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March 28, 2017
Academic publishing is becoming more about establishing a pecking order and less about pursuing knowledge, argues Andrew J. Hoffman.
March 27, 2017
When it comes to student success, “new” open resources ultimately do little more than further entrench an ineffective status quo, argues Robert S. Feldman.

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March 28, 2017
What does the faculty search committee talk about after the final candidate for the tenure-track job has left the room?  
March 28, 2017
In today’s challenging environment for higher ed, institutions can’t operate effectively without a shared sense of purpose that’s embraced by the community at large.
March 27, 2017
Implications for the future of mobile learning. Or not.

Archive

September 9, 2008
Like many professors, I have a policy about cell phones in my classroom. I struggle with this policy every semester, trying to prevent their usage from disrupting my class (trying to prevent their usage at all, in fact), but also recognizing that draconian measures might not have the best effect on classroom atmosphere.
September 8, 2008
Jane Arnold is enrolled in an online doctoral program, but wants to be sure higher education preserves the traditional classroom.
September 5, 2008
Under pressure from its accreditor to go high-tech, U of All People -- ever the maverick -- heads in the other direction. David Galef reports.
September 4, 2008
Like all good Ohio State University alumni (M.P.A. '95), I've been preparing to obsessively follow the highly-ranked Buckeyes football team from the pre-season all the way to the traditional blowout loss in the National Championship game on January 8th. But this year my loyalties are divided. I have a new favorite team: the aptly-named Mavericks of the University of Nebraska at Omaha, which recently had the temerity to issue a press release announcing that it may be doing a particularly good job of helping its students learn.
September 3, 2008
It’s a brave new world for tenure-track faculty members, graduate students, and postdocs these days. New and aspiring professors enter an academy in which the traditional boundaries defining faculty work, the “Big 3” of teaching, research and service, are blurred and, in many cases, disappearing as modern scholarship becomes increasingly collaborative, cooperative, and integrated. For example, not only do we pull the most recent research results into our class lectures but, increasingly, we actively involve our undergraduates in the research enterprise.

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