Queen’s decision to shutter its Arts and Science Online (ASO) program does nothing but reinforces barriers to education to its most deserving students.
The holiday season is meant to be a time filled with joy and hope for the coming year, yet with Queen’s decision to cancel ASO programming, all I experienced was a profound sense of abandonment when I was let go, not from a workplace, but from my school.
I’m a full-time mom of two and never got the chance to go to university. Raising my kids was my priority, but I always dreamed of getting a psychology degree. Queen’s University’s ASO program was the perfect solution—it was both affordable and flexible for a mom like me.
I’m not shy about taking a long break before going back to school. I don’t feel less capable than those who started university at 17. My path is different, and I’m proud of it.
Queen’s ASO allowed me to “earn my way” into a degree program. It allowed me to start as an interest student and progress into a degree program once I proved that I could do well in these courses.
My goal was to earn 18 credits with good grades and then move into a degree program, majoring in psychology. At first, I managed just one course a term while looking after my family. Eager to progress faster, I started taking two courses simultaneously in the Fall 2023 term. After two years of study, I’m close to becoming a full degree student in psychology, with only one more term left to go. It’s a huge move for me, and I’m beyond excited.
My journey mirrors that of many who found traditional university pathways out of reach. It’s in the ASO program at Queen’s where we—the overlooked folks aspiring to a postsecondary education—discovered our haven. The ASO 2021 Lifestyle Survey itself demonstrates this: 40 per cent of online students are from equity-deserving groups, 35 per cent are the first in our families to go to university, and 53 per cent work full-time.
In ASO, I’m part of a vibrant community of like-minded individuals. We come from diverse backgrounds, yet share similar challenges. We’re united in our pursuit of educational goals while juggling other life commitments.
The necessity of the ASO program at Queen’s transcends typical academic paths. It targets a significant yet often ignored demographic: the 35-40 per cent of high school graduates who defer or by immediate entry into higher education.
The reasons behind deferring postsecondary education are diverse, ranging from varying individual educational backgrounds to family dynamics and other personal commitments. Re-entering the education system later in life is fraught with challenges for non-traditional students. Rigid full-time and in-person attendance requirements make traditional educational models impractical and inaccessible for many.
Not only does ASO provide greater flexibility, but it bridges a crucial gap in the educational landscape. This online-only program provides the same reputable quality of Queen’s University’s academic programs to non-traditional students and ensures its credentials are equivalent to those of traditional in-person courses, making it indispensable to the University.
It represents more than an alternative route; it’s a thoughtfully designed portal that caters to the unique needs and circumstances of non-traditional students. It affirms that higher education isn’t a privilege of circumstance but rather a right for all.
Unfortunately, the continuity of this educational lifeline was unexpectedly disrupted. On Dec. 18 amidst bustling holiday preparations, I received a jarring email from Queen’s announcing the closure of the program.
It was straight to the point. Without reasons or warning given, the email announced “the pathway to an online degree program or certificate via ASO is no longer available to you.” If I wanted to talk to an advisor about it, I’d have to wait until Jan. 22, which was over a month away.
A few days prior to that, I got an email out of nowhere about a projected $62.8 million operating deficit from the Provost of Queen’s. It discussed a necessary hiring freeze for new faculty and emphasized the negative impact of this decision.
As an online student, I didn’t know how it was relevant to me. Now, regrettably, I do.
Queen’s decision to cancel ASO programs is a huge letdown and betrayal, and the sudden nature of the decision is shocking. It’s more than a simple change in policy—it reinforces barriers to education for those who can’t get a good education without online learning. ASO students’ achievements and efforts are being wiped out, as if someone flipped a switch and made their accomplishments disappear.
This decision also makes little sense financially.
Consider the typical ASO course enrollment, ranging from 100 to 200 students. A conservative estimate with an average class size of 100 students generates approximately $85,525 in tuition fees if the class consisted of just domestic students alone.
To break down the expenses, ASO course instructors—who typically consist of adjunct faculty, teaching fellows, and PhD candidates—receive an average compensation of $10,000 per course.
ing a class of 100 students typically requires three to five teaching assistants, with compensation for these staff totaling an average of $4,800 each over a semester-long course. This means, on average, each course generates more than $70,000 of revenue for the University. Given that ASO students use minimal to no physical campus resources, the price for maintaining campus facilities is offset, allowing Queen’s to generate a higher profit.
Queen’s ASO program is more than self-sufficient; it’s a financial asset to the University. Allowing students to enroll in degree programs doesn’t create extra costs for the University. We aren’t a financial burden, but quite the opposite—our participation in ASO is a significant, positive contribution to the University’s financial prosperity.
Feeling isolated and unsure of what to do, I checked Queen’s University’s official social media s, looking for some sign of comfort. I found nothing.
On Twitter, it’s all about celebrations, including faculty and student achievements, high impact factors, and most notably the $100 million endowment for the Smith School of Engineering. However, this public relations strategy lacks transparency regarding significant cuts being made. The University should share these realities equally, ensuring a complete and honest picture is presented to its community.
Even if financial interests are being prioritized over educational commitments, the University’s paying students deserve an honest explanation.
We deserve to know how the University justifies scrapping a beneficial, financially successful program, and what the rationale behind this decision was. The decision has significant implications for equity-seeking students.
This situation extends beyond just one program. Eliminating revenue-generating ASO programs won’t resolve the deficit—it signals the beginning of a series of detrimental cuts. The repercussions are widespread, affecting everyone from non-tenured adjunct faculty to graduate students burdened with extra work without additional compensation, to undergraduates who could experience a declining quality of education.
Even alumni might watch the reputation of their alma mater diminish. This season, many of us aren’t feeling peace or joy, but worry and frustration. We urge the University and the Queen’s community to recognize the gravity of this situation. We must seek sustainable solutions that don’t harm the diverse community at Queen’s.
To this end, a petition is circulating, calling for the University to reconsider its decision. All students, staff, and ers are encouraged to sign.
This is about more than just our individual stories. It’s about holding institutions able to maintain an education system that is accessible and equitable for everyone, regardless of their background or circumstances.
Lydia is a continuing student aiming to pursue a degree through Queen’s ASO program.
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Allie Lehmann
A major problem is that the Ford Government is not ing the Universities. Vote out Ford and there may be hope with other parties.
Paul Guest
Smith needs to step up and pay for the Smith ASO Program. Or just rename Queen’s to Smith University and cut whatever he decides not to fund.