The College Debates and Discourse Program at Virginia Military Institute continued its development throughout the fall semester, beginning with a partnership with the State Council of Higher Education for Virginia and the national College Debates and Discourse Alliance.

Sedona Dancu '25 thrives in VMI's demanding environment. From balancing soccer practices and cadet duties to growing in faith as a cadet chaplain, she credits VMI for teaching her discipline and time management.

Through resources like the Miller Academic Center and academic advisors, Terrell Jackson stays on top of his studies while mentoring teammates and maintaining relationships between athletics and the Corps.

Finding VMI and all it offers was by chance. While looking at options for college, Benjamin Fong '27 sought out an ROTC scholarship. That meant selecting schools with ROTC options. He clicked Virginia Military Institute but had never heard of it.  

Katie Grochalski ’24 found that rifle served as her own personal time, something that she could devote only to herself. The solid black powder, the popping of rifles, it had a calming effect on her, so much so that she could even fall asleep at the range.  

Cadets taking this new course study risk factors that youth can face, and how those risks manifest in the physical body, particularly the brain. Cadets also learn to identify conditions that safeguard against risk, and examine programs and policies that focus on positive youth development.

Grant Swinehart knows a lot about dedication and it’s something that VMI head football coach Danny Rocco recognized. Prior to the season, Swinehart was awarded the number 0 which is a new tradition started by Rocco. Each year, number zero will be given to the captain of the special teams.

Leadership is one of the foundations of Virginia Military Institute. The concept is something Anthony Cruz Fernandez-Grimes ’25 is exploring for his summer research project.  

This summer, Caragh Osborne ‘24 is conducting a study focused on anxiety symptom scores among athletes and non-athletes, examining the impact of family influence on the decision to attend college and its potential correlation with anxiety levels.  

Claire Curtis focused her Honors Week discussion on two fairly common learning differences: ADHD, which is characterized by hyperactivity, inattention, and impulsiveness; and dyslexia, a disorder personal to Curtis, and characterized by issues in reading, writing, and understanding written language.