Navigating the Brink of Dropping Out: A Personal Account and Insights on Supporting Students in Similar Situations
Doubts about the value of college are a Personal Account common experience for many, and I was no exception. During my first semester at the University of Florida, I found myself contemplating whether to drop out or continue my enrollment. The catalyst for this internal debate was my struggle to endure lengthy and monotonous class lectures; I had reached a point where being talked at had become unbearable.
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Personal Account
Interestingly, I discovered that my predicament was not unique. The period between the first and second semesters is a critical juncture when colleges witness a significant dropout rate. According to a survey, 9.1 percent of students at four-year private institutions, 10.6 percent at four-year public institutions, and 17.7 percent at community colleges opt to leave school during this break. Additionally, 12 percent of first-time college students choose not to return for the second term.
As the first in my family to embark on a university journey, I grappled with doubt and fear. Unlike many students who face financial, family, or work pressures, I lacked a safety net and knew I had to navigate my own way through. Deciding to stay in school while seeking a more suitable academic path was a challenging but necessary move.
Leaving college would have been the easy choice. Instead, I took the bold step of changing my major from social sciences education to art education, a field I had minimal experience in. Despite taking only one art class in high school and not being a conventional fit for the program, I believed that shifting to studio classes would liberate me from the lecture hall monotony.
This decision proved transformative. I encountered intellectually stimulating courses, engaging faculty, and a community focused on expressive and generative thinking. These elements, I realized, are crucial for student success in college.
My experience as an art major honed my critical thinking skills, emphasizing the importance of observation. In my current role as strategy director of data and measurement at Lumina Foundation, I find myself applying this skill regularly—questioning meanings, seeking evidence, and communicating complex information effectively.
The educational aspect of my art major introduced me to reverse mapping, a process that involves identifying outcomes and designing a lesson plan backward. This mental framework has made me proficient in research and writing. Starting with the end in mind, I place guideposts along the way, ensuring optimal results.
Had I taken the easier route and abandoned college years ago, I would likely still be aimless, lacking the guideposts I developed in my new major.
As the fall semester concludes, I encourage faculty and staff to engage with students, understanding their comfort levels with their academic paths. A fresh perspective and a change in direction might inspire them to persevere and discover the fulfilling life they aspire to lead.
