The two years of graduate school make you notice change in a way that doesn’t let time simply blur together. Even within the same program, the expectations between year one and year two feel distinctly different. Here are some of my observations about how those differences have shown up for me.
There’s a kind of awe that comes with being a first-year student — all the firsts. The first time on campus. The first graduate seminar. The first time raising your hand to speak in a room full of future clinicians. Those moments carry a mix of exhilaration and nerves.
In my first year, I dove headfirst back into being a student. I took five courses each semester, and it had been over four years since my last class. Getting back into academic life felt a bit like riding a bicycle, wobbly at first as I relearned how to study efficiently, plan my weeks, and even navigate course registration again. One aspect of my program, Counseling Psychology’s Mental Health Program, that I especially appreciated was the cohort model. I was assigned core classes with the same 12 people for my first year. While my first-year coursework was largely prescribed, that structure created an immediate sense of community. I had built-in classmates, familiar faces, and a shared experience that made the transition back to school feel more supported.
Overall, my first year centered on building foundations. I was learning the core theories and skills of counseling psychology while readjusting to being a full-time student. My schedule revolved primarily around classes, readings, and assignments, with space to enjoy my social life in New York City. By the second semester, with guidance from faculty and advisors, I also began applying for internships and thinking more intentionally about how to plan my final year at Teachers College.
Second year, however, has been about application and integration. If the first year was about learning concepts, the second year has been about putting them into practice. I began my internship in the summer, and my role shifted from primarily student to student-intern clinician. Although my course load became lighter because I front-loaded many credits in my first year, my overall schedule grew more complex. Instead of moving between classes and study sessions, I now balance internship hours, work-study commitments, classes, supervision, and preparation for comprehensive exams. The biggest difference hasn’t necessarily been the number of classes, but the number of roles. My Google Calendar has become essential. It tracks my internship hours, supervision, work-study shifts, class times, social plans, and dedicated study blocks. There are far more moving pieces in second year, and the responsibility for managing them feels much more self-directed.
At the same time, this shift has been incredibly rewarding. My second year feels less like absorbing information and more like embodying it. I’m applying what I learned in the classroom to real clients and real situations, while continuing to grow academically. The program hasn’t changed, but the expectations, responsibilities, and level of accountability certainly have.