As we approach the end of the semester and prepare for the much-anticipated summer break, there is one last challenge that all college students must confront: Finals week. This week is right around the corner, and so is the possibility of experiencing burnout. While college students face stress and anxiety throughout the semester, burnout often peaks during finals or in the weeks leading up to it.

Moreover, nothing increases the fear of failing your classes or lowering your GPA more than a cumulative final exam. To reduce a student’s burnout and emotional and mental strain, final exams need to be non-cumulative. 

Finals week is universally disliked, and for those students who have to endure heavily weighted cumulative finals in their classes this semester, the week becomes even more intimidating. Even with the helpful resources and events provided by UMaine clubs and organizations during the days leading up to final exams to give students a break from academics, the reality of starting or continuing exam reviews and preparations will eventually set in. 

It is understandable how being overwhelmed can easily turn into burnout, considering the significant amount of material that students need to study, especially if they are required to do so by multiple professors. Expecting students to scramble to find and review past assignments and readings weeks before a final exam in order to recall every detail from an entire semester, rather than concentrating on current material, is counterproductive. 

Midterm exams are already designed to assess students on the content covered in the first half of the semester. Therefore, a cumulative final exam is redundant, repetitive and unnecessarily time consuming, as they require students to be re-evaluated on content they have already been tested on.

While final exams can work in favor of some students by boosting their grade, they can have the opposite effect on those who did not do so well in their midterms. For that reason, there is no need to burden students with additional pressure by revisiting content they have already been assessed on in addition to new material. 

Without cumulative finals, students would experience less burnout, decreased stress and anxiety related to cramming a semester’s worth of information into a short amount of time, more opportunities to participate in and actually enjoy activities meant to take a student’s mind off worrying about finals and they would be less concerned about calculating their final grades in class. 

The key to successfully navigating finals week and preventing students from experiencing extreme burnout while maintaining their grades is to implement non-cumulative final exams. By introducing this type of final assessment in most, if not all classes, students would not have to experience the stress of “surviving” finals week, as this alternative approach would be more manageable

As we approach the end of the semester and prepare for the much-anticipated summer break, there is one last challenge that all college students must confront: Finals week. This week is right around the corner, and so is the possibility of experiencing burnout. While college students face stress and anxiety throughout the semester, burnout often peaks during finals or in the weeks leading up to it.

Moreover, nothing increases the fear of failing your classes or lowering your GPA more than a cumulative final exam. To reduce a student’s burnout and emotional and mental strain, final exams need to be non-cumulative. 

Finals week is universally disliked, and for those students who have to endure heavily weighted cumulative finals in their classes this semester, the week becomes even more intimidating. Even with the helpful resources and events provided by UMaine clubs and organizations during the days leading up to final exams to give students a break from academics, the reality of starting or continuing exam reviews and preparations will eventually set in. 

It is understandable how being overwhelmed can easily turn into burnout, considering the significant amount of material that students need to study, especially if they are required to do so by multiple professors. Expecting students to scramble to find and review past assignments and readings weeks before a final exam in order to recall every detail from an entire semester, rather than concentrating on current material, is counterproductive. 

Midterm exams are already designed to assess students on the content covered in the first half of the semester. Therefore, a cumulative final exam is redundant, repetitive and unnecessarily time consuming, as they require students to be re-evaluated on content they have already been tested on.

While final exams can work in favor of some students by boosting their grade, they can have the opposite effect on those who did not do so well in their midterms. For that reason, there is no need to burden students with additional pressure by revisiting content they have already been assessed on in addition to new material. 

Without cumulative finals, students would experience less burnout, decreased stress and anxiety related to cramming a semester’s worth of information into a short amount of time, more opportunities to participate in and actually enjoy activities meant to take a student’s mind off worrying about finals and they would be less concerned about calculating their final grades in class. 

The key to successfully navigating finals week and preventing students from experiencing extreme burnout while maintaining their grades is to implement non-cumulative final exams. By introducing this type of final assessment in most, if not all classes, students would not have to experience the stress of “surviving” finals week, as this alternative approach would be more manageable

It’s that time of the semester, once again, when students are creating their class wish list on MaineStreet, meeting with advisors for advice on courses, receiving the enrollment pin and beginning the enrollment process for the Fall 2025 semester. Some students find the registration process to be straightforward, quick and stress-free, while others may find it overwhelming and challenging, particularly when course lists are outdated. 

Although some departments have revised their curriculum, these updates have not been reflected on their websites. This is evident in the International Affairs (IA) Department and the Women’s, Gender and Sexuality Studies (WGS) departments. Some of the courses previously available in each of the eight thematic concentrations within the international affairs minor are no longer offered. For example, some of the classes listed as primary courses for the concentration in global women’s, gender and sexuality issues are no longer available or have been replaced with new courses that have not been listed on the website. Though the WGS department has revised its Fall 2025 Course List, the IA department, which offers the same courses for this specific concentration, has not yet updated its list to reflect these changes. 

This issue is also evident in the Communication and Journalism (CMJ) department and its curriculum. For instance, the course CMJ 332 – Public Affairs Reporting and Research is listed as a professional course requirement option but is not currently being taught. Despite this, it is still included as an option for fulfilling the requirement of taking two or more courses or six or more credits that go toward the journalism major. This situation can be frustrating, especially when there are only five courses to choose from and uncertainty about their availability in the fall, spring, or summer semester, or at all. It can also be quite disheartening if you are limited to undesirable choices and your preferred class, though listed as available, is actually unavailable indefinitely. 

Students are already busy with their current class assignments and exams, and they don’t need the added stress of having to figure out next semester’s courses and make sure they fit into their schedule. They should not have to search for classes or email advisors or department heads just to confirm that these courses are still being offered in any semester. 

Searching for classes that align with your schedule next semester, scheduling meetings with advisors, creating a wish list and ultimately enrolling in those classes are significant tasks. It is unnecessary to complicate this process by displaying courses that are no longer available for students to take that go towards a major, minor or concentration. Outdated class listings can delay students in any academic year and in any area of study during the enrollment process.

Although mandatory general education is necessary for a comprehensive education, these courses should be offered at a lower cost. Studying and completing endless coursework for classes that are unrelated to your major, minor or concentration can be incredibly tedious, daunting and frankly boring. Many students also view the assignments in these classes as mere busywork rather than meaningful work that will directly help them in their future endeavors. Students are already unmotivated by this extra and oftentimes unrelated work, and they should not have to bear the financial burden of these courses on top of that.

According to the University of Maine’s Office of Institutional Research and Assessment, “The Core Curriculum (previously called General Education) at the University of Maine makes up one third of a student’s academic experience. UMaine’s Core Curriculum prepares students to enter the world as leaders. The program consists of nine requirement categories that shape students into holistic learners and problem solvers. The competencies exhibited through these requirements help students develop skills that they can take with them beyond graduation as valued community members.” 

 It is important to understand that to some degree, UMaine’s Core Curriculum is commendable and necessary in preparing students to “enter the world as leaders,” providing graduates with the skills needed to work in a career outside of their initial area of study or employment.

According to a 2024 Lumina Foundation article, “For example, in some professional fields—medicine, engineering, law, and accounting—it’s easy to see the path to a job. But not always: A study by the Federal Reserve Bank of New York found that fewer than one in three college graduates work in their field of study. Other sources put the figure higher, but still only 46 percent.” 

Though this approach to supporting and ensuring student success is certainly beneficial for recent college graduates who are currently facing unemployment or underemployment, the cost of implementation may not always be financially friendly to the majority of students. 

As college students, soon-to-be college graduates, we have all thought about whether spending this much money, time and effort on a course that has nothing to do with our majors, minors or concentrations is worth it. The cost of these courses is a major financial concern that can deepen that financial burden, especially for out-of-state and/or non-traditional students. While higher

education institutions have a valid reason for wanting students to graduate with a well-rounded education rather than just expertise in a single area of study, students should not be required to pay high fees for general education courses that may or may not directly benefit their future careers.

Installing additional lamp posts can enhance campus safety. Increased lighting can be particularly beneficial for students who commute by foot, especially if their walk is long, takes place during later hours, or is accompanied by harsh weather conditions. 

A short walk around campus during daylight hours is generally not a problem. Even with chilly weather, light rain or minor wind gusts, it is still mostly safe. However, if your walk is much longer, takes place after the sun starts setting, usually around 4 to 5 p.m. and with heavier winter weather conditions, it is a completely different experience that is more likely to present consequential outcomes. 

“I am more susceptible to falling because of the lack of brightness around me. I guess the only reason I don’t fall is because of specific lights in certain areas,” said Rylee Holmquist, a second-year international affairs student at the University of Maine. 

Students should not have to rely only on certain areas of light to find their way around campus or know that they are going in the right direction. 

“It makes it a lot harder for me to walk at night, especially as someone who lives on the York side of campus but has to work during the later hours at Hilltop Dining, which is on the opposite side of where I live. It’s also more challenging walking at night because it’s harder to see the area around me and the sidewalks are not always even or clear,” said Holmquist. 

UMaine should take this concern seriously, as it is crucial in possibly preventing potential injuries for students. 

According to the Office of Facilities Management’s Campus Overview and Infrastructure Summary for outdoor lighting, there are 473 poles and 761 lamps illuminating the entire 660 acres of UMaine’s campus. 

“A lack of lighting makes late-night walks spooky at best and dangerous at worst. Walking alone back from the gym, I’m always on high alert as I scramble to find the safest path back. This is also at 5 p.m., mind you, this is winter and it gets dark fast. My friend also has to use a cane/roller to get around, so it’s extra dangerous for them to get around this time of the year,” said Amy Bradford, a second-year anthropology student at UMaine.

Despite these numbers, there are many locations on campus that are poorly lit. A few examples of dimly lit spots include the areas near Hitchner, Nutting, Libby and Aubert Hall. 

“As an upperclassman, it’s not as bad, but as a freshman who doesn’t know the campus as well, it can be scary. Even when it’s not a physical danger, it’s just unwelcoming to look out at the dimly lit campus and hardly be able to see anything,” said Bradford. 

This simple structure can offer a sense of security for everyone. Therefore, increasing the number of lamp posts can provide peace of mind for students and improve overall campus safety.

The University of Maine’s Student Accessibility Services (SAS), which is meant to support students with disabilities, is failing. Not only are they barely meeting the legal accommodation standards, but it also seems as though fixing these services is not an imminent issue for them when it should be. Not to mention, its office is located on the least-accessible part of campus. UMaine is known for its constant renovations and constructions, yet none have recently gone toward improving or adding additional accessibility services in both academic and residence halls for disabled students. 

SAS previously had a van service program that shuttled disabled students around the campus, but this was discontinued. Immediately reviving this initiative will make transportation easier for students with disabilities to get to their classes, especially during harsh weather conditions. 

The disability community cannot achieve academic success if their needs and accommodations are not met. Without the proper services, such as elevators, ample space in non-single-occupancy restrooms, wheelchair ramps and an increase in accessible-designated parking spaces, students with disabilities may not be able to take required classes if they are held in certain buildings. 

South Stevens Hall, an academic hall, does not currently have an elevator. To make matters worse, the only bathrooms are also located in the basement. This is in no way accessible to students with physical disabilities. 

Residence Halls such as Cumberland, Gannett and Androscoggin lack sufficient space in their elevators and bathrooms for students who are wheelchair-bound. Aroostook and Kennebec Halls lack wheelchair ramps. Even UMaine’s renowned Harold Alfond Sports Arena’s student section is not wheelchair-friendly. 

While clubs and organizations related to the disability community, such as the nonprofit organization Disability on Campus, continuously hold meetings, rallies, fundraisers, bake sales, movie nights and arts and crafts nights to raise money for funding and gain support for this cause, it seems as though the administrations in control of remedying accessibility failures are not listening. 

According to UMaine’s Student Accessibility Services, “SAS provides students with reasonable accommodations and services to ensure equal access to education as intended by Section 504 of

the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, and the ADA Amendments Act of 2008.” 

However, these fundamental needs have not been fulfilled, which I can imagine is frustrating for those students who are legally entitled to have access to it. 

Using the excuse of this campus being old is not acceptable because they should have removed these physical barriers years ago. Both UMaine and SAS Administrative intentions to support and protect a student’s on-campus well-being by providing “reasonable accommodations and services” would be more believable if they were more proactive and eager in improving these faults on school grounds that significantly impact the disability community.

The University of Maine needs to build another recreation center near York Dining. Living on the York side of campus means enduring a longer commute to get to the New Balance Recreation Center, located on the Hilltop side of campus, which can be particularly challenging during the winter months with freezing temperatures and heavy snow. 

This can result in decreased motivation and possible injury for students who have to make the trip on foot to the gym. Walking in the snow is already a strenuous activity, to say the least. 

There is also a huge risk of being injured from falling due to the walkways not being properly shoveled and salted at times. There would be zero motivation and a lot of hesitation when even thinking about trying to make the trip.

Constructing an additional gym will save students who live further away the time, energy and the possibility of an injury from going back and forth between their dorm and the center, especially during harsh weather.

Having another fitness center will also reduce overcrowding and equipment shortages during peak hours. It could also potentially be more manageable if there are two centers to split the number of people in attendance, thereby encouraging more students to attend. 

The cost of the New Balance Recreation Center’s construction amounted to $25 million, which, in comparison to other university revamps, was less costly. Judging by this amount, establishing another fitness center that includes most of the same services and amenities would be a fairly reasonable ask and campus addition. Close proximity, easier accessibility and a lower probability of injury are the greatest motivators for students to make the effort to walk to the gym, especially during undesirable weather conditions. 

UMaine needs to prioritize allocating funds to build another gym on the York side of campus for students who simply request easier accessibility to fitness facilities.

The University of Maine campus is failing to house new students and meet the needs of current students for improved housing accommodations. Current on-campus housing options are limited, and the influx of first-year students disrupts the long-overdue need for increased housing.

According to the University of Maine System (UMS), “UMS will start the new academic year with its highest enrollment since 2021 as a result of region-leading affordability and new initiatives to advance student access and outcomes.”

It seems that these “new initiatives to advance student access and outcomes” for the 2024-25 academic year do not include improving or expanding on-campus housing.

UMaine’s requirement of having first-year students live on campus subjects new students to undesirable housing conditions and pressures other students into finding off-campus accommodations. Incoming students could apply to waive the on-campus requirement, but even that exemption is only granted if they meet certain criteria.

As a second-year out-of-state student, securing a designated break housing residence hall is competitive enough, but finding off-campus housing that is in close proximity to the University iseven more challenging. This advised option of turning to off-campus accommodations is a problem, not a solution.

 University’s current solutions, while helpful in some regard, are temporary fixes that are at the expense of other students. Currently, common areas in residence halls have been turned into makeshift dorms while other students have been temporarily housed in UMaine’s Hotel Ursa or the Orchard Trails apartment complex, an off-campus option.

Knox Hall, a current freshman residence hall, is just one of the many first-year designated dormitories that has converted its common areas into temporary double and even triple-room dorms. Other double-room dorms have also been turned into triples.

As someone who used to reside in Knox Hall during my freshman year, the common areas are in no way, shape or form suitable as a long-term room. Taking away the common areas, the place where floor residents can all come together, also lessens the sense of community, which is important for a first-year student’s college transition.

As the University continues to address the overflow of students, it is clear that new and current students are finding it difficult to access desired on-campus housing accommodations, and temporary accommodations won’t fix that.

UMaine has bitten off more than they can chew when accepting first-year students, and if this record number of incoming students continues into the next academic year, UMaine needs to change their current options to provide more adequate on-campus housing accommodations that benefit all students.