Higher Education Webinars
GenX Women in Higher Ed, Writing from Across the Globe
March 15, 2011 - 9:30pm
What will the university of the future look like?
March 13, 2011 - 8:30pm
For all of my pie-in-the-sky musings about why
March 10, 2011 - 7:30pm
My university has one of the worst health records around. In the past five years, four colleagues and two staff members have died due to coronary heart failure and stroke. There are also quite a number of workers who have suffered heart attacks. The succession of deaths (and the rate of hospitalization for others with chronic illness, particularly borderline diabetes) was so alarming that HMOs have to charge us more than a 100% increase in our annual group premiums.
March 9, 2011 - 6:45pm
Since I became an administrator, I have had a yearly performance evaluation. Over all, they have been positive, but I am consistently criticized for one thing, year after year: my lack of “swagger.”It is a confusing thing to be criticized for. When I look up “swagger” on dictionary.com, I find:–verb (used without object)1. to walk or strut with a defiant or insolent air.2. to boast or brag noisily.–verb (used with object)
March 8, 2011 - 7:30pm
Do we need politicians with a serious academic background to increase the general quality of the public debates? Or, is academia (only) a source of symbolic power and influence for politicians and, in general, public figures, and a step in their career to top positions in the establishment?
March 6, 2011 - 9:30pm
I have friends who are well advanced in their (non-academic) careers—they are senior managers, higher-ups in government bureaucracies, established account and movie executives. They pay mortgages, have children, talk about their investments and have all the trappings of late 30-something, early 40-somethings that we generally associate with that population. They are grown-ups.Despite being in the same age cohort, however, I don’t feel like a grown-up, really. I feel more like a grown-up in waiting.
March 3, 2011 - 10:00pm
How do we, as tutorial leaders or professors, deal with the revelation that students find classes or entire subject areas "boring?" And to what extent is it our responsibility to get them "interested?" These were questions that came to mind as I read Itir Toksöz’s recent UVenus post about “academic boredom”. While she was discussing the boredom she experiences in conversation with colleagues, my first thought was that boredom is not just (potentially) a problem for and with academics, but also for students.â€¨
March 1, 2011 - 9:00pm
In my role as a fellowships adviser, I have a motto: think laterally - not literally. “Tiger mothers” as described by Amy Chua enshrine literal thinking of the kind that dooms overachievers when tested outside the realm of the rote.
February 27, 2011 - 8:30pm
How do you balance work and life?This month's question comes from Afshan Jafar.
February 24, 2011 - 9:45pm
I remember my first class as an undergraduate: Intro to Psychology. Wide-eyed and ready to vanquish the world from psychological trauma, I eagerly anticipated the first life-altering words to come from my professor’s illustrious lips. I waited with bated breath as he introduced himself and asked us all to settle in – and then? After a brief mention of the syllabus, he carried on about plagiarism and cheating and the like.
Search for Jobs