Concerns Regarding Smartphone Use in Education - Educators and researchers express concerns about smartphones' impact on student learning and engagement [1] - Teachers report smartphones as a persistent distraction in classrooms, hindering instruction and undermining academic performance [1] Legislative Action - Caroline Fairley from Emeril led the effort to write a bill addressing these concerns [2] - The bill requires public schools to restrict student cell phone use during the school day [2] - School districts are granted flexibility to establish policies that meet their unique needs [2]

Core Argument - The traditional narrative of disengaged undergraduate students is harmful and inaccurate, hindering the creation of engaging learning environments [2][3][4] - Higher education should shift from viewing students as passive consumers of knowledge to active participants and contributors [5][17][18] - Integrating students' existing skills, knowledge, and experiences into the curriculum can foster a sense of belonging and enhance their academic success [9][10][12] Pedagogical Approach - Educators should invite students to explore their passions and connect them to academic skills and knowledge [7][8][10] - Assignments should encourage students to use their experiences to contribute to the learning community and support their peers [11][12] - Curriculum design should incorporate research projects that allow students to investigate disciplinary literacy and explore potential career paths [14][15][16] Practical Implications - Institutions should recognize that many students change their majors, highlighting the importance of informed decision-making about disciplinary literacy [16] - Educators can create more engaging classrooms by shifting the focus from consumption and adaptation to participation and contribution, without sacrificing disciplinary content [17] - By fostering a narrative of hope and acknowledging students' capabilities, educators can create more equitable and engaging pathways for participation and contribution [19]