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Diplomatic Student-Faculty Relations

Today’s Daily Deac is devoted to a question we occasionally receive from families:

My student has a professor who has a foreign accent that is difficult to understand.  He/she does not want to get a bad grade in the class.  What is the best course of action?

The best course of action is to have the student set up a time to meet with the faculty member so as to talk about his/her concerns. Sometimes students are reluctant to approach faculty, but if handled respectfully, professors will typically respond well to an expression of students’ motivation and concern about learning the course material.  Also, one of the important lessons of college is the value of communication even over difficult issues.

When meeting with the faculty member, your student could say in a respectful and polite way something along the lines of:  “I have been struggling in this class.  I have been a bit afraid to come to you because I don’t want to be seen as complaining or causing trouble, but I really want to do well and I need to ask for your help. Sometimes it is hard for me to follow along with what you are saying.  Sometimes I feel like I need to ask for additional clarification or a slower explanation.  I am trying hard, but I am still having some difficulty learning your accent.  How would you like me to handle it when I don’t understand?  Would it be OK if I raise my hand to ask you to repeat material or give a little more information?  Or is there a time I can go over my notes with you outside of class? ”  The student can also ask the professor for other recommendations.  For example, making plans to visit the professor regularly in office hours could provide an opportunity for a one-on-one question and answer time, and those additional conversations might help the student acclimate more to the faculty member’s speech.

If your student is having difficulty understanding a Teaching Assistant (TA) in a lab section, she or he can approach a TA in the same manner.  Your student can also speak with the faculty member who teaches the class with which the lab is connected, so that the faculty member is aware of any difficulties.  Faculty do try to work with TA’s who have accents to be sure that any language or communication difficulties are addressed.

This is one of those moments where there can be immense learning and personal growth for your student.  Approaching a professor can seem intimidating, but at WFU we expect student motivation toward and interest in learning to be welcomed.  Once our students have a conversation with a professor it often builds self-confidence for conversations with others, even when those conversations are difficult.  This includes conversations with other professors, with roommates, with future employers, etc.  Learning to diplomatically express concerns and reach some sort of agreement is a skill we all need.

— by Betsy Chapman
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Washington Post Article of Note

I am en route to a New Student Reception today, so I am passing along an article from the Washington Post that a colleague sent me earlier in the week.  This is a good and worthy read, Deac families.

One of the issues of this article is the struggle that parents face: what role am I supposed to play for my student once he/she goes to college?

I am currently enrolled in a higher education grad program, and a subject we’ve been reading about in the literature on parental engagement is the huge switch between parental roles in K-12 education and that of college.  Families have been invited and encouraged to be very involved in their students’ K-12 education.  All kinds of research points to “familial involvement = student success.”

When students get to college, that playing field has been changed, perhaps without families even realizing it.  Colleges are bound to uphold FERPA (academic privacy rights), and there are mountains of student development theory that talk about the importance of students passing through particular milestones (independently).  At colleges nationwide, there are well-meaning staff (like me!) encouraging families to let their students resolve issues on their own so they can grow and learn, even when that growth is difficult.

So the family involvement model that you might be used to – high involvement, high communication – from your student’s K-12 years now must shift to a new model in college, and higher education has to figure out the right way to help families understand those changes.  I need to wrap my mind around this issue more, and hopefully in the coming weeks and months I can dedicate some space in the Daily Deac to it.

For now, enjoy this professor’s persective.

— by Betsy Chapman

As Drop-off Looms, a Professor’s Note for New College Parents

For many families, summer passes at a leisurely pace. But not for anxious parents preparing for college drop-off. They feel time hurtling toward that dreaded day in August or September when the moment will come to say goodbye. Here is some advice from a veteran professor about how to manage the protective-parent instinct.

By Chris Alexander

I remember the day I stopped being a crabby professor about parents at orientation: Aug. 20, 2004. I was walking home just before noon. In the near distance, I heard the burble of families gathering for a final lunch on the campus lawn before parents headed home. I swung wide of the crowd, mumbling the same flinty tough love as many faculty members: “They’re big people now. Go home!”

Then I saw them — a father and daughter, walking shoulder-to-shoulder 20 yards ahead. As they walked slowly, he reached across the small of her back, then he quickly pulled back his arm. Another couple of steps and he reached out again. He held her waist for the briefest moment before he pulled back his arm and pushed his hands into his pockets.

I never drew near enough to hear a word, but what I saw in 60 seconds told me that this man’s heart was breaking. He had only a few precious minutes with his daughter, and he was struggling to figure out how to be in those minutes.

Many new college parents struggle with this dilemma: What am I supposed to be to my child now, and how am I supposed to be it?

As an educator for 30 years, I can tell you that while you might think that your influence in your child’s life has fallen to a new low, it hasn’t. Your influence can be just as powerful over the next four years as it was in the last four — maybe more so.

As high school students, they thought they knew it all. College is different territory. Traversing it raises new and fundamental questions about what it means to be an adult, about what they believe and what they will do with their lives.

We want our children to have options. We want them to choose their paths rather than become victims of circumstance or other people’s choices. We know that their capacities to think rigorously, communicate effectively and act as ethical human beings will dramatically expand the range of opportunities available to them.

Parents can be the sage voices outside the tunnel that help their children maintain balance and perspective: This is supposed to be harder than high school. A “C” in Econ 101 will not destroy your career. Get involved in your campus community, but beware of overextension.

Parents can help students take advantage of opportunities whose long-term value might not be apparent today: A semester or year abroad is worth more in the long run than one more semester of fun on campus. A history, philosophy or literature class teaches young entrepreneurs, engineers and policy-makers valuable lessons about the human beings they must understand in order to do their jobs well and ethically.

You can help them maintain balance in their lives: Invest in people, not just school work. Remember that success and happiness in life depend on relationships. College gives most young people their first chance to begin building independent selves that connect to others. Learning to do this well and joyously is more important than any grade they will earn.

And bestowing your perspective from a distance might be the best strategy. Because perspective requires distance. You can’t help your young person see the big picture if you become a character in it. You surrender your vantage point when you climb down into the details of their daily lives.

You can’t remind them that the world will not end when they get a “C” on a paper if you spent hours on the phone helping them write it. You can’t give good advice about managing a conflict with a professor or a roommate if you’ve become part of the drama. You can’t help them make choices that will be wise in the long term if your own vision gets constrained by their short-term view.

If you know that your student might struggle with a specific issue, jot down the name of the person or office that can help if the need arises. You’ll feel better. But resist the temptation to grab the phone or the keyboard every time your student faces a challenge. Be their counselor, not their problem-solver. When you yield to the temptation, you risk giving up the most important gift you can offer — the wisdom of a life lived longer than 18 years, shared from an elevation that allows you to see what they can’t.

Give them this gift. They will look forward to another quiet walk on their first visit home. And you’ll feel confident putting your arm around them because, from a distance, it’s been there all along.

Chris Alexander is professor of political science, associate dean for international programs and McGee Director of the Dean Rusk International Studies Program at Davidson College. He and his wife have two children. The older, their daughter, heads to college next year.


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Upcoming Course Registration for New Students and Virtual New Student Reception

Our incoming first year students will be getting ready for Round I of course registration next week.  This is where they will register themselves for up to 10 hours of classes.  New students should be playing close attention to the Academics and Advising sections of (in the left hand side menus) to find information about registration and course requirements.

To augment those pages, we also have created a Virtual New Student Reception page for you and your students.  This page has a lot of the same advice we give students and families at the NSRs.  There are short videos with some step-by-step instructions on how to navigate the New Students web site to find the advising information needed.  There is some advice on what to do when students get their roommate assignment later this summer.  And there is also some advice from ‘been there, done that’ upperclassmen families and students.

So if you are a P’20, take a few minutes to look at the Virtual NSR page and all it offers, and recommend it to your student if he/she needs a little extra help as Round I of registration nears.

Also a little disclaimer from our office – I will be out today (Friday) and most of next week with New Student Receptions. Should your students have questions about registration, they have options from the Office of Academic Advising (scroll to the end of this page for info).

— by Betsy Chapman

Grade Expectations

(The Daily Deac is on vacation and will return Tuesday, June 21. The following covers a frequently discussed topic.)

For those upperclassmen parent Daily Deacers, this is a repost, but one I hope is worthy of it.

Particularly for parents of first-year students and sophomores, but really for ALL parents, framing the issue of grades in a realistic way could be enormously helpful in managing parental expectations and alleviating stress and anxiety in your students.

I enlisted the input of a couple of experts from campus: Dr. Christy Buchanan, Senior Associate Dean for Academic Advising and Professor of Psychology, and Dr. James Raper, Director of the University Counseling Center.  Both the Office of Academic Advising (OAA) and the University Counseling Center (UCC) see students who have issues, pressures, or anxieties about their grades.  The UCC and OAA have vast experience in mentoring and counseling students around grades and other issues. (I’ll also put on my academic adviser hat and add a few bits too.)

So let’s talk about grades.  Dean Buchanan says this:

I cringe when I hear a parent state that they have expectations for their student to get a 4.0.”

It might be helpful here to point out how Wake Forest grades are defined.  College is not high school, and As here are different than As from your students’ high school pasts.  From the Undergraduate Bulletin:

“For most courses carrying undergraduate credit, there are twelve final grades: A (exceptionally high achievement), A-, B+, B (superior), B-, C+, C (satisfactory), C-, D+, D, D- (passing but unsatisfactory), and F (failure).”

Let that sink in just a moment.  A is exceptionally high achievement, B is superior, C is satisfactory.  A grade of C does not mean failure.

So if you (or your students) are using high school grades as your benchmark, please consider adjusting or letting go of your expectations.  Here’s why.  Not every student will be universally good at all subjects in college the way they were in high school.  There will be classes here that will be a struggle, just because the level of work and pace of work are higher.

Real life example: I was in a bio class at Wake that was nearly killing me.  I think my test grades were B, C, and D going into the final.  This was a class that stretched me to my limits.  I tried my best but I was just barely hanging on.  My final grade was the best I could do, and believe me I was grateful to pass.  But I worried about my parents’ reaction.

And many of our students share that worry.  Students feel pressure – real or imagined – to replicate their high school grades, or live up to some arbitrarily set GPA from their family, and this can add a tremendous weight onto their shoulders.  Striving for straight As (or even As and Bs) can come at a price – and to get the grade, you might have to give up a lot of less tangible, but equally important things, in the process.  Dean Buchanan says it well:

“It’s much more helpful for parents to expect their students to ‘do their best’ in class while also striving for a healthy and well-balanced life that includes sleep, exercise, and healthy involvement with friends and extracurricular activities.

Students do not thrive when they study all the time, and they do not thrive when they feel pressured to get higher grades than those that naturally result from a strong effort in the context of a balanced lifestyle.   Our students get good jobs and get into graduate programs with a range of GPAs.

For as long as I have been advising, I have seen students in my office who are stressed to the limit over grades.  Some put all their eggs in the “study, study, study” basket, even when that is not making them happy or productive.  That unhappiness can bleed over into other things – not sleeping well, lack of enjoyment in other parts of life, not going to campus activities (or even Student Health or the University Counseling Center because “I don’t have time – I have to study!”) – all because they think they HAVE to get an A on a particular test.

Is getting that A or working yourself to death striving for a GPA worth your physical or mental wellbeing?

Students thrive best when they find a niche of people on campus – whether in an extracurricular activity, going to on-campus sporting events or lectures, volunteering, etc.  If your student is single-mindedly in pursuit of grades, he or she might not be finding a friend group, having new experiences, and/or taking advantage of all our resources.  Becoming well rounded and learning healthy balance is critical – and it is very hard to find balance if you feel you can’t do anything but study.

Don’t get me wrong, I am not trying to say that grades are unimportant.  Of course they are.  But so is balance.

So when should you be concerned about grades?  Dean Buchanan puts it this way:

“Students need a 2.0 overall and in their major to graduate, so clearly it’s good to expect that over time. In our office, we are concerned if students are getting one or more Ds or Fs.  Parents might also legitimately be concerned if a student is consistently getting Cs across all or most classes, although exploring the reason for this is important. 

If parents are concerned that their student is not working to his/her potential, I urge them first to express caring concern.  Ask if everything is ok.  Ask if there is something going on that’s keeping the student from doing his/her best.  Asking with caring concern might help the student open up about struggles – rather than simply stressing students out and intimating they are not pleasing their parents or living up to parents’ expectations.

Urge the student himself/herself to seek out help from professors, from the Office of Academic Advising (OAA), from the Learning Assistance Center (LAC), or other academic resources.   In general, expressing caring concern is likely to be more productive than is expressing disappointment in or expectations for a specific GPA.”

As an academic adviser, I would make one addition to the Dean Buchanan’s message: for first-semester freshmen, they are still very much learning the ‘new normal’ of college level work, which is a lot harder than high school.  It is not unusual to see lower grades that you were used to seeing on your student’s high school report card.  I see a lot more Bs and Cs on midterm reports – even some Ds.  My experience has been that the first semester grades are typically the worst, and will go up in time once students understand the expectations and get the swing of time management.

I don’t treat my advisees’ Cs or Ds as a reason to panic or threaten, I treat those as an opportunity to explore what is going on, and to refer students to some of the resources on campus like the OAA or the LAC.  Please consider doing that as well.

How does the grade situation impact students emotionally?  Dr. James Raper and his staff of counselors see a lot of students each year with stress, anxiety, or concern about grades.  Some thoughts from Dr. Raper:

“I think it is certainly important to work towards good grades in college.  What is interesting about many college students, however, is that they tend to be supremely critical of themselves and their work while also believing that those around them are having an easy time of it (as they say: “winning at life”). 

The intensity of self-criticism, and the anxiety cycle with which it is connected, frequently causes students not to reach their potential.  I will often describe it to the students with whom I work as “white knuckling” their approach to academic work. 

We – along with the Learning Assistance Center and the Office of Academic Advising – typically advise students to take a more balanced approach to their studies.  Take breaks intentionally to engage in healthy self-care.  This is different from procrastinating; it is refreshing yourself and recharging yourself so you can be better able to approach the work with a good mindset.

We also challenge students’ thinking about what they “have” to make grade wise.  We ask them to consider “what if I ‘only’ got a B or a C?”  What would really happen in my life?  Does it really have bad/irreversible/critical consequences? 

The point of that exercise is not to encourage a student to have a goal of a B or a C.  The intent is to challenge the unrealistic and damaging perfectionism that many students have, and which actually hinders the student’s best work. 

If students can loosen their grip on their academic selves, what they often find is that their best self can come through.”

Over the years I have heard students’ express that they fear parental anger, disappointment, punishment, or withholding of affection (or tuition) because of grades.  I’d argue that what your students need in a discussion of grades is your understanding and empathy.

So Deac families, here is how you can really help your students.

Focus less on the letter grade and more on the effort.

Use care and concern when you question your student abour grades

Ask yourself if your student getting a B or C in a class is really going to determine that path for the rest of their life.

Reflect on your own experience and be ready or willing to share a time when you got a bad grade and how you recovered.

Reassure your student that your love is not directly proportional to their GPA (or their major, or intended career, etc.)

When the time comes, help them put grades into proper perspective.

Tell them NOW, this summer, that you don’t expect them to be perfect – and they shouldn’t expect that of themselves.

If you can help take the stress (real or imagined) off your students, it might free them up to be able to work with a clear mind and less anxiety about what your reaction will be if they get a particular grade or GPA.

Imagine what a great gift that would be to your students.

— by Betsy Chapman

Our Diamond Deacs

Over the long weekend, our Diamond Deacs got some great news – we are headed to the NCAA Baseball Tournament!  You can watch a video with Coach Tom Walter and the team’s reaction here.  Their game will be this Friday at 4 pm, so that is an extra reason for you to dress for Black and Gold Fridays.  Go Deacs!  One other bit of athletics trivia to report, Jim Grobe, our former football coach who led us to the Orange Bowl in 2006, has been named the interim head coach at Baylor.  Coach Grobe was always really nice to me, and I wish him well in that endeavor.

On the academics side, our newest Deacs in the Class of 2020 received an email over the weekend from the Office of Academic Advising.  If you are a P’20 new family, you can keep abreast of your new students’ official emails about Orientation here.  Be sure to check out all the pages in the purple Parents and Families menu that is on the lower left of all the pages.

It’s a beautiful sunny day here – check us out on the Quad Cam any time.

— by Betsy Chapman


Belated Blog

I was so busy at my office yesterday that 4 pm rolled around and I realized I’d missed the Daily Deac deadline.  Oops! (and sorry).

Here’s a little bit about what I observed on campus yesterday.  It was lovely weather – low 80s and sunny but with a nice light breeze.  Not too humid yet.

20090630meadow8552I took a walk at lunch up through Reynolda Village and by the long green space in front of Reynolda House.  As in some years past, it looks like the landscaping folks are letting these yellow wildflowers grow all over the fields (vs. cutting them down as if they were plain grass.)  The effect is pretty spectacular.  This is a pic from years past to show where we’re headed.  If your Deac is here for summer school, I hope he or she will take a walk out there to get a look at it.  For those of you who are film buffs, it reminds me a bit of the scene in E.M. Forster’s A Room with a View, where they go to a field of tall grass with (if memory serves) cornflower blue blossoms all over.  Ours is yellow, but the effect is still the same.  A beautiful flowered meadow.  What’s not to like?

On my way back, I saw a big picnic happening in the back side of Farrell near the fire pits.  The students who are here for the Summer Management Program (aka business boot camp for non-business majors) were having a group luncheon outdoors.  I hear a lot of great things about that program from students who have done it in the past, so if your Deac might want to go that route in a future summer, here is the link to the program.

Finally, from the Wake Forest Magazine Facebook account, this great picture and quote from one of our recent graduates, Stephen Goddard (’16). I had the good fortune of getting to know him a little during his tenure here, and what a joy to watch him grow and flourish over his four years.  And how wonderful to see him post such a happy reflection:

goddard“One week into post grad life and I have had time to reflect upon my four years at Wake. Many thanks to everyone at Wake for creating an environment that made great friendships and memories and allowed me to grow as an individual! We have been blessed with an education that will propel us forward into a life of service to our communities. I’m excited to see where we all use our talents in order to make our lives and the lives of others a joyful and fulfilled journey.” — @stephen_goddard/Instagram


— by Betsy Chapman

It’s a Small Wake Forest World

My colleagues and I sometimes joke that it’s a small Wake Forest world – meaning, you might be on vacation somewhere and see someone in a WFU hat, or find out in casual conversation that you and a friend have a connection to some other Wake person that you never knew you did.  Today is one of those small Wake Forest world days.

There is an article in the Huffington Post today about a legendary, famous commencement speech given at Kenyon College by novelist David Foster Wallace in 2005, and there is a Wake Forest connection.  Evidently the Kenyon student who had a major role in getting him to be the commencement speaker is now a faculty member in our English department, Meredith Farmer.  [Before I go any further, a warning to you, good readers.  The Huffington Post article drops the F-bomb.  Read at your discretion.]

The article, which you can read here, tells the story of how David Foster Wallace came to be the Kenyon commencement speaker, and in the article is a link to a YouTube video of the speech.  It is not live video, it is audio overtop a still photo of him at a podium, with occasional quotes from his speech appearing.

The speech is almost 23 minutes long.  It has been hailed by many as one of the all-time best commencement speeches.  It begins with this:

“There are these two young fish swimming along, and they happen to meet an older fish swimming the other way, who nods at them and says, ‘Morning, boys, how’s the water?’ And the two young fish swim on for a bit, and then eventually one of them looks over at the other and goes, ‘What the hell is water?'”

He talks about the value of a liberal arts degree in teaching you to choose what you want to think – whether to accept your default settings, or whether you will apply a different lens to your interpretations.  He talks about the tedium of adult life – the stuff no one tells college kids as they graduate, but the stuff all the parents have experienced.  He talks about being careful of what you choose to worship in life – money, beauty, youth – and what freedom is:

“The freedom to be lords of our own tiny skull-sized kingdoms, alone at the center of all creation. This kind of freedom has much to recommend it. But of course there are all different kinds of freedom, and the kind that is most precious you will not hear much talked about in the great outside world of winning and achieving and displaying. The really important kind of freedom involves attention, and awareness, and discipline, and effort, and being able truly to care about other people and to sacrifice for them, over and over, in myriad petty little unsexy ways, every day. That is real freedom.”

It is raw, and sometimes painful.  I have to admit I was conflicted at times listening to it, but in the end I found it amazing.

Take a listen to his speech and read the article if you wish.  It might be the best 23 minutes I have spent today.  His speech reminded me that we always have the power to choose what to think, or to let ourselves get sapped by our own day-to-day drudgery vs. thinking more broadly and kindly about the world.  We get to choose that.  But we have to be aware to do so.

And if you don’t have 23 minutes or this sort of thing is not your jam, then just marvel for a moment that at the center of this acclaimed speech was a Kenyon English-philosophy double major who found her way to Wake Forest to teach.

— by Betsy Chapman

Advice to Incoming Freshman (But Still Applicable to the Others)

This appeared in my Facebook feed via the Washington Post:  “The 7 things new college students don’t know that drive professors crazy.”  Written by a former high school teacher turned college professor, this outlines some of the DON’Ts of interacting with college professors, at least from this one faculty member’s point of view.

Your students are either slammed with finals/vegging out if theirs are over/or for the incoming freshmen they are still in high school, so this might not be the moment to share this with them.  I submit it to you as background reading for you to see one way of looking at the faculty-student relationship in college.  Read and reflect, and if it interests you, have a conversation with your students about it over the summer.

Doesn’t have to be a lecture about these dos and don’ts, it can just be a conversation.  For those who have current freshmen through juniors, maybe you ask your Deac about what differences they have experienced with teachers in high school vs college professors (‘hey, I saw this interesting article – does this ring true to you? it’s been a long time since I was in college/I didn’t go to college and am curious about this‘ kind of thing).  In talks like these where you are trying to learn more about their lives, ask lots of questions – and listen more than talk.

For those with new incoming freshmen, maybe you share this more directly as a nonchalant FYI for them to read or not as they see fit.

busy and self careAnd a final thought.  I happened upon this picture on the internet a few days ago.  It seems especially fitting as finals come to a close.  I worry about college students (not just at Wake, at any school with a high-achieving student body) feeling like they have to push and push themselves to be as busy (or busier) than the next person, as sleep-deprived as the next person, etc., just to prove they are in fact working hard.  My message on this is:

Stop the madness.

Self-care is not selfish, it’s healthy.  Getting enough sleep, nutritious food, and exercise is healthy.  Not feeling like you have to out-do your hallmates in terms of how late you stay up, how tired you are, or how many hours you logged in the ZSR does not have to be a badge of honor or a sign of your commitment to your education.

My dream is that we have a student-led revolution where they agree to slow down, stop feeling like they have to compete with anyone else in how hard they work (or play), and do what feels most natural to them.  A change like this would have to come from students being brave enough to say they are willingly stepping off the gerbil wheel of perceived expected college student behavior, and honoring what is best for them.

I would love to see some new recruits in the living lives of balance/self-care army 🙂

— by Betsy Chapman


Finals Day 1 Field Report

It’s Day 1 of Final Exams, and the logical place for the Daily Deac to focus on is the ZSR Library.  Here’s an impressionistic field report (and some pics) from some well-placed sources at the ZSR.

“Thursday, Reading Day, started slow, with students taking advantage of the free day to study before exams began on Friday.  By Thursday evening, ZSR was packed!”

“It’s the first day of exams and the library is full, but quieter than usual as students focus on final exams, papers and projects.”

“The atrium was full when I walked in at 7:55 am – well not full, but probably 20-30 people in it.  Usually there are 2-3 max that early.”

I was in there myself around 10:30 am today.  The line at Starbucks extended at least half way up the stairs, telling you just how much our students need their java right now.  I wanted to find a spot and do a proper Five Senses of the ZSR, but most of the chairs were full and I wanted to keep the open ones for the students.

4 29 16 zsr4 The library decorating committee has done another great job providing a fun theme for Finals Week.  This one is all about playing cards, and dice, and everything is in red (my favorite!) and black.  There is this great sign IT’S YOUR LUCKY DAY spelled out in playing cards.  There are garlands of playing cards, streamers, and more.

Because I am an enormous Sinatra fan, the cards and dice made me think of this song.

Finals aren’t nice – but at least we can put a bit of whimsy into the process.  Here’s some shots of your hardworking Deacs below.

— by Betsy Chapman

4 29 16 zsr5 4 29 16 zsr3 4 29 16 zsr2 4 29 16 zsr1

Reading Day

reading day memeToday is Reading Day – the one day break between LDOC (Last Day of Classes) and final exams starting.  The idea, I suppose, is to give you a day to prepare for finals.  Here’s a Reading Day meme for your viewing pleasure.

Depending on your exam schedule, you could have more than one exam a day, and/or exams on successive days. If you’re lucky, you have a little bit of time between them.

The weather was did not start out as particularly conducive to studying – it was dark and rainy this morning, but as of midday its nice and sunny.

Even as finals loom in the minds of our students, we know many of them will be doing an internship this summer, either at home or in another city.  If your Deac will be doing an internship in the DC area, our Washington Office has asked that we pass on this information to you:

“The Washington Office is partnering with OPCD to track WFU students who will be interning in  D.C. this summer.  We are planning several networking events for students and alumni in the D.C. area, as well as other events such as Nats game outings and other fun things. We want to make sure we know which students will be in town this summer, so we have created this google form for students to complete.

If your student is interning in the D.C. metro area this summer, please send them this link – it will take them less than 2 minutes to fill it out and will give us information we can use to include them on invitations in general, and specific events based on their internship location.”

laundry mountainWishing your Deacs all the best as they start finals tomorrow. Soon you will have them home – and we’ll close with a final meme about what you might expect when they get back 🙂

— by Betsy Chapman