In my first year at the University of Maryland, I learned that college isn't always hard the way people say it is. I anticipated the workload would be the most difficult aspect, but I found my first year to be easier than I thought. I took 13 credits and most of my classes were gen ed courses. But I had other problems in the college. I was given more responsibility, especially with attendance and what my time should be used for.
One of the biggest surprises was the organization of some of the classes. In high school you are generally required to be there, and the teachers notice when you are not. It is not always possible at a large university. Some of my classes were in big lecture halls and didn't require attendance. At the beginning of the semester, the rooms were packed, but later on, many of the seats were empty. It showed me how much independence students are given. For example, in a lecture hall, if a student was missing, no one interrupted class. If someone skipped, the lecture still went on, and the responsibility fell on that student.
Sometimes I missed class to work or to complete assignments or other responsibilities. Sometimes it felt like the better choice in the moment because another deadline was closer. However, it also showed me how quickly missing class one time can become a habit. If the lecture slides were posted online, I was tempted to believe I could catch up on them later. It didn't always happen as fast as expected. Even if no attendance is taken, incoming students should act as if the lecture matters. Students should also take classes outside of what they already know because college is a chance for students to learn about things they may not have thought they would like.
Another key part of the year was establishing relationships with faculty. I made the strongest connections in smaller classroom settings, especially in my English and communication classes. These classes felt more personal; it was easier to have discussions, and professors were able to get to know students in a more natural way. If I raised my hand in class, for example, or asked a question after class, it was more likely to be remembered. Building that connection is challenging in large lecture halls because students can easily feel isolated.
One thing I learned is that students usually have to initiate relationships with faculty. Professors may be willing to help, but generally you have to take the first step. You're making an effort, and by going to office hours regularly you can help your professor remember your name. It doesn't always have to be for something big. You are able to ask questions about an assignment, discuss feedback, seek advice about class or discuss future opportunities. Next semester, I plan to become an academic peer mentor, which will give me academic credit and a closer connection to my statistics professor.
The relationships with other students also made it easier to transition into college. Talking with my classmates helped me understand the assignments and deadlines. Sometimes another student could explain something more easily than the syllabus or the lecture. These friendships also made college less intimidating, especially those first few months when I was still getting used to campus.
The hardest part is that everybody's schedule is different. Some people work, commute, have early classes, are in clubs, or already have friend groups. This makes it hard to meet regularly. It also helped to have friends who were upperclassmen since they already had the "freshman experience." When I had questions about picking classes or figuring out housing, upperclassmen could explain what actually happened based on their own experience.
I would tell the incoming freshmen to talk to people early, even if it's awkward. Classmates, roommates, club members, coworkers and upperclassmen can all be good contacts. These relationships don't have to be forced, but they should be given a shot. A quick chat before class or a question in a group chat can make college feel more easy to handle. It's easier to find someone to study with or get advice or reminders from later, even small links.
Looking back, I was least prepared for how much college depends on self-management. In high school, deadlines and expectations were often repeated. Information is often put in the syllabus or announced once in college, and you are expected to keep track of it. I've had to learn to check Canvas and plan around deadlines before they become stressful.
Incoming students should get ready by developing early routines. A calendar should be used, email should be checked often, and assignments should be looked at before the night they are due. Students should also feel comfortable asking for help when something doesn't make sense. My first year taught me that the key to doing well in college is showing up and using the people and resources available to you.