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I’ve been involved in a series of initiatives lately based on improving student success rates (defined as passing and graduating), closing racial and economic gaps, and helping students from underrepresented groups find their way into the jobs of the future. These are all good and worthy endeavors, and I’m happy to work with them.

I am finally getting around to reading Andrew Delbanco’s College: What it Was, Is, and Should Be, and was struck by a list he provides in his introduction of “qualities of mind and heart” that are necessary for citizenship and which colleges should help their students develop. As I read them, I thought “oh, but this is also what libraries are for.”

One of the best aspects of working an academic technology gig is the opportunity to work with edtech companies. Even if you are a hardcore roll-your-own / build it local / open source / edupunk true believer, eventually you'll find yourself scouting around for an edtech vendor partner to meet your campus IT needs.

This past Sunday we went out for breakfast and found our favorite local diner crowded with after-church families. In Green Bay, WI the number of patrons reflects the times of church services and football games. If you don’t attend either, you feel out of step with a powerful community rhythm.

There has been so much written about Massively Open Online Courses (MOOCs) lately. Time to jump in.

The first assignment has come in. We all have some explaining to do.

My mom majored in English…. I did not. Articulating jumbled packages of thoughts into a coherent story ... sometimes I struggle with that. When I stroll through myriad posts within the student affairs blogosphere, I am consistently impressed with the level of thoughtfulness, vulnerability, forward-thinking, and love. Love for the profession, care for colleagues both near and far… it’s energizing to read so many wonderful posts. There are so many great writers within the student affairs profession.

Everyone’s jumping on the MOOC bandwagon, it seems, with the announcement today of 17 more universities partnering with Coursera. But why the rush when it seems clear that these online experiments are just that -- experimental? Certainly universities see this as a marketing opportunity. I argue that it’s also “FOMO” -- the fear of missing out.