The following piece is an opinion and does not reflect the views of The Eagle and its staff. All opinions are edited for grammar, style and argument structure and fact-checked, but the opinions are the writer’s own.
It’s the most wonderful time of year — the first weeks of the semester. As classes start, many students are faced with the inevitable: uncomfortable introductions. At a school with so many specialized majors, accelerated programs and students of all ages, it can be daunting to define yourself to your peers and professors.
As a third-year student graduating a year early — spring 2026 — and in a combined BS/MA program, I struggle with in-class introductions. Do I simply say I am a junior or third-year? Do I call myself a senior? Do I delve into the tangent about how I am a third-year student, but credits-wise, I’m set to graduate next semester, and sound like a total wonk in the process? As you can see, it gets pretty tiring.
Additionally, I struggle with both undergraduate and graduate programs that require very different courses. This semester, I am taking a 400-level computer science course as part of my bachelor’s degree in data science for political science, while also taking 600-level communications and government courses. Again, my academic identity crisis is in full swing when my peers ask a question as simple as “What’s your major?”
Though there is an array of unique majors and programs at the University, courses can feel siloed — filled with only those in your specific major, area of study or school. Thus, for people with differing programs of study — specialized double-majors, combined degree students or anyone who wants to branch out from their regular classes — taking a class where you are not in the majority can feel intimidating.
Being one of the youngest people in a class can also trigger this sense of intimidation. As someone who started taking graduate-level courses during my fourth semester of college, I understand what it’s like to feel like the youngest and most inexperienced person in the room.
Feeling like you are an outsider, too young to succeed or have a more obscure major can be daunting, but this feeling is not true or beneficial for your academic success. Worrying about not fitting in or being qualified for a class or academic program only hinders your performance. Doing the work to get into a difficult program or course is easy to gloss over. Yet, it is a testament to the fact that you are supposed to be there. College is for learning and growing, and without challenging yourself, you will never reach your full potential.
Internal feelings of inferiority or insecurity are just that: intrusive and unhelpful thoughts that only exist inside your mind. Let’s be honest, we do not pay too much attention to people in our classes, and most of our peers do not notice if our major seems out of place in a particular course. After all, many of us chose AU specifically to gain a well-rounded, liberal arts education. Receiving a higher education is a privilege, and we should not limit our experiences and learning opportunities by preemptively judging ourselves and diminishing our accomplishments.
Do not let your area of study, age or any other factor limit you from taking the courses you want and presenting exactly who you are. At such an academically unique and challenging school, your peers are likely more concerned with themselves than with your unorthodox graduation plans or intricate major. The most important title is not undergraduate or graduate student, first-year or senior, STEM or humanities student. Rather, what is most important is the pursuit of knowledge and the active participation in receiving a quality education.
Addie DiPaolo is a senior in the School of Public Affairs and a columnist for The Eagle.
This article was edited by Quinn Volpe, Alana Parker and Walker Whalen. Copy editing done by Sabine Kanter-Huchting, Arin Burrell, Paige Caron and Andrew Kummeth.
