Laptops: How Much Are They Really Doing For Education?

Tyler Powell

In this modern digital age, especially with the advent of ultra-portable laptops, it is nearly impossible to go anywhere in the US without seeing a computer. College campuses have by far some of the densest populations of computers since every student has at least one and most buildings have a local array of desktops. A classroom may be packed full of students furiously typing the notes into their various word processors so that they can later take their laptop to the library and print them off. Is this really what goes on though?

Carrie Fried reports on a recent survey of two classrooms regarding the use of laptops during class. When students were asked what they found the most distracting in class, 229 of the 359 students who responded reported that laptops were the biggest distractions, whether it be an other's laptop or their own. Many of the students who had laptops reported using it for purposes other than taking notes, purposes like checking emails, instant messaging, and playing games.

Professors have recognized this rising distraction and have put forward efforts to stop it. Some professors have completely banned the use of laptops in their classrooms, while others require their students to sign a contract stating how they may use their laptops during class time before they are aloud to use them.

On the other hand, a college can't require their students to buy expensive laptops and not expect them to use it however they wish. It is not fair to the student to be told what to do with their property. Therefore, it must be the responsibility of the student to pay attention in class and the responsibility of the professor to make the class interesting enough to warrant his or her students' attention.

Grades: What are the Causes that Bring it Down?

By Michael Kang


A student's grade, along with gpa, is allowed freedom to fluctuate, in either direction. But what causes grades to drop when students may just as well be studying with the many free times he or she has?

According to the Milwaukee School of Engineering's website, there are many factors that effect grades and some are more obvious than others. Along with common belief, stress is, yet again, a key component to grades. According to research done by the University of Minnesota, "Students who reported a minimum of eight sources of emotional stress possessed an average GPA nearly .6 lower than those who did not." Binge drinking is also said to have affects where those "[s]tudents who drank excessively at least once in the previous two weeks had, on average, a GPA nearly .3 lower than those who did not." Although some may say that it is obvious that those who drink recklessly will have negative side affects, there is one situation that I believe not too many people know about. The University of Minnesota's researchers also noticed that "[students who looked at screens], [w]hether it be the television, videogames, or computer time, reported spending four or more hours in front of a screen had an average GPA over .25 points lower than students who spent an hour a day in front of a screen."

Unfortunately, with technology growing day by day, creating less "screen time" is becoming more difficult. Universities nation wide are relying more on the use of computer submitted assignments and tests, along with email being the primary means of communication.

Language conflicts in multicultural texts

Bud Whitley

Christopher J. Lucas discusses the phenomenon in the late 1980’s and early 90’s were some members of the academic world were trying to make curriculum more divers and multicultural by including litterateur from more sources than “dead white men.” These members had a goal to give students a more rounded curriculum and expose them more diverse cultures and fields of study. However, many of these college professionals over look the fact that a number of multicultural books do not translate well into an American culture.

A translation occurs when a language barriers disrupts the directly translating works of literature from one language to another. Translating into English often times causes works to lose a great deal of connotation and meaning, not to mention literarily phrases and techniques that do not exists in the English language. Literary techniques such as alliterations, similes, and metaphors loose all meaning when translated directly, causing the works to make far less sense than originally written.

The fact that many of the books and poems and speeches contain values and beliefs not normally held in American culture cause another issue in the incorporation of such works. These conflictions of beliefs lead to confusion and misrepresentation. If improperly taught, some highly prejudice works from other countries might give the incorrect impression that all people from that country think and feel the same way. Aspects of the movie “Borat: Cultural Learnings of America for Make Benefit Glorious Nation of Kazakhstan,” although a comedic satire, could be misinterpreted to suggest that all people of Kazakhstan have horrible prejudice for a particular race of people. With this possible danger on the horizon, great care needs to be taken when incorporating translated works into a previously strictly European culture.

Online Colleges

By Sami Ahmed

When I turned on my TV a few weeks ago I noticed that there were three commercials for separate online colleges within a time span of five minutes. With the current growth of technology, online teaching is becoming more popular and accessible. Some of these online institutions, such as the University of Phoenix, have been devoted to online teaching. As a student in a traditional style university, Georgia Tech, I felt jealous, if not angry, at how a person can be in the comfort of their home in order to get a college degree while I have to be in this uncomfortable setting hundreds of miles away from my home, family, and friends. However before one starts criticizing the legitimacy of such online institutions, they should realize who these colleges appeal to.

The traditional university appeals to students who have just successfully graduated from high school and are looking for a college where they can study a specific field in order to get a job that suits them in the future. Online universities appeal to a completely different genre of people. The type of people that the online universities commercials are aimed towards tend to be adults who did not obtain their college degree and are already to embedded in their life and job to be a full time student. This means that these colleges aren’t there to make the future workers of tomorrow, but rather the current day workers a little better.

When analyzing the different University of Phoenix commercials, such as the one below, I realized that the commercial is tailored towards an audience that I don’t belong to: parents, army veterans, and people in the current workforce.

Rankings matter?

Gabriel Garza

There are more than 2600 accredited universities in the US, therefore there has to be a way to rank them. Since the early stages of Higher Education in America, there has been a ranking that encourages development, competition, and helps compare the quality of the institutions. When choosing universities, most students base their decisions on the rankings; however, many people no not agree on the rankings and say that the student’s performance will depend on other things and not on the university they attend.

 

Since the foundations of Higher Education Institutions in America, rankings have been the key factor to compare universities. An article from Campus Corner states that to create their school rankings, “U.S. News rates schools on seven unique criteria: peer assessment, student retention, faculty resources, student selectivity, financial resources, graduation performance, and alumni giving.” This may sound accurate, but these most popular rankings have the reputation of not being that precise.

 

The peer assessment category for examples bases its decision on subjective opinions, making it illegitimate. Another example is the faculty resources. Like an article from StateUniversty.com states: “Many students can tell you that grad assistants or TAs teach about half the classes for full time professors. Judging the quality of professors by how well they are paid or what degrees they hold is extremely superficial and often misleading. These rankings do not, in any way, give you information on the quality of the instruction you are likely to receive.” A research made in UCLA about 'How important are college rankings in students’ demonstrated that only 16.4 percent of the student's decision was made because of the rankings, compared to 57.4% given to the good academic reputation that the university had. There are many factors that affect the quality of Higher Education Institutions, but definitely the rankings are not the most important. 

Rethinking Higher Education

David Lai

In a recent Newsweek article, author Robert Zemesky presents a seemingly simple yet radical solution to the problems of rising tuition: a three year (instead of the traditional four year) degree program. Zemesky begins by observing that almost everything around us – technology, medicine, and politics – is constantly evolving. However, the principle practices surrounding higher education has maintained relatively constant for decades. According to Zemesky, “It’s more than just tradition; in our teaching we have made sticking with the tried and true a practical obsession.”

His plan is to make three years the standard length of time to obtain an undergraduate degree. To accomplish this, he suggests that degrees should require 90 credits instead of the current 120. To compensate for the reduction in courses, realignment would need to occur on the high school level as well as the university level. He observes that “too many of our best high-school students find their senior year boring and a waste of time.” This year, he suggests, could be used to accelerate students with truly challenging courses.

Zemesky’s plan also outlines transformational changes to the collegiate curriculum as well. He suggests that “students earning a three year baccalaureate degree would sign up for a program of study in which much of the course work is sequenced, as well as prescribed. Students would find themselves part of a cohort, a group of students who take most if not all of their courses together, learning as much from each other and their collaborative projects as they learn from the formal lectures and lab sessions they attend.” Furthermore, his plan includes the elimination of lecture-style teaching methods for ‘skill courses’. Instead, students would learn from “self-paced learning exercises with high-speed computers delivering instruction, assigning problems and exercises, and then checking the students' homework. When ready, students take their final exams and receive credit for the course, all without attending a single lecture.”

In another article, former Tennessee governor and University of Tennessee president Lamar Alexander called the three year degree the “higher-ed equivalent of a fuel efficient car,” as opposed to the current “gas-guzzling four year course.” His plan does away with the traditional “fall-to-spring school year,” which hasn’t changed much since the American Revolution. He claims that a typical college uses its facilities for academic purposes a little more than half of the calendar year. He continues by remarking that "while college facilities sit idle, they continue to generate maintenance, energy, and debt-service expenses that contribute to the high cost of running a college."

While both plans suggest radical change to higher education as we know it, the benefits of the three year degree make it hard to ignore. American universities, widely regarded as the best in the world, need to undergo transformational change to ensure that the worldwide competitive edge is maintained. Revamping the four year curriculum is a good first step.

Independence: One of College's Great Illusions

Tyler Powell

Part of the grandeur of college life is the thought of finally being independent for one's parents. A student can drink, gamble, eat unhealthily, throw parties, be quiet or loud when desired, and so on now that his or her parents are no longer nearby to set rules. The only restrictions on students are those they put on themselves.

However enticing this may seem, it is not the case in most colleges. In the past, as is made clear by Gavin Henning, colleges ruled over their students using the In Loco Parentis, which is latin for "in place of the parents." In Loco Parentis was established in 1913 by a Supreme Court decision for the case Gott v. Berea, giving colleges the responsibility of picking up where the parents left off. Even though it was later overturned in Dixon v. Alabama Board of Education (1961), students still do not have complete independence.

Students are provided dorms to sleep in, dining halls to eat at, and various other amenities. In many cases, these expenses are covered by the parents, along with some tuition loans. At some colleges parents can keep an eye on the students grades just by creating an account with the college online. Colleges have the power to put students on academic probation if their grades drop in order to shape them into hard workers. Students even maintain some control over each other through personal advise or elections of hall leaders. Where students may gain some independence from their parents, others keep them in check with academic or personal standards.

Professors responding to swine flu

Bud Whitley

Swine flu, also known as the H1N1 virus, has reached a very serious level of infection. According to Jackie Calmes and Donald G. McNeil Jr. of the New York Times, “President Obama has declared the swine flu outbreak a national emergency…” The H1N1, especially prevalent in college campuses, mostly infects students who live in dorms. When students catch the virus, they become subject to many symptoms that prevent them from completing work such as aches, fatigue, and an overall feeling of being rundown and unable to function.

Professors who are flexible and willing to allow students to make up work with ease, even if they require a note from the school health services or the dean of students would help ease this burden. However, some professors still resist such policy and do not provide students with the adequate materials necessary to recover from the sickness. Instead they tell the students to find alternative sources to learn material, telling them to “read the book” or “copy notes from other students,” rather than getting the students the information directly. This causes some information to be missed or lost in translation, leaving the sick student behind his or her classmates. Missing only one day does not cause that much of a laps, however with the H1N1 virus, students may miss anywhere from 3 to 5 days, where missing lots of material can really add up. College administrators have the responsibility to enact policies that would regulate the treatment of sick students in order to allow them to recover academically as they recover physically.

Academic Dishonesty: What is it and What can be the Punishments

By Michael Kang


Many college students claim that their first semester as a freshmen was the most difficult for they had to adjust to the new environment, both socially and academically. Academically adjusting to this new environment will cause stress and, ultimately, create a "fork in the road" where one way leads to a good decision and the other, a bad decision. If students decide to take the route of bad decision, in the long run, consequences will soon present itself. Although, in the short run, students may be able to "out run" the consequences of academic dishonesty by taking the bad route, in the long run, the punishments for academic dishonesty will catch up and take place.

In universities, world-wide, accounts of academic dishonesty always take place. Fortunately, there are those who get caught and are taught valuable lessons. But what one considers cheating can be different than what others consider to be cheating. What is the definition of academic dishonesty? Northwestern University, on their website, state the "7 Definitions of Academic Violations," of which, "obtaining an unfair advantage" is one. "Obtaining an unfair advantage," according to Northwestern University consists of "stealing, reproducing, circulating or otherwise gaining access to examination materials prior to the time authorized by the instructor; stealing, destroying,d effacing or concealing library materials with the purpose of depriving others of their use" and so forth. Out of seven categories under the "Definitions of Academic Violations," "obtaining an unfair advantage" appears to be more stressed for it contains the most rules of what constitutes an "unfair advantage."

Academic dishonesty, no matter what university around the word one attends, is still frowned upon and one will be given punishments stated in the university's policies, if it violates any of the agreed upon terms.

Overqualifed Professors

By Sami Ahmed

As a freshmen student in Georgia Tech, sometimes I feel that some of my professors are overqualified to teach me basic classes, e.g. Calculus II. My particular Calculus II professor teaches only two classes during the fall semester of 2009, Calculus II and some senior level class. He seemed to be really involved in his research and work as well. I really like my professor, don’t get me wrong, but sometimes I feel as if he is “too smart” for me. Whenever he would teach, he would occasionally say things that are too advanced for the classroom that we haven’t discussed yet. It’s not necessarily his fault, he already knows all the things he is teaching us in class plus more and it’s hard to distinguish what material your students’ already know, and the material your students’ haven’t learned yet. Universities should look into hiring few professors who aren’t extremely advanced in their field so that when they teach their classes, they don’t accidently say things that are way advanced for the class.

Transfer Students

Gabriel Garza

Many high school students experience a lot of pressure because of college applications. Many of them work very hard during high school and sacrifice a lot of things to have the opportunity to enroll in the top universities. There are also well-balanced students that sometimes do not have enough merits to be accepted in the best universities. Although many people think that high school is the most important period to get the chance to enroll in a top university, there are other better ways to manage to graduate from this institutions without going through a difficult time during high school.

 

Enrolling in a good university since freshmen year is a great benefit. To be a dedicated student during high school has its rewards, and it is definitely a great preparation for your college years. Many students feel that high school is the only chance to get into a top university; therefore they dedicate themselves excessively to achieve it. The article from eHow mentions: “You have to have a blistering GPA, your SAT scores off the charts, be captain of your sports team and still find time to volunteer.” In other words, many students receive a lot of pressure from this, and do not take advantage from their wonderful high school years.

 

Receiving a degree from a top university doesn't necessary means that you have to do all this. There are some other ways to achieve this goal.  Students can enroll in a not too good university for your first two years of college and focus on their grades to then apply as a transfer student to a better university. This will help you to enjoy your high school years and focus on your college degree until you actually get to college. Wayne Washington states in his article: "Applying to college, never a simple process, has evolved into a costly, confusing journey. There are application fees, standardized-test fees, travel costs to visit a school, application deadlines, essays to write, recommendations to get and federal aid and state residency forms to complete." Applying as a transfer student the last two years has also its cost benefits. Most of the times, the top universities are too expensive, that's why just paying that type of tuition for the last two years instead of four is way better. Considering being a transfer student since you are in High School could be a good idea if you manage to plan it well. 

Do the ends justify the means?

David Lai

The recent increase in college tuition has been a major problem facing students everywhere. Even in a declining economy, the average price of a bachelor’s degree is now higher than ever. And to add to the problem, available financial assistance hasn’t increased at the sharp rate that tuition has. According to Finaid.org, four-year undergraduates leave college with an average cumulative debt of $27,803, while graduate and professional students borrow anywhere from $30,000 to $120,000.

Such large debts are hurting new college graduates, especially those who can’t find work in their fields. According to Liz Weston, “Many newly minted graduates find their loan payments are so big that they can't save for other goals, such as a house or retirement.” In addition, according to Christine Dugas, “the sour economy is preventing employers, parents and relatives from helping those who are behind on payments.”

Even bankruptcy doesn’t present a way out of the accrued debt. According to Dugas, “Bankruptcy law allows for discharges of credit card debt, car loans and even gambling debt, but not student loans.” Instead, the graduate must attempt to claim “undue hardship,” which requires debtors to file a lawsuit against the creditors. This process alone costs thousands of dollars to arrange.

Prospective students need to be informed of the implications of potential debt before selecting a college. While many advisors advocate that tuition cost shouldn’t play a role in the college selection process, the reality of the situation is that there are far reaching consequences to disregarding the economics of higher education.

Cash for Cognisance: The Effects of Money on Higher Education

Tyler Powell

America runs on capitalism; that's why America is such a strong leader in innovation, design, and production. People need incentive to work and think beyond self-satisfaction, so money is used as a universal motivator. Excluding non-profit organizations, the main goal of most American institutions is to make money, and it takes money to make money. In other words, America is powered by a capitalist engine fueled by money. Where that engine take us depends on popular ideals.

Institutes of higher education are not unlike any other company in that they seek to make as much profit as possible, whether its from students, alumni, or corporate business. Colleges must compete with each other for fame and renown so that they can attract more students that bring in money. In "College for sale: a critique of the commodification of higher education," Wesley Shumar points out," [Colleges] have experienced the elements of this [capitalist] model: The increased use of part-time labor, the tendency for administrations to act like corporate management, [and the tendency] to call our students consumers."

Some worry that this capitalistic overtake of higher education is counter productive for the learning process, but this is not true. Corporate businesses may be selective in what departments they make donations to, but this is a good thing. Corporations that are more popular with the American consumers tend to have more money and tend to spend that money on ways to make them more popular. For example, a company might donate most of its money to Computer Science departments because it recognizes that mp3-players are becoming extremely popular. Since these items are so popular, students are more likely to take up a field of learning where they can study them. Basically, the process is this: money goes into what is popular, students come out, they build more popular products, the products are sold for profit, and then process repeats.

First Semester: To Omit or Not to Omit, That is the Question

By Michael Kang

Fresh from high school, many freshmen receive something similar to a "culture shock" upon entrance into college. Many have not adjusted their social and academic lifestyles that befit those of a college student. One major issue that induces this "cultural shock" is the change in studying habits. Although there is a difference between the studying habits of high school versus college students, university administrators, such as those at "Johns Hopkins", are contemplating whether to drop first semester grades or not.

As commonly known, transitioning from the "laid back" lifestyle of high school to the more intense lifestyle of college can be a very arduous task to behold. According to Andy Guess in his article, "'Covered' grades have been around at Hopkins since at least the early 1970s, and they were originally designed to ease the transition to what no one denies is a rigorous, challenging academic environment." Like many education related topics, there are both pros and cons. A counter argument stated in Guess's article states that "[r]ather than allowing students to develop new study habits, covered grades largely encourage students to put in only the minimal effort necessary to pass. In some ways, covered grades extend high school by one more semester…" This may be true, however, if students had the academic endeavor to apply and be accepted to universities held with high esteem, students would most likely attempt to strive for perfection, no matter the "lee-way" given by university administrators.

Topics, such as this, have both positive and negative aspect to them. But in the long term effects, easing the transition, for entering freshmen, from high school to college would be in both the university's and student's favor.

To Drop or Not to Drop

Bud Whitley

To drop or not to drop, that is the question. A survey preformed by M. Buechner of the Cosumnes River College in Sacramento, California shows that students drop classes because of ether work-related conflicts, or other issues that have nothing to do with the class itself. The survey, however, doesn’t consider the reasons why the students who do drop for academic reason feel they cannot continue in the class.

When debating dropping a class, students consider many things. They worry about the risks of not dropping as students don’t know how the rest of the course will handle and was issues may rise. Another thing to consider: many colleges implement grade replacement programs that allow students who fail a class to take it again and replace the grade. This “forgiveness” program may deter some students having trouble in one class from dropping. However, consider the students failing more than one? Should they keep both classes and hope to pull at least one up, or maybe drop one to work on another? Many students, mostly new freshmen, don’t quite know how they grading system works or how dropping a class will affect them. Professors need to draw more attention to the grading system and the consequences of dropping or not dropping classes. As an important aspect of student support, good professor communication is vital for students to accurately asses their situation. Teachers need to act friendly and approachable so that the students having trouble in a class can get assistance. Oh what grades my come as students face this predicament.