Читать книгу How to Succeed At University--International Edition - Danton O'Day - Страница 8

Most students attend university to obtain a degree. That’s a simple fact. It wasn’t always this way. Years ago students attended university to learn for the sake of learning, but that’s not the way it is today. You will probably attend university for the purpose of making it through three or four years to emerge with a degree in some area of specialization. If you are like many students you intend to be a doctor or a lawyer or to enter some other equally remunerative occupation.

Professor O’Day’s Advice: Competitive Programmes

I teach cell biology and a class in human development so it’s not surprising that many of my students are motivated to become medical professionals. If I had a Canadian dollar for every student who told me he or she was going to be a doctor, I would be rich. The sad part is few students have the grades to enter medicine, let alone any other competitive programme.

One of my big concerns as a teacher has to deal with students who have unrealistic goals. It is not easy trying to gently explain to a student with poor or average grades that he or she has no chance of even being considered by a reputable medical school as a potential student. If a student has such unrealistic expectations, I often try to guide that student along by asking if he or she has ever thought of alternative occupations which are more in keeping with his or her marks.

While I am not a counsellor, I give students some suggestions about potential alternative life choices hoping that in time, they will move these secondary choices to the front line when they realize their marks won’t be enough to allow them to apply let alone get accepted to medicine. If the students persist in their single-mindedness, I don’t try to dash their dreams but suggest that they then need to focus entirely on their studies if they hope to meet their goal. You also need to determine if your current goals are realistic. Ask yourself some questions:

•Are your grades good enough to get accepted to any competitive programme?

•Do you enjoy studying the subjects required for entry to the programme?

•Do you find that you often question what you are doing?

•Are there some other areas that seem more interesting?

Unfortunately, the reality is that there is very little chance of you being accepted by a medical school. Just look around you and assess how many doctors there are per capita and you will realize that not everyone gets to be one. The same is true for other competitive programmes. I have no intention of bursting bubbles or telling you that your dreams are not possible. You are reading this book, but I don’t know who you are or whether you have the potential to be admitted to medicine or other competitive programmes. If you do have the potential, then I sincerely hope that you reach your goal.

Whatever your aspirations are, we hope that this book will help you in your quest. This book can help you generate the high grades needed to impress potential employers or to be admitted to postgraduate programmes, but it cannot work the miracle of increasing the number of jobs available or places in these programmes. This is where we would like to offer you some other aspects of succeeding at university.

Look at your grades. Often your marks reflect your true interests. If you are getting great marks in specific subjects, that could indicate your special interests or abilities in that subject area. Look at what options and opportunities exist in that area and try to determine if that’s a route to follow. We’d also advise you not to panic. Sometimes students don’t really figure out what they want in life until it’s almost time to graduate. Remember, a good education will serve you in a diversity of ways that may have nothing at all to do with the specific subjects that you studied.

Did You Know?

According to the 2006 National Survey of Recent College Graduates in the United States, 33.8% of graduates with a Bachelor’s degree in science, engineering or health who held a job were employed in the same field as their degree. Another 10.6% were employed in a different science-related field, while 55.6% were employed in a non-science occupation.⁴