I think, at a child’s birth, if a mother could ask a fairy godmother to endow it with the most useful gift, that gift should be curiosity. ~ Eleanor Roosevelt
This post is the second in a series highlighting the work of Ken Coates and Bill Morrison’s book What to Consider When You’re Considering University. The first post introduced the book and highly recommended that all high school students, struggling early year university students and parents pick up a copy right away. The moral of the story is that a university education is not for everyone and that there are many other highly attractive options including college, polytechnic and trade educations that may better align student’s (or is it really their parent’s?) goals with desired outcomes.
Throughout the book, the authors argue that far too many high school students chose the university route when they are either ill-prepared or ill-suited for the quest. The quick and dirty measure Coates and Morrison use to assess a student’s suitability for university is the Curiosity Test, which is presented in Chapter Two, the “Know Yourself” section. This test asks five straightforward questions.
- Do I like to read?
- Do I read high-quality non-fiction?
- Do I watch foreign films, art films, CBC documentaries, or thoughtful PBS programs or series?
- Am I troubled or excited about world affairs?
- Do I enjoy learning?
Let’s explore the questions…
The first two questions are closely connected but distinct enough to warrant separate queries. If a student doesn’t like reading much at all, even if we’re talking about the latest People Magazine or a Twilight series novel, the chances of that student surviving, let alone enjoying the volume and nature of university course reading is minimal. Let’s say that a student does enjoy reading for pleasure but the scope of materials has been limited to what would be considered “low-quality” works. Under this scenario I am optimistic that the student could handle and possibly even enjoy university course reading materials.
University courses require a lot of reading (and writing, but we’ll get to that later). If a student doesn’t like reading or can’t handle the quantity of reading necessary, the chances of success and enjoyment are low.
The third and fourth questions explore a student’s interest in the world around her. Have you ever turned to the internet to Google information about an issue, situation, world leader, or even a country you didn’t know about just because you wanted to (and not because it was assigned work as part of a research project)? If you heard about the 50th anniversary of the Selma march on the news or through Facebook posts, did you look up what it was all about?
An orientation towards exploring issues, ideas, situations and seeking understanding and meaning from them is what drives learning and is the core of the university experience (and what relates to the final question of the test).
So, what is the likelihood of a 17 year old you know acing this test? Probably fairly low.
Does this mean that those students should throw in the towel and write off a university career? Not necessarily.
Even though most high school students may not take an active interest in world affairs, choose CBC documentaries over Netflix and actively subscribe to many news sites, not all hope is lost. The early years of university are a time when students are presented with the opportunity to explore various topics and learn more about the world around them to figure out what piques their interest.
Even if a student doesn’t arrive at university innately curious but does begin her studies with an open mind and a true desire to learn and grow, there is still hope.
The key to success is for that somewhat curious student to immerse herself in the university experience by:
- Doing the work (read, prepare for discussions),
- Being an active member of the class (show up, listen and engage with professor and fellow student points of view), and
- Participating in as many of the amazing campus activities (student clubs/teams, “celebrity”/alumni talks, student government) as possible.
If after the first or second year, a student does not find herself truly interested and engaged in her program of study, it is a pretty good sign that it’s time for a change. That change may involve a program shift, a change in institution or even a withdrawal from the post-secondary experience for a period of time.
Either way, parents need to be open to that possibility. I’m directing this portion of the post to parents because far too often they do not recognize the consequences of pressuring a child to “stick it out” because “that’s what we do in this family”. If the environment or program isn’t a good fit the whole experience is bound to result in bigger debt, more stress, strained relationships and overall unhappiness.
As a parent, that’s the last thing I want for my children and I’m sure others feel the same. This doesn’t mean I’m going to let my children off the hook for commitments and responsibilities throughout their lives but it does mean that I am aware that university might not be the best fit and I will genuinely listen to my children’s account of what is working and what isn’t working to help support them when the time comes.
Coates and Morrison use the term swarm to describe the large majority of university bound students who have been “influenced by the over-selling of a university education”. These are the students who don’t necessary enjoy reading, probably won’t engage entirely in what a university has to offer and who seriously lack in the curiosity department. Swarm students are less likely to succeed at university and if they do manage to scrape together the grades required to graduate will probably be no further ahead (just further in debt) then they were after high school.
Straight Talk Prof 