This article is adapted from Davidson Institute’s student version of “Early College – Considering the Options: A Guidebook for Investigating Early College Entrance”, part of our collection of free guidebooks for gifted and 2e families. For a deeper dive into supporting your gifted or twice-exceptional child, we encourage you to explore the full guide.
There are many factors involved in deciding if early college entrance is the right educational option for you. While there is no single list that can be used to help make this decision, these questions will help you gain a better understanding of what early college entrance could mean for you.
How do you think?
Everyone sees things a little bit differently. Some of the differences in how people think are related to where they are in their development. For example, many young people tend to think concretely. This involves seeing things in such a way that there appears to be a clear right or wrong answer to a question based on the information in the here and now. People who think in a more abstract manner tend to engage in active reasoning and draw conclusions based on more than just the information presented to them. Abstract thinkers are capable of formulating hypotheses and drawing conclusions based on possibilities and probabilities rather than strictly concrete information. Determining whether you are a concrete or abstract thinker may be helpful information when considering your decision regarding early college entrance.
In addition to different developmental levels, there are many stylistic variations in how people think. Differences in how people think are not always recognized or valued. This can present a challenge for those who are thinking in a way that is different from their age peers. However, this can also be useful information when deciding whether early college entrance is an appropriate option for you.
Critical thinking skills are instrumental to getting the most out of your education. Critical thinkers ask questions. In this sense, “critical” is not meant negatively, but refers more to the idea of critiquing information constructively. Rather than accepting facts as presented, a critical thinker seeks to understand the underlying principles or how something came to be accepted as factual. Critical thinking involves being open to possibilities and further inquiries. Many great accomplishments have resulted from people who have thought critically about existing information and come up with new ideas and solutions.
How Do You Learn?
In addition to thinking differently, people also learn differently. Some people do very well in some learning environments but not so well in others. For example, some people feel they learn and retain more information if they have a chance to see, hear, and write about aspects of the information that is presented. The structure of any particular class is not likely to promote optimal learning for all students. This is often the case when there are strict guidelines about how information is presented and how assignments are to be completed. Knowing your strengths and weaknesses associated with how you think and learn can be beneficial in finding an optimal match between you and your learning environment.
What are the strengths and struggles you experience in academic settings?
Ideally, an academic setting provides students with challenges to work through and incorporate into the process of their intellectual development. With challenges come opportunities to understand your strengths, as well as to recognize areas where you struggle. Many bright students have not often had the experience of really struggling in an academic environment. It’s easy to mistakenly assume that if intellectual endeavors usually come easily, there is a problem if they become more difficult or require unprecedented effort.
A true challenge involves growth, which is often accompanied by some frustration. This frustration may stem from realizing that problem-solving techniques or processes that have worked in other situations need to be modified. Some tasks require more effort than you are used to applying to an intellectual task. Learning to recognize that strengths and struggles are both important components in intellectual growth and development will assist you in successfully navigating the challenges you will face along the academic paths you choose.
Where have you been and where are you going?
It is important to express your thoughts on why you are considering early college entrance. As you advance academically, you will be required to write more frequently and at greater length. People will want to know what you think about particular topics, and you will need the ability to express such thoughts in writing. People you talk with throughout the decision process will want to know about your academic trajectory. You will likely encounter people who do not agree with your educational plan. In these instances, it will be helpful to have thoughtfully considered why you are accessing college opportunities so that you can concisely explain your reasoning, if you choose to do so.
What are you looking forward to? What are you not looking forward to?
You probably have some ideas and expectations about what high school and college would be like for you. Entering college early may involve skipping part or even all of high school. While they vary somewhat from one individual to another, there are advantages and disadvantages to early college entrance. There are likely to be at least a few things you are looking forward to and a few things that you’re not looking forward to, regardless of the final decision you make about early college entrance.
Gather Your Thoughts
Sections 2 and 3 of this guidebook are divided into several areas and assessments for you to explore and provide you with an opportunity to think about and write down important characteristics about yourself and thoughts you may have. The information you compile in these assessments will be important in the process of increasing your self-awareness and your ability to articulate your interests and needs.
Comments