Okanagan College Students’ Union Written Submission for Post-Secondary Review

Introduction

Okanagan College Students’ Union (OCSU) represents college students at Okanagan College.

• We have over 5000 members 

• We are located across the Okanagan, and our campuses include Kelowna, Penticton and Salmon Arm. 

• Key demographic features are that we are a unique combination of urban to rural market with a complex array of campuses in diverse pockets of the province, and our student body membership ranges from academic, vocational, upgrading, domestic, international, indigenous and mature learners.  

• We advocate on behalf of students, deliver essential student services, and ensure student representation within institutional governance and decision making structures.

Our students’ union strongly endorses the core principles outlined in the BC Federation of Students’ submission and offers the following local evidence and recommendations to support and expand on those themes.

The Okanagan is a region known for world class living and has seen a tremendous surge in popularity. That has caused significant challenges with housing affordability and availability until as recent as late 2025 when Kelowna became flooded with micro unit condominium buildings. Vacancy rates are currently above 1% however, affordability is certainly not. Wages and transportation are incredibly low to non-existent across the Okanagan. We are an underserved region by means of transit, and an overpopulated segment of BC. We are also facing income disparity at higher levels than ever, and with increased unhoused populations and those struggling financially, we are also seeing a deeper struggle with food insecurity. 

The current waitlists for classes at Okanagan College is okay at best, if waitlists being more than full can be considered okay. When courses are cancelled it causes complications with waitlists and massive fluctuations which are detrimental for learners. We have been experiencing reduced hours for services, such as library hours of operation, as a means to cut costs for our institution. This is also unsupportive of students' needs. Our current state of infrastructure/training equipment on campuses is problematic in that roofs are leaking, upgrades and maintenance tasks are deferred, and study areas are few and far between. Regarding safety in equipment in learning environments, that appears to be okay for the time being. Given appropriate operational and building funding we would be in a much better position, and would be able to provide more state of the art learning and resource centres for our students.

Purpose and Value of Okanagan College to the Okanagan

Okanagan College has campuses spread throughout the Okanagan, historically ranging from Oliver, to Revelstoke, to Salmon Arm, Vernon, Kelowna and Penticton. The 4 main campuses serve the towns, cities and surrounding communities of Kelowna, Penticton, Salmon Arm and Vernon. All campuses provide ABE for students. Other nearby public post-secondary institutions include UBC Okanagan in Kelowna, then Thompson Rivers University in Kamloops, Selkirk College in the Kootenays, and the Nicola Valley Institute of Technology in Merritt. Okanagan College programming directly relates to serving the student populations among the Okanagan region. Our students are often mature, re-entering post-secondary or upgrading in order to meet the needs of the workforce. 

Okanagan College directly supports the needs of our region by educating students in the fields of highest demand. We have programs in all of our biggest industries such as food, tourism, hospitality, aerospace, healthcare and construction. We have entire buildings on campuses dedicated to meeting industry demands with state of the art learning environments. 

Our institution improves prosperity in the region by having opportunities to learn in fields that directly get students hired immediately upon graduation. Our institution alone is a massive portion of the work force in our communities. Our institution provides educational opportunity, career stability and is responsive to the needs of our communities. This should not be de-stabilized and should be funded adequately. 

Local Impacts of Stabilization Without New Funding

We want to highlight that long-term sector sustainability without additional funding is a recipe for failure. Many institutions such as Okanagan College are already feeling deep financial impacts due to the slashed international students rates and compounding years of chronic underfunding for operational costs. It's easy to point fingers at which governing body is responsible for the crisis in post secondary education, however the fact of the matter is that both the federal and provincial governments have played damaging roles. Now is the time to reverse the habit of underfunding, not dig deeper in. 

We’ve seen the College centralize a good portion of its services to the Kelowna campus such as recruitment. Taking the people who best know their local communities away from the task of recruitment disconnects local would-be learners from the spirit and culture of Okanagan College, and sending people from outside our varied communities means there is a missing link between what those local communities need from the institution and its offerings. This feels especially apparent as our senior administration has worked to isolate its Board of Governors from hearing from outside groups and steers them into an operational board model, not a group tasked with stewarding and steering Okanagan College. 

Without stable and sufficient public operating funding, post-secondary institutions are having to pursue external revenue-generation measures to maintain basic operations. At Okanagan College Penticton, this pressure has resulted in the exploration and implementation of the leasing of academic and campus spaces to non-post-secondary users, such as Grade 9 secondary school cohorts, in order to offset operating shortfalls. While these arrangements may provide short-term financial support, they underscore a deeper issue: public post-secondary institutions are being required to subsidize educational mandates through measures that displace student access to learning spaces, and blur the intended purpose of publicly funded campuses. These are neither sustainable or aligned with the long-term mission of colleges to serve post-secondary learners and regional workforce development.

Opportunities for Collaboration & Reducing Competition

Students want access to good education and opportunities and are profoundly unconcerned with the egos, drama, or brand of their institution. Students want to feel that the priority of their institution is the student experience and opportunities that might be afforded to them, and if that means forging collaborative relationships with other institutions, then that would be considered a generally favorable approach.

The interior region is not a cohesive one. It comprises unique landscapes, industries, and communities. This diverse collection of places and people calls for diversity of educational opportunities. Institutions across the Thompson-Okanagan, Boundary Region, and the Kootenays ought to develop strong collaborative relationships as it benefits both its students and employees. It would be ideal to see simple courses and credit transfers be available between the institutions of the interior – especially those from the colleges like Selkirk and Okanagan College to the Universities of the area. When students, and potential students, are able to stay as local as possible to complete their education, it ensures our interior communities remain active and continue to build new industries in the face of collapsing forestry and mining sectors. 

Necessary Safeguards when Considering Consolidation

The Okanagan has already experienced a takeover of our previous North Campus of Okanagan (University) College in 2005 by UBC. This was a complex at best, hostile at worst amalgamation of sorts, of which the effects are still being felt 20 years later. The duty of public post-secondary is to support learner access in the region of their choosing, to provide high quality education, and to ensure communities can prosper with a local workforce which has been effectively trained in order to meet regional and geographic needs. 

If any consideration of amalgamation occurs, all interest holders of post-secondary would need to have a seat at the table for consideration, evaluation and preparation. This is not a direction we believe is fruitful for the residents of British Columbia and will be detrimental and de-stabilizing in both the long and short term horizons.

Community colleges should absolutely not be consolidated with other colleges, or neighbouring universities. The strength of community colleges is that they provide programs and jobs that meet the needs of their direct communities. They support the local workforce and provide economically beneficial programs, which ought to be further incentivized to best respond to the needs of the communities they are in. This will also help keep potential and current students, and graduates, local. 

Another important step to this are direct program-to-employment initiatives (independent of co-op programs).This is something applicable to all PSE institutions in BC. There are already many institutions that prioritize lining students up with jobs following completion of their program; BCIT is a great example of this. Governments and institutions need to incentivize companies (or otherwise penalize them for trying to minimize labour costs by eliminating entry level positions) into hiring new graduates. New generations of workers are losing faith in higher education; a degree no longer guarantees a job for young people, and in many cases, can act against them for companies that fear hiring capable employees.

Legislative Oversight: Responsiveness Must Not Come at the Expense of Accountability

Chronic underfunding forces institutions into short-term, band-aid solutions and constant operational adjustments, creating an environment of uncertainty and instability. Ever-shifting plans and management decisions foster unease, mistrust, frustration, and burnout among staff and faculty, which inevitably trickles down to students. The post-secondary experience is not isolated to the classroom; when employees and instructors are stretched thin and dissatisfied, the impact is felt across the entire campus community.

A clear example of this was the former nursing bridge program between Okanagan College and UBCO. When funding for Okanagan College’s portion of the program was cut, students preparing to enter their second year were suddenly told they would be required to attend UBCO instead, with the announcement coming just as they were gearing up for their first practicum. There were not enough seats to guarantee placement for all students, and the window to secure on-campus housing had already passed; without strong advocacy from students and allies, many would have been forced to absorb significantly higher university fees a full year earlier than anticipated. This decision came at a time when the province was publicly prioritizing solutions to the health-care worker shortage, making the funding cut directly at odds with its stated goals. It also followed the construction of a new, government-funded Health and Science building at the Kelowna campus, supported by substantial community donations from those who reasonably expected their investment would translate into more locally trained nurses serving Interior Health.

Online Learning at Okanagan College

Okanagan College appears keen to devote resources to online learning. It has been observed by students that this new direction comes across at the expense of current students for hopes of attracting other demographics of learners such as those already with established careers who are looking to upgrade. In fall 2024 nearly every cohort of adult upgrading students on OC’s Penticton, Vernon, and Salmon Arm campuses showed up to class a week after their programs had started and were told their courses no longer had devoted in-person learning and were moving to an online format. The institution insisted the format was in fact hybrid, however students seeking the in-person portion of that “hybrid” learning were offered an empty class room with a screen to stream their class, and no actual, on-the-ground support from an instructor. 

Okanagan College has gone on to remove several Adult Upgrading instructors and has implemented “learning strategists” through one-time grant funding to support these students. These “strategists” are outside hires with far less education and expertise than the faculty they are “filling in” for, meaning students are missing out on the high quality education they were promised at registration or recruitment. 

Our other key concern with online learning, especially OC’s desire to use it as a default for the majority of students accessing our regional campuses, is a lack of access to stable internet – something not even guaranteed on campus! – and the additional costs of required participatory equipment needed to succeed in online courses. Not all computers come standard with cameras or microphones – these are hidden costs to students that are just as predatory as required quizbank and code purchases with text books. 

We know that online learning is here to stay, and there certainly are those who benefit from their availability – taking a required course online is better than potentially delaying graduation by waiting a semester or longer to take the course. We also know that flexible learning options such as hybrid courses can help students better manage complicated personal life schedules, such as juggling classes and multiple jobs just to afford their opportunity at post secondary education. However, without sufficient funding institutions are not able to keep up with their own technological requirements to make these as successful as they need to be for students. Equipment breaks down, rural wifi is spotty and inconsistent, loaner computers lab computers are used and abused routinely, the list goes on. If our institutions have the appropriate, proportional operation funding to maintain these new-age requirements, then we will become more viable and easier to participate in across the board. Without these direly needed supports, students will suffer at the brunt of the shortages and struggles of the institution.  

Implications of Tuition Caps for Affordability, Access and Equity

Maintaining a cap on fee increases is crucial to the health of the post-secondary sector. Making changes to the Tuition Fee Limit Policy that allow institutions to increase tuition for domestic students is certainly an appealing low-hanging fruit for administrators and governing bodies, however it is the most inequitable, unreliable, and unstable route for students. It would be a move also in stark contrast to the original reasons and spirit of the Fee Limit Policy-to protect affordability for the widest demographic of students possible, and to help lift BC residents from poverty through post-graduation employment opportunities. 

Furthermore, individuals and families throughout the valley and beyond are already facing unprecedented unaffordability across many sectors. A clear indicator is the 20 percent increase in usage year over year of the Central Okanagan Food Bank reported in 2025. When families cannot even afford groceries, it is hard to see how they will be able to bear the weight of rising, unpredictable tuition.  

Impacts on Underrepresented Learners

At Okanagan College, we are seeing the deepest impacts of an unsustainably funded and supported institution at our regional and rural campuses. Students recruited to Salmon Arm, Vernon, and Penticton were promised the chance to stay local while still receiving the full academic experience so many young people dream of. The reality, however, is that many of these students face extremely limited course options, are often forced to commute to other campuses to access in-person classes, and, year after year, entire cohorts discover they cannot complete more than one year of their program at their home campus.

The loss of local options further harms people in smaller communities who are already facing poverty–an issue that is deeply intersectional for many groups. These barriers show up as an inability to travel to distant campuses, unreliable or nonexistent internet, and a lack of devices needed for online or “hybrid” learning. At the same time, reduced services such as limited library hours and less in-person access to accessibility coordinators, counselors, tutors, and advisors mean that students already facing systemic barriers are left with even fewer supports and even fewer pathways to real educational success. If protections like the Tuition Limit Policy are weakened, these students will be the first left behind and there would be many more to follow.

Okanagan College Students’ Union Recommendations 

We echo the BC Federation of Students’ provincial recommendations and highlight the following local priorities to support the long-term sustainability of BC’s public post-secondary system:

Affordability & Tuition Protections: Keeping tuition increases capped is absolutely necessary for affordability, and consequentially, enrollment. Demanding that students either pay more for their tuition or take on more debt to cover said education in a cost of living crisis is a deplorable and predatory move by the ministry and government. However, it can also be recognized that maintaining the limit means institutions don’t have flexibility to adjust when costs go up, especially when the government is unwilling to properly fund post secondary. 

The Provincial Government recognizing that the sector is in crisis, without taking action by creating additional funding, is simply unacceptable. Many groups, including students’ associations, have been sounding the alarm bells that the reliance on unregulated international student tuition fees as the “funding model” for post secondary education is a reckless and dangerous practice, and is why so many institutions are in such dire straits now. With costs rising across all sectors, students and would-be students cannot afford to pay even more for tuition. Eliminating or changing the 2% cap will lead to a decrease in enrollment, which will consequently lead to fewer graduates and professionals, which will impact lagging sectors and the labour gap even more.

Governance & Representation. Institutions exist to serve their biggest interest-holders, the students and institutions were established to meet the needs of the committees. Therefore, the communities and the interest-holders must be fully participatory in reviewing and prioritizing the long term sustainability of BC’s public post-secondary education system. If the system is changing, underrepresented students cannot be an afterthought. Minority groups are already suppressed due to many socioeconomic factors, and need support from all sectors, such as childcare and transportation supports, stable funding for access programs, stronger Indigenous partnerships and real say in decisions that affect them. Underrepresented students must also be protected from those that seek to stigmatize programs under the labels of “diversity hire” or “DEI”. 

Student-Safe Financial Measures

The review committee will be hard pressed to find post secondary students who view the Tuition Fee Limit Policy as a failure. The policy has protected student affordability, provided reliable financial planning opportunities, and has kept costs to students from spiraling completely out of control in stark contrast to their costs of living outside of their tuition fees. The only way this policy failed was through its lack of protection for international students. 

If there were tuition regulations for international students, we wouldn’t have seen the mass-overreliance and exploitation of international students in our post secondary sector. If institutions hadn’t been able to use international students as their financial crutches institutional growth likely would have been more measured and gradual, which would not have left so many floundering as they did during the pandemic and now after international numbers have been slashed. 

Student-safe financial measures that are genuinely student-centred are protecting and strengthening the Tuition Fee Limit Policy for students-maintaining the annual 2% cap, creating a similar policy for international students to create equitable predictability and reign in institutional reliance and exploitation, as well create more measured, sustainable growth, and to commit to new and appropriate funding for the post secondary sector which must include a reasonable funding model and annual infusions of funds. 

Conclusion

Okanagan College exists to serve the communities and its diverse members of the Okanagan Valley. Failure to adequately address the needs of institutions such as ours will result in devastating losses for this region, not only in qualified workers, but also in stability among citizens. Failing to support the post secondary sector any longer is detrimental to all of BC, and the other economic challenges we are currently facing-healthcare workers, labour shortages, environmental challenges. These struggling sectors need educated problem solvers to move us forward. We urge you to consider the impact and importance of post secondary in your consideration. Long-term sustainability in post secondary education must be built on new, sustainable, public funding that protects access and affordability while actively mitigating harms to students. When education remains affordable and regionally accessible, students are able to train and stay in their home communities, which directly helps fill labour shortages and ensures workers are trained to meet community needs. This approach strengthens the local economy, supports community stability, fills the gaps in our work forces, brings innovation to our existing challenges, and reduces pressure on other social safety net programs by creating clear pathways to employment and economic security. Post-secondary education is a system that requires dedication from our government, and is a worthy investment of taxpayer dollars.

Sincerely,

Okanagan College Students’ Union Board of Directors 

The Okanagan College Students’ Union Stands in Solidarity with Trans Athletes: A Call for Accountability and Inclusivity in PACWEST

The Okanagan College Students’ Union  is proud to reaffirm its unwavering support for trans athletes and the broader 2SLGBTQIA+ community in light of recent developments in the Pacific Western Athletic Association (PACWEST). Following an investigation into a transphobic incident during the October 2024 women’s basketball game between Columbia Bible College (CBC) and the VIU Mariners, PACWEST took the necessary step of suspending the CBC women’s basketball head coach. While this disciplinary action marked progress toward addressing discrimination in sports, subsequent events have raised new concerns.

In the aftermath of the suspension, the CBC team launched a public campaign and the coach has taken legal action in an attempt to overturn the suspension. These moves threaten to undermine the essential steps taken to combat discrimination and could send a disheartening message to trans athletes and their allies throughout PACWEST.

At Okanagan College we believe that sports should be a safe and inclusive space for everyone, regardless of gender identity. Trans athletes deserve the right to participate fully and equitably without fear of harassment or exclusion. We have seen firsthand the impact that discrimination can have on individuals and communities. It is for this reason that we are speaking out - because standing by silently is not an option.

When incidents like this arise, accountability is not just about responding to the moment; it’s about setting a standard for the future. Attempts to reverse disciplinary action not only put the safety of athletes at risk but also undermine trust in the systems designed to protect them. This is a pivotal moment for PACWEST to demonstrate leadership and reaffirm its commitment to inclusivity, fairness, and safety for all athletes.

We call on PACWEST to:

• Stand firm against external pressures to reinstate the suspended coach, prioritizing the safety and well-being of all athletes.

• Reaffirm your commitment to creating and maintaining a safe, equitable, and inclusive sports environment for everyone.

• Call on the CBC Bearcats to publicly commit to fair and safe play by clearly stating that harassment, discrimination, and hate have no place in their organization, and that they will fully respect and uphold eligibility rules for trans athletes.

• Implement comprehensive safety planning practices to protect the well-being of all athletes, with specific measures to ensure the inclusion and safety of trans athletes.

Discrimination has no place in sports - or anywhere. Leadership means standing with marginalized communities, taking decisive action, and ensuring that every athlete is treated with dignity and respect. We urge PACWEST to seize this opportunity to lead by example and show that inclusivity is not just a policy but a fundamental value.

The Okanagan College Students’ Union remains committed to its support for trans athletes across the PACWEST Conference. We will continue to advocate for environments where every player feels safe, supported, and seen.

In solidarity,

Okanagan College Students’ Union, Local 1

2025 Leadership Council Presentation by Okanagan College Students’ Union

OCSU representatives spoke with Okanagan College Leadership on February 6, 2025 to discuss a variety of student concerns. Scroll down to read the blog version of the brief, or click here to read the accessible, screen reader friendly version. A PDF version is also available here. Content is identical across all versions.

Presented by:
Jonathan Chiweda - OCSU Board Member
Ivanna Rubio - OCSU Executive Chairperson

February 6, 2025

Thank you for creating space for student feedback on priority planning. We are here today on behalf of our members from Kelowna, Penticton and Salmon Arm to present to you the needs and concerns of students at OC. As elected student representatives of our institution, it is our duty today to raise awareness of student priorities and projects. This past year, many changes have occurred beyond the control of Okanagan College, so we want to make it clear:  we are not asking you to allocate any additional funds you do not have. We will be concentrating this presentation on how this council can leverage your expertise, energies, and resources to drive impactful and positive changes within our campus communities. Your support and involvement are key to making this happen.

Our presentation today will focus on communications, and highlight four key priorities. However, we encourage further discussion on additional issues not specifically addressed today. Attached to this document are a collection of student testimonials to help illustrate the challenges students have with the issues we discuss in our presentation. 

Our first priority is to work on addressing the systemic errors within extended health and dental fee assessment. If this topic has not been brought to your attention yet, that is a shame as it directly impacts many students across all OC campuses. We are asking you to establish a transparent process for addressing issues like this - particularly when they arise due to system errors like those in Banner. When these problems occur, it is crucial that there is clear communication, swift action, and a set timeline for resolution.

Extended health and dental benefits are provided to students, by both OCSU and VSAOC, with charges collected within the tuition fee statements and remitted to the appropriate student societies. There are credit threshold requirements in order to be assessed a fee, and students may opt-out by providing proof of comparable coverage.

There is a problem with the fee assessment process, resulting in students not being charged for their plans, creating havoc and stress not only for students, but also the students’ unions and the institution. Despite ongoing discussions and support ideas from both student organizations to fix this problem, no progress has been made, which is not acceptable. We reiterate our desire to work with you on auditing the fee assessment process and supporting your work in completing this project in a timely fashion.

Another priority is the need for clear communication with students. We are asking you to develop and implement a communications strategy that includes clear policies on notification timeframes across all campuses, ensuring no student is left scrambling for a solution at the last minute due to institution-made issues. We also propose that course descriptions clearly indicate whether the course will be in-person, hybrid, or online, allowing students to make informed decisions before enrolling. 

We raise this as a result of the pivot from in-person learning to hybridization this past fall. There is no doubt that there are students looking for hybrid and online learning, but there are also many, many students who do not. The online learning experience during the COVID-19 pandemic found online classes difficult to engage with, and international students attending from their home countries in different time zones struggled to connect with their classmates in meaningful ways. 

The hasty shift to hybrid learning had a large impact upon adult-upgrading students, many of whom may be neurodivergent or racialized. This population of students can often be more vulnerable to systems of oppression. Limiting accessibility to these courses thus upholds some of Canada’s systemic issues, including racism, ableism, and poverty. 

Students in all programs need course descriptions that accurately reflect the delivery model to ensure that they are making informed enrollment decisions. If changes occur after registration, students must be given the opportunity to consent or receive appropriate accommodations to minimize disruptions to their learning and well-being.

Regarding the well-being of the campus community, we will be discussing the Smoke-Free OC initiative. Removing designated smoking areas will not eliminate smoking on campus. People will opt to smoke regardless, and in locations that may be even less ideal for non-smokers. If enforcement relies on campus security, which program will lose funding in order to accommodate this project? Will there be additional staffing, or will this policy simply lead to inconsistent enforcement and unnecessary conflict? 

We are asking you to cancel establishing smoke–free campuses, and instead focus on addressing the problematic behaviors arising from the complex relationship between Okanagan College’s Kelowna campus and the high school students next door at KSS.

Our fourth priority in this presentation today outlines the challenges the college faces when dealing with the high school students. The number one issue that students in Kelowna are finding challenging right now is this influx of high school students taking over every space on campus, which leaves tuition-paying OC students with nowhere to study and collaborate with their peers. There are OC students going as far as stating they would rather not attend OC because of the KSS invasion. We are proposing the immediate formation of a working group between Okanagan College and KSS to establish guidelines and consequences for high school students openly participating in vandalism, intimidation, and loitering. 

We acknowledge that projects take time, but prioritizing student needs and re-evaluating other initiatives that do not align with those needs are essential.  By working together, meaningful change can strengthen the campus community, foster student engagement, and promote success for everyone, which can uphold the core values of the Inspire Plan.

As representatives, we remain committed to advocating for fair and equitable treatment of all students. We look forward to engaging in further discussions with the Leadership Council on how we can work together to create a more supportive and student-centered learning environment.

Thank you, 

Okanagan College Students’ Union

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Appendices

All testimonials were collected through letters, feedback sessions, or survey responses.

Appendix A

Student Testimonials on STEM Course Offerings & Delivery Miscommunication

One student wrote:

“ I am in compsci and classes were switched on us with no prior warning. There also was no communication through email or other channels. We also did get the funding for third year classes and were forced to waive into fourth year classes. Again, there was no warning for communication to the computer science students”

Another student says:

“Our professor was experimenting with a new course (STAT390) over the summer in 2024 which is not usually offered, and sent out an email to potential data science students who would be interested in doing it. Me and some other students immediately responded back with a yes! And we requested an in-person class. To which our prof. responded that he would talk to the dept. chair if it would be possible.

The department chair responded that a class with only four students must be held online, and that an in-person class requires a minimum of ten students. We reached out to our peers, and 6-8 additional students expressed interest. However, the course was ultimately conducted with only the first four students who responded to the initial email.

To the contrary, one of the course (STAT443) is being conducted in-person with a class of only 5 students this winter semester 2025”

Appendix B

Student Testimonials on ABA-CRE Communication Issues

One student from the Applied Bachelor of Arts: Community Research and Evaluation (ABA-CRE) program explains:

“Students…are required to complete three 300- or 400-level Arts electives in their fourth year. However, the available course options have been extremely limited. In Fall 2024 and Winter 2025, only about two courses per semester were available for all ABA students to enroll in, given the prerequisite restrictions.

To address this issue, students planning to complete GSWS 295 and INDG 295 in Summer 2024 were informed that these courses would be approved as 300-level electives for those finishing the ABA-CRE program in 2025. However, when registration opened, both courses filled up immediately, leaving most of us on the waitlist and unable to register.

In response, the Arts and Foundational Office assured us that ABA-CRE students would be registered in these courses through Directed Studies, ensuring they would count as 300-level electives. However, this commitment was never fulfilled, and students who were not moved off the waitlist ultimately lost the opportunity to take these courses in Summer 2024.

As a result, one student in our first ABA cohort (originally six students) had to postpone their graduation to the following year, while another decided to transfer to a different university. This left our cohort with only four students moving forward.

[Additionally] the ABA-CRE program website explicitly states: 

Up to 15 eligible graduates of the Applied Bachelor of Arts: Community Research and Evaluation program per year will earn direct entry into the Master of Social Work foundational two-year graduate studies program at UBC Okanagan. 

Based on this statement, we understood that ABA-CRE students would not need to apply to enter the MSW program at UBC Okanagan. However, more than a month after the application period opened, in mid-October, we were suddenly informed that we were required to apply following the same process as general applicants.

Although the Dean’s Office acknowledged that the original statement was misleading, as of January 29, 2025, it remains unchanged on the program website”

Appendix C

Student Testimonials on the Fall 2024 ABE Incident

“I had started my physics 11 class a week or so in and had my class suddenly cancelled. Then had to switch to another class last minute and was quite behind”

• Summer Mcdonagh

“[I] have had all the science upgrading courses cancelled on me, causing me to have to wait even longer before I can apply to the program I want. I also GREATLY struggle with online anything and need the classroom aspect”

- Devony Turner

“Can't even imagine trying to come back after so many years without a classroom to come to. Adult upgrading needs classrooms with dedicated teachers to assist and lead. If closing classrooms was to happen it would be one of B.C.'s biggest shame. You cannot base attendance on one year given circumstances such as the bounce back after covid, cost of living, inflation… Please allow things to settle.”

- Sean Gerela

“I joined the vsaoc in hopes of supporting students in their journey through college. Only to come in and immediately find out oc has removed so many in person adult upgrading courses. Immediately it was a sense of disappointment in the college and really fizzled any college pride I could start to build. Learning they did this to students with no preparation or warning, and did it so last minute was disgusting. Adults upgrading their classes are already a minority struggling and needing support and they have been thrown away by oc. As a vsaoc member I stand against this and will do my part to stand up and support the adults who need to upgrade classes. As a mature student myself this was especially disappointing to see as I can sympathize with them. Especially when oc is lying straight to professors saying it's about numbers yet the staff is informed on their numbers and know oc is lying. This behavior is unacceptable and i hope with ever fiber of my being the the current oc head will not be selected in the new running”

- Kailey Marcinowski

“I know someone personally who has been affected by this and purposely unenrolled from an online math course and switched to OC to take Math 11 in person. Their class got canceled on the first day.”

- Elizabeth

“For some of us who are upgrading, we didn’t get the support we needed in high school, which is why we’re upgrading now. To put classes online and prioritize cost cuts over learning is not the reason OC exists. And this mindset will not serve OC in the future.”

- Annika Ree

“Since my mom is a teacher at the college in the adult upgrading program, I have the privilege to see firsthand the impact she makes within not only the college, but the entire community, which has all stemmed from her classroom. She welcomes people with open arms & gives them a safe space to explore their academics, as well as cultivate a community each semester for each class, leading to beautiful & unique connections that wouldn’t otherwise blossom. This is not accidental, she works hard to build this environment & everyday, I see the love & planning she pours into her work, investing into her students like no other teacher. She has singlehandedly changed so many students negative perception of school by giving them the TRUE OC experience:

- Creating a connection with them
- Investing in each of them individually (which gives them the confidence to invest in themselves)
- Putting a substantial deal of effort into the class (showing the students she truly cares, making them want to care in return)
-Having safe & welcoming space (giving students a place to go that cares about them - leading them to open up with my mom & if applicable, she can then set them up the appropriate resources to ensure their success )

This is not achievable if the college moves forward with this plan. OC is about giving students a chance, whether it's their first, second, third... chance. Do not let this be the reason why students can’t pursue their chance.”

- Kaelah Riley

“I have either had to travel a significant distance or had to drop classes altogether because Okanagan College doesn’t run some classes at my main campus. The OC website says that I can take my full Writing and Publishing diploma at the Vernon campus, however my first year I have to split my time in between the Kelowna and Vernon campuses. And now for my second year, only 2-3 options for my required English and Creative Writing courses are actually running.”

- Cdio

“I received my Adult Dogwood Diploma through the ABE program at the Penticton campus during the 2022-2023 academic year. The adult upgrading program was a life-changing opportunity for me as an individual who battled with mental health and disabilities that prevented me from finishing high school as a teenager. Restricting the ABE program to distance learning only and by cancelling classes with low enrolment is effectively like pulling the rug out from under the individuals who rely on this opportunity to get their lives and careers on track. Many people rely on in-person instruction to succeed in their education, or simply don't have the resources or ability to access the technology to attend online classes. What I loved about the ABE program was that it gave adults a second chance at accessible education. There is so much stigma surrounding "high school dropouts" and many people believe we are doomed to fail. Providing an accessible, supportive program for adults from all backgrounds to further their education restores hope in individuals who may have mistakenly believed they were doomed by their circumstances. The ABE program restored my faith in the idea that education really could be for everyone. It is absolutely heartbreaking to hear that OC would cancel such an important program.”

- Drew O'Sullivan

“Our campuses are enriched by mature learners in our ABE courses. These students often transition into academic programs at OC, contributing positively to the learning environment in and outside the classroom. The decision to remove in person ABEclasses has spoiled the positive feeling on the Penticton campus, and will negatively impact enrolment in ABE and academic programs in the future.”

- Ryan Ransom

“As a student from Salmon Arm I love the opportunities the small campus provides and I see so many students out of high school appreciating taking base level courses or upgrading courses before moving to larger universities. Also moving to Kelowna is very expensive and can prevent students from pursuing post secondary when there are perfectly good facilities in Salmon Arm and Vernon that could be utilized. Don’t take more opportunities away from students”

- Chelsey Simmons

“I have a friend who has recently enrolled on the Salmon Arm campus. They are neurodivergent and need to have the ability to pick [their] courses allotting time for mental health breaks and with IN PERSON assistance. I have personally witnessed their mental health and self esteem wither away as they are forced to take online courses.”

- lh

“This has caused a significant setback in my academic progress, resulting in the loss of valuable funding opportunities and time. It has severely hindered my ability to complete the required coursework. I find that I learn best and receive the necessary support in a classroom setting. Hopefully next semester things change or I might not be able to continue my studies. Thank you for listening. #300271018”

- Andy Roberts

“As someone that is in upgrading, this is my only chance of getting my dog wood. I have come too far to let it slip away from me.”

- Tucker Cazloe

“Please introduce the English back to campus”

- Anonymous

“No more cancellations. We need face to face lessons!”

- Zhu Weijing

“I graduated from high school in 2020. The year Covid started. It affected my schooling and how I learned. After going through that I told myself I didn’t want to learn from a computer ever again.”

- Anonymous

“Online classes are not the same as classes in Person and students in Salmon Arm deserve in-person classes! Okanagan College is too quick to remove the option of in- person classes.”

- Jbelec

“Community responsibility to ensure people know their options in life is paramount. Growing up in the foster care system, I have used my knowledge of social programs profusely to continuously share with others what is available. The problem with ableism is that eventually all humans get petered out.”

- Jennifer Haigh

“I do not agree with this change and will be disappointed if it does go through. All students should be able to access resources and have the ability to upgrade their education without the need of access to a computer or laptop. Some people can’t learn their best in that format, it doesn’t make sense even from a business standpoint. Keep the program available in person so that people can continue to further their education at a pace that works for them.”

- jb

“As an ADHD person, in-person classes are incredibly important for my learning. I am privileged enough to have some of the resources and technology to access online courses, but only if I MUST. For those like me or those who often have a worse time than I do with non-classroom setting classes this is a major step backward. In an age of information and rampant disinformation we should be bolstering education, not cutting it down and making it inaccessible. Long term effects of this cause widening wealth gaps, furthering the divide between the wealthy class and working class, and making education a privilege only realized by the wealthy. It contributes to the formation of a caste system. I suggest making efforts to increase your enrolment rate, rather than providing lesser or inaccessible forms of education.”

- Grace Zelda Regnier

“I pay money for in campus classes in Vernon. I am disabled, and denied classes I need because I can’t travel to Kelowna. If I want to take fun classes, I have to go online and get an isolating experience. I pay for these classes, I deserve to have them in person and available! Even the best of the teachers and heads of departments who fight for their students can only do so much. Our Vernon, Penticton and Salmon Arm teachers are INTEGRAL. In person college and community is INTEGRAL. Use resources and money to build community, and the community will pay you back. Stop treating education like a get rich quick scheme.”

- Finley Regnier

“Why? I think it's important to get the full experience from being in class. Attending in person allows for more hands-on learning, immediate feedback from the teacher, and collaboration with classmates that you just can’t get online. I really believe going to

class will help you grasp the material better and stay engaged. Plus, being in that learning environment helps you stay focused and motivated.”

- Shannon Shelby

“I enjoy in class experience and campus activities”

- Marci Armstrong

“I really enjoy the in-class experience. Everyone learns differently, it is important to bond with classmates, instructors to learn more and [have a] better school experience.”

- Tricia White

“Please keep the classes at school. People have different learning ways.”

- Robert Dudley

“Had my physics class cancelled a week into it, not able to do the online options or drive to Pentiction. Now have to set back my plans by a year to find another place to upgrade my physics next year:/”

- Summer McDonagh

“I took adult upgrading and I am now in the Practical nursing program. I would have never been able to start practical nursing if I didn’t have in class upgrading! There are lots of places to take high school courses online but I chose to do them at Okanagan college because they were in person.”

- DM

“As an educator, I see the value of classroom learning as serving some essential functions. It conveys knowledge and a certain skill set; as a microcosm, it teaches students how to be successful students; and on the macro level, it teaches students how to be successful citizens in a larger context. A classroom provides support, structure, organization, human connection, and a safe space to learn these important life skills. It provides accountability, the ability to collaborate, and builds resilience/empathy. Classroom education fosters community. Okanagan College’s decision to move multiple classes online is shortsighted, takes the “community” out of community college, and misses the point of the value of a true education. The message of this move is that Okanagan College only values education as conveying knowledge when true educators know it is far more complex, vital, and human than that.”

- Anonymous 

“Learning needs to be in person”

- Lindsey doucette

“i have recently decided to pursue post secondary education and i have been diagnosed with adhd, making self paced flex programs and online programs significantly harder for me to complete, and i specifically requested for in person lecture classes to upgrade my grades to pursue the pharmacy technician program offered in kelowna at okanagan college, i’m currently upgrading in penticton and they did not offer any lecture based math, which i struggle the most with, and cancelled my biology class because of low enrolment and i have been forced to do self paced biology, which i also struggle with. I am very upset with how these cancellations came with little to no warning and i have had to adjust my work schedule to accommodate my ever changing school schedule, which should not have changed after I've been enrolled and had classes already.”

- Jaena Mccredie

“I had to drop out of Highschool to work to support myself after losing my grandfather who raised me. Without the in person adult upgrading program I would have never gotten to where I am today as an associate of science. I attempted online upgrading but found without a structure it was near impossible to learn the material in my own time. I required in person direction, lectures, and the ability to have questions answered while I’m working on them. Furthermore, to move everything online creates an economical blockade for those who can’t afford a personal computer or perhaps any computer. I feel this move also creates ageism against those born before this age of technology and as a member of the community of Penticton I know for a fact we have a variety of elderly some of which were in adult upgrading with me and would not have had the same success online. This will also create a new labour cost to teach all these people how to use these online resources that the college has looked over. They’ve simply traded one cost for another and put the burden on the students and the instructors.”

- Roberto Schiavone

Appendix D

Condensed Report on Campus Community Feedback for OC’s “Smoke Free OC Initiative" as gathered by OCSU Survey

The survey was conducted by the OCSU Penticton campus. 

Question: Initial Thoughts on Campus Going Smoke-Free
Responses Overview
A total of 18 responses were collected

Negative Sentiments Toward the Initiative (14 mentions)
The majority of responses expressed opposition to the smoke-free policy, sharing concerns about functionality, enforcement, and stress relief.  

Concerns:

• It’s unnecessary and difficult to enforce

• Smoking areas currently serve as stress-relief zones.  

• The policy could lead to unintended conflicts or issues.  

 Sample responses: 

• Hate it, would affect my ability to function 

• It doesn’t make sense, people will do it anyway and it will cause tension between groups (students, security) by trying to enforce it  

• I would rather not have a smoke-free school. The gazebos help and create a place for people to go and have a break

Skepticism About Enforcement (6 mentions)

Some respondents doubted the enforcement of the smoke-free policy.  

Sample responses:  

• People are still going to smoke no matter what

• Unnecessary, people are going to smoke if it’s permitted or not

Impact on Community and Routine (4 mentions)

A few respondents expressed  that removing smoking areas would negatively affect socialization and convenience 

Sample responses:  

• I should not have to walk off campus and risk being late to class 

• The gazebos create a place for people to go and have a break as well as meet other people

Support for Smoke-Free Initiative (1 mention) 

One respondent expressed support for the idea

• Great idea

Question: Do you think a smoke-free campus will positively or negatively affect the campus community? Why?

Responses Overview

A total of 19 responses were collected

Negative Impact on the Campus Community (16 mentions)

An overwhelming majority of respondents believed a smoke-free policy would negatively affect the campus community 

Key Reasons: 

Smokers would continue smoking in undesignated areas, leading to litter and potential conflicts.  

The policy would inconvenience smokers who rely on designated areas for stress relief.  

Students may resort to smoking or vaping indoors, creating additional issues.  

A belief that adults should have the freedom to decide what to do with their bodies.  

Sample responses:  

• Negatively, people will just smoke where they are not allowed and there will be littered butts apart from the obvious conflict it will create

• Negatively, we are all adults. Why do we need to be concerned about what others do with their own body?

• Getting rid of a smoke pit does not encourage students to quit, just to hide it

Mixed Opinions (2 mentions)

A minority felt the impact might be both positive and negative, with little change for non-smokers but a significant inconvenience for smokers

Sample responses:  

• A bit of both, kids will find a spot to smoke anyways 

• For non-smokers, nothing will change in my opinion; the gazebos are already isolated as is, and are pretty out of the way from campus walking paths. For smokers, it'll be an unnecessary inconvenience

Personal Rights (2 mentions)  

Some responses highlighted personal choice and rights to their opposition to the policy.  

Sample responses:  

• It’s my choice to go to designated areas and respectfully use my rights to do as I see fit for my body

• Smoking is not illegal, and there are students and teachers here who are dependent on smoking so that they can function throughout the day

Question: What kind of support would you find helpful when this happens?

Responses Overview

A total of 17 responses were collected. Participants shared their thoughts on what support would be beneficial if the campus became smoke-free

Opposition to the Policy (2 mentions)  

Some respondents expressed that the most helpful form of support would be to prevent the smoke-free policy altogether.  

Sample responses:  

• For it to not happen 

• Having the student union stand up for us is nice

Designated Smoking Areas (2 mentions)

A few participants requested keeping designated smoking areas to continue having a safe and controlled environment for smoking.  

Sample responses:  

• Give us a place to smoke  

• A quiet place

Access to Alternatives (5 mentions)

Many respondents suggested providing alternatives to help cope with nicotine cravings and stress.  

Suggested alternatives: 

• Nicotine gum/patches  

• Free sugar-free gum  

• Free (nicotine pouches)  

 Sample responses

• Nicotine gum/patches   

• Free sugar-free gum   

Psychological and Emotional Support (1 mention)

One individual mentioned the importance of professional mental health support for individuals who are highly dependent on smoking.  

Sample response:  

•  A psychologist will be able to help for people who are highly dependent

Question: What message or information would you like to share with OC leadership regarding this change?

Responses Overview 

14 responses

Opposition to Policy Due to Smoking Behavior Changes (6 mentions)

Many respondents warned that removing designated smoking areas would not stop smoking but instead shift it to undesignated areas, creating more challenges.  

Sample responses:  

• Don’t rock the boat. Students are staying in their respectful places to smoke, and by taking this away, smoking will happen more and in other places  

• People will still smoke at school, so at least give them a space that’s approved

Advocacy for Designated Smoking Areas (4 mentions)  

A large number of participants mentioned the importance of maintaining or improving designated smoking zones as a compromise 

Sample responses:  

OC leadership should instead campaign about having people smoke in the right place.

 Direct students and staff  to the smoking zone  

• It’s a great idea, but it may not change that people will smoke on campus. At least you have a spot away from the students and staff where people can smoke

Concerns About Unnecessary Restrictions (3 mentions) 

Some respondents expressed frustration with the policy, framing it as an overreach or unnecessary measure given existing designated areas.  

Sample responses:  

• With constant budget cuts and complete course collapses, honestly, if I’m going to be micromanaged on what I can consume and dispose of safely, I’d switch schools  

• I completely understand your reasoning for wanting to make the campus smoke-free. However, I do think it is unnecessary as there are isolated areas for smokers

Constitutional and Rights-Based Concerns (1 mention)  

One individual framed the policy as a violation of human rights and advocated for respecting personal freedoms.  

Sample response:  

• This move is unconstitutional and violates a basic human right. Smoking does not go against the law

Recommendations to Leadership  

Maintain the Designated Smoking Areas and ensure smoking occurs in a controlled location 

Our smoking gazebo is already very close to the street, why take it away?

Transparent Communication 

Explain the rationale for the policy, addressing misconceptions and providing data to support its benefits for the campus community. 

OCSU Letter of Support for First-Year BSN Students

April 11, 2023

The Okanagan College Students’ Union is writing to Minister Selina Robinson, the Okanagan College Board of Governors, Okanagan College Education Council, Carly Hall, Dean of Health and Social Development, the University of British Columbia-Okanagan Senate, the Kelowna MLA’s, and our OC Community in solidarity and support of our Bachelor of Nursing students and faculty. 

We are deeply concerned and disheartened about the recent announcement of the intended consolidation of OC’s 1st and 2nd year BSN program with UBC Okanagan. Our first year BSN students are being put in an unfair and nonconsensual situation and they have yet to hear of how they will be supported through this transition, aside from their seats in the program. A final decision may not be rendered until mid-summer by the OC Board of Governors and Education Council, plus the UBC-O Senate. The timing of the decision-making bodies will have serious financial, transitory, and housing planning impacts for these students as they have outlined in their letter to you.

It is deeply unsettling to see that, once again, Okanagan College students are not being considered or consulted on decisions which directly affect them, and that Okanagan College leadership is once again declining to communicate with the community and public.

We are furthermore shocked that the dedicated long-term faculty will be without employment and their instructional skills are not being utilized in continuing to help address the province’s nursing shortages.  

We are questioning how all of our community members who donated to the new Health and Science building in support of the BSN program, including ourselves, will be informed that their generous contributions are no longer going where they intended. Their funds are vital to this institution. 

OCSU is calling on the stakeholders of this consolidation to take into consideration the asks and concerns of the year one BSN students of Okanagan College, and to recognize the unfair predicament they are being forced into. We also ask you to support the nursing faculty who will be without secure employment this fall in a time when the province has committed to supporting nurses in BC in the face of our healthcare system crisis. Okanagan College leadership must address the concerns and predicaments these students are now in and  guide them in how they are to proceed from here as soon as possible. It is unacceptable for OC’s leadership to once again leave students in the dark over a decision that directly affects them.

In Solidarity,

Okanagan College Students’ Union Board of Directors

OCSU Letter of Support for Emily Carr University Walkout

To: Emily Carr Students’ Union, Premier David Eby, Minister Anne Kang and Honourable Selina Robinson

Cc: Emily Carr University Board of Governors & Administration

The OCSU is writing this letter of support for the student walk out by the Emily Carr Students’ Union on December 1st in opposition to the proposed increases to international Student fees for Emily Carr international students and members of the ECSU. The Okanagan College Students’ Union strongly opposes the proposed increases to international students including 30% for new students and 10% for returning students. International students are already paying four times more in fees than their domestic counterparts. In 2017, international students contributed $4.15billion in spending, created 31,400 jobs, and contributed $2.37 billion to the provincial GDP.

They are already contributing their fair share to the BC economy. This continual pillaging ofinternational students is discriminatory, predatory and inexcusable.We are calling on Premier David Eby, Minister Anne Kang, and Honourable Selina Robinson tosupport the BC Federation of Students, and all post-secondary students of British Columbia byimplementing legislation to regulate international student fee increases in an equitable mannerto domestic students.We also call on our elected officials to reinvest in post-secondary education through additionalgovernment funding which has dwindled to just 43.6% in total operating revenue, down frommore than 80% in the 1980s, and more than 90% in the 1970s. With a reported $5 Billionsurplus, this is the opportune time to support our future work force and policy makers.The students of British Columbia have had enough of our post-secondary institutions andgovernment treating international students like cash cows. We stand in solidarity with the ECSU,and all international students in BC, and across Canada. We demand better for our peers.

In solidarity,

Okanagan College Students’ Union

Local 1 BC Federation of Students

November 8th Message to OCSU Members

Hello members!

We wanted to give a big thank you to everyone who participated in our Student Solidarity activities this past week. With your help, we gathered just under 800 student signatures calling on the College to do better when it comes to students. Your Students’ Union coordinated between Kelowna, Penticton, and Salmon Arm campuses to ask our institution to put students first and asked you to lend your support. In addition to the events on November 2nd, we also presented to the OC Leadership council on Friday, October 28th, outlining the challenges students are facing. Moreover, we received a letter of support from the OC Faculty Association (OCFA), as well as local and national coverage. On Friday, November 4, the OCSU hand delivered the signed letters to President Neil Fassina.

This past Sunday, November 6, the OCSU Board had the opportunity to meet in person with both OC President Neil Fassina and VP Students Meri Kim Oliver. During our regular board meeting, we discussed a range of issues that impact OC students. Since the board had already scheduled for Meri Kim to attend this meeting well in advance of our Student Solidarity events on November 2nd most of our questions were focused on the VP Students portfolio. The President did the majority of the talking on behalf of OC. This meeting was just shy of 90 minutes, and we appreciate that Meri Kim and Neil took the time on Sunday to join us on campus to discuss issues we have raised. The President and VP Students answered most of the board’s questions thoroughly, though we feel it is safe to say that both parties know there is still much work to be done.

• Here are the questions asked of Okanagan College Leadership by your elected student representatives.

• One of the challenges for international students is financial stressors. In addition to high tuition, purchasing books and supplies, paying rent, and meeting daily expenses such as parking, transportation, food, and clothing, there is no access to finance alternatives (loans) to help pay for all of it.

• What are the current reasons for not having financing alternatives for international students at OC in comparison to the options for domestic students, have you explored possible solutions like bursaries, etc?

• Is there a plan on how to support the international students that are already here and still have 2-3 more years of school?

• In what ways can we as students, influence the decision-makers of this college after a decision has already been implemented?

• Regarding the Student housing initiative announcement of 2021, Salmon Arm is to receive student housing (60 beds) with plans to break ground in 2022. Has there been consideration for increasing student support to facilitate this change?

• Student recreation and student life for Salmon Arm have very few resources for athletics, intramurals, outdoor programs, or fitness facility access unlike Vernon, Kelowna, and Penticton. Is this something that will be improved in the future?

• Is OC still planning to begin providing free Menstrual products in all bathrooms around all campuses and when can the students expect this?

• What is the process of decision-making and funding allocation after the leadership committee presentation? Are you meeting monthly, how often? What can we expect as a response? Report back structure? Are there minutes of these meetings, what is public, and how can we ensure that our members have adequate awareness?

• Why did the Okanagan Market replace the cafeteria? Based on current feedback from students, students are struggling to access affordable food on campus. What steps are you taking to allocate the resources and address the dire need to facilitate low-barrier food options? (What considerations for students' needs were taken into account when deciding to replace the cafeteria with the market?)

• Can you please point out valid reasons and developments that the 8.6 percent increase would contribute to the life of our students? What would 8.6% do that 3% would not?

• Over the past few months communication with students and to the students’ union has dwindled to something of a second thought. This is a departure from the existing open lines of communication. What happened?

• In reflection of the request to reverse the 8.6% increase on international students and the nearly 800 students calling on you to do something, what options have you considered and when can we expect a response?

As always, our priority is to the needs and aims of you, our membership - the students of OC. We will continue to lobby both Okanagan College and the provincial Government to prioritize students. We will continue to work alongside other student unions and the BC Federation of Students by running campaigns, participating in collective lobbying efforts, and standing in solidarity with all students of British Columbia and beyond.

Going forward, we plan to continue to meet with OC Leadership. We believe that one day of action is only the beginning. From here, we hope to sit down with the President and the other college leaders to see where our two organizations can come together and make sure student voices are heard and taken seriously. We recognize Okanagan College is severely underfunded - at around 56% - by the government. Thus we are also committed to meeting with Okanagan Members of the Legislative Assembly and communicating with the Minister of Advanced Education, Anne Kang, to ensure our elected Government representatives understand the needs and situations of students - their constituents.

We will also continue to engage directly with you, our members. We will still provide services, advocacy, and events for you to ensure that you have the best post-secondary experience possible. We will forge ahead to raise awareness for the Fund It Fix It campaign, and Fairness for International Students campaign. We ask you, our membership, to keep signing pledges and petitions. Student action works! Together we can accomplish amazing things, like the recent removal of interest on federal student loans. If we remain committed together, we can ensure that student needs, such as affordable and predictable international fees, and affordable food options are met.

If you would like to take additional action you can sign the BC Federation of Students petitions for Fairness for International Students and Fund It Fix It.

In Solidarity,

OCSU

Letter of Support from OC Faculty Association

The Okanagan College Faculty Association supports our students in every way that we can, and even though faculty roles are diverse, we all know that our students are the heart of Okanagan College. Because of this, faculty hone and develop their teaching and support skills with student needs in mind. Today, the students protest, and their actions and concerns are front and center as they speak their needs. Faculty are here in their support, as always.

Students and faculty struggled together through the pandemic, inventing new ways to connect and learn, without much fanfare. It was hard. We did it together. The college helped give us a venue for success, with unprecedented collegial teamwork of all stakeholders working together. Participation and opportunities for key information access are being eroded beyond pre-pandemic levels when the return to in-person teaching and learning would have predicted the opposite. As Faculty Association President, I would be remiss if I did not mention that the Faculty Association sees some commonalities between the concerns voiced by students, and our own experiences in the new direction the College is moving. So, when our students are declaring that they are being marginalized from key discussions on tuition increases, budget, and representation, we stand with them to support their right to be fully consulted in decisions that impact them. The role and importance of faculty and student voices forming the direction of the organization is not simply aspirational. It is legally defined in the BC College and Institutes Act and is reflected in our Board of Governors and Education Council composition.

Note: This letter was received as a show of support to OCSU members for the Walkout in 2022.

Student Letter to Okanagan College Leadership

The OCSU is asking its members to join us in a Student Solidarity Walk Out on November 2nd at 10:30am because Okanagan College is leaving students out of conversations and decisions; because Okanagan College has abandoned its historic student-centered values; and because Okanagan College has had a steep decline of quality, and student centered, delivery of services. We are gathering in the courtyard and will be making a public statement to students of OC, OC leadership, and the BC Government about our four demands of Okanagan College:

1. Cancel the 8.6% increase on international students. Your actions are disrespectful, unethical, and inequitable. Okanagan College and the BC Government must implement regulations to international student fees.

2. Bring back a student-orientated food service in the cafeteria. Hosting expensive local vendors in the cafeteria space is inappropriate, contributes to food insecurity, and was not decided on with proper consultation or input from students.

3. Reinstate Student Association-elected student observers at Board of Governors Meetings. This institution doesn’t run without its students. Putting up additional red tape to make decisions for students by the deciding body is unethical, bringing in students that are all hand-picked from just one faculty is inequitable, and shutting out student elected student leaders is counterproductive.

4. OC must publicly join its students in lobbying the government to fix the funding model for the post secondary education so that the weight of funding Okanagan College is taken off the backs of its own students. It's not right for students to carry this burden, and this ask is the bare minimum responsibility of Okanagan College when speaking with the government.

Students are encouraged to wear all black, submit pre-drafted letters to OC leadership, the Board of Governors, and the Ministry of Advanced Education, and to stand in solidarity with each other and OCSU in asking our institution to do better for its students. OCSU student reps will begin the event with a march past the President and Executive offices in the S-Building at 10:25am. All students are welcome to march with us from there, or they can join us outside in the courtyard at 10:30.

We sincerely hope we can count on your support, the more students who stand with us, the more likely we will be able to enact change. 

In Solidarity, 

OCSU