Opinion

Last week some singing friends and I attended a tango class in midtown Manhattan that had been advertised as beginner friendly. They wanted to go because they are fine dancers who are interested in investigating unfamiliar forms. I went along because I enjoy their company, but I had some apprehension. I am a klutz, and dance lessons are not my most comfortable milieu.

It can be a source of extra money on the side, but dealing with others' demands and fitting the work into a busy schedule can be tricky, writes Jessica Quillin.

With apologies to C.S. Lewis, Bryn Geffert and the characters he channels explore the landscape of open-access publishing.

Richard Florida and Bill Bishop, in their different ways, have pointed out the increased geographic clustering of the educated/creative classes. Broadly speaking, the creative classes tend to cluster in urban areas near oceans, leaving the vast middle “hollowing out,” as Richard Longworth put it.

Let me explain how I understand Course Manager, as I remain somewhat confused about exactly what this does and how big a deal this platform might be.

To cap off our crossover week with ProfHacker, Alex sat down with this week’s contributors for an insightful conversation about their approach to maintaining a productive schedule. Building on this week’s posts, Alex reviews the authors’ suggestions for improved workflow and poses some follow-up questions on the technology and techniques they suggested in their contributions.

In some of our classes that fulfill the math requirement for the core curriculum, we occasionally teach sections involving logic, asking questions such as, “if we say ‘if A, then B’, does that mean that ‘if B, then A’?” I found myself thinking of these questions as I was delighted at the signs that sprung up on campus this week directing new students to various events on campus.

Mark Salisbury explains why he views the role of institutional research and assessment not as fact finding but as something much less certain.