Coming into the University of Maryland, I did not fully understand just how much variety and depth I would have in my courses. Some of the classes I initially underestimated ended up being the most impactful. For example, CMNS100 came as a complete surprise. I assumed it would not add much, but it actually taught me essential skills like time management, effective study habits, and how professors view students. It also helped me stay accountable during my first semester, which made a big difference in my transition to college. Similarly, Calculus 2 was unexpectedly enjoyable. I not only found the material engaging, but I also formed strong friendships through the class. Studying together and spending time outside of class made the experience more meaningful and showed the importance of staying consistent with coursework. My second semester science labs were another surprise, mainly because I did not expect a cumulative practical exam testing all the techniques we had learned. This challenged me to think differently about preparation. Organic chemistry pushed me even further by forcing me to completely rethink how I study. It was more difficult than I anticipated, and I had to learn how to plan my time carefully and study with intention. In contrast, my communications class offered a more creative and social experience, helping me build confidence in public speaking and connect with new people. Even the colloquium for this semester stood out, as it showed the seriousness of climate change and its real impact on communities, which was both eye opening and unsettling. Although I initially chose these courses simply because they were major requirements, they each contributed something unique to my academic growth. Incoming students can experience similar surprises by planning ahead but remaining open minded about what each class might have.
Apart from coursework, one of the most valuable aspects of university life is the opportunity to build relationships with faculty. My strongest connection was with my ENGL101 professor, mostly because I actively participated in discussions and took the time to talk with them before and after class. Our conversations went beyond assignments and mentioned real world topics, which made the class more engaging and personal. However, I found it much harder to form similar connections in larger lecture classes. The size of those courses made it intimidating to approach professors, and I sometimes hesitated to attend office hours unless I had a specific question. This is something I plan to improve moving forward. For incoming students, building these relationships requires confidence and consistency. Participating in class, asking questions, and attending office hours regularly can make a big difference in both understanding the material and feeling more connected to the academic environment.
Adjusting to college life was not easy, but my relationships with other students played an important role in helping me adapt. At first, it was difficult to form deep connections because everyone was trying to meet new people, which often made interactions feel surface level. Over time, especially in my second semester, these relationships became more meaningful. Joining clubs also helped me connect with people who shared similar interests and experiences, making it easier to build lasting friendships. Having friends to study with, eat meals with, and spend time with made the transition to college much smoother. One ongoing challenge, however, is maintaining these relationships after classes end, which is something I hope to improve going into my sophomore year.
For next year’s freshmen, making the most of peer connections is essential. Joining clubs that genuinely interest them can help create stronger, more natural connections. Attending meetings regularly allows relationships to develop over time rather than remaining superficial. In classes, something as simple as introducing yourself to the person sitting next to you can lead to meaningful friendships. Many of my closest connections started with a simple conversation about the class or professor. Inviting someone to grab dinner before or after class can also help deepen those relationships and create a stronger support system.
Looking back, the aspect of university academic life I was least prepared for was the level of effort required just to perform at an average level. In high school, studying for a couple of days might have been enough to achieve strong results, but in college, that same effort often only led to average performance. This was a difficult adjustment and forced me to rethink my approach to studying. For incoming students, the key is to go beyond basic preparation. Instead of just reviewing material, they should focus on identifying their weaknesses and consistently working to improve them. Daily review and active studying techniques are far more effective than last minute cramming.
Overall this year taught me how to approach harder classes in the future and how to effectively study.