Kean Tower - Feb. 10 - March 2, 2011

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Ophiuchus Snakes its Way into the Sky P. 3

The Pleasures of Winter Learning P. 8

J. Jones: Kean’s Humble Star P. 10

The Tower Kean University’s student newspaper

www.keantower.com

Volume 11 • Issue 5 Feb. 10, 2011 - Mar. 2, 2011

First 2 Years of College a Waste?

Photo: Gabrielle Matarazzo

By Stephanie Musat

The Politician Among Us Jason Cilento, at first glance, may seem like your average political science student. He’s young, persistent, and embodies a love of the political changes in his own town. But for Cilento, it’s more than a passion—it’s his job. Last year, Cilento was elected to the position as a councilman for his hometown, Dunellen, New Jersey. “In college, I’ve learned how to go out and get things done,” he said. Cilento won the 2010 General Election to better the town he loves, and is working to improve the everyday life of the people. Raised near a maternal grandfather,

who moved his family to Dunellen from Newark in 1963 with hope of a better life, Cilento was inspired to be a part of the governing body, and got Jason Cilento his political start in 2009, when he first tried to run for town council. “[The same people] were always running unopposed—I figured, let’s give the people a choice,” he said. Though his name didn’t make it on the ballot, he received (Continued on page 9)

Photo: www.jasoncilento.org

By Rachel Rothspan and Brett Williams

Follow us on Twitter @KeanTower

Brendan O’Connell can remember what classes he took three years ago when he was a freshman, but that’s about it. Ask him a question from his first-year math class, and his mind goes blank. But he does remember making the final three cups in his fourth game of beer pong, bringing his team into overtime and eventually winning the game. “Classes were important, but it was my first year,” said O’Connell, a political science major. “I wanted to make friends and go out and have fun.” O’Connell isn’t alone. According to a study released Jan. 19, 45 percent of sophomores see no major improvements in critical thinking, complex reasoning, and writing since high school. Thirty-six percent of seniors see no significant improvement in the same areas. The study, conducted by New York University sociologist Richard Arum and Josipa Roksa, a professor of sociology at the University of Virginia, polled 2,300 undergraduate students with an average 3.2 GPA using a standardized test to analyze critical thinking. Results found that students do not spend enough time studying, professors focus on research more than students, and classes are not academically demanding enough for a collegiate setting. Fifty percent of the time during sophomore year is spent socializing; the number increases if a student is involved in Greek life. According to the study, 12 to 14 hours is spent a week for independent studying, which is less than 50 percent compared to students “a few decades ago.” “I sometimes think about how much I

should have learned and just didn’t,” said Jennifer Campbell, a sophomore majoring in math. “I focused more on extracurriculars than classes. I probably could have gotten a lot more out of classes but I just wasn’t pushed to my potential.” The study, Academically Adrift: Limited Learning on College Campuses, found that students just aren’t asked to do much.

“College is fun, don’t get me wrong. But it’s not all about academics.” Half of all students involved did not take a single course requiring 20 pages of writing during their prior semester, and onethird did not take a single course requiring even 40 pages of reading per week. Joe Roman, a senior majoring in education, said most of his sophomore year courses did not take more than an hour a week of work. Education, along with students majoring in business and social work, retained the least amount of information. “It was really repetitive for me,” he said. “A lot of information overlapped from other classes and what I learned in high school. College is fun, don’t get me wrong. But it’s not all about academics.” Two classes Roman took his freshman year consisted of more than 60 students; therefore, the professors did not develop a relationship with the students. With such large class sizes, students can’t be challenged the same way as a smaller class. Dr. Fred Fitch, a communication professor at Kean University, (Continued on page 9)

THE TOWER‘S FASHION COLUMNIST REPORTS FROM ENGLAND - PAGE 7

Professor Rating: In the Eyes of the Beholder By Andrea Edwards

The internet has brought with it, a mixed bag of good, bad, and indifferent feelings. Since the online world consists of such a diverse community, there seems to be a website for just about anything imaginable. However, some sites are so controversial that one can’t help but question their relevance. Over the past 12 years, the internet has served as a vehicle for students across the U.S. to grade their professors on a number of websites. Touted as “the sites professors like to hate,” these performance evaluation websites often serve as an electronic review of instructors. At Kean University, opinions on such websites are quite diverse among students.

Some students, such as freshman Asheia Mikell, confess to not putting much stock into such sites. “I think it’s good that a teacher can know what to advance or improve on,” said Mikell. “It can only be useful if professors use it as a valuable tool.” Freshman Emy Samad, a new user of RateMyProfessor.com, believes the site is accurate. “I actually just started using it this semester and I’m trying to switch out of a class based on the comments and of what I’ve seen in class,” Samad said. She also added that although no two students may perceive the same professor in the same way, she has left comments for professors she believed to be good. Critics question the validity of such

ratings, citing that, unlike formal evaluations, there is no representative sample of students.

“It can be useful if professors use it as a valuable tool.” “I pay no attention to RateMyProfessor.com. If they developed a better way to evaluate professors, one with a scale based on measurable standards, it may be of more use,” Donald Lokuta, a Kean professor in the Department of Design said. There are also no efforts made to ensure that student ratings are based on courses that they’ve actually taken. Some suggest

Can You Hear Me Now? The Battle

2

Arts & Entertainment

Pizza: Who Owns the Slice?

4

Op-Ed: The Pleasures of Winter Learning

Baby Food for the Adult Set

5

Achieving Good Health in 2011

the only way to obtain a good rating is to be “hot” or be an easy grader. However, two University of Maine professors, Theodore Coladarci and Irv Kornfield, conducted a study comparing the popular rating site RateMyProfessors. com (RMP) and the formal evaluation (SET) that U.S. universities continue to use. What they found was a strong link between SET evaluation and the overall quality of the course. “The few RMP items on which the students rate instructors typically pale in comparison to the many items and underlying dimensions found on SET forms,” Coladarci and Kornfield said in their published report. Both agreed that when it came to a true representation (Continued on page 8)

Player & Coach Profiles

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8

Campus Sports

11

9

Giants & Jets: An “I” for Improvement

12

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