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It’s time to kick the arbitrary four-year timeline to the curb

By: Ardena Bašić, Contributor

Post-secondary educational programs are often presented as allotted timelines that correspond to annual requirements. For example, a four-year bachelor's degree assumes five courses a semester, or 10 a year in Ontario. Yet, these are only guidelines and are not set in stone. 

There are benefits to both shortening and prolonging a degree, along with costs. Unfortunately, the latter is often met with criticism in our increasingly workaholic society. This stigma needs to be reevaluated so that students can achieve success at their own pace without undue pressure.

Firstly, it is worth noting that there are multiple benefits to extending the time one takes to complete a degree. For one, with fewer courses at one moment in time, there are more opportunities to pursue extracurriculars, work and social activities. The former two are highly valuable in adding to one’s resume and expanding future job prospects, but the latter is also important in encouraging a strong life balance. 

It is worth noting that there are multiple benefits to extending the time one takes to complete a degree.

With the unfortunate increase in mental health disorders today, striving for such a balance is even more crucial. Additionally, focusing on fewer courses means there is a greater chance of savouring course content, as opposed to working only to meet deadlines. Given the exorbitant time, energy and money that education demands, one should take every chance to get the most out of their education. 

One should also consider that there is a positive correlation between time spent completing a degree and the graduation rate. For instance, Harvard’s four-year graduation rate is approximately 85% whereas the five-year graduation rate is almost 95%. To put it into perspective, this 10% increase represents about 700 students at Harvard and 3000 students at McMaster.

If extra time spent on your degree makes such a significant difference, then why haven’t we yet accepted taking your time? Especially in a society where degrees are progressively becoming more valuable. Overall, there are a myriad of benefits to slowing down one’s education instead of trying to relentlessly pursue the socially-accepted completion time. 

These benefits are met with only a few consequences. Firstly, prolonging one’s studies could eventually dispel motivation. One may start eager to learn, but eventually become apathetic and neglect coursework by the end of the study period. Moreover, the jobs one may obtain in their extra time, or even school guidelines, may lower the amount of scholarships available. This is most distressing for those who have high financial need, but not as much for those who already obtained sufficient scholarship funds at the beginning of their education. Individuals considering a longer study time should reflect on the benefits and costs to decide the right course of action for them. 

In our increasingly competitive world, part-time studies — or any form of studying that takes longer than what is outlined — seems to be frowned upon. Individuals might believe that such a person lacks the time management, productivity skills or even basic intellect to finish a degree at the same time as others. 

However, this is far from the truth. It takes a high level of honesty to commit to putting oneself first in a time where there is a binary between an actual person and their work. Taking the time off to focus on self-development and maintaining balance in one’s life will pay off more than attempting to fit in with the status quo. In this way, such individuals should be revered for their courage as opposed to being discriminated against. 

It takes a high level of honesty to commit to putting oneself first in a time where there is a binary between an actual person and their work.

Everyone is incredibly unique and one’s education should follow suit. There is no reward in joining the same race as everyone else if one would be better off running to the beat of their own heart. So, instead of discouraging the truth in our manipulated and photoshopped society, let’s reward those with the courage to defy it. 

 

By: Jenna Tziatis, Marketing Assistant, McMaster University Continuing Education

In today’s tough job market a degree alone may not be enough to get you the job or promotion that you’re looking for.  Employer expectations are higher and are expecting more than the knowledge that comes with a degree. They are also scrutinizing candidates based on their enhanced skill-sets and experience to ensure they are hiring someone who will fit and integrate into their business and culture with the least disruption.

Savvy students are realizing this trend and responding by upskilling themselves to ensure that they stand out in the employment crowd and that their resume rises to the top of the pile.  If you’re thinking about getting ahead, McMaster Continuing Education offers a variety of learning options from diplomas and certificates to micro learning options. Whether your focus is in the field of business, health or professional development, there are many to choose from:

To make it easier for Mac students, McMaster Continuing Education offers a faster route to get you ahead with Degree + Diploma.  This opportunity allows you to earn a diploma or certificate while you work toward your degree.  You can use your elective credits in your current program of study toward a diploma or certificate with Continuing Education, allowing you to gain your qualifications faster. This opportunity is gaining popularity among Mac students and can be easily set up by contacting your Academic Advisor.    

If you’re not ready to jump straight into getting a diploma or certificate you can always try one of McMaster Continuing Education professional development courses or attend our upcoming free Business Entrepreneur Series micro learning session that is running in spring.  It’s a great way to gain valuable and recognized skills in a condensed learning format.  To attend this series you can sign up at mcmastercce.ca/events/free-business-entrepreneurship-series

Regardless of what you decide, by recognizing the demands of today’s job market and being proactive to acquire the skills that businesses are looking for will make you more visible and appealing to employers.  Continuing Education will give you that competitive edge to get ahead and land that job you’re looking for.

To learn more about these valuable learning options visit www.mcmastercce.ca

 

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Photo C/O Madeline Neumann

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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Photo by Kyle West

By: Youssef El-Sayes

Choosing a degree and career path is not an easy task. Students pursuing a degree in science have a wide variety of available career options. These range from positions in research, industry, medicine, illustration and so much more. It almost seems like the possibilities are endless.

But how does one truly understand their goals without experiencing their options? Many professionals end up with a job that they thought would interest them but eventually learn otherwise.

This issue has become so commonplace that institutions like McMaster University have developed strategies to help students gain a variety of experiences outside of their chosen undergraduate program. A great example are the interdisciplinary experience courses, offered by the school of interdisciplinary science.

For a full credit, students can choose from a wide array of IE courses that cover topics such as three-dimensional printing, visiting Kentucky for a caving fieldtrip or hiking Algonquin park while learning about Canadian history, geography and literature.

IE courses serve the purpose of introducing students to a variety of disciplines that will help broaden their perspectives and opinions towards science. By providing students with active learning opportunities, they can develop a personal connection and a deep motivation for the subject.

The idea of active learning has been studied for decades. In essence, active learning requires students to be engaged with the delivered content while critically thinking about the activities they are working on.

Current research suggests that fostering engagement in class activities is more likely to improve student learning compared to simply spending extra time on a topic. This is why IE courses available at McMaster University consist of short workshops, field trips or tutorials that keep students motivated and prove that learning does not need to be time consuming.

These experiences are especially rewarding for students because they earn a credit for their work. The results of IE courses are also long-lasting. For example, upon completion of IE courses, many students often undertake related volunteer positions and internships, in order to put what they have learned into practice.

Aside from personal growth, IE courses also provide a multitude of professional benefits. Due to the small class sizes, students can engage in one-on-one interactions with instructors or guest speakers and build valuable networking skills.

These experiences also set students apart by giving them something distinct and unique to include on a resume. Overall, IE courses allow students to build on their academic, personal and professional qualities and become multi-faceted individuals.

McMaster University has always led the path for innovative teaching and learning, and offering IE courses is no exception. Students should always challenge themselves to step outside of their comfort zone in order to find their real interests and ambitions. By doing so, students can become professionals in their fields that truly love what they do.

It is clear that experiential and active learning opportunities are able to foster skilled and competent individuals who are willing to create a brighter future, and this is exactly what McMaster has been striving to do. So the next time you are enroling for courses, consider taking an IE class.

 

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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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Christopher Joannou / The Silhouette

For as long as I can recall, higher education has generally been perceived to be directly correlated to success.

Until now, I saw no reason to question that. But as a current university student, I’m beginning to wonder if I should.

The government tells us that a degree increases your opportunity of getting a job. In other words, education is the key to your success.

Our parents tell us the same. It doesn’t leave you with much of an option, does it? All this basically tells me is, go to university and get a degree, or be unsuccessful.

I believe that being educated is one the keys to success, and that by following rules and passing exams you’ll do fine, but how can school expand your knowledge and improve your education if, for the most part, all it does is force us to cram information into our heads to pass an exam, only to walk out of the exam and forget almost all of it?

For the most part, exams don’t even allow us to showcase our knowledge; they use multiple choice questions, which are really meant for making things more efficient to mark rather than helping us to learn.

Multiple choice not only kills the creativity of an individual, but it forces us to conform to a set of answers designed in a way to set you up for failure.

All that I’ve learned from multiple choice is that, when I don’t know an answer, just pick C and that for the most part, it’s a game of luck – all the answers sound the same.

Education should be about inspiring one’s mind, not just filling it.

As a university student, I spend 50 per cent of my time trying to study and the other 50 per cent trying to avoid it.

Not all of the procrastination is wasted time, though. I saw a quote on Facebook by Albert Einstein, and it states, “education is not the learning of fact, but the training of the mind to think,” and I don’t think that universities are doing a good job at allowing us to think.

But one of the main questions regarding education that strikes me is: does success in the school system correlate to success in life?

Or is the school system simply geared towards fact retention and regurgitation that’s only going to push me through to get my degree? To be blunt, browsing the Internet expands my knowledge more than sitting in a lecture attempting to stay awake.

University used to be the product of the individuals whose parents could afford to support them throughout school. It was an esteemed level of exclusive education that required outstanding marks.

But now, the system has been broken wide open and tertiary education is available to a far greater number of students. Really, anyone who wants to go to university can go, regardless of marks or family status. Sadly, Universities have become businesses in a market place, and thanks to the evolution of university fees, students have become nothing but customers.

Life is long, and we spend all of it learning. To assume that all the learning much happen with a university degree in the year 2013 is one of the greatest mistakes to make.

The exclusivity of a university degree, which was once the core of its intrinsic value, no longer exists, and University has now become more of an expected requirement than an exclusive right. A university degree has become more expensive, and at the same time become more plentiful and less likely to be a cause of profitable employment.

Bushra Habib & 

Ruth Tshikonde

Silhouette Staff & The Silhouette

 

The Globe and Mail featured McMaster’s approach to education in an Oct. 24 article, examining correlations between an undergraduate education and the quality of jobs graduates could obtain.

The recent recession resulted in the creation of over 300,000 new jobs for those possessing an undergraduate degree, however, over 430,000 individuals lacking post secondary education lost their jobs.

“A piece of paper does not get you a job,” expressed Kathryn Hryb, a Career Consultant at McMaster’s new Student Success Center (SSC). “Rather, it is you as an individual who gets yourself the job. Students have to actually put in that extra effort on the side and understand that having a degree itself doesn’t always get you a job or one that they will truly be satisfied with.”

Universities are facing constant pressure from students and their families to improve the educational experience and the value of a university degree by increasing other opportunities for students to develop skills and increase their marketability.

Such avenues for gaining an edge in the job hunt include co-operative education placements, internships and formal records recognizing volunteering activities and extracurricular involvement.

Making a university education a worthwhile and beneficial experience has important financial implications for graduating students,who have invested time, effort and money into their degree.

A 2008 Statistics Canada report showed that Canadian undergraduates earned 70 per cent more than those with only a secondary education or experience in the trades.

In 2009, it was reported that 82 per cent of adults between ages 25 and 64 with a diploma or degree were employed, whereas those who had not completed their secondary education had an employment rate of merely 55 per cent.

“The employers value a student’s credentials, yet they also value a student that is able to bring more than just basic knowledge,” said Jacquie Hamsphire, the Event and Marketing Coordinator at the SSC.

Hamsphire further explained, “they want people with experience and who bring skills to the table in order to expand their companies.”

The Globe and Mail article found that McMaster, among others, including the University of Alberta, was measuring up well to these growing expectations to prepare graduates.

This progress is partly due to its focus on experiential learning. Experiential learning allows students to gain valuable experience that supplements their academic pursuits through avenues including involvement in research.

“Innovations like experiential learning truly help students build the skills that the workforce is asking for,” said Hamsphire. “It enables them to gain confidence on making the right decision as to whether the career path they are choosing is truly for them.”

“It gives students the opportunity to experience the career path they want to follow on a hands-on basis through things such as the job shadowing program, which begins in November,” added Hryb. “We have found that many students have gained summer job opportunities, internships or even have just learned what they like and dislike.

These programs are offered for students from any faculty at the school, so there is something for everyone.”

While McMaster experienced a drastic increase in first-year enrollment this year, other universities reported similar trends, with Ontario universities accepting a record breaking 90,0000 students in September, putting additional strain on universities to adapt and accommodate an increasing number of students.

The Student Success Center offers networking opportunities, orientation programs to first-year students, workshops on academic skills and chances to get involved with extracurricular community service activities.

Communication skills, the ability to work with a team and adaptability are some skills that are currently in high demand in the workforce, according to Hryb and Hampshire.

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