Entering my first semester at the University of Maryland, I expected a mix of challenge and opportunity. What I did not anticipate was how quickly the rhythm of college life would shift my habits, my sense of balance, and even my expectations of myself. High school had prepared me for a structured environment in which most assignments followed predictable patterns, yet college classes required a different type of engagement. The transition was mostly positive, and I enjoyed feeling more responsible for my own learning; however, a few aspects of campus life and coursework surprised me since they differed sharply from what I imagined before arriving in August.
In my non-CPSG classes, the biggest shock involved the pace and structure of the coursework. I had assumed that college professors would assign large projects with long deadlines, leaving weeks of open time to work independently. Instead, several classes relied on smaller, more frequent assignments that required steady attention. This structure kept me engaged; although the workload felt dense at times, the consistent rhythm made it easier to track my progress. Lecture styles also varied significantly. Some professors preferred long discussions, while others delivered rapid information that required focused note-taking. In high school, teachers often reviewed material until the class felt comfortable. In college, I learned that the responsibility to revisit and master the content falls squarely on students. Office hours helped bridge this gap; I came to appreciate how much support professors offer when students take the initiative to ask for it. The exams also differed from what I expected. I thought college exams would be intimidating, yet many were fair and directly tied to lecture content; preparation mattered more than guessing what might appear on the test.
CPSG brought an entirely different set of expectations and surprises. Before the semester began, I imagined it would focus mainly on environmental science in a broad sense. While that prediction was partially correct, the course reached deeper into the cultural and historical dimensions of scientific topics than I expected. Readings such as The Sixth Extinction introduced themes that connected scientific ideas with ethical questions, which encouraged me to think more critically about how human behavior interacts with natural systems. I appreciated how the class moved between scientific concepts and their real-world implications. I also expected more traditional quizzes or exams; instead, much of the work involved reflection, writing, and participation. Out of class activities were more engaging than I imagined. I thought events would feel like extra tasks added onto an already busy schedule; however, most of them helped me connect classroom concepts to tangible experiences. These activities also offered chances to meet peers, which mattered more to me than I predicted as a commuter who does not spend long stretches on campus.
Life as a commuter student shaped my transition to college in several ways. I originally believed that commuting would isolate me from the social atmosphere of campus; to my surprise, this was only partly true. While I sometimes felt disconnected from casual dorm-based interactions, I found that the campus environment remained welcoming if I made an effort to stay involved. My days required careful planning: I often calculated driving time, parking availability, and the best spots to study between classes. This routine felt different from high school, where each day followed the same schedule. At first, the unpredictability of commuting caused stress; I worried about arriving late or missing spontaneous opportunities with classmates. Over time, though, I developed habits that made the experience smoother. I learned where to study, how to manage my schedule, and when to give myself a break. Despite the extra travel, I appreciated the separation between home and school. Once I left campus, I could decompress without distractions. This balance—academic intensity during the day and personal space afterward—felt unexpectedly refreshing.
If I had to offer advice to future SGC students, I would encourage them to stay flexible. The shift to college can feel abrupt, even in a supportive community like Scholars; however, most challenges ease with time and practice. Using campus resources early makes a noticeable difference. Office hours, tutoring centers, and study spaces help reduce stress before it builds. I would also tell students not to underestimate the social side of the program. Whether they commute or live on campus, connecting with classmates makes academic life more enjoyable. Taking part in SGC events (even small ones) creates a sense of belonging that becomes valuable when the semester grows busy. Finally, I would urge them to maintain balance. It is easy to let assignments fill every hour, yet rest allows real progress.
During the school year, I was entrusted with various academic tasks that were followed by quite a number of non-academic activities that I had not anticipated. The juggling between family commitments and study demands was a task that required me to plan my day deliberately. However, the system of study pushed me to be time efficient. Some weeks were very busy while others gave me the opportunity to rest and relax. I did not expect that I would find it so fulfilling to do small things such as finishing my long assignment ahead of time or going through a difficult trip without getting stressed.
There were also a few instances of disappointment. Sometimes, I felt that I was missing the fun of spontaneous events on the campus since I had to go home by car. However, the good moments were more than the difficult ones. The ability to meet new people, take interesting courses, and get used to college life gradually strengthened my confidence which I had little at the beginning of the semester.
Now that the semester is coming to an end, I view my first as a valuable milestone toward the realization of my time at the University. The experience was not exactly how I had imagined it; in fact, in many aspects, it was even better. I changed, got new knowledge, and found a daily routine that accommodates both my personal and academic goals. I am excited for what is to come here during my time at UMD!