Coming to university can offer a lot to learn – in reflection, it’s easy to look back at the aspects that surprised me, that are now just second nature. If I could go back in time, these would be a few of the key points I’d remind myself of.
Colleges
I personally didn’t rank my colleges – as a commuting student, I didn’t think college life would apply to me. I knew nothing about how many colleges there were, how they varied, or their reputations. Now, it’s clear to me that college is a massive part of the Durham experience! I’m a firm believer that college life is what you make it, and that there are endless opportunities to get involved (even if you commute as I do). I never would’ve anticipated the sense of community, range of societies and support within colleges, but it turned out better than I could have imagined.
I also wasn’t aware that societies would be both college-specific and university-wide. I think this could be a common misconception; it means you get to experience the best of both worlds: you can keep a close-knit community feel, or meet people across the university. It’s a great opportunity to explore your interests and try new things.
Additionally, I had never heard of a JCR membership. A Durham JCR (Junior Common Room) membership is a one-off fee paid by undergraduates to join their college’s student-run body, opening up access to sports clubs and gyms, allowing the chance to vote in meetings and run for leadership roles, as well as discounted tickets to balls and formals.
Lectures, workshops and tutorials
The distinction between different types of teaching is a question I frequently see asked. I wasn’t sure of the difference between workshops and tutorials, especially, and referred to them interchangeably for a semester or two! A lecture is a large-scale overview of a topic, typically lasting 1-2 hours. They are more passive than seminars and convey key concepts through visual aids such as a slideshow.
Tutorials involve smaller student groups, usually of around 15, reviewing and questioning content. This involves group discussions, tasks and is more student-led – these are less frequent, occurring once a fortnight in my course.
Workshops involve practical and skill-based learning, also in smaller groups than lectures. This could involve running experiments, analysing data or refining particular skills. The focus of these sessions is to learn actively and build confidence.
First-year grades
You might hear students say ‘first-year grades don’t count’ to justify a lack of effort. Your grades in year 1 of study are a great opportunity to test your ability and prepare your level of work ahead of year 2. You can spend this time refining your research skills, building confidence in different styles of academic writing, and learning to manage your workload. If I could go back, I would have spent more time figuring out what worked best for me in terms of organisation and planning, so that I could enter the second year with a more confident approach.
You may feel uncertain
Something a lot of students struggle with in year 1 is knowing if university is right for them. For a number of reasons, it can be a really challenging time, both academically and personally. I questioned
if I was capable of doing the course I was on, and felt a lot of imposter syndrome compared to my peers. However, this is a completely normal feeling – university can be a really transformative time, and bring a lot of change. It’s important to keep in mind that you earned your place just like every other student, and that it’s not unusual to struggle with the adjustment at first.
Following on from this, I came into university not having a clear-cut career path in mind. For some courses, there is a natural progression into employment (for instance, those studying medicine or nursing). Studying Psychology offers so many career prospects, but I found this extensiveness to be quite intimidating. As I’ve progressed through my degree, I’ve realised I didn’t need to have it all figured out yet – as my modules have changed, and different opportunities presented themselves, it became quite naturally apparent where my interests were. Many students have difficulty deciding on a career path, and you shouldn’t feel worried if it takes you longer than your peers to figure it out.
With respect to modules, it’s worth noting that you’ll probably enjoy some more than others. It can feel intimidating to study topics that don’t immediately interest you, but these are still valuable learning experiences. I study Psychology, and while I find the majority of it fascinating, there are some modules that I haven’t taken so far. If I could go back, I’d remind myself that what isn’t for me might be someone else’s favourite, and that it ultimately comes down to personal interests. It can feel discouraging at times, but you shouldn’t feel pressured to enjoy everything you study; this doesn’t reflect your ability or your overall experience of the degree.
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