Binge drinking has become a nationwide problem among colleges and universities everywhere. Despite various prevention efforts, and numerous clubs and activities found at universities, binge drinking among college students is still a common problem. One form of intervention which has gained attention by researchers and colleges alike is social norms campaigns. Social norms campaigns promote moderate drinking to college students. Statistics of the university's drinking are posted in newspaper ads, posters, the internet, or anywhere that will receive attention from students. Through this promotion, students will become more aware of other students' drinking and decrease their own. For some universities, this form of intervention has been an effective way of dealing with binge drinking. For other universities, it has not. Yet, despite the mixed results of these social norms programs, a community based effort must be made. Stricter laws, increased enforcement from police, and decreased availability of alcohol will all help to reduce binge drinking, especially among underage students.
- Gladwell, Malcolm. "Drinking Games." The New Yorker. Google, 15 and 22 Feb. 2010. Web. 22 Feb. 2010.
- Lederman, Linda C. and Lea P. Stewart. Changing the Culture of College Drinking. Hampton Press: Cresskill, 2005. Print.
- Neighbors, Clayton, Christine, M. Lee, and Melissa A. Lewis. "Are Social Norms the Best Predictor of Outcomes among Heavy-Drinking College Students?" Journal of Studies on Alcohol and Drugs 68.4 (2007): 556-65. Print.
- Russell, Cristel Antonia, John D. Clapp, and William DeJong. “Done 4: Analysis of a Failed Social Norms Marketing Campaign.” Health Communication 17.1 (2005): 57-65. Print.
- Stewart, Lea P. Personal Interview. 20 Apr. 2010.
- Turner, James, H.W. Perkins, and Jennifer Bauerle. “Declining Negative Consequences Related to Alcohol Misuse among Students Exposed to a Social Norms Marketing Intervention on a College Campus.” Journal of American College Health 57.1 (2008): 85-94. Print.
- “Underage Alcohol Use: Where Do Young People Drink?” NSDUH: Report Series (2008). Lexis Nexis. Web. 25 March 2010.
- Wechsler, Henry and Bernice Wuethrich. Dying to Drink: Confronting Binge Drinking on College Campuses. n.p., Rodale, 2002. Print.
- Weitzman, Elissa R., Toben F. Nelson, and Henry Wechsler. “Taking Up Binge Drinking in College: The Influences of Person, Social Group, and Environment.” Journal of Adolescent Health 32.1 (2003): 25-35. Print.
Saturday, April 24, 2010
Sunday, April 18, 2010
Blog #14: Your Story
Throughout the semester, my research has changed dramatically. I originally thought that I would be writing about the arts in some way, but gradually moved toward alcohol related issues. At first, I considered the topic of changing the current drinking age, but became more focused on binge drinking at college and why students do it. This eventually evolved into my present research topic of the effectiveness of social norms programs to prevent binge drinking among students.
Although I knew most students drank, I did not realize the extent of binge drinking on college campuses until I started reading the statistics. It also made me more conscious of the prevention programs that were being implemented at college universities, including Rutgers (like the RU Sure).
As a writer, I think I have learned that you need to keep an open mind when researching a topic you aren't familiar with. I also learned that you need to be clear and concise in your writing and not go in circles. Ultimately, some sort of conclusion has to result from the writing.
Although I knew most students drank, I did not realize the extent of binge drinking on college campuses until I started reading the statistics. It also made me more conscious of the prevention programs that were being implemented at college universities, including Rutgers (like the RU Sure).
As a writer, I think I have learned that you need to keep an open mind when researching a topic you aren't familiar with. I also learned that you need to be clear and concise in your writing and not go in circles. Ultimately, some sort of conclusion has to result from the writing.
Blog #13: Visual Aids
The two images show how many full-time college students binge drink or drink heavily.
Sunday, March 28, 2010
Blog #12 - The Outline
I. Is social campaigning on college campuses an effective way of dealing with binge drinking?
A. Introduction
1. stats to show that binge drinking is a problem; include definition of binge drinking
2. results to show that social influences are a strong determining factor to binge drinking (Neighbors)
3. Introduce what social marketing is. Comes from social norms theory (explain what this is and where it comes from).
4. State Thesis. Should not be used because it is not convincing or effective for students.
B. Those who believe social norms programs are an effective way of dealing with college binge drinking.
1. (Perkins article). Students became exposed to messages and posters that emphasized healthy, responsible drinking habits. Meant to correct misconceptions about the amount of alcohol students drink and how often they drink, and promote safe behaviors when drinking (like not leaving a friend alone if passed out or drunk driving).
a. messages were placed on posters, in newspapers, and in ads.
b. was originally for freshman, but spread to rest of undergraduates
c. helped dramatically reduce negative consequences resulting from drinking as well as blood alcohol levels. The more often students saw these messages, the more their alcohol related consequences decreased.
i. “The proportion of students reporting no consequences increased substantially from 33% in 2001 to 51% in 2006, whereas the prevalence of multiple consequences declined from 44% to 26% in the same time frame” (89).
2. RU Sure campaign: acts as case.
C. Those who don’t believe social norms programs are an effective way of dealing with college binge drinking
1. Students may ignore it; advertisement is not clear. Cannot distinguish purpose. (Russell: Done Four Project)
a. May think it’s another zero-tolerance message. (Wechsler)
2. Is not an easy fix to college drinking behavior. Drinking behavior is ingrained within the college culture. (Malcolm Gladwell)
3. Hard to address typical college student when there are so many different types.
4. Statistics may be faulty or presented in a misleading way. (RU Sure campaign)
5. Answer to Thesis: social norms programs are not effective
D. Solutions: ways to prevent college binge drinking right now
1. enforce rules and regulations more strictly, esp. underage drinking
2. limit access to bars and restaurants where underage drinkers could gain access; make sure alcohol is not being sold at cheap prices to students
a. “wet” environment are prominent around college campuses (Taking Up Binge Drinking…Influences of Person, Social Group, and Environment)
b. students who are exposed to this wet environment are more likely to binge drink (Weitzman, Nelson, and Wechsler)
3. new housing at colleges that promotes “dry” environment or enforce rules in college housing (fraternities and sororities).
4. More research for more consistent results
A. Introduction
1. stats to show that binge drinking is a problem; include definition of binge drinking
2. results to show that social influences are a strong determining factor to binge drinking (Neighbors)
3. Introduce what social marketing is. Comes from social norms theory (explain what this is and where it comes from).
4. State Thesis. Should not be used because it is not convincing or effective for students.
B. Those who believe social norms programs are an effective way of dealing with college binge drinking.
1. (Perkins article). Students became exposed to messages and posters that emphasized healthy, responsible drinking habits. Meant to correct misconceptions about the amount of alcohol students drink and how often they drink, and promote safe behaviors when drinking (like not leaving a friend alone if passed out or drunk driving).
a. messages were placed on posters, in newspapers, and in ads.
b. was originally for freshman, but spread to rest of undergraduates
c. helped dramatically reduce negative consequences resulting from drinking as well as blood alcohol levels. The more often students saw these messages, the more their alcohol related consequences decreased.
i. “The proportion of students reporting no consequences increased substantially from 33% in 2001 to 51% in 2006, whereas the prevalence of multiple consequences declined from 44% to 26% in the same time frame” (89).
2. RU Sure campaign: acts as case.
C. Those who don’t believe social norms programs are an effective way of dealing with college binge drinking
1. Students may ignore it; advertisement is not clear. Cannot distinguish purpose. (Russell: Done Four Project)
a. May think it’s another zero-tolerance message. (Wechsler)
2. Is not an easy fix to college drinking behavior. Drinking behavior is ingrained within the college culture. (Malcolm Gladwell)
3. Hard to address typical college student when there are so many different types.
4. Statistics may be faulty or presented in a misleading way. (RU Sure campaign)
5. Answer to Thesis: social norms programs are not effective
D. Solutions: ways to prevent college binge drinking right now
1. enforce rules and regulations more strictly, esp. underage drinking
2. limit access to bars and restaurants where underage drinkers could gain access; make sure alcohol is not being sold at cheap prices to students
a. “wet” environment are prominent around college campuses (Taking Up Binge Drinking…Influences of Person, Social Group, and Environment)
b. students who are exposed to this wet environment are more likely to binge drink (Weitzman, Nelson, and Wechsler)
3. new housing at colleges that promotes “dry” environment or enforce rules in college housing (fraternities and sororities).
4. More research for more consistent results
Sunday, March 21, 2010
Blog #11 - The Case
My case to support my topic would be to examine statistics about Rutgers students who have been binge drinking (from the alcohol studies library on Busch).
Questions I am looking for in my research may include:
- How many students at Rutgers have been binge drinking recently (within the last ten years)?
- Have any students become heavy drinkers when they entered college? If yes, why did this happen (why not in high school)? Have any students at Rutgers become addicted?
- Which students tended to drink more? Was there a particular group of people who did?
Another idea for my case would be to interview a faculty member at Rutgers from the 1980s, when the drinking age was 18. Questions I could ask would be:
- What was the environment like when students could drink on campus, like at the student center? Was it a party atmosphere?
- What was the behavior of the students? Was there a lot of drinking?
- Did professors drink with students? Was this ever a problem?
Questions I am looking for in my research may include:
- How many students at Rutgers have been binge drinking recently (within the last ten years)?
- Have any students become heavy drinkers when they entered college? If yes, why did this happen (why not in high school)? Have any students at Rutgers become addicted?
- Which students tended to drink more? Was there a particular group of people who did?
Another idea for my case would be to interview a faculty member at Rutgers from the 1980s, when the drinking age was 18. Questions I could ask would be:
- What was the environment like when students could drink on campus, like at the student center? Was it a party atmosphere?
- What was the behavior of the students? Was there a lot of drinking?
- Did professors drink with students? Was this ever a problem?
Sunday, March 14, 2010
Blog #10- The Debate
The debate I have identified is why binge drinking is prominent, specifically with college students, and the causes behind binge drinking. Each of my causes for binge drinking is supported by an author(s).
- binge drinking is apart of college culture (Malcolm Gladwell) and the environment around college encourages drinking (Weitzman, Elissa R., Toben F. Nelson, and Henry Wechsler)
- social norms encourage students to drink because they are copying how much other students drink (Weitzman, Elissa R., Toben F. Nelson, and Henry Wechsler) and students even exceed their drinking limits because of this (Jones, L. B.)
- students only consider themselves to be problem drinkers if a serious consequence occurs (Eshbaugh, Elaine M.) and students may not be problem drinkers at all; the theory behind binge drinking in college is unrealistic (Straus, Robert, Selden D. Bacon)
**Note: my counter arguments (how binge drinking has been dealt with in the past and present) will strengthen my argument about why binge drinking is still a problem in colleges today. Also, the Robert Straus resource will probably be replaced.
- binge drinking is apart of college culture (Malcolm Gladwell) and the environment around college encourages drinking (Weitzman, Elissa R., Toben F. Nelson, and Henry Wechsler)
- social norms encourage students to drink because they are copying how much other students drink (Weitzman, Elissa R., Toben F. Nelson, and Henry Wechsler) and students even exceed their drinking limits because of this (Jones, L. B.)
- students only consider themselves to be problem drinkers if a serious consequence occurs (Eshbaugh, Elaine M.) and students may not be problem drinkers at all; the theory behind binge drinking in college is unrealistic (Straus, Robert, Selden D. Bacon)
**Note: my counter arguments (how binge drinking has been dealt with in the past and present) will strengthen my argument about why binge drinking is still a problem in colleges today. Also, the Robert Straus resource will probably be replaced.
Monday, March 8, 2010
Blog #9
Since I changed my argument to the causes of binge drinking instead of a new drinking age, I feel that I have a strong foundation for my paper. I feel I have strong reasons for my paper and have found some adequate sources.
However, I want to make sure I have enough to talk about for my paper and can expand on my reasoning. I think my research proposal covered a lot of what I will talk about, but more should be discussed for my paper.
I also want to make sure my argument is specific enough for a thought out debate and my scholarly book is appropriate and up to date; I'm considering getting another book for more recent research.
And if any suggestions can be made about the kinds of questions I should ask the dean for the alcohol studies department (for my primary source) it would be appreciated.
However, I want to make sure I have enough to talk about for my paper and can expand on my reasoning. I think my research proposal covered a lot of what I will talk about, but more should be discussed for my paper.
I also want to make sure my argument is specific enough for a thought out debate and my scholarly book is appropriate and up to date; I'm considering getting another book for more recent research.
And if any suggestions can be made about the kinds of questions I should ask the dean for the alcohol studies department (for my primary source) it would be appreciated.
Monday, March 1, 2010
Blog #8 - Research Question in Conversation with Sources
My original research question concerned the current drinking age and its impacts on college students today. How successful would a new drinking age be (18 years instead of 21 years) based on the lifestyles and drinking habits of college students today? But, based on some of the readings, I think a more appropriate question would be why do most students in college drink excessively, and despite its negative effects, continue to do so? My points supporting my argument include how culture shapes our drinking habits, how social norms can change how we perceive others, and how students may not realize the dangerous of their drinking.
The type of culture someone is raised in affects how alcohol is treated, such as its purpose or the way it is used. Culture creates certain boundaries and rules that are blindly followed. The "myopia theory" expands on this idea further. The "myopia theory" explains that a drunk is more sensitive to his environment (than when he is sober) and abides by the rules that are in front of him. Instead of being completely numb to his environment, as the "disinhibition theory" suggests, the person pays particular attention to the standards and expectations established by culture.
Social norms play a large part in why and how much students drink. The influence of both friends and family affect someone's drinking. According to recent research, students who "overestimate the drinking of their peers and who perceive their friends as more approving of alcohol have more problems because they drink more." If someone was drinking with another group of people, or perhaps by himself, then the amount of alcohol consumed would change. Also, less social anxiety would result.
In terms of the dangers of drinking, some students do not realize that they could be "problem drinkers." Many students drink on a regular basis (every week) in heavy amounts. They do not perceive this as problematic (maybe because of social norms or the fact that it is ritualized), but in essence, the amount of drinking being done is unhealthy and excessive. Many students may not realize that their drinking is out of hand and may be blind sided to future problems with alcohol.
The type of culture someone is raised in affects how alcohol is treated, such as its purpose or the way it is used. Culture creates certain boundaries and rules that are blindly followed. The "myopia theory" expands on this idea further. The "myopia theory" explains that a drunk is more sensitive to his environment (than when he is sober) and abides by the rules that are in front of him. Instead of being completely numb to his environment, as the "disinhibition theory" suggests, the person pays particular attention to the standards and expectations established by culture.
Social norms play a large part in why and how much students drink. The influence of both friends and family affect someone's drinking. According to recent research, students who "overestimate the drinking of their peers and who perceive their friends as more approving of alcohol have more problems because they drink more." If someone was drinking with another group of people, or perhaps by himself, then the amount of alcohol consumed would change. Also, less social anxiety would result.
In terms of the dangers of drinking, some students do not realize that they could be "problem drinkers." Many students drink on a regular basis (every week) in heavy amounts. They do not perceive this as problematic (maybe because of social norms or the fact that it is ritualized), but in essence, the amount of drinking being done is unhealthy and excessive. Many students may not realize that their drinking is out of hand and may be blind sided to future problems with alcohol.
Wednesday, February 24, 2010
Blog #7- Annotate Two Sources
Gladwell, Malcolm. "Drinking Games." The New Yorker. Google, 15 and 22 Feb. 2010. Web. 22 Feb. 2010. Malcolm Gladwell explains how cultures within and outside of the United States treat alcohol differently. The same behaviors that result in one community are not the same in another community. The behaviors caused by alcohol are a result of the ritual and practices of the people. This resource supports my argument that college culture shapes the expectations, and ultimately, drinking patterns of college students. College culture teaches students to drink heavily. The examples of the tribe in Bolivia and the town in New Haven are to be used.
Neighbors, Clayton, Christine, M. Lee, and Melissa A. Lewis. "Are Social Norms the Best Predictor of Outcomes among Heavy-Drinking College Students?" Journal of Studies on Alcohol and Drugs 68.4 (2007): 556-65. Print. This article proves that social norms are strong predictors of the actions of college students. Students who were social and chose to drink relied upon social norms of culture to dictate how much they would drink. This resource will be my main point for how college culture can cause students to follow certain expectations and standards.
Neighbors, Clayton, Christine, M. Lee, and Melissa A. Lewis. "Are Social Norms the Best Predictor of Outcomes among Heavy-Drinking College Students?" Journal of Studies on Alcohol and Drugs 68.4 (2007): 556-65. Print. This article proves that social norms are strong predictors of the actions of college students. Students who were social and chose to drink relied upon social norms of culture to dictate how much they would drink. This resource will be my main point for how college culture can cause students to follow certain expectations and standards.
Wednesday, February 17, 2010
Blog #5 - Scholarly Sources
Bulmer, Sandra Minor, et al. "Trends in Alcohol Consumption among Undergraduate Students at a Northeastern Public University, 2002–2008." Journal of American College Health 58.4 (2010): 383-90. Print.
Dowdall, G. W. College drinking : Reframing a social problem. Westport: Praeger, 2009. Print.
Gladwell, Malcolm. "Drinking Games." The New Yorker. Google, 15 and 22 Feb. 2010. Web. 22 Feb. 2010..
Jones, L. B. Social Norms, Environmental Management, Campus Culture and Context [microform] : A Case Study of the Dynamics Shaping High-Risk Drinking Behaviors of College Students. University of Oregon, 2004. Print.
Neighbors, Clayton, Christine, M. Lee, and Melissa A. Lewis. "Are Social Norms the Best Predictor of Outcomes among Heavy-Drinking College Students?" Journal of Studies on Alcohol and Drugs 68.4 (2007): 556-65. Print.
Pauley, Perry M.; Hesse, Colin. "The Effects of Social Support, Depression, and Stress on Drinking Behaviors in a College Student Sample." Communication Studies 60.5 (2009): 493-508. Print.
Straus, Robert, Selden D. Bacon. Drinking in College. New Haven: Yale University Press, 1953. Print.
Dowdall, G. W. College drinking : Reframing a social problem. Westport: Praeger, 2009. Print.
Gladwell, Malcolm. "Drinking Games." The New Yorker. Google, 15 and 22 Feb. 2010. Web. 22 Feb. 2010.
Jones, L. B. Social Norms, Environmental Management, Campus Culture and Context [microform] : A Case Study of the Dynamics Shaping High-Risk Drinking Behaviors of College Students. University of Oregon, 2004. Print.
Neighbors, Clayton, Christine, M. Lee, and Melissa A. Lewis. "Are Social Norms the Best Predictor of Outcomes among Heavy-Drinking College Students?" Journal of Studies on Alcohol and Drugs 68.4 (2007): 556-65. Print.
Pauley, Perry M.; Hesse, Colin. "The Effects of Social Support, Depression, and Stress on Drinking Behaviors in a College Student Sample." Communication Studies 60.5 (2009): 493-508. Print.
Straus, Robert, Selden D. Bacon. Drinking in College. New Haven: Yale University Press, 1953. Print.
Blog #6 - Posing a Research Question
These are questions regarding college drinking:
1. How successful would the new drinking age be for college students today based on their lifestyles and drinking habits?
2. Has recent problems in the economy and politics within the US affected the drinking habits of college students?
3. How does drinking in high school or earlier affect drinking in college? Why are students drinking earlier than in previous years?
I'm leaning toward the first question, however, the second question also interests me, especially because of our current economy. I know I want to question why college students drink, but I'm not sure how to make it more specific.
1. How successful would the new drinking age be for college students today based on their lifestyles and drinking habits?
2. Has recent problems in the economy and politics within the US affected the drinking habits of college students?
3. How does drinking in high school or earlier affect drinking in college? Why are students drinking earlier than in previous years?
I'm leaning toward the first question, however, the second question also interests me, especially because of our current economy. I know I want to question why college students drink, but I'm not sure how to make it more specific.
Tuesday, February 9, 2010
Rutgers Riot
By taking the tutorial, I learned the differences between primary, secondary, and tertiary sources. All of these sources can be useful, but have their advantages and disadvantages. Books, for example, offer an in depth analysis of a specific subject, and offer a bibliography to find other sources. However, sometimes the information can be dated. Newspapers, on the other hand, can be more up to date, but cover a wide range of topics with less detail. By learning these differences, I know which resources to focus on for my paper as of right now.
As a teaching advice, I thought it was helpful and up to date. It clarified some of the information that was given at the library. Specifically, I thought choosing the keywords was the most helpful. I will probably use this method when conducting my research. However, I think if the tutorial was more interactive it would have kept my attention a little more and helped me remember the different resources. If they provided more small tasks or activities to help with the research, it would be easier to use later on.
As a teaching advice, I thought it was helpful and up to date. It clarified some of the information that was given at the library. Specifically, I thought choosing the keywords was the most helpful. I will probably use this method when conducting my research. However, I think if the tutorial was more interactive it would have kept my attention a little more and helped me remember the different resources. If they provided more small tasks or activities to help with the research, it would be easier to use later on.
Monday, February 8, 2010
Questions for the Librarian
Questions I have for the librarian are the following:
1. How do you cite a quote from an audio video like YouTube?
2. How do you find full articles either from a magazine, book, or encyclopedia and not just excerpts?
3. How do you write a citation (for the works cited) for a primary resource, like an interview?
1. How do you cite a quote from an audio video like YouTube?
2. How do you find full articles either from a magazine, book, or encyclopedia and not just excerpts?
3. How do you write a citation (for the works cited) for a primary resource, like an interview?
Wednesday, February 3, 2010
Topic Undecided (revised)
Since my first entry, I've considered revising my topic. Instead of the arts, I'm thinking about researching college binge drinking, or just drinking in general. Since reading Moffatt,this seems like a good topic with many sources for research. Maybe this could tie into suicide and depression rates that seem higher now than in previous years, and why it is so prevalent in college culture. Or how this affects a student's performance in school and how it affects their perception of others. Why is it a right of passage? Or even how stress factors cause a college student to drink.
Keywords used in Google searches include: college issues, college drinking and drug use, college drinking age, amethyst initiative. Key words that seemed most useful were drinking and drug use and drinking age. A lot of the information dealt with the increasing number of college students who drink or use drugs, the debate over the current drinking age, and why drinking on colleges occurs (peer pressure, freedom from home, failure of education programs). The searches on google, google news, and youtube were helpful because they gave full articles or videos from multiple perspectives. Ideas I got from my research are the causes behind college drinking and the debate over the drinking age. I could narrow my topic by debating how successful changing the drinking age would be based on the habits and reasoning of college students today.
Search on Google:
http://alcoholism.about.com/od/college/a/casa070315.htm
Google News:
http://fairfieldmirror.com/2010/02/02/is-the-wait-worth-it-considering-the-drinking-age/
Youtube:
http://www.youtube.com/watch?v=J9OXdbh0nYc&feature=related
http://www.youtube.com/watch?v=f8g35wys91o&feature=related
The search on Google was helpful because it gave important statistics of college students affected by drinking. The Google News article was helpful because it showed the pros and cons of the drinking age and the current education programs. The Youtube videos showed an insider's view of college drinking of how it can be a fun part of college life, but also how it can be dangerous. Controversies I found over my topic include changing the drinking age from 21 to 18. Some believe changing the drinking age would help students by eliminating curiosity during college where others believe drinking (especially drunk driving) would increase.
A case that looked interesting was the following:
http://www.usatoday.com/news/education/2008-08-18-college-drinking_N.htm
Questions I have include how students get involved with drinking on campus, and other methods of dealing with college drinking besides changing the drinking age.
Keywords used in Google searches include: college issues, college drinking and drug use, college drinking age, amethyst initiative. Key words that seemed most useful were drinking and drug use and drinking age. A lot of the information dealt with the increasing number of college students who drink or use drugs, the debate over the current drinking age, and why drinking on colleges occurs (peer pressure, freedom from home, failure of education programs). The searches on google, google news, and youtube were helpful because they gave full articles or videos from multiple perspectives. Ideas I got from my research are the causes behind college drinking and the debate over the drinking age. I could narrow my topic by debating how successful changing the drinking age would be based on the habits and reasoning of college students today.
Search on Google:
http://alcoholism.about.com/od/college/a/casa070315.htm
Google News:
http://fairfieldmirror.com/2010/02/02/is-the-wait-worth-it-considering-the-drinking-age/
Youtube:
http://www.youtube.com/watch?v=J9OXdbh0nYc&feature=related
http://www.youtube.com/watch?v=f8g35wys91o&feature=related
The search on Google was helpful because it gave important statistics of college students affected by drinking. The Google News article was helpful because it showed the pros and cons of the drinking age and the current education programs. The Youtube videos showed an insider's view of college drinking of how it can be a fun part of college life, but also how it can be dangerous. Controversies I found over my topic include changing the drinking age from 21 to 18. Some believe changing the drinking age would help students by eliminating curiosity during college where others believe drinking (especially drunk driving) would increase.
A case that looked interesting was the following:
http://www.usatoday.com/news/education/2008-08-18-college-drinking_N.htm
Questions I have include how students get involved with drinking on campus, and other methods of dealing with college drinking besides changing the drinking age.
Sunday, January 24, 2010
The Importance of the Arts EVERYWHERE
When I first signed up for this class, I knew that I had to write a research paper and it had something to do with college. To be honest, I felt I really didn't need to take this class since I've already taken expository writing, and other writing classes in high school. I felt by doing well, I really shouldn't have to take an additional class just to fill a requirement for the university. My time could be spent elsewhere on subjects that I am interested in and actually affect my future... for me this is the arts. Being a visual art student, and having a strong interest in music, I feel that while I need the basic requirements (math, science, history) they shouldn't be emphasized as much. Already in the first week of school, my other professors have assigned a nice chunk of work for me to do. But, is this really necessary? However, some may read this and ask, "Why didn't you go to a professional art school, like Pratt or SVA?" And my answer to them would be yes, I could have, but does anyone really know what they want to do for the rest of their lives when there 18? 19? Regardless of what university or school you attend, if the arts are available then they should be catered to just as much as other departments. The other day I was talking to another art student and she explained that the sculpture department no longer has ceramics. While this may seem trivial to some, what if math students didn't have graphing calculators? Or if lab students didn't have thermometers? Wouldn't it be a lot harder? I chose to come to Rutgers because it had many subjects to study, but now that I am in the art program, more should be done for the arts. As my painting teacher explained on the first day of class, we shouldn't be Rutgers students who just happen to be studying art.
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