Megan Gronau – Educational Psychology

My name is Megan Gronau

I’m from Livonia, Michigan, 30 minutes northwest of Detroit.

My favorite thing to do on campus is golf, and hang out with friends.

I’m interested in Educational Psychology because I love to learn about the different ways people benefit from specific learning techniques.

Distractions while doing homework, specifically how many times a student goes on their phone while doing homework. To look more into this topic, I would like to look more into undergraduate students at various universities. It is difficult to spend a great amount of time focused on a given activity until your phone buzzes, or your phone lights up because you get a notification from a social media outlet. Getting that notification can put the student on a break from their work for a great deal of time.
Does the time period in which high school starts actually beneficial to those in high school, or convent for the school districts? Focusing on high schoolers, at the age where sleep is most important for the brain. This topic is one that hits me very hard, getting up super early and going to bed extremely late was difficult for me as well as many of those at my high school. Being tired all of the time doesn’t help with the active production of doing homework, and the other after school activities the student may be involved in. Waking up early at a high school level is not normal, high schoolers need the most sleep and by current standards they are the ones getting the least amount of sleep.

Annotated Bibliography

In my study, I will be looking at the attention of students as cell phones are present. The students will be taking an online exam/test on the computer. Half of the students will have their phones next to them, while the other half of the students have to put their phones in a basket in the front of the room. The phones will be face up, so the students can see if they are getting a notification or a text. The common phone ringer will be played throughout the test. The students who have phones can go on them at any time, but still have to complete the test in a timely manner. The students will be evaluated on the number of correct answers and in the amount of time to complete the exam.

Bjornsen, C. A., & Archer, K. J. (2015). Relations between college students’ cell phone use during class and grades. Scholarship of Teaching and Learning in Psychology, 1(4), 326. https://doi.org/10.1037/stl0000045

Many college campuses allow students to use their cell phones in a classroom setting and it can be beneficial in a learning sense but what happens when the students use the phones for something other than academic learning? In this study, researchers wanted to examine the relationship between daily cell phones use in-class and the student’s test grades. During the class, the students could use their phones as many times as they want and the professor would not mention anything about it, essentially there were no rules pertaining phone use. At the end of each class, a questionnaire would be completed by the students asking them how many times they used their cell phone. A class exam was given, and the researchers compared the exam score to the questionnaire and concluded that students who were on their phones in class, scored lower on the exam. The in-class phone use negatively affected the student exam grades as well as their GPAs.

This experiment would be great to compare those who directly use their phones in class to those who choose not to. In my proposal this would help provide evidence that the distraction of a phone in class can really affect the overall learning experience of a student. By showing the reader that phones can really have a long-lasting effect on the students’ habit in the classroom and their learning experience can be altered drastically in a negative capacity.

Charles, A. S. (2012). Cell phones: Rule-setting, rule-breaking, and relationships in the classroom. American Secondary Education, 40(3), 4-16.

The use of social networking in schools has increased in the last few years. Even in the short amount of passing time between classes, students will use that opportunity to check their accounts. In this study researches looked at the policies and practice put in place that students had to follow, to see if the practices were followed and specific. In three different classes students were observed using the different policies for phone use in the classroom. All phones are prohibited, but it gets more difficult when an iPad comes into the classroom. If a student and a teacher disagreed on the capable use of the device, the teachers would use their own interpretation of the policy to assess if the student could have the device. Even though the school has its policies teachers may have their own and they could conflict. With all of the new technologies coming into the school the old rules can seem very dated and out of season, but the administration in a given school needs to be on the same on behalf of the teachers and the policies already put in place.

Starting at the administrators, they have to be on the same page as the teachers who come in contact with the students every day. The article would be great to explain the poor communication in the staff of a school when it comes to the policies and practices, and how if teachers don’t know the rules than how are students supposed to follow them. By showing the reasons why the teachers answer in different ways to the rules, students should be able to question the vague rules of the school.

Faure, C., Thomas, K. M., & Orthober, C. (2011). Using text-messaging in the secondary classroom. American Secondary Education, 39(2), 55-76.

Technologies like mobile phones with texting abilities can support the interaction between students and teachers. In this study, researchers were looking to see if daily reminder text from teachers were helpful. Teachers were instructed to send text-messages to the students about the progression of the class while outside of class. The students were then instructed to send a text back or not to text back. At the end of the semester, the students completed a survey about the amount of times they texted back, if they text back, they would explain their perception, and if they didn’t text back, they were to explain why not. Majority of the students said that they were daily texters and responded to the texts from teachers as well as using the text-messaging for school related purposes. Many students found the phones beneficial in the classroom and the teachers found them helpful to get information to reach the students quickly. The asserted technology in the classroom has the ability to engage and motivate students while providing teachers with unique teaching opportunities.

The article shows that students and the teachers can have a clear line of communication, outside of school other than emailing. The conversation has never involved both teachers and students and I think this is beneficial to get a wide range of opinions about the use of phones. Students and teachers will both find the use of phones beneficial if they are used in the correct way, as a helping tool, instead of a hinder.

Hanson, T.L., Drumheller, K., Mallard, J., McKee, C., & Schlegel, P. (2011). Cell phones, text messaging and facebook: Competing time demands of today’s college students.College Teaching, 59, 23-30.

The overall schedule for a college student is different day-to-day, students are involved in so many other activities and clubs but one thing that student make it a point to include into their day is screen time. Especially evident in college students, social events and other interactions take precedence over academics. Students tend to focus more on updating and scrolling through their favorite social media outlets than downloading and completing a homework assignment. Researchers wanted to look into student time management and learning engagement. A student’s daily schedule can be extremely busy and the amount of effort a student may choose to put into their work will differ, but most of time the student will have to decide which class needs the most attention and focus only on that material. This study concluded that students were more likely to use their phones in a class when the professor was not engaging or entertaining. Professors need to provide a learning environment where the students are able to give their full attention to the class work.

Even though the study provides the readers with good solutions to make the students less dependent on their phones in class, but the students are still going to use the phones outside of class, there is no telling that the students will use their phones while doing their homework and still be distracted and not give 110% into every homework assignment. I would use this article to show how students can become more interested in class but can still fall victim to the lack of attention while doing assignments outside of class.

Harmon, O. R., & Lambrinos, J. (2008). Are online exams an invitation to cheat? The Journal ofEconomic Education, 39(2), 116-125.

Computers and other electronic devices are used in many of the assignments, and the notion to which professors and teachers believe that the students are going to complete their own work. Researchers wanted to observe the overall grades of students when they were able to cheat using online resources. In the experiment, a final exam was administered for a class. One of the final exams would be proctored, and the proctor was in the room during the exam, in the other case the exam was not proctored. If no cheating occurred during the exam the proctor would go away, the explanatory time (time spent going over the directions) would decrease, and if cheating occurred then the explanatory time would increase. The findings concluded that the class was more likely to cheat when the exam was not proctored. The potential for a higher exam grade was overwhelming, and made the students go to the extremes to receive a good grade. Academic dishonesty can be minimized when the proctor is in the room.

The use of electronic devices in exams has gotten out of control. Exams and tests have been designed to be done on their own, and the with no help from the internet. Teachers and professors need to be on the lookout for classes and assignments that they are actually done by the individual. This article can be used to persuade others that students can’t always be truthful in the sense where computers are, and the ability to use the computer to achieve a higher grade is so strong. The use of computers can urge students to not be academically honest and the student will continue to do this unless others confront them.

Humble-Thaden, M. B. (2011). Student reflection perceptions of high school educational cell phone technology usage. The Journal of Technology Studies,37(1/2), 10-16.

The move from high school to college can be an eye opener to all of the childish policies in high school. In this study researchers wanted to get the perspective of college students on the policies they had in high school and the how the practices were helpful in the academic environment or hindering. The college students were to complete a survey about their knowledge of their high school’s cell phone policies. Questions included the types of policies and if the students found the polices helpful in a classroom setting. Researchers found that college students were aware of the policies put in place in their high schools but didn’t necessarily agree with them. The college students wanted to make a point that classmates saw the phones as a positive in the class and were very easily persuaded to use them to communicate with others about a class project. The new freedom of the college students for technology allows them to see the holes in the policies in place in high school.

This study allows those who are not that far out of college to reflect on their past experiences. The focus of the study allows the formation of the relationship between the policies of high school and college. I will use this article to differentiate the feeling of the policies between high school and college. High school is the time for more freedom and to get the students ready for more independence in college, but one thing is holding them back, cell phone policies. The policies used need to be liked by all to create a positive environment to learn. Many high school policies want nothing to do with phones and that’s why there is a zero-tolerance policy, but if this is implemented than the students could be blocked from social learning.

Lee, E. B. (2012). Young, black, and connected: Facebook usage among african american college students. Journal of Black Studies, 43(3), 336-354.

Many students in college control or own a Facebook account. The account can be used to connect with others on the campus, but it can also be used to communicate with others all over the world. Researcher were curious to see if African American students went on Facebook more often in school. Students were to answer a survey about the amount of time the student spends online, and their ownership of a Facebook account and the amount of time spent on Facebook on a daily basis. Based on the results of the questions, 98% of the students had a Facebook account. Majority of the students were on Facebook for less than two hours a day but a rare 6% were on Facebook for over four hours a day. Many of the students would log on to Facebook around 1 to 5 times a day. The college students that used Facebook religiously were seen has having a higher self-esteem and being more in-touch with their ethnic identity. These students who used Facebook for communication, the students were more likely to understand their cultural meanings of self-presentation, and friendship.

By adding this article in my proposal, it brings attention to the amount of time spent on Facebook for any college student who has an account. In an average college day doesn’t have enough hours in the day to go on Facebook for any extended amount of time. This article would provide the essence of the student and the amount of time Facebook can take up can take away from other activities like studying or sleeping. The students have to have good time management, but Facebook will always influence the habits of the students.

Lee, E. B. (2014). Facebook use and texting among african american and hispanic teenagers: An implication for academic performance. Journal of Black Studies, 45(2), 83–101.

Many other studies don’t include a diverse sample, this study just focuses on African American and Hispanic teens. This study looks at many aspects of the self and identity. Students were asked to answer a questionnaire about the potential negative effects of Facebook use on academic performance. The results concluded a significant relationship between Facebook use and math grades. Those who used Facebook in class and while doing homework had lower grades in the class and did worse on assignments, than those who didn’t go on Facebook while doing homework. Facebook users spend more time on Facebook activities than studying. There could be a possible link between utilization of new communication technology and worse academic performance among teenagers.

This study will be beneficial to my proposal due to the diverse element it brings to the talk about Facebook use in teens, but also shows the direct relationship to grades and the letter grade a student receives in a class compared to Facebook use. Facebook allows the students to expand their learning but not in a good way, the distractions in the slight minute could set the students back 15-20 minutes in their studying. This study allows will allow the reader of my proposal to connect with the addiction of Facebook in everyday life and the constant wanting to be interacting with others.

Lee, E. B. (2015). Too much information: Heavy smartphone and facebook utilization by african american young adults. Journal of Black Studies, 46(1), 44-61.

Heavy use of mobile phones has been studied for many years, the usage of the phones in a classroom setting is increasing. Most young adults use smartphones for a variety of multitasking including texting checking social networks, listening to music, and web games. Facebook plays an active role in the initiation and promulgation of multitasking behaviors. A survey was administered, and it contained information about ownership of a device, and the amount of time spent on Facebook in class. About 70% of the respondents indicated that they text, and 49% use Facebook or Twitter during classes. The students have admitted that they were distracted during lecture and they multitasked while doing in-class work. The time spent inside class not paying attention makes it harder for them to put in enough attention outside of class to do work. To conclude there was no correlation to the amount of time spent on Facebook or phones during class and the GPA. The researchers didn’t look at the grades of the students but just by the answers of the survey.

The article brings to light that students use their phones in class and don’t have a sense of concern for the negative connotations for using their phones in class instead of paying attention to the lecture. I would use the article to make a comparison to other studies by the same researcher and how they found a different result in this study than in previous studies.

Lucking, B., Christmann, E., & Wighting, M. (2010). Hang up and learn: Cell phones in the science classroom. Science Scope, 33(9), 82-85.

Phones can be extremely useful in a learning environment. The devices students bring to school contain a calculator, dictionary, and even internet access. The communication factor that phones provide is more important than previously believed. Researchers wanted to see the relationship between teacher and class through class-wide texts. The texting settings can allow the teacher/professor to send a class wide text to let everyone know about the exam, also students can be more organized with all of the material. Students may download given apps to make them more involved in the class and with fellow students. Certain apps have been used in science, to help the students in a more technology based to learn the information. Teachers may see the phones as a hinder the learning for a student, but they don’t know all of the positives the phones can bring.

This article will provide a clear relationship to how the phone can help in the science classes. Science teachers have built in the phones to the learning and classroom. A new range of experiments can be used in the exploring of the phones use in the classroom. The teachers want to make the phones a positive characteristic in the classroom. This article wants to show that phones, if used in the correct way, can provide a greater learning experience for the students.

Mupinga, D. M. (2017). School-wide and classroom policies on the use of mobile technology: An exploratory study. The Journal of Technology Studies, 43(2), 70-79.

The presence of a mobile device can really affect the overall environment of a classroom, educators are finding it extremely difficult to embrace the devices or to limit their use in the classroom. Many schools are reevaluating their policies and practices on cell-phones use in the learning environment. A four-question survey on school-wide cell-phone policies, containing open-ended questions pertaining to penalties for violating school-wide and classroom mobile devices, common uses of mobile devices in the classroom, concerns for adopting mobile technologies, and the support schools need to adopt mobile devices. Researchers found that teachers and school administrators wanted or had in place a policy where all phone use was restricted on school grounds, and the policies regarding mobile devices were not specific enough to allow easy enforcement by teachers, and that when schools did punish for the presence of a mobile device the parents were more affected and punished than the students. Schools don’t want to be liable for the phones if they are confiscated, and especially don’t want to bother parents.

This article will provide a basis for the strong pull technology has on everyone, even those who are not using a mobile device in a school day. The connotations the article brings up is that administrators are just as confused when it comes to punishment of a device that isn’t directly stated in the policy. Schools want to eliminate the use of phones, but the article doesn’t focus on the negative effects on students rather than on the administrators. Phones just don’t affect those who use them but put administrators in difficult situations when it comes to dealing with parents. This article will bring a different perspective on the impact phones can have on adults in a school setting.

Obringer, S. J., & Coffey, K. (2007). Cell phones in american high schools: A national survey. The Journal of Technology Studies, 33(1/2), 41-47.

The policies and practices in each of the school were looked to review the policies were really viewed in the school setting and how others saw them. Researchers wanted to examine the cell phone policies and punishments. A survey was sent out to high school principals all over the nation, and they were to review their practice on dealing with phones, and they were to say if the policies have a positive or negative connotation. The survey was completed and concluded that a majority of the high schools had specific policies in place regarding phones, parents of the students were generally pleased with the school’s cell phone use, classroom teachers used cell phones at school for non-academic reasons, and the disciplinary actions for students using cell phones had a very wide range. In some of the schools there are differences about the severity of the punishments for cell phone use. Schools have a policy in place, but all of the schools are seen in a different light.

The national government has not put out a nationwide policy for phone use in schools. Due to this, schools in proximity to each other could have completely different practices. The article would provide a good explanation to the policies and why they are put in place by the administration. Based on the culture and recent events, the policies could change, and parents would have to approve the new policies. The views of the school and the view they give off will be drastically different with they have more strict policies than others.

Tessier, J. (2013). Student impressions of academic cell phone use in the classroom. Journal ofCollege Science Teaching, 43(1), 25-29.

To show teachers as well as professors have seen phones as such a hindering aspect of school, and phones have been classified as a distraction. In this study, students were in class for 50 minutes a day for three days a week, over this time the students were given a list of questions to answer by the end of class the students were encouraged to use their phones to complete the questions, but the students didn’t have any restriction on the apps they could use. If a student were on a social media app, they were just told to get back on track. At the end of the class a survey was giving to the students about how many times they used their phones to answer the question and how many times did you use your phones for other reasons other than looking up answers. The results concluded that students felt that phones helped their learning and was not a distraction. The more students used their cell phones, the greater was their perception of cell phone use was helping them learn, being enjoyable, and promotion attendance. Students believed that phones were beneficial in a classroom setting.

The students to acknowledge the use of phones in class as a positive is important. By having students realizing that phones can be a positive and not as bad as teachers make them out to be. Adding this article in my proposal will add the perception of students and how the phones will affect the amount of work done for the class.

Tessier, J. T. (2014). Eliminating the textbook: Learning science with cell phones. Journal of College Science Teaching, 44(2), 46-51.

Many classes on a college campus require the student to get a textbook. The book can range from many hundreds of dollars but is opening the textbook twice in a semester really worth the money. More and more classes have online readings, so the students don’t have to waste money on something that won’t be used. Researcher wanted to examine the relationship between textbook and phones when completing an assignment. In this study, students were either put into a group that they could use phones for a semester in a class to get the answers, and the others were instructed to only use the textbooks. Students had to complete an exam or quiz on the material, where the student could refer to their textbook or cell phone respectfully. The score on the exam or quiz may show there is a relationship between the score and the use of a cell phone. The study supports that when either a student uses a textbook or a phone, the scores are the same. Students found that the use of cell phones was extremely beneficial.

The study develops the relationship between the use of a textbook and the use of a cell phone to get the same amount of work done. This is one of the first articles that really shows the comparison of the both uses. The textbook in this article proves to not be as useful and when it is brought up in conversation by a teacher there is nothing really to back it up. Using the textbook and cell phones to do an assignment will be both beneficial in their own way, and still get the assignment done.

Walmsley, A., & McManemy, J. (2008). College student: Character dysfunction. Academe, 94(1), 51-53.

Students in many of the classes aren’t very good at communicating with professors. The professors may attribute the student shyness to phone use. Students may feel very extremely aware of their goals and consequences in the class, so they felt that they didn’t need to go to talk to the professor. Students have to adapt to the school environment by going to ask questions about the work. Communication issues could bedue to the instant gratification the phones bring in the case of a phone. Students aren’t willingly to wait to find the answer but would rather just answer the question by looking it up on a phone. The intermediate relationship of the phone puts a strain on the relationship of others in the class. Professors have to come up with different methods to keep student engaged in the class and assignments. Professors have been trying to not give students the immediate feedback but to let the students wait in a more real work life scenario. The students need to not rely on their phones for help but use communication skills to get help.

Many students don’t know how to communicate unless it is behind a screen. This article allows the reader to relate and reflect on the tactics they used in college to get assignments done and how phones have shorted them key communication characteristics. Students haven’t developed these skills and from this the drive to get the correct answer is so strong that they will do anything to get it. The article will provide the background to why the students use their phones instead of face to face communication.

Literature Review Outline

Cell Phones in the Classroom

Field…

This study will… determine if phone use, social media use, while studying effects the grade received on the exam.

Students Time Spent on Phones

Why use your cell phone.

Hanson, T.L., Drumheller, K., Mallard, J., McKee, C., & Schlegel, P. (2011). Cell phones, text messaging and facebook: Competing time demands of today’s college students. College Teaching, 59, 23-30.

Students tend to focus more on updating and scrolling through their favorite social media outlets than downloading and completing a homework assignment.

Student addicted to phone use
Instant gratification of phone use

Facebook.

Lee, E. B. (2012). Young, black, and connected: Facebook usage among african american college students. Journal of Black Studies, 43(3), 336-354.

98% of the students had a Facebook account
These students who used Facebook for communication, the students were more likely to understand their cultural meanings of self-presentation, and friendship.

Lee, E. B. (2014). Facebook use and texting among african american and hispanic teenagers: An implication for academic performance. Journal of Black Studies, 45(2), 83–101.

Those who used Facebook in class and while doing homework had lower grades in the class and did worse on assignments, than those who didn’t go on Facebook while doing homework.
Facebook users spend more time on Facebook activities than studying.

One of the more common social media cites
Social media cites; Instagram and Twitter

Texting.

Faure, C., Thomas, K. M., & Orthober, C. (2011). Using text-messaging in the secondary classroom. American Secondary Education, 39(2), 55-76.

Many students found the phones beneficial in the classroom and the teachers found them helpful to get information to reach the students quickly.

Powerful form of communication
Quick, instant

School Policies

Teacher opinions.

Charles, A. S. (2012). Cell phones: Rule-setting, rule-breaking, and relationships in the classroom. American Secondary Education, 40(3), 4-16.

Policies and practice put in place in schools, the policies have to be very specific.
If a student and a teacher disagreed on the capable use of the device, the teachers would use their own interpretation of the policy to assess if the student could have the device. Even though the school has its policies teachers may have their own and they could conflict.

Obringer, S. J., & Coffey, K. (2007). Cell phones in american high schools: A national survey. The Journal of Technology Studies, 33(1/2), 41-47.

Majority of the high schools had specific policies in place regarding phones, parents of the students were generally pleased with the school’s cell phone use, classroom teachers used cell phones at school for non-academic reasons, and the disciplinary actions for students using cell phones had a very wide range. In some of the schools there are differences about the severity of the punishments for cell phone use.

Student opinions.

Humble-Thaden, M. B. (2011). Student reflection perceptions of high school educational cell phone technology usage. The Journal of Technology Studies,37(1/2), 10-16.

The college students wanted to make a point that classmates saw the phones as a positive in the class and were very easily persuaded to use them to communicate with others about a class project. The new freedom of the college students for technology allows them to see the holes in the policies in place in high school.

Mupinga, D. M. (2017). School-wide and classroom policies on the use of mobile technology: An exploratory study. The Journal of Technology Studies, 43(2), 70-79.

Teachers and school administrators wanted or had in place a policy where all phone use was restricted on school grounds, and the policies regarding mobile devices were not specific enough to allow easy enforcement by teachers, and that when schools did punish for the presence of a mobile device the parents were more affected and punished than the students.

Academic Learning Environment

Cell phone use in class.

How many times a student went on his/her phone in class; the more times the students were on their phones while studying for the exam, the student scored lower on the exam.

Lucking, B., Christmann, E., & Wighting, M. (2010). Hang up and learn: Cell phones in the science classroom. Science Scope, 33(9), 82-85.

The texting settings can allow the teacher/professor to send a class wide text to let everyone know about the exam, also students can be more organized with all of the material.

Tessier, J. (2013). Student impressions of academic cell phone use in the classroom. Journal ofCollege Science Teaching, 43(1), 25-29.

Students felt that phones helped their learning and was not a distraction.
The more students used their cell phones, the greater was their perception of cell phone use was helping them learn, being enjoyable, and promotion attendance.

Tessier, J. T. (2014). Eliminating the textbook: Learning science with cell phones. Journal ofCollege Science Teaching, 44(2), 46-51.

Either a student uses a textbook or a phone, the scores are the same.
Students found that the use of cell phones was extremely beneficial.

Class engagement.

Students were more likely to use their phones in a class when the professor was not engaging or entertaining. Professors need to provide a learning environment where the students are able to give their full attention to the class work.

Lee, E. B. (2015). Too much information: Heavy smartphone and facebook utilization by african american young adults. Journal of Black Studies,46(1), 44-61.

The students have admitted that they were distracted during lecture and they multitasked while doing in-class work. The time spent inside class not paying attention makes it harder for them to put in enough attention outside of class to do work.

Walmsley, A., & McManemy, J. (2008). College student: Character dysfunction. Academe, 94(1), 51-53.

The professors may attribute the student shyness to phone use.
Students aren’t willingly to wait to find the answer but would rather just answer the question by looking it up on a phone.

Teachers have to come up with new ways to engage students

Grades.

The in-class phone use negatively affected the student exam grades as well as their GPAs.

Harmon, O. R., & Lambrinos, J. (2008). Are online exams an invitation to cheat? The Journal ofEconomic Education, 39(2), 116-125.

The potential for a higher exam grade was overwhelming, and made the students go to the extremes to receive a good grade.

Proposed Study

IS Symposium Talks

I went to Senior IS Symposium Poster session for the Psychology Department. All of the IS’s were so good and you could tell the interests of each student was very different. Hearing how enthusiastic the seniors were about their respected projects, was so cool. Seeing the seniors present something that they were so invested in and arguably they put blood, sweat, and tears into, was so exciting. Now that I’m almost done with sophomore year it makes it really nerve raking to think about IS, but when the time comes, I know I will be able to complete IS with limited problems.

There was a study about concussions in college athletics and the effect they have in memory, another senior did there is on meditation and stress levels in college students. These studies pertain to the respected senior and by doing all of this research in one subject, they are well versed and able to create a discussion. One thing I noticed about the presentations was that the student did have problems finding participants. I haven’t created a study that contained selecting participants, but I know it can be extremely hard. It’s not like people don’t want to participate or the study is boring, but they think that it has nothing to do with them or won’t impact them in any sort of way. This may be true in some circumstances but in others the IS can have a direct impact. To try and avoid this lack of participants, I will try to give an incentive to each participant or try to relate the study to what is generally thought about in the minds of college students.

Any senior you talk to about writing IS, they will tell you that it was hard, but it definitely made them think critically about the topic. Seeing all of the seniors so happy about finishing their own research, made me feel that IS isn’t bad but something that will make you a problem solver. IS is going to be a great experience and I can’t wait.