DIG 210 Student Sleep Analysis
According to our email survey, which was conducted on 17 October 2017, the currentDIG 210 students sleep on average seven hours per night. However, according to the results depicted in Graph II, the survey participants believe that they should sleep, on average, one hour more than they do. Interestingly, the DIG 210 students regard themselves, thus, as sleep-deprived, which, if this survey is regarded as representative, implies that the students at Davidson College are unsatisfied with the amount of sleep they currently get.
Nonetheless, this survey should not be interpreted as a representation of Davidson’s student body due to the sample’s selection bias and lack of observation.
The question remains: what can this survey data tell us? In our opinion, not a lot can be learned, in terms of its quantitative nature. Despite its empirical insignificance, however, this survey exemplifies how data can be used to make targeted improvements in Davidson students’ daily lives. If, for example, a follow-up survey was conducted that considers the sleep levels of every student on campus and the results would have been similar, then Student Health Services should consider changing teaching methods or implementing new, school-wide strategies that alleviate the students’ sleep deprivation (e.g. first class starts an hour later, mandatory bedtime hours). Since we have discussed the far-reaching threats that data can pose, it is important to point out its nearly infinite ability to also drastically improve all of our lives. But only if it is being correctly collected and applied in an environment of checks, balances and legally binding morality.
Our sleep data provides a strong example of the contrasting effects data collection can have on divisive or “hot-topic issues”. There are a lot of benefits that can come from collecting data from students and creating strategies that may improve their lives on campus. On the other hand, it can be easy to poke holes in data that is not representative of the entire student body. As well as considering that each student has different sleep patterns and needs.
DIG 210 Student Major and Career Path
This week, I was curious of the majors of Davidson students and what careers they desire to go into after college. I was particularly interested in this topic pertaining to our class because in today’s society data is applicable to almost every career. Therefore, I predicted that there would be a large variety of majors and career choices within our class.
It seems as though this idea is accurate with seven different majors represented and nine different career industries with two “unknowns.” I was somewhat surprised however that the majority of students in the class are economics major and wish to go into financial services, while only three students are computer science majors and wish to go into technology.
I think an interesting next step for this analysis would be to survey classes in different departments with the same questions and compare them to our classes results.