Planning for the Upcoming Semester (2021-2022)

With the winter semester right around the corner, now is a perfect time to make a smart and realistic plan for a successful semester of classes!


Reflecting on Past Semester Grades

In any aspect of life, it is always good to have resilience. For us as pre-meds, this notion of resilience can be a bit tough to handle, especially when dealing with the stress of grades and the constant pressure that, to get into med school, you must get an A in every single class or have a certain GPA. While this is true to some extent, grades (and the MCAT) are not the whole picture and do not define you as a person, contrary to popular belief.


As seasoned pre-meds, we are here to tell you to fret not in the case of getting a “bad” grade(s)—whatever that may be to you. First, med schools look at your GPA as well as the trajectory of your grades as a student, meaning if you performed overall poorly as a freshman or sophomore but improved in the following years, med schools will notice this because it highlights your adaptation and resilience. Secondly, if you happen to do poorly in just one science class, again fret not because this can also be a prime opportunity to showcase resilience.

In both instances above, never elect to take a course pass/fail because med schools will look at this with a skeptical eye, wondering why you chose to cover a grade. Own the grade you got and then find a way to grow from it. We know it can be disheartening to receive a grade that is not “to the standards of med school,” but it is worth emphasizing again that this is not the end all be all. Rather, choosing to take a class again and receiving a higher grade would be a perfect example of showcasing one’s resilience and perseverance—something med schools look for, knowing that med school curriculum is demanding. On a different note, perhaps you experienced extenuating circumstances (e.g., covid) during a semester in which you performed poorly in a class. Med schools are not heartless; they will be understanding of these circumstances (especially during COVID-19 semesters) so long as you have something to show for it. In other words, if you are able to articulate, either in your application and/or at an interview, why you received that grade and potentially how you overcame the circumstances, this would be a big sign of resilience.


Many schools now pride themselves on a holistic review, and there have been plenty of instances where below-average-GPA-and-MCAT students end up getting into med school, so, as already stated, grades do not define you. Ultimately, med schools look for students who can acknowledge a failure, accept it, and shift to learning how they can change in order to grow from it.


Planning Your Upcoming Class Schedule

With all that in mind, to give yourself the best chance of doing well, we recommend you take no more than 2-3 STEM classes per semester, depending on the combination (for example, taking a lecture + lab). Taking three STEM lectures in a semester is technically feasible but will undoubtedly give you tons of stress. As everyone knows, STEM courses are nothing short of challenging; even taking 2 in the same semester is bound to cause some stress. Thus, balancing these courses across your semesters with other non-STEM courses that are of interest to you is the ideal way to ensure that you can devote a meaningful amount of time to your STEM classes while still enjoying your academic and social experience, minimizing stress, and avoiding burnout.


Speaking of other experiences, making sure to allot time for extracurricular activities is a crucial step in planning your semester. For instance, being a part of a research lab and/or clubs, having a job, tutoring, etc. are weekly commitments you should consider when choosing your classes. Those responsibilities take up time from your studying, homework, and other class assignments, which means taking multiple harder classes in addition to having other commitments can be tough to manage. A good rule of thumb is that every class credit equates to 2-3 hours of weekly work. For example, if you are taking a 3-credit class, you can expect it to take 6-9 hours of your week, which can include time spent in lectures, working on assignments, and studying the material. One of the most helpful exercises to do when planning your semester is to make a template weekly schedule on a calendar. Fill in lecture times, discussion sections (if applicable), labs, research, work, volunteering, and any other commitments you may have. Visualizing your week can give you a better sense of how much free time you have to complete assignments, study, and take a breather. Balancing your week with classwork, extracurriculars, and some necessary relaxing activities and self-care is the key to a good semester schedule.


Utilizing Rate My Professor and Atlas

When choosing classes and professors, we highly recommend looking at Atlas and Rate My Professor.  Atlas is an academic tool that displays a variety of information on each course: the workload based on past student experiences, final grade distribution, the past course instructors (the number of terms they have taught and their ratings based on preparedness, clarity, and respect), student enrollment per semester, and what school/degree program people in the class are currently enrolled in. The most popular feature of Atlas is to identify the median grade of a course and the workload.  However, the student enrollment per semester can help to identify whether the course is offered year-round and if it would be better for you to take that class during the spring or summer semester.  Rate My Professor is especially useful in courses where there are multiple professors teaching the same class. For some large pre-med classes, such as the Orgo or Physics sequences, often multiple sections are offered – each with a different professor. Looking at professor reviews may help to identify which professor would be the best fit for you and some tips/advice from previous students in the course.


Non-STEM Classes are Important for Pre-Meds, Too! 

It is a common misconception that non-STEM classes are not an important component in medical school admission considerations. Unfortunately, this means that many pre-med students are not aware of the opportunity to tell a story through their chosen humanity and social science courses. We know that medical schools appreciate applicants who have studied and demonstrate a commitment to topic(s) outside of the natural sciences. After all, in your training to become a doctor, you will not only be studying hard science-related subjects but also how to be an empathetic and understanding physician who can connect and learn from their patients. One of the easiest ways to prepare for this aspect of your training is by taking a few (or many!) relevant social science and humanity courses. Some students even decide to major in a social science or humanities field, which medical schools have stressed is 100% okay! You do not have to major in natural science.


If you are lost on what non-STEM classes to take, fear not. We have some suggestions! First, sociology courses are always a great option. This field essentially studies human interaction, which is obviously important in the medical field. Some classes for next semester (Winter 2022) that may be of particular interest to pre-med students are: SOC 302: Health and Society, SOC 346: Sociology of the Body, or SOC 347: Drugs and Society

Ethnic studies courses are also extremely beneficial for pre-med students. As a doctor, you will treat patients from many different backgrounds. These classes help to expand your understanding of identity and social issues that disproportionately affect certain populations in the United States–many of which are very relevant in the medical field.


Finally, women’s studies courses are a great resource for learning more about the experience of gender, which is again highly relevant in the medical profession. Some classes of particular interest may be:

WGS 220: Perspectives in Women’s Health, WGS 324: Childbirth & Culture, and WGS 323: Black Feminist Thought Practice.


These courses can also play a large role in improving your writing skills, which is relevant in constructing your personal statement. Being able to tell a concise and interesting story in your primary application and later in your secondaries is absolutely imperative to successful admission. If you do not consider yourself a particularly strong writer, it may be worth it to enroll in a humanities or social science course that fulfills a writing requirement. The most obvious way to improve your writing skills is to actually practice writing, and if you are only taking science courses (which you will likely do some scientific writing, wh is a very different style) then your non-scientific writing will likely not be as strong. Receiving constructive feedback is one of the easiest ways to improve, which is abundant in humanities courses.


Planning Around the MCAT + Application Cycle

When thinking about planning classes, it’s important to take into consideration first when you plan on taking the MCAT, but also which cycle you are planning on applying to. The core classes that are recommended to take prior to your MCAT are:

General Chemistry, Physical Chemistry, Organic Chemistry, Intro Bio Sequence, Biochemistry, Physiology, Physics I and II, and a Psychology/Sociology class

If you are planning to take your MCAT sometime during the Winter 2022 semester, it’s advised to take a much lower course load so you can dedicate more time studying for the exam. Some may even decide to be a part-time students during the semester their exam is scheduled, to allow for more studying flexibility. Planning for your MCAT also depends on when you plan on applying, and which test day aligns best with your schedule. It’s important to note that the AAMC doesn’t offer any test dates in February or October – December. If you plan on applying in the 2022 – 2023 application cycle, we recommend taking your exam in January or March, to allow for time after you get your exam score back and before you submit your primary applications, since scores are typically released a month after you take the exam. Another option is to take the MCAT the summer before your senior year (if you are taking a gap year). This allows you to dedicate about 3 months to study, which is the typically recommended time frame for an optimal score. It could also be helpful to spend some hours of your week volunteering, working a part-time job, or partaking in research while studying to give you a bit of a mental break. However, those “breaks” should not be a source of added stress; if you feel overwhelmed, take a step back and think about whether your volunteer work, job, or research is negatively affecting your studying or focus.


All of these components can be overwhelming to think about at once, which is why it is so important to break down these pre-med components into separate categories. Set realistic goals about what you can accomplish during your semester classes, plan your weekly schedule ahead of time, and think positively! Starting a new semester with an optimistic mindset is a great way to set yourself up for success.

In our latest blog series, we bring you a comparison between similar classes that satisfy common premed requirements: biochemistry, microbiology, genetics, sociology, physics, and  physiology, and physical chemistry. Keep in mind that not all of these classes are required for medical school, and that certain medical schools may accept only specific classes for a certain topic. However, if you are in the tough spot of choosing between two courses for the same topic, we hope our comparison chart can help you pick the right class for you.

We also suggest checking out the Umich Grade Guide and the LSA Audit Checklist ( if you are in LSA) when choosing your classes! Good luck scheduling!


CHEM 230

(3 credits)

  • More heavily chemistry/premed based (more aligned with the MCAT)
  • advisory prerequisite of CHEM 215/216
  • Flipped class, watch videos at home and team-based problems in class, weekly quizzes and online homework (you only need to get a certain percentage right and the professor will make it a 100% at the end), PREP course pack similar to an orgo course pack that has a ton of practice exam problems 
  • 72.5% of your grade is based on exams and the rest of your grade is based off of participation and homework OR you can have your grade solely determined by exams scores
  • Median grade: B+

CHEM 260

(3 credits)

  • More heavily math based 
  • advisory prerequisite of  CHEM 210/211, MATH 115, and prior or concurrent enrollment in PHYSICS 135 or 140 or 160.)
  • Get to use notecards
  • Covers one unit of quantum
  • Most of the grade is composed of exams but there are weekly problem sets taken for a grade.
  • Median grade: B+

BME 221

(4 credits)

  • For BME students- More engineering focused and Calc based
  • 9 homework assignments (36%), 4 exams each 15% of grade (this semester was take-home exams)  80% of it is the take-home, 20% team exam… lots of extra credit (up to 7%) 1 presentation (4% of grade)
  • Median grade: B+



(4 credits)

  • 4 midterms, all multiple choice
  • No final
  • Grading: Exams (80%)
  • Weekly* online quizzes
  • No lecture attendance taken, all lectures recorded
  • Mandatory discussion sections
  • 2 different professors
  • Extra credit for answering piazza questions
  • The first half of the class is calculation heavy and the second half is focused on molecular genetics
  • Median Grade: B



(3 credits)

  • 2 midterms, short answer + long answer
  • 1 final
  • Grading: Exams (89%)
  • Weekly* homework
  • No lecture attendance taken, all lectures recorded
  • No discussion sections
  • 1 professor
  • Fewer calculations and math than in BIOLOGY 305, but more talk about diseases outcomes and family level genetics
  • Median Grade: A-


SOC 100

(4 creds)

  •  For freshmen and sophomores 
  • 1.5 hours 2 times a week plus 1 hour discussion section per week
  • General sociology
  • Grade is heavily based on the work/projects your GSI assigns
  • Median Grade: A-


SOC 300

(3 creds)

  • For juniors and seniors
  • 1.5 hours 2 times a week
  • No discussion section
  • General sociology
  • Median Grade: A-


SOC 302

(4 creds)

  • Health-professions based
  • Specifically designed once sociology was added to the MCAT
  • 1.5 hours 2 times a week plus 1 hour discussion section per week
  • Exams are M/C and free response
  • Memo assignments (essays) 
  • No lecture recordings
  • Median Grade: A-



(4 credits)

  • 3 hours of lectures each week 
  • 3 hours laboratory session each week
  • Recorded lectures 
  • Grading: 75% exams (3 or 4 exams, multiple choice and short answer), 25% Lab.
  • Median grade: B+


(3 credits)

  • 3 hours of lectures each week
  • No lab, but many students choose to elect MICRBIOL 350 (1 credit) in addition which is a 2 hour section once a week
  • Non-recorded lectures
  • Grading is entirely based on 4 exams
  • Median grade: B+


MCDB 310

(4 credits)

90 min, 2 times a week + 1, 90 min discussion per week

  • Usually in the afternoon/evening (around 4 PM)
  • Have to go to lecture because iclickers,  optional discussion 
  • Exams are multiple choice and short answer, final isn’t cumulative
  • Relatively more bio-based, BIO 171/172/225 -esque, not as much like orgo/pchem
  • Offered in the summer and more SLC study group supported
  •  Other project/hw grades to buffer if you’re not an exam person
  • recorded lectures
  • Median grade: B



(4 credits)

1 hour, 3 times a week

  • Usually in the morning (around 9 AM)
  • Lecture isn’t required (no iclickers), new  required discussion 
  • Exams are 40 multiple choice questions only, 5 non cumulative exams (90% of grade)
  • Relatively more bio-based
  • Combined class with graduate students 
  • Recorded lectures
  • Weaknesses: Too early in the morning for some people
  • Median grade: B


CHEM 351

(4 credits)

  • 1 hour, 3 times a week
  • Usually in the morning (around 10 AM), has a discussion
  • Exams involve problem-solving questions (multiple choice, true/false, short-answer, matching and fill-ins, mechanisms, chemical drawings, etc.)
  • Relatively more chem-based
  •  Some majors require this one, precursor class to CHEM 451, more in-depth knowledge of biochem if you plan to continue in either the minor, major, or field of study (might help for the MCAT, talk to an advisor)
  •  Bigger time commitment than the other two, notoriously “hard”
  • Median grade: B


CHEM 352

(2 credits)

  • 4 hours lab + 1 hour lecture
  • Scheduled for 4 hours, but can often end early. The remaining time can be used as office hours to ask instructors for help writing the reports.
  • Lectures are not required and recorded, but recommended for lab report help
  • Frequently there is quite a bit of work  to get done at home (lab reports and prereading) unlike some labs that only span the 4 hours and you never think about it until the next week
  • Median grade: A


CHEM 353

(3 credits)

  • Exact same lecture and lab as CHEM 352, but contains an extra discussion
  •  ULWR
  • 4 hours lab + 1 hour lecture + 1 hour discussion weekly
  • Learn to write a scientific paper
  • Median grade: A



(3 credits)

  • 2 hours twice a week
  • Grade based on written laboratory reports, homework, preparation for the lab session, and a final paper focusing on an individual experiment or technique
  • No lecture, only lab
  • Median grade: A


Physics 135/235

(both are 4 credits)

  • Most common physics sequence taken by pre-med students. Life sciences based, learn applications of physics to the human body (blood flow, lifting objects, etc.). Some content in 136/236 (labs) overlaps with 141/241 (labs). 
  • Algebra based. 
    • Physics 135: 3 midterms and a final, can drop any of the 3 midterms not the final. Grade breakdown is each exam is worth 20% (60% total), remaining 40% composed of weekly Mastering Physics problems, iClickers, and Daily Canvas quizzes.
    • Physics 235: 3 midterms and a final, can drop any exam including the final. All exams for both courses are 20 multiple choice questions. Grade breakdown is each exam is worth 20% (60% total), remaining 40% composed of iClickers and weekly Mastering Physics problems.
    • Both courses have non-cumulative midterms and a final that is ½ cumulative, ½ material learned after Exam #3. Both courses allow 1 index card of notes for Exam 1, 2 notecards for Exam 2, and so on.
    • 136/236: Only one credit. Grade is based on in-class lab reports and weekly quizzes on the manual. Overall, the courses are curved depending on GSI averages.
  • Median grade: A- for all 4 courses


physics 140/240

(both are 4 credits)

  • Mainly taken by engineers and individuals interested in pursuing a professional career in Physics. 
  • Calculus based. 
    • Physics 140: About half the class is graded on participation and hw, the other half is graded based on exam performance. Each midterm is worth 12% and the final is worth 16%. 
    • Physics 240: No midterms. Every two weeks there are in-class quizzes. Class participation is also recorded with clickers for accuracy. 
  • 141/241:Grade is based on in-class lab reports and weekly quizzes on the manual. Overall, the courses are curved depending on GSI averages. 
  • Syllabus and grading scheme can and does change based on professor and the term it is offered in. 
  • Median grade: B/B+/B/A- for the 4 courses



BIO 225

(3 credits)

  • Human and Animal physiology
  • Grade is determined exclusively by 4 exams, all multiple choice, point-based, depending on the semester an A is 94% or 93%, 
  • 1 hour 3 times a week
  • 2 different professors
  • Recorded lectures 
  • iClicker points are used as extra credit at the end of the year, so attendance is not mandatory but highly encouraged
  • Median grade: B+





(4 credits)

  • Grade is determined by exams, homework assignments, extra credit assignments
  • Attendance in class not required, lectures are recorded
  • 1.5 hours 3 times a week  and optional discussion section
  • Only one professor
  • Class is held in the medical school, so may be further away from other courses on central campus
  • Median grade: B



BME 419

(4 credits)

  • Quantitative Physiology
  • 70% of the grade are based on exams, while the rest of the final grade is based on homework 
  • Each system is taught by a different professor each with different teaching styles (2-3 lectures per professor)
  • 8 system sections total
  • There is some matlab coding involved in the homework
  • Homework and exams are more math focused
  • Class sessions not recorded
  • Median grade: B+



Below we have provided an example order of how you might split up your science classes. This schedule is VERY subjective. Each of these groups can be split between semesters or years (PLEASE don’t take 4+ STEM classes in one semester), but are a general guideline for popular premed classes that may help to take before the MCAT. Many of the classes listed also have alternates that may be helpful to look into: for example, there are 3 biochems offered, or 3 sets of physics, or 3 pchems. Talk to an advisor for more specific questions.

First Semester: CHEM 125/126/130, BIO 171, STATS 250, PSYCH 111

Second Semester: BIO 172, BIO 173, CHEM 210/211

Third Semester: CHEM 215/216, PHYSICS 135/136, BIO 225

Fourth Semester: CHEM 230, PHYSICS 235/236, MCDB 310

                                 —-MCAT —-

Junior/Senior year: Finish Major and Graduation Requirements

Which classes to take and not take together

When you register for classes, it is helpful to look at the syllabus to get an idea of what type of class it is. Some classes may be very focused on exams, some may have a lot of writing, some may be math-heavy, some may be memorization heavy, etc. I always try to take no more than two of each of these types of classes per semester.

For example, bio classes are often memorization heavy, and there are only so many slides you can commit to memory in a semester, so I wouldn’t take something like Physiol and biochem and microbio all together.

Similarly, don’t take your upper-level writing together with all other humanities if you don’t find writing to be your strong suit; taking only one or two writing classes allows you to spend more time on each paper you hand in.

Another thing to consider once you have access to all syllabi for the semester is how well the exams are spaced out. Most of the time, exams are spread out enough to make studying for them manageable. However, it is possible that a combination of classes you choose makes all of your first midterms, second midterms, and third midterms land in the same week, and some people are better at managing such a situation better than others.

Additionally, below are our board’s own experiences with U of M courses in our best and worst semesters. We hope you can learn from our experiences!



My worst semester was the second semester of my freshman year. I was taking BIOLOGY 173, CHEM 210 and 211, HISTORY 105 (Intro to Religion), and SOC 100. I think the reason why this was my worst semester was that I never had exposure to organic chemistry in high school, so studying for Orgo 1 took up a lot of time. Additionally, although I was interested in religion as a topic (and am now minoring in Religion), HISTORY 105 turned out to be slightly different than what I expected, making it harder for me to complete those assignments. Finally, BIOLOGY 173 (like most labs at Michigan) took up a decent amount of time, because we were required to complete pre-labs, 2 papers, 2 presentations, and 2 quizzes. I think this combination of classes – where the subjects were either new or required my full attention – in addition to being a freshman led to me getting a little overwhelmed.

My best semester was actually the following semester, which was the fall of my sophomore year. I took CHEM 215 and 216, PHYSICS 135 and 136, PSYCH 230 (Behavioral Neuroscience), and BIOLOGY 200 (Independent Research). I actually really enjoyed this combination of classes, mostly because of the scientific nature of the subjects. Taking Orgo 2 (which I found to be easier and generally better than Orgo 1) and Physics 1 (which is often perceived to be one of the easier pre-med courses) concurrently definitely worked out well. PSYCH 230 was also fairly science-heavy, but I really enjoyed the focus on the brain, especially since I am a BCN major. Finally, BIOLOGY 200 allowed me to explore research on my own for the first time. This was also the semester when I started joining more student orgs, and when I learned that I work more efficiently when I am busy.


My worst semester was the winter of my sophomore year. I was taking BIO 172(4)/CHEM 210(4)/MATH 215(4)/UROP 280(4). I was also doing about 15 hours of research and 4 hours volunteering per week.  I think that semester went so poorly because I never reached out for help when I was having trouble understanding concepts, and I was too stubborn to change my study style that was clearly not working. I’m not naturally good at memorizing, and I was stubborn and did not make an effort to switch to a study method that matched the demands of the course. Also, I was having issues with my mental and physical health that I think added to my inability to focus in class and retain the information I was taught. My ability to succeed in school since the winter of my sophomore year has coincided with improvements in my state of mind and a better social life.

My best semester was the fall of my junior year. I was taking pchem /BIOPHYS 370(3)/MCDB 310(3)/AMCULT 214(3)/EEB 472(3)/EHS 474(3). I was also doing 15 hours of research and 4 hours volunteering per week. Honestly, I think I did well because I went to all of my classes and reached out to professors/GSIs whenever I was having a hard time understanding the course material. This meant going to office hours or scheduling a time to meet my professors for about 3 hours/week, but I think it was worth it. Plus, my relationships with my professors ended up being great, so much so that three of my letters of recommendation will be written by professors I had the fall of my junior year. I also made sure to give myself time to relax and blow off steam. It seems counterintuitive to commit to doing more things during a week on top of school and research obligations, but I found that adding social events into my schedule made me more efficient and happy to do school work.


My worst semester was the fall semester of my junior year. That semester I took Chem 230, Bio 222 (neuroscience major core class), Soc 302 (essentially the introductory sociology class for Pre-Meds), and MCDB 300 (3 credits of research for the lab I work in). I know this may not seem like a heavy course load, but I was also studying for the MCAT. So in addition to 3 hours of volunteering at the hospital, 4 hours of volunteering at Ozone House, 12 hours of research, my Chem 130 course leader and facilitator job, and numerous other extracurriculars, I was trying to study for what was the hardest exam I was going to take in my life thus far. Reflecting on this time, I realize that I committed myself to too many activities while trying to study for the MCAT. If I had to go back and change anything, I would change the time I took the MCAT. Knowing myself and my standardized test-taking abilities, I should have studied for the MCAT while I wasn’t taking any classes, particularly the summer after my sophomore or junior year. Additionally, my anxiety and ADHD ramped up during this stressful time, so I think that negatively affected my MCAT studying experience.

My best semester was actually the winter semester of my junior year. I took my MCAT in the middle of January, which, naturally wasn’t a particularly fun or positive experience. However, after that was over, it was smooth sailing for the rest of the semester. I continued with the previous extracurriculars and activities I was doing in the fall semester of junior year. Additionally, I wasn’t taking any “Pre-Med” classes. I took Psych 335 and Psych 336 which are neuroscience electives for my major. Additionally, I took Soc 495, which is an upper-level elective focusing on global and local health disparities. I really enjoyed this class as it challenged me to think in a way that was quite different than the way I was challenged in my STEM classes. I also took Jazz 450, which is a meditation class on North Campus. I can say that this class really taught me how to channel my anxiety into a productive, mindful practice, and taught me useful skills to manage my anxiety during my MCAT test day. Additionally, I had no Friday classes for the first time. Every Friday, I would take a mental health day and I believe that this taught me to learn how to reset and ground myself so I could have a productive weekend and following week.


My worst semester was the fall semester of my junior year. During this, I was taking biochemistry (biochemistry department version), re-taking CHEM 210, and taking Genetics. Off the top of my head, I can’t even remember what else I was taking, because those classes were massively neglected. My thought process for taking this many science classes at once was that Orgo 1 would not be very intense, as I had already taken it once, even though I hadn’t received a satisfactory enough grade in the class. I had also taken Orgo 2 during the term preceding the fall, and I had done much better than I did in Orgo 1 initially. This was the first mistake — Orgo 1 was still nearly as difficult as it was the first time that I took it, only this time I had to juggle biochem and genetics on top of it. You can probably guess how those two classes went. HORRIBLE. It’s probably possible for some genius student to juggle all these classes, but it was not possible for me at all. I ended up retaking both biochemistry and genetics. Not fun.

My best semester was the fall semester of my senior year. By that time, I was finished with the majority of the pre-medical requirements and focusing on finishing both of my majors. I was taking an African history class (AAS 246: Africa to 1850), a new enforced class for the Neuroscience major (BIO 222: Cellular and Molecular Neuroscience), a Neuroscience major elective (MCDB 421: Topic in Neurobiology – Sensory Circuits and Disease), a microbiology class (MICRBIOL 405: Microbiology and Infectious Diseases), and an experimentally-focused small group lecture that counted as a lab credit for both my Psychology and Neuroscience majors (PSYCH 402: Experimental Designs & Methods in Behavioral and Cognitive Neuroscience). This semester was extremely enjoyable to me because every class was advanced-level material in topics that I was interested in. I was thoroughly challenged but not overwhelmed. I actually didn’t know how well I did overall until I finished the semester, but I still was content with the course load during the term.


My worst semester so far was the fall semester of my sophomore year, but I think this semester (winter my junior year) will end up being my worst semester after it is finished. For both of these semesters, I decided to take two hard science courses at the same time. For my fall semester, I was taking PSYCH 240/BIO 225/MCDB 310/SOC 302. Not only was biochem and Animal Phys super hard, but all of my classes that semester were classes that you needed to memorize all of the material to do well. I would recommend taking some classes that require memorization with ones that require problem-solving and not all of one type. This semester I am taking genetics with orgo 3, which again are two very hard science courses. In addition to taking classes both semesters, I was and currently, am doing research and various volunteer activities. From my experience with both of these semesters, I advise you to not take more than one hard science course at one time unless you absolutely have to or taking harder science courses with easier classes to help balance out the workload. For example, I would recommend not take biochem and pchem together.

My best semester was the winter semester of my sophomore year.  At the time, I was taking physics, a chem class, behavioral neuroscience, and a humanities course. In my opinion, the classes balanced out; I was taking two easier classes and two harder classes. Also, I was doing research, volunteering at the hospital during the week, and volunteering with hospice on the weekend, so I was not hectically busy. I think this ended up being my best semester because everything was balanced with my workload from classes and my extracurriculars.


My worst semester was the fall of junior year. My classes weren’t too challenging (except pchem) but I really struggled a lot because I took on too many non-school commitments at over 40 hours a week, plus had a full-time course load: ASIANLAN 115(4)/CHEM 230(3)/WS 432(3)/COMPLIT 100(3)/INDEP RESEARCH(2). I also finished the MCAT in September of that semester, so I was a little bit burnt out from all the studying and stress from waiting for my scores.

My best semester was probably the fall of sophomore year because I took really challenging but interesting courses but did well in them because I enjoyed them so much and was highly motivated. I took PHYSIOL 201(4)/CHEM 215(3)/PSYCH 280(4)/ANTHRCUL 325(4) while working about 12 hours a week, research for about 6 hours a week, a couple of extracurriculars, and participating in a dance team about 8 hours a week.


My worst semester was fall of sophomore year. I was taking CHEM 215/BIO 222/CHEM 216/HISTORY 282. I was also doing research 8 hours a week, volunteering 2 hours a week, and working 4 hours a week. Still, the workload was not too heavy. I struggled because my test dates overlapped or fell very close to each other several times, which made it hard to study for my classes.

My best semester was my first semester at college. At the time, I was taking PHYSICS 135/ SPANISH 232/BIO 173/ ENG 125 along with 8 hours of research and 3 hours of volunteering a week. Overall, my workload was not too heavy and I had a lot of energy because it was my first semester, so I was able to do well in my classes. PHYSICS 135 ( before it was changed!) and BIO 173, were also good options to ease my way into the rigorous science curriculum here.


One of my worst semesters was the second semester of freshman year when I was taking Stats 250, Chem 215/216, Psych 280 with an honors conversion, and Women’s Studies 220 for my minor. Not only were my stats and chem exams frequently in the same week (my finals were on the same day and that did not work out well), but it was also a really heavy workload for someone that still wasn’t fully adjusted to the rigor of college. While it didn’t turn out to be the best semester for me, I did learn from it and it never happened again.

My best semester was last semester where I took Biochem Lab (Chem 252), Biochem (MCDB 310), a women’s studies class for my minor, and an anthro class as a GPA booster. To be fair, I only had a credit load of 12 credits this semester which not only helped a lot with time management but also really allowed me to focus on Biochem and do the best that I could in a class that I knew was demanding and really memorization heavy. I did have many extracurriculars going on as well (It was my first semester being an RA, I was doing 15 hours of research a week, and I was volunteering, in addition to my campus orgs), so it actually worked out in the end for me and wasn’t too heavy of a workload.


My worst semester was definitely second semester freshman year. I was taking BIO 120 (first-year seminar about diseases), BIO 173 (intro to bio lab), intensive Latin (8 credits), and was still enrolled in the UROP program. Bio120 was a pretty straightforward class, just had to keep up with the readings to do well. Bio 173 was fairly easy too, but it did require a lot of outside work as there were papers and exams to study for. The main reason I suffered so much that semester was due to intensive Latin. As a pre-med student, I wanted to get out of my LSA language requirement as fast as possible so that I could start taking more science classes. After meeting with an advisor, I was told that one of my options was to take an intensive language course, which merges semesters 3+4 of a standard language course. The class met for roughly 10 hours a week, and there were only 2 other students in the class, so if one of us slacked on homework/readings, it was impossible to hide. I have still yet to put in more time and effort into one class than I did with intensive Latin. While I was incredibly miserable at the time, the payoff was great as I never had to worry about my language requirement after freshman year. For anyone trying to get out of their requirements as fast as possible, this is one option (I believe there are intensive language courses for most of the popular languages offered at Michigan), just be mindful of the other classes you’re taking along with it as you will need to devote the majority of your studying to this class.

My best semester was the winter of sophomore year, when I was taking CHEM 215/216, PHYSICS 235/236, ANTHRCUL 370 (a linguistics class counting as an R+E requirement), and working in my research lab. I loved orgo 1, and orgo 2 proved to be just more of the same, building on most of the concepts taught in the first class. Physics 1 at the time was pretty easy too, but I’ve heard that recently the class has been changed to be much more difficult. ANTHRCUL 370 was also pretty easy, even though it was a 300 level class there wasn’t a lot of prior knowledge required for the class, and the exam questions were taken straight from the lecture and discussion sessions. Even the 10 page paper at the end of it wasn’t too bad since we got to choose our own topics and worked closely with our GSI to help form the best paper possible. None of my classes were too demanding this semester, so I was also able to put more hours into my research lab, which eventually paid off with a summer job offer.

Overall, the way you plan out your schedule can play a pivotal role in how your semester goes. If you have a question on taking two classes together or how to plan your own schedule, feel free to post a question on this website or come to one of our office hours or workshops. Good luck scheduling!