my new journey in university

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Concentrating on deciding: my academic journey.

The decision I thought I’d dread the most was deciding what I’d declare.

I’ve talked a bit about the grueling time I spent agonizing over my application here, when I’d decided then that I wouldn’t become a doctor. Arriving on campus, I discovered theater, comedy, and performing - which forever changed the trajectory of my life at Harvard. Now, one year in means one more discovery and one more decision.

Here at Harvard, you “declare” your concentration in the fall semester of your sophomore year. That day is but a week away. When I first got here, I knew I was undecided, but felt drawn to Government. I’d been feeling particularly engaged and inspired politically, and I figured it’d be both useful and interesting to devote my time to learning about government and politics, and perhaps finding some career within it. I shopped classes in the department during my freshman fall course selection process, but didn’t feel fulfilled. The classes were large, the department was popular, yet I wasn’t exhilarated in the indescribable ways I’d hoped -  I dejectedly moved on.

Social Studies was my next stop. This seemed like something I could enjoy – it was similar enough to Government that those old desires could be satisfied, yet broad enough to prevent me from feeling bottlenecked. I hadn’t taken any classes within the department, but learning more about it made me feel the same feelings I’d felt before. Perfectly fine academically and otherwise, not fine enough for me. I trudged on. Not knowing what I wanted to study was not fun. If I couldn’t choose a simple major, what was I even here for? I decided I’d stop looking, so that I could just live.

Immediately, I felt freer. I lived, and did, and learned with daring immediacy. I took classes that interested me – nothing served any real end. Time seemed to speed by and the days rarely dragged. Harvard was fun, and exhilarating, and incredibly full of color. The possibility that at once appeared improbable was real – I could do, or be anything. I started writing a musical about a family of female pirates, it seemed like the sum of my time doing theater, it could be something I work towards actually putting up during my time here; a new world came into view – a new way forward. Then it hit me. All at once, I realized that this project combined two things I loved the most: history (in the sense of diving into the world of colonial America and extracting stories about the uncelebrated and unrecognized lives of female pirates) and theater (in the sense of writing and directing a show from scratch). Academically, this would best manifest in a joint degree in History and Literature and Theater, Dance, and Media. I decided this a year ago. After next week, who knows what I’ll discover.

Julius Class of Alumni

Student Voices

Dear homesick international student at harvard college.

David Class of '25

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How to Prepare for Going to University

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Starting university is an exciting and transformative time in a student’s life. It heralds the onset of a new chapter filled with opportunities for personal growth, academic exploration, and memorable experiences.

However, transitioning from high school to university can also be overwhelming, especially for first-year students. Carefully planning for university life is essential for a seamless adjustment. This article offers a comprehensive guide on preparing for university so you can settle into your university journey.

Research and choose the right university

While all accredited universities grant degrees and provide similar student support services, the type of institution you select can determine the financial aspects of your education, the range of academic programs available to you, and the quality of your university journey. Consider programme offerings, facilities, location, culture, and student support services.

Each university has its academic requirements and prerequisites for various programmes. Familiarise yourself with these requirements to ensure you meet the criteria for your desired programme of study. Understanding the academic expectations will help you plan your course schedule and make informed decisions regarding your academic journey.

Plan your finances

Planning your finances for university is essential for several reasons. Firstly, university education often comes with significant costs, including tuition fees, accommodation expenses, textbooks, and living costs. By creating a detailed financial plan, you can estimate these expenses and develop strategies to manage them effectively.

Additionally, planning your finances allows you to explore scholarship and bursary opportunities. Many universities, especially in countries such as the United States, offer financial aid programs, grants, and scholarships based on academic performance, extracurricular activities, or financial need. By researching and applying for these opportunities, you can potentially reduce the financial burden of your education.

Arrange accommodation

Finding suitable student accommodation is a critical aspect of university preparation. Transitioning from high school to university often involves moving to a new city or town. Figure out whether you want to live on-campus in residence halls or seek off-campus housing options such as shared apartments, rental houses or PBSAs (purpose-built student accommodations).

Research available accommodation options and consider factors like proximity to campus, amenities, cost, and roommates. Start the application process early to secure your preferred housing choice.

Decide what you will pack

Figuring out what to take to university is crucial in your preparation process. You should start by asking, “What do I need for university?”. After you’ve figured that out, gather information about the amenities provided in your accommodation to avoid unnecessary purchases.

As you will probably bring some valuable items like a laptop, tablet, or other electronic gadgets, it’s wise to explore insurance options. Note that some student accommodation providers offer free contents insurance as part of your rent.

While focusing on larger items, it’s easy to overlook smaller necessities. Don’t forget you’ll also need essentials such as stationery, medicines, and cleaning products. Starting a university checklist will prevent you from running out of these essential supplies. Remember that these things are typically easily available to buy near your new home, so especially if you are moving a long distance, don’t overfill your suitcases with these items.

Explore the campus and the city

Finding the time to familiarise yourself with the university campus and surrounding area will ease your transition. Explore the campus layout, and locate key buildings such as lecture halls, libraries, student centres, and administrative offices. Identify essential facilities like health services, sports facilities, and student support services.

If possible, take the time to explore your university town or city and become acquainted with your new surroundings. After you have relocated, use your free time before the start of the term to locate amenities such as the nearest train station, local shops, and restaurants.

It also presents an excellent opportunity to bond with your housemates since they will also need to familiarise themselves with these locations. Remember that it’s a new situation for everyone else too, and everyone is looking to make new friends.

Attend orientation events and establish a support network

Orientation events are meant to help new students acclimate to university life. These programs provide essential information about academic expectations, campus resources, student organisations, and social activities. Prioritise attending orientation sessions to meet fellow students, learn about university policies, and receive guidance from faculty and staff members.

Orientation is also an excellent opportunity to build your social and support networks. This support network will prove vital during your university stay. Attend social events and engage in conversations to form meaningful friendships. Establish relationships with professors, academic advisors, and university staff who can offer guidance and support during your academic career.

Develop time management and study skills

Effective time management and study skills are crucial for success in university. Transitioning from high school to university requires adapting to a new learning environment. Create a study schedule that balances academic commitments, social activities, and personal time.

Learn to prioritise tasks, set realistic goals, and break down larger projects into manageable steps. Explore different study techniques and find the methods that work best for you.

Take care of your well-being

University life can be demanding, both academically and personally. Preparing for the university experience involves mental preparation for university and taking care of your well-being. It’s essential to prioritise self-care and maintain a healthy balance. 

Practise good physical and mental health habits by eating nutritious meals, exercising regularly, getting enough sleep, and seeking support if needed. Familiarise yourself with campus health services and counselling centres where professionals can assist with any concerns or challenges you may face.

Embrace the university experience

Embrace the university experience with an open mind and a willingness to explore. Participate in campus activities, join clubs or sports teams, and attend events that align with your interests. The university is not only about getting your degree but also about personal growth, self-discovery, and creating lifelong memories.

You can also foster a smooth transition into university by choosing the perfect living environment. Student.com offers a wide selection of contemporary and comfortable student accommodation choices in numerous cities worldwide. When searching for a place to reside during your university years, be sure to explore the options available on our platform.

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University Life: A journey of personal growth

Life is a journey that consists of several milestones. Today is defined by the events we encountered in our past, and eventually, our tomorrow will be defined by the challenges we are confronting today. Now, the ball lies in our court that whether we embrace these challenges and let them make us a better individual, or we surrender to them, eliminating any chances of growth.

While pondering on your past, you will realise that some challenges were just thrown at you by life, whereas others were set by yourself. University is one of those milestones you typically set during your student life. For some, these years are just like other academic years; a ladder you have to climb to reach the top or a road you have to take for a certain destination. While for others, these years can be the most unique, adverse, and insightful time of their lives. While emphasising on the latter, this article encompasses the opportunities you get exposed to during your university years, that stimulate you to be a better person and equip you with specific significant skills.

Embarking on the journey:

If you are to set on a journey, you must ensure that the road you are on leads to it. Unlike other academic decisions, choosing a university is a delicate and unique experience. For instance, many prefer convenience while opting for a school in the yearly educational years. But, at this stage, one is willing to go out of their way to apply to a university that they feel is better for their education and consequently their career. Even if they have to burn the midnight oil to get a scholarship or to move abroad to get admitted to their dream university.

Once you have made it through, the journey begins.

•    Social and communication skills:

As most of us opt for a university solely based on our preferences, we are unlikely to encounter a familiar face. It’s like stepping into a new  world with unknown people  everywhere. Thus, interacting with these students having different geographical backgrounds enhance your social skills and boost up your confidence.

Be it formal, informal, or semi-formal-different situations teach you distinctive tones of communication. I believe it is the university that teaches you to interact with people in the professional world where diplomacy and being formal is encouraged. Unless you pull yourself out of it and keep your distance, these years gradually turn you into a sociable person.

•    Decision making:

When it comes to dealing with real-world situations, it is a skill that many admire. Decision making is a skill that is inculcated in you from your foremost time in university. Whether it’s about selecting your discipline, choosing people you want to be friends with, or taking those little daily life decisions that impact you in some way, university pushes you to become a finer decision-maker . Especially the students, who end up in a higher rank of a society or a club in the later years, are exposed to situations that ask them to step up and prove their leadership. But we cannot limit these skills to the ones who join a society in their university years. It can also be learned while leading a sports team, an academic group, or even your class.

On top of all this, if you are a hostility during these years, it’ll make you responsible and self-caring. It’s a completely different life from a day-scholar, it gives you freedom, and instills the ability to take your personal decisions alone. Moreover, you improve a lot in managing personal finances.

•    Cultural awareness:

Up till school life, most of the people we met were from the same vicinity as ours. A drastic change that university brings to your life is that it introduces you to various cultures and social aspects that you might have not even imagined before.

People from different parts of the world, speaking distinctive languages and having different cultures are an astonishment for you. It makes you wonder how life can be so variable across the globe, with social norms and shared values unknown to you.

•    Teamwork:

Without even realising, you refine yourself to be a better team player throughout these academic years. A group assignment, an event organised by your society, or a semester project, these unique experiences enhance your teamwork abilities. You learn to interact with others while having a decent work relationship. This skill proves to be vital during your professional career.

“Setting goals is the first step towards turning the invisible into the visible.” -Tony Robbins.

From aiming for an A in your first assignment to striving for a better research prospect for your thesis, you set various goals during these years. I believe the first step towards success is to aim for it. When you have to follow this process of setting goals several times, eventually, it infuses a habit of setting specific goals and striving for them.

•    Self-exploration:

Throughout your life, you have been around the same people and probably the same educational institution as well. For most of us, university life is the first time we get exposed to an unknown side of ours. The skills that have been there all the time but unrevealed to us gets revealed. Until now, either because of social pressure or low self-esteem, we kept deceiving ourselves about our capabilities.

When you enter a world free of prejudice, you encourage yourself to try new things. This brings out a noticeable version of yourself. Most importantly, now you can be whoever you want to be as there is no pressure whatsoever. It’s a chance to catch that train of a new personality you have wished for so long. Hence, you explore different options and consider doing things that you haven’t even thought of before.

Apart from this, years in the university are once in a lifetime kind of experience. These years are like a teacher that teaches you lessons in almost every field of life.

Before you go! Have you read our Magazine?

1.2 Your Academic Journey and Personal Story

Questions to Consider:

• How can your academic journey develop skills needed for college success?
• How can your personal story prepare you for applying to college?

Your Academic Journey

Now that you have a better understanding of what college can do for you, it is time to focus on how high school is preparing you for college, or better yet, how you can prepare yourself in high school to become college ready. It is clear that what you do (or don’t do) in high school can affect your ability to get into the colleges of your choice, but there is more to preparing yourself than just earning a high GPA or class rank. Your high school education can provide you with ample opportunity to help you hone your academic skills.

Take Difficult Courses

Any student who is serious about applying to college should consider taking challenging classes while in high school. Why? Because those classes can help lay a foundation of high expectations and hard work and they are often highly regarded by college admissions counselors. These classes are sometimes called Advanced Placement (AP), International Baccalaureate (IB), or honors/advanced classes. If you are considering taking such courses, talk to your guidance counselor or current teachers. They may be able to offer suggestions for how to get selected (if there is an application process) and give you a realistic picture of what will be expected. There is no need to take all AP, IB, or advanced classes to prove you are ready for college, but taking a few can provide a college admissions committee evidence that you are open to challenge.

Manage Time and Tasks

If there is one skill that you can develop now that will help you throughout your college career, it is the ability to manage your time and complete tasks. If you already use a planner to track what you need to do and when it is due , then you are on the right track. You can enhance these skills by setting reminders for yourself—and not relying on teachers or parents to tell you when to complete or submit an assignment. The most important part of managing your time and tasks effectively is to build in time well before something is due to complete the work and to overestimate (at least initially) how long you need, which can provide time “buffers” that will keep you from rushing through work to finish it.

Learn to Learn

Earlier, you were introduced to the argument that the purpose of college is to become a learner. You don’t have to wait until college, though, to figure out how best to learn different subject matters. This is one reason you should consider taking challenging classes–they require that you put more time and effort in them to learn the material. And those skills will make transitioning to college much easier. How can you “learn to learn”? You may have little control over what you are learning and how you are tested, but you can control how you approach the learning. One way to learn how to learn is to space out your learning over time (as best as you can—sometimes teachers like to give you a pop quiz when you least expect it!). Reviewing a bit of material for a short amount of time over several days (as opposed to cramming it in right before a test) produces better results. Another way to learn how to learn is to monitor how well your learning strategies work. Did you do well on a test? Take some time to reflect on what you did that resulted in a good grade. Did you space out your studying? Did you look for connections in the material? Likewise, if you do poorly on a test, determine what led to the result. The more you can identify what works and doesn’t for you, the easier it is to make improvements in your learning strategies.

Demonstrate Integrity and Ownership of Learning

Being a high school student often means having a lot on your plate. It can be easy to put off homework and studying, not do it at all, or cut corners to complete the work. While you may be able to get away with some stumbles like forgetting to turn in an assignment, other behaviors, such as getting someone (including Artificial Intelligence software) to do your homework or write a paper for you can get you into trouble. Now is the time to build the skills you will need later in college. Taking full responsibility for your learning as well as demonstrating integrity in all assignments no matter how big or small are the foundation of those skills. How do you do this? For one, you acknowledge that every action or inaction will produce a result. If you put in the work to write the paper, you will earn the grade you receive. If you do not put in the work or find a way to shortcut the process by using someone else’s writing, then you have missed an opportunity to improve your writing, your thinking, and your project management skills. Plus, you may get into trouble for academic dishonesty, which could mean failing an assignment or a course, or getting a more substantial punishment, such as expulsion. The stakes only get higher when you are in college.

Keep Test Scores in Perspective

You will learn more about standardized test scores and their purpose for getting into college later in this chapter, but it is worth noting that while what you make on the ACT, SAT, or equivalent standardized test, may factor into your ability to get into and pay for the college of your dreams, it is not necessarily a reflection of who you are and what you are capable of. Definitely do all you can to raise your test scores through practicing, prepping, and doing your best on the day of the test. But do not assume that a low test score will be the end of your long-term goals or educational journey. They are just one piece of information by which an institution may evaluate your potential, but it shouldn’t be the only thing that tells who you are.

Your Personal Story

Just as important as your academic journey is your personal story. You will need to develop and reflect on both for your applications to college and scholarships. Those who read about you will want to know not only about your accomplishments, but also your challenges and how you have overcome them.

What Makes You Unique

It may seem cliché to say “There is only one you!” But there is some truth in the fact that you are unique—there is no one else like you. To that end, you may want to draw upon those unique characteristics as you begin to shape the story that you will share with college admissions staff and scholarship committees. Will you be the first in your family to go to college? Do you live on a working farm and feed the goats, cows, and horses every morning before school? Can you ride a unicycle or juggle or both? There may be both personal characteristics as well as experiences that make you stand out from others, and if there are, consider weaving these details into the tapestry of your story. Start by making a list of your characteristics—no trait is too small or typical at this point. You can eliminate items later when you start building your story, but for now, create the list and add to it as you think of new things that you are or can do.

Getting Gritty

Many college essay prompts include an opportunity to share a time in your life in which you faced adversity and overcame it. For some students, this prompt is difficult for they have either not experienced a life-changing setback or not considered themselves challenged. It is important to remember that any setback or disappointment—no matter how inconsequential it may seem to you—can be the basis for an essay that responds to such a prompt. There is no need to embellish the circumstance if it is truly not harrowing, but it is acceptable to frame the experience as something that was difficult for you. Most readers of essays are less looking for a made-for-Hollywood story and more wanting to see someone who has demonstrated tenacity, resilience, and reflection no matter how big or small the adversity is. Even if you are not required to write an essay on a time in your life in which you failed or experienced disappointment, having a story handy for interviews (for scholarships, internships, or jobs) can help you share insight into your personality and strengths in a succinct way.

Finding the Themes of Your Life

In Katharine Brooks’ (2010) book You Majored in What? 3 she shares a writing and reflecting activity called “Wandering Pathways and Butterfly Moments” that guides readers through a series of prompts to develop a list of life experiences for the purpose of discovering what career pathway may be most fruitful for them to pursue. These life experiences could be as monumental as moving to a new state and starting a new school or they can be as mundane as spending the summers fishing. The goal of the exercise is to record what you have done or what has happened to you to get a sense of a “story.” These stories are built upon the connections and themes that you see in the experiences. Here are some of the life experiences Brooks wants you to consider when you are crafting your personal story.

• What have you done during the summer or holiday breaks from school?
• What did you play when you were a young child?
• What are some of your major life experiences (e.g. family events such as births, deaths, marriages, divorces)?
• What do people say you do well or have a talent for or seek you out for?
• What do you consider your greatest achievements?
• What jobs have you had?
• What groups have you belonged to?
• What awards have you won?
• What lessons have you learned?
• What do you like to do for fun?
• What kind of “secret” talent do you have?

The goal of answering the questions is to capture as much about who you are and how you have been shaped to develop clear connections among the life elements and create themes. These themes can drive your personal story that can share on a deeper level who you are or who you are becoming.

Consider this scenario: Raphael has taken the time to write down his life experiences so he can build his personal narrative. Some of the answers to the questions above include the following:

• Raphael’s jobs: lifeguard, babysitter for his nieces and nephews, tutor, art teacher for elementary students
• Raphael’s hobbies and interests: watching old movies, volunteering at the library, creating original jewelry from natural objects
• Raphael’s awards and accolades: he won a writing contest in 11th grade, his friends come to him for advice, he has earned high grades in all of his classes
• Raphael’s major life events: parents divorced when he was 6 years old, he started a new school in junior high, his aunt passed away when he was 14 years old

From this short list, Raphael can begin to draw out themes that he can use to create a detailed picture of who he is. He has found himself in teaching roles with his jobs. He has a love for the arts as evidenced by his hobbies. He is a good communicator evidenced by his awards and accolades, and relationships are an important part of his life. Raphael can use those themes—and details from his experiences—to craft his story as someone who has demonstrated an interest in connecting with and helping others by sharing his expertise and experience.

Recognizing the themes in your life helps you to describe how you've become the person you are now, and helps you to understand who you will become.

"For me, becoming isn't about arriving somewhere or achieving a certain aim. I see it instead as forward motion, a means of evolving, a way to reach continuously toward a better self. The journey doesn't end" —former First Lady Michelle Obama , Becoming (2018)

Analysis Question

In what ways is your academic journey in high school shaping your personal narrative? Describe how the following experiences are helping you “become":

• The classes that you are taking
• The activities you participate in as part of school (e.g., sports, performing arts, etc.)
• The learning that you are doing outside of school (e.g., community language class)

In what ways are your personal experiences shaping your story? Describe how the following experiences are helping you “become”:

• Major life events
• Favorite activities
• Awards and accomplishments
• Jobs or volunteer work
• 3 Brooks, K.(2010). You majored in what? Plume.

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Articles & Advice > Transfer Students > Blog

What It's Like Transferring From Junior College to University

Going from community college to a four-year university is a big step, and you may be a bit unsure about the experience. Read on for a look at how it all happens!

by Raven J. CollegeXpress Student Writer, University of North Texas, Denton

Last Updated: Mar 16, 2023

Originally Posted: Jul 2, 2019

Transferring to a four-year university is a big deal and requires some planning. When I started community college, my main goal was to earn my Associate of Arts and transfer to a four-year university. However, I had no idea how many steps there were to the process. But for any student who may be unsure about transferring, I think going through the process is worth it.

First steps

The first thing I did was meet with an advisor at my college, and I found out each university has a transfer guide sheet. These guides list what course equivalents transfer to the university and how many hours of each subject are required. My advisor and transfer guide sheet helped me plan which courses I needed to take each semester. At first, I was only following the transfer requirements for my top college choice. I soon realized it doesn’t hurt to check out the requirements for other universities too. You may find they have different requirements for the same program. For example, my major in Journalism had different requirements at different universities.

Related: Financial Aid Strategies for Transfer Students

Where to transfer?

After figuring out what courses to take, the next question was which four-year college or university would I choose to attend? Would I stay in state or go out of state? Asking myself these questions helped me narrow down my list of four-year colleges and universities, and I decided I wanted to stay in state, closer to home. My college list started at five, but I narrowed it down to three top choices. Being a Journalism student, I also discovered that finding a university in state that offers my program of study was challenging. That’s where college visits were helpful; I was able to visit the Journalism departments at a few universities and gain enough information to compare programs and decide which one was my best fit.

Research your options

Looking at class sizes and student life activities also helped influence my decisions. This gave me a better idea of what to expect as a student when making my transition to the university. Seeing different campuses gave me a better idea of dorms, student life, and various other aspects of the undergrad experience too. Some universities have smaller student environments and class sizes than others.  But I found I enjoyed the larger environments because I want more opportunities to meet and connect with others. In addition to college visits and getting a feel for each campus, I had to consider admission applications and available scholarships to further narrow down my choices.

The admission process

A lot of things go into transfer admission applications such as essays, lists of your accomplishments, organization and club involvement, and volunteering. Some college applications are more detailed than others, so I found it helpful to have someone look over each of my applications before submitting. Some of my prospective transfer schools offered me scholarships for my grades or involvement at my current school, but I gave my top schools the most consideration.

Related: From One College to Another: The Ultimate Transfer Guide

I ultimately decided on the University of North Texas, Denton . It has my program of study and isn’t too far from home, plus I like the campus. When I was accepted, I applied for transfer orientation; after attending, I knew it was the right university for me. From there, my next steps were just sending my final transcripts, applying for classes, and frequently checking my financial aid and student email for updates. My family, friends, and mentors provided support and insight as I prepared to transfer, and they gave me tips and reminders for things to keep in mind, such as keeping myself safe on campus. They were a major push in helping me keep up with all the transfer deadlines. Overall, I had a positive experience transferring to a four-year university. Now I’m ready to start my new journey as a transfer student!

Find your transfer college using our College Search tool.

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About Raven J.

Raven is a student at Mountain View College in Dallas, Texas, and will graduate with her associate degree before transferring to a four-year college in fall 2019. She enjoys exploring, listening to podcasts, art, and caring for her cat, Nugget. She is also super involved in campus activities such as Phi Theta Kappa.

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Student, University of the People

I registered with CollegeXpress and filled all my necessary and relevant information as well as the course I wished to study. A few days later, an email was sent to me with a list of schools offering the course; amongst them was the University of the People, the school I got admitted to.

CollegeXpress helped in my journey by comparing multiple colleges for my final decision. While looking at different colleges, I was able to compare the tuition expenses and that landed me with the college that I’m currently enrolled in, Western Kentucky University. Thank you!

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Student Quick Links

If you are a student currently enrolled at the University of Hull, this page is designed to help you quickly navigate to the most helpful resources that you may be looking for.

Extensions & Additional Considerations

This myJourney module offers guidance on how, and when, to apply for Extensions and Additional Considerations. This module will help you understand the difference between Extensions and Additional Considerations, make you aware of the support available to you and also explore the different examples of events/circumstances, as well as the evidence needed to support Extensions and Additional Consideration Requests.

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Complete this module to understand the implications of suspending your studies, including student finance. Follow along to understand what happens throughout the process of suspending your studies and provides a link to the Suspension Form at the end of the module, should you choose to do so.

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If you need some time away from the University within an academic year, it can sometimes make sense to start the whole year or trimester again from the beginning when you are ready to come back. This module is designed to help you understand the implications of repeating your studies, including any financial implications, and to inform you of available support.

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If you are not enjoying your studies you might want to consider changing to a different course. You may want to do this if your course is not what you expected, if you no longer have an interest in the subject, or if you feel the course you are studying is not for you. In this module, you will understand the implications of transferring your studies, including the implications for student finance, allow you to explore available support, and give you opportunities to explore options should you wish to gather a greater understanding of what you can do.

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We understand that you may consider leaving university, and we want to support you during that process. There may be reasons why you may consider leaving; it’s not the right time for you to study, you have been struggling or you’re transferring to another University. This module will help you understand what happens in the process of withdrawing and provide you with the link to the Withdrawal Form itself.

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My journey As a Student Essay

Essay on topic my journey as a student.

Introduction Lines

As a student, my journey so far has been full of challenges, growth, and self-discovery. I have learned a lot about myself, my abilities, and my passions. In this essay, I will reflect on my journey as a student, highlighting the milestones, struggles, and achievements that have shaped my academic life.

Body Paragraphs

My journey as a student started when I was in elementary school. I vividly remember the excitement and nervousness I felt on my first day of school. I was eager to learn and make new friends. As I progressed through the years, I encountered many challenges, such as adjusting to new teachers, making the transition from elementary to middle school, and learning how to manage my time effectively. Despite these challenges, I remained committed to my studies and continued to work hard to achieve good grades.

In high school, I faced a new set of challenges. The workload was more rigorous, and I had to balance academics with extracurricular activities and part-time work. During this time, I also discovered my passion for writing and became an active member of the school newspaper. This experience taught me the value of teamwork, communication, and leadership.

As I entered college, I was both excited and nervous. I knew that college would be a new and challenging experience, but I was determined to succeed. I quickly learned that college required a higher level of dedication, discipline, and self-motivation. I had to learn how to manage my time efficiently, prioritize my tasks, and seek help when needed. Despite the challenges, I thrived in college and became more confident in my abilities. I also discovered new interests and passions, such as studying abroad and volunteering in my community.

Conclusion:

My journey as a student has been a remarkable experience. It has taught me valuable life skills, such as perseverance, time management, and teamwork. I have learned to adapt to new situations and challenges, and to never give up on my dreams. I am grateful for the opportunities I have had and for the people who have supported me along the way. As I continue my academic journey, I am excited to see where it will take me and what new experiences and challenges I will encounter.

Hello! Welcome to my Blog StudyParagraphs.co. My name is Angelina. I am a college professor. I love reading writing for kids students. This blog is full with valuable knowledge for all class students. Thank you for reading my articles.

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Welcome to Journey Nursing Services

Making people the center of their healthcare journey..

Journey Nursing Services is a Nurse-Owned and Operated Healthcare Agency that aims to provide people-centered care. We provide a holistic approach to care for not only the patient but the whole care system.

Our team of Registered Nurses, Clinical Care Coordinators, and Caregivers work with you and your doctor to develop a personalized care plan that allows you to live your most independent lives at home.

We believe that everyone should have access to quality healthcare. We work with all care levels from acute nursing needs with Skilled Nurses (RNs and LPNs) to caregiving services. Services may be scheduled as intermittent visits up to 24/ hour daily shifts. To improve access to care we work with private pay, private insurances as well as state (LNI DSHS), Veteran’s Affairs, and are open to contracting with additional payer sources. We will be your advocates in care.

We provide reliable and affordable in-home care services throughout King, Snohomish, and Skagit Counties. We currently have additional service areas for our RN Delegation and staffing services that include Whatcom, Island, and Peirce Counties. These services are actively expanding throughout Western Washington.

Journey Nursing Services uses a computer-based charting system allowing the RN to monitor your care in real-time while maintaining reasonable pricing.

Our Services Include:

• Nursing: Visits, shifts, Private Duty Nursing
• Caregiving: shifts up to 24/7 and short at bath aids
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• Nurse Case Management
• Staffing Services
• Education: Home Care Aid training, population specific courses, and continuing education courses.

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From Class to Clinic – My Nursing Journey at NYU Langone

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Daisy Tso, NUR ’24, Staten Island, NY

This summer, I had the amazing opportunity to work as a student nurse extern at NYU Langone Hospital in Manhattan. Working as a student nurse extern has been an enriching experience that deepened my understanding of nursing care. I was able to apply what I have learned so far in nursing school. During this externship, I had the privilege of shadowing a seasoned nurse on a Medicine unit for 8 weeks, where I learned several hands-on skills such as inserting peripheral IV catheters, drawing blood, and inserting Foley catheters. There were always opportunities to learn and grow. One nursing skill that I had the opportunity to develop was performing a full head-to-toe assessment on my patients. Although I had learned this skill in nursing school, I consolidated my learning by practicing this assessment on all my patients during the externship. A head-to-toe assessment is essential in nursing because it allows nurses to evaluate the overall health status of the patient, detect any changes in the patient’s health, and personalize patient care. Getting to practice this assessment on various patients with different symptoms and presentations allowed me to master this skill. Working on this unit also taught me how to prioritize care, effectively communicate with patients and staff, and resolve conflicts. This experience has allowed me to work closely with patient care techs, registered nurses, nurse practitioners, and doctors, since I was a member of the healthcare team working towards providing the best quality care for my patients.

One of the most impactful experiences of this externship was the genuine connections I made with the patients and staff. By demonstrating empathy and engaging with patients on a personal level, I was able to provide compassionate care and gain a better understanding of the patients’ feelings and emotions during their hospital stay. I also truly valued the relationships I built with the staff. Collaboration among everyone on the healthcare team plays a significant role in providing quality patient care. The nurses, nurse practitioners, doctors, and social workers were always in constant communication about their patients to properly address the physical and emotional needs of the patients. All the nurses on the unit were also always willing to help each other and work as a team. This collaboration allowed me to develop my communication skills and showed me the importance of a supportive workplace environment.

Being a student nurse extern at NYU Langone Hospital was an immersive journey that allowed me to merge the knowledge I acquired from nursing school with hands-on experience. This externship reaffirmed my passion for nursing and my ambitions to provide compassionate care to my patients. This opportunity allowed me not only to enhance my clinical skills but also highlighted the importance of empathy and teamwork when providing patient care. I would like to thank Penn Career Services and all of the donors who made this opportunity possible.

This is part of a series of posts by recipients of the 2023 Career Services Summer Funding Grant. We’ve asked funding recipients to reflect on their summer experiences and talk about the industries in which they spent their summer.  You can read the entire series here

• South Carolina Honors College
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New language-learning app hits all the right notes

Top photo: College of Engineering and Computing seniors: (l to r) Siri Avula, Ashley Bickham, Tanvi Singh, Mahi Patel and Vivian D'Souza.

What if your Spotify playlist could help you learn another language? Thanks to the Lyraquist app, developed by five College of Engineering and Computing seniors, that possibility will soon be a reality.

At the South Carolina Honors College Thesis Symposium on Friday, April 12, Siri Avula, Ashley Bickham, Vivian D’Souza, Mahi Patel and Tanvi Singh unveiled their CEC capstone project: the Lyraquist app. The five women, four of whom—Avula, D’Souza, Patel and Singh—are Honors students, designed Lyraquist to sync with a user’s Spotify Premium playlist. As users listen to songs in French, German and Spanish, the app utilizes Google translate to offer word-for-word English translations of the lyrics.

“Anyone can be a lyrical linguist.”

The Lyraquist logo, an LP record emblazoned with a world map, offers some insight into the inspiration and ethos behind the project.

D’Souza, who studied abroad in Ireland, has fond memories of connecting with students from around the world through music. She and her classmates would gather in common areas in the evenings and share songs with lyrics in a variety of languages. D’Souza mentioned how this practice helped her learn more about her classmates, their cultures and the languages they spoke.

Four of the five Lyraquist team members studied abroad during their time at USC, and all team members grew up in multilingual households. Using the knowledge gleaned from their computer science classes, the team sought to create an app that would emulate their language-sharing experiences and provide insight into other cultures.

“Our budget was zero dollars.”

The team, who met through their computer science classes, worked together for two semesters to develop, code and test the app. D’Souza and Patel mentioned that, initially, the team progressed in perfect sync. But as coding began and each member took on their own portion of the project, the team had some non-technical bugs to work out.

This inspired the team to implement weekly stand-up meetings, a common practice in professional tech teams, providing time for each member to give a progress update. This approach, combined with the project management program Trello, helped the team stay on track as they navigated platforms and software such as React Native, Javascript, Expo and the Musixmatch lyrics database to create Lyraquist.

Above all, the team strove for the app to abide by music copyright laws and ethical guidelines. Though they had no funding, they utilized open-access sources to provide users with the best in-app experience possible.

Dr. Jose Vidal, who served as the team’s capstone project director, attested to the team’s quality work. He was impressed by “how they were able to combine all the various third-party APIs [application program interfaces]: Spotify, Musicmatch, Google Translate, Lexicala, Expo Speech, into one cohesive and fun to use app.” 

“Customize their own learning journey.”

Within the app, users take charge of their learning experience. Unlike many language-learning apps that are lesson-based, Lyraquist allows users to choose the songs that they want to hear. As they listen, they can click on words in the lyrics to learn their definitions. Users can then add vocabulary to in-app workbooks, save songs for later study and “star” particular languages that they want to focus on.

If users are unsure of where to start, the Lyraquist team has thought that through, too. The team curated language playlists of varying difficulty levels to help users get started. Users can also find out what songs are trending in languages and countries around the world.

“Beyond just the vocabulary.”

At the Thesis Symposium presentation, USC German faculty member Dr. Yvonne Ivory was among the first to express excitement about the app’s possibilities. Lyraquist could be used in K-12 and college classrooms, allowing students to experience language learning outside of a textbook. The Lyraquist team has also added an in-app feedback function, allowing users to spot Google Translates errors and send corrections to the team.

The conversation surrounding Lyraquist is just beginning. More users, voices and languages will soon be included in the dialogue: the team is seeking approval from Spotify for the app’s public release.

Interested in viewing a demo of Lyraquist? Here’s a sneak peek.

Challenge the conventional. Create the exceptional. No Limits.

News from the Columbia Climate School

Army Veteran and Environmental Advocate: A Sustainability Science Student’s Journey to Columbia

Rowen Carrick

Columbia Climate School

Olivia Colton was always interested in the natural sciences. But before starting the Master of Science in Sustainability Science (SUSCI) program, she was an active-duty officer in the U.S. Army stationed in Wiesbaden, Germany, and Monterey, California, where she served as a platoon leader and executive officer.

Paging through a military magazine in a waiting room one day, Colton came across an article referencing low veteran enrollment at Ivy League universities—a detail that stayed in the back of her mind. A few months later, when she was completing her military service and looking for sustainability master’s programs, Colton felt encouraged to apply to Columbia’s SUSCI program.

Carrying her leadership skills into her new environment, Colton has been involved with student life in the Academic Affairs Office for the Sustainability Graduate Programs, the Sustainability Science program as an Earth Institute Fellow, and as a School of Professional Studies student government representative at Columbia. Last summer, she also worked at the Tree Ring Lab at the Lamont-Doherty Earth Observatory , where she helped catalog nearly 2,000 cross-section tree samples from field studies across the globe.

After graduating, Colton plans to pursue a research career in environmental conservation. In the Q&A below, she reflects on the SUSCI program’s interdisciplinary coursework, and how her time in the military and at Columbia has prepared her to work on a range of sustainability initiatives.

Your undergraduate degree is in conservation biology. What first sparked your interest in natural sciences?

I guess I have never given it that much thought; it’s just always been part of who I am. For as long as I can remember, birthdays were spent at the zoo, and family vacations involved a lot of hiking. I think it probably comes from the feeling of wonder I experience when I’m in nature! Our world doesn’t have magic or anything like that, but nature often feels like the closest thing to it.

What did your research at the Tree Ring Lab focus on? What were some challenges you experienced?

Last summer, I analyzed field samples from across the globe, all destined for meticulous cataloging and organization. There are thousands of unsorted samples in the Tree Ring Lab from six continents, so most days in the lab were consumed by intricate comparisons and cross-referencing to ensure that each sample was accurately labeled and sorted.

The work also included sorting the metadata for each of those samples via System for Earth Sample Registration and using that to allocate each one to a unique identifier known as an International Generic Sample Number .

As for challenges, on my last day in the lab, we opened up a box of untranslated samples collected in Egypt in the 1980s. We had sorted more than a thousand samples by this point, and this was the first group of untranslated samples that we came across. As luck would have it, my seven semesters of Arabic from my undergraduate days proved to be a lifesaver. Unfortunately, I haven’t used it much in the last five years, and Egyptian Arabic is notoriously unique, so it took me several hours to translate and decipher. It certainly added a thrilling finale to my summer in the lab.

Could you elaborate on your experience of joining the Army after your undergraduate degree, and what compelled you to continue your education after leaving the Army?

I was a member of the Army Reserve Officers’ Training Corps during my undergraduate study. They gave me a full-ride scholarship, and then after graduation, I owed them [at least] four years of service. I started active duty about a week after graduation from Louisiana State University and actually completed it during my first semester here!

I knew I eventually wanted to pursue a master’s degree, but I had at least four years of service before I would reach that point. As I was preparing to end my time in service, I knew that if I did not go back to school right then, there was a much lower chance that I ever would. Leaving the military was a big transition, and bundling it with a big move, but starting school felt more manageable, somehow.

How did you find out about the SUSCI program, and what inspired you to apply?

I have a distinct memory of picking up a military magazine in a waiting room and reading an article about a veteran who went to Yale. The article mentioned the low veteran enrollment at Ivy League universities (although Columbia has more than the other Ivy Leagues combined). I found it interesting but did not think it would ever really apply to me.

Fast-forward a few months; I came across Columbia when I was googling schools with master’s programs in sustainability. I kept a handwritten list of schools I was interested in and their locations. I still have that notebook somewhere, and I’m pretty sure I have Columbia circled with “LOL” because I thought there was no chance I would get in… but here I am!

You’re very involved with student life. What positions do you hold, and what have you learned from the experience?

I am currently the Sustainability Science representative for student government and serve on our social committee. I am also a member of Columbia MilVets . My biggest takeaway from it is the importance of being involved. These events are happening because people want to see YOU there!

As an intern for the Academic Affairs Office, what does it mean for you to engage with prospective applicants to the SUSCI program? 

It’s a lot of fun! These days, I have classes with students who I reached out to and answered questions for as they applied, and then sent packages to them when they were accepted. It’s fun to see their full progression! I feel like I contributed to their journey, even just a little.

Having so many unique positions at Columbia simultaneously is not an easy feat. How do you balance your time?

That is a great question, and unfortunately, I’m not sure I really have an answer. Having prior stressful job experiences definitely helps. I guess this goes along with my passion for the natural world, but I just find very little joy in sitting at home. While not exactly an environmental haven, that’s part of the reason I love NYC so much—there’s always something to do!

Do you have any advice you’d like to share with current or prospective students?

My main piece of advice would be to get involved! If you’re not involved on campus, there is still so much you can do in our city! If you’re going to make this much of an investment for tuition and rent, you need to get the most out of it. My second would be to make sure you take classes you’re interested in and explore options outside of our department. I wish I had shopped around a little more during my first semester!

The  Master of Science in Sustainability Science  program, offered by the School of Professional Studies in partnership with the Climate School, is designed for current and aspiring leaders who wish to help organizations understand the technical aspects of sustainability, including predicting and addressing environmental impacts.

Related Posts

From Fission to Fusion: A Sustainability Student’s Quest for a Greener Future

All in the Family: One Environmental Science and Policy Student’s Path to Columbia

In New Jersey’s Ancient Rocks, Hunting for Clues to a 2024 Earthquake

Celebrate over 50 years of Earth Day with us all month long! Visit our Earth Day website for ideas, resources, and inspiration.

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My Lotus WellBeing 4+

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My Lotus WellBeing™ incorporates proven concepts from Health & Wellbeing Coach training programs by Duke University and Chopra to create an app that helps you to focus on what really matters in your life, not what is the matter with you. Create and focus your unique journey to better health & wellbeing using guided reflection on your personal vision for health, selecting a focus area, and creating goals that are truly important to you. My Lotus WellBeing then guides you through creating incremental, achievable action steps for each goal, provides notification reminders and tracks your progress. A biweekly guided Progress Check-in prompts you to review accomplishments and challenges, and update your planned goals and action steps to continue your journey toward better health and wellbeing. Designed to help you discover your best self, My Lotus WellBeing guides you to reflect on what matters most in your life by identifying where you are now and want to be in eight elements of self-care. Select one or two self-care areas to focus your current goals and action steps: *Healthy Body *Healthy Mind *Nourishment *Restful Sleep *Physical Environment *Fulfillment & Purpose *Creativity & Play *Community Add notes to your WellBeing Journal that record both successes and challenges on your journey to wellbeing. Journal notes may be linked to specific lifestyle focus areas, goals or action steps to record important details related your plan and progress, and journal notes can include web links with helpful content for linked plan items. Create a health & wellbeing plan that focuses on what matters in your life and take the next step to become a WellBeing. Emerging gracefully from murky waters, the lotus flower is a powerful symbol of growth, renewal, and triumph over adversity. Its journey from the muddy depths to the surface mirrors the human experience of overcoming challenges and emerging victorious. My Lotus WellBeing app guides your personal journey to emerge from the mud of life and become a lotus flower. My Lotus WellBeing app is free for all users with no subscription fees. My Lotus WellBeing protects your privacy by saving all of your content only on your iOS devices and personal iCloud, encrypted with your personal passcode. App content is automatically synced to your personal, private Apple iCloud account for backup and sharing across your iOS devices. No data is shared with others. Privacy Policy: https://app.mtnlotus.com/privacy/ Terms & Conditions: https://app.mtnlotus.com/terms/

Version 1.1

New features: * Track your progress with Goal Attainment Scaling (GAS) ratings. * Export your WellBeing Plan using HL7 FHIR standard data format to share with others on your care team. * Rebrand app name from My Lotus Lifestyle to My Lotus WellBeing. Bug fixes and improvements for compatibility with iOS 17.3 and later.

App Privacy

The developer, Mountain Lotus WellBeing, LLC , indicated that the app’s privacy practices may include handling of data as described below. For more information, see the developer’s privacy policy .

Data Not Collected

The developer does not collect any data from this app.

Privacy practices may vary, for example, based on the features you use or your age. Learn More

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• university of new orleans
• campus news
• two uno chemistry professors selected for nsf career awards

CAMPUS NEWS: APRIL 26, 2024

Nsf career awards, two uno chemistry professors selected for nsf career awards.

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University of New Orleans chemistry professors Phoebe Zito and David Podgorski have been selected for a National Science Foundation CAREER Award.

Two University of New Orleans chemistry professors have been awarded CAREER grants, the most prestigious award presented by the National Science Foundation. Chemists David Podgorski and Phoebe Zito, whose expertise is in environmental chemistry, are the recipients of a 2024 Faculty Early Career Development Program award.

The award seeks to support faculty who have the potential to serve as academic role models in research and education and to lead advances in the mission of their department or organization. In selecting recipients, the NSF favors research with the potential to build a firm foundation for a lifetime of leadership in integrating education and research.

"The awarding of two prestigious NSF Career Awards to Dr. Zito and Dr. Podgorski in the Chemistry Department is unheard of and is a testament to their outstanding skills as researchers in environmental effects of pollutants on ecosystem health across a broad range of environments,” said Steven Johnson, dean of the College of Sciences.

The awards, which are for five years, each total more than $700,000. The NSF awarded only 500 CAREER grants for the 2024 cycle.

“This award validates my path to become an independent researcher in this field. It also attests to the four years I put into the development of this research program, including my plan for education and outreach,” said Zito, who joined UNO’s faculty in 2019.

Podgorski, who has been at UNO since 2017, said receiving the award as a faculty member in the UNO Department of Chemistry is the “cherry on top.”

“It is no secret that UNO lacks the research infrastructure that you would find in other major laboratories. This award is evidence that we can succeed despite those challenges and contribute to bringing resources to UNO instead of going elsewhere to find them,” Podgorski said.

Podgorski applauded the support he receives from his department.

“The work environment is polar opposite from my previous experience,” said Podgorski, who described the climate at a former job as toxic. “The support I received from my colleagues in the Department of Chemistry re-energized me, even through COVID. Although I’ve been relatively successful over the past few years, this award provides confirmation that I have transcended those who tried to bring me down.”

For Zito and Podgorski, who are married, their awards mean double the exposure for their department and having an academic partner who can appreciate the research journey is a bonus.

“One of the perks of marrying your colleague is that you do not have to go on the academic rollercoaster alone and we both support one another’s professional and personal growth,” Zito said. “We couldn’t imagine our lives any other way.”

The awards also serve as testament to the impactful research—both locally and globally—that UNO’s faculty members are conducting, Zito and Podgorski said.

“Our chemistry department is very small, so this type of award means so much to us and helps put us on the map to be competitive at the national level,” Zito said. “Also, UNO is the only public research university in New Orleans. I can use it as a platform to let others know that despite our size and lack of resources, we can still do good science.

“At the end of the day, it helps provide better resources and opportunities for students who come to UNO to study chemistry.”

Podgorski’s Research

Thousands of oil spills occur each year in U.S. waters and energy from the sun can chemically break down the components released in such oil spills, Podgorski said. There are hundreds of thousands of chemical compounds in oil, and the products of their chemical transformation can have deleterious effects on human health and sensitive aquatic ecosystems, he said.

“Louisiana’s coast is invaluable to the state in terms of our economy and food resources,” Podgorski said. “The information obtained from this study will help us understand more about how our coast is impacted after an oil spill. Podgorski’s research, titled “Measurement of Photochemical Mechanisms, Rates, and Pathways of Radical Formation in Complex Organic Compounds,” will study the process, length of time, and compounds that survive when hydrocarbon compounds are exposed to sunlight.

There is a plethora of information about the breakdown and removal process of a couple of hundred small-size compounds in oil by the sun. However, knowledge is lacking about the chemical fate of the polyaromatic hydrocarbon (PAH) fraction, an important compound class in oil, Podgorski said.  

The research will provide fundamental information on the reactivity of large compounds present in petroleum, he said. Data from the project will show how the sun removes these compounds from the environment and how long it takes.

“Essentially, this information will tell us how the compounds break apart in the environment, where they end up, and whether we should be concerned about them,” Podgorski said. “In turn, this information can be used in risk assessment models.”

In addition, his project will provide training and mentoring to college and high school students.

Zito’s Research

Zito’s research titled, “A Bottom Up Approach Toward Understanding the Sunlight Driven Mechanisms and Pathways for the Release of Metals from Petroleum,” will study how sunlight changes petroleum-bound metals and their impact on ecosystem health.

The energy in sunlight can break down petroleum, but very little is known about the resulting materials, Zito said. Even though the oil is invisible once it has been cleaned up, it can still have detrimental effects on aquatic health, she said. Oil in the presence of sunlight produces compounds that are water-soluble and can mobilize through the water. Several of these compounds contain heavy metals which are frequently found in petroleum mixtures, Zito said.

“This research is important to the public due to the increasing amount of pollution entering our water every day,” Zito said. “In Louisiana there are thousands of oil spills a year, each one having the potential to release heavy metals into the environment.” Research is necessary on heavy metal reactivity as well as heavy metal effects on aquatic life. Data from the project will show how sunlight helps release the metals from petroleum and how their transformations affect the natural biogeochemical cycle, Zito said.

Zito said the research will also include education and outreach activities to introduce students to potential STEM careers, including in industry.

“Educating the community through outreach events and having hands-on research available for New Orleans high school students is a way to spread awareness about the effects of heavy metal pollution on the environment,” Zito said.

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2024 Journey of Discovery Prize Winner

Congratulations to UB student Patrick Mohr, the University Libraries’ 2024 Journey of Discovery undergraduate research contest winner. This $500 award recognizes students who produce significant academic inquiry requiring the use of the University Libraries’ information resources and collections. A Biomedical Sciences major, Mohr’s winning essay highlights his ongoing endeavors in a research lab and how the University Libraries services and resources have guided him through various steps of the research process.

Mohr’s paper, titled “Exploration of the Secondary Messenger, Selenoprotein P (SEPP1), in a Rodent Model of Exercise; Theorizing Interaction with the Dopamine D2 Receptor (D2R) as a Target for Brain Reward Dysregulation, Addictive Behavior, and Aging,” investigates the relationship between SEPP1 and exercise intensity. SEPP1 is a key antioxidant important for selenium transport, and neuronal and immune health. Using exercise as a personalized therapy for general health as well as treatments for neurodegenerative disorders and addiction is explored in this paper.

As he began his journey of discovery on the topic of his paper, Mohr was flooded by a sea of articles and websites that he had to sift through. Using library databases such as PubMed and the Delivery+ service, he learned to customize his search for peer-reviewed articles and request those not held by UB Libraries.  His next phase of the process was drafting a manuscript and Mohr found quiet spaces in the libraries and the availability of EndNote, a program that assists with formatting citations, ideal for completing this work. The judges for the Journey of Discovery undergraduate research contest were impressed by how Mohr discovered, appreciated and embraced the resources the libraries have to offer, and that considering his undergraduate status, his ability to synthesize library resources was exceptional.

“One of the greatest hurdles the UB Libraries helped me overcome was navigating the overwhelming amount of information surrounding my research topic. However, going through this process and utilizing the resources provided, I gradually developed a systematic approach to filter and scrounge through a vast array of articles. This approach is something I continue to use for my research and has allowed me to explore other facets of my research more efficiently,” said Mohr.

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John McWhorter

I’m a columbia professor. the protests on my campus are not justice..

By John McWhorter

Opinion Writer

Last Thursday, in the music humanities class I teach at Columbia University, two students were giving an in-class presentation on the composer John Cage. His most famous piece is “4'33",” which directs us to listen in silence to surrounding noise for exactly that amount of time.

I had to tell the students we could not listen to that piece that afternoon because the surrounding noise would have been not birds or people walking by in the hallway but infuriated chanting from protesters outside the building. Lately that noise has been almost continuous during the day and into the evening, including lusty chanting of “From the river to the sea.” Two students in my class are Israeli; three others, to my knowledge, are American Jews. I couldn’t see making them sit and listen to this as if it were background music.

I thought about what would have happened if protesters were instead chanting anti-Black slogans or even something like “D.E.I. has got to die,” to the same “Sound Off” tune that “From the river to the sea” has been adapted to. They would have lasted roughly five minutes before masses of students shouted them down and drove them off the campus. Chants like that would have been condemned as a grave rupture of civilized exchange, heralded as threatening resegregation and branded as a form of violence. I’d wager that most of the student protesters against the Gaza war would view them that way. Why do so many people think that weekslong campus protests against not just the war in Gaza but Israel’s very existence are nevertheless permissible?

Although I know many Jewish people will disagree with me, I don’t think that Jew hatred is as much the reason for this sentiment as opposition to Zionism and the war on Gaza. I know some of the protesters, including a couple who were taken to jail last week, and I find it very hard to imagine that they are antisemitic. Yes, there can be a fine line between questioning Israel’s right to exist and questioning Jewish people’s right to exist. And yes, some of the rhetoric amid the protests crosses it.

Conversations I have had with people heatedly opposed to the war in Gaza, signage and writings on social media and elsewhere and anti-Israel and generally hard-leftist comments that I have heard for decades on campuses place these confrontations within a larger battle against power structures — here in the form of what they call colonialism and genocide — and against whiteness. The idea is that Jewish students and faculty should be able to tolerate all of this because they are white.

I understand this to a point. Pro-Palestinian rallies and events, of which there have been many here over the years, are not in and of themselves hostile to Jewish students, faculty and staff members. Disagreement will not always be a juice and cookies affair. However, the relentless assault of this current protest — daily, loud, louder, into the night and using ever-angrier rhetoric — is beyond what any people should be expected to bear up under, regardless of their whiteness, privilege or power.

Social media discussion has been claiming that the protests are peaceful. They are, some of the time . It varies by location and day; generally what goes on within the campus gates is somewhat less strident than what happens just outside them. But relatively constant are the drumbeats. People will differ on how peaceful that sound can ever be, just as they will differ on the nature of antisemitism. What I do know is that even the most peaceful of protests would be treated as outrages if they were interpreted as, say, anti-Black, even if the message were coded, as in a bunch of people quietly holding up MAGA signs or wearing T-shirts saying “All lives matter.”

And besides, calling all this peaceful stretches the use of the word rather implausibly. It’s an odd kind of peace when a local rabbi urges Jewish students to go home as soon as possible, when an Israeli Arab activist is roughed up on Broadway, when the angry chanting becomes so constant that you almost start not to hear it and it starts to feel normal to see posters and clothing portraying members of Hamas as heroes. The other night I watched a dad coming from the protest with his little girl, giving a good hard few final snaps on the drum he was carrying, nodding at her in crisp salute, percussing his perspective into her little mind. This is not peaceful.

I understand that the protesters and their fellow travelers feel that all of this is the proper response, social justice on the march. They have been told that righteousness means placing the battle against whiteness and its power front and center, contesting the abuse of power by any means necessary. And I think the war on Gaza is no longer constructive or even coherent.

However, the issues are complex, in ways that this uncompromising brand of power battling is ill suited to address. Legitimate questions remain about the definition of genocide, about the extent of a nation’s right to defend itself and about the justice of partition (which has not historically been limited to Palestine). There is a reason many consider the Israeli-Palestinian conflict the most morally challenging in the modern world.

When I was at Rutgers in the mid-1980s, the protests were against investment in South Africa’s apartheid regime. There were similarities with the Columbia protests now: A large group of students established an encampment site right in front of the Rutgers student center on College Avenue, where dozens slept every night for several weeks. Among the largely white crowd, participation was a badge of civic commitment. There was chanting, along with the street theater inevitable, and perhaps even necessary, to effective protest; one guy even lay down in the middle of College Avenue to block traffic, taking a page from the Vietnam protests.

I don’t recall South Africans on campus feeling personally targeted, but the bigger difference was that though the protesters sought to make their point at high volume, over a long period and sometimes even rudely, they did not seek to all but shut down campus life.

On Monday night, Columbia announced that classes would be hybrid until the end of the semester, in the interest of student safety. I presume that the protesters will continue throughout the two main days of graduation, besmirching one of the most special days of thousands of graduates’ lives in the name of calling down the “imperialist” war abroad.

Today’s protesters don’t hate Israel’s government any more than yesterday’s hated South Africa’s. But they have pursued their goals with a markedly different tenor — in part because of the single-mindedness of antiracist academic culture and in part because of the influence of iPhones and social media, which inherently encourage a more heightened degree of performance. It is part of the warp and woof of today’s protests that they are being recorded from many angles for the world to see. One speaks up.

But these changes in moral history and technology can hardly be expected to comfort Jewish students in the here and now. What began as intelligent protest has become, in its uncompromising fury and its ceaselessness, a form of abuse.

John McWhorter ( @JohnHMcWhorter ) is an associate professor of linguistics at Columbia University. He is the author of “ Nine Nasty Words : English in the Gutter: Then, Now and Forever” and, most recently, “ Woke Racism : How a New Religion Has Betrayed Black America.” @ JohnHMcWhorter