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. 

I don’t know what I want to do after undergrad, but I’ve come to learn a few things from it

Graphic By Esra Rakab / Production Coordinator

Back in Grade 12, when I was applying to university, I applied to 11 different programs — all in science or engineering. I was uncertain about what exactly I wanted to do and what university I wanted to go to, but I was sure that I wanted to do something within the STEM field (science, technology, engineering and mathematics). Fast forward to September 2017 and I had officially started my undergraduate degree in health sciences at McMaster University.

Although I still had an interest in engineering and other programs like kinesiology, I thought that health sciences was a good fit due to its flexibility with electives. In addition, I had considered becoming a doctor — and didn’t most people in this program become a doctor? While I was right about the latter, the idea of becoming a doctor was only an idea that was floating around in my brain at the moment.

However, things came up. I realized that medical school, unfortunately, wasn’t accessible to disabled students. So what was next on my list? To be honest, when I came to this realization in my first and second years, I wasn’t sure what was next. But I had the rest of my undergraduate degree ahead of me, so I shouldn’t have to worry about it, right?

Unfortunately for me, I was very worried. It seemed as if everyone in my program knew exactly what they were going to do — they were going to be a doctor. They were going to write their medical college admissions test after their second year and apply to medical schools in their third. If they didn’t get in that year, they’d apply in their fourth year.

Unfortunately for me, I was very worried. It seemed as if everyone in my program knew exactly what they were going to do — they were going to be a doctor.

To be surrounded by people who know exactly what they want to do when you’re just struggling to have your head above water is terrifying. I felt the need to still take courses I didn’t like in order to maintain a high grade point average (just in case I changed my mind about med school, of course). All I wanted to have was some sort of stability, some goal to aspire to. If that wasn’t med school, then I wanted to know what career I would be pursuing.

The thing is, I hadn’t been sure of pursuing any career — even in high school, I was so uncertain of what program I wanted to do. I picked health sciences on a whim. So by now, you think I would be okay with uncertainty, right?

Uncertainty is still hard for me. Not knowing what goal to pursue can be scary for many people. But, I’m going to graduate very soon and my perspective has changed a lot. Although I’m still coming to terms with being okay with uncertainty, I have learned a couple of things.

The first thing is: do things because you enjoy them. Take courses you enjoy, not because you think you should take them. Don’t take that microeconomics course if it’s not what you’re really interested in doing. Take courses that you like, even if they aren’t “a part of” your program.

The first thing is — do things because you enjoy them. Take courses you enjoy, not because you think you should take them.

I took an English course this year because I thought it looked interesting, not because it was a requirement for a potential career. While it is important to look out for your future, doing prerequisites isn’t the be-all end-all.

The English course I took ended up being one of my favourite courses I’ve taken and led me to meet a really cool instructor that I actually met to talk about potentially pursuing a master’s degree in English. By taking a course I enjoyed, I opened a career path I may not have considered before now.

Secondly, it’s okay to not have your future mapped out. If you decide you don’t want to become a certain profession, even if you have it all planned out and are about to graduate, it’s okay to change your mind. Don’t go into something because you feel pressured by your parents or other students.

Secondly, it’s okay to not have your future mapped out. If you decide you don’t want to become a certain profession, even if you have it all planned out and are about to graduate, it’s okay to change your mind.

I don’t know, maybe I still will become a doctor. I don’t know what lies ahead in my future. I’ve considered occupational therapy, physiotherapy, law, becoming a professor, social work, nursing, journalism and more.

My idea of what I want to do changes very frequently, but that’s okay because I want to take my time so that I’m 100 per cent certain that I like my future career. Even if my mind changes after I enter a certain profession, though, that’s okay too.

Being okay with uncertainty is hard, but sometimes uncertainty helps you figure out what you truly want to do. We should learn to embrace uncertainty more — after all, it’s completely normal not to know what you want to do.

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