Like most of the people who go to Queen’s, I was lured to the school by a history rich in tradition, a picturesque campus and the prestige of a degree from one of the top institutions in Canada. I was fresh out of high school, and believed that I was about to embark on some serious academic learning. I was looking forward to an environment that would challenge me mentally, and would provide plenty of intellectual debate and discussion. Although admittedly my expectations for post-secondary education were slightly lofty, the reality was a stark contrast to the egalitarian-based approach to education that I had believed was waiting for me at Queen’s.
Now as I enter my sixth, and possibly even final year, I haven’t seen much change. It isn’t that I feel Queen’s is performing below other universities, or that Queen’s isn’t living up to its role as an academic leader of Ontario’s post-secondary institutions, but rather that we aren’t living up to our own tradition of excellence that has earned Queen’s a reputation as one of the top academic institutions in Canada.
So what, you may ask, does this all mean? What can be changed to bring us back to where we should be? To start with, the very fundamental approach to education must be re-evaluated. It may not be cheap, or easy, but we need to make some serious changes in the way we teach and learn. Smaller classes, more interactive lessons and mandatory training for first-year professors are three small steps that we can implement that would greatly increase the quality of education for students and professors alike.
As a professor, don’t be afraid to talk to your colleagues about difficult classes, or new and exciting ideas you may have about teaching a particular subject. Investigate the possibility of bringing two subject areas together and team-teaching a double-credit course. Form intramural teams to play against students. Try something new with your courses, and if it doesn’t work, then modify it or drop it for next time. To put it colloquially: shake up the system. The best professors are the ones who have taken real ownership over their courses, as well as their students, and modify their teaching accordingly.
As a student, take advantage of any opportunity to get to know your professor. Talk to him or her after class, go to Ale With Profs and have a drink, or simply drop by during their office hours. A large burden of responsibility falls on us as students to ensure that we are satisfied with our education, and if we aren’t, then it’s time to do something about it. Speak to a department head and write professional, constructive criticism on the evaluations. Be specific about what needs to be changed, and try to find something positive to say as well.
Every year, students, professors and administrators alike participate in—and through inaction—endorse an education system that fails to meet the standards of most of the people involved. It’s time to change that. It won’t be easy, and it won’t be the most financially viable option, but the pursuit of education and higher learning are the main reasons for attending a post-secondary institution, and they should be prioritized as such.
As I graduate this year, I consider myself privileged to have attended Queen’s. It has been my home for the past six years, where I have made both friends and memories that will last a lifetime. If future generations of students are to enjoy the tradition, prestige and quality that is Queen’s University, it’s our responsibility to speak out and make positive, long-lasting changes to our education system. It’s time we lived up to our reputation.
—Brian Cheney, ArtSci ’06, is finishing his Bachelor of Education degree. He was the AMS vice-president (university affairs) in 2004-05.
All final editorial decisions are made by the Editor(s) in Chief and/or the Managing Editor. Authors should not be contacted, targeted, or harassed under any circumstances. If you have any grievances with this article, please direct your comments to journal_editors@ams.queensu.ca.