Showing posts with label Maryland. Show all posts
Showing posts with label Maryland. Show all posts

Sunday, August 7, 2011

Facebooking for College Freshmen Roommates

Ace! NewsFlash

http://www.washingtonpost.com/rf/image_296w/2010-2019/WashingtonPost/2011/08/02/Magazine/Images/srv5.jpg

Over the next several weeks, many freshmen will arrive at dormitories to move in with roommates they already know, even if they have never met or talked on the phone.

“Realistically, even the most personal roommate-matching service can’t match Facebook,” said Adam Gang, 18, of Colorado, who will be a freshman at American University. “You’re an accepted friend request away from knowing someone.”

Some college officials say that choosing roommates for students helps ensure they are exposed to different points of view. They worry that incoming freshmen would tend to pick people of the same race, social background or hometown.

But AU, recognizing that students want a voice in the matter, has come up with a way to help them.

Earlier this year, Gang filled out a short questionnaire: Do you maintain normal sleeping hours? (Yes.) How social are you? (Somewhat.) Sleep style? (Heavy.)

Rather than pairing Gang with a roommate, the AU housing office sent him a short list of potential matches based on his replies. He went to Facebook and hit it off with James Quigley, 18, of New York. Both students plan to study international relations and love playing sports. They requested to live together and will meet for the first time on move-in day this month.

“Me and Adam are pretty similar,” Quigley said. “I feel like you need to know more about a person if you’re going to live with them.”

Colleges’ take

As more freshmen go online in a quest to shape their living situation, college officials are split on whether that is a good idea.

A few schools are embracing the movement. Many others have no formal policies on the use of social networking to choose roommates but will offer guidance (encouraging or discouraging) to students who call to inquire. The University of Maryland has set up its own internal social network for admitted students to get to know each other and look for roommates.

At the University of Virginia, the number of requests for first-year roommates has more than doubled in five years. Last year, according to U-Va. acting housing director Patricia Romer, students were told that it may not be possible to honor all requests.

Giving freshmen more say in their living arrangements can result in fewer roommate conflicts, some college housing officials say. They add that students are more likely to be honest in a one-on-one chat with a fellow teenager than on a form their parents might see. Living with a stranger is always a risk, but allowing students to pick that stranger builds an investment in wanting to make things work.

But other officials worry students are focusing on the wrong qualities in these searches — music bands instead of cleaning habits, funny prom stories instead of rules for overnight guests.

The self-matching process for the Class of 2015 started as early as January, when students admitted via early admission began to form Facebook groups. Many of these pages resembled online dating sites, as students queried each other about personality quirks, favorite sitcoms and drinking habits.


Washington Post, Aug 6 2011

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Sunday, January 30, 2011

Black? White? Asian? More Young Americans Choose All of the Above

Ace! NewsFlash


Black? White? Asian? More Young Americans Choose All of the Above




Who Is Marrying Whom

Nearly 9 percent of all marriages in the United States in 2009 were interracial or interethnic, more than double the percentage in 1980. The rates of intermarriage vary widely depending on gender, race or ethnicity. Gender differences are most pronounced among blacks and Asians. Black men marry someone from a different group twice as often as black women do, while among Asians, the gender pattern is reversed. Over all, black Hispanics and American Indians have the highest rates of intermarriage. For Asians and white Hispanics, the rates of intermarriage have remained static or decreased.Related Article »
From left: Shannon Palmer, Japanese/Irish; Vasco Mateus, Portuguese/African-American/Haitian; Laura Wood, Black/White.
 

COLLEGE PARK, Md. — In another time or place, the game of “What Are You?” that was played one night last fall at the University of Maryland might have been mean, or menacing: Laura Wood’s peers were picking apart her every feature in an effort to guess her race.

“How many mixtures do you have?” one young man asked above the chatter of about 50 students. With her tan skin and curly brown hair, Ms. Wood’s ancestry could have spanned the globe.
“I’m mixed with two things,” she said politely.
“Are you mulatto?” asked Paul Skym, another student, using a word once tinged with shame that is enjoying a comeback in some young circles. When Ms. Wood confirmed that she is indeed black and white, Mr. Skym, who is Asian and white, boasted, “Now that’s what I’m talking about!” in affirmation of their mutual mixed lineage.
Then the group of friends — formally, the Multiracial and Biracial Student Association — erupted into laughter and cheers, a routine show of their mixed-race pride.
The crop of students moving through college right now includes the largest group of mixed-race people ever to come of age in the United States, and they are only the vanguard: the country is in the midst of a demographic shift driven by immigration and intermarriage.
One in seven new marriages is between spouses of different races or ethnicities, according to data from 2008 and 2009 that was analyzed by the Pew Research Center. Multiracial and multiethnic Americans (usually grouped together as “mixed race”) are one of the country’s fastest-growing demographic groups. And experts expect the racial results of the 2010 census, which will start to be released next month, to show the trend continuing or accelerating.
Many young adults of mixed backgrounds are rejecting the color lines that have defined Americans for generations in favor of a much more fluid sense of identity. Ask Michelle López-Mullins, a 20-year-old junior and the president of the Multiracial and Biracial Student Association, how she marks her race on forms like the census, and she says, “It depends on the day, and it depends on the options.”
They are also using the strength in their growing numbers to affirm roots that were once portrayed as tragic or pitiable.
“I think it’s really important to acknowledge who you are and everything that makes you that,” said Ms. Wood, the 19-year-old vice president of the group. “If someone tries to call me black I say, ‘yes — and white.’ People have the right not to acknowledge everything, but don’t do it because society tells you that you can’t.”
No one knows quite how the growth of the multiracial population will change the country. Optimists say the blending of the races is a step toward transcending race, to a place where America is free of bigotry, prejudice and programs like affirmative action.
Pessimists say that a more powerful multiracial movement will lead to more stratification and come at the expense of the number and influence of other minority groups, particularly African-Americans.
And some sociologists say that grouping all multiracial people together glosses over differences in circumstances between someone who is, say, black and Latino, and someone who is Asian and white. (Among interracial couples, white-Asian pairings tend to be better educated and have higher incomes, according to Reynolds Farley, a professor emeritus at the University of Michigan.)
Along those lines, it is telling that the rates of intermarriage are lowest between blacks and whites, indicative of the enduring economic and social distance between them.
Prof. Rainier Spencer, director of the Afro-American Studies Program at the University of Nevada, Las Vegas, and the author of “Reproducing Race: The Paradox of Generation Mix,” says he believes that there is too much “emotional investment” in the notion of multiracialism as a panacea for the nation’s age-old divisions. “The mixed-race identity is not a transcendence of race, it’s a new tribe,” he said. “A new Balkanization of race.”
But for many of the University of Maryland students, that is not the point. They are asserting their freedom to identify as they choose.
“All society is trying to tear you apart and make you pick a side,” Ms. Wood said. “I want us to have a say.”
The Way We Were
Americans mostly think of themselves in singular racial terms. Witness President Obama’s answer to the race question on the 2010 census: Although his mother was white and his father was black, Mr. Obama checked only one box, black, even though he could have checked both races.
Some proportion of the country’s population has been mixed-race since the first white settlers had children with Native Americans. What has changed is how mixed-race Americans are defined and counted.
Long ago, the nation saw itself in more hues than black and white: the 1890 census included categories for racial mixtures such as quadroon (one-fourth black) and octoroon (one-eighth black). With the exception of one survey from 1850 to 1920, the census included a mulatto category, which was for people who had any perceptible trace of African blood.
But by the 1930 census, terms for mixed-race people had all disappeared, replaced by the so-called one-drop rule, an antebellum convention that held that anyone with a trace of African ancestry was only black. (Similarly, people who were “white and Indian” were generally to be counted as Indian.)
It was the census enumerator who decided.
By the 1970s, Americans were expected to designate themselves as members of one officially recognized racial group: black, white, American Indian, Japanese, Chinese, Filipino, Hawaiian, Korean or “other,” an option used frequently by people of Hispanic origin. (The census recognizes Hispanic as an ethnicity, not a race.)
Starting with the 2000 census, Americans were allowed to mark one or more races.
The multiracial option came after years of complaints and lobbying, mostly by the white mothers of biracial children who objected to their children being allowed to check only one race. In 2000, seven million people — about 2.4 percent of the population — reported being more than one race.
According to estimates from the Census Bureau, the mixed-race population has grown by roughly 35 percent since 2000.
And many researchers think the census and other surveys undercount the mixed population.
The 2010 mixed-race statistics will be released, state by state, over the first half of the year.
“There could be some big surprises,” said Jeffrey S. Passel, a senior demographer at the Pew Hispanic Center, meaning that the number of mixed-race Americans could be high. “There’s not only less stigma to being in these groups, there’s even positive cachet.”
Moving Forward
The faces of mixed-race America are not just on college campuses. They are in politics, business and sports. And the ethnically ambiguous are especially ubiquitous in movies, television shows and advertising. There are news, social networking and dating Web sites focusing on the mixed-race audience, and even consumer products like shampoo. There are mixed-race film festivals and conferences. And student groups like the one at Maryland, offering peer support and activism, are more common.
Such a club would not have existed a generation ago — when the question at the center of the “What Are You?” game would have been a provocation rather than an icebreaker.
“It’s kind of a taking-back in a way, taking the reins,” Ms. López-Mullins said. “We don’t always have to let it get us down,” she added, referring to the question multiracial people have heard for generations.
“The No. 1 reason why we exist is to give people who feel like they don’t want to choose a side, that don’t want to label themselves based on other people’s interpretations of who they are, to give them a place, that safe space,” she said. Ms. López-Mullins is Chinese and Peruvian on one side, and white and American Indian on the other.
That safe space did not exist amid the neo-Classical style buildings of the campus when Warren Kelley enrolled in 1974. Though his mother is Japanese and his father is African-American, he had basically one choice when it came to his racial identity. “I was black and proud to be black,” Dr. Kelley said. “There was no notion that I might be multiracial. Or that the public discourse on college campuses recognized the multiracial community.”
Almost 40 years later, Dr. Kelley is the assistant vice president for student affairs at the university and faculty adviser to the multiracial club, and he is often in awe of the change on this campus.
When the multiracial group was founded in 2002, Dr. Kelley said, “There was an instant audience.”
They did not just want to hold parties. The group sponsored an annual weeklong program of discussions intended to raise awareness of multiracial identities — called Mixed Madness — and conceived a new class on the experience of mixed-race Asian-Americans that was made part of the curriculum last year.
“Even if someone had formed a mixed-race group in the ’70s, would I have joined?” Dr. Kelley said. “I don’t know. My multiracial identity wasn’t prominent at the time. I don’t think I even conceptualized the idea.”
By the 2000 census, Dr. Kelley’s notion of his racial identity had evolved to include his mother’s Asian heritage; he modified his race officially on the form. After a lifetime of checking black, he checked Asian and black.
(Dr. Kelley’s mother was born in Kyoto. She met her future husband, a black soldier from Alabama, while he was serving in the Pacific during World War II.)
Checking both races was not an easy choice, Dr. Kelley said, “as a black man, with all that means in terms of pride in that heritage as well as reasons to give back and be part of progress forward.”
“As I moved into adulthood and got a professional job, I started to respect my parents more and see the amount of my mom’s culture that’s reflected in me,” he said. “Society itself also moved.”
Finding Camaraderie
In fall 2009, a question tugged at Sabrina Garcia, then a freshman at Maryland, a public university with 26,500 undergraduates: “Where will I fit in?” recalled Ms. Garcia, who is Palestinian and Salvadoran.
“I considered the Latina student union, but I’m only half,” she said. “I didn’t want to feel like I was hiding any part of me. I went to an M.B.S.A. meeting and it was really great. I really feel like part of a group that understands.”
The group holds weekly meetings, in addition to hosting movie nights, dinners, parties and, occasionally, posts broadcasts on YouTube.
Not all of its 100 or so members consider themselves mixed race, and the club welcomes everyone.
At a meeting in the fall, David Banda, who is Hispanic, and Julicia Coleman, who is black, came just to unwind among supportive listeners. They discussed the frustrations of being an interracial couple, even today, especially back in their hometown, Upper Marlboro, Md.
“When we go back home, let’s say for a weekend or to the mall, they see us walking and I get this look, you know, sort of giving me the idea: ‘Why are you with her? You’re not black, so she should be with a black person.’ Or comments,” Mr. Banda, 20, said at a meeting of the group. “Even some of my friends tell me, ‘Why don’t you date a Hispanic girl?’ ”
Mr. Banda and Ms. Coleman are thinking about having children someday. “One of the main reasons I joined is to see the struggles mixed people go through,” he said, “so we can be prepared when that time comes.”
And despite the growth of the mixed-race population, there are struggles.
Ian Winchester, a junior who is part Ghanaian, part Scottish-Norwegian, said he felt lucky and torn being biracial. His Scottish grandfather was keen on dressing him in kilts as a boy. The other side of the family would put him in a dashiki. “I do feel empowered being biracial,” he said. “The ability to question your identity — identity in general — is really a gift.”
But, he continued, “I don’t even like to identify myself as a race anymore. My family has been pulling me in two directions about what I am. I just want to be a person.”
Similarly, Ms. López-Mullins sees herself largely in nonracial terms.
“I hadn’t even learned the word ‘Hispanic’ until I came home from school one day and asked my dad what I should refer to him as, to express what I am,” she said. “Growing up with my parents, I never thought we were different from any other family.”
But it was not long before Ms. López-Mullins came to detest what was the most common question put to her in grade school, even from friends. “What are you?” they asked, and “Where are you from?” They were fascinated by her father, a Latino with Asian roots, and her mother with the long blond hair, who was mostly European in ancestry, although mixed with some Cherokee and Shawnee.
“I was always having to explain where my parents are from because just saying ‘I’m from Takoma Park, Maryland,’ was not enough,” she said. “Saying ‘I’m an American’ wasn’t enough.”
“Now when people ask what I am, I say, ‘How much time do you have?’ ” she said. “Race will not automatically tell you my story.”
What box does she check on forms like the census? “Hispanic, white, Asian American, Native American,” she said. “I’m pretty much checking everything.”
At one meeting of the Multiracial and Biracial Student Association, Ms. Wood shared a story about surprises and coming to terms with them. “Until I was 8 years old, I thought I was white,” she told the group. “My mother and aunt sat me down and said the guy I’d been calling Dad was not my father. I started crying. And she said, ‘Your real father is black.’ ”
Ms. Wood’s mother, Catherine Bandele, who is white, and her biological father split up before she was born. Facing economic troubles and resistance from her family about raising a mixed-race child, Ms. Bandele gave her daughter up for adoption to a couple who had requested a biracial baby. But after two weeks, she changed her mind. “I had to fight to get her back, but I got her,” Ms. Bandele said. “And we’re so proud of Laura.”
Eventually Ms. Wood’s closest relatives softened, embracing her.
But more distant relatives never came around. “They can’t see past the color of my skin and accept me even though I share DNA with them,” she said. “It hurts a lot because I don’t even know my father’s side of the family.”
Ms. Wood has searched the Internet for her father, to no avail.
“Being in M.B.S.A., it really helps with that,” she said. “Finding a group of people who can accept you for who you are and being able to accept yourself, to just be able to look in the mirror and say, ‘I’m O.K. just the way I am!’ — honestly, I feel that it’s a blessing.”
“It took a long time,” she said.
Now Ms. Wood is one of the group’s foremost advocates.
Over dinner with Ms. López-Mullins one night, she wondered: “What if Obama had checked white? There would have been an uproar because he’s the first ‘black president,’ even though he’s mixed. I would like to have a conversation with him about why he did that.”
Absent that opportunity, Ms. Wood took her concerns about what Mr. Obama checked to a meeting of the campus chapter of the N.A.A.C.P. last year. Vicky Key, a past president of the Multiracial and Biracial Student Association, who is Greek and black, joined her. The question for discussion was whether Mr. Obama is the first black president or the first multiracial president.
Ms. Key, a senior, remembered someone answering the question without much discussion: “One-drop rule, he’s black.”
“But we were like, ‘Wait!’ ” she said. “That’s offensive to us. We sat there and tried to advocate, but they said, ‘No, he’s black and that’s it.’ Then someone said, ‘Stop taking away our black president.’ I didn’t understand where they were coming from, and they didn’t understand me.”
Whether Mr. Obama is considered black or multiracial, there is a wider debate among mixed-race people about what the long-term goals of their advocacy should be, both on campus and off.
“I don’t want a color-blind society at all,” Ms. Wood said. “I just want both my races to be acknowledged.”
Ms. López-Mullins countered, “I want mine not to matter.”

NYT 29 Jan 2011

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Thursday, June 24, 2010

More Community College Students Transfer to Virginia & Maryland Universities

Ace! NewsFlash

Community-college transfer students in Virginia & Maryland easing into university level


Public universities in Virginia and Maryland are drawing unprecedented numbers of students from community colleges, building a transfer pipeline that is changing the traditional path to a four-year degree.
Transfer student Alexandra McKenna: "I was helping my parents save money and saving money myself."
Transfer student Alexandra McKenna: "I was helping my parents save money and saving money myself."

In the past few years, state colleges have agreed to common standards for many community college courses and then guaranteed admission to applicants with good grades. The shift helps families save money on tuition while bringing the four-year schools a more diverse student body. Transfer students also can alter the dynamics of a college campus. Unlike typical undergraduates, for instance, they often have far more experience in the ups and downs of the working world.

Interest in transfers been heightened by the economic downturn. "Think of us as the lowest-cost on ramp to an undergraduate degree," said Glenn DuBois, chancellor of Virginia community colleges. "Americans are pretty good at shopping price and value." Community college transfers rose 36 percent in Maryland and 34 percent in Virginia from 2000 to 2008, outpacing overall college enrollment growth in those states. Transfers to the University of Virginia doubled in that time, to more than 280 annually, which represents just under 10 percent of the typical junior class. Transfers were up 17 percent at the University of Maryland, 27 percent at George Mason University and 53 percent at Towson University. Each of them accepts more than 1,000 transfers a year.

Saoussen "Susie" Mahjoub is emblematic of the trend. Three years ago, she enrolled at Northern Virginia Community College, working part time and living with her mother. Now, the 24-year-old Tunisian immigrant is on track to graduate from U-Va. She still can't quite believe that a transfer delivered her to the upper echelon of higher education. "I wake up in the morning, and I thank God for where I am," she said.

In the past five years, Virginia's 23 community colleges have reached accords from school to school. for transfer admissions. Maryland higher-education leaders are rolling out new statewide two-year degrees, accepted at every public four-year college. An online database gives community college students the transfer value of each course.

More than one-third of graduates from Virginia's four-year colleges began in community colleges, the state estimates. The rate is higher in Maryland. There are no comparable figures for the District, which until last year lacked a traditional two-year college.

Students who start in community college save enormously on tuition, and they often live with parents and work full time. The evolving system fulfills the vision of Thomas Jefferson -- the nation's third president and founder of U-Va. -- of a college within a horse ride of every home. Taxpayers benefit, too. Community colleges receive a small fraction of the per-student state aid allotted to public four-year colleges.

For transfer students, the region's public universities have never been more welcoming. In Charlottesville, transfers arrive to special orientation sessions and peer advisers. They are often paired with another transfer as a roommate. "They're not just plopped down and expected to fend for themselves," said Greg Roberts, dean of admission at U-Va.

Still, some transfer students struggle to assimilate to undergraduate campus life. Others, perhaps older than their classmates, may choose to live more like graduate students. Andrea Jones was eight years out of high school when she transferred to U-Va. last year from Piedmont Virginia Community College. "I'm 26 years old. I don't think I really need to go back and live in dorms and relive the whole experience," she said.

U-Va., a highly selective school, had some misgivings in 2006 when it began guaranteeing admission to qualified community college students. Transfer students gained such a leg up that some high school seniors tried to exploit that route by earning community college credits before graduation. Officials closed the loophole by requiring that transfer students be at least a year out of high school.

The transfer influx has brought diversity to Charlottesville as many top public universities are becoming increasingly wealthy and white. Last year's transfer students were three times as likely as freshmen to come from low-income homes. Research shows that transfer students graduate at about the same rate as others. "They've had to work hard to get where they are," said Rod Risley, executive director of Phi Theta Kappa, a community college honor society.

Although surveys show that as many as two-thirds of community college students nationally are aiming for four-year degrees, Virginia and Maryland have found that the actual transfer rate is far lower. Many community college students lose their way in a thicket of rules. Part of the problem is higher-education politics. Community colleges have often struggled to win recognition for their courses from four-year schools.

In Maryland, Virginia and other states, transfers have been helped and hindered by a patchwork of hundreds of separate agreements between individual colleges, some applying to a single academic major. By championing transfers, community colleges are returning to their roots. Joliet Junior College, the first such institution, was founded in 1901 to prepare students for the University of Chicago. California's higher-education system presumes that high school graduates with a C average will start in community college and that every qualified student will get a shot at a four-year degree. Most graduates of the California State University system are transfers.

On the East Coast, two-year colleges have often been perceived as having a primarily vocational mission. But higher-education leaders are pushing for more associate degrees that count toward university study. Several states are now moving to a uniform two-year degree. California lawmakers are considering a statewide associate degree that guarantees admission to the California State University system. Maryland's new degrees streamline transfers in such popular fields as education and engineering.

Eight states have adopted common course-numbering systems that ensure the transferability of community college credits, according to the American Association of Community Colleges. Maryland, with its course database, is one of 26 states that clearly define what students need to transfer. In Maryland, the biggest growth in transfers has come at the University of Maryland University College, which evolved from a U-Md. evening study program. It emphasizes professional education, commuter convenience and online study -- much like a community college.

Alexandra McKenna, 22, graduated from Kennedy High School in Wheaton, then spent three years at Montgomery College before transferring last year to UMUC. "I was helping my parents save money and saving money myself," she said. Now she is mulling over a nursing career, as she works full time at a Bethesda hair salon. It might not be the ideal college experience; McKenna lives with her parents in Wheaton and spends more time with customers than fellow students. Then again, it might be her best shot at a bachelor's degree.


*** Ace! is a member of the EducationUSA global educational advising network affiliated with the Bureau of Educational and Cultural Affairs, U.S. Department of State. We provide free EducationUSA counseling services to students in the northern provinces of Thailand; our faculty of U.S.-trained Test Prep Experts can help you with cost-effective result-driven training programs for SAT-1, SAT-2, TOEFL, GRE, GMAT, GED, AP, IB, TOEIC, IELTS etc ***

Thursday, April 29, 2010

Fighting Social Media Addiction @ U Maryland

Ace! NewsFlash

Jenna Johnson

Here was the challenge given to 200 University of Maryland students from a variety of majors: Abstain from social media for 24 hours. That meant no iPhone or text messaging. No laptops or netbooks. No Gchatting or Twittering. No e-mail and absolutely no Facebook. Ah, a return to simplicity.

But just read the blogs these students wrote after the traumatic experience -- it's very easy to confuse these students with crack addicts who went cold-turkey, smokers not given the comfort of a patch while quitting, alcoholics forced to dry up. The university's new release on the study last week reported that some descriptions popped up over and over: "In withdrawal. Frantically craving. Very anxious. Extremely antsy. Miserable. Jittery. Crazy." "I clearly am addicted and the dependency is sickening," one student said. Another student had to fight the urge to check e-mail: "I noticed physically, that I began to fidget, as if I was addicted to my iPod and other media devices, and maybe I am."

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The study -- "24 Hours: Unplugged" -- was conducted by the university's International Center for Media & the Public Agenda in late February and early March. Researchers found that American college students struggle to function without their media connection to the world. "We were surprised by how many students admitted that they were 'incredibly addicted' to media," said Susan D. Moeller, a journalism professor and director of the center, said in the university's news report on the study.

wordle
A Wordle data visualization of the over 100,000 words the students in the study wrote about their experiences. See larger image.

Students found themselves surrounded by new technology and blaring TVs, even when they were trying to avoid them. And it was boring to walk around without a soundtrack being piped into their ears from an MP3 player. "It was really hard for me to go without listening to my iPod during the day because it's kind of my way to zone out of everything and everyone when I walk to class," a student wrote. "It gets my mind right. Listening to music before I go to class or take an exam is my way of getting amped up like a football player before a game. It sounds weird but music really helps to set my mood or fix my mood and without it I had to rely on other people to keep me in a good mood."

But it's not just the entertainment value. When cut off from social media, many students felt cut off from other humans and lived in isolation. The study found that the friendships and relationships these 18- to 21-year-olds were dependent on technology.

"Going without media meant, in their world, going without their friends and family," Moeller said. One student wrote that texting and instant messaging friends gives a feeling of comfort: "When I did not have those two luxuries, I felt quite alone and secluded from my life. Although I go to a school with thousands of students, the fact that I was not able to communicate with anyone via technology was almost unbearable."

Being cut off from the wired world also meant being cut off from news and information -- not that any of them were regularly watching the news on TV, picking up a newspaper, listening to the news on the radio or visiting a news Web site. One student who failed the assignment and cracked open a laptop during the 24-hour-ban learned about the violent earthquake in Chile from "an informal blog post on Tumblr." Another student suddenly had less information than everyone else about a range of subjects, including sports and news and cultural references.

While students had an insatiable appetite for news, they relied on a broad range of sources, showing little loyalty to any, the university's news report said. "They care about what is going on among their friends and families and even in the world at large," said researcher Raymond McCaffrey, a Ph.D. student who used to work at The Washington Post. "But most of all they care about being cut off from that instantaneous flow of information that comes from all sides and does not seemed tied to any single device or application or news outlet."


*** Ace! is a member of the EducationUSA global educational advising network affiliated with the Bureau of Educational and Cultural Affairs, U.S. Department of State. We provide free EducationUSA counseling services to students in the northern provinces of Thailand; our faculty of U.S.-trained Test Prep Experts can help you with cost-effective result-driven training programs for SAT-1, SAT-2, TOEFL, GRE, GMAT, GED, IELTS etc ***