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April 19, 2012
Over the past few weeks,  I’ve been avoiding the inter library loans sections of my university’s library. Guiltily, I’ve been clicking ‘delete’ on the several emails they’ve sent me to remind me to return about twenty books borrowed from other South African libraries.
April 19, 2012
When people learn that I am both a full professor of Mathematics and an Economist who studies the economics of nonprofit organizations, they are often confused. “What do you teach?” is the common question that follows, to which there is a quick answer, a short answer and a long answer.
April 19, 2012
The first in a series of stupid questions I'm asking because I don't know the answers.
April 19, 2012
When did Microsoft Word become such a lumbering, bloated behemoth?
April 18, 2012
Inside Higher Ed reports on the predictable growth of MOOCs at America's leading universities, many of whose professors are as interested as UD was when she was approached by Udemy's Faculty Project (her MOOC on poetry is on its way to 250 students from around the world - far short of thousands, but we're just getting started here).
April 18, 2012
As a continuation on the Foundations of Strategy theme, this post is about the supply of educational opportunities.  In short, they’re exploding.
April 18, 2012
For the foreseeable future, this blog will be the last in my little trilogy of comments related to a discussion last week with network, content owners and higher education folks in D.C. It is my proposal for a Grander Bargain.
April 17, 2012
A returning correspondent writes: "I've been fortunate enough to be hired as a visiting instructor for one year at a small liberal-arts college, and I'm very excited to teach there. I will be teaching a class that I've taught several times before (basically an intro survey of my primary field of study), but the head of the department and I have agreed to make it a writing intensive class. This is throwing me for a loop."
April 17, 2012
I've taught for almost 15 years and just about 1251 students (give or take). How much of it do I remember? Quite a lot, actually.
April 17, 2012
Being "well" covers all sorts of areas often ignored by busy grad students.  Often we are very concerned with avoiding germs in order to chug through our semester, teaching loads, comps, and writing. This is especially apparent when we are in the final weeks of the semester. No one wants to get sick during a period where you have to deal with not only your final exams, but also grading the exams of others. Students are dropping left and right from sickness, both faked to avoid finals and real from too many all nighters. Grad students become obsessed with avoiding the finals flu. But beyond just having an arsenal of Airborne or Emergen-C on you at all times, what does it mean to be well?

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