Cameron Class's "Expectations vs. Reality" Reflection Essay

As I approach the end of my first semester at the University of Maryland (UMD), I find myself reflecting on how this experience has played out (thus far), and how it contrasts with my initial expectations. As a first-year student, I had preconceived notions about what life would be like at UMD, most ideas influenced by media portrayals, stories from older students, and my own aspirations at the university I had planned on attending for years. However, the reality of university life, both academically and socially, has been a mix of surprises, challenges, and growth.

Before entering UMD, I had certain expectations about what university classes would be like. I imagined large lecture halls filled with hundreds of students, professors who would barely know my name, and courses that would be largely self-directed. While there were elements of truth in this, my actual experience differed in slight, but important ways. First, the size and structure of my classes weren’t as impersonal as I had expected. While I did have two exceptionally larger lecture-style courses, they were often paired with discussion sections that allowed for a more personal interaction with a TA, which, although not the same as a professor, allowed for a more personal connection that was still with someone making their way in the field they were teaching. For example, in one of my larger introductory courses, I was surprised by how disengaged my professor was during lecture. I expected professors at this level to be accessible or approachable, but that was far from the case. The respective TA for the course though was the complete opposite and allowed for a connection between the professor and the material they were trying to get across.

The delivery of course material also diverged from what I had anticipated. I initially thought that lectures would be the primary mode of instruction, with minimal engagement outside of class. However, many of my professors used a combination of lectures, group work, online, and in-class activities to keep us engaged. I had not expected so much emphasis on collaborative learning in university courses, and I quickly learned that university education values interaction and application over passive listening, depending on the course. When it came to grading and assessments, I anticipated that most of my grades would come from midterms and finals. Instead, I encountered frequent quizzes, smaller assignments, and even participation points, which was a pleasant surprise. The continuous assessment helped me stay on track and allowed me to gauge my understanding of the material regularly, which I hadn’t expected. The balance between midterm exams, final exams, and the smaller assignments was much more varied and, in many ways, more manageable than I had imagined, besides for a singular class I had in which the course was comprised of 3 midterms, the littlest bit of HW points, and a final exam.

CPSG100 was a course that I was both excited and curious about. As a freshman seminar, I expected it to provide a general introduction to university life, but mostly in regards to the name of the class, Science and Global Change. What I didn’t anticipate was the strong focus on understanding reality. Much of the course content centered around understanding oneself, human activity and general scientific thought and how these concepts are applied in science, and how it changes the world. Through various assignments and activities, I discovered how much it means to be critical of everything you hear and see around you and how it plays a role in both academic and personal contexts, and just in life in general. On the other hand, there were a few aspects I had expected to cover in CPSG100 that were addressed in-depth, and some, at least not yet. For example, I was hoping for more practical information regarding how I personally will use science to change the world around me. But during the class, we were exposed to a vast amount of skills regarding fabrication of HTML and scientific critiquing. In terms of outside-the-classroom activities, CPSG100 has lived up to my expectations in most ways. The class included group excursions and activities that encouraged us to collaborate and interact with other students, helping us feel more connected to the university community and the program itself, while also teaching us concepts of science and global change, and to better ourselves intellectually.

My expectations of university life were largely shaped by movies, TV shows, and stories from older students. I envisioned a fast-paced, independent lifestyle where I would be in control of my own schedule, socialize with new people every day, and experience a level of freedom I had never known before. While I have enjoyed these aspects of university life, there have been many surprises along the way. First, living on campus in Centreville has been an entirely different experience than I imagined. I expected my dorm to be a bustling, social environment, and while it definitely had its social moments, it was also much quieter than I thought. Many of my peers were more focused on their studies than socializing, and I found myself spending a significant amount of time in the library, working on assignments. The freedom to set my own schedule is a double-edged sword; while it’s great to have flexibility, it can be overwhelming when balancing multiple responsibilities.

Socially, I anticipated forming close friendships quickly. I imagined a tight-knit community where everyone was constantly hanging out and making new friends. While I have met so many incredible people, I’ve found that building friendships takes time, and not every social interaction feels like it’s building a lasting connection. This was something I hadn’t quite expected. However, I did find a group of people who share similar interests, and we’ve made time for study sessions, meals, and fun outings, which has been one of the highlights of my first semester and allows me to feel connected to UMD life. The balance between academic and social life has been another area where reality differed from expectation. I had envisioned more free time for social activities and relaxation, but the reality of balancing coursework, extracurriculars, and personal time has been more challenging than I anticipated. Time management has been crucial, and I’ve had to prioritize my commitments carefully to avoid feeling overwhelmed.

Reflecting on my first semester, I would offer a few pieces of advice to future SGC students. First, don’t be afraid to ask for help. Whether it’s academic support, personal advice, or mental health resources, the university has a wealth of services available, and it’s important to utilize them. Second, be proactive about managing your time. University is a major shift from high school, and it’s easy to let assignments pile up. Set a schedule and stick to it as much as possible. Additionally, I would advise future students to get involved in extracurricular activities early. While academics are important, university life is also about finding your passions and meeting like-minded people. Lastly, don’t rush the process of finding your social circle. It takes time, and there’s no need to force relationships. Focus on yourself and your academic goals first, and friendships will follow.

As I finish my first semester at the University of Maryland, I can confidently say that my expectations of college life were met with both surprises and challenges. The structure of my classes, the content of CPSG100, and the dynamics of campus life all played out differently than I had imagined. While some aspects were easier than expected, others were more difficult. However, each experience has contributed to my personal and academic growth, preparing me for the semesters to come.

Last modified: 09 December, 2024