Columns

I walked into class last Wednesday and my students looked spent. They’d only been back from break two days, but it might as well have been two weeks. They were working on a paper for me, and it showed. They were exhausted, and in their exhaustion, losing focus.

By Libby Gruner

Of late, I've been thinking a lot about how campuses and their surrounding communities interrelate in ways that affect the sustainability (or lack thereof) of both.

By G. Rendell

Mike Daisey says the truth is very important to him. I couldn't agree more.

By John Warner

Whether it goes by the name of exaggeration, half-truth, misrepresentation, distortion, or dissembling, lying is endemic in all of education.

By John V. Lombardi

Will prospective students have a positive experience trying to interact with your school?

By Dayna Catropa

Having been out of graduate school for several years now, it’s easy to forget sometimes that the advice we received in graduate school often did not match our reality or our preferences. I’ve written about the “publish or perish” emphasis and the lack of emphasis on teaching in most graduate programs. There are other manifestations of this lopsided emphasis on research.

By Afshan Jafar

The fine blog Not of General Interest asks the right questions about UD's MOOC-mucking, so let's do Part Three of my series on my experience as a lecturer in Udemy's Faculty Project (I've now recorded two talks for Poetry) as a kind of interview.

By UD

An occasional correspondent writes: "I'm the most junior tenured member of my department, in which some of the more senior tenured faculty are not on speaking terms with each other. For complicated reasons, I'm also going to be the chair of this department next year. Any tips on how to handle this situation?"

By Dean Dad