Will the Definition of Success Change in the Future?: Diverting from Traditional Success
Since we were little kids, our knowledge and abilities have been quantified by numbers and letters. This is likely because our society has been shaped by “traditional measures” of success that have been present since the late 1900s – which typically emphasize academic excellence (such as grades) (Kuh et al., 2006). As we transitioned into the 21st century, we began to turn our eyes from quantifiable success to something abstract including independence, creativity, and individualism. In spite of these efforts, the definition of success has not gone through a dramatic change, and this is understandable because these “traditional measures” still remain applicable today. Will, then, the definition of success ever change? Yes, it must! But what definition of success should we aim for?
Although more and more educators acknowledge that a student’s success is multidimensional and individualized, such efforts are not sufficient to make a transition from the traditional definition (Hunter, 2006). Due to this, academic excellence is still a requirement for most scholarships and degrees. For example, admissions to post-secondary institutions, professional degrees, grants and scholarships are often heavily focused on students’ grades. I understand that there are limited spots and funds, but I find it unfortunate that not every student can be given equal opportunities to move forward in their discipline.
I received an opportunity to enroll in an elite program because of my above-average marks, but later I found out that, regardless of my academic success, it was not the program for me. I thought to myself, “I applied because it was an opportunity given to me, but it would have been better if others who were more of a fit for the program had the chance to experience it instead of me.” From this experience, I learned about three issues that occur around standards of success in higher education. The first is that I wasn’t well-informed on different opportunities that may have been better suited for me beyond my ability to be academically successful. In other words, post-secondary institutions should promote a variety of opportunities available to students and highlight the skills and experiences (beyond academic excellence) that students require in order to be successful in their programs. The second dilemma is that academic excellence does not necessarily determine which students are best suited for degrees or programs. Just because a student has achieved the grades to enter a program, there are a range of personal factors (e.g., disciplinary interest and career aspirations) that should be considered to determine if the student will be successful during and after completing a program. The last is that focusing on academic excellence makes it extremely challenging for the learner to reflect on themselves, as they tend to focus on course grades rather than personal and/or skill development.
During this time, I realized the importance of being knowledgeable about various opportunities, such as volunteering, research projects, co-ops, or internships. The biggest advantage that can be gained from these is that they are real-world experiences, which aid in the development of employable skills. For example, let’s say that a student wants to become a researcher. For the student, having a summer research position would be an invaluable experience because what he/she learns in the lab can be translated into a real-world work environment. These opportunities provide skills that cannot be taught by books or in classrooms. If instructors acknowledge that students can become focused primarily on grades, then they can provide, or at least reiterate, the importance of out-of-class opportunities that can benefit the development of learners and guide students down various pathways for success (Alutu, 2006).
Putting emphasis on aspects other than academic excellence means rethinking how we assess learning and considering not solely focusing on traditional evaluations (midterms or exams). Although the current marking system has some advantages, having only one form of evaluation can be non-inclusive to learners who have various learning preferences. As educators, it is important to have an open-mind about learning and teaching, and we should consider how to creatively assess our students’ learning. In Blooms Taxonomy there are six levels of knowledge, and for each level there are different assessments that can be integrated into our teaching to provide alternative forms of assessment (Krathwohl, 2002). For example, letting students conduct a class allows the student to feel more responsible towards for learning and can greatly improve communication– a skill useful for employment. The whole class can then give written feedback while the presenter completes a self-evaluation. In this way, an instructor can move away from numerical marks or traditional ways of thinking about success in the classroom, and yet still assess the learning that has taken place.
I’ve mentored several high school students and have found that not every student who is going into university knows exactly what they want to pursue. This means that many students decide on their career during post-secondary education, a time when they should be encouraged to reflect on themselves, their goals, and priorities. In the Teaching Assistant Enrichment Program (TAEP), we were asked to submit a reflection for each activity we completed. This was an excellent way for us to look back at what we learned and critically analyze how things could be improved, and offered us an experience with an alternative form of assessment. Even if reflection is not incorporated like this as an alternative assessment, if institutions or educators provide students moments to reflect on themselves and their work it could greatly benefit their personal development and encourage students to find the path that is most suitable for them.
I believe that developing the definition of success should not only be the student’s responsibility, but also the educator’s. It is our job as educators to ensure that students are benefitting from what they are learning. Because of traditional standards, students are often not given opportunities to look back or critically evaluate what they have learned. Therefore, degrees and courses should incorporate initiatives that encourage students to reach their own potential and prepare them as responsible, progressive, and creative learners (Wallace, 2016). Students should not feel discouraged for not meeting traditional standards of success but instead should broaden their horizons and explore their strengths and interests. Along with the efforts of educators and institutions, hopefully these little steps away from traditional measures will remain as a legacy for future generations – that success is discovering who you truly are, not just getting an A+.
References
Alutu, A.N.G. (2006). The guidance role of the instructor in the teaching & learning process. J. Instr. Psychol., 33(1), 44-49.
Hunter, M. S. (2006). Fostering student learning and success through first-year programs. Peer Review, 8, 4.
Krathwhol, D. R. (2002). Revising Bloom’s Taxonomy. Theory Into Practice, 41, 212.
Kuh, G. D., Kinzie, J. L., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2006). What matters to student success: A review of the literature. Washington, DC: National Postsecondary Education Cooperative.
Wallace, S. O., & Wallace, B. A. (2016). Defining Success. In M.A. Miller & V.J. Givans, Beyond foundations: Developing as a master academic advisor, 83-104.