Lectures
Lectures
The Institute for Higher Learning

While specialization is necessary
it's not synonymous with education
In the era of ChatGPT, and with automation looming on the horizon of the twenty-first century job market, university students must now demonstrate exceptional proficiency in critical thinking and scholarly writing. Students are encouraged to enrol in our directed reading seminars in order to prepare to meet the exacting criteria of university-level coursework.

MENTORSHIP
University Mentorship Program
A public service aimed to help Grade 11 & 12 students navigate the transition from high school to university with courage, autonomy, and purpose.
Our Story
We initiated the project because many members have undergone the undergraduate education offered by the system of higher education in the elite Western schools, but only find ourselves dissastified at the educational takeaways. The higher education system offers services such as academic advisors, counsellors, and peer support to help us graduate the system, yet the system is limited to yield a smooth transition to the working world. Self-unaware, confused, and feeling lost, university graduates increasingly find themselves merely surviving the market rat race, yet unable to hear a career calling or settle as a productive and proud member of the society. We establish the University Mentorship Program (UMP) to help university incomers avoid systemic pitfalls of the higher learning system, the so-called "hidden curriculum". We are here to guide your university journey aimed at a fulfilled and genuine education, which future-proofs you against the odds and uncertainties succeeding the education.
Our Service
1. Application Support
Your authentic story, told with integrity, not generated by code.
In an age when AI tools like ChatGPT tempt students to outsource their voice, the true challenge of university applications is authenticity. Our mentors provide tailored, one-on-one guidance to help you write personal statements that are unmistakably your own — reflecting not only your achievements, but also your character, aspirations, and individuality. Together, we ensure your application speaks with a voice that no algorithm can replicate.
2. The University Experience
Beyond the brochures — university as it really is.
The realities of university often differ from the glossy brochures. Our mentors share what it’s really like — how to set priorities, engage in lectures, connect with professors, and develop time management skills that allow a balance between academic and personal life. University is more than lectures and grades — it is a test of independence, judgment, and self-understanding. Our mentors help to demystify the gap between perception and reality, equipping you with the insight to thrive where others simply drift.
3. The Power of Community
Real growth doesn’t happen in isolation.
Real growth happens in the company of peers who challenge, support, and inspire you. Our university mentorship program is about more than guidance; it is predicated on a genuine community. Here, you learn alongside driven peers while sharing your own insights with those who follow. In an age of superficial connections and curated online personas, this is a space of real belonging and exchange.

FOUNDER

Mr. Ivan Penkov
Founder & Lecturer
The former editor of Harper's Magazine, Lewis H. Lapham, once said:" although I sometimes come across a wandering idealist ... mostly I meet people to whom the fervors of social protest seem superfluous and quaint. They don't talk about changing the system, only about the means of improving their access to it, and they smile with their mouths but not their eyes."
When do we lose our smile? Let's start at the intersection of high-school and university. In 1973, this intersection underwent a major reconstruction; I'm referring to Crozier, Huntington and Watanuki's "The Crisis of Democracy: Report On The Governability of Democracies to the Trilateral Commission". For complicated reasons, our view of post-secondary education changed. The countries of North America, Western Europe and Japan adopted a model of education that prioritized 'teaching to the test'. In addition, we began to introduce the logic of the marketplace into the basic administration of higher learning.
In short, we stopped seeing university as a chance to accumulate rare knowledge in order to help others. Instead, we began to view it as an opportunity to gain the vocational skills that allow us to maximize our self-interest. We stopped seeing university as a chance to meet the civic responsibilities that secure our political freedom. Instead, we began to view it as a chance to meet the fiscal responsibilities that secure our financial freedom. Still smiling?

GRADUATES
West Coast
University of British Columbia
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UBC Sauder School of Business
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UBC Pharmaceutical Sciences
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UBC Integrated Engineering
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UBC Biomedical Engineering
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UBC General Arts
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UBC Arts One Program
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UBC Visual & Fine Arts
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UBC General Science
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UBC Department of Psychology
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UBC Department of Economics
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UBC International Economics
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UBC Computer Science
University of British Columbia (Okanagan Campus)
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Management Program
University of Victoria
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General Sciences
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General Arts
Simon Fraser University
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Beedie School of Business
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Department of Economics
East Coast
University of Toronto
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Rotman Commerce
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Computer Science
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General Arts & Science
Western University
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Ivy Business School
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Philosophy, Politics, Economics
Queen's University
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Queen's Engineering
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Philosophy, Politics and Economics
Ryerson University
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Bachelor of Commerce (Honours)
York University
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Schulich School of Business
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Commerce - Management
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York Engineering
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Faculty of Liberal Arts:
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Business & Society Program
University of Waterloo
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General Sciences
United States
Harvard College
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Math & Physics Concentrator
Barnard College, Columbia University
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Human Rights and Economics
University of California, Los Angles
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Microbiology
Carnegie Mellon University
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School of Business
Boston University
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School of Business
Northeastern University, Boston
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Honours Program: D'Amore-McKim School of Business
United Kingdom
King's College London
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Economics & Management
The University of Edinburgh
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Mathematics Department
