You are what you think and how you think. The manner in which you think will affect the decisions and judgments that you make.
Critical reading requires the reader to read intentionally and skeptically, looking to understand not only what the author says but also asking questions such as,
College students often fear the research project. However, in truth, the research project is an opportunity to delve deeply into a domain of knowledge, learn new facts, and acquire an appreciation for perspectives that often come through no other venue, other than the research project.
Reading is required in both academic study and general citizenship. The more accurately one reads, comprehending the presented data and relationships among the arguments and retaining the details, the greater the benefit that may be accrued from the reading effort.
By the time a student enters college, he or she must have attained a degree of literacy that demonstrates preparation for the rigors of post secondary academic study. One of the markers of this preparation is the list of books that have been read. I have noticed that few undergraduate students are fully prepared for the reading, writing, and critical thinking requirements of their first few years of college work. To help rectify this problem, I offer my list of the books that all Americans should read before entering college. If you are already in college and have not read all of these books, waste no time in getting up to speed.
I have had a number of conversations recently with students that got me to thinking about my profession. Some of these conversations were face-to-face dialogues, others I must admit, were voyeuristic intrusions into students’ conversations before and after class.
All students should fully attend class. By attend, I do not mean solely being physically present but fully in cognitive attendance.
Writing is rewriting. Good writers draft once and proofread forever.
I have spent five hours this week addressing a single issue of academic dishonesty. The student who presented plagiarized material in an academic essay may have misunderstood the expectation of academic honesty that is placed on scholars.
A number of students have commented on the amount of reading that is required in our graduate business program. I agree, there is quite a bit of reading, sometimes well over 1,000 pages of densely-packed text in a single course.
I suggest that you read Peter Kump’s book, Breakthrough Rapid Reading. I have been recommending this book to students for many years, and I receive more hugs of thank you at commencements for having made this recommendation than I receive for my teaching abilities. ;-(
I agree with the process, write as we speak. I frequently recommend to writers that they aurally record their thoughts and then write their comments down, as they play back the recording. I have a microtape transcription machine (it was the only gift that I wanted for my 35th birthday), and I used it for many years, documenting my spoken lecture. Now, I use a digital voice recorder; however, the outcome is the same: I speak first, and then I write. I found that this process of speaking, then writing has helped my podcasting. I am now speaking, writing, speaking. 😉
In general, I judge that you, students, are able to demonstrate a clear command of the course content. Your class discussions are well focused, and your individual formal papers are prepared in a manner that coveys your comprehension the details of each week’s material.
However, in reading many assignments, I have noticed a pattern in your writing.
At the recent Chaos Communications Congress, Steven J. Murdoch, a researcher in the security group at the University of Cambridge, discussed how clock skew can be used to facilitate a digital attack against anonymity networks. Clock skew, the tendency for a computer’s clock to become less precise when heated, can reduce the efficacy of anonymizers, such as the Electronic Frontier Foundation’s Tor network.
I challenge us to consider the common phrase, knowledge is power.
Knowledge is power, when it is wielded to advantage. I came to consider this caveat a few months ago, when my wife challenged me with the question, “What are you going to do with all of the books that you read?” What was left unsaid in her question was, what would I do with the knowledge that I gained from reading the books?
Listen to the podcast at Internet Archive.
I hope that I do not sound like a wet blanket with my next comment; it is not my intention to do so. One of the skills that we must learn, as graduate students, is the ability to quickly locate appropriate reference material that leads us to making an informed, logical decision. One of the distractions of having a broad and deep reference set available to us is that we can easily be lead down a primrose path, interesting though it may be, it is still not leading us to an informed, logical conclusion.
Creating a geographically-flexible workspace* has always been my dream. It took me ten years from the time that I first added this goal to my business plan to finally implement it. Since April 1, 2000, I have been working from a home office, a suite of 1,400 square feet that includes a private conference and reading room, office space, and a work room with a long bench upon which I can repair computers and assemble books. I even have my own kitchen and lavatory. If my refrigerator were a little larger, I could comfortably live here!
Listen to the podcast at Internet Archive.