On April 22nd 2016, the Grade 11 IB students went on a field trip to the IB University Fair in Hamilton. The main purpose of the trip was to learn more about various universities, the application process, scholarships, and the impacts of being a part of the IB Programme on university admissions. Although these students will be applying to universities only in the fall, it is beneficial to be exposed to the university application process and the necessary requirements earlier on. This is helpful because the students have a sufficient amount of time to consider their post-secondary options, and to set goals for themselves. 

It is a difficult and time-consuming process to decide on a specific programme at a certain university. Thus, it was not surprising when the IB cohort collectively acknowledged the merits of attending this fair, as they were finally able to pose their pressing questions, talk to various university representatives, and learn the advantages of being enrolled in various potential programmes. 

At the fair, over 20 universities, located both in and out of Ontario, were set up in booths throughout the venue. Students had the opportunity to ask questions to university representatives, as well as pick up pamphlets containing general information about the university, along with information regarding admission requirements for specific programs.

The pamphlets and the university representatives also provided information regarding prerequisite courses for each program, co-op options, major, minor, and specialist degrees. Students were able to ask questions regarding scholarships, bursaries, and other financial aid options. The attendees also had the opportunity to ask about university representatives’ personal experience regarding campus life and the nature of certain programs.

Each university expressed immense interest in admitting IB students due to their appreciation for the comprehensive and difficult nature of the Programme. The IB Programme involves not only a rigorous curriculum, but also insists upon extracurricular involvement through the CAS (Creativity, Action, Service) program. By balancing academic and non-academic activities, students become “all-rounded,” something that is desired by many universities.

Following the fair, an anonymous online survey was conducted amongst attendees regarding their opinions on the university fair. According to the results, students were very pleased with the opportunity to attend an IB University Fair. Furthermore, 74% of students said that the university representatives definitely helped them clear their doubts and questions, and many became surer about which universities they would aspire to attend. 

Around half of the attendees found that the opportunity to talk to university representatives was the most useful and informative part of the fair, although many also found the brochures, pamphlets and magazines to be quite beneficial as well. The majority of students found the venue to be excellent, stating that “the venue was large enough and the timings were well planned so only a couple of schools were inside at a time.” This means that every student got the opportunity to have their voice heard and their questions answered.

When asked whether or not the trip was worth it, most students responded positively. One student commented, “Yes, because I was unclear about what universities looked for in students and the programs that each university offered. Going on the trip allowed me to ask questions directly to representatives.” 

Another student shared, “It was definitely worth it! I got to talk with representatives from universities that I was interested in. Since these reps went to their respective universities, they were also able to share aspects of student life and their personal opinions. The Waterloo rep even shared his, as well as his friends’ experiences with the Co-Op Program which gave me a good idea of where I might be placed. All the reps also had great IB-specific info (i.e. transfer credits, expected IB scores). I just wish we had a bit more time to talk to a few more schools in depth.” A student even claimed, “Yes! We learned so much more than we would have just searching for this information on the Internet.”

It can be concluded that the collective majority of students found the University Fair to be a positive experience. Students were delighted to be able to ask their questions directly to university representatives. In recognition of the usefulness of the fair, 87% of the students recommend that future Grade 11 students attend similar fairs when they are trying to make decisions regarding post-secondary education. 

Students clearly had a beneficial experience at the fair, and using the information gathered, have made advances in choosing their program or university of interest. Leaving high school and pursuing post-secondary options may seem like a terrifying concept to many people; however, with sufficient information, such as that gathered through fairs, students can be prepared for the transition and can successfully decide upon the endeavours they wish to pursue.

Laurier IB Writing Team

In the last few weeks the grade 12 IB's have been putting their final touches on their Extended Essays (EE) as the deadline has already approached. The EE is an independent 4000 word research paper. It prepares students for all sorts of undergraduate research papers and gives them the opportunity to conduct an in-depth study of a topic of their choice in one of the courses they are currently taking.

During the process, students are required to formulate a suitable research question, develop an argument, and effectively communicate their ideas with guidance from supervisors. The Extended Essay encourages the development of the characteristics stated in the IB learner profile which is why it is a compulsory component of the Diploma Program. This paper certainly requires time and effort, and the grades 12's have a lot to say about their experience writing it.

Most of the students agree that probably the hardest part about the EE was the research process and finding relevant information. The EE involves such hard core research that it can be quite a struggle to choose the information necessary.

To avoid the hard part of the EE, the students also shared tips. Vishmayaa Jeyamoorthy, who had written her EE on English, thinks the best way to avoid the dilemma of finishing the 4000 word essay on time is by starting early. This not only gives you ample time to do all the necessary research, but it also helps you from procrastinating and last minute panic attacks.

Howsikan Kugathasan further recommends choosing a subject you like. He says, "Pretend that what you're writing about is significant and you'll like it more; you'll feel responsible."

According to many of the grade 12 IB students, although the experience involved many challenges and proved to be a pain at times, it did have benefits that will surely come in handy for the students in the future. For example, Keerthana Ravigulan thinks the EE experience prepared her for post-secondary school work. "I've benefited a lot from the EE," said Keerthana. "I learnt a lot of research skills, organizational skills and improved my work ethic which will help me in post-secondary programs."

Likewise, Howsikan, who had written an EE on chemistry, enjoyed the experience so much that he now wants to pursue academic research in his career. Although the EE can be challenging, it prepares students and teaches skills that will definitely help them succeed in their university studies.

In October 2014, the grade nine IB Prep students participated in a survey where they were asked about their experience in the transition into the IB Programme. They spoke of things that were going smoothly for them, areas that they were having some difficulty with, and also of their future goals. Now, we have some very useful tips and suggestions from the Laurier grade ten IB Prep students, who were going through the same challenges of adaptation to this highly demanding Programme last year.

To start off, the majority of the grade ten IB Prep students, if not all, report that they have been very successful in transition into the IB Prep Programme. Many of them said that it may feel at first somewhat tricky to cope with all the changes, especially in terms of the workload and the environment; however, as the time passes the process of adaptation becomes much more manageable. 

Some of the major challenges that the grade ten’s faced in their first year were: understanding the Math topics, enhancing French speaking skills, coping with the pace of the lessons taught in class and finishing homework. These are common challenges that most students encounter in the IB Prep Programme. In order to cope with these difficulties, the Grade ten students recommend the following strategies: developing an effective schedule to manage time wisely, keeping an agenda or an electronic calendar that tracks deadlines, attending extra help sessions offered by teachers and peers as well as getting into study groups. These are simply some strategies to avoid falling behind in courses and staying on top of things. It is very important to start applying these strategies now in order to feel confident in the Programme as the level of complexity does increase in the following years.

The Grade 10’s specifically warn procrastinators that this weakness may prevent students from progressing successfully through the Programme. They feel that enhancing such personal characteristics as being goal-oriented, organized, balanced and able to manage time efficiently is the key to making the first high school year successful. 

French and Math were the two core subjects the grade ten IB students found the most challenging. They say that participating and asking questions in French class is a really good way to improve your French skills. Similarly, asking questions, paying attention in class, and using math homework help online and in school are very helpful. 

When it comes to finding a balance between academics and extra-curricular activities, it is very important to prioritize. It’s essential to revisit your schedule before taking on a task or joining a club or team. Leaving a little bit of time to relax is significant. Overall, time management, prioritizing and keeping a planner are again, very beneficial strategies to balance extra-curriculars and academics.

We are only just past two months into the school year, so the grade nine IB Prep students may not yet be completely habituated to the changes in high school and in the IB Prep program. However, in a short amount of time they will surely develop strategies to cope with the Program. Keeping an open and a positive outlook is very significant towards having a satisfying and successful school year. We have amazing guidance counsellors at our school to help students deal with any problems they might be facing. Most importantly, the grade ten IB Prep students would be more than happy to help and so getting a hold of our grade ten or senior IB students is also a very good idea. They are very friendly and approachable!