A flexible approach to university might save you and your sanity
By: Zara Khan, Contributor
Picture the ideal student. They somehow find the time to volunteer and hit the gym while they maintain their perfect grade point average. They finish their assignments far in advance and probably already studied for that midterm. You envy them and their perfectly curated bullet journal. They are a perfect model of human efficiency.
At the same time, there you are. Catching up on those missed lectures of yours, all while you have two essays due tomorrow and a midterm right after. There you are, going to sleep at 7 a.m., following a Red Bull-fueled study session with a brain that’s turned to mush. Okay, maybe it’s just me.
But if you are anything like me, you most definitely are haunted by a chronic sense of failure. You might feel as if you’re not doing what you should be doing. That you should have figured things out by now. That you should learn a certain way and aim to achieve certain things. In many ways, you feel like you simply do not measure up to that ideal student.
However, our societal notions of what makes a successful student are deeply unrealistic. Who has the time to perfectly colour code their notes? Who really manages to get everything done ahead of time? Most university students have never had to learn how to learn properly until now, so of course, we’re going to struggle.
We seem to imagine the ideal student as someone possessing inhuman amounts of energy. Someone who seems to be perfectly put together, studies for hours on end and finishes assignments far in advance. The fact that many of us seem to think that there is only one way to be a good student is concerning. So when many of us find ourselves struggling to measure up to that ideal, we seem to view it as personal failing more than anything else.
The fact that many of us seem to think that there is only one way to be a good student is concerning. So when many of us find ourselves struggling to measure up to that ideal, we seem to view it as personal failing more than anything else.
I’m not the ideal student. But what I find interesting is the fact that I’ve found more success as one that is not. In fact, I don’t take any notes during most of my lectures. Why? I’ve found that I actually retain the information better when I’m purely focused on listening. Instead, I might take notes that I need, prior to, or after class.
For the longest time, I tried to force myself to take notes during class, because that was how things should be done. What often resulted was a notebook full of the best doodles ever drawn, with absolutely zero recollection of what was actually taught. Not taking notes meant that I had more of an incentive to listen. But more importantly, it reduced the stress I often felt while trying to take good notes. Not only did I learn more, but I also saved a bit of my sanity.
[/media-credit] A doodle found in Zara's notes.
Now, I’m not advocating for you to eschew note-taking during lectures. Although, what I am advocating for is a flexible approach to education. For example, students believe that they should take a full course load which is about five courses for most programs. But what if you find yourself consistently stressed by a full course load?
Day after day, you find yourself struggling to handle the workload. The obvious solution is to decrease your course load. It might be slightly unconventional and it might take longer for you to finish your degree, but it might be a beneficial alternative to you. If the conventional path to a degree doesn’t fit your needs, you should look for alternatives.
In my case, I actually took this semester off. I didn’t exactly have a fun time last winter semester, online learning quite literally sucked out the joy of learning for me. Rather than forcing myself to learn in a way that simply doesn’t work for me (which would have likely dropped my GPA), I opted to take a break instead.
This confused a few people in my life. They simply couldn’t understand why I would choose to “fall behind.” A younger friend of mine was very surprised by the fact that I could take a semester off at all. She didn’t know that it was even an option.
Surprisingly, university can be quite flexible in many ways, yet few of us take advantage of this. Many of us seem to think that there is only a four- or five-year path to a degree. In reality, you can take as long as you like or as little as you like. In short, you can plan your education in a way that works for you.
This point doesn’t only apply to the length of your degree, it can apply to any aspect of your education. I’ll admit that I often pick between either going to the lectures or doing the readings if I find that the content overlaps. I’ll often ignore recommended guidelines for an essay if I feel like they are hindering the quality of my work (though I’ll check with my professors to be safe). My strategies are unconventional, but they work for me.
I don’t know if it’s just me, but I feel that sometimes I’m more distressed by the fact that I am not doing things as I should be, rather than being stressed by school itself. A constant nagging feeling tells me that I’m not doing what I’m supposed to be. That I’m doing something wrong by refusing to conform to those expectations.
Yet, despite all the inner angst about the whole thing, I’ve found that the most liberating thing I’ve done for myself is to completely ignore these societal expectations. Ignoring them has allowed me to figure out how I can make things work for me.
I don’t know if it’s just me, but I feel that sometimes I’m more distressed by the fact that I am not doing things as I should be, rather than being stressed by school itself.
Not all strategies work for all people. The fact that many of us try to force ourselves into a narrow mould of productivity is quite counterproductive. If you, like me, find yourself struggling to learn the way you should, do yourself a favour: forget about how you should be doing things. Find out how you would do them instead.
By Kayla Freeman, Contributor
University is hard, no doubt about it. With the constant stress that many students face, it is easy to see why they may look for easier and less strenuous classes when possible. This is where “bird courses” come into play. The idea surrounding these types of subjects is that one can fly through the course with little to no effort to achieve relatively high marks, such as an 11 or 12.
In reality, bird courses do not exist. Being successful in a course is largely dependent on the skills of individual students, their timetable, their motivation or their effort. To be fair, the harshness of a teaching assistant’s grading or a professor’s teaching style are among other contributing factors that can affect your mark. However, these issues are generally consistent across all courses.
Being successful in a course is largely dependent on the skills of individual students, their timetable, their motivation or their effort.
Courses in certain faculties have become associated with easier courses or workloads. Faculties such as humanities and social sciences are often the faculties that are considered to have a greater proportion of “bird courses” including courses such as microeconomics or medical terminology. This brings a negative attitude towards students and staff in certain faculties or programs. For example, students that are in a class for personal interest may feel that their efforts are worth less if they are investing time and effort into a course with a bird reputation. In a society centred around those in the fields of science and engineering, faculties such as the humanities and social sciences are often belittled and have their legitimacy second-guessed.
Faculties such as humanities and social sciences are often the faculties that are considered to have a greater proportion of “bird courses” including courses such as microeconomics or medical terminology.
Being a part of the social science faculty, I can tell you about the effects that the perception surrounding bird courses or even “bird programs” have on other students. For example, many current students in social science transferred into the program after their first year, which is perceived by some as a step-down from programs in science or engineering. This is disheartening for people that worked hard to get to where they are, who are enjoying their courses, and/or who continue to strive to maintain a high GPA in their program. It almost creates this hierarchy among different faculties, giving other students the idea that social science courses are not as worthy or respectable compared to others.
Some students choose to take bird courses only because they have heard that it will be easy. What they may have failed to consider is that if these courses are from a different faculty, they will likely be taught in a completely different manner than what students are used to. This, along with a disinterest in course material may result in poor performance. For these reasons, bird courses typically have low class participation and general class morale. There is no inherent problem in seeking out less taxing courses based on your own preferences and strengths. Some students may pursue this in order to balance challenging mandatory requirements. However, looking down on others and assuming their intentions and capabilities based on the courses they take is not okay, as it promotes a negative mentality and division among students and faculties.
For these reasons, bird courses typically have low class participation and general class morale.
People might be less likely to engage in the course content or with their fellow classmates if they view that the course is beneath them or an easy A. Rather than focusing on the bird-related differences between programs, I believe that everyone should simply embrace the variations that are inherent to each program. Within the same course, some students will struggle and others may not, but those who struggle will likely face difficulty in other courses.
Each program and faculty offers unique skills and abilities that can provide students with benefits across many disciplines. As each course has something different to offer, we may as well slow down and try to appreciate and understand the content rather than fly through it.
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For many students, living in residence is an important part of the first year experience. In recent years, universities across the country have had to act quickly to meet the increased demand for residence space on campus.
McMaster has 12 residence buildings that house approximately 3,700 students. The demand for student housing, however, is far higher. Currently, there is only enough residence space for about 40 per cent of incoming first year students.
McMaster is one of the only universities in Ontario that does not provide guaranteed campus housing for first year students. In order to be guaranteed admission to residence, students must meet a minimum grade average. All other students are placed on a waitlist.
In 2016, McMaster had to fit 200 additional students into residence due to higher than anticipated enrollment numbers. As an immediate solution, double rooms were converted into three person units.
The Living Learning Centre currently being built on the north end of campus will help to meet the need for residence space. In addition to classrooms and student services, it will also offer 500 suite and traditional-style residence rooms.
But there is only so much space on campus. In order to meet the rapidly increasing demand for residence space, universities across Canada are rushing to create new housing options.
One novel yet controversial approach to the problem of minimal housing space comes from the University of British Columbia’s “nano suites” pilot project.
Enrolment numbers at UBC have been steadily increasing and have led to space and resource shortages. The university is now considering scaling back admission of international students, according to UBC’s student-run newspaper The Ubyssey.
Nano suites are 140 square foot housing units containing a bed, desk, bathroom and kitchen. A desk sits under the bed, which can retract into the wall to save space.
The nano suites will account for 71 rooms in a new 362 unit student residence building on UBC’s campus.
One of the main draws of the nano suites is the cost. Each unit costs around $700 a month which, compared to Vancouver’s notoriously high rent costs, is a strong draw for students.
However, living in such a small space is not a feasible option for everybody. The Ubyssey notes that the units are less than double the size of a minimum-sized single occupancy Canadian prison cell.
While scaling down the size of residence rooms is one approach to the problem, the more common approach is to build residences off campus.
Private developers have noticed this trend. In some cities such as Waterloo and Toronto, the demand for student residences is so high that private companies have built student residences independently of the universities.
Since privately operated residences are not affiliated with universities, students do not get access to the same benefits and support systems that are typically available in traditional residences. Additionally, privately owned residences are often far more expensive than traditional options.
Due to a lack of government funding for residence construction, many universities are unable to build their own new residence buildings. In recent years Canadian universities have begun exploring public-private partnerships to fund university-affiliated student residences.
York University, U of T and McGill are among the growing cohort of Canadian universities who have partnered with private companies to fund student residence buildings.
In 2017, McMaster announced its plan to follow suit. The university bought a group of nine Westdale houses around campus for $9.5 million with the plan to develop a multi-storey residence building in partnership with Knightstone capital management, a Toronto-based company that specializes in student residences.
While the construction will be handled privately, McMaster will run the residence as part of the university-wide student housing system.
The proposed first phase of the residence will have 950 beds, and there will an additional 455 if there is sufficient demand.
In addition to the Westdale residence, McMaster is also partnering with Knightstone to build a residence in downtown Hamilton for graduate students and their families.
Knightstone aims to build residences that challenge the perception of unclean, unsafe student living. Their website claims that they cater to the new generation of students with higher expectations about their student living conditions.
“These expectations, taken together with security, cost and cleanliness as their parents’ hot buttons, have created consumers that seek a student residence experience at a level that corresponds to their home life,.” read a part of their site.
Some of the new privately developed student residences across Canada more closely resemble luxury condominiums than traditional student dormitories.
CampusOne is a student residence in downtown Toronto that houses students from the University of Toronto, Ryerson and Ontario College of Art and Design. The building houses movie theatres and a fitness studio, and the website advertises Feng Shui compliant rooms.
While privately and jointly funded residences offer luxury, they also tend to be more expensive than university owned buildings. A standard room at CampusOne, for example, costs about $1700 a month, not including the meal plan.
McMaster has yet to announce the costs of the new residence buildings in Westdale and downtown Hamilton.
By building student residences the surrounding city, universities are better able to meet the increasing demand for housing. However, building residences off campus means that universities must account for the needs of the surrounding community members.
The proposed Westdale residence concerned residents, who worried that the height and density of the proposed building would alter the community. A letter from Ainslie Wood/Westdale Community Association Of Resident Homeowners Inc. to the city of Hamilton expressed concern about foot and vehicle traffic and, as well as the plan for yearly move in and move out.
“We understand the need of the University, and we endorse a development on the proposed site; however, we feel that this development in its present form will have long-lasting negative effects on the immediate community,” states the letter.
Community resistance to off-campus student residences is not unique to Hamilton.
In 2013, a proposed private residence for U of T students faced similar backlash from members of the surrounding community. The Harbord village residents’ association found issues with the proposed building’s height and density, among other concerns.
A new proposal was announced this past summer that accounted for the concerns raised by the HVRA. However, it took five years of negotiation to come to the agreement.
While building residences off campus may be necessary to accommodate for increasing enrollment, it requires careful consultation with community members.
As university admissions continue to rise across the country, so too will the demand for student housing. While many incoming students want the first year residence experience, the future of campus living is anything but traditional.
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By: Steffi Arkilander
Content Warning: Contains mentions of sexual assault
McMaster University has a strong reputation among Ontario universities for offering a variety of diverse student-oriented resources and supports. However, McMaster has consistently failed in making support for sexual violence survivors accessible and effective.
On Aug. 19, I was sexually assaulted by someone I trusted, just a few weeks before I started my second year at McMaster. I decided to give university resources a chance and reached out to the sexual violence response coordinator, Meaghan Ross, in October.
I needed academic accommodations to support the extensive and difficult emotional turmoil I was experiencing. My grades were falling and I was not ready to write any tests. To receive academic accommodations, I had to use Ross in my letter for Student Accessibility Services, which meant disclosing my sexual assault to numerous administrative individuals.
Unfortunately, getting registered with SAS is a long process and often my deferred midterms fell on days where I had other assessments or midterms. As a result, instead of my work being manageably spread out, my work and emotional distress were compounded together.
In December, I decided to report my assault to the university. Not only was it unfair to me to have to constantly interact with my perpetrator, but it was also unfair to other students that had to interact with him. But when I contacted the McMaster Students Union and the Residence Life Office, I learned that undergoing the reporting processes is an extensive and exhausting endeavour.
The process forces you to disclose your story to multiple organizations, to staff and non-survivors and brings your sexual assault to the public forefront. Even if my perpetrator is removed from positions without contact from me, he will know I caused his removal and that I decided to take action. Moreover, people will be able to piece my story together. While I am personally okay with this, many others are not.
Thus, to receive accommodations,such as an apology or to remove him from a position, I took the informal route that is offered through the McMaster University sexual violence protocol. To my disappointment, this route requires survivors to detail the incident. This creates an incredibly re-traumatizing experience and gives your perpetrator access to your disclosure, allowing them to reject the requested accommodations.
This process has clearly become incredibly legal, despite pursuing the university route in order to avoid legal involvement. As this process is painfully slow, my perpetrator continues to hold positions of power and interact with the student body without consequence. My perpetrator is free to roam campus while I am forced to anxiously avoid him.
My story is not uncommon. In fact, in comparison to other survivors, the university has responded well. Students generally don’t report their sexual assaults because of the university’s response; the survivor often feels interrogated and is led to hope for an unsatisfactory compromise with their perpetrator.
Survivors need to be prioritized. MacLean’s nationwide survey found that 29 per cent of McMaster students were not educated on how to report a sexual assault and 24 per cent of students weren’t educated on McMaster’s services that support survivors. This needs to change.
The system should be more navigable and transparent, so that survivors are more likely to reach out for help. Reporting assaults needs to be standardized university-wide so that survivors do not need to recount their experience to multiple organizations.
Training does not teach perpetrators not to assault people. My perpetrator has attended over five trainings on anti-oppressive practices and sexual violence throughout university.
Instead, training needs to emphasize on supporting survivors, and tangible means by which we can all work to dismantle the barriers impeding support mechanisms. The fact that only three in 1000 assaults results in conviction only becomes horrifyingly real when you have to support a survivor or become one yourself.
Survivors have nothing to gain from reporting, only lots to lose. So please believe us.
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Following the advocacy efforts made by the McMaster Students Union, the fall 2018 term introduced McMaster University students to a new option for course enrolment: the personal interest course. The PIC option allows students to take an elective course without affecting their cumulative grade point average by making the course assessed on a credit or no-credit grading scale.
There's still time to register for a Personal Interest Course. Read more about PIC here: https://t.co/yoAi4Icjaz and learn how you can register for both Fall and Winter terms. #McSU #mcmasteru pic.twitter.com/HKXYCY7Ia8
— McMaster Students Union (MSU) (@MSU_McMaster) August 7, 2018
In order to receive a final grade of credit, students must earn a final mark of at least 50 per cent. Students who do not earn 50 per cent receive a final grade of no-credit, which is not considered as a failure and is not included in GPA calculations or averages.
According to the office of the registrar, “McMaster University encourages interdisciplinary study and believes undergraduate studies provides an excellent opportunity to explore topics which are new and unfamiliar.”
Thus, by removing the risk of negatively affecting students’ GPA, the PIC option can encourage students to explore new interests through choosing electives outside of their program. The units earned from successfully completing a PIC can even be used to satisfy a students’ elective or minor requirements.
Any undergraduate student with a cumulative GPA of at least 3.5 and who are registered in a participating program above level one may take advantage of the PIC option. Such students may take three units of PIC per term, with a maximum of twelve units per four- or five-level degrees or a maximum of nine units per three-level degrees.
Once enrolled in a course, selecting a PIC option simply requires changing the grading basis for the course on Mosaic from graded to PIC. For the 2019 winter term, students have until the end of the drop-and-add period on Jan. 15 to declare a PIC. If necessary, students can still opt to withdraw from the course as per the normal procedures and deadlines.
Surveying friends who took a PIC during the fall 2018 term, the reviews have been overwhelmingly positive. Whether it is the student in the natural sciences trying a music course or a humanities student gaining valuable business knowledge, the PIC option allows for students to develop new skills and realize new interests.
One of the best features of the PIC is that if students feel they are doing well in the course and would like to keep the numeric grade, they have the option to indicate the course is no longer a PIC on Mosaic by the last day for withdrawing from courses without failure by default, which is Mar. 15 for the winter 2019 term. This truly creates a no-risk scenario for students interested in taking new classes.
Before PIC was introduced, the only other way for undergraduate students to take a class without affecting their cumulative GPA was to audit the class. However, since completion of assignments and writing the final examination is not required, students cannot earn units for audited courses like they do with PIC.
I strongly encourage all students to at least consider taking a PIC. Who knows—you might discover a new passion or career interest!
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By Owen Angus-Yamada
It’s back to school and outlooks for the 2018-2019 semester are sure to be varied. As the masses wait in line at the campus store for freshly pressed textbooks or shuffle through the McMaster University Student Centre crowds, it can be assured that many are already preoccupied with their grade point standing, the bane of their existence or, other side of the coin, questioning the real purpose of their classes and distancing themselves from their academics.
We are in a society that is afraid of failure and drawn to convenience. When we are faced with a challenge we often take the one of the two previously mentioned approaches: stress out — not the kind we get before a presentation or performance, more of the mind crimpling, time consuming variety — or give up; both leading to the same result: under-performing and having contempt for the initial challenge. This, however, is a choice and does not always have to be the case.
When we are positive and passionate about a problem we invest more time and energy into it. We may fail often but have the enthusiasm to learn from those mistakes as we move forward. This is what happens when, for example, you play guitar and want to learn a new song. You may butcher the same riff over and over and over, but you aren’t biting your nails and freaking out about not being able to do it right now or smashing your guitar and yelling “What’s the point? Life is pain.”
Although the latter is pretty edgy, both stressing out and giving up yield little results in the learning and development department, but by taking the failures and continuing to try, eventually you learn it.
I’m not saying that school is the same as guitar, or that you even practice guitar to begin with, but learning lecture material and learning a new song are both challenges that require you to be persistent with your approach and are affected by your outlook of the situation.
If you are pumped up and prepared to do some serious work this year then keep on rolling and let me get the heck out of your way but if you’re stressed or pessimistic already about the year than hears some suggestions.
If you’re stressed about your marks, try changing your approach and make getting a deep understanding of the material the priority. Get involved outside of the classroom in a way that you can apply what you are learning for better material understanding and retention. If you are resenting class because it’s boring or too easy, then maybe its time you step out of your comfort zone and challenge yourself with additional extracurriculars or try new classes where you are excited and interested in the material being taught. Change your approach to become passionate about your education, learning and development and the rest will fall in line.
McMaster allows for plenty of opportunities to vary how you approach your learning, development and overall university experience, even going as far to offer a new Personal Interest Course which allows you to try different, potentially more difficult electives, without fear of them penalizing the ever-precious GPA. It is also a hotbed of clubs, groups, competitions and societies available for the people who want to become more involved or those who want to explore other interests. It may not be easy and you may even mess up or fail a few times but that’s sort of the point.
So, if you find yourself pulling hair over midterms or endlessly binging the ever-alluring Netflix because you just can’t bring yourself to study or go to class, remember that you have a choice. You can take the red pill and keep taking the path of least resistance and subsequently the path of least results, or take the blue pill and find out just how deep this whole concept of trying a new way to approach for your learning and development really goes.
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University of Toronto offers an option for students that McMaster should start looking into. The credit/no credit option allows students to designate certain courses to show up on their transcript as either a credit or no credit as opposed to the GPA being shown.
Students may select up to two credits out of the 20 needed to graduate at University of Toronto.
This applies to degree students at all University of Toronto campuses, including University of Toronto, Mississauga.
The equivalent to this at McMaster would be being able to use the option for either four one-term courses, two full-year courses or a combination of both.
This mode of assessment can be applied as long as it is no later than the last day to drop the course.
In order to achieve a status of Credit (CR), students must have a final mark of at least 50 per cent.
Marks that are below this requirement would be assess as No Credit (NCR). Courses with a final status of CR will count still qualify as degree credits and will have no effect on student’s GPAs.
The only possible downfall is that though the courses will not affect students’ GPA, they would count as Distribution Requirements and degree credits, but can not be used to satisfy program requirements.
Courses with a final status of NCR do no count as degree credits, but will not count as failures or factor into GPA calculations.
This is an effective option for students that McMaster should consider making available to students.
Not only would it take away the stress of receiving a poor grade in a course, but it would also prevent students from having to worry about explaining why they have a “W” for withdrawal on their transcripts if they need to drop a course.
Given that the usual course load for students is 15 credits in one semester, the stress of a full course workload would be diminished and students would be able to invest in the course content more thoroughly instead of having to worry about merely getting a grade that would satisfy a required GPA.
In addition, it would allow students to experiment in different academic areas that they may not be familiar with or consider taking courses out of interest without worrying about excelling in it or the grade that might appear on their academic record or transcript.
Courses with a final status of CR will count still qualify as degree credits and will have no effect on student’s GPAs.
It would also allow students to take a course without worrying about severing their reputation with the professor, as the professor would not know which students are taking the course for CR/NCR and which are taking it for the grade.
If, for whatever reason, you have declared NCR in the course and you end up deciding that you want the grade instead, you would also have the option to undo the designation up until the last date to drop the course.
As emergencies and life often get in the way of work when we least expect it, this would be an effective option. It would allow students to maintain their GPAs and still manage to swerve what life throws at us.
Although McMaster does offer the option to submit a McMaster Student Absence Form, this option addresses concerns that an MSAF does not cover.
For full-term courses that are more difficult to escape, the Credit/No Credit option would allow students to not have to commit to a course they may not enjoy and drag on for two semesters.
This mode of assessment addresses areas the McMaster University has yet to. As exam season nears, I can’t help but think how this option could have saved me for some of my courses and I’m sure that many other students feel the same way.
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By: Takhliq Amir
One of the earliest pieces of advice I remember getting when I began studying at McMaster was one I can almost guarantee every student has heard: to take bird courses.
Now I’m not sure where the “bird” in this phrase comes from, but its general meaning is to take courses that have easy content and are taught by easy professors.
There are several problems with this strategy.
Approaching one’s undergraduate degree with the mindset that a high GPA can be maintained by taking courses based on their level of “easiness” is fundamentally wrong for many reasons.
There might be individuals out there who may genuinely be interested in the course — trust me, you might think Earth Sci 2WW3 is just a bird course because it is about water, but it could be the best thing ever for someone out there — and if it has limited seats, then you may be taking a spot away from someone more deserving and definitely more invested in the content.
Even more than that, it represents beginning what should be the foundational point of one’s career with a way of thinking that essentially puts more trust in the difficulty (or lack thereof) of a course than in one’s own capabilities.
By deciding to take “easy” courses, students are essentially beginning a new journey considering themselves not competent enough to excel in tougher courses.
This certainly won’t apply to everyone, but there are many out there who begin university with the fear that their averages are going to drop by 15 per cent so they must try their hardest to avoid the “inevitable” failure.
There are people I know who have taken “bird” courses only to struggle often because they had absolutely no interest in the topic, thus eventually not putting effort into the course and suffering academically as well because of that.
Studying at a university allows you the freedom to choose courses from an incredible list of options. As a health science student, I was so excited to have had the opportunity to take a history course this semester, even though it may not necessarily count as one of the easier electives that others had recommended.
I took it because it is a subject I have always found to be fascinating — there are a lot of lessons to be learned from the past, and it can be incredibly entertaining too — but could not take due to limited elective space in the past.
It has required effort but it has also been rewarding and enjoyable, which has done a lot to push me to work hard for the course.
By deciding to take “easy” courses, students are essentially beginning a new journey considering themselves not competent enough to excel in tougher courses.
This is what I see as the purpose of elective courses. Most often it is an opportunity to pick the courses that you might be interested in, but it can also be a chance to step out of your comfort zone or explore something completely unique.
From beginner language courses to community-based engagement projects, all this elective space is there to give us students the resources and opportunity to increase our knowledge, improve our skills and develop our own undergraduate pathway.
It can expose us to other cultures, beliefs and perspectives, and push us to open our minds and see things in a way we may never have otherwise.
These types of scenarios can be so invaluable in teaching us about the incredible complexity of the world and the diversity of the populations that inhabit it.
I can completely understand the need to maintain a high GPA, and I would never say that students should not be strategic about choosing their courses.
It certainly would not be the best to take a course that is just not manageable in a particularly difficult semester, but it may not be to the benefit of one’s personal development to take courses that are also too easy (and sometimes boring).
When the interest is there, the hard work and effort usually follows. By taking courses simply on the basis of an easy mark, students do themselves the disservice of not trusting their own abilities and thus limit their experiences, knowledge, and growth.
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In elementary school, we were taught how to use rulers to measure lines. Since those halcyon days, this fascination with measurement has cemented itself in how we view the world. We use grades to measure how well we do on tests, time to measure how long we take to get ready in the morning, and medals of various colours to measure how good we are in comparison to others. Comparison through standardized measurements is almost second nature in university. Only now, we no longer measure lines. Our GPAs are the new standard by which we measure ourselves – and this is a downfall for many.
In an education system that places such great importance on numbers, it often feels as though these marks are a direct reflection of our abilities. Don’t get me wrong, I think university is incredible. There is always more to learn, always something to do. There’s something for everyone. But we often leave out the less glamorous side of post-secondary education, one where hundreds of students fall through the cracks each year into a state of poor mental health.
Mental illness is a real issue, one that is extremely prevalent at McMaster and across the country. By the end of the year, likely half of the people you know will have experienced some sort of mental breakdown. Hundreds of students with bloodshot eyes will have burned themselves out trying to do everything at once by fuelling endless all-nighters with caffeine. Unforeseen circumstances, coupled with a variety of pressures, will send many of our peers into a dangerous spiral. Depression is among one of the most common mental illnesses in university students, but many more hide in the silence that we encourage.
Unsurprisingly, academic stress is a leading cause in mental health issues among university students. A major contributing factor is our susceptibility to tunnel vision. We zero in on getting high marks, and neglect everything in the periphery. Regardless what program you’re in, competition is stiff. We’re young and ambitious. Our blood runs hot and thick, our dreams are big and daring. The bar for success is continually rising, and with that so is the pressure we put on ourselves. When there is a blip in our planning, difficulties and other emotional vulnerabilities are magnified.
A couple weeks ago, I received a set of marks that were the lowest I had ever gotten. I remember being so overwhelmed, I felt paralyzed. All I heard were the humble responses of friends who did well, and all I wanted was to leave the lecture hall and hide in my comforter. I didn’t feel like I belonged in my program anymore. But talking to an upper year student put everything back into perspective. I realized that one mark, no matter how important it may seem at the time, was no measure of my capabilities. The isolation I felt dissipated, and I realized the importance of finding a healthy way to cope with setbacks.
Everyone needs an outlet. It can be anything, as long as it’s something that will give you some time to yourself and help relieve stress. It’s important to schedule in activities that make you happy and recognize how much more there is to life than whatever it is you’re worried about. Some hit the gym. Some dance, some paint, some jog. Some people choose to sit back with a tub of ice cream and Netflix. I write, play volleyball, or spend time with my guitar. Your outlet could be going out and doing something you love, or staying in and doing absolutely nothing at all.
Nobody is immune to pressure. Both the feeling and the effects of stress are harrowing. While finding your outlet is important in maintaining a healthy mind, it is by no means a solution to mental illness. Going to the gym will not end breakdowns, and playing the guitar doesn’t guarantee nirvana. Staying healthy is about taking care of your body and mind, a fact that we often forget.
Our experience at McMaster cannot be measured by how badly we did on that organic chemistry mid-term, or by how we failed last week’s English paper. This isn’t easy to grasp. But by gaming, knitting, or just chilling out, we make numbers and measurements seem a little less important.
