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(02/10/24 5:00pm)
In the 2021-2022 school year, the University ranked 21st in the nation for students studying abroad among doctoral-granting institutions of higher education. This is a ranking in which the University should undoubtedly take pride. Nevertheless, inaccessibility remains an issue. White students make up a disproportionately large percentage of the student population studying abroad — in 2022-23, 64 percent of University undergraduate students abroad were white despite making up only 52 percent of the undergraduate student population. The rankings are proof that the larger systems that the University has put in place are sound and even nationally prestigious, but the demographics remind us that these systems are not perfect. Thus, to advance the study abroad programs and partnerships, the International Studies Office must look at smaller details which inhibit growth and accessibility.
(12/01/23 11:00am)
According to the International Studies Office, study abroad is essential in “preparing students for the challenges of the global world.” Given its importance, study abroad should be easily accessible to all students. In reality, however, study abroad is less than accessible when students wish to transfer study abroad credits to count toward their major or minor at the University — something which must happen for all non-University study abroad programs. The ISO has delegated the responsibility of providing study abroad information and approving study abroad transfer credits for majors to individual departments. In and of itself, this is not a bad idea. In fact, this conscientiously accommodates the differing curriculums and academic pedagogies of each department. In practice, this decentralized decision-making process results in an ad hoc system that can be unnecessarily prohibitive to students who wish to have a formative study abroad experience and complete their major.
(10/19/23 5:22pm)
The University’s early decision and early action applications close Nov. 1. The admissions office then reviews these applications holistically, meaning that algorithms are not used in the decision making process which takes into account a range of factors. Ultimately, such a process should produce a richly diverse incoming class whose variety of life experiences further the institutional mission and stated values of the University. However, this year, the entire higher education community is confronting a twin set of issues — the legal ban on affirmative action and the rise of ChatGPT — which appear to complicate the entire basis of the holistic admissions process and its stated goals of producing a “varied and dynamic” class. Despite the clarity of the new challenge, we have no proof that the University is adequately equipped or prepared to handle one, let alone both of these problems simultaneously. In fact, upon closer examination, their response to the ban on affirmative action is entirely undermined by the presence of ChatGPT. The admissions office must act proactively to address this threat in a way that accounts for the unique intersectionality of this problem.
(09/22/23 1:00pm)
The University, like all institutions of higher education, is flawed. It can be remarkably short-sighted about lived student experiences. But we, as students, also need to acknowledge the good that does exist in this institution. Notably, the University has shown an admirable commitment to the development and maintenance of its foreign language department. This commitment is especially important and noteworthy in an educational climate that is no longer prioritizing language education and the cultural awareness that is produced therein. The University, as a leader in the field of higher education and as a model for other institutions, must sustain this commitment.
(09/07/23 3:28pm)
On average, two local journalism outlets closed in each week of 2022, leaving more than 20 percent of American citizens without a local newspaper. In recent years, local journalism has been increasingly threatened by people in positions of power who suppress unfavorable coverage and push local outlets to close their doors — elected officials revoke funding for public notices and file expensive and largely unjustified defamation suits against news outlets. Of course, there are many other concerning reasons that newsrooms are closing, including fundraising issues and pressure from large corporations. But at the end of the day, it is the actions of powerful citizens that uniquely constitute a sort of indirect and legal censorship of news media against which we must remain vigilant.
(08/27/23 5:23pm)
In both the fall and spring semester of the 2022-2023 academic school year, the University scheduled precisely one day between the end of classes and the start of the final examination period. Classes ended on a Tuesday, and on a Thursday at 9:00 am the first exam of the semester began. Over the course of the next eight days, two reading days were placed on the schedule — one on Sunday and another three days later, on a Wednesday. Finals did not occur on these two days to provide students with uninterrupted study time. However, these reading days are not as generous as they seem — one occurs on the weekend and the other occurs after the majority of finals are completed. The quantity of reading days over the course of the final examination period at the University is woefully inadequate and ineffectively distributed.
(04/28/23 1:00pm)
In today’s world, the act of teaching, learning and even reading are all highly political. What is taught, how it is taught, what is read, how it is read, these are all questions that we are reckoning with on a daily basis. And unfortunately, the current trajectories of our answers represent a conscious erasure of uncomfortable history.
(04/04/23 5:20pm)
It is an understatement to say that no-technology policies are highly polemical among University students. Syllabi that include such provisions are met with incredulity and promptly disregarded. This reputation, however, is largely undeserved and fails to understand the comprehensive and communal benefits of technology-free classrooms. No-technology policies not only facilitate genuine engagement and inhibit distraction, they also promote study habits conducive to deeper neurological processing and higher academic achievement.