1. 'Fast Facts' about CMU

2. Mennonites

Who are Mennonites and what do they believe?

1. Mennonites are a diverse group of Christian believers whose historical roots lie in the Protestant Reformation in Europe in the 16th century, when various Christian believers broke from the state church – Roman Catholic and later Lutheran in some places – in Switzerland, Germany and the Netherlands. The separation occurred over a number of key issues including a conviction that baptism and church membership should be understood as an adult voluntary choice, resulting from an informed decision, rather than reserved for infants. Those Christians who believed in adult baptism were called Anabaptists – 're-baptizers'. One of the Dutch Anabaptist leaders was Menno Simons, from whom the Mennonites eventually took their name.
2. Much has been written about the characteristics and commitments of Anabaptism and Mennonites, making a brief summary a daunting task! In short, the diverse Mennonite family to which CMU is connected seeks to...
   - Follow Jesus in both word and action
   - Nurture an understanding and love for the Biblical story
   - Form character and faith in voluntary church communities
   - Connect faith with life and all its dimensions
   - Respect the dignity of each person as an expression of God's love
   - Practise the way of peace-justice and reconciling love
3. Shared Convictions of Mennonite World Conference

How does CMU's Mennonite church rooting shape university learning and life? Do students need to be Mennonite to study at CMU? Are most students Mennonite?

1. CMU is a university 'rooted' within communities that are part of the Mennonite Christian faith tradition (and is formally supported by larger Mennonite and Mennonite Brethren denominational bodies) even as it is welcoming of a broad diversity of students.
2. Students from Mennonite congregations represent approximately 37% of CMU's student body while more than half of our students reflect an ecumenically rich diversity of church or faith backgrounds, or come with no church or faith connection. CMU students come to study and participate in community from many backgrounds and walks of life. All students who choose a university setting that seeks to integrate faith and learning, empowering students to view questions and life issues from multiple perspectives, are welcomed.

How does CMU's theological rooting shape the experience of students?

1. Adult Choices: Consider the central Anabaptist tenet of adult baptism (a belief that claims that Christian commitment must be freely chosen by those old enough to understand the implications of their choice). CMU offers its students a context for collective discernment in which to explore choices and determine life commitments and callings without requiring a particular religious perspective.
2. Discipleship: Or consider the emphasis on discipleship – on following Jesus in everyday life. Mennonites believe that a life of discipleship should exhibit, among other traits: a relationship with Jesus and a commitment to follow him as a disciple; service to others; concern and love for others – with a particular heart for those on the margins; involvement in issues of social justice; and emphasis on peaceful, nonviolent resolution of community, national and international conflicts. That is why you will find at CMU a commitment to peace and justice that colours all programs and which is reflected specifically within our Peace and Conflict Transformation program and the Canadian School of Peacemaking.>
3. Community: Or what about that word community? Mennonites believe that Christian commitment, while personal, is nurtured and sustained in the context of community (the church). CMU places an emphasis on a supportive campus community in which students can explore, learn and act as they grow and develop both intellectually and personally during their university experience.
4. Program Commitments: Consider that CMU's faith rooting is reflected uniquely in a commitment to integrate Biblical and Theological Studies (BTS) within all programs (all CMU undergraduate degree programs require a minimum of 18 credit hours of BTS) and within a Practicum requirement (a supervised, learning opportunity structured over an entire year or within an intensive block of time is a graduation requirement for every student, regardless of program degree). Practica opportunities connect academics with learning in a wide range of community settings opening both vocational discernment and professional connections. They are vital to CMU's educational mission.
5. Opportunities: Finally, within the rhythm of life at CMU your son or daughter will have many opportunities to experience Leadership training (facilitated by Student Life and which connect academics with character formation and vocational choices); corporate worship (Chapels are planned every Tuesday and Friday morning and each Wednesday evening); to engage significant cultural and life issues (Student Forums are offered every Monday morning) and to celebrate the gift of music and the arts (Student Music Recitals are scheduled every Thursday morning). Weekly student Fellowship Groups, focused on a wide variety of topics, are encouraged for all students. In addition, multiple opportunities for service within the broader community and at CMU will be opened for them.

3. Liberal Arts

What are the "Liberal Arts"?

Studying the 'Liberal Arts' goes back to the Ancient Greeks who considered a thorough knowledge of the arts and sciences to be the defining mark of an educated person, and essential for free and active participation in civic life. In the ancient world the liberal arts referred to a certain core curriculum that included only three subjects: grammar, rhetoric, and logic. Later, arithmetic, geometry, music and astronomy were brought in as well—all of which were seen as preparatory for serious studies in philosophy and theology. The aim of a liberal arts education was to produce a person who was virtuous and ethical, knowledgeable in many fields and highly articulate.

While modern liberal arts curricula include a larger range of subjects, they still retain the core aims of developing well-rounded individuals with general knowledge of a wide range of subjects and with mastery of a range of transferable skills. The goal of a liberal arts education is to produce 'global citizens', with the capacity and the inspiration to continue learning through their lives, and to contribute in valuable ways to their communities.

Today, the phrase "liberal arts" generally encompasses the following disciplines, often pursued in interdisciplinary ways to provide a broad spectrum of knowledge and skill:

• Humanities – includes art, literature, linguistics, philosophy, religion, ethics, modern foreign languages, music, theater, speech, classical languages (Latin/Greek) etc.
• Social sciences – includes history, psychology, law, sociology, politics, gender studies, anthropology, economics, geography, business informatics, peace and conflict transformation, international development etc.
• Natural sciences – includes astronomy, biology, chemistry, physics, botany, archaeology, zoology, geology, Earth sciences, etc.
• Formal sciences – includes mathematics, logic, statistics, etc.

Why are Liberal Arts important and how does CMU's Liberal Arts vision shape teaching and learning?

Since September of 2000, CMU has nurtured a particular vision of a Liberal Arts education, shaped within the embrace of the Christian church, an Anabaptist orientation and a unique trajectory of commitments. A broad spectrum of programs, with a focus on cross-disciplinary learning, opens students to engage the world and their place within it.

1. Faith: We present students with a reading of the world shaped by scripture and the Christian faith.
2. Dialogue: We affirm the importance of holding strong convictions and committing to dialogue across the many chasms which divide humanity.
3. Holistic: We teach students to question the artificial division between theoretical and practical knowledge so that their thinking and living are impacted.
4. Peace-Justice: We seek to colour all our programs with a commitment to peace-justice and the witness of Jesus.
5. Community: We nurture diverse communities in which students learn and experience the faith, hope and love that strengthens their compassion for others.
6. Life-Preparation: We provide students with foundational education for life and preparation for their careers.

How do CMU's students benefit from Christian Liberal Arts learning?

1. Capacity for Analysis, Perspective and Commitment: Students are grounded intellectually in ways that open critical thinking, deep analysis and broad perspective, and that strengthen their faith commitments, dispositions and habits of love, peace and justice, and social responsibility.
2. Clear and Careful Thinking: Students learn to think clearly and carefully about the world in which we live as they receive the wisdom and knowledge of past generations, and participate in and contribute to a larger communal search for truth.
3. Learning for Life: Students learn to approach learning as an ongoing process that shapes all aspects of how they choose to live and they gain broad skills applicable to many different jobs or careers over the course of their working life.
4. Active Engagement: Students are inspired into active engagement with the world around them, understanding their power and responsibilities to the common good as citizens, participants in the market, and members of local neighborhoods, church and global communities.
5. Skilled in Collaboration: Students hone their capacities for creative, integrated thinking and living as they learn by working collaboratively with others.
6. Agents of Change: Students' awareness of how politics, philosophy, religion, art, economics, and environmental realities have shaped our world helps them to actively serve, lead and be agents of good change in their faith communities and in society.

To read more about why the Liberal Arts matter, check out these articles and links!

1. Experts say a liberal arts education is still relevant, by Selina Chignall, iPolitics, March 9, 2016
2. Universities vs. Colleges is a False Dichotomy, by Christopher Manfredi, Globe and Mail, November 21, 2015
3. Science Students Need the Liberal Arts, by Donna Kotsopoulos, University Affairs, June 9, 2015
4. Arts Graduates are Best Prepared for the Unexpected, by Antonio Maoini, The Globe and Mail, September 15, 2014
5. Sociology Does Pay Off, by Antonia Maioni, The Globe and Mail, May 3, 2013
6. Is There a Place for Liberal Arts in Business?, by Laura Entis, February 5, 2013
7. Does a Liberal Education Still Have Value, by John von Heyking, March 9, 2012, Cardus
8. The Value of a Liberal Arts Education, Wellesly College

4. Advantages

What advantages does CMU offer?

1. CMU is committed to offer students a first-class university education within a dynamic Christian community, where rigorous academics and Christian faith shape character, thinking and life commitments. Our graduates are well-rounded, critical thinkers and communicators committed to making a difference in their communities and the world.
2. Given their average class size and faculty teaching commitments, CMU classes are rich with challenge and learning possibility. Our professor-to-student ratio is excellent, at approximately 1:18 (even in 1st and 2nd year courses), with a notable 88% of faculty holding PhDs. Students find CMU courses to be engaging both in content and interaction. CMU students tend to write more and to hone their writing and oral communication skills significantly over their 3 or 4 years of study as they benefit from mentoring relationships with faculty and dialogue with peers.
3. CMU's welcome of students from many backgrounds opens them to learn graceful interaction, understanding, humility and to value those whose convictions and backgrounds may be different than their own.
   • In the Spring 2014 Canadian University Survey Consortium, CMU students assessed their capacity to interact with people from backgrounds different than their own at 70%, compared to an average rating of 50% from other universities.
4. CMU's commitment to interdisciplinary learning invites students to explore and learn from a broad variety of important disciplines. In addition to diverse Liberal Arts programming, CMU offers Bachelor of Music degrees (including the only Bachelor of Music Therapy program in western Canada) and a Bachelor of Business Administration degree, and a Bachelor of Science degree. Further, CMU's commitment to colour all programs with a commitment to 'peace-justice' flourishes particularly in the Canadian School of Peacebuilding, affiliated with our Peace and Conflict Transformation Studies program, attracting peace practitioners from around the world.
5. Finally, CMU is committed to connect classroom academics with experience in the community. In addition to six credit hours of Biblical and Theological Studies in every undergraduate program of study, a work-integrated learning placement (a supervised learning opportunity structured over an entire year or within an intensive block of time) is a requirement for every graduating student. Work-integrated learning placements connect student classroom learning with learning in a wide range of community and international settings opening both vocational discernment and professional connections. CMU partners with over 160 community and church partners in opening these learning experiences. 41% of work-integrated learning placements are typically in church related placements in congregations, church camps, conferences, schools or with church based development and inner city programs and 59% take place with partners engaged in food issues, homelessness, business, education, journalism, health care, refugee work and crisis counselling. Work-integrated learning placements connect academics with learning in a wide range of community settings opening both vocational discernment and professional connections. They are vital to CMU's educational mission.

5. Degree recognition: How are CMU degrees regarded by other universities and employers? 

Are CMU degrees recognized by other universities?

1. In 1998, the Manitoba government proclaimed a university degree granting charter to create CMU. In 2008 CMU was granted full membership in the Association of Universities and Colleges Canada, today known as Universities Canada, in recognition of the quality and commitment of CMU's faculty to teaching, research, scholarship, academic inquiry and the advancement of knowledge.
2. Together with CMU's provincial charter, Universities Canada membership reflects a mark of quality higher education, on par with other universities, that is well recognized in Canada and abroad. At present, 97 Canadian universities and colleges are members of Universities Canada. This 'gold seal of approval' from this internationally recognized body, means that CMU rightfully takes its place among Canada's recognized institutions of higher learning.
3. For CMU students, Universities Canada membership makes transferring credits to other universities easier and gives students confidence in knowing that their CMU degree will be recognized at other Canadian universities and colleges thus making academic transitions from CMU to graduate and professional programs routine.

6. Practica: What is a 'Practicum' and why is every graduating student involved? 

• About half of Canadian students attending Canadian universities complete an internship, practicum or coop as part of their university studies. Such an experience is a distinctive of CMU's program and indeed a completed practicum is a requirement for every graduating student.

Why are practica important?

• One of CMU's commitments is to have students connect their classroom learning (their 'thinking') with learning that happens in a wide range of community and work settings (their 'doing'). We know that in doing so, classroom and life learning are strengthened and that students benefit from testing their gifts and interests as they discern vocational options. In the process many students make vital professional and vocational connections that shape their careers and further study.

What do students do on their practicum?

• Here's a sampling of the practicum placements of CMU students: West Broadway Community Ministry, Private Ear Recording, Geez Magazine, Emmanuel Mennonite Church, Immigrant and Refugee Community Organization, Bethania Mennonite Personal Care Home, Accueil Francophone, St. Amant Centre, Donna Sarna Physiotherapy, Churchill High School, House Blend Ministries, Lakeview Insurance, Speroway First Nations, Siloam Mission, Manitoba Justice Innovation Team, Mennonite Disaster Service, Manitoba Museum, Push Select Magazine, Golden West Radio, Rosebud Centre of the Arts, Agriculture and Agri-Food Canada, Canadian Foodgrains Bank, Elizabeth Fry Society, IRCOM (Immigrant and Refugee Community Organization of Manitoba), Manitoba Association for Rights and Liberties (MARL), Circles of Support and Accountability (CoSA), Circles of Support and Accountability (CoSA), Altona Newcomer, Art City, Mediation Services, Mennonite Central Committee, NEEDS (Newcomers Employment And Education Development Services), North YW/YMCA, North Point Douglas Women's Centre, Opportunities for Employment Small Millet Project (Kirit Patel), Winnipeg School Division, Youth for Christ Arborg, etc.
• Students complete their practica in Winnipeg, across Canada and internationally. This past year, CMU students were in Uganda, Chad, Sri Lanka, Nepal, Germany, Bolivia, Costa Rica, Guatemala, India, Israel, Kenya, Palestine, Tanzania, Thailand, Uganda and the USA.

7. Career Preparation: For what kinds of careers does a CMU education equip students? 

1. CMU graduates leave not only having matured in personal character and commitments but with versatile skills, equipped with core, marketable skills needed for success in many job and career sectors. They graduate having developed the following and more:
   1. Capacity to navigate quickly changing job markets effectively
   2. Strong written and oral communication and critical thinking skills
   3. Creative problem-solving capacities and a strong ability to work collaboratively with others
   4. Ability to integrate and distill information from varying sources
   5. Many in-demand job skills including emotional intelligence, strong self-awareness, cultural sensitivity and adaptability and skills in self-discipline and personal responsibility
2. We routinely hear from graduates entering graduate and professional programs across Canada that they feel well equipped and prepared for the challenges they face. Acceptance to and after degree and professional programs is very high. Universities including U of Toronto, McGill, McMaster and others communicate frequently their interest in CMU sending them more of our graduates.
3. Our graduates move on from CMU to a wide variety of career paths. Find below a very small sampling of CMU degrees earned and the vocational paths that graduates have pursued:
   1. BA BTS, Chartered Accountant
   2. Graduate Certificate Christian Studies, Lawyer, serving as a human rights investigator for the Manitoba Human Rights Commission
   3. BA General, Medical Doctor
   4. BA General, Artist and teacher at the Winnipeg Art Gallery's studio program
   5. B. Music, Researcher at Oxford University
   6. BA Business, Real estate agent
   7. BA BTS, History, Pastor at Morden Mennonite Church
   8. BA Mathematics, Math/Science teacher at R. B. Russell Vocational High School
   9. BA Social Sciences, Employment Training Specialist for Sair Training and Employment Placement Services (STEPS)
   10. Bachelor of Music Therapy, Music therapist, St. Joseph's Health Centre
   11. BA PACTS, Youth Engagement Coordinator at Canadian Foodgrains Bank

10. Student perspectives: What do CMU's 2nd and 3rd year students tell us about their experience? 

The Canadian University Survey Consortium (CUSC) administers a Canada-only university survey that looks at detailed aspects of the undergraduate student experience and which is "open to any degree-granting university of the AUCC" (Association of Universities and Colleges). The CUSC survey is largely focused on 'student satisfaction', asking students to assess their level of satisfaction with various aspects of their university experience and giving students the opportunity to identify their top priorities for improved educational services and outcomes.

In the winter of 2014, the CUSC survey targeted 2nd and 3rd year ('middle years') students. 28 Canadian universities participated in this survey. Of this number 23 were public universities (both large and smaller) including 5 universities offering undergraduate and graduate degrees (with most having professional schools). In addition, 5 'faith based' universities, including CMU, participated in the survey. A total of 22,537 'middle years' students responded to the survey. Response rates by university ranged between 16% to 59%—with 140 of a possible 237 (59%) CMU 'middle years' students choosing to respond.

So, what did we learn?

1. CMU respondents experience strong Academic Advising:
   • Use of Academic Advising: All 47%; CMU 73%
   • Satisfaction with Academic Advising: All 83%; CMU 98%
2. Perceptions of Effort:
   • CMU respondents are on par with others in terms of putting effort into their university success though they reflect somewhat higher on 'attending all classes' (98% vs 88%), 'dealing with stress' (85% vs 81%) and 'having good study habits' (73% vs 69%)
3. CMU respondents see their university experience as contributing 'much or very much' to their life skills:
   • Ability to interact with people from backgrounds different than my own: All 55%; CMU 70%
   • Capacity to deal successfully with obstacles to achieve an objective: All 55%; CMU 67%
   • Moral and Ethical judgment: All 43%; CMU 74%
   • Appreciation of the arts: All 31%; CMU 71%
   • Spirituality: All 17%; CMU 75%
4. CMU respondents become involved in on-campus activities:
   • I participated in student clubs and recreational programs: All 24%; CMU 55%
   • I attended campus social events and athletic games: All 13%; CMU 54%
   • I attended public lectures and guest speakers on campus: All 9% ; CMU 26%
   • I participated in Student Government: All 9%; CMU 19%
   • I attended Campus cultural events: All 7%; CMU 31%
5. CMU respondents see their university experience contributing 'much or very much' to their analytical and learning skills:
   • Ability to find and use information: All 66%; CMU 78%
   • Thinking logically and analytically: All 65%; CMU 79%
   • Understanding abstract concepts: All 56%; CMU 73%
   • Reading to absorb information accurately: All 53%; CMU 69%
   • Listening to others to absorb information accurately: All 53%; CMU 70%
   • Thinking creatively to find ways to achieve an objective: All 51%; CMU 73%
   • Effective study and learning skills: All 50%; CMU 64%
6. CMU respondents see their university experience contributing 'much or very much' to their communication skills:
   • Writing clearly and correctly: All 56%; CMU 80%
   • Speaking to small groups: All 51%; CMU 68%
   • Speaking to a class or audience: All 40%; CMU 52%
7. CMU respondents perceive their professors to be interested and engaged in their success, stating their professors:
   • Are accessible outside of class: All 92%; CMU 100%
   • Encourage students to participate in class discussion: All 89%; CMU 100%
   • Are well-organized in their teaching: All 88%; CMU 97%
   • Are fair in their grading: All 87%; CMU 98%
   • Communicate well in their teaching: All 86%; CMU 98%
   • Look out for students' interests: All 84%; CMU 98%
   • Treat students as individuals: All 83%; CMU 100%
   • Are intellectually stimulating in their teaching: All 79%; CMU 98%
   • Provide useful and prompt feedback: All 72%; CMU 95%
   • Take a personal interest in my academic progress All 68%; CMU 94%
8. CMU respondents perceive their university education positively (% agree or strongly agree):
   • Most of my courses are interesting: All 85%; CMU 98%
   • My course load is manageable: All 81%; CMU 92%
9. Overall, CMU respondents are very satisfied with their university experience.
   • My university degree is worth the cost:
     • Strongly Agree and Agree: All 65%; CMU 81%
   • My university experience is meeting my expectations:
     • Exceeded: All 23%; CMU 51%
     • Met or Exceeded: All 84%; CMU 97%
   • My university shows concern for me as an individual:
     • Very Satisfied: All 7%; CMU 52%
     • Satisfied or Very Satisfied: All 68%; CMU 98%
   • I am generally satisfied with the quality of teaching that I have received:
     • Strongly Agree: All 19%; CMU 59%
     • Agree or Strongly Agree: All 87%; CMU 94%
   • I am satisfied with my decision to attend this university:
     • Very Satisfied: All 24%; CMU 51%
     • Satisfied or Very Satisfied: All 88%; CMU 95%
   • I feel as if I belong at this university:
     • Strongly Agree: All 18%; CMU 41%
     • Agree or Strongly Agree: All 81%; CMU 87%
   • I would recommend this university to others:
     • Would recommend: All 91%; CMU 97%

11. Cost

12. On-Campus Employment

What opportunities for on-campus employment exist?

1. CMU maintains and offers a large number of diverse student employment positions, available both during the school year and through the summer. This is part of our greater commitment to supporting our students to keep a CMU education affordable. CMU also works to offer students a range of scholarship and bursary opportunities.
2. A recent survey by the CUSC of middle-years students from 28 universities across Canada shows that our efforts are paying off: CMU students are shown to carry roughly $6,000 less debt than the average Canadian university student. 21% of our students reported being currently employed by the university at the time of the survey, compared to only 8% of students from other universities. And while 33% of students from other universities received a university scholarship, financial award, or bursary, 52% of our students received this kind of support from CMU.

13. Student Services

What services are available for students?

1. Free Counselling Services: University students can face many challenges and at times, may benefit from conversation with a trained professional. CMU provides qualified counsellors who volunteer their services free of charge to students on the campus. Confidentiality is maintained at all times. Students wishing to book an appointment with a counsellor simply make arrangements through one of our receptionists.
2. Spiritual Direction: Spiritual direction involves the ministry of one believer accompanying another on their faith journey, helping them to be attentive and responsive to God in their life, and to grow in intimacy with God. A Spiritual Director is one uniquely qualified for this ministry by virtue of special training and careful attention to his or her own spiritual life. CMU encourages students committed to a closer walk with God to consider spiritual direction with one of several individuals trained in this area who are associated with CMU. Interested students are invited to contact the Director of Student Community Life regarding referrals. Some cost may be involved.
3. Academic Advising: Every student admitted to CMU is assigned an Advisor from amongst the faculty, who commits to being available to studetns as needed for advice on school-related matters. This person may also act as an additional academic mentor to his or her assigned students. Faculty Advisors can provide students with valuable counsel regarding course selection, academic support services, career aptitude, graduate opportunities and more. Further academic advising, especially pertaining to degree requirements and course planning, is available by appointment with our Student Advising Coordinators, Gina Loewen and Lisa Richard.
4. Academic Resource and Writing Support: Peer tutors are available for students looking for extra help. Tutoring can be made available in a private context—this can be arranged through the coordinator of student services and usually comes with an associated hourly fee—or through CMU's volunteer-tutor collective, PAL [Peer Assisted Learning]. PAL hold's drop-in sessions a couple of times a week (depending on demand), which are open to all CMU students; students can come to PAL for help with homework, test prep, study strategies, essays, and more. Whatever the subject—Math, Science, Music, English, Psychology, Theology—chances are we will have somebody in sometime this week who can help you. Essay coaches are upper level students who volunteer their time to work with other students specifically on essay planning, research and writing. Student Learning Assistants, sometimes referred to as Academic Tutors, are professionals who are volunteering their time to CMU. They are available to work with students one day/week and can offer academic counselling, time management skills, overall strategizing and more. For more information, contact Gina Loewen or Lisa Richard, our Student Advising Coordinators.
5. Accessibility Support: Available for students with disabilities or other learning barriers. For more information, contact the Manager of International Student and Accessibility Programs.
6. Food Services: For everything you need to know about the CMU Kitchen, including a schedule of meal times, and information on who to talk to about special dietary needs, click here.

14. Student Support

How does CMU support and care for students?

CMU recognizes that the physical, mental, emotional and spiritual health of students are essential to their ability to engage academically and to participate in community. For this reason, we strive to provide holistic, compassionate support and care to each of our students. We also strive to challenge our students, out of respect for their immense potential and capacity for growth.

CMU commits to be a hospitable and welcoming learning community for each member of its diverse student body, in which a broad range of backgrounds, faith journeys, and convictions are represented. At the same time, CMU owns its identity as a Christian university rooted in the Anabaptist-Mennonite tradition. All students who choose to study here are expected to honour the CMU community's ethos and well-being, and to respect the Community Guidelines.

15. Residence

What advantages does residence life offer students?

To read all about why living in residence is a great option for your child, click here.

11 Reasons to Consider Residence Life:

1. Friends. It's way easier to get acquainted with your peers when they live down the hall! Residence life offers many opportunities and activities to connect with others.
2. Extend the classroom. In residence, classroom learning is frequently deepened and understanding is sharpened through conversations with peers in differing areas of study.
3. Convenience. You don't have to waste time fighting traffic and hunting for parking spaces before class. You're close to all your classes, so you can sleep longer, and you save a lot of money on gas. Plus, have you ever waited for a bus in -40ºC?
4. Academic success. Research of college students across the nation shows that students who live on campus are more satisfied with their college experience, earn higher grade point averages, and are more likely to graduate than those not living on campus.