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Taking a Gap Year After High School: Pros and Cons

Taking a Gap Year After High School: Pros and Cons

Taking a Gap Year After High School Pros and Cons

Taking a gap year after high school can be appealing for students looking to relax and explore new opportunities. To make an informed choice, it is crucial to carefully weigh the advantages and disadvantages of each alternative before deciding. In order to help you decide between the two possibilities, our blog will inform you and offer advice.

 

It’s worth noting that some countries actively encourage students to take a gap year after high school before starting college or university. Did you know that even Malia Obama, the daughter of former US President Barack Obama, took a year off before starting at Harvard? This trend is gaining popularity, as more students recognize the benefits of taking a break from academic pursuits to gain new experiences and develop important life skills.

 

Gap Year Benefits

The idea of taking a gap year before college has gained significant traction in recent years. More and more students are recognizing the benefits of stepping away from their educational journey for a brief period to explore new experiences and develop essential life skills. Here, we will talk about some advantages of taking a gap year.

 

Increased Maturity and Independence: Gap years offer students the chance to grow independently and mature, which is especially valuable for those needing more life experience before college. This period allows them to make decisions, face challenges, and develop resilience, all of which contribute to a more well-rounded individual.

 

Better Academic Performance: When returning to college after a gap year, many students say their grades have improved. After having taken this time away, they feel motivated and refreshed which in turn leads to improved study habits and grades in general.

 

Career Development: The gap years are an ideal time to explore potential career options through volunteering, internships, and work experience. This can be highly beneficial in your professional life later on.

 

Additionally, if your goal is to become a business owner, a gap year after high school can be used to gain entrepreneurship skills and find your business niche. You can use this time to research and develop a business plan, network with industry professionals, and gain valuable experience through internships or starting your own small business.

 

Cultural Immersion: Gap years offer you the unique chance to travel the world and experience different cultures first-hand, giving you a fresh perspective on other people’s lives. Furthermore, mastering a foreign language has never been more necessary in today’s global job market!

 

You will feel less stressed: High school can be a very trying time. Gap years offer you an opportunity to step away from high school’s academic and social demands, helping reduce academic fatigue and prevent burnout.

 

Enhance Your Mental Health: Taking a gap from studies can be beneficial in improving your mental health. Use the time off work to address personal matters and develop strategies for managing stress and anxiety more effectively.

 

Taking a gap year after high school can offer invaluable opportunities for personal growth, career advancement, and new experiences. There are even some gap year programs that offer structured experiences such as volunteering, internships, or language immersion programs that can help individuals gain valuable skills and experiences that can enhance their future career and academic prospects.

 

Cons of Taking a Gap Year

Taking a Gap Year After High School: Pros and Cons

While taking a gap year after high school might have numerous benefits, it is important to evaluate the possible disadvantages before making such a significant choice. In this part, we will look at some of the disadvantages of taking a gap year.

 

Reducing Academic and Career Progress: Delaying college enrollment or entering the workforce may cause you to miss out on significant milestones in both your academic and professional pursuits.

 

Loss of Intellectual Momentum: Taking a break from work or school can be enticing, but it can also result in a loss of intellectual momentum, which makes it more challenging to resume regular study.

 

According to the High School Benchmarks study from the National Student Clearinghouse Research Center, the majority of students who took a gap year in 2020 did not enroll in colleges and institutions in 2021. However, it is worth noting that this data was collected during a particularly challenging time due to the COVID-19 pandemic.

 

On the other hand, a study from 2017 indicated that 90% of students returned to college within a year, which shows that taking a gap year can be successful if done with careful planning and consideration.

 

Financial Implications: Time off can have financial repercussions, such as decreased income or an increase in expenses.

 

Social Isolation: Students may experience social isolation if they are unable to form friendships during their gap year.

 

Lack of Motivation: You may find it difficult to stay motivated and focused if you don’t know exactly what you want to do with your gap year.

 

Factors to Consider When Deciding Whether to Take a Gap Year

When deciding whether or not to take a gap year, there are numerous elements to take into account.

 

Taking a Gap Year After High School Pros and ConsYour Purpose: What do you hope to accomplish during your gap year? Do you plan on traveling, gaining work experience, developing new skills, or volunteering for something that fulfills you? Having a clear goal and strategy for how you will reach it during this period of transition is essential.

 

Finances: Taking a gap year after high school can be expensive, particularly if you plan to travel or take part in fee-based programs. To ensure that you can finance your break, decide how you’ll pay for it and create a budget.

 

Education: If you’re thinking about attending college, consider how a gap year can affect your education. Will it allow you to maintain the necessary skills and meet deadlines for college applications?

 

Career Goals: Consider how a gap year could benefit your career objectives. It could provide invaluable work experience or delay entry into the workforce.

 

Support: It’s crucial to have family and friends’ support before taking a gap year. If you’re facing resistance or skepticism from your loved ones, take the time to explain your goals and motivations to gain their support and encouragement. With the right mindset and support, a gap year can be a valuable experience for personal growth and development.

 

Personal Growth: A gap year offers you an amazing chance to explore yourself personally and discover yourself. You must evaluate how this period will shape your development as it could have a major impact on future goals.

 

A Return Plan: Once your gap year is over, it’s essential to have a strategy in place for when it ends. Consider returning to school or work and how the skills and experience acquired during that period can be applied in future endeavors.

 

Conclusion

A gap year can be an incredible life-altering opportunity. Students have the unique chance to explore, grow and develop outside traditional educational boundaries. Consider all the advantages and disadvantages carefully before making such a major choice.

 

Personal factors like your goals and financial situation, as well as your mental health, should also be taken into account.. Ultimately, take responsibility for yourself by planning thoughtfully around individual circumstances and objectives; with careful thought comes a great reward for everyone involved!

 

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JOHN H. FALK

Director of the Institute for Learning Innovation and Sea Grant Professor Emeritus of Free-Choice Learning at Oregon State University

 

Dr. John H. Falk is Director of the Institute for Learning Innovation and Sea Grant Professor Emeritus of Free-Choice Learning at Oregon State University. He is a leading expert on free-choice learning; the learning that occurs when people have significant choice and control over what, where, and when they learn.

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CHRISTINE CUNNINGHAM

Professor of Practice of Education and Engineering at Penn State University

 

Dr. Christine Cunningham is a Professor of Practice of Education and Engineering at Penn State University. Her work focuses on making engineering more relevant, accessible, and inclusive, especially for underserved and underrepresented populations. She does this by creating researched-based engineering curricula for PreK-8 children and their educators. Her book, Engineering in Elementary STEM Education, describes her groundbreaking work. Previously, Cunningham was the Founding Director of Engineering is Elementary. Cunningham has received a number of awards; in 2017 her work was recognized with the prestigious Harold W. McGraw Jr. Prize in Education.

 

CHRIS ROGERS

Chris Rogers Professor and Chair of Mechanical Engineering at Tufts University

 

His research interests are:

Engineering Education, Robotics, and Musical Instrument Design

 

Education

Ph., D Mechanical Engineering, Stanford University
M.S., Mechanical Engineering, Stanford University
B.S., Mechanical Engineering, Stanford University

 

Biography

Chris Rogers earned his B.S., M.S., and Ph.D. in mechanical engineering at Stanford University, where he worked with Professor John Eaton on his thesis on particle motion in a boundary layer flow. Rogers joined the Department of Mechanical Engineering at Tufts School of Engineering in 1989. He is involved in a number of research areas, including particle-laden flows (a continuation of his thesis), telerobotics and controls, the slurry flows in chemical-mechanical planarization, the engineering of musical instruments, measuring flame shapes of couch fires, measuring fruit-fly locomotion, and engineering education (kindergarten to college). At Tufts, Rogers has exercised his strong commitment to teaching by exploring a number of new directions, including teaching robotics with LEGO bricks and teaching manufacturing by building musical instruments. His teaching work extends to the elementary school level, where he talks with over 1,000 teachers around the world every year on methods of introducing young children to engineering.

 

RumeysaDogan

RUMEYSA DOGAN

Co-founder and COO at TechDev Academy

  • Graduated from top-ranked business school with high honor
  • Worked in top global companies as Vodafone, Benetton Group, etc
  • Experienced in Product Management and Digital Marketing Analytics
  • Managed Entrepreneurship Club and mentored several entrepreneurs

 

 

ismail-marulcu

ISMAIL MARULCU

Co-founder & Chief Education Officer at TechDev Academy

  • Educator and Researcher since 2001
  • M.Ed. in Curriculum and Instruction from Boston College
  • Ph.D. in STEM Education from Boston College
  • Mentored more than 100 pre-service teachers, college students, and high school students

 

 

PaolaGomez

PAOLA G. GONZALES

Mentor & Educator

  • over 2,000 hours mentoring students and 4 years of teaching experience
  • spearheaded a nonprofit organization that provides mentorship to underrepresented students at the UC, Davis
  • an active member of the Surfrider Foundation

 

 

AyushKanodia

AYUSH KANODIA

Ph.D. Student in Computer Science at Stanford

  • Ph.D. Candidate in Computer Science at Stanford Uni.
  • Worked as a software engineer for Google
  • Expert in the intersection of Computer Science and Economics.

 

 

KairatSabyrov

KAIRAT SABYROV

Ph.D., Data Scientist

  • B.S. in chemistry and physics
  • Ph.D. In physical chemistry
  • Data science instructor at Lambda School
  • Worked at Lawrence Berkeley National Lab at the UC, Berkeley

 

 

BAHRUDIN TRBALIC

Ph.D., Candidate at Stanford University

  • Studied Physics & Electrical Engineering at MIT.
  • Worked at MIT as a Medical Data Analyst and Product Developer.
  • The founder and lead developer of Expert Experiments.
  • Received the 2023 Robert H. Siemann Graduate Fellowship and 2022 NASA Astrophysics Research and Analysis Award.
  • Spearheaded STEM camps across Europe and Asia.
  • He has been mentoring students for years.

 

 

SHASHA ANRONIKOV

Researcher at Stanford University

  • Recent honors graduate from Cornell University with a major in biological sciences and a minor in business at the College of Agriculture and Life Sciences.
  • Currently working at Stanford University in the Nolan Lab to conduct immunopathology research.

 

 

LISA WANG

BSc Harvard University Graduate

  • Studied Environmental Science and Engineering.
  • Cross-registered to Harvard Univ. and MIT.
  • An advisor to the Harvard Undergraduate Clean Energy Group.
  • Co-founder of Coolant, a company that builds software to unlock nature-based carbon markets.

 

 

SEMI HASAJ

MBA Data Scientist at C3 AI

  • Studied Data Science while obtaining his Master's of Business Analytics at MIT.
  • Studied Space Engineering in Toronto, Canada where he grew up.
  • He has spent years tutoring others because he loves to help people learn and grow.

 

 

SAMY AWWAD

Junior at Stanford University

  • Studying Symbolic Systems with a focus on Neurosciences and plans to be a medical doctor.
  • Founded ImmuniGlobal, a national nonprofit in vaccine education, and he was featured in Healthline magazine.
  • A published researcher in PubMed.
  • Honored by the CDC as a Flu Fighter during the COVID-19 pandemic.
  • Enthusiastic about empowering young changemakers.

 

 

HASAN TUNCER

Ph.D., Product Manager at Cruise

  • BSc. in Computer Science at Koc University, Istanbul.
  • Ph.D. in Computing and Information Scienves at Rochester Institute of Technology in New York.
  • Worked as a software engineering at Wall Street.
  • Product Manager for Cloud Services (at IBM Silicon Valley Lab), autonomous vehicles (at NIO, aka Chinese Tesla, Uber ATG, Aurora and Cruise)

 

 

RayYucel

RAY YUCEL

Ph.D., Data Scientist in Magnimind Inc.

  • B.S in Materials Engineering
  • M.Sc in Management
  • Ph.D. Candidate in Economics
  • Data scientist at Magnimind Inc.
  • Employs deep learning in finance and health care data

 

 

SofoklisGoulas

SOFOKLIS GOULAS

Ph.D., Senior Research Associate at the Hoover Institution at Stanford University

  • Senior research associate, Stanford Uni.
  • The use of data science and machine learning in economics
  • M.Sc. in finance and economics, Warwick business school
  • MS and a Ph.D. in economics, the Uni. of North Carolina at Chapel Hill
  • Worked at the Uni. of North Carolina and at the Bank of Greece

 

 

EnricoSantus

ENRICO SANTUS

Senior Data Scientist at Bayer

  • Senior data scientist at Bayer
  • Postdoc at MIT, in the group of Regina Barzilay
  • Experience in NLP in Oncology, Cardiology and Palliative Care
  • Experience in Fake News Detection, Sentiment Analysis, and Lexical Semantics.
  • Invited to talk at the White House

 

 

EMILY HALFORD

Data Analyst

  • Data analyst working in psychiatric epidemiology
  • Data Science&Mental Health Expert with the BBN Times
  • Master of Public Health, Columbia Uni.

 

 

RyanSpitler

RYAN SPITLER

Ph.D., Co-Founder and Deputy Director of the Precision Health and Integrated Diagnostics Center (PHIND) at Stanford University

  • Faculty Member, Standford Uni.
  • Founding Partner at Boutique Venture Partners
  • B.S. in Molecular Cell and Developmental Biology, UC, Santa Cruz
  • Ph.D. In Cellular and Developmental Biology, UC, Irvine

 

 

muratbaday

MURAT BADAY

Scientist at Stanford Uni, Founder & CEO at TechDev Academy

  • Co-founder of Smartlens, Magnimind, Wowso, Nanosight
  • M.S. in Physics from the University of Pittsburgh
  • Ph.D. in Computational Biology and Biophysics from the Uni. of Illinois at Urbana-Champaign
  • Mentored and tutored over 100 high school students
  • Developed novel ideas and has over 8 patents

 

 

GyunelRashidova

GYUNEL RASHIDOVA

B.S. in Biological Sciences,
Research assistant at the Laboratory of Biosensors and Bioinstrumentation

  • iGEM alumni, received Gold Medal among 250 teams
  • Fellowship holder from Women in Tech international organization
  • Founder of social projects:
    “OncoSense” - fabrication of device for the detection of cancer biomarkers;
    “RemiSee” - promotion of a colorblind-friendly educational platform
  • AIESEC alumni, organized case competitions with over 300 participants
  • Organized iGEM Biohackathon and Summer Camp for high-school and university students to apply coding for solving real case studies

 

 

SoudehYaghouti

SOUDEH YAGHOUTI

Ph.D., Data Scientist at Megalab, Silicon Valley

  • Ph.D. in Electrical Engineering, University of Naples Federico II, Italy.
  • More than 4 years of experience in data-driven research on electrical network systems.
  • Collaborating with TechDev Academy for several years and taught students data analysis projects.
  • Collaborated with Stanford scientists on projects that aimed to automate medical diagnosis of diseases with the help of image processing techniques and AI.

 

 

AIZHAN IBRAYEVA

MSc Researcher at Stanford University

  • MS. Aerospace Engineering from Purdue University.
  • Did research at Stanford University, Aerospace Science Lab (Purdue), Rarefied Gas Dynamics Lab (Purdue)
  • Worked on projects supported by NASA.
  • Worked as Engineer at Silicon Valley Startup companies.
  • Mentored Students from top US school

 

The class has 5 available spots.
You can add the class during course registration!

 

June 1-5

Mon-Fri 2 hours of daily instruction and 2 hours of self-paced project development.

June 8-12

Mon-Fri 2 hours of daily instruction and 2 hours of self-paced project development.

June 15-19

Mon-Fri 2 hours of daily instruction and 2 hours of self-paced project development.

The class capacity is full.
Please try other classes!