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June 19, 2011
The always-interesting Tenured Radical has a worthwhile post on the priorities that “development” (that is, fundraising) offices tend to have in higher ed. Her particular focus is high-profile athletics, and she asks the time-honored (and still valid) question of why development offices are much quicker to raise money for bigtime sports than for, say, English departments.
June 19, 2011
In the span of approximately three years, I started three new jobs at new institutions. So when my fellow UVenus writer Meg Palladino told me she would be taking a new position and switching insitutions, I started compiling a list of advice for administrators who are starting new ventures on new campuses. Although my experience is with administrative jobs, I imagine full-time faculty and adjuncts may have similar experiences.  1. Learn the culture.  
June 19, 2011
I enjoyed reading about Aeron's "vacation" activities and thought I would continue the thread.
June 17, 2011
He resigned. That was the right thing to do. Washington is about politics. He got caught in that vortex. Having elected to play that game, he lost by breaking the rule of making your party vulnerable. That was the fault. Now let's take a look at the underlying behavior.
June 17, 2011
Ever have one of those days where you wake up smarter than you went to sleep?Well, maybe not smarter in an abstract sense, but knowing more?
June 16, 2011
D, a married man: "I'm sick at home today, sniffing magazine perfume ads and pretending I'm with another woman."
June 16, 2011
Recently, the Federal Education Department promulgated new rules -- ostensibly motivated by concerns about abuses in the for-profit sector of higher ed -- requiring colleges that offer distance education programs to be licensed in any state in which they have students, or risk losing Title IV money. It also promulgated an attempted standard definition of a “credit hour.”
June 16, 2011
Until I came to college in the United States, all my schooling had been in Pakistan, in schools that followed a British system of education (our colonial legacy). This had some interesting implications for the student-teacher relationship in these schools. To put it simply: we feared our teachers. Although there were some exceptions to this, especially across different grade-levels and types of institution, it held true as a general rule.

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