12 minute read
Post-Secondary is Transforming
POST-SECONDARY IS Transforming
BY SANDRA HERBST, CHIEF STRATEGIC OFFICER
COVID-19 may precipitate the largest pivot in the delivery of higher education across the globe; however, the post-secondary landscape had been transforming before the arrival of the current pandemic. This includes some of these emerging shifts (Schrumm, 2020): • Modernization of the credit transfer system to recognize micro-credentials and experiential learning completions towards a diploma or degree • Increased collaboration between universities and colleges • Greater demand for courses to include augmented reality, virtual reality and machine learning to create personalized student experiences Post-secondary institutions recognize that innovation is required to survive and to thrive in the global marketplace. Yet for many of us, our conception of the post-secondary experience is heavily influenced by our own memories of time spent in those venerable spaces. In fact, those conceptions may need some adjusting to align with the changes these organizations are currently undergoing. Asking some questions might help us better understand existing realities and emerging reforms: • In what ways is the post-secondary experience different from what people expect it to be? • How can transformation in post-secondary education be described? • What skills and competencies are now required to be successful in the post-secondary environment?
Three alumni, Jamie Greenhalgh ’03, Caroline Murphy ’10 and Jonathan Salna ’14, took time to consider these questions.
Their responses provide us with perspectives that are born of their lived experiences, with insights garnered through reflection and analysis.
JAMIE GREENHALGH ’03
Jamie Greenhalgh ’03 is an executive member of the HTS Alumni Association and current HTS parent who has run multiple software companies and does occasional contract development work. Jamie is also a LEGO enthusiast who builds models for display at public shows to amaze and inspire a new generation of creative minds.
The traditional university degree is not the “be-all and endall” that it once used to be, specifically with respect to the technology industry. This sector, as I experience it, is moving away from a focus on an educational pedigree. Having hired multiple software developers and graphic designers, I have never inquired into their educational background, nor have I ever felt inclined to. To put it bluntly, if I were to interview someone without much of a software portfolio, who proceeds to tell me about an illustrious degree, it wouldn’t sway me. That’s lovely, but does that mean you can write code that works? From my perspective, the value lies in showing a potential employer that you can actually do the work.
I had been building websites and enjoyed coding since I was a teenager at HTS, and I probably should have been more receptive to the voice in my head reminding me of this passion and the fact that I could make a career of it. After I graduated from the University of Toronto with a degree in biology, I worked in the medical devices field for a short, yet gruelling, time. I returned to school, this time to Seneca College for computer programming, and this was a uniquely enjoyable experience. I finished there in just over a year, having fast-tracked the program using university credits to meet the graduation requirements. I was able to code in a variety of languages, across multiple platforms, and could apply that knowledge to do a lot of useful and practical things. Interestingly enough, about a third of my classmates were older university graduates (mostly from computer science programs) who realized their degree did not allow them to code. Let’s fast-forward more years than I am comfortable disclosing, and much of this same content can now be learned at an even faster pace using online instruction websites, at a significantly lower cost.
Software development, like many other disciplines, is about creative problem solving and execution. As post-secondary continues to transform in providing unique learning opportunities, learners will be able to develop and transfer skills necessary to succeed in their area of study. If you are a current HTS student and are reading this, the foundation you’re receiving at school related to creative problem solving and building ideas into real and functional solutions will help you to navigate determining the next steps that are just right for you.
I graduated from HTS in 2010 and have spent the last decade in academia. Having earned my first two degrees from the University of Toronto (U of T), I am now writing my doctoral dissertation at the Massachusetts Institute of Technology (MIT). I’ve observed many transformations during my time at these institutions, so I will focus on the positive ways that post-secondary institutions are becoming more interesting, inclusive and caring places for students.
To accommodate the rising demand for higher education and the kinds of knowledge and skills it offers, universities are growing larger and, in the process, they’re expanding the array of academic and co-curricular offerings available. When I first enrolled in university as an undergraduate student, I was struck by the quantity and breadth of courses I could choose from – many in disciplines I’d never before heard of – and have watched these options grow only more varied in response both to novel academic research and to evolving societal needs. Moreover, in recognition of the growing value of agile, interdisciplinary thinking, universities are encouraging their students to pursue classes across a wide range of fields and are making it easier for them to flexibly customize their own majors and programs of study in self-directed ways. Opportunities for engaging in co-curricular pursuits are equally diverse; outside of classes, students can pursue their hobbies and interests by participating in any number of associations, clubs, societies and recreational classes. While these expanded options have granted students more freedom than ever before to design their own degree pathways, they can also be overwhelming. I often advise incoming students to spend their first year exploring their particular interests and attending to those things they most enjoy and excel in, and then to work with a trusted mentor to outline short- and long-term academic and professional goals and select a course of study that aligns with them.
CAROLINE MURPHY ’10
Caroline Murphy Williams ’10 is a historian of early modern and Renaissance European architecture and visual culture. She holds degrees from the University of Toronto (2014) and the Massachusetts Institute of Technology (2016), where she is currently a PhD candidate. Caroline hopes to continue researching and teaching as a university professor.
Another shift I’ve observed is that universities are becoming more invested in supporting their students and in prioritizing their success. Although I initially imagined that large research universities like U of T or MIT would promote a gruelling work culture, my conceptions were somewhat misguided. While these institutions do take great pride in their research outputs, they are coming to appreciate the impact that positive, wellrounded experiences can have on one’s research productivity and success in the classroom. Accordingly, universities are funnelling more resources toward initiatives that foster community on-campus and support students’ physical, emotional and spiritual well-being. Enhanced academic mentoring and counselling, health and wellness services, and greater professional development and networking opportunities are just some examples of the layered systems that institutions of higher education have been building up in recent years to support their students. Learning to ask for help is a crucial skill, and I’d advise students to take full advantage of these support infrastructures and not to be afraid to seek out guidance when they need it.
JONATHAN SALNA ’14
Jonathan Salna ’14 graduated in 2018 with a Bachelor of Arts (Honours) from Queen’s University, majoring in political studies, and in 2020 with a Masters of Public Administration from Columbia University. Most recently, he has worked on a research project on behalf of the United States Military Academy.
The world is becoming increasingly specialized. Globalization and automation have had profound effects on the future workforce within Canada and have made post-secondary education all the more important. With the increasing requirements for a more educated workforce, so too have academic institutions shifted to accommodate this change. For those graduating from high school, this can contribute to an already overwhelming amount of pressure on what they need to gain from their post-secondary experience. For me, choosing what I wanted to do in university felt almost paralyzing. I had no idea what I wanted to major in, let alone what career path I would follow for the rest of my life. What I didn’t expect was just how much I would be shaped not just by academics, but by every other part of the university experience. It’s ironic that as institutions of learning, the “education” aspect of university can sometimes feel almost tangential – not because it’s unimportant, but because of how transformative the rest of the experience can be. I realized I had a passion for politics, and I attribute this not to my first-year politics course, but rather to the conferences I joined as a member of the Model UN Team while at HTS, the friends I debated with and the election-viewing parties I attended. None of these things gave me credits for graduation or improved my grades, but they did inform me as to who I wanted to be and what I wanted to achieve during my time at school. All of this speaks to a transformation in priorities of post-secondary learning to something that is far more holistic. I think two of the most common mistakes people can make at university is ignoring their academic responsibilities or obsessing over them. The first is probably the most obvious problem – skipping classes, turning in assignments late or cramming for exams. However, the second can be just as detrimental and wasteful to your time and money spent. Being able to excel academically but developing no lasting social connections, extracurricular experiences or personal growth will leave you cheated of some of the most important parts of the post-secondary experience. I recommend finding an equilibrium between managing academic studies, personal relationships, extracurriculars and time for yourself. In my experience, a student with good grades and a resumé replete with volunteer experiences, student clubs and personal and academic references is more likely to be hired than a student with perfect grades and little else. Fortunately, universities seem to be adapting to this change. During my six years at university, I noticed a growing acknowledgement from professors and university administration about the importance of non-academic work. There has also been a great improvement in providing support for individual requirements and accommodations, such as extra time for exams and access to note-takers and tutors. Regard your time in post-secondary not just as a period of transition, but as a lasting part of your own personal story. For good or bad, the experiences immediately after high school will shape the kind of person you become. Make sure they’re as well-rounded as you can.
Higher education is transforming, and these responses provide evidence in that regard. Like all other spaces, it must adjust traditional ways of being in response to global pressures and, more importantly, must emerge as more nuanced organizations that support the levels of learning required of our students and warranted by our world. It is clearly an exciting time for learners to embark on their post-secondary journey; the possibilities ahead are simultaneously promising, intriguing and hopeful!
Schrumm, Andrew. “The Future of Post-Secondary Education: On Campus, Online and On Demand,” June 1, 2020. https://thoughtleadership.rbc.com/the-future-of-post-secondary-education-on-campus-online-and-on-demand/
Craig Brown
Director of Information Technology Systems and Database In what ways has your HTS experience transformed you?
The transformation for me is one of a change in my own learning process. I have learned that while goals are a useful tool, they can be less powerful than you think in these quickly changing times. Instead, the process of constant iteration – adjusting, tweaking, learning and readjustment – gives us greater flexibility and innovation to use when a goal has to shift.
What I know now is how important it is to review and work on improving your current processes. These are the steps that will help you achieve your goals even if the goal shifts from changes in circumstances.
Megan Ho
When I look back on entering through the doors of HTS for my first day of school in Grade 4, I can confidently say that who I was then is now graduating from the school as a completely different person. As I reflect on my time at HTS, I am so grateful for the amazing experiences that I have gained here. From my involvement in clubs, to leadership opportunities and a great sense of community, I have those to thank for helping me grow and transform in many different ways.
One of the main ways that I have changed is my transformation from being a quiet and shy girl to someone who loves meeting new people and being a role model in the school. I have also transformed by learning the importance of community. The community of HTS has offered me so many great opportunities, such as performing for school events, or helping me better my character. This has taught me to give back, in return for all of the incredible opportunities given to me.
Bijan Virani
I think HTS has transformed me to make me a more well-rounded individual. I have always been academic, but I found myself sitting on the sidelines for other opportunities. I was just one of those people who did well on tests and in projects. When I came to HTS, I had access to more opportunities, like Model UN. And this is still true during the pandemic, when everything had to change. I’m still trying new things and I’m learning new things.
I feel like HTS has totally changed my perspective on school. The people in the school feel like my family, important people in my life whom I meet every day. I have teachers that not only teach me but support me. And because HTS has so many resources, I have come to really love all the different subjects that I take. At HTS, we have access to a full lab, and that’s amazing because I am actually doing things with all of the materials, instead of only hearing about them. In the past, I would read about history and answer questions about dates and people. And here at HTS, my teacher basically recreated the Ottawa Conference. This makes it real for me, and I am motivated to want to learn more.
