Zach Schlessel 1
Zach K. Schlessel
1114 Fordham Lane
Woodmere New York 11598-1029
November 7, 2010
Dr. James R. Stellar
Provost and Vice President for Academic Affairs
Queens College
Kiely Hall, Room 1104
65-30 Kissena Blvd.
Flushing NY 11367
james.stellar@qc.cuny.edu
Re: Achieving An Academic Experience Which Best Suits The Students Of My
Generation
Dear Dr. James R. Stellar,
Hello, my name is Zach Schlessel. I am a freshman currently enrolled at Queens
College. I am writing to you about the change in the social climate of the world today
and the need for a fresh and innovative approach to the school’s educational directive.
Our current education and work environment philosophies were based on our parents,
the “baby boomer” generation. The current “me” generation’s needs need to be
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addressed. The question that has to be answered is: how do we synergize the selffulfillment, searching, spirituality, philosophy of life, change the world environment of the
“baby boomers” with the fun, materialistic things, feeling good about yourself, follow
your dreams environment of the current “me” generation? Being part of this generation,
I feel a need and desire to express some ideas and opinions that can be advantageous
for both myself and the school, regarding the educational system or style the college
should have that will allow the school to educate with a more meaningful methodology. I
hope you review this correspondence thoroughly and find some of the ideas to be
worthwhile for a new educational initiative.
Jean M Twenge, Ph.D., in her book “Generation Me”, discussed the differences
between the “me” generation and the previous “boomers” generation of our parents. My
views and opinions of the current “me” generation are very much as Dr. Twenge
outlines in her book. The current generation is more concerned with being happy and
satisfied on a personal “I” or “me” basis than trying to understand the bigger picture that
by helping and being involved in how to solve the world’s problems and needs, we will
ultimately be satisfying our own. We have been taught to follow our dreams, but what
we are lacking is an understanding and knowledge of how to follow our dreams. In the
“me” generation, self esteem and feeling good about yourself has replaced our values
system of yesteryear. This is no longer a life journey for growth and self fulfillment. We
have been programmed that happiness is equated with fun, watching television and
surfing the Web. There is no need for a feeling of enlightenment or serenity as long as
we are able to purchase the biggest house, best car, or other materialistic desires.
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Dr. Twenge calls this the generation of self esteem. Both Dr. Twenge and I believe
there is a very dangerous line between self esteem and egotism and narcissism. Do we
really feel good about ourselves? Are we happy? Perhaps we are trying to find the
easier way. Who are today’s role models? Movie stars, even the politicians try to
emulate the musicians and movie stars. Numerous books have been written about the
current ”cult” of celebrity. Books like Celebrity by Chris Rojek, Celebrity and Power by
P. David Marshall and Understanding Celebrity by Graeme Turner. Celebrity has
become a part of everyday life. There is no parallel in history to today’s ubiquitous
“living” form of celebrity, powered by our great advances in technology and media fields
powered by electronic mass media, newspapers, PR departments and magazines.
So how can we use our advances in media and technology to add meaning and
guidelines to the “me” generation? We need to begin with how we are utilizing our
technologies within our education systems. What type of reforms or enhancements can
be made which will be beneficial in the immediate as well as in the long term future of
the student body of my generation in Queens College? I feel there is no need to
overhaul the educational system, methodology and style in order to achieve our
intended goal of efficiently adjusting the education process in order to benefit the
students as well as the school both in terms of accessibility and usefulness to the
current generation. The advancement in technology has given us the capabilities to
communicate better and to have vast resources at the touch of a button, mouse or
keyboard. We now have the capability to text, email, IM or BBM. We can communicate
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with people and obtain information from anywhere in the world. Even ordinary people
can feel important or extraordinary with the ability to blog or post what is going on in
their lives. Also, if they have a talent, they create their own web page. As Twenge says,
“Ordinary people can also find a taste of fame on the internet. Anyone can put up a web
page, start a LiveJournal (LJ), or post to message boards. Blogs are built around the
idea that everyone wants to hear your thoughts. Had a bad day? Tell the world about it
on LJ. Proud of your athletic ability, your family, your hobbies, your witty writing? Create
your own web page.” (89)
These can be wonderful assets. They can also be a disruption in relating to and growing
individually with the self. There needs to be a system of control and rules to follow if we
are to gain and use our technologies for our good. Students are constantly using their
phones and Blackberries to text and BBM during class. Students are currently allowed
to use their laptops in most classes and are supposed to be used for the sole purpose
of taking notes. In addition, there is surfing the web, IMing, going to Facebook or chat
sites.
I believe the following system should be applied as respects to laptops:
In small classes, the laptops should be banned. The classes need to focus on
interactions between the students and the professors, as well as interaction of students
with fellow students. This will enable a better understanding of the material and
understanding of relationships and communications, as well as a key for future
assistance. We need to go back to being human. We need to communicate better and
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we need to understand that we are not alone. Most importantly we need to know that we
are not in control of everything. And we need to know that that is alright. We are human
beings and as such we need to interact.
In regard to large classes though, I believe the usage of computers should be
recommended. Either the school should supply them in the large classrooms or the
students should bring their own. Obviously, if allowing the usage of computers there
is a specific reason for it. There have been several schools who have tried using a
computer program called Twitter to enhance their large classes. One of the universities
already using Twitter in their classrooms is the University of Texas at Dallas. The
teacher there, Dr. Monica Rankin has begun an experiment to see if Twitter is beneficial
or not. In these classes the teacher teaches a lesson and there is a huge screen in front
of the room. If teacher raises a question or you want to ask a question or state a
statement can just post it on twitter and it will be posted in front of the room. Then the
teacher will be able to discuss what you just said. This experiment has had several
good effects so far. One effect is that there is an increase in participation in class with
the usage of Twitter. Because you do not need to raise your hand to answer and there
is no need to be embarrassed if the answer is incorrect, even the shy people are
starting to get involved. This can truly enhance a desire to learn. As Dr Rankin’s
colleague David Parry said, “Once students started Twittering I think they developed a
sense of each other as people beyond the classroom space, rather than just students
they saw twice a week for an hour and a half.” As a result, classroom conversation
became more productive as “people were more willing to talk, and [be] more respectful
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of others.” (Ferenstein). Even study techniques have been enhanced with the significant
classroom discussions on Twitter it is easily available as a great study tool. Additionally,
for those schools hit hard by recession, they are able to put more students into one
classroom and have an effective class now with Twitter enabling them to have smooth,
flourishing conversations. (Ferenstein)
Besides the societal circumstances that have defined my generation, there has been a
new model brought up regarding higher education that has started to be a big influence
on the 21st century. This model is known as the “Corporate Model”. The “Corporate
Model” is the belief that a higher education should be run more like a business to enable
a better understanding of the working world and the actual challenges that can be
faced. The schools and teachers will act as the suppliers and the students will act as the
consumers. The main focus is to teach the students the material that is necessary to do
well in the business world, having the students adjust themselves to live up to the
necessary standards.
An example of how the corporate model is used today is in regard to the “For-Profit
Colleges”. These colleges are focused on making sure their businesses, boards and
CEOs are all making a profit, most of the time being very expensive and a ripoff.
Examples of these colleges are the University of Phoenix and Motorola University.
These universities are actually online colleges. What is driving these colleges though?
“The boom in for-profit education, driven by a political consensus that all Americans
need more than a high school diploma”. (Golden) Today based on our economy and
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how jobs are being distributed, the new employees are required to have a higher
education to do well. In that regard, some people have to go back to school. To make it
easier for them though, they can take part in these online schools and get the same
degree as if they were going to a traditional school. So these online schools seems to
be good. However, some object to the online schools since taking away what a
traditional campus like college would offer and also in the way in which these for-profit
colleges are finding students.
The businesses have been focusing more on the homeless or poorer people since “they
qualify for federal grants and loans” which gives the for-profit organization real money.
There has been an increase in enrollment of students there. “Enrollment at for-profit
colleges and trade schools has tripled in the last decade to about 1.8 million, or nearly
10 percent of the nation’s higher education students.” (Sorkin) This is due to the fact
that anyone can take part in these colleges and do not need a high grade average or
SAT score to be accepted. In addition, the businesses are more focused on the schools
and give tons of money annually, but there can still be more done by them.
As claimed by Mike Rose, “It is a good thing for businesses to give money to the
schools, but the schools also need businesses to consider broader issues of economy
and culture. To take one point, various elements of the business community lobby,
litigate, and proselytize against tax increases, minimum or living-wage laws, and a
whole range of policies that would help poor and working class families better prepare
their children through decent housing, health care, and educational resources.”(Rose,
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59-60) In other words, Mike Rose is saying it is commendable the businesses are giving
money towards the schools but at the same time they should take part in the community
affairs, taxes, laws, and so on that could help them out as well as the poor and working
class families.
The Queens College motto is Discimus ut Serviamus: We learn so that we may serve.
I believe in order to fulfill the motto and to allow the students to grow, there should be a
corporate model instituted. With the help of outside affiliated businesses not only will the
school be benefiting, but the businesses as well. “School-business alliances can lead to
enriched internships and various kinds of mentoring relationships between promising
kids and female and minority employees who could serve as role models.”(Rose, 55)
Starting from freshman and continuing throughout the four year term the students
should be able to benefit from the internships and leadership roles that these
businesses are offering. Upon graduation after the student has been mentored for four
years there will be a qualitatively better workforce which will already have a relationship
with its employer. In return, what these businesses want is the money, for their
business name to be spread around, and a good workforce to choose their employees
from. In addition to the internships offered and connection with the businesses, the
business or businesses associated with Queens College will give funds in order to
support this goal, assisting with the salaries, supporting events, providing supplies such
as computers and desks, and so much more. I do not believe it is necessary though to
have the online courses that has taken part in the corporate model today. I believe it is
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better for the students to go to the classroom, being able to interact with fellow
students, and be able to take advantage of all that is offered at Queens College.
Some may argue there should be online courses available so people who feel they do
not need the interactions can take classes from home or if for some reason they just
need to take one class to finish up with their credits they would perhaps want to do so
quickly by taking the class online instead of having to go to classes for a whole
semester. However, at the same time, with the development of certain helpful cites like
Blackboard, I feel there is a need for teachers to learn how to use it and start posting
key notes, diagrams, announcements or whatever is needed for that specific class so
traditional classes can integrate face to face with online learning.
We should be able to enhance the understanding of the current generation that by
helping others we are helping ourselves. That a life with a purpose is so much better
than a life filled with materialistic possessions without meaning. If we can utilize our new
technologies for the better our self esteem will certainly be intact.
Thank you for your time. I am looking forward to hearing from you soon.
Sincerely,
Zach K. Schlessel
Zach Schlessel 10
Work Cited:
Twenge, Jean M. “Generation Me: Why Today’s Young Americans Are More Confident,
Assertive, Entitled-and More Miserable Than Ever Before”. New York, NY: Free Press A
division of Simon & Schuster, Inc. 2006. Pages 44-103. Print
Ferenstein, Greg. “How Twitter in the Classroom is Boosting Student Engagement”.
Mashable/ Social Media. February 1st 2010. Web. November 7 2010.
http://mashable.com/2010/03/01/twitter-classroom/
Rose, Mike. “Why School? Reclaiming Education for all of Us”. New York, The New
Press, 2009. Chapter 4 pages 53-63. Print
Golden, Daniel. “The Homeless at College: For-profit schools are tapping shelters and
halfway houses for new students, loading them with debt and leaving taxpayers on the
hook”. Bloomberg Businessweek. April 30, 2010. Web. November 7 2010.
http://www.businessweek.com/print/magazine/content/10_19/b4177064219731.htm
Sorkin, Andrew Ross. “Subprime Colleges, Revisited”. New York Times DealBook. July
30, 2010. Web. November 7 2010
http://dealbook.blogs.nytimes.com/2010/07/30/subprime-collegesrevisited/?pagemode=print