To start, I’m part of the luckiest 1% in the world in that I’m pursuing higher education at the University of Victoria. And, in all honesty, I’m attacking third year with the fear that my degree will land me a job as a cat food quality controller. Which, I am told, is completely normal. Although I was immediately accepted into the Writing program, I floated through Sociology, Anthropology, Fine Arts and Theatre in first year. Since then, I’ve dropped and picked up classes, changed and re-arranged majors and today I’m officially registered as a Writing major with a minor in Political Science. Go me.

I lived in residence during first year, which was both entertaining and tiring. I was surprised and comforted by the hysteric scramble for new friendships during the first week. My room was small (my fault for trying to stuff my entire life in it) but livable. Residence food was dangerously delicious but I soon began to resemble a blimp and split my free gym pass in half from overuse. I also learned that perfectionism is a lost cause in university. Try to finish every reading. Just try.

I moved off campus for second year with three girls that I met in residence. We left the search for housing until the end of summer and the result was expensive, shag-carpeted, far from campus living. Second year was hectic; I joined the Peer Helping program. It made campus less intimidating and revealed hidden useful resources. This small community provided new relationships and an on-campus job. Keeping myself busy with volunteering and dynamic classes maintained my health and happiness.

The beginning of third year was tough. University life can become isolating if you’re not involved or surrounded by bad influences. I took to writing alone in my attic room which inevitably led to a diet of Kim Chi, deflated grades and insurmountable grumpiness. In second semester I moved into a house with seven other students and started exercising my mental, social and physical strength again. Surrounding myself with driven, fun, positive people has lifted my spirits and my grades. My program is providing more challenges and competition, temporarily alleviating my fears of a future career with IAMS.

University has treated me fairly well so far. Knock on wood.

This 2010-2011 cycle, students were accepted to over 170 universities, colleges and professional Canadian and international institutions, and they accrued approximately four million dollars in scholarships (and the number continues to grow this summer). The variety of their success is striking. We had one student accomplish her GED and another be accepted to a prestigious culinary school. Two students were accepted to directly enter medical school in the United Kingdom, and over ten received early decision entry into their first choice US institution. Options’ students will attend 61 of the 93 Canadian universities (we really do believe in finding the perfect fit)! We have enjoyed our role in helping each student reach their individual goals, and we found our new Strong Interest Inventory to be a great addition to the career exploration process this year.

Additionally, as this is our eighth year in business, many past clients have returned seeking new services on their quests to graduate and professional programs. This has been particularly rewarding as we have had an opportunity to re-connect with these students and acquire their valuable first-hand feedback. Finally, our Writing Workshop Series received excellent praise this year as not only valuable for the application process, but also as a skill that will be a foundational necessity at university.

Please share your stories with us over the next school year and keep us updated on your incredible journeys. We, at Options Solutions, are honoured to have been a part of them, and we look forward to following your progress.

We encourage our students to really think about what they are looking for in their education and how they will put their tuition dollars to work.  Usually when we ask students at this time of year, “Why do you want to attend University X?” or “Why is University X your first choice?”- the answers we receive are overly general and tend to be about the university’s aesthetics (“It is a pretty campus.”) or location (“It is close/far from home.”).  Additionally, we find many of our students pick a faculty randomly or by feedback from friends.   We tease them at this point and encourage them “to defend their decision in an educational court of law”- to which they usually smile and respond, “Melinda, I know nothing about the academics there.”  We then set on a mission to change this in two steps.

One we make a list of values or priorities for their education and their post-secondary search.  Values need to be educationally related- such as class size, quality of instruction, range of majors offered, opportunities for coop or internship, international study options, and/or specialized features of the university curriculum.

We then enter a period of research.  We encourage students to move away from the admissions pages of the websites; because at this point, they have selected their courses and have a solid understanding of what marks they need.  Instead, we want them on the FACULTY pages learning more about what it means to study a particular major at a specific university.  What courses will they have to take?  What special opportunities are available?  What values does the site portray?  What students are highlighted?