Sangmyung University Seoul and Cheonan Campus Festivals Return This May
Kicker: COVER STORY Sangmyung University Seoul and Cheonan Campus Festivals Return This May By Sol-Mi Lim, Editor-in-chief imsolver4@gmail.com Festival Main Poster As spring returned to campus, Sangmyung University held its annual Daedongje festivals at both the Seoul and Cheonan campuses throughout May. University festivals are among the most anticipated campus events each year, offering students an opportunity to step away from academic pressure and enjoy performances, booths, and various cultural activities with their peers. This year, the Seoul Campus festival, organized by the student council “Gyeol,” took place from May 20 to May 22 under the theme “Daedongje Voyage: Our Route.” Meanwhile, the Cheonan Campus festival, led by the student council “Hanul,” was held from May 27 to May 28 with the theme “Daedongje Deer For U : Archive.” Although the two campuses presented different themes and programs, both festivals created meaningful spaces where students could participate, communicate, and build shared memories. Through booths, performances, events, and student-led activities, this year’s Daedongje showed that a campus festival is not only a time of enjoyment, but also an opportunity to strengthen the university community. Blue Waves Across Seoul Campus At the Seoul Campus festival, the theme “VOYAGE : Our Route” shaped the overall atmosphere of the event. Held from May 20 to May 22, the festival filled the campus with a lively spring mood for three days. As the festival title suggested a journey or voyage, the campus was colored by the blue dress code, creating the image of waves spreading across Sangmyung University. Along with the theme, various booths organized by departments, clubs, and the student council “Gyeol” were prepared across the campus throughout the festival period. These booths included food, games, and creative activities that allowed students to enjoy the festival in different ways. Rather than simply serving as places to eat or play, the booths became spaces where students met new people, shared conversations, and felt a stronger sense of belonging to the university community. Through these student-led programs, the Seoul Campus festival presented not only entertainment but also the creativity and cooperation of Sangmyung students. Beyond the visual atmosphere created by the blue dress code, the festival offered students an opportunity to actively participate in campus culture. Student organizations and departments prepared a wide variety of booths that reflected their creativity and individuality. From food stands and game booths to interactive experience programs, students could explore different activities throughout the campus. Many participants noted that these programs encouraged communication between students from different majors and grades, creating a more connected campus environment. As students spent time together outside the classroom, the festival strengthened the sense of community that is often difficult to experience during a busy academic semester. When the Voyage Turned Into a Concert The Seoul Campus festival also featured a powerful performance lineup that drew much attention from students during its three-day run from May 20 to May 22. Various stage programs, including student performances and invited artist performances, created a festive mood across the campus. The lineup included Jannabi, Blase, Mirani, fromis_9, Cherry Filter, Kim Seungmin, and SOLE, offering a wide range of music from band sounds to hip-hop and K-pop. These performances became one of the main highlights of the festival, bringing students together in front of the stage. As students sang along, cheered, and enjoyed the music, the campus turned into a shared concert space. The performances not only provided entertainment, but also created a moment of unity where students could temporarily step away from academic pressure and enjoy the energy of campus life.The festival stage was not limited to invited artists. Student performances also played a significant role in creating the festival atmosphere. Music clubs such as “Yaenol” and “Sorimawool” prepared special performances after weeks of practice and rehearsal. Their performances demonstrated the passion and dedication of Sangmyung students while providing opportunities for student musicians to share their talents with a larger audience. Another memorable event was the Jaha Singing Contest, which showcased the diverse talents of students across the university. Contestants who passed the preliminary round performed in front of hundreds of spectators, presenting various musical styles and stage concepts. The contest winner, Ahn Jeong-woo from the Department of History Contents, impressed the audience by combining a calm opening performance with an energetic trot stage. His creative approach and confidence on stage received enthusiastic applause from the audience and became one of the memorable moments of the festival. Cheonan Campus Stored Its Moments in an Archive The Cheonan Campus festival, titled “Deer For U : Archive,” carried a different but equally meaningful atmosphere. Held from May 27 to May 28, the two-day festival was organized by thestudent council “Hanul” under the slogan “Collecting moments, becoming our story.” The festival aimed to turn students’ experiences into lasting memories. During the festival period, the campus offered food trucks, department and club booths, student events, and special goods. The student council also introduced festival goods such as uniforms, slogan T-shirts, and baseball jerseys, allowing students to take part in the festival mood more actively. These booths and goods helped students participate in the festival in their own ways, making each moment feel like a part of their own campus archive. In addition to the booths and festival goods, the Cheonan Campus festival emphasized participation and memory-making. Students were encouraged to create meaningful experiences through various events organized by departments, clubs, and the student council. The concept of an “archive” was reflected not only in the festival theme but also in the way students interacted with one another. Every activity, from visiting booths to attending performances, became part of a collective memory shared by the campus community. Through these experiences, students were able to strengthen friendships and create new connections that extended beyond their everyday academic lives. A Stage Where Youth Became a Song The performances at the Cheonan Campus festival also played an important role in shaping the festive atmosphere during the two-day event from May 27 to May 28. One of the major events was the 36th “Sorae Sorae Gorae Gorae” singing contest, organized by Sangmyung University Educational Broadcasting Station SMBS. Under the theme “Filling a Scene of Youth with Song,” the contest was held at the outdoor theater on May 27 and welcomed both individual and team participants. With prize money prepared for winners, the contest gave students an opportunity to express their talent and passion on stage. In addition, club performances, student council events, and invited artist performances added excitement to the festival. Through these performances, the Cheonan Campus festival became a stage where students celebrated youth, music, and share memories. The singing contest attracted considerable attention because it allowed ordinary students to become the stars of the festival stage. Participants spent weeks preparing their performances and demonstrated both courage and creativity in front of a large audience. The event highlighted one of the essential values of university festivals: providing students with opportunities to express themselves beyond academics. Throughout the two-day celebration, performances became a medium through which students shared emotions, energy, and memories. Whether watching from the audience or performing on stage, students contributed to the vibrant atmosphere that defined the festival. These moments reflected the youthful spirit of the university and reminded participants that campus life is enriched not only by studying, but also by cultural experiences and human connections. Overall, the May festivals at Sangmyung University’s Seoul and Cheonan campuses showed that a university festival is more than a temporary celebration. The Seoul Campus festival invited students to join a blue voyage filled with booths and performances, while the Cheonan Campus festival gathered each moment into an archive of campus memories. Although the two campuses had different themes, both festivals reminded students of the same lesson: meaningful campus life is created not only through individual achievement, but also through cooperation, participation, and shared experiences. Behind every booth, performance, and event were students who planned, prepared, and worked together to make the festivals possible. Through this process, the Daedongje became a space where students learned the value of responsibility, communication, and community. In the middle of a busy semester, the festivals gave students a chance to realize that the memories they build with others can become an important part of their growth. This year’s Daedongje left behind not only excitement and laughter, but also a lasting message that a stronger university community begins when students come together.
DEBATE
Should AI Use Be Restricted in University Classes?
Kicker: DEBATE Should AI Use Be Restricted in University Classes? By Sol-Mi Lim, Editor-in-chief imsolver4@gmail.com The rapid advancement of generative artificial intelligence is fundamentally reshaping the landscape of higher education. In recent years, AI-based services such as ChatGPT have become deeply integrated into university students’ academic activities, ranging from essay writing and presentation preparation to information analysis and research assistance. As these technologies continue to develop with remarkable speed and accessibility, universities are increasingly confronting questions not only about technological adaptation but also about the core values and purposes of education itself. The growing presence of AI in classrooms has consequently sparked significant debate regarding the extent to which its use should be permitted or restricted in academic settings. Supporters of stricter regulations argue that excessive dependence on AI may undermine students’ critical thinking, creativity, and independent problem-solving abilities, while also raising concerns related to academic integrity, fairness, and plagiarism. In contrast, others contend that AI should be viewed not merely as a tool for misconduct, but as an inevitable educational resource that can enhance productivity and digital literacy in an increasingly technology-driven society. Image An image of a professor presenting AI usage guidelines to university students in a classroom Arguments for Restricting AI Use in University Classes Those who support restrictions on AI in university classrooms argue that excessive reliance on AI tools may weaken the fundamental purpose of higher education. Universities are expected not only to provide knowledge but also to cultivate students' abilities to think critically, solve problems independently, and develop original ideas. If students frequently depend on AI-generated responses for assignments, discussions, or research activities, opportunities to practice these essential skills may gradually decrease. Academic integrity is another major concern. AI-generated content can make it more difficult for instructors to distinguish between a student's own work and material produced by artificial intelligence. Although universities have long addressed issues such as plagiarism and unauthorized collaboration, generative AI introduces new challenges because its outputs are often original in wording while still requiring limited intellectual effort from the user. As a result, some educators believe that restrictions are necessary to maintain fairness in evaluation and to ensure that grades accurately reflect students' abilities. Furthermore, critics of unrestricted AI use argue that excessive dependence on technology may discourage students from developing research and information-verification skills. AI systems occasionally generate inaccurate or misleading information, commonly referred to as “hallucinations.” Students who accept AI-generated content without careful verification may unknowingly spread misinformation or produce academically unreliable work. For this reason, supporters of regulation contend that universities should establish clear guidelines limiting AI use in assignments and examinations. Arguments Against Restricting AI Use in University Classes On the other hand, opponents of strict restrictions argue that AI has become an indispensable tool in modern society and should therefore be incorporated into education rather than prohibited. They emphasize that AI can significantly improve learning efficiency by assisting students with brainstorming, organizing information, summarizing complex materials, and overcoming language barriers. When used appropriately, AI can serve as a valuable educational resource that complements rather than replaces human learning. Many educators also note that technological advancements have historically transformed educational practices. Calculators, search engines, and digital databases were initially met with skepticism, yet they eventually became accepted tools within academic environments. From this perspective, AI represents another stage in the evolution of educational technology. Rather than preventing students from using AI, universities should focus on teaching responsible and ethical usage. In addition, familiarity with AI technologies may provide practical advantages in future careers. As businesses, governments, and research institutions increasingly adopt AI-based systems, graduates are expected to possess the ability to utilize such tools effectively. Restricting access to AI during university education could potentially leave students less prepared for the realities of an AI-driven workplace. Advocates of this view argue that digital literacy now includes understanding how to collaborate with artificial intelligence while maintaining human judgment and ethical responsibility. The debate over whether AI use should be restricted in university classes reflects a broader discussion about the future of education in the digital age. While concerns regarding academic integrity, critical thinking, and overreliance on technology are valid, AI also offers significant opportunities to enhance learning efficiency and prepare students for rapidly changing professional environments. Rather than adopting an approach of complete prohibition or unrestricted acceptance, universities may benefit from establishing balanced policies that encourage responsible AI use while preserving educational objectives. Clear guidelines, transparency requirements, and AI literacy education can help students utilize these technologies ethically and effectively. Ultimately, the question may not be whether AI should be allowed in university classrooms, but how it can be integrated in a way that supports both innovation and meaningful learning.
참여: 0
EDITORIAL
The Unseen Edge
Kicker: Editorial The Unseen Edge By Sol-Mi Lim, Editor-in-chief imsolver4@gmail.com Modern society is often described as the Information Age. Every day, people are exposed to countless sources of information through smartphones, computers, television, and social media. Whether searching for academic resources, applying for jobs, or making everyday decisions, information has become an essential part of life. In fact, living without information is almost unimaginable in today's interconnected world. As access to knowledge continues to expand, a significant gap has emerged between those who actively obtain and utilize information and those who do not. This gap influences educational opportunities, career development, and even personal success, making information one of the most valuable assets in contemporary society. Information provides opportunities that many people may never encounter otherwise. Students who learn about scholarships, exchange programs, or internships through various channels often gain experiences that can shape their futures. Likewise, individuals who stay informed about industry trends and employment opportunities are more likely to make strategic career decisions. In many cases, the difference between success and missed opportunity is not talent alone but awareness. Those who possess relevant information can take action at the right moment, while others may remain unaware that such opportunities even exist. The value of information extends beyond education and employment. Consumers who understand financial products, market trends, and technological developments can make more informed decisions that benefit them in the long run. Businesses also rely heavily on information to understand customer demands, predict market changes, and remain competitive. In this sense, information functions as a form of power. It allows individuals and organizations to make decisions based on knowledge rather than uncertainty, increasing the likelihood of favorable outcomes. However, the abundance of information presents new challenges. The internet contains not only reliable information but also misinformation, rumors, and biased content. As a result, simply having access to information is no longer sufficient. Individuals must develop the ability to evaluate sources critically, verify facts, and distinguish trustworthy information from misleading claims. Information literacy has therefore become one of the most important skills in the modern world. Without it, people may become overwhelmed by the sheer volume of available content or fall victim to inaccurate information. Information has become an indispensable resource in the twenty-first century. It influences educational achievements, professional opportunities, economic decisions, and social participation. Those who possess and effectively utilize information often enjoy advantages that others may not have, demonstrating that knowledge remains a powerful tool for personal growth and success. Nevertheless, the true value of information lies not merely in accessing it but in understanding and applying it responsibly. In an era characterized by information overload, cultivating the ability to seek, evaluate, and use information wisely is essential for navigating the challenges and opportunities of modern life.
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