The Nature of Classes
Before starting college, I envisioned university classes as large, formal lectures, with professors delivering knowledge in a structured and orderly way—and little room for personal interaction. While this is partially true, the reality is more complex. For example, some of my classes are indeed held in lecture halls with over 200 students, but others are much smaller and more discussion-based than I expected. One surprising aspect is the sheer emphasis on independent study. Unlike high school, where homework is often graded and serves as a direct accountability mechanism, many college courses assign homework that’s ungraded or optional but essential for understanding material. This took some adjustment, particularly in challenging courses like Calculus 3. Unfortunately, having a professor who wasn’t very effective made the class significantly harder, and I had to dedicate long hours to teaching myself concepts. University classes also move at a much faster pace, covering topics in weeks that might take months in high school, which was initially overwhelming. On the flip side, the grading structure in most classes, typically comprising a mix of exams, projects, and participation, felt more forgiving than I expected, as it allowed me to recover from occasional mistakes.
CPSG100: Content and Activities
I entered CPSG100 with the expectation that it would focus heavily on leadership development and practical strategies for making change, such as organizing initiatives or engaging with policymakers. Instead, the class took a broader and more interdisciplinary approach, exploring the connections between climate change, the Earth’s history, and how scientific innovation drives solutions. This focus was unexpected but fascinating, especially as it deepened my understanding of the science behind global challenges. Out-of-class activities, such as the excursion to the American Museum of Natural History (AMNH), far exceeded my expectations. These activities didn’t just complement the classroom material; they made it come alive. For instance, seeing the exhibits on meteorites and Earth’s dynamic history helped me tie evolution to tangible objects. While I found the focus on science enriching, I did wish the class included more about how to implement change through leadership and advocacy, perhaps through case studies or guest speakers. Overall, the balance of in-class learning and outside experiences made the course dynamic and impactful.
Life as a University Student
Living in Centreville Hall has been a highlight of my university experience, though it’s very different from what I envisioned in high school. I imagined dorm life as more individualistic—people quietly keeping to themselves or sticking to established friend groups. Instead, the dorm environment has been incredibly social and community-focused. From shared meals in the dining hall to impromptu game nights in the lounge, there’s a constant emphasis on building connections. Everyone seems open to meeting new people, which has helped ease the transition from high school to college. Additionally, the variety of clubs and recreational activities at UMD has given me the chance to meet people outside of my dorm. Joining clubs related to my interests and participating in events like campus sports have allowed me to form friendships while pursuing hobbies I’m passionate about. Still, adapting to the independence of university life—managing my own schedule, navigating campus, and studying—was more challenging than I anticipated. It required a level of organization and self-discipline that high school didn’t prepare me for.
Advice for Future SGC Students
For incoming SGC students, my advice is simple: use the Scholars program as a platform to build relationships and adapt to college life. The first year of college can be overwhelming, but the built-in community of SGC makes it much easier to find your footing. Take advantage of events and activities to meet people—your Scholars peers can become lifelong friends. Academically, don’t wait until you’re struggling to ask for help. Whether it’s forming study groups, going to office hours, or using campus resources like tutoring centers, being proactive can save you a lot of stress. Finally, focus on time management. College gives you far more freedom than high school, but it’s easy to let assignments pile up. Create a routine that balances academics, social life, and self-care. This balance is key to thriving in college.
Non-Academic Life: Difficulties and Highlights
This semester has been a whirlwind of challenges and rewards, both academically and personally. On the difficult side, balancing coursework with non-academic responsibilities has been a steep learning curve. For instance, budgeting time for studying, laundry, and errands while keeping up with assignments felt overwhelming at first. Additionally, dealing with homesickness and the pressure to succeed academically added emotional strain. However, there were unexpected highlights. Joining clubs allowed me to pursue passions outside of my studies, like the Terrapin Trail Club, where I met people who shared my interests. Exploring the campus and nearby College Park also gave me a sense of independence and adventure. One of the biggest benefits of this year has been learning to adapt to new situations and building resilience. Overall, while this semester presented challenges, it also offered countless opportunities for growth and discovery, making it a fulfilling start to my college journey.