College has traditionally been a time when young adults build upon years of schooling with more advanced study, rounding out their formal education in order to prepare themselves for future endeavors. Of course, college also generally represents a time when many learn other (more or less) valuable life lessons. Like how to do laundry. Or that it might be a good idea to defrost the freezer once in a while. Or, for some, how to play poker.
In Play Poker Like the Pros, Phil Hellmuth, Jr. tells about his introduction to the game which would ultimately become a source of fame and fortune. Like many before him and since, it was at college that Hellmuth first became serious about poker.
“I remember well my introduction to Texas Hold’em at the Memorial Union on the campus of the University of Wisconsin,” writes Hellmuth. “I was a poor (OK, broke!) undergraduate student at UW then, with nothing to lose (literally).” He goes on to note how even though “the powers that be” didn’t necessarily approve of the game being played, the students were nonetheless able to carry on with minimal efforts to conceal what they were doing.
Hellmuth reports that during those early sessions he would lose consistently. But as it turned out, the Poker Brat was investing in a different sort of education, one that would soon yield handsome returns. Just a few years later he’d capture the 1989 WSOP Main Event title, the first of his record 11 bracelets.
While Hellmuth’s story quickly becomes unique, its origin is quite common. Many first learn poker — or have their first experiences playing the game for real money — at college.
Some of the reasons for this phenomenon can be found in Hellmuth’s example. College is for many a time of trying new things, accepting challenges, and not necessarily shying away from risks the way we tend to do once we’ve grown older and find ourselves with families and mortgages. Indeed, many of us for whom those days are long past remember them fondly, recalling that we were never as “rich” as when we had “nothing to lose.”
Poker remains a significant part of college life in 2010, even more so today than when Hellmuth was in school. Many top young pros making their live poker debuts in the U.S. after turning 21 have emerged from an intense curriculum of online play while at college, 2010 WSOP Main Event champ Joe Cada (formerly of the University of Michigan) being a notable recent example. However, not everyone who plays poker in college is looking to embark on a career. In fact, the game can serve many other purposes as well.
There was a story just this week about poker being played at Purdue University (in Indiana) — a tournament pulled together by the school’s Accounting Association involving both professors and students. Here poker provided a chance for meaningful interaction outside of the classroom, lessening the divide between faculty and students in order to improve communication.
As one faculty member explained, the game “helps improve the setting in the classroom and gives us [teachers] a better rapport with the students.” By all accounts the tournament — involving no cash but donated prizes only — was a great success, and the plan is to make it an annual event.
We’re also seeing examples here and there of poker actually entering the college classroom, too. Last fall, poker player and author James McManus contributed a piece to The Chronicle of Higher Education describing a class, The Literature of Poker, that he’s been teaching at the School of Art Institute of Chicago since the mid-1990s. In his article — “What Poker Can Teach Us” — McManus shares some of his thoughts regarding how studying poker’s role in history helps us better understand human nature, a thesis he advances much more comprehensively in Cowboys Full: The Story of Poker (reviewed here).
In his article McManus also alludes to another example of poker cropping up in higher ed — the Global Poker Strategic Thinking Society, a group founded at Harvard University in 2006 and headed by Charles Nesson, a professor of law at Harvard. The GPSTS takes as its mission a broader promotion (and defense) of poker as an especially useful means to support a variety of academic undertakings.
“We use poker to teach strategic thinking, geopolitical analysis, risk assessment and money management,” explains the group on its website. “We see poker as a metaphor for skills of life, business, politics and international relations. Our goal is to create an open online curriculum centered on poker that will draw the brightest minds together, both from within and outside of the conventional university setting, to promote open education and Internet democracy.”
The group boasts that chapters have been “formed and approved, or pending administrative approval” at 20 different colleges and universities, with nearly 30 more having shown interest in developing chapters.
While some may find the idea of poker as a subject of study in the college classroom less than obvious, one can readily see how the game and its place in contemporary culture intersects with a wide variety of disciplines often studied in higher education, including (but not limited to) psychology, math, politics, law, economics, logic, literature, history, and ethics.
College is not unlike a poker game, I suppose. People enter for a variety of reasons, coming in equipped with different skill levels and abilities. Some learn better than others, improving as they go. Others become distracted, form bad habits, and are forced to drop out. Some regard grades and degrees as chips, ready to be cashed in when done, though not all approach it this way, as there do exist other means by which to measure success or failure.
And if one happens to learn to play poker in college — or studies it while there — well, that can be a meaningful part of the experience, too. Few will “graduate” to a WSOP Main Event title like Hellmuth or Cada (neither of whom stuck around for the actual degree, incidentally). That said, like any other class or extracurricular activity, its ultimate value is going to be different for each student.