With employers seeking graduates with increasing professional skills, the university standard of required courses is not cutting it.
Co-op, placement courses, research practicums and internships are some of the experiential education opportunities the faculty of science offers its students. Although there are various opportunities for science students to gain an experiential education, this is not necessarily the most known option as students begin their university careers.
Unless a student begins university intending to partake in co-op, these learning opportunities are not widely discussed. Luckily, McMaster offers courses such as LIFESCI 2AA3 and SCIENCE 2C00 spread awareness about the opportunity and benefits of experiential learning.
LIFESCI 2AA3 hosts a lecturelecture dedicated to having a panel of third and fourth-year science students speak about their experiences in an experiential learning course. At the same time, SCIENCE 2C00 is a prerequisite course for students to develop professional skills before entering co-op in their third year.
Although not many experiential educational courses are offered to science students, the different learning methods that are offered allows students to get involved in the ones that best suit them.
For example, co-op is provided to a limited number of programs within the Faculty of Science here at McMaster. Whereas there are only 16 different experiential education offered to all science students.
The traditional co-op route entails students adding an extra year to their degree. For many students, this is not attractive due to the length it takes to complete as well as hindering their professional school plans.
However, by making experiential education courses mandatory, students can receive the benefits of co-op without committing another year to obtain a degree. These courses are created like a regular course in the sense that they are unit based. Thus, experiential education courses count towards the unit requirement of a degree.
However, by making experiential education courses mandatory, students can receive the benefits of co-op without committing another year to obtain a degree. These courses are created like a regular course in the sense that they are unit based. Thus, experiential education courses count towards the unit requirement of a degree.
Breanna Khameraj
Some of the specific alternatives offered in place of the co-op are SCIENCE 3EP3, a placement course; SCIENCE 3RP3, a research practicum; and SCIENCE 3IE0, an internship course.
Regardless of the limited courses offered within the faculty of science, the importance of these experiential education courses is prominent. These opportunities allow students to gain real-world experience in their field of choice.
According to a study published by two archeologists, student interns engaging in experiential learning gained transferable skills and apply their learned knowledge to society. Their internship enabled them to become educators within their community and made these students well-rounded individuals prepared to enter a working environment.
Experiential learning provides students with the opportunity to gain technical and transferrable skills they may not have been able to gain until post-graduation.
By making experiential education courses a requirement to obtain a Bachelor of Science degree, science students are given more incentive to engage in opportunities that will provide them with the necessary experience for the working world.
Through these courses, science students are required to learn professional skills, research, and lab techniques, as well as resume/interview skills.
The benefit of making experiential education mandatory goes beyond students gaining attractive employable qualities; it also does not deter students from graduating “on time”.
Universities should make courses under the experiential education category mandatory for all science students. Students will gain experience academically relevant within their field of choice providing them the opportunity to develop transferable skills. Fortunately, this could all occur without extending their graduation date, allowing them to indulge in the best of both worlds.
Universities should be more mindful of more hands-on learning options and start discussing on making courses such as these mandatory for all science students.
Here’s how undergraduate students searched for and secured positions in McMaster research labs
McMaster University is known for its expansive graduate and undergraduate research and innovation opportunities. Considered Canada’s most research-intensive institution, McMaster’s thriving research labs attract students with a variety of interests and backgrounds.
Research experience allows one to develop relationships with mentors, explore career or graduate education pathways and develop confidence in lab environments among several other transferable skills. However, with the undergraduate population growing each year, available research positions can feel hard to find.
“It was very much a game of chance. Realistically, no one from my year had any previous lab experience due to COVID-19, so it more came down to who showed the most interest in what that professor was studying,” said Lynn Hussayn, a third year psychology, neuroscience and behaviour student.
Hussayn worked as a summer research student in an epilepsy research lab at the University of Toronto. Like many students, Hussayn faced difficulty finding a research position at McMaster.
“The biggest piece of advice I would give [other students] is to search for things that you enjoy and actually have questions about. Research is meant to answer questions, so the best way of being at the forefront of something you’re interested in doing is to seek out people who are already doing it,” said Hussayn.
“The biggest piece of advice I would give [other students] is to search for things that you enjoy and actually have questions about. Research is meant to answer questions, so the best way of being at the forefront of something you’re interested in doing is to seek out people who are already doing it.”
Lynn Hussayn, third-year Psychology, Neuroscience and Behaviour student
Jack Rosenbaum, a third year biology psychology student, also shared his own strategies for reaching out to labs from his experience as a research student in the McMaster PNB Dukas lab. He explained how he targeted his emails to graduate students from labs he was interested in instead of professors, as he thought they would be more likely to respond, which proved to be an effective strategy.
Rosenbaum also emphasized the importance of seeking out research projects that you connect with.
“If you’re really passionate about something and you show interest in a professor’s work, then I think you have a pretty good chance in working and volunteering in their lab down the road. But if you’re just doing it for your resume, I feel like professors can see through that,” said Rosenbaum.
“If you’re really passionate about something and you show interest in a professor’s work, then I think you have a pretty good chance in working and volunteering in their lab down the road. But if you’re just doing it for your resume, I feel like professors can see through that."
Jack Rosenbaum, third-year Biology Psychology student
Sarah Arnold, a third-year chemical and biomedical engineering student and the co-president of the McMaster Society for Engineering Research (Mac SER), explained how resources available through student services, such as resume and cover letter editing, are accessible and effective methods of upping your application game. Along with these services, Arnold noted Mac SER also offers helpful guidance on finding research positions.
“Throughout the year we did a bunch of different events that are aimed towards essentially helping students find [research] positions. We have different recordings on our YouTube channel of past events we’ve done where we go over in detail how we approach professors and how you can breach the idea of research,” said Arnold.
Arnold suggested using these available resources to ensure emails are formatted professionally and to make sure all documents are organized and concise. Arnold also acknowledged searching for a research position can be competitive and difficult regardless of the amount of effort you put in.
“One tip I usually give to people starting off this process is don’t be too hard on yourself. Similar to applying to competitive programs at university, or specific scholarships; it won’t always work out, and that’s okay,” said Arnold.
“One tip I usually give to people starting off this process is don’t be too hard on yourself. Similar to applying to competitive programs at university, or specific scholarships; it won’t always work out, and that’s okay.”
Sarah Arnold, Co-President of the McMaster Society for Engineering Research
Arnold emphasized the importance of recognizing the paths we are on are unique and while we should continue to seek out guidance and insight from others, every individual experience is distinctive. Finding a balance in this dichotomy is key to getting involved with research you find meaningful while also fostering independence as an undergraduate student.
By: Eden Wondmeneh
As a first-year student living on residence, I had to cough up an outrageous amount of money for a mediocre living experience.
Following a $600 residence deposit, residence can cost anywhere from $5,800 to $8,825, not including the additional, mandatory cost of a meal plan that ranges from $2,975 to $4,735.
Separate from the fees, incoming students wishing to have a guaranteed residence space on-campus must achieve, at minimum, an 81.5 per cent in their senior year of high school.
It’s as if an acceptance to McMaster is not enough to attend the university, with residence being the only option for many out-of-province students.
Even if you find yourself as one of the almost 3700 students living on McMaster residence, you are expected to move out promptly after your final exam in April. In fact, you are expected to leave residence by 3:00 p.m. on the very next day.
With the average cost of living at Mac being just under $12,000, this deadline does not fit with what students have paid for. It likely exists in order to stagger students’ departure as a way to prevent chaos and large wait times, but for many students it’s an impossible deadline to meet.
As it is an odd request for students to pack up their entire dorm so quickly after their final exams, students with ‘legitimate’ reasons for not being able to meet the deadline can apply for an extension.
Those that can apply for this extension are international and out-of-province students with travel requirements, those with exceptional circumstances or those with academic requirements to fulfill like a new exam or deferred lab. But even if a student has one of these ‘legitimate’ reasons, there is still a chance that the extension won’t be granted.
Ultimately, the terms of the extension application are made so that students who have assignment accommodations, need time before their new lease or sublet agreements take affect, have extracurricular commitments or have storage needs till the end of term have no options and are scrambling to find alternative accommodations.
It’s as if these aren’t legitimate reasons to need to stay in a dorm room, that you have already paid for, until the official end of term.
I am currently struggling to figure out what to do come the end of term. My exams happen to fall on the earlier spectrum of exam season, and since my family is scattered across America during my assigned move-out date, I’m stuck between an alarmingly expensive taxi ride back home or a cheaper but nightmarish, impossible GO bus trip with my 40 pieces of luggage.
My situation is much easier to deal with than those who are from out of town or students with accessibility accommodations, who need to stay in Hamilton for a few days or weeks extra.
The entire purpose of residence is to make university life, both academic and social, accessible and convenient for students; a goal that the move-out policy directly opposes.
Students shouldn’t have to request an extension at all, but for the sake of staggering departure times, students should be able to request and receive an extension for a much broader list of reasons than that which currently exists.
In doing so, McMaster can make exam season a little less strenuous for the students who paid to live on-campus until the end of term.
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By: Areej Ali
Nu Omega Zeta is a Black-focused sorority at McMaster that aims to support and enrich the Black community on campus and in Hamilton.
While the sorority was founded in September 2011, plans to launch Nu Omega Zeta were in the works months before the sorority’s founding date.
The seven Nu Omega Zeta founders first looked to Black Greek organizations in the United States, which provided a good perspective on how they should establish their own chapter.
For instance, today, the sorority pairs up new members with a ‘Big Sister’ who provides guidance and support.
The founding members first looked for an executive board and then created the symbols, guidelines and pillars that the sorority would stand for.
According to Eno Antai, the current president of Nu Omega Zeta, members do not need to identify as Black in order to join the sorority.
Nevertheless, the group is Black-focused, aspiring to “promote the growth and enrichment of Black undergraduate students and to enhance their education through the strengthening of the relationships within the Black community.”
In particular, Nu Omega Zeta stands for “Sisterhood, Volunteerism and Knowledge.”
Over the few years, members of the sorority have volunteered at Empowerment Squared, a Hamilton-based charity that seeks to empower marginalized and newcomer communities in Hamilton.
The sorority also runs campus events such as “Chance on Campus,” a one-day event that gives grade 10 and 11 students the opportunity to experience post-secondary life at McMaster and learn about the university’s organizations and academic and financial resources.
“When I look back and think why I wanted to join Nu Omega Zeta, I remember feeling very isolated and alone on campus in my first year,” said Gabriela Roberta, a member of the sorority.
“I had no intentions of joining a sorority. However, Nu Omega Zeta was the first and only organization to reach out to me and make me feel as though my fears are not only my own,” said Roberts.
Roberts added that the sorority immersed her in a community of women that truly understood her struggles and concerns.
She strongly feels that Nu Omega Zeta has been a transformative life experience.
For Jet'aime Fray, another member of Nu Omega Zeta, the sorority means sisterhood. Fray explains that the sorority has allowed for her to create long lasting friendships and has given her a unique opportunity to volunteer in Hamilton.
“In a society that refuses to acknowledge Black women, having a space that allows you to be unapologetically who you are and celebrates you is very needed,” said Antai, who feels that the space Nu Omega Zeta provides to acknowledge Black women is much needed and can give many students a home away from home.
Julianne Providence joined Nu Omega Zeta for precisely this reason.
“I saw it as a space where I could belong. I had seen the ladies on campus and admired the connections they had with each other,” said Providence.
Omega Zeta hosts a number of initiatives throughout the year, including rush events, parties, relationship summits, workshops, networking events about education and support in the Black community and a ‘World AIDS Day’ panel discussion.
Students interested in attending these events or becoming a part of the sorority can get more information on Nu Omega Zeta’s website.
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By: Anonymous contributor
I never imagined that I would date my teaching assistant. I also never imagined that I would have a “W” on my transcript from dropping their class. Dating my TA was probably one of the worst decisions of my undergraduate degree.
When I got into a relationship with my TA last semester, I didn’t think it was too big of a deal. Dating your TA is much more socially-accepted than dating your professor or course instructor.
For one, the age differences between you and your TA aren’t always that big. My TA was two years older than me, but I’ve had TAs who were my age or younger. In that case, it’s hard to impose a ban against two consenting 20-somethings dating.
But what a lot of people don’t recognize is that there’s a power imbalance when dating your TA. Even when they’re the same age, or a bit older, there’s the fact that the TA is in a position that can strongly influence your academics and career.
When I had talked with my TA about our relationship, he told me that the department frowned upon student-TA relationships but there was no strict rule against them. While he was “required” to fill out a conflict-of-interest form, nobody forced him too. As long as he gave my assignments to another TA to grade, nobody batted an eye at our relationship.
I don’t think that’s enough. Especially in classes where TAs are asked to deliver lectures or hold review sessions, it’s not enough to require TAs in relationships with their students to not directly grade their work. Their presence alone influences their students’ marks.
Even when I got out of the relationship, I still felt ashamed and embarrassed every time I had to see him in tutorial or lecture. When I found out that he had marked my midterm, I was angry but didn’t know what to do. It’s difficult to tell your professor the reason you want to switch tutorials or have your test remarked is because you slept with your TA.
In the end, I ended up dropping the class and dodging questions from people asking me why. I still see my TA around campus, however, and I’m scared that I’ll be assigned to his class again. I’ve been so anxious that I’m even considering switching programs to avoid him.
A conflict of interest policy is not sufficient. I reviewed Mac’s conflict of interest policy for employees and there is a section that states that a conflict of interest is present when an employee of the university engages in an “intimate relationship with a person who relies upon them for opportunities to further their academic or employment career”.
However, the only actions an individual must take when this conflict arises is to report to their direct supervisor, who can then decide if the “conflict is confirmed”. If it is, then the case is moved to higher-ups who decide what sort of actions need to be taken to remove the conflict.
But by the time that decision is made, it’s probably too far into the semester to make any changes. In my case, my TA didn’t bother disclosing our relationship since he knew the only action that was required was that he didn’t grade my work.
Even though it states in the policy that failure to report will result in “appropriate disciplinary procedures”, I’m not confident that the university enforces this.
McMaster University should protect their students by banning student-TA, or any student-faculty, relationships altogether. These relationships have harmful power dynamics that blur the lines of consent, and can sometimes be considered sexual harassment or assault.
I’m not saying that all student-TA relationships end poorly. Sometimes it really is just bad timing when two people happen to meet. But if a relationship is meant to be, it can wait till the end of the semester to begin.
Dating your TA seems like a fun and sexy experience. In reality, this kind of relationship can be complicated, embarrassing and act as a huge stress on your academics and your mental health. Honestly, that cute TA isn’t worth it.
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By: Elliot Fung
If you are a full-time undergraduate student enrolled in at least 18 units, you are eligible to vote in this year’s McMaster Students Union presidential election. Here is some more information about the election and how you can successfully cast your ballot.
The president is the primary spokesperson for the MSU and serves as the representative for McMaster students to the university, Hamilton and the provincial and federal government.
The next MSU president will hold the position for a one-year term beginning on May 1, 2019 and ending on April 30, 2020.
The MSU president is also the chair of the board of directors of the Student Representative Assembly, which is comprised of the vice president (Finance), vice president (Administration) and vice president (Education).
This year’s election has four candidates: Madison Wesley, Jeffrey Campana, Josh Marando and Justin Lee. More information about their platforms can be found here.
The voting system will be “single transferable vote.” What this means is that, on your ballot, you will get to rank candidates in order of preference.
In particular, you will have the opportunity to rank your preference of candidate from one to four. However, you do not have to rank all candidates.
Your vote will count towards the candidate you rank first.
The candidate with a majority of total first choice votes will be the president-elect. If a majority is not achieved through the initial counting, the candidate with the least number of first-choice votes is eliminated.
However, if you voted for the eliminated candidate, your ballot still counts. Your vote will be transferred to your second-choice candidate. Votes are then recounted.
If a majority is still not achieved, the process of vote transfer is repeated until a candidate has a majority of first choice votes.
Should a candidate be disqualified or withdraw from the election after polling takes place, your vote will still count too as long as you indicated a second-choice candidate.
In this case, your vote would be transferred to your second-choice candidate.
Voting opens on Jan. 22 and closes on Jan. 24 at 5 p.m. Ballots are being sent out via email, so check your McMaster email as soon as you get the chance!
You can also vote at www.msumcmaster.ca/vote. Log in using your Mac ID and an election link will appear if you are eligible to vote.
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By: Elizabeth DiEmanuele
The Student Success Centre is pleased to launch the Undergrad Peer Tutoring Network (UPTN), a new network for students to access affordable, quality student tutors, both in-person and online. The platform is powered by TutorOcean, a relatively new start-up company that was selected in partnership with the McMaster Engineering Society. Differing from other academic services available, this network is a chance to connect with another student who successfully completed the course; tutors must have received an A- to provide services.
“Through the Student Life Enhancement Fund, all McMaster undergraduate students who access the network receive a subsidy for the first seven sessions, meaning they only pay $9 per hour,” says Jenna Storey, Academic Skills Program Coordinator for the Student Success Centre. “Tutors are available from all Faculties and an important part of this service.”
Gina Robinson, Director of the Student Success Centre, adds, “Providing quality and affordable tutoring is an important objective of this initiative. Finding sustainable funding for subsidy will need to be part the plan moving forward.”
Understanding that there are a number of gatekeeping courses (mandatory courses for students to complete their degree), the Student Success Centre continues to work with Faculties to ensure that these courses are available on the network. The Student Success Centre has also incorporated measures to ensure that tutors are well-prepared, offering a number of different sessions for tutors to become “McMaster Certified.”
As Jenna shares, “Students are encouraged to find a tutor who has a ‘McMaster Certified’ badge on their profile, indicating they have completed the tutor training session in accordance with best practices. This training focuses on running an effective session, ethical standards, and communication skills.”
The Undergrad Writing Centre continues to be another support available for students, and can be used at any stage of the writing process. All Writing Tutors have undergone training through the Student Success Centre, which has been externally recognized by the College Reading and Learning Association (CLRA).
Students can book up to ten appointments per semester for free. This semester, new drop-in writing support is also available Tuesdays and Wednesdays from 3:30 p.m. to 6:30 p.m. The Undergrad Writing Centre is located in the Learning Commons on the second floor of Mills Library.
Jill McMillan, Academic Skills Program Coordinator of the Student Success Centre, shares, “Writing remains is a key academic and life skill requirement. We are thrilled to have received certification recognition that demonstrates the quality of this peer based service. Students are supported in meeting their writing potential.”
Students looking for quick study tips and other academic support can connect with Academic Coaches, located in the SSC Lounge as well as in the Learning Commons on the second floor of Mills Library every Monday-Friday from 2:30 p.m. to 4:30 p.m.
Learn more about the Undergrad Peer Tutoring Network here.
Learn more about the Undergrad Writing Centre here.
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As students return from the winter break to begin new classes, a large population of students will be returning to their undergraduate thesis or seeking a thesis supervisor for the following year. The undergraduate thesis is a characteristic, and sometimes required, component of many four-year honours degree programs. Regardless of program, senior theses are designed to allow upper-year students to hone their research skills and prepare them for graduate studies.
I am completing my undergraduate thesis in an analytical chemistry lab alongside five other undergraduate students. While our projects vary in nature, the expectations of our thesis in terms of time commitment and research goals are essentially the same. However, the assessments for my thesis as an integrated science student differs from that of the chemistry students in the lab, which differ even from the chemical biology students — despite being in the same department of chemistry and chemical biology.
For example, the thesis report for students in the chemistry program is worth 40 per cent of their final grade whereas the same document for students in the chemical biology program is worth only 25 per cent. Besides the differences in weighting for the same assessment, students in chemical biology are required to complete different assessments like project outlines and interim reports while chemistry students must only complete their report and final presentation.
While all senior theses conducted by students in the department of chemistry and chemical biology are worth nine units, senior theses that conduct arguably similar work from students in the department of biochemistry can be worth up to 15 units. This becomes especially alarming when students from departments outside of biochemistry complete their thesis in a biochemistry lab and receive less units than their biochemistry student counterparts.
It makes little sense to have students that are under the same expectations and striving towards similar research goals receiving different academic credit.
Rather than the assessment for senior theses dictated by the program to which these students belong, assessments should be decided by the supervisor. This will not only ensure that students completing virtually the same work are assessed equally, it will provide supervisors more control over the research conducted under their supervision and allow them to create assessments that better reflect students’ achievements.
Additionally, as all senior theses share the same goal to improve students’ research capabilities, and considering students, for the most part, can conduct their thesis under the supervision of a supervisor outside of their program’s department, there is no real need for program-specific thesis courses. If the fear is that students within the same program will not develop the same transferable skills or be graded equally, the faculty rather than the program can mandate that all senior theses must include specific components and the same time commitments.
It may also be useful to consider implanting a mandatory seminar session for undergraduate thesis students to attend. The integrated science program already has such a seminar in place, where thesis students within the program are required to present updates on their research and peer-review literature reports and other related assessments.
If seminars like these were to be implemented faculty-wide, the typical undergraduate senior thesis could be restructured so that it is in total worth a standard number of units where the large per cent of a student’s grade is determined by their supervisor, and a certain smaller per cent is devoted to seminar assessments.
No matter what action is taken, it is clear that the current structure of undergraduate senior theses does not create fair opportunities for all students involved and requires serious restructuring.
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It’s the most wonderful time of the year – application season. For many in their final year of their undergraduate degree, this is a time for intense research, creating relationships with potential supervisors, beefing up résumés, and improving grades to meet academic requirements. It’s no wonder then that many students consider taking a break.
A gap year means something different to each person. It can mean a year off school to travel or to work and earn money or even to go back to school and take some classes out of interest that your degree may not have allowed time for.
For the majority of us students who did not take a gap year between finishing high school and entering university, we’ve been schooling non-stop since we were potty-trained. This amount of intense work and often prolonged stress is bound to take a toll on our mental health. Gap years may very well help students avoid academic burnout.
Beyond providing a well-deserved break, gap years host a myriad of positive benefits. They allow students to gain experiences that are beyond what the confines of the campus can offer. These experiences can then be used to supplement what was taught in the classroom to make student applicants stand out from the crowd.
Why the hesitation then to take a gap year? I have been told by friends that they fear the gap year because they fear they will enjoy it too much and as a consequence, lose any motivation to continue in academia. Graduate school is hard work. The same can be said for professional school and entering the workforce.
I argue that if you are truly secure in your goals, then you’ll see them through despite the promise of the gruelling work they require. If a year off school is enough to lose motivation in attaining a goal, that goal is likely not a reflection of your true desires.
Ultimately, that is what a gap year is meant for. It’s the optimal time for self-reflection and to discover what you truly want from life – and that may not include the graduate program that you’re planning on enrolling in.
The fear that taking a year off school may be frowned upon by application and hiring boards is a valid fear but ultimately unfounded. Many schools recognize the value of time spent away from school. The University of British Columbia has the option to defer graduate studies for up to one year. Even Harvard University encourages students to defer their acceptance to the university and take the time to mature as a person. Taking a break after working to achieve an undergraduate degree no longer carries the stigma of weakness or laziness
Where I’ll be a year from now remains a mystery. I may be happily enrolled in graduate school or on route to some far-away destination. I’m planning for both, and others should too.
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By Jonas Yeung
We have all encountered the dreaded question, “what can you do with your degree?” Undergraduate students who have spoken with worried parents of prospective students know this situation all too well.
A gruelling amount of time and money are invested in obtaining that piece of paper. Unsurprisingly, students like myself have pondered the value of their degree. It quickly becomes evident that degrees are worth little in isolation — it is what you have gained throughout your undergraduate career that is of true value: your skills, experiences and connections.
A bachelors of health sciences is not a golden ticket to medical school without the hours of extracurricular activities and decent reference letters.
Even the iron ring of engineering does not guarantee a job without adequate experience and a marketable personality.
Chief executive officer of LinkedIn Jeff Weiner further substantiates, “Increasingly I hear this mantra: Skills, not degrees. It's not skills at the exclusion of degrees. It's just expanding our perspective to go beyond degrees.”
There should be greater emphasis placed on skills rather than the degree. After all, a degree supposedly marks the years of education responsible for honing said valuable skills.
The acquisition of skills arises organically for those who are academically-inclined. For instance, McMaster University is internationally renowned for pioneering problem-based learning, which gives students opportunities to develop skills through solving open-ended problems.
For many students, however, the final destination seems unclear due to a broad spectrum of interests, or the lack thereof. One ought to take advantage of their undergraduate because it is where there is the most opportunity to explore new interests.
The wiser strategy thus is to be “path-oriented” rather than “goal-oriented”, as there is a greater likelihood to achieve the goal or to find a goal that is meaningful to pursue. A student will ideally acquire skills and experiences along their journey that would supplement their degree towards a particular destination.
This journey-destination concept embedded in our undergraduate careers is a reflection of a deeper narrative in life. A journey usually implies an adventure towards a destination that is vexed with uncertainty.
These are questions that prey on our insecurities and make us anxious — and we have every reason to be anxious; there is no guarantee that things will work out in our favour. Most people are dissatisfied with their jobs. And what’s to say you won’t be someone arbitrary afflicted by tragedy?
There are many cases where an aspiration will never be fully realized despite one’s best effort. That is the tragedy of life. Therefore, a “goal-oriented” strategy may yield life-long bitterness since happiness is often contingent on accomplishing that goal.
The alternative approach is someone who is “path-oriented”; where the individual may find lasting satisfaction throughout the journey, regardless of circumstance.
We are encouraged to foster a healthy attitude and to pursue what is meaningful in the midst of chaos. For some, this may be friendships, love or acts of service. It is seldom isolated accomplishments that produce lasting meaning. Obtaining a degree holds little meaning without representing the skills and wisdom gained throughout years of study.
A “path-oriented” strategy that focuses on the meaningful aspects of life is the key to long-lasting satisfaction. Then, just maybe, one may find happiness along the way.
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