This article by Justin Pope (published widely in August 2012) reports on the connection between getting enough sleep and doing well in college. Here’s an excerpt:
“College health officials are finally realizing that healthy sleep habits are a potential miracle drug for much of what ails the famously frazzled modern American college student: anxiety, depression, physical health problems and — more than most students realize — academic troubles. Some studies have found students getting adequate sleep average a full letter grade higher than those who don’t.”
—Submitted by Terry Hatkoff
Some big-name college athletics departments are requiring their students to submit their tweets and posts to monitoring. Should they? What control should universities exercise over students’ social media accounts?
Here’s a link to the article:
Steinbach, Paul. “Schools Attempting to Control Athletes’ Use of Social Media.” Athletics Business.
November 2012. Web. Accessed 6 Nov 2012.
—Submitted by Cheryl Spector with thanks to B2BMemes: http://www.b2bmemes.com/2012/09/18/infographics-not-dead-yet/
This NPR report (http://www.npr.org/2012/09/25/161716306/phone-home-tech-draws-parents-college-kids-closer) discusses how much more parents are connected to their college children today, in part because of current technology but also because parents have “friendlier” relationships with their children today.
Relates to the Taking Care of Yourself and Technology units as well as others.
Questions to consider: how “close” is too close? How close is close enough? Which parents and which kids have access to the required time and technology? Etc.
[Full disclosure: the questions above come from Cheryl, whose twins—now 21 and juniors in colleges near Boston—have been astonishingly resourceful in finding reasons why they CANNOT talk, text, hangout via Google+, etc. Or maybe (sniff, sniff) our kids don’t like us as much as we like them……]
—Submitted by Wendy Snyder
This LA Times article (August 22, 2012) discusses a study done on high students but it is relevant to university students as well.
Bottom line: “Cutting back on sleep for school work is counterproductive. Students who stay up late to cram for a test or finish a project have lower comprehension and worse performance in the classroom as a result, research shows.”
—Submitted by Wendy Snyder
Submitted by Wayne Smith.
Cohen, J., and White, E. (2004), “Creating shared student responsibility for general education”, Peer Review. 7.1 Fall, p8.
(Disclaimer: I am on the CSUN GE Council, but the views expressed here are mine alone and are not endorsed by any other person or organizational body including GE Council.)
To be fully honest, I believe that some student conversations regarding General Education (GE), especially specific GE course selection, are probably best managed on a one-on-one basis with a faculty member or academic advisor. However, it is also possible that faculty who teach freshmen can help those same freshmen approach GE with the right attitude and perhaps more important, a keen sense of intellectual serendipity.
The reading above is certainly not the only reading on GE that is interesting and relevent to undergraduates, but it’s short and readable. It gets the students thinking about the subject. As to the course calendar, I time my discussion of GE to be just before the student enrolls in Spring courses via SOLAR. I also use a short Powerpoint presentation to spur engagement and discussion in class. Specifically, I go into more detail about 1), our GE “subject exploration” model, and 2), my own views regarding the principal role of “interdisciplinary thinking”. See:
While no two U100 faculty will likely agree on all issues regarding our GE curriculum and structure, my hunch is that U100 faculty can positively influence the students’ perspectives and ability to flourish in GE courses that will begin in earnest their following semester.
Deresiewicz, William. “Faux Friendship.” Chronicle of Higher Education 56.16 (2009): B6-B10. Academic Search Elite. EBSCO. Web. 29 Oct. 2011.
I believe that freshmen benefit from both short-length (articles), medium-length (essays, monographs), and book-length treatments. My own view is such a variety is an essential component of critical thinking. To wit, I’ve added a few medium-length readings to my three freshmen courses this semester. I’ve used the same author because this author is perspicacious and writes clearly.
William Deresiewicz writes on a number of topics suitable and helpful to students, especially freshmen. I use this essay (and others) in a seminar style format. The extemporaneous discussion prompts that I give to various break-out groups are contained in a short Powerpoint at:
Other essays by this author that are useful are “Solitude and Leadership” and “The Disadvantages of an Elite Education” (citations for both of these can be readily found using Google and then the full text can be located via the CSUN Library online holdings).
(Submission from Wayne Smith)
In “Once Again: Is College Worth It?” (20 May 2011), New York Times “Economix” blogger Catherine Rampell asks and answers the question posed in her title.
This short piece includes a graph and a bar chart (in case you want to take a crack at numeracy) as well as links to a lot of additional material (including this 2010 post from the same blog: http://economix.blogs.nytimes.com/2010/05/17/the-value-of-college-2/).
Excerpts from “Once Again: Is College Worth It?”:
“It’s true that the job market for new college graduates stinks right now. But you know what? The job market for non-graduates is worse.”
“College provides plenty of intellectual and psychic benefits alongside the potential economic ones.”
I’m just floating this new and updated website for ethics and ethical decision-making because I think it is much better than the Huffington Post “Top 10 Ethical Questions” article.
As I noted in my update of that older post, the Markkula Center for Applied Ethics at Santa Clara University has clearly moved their “class project site” up a notch (or several). The page on Ethical Decision Making and its opening discussion, What is ethics? are both wonderful.
Like other ethics resources we have used, the Markkula Center offers a short list of principles (perspectives) for ethical decision-making. Their list:
- The Utilitarian Approach
- The Rights Approach
- The Fairness or Justice Approach
- The Common Good Approach
- The Virtue Approach
See “Five Sources of Ethical Standards” for a discussion of each one.
Don’t miss “How to Compare Conclusions from the Different Tests.”
I also recommend “How to Identify an Ethical Issue.”
This website presents a “prepared text” with video and print (and a few typos, alas). The link:
Kim H. has made it the basis of her first essay assignment for F 2011 in U100. Stay tuned in case she can be persuaded to share her prompt for the essay.
Excerpt from this Los Angeles Times op-ed piece, published Aug. 18, 2011 and written by CSUN history professor Dr. James E. Sefton:
“A class day at a university is an intellectual experience, just as a visit to a gym is a physical experience. Both require effort and determination because the result has to be built by the individual. It is not simply given because money changes hands. Students do not buy their degrees, and they do not pay for classes. The only thing they pay for is the opportunity to prove that, at graduation, they have earned the right to be called a ‘university-educated’ man or woman.”
There’s quite a bit to think about here.
Chris Erskine, Los Angeles Times, July 23, 2011.