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October 24, 2017
The emphasis on the uniqueness of each incoming class in annual lists of student worldviews perpetuates the assumption that the college population is mainly composed of recent high school graduates, writes Hollis Phelps.
October 24, 2017
The emerging model of openly licensed educational content makes pedagogical as well as financial sense for today’s higher education market, fostering inclusivity and knocking down the wall between writer and reader, writes Brian Jacobs.

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October 24, 2017
Me? Maybe not.
October 24, 2017
A report from the #RealCollege conference on food insecurity of students.
October 23, 2017
How to explain the discrepancy between what I read and what I see?

Archive

September 11, 2009
A few hours ago, Wick Sloane taught his first section of an 11:45 p.m. to 2:45 a.m. course. He’s inspired by his students and community college – and mad as hell that no one seems to care about the nationwide conditions that make it impossible for so many students to find sections at the hours they need.
September 10, 2009
Like most of us who work in higher education, I really don’t have the time, or the courage, to be an activist for adjunct faculty rights. But I’m making the time and I’m summoning the courage because I’m not only an adjunct; I’m a parent and a citizen who is concerned — indeed, afraid — for the future of higher education.
September 9, 2009
When I became an associate dean for undergraduate programs not quite four years ago, I did not know the term “helicopter parent,” even though I’d sent my only child off to college not long before. By the time I’d had the job for a year, the label was so ubiquitously present that I knew exactly why a PowerPoint conference presentation that began with a swooping helicopter, complete with soundtrack, brought down the house.
September 8, 2009
After his institution imposes an inarguable "excellence" fee on students, Clarence Sowers envisions other one-time charges to follow.
September 4, 2009
The 18 months that I spent on Margaret Spellings’ Commission on the Future of Higher Education left me convinced that American higher education must undergo dramatic change if it is to keep thriving. The commission got that part right, even if -- as I believe and argue in my new book, Making Reform Work: The Case for Transforming American Higher Education (Rutgers University Press) -- many of its preconceptions and strategies were deeply flawed.

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