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College Life--An Overview

Preparing for, acclimating to, and making the most of college life outside the classroom is one of the most important things an incoming or current student can do to maximize their college experience. College life is one of the most important components of living at a university, and of university education in general.


The well being of a student can affect his or her academic performance, perhaps the most tangible result of college life and one of the most compelling reasons to maximize it. Furthermore, college life can impress itself onto other non-academic aspects of college, and so affect both academics indirectly and impact the other spheres of the university experience, valuable in themselves.

For starters, we’ll take a look at the social components of university life, then move on to the economic and biological aspects of life on campus. After that, we’ll examine the fusions between the three, and the why of combining two or more as frequently as possible to stack their benefits (while it’s possible the potency of any one domain can be lowered by combining it with any other domain, the overall effect is improved by combining two or more on a regular basis).

Then, as would be good form, we’ll examine the pitfalls of over-combining domains and trying to get too much from too little. Club organizations are also an important and vital part of getting the most out of life at a university, but are and should be considered separate from the more informal, non-institutional forms of socialization and understood and analyzed in its own separate spectrum, since both its goals and its process are significantly different from those maintained outside those formal structures.

Because of the differences between the two, they will be addressed in separate blog posts, since trying to analyze one in the context of the other would be like trying to analyze academics in the context of clubs, or informal activities in the terms of academics, the only commonality between the three being the extent to which one overlaps with the other, namely that both involve people and communication, and have little else in common.

These being the only commonalities between the realms, they are rightly discussed separately and understood and contextualized, in addition to internalized, by the reader in their separate spheres with separate rules for assessing them. From the formally organized student groups, one can gain a few basic principles, among them the importance of organization, coordination, fixed deadlines, and so forth.

Learning the importance of these things is quite different from learning to implement them, of course, and those two are also separate things from intuitively internalizing the operational features of an organization, down to the granular details that govern whether an organization works in the most specific details of practice, rather than learning the generalities of how to implement organizational components.

The same truths are true of the informal student interactions and the formal academic societies, which are a hybrid of the formal academics and student organizations.