Learning how to learn: Class of 2030 reflects on their first week at Parami
For Parami’s newest undergraduate students, the Class of 2030, starting university has been a time of adjustment, discovery, and new possibilities. Before their first semester, students took part in orientation and Language and Thinking (L&T) workshops designed to introduce them to the academic and community experience at Parami.
Through conversations, reading, writing, and the exchange of different perspectives, students began exploring not only what they would learn at university, but also how they would learn. This distinction lies at the heart of a liberal arts and sciences education—and shaped many of the Class of 2030’s first experiences at Parami.
Learning through reading, writing, and thinking
The “write-to-think-to-act” concept underpins Parami’s Language and Thinking (L&T) workshops, encouraging students to develop ideas through writing, deepen their thinking, and turn reflection into action.
Through intensive reading and writing, students build foundational academic skills while developing habits of critical thinking, respectful listening, and effective communication. These skills are particularly important in Parami’s discussion-based learning environment, where students are expected to engage actively with ideas and learn from different perspectives.
For students coming from different educational backgrounds, this often meant adjusting to a new way of learning.
May Nyein Thaw, who experienced both Myanmar’s education system, where memorization was emphasized, and the GED system, reflected on the difference: “All the education systems that I had contact with did not leave any space for students to express their thoughts and opinions. However, one thing that I noticed about the impact of the L&T workshop was that it enabled me to participate in discussions more actively while interacting with appreciations and disagreements, all involved.”
Luh Pong, who previously studied in Myanmar’s state high school system, similarly found that L&T helped him move beyond memorizing and reproducing information: “Without L&T workshops, it would be very difficult to become familiar with the international learning system. Since the workshops promoted critical thinking, participation, presentation, and language, the L&T courses helped me to construct my capability of language and critical thinking.”
Activities such as free writing, discussions, and readings encouraged students to develop their own ideas, question assumptions, and consider different points of view.
For Nyan Lin Htet, free writing was particularly meaningful: “Private free writing stayed with me because I can write creatively and think of my own ideas within a short time to improve my writing skills too.”
Luh Pong also connected the practice to a habit he hopes to carry beyond the workshop:
“The free writing moment is really meaningful to me because I want to journal daily and reflect on myself.”
Together, these experiences gave students an early introduction to a central principle of Parami’s liberal education approach: learning is not simply about acquiring knowledge, but about learning how to think, question, communicate, and apply ideas.
Becoming part of the Parami community
While the L&T workshops focused on academic habits and ways of thinking, orientation helped students understand the wider community they were becoming part of.
The sessions introduced students to academic support, student services, technology support, wellbeing resources, career development, and other opportunities available throughout their time at Parami. For students entering an online and internationally connected learning environment, orientation also helped them understand the expectations and responsibilities of being part of the university community.
Meeting faculty members and university teams was another important part of the experience.
Luh Pong highlighted a session led by Aung Myin Thu, Director of Admissions and Student Affairs:
“That session is the most interesting, and I took away some key messages, for example: 3 Ws—What, How, Why.”
For May Nyein Thaw, orientation also became an opportunity to think about her own future:“Creating a one-pager during orientation has been the best part. I always had an image in my mind about what I want after graduating. However, I never thought of bringing it to a visionable stage. Now it is becoming a part of my manifestation vision board!”
Beyond introducing students to university resources, orientation encouraged them to begin thinking about their goals, values, and aspirations—and how their university experience might help them grow both academically and personally.
From preparation to participation
The transition into university has not been the same for everyone. For some students, the first week brought a steep learning curve.
Luh Pong described his first week at Parami as: “Busy, messy not only physically but also emotionally, with digital devices and learning tools.”
As an online university, becoming familiar with digital technologies is an important part of students’ transition to university life. Parami students use a range of educational technologies, including Canvas, Zoom, Padlet, and Perusall, while developing the digital skills needed to collaborate, communicate, and actively participate in the online learning community.
For others, the transition brought challenges but also opportunities for growth.
“I feel pretty ready for the challenges,” May Nyein Thaw said. “There is a lot to learn and improve, but I have to remind myself to enjoy the journey too.”
For Nyan Lin Htet, the beginning of his university journey has already been positive:“I enjoyed my journey at Parami University already, and I am most looking forward to improving my personal development. My first week at Parami University was an exciting week for me.”
Learning how to learn
The Class of 2030’s first weeks at Parami offer an early glimpse into what a liberal arts and sciences education can mean in practice. Through interdisciplinary learning across the humanities, arts, social sciences, and natural sciences, students will learn to connect ideas, consider different perspectives, and apply knowledge beyond their chosen fields.
In a rapidly changing world, education is not simply about memorizing information. It is about developing the critical thinking, adaptability, communication, curiosity, and problem-solving skills needed to continue learning and respond to new challenges.
For the Class of 2030, that journey has already begun—not only with learning what to learn, but with discovering how to learn: how to read, write, think, listen, question, and engage with ideas.
And this may be one of the most important lessons of all: learning how to learn is a journey that extends far beyond university.
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