Government Constructed Courses

Joel Kirby

The U.S. Houses of Representatives recently approved a provision to use half a billion dollars to develop college courses that will be free and offered online. The plan is for publishers and U.S. colleges to develop these online courses, and for colleges to accept them as college credit. This of course raises many issues associated with the U.S. government constructing college courses and offering them free of charge, while students currently pay to take online college courses. This would of course offer free education to individuals who cannot afford a college education, but at the same time undermine American higher education. The same goal could be achieved through other state funded projects that would not undermine American higher education.

Firstly, this plan could potentially raise issues concerning academic freedom. Federal Law protects intuitions’ teachings from state influence. Although the plan entails the government having third parties construct the online courses, government influence on curriculum is nonetheless something to be conscious of in this situation. Also, how will colleges and institutions fare when students can take a class outside of an institution that is free, and get college credit? College credit is certainly not something college officials hand out. Colleges make sure courses taken at another institution are adequate to receive credit at their school, and free online classes correlating to college credit by default may be against colleges’ wishes. In addition, free online classes would definitely affect the market for traditional online classes that cost money.

There are several approaches the government could take that would increase higher education among those who cannot feasibly afford it without compromising higher education. For instance, half a billion dollars could be invested in programs to raise revenue for financial aid. Although the government could simply give financial aid institutions half a billion dollars, investing in a national lottery that raises revenue over time would be more prudent. Also, instead of funding the development of its own online courses, the government could invest the money into the already developed online-course market. By using private companies’ already developed online curriculum, any perceived state-influenced bias would not be an issue.

New aspect of studying outside the classroom: Note sharing websites

Jinhyun Kim

Many of College students have experience in missing a lecture or struggling in class at least a few times. It is quite typical to see those students trying to borrow notes and getting help from others. Catching up with the notes that a fellow students has taken in class is a very good idea, but it doesn't always work or is tidious to find a good note. Focused on that matter, some bright entrepreneurs started note-sharing websites and made these tasks very easy for students. Those websites, such as GradeGuru, ShareNotes.com, and WiseCampus.com. These websites usually allow students to upload their lecture/class notes and share with any other students signed up on the website for free.

Since the notes on note sharing websites are online and free for everyone, which is an amazing thing about the Internet, any students who need extra help or notes can very easily find it. Also, the notes are from various students so they could provide different aspects of knowledge. Being online is a great advantage and has an extendability.

In contrast, since it is easy to get it, there could be some problems as well. It could promote students to have bad study habits. For example, some students might entirely depend on other students' note in their studying, which would not help the student in long run. Also, in the article "Taking Notes Beyond the Classroom" by Ben Eisen, external relations director for MIT Open Courseware, Steve Carson suggests that users should be able to distinguish between "sharing information from credentialed teachers at accredited institutions and sharing student notes that are not verified or fact-checked."

There are some both positive and negative effects along with the appearance of the note sharing websites. Despite of some drawbacks, these trend is expanding larger and more students are getting benefits from it. In addition, these trend could expand to much broader aspect of another study community outside the classroom. It could extend to a place that could have students discuss about their subject, school, or study aids, as Emily Sawtell, founder of GradeGuru describes in the same article.

Alcohol in college

Subin Lee


How does alcohol affect life in college? First of all, most freshman college students are not even twenty-one years old, which is the legal age for purchasing and drinking alcohol. Nevertheless, most freshman college students probably already have experience with alcohol, and imbibe alcohol during their freshman year. There are a variety of students among the college freshmen: nerdy studious students or ‘party party’ students. Yet the majority of the students experiment with alcohol.


As many say, college is where people experience all kinds of things. Among those experiences, alcohol is one of the most influential experiences that college freshmen go through. It isn’t just that drinking during first year in college is illegal, but also the after effects of drinking.Drinking itself in general affects the brain dramatically.



Drinking too much is a brain cell killer. Since college students need to go to class during the weekdays, most partying students heavily rely on their weekend with binge drinking. Binge drinking is proved to be a lot unhealthier than daily casual drinking. Many freshmen in college get literally trashed in frat parties, and have their memory of that night erased completely.

Each weekend significantly determines students’ health condition for the rest of the week. One heavy binge drinking party can pretty much annihilate one’s health for the rest of the week. This then critically affects the student’s body/brain performance negatively, and prevents them from going to classes or study with a fresh mind.


Though alcohol could be a useful, important social skill, the amount taken should be limited, and controlled wisely.

The Myth of the Benefits of Single-sex Education

Cherish Weiler

According to a report by the UCLA, female graduates of single-sex schooling are more likely to outperform their “coeducational counterparts.” The report claims that graduates from single-sex schools have greater confidence in their academic potential as they enter college and are more likely to become involved in college activities. While many assume a single-sex education is more beneficial than coeducational education, there is no proof to support these claims. In fact, single-sex education and coeducation are equally beneficial in their own way.

Supporters of single-sex education argue the benefits of such an education are more practical than anything else. Advocates of all-female education claim that women are less likely to be side-tracked by members of the opposite sex. This in turn allows students to focus on academics and become less preoccupied with dating. Many argue that there are biological differences in the way the two genders learn; that is females are evolutionary “wired” in a way that calls for a different type of learning than males. However, these claims lack sufficient evidence. Studies do not show that females do better in single-sex schools than males. Epstein reports that “there is no consensus among psychologists as to the existence of psychological or cognitive differences between the sexes.” The fact of the matter is there is no definitive data that supports the idea that single-sex education is more beneficial for women than coeducation.

While the attendance rates at women’s colleges have declined in recent years, women are still choosing to attend all-female colleges. The decision to experience a single-sex education is a personal one. Perhaps some students flourish more in the single-sex environment, while others thrive in a coed situation. However, students should understand the facts behind the claims made for the benefits of single-sex education before making their decision, namely that there is no definitive research supporting the so-called benefits.

The Cost of Sleep Deprivation

Cessie Ryder

Sleep deprivation is a common problem among college students. College freshman are now on their own without their parents telling them what to do or when to do it. They tend to take advantage of this freedom and go to bed whenever they want to, especially since they do not necessarily have to wake up early everyday. College consists of a new, unstructured schedule that is very different from the 8 am to 3 pm controlled schedule most people were used to in high school and elementary school. College students tend to stay up much later, maybe finishing up some homework or hanging out with friends, because their classes might not start until midday. The college social scene is also a breeding ground for sleep deprivation. On weekends, people usually do not go out until around 10 pm so they tend to stay out later, sometimes not getting home until 3 or 4 in the morning.

Sleep deprivation results in many negative short and long-term effects to one’s life. Lack of sleep causes one’s mind to have trouble focusing, therefore making it hard for one to study properly and effectively. Without effective study habits it is hard to maintain a high GPA in college. Not only can sleep deprivation affect one’s studies, it also affects one’s personality and health. Inadequate sleep results in mood swings or changes and weakens the immune system allowing for increased illness.

There is no alternative for sleep. Many college students tend to rely on caffeine from coffee or energy drinks to keep them awake when they are not getting enough sleep, but no matter how much caffeine one drinks it still does substitute for actual sleep. Naps are a good way to get some extra sleep in during the day and are easy to fit into one’s schedule in college because of the extra free time between classes. But, ultimately, college students need to realize the best solution for sleep deprivation is going to bed on time and getting enough sleep so they can get good grades and stay healthy.

Dress Codes

Ajit Vakharia

When students enter college, they enter a whole new world different from what they have been used to in high school. One main difference is the dress code. In many high schools, strict dress codes were mandatory for all students which include no low cut shirts, tank tops, shorts more than six inches above a lady’s knee, and no undergarments showing; while men were not allowed to “sag,” wear hats, shirts that relate to drugs, alcohol, or profanity. In college, students are allowed to wear whatever they want, as long as they have clothes on. There is no censorship, or certain amount of coverage a student needs when it comes to their clothes . Walk into any college classroom, a lot of girls will be wearing “daisy dukes” while a lot of guys will be wearing something offensive on their t-shirts. Should this be allowed? College students are seen as adults and capable of being allowed to wear whatever they may please, but it would not be a bad idea to implement a once a week “dress for success” day for upper level students as they begin to get ready for the work force in the “real world.” Dress for success includes wearing collared shirts and khakis for men and business clothes for women. This allows college students about to enter the workforce, become more motivated in their schoolwork and look good. Some argue that college is a center for higher education and should be treated with more respect such as an employee would do in the workplace, but college is also a home where students should not be forced to dress in a way they would not want to. College is also a time where students are still learning who they are and want to express themselves in different forms, and one way in doing so is through fashion. At Liberty University for instance, students to wear flip-flops, sandals, capri pants, and "neat" jeans to class and can also wear "modest" shorts in the dining hall and, after 4:30 pm. Dress codes need to be implemented on college campuses that are not as strict as most high school but enough to show respect to professors, classmates, and the school.

Are Colleges Responsible or Allowed to Protect Students Over the Internet?

Joel Kirby

In the digital world we live in, the internet has become an essential part of the education process for both college students and their professors. Email is a primary means of communication between teacher and student, and online books are common. The internet has also become a social outlet for many students, with networking sites like facebook and twitter becoming very popular. Unfortunately, gossip around campus is making its way on the internet, and personal attacks and defamatory remarks are not that uncommon on sites like “College Anonymous Confession Board” and “Campus Gossip”. Although students can post anonymously on such sites, many question whether college officials are “given the right” to censure such sites on their campus, or take action on reported cases of harassment. However, “online” defamatory remarks cannot be treated the same as “offline” defamatory remarks because the internet is accessible anywhere. Colleges should not try to referee or censor such online sites. Instead, Colleges should assist any student reporting harassment, and of course investigate into any physical threats made on such sites.

The issue colleges face nowadays in a cyber world is whether they have the same rights and responsibilities over students as a legal guardian does. The term “in loco parentis”, in regards to a college, refers to an institution basically assuming the role of a parent over its students. The nature of the governing relationship between college and student is, and has always been, debatable. The site “Juicy Campus”, arguably the most notorious “college gossip site”, was one of the first sites to present colleges with this predicament. While in operation, it allowed anyone to anonymously post comments on its site, had comments specific to particular institutions, and was a means of making personal attacks and liable comments about students. One of the first reactions of colleges was to restrict this site’s access. However, this was neither appropriate nor practical. Restricting access to a site may annoy students, but would not prevent students from accessing the site from their own apartment or the local Starbucks. Colleges cannot feasibly control students’ internet browsing, and should instead try to familiarize and educate students on the internet and its positive relationship with education.