Rupert Yorke - College of Social Sciences and International Studies

Yorke, RupertLearning Log 2 - Experiences in settling into my new environmentAs I recline innocently on the verdant lawns of William and Mary’s much-frequented SunkenGardens, oblivious to the tempestuous battle of the elements apparently raging above me, I findsolitude, tranquillity, and serenity – three qualities I craved more than any when I elicited myexpectations for this year back in June. The past three and a half months have been nothing short ofchallenging, refreshing, and at times, utterly “awesome”, to employ by far the most regularly citedAmerican adjective.Setting my present sentiments against the expectations and desires I felt in June seems the mostexpedient way to evaluate my first semester in the U.S.A. There has of course, been absolutely noinsurmountable language barrier to overcome unlike my Erasmus colleagues – however myrecognition for improved coherent elocution has become a salient issue, especially in class. What Ihad previously dismissed as a media-exaggerated myth regarding American’s compulsion towardsthe British accent and British culture in general has proved to be a source of great pride, borderingon quasi-jingoism at times. I have even found myself defending the monarchy at times. Routinelyreferred to as “the Brit” certainly has its merits in terms of pseudo-favouritism displayed by theextremely amicable professors (I am positive this is predicated on fascination with British lifestyle asopposed to my own personality). Having established myself within a diverse yet brilliant group of(mostly) American friends, their fierce patriotism and often-dogmatic zealotry has revealed manyqualities about the American character which I feel only the British are sufficiently able to match – atleast in their eyes. Sharing with a rather regimented German who befriended two Frenchmen veryquickly only accentuated the extremely high regard young Americans hold for British people.The classroom certainly has the warmer, more liberated atmosphere comparable to A-Level schoolclasses; yet whilst the content may be slightly lighter compared to Exeter, the workload and readingrequired every day makes the overall working day tougher indeed. Many Americans I have met‘transferred’ in to William & Mary after one or two years at community colleges throughout Virginia(broadly equivalent to our “poly’s”) and both anticipated and emphatically confirmed the extremelyhigh workload its students endure. Being a “Public Ivy”, I am assured they work ‘us’ nearly as hard asthe likes of Harvard and Yale! The lack of administrative and bureaucratic obstacles has certainlymade life relatively easy in terms of personal organization – as long as one turns up to classregularly, on-time, prepared to participate and willing to learn, it is hard not to succeed. Such areflection seems emblematic of the American educational system as a whole – extremelymethodical, rigorously planned, and forever willing to nurture their eager students towards fruitfulrewards. Without attesting to impertinence, English universities could certainly learn a thing or two!From a social perspective, I have had a lot of fun since my arrival in August. Whilst flirting with theinfamous fraternity culture has provided many unforgettable memories, the general affability andhospitality exuded by almost every student brings such a positive, embracing atmosphere to everysingle day. I have thrown myself vigorously into supporting the ‘Tribe’ football team (Americanfootball) and having befriended one of the biggest twenty-one year olds I have ever seen who playsin a much-magnified equivalent of prop in rugby union, have enjoyed a pretty personal insight into agreat game characterized by competitive bonhomie. However, Williamsburg is not quite the