Blogs

The big story in higher ed this week appears to be the New York Times article that suggests that — hold on to your hats — some people are actually forgoing college and making a living anyway. That this story appeared in the Style section is perhaps the first clue that we shouldn’t be taking it too seriously; that the people cited as examples were almost all privileged and white is almost certainly the second.

As a newly appointed president, I awaken each day privileged to serve an engaged, talented, and caring community of learners. I also face each day responsible for helping my campus effectively address the convergence of external forces dramatically shaping higher education today.

To what degree have the territorial dimensions of Massive Open Online Courses (MOOCs) been made visible? Remarkably little, I would argue.

If one looks around the world, the region perhaps least served by relevant research and analysis of higher education is sub-Saharan Africa.

As institutions examine the challenges to the liberal arts, how do they respond? Are institutions that move in the direction of offering a more career-oriented curriculum abandoning the liberal arts? How might institutions stay true to the liberal arts while acknowledging the genuine needs of students to be career-ready?

This just in: well-connected rich white kids who drop out of Princeton can still do well in life, and the New York Times is ON IT.

I have a learning disability and it is something that is generally (almost never) spoken about. I have chosen to keep it a secret because I have had bad experiences growing up sharing this part of myself. A couple years ago, I thought I was ready to share this information and had even considered focusing my dissertation on students with learning disabilities in academia, but ended up not feeling ready.

The NYT is at it again.