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December 15, 2009 - 8:57pm
Thanks to Terry Calhoun for stating briefly what I will now attempt to say with excruciating verbosity. I've been thinking about this since my last post -- it just took a while to meld.
December 15, 2009 - 8:38pm
--To challenge the status quo in teaching and learning. --To make big classes act and feel like seminars.--To help move courses towards an active learning model, where students construct their own learning.--To help the faculty teach to their strengths.--To allow our students to play to their strengths rather then worrying about correcting their weaknesses.--To move the development of courses to a team approach that combines subject matter, librarian, technical and pedagogical professionals.
December 14, 2009 - 9:28pm
A longtime correspondent writes:Something that may spark some responses from your readers.One of the things about our campus culture that gets to me now and then is the “It’s OK if you’re not on campus all that much” attitude of many of the full-time faculty. Historically, this has been an institutional thing. When I interviewed for my job here — in 1987 — the chief academic officer told me that we tried to schedule classes so that the faculty only needed to be on campus two days a week. I was stunned into silence.
December 14, 2009 - 9:23pm
Last month Aeron Haynie's piece on "taking students personally" hit home for me. One of the great pleasures of teaching in a liberal arts setting is getting to know my students individually, often teaching them in more than one class and developing a relationship that goes beyond the classroom.
December 14, 2009 - 8:04pm
Nobody gets the power of small pieces loosely joined better than TechSmith.I've been playing with its newest Jing feature - one that allows Jing screencasts or images to be directly uploaded to Twitter.
December 13, 2009 - 8:27pm
Inside Higher Ed should start a virtual book club.This idea came to me after finishing Googled: The End of the World As We Know It.
December 13, 2009 - 7:56pm
On Saturday I took The Boy to a competition of various clubs of kids his age. His club was there, too, but not competing. I was there as chauffeur, but also as moral support. The competition was held in a high school gym. We sat on the bleachers. Actual exchange: TB: I wonder if Madison will be here...DD: Who?(TB walks away.)I spotted him shortly thereafter, sitting next to The Blonde Girl.I'd been ditched. Not even so much as a "see ya, Dad."The Blonde Girl has entered our world.
December 13, 2009 - 4:35pm
Last week, Public Agenda released a report exploring the reasons why only 20 percent of young adults at two-year institutions finish within three years, and only 40 percent at four-year colleges finish within six years. The study compares backgrounds and experiences of students who dropped out of school with those who have finished.The entire report is worth reading, but here are two excerpts that seemed particularly relevant for readers of this blog:
December 12, 2009 - 11:51am
I love a good meaningful quote and always match epigraphs to my posts. (Due to page design, you don’t see them if you’re looking at individual posts on the RSS feed, but if you click out to my home page you will.) Some of my favorite reading as an undergrad took place in the cafeteria after meals, where I sat browsing through the aphorisms of Schopenhauer, Kierkegaard, Nietzsche, and classical Asian poets.
December 11, 2009 - 4:13am
--This piece in yesterday's IHE about an abortive discussion of price caps for vocational programs made me smile. Apparently, the idea is to cap tuition for Title IV-eligible programs (vocational programs) at a set multiple of the starting salaries of recent grads. It's a horrible idea -- hiring and salaries have far more to do with the economy than with any given program -- but for a fun thought experiment, imagine applying something like it to graduate programs in evergreen disciplines.


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