Why Attending the University of Toronto Was the BIGGEST Mistake of My Life | My Post-Grad Struggle

Summary

In this candid reflection, the speaker recounts their difficult journey through post-secondary education at the University of Toronto, sharing their struggles with academic performance, self-doubt, and the harsh competitive environment. Despite initially aiming for a career in medicine, they graduated with a degree they couldn't use and faced disappointment. After exploring other career paths, including a government job and further studies in cybersecurity, they offer valuable advice for prospective and current students, urging them to consider all educational options and manage expectations. The speaker’s journey emphasizes the importance of self-awareness and mental health.

Takeaways

• 😀 Traditional university environments can be stressful, competitive, and not always conducive to personal growth.
• 😀 Mental health struggles are often exacerbated by the pressure to meet high academic expectations and rigid grading systems.
• 😀 University may not be the best fit for everyone, and alternative education pathways can provide more flexibility and support.
• 😀 The pressure to succeed in a traditional academic system can lead to burnout and bitterness if not managed properly.
• 😀 It’s essential to consider why you want to pursue university and explore other career pathways that might better align with your goals.
• 😀 The speaker regrets their time at the University of Toronto, seeing it as a stressful and isolating experience.
• 😀 WGU (Western Governors University) provided a more supportive, non-competitive environment that better suited the speaker's learning style.
• 😀 The speaker completed their degree in 1.5 months at WGU, demonstrating how flexible education can lead to faster, more efficient results.
• 😀 It's important to think critically about your educational options and not force yourself into a traditional system if it isn’t working for you.
• 😀 Reassessing your educational path can lead to greater personal fulfillment and career satisfaction, as seen in the speaker’s shift to cybersecurity.

Q & A

What led the individual to enroll at the University of Toronto, Scarborough?

The individual was motivated by the pressure to pursue higher education and chose the University of Toronto Scarborough because it offered a life science program, which sounded appealing to them. The decision was influenced by a combination of societal expectations and a lack of clarity about their future career goals.

What was the individual's experience with the academic environment at the University of Toronto?

The individual found the academic environment at the University of Toronto to be highly competitive and stressful. Despite attending every class, they struggled with exams that didn't reflect class material and faced grade deflation. The pressure to perform and the lack of support among students contributed to feelings of stress and guilt.

What were some of the challenges faced during the individual's first year of university?

In the first year, the individual faced significant struggles with difficult courses, especially physics and calculus, which they failed. The exams were described as brutal and unfair, and the individual had trouble succeeding due to poor grades, lack of research opportunities, and overwhelming stress.

Why did the individual persist in university despite poor grades?

The individual persisted because they were afraid of admitting failure to themselves and their family. They didn't want to face the embarrassment of dropping out or returning home without a clear plan. There was a sense of shame surrounding failure, which kept them enrolled even though they were not succeeding academically.

What career path did the individual follow after graduation?

After graduation, the individual initially struggled to find a job related to their degree. They worked in an entry-level government position as a Payment Services Officer for three years, and later transitioned into a role as a Program Advisor. Eventually, they transitioned into the tech field, earning a degree in Cyber Security and Information Assurance and working as an IT Service Technician.

How did the individual view their degree after graduation?

The individual felt ashamed of their degree because it didn't lead to the professional opportunities they had hoped for, such as medical school or a related career. They regretted their choice of program and felt that the time, energy, and resources spent on their degree were wasted.

What advice does the individual offer to prospective university students?

The individual advises prospective students to be optimistic but realistic about their abilities, to reach out to current students and alumni to understand the real experiences at a university, and to prioritize mental health before attending. They also suggest exploring other options outside traditional university paths and being open to different career paths that may be more practical.

How does the individual suggest dealing with academic struggles during university?

The individual recommends considering dropping or transferring out of university if academic struggles become overwhelming. They emphasize that it is better to pivot early and avoid years of unnecessary stress, and that admitting university isn't the right fit doesn't mean giving up, but rather protecting one's well-being.

What is the individual's perspective on mental health in the context of university?

The individual stresses the importance of addressing mental health before attending university, as many students enter with expectations of improvement, but instead face increased stress and pressure. University environments can exacerbate mental health struggles, making it essential for students to manage their emotional well-being from the start.

What alternative educational experience did the individual have at Western Governor's University (WGU)?

At WGU, the individual had a far more positive experience. The university offered a flexible, self-paced, online learning environment where students could complete courses on their own schedule. There was no competition among students, and grading was based on passing exams or assignments with a score of 70% or higher. The individual completed their degree in a much shorter time frame and appreciated the supportive community of students sharing helpful resources.