Reflects the transition into higher education
About Myself
Hi! My name is Nguyen Tran Vy Lam, but most people just call me Lam. I’m originally from Vietnam, and I’m currently 18 years old, and I’ll be turning 19 this coming September. I’m a first-year university student pursuing an Associate Degree of Arts, with a focus on the International Studies Stream. I chose this path because I’ve always been fascinated by different cultures, global issues, and how countries interact on the world stage. I hope to one day work in a field that allows me to contribute to international cooperation and understanding.
Outside of my academic life, I have a strong passion for the arts and creativity. I enjoy playing the piano, which helps me relax and express my emotions through music. I also love drawing and making crafts, especially when I can create something meaningful or beautiful with my hands. These hobbies not only bring me joy but also help me stay balanced and inspired in my daily life.
As I begin this new chapter in university, I’m excited to learn, grow, and meet people from diverse backgrounds. I believe that every experience is a chance to discover something new about the world and about myself. I’m looking forward to the journey ahead and all the opportunities it will bring!
My Reflection
When I decided to enroll at university, my main goal was to expand my knowledge and gain a deeper understanding of the world, especially through the lens of international relations and global cultures. Coming from Vietnam, I’ve always been curious about how different societies interact and how global issues affect people in various parts of the world. By studying in the International Studies Stream as part of my Associate Degree of Arts, I hope to build a strong foundation for a future career that involves diplomacy, cultural exchange, or international development
Before classes started in early March, I felt a mix of emotions. I was excited to begin this new chapter of my life, but also a little nervous about the challenges ahead. Since this is my first time studying at a university level—and in a new environment—I was especially concerned about whether I could adapt to the academic expectations, manage my time well, and communicate effectively in English. I also wondered how I would balance my studies with my personal interests, like playing the piano, drawing, and making crafts.
Now that I’m approaching the end of my first trimester, I feel much more confident and comfortable. I’ve learned how to manage my schedule, complete assignments with more independence. I’ve also started to enjoy the learning process more, especially when I can connect what I’m studying to real-world issues or my own experiences as an international student.
One of the most valuable parts of this trimester has been the unit on digital literacy. It has helped me develop essential skills for academic success, such as how to evaluate online sources, avoid fake news, use digital tools and Deakin library for research. These skills have made a big difference in my transition to university life. For example, learning how to use referencing tools and organize my research has made writing assignments much less stressful. I also found the lessons on digital collaboration helpful, especially when working navigating online platforms like the learning management system.
I believe these digital literacy skills will continue to support me throughout my studies. They are not only useful for academic work but also for future professional environments where digital communication and information management are essential. Overall, this trimester has been a meaningful start to my university journey, and I’m excited to keep learning and growing in the semesters ahead.
The findings in the report by Baik et al. (2015) resonate with my personal experience as a first-year university student.
The report by Baik et al (2015) is based on a large-scale, longitudinal research project conducted through the Melbourne Centre for the Study of Higher Education (CSHE) at the University of Melbourne. This research draws on survey data collected from first-year undergraduate students across eight Australian universities, continuing a series of national studies that began in 1994. The 2014 report is particularly significant as it captures the experiences of students in the post-Bradley Review era, offering insights into how changes in higher education policy have influenced student engagement, workload, and adjustment to university life (Baik et al., 2015, p.15)
I can see myself reflected in the data—especially in the section titled “Students are getting better at balancing their study and other commitments.” The report notes that more students in 2014 reported being able to manage their time and balance study with other responsibilities compared to previous years (Baik et al., 2015, p. 31). Like many of those students, I’ve found that although the transition to university was initially challenging, I’ve gradually learned how to manage my time more effectively. Balancing academic responsibilities with personal interests like playing piano, drawing, and making crafts has become easier as I’ve developed better routines and study habits. This part of the report reassures me that I’m not alone in this experience and that many first-year students go through a similar adjustment period before finding their rhythm.
Reference
Baik, C., Naylor, R., & Arkoudis, S. (2015). The first year experience in Australia universities: Findings from two
decades, 1994-2014. Melbourne Center for the Study of Higher Education, The University of Melbourne. https://www.researchgate.net/publication/274374479_The_first_year_experience_in_Australian_universities_Findings_from_two_decades_1994-2014