Experiential learning was one student’s solution for depression
By Zahra Abdulla
Photos by Mark Burnham
I assumed university would be the best years of my life — new adventures, my first taste of independence and innumerable opportunities to discover my niche. These rewards were short-lived, as stress and chaos prevailed. Rigorous evaluations, information overload and pressure to achieve high grades left me believing that the all-work-and-no-play mentality was my only pathway to success.
Darkness and depression became my reality, and soon I lost connection with everyone. My schedule was maxed out. I couldn’t sleep and didn’t find pleasure in anything. For the first time, I started skipping classes to catch up on studying or sleeping, which I never managed to succeed at. All I wanted to do was be alone. Eventually, I could no longer function; depression was the result. Halfway through the semester, with the support of my family, I withdrew from my courses. I had become a victim to this path of the university success culture.
Universities can be perfectionism incubators, brainwashing students to follow a status quo: get good grades, the degree, find a well-paid job, buy a car and then the house. We begin to believe this path will lead to success in life. But what is the cost of pursuing such success when it comes with personal hardship for many university students? According to the 2007 National College Health Association, 39.4 per cent of SFU students feel so depressed that it’s difficult for them to function. Students should be thriving, not struggling to cope with depression.
As someone who has struggled with the standards of a success culture and visited counseling services, I feel many students could benefit from exploring hands-on learning experiences during their undergraduate degree. Most universities already provide dynamic learning outlets such as exchange programs, team sports, and campus clubs. In addition, universities could implement a variety of interactive for-credit courses for their students. Course topics may include “developing compassion” or “living in balance,” and could require students to volunteer in the community, interact with community leaders and engage in community projects. Students would benefit from a more collaborative and deep learning style, rather than traditional lectures and exams that foster memorization and a passive approach to learning.
Experiential learning could also bridge the gap between the backpack and briefcase, which is a common challenge for recent graduates. I found my meaningful learning and engagement through cooperative education work terms. To date, I have completed three work placements, with experiences that have helped me discover that my passion in life is project management. It was the time I spent away from the books that allowed me to see my education with a new perspective. No longer was my ultimate goal to finish my degree in four years and go to law school. I had time to explore the benefits of alternative learning options.
I will be graduating next summer, and am proud of the experiences I have accumulated over the years. I feel good about myself, and appreciate my hiatus from school. Like Randy Pauch said in his Last Lecture, “Experience is what you get when you didn’t get what you wanted. And experience is often the most valuable thing you have to offer.” I wanted university to be the best years of my life. Even though I encountered many setbacks along the journey, I eventually had the opportunity to immerse myself in countless rewarding experiences, but only when I branched out to experience things outside the pressures to succeed through conventional coursework. Depression may never be eliminated, but meaningful learning options can help students to recognize their full potential, and to enjoy their years in university.
