Finals Week: Survive, Thrive, and Celebrate!

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It hardly seems possible, but in just over three weeks, the semester will be over. Chances are, you’re excited about break – and can’t wait until finals are behind you. After all, Exam Week means study sessions during which you cram for finals and churn out one capstone essay after another.

Being nervous about the semester’s end is normal. But staying up all night to review notes and finish assignments isn’t healthy or effective. When you’re sleep-deprived, your brain doesn’t work as well, so you don’t absorb as much information as you would if you were rested. You also make careless errors. (All of us at Academic Support teach, and we recognize the work you finish at 4 am. Trust us.)

But if you’re not staying up all night to get through Finals Week, how will you finish your work? Fortunately, you can sail through the end of the semester without losing your sleep or sanity. Here are some tips to keep you focused during exams:

1.) Start Early; Break It Up. Many people begin shopping for the holidays long before December 1st. You should start studying for exams well in advance of Finals Week. Review your notes and previous tests, if applicable, for 10-20 minutes each day. This way, the information will be fresh and firm in your mind. Also, divide writing assignments into manageable chunks. You might create an outline one day, write a rough draft the next day, and revise your essay the day after that.

2.) Prioritize. Yes, being a college student means juggling a lot of commitments: classes, activities, part-time work, a social life, and family. And the end of the semester, combined with the holidays, can amplify these obligations. That’s why now, more than ever, you need to remind yourself of why you’re here. Promise yourself you’ll enjoy an outing with friends – after you finish your sociology take-home exam.

3.) Take Care. Telling yourself you’ll be able to relax after Finals can propel you through a tough week. However, don’t save all of your treats for the holidays. Schedule short breaks during Exam Week to exercise, connect with friends or family, or simply curl up with a book or movie. Making room for fun keeps you healthy and motivated; it’s also a valuable time management skill.

4.) Be Grateful. Let’s face it: if you’re in a position to fret about finals, you’re a pretty lucky person. Lots of people, in the US and overseas, cannot access higher education. When the assignments multiply and stress piles up, take a deep breath. Remind yourself of how privileged you are to be able to study something you love and pursue the life you want.

Finals Week doesn’t have to mean sleepless nights, too much caffeine, and harried students. As the year draws to a close, use this time to reflect on how much you’ve learned and celebrate how far you’ve come.

-Dorothy A. Dahm

Tis the Season to Be Saving: Financial Tips for Break and the Holidays

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For many students, college life means being broke – and this is especially true around the holidays and winter break. With gift shopping, holiday parties, and outings with friends, the pressure to spend money can leave students feeling less than festive. What should be a time of joy and relaxation becomes a burden.

Fortunately, it is possible to save money and enjoy the holidays. Here are some tips to help you stay in good financial health over vacation.

1.) Think Modest. You’re a full-time college student. No one expects you to give extravagant gifts. Give small, thoughtful presents, go homemade (baked goods are always a hit), or consider limiting your gift list. Some families do a Yankee Swap; others pull names from hat and select a present for the person whose name they pulled. Be honest about your financial situation with your loved ones. You even might ask siblings, friends, and extended family to take a break from gift-giving this year. They may be glad you suggested this!

2.) Check Your List – Twice! If family members ask what you want for the holidays, think about your needs. Do you have enough clothing to last you through the next year? Socks? Do you need help buying books or school supplies for next semester? Could you use a gas card or points for your meal plan? Don’t be afraid to ask for necessities: most loved ones will be happy to help you pursue your goals. If you receive money, save it or earmark it for next semester’s expenses.

3.) Be Selective. During break, you may be tempted to spend money on entertainment, including movie tickets, restaurant meals, concerts, and nightclubs. Of course, you want to have fun with friends, but you don’t want to lose your savings. Limit your outings, or plan less expensive ones. Consider going to a matinee – or staying home and watching DVDs with popcorn. Check your local newspaper and see what free events are going on in your hometown. Clip coupons for your favorite chain restaurant. (Sunday newspapers usually include them.) Can’t afford that lift ticket? Try bundling up and taking a walk in the snow.

4.) Treat Yourself. Maybe you really want that concert ticket, dress, or season pass. It may even be worth it. But before you open your wallet, think about what that splurge might mean. Will seeing your favorite band live be worth a few months of being broke? Will you have opportunities to wear that dress? How often will you be able to get to the mountain this winter? It’s normal to want to reward yourself for hard work, but a smaller treat, whether it’s a book, garment, or a trip to your favorite café, might make you just as happy.

As the year and the semester draw to a close, think about your financial goals for the year ahead. How can you save money and reduce your debt? This sounds like a grim process, but it doesn’t have to be. After all, the more money you save in college, the less debt you’ll have after graduation. Think of being frugal as preparing for the future – just one more step on your journey to the life you want.

– Dorothy A. Dahm

Caring and Curiosity: Meet TRIO Star Liam Edwards

When Liam Edwards first registered for classes at the Community College of Vermont, he encountered a lot of skepticism. At seventeen, he had dropped out of high school to attend college. “I got negative feedback from friends,” he says. “They didn’t think I could make it. My family didn’t believe I could make it either.”

Liam’s first day at CCV seemed to confirm everyone’s fears. “I didn’t even show up to the right class,” he recalls, chuckling. “I sat in the wrong classroom for three hours.”

There was also the financial burden. Liam’s parents couldn’t pay for his education so he worked at Rutland Mental Health, doing outreach work with adults with chronic mental health problems. He became a substitute teacher at Head Start. In the summer, he toiled long hours as a farmhand. In between, he worked in production at music festivals.

Despite the bumpy beginning and the heavy workload, Liam thrived. He left classes wanting to engage with classmates about the ideas they were learning and discussing. He earned an associate’s degree in early childhood education from CCV before transferring to Castleton, a transition he describes as “seamless.”

Today, the young man who was told he wouldn’t succeed in college has a 3.26 GPA despite a plethora of outside commitments. Until Liam began student teaching this semester, he continued his work with Rutland Mental Health and Head Start in addition to working part-time at the Calvin Coolidge Library’s circulation desk. He has also been an active member of the university’s Greenhouse and Gardens Club. In January, he discussed his experiences as a transfer student on a panel for new transfer students. 

Faculty and staff praise his appetite for learning and his determination. “Liam is truly committed to learning. He eagerly searches for new knowledge and he passionately engages with scholarly work,” says Leigh-Ann Brown, Assistant Professor of Education. Stephanie Traverse, Access Services Librarian, raves about his “incredible work ethic.”

Liam believes Castleton’s Academic Support Center is partially responsible for his success.  He has met with Math Specialist Deborah Jackson and Writing Specialist Doe Dahm during his time at Castleton. “It’s reassuring to believe that there are people at Castleton who will help,” he says. “And it’s been useful to get help with my writing, especially synthesizing and sequencing. The Academic Support Center has helped me achieve one of my goals, which is to keep my GPA above a 3.00.”

A multidisciplinary studies major, Liam hopes to pursue a career in elementary education after graduating in December. He also plans to attend graduate school. This semester, he is student teaching. He eagerly creates lesson plans for the 4-6th graders in his classroom, and despite his busy schedule, finds time to mentor fellow student teachers, sharing ideas and strategies with them.

Monica McEnerney, chair of Castleton’s education department, is supervising Liam in his student teaching role. She is impressed by his interactions with students and peers.

“It was evident from the first day that Liam had built strong connections with students and was a responsible and kind colleague,” she says. “He knows that, even when times get tough, he must be a positive presence for his students.  Liam is an excellent elementary educator.”

McEnerney believes Liam’s intellectual curiosity will enrich his work as an educator. “Liam has a broad sense of the world, has a poetic disposition, and cares deeply about his community,” she says.

Ann Slonaker, Associate Professor of Education, agrees wholeheartedly. “Liam will be a good role model for all his students,” she adds.

In the meantime, Liam hopes other students will take full advantage of the opportunities to learn and grow during their time at college. “You can’t just read what’s given to you,” he says thoughtfully. “Your professors are all hard workers, and they haven’t stopped learning. Read outside your interests.”

– Dorothy A. Dahm

Persistence and Heart: Celebrating Castleton’s First-Generation Students

Castleton TRIO and first-generation students join international students for apple-picking this fall.

When Sarah Dunbar and Brooke Knudsen arrived at Castleton in Fall 2015, they had lots of questions about college life. Neither of their parents had attended college, and they weren’t sure how they would pay for their education. “Even understanding my financial aid package was a challenge,” Sarah admits.

And then there was homesickness. “Growing up, I was a shy person, always leaning on my family and friends,” says Brooke. “I wasn’t sure how I was going to make it through college being away from them.”

Both young women found the answers to their questions – and a home away from home – at Castleton’s Academic Support Center (ASC). Through the Summer Transition Program, they made friends like themselves, first-generation students with the same concerns about college life. Staff members helped them identify financial aid opportunities and encouraged them to pursue their dreams.

Today, those early uncertainties seem very far away. Both Sarah and Brooke have thrived academically at Castleton. Sarah, a multidisciplinary studies major who hopes to teach elementary school, has a 3.80 G.P.A. This summer, Brooke, a biology major, conducted research on the effects of glyphosate-based pesticides through Castleton’s McNair Scholars program. Both have mentored and tutored other students at the ASC. Despite her avowed shyness, Brooke recently served as the Mentor Coordinator for the TRIO Texting program, a program for incoming first-generation, low-income students. She attributes her newfound confidence to the ASC. “The ASC shaped who I am today,” she says. “I have grown as an individual.”

While Brooke and Sarah’s stories are inspiring, they are far from unusual: roughly half of Castleton’s students are first-generation. These students often face a plethora of obstacles from financial problems to unfamiliarity with academic jargon. For these reasons, they are more likely to become discouraged and drop out than their peers. “They have a sense of fragility, that coming to college does not necessarily mean finishing college or having the lifestyle of one’s dreams,” observes Rich Cark, Professor of Political Science at Castleton University.

Clark knows something about being a first-generation college student: neither of his parents went beyond high school, and they did not encourage their six children to further their education. “They tended to feel that those with higher levels of education were snobs who looked down on them,” he says.

Clark applies his own experiences to his work with Castleton students. He recalls meeting first-generation students during his interview. “I felt like I had found my people,” he says. “At my previous school, many of the students struck me as feeling a sense of entitlement about their lives and their position. I don’t get that with Castleton students, many of whom have a sense of triumph about being in the room, being on campus.”

Faculty and staff agree that first-generation students bring unique strengths and insights to their studies. “Typically, first-generation students are appreciative and work hard to prove they belong,” says Andy Vermiliyea, chair of the Natural Sciences department and a first-generation college graduate.

Gerry Volpe, Castleton’s Coordinator of Disability Services, concurs. “Many first-generation students have overcome obstacles many of their peers can only imagine and have come away with a strength of character that serves them quite well,” he says. “As a first-generation student myself, I am proud to support these students.”

Certainly, Brooke and Sarah are grateful for their education. “I know how hard I have worked to get here and how hard my family has worked to get me here,” says Sarah. “So I am doing my best to make the most of this opportunity.”

Brooke agrees wholeheartedly with her friend. “Persistence and heart are the true meaning of being a first-generation student,” she muses. “We do the best we can, and our heart is always in it because we wouldn’t be here if we didn’t truly want to be.”

– Dorothy A. Dahm

 

Campus Nightmares: Tricks and Treats for Halloween and Beyond

Tis the season for witches and warlocks, ghosts and goblins. Maybe you’re donning a costume, attending a Halloween ‘do, or indulging in a little candy. But if you’re a college student, chances are, your biggest fears may not appear in horror movies. Here are some “monsters” you may encounter this semester and some “tricks” to help you dispel them.

Deadly Deadlines: They sneak up on you. And they often appear in pairs or trios: you know, your biology paper is due on the same day as your English essay and your history test. And deadlines don’t care about your job, social life, or family. 

Well, you can’t make your deadlines disappear if you want to stay in college. But if you prepare for them, they can lose their ability to intimidate you. Use a calendar or planner to keep tracks of tests, papers, and projects. And instead of cramming for an exam or writing a paper in one night, break assignments and study sessions into manageable chunks over a few days or weeks.

Terrifying Teachers: Well, “terrifying” is a strong word. But some classes are more challenging and some professors less approachable than others. And if you don’t understand your professor’s expectations, it can be a little scary.

The good news is, professors can lose their power to terrify. Have a question about an assignment, grade, or class? It’s best to approach your instructor directly. Don’t know how to start the conversation? Talk to one of the counselors at Academic Support. They have a few tricks up their sleeves.

Haunting Habits: In the scariest movies, the main characters discover something terrifying about themselves: a potential for evil or a shaky grasp on reality. It’s no different in college. What’s holding you back is probably inside you: social media addiction, procrastination, maybe even a belief that you can’t cut it academically or personally.

Dispelling bad habits can be hard – most of us can’t manage it overnight. Sometimes, we make progress only to fall back. But the first step is acknowledging that they exist. After that, make a game plan, meet with a counselor, and do anything you have to do to replace destructive thoughts and actions with healthy ones. Keep going even when you stumble. It will get easier.

Ghastly Grades: Sometimes, despite your best efforts to keep the other horrors at bay, you’re confronted with Ghastly Grades anyway. A test or paper, a semester or academic year, end poorly. What’s most frightening is that they can make you give up entirely.

But don’t give in! Ghastly Grades may feel like the end of the world – or your academic career – but they don’t have to be. If you’re struggling academically, meet with one of the counselors at Academic Support. They help you develop a plan to get back on track. And while you’re there, they’ll tell you a few stories about other students who’ve beaten Ghastly Grades and achieved their goals.

We hope these tricks make your time at Castleton a treat. Happy Halloween from all of us at Academic Support!

-Dorothy A. Dahm

Balance and Compassion: Meet TRIO Star Sabrina Lacasse

When Sabrina Lacasse first arrived at Castleton, she didn’t know what to expect. She knew she wanted to be a nurse, but the first-generation college student was nervous about forms, deadlines, and other facts of college life. In addition, Sabrina was apprehensive about leaving home. She’d grown up on a small farm in tiny Elmore, Vermont, and she wasn’t sure how she’d handle being away from family.

Fortunately, another family awaited Sabrina at Castleton. Through Summer Transition Program (STP), a weeklong pre-college experience for new TRIO students, she made valuable connections. “STP helped me tremendously,” Sabrina recalls. “I learned where everything was before classes started, and I made friends.” STP also introduced Sabrina to the Academic Support Center’s full-time staff.

But settling in was just the beginning of Sabrina’s journey. Despite the warm STP welcome, Sabrina was often homesick. And although she worked hard, the nursing program proved daunting. Finally, like most college students, Sabrina wanted to earn good grades, have a social life, and get sufficient sleep. Balance seemed elusive.

Whenever obstacles arose, Sabrina met with Academic Support Center staff, a practice she continues today. “They say, ‘Take a deep breath; this is what you have to do,’” she chuckles. “And I feel better.”

Today, it’s hard to reconcile the relaxed, self-assured young woman with the shy girl who entered STP. Sabrina maintains a 3.30 GPA while juggling part-time jobs at the Campus Center and Academic Support Center. She plays club basketball and is an active member of the Rotaract Club.

Despite Sabrina’s success, she hasn’t forgotten her rocky start. As an STP and TRIO Texting Mentor, she nurtures and encourages new students, many of them first-generation students who are anxious about entering a new world. “She inspires new students with her positive attitude and by sharing her personal experiences,” says Kelley Beckwith, Director of Academic Services.

Sabrina loves seeing her mentees grow; some have even become leaders themselves. “Sometimes, they come up to me and say, ‘If it wasn’t for STP, I wouldn’t be here,’” she says. “Some still call me Mom.”

At Castleton, Sabrina’s compassion has taken her far, even out of the country. Last year, Sabrina and her fellow nursing students traveled to Honduras to provide care for people in underserved communities. It was Sabrina’s first trip outside the U.S. – and her first time flying. “I was way out of my comfort zone, but it was the best experience,” she says. “It reminded me of why I want to be a nurse.” This spring, Sabrina will travel to Florida to volunteer with the Rotaract Club.

Sabrina’s adventures have whetted her appetite for travel. After graduation, she plans to pursue a career as a traveling nurse. Eventually, she hopes to settle in her beloved Vermont, where she would like to work as an emergency room or birthing center nurse. Her Castleton family is confident she’ll succeed. “Her manner as a mentor indicates she’ll make a wonderful nurse,” says Becky Eno, Academic Counselor.

Sabrina hopes new students will find a home at Castleton and take advantage of all the university has to offer. “Ask for help if you need it,” she advises. “As a first-year , I was too shy to ask for what I needed – now I do it all the time. And get involved on campus. It can lead to all sorts of opportunities.”

-Dorothy A. Dahm

Majors and Minds: Should You Change Yours?

Maybe you always wanted to be a teacher. You enjoyed your time in elementary school, and you love babysitting, right? But then you got to college, took your first education course, and discovered the field is not for you. You still want to work with children, but you’ve decided to pursue social work instead.

Or maybe you came to college because of the nursing program. Your parents encouraged you to become a nurse: that way, you’d always have a job. But you’re really enjoying your psychology course: you actually look forward to doing homework. You’re thinking of becoming a counselor and switching majors – if your parents don’t explode, that is. Then there’s your friend who started off as an exercise science major, but wants to enter the nursing program.

If this sounds like you, you’re not alone. Studies suggest between 60 and 80% of undergraduates change their major at least once. Sometimes, this results in a happier, more successful student: if you love what you’re doing, you’ll be motivated to work hard and reach your goals. But a switch can also add years – and debt – to your college career.

Here are some questions to ask yourself before you change your major:

  • How much time and money would a change cost? Figure out exactly what classes you would have to take to complete a degree in your new field. On the VSC Portal, under Web Services, select Student Academic Planning and then Program Evaluation. This tool allows you see what classes you would need to take to meet that major’s requirements. Your current adviser, a professor in your new field, or any of us at Academic Support can help you figure out how much time your new program would take. Adding semesters or even years to your education isn’t necessarily a bad idea, but seeing exactly what is required can help you decide if the change is worth it to you.
  • How closely are your major and career goals aligned? Without a nursing degree, you can’t become a nurse. However, many liberal arts graduates find themselves in fields unrelated to their college major. For example, English majors work in finance and law enforcement, art history majors in human services, philosophy majors in broadcast journalism, and theatre majors in business management. Employers are often more interested in transferable skills –ability to work independently and with others, time management, writing, and verbal communication – than they are in your precise degree. If you have a career goals that doesn’t coincide with your present major, you may not have to change your academic program. However, you should definitely pursue internships and work experience in your chosen field.
  • Would a minor work just as well? Perhaps you’ve discovered a passion for art, biology, or Spanish. That’s wonderful; finding new interests is an important part of college life. You may want to change your major, add a second major, or select a minor. Think carefully before you make this decision: do you love this new discipline enough to fulfill the major requirements? Would taking several courses to complete a minor be enough to satisfy your curiosity?
  • Does the new major make you more excited about your education? If the answer is an emphatic “Yes,” then switching majors – or adding a new one – is a good idea. College, unlike high school, is not compulsory. You are not here because you have to be. You are here to study a discipline that fascinates you or prepare for an exciting career. Higher education is a privilege, and it should be enjoyable.

 Only you can answer these questions. But just make sure you weigh your options carefully – and start every new path with a whole heart.

– Dorothy A. Dahm

The Art of Knowing When

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Over my thirty years in higher education, I’ve met with hundreds of students. All these conversations have taught me something, and many hold a special place in my memory.

I met Vivian soon after she started her freshman year. I always begin meetings by trying to build a rapport with students, so I asked Vivian the usual questions. “Where did you go to high school, Vivian?” I asked.

“I didn’t,” she replied. “When I was in third grade, I walked out of the classroom, called my mother, and told her that school wasn’t for me.” From that day onward, Vivian was homeschooled.

I was stunned. Of course, I had never heard this reply before. Also, her confidence and self-knowledge astonished me: at the tender age of eight, she knew regular school would not work for her. She realized she needed a Plan B.

Vivian’s Plan B clearly worked for her. As a Make a Difference Scholar, she received a full four-year college scholarship for her academic promise and contribution to the community.

Vivian’s story never left me. Today, as a career counselor, I share it with clients who are unhappy in their current positions. I want to remind them that a Plan B always exists – if we have the motivation and courage to find ours.

May we all pay attention and know when.

-Renee Beaupre-White is Director of Career Services at Castleton University.

Dodging Distractions

It’s a typical evening at college. You are armed with your textbook, laptop, notes, and your churning brain to write a report for your science class. Your fingers hover over the keyboard as you try to force your brain to form words to type. Nothing is coming to your mind, and you are frustrated. It feels like you are trying to decipher the English language to be able to use it.

Frustrated, you reach for your phone or open another tab on your laptop to check on your social media. You text your friends, you tweet about how hard it is to write this science report, you look up a question that randomly flew into your head, and you end up reading an article about cats and how they have complete control over you. Suddenly, you realize an hour has passed, and you haven’t even tried to go back to type your report.

Sounds familiar, right? Okay, maybe it wasn’t a cat article, but you get my point: we all get distracted! In our everyday modern life, we are surrounded by so many distractions that it can be hard to focus on our daily tasks. You are not alone! Your fellow students, professors, and even your parents have to battle distractions to get their work done every single day.

It is our job to train ourselves with healthier habits that can help us stay on task and finish what our homework. That being said, it does not mean you cannot have a social life or a paid job. However, as a full-time student, you have a full-time job to complete and balance your studies and work. You need to arrange your life around your classes, not the other way around.

Here are some helpful tips to maintain a less stressful and distraction-free semester:

  1. Find Your Niche. Have a place that is designated as your study area. If you repeatedly use the same area over a long period of time, it is easier for the brain to seamlessly go into homework or study mode. This can be anywhere that works for you! If you need extra quiet time, you can always go to the circulation desk in the library and ask for a key to one of the study carrels on the second floor.
  2. Turn It Off. Simply turn off your electronics so that if a notification sounds or lights up your screen, there will not be a need to check your phone. Some people need background music to study. Perhaps that’s you! If so, put on some light, instrumental music, and let your creative juices flow!
  3. Plan It. Set aside a block of time for your studies. In that way, you will go to your study place and have time saved for that use only just as you would for a class.
  4. Do Intervals. Research shows that if you study or work for 20-25 minutes on a paper and then take 5-10 minute break, you will think more quickly and complete assignments faster. The study interval gives the brain time to focus and relax.
  5. Balance. Have time for your studies and for your social life. It is hard, if not impossible, to juggle both at the same time and play catch up on one or both. Balancing allows you to relax and enjoy your friends’ company and have a better quality of work. Schedule time for your studying and homework and then make time for your social life. To make this more effective for you, start papers sooner and spend an hour each day working on that paper. The result will be less stress and more time to spend with friends.

Imagine your grades improving, having a social life, and stressing less about your classes. Sounds pretty awesome, doesn’t it? By eliminating distractions and promoting healthier habits of studying, you become more effective in different areas of life, especially when you graduate from college and move onto your career. The best part is that the tool that you need to accomplish distraction-free studying is you. You are your own key to success.

-Sierra Fales

Sierra Fales is a senior English major at Castleton University.

From Stardom to Service: Meet TRIO Star Weslee Thompson

Growing up on the island of Guam, Weslee Thompson did not imagine attending college in Vermont. A talented athlete, he seemed destined for soccer stardom. When he was seventeen, an injury derailed his dreams. He still recalls the hurt he felt when his physical therapist told him he would never again play competitive soccer.

But one dream’s demise led to another. “Having a negative experience with a physical therapist made me want to pursue physical therapy,” Weslee says. “I knew what it was like to be in a vulnerable position. I wanted to come alongside people and work with them.” At the time, Weslee hoped to rehabilitate injured athletes.

Weslee’s new goals led him to Castleton University, where he pursued a double major in health science and psychology. Although the health science degree would give him the prerequisites for graduate school, he knew understanding human behavior would allow him to better support patients.

Like all first-year students, Weslee had to adapt to a new academic environment. Unlike most of his classmates, he had to pay his own way through college. He accepted a full-time position at McDonalds and quickly became a shift manager.

Juggling a full-time job and courses for two majors proved challenging even for a student as dedicated as Weslee. He invested in a planner. “I discovered a passion for color coordinating,” he chuckles. Always a competent writer, he met with Writing Clinic tutors and the Writing Specialist to make his papers even stronger.

Weslee’s formula worked. Now in his junior year, he still works full-time while maintaining a 4.00 GPA as a double major. Outside of class, he embraces other intellectual opportunities. This summer, he worked with psychology professor Greg Engel, conducting genetic research on ethanol tolerance in fruit flies.

And despite Weslee’s hectic schedule, he still finds time to help others. He is a writing tutor at Castleton’s Academic Support Center; he has also tutored students in anatomy and psychology. For the past two years, he has served a Student Orientation Staffer (SOS), helping new students acclimate to life at Castleton. Being a mentor has proven rewarding. “I’m most proud when people come up to me between classes and say I’ve helped them,” he says. “I’m more proud of that than anything I’ve accomplished myself.”

The desire to help others led Weslee to Castleton. Since then, his journey has taken another turn. This summer, an internship at Rutland’s Back on Track Physical Therapy affirmed his interest in the field. Through his internship, he discovered a passion for helping injured veterans. “I’d like to help those who’ve served get back to their lives,” he says quietly.

During his time at Castleton, Weslee has made an excellent impression on faculty and staff. “I feel immensely lucky to have known Wes as a student and an employee,” says Doe Dahm, Writing Specialist and adjunct professor of English. “It’s rare to find a student with his level of personal and intellectual maturity. When I first met him and he said he wanted to be a physical therapist, I thought, ‘Yes. I could envision him working with my elderly family members.’ He’s ready to enter the professional world.”

 In the meantime, Weslee is making the most of his time at Castleton. He hopes that new students will also enjoy their undergraduate years. “Time management is crucial, but it is possible to breathe,” he says. “Make sure you give yourself time to pursue your own passions.”