Feature: The Class that Changed My Life

Compiled and edited by Su Reid-St. John

There are moments in everyone’s life that have the potential to alter pathways. For each member of a group of College of Arts and Sciences graduates, one of those crucial moments occurred while they were at UVM. They signed up for a course because it was suggested, required, or simply sounded interesting and–bam! That single, brilliant class (and the experience of an extraordinary teacher) became the catalyst for a completely different career path— and another testament to the transformative power of a liberal arts education in which students are encouraged to step outside their comfort zone to explore and discover.

CRISTEN BRAUN ’20 & BEN SMITH ’23

Teachers, Japan Exchange Teaching Program

The Class: Elementary JapaneseThe Teacher: Kazuko Suzuki Carlson

Christen: “Before taking Suzukisensei’s class, I hadn’t decided on my post-graduation plans. As a global studies major with a minor in German, I considered working abroad in a consulate or as a translator but hadn’t solidified the steps to get there. Early in the course, we learned about opportunities to teach English in Japan. That started my own research into English education abroad, and I readjusted my academic plan to pursue an undergraduate certificate in Teaching English to Speakers of Other Languages (TESOL). Initially, my plan was to use my TESOL certificate in a German-speaking country, and during my short time studying abroad (cut short because of Covid), I volunteered at a girls’ school in Austria.

“But I remained in touch with Suzuki-sensei, and her Elementary Japanese and Japanese Culture classes stuck with me. She gave me the tools to prepare for living and working in a foreign country and was instrumental in my applying for Japan’s JET program, which brings in native speakers from around the world as assistants and teachers in Japanese schools. I am in my third year teaching in a rural countryside prefecture and recently signed the contract for a fourth year. I may, in

the future, return to Austria to teach English there as well. I have a passion for language learning and have found that living in the country and culture helps with language acquisition in a way that other methods cannot, so it serves my own personal growth, too.”

Ben: “I entered UVM as a computer science major. To fulfill the language requirement for a B.A., I signed up for Elementary Japanese on the recommendation of one of my orientation leaders. That semester’s class was comprised of students from all different backgrounds and years and was taught by Suzuki-sensei (Senior Lecturer Kazuko Suzuki Carlson). Under her guidance, I began to truly love studying Japanese. I enjoyed the challenge and found it refreshing to study a language that was disconnected from any I had studied before. More Japanese classes followed, and I eventually made Japanese my minor, then my second major.

“During my senior year, Suzuki-sensei organized multiple events at Tuttle Middle School that allowed students like me to teach interested middle school students basic Japanese phrases and lead activities sharing aspects of Japanese culture. I also started tutoring for the Japanese department and became interested in the prospect of language education. I applied to JET (Japan Exchange Teaching Program) which would allow me to spend up to three years teaching English at a Japanese elementary or junior high school. I was accepted into the program and assigned to three schools in Yao City, Osaka, where I have been living since August 2023. Every day has been an adventure, and living in Japan has given me incredible opportunities to continue my language studies. (If you’d like to read more about what it’s like to live in Japan, please read the post I wrote for Suzuki-sensei’s blog.)”

LIV BERELSON ’19

Executive Director, Community Asylum Seekers Project

The Class: Latin American Indigenous HistoryThe Professor: Sarah Osten

“I took several of Professor Sarah Osten’s classes, including Drugs in the Americas, Latin America: History and Memory, and Colonial Latin America. I loved them all, but the most influential one for me was probably Latin American Indigenous History. I’ve always been interested in indigenous history and colonialism and the modern-day issues that remain as a result. I originally intended to go to law school to become an indigenous rights lawyer, and Professor Osten’s classes only pushed me more towards that goal. I have since veered a bit more into immigration law, which has significant overlap, but deals more with the resulting migration than the root causes.

“Sarah inspired me as much with her outof-school endeavors as she did with her class content. During class, she announced that she would be going to the border to interpret for an attorney friend of hers with the Dilley Pro Bono Project. When I graduated, I went down to the border as well and volunteered with the Refugee and Immigrant Center for Education and Legal Services (RAICES), which kickstarted my career in immigration. Sarah’s courses, and courses like hers, are essential because they cover what is often not taught in U.S. public schools about our role in the current state of Latin America. If you want to go into public advocacy, human rights law, social services, or anything in that direction, it’s essential to have facts to back up why your work is necessary, especially when current policy paints human rights as a privilege.”

ART EDUCATION IN PUBLIC SCHOOLS WAS WHERE I SAW MY FUTURE. THEN, MY ENTIRE VISION CHANGED...

ASHLEY BERTOLINO ’20

Master’s Student in Art History, University of Denver

The Class: Arts in ActionThe Professor: Mildred Beltre

“Participating in the Arts in Action program with Professor Mildred Beltre was a defining experience for me. I decided to take the class because I wanted to see New York City’s great art institutions and famed artistic culture, but I had no real aspirations to work in a museum myself. Art education in public schools was where I saw my future. Then, my entire vision changed after three months spent exploring every museum I could possibly find, immersing myself in the enlightening readings Mildred assigned, and walking the spaces of the Brooklyn Museum after hours, a privilege I was afforded given my internship position there. Because of Arts in Action, I knew definitively that I had to work in a museum environment to situate myself amidst the ever-evolving discourse that keeps the art world relevant, fascinating, and critical.

“I am now pursuing a master’s degree in art history with a concentration in

museum studies and have worked at multiple museums and art centers. My thesis is on contemporary socially engaged artwork, with Mildred’s personal project the Brooklyn Hi-Art Machine, at its heart. Typically, a course is only as good as its professor, and I could never shower Mildred with enough praise for opening my eyes to how art moves and shakes the world, how institutions help and harm, and how to look at everything (literally, everything) with a critical eye and an open mind.”

WILLIAM CHEN ’21

Program Manager, Maximus (a technology services company)

The Class: Poetry / Creative WritingThe Teacher: Maria Hummel

“I came to college with the goal of going to law school and double-majored in economics and English for that very reason—I had been told that an English degree is one of the best preparations for law school. I was hoping to hone both my writing and critical thinking skills, so taking Professor Hummel’s poetry class was a no-brainer. Having the opportunity to have both open-ended and guided structures on writing poetry, and having discussions with the rest of the class, made for an enriching experience. I absolutely adored Professor Hummel’s classes and ended up taking four of them. While I was studying with her, Covid-19 happened. The transition to online classes was not easy, but Professor Hummel created an environment where everyone could enjoy a brief respite, discuss ideas as if we were in a classroom again, and share experiences and frustrations.

“While my plan to go to law school was ultimately fumbled by the price point, Professor Hummel’s class opened me to a wide variety of applications. There are very few skilled jobs in this world

that don’t require skill in English—one of the most common things on any job description is the “ability to communicate.” Professor Hummel helped me realize I can take the skills I learned and apply them everywhere. When I was job hunting, the market felt so open to me. That doesn’t mean it’s easy to get a job, but having one now, I understand just how critical the skills you learn in these classes are.”

STEVE DANNENBERG, M.ED. ’19, PH.D. ’23

Chemist, Polysciences (a chemical/biotechnology company)

The Class: Advanced Inorganic ChemistryThe Professor: Matt Liptak

“While it wasn’t just one chemistry class that led me to transition from teaching to chemistry, Chem 231 was hugely influential in my decision. After college, I worked in banking before becoming a middle school science teacher. Then, my wife was accepted into the Larner College of Medicine, and I enrolled at UVM to pursue a Master’s of Education degree in interdisciplinary studies. Since I was allowed to take half my courses in any college at UVM, I enrolled in Chem 231 (Advanced Inorganic Chemistry), taught by Professor Matt Liptak. This class, along with Chem 236 (Organometallics, taught by Professor Rory Waterman), lit a spark in me that ultimately led me to switch careers from science education to scientific discovery. It allowed me to better understand chemical reactivity and gave me a deeper insight into the physical world.

“Professor Liptak was very approachable and his passion for research was evident from the class. During his office hours one day, I expressed my interest in pursuing research opportunities, and he recommended I talk with Rory Waterman. Rory was enthusiastic about my joining his lab, so I began volunteering and was

soon spending all my free time there. With Rory’s excellent mentorship, I discovered that I had a true passion for chemistry research and thrived on the exhilaration of making discoveries in the field. After finishing my M.Ed., I joined Rory’s group as a graduate student studying new methods of forming phosphorus compounds and completed my Ph.D. in 2023.”

AVERILL EARLS ’08, M.A. ’10

Asstant Professor of History, St. Olaf College

The Class: Sex in Modern HistoryThe Professor: Paul Deslandes

“I can still remember what cemented my interest in the history of sex and launched me onto my current career path. I was a junior political science major and Middle Eastern studies minor with aspirations of foreign service. I got into Paul Deslandes’s very popular (there was always a waitlist) Sex in Modern History course. I was passionate about social justice and particularly LGBTQ+ rights

but had, at that point, only taken history courses that supported my minor.

“From the first day of Sex in Modern History, when we discussed what ‘sex’ and ‘gender’ meant and how that had changed over time, I felt like a new world had opened up to me. Over the course of the semester, we talked about the laws and medical models that categorized and regulated sex and sexuality, the activists who organized and advocated for queer rights and bodily autonomy, and the local and global experiences of oppression, resistance, and love. That course grounded my politics in a way that no other had before. The work that I’d been doing in social justice, and the intimate cross sections of sexual pleasure and sexual identities, had histories, and I made it a new life goal to uncover those histories piece by piece. Sex is personal, it is political, and, as I figured out in Paul Deslandes’s class in 2007, it is historical, too.”

I DISCOVERED THAT I HAD A TRUE PASSION FOR CHEMISTRY RESEARCH AND THRIVED ON THE EXHILARATION OF MAKING DISCOVERIES IN THE FIELD.

LAURA FELONE ’17

Legislative Analyst, Wisconsin Legislative Reference Bureau

The Class: Vermont Legislative Research ServiceThe Professors: Anthony Gierzynski, Robert Bartlett, and Eileen Burgin

“When I was a junior, I noticed the application for the Vermont Legislative Research Service (VLRS) course in an Honors College email and enrolled simply because writing policy-oriented research seemed interesting and different from what I had done thus far in college. Getting to do research for the legislature seemed like a cool opportunity and, frankly, a line to brag about on my resume. I was fairly certain at the time that I wanted to be a political science professor and even moved to Wisconsin in 2019 to pursue a Ph.D., but left the program after acquiring my master’s. I’ve since been working for the Wisconsin Legislative Reference Bureau as a legislative analyst—in other words, doing exactly what I did in VLRS, now full time!

“Although my plan for the future didn’t change while I was actively engaged with VLRS, this was a formative experience that helped me see a rewarding alternative career path once I had decided that academia wasn’t the right fit. I knew, based on VLRS, that I had an option that merged my interest in politics and research with my love of writing. By supporting the legislature, I am able to write and research to have impact, arguably more so than I would have had I stayed in academia. I think the VLRS resume line helped me get my current position. You never know which courses can, truly, change your life.”

ADDIENA LUKE-CURRIER ’21

Ph.D. Student in Sociology, Trinity College Dublin (Ireland)

The Class: Global Health, Development, and DiversityThe Professor: Jeanne Shea

“The class that changed my life was the Global Health, Development, and Diversity class taught by Professor Jeanne Shea. I took it during the first semester of freshman year because I was interested in different health systems and health issues across the world. The class gave me a different perspective on how to view the world, particularly through the in-depth analysis of Mountains Beyond Mountains, a biography of Dr. Paul Farmer. My perspective also changed because of the emphasis placed on taking a holistic and interdisciplinary view and understanding the political, economic, and social factors that impact a (health) problem.

“This class is also where I learned the fundamental skills of academic writing and research, which spurred my interest and provided me with a foundation for my entire university career. It gave me the incredible opportunity to meet Professor Shea, who has helped me to get to where I am today. She fostered my interests in research and academia and gave me the opportunity to be a teaching assistant. She also supported me throughout the time I was writing my thesis and collecting and analyzing qualitative data. I believe these opportunities and this support are fundamental to the career I’m pursuing. I am currently in a Ph.D. program focused on addressing the problem of antimicrobial resistance. This program includes teaching, which Professor Shea gave me the confidence to do, as well as working closely within an interdisciplinary team, something I’m comfortable doing thanks to the experience in her class.”

I DIDN’T KNOW EXACTLY WHAT I WANTED TO DO... [SHE] FOSTERED WITHIN ME THE DESIRE TO LEARN MORE ABOUT THE FIELD.

EL MATTHEWS ’24

Recent Graduate (biology major, psychology minor)

The Class: Forensics for Life Science Majors The Professor: Linden Higgins

“I have always been interested in the world of true crime, listening to true crime podcasts, and watching almost all the docuseries I could stream. However, I never saw myself pursuing a career in the field of forensic sciences until I took Forensics for Life Science Majors with Linden Higgins.

I was looking for another biology elective to fill out course requirements when I saw the course description for a new forensics class—and it just happened to fit right into the schedule I had already laid out.

“Before taking this course, I always saw myself going into medical research. I knew that whatever career I chose in that area, I wanted to help people, but I didn’t know exactly what I wanted to do. Professor Higgins not only fueled my love for forensic science, but she also fostered within me the desire to learn more about the field. I now know I want to contribute to making forensic science a “better” science. Forensics is flawed, but I did not know how flawed it was until I took this class! This class stimulated so many new questions for me. Now, I plan to pursue a master’s degree in forensics sciences. Someday, instead of listening to true crime podcasts, I hope to be a forensic scientist or even an autopsy technician.”

REBEKA MENDELSOHN ’23

Labor Organizer, Workers United RRJB (Beginning chemistry Ph.D. this fall)

The Class: Organic chemistryThe Professor: Sandy Wurthmann

“Because of my desire to care for others, my high school teachers encouraged me to explore early childhood education. It wasn’t until I got to UVM that I began to look to subjects like chemistry that challenged, scared, and excited me. It was with this mindset that I enrolled in Sandy Wurthmann’s Organic Chemistry in my sophomore year. Taught entirely online due to Covid, it was rumored to be one of the most challenging courses at UVM. But Sandy created a community in a way I had never experienced in previous classes, and I excelled. I realized I had been denying myself an education in what I wanted to study because I wrongly believed I didn’t have the ability to thrive in a scientific environment. By the end of the semester, I had met with Sandy about either pursuing a Ph.D. in chemistry or going to graduate school for secondary education.

“In my junior year, I was offered the opportunity to rework a professional development course in chemistry taught by Professor Chris Landry. This came after I disregarded the prompts for a final paper that asked us to tackle professional and diversity questions within chemistry with too few resources; instead, I proposed a new curriculum. It was within the chemistry department that I found myself. I saw the work that was needed, socially, to advance the department and began to explore the activist aspects of my personality. Today, I am an entirely different person than when I started at UVM.”

PRESTON MURPHY ’20

Music Teacher

The Class: Creating Music for VideoThe Professor: Patricia Julien

“I was a music education major and had an extra space one semester. Since Patricia is a fantastic teacher and great person, I thought it would be fun to take her Creating Music for Video class. As a music education major, I planned to go into teaching after graduation, but the course was a lot of fun and I realized that composing for video was an outlet I wanted to explore. After graduating in 2020 at the height of Covid, I didn’t want to go into public teaching at that point given the climate. So, I looked into grad school for music composition for movies, TV, and video games. Patricia was an amazing resource, connecting me with an alum living in Los Angeles and working in the film industry as a composer. That conversation led to grad school applications, and, in the fall of 2021, I moved out to Seattle, where I’m living now.

“Ironically, I’m now working as a teacher giving private lessons, as I realized during grad school that while I like writing music, it isn’t something I want to do full time. I also really missed teaching. But I wouldn’t be out here if it weren’t for Patricia’s class. I love it here and really enjoy everything I’m doing musically, so I’d absolutely say her class was one of the most impactful ones I took at UVM.”

I REALIZED I HAD BEEN DENYING MYSELF AN EDUCATION IN WHAT I WANTED TO STUDY BECAUSE I WRONGLY BELIEVED I DIDN’T HAVE THE ABILITY TO THRIVE IN A SCIENTIFIC ENVIRONMENT.

CORA SMITH ’23

Legislative Intern, Vermont Natural Resources Council

The Class: Community News ServiceThe Teacher: Carolyn Shapiro

“I decided to take the Community News Service (CNS) class because of a political science class I took in which I learned that towns with higher local news coverage are more civically engaged.

I’m fascinated by how complex issues such as climate change and the housing crisis are communicated to the public. Learning the journalism ropes seemed like the perfect fit, and CNS was particularly exciting to me because it’s so hands-on. When I heard I would be partnered with a local newspaper and actually publish articles for them, I was hooked. Before taking CNS, I wanted to work for an environmental lobbying group or for a senator or representative in Congress. But after taking the class, I decided to go into solutions journalism. I want to cover stories that highlight communities that are addressing climate change, whether through a community garden or a townwide effort to transition to renewables.

“I’m currently the legislative intern for the Vermont Natural Resources Council. I track bills in the State House on Act 250 (Vermont’s land use bill), the Renewable Energy Standard, and protections for wetlands, river corridors, and floodplains. I’m learning a lot about how science and politics mix. I’ve just applied to Report for America, an organization that pairs young journalists with local news outlets across America. I’m excited to live in another region of the country and to get to know a new community through in-depth reporting.”