of increasing income inequality in Ontario. On an institutional level at the University of Guelph, the income gap is also growing. From 1996 to 2009 salaries for Senior Administration have skyrocketed, with 65.4% increases for Associate Deans, 79.1% increases for VPs, 98.9% increases for Deans, and a 160.7% increase for the President.21 Meanwhile, there are hundreds of workers and students who make at, or near, the $11/hour minimum wage on campus.

We are also advocating for international students to have the same access to jobs as domestic students. For example, international students are not eligible for Undergraduate Research Assistantships.

Organizations across Ontario, including the Central Student Association, support the fight for $15 and fairness campaign. The campaign calls for a $15 dollar minimum wage in Ontario and has been lobbying for various reforms to Ontario labour law for better workplace conditions. The Central Student Association demands that the University of Guelph pay adequate wages to all academic and support staff at the institution, and commit to immediately paying all workers who work for wages at or near the poverty line, $15/hour.

20 Canadian Centre for Policy Alternatives - S. Block, 201521 University of Guelph Faculty Association, 2012

Implementation of a minimum $15/hour minimum wage for all on-campus jobs, including work-study jobs.

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FOSSIL FUELS

The Central Student Association supports Fossil Free Guelph’s demands to have the University of Guelph freeze new investments in fossil fuel companies and, over a five year period, divest from them completely. This support has been strongly echoed by faculty in the Sociology, Geography, and Political Science Department. The University of Guelph invests $26 million directly into fossil fuels, even though returns on ‘green investments’ have shown to be on par, or greater. As Fossil Free Guelph cites in their briefing document, climate scientists, environmental organizations and even notable mainstream financial experts, have asserted that the majority of the world’s fossil fuel reserves must stay in the ground in order to prevent catastrophic climate change. To be a truly sustainable university, our institution needs to commit to divestment from fossil fuels.

WATER

In 2012, 78% of students voted in favour of the University of Guelph discontinuing the sale of bottled water on campus. It has been 4 years since this vote, and despite lobbying efforts, the University of Guelph has still not made any tangible commitments towards this goal. Recently, at the Central Student Association Annual General Meeting 2016, students voted overwhelmingly in favour of calling on the University of Guelph to also divest from companies that profit from the sale of bottled water.22

Right now, the university has investments in Nestle and Pepsico, both of which are heavily involved in the privatization of water. Such commodification has dangerous negative socio-economic and environmental impacts. The bottled water industry is poorly regulated in respects to extraction and product health and safety. Water is pumped with little regard for environmental implications and companies are constantly aggressively seeking expansion into new “markets”; this, while over 80 First Nations communities in Canada lack safe drinking water.23 17 million barrels of oil are used in the annual production of water bottles in the United States alone, and often the 1 in 5 bottles that are actually recycled end up getting downcycled into material that is later trashed.24

Clean drinking water should not be available only to those who can afford it. In 2010 the UN declared access to clean water and sanitation a basic human right. It is far past the time for the University of Guelph to join the 26 other campuses across Canada that have ended the sale of bottled water. The Central Student Association demands that the University of Guelph end the sale of bottled water on campus, not renew existing or sign new bottled water contracts, and divest funds from companies involved in the sale of bottled water.

22 Canadian Centre for Policy Alternatives - M. Lee & B. Ellis, 201323 Health Canada, 201624 Nelson Education – M. Winston & R. Edelbach, 2013

Divestment from fossil fuel companies and companies invested in the privatization of water5

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(Bank of Canada, 2014): http://www.bankofcanada.ca/rates/related/inflation-calculator/

(Canadian Centre for Policy Alternatives, 2015 - E. Shaker & D. MacDonald): What’s the Difference? Taking Stock of Provincial Tuition Fee Policies.

(Canadian Centre for Policy Alternatives - S. Block, 2015): A Higher Standard: A Case for Holding Low Wage Employers in Ontario to a Higher Standard.

(Canadian Centre for Policy Alternatives - M. Lee & B. Ellis, 2013): Canada’s Carbon Liabilities: The Implications of Stranded Fossil Fuel Assets for Financial Markets and Pension Funds.

(Canadian Federation of Students – National, 2012): RBC/Ipsos Reid Poll – Statistics Canada 2010.

(Canadian Federation of Students – Nova Scotia, 2014): Face of the Future: Post Secondary Education

(Canadian Federation of Students – Ontario, 2013): International Students in Ontario Factsheet.

(Canadian Federation of Students – Ontario, 2015): Turning the Page: A New Chapter for Ontario’s Post-Secondary Students.

(Canadian University Survey Consortium, 2015): 2015 Graduating University Student Survey.

(Health Canada, 2016): First Nations and Inuit Health: Drinking Water and Wastewater(Nelson Education – M. Winston & R. Edelbach, 2013): Society, Ethics, and Technology, 5th Edition

(Ontario Confederation of Faculty Associations, 2015): University funding in Ontario hits worrisome milestone.

(Ontario Human Rights Commission, 2014): Policy on preventing discrimination based on mental health disabilities and addictions – Section 13: Duty to accommodate.

(Ontario Undergraduate Student Alliance, 2012). Tomorrow’s Tuition: A new framework for affordable higher education.

(Statistics Canada, 2015): University Tuition Fees, 2015/2016.

(Statistics Canada, 2005): University Tuition Fees, 2005/2006.

(University of Guelph, 2016): Counselling and Student Support Network 2014-2015 Report.

A Appendix A: Sources

(University of Guelph, 2015): 2015/2016 MTCU University Operating Fund Budget.

(University of Guelph, 2014): Mental Health Awareness Program

(University of Guelph Faculty Association, 2015): Analysis of University Finances.

(University of Guelph Faculty Association, 2012: Analysis of University of Guelph Finances.