No high school can match a research university’s academic breadth and scope. Not counting your Scholars colloquium, which course or courses came as the greatest revelation or surprise to you? How did you discover them and what strategies might incoming students pursue to experience similar surprises?
The greatest surprise to me in terms of courses was certainly my scholars English class. When I first signed up for this class, I thought it would be the same old boring English things with a boring teacher, just a mandatory class that would prove to be no fun at all. I based this off my prior experience with English in high school, with apathetic teachers who don't really seem to care about their courses all too much. On top of this, I don't even enjoy writing, I actually despise it and actively avoid it where I can, so it came as a shock when I actually found myself enjoying the lessons we were doing, happily typing away for hours on end on an assignment that me from a year ago absolutely would have dreaded, and I think this is a combination of the fact that we now get to write about what we want instead of a predetermined topic, and that the teacher, CB, was extremely helpful in her class and adamant about English. When in class, I realize now the freedom that college gives me, allowing me to explore what I want to and evolve my knowledge in the direction I want, instead of some predetermined path like it had been for so many years. I decided to write most of my papers about climate change, and every second of writing I actually enjoyed myself, caring more about these papers than ever before. Another course I enjoyed was my major course, my AOSC credits. I honestly thought, going into college, that it would be all work and no play, hard studying for my major, tough, unrelenting teachers, but then when i actually attended class, my professor, doctor Zeng, I was met with a good laugh and a good class, and this continued throughout the year, him dedicated and caring deeply about the topic but still being jovial and approachable, and most importantly, he cared about us individually, always asking how we were doing with projects and where we were, a bit of care never given in high school and one I thought would never be given at all. I suggest that you take classes that you think are boring but only because of the experiences you've had in high school. You'll be shocked how different the courses feel when you're not held down as much as you are in high school, as in college you are free to bloom in your own direction.
The chance to develop mentoring relationships with faculty is a unique university opportunity. Describe your greatest success in developing strong relationships with faculty members and the greatest obstacles to achieving this. How do you recommend that incoming students pursue such relationships?
The greatest success in developing a strong relationship with faculty members was in my AOSC class, when me and my partner were developing ideas for our final project. The teacher, professor Zeng, had discussed the possibility of our group doing a carbon sequestration project, which is a method of sequestering carbon into the ground on farms to reduce carbon emissions. Conveniently, my groupmate actually worked on a farm where they performed a subset of this method called wood vault, where wood is buried in the ground to sequester carbon. Because of these two convenient factors, Zeng offered both of us a position on the research team, where we would be studying the effects of humidity and moisture on the carbon content of logs, probably from the UMD golf course. The biggest issue with this was that the time commitment was massive, on Tuesdays and Thursdays I would have to go off campus for around two hours, and on Friday was a 1-2 hour lab meeting. This ultimately required a lot of my free time, but I ended up liking it so much compared to how much I thought I was going to going into it, so I was glad to sacrifice my free time for this. The hardest part to actually achieving this role was the monstrous amount of research me and my groupmate had to put into the final project before we were considered as viable research participants, and even then we had to maintain a strict schedule to continue to be part of it. For incoming students, I recommend putting yourself out there immediately, always forming a bond with your teachers, because you never know if they will hand you research opportunities like mine has. Also, be sure to participate in the class you are interested in and be sure to pay attention, as showing attentiveness and concern is one of the only ways that a teacher can gauge your interest in a subject, and can boost your consideration significantly.
Adjusting to the university is not easy. How have your relationships with fellow students enabled you to cope with the adjustment? What are the greatest obstacles in pursuing these relationships? How can next year’s freshmen make the best use of their connections with their peers?
It is true that adjusting to university life can be difficult at first, but making friends with other students can greatly help with this adjustment. These connections offer a feeling of community, support, and friendship that can be helpful in navigating the new environment of college life. Making connections with peers first and foremost helps people feel like they belong. With its large campus, diversified student body, and abundance of extracurricular and academic activities, university life can be daunting. One might feel supported and welcomed in a community where they are understood and accepted by having friends and acquaintances who have similar experiences and interests. Students who have a sense of belonging can feel less alone and more at ease in their new surroundings. Furthermore, friendships with other students provide priceless support. Whether it's preparing for tests together, peers can be a vital source of help while handling challenging assignments or just listening sympathetically when things get tough. They have firsthand experience with the difficulties and demands of college life and are able to provide helpful counsel, inspiration, and emotional support when needed most. There are challenges in pursuing these partnerships despite their many advantages. Finding common ground with peers who are varied can be a struggle. Because university campuses are multicultural melting pots of interests, backgrounds, and cultures, it might be intimidating to connect with people who might not appear like you at first. It takes openness, empathy, and a desire to get out of one's comfort zone in order to interact with others from different backgrounds to overcome these hurdles. In addition, it might be challenging to foster relationships with others due to time limits and conflicting objectives. The freshman of the following year can make the most of their relationships with their peers by actively looking for engagement opportunities and cultivating sincere partnerships. Getting involved in study groups, going to campus events, and joining clubs are all great ways to network and meet new people. Furthermore, genuinely engaging with people and forming friendships can be facilitated by being personable, approachable, and open-minded.
For what aspects of university academic life were you, in retrospect, least prepared? How do you recommend that prospective students and incoming freshmen prepare to address these issues when their turn comes?
Looking back, the degree of independence and self-discipline needed for university coursework was one area where I felt unprepared. Teachers and parents provide more structure and direction in high school, but university students are expected to be more accountable for their education and time management.
Prospective students and incoming freshmen should take proactive measures to prepare themselves for the adjustment to university academic life in order to overcome this issue. Prior to starting college, begin using efficient time management strategies. This could entail planning a study schedule, setting priorities for your work, and figuring out how to manage your time between school, extracurricular activities, and personal obligations. Start forming responsible and self-disciplined behaviors from a young age. This could require creating goals, remaining organized, and maintaining focus on academic assignments even when there are competing distractions. Invest time in honing your note-taking, critical-thinking, and research methods abilities. These abilities can be improved via practice and by asking instructors or mentors for advice. They are necessary for success in courses at the collegiate level. Learn about the academic support resources offered on campus, including academic advising offices, writing laboratories, and tutoring facilities. Being aware of where to get assistance when needed helps reduce stress and improve academic achievement. Adopt a growth- and learning-oriented mindset. Acknowledge that obstacles and disappointments are not signs of failure but rather chances for development and progress. Students who cultivate resilience and a positive outlook on learning will be better equipped to handle the highs and lows of their academic careers in college. In order to better position oneself for success and a seamless transition to higher education, prospective students and incoming freshmen should take these proactive actions to get ready for the intellectual difficulties of university life.