Students at St. John’s College organized a week‑long 'tech fast' that replaced phone-based communication with chalkboard notices and analog practices, offering a live test of low‑tech pedagogy on a residential campus. Organizers framed the effort as both a social experiment and a critique of constant digital attention. The event forced instructors and administrators to adapt communications and logistics and sparked debate about classroom focus, accessibility and student autonomy. Early reactions highlighted both increased face‑to‑face interaction and concerns about equity for students who rely on phones for health or family communication. Higher‑education administrators should consider controlled pilots like this as data points for policy on device use, mental health interventions, and the design of learning environments that balance tech-enabled instruction with attention to student wellbeing. A "tech fast" denotes a planned period without personal electronic devices to study behavioral and instructional effects.