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July 28, 2016
Lincoln University’s decision to suspend its history major ignores W. E. B. Du Bois’s belief in the power of history to shape lives in the present and his vision of the university as a center to help reconstruct the world, argues J. Mark Leslie.
July 27, 2016
In Return to Cold War, Robert Legvold gives a succinct, lucid, fairly dispassionate and almost incessantly even-handed presentation of relations between the United States and Russia, writes Scott McLemee.

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July 28, 2016 - 9:00pm
A worthwhile contribution to our discussion about automation, AI, cloud computing, education, and the future of work.
July 28, 2016 - 5:18pm
Attitudes, learning, and engagement
July 28, 2016 - 5:00pm
A life-changing choice.  

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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.
September 2, 2008
Doing so might bruise the egos of senior professors. But a college could increase the quality of its faculty by giving relatively higher salaries to junior professors, James D. Miller writes.
August 29, 2008
I hadn’t seen the movie and I hadn’t read the book, but I’d seen the preview and the poster: “The Only Thing More Surprising than the Chance She's Taking ... Is Where It's Taking Her.” That one’s for me, I thought, of all the slogans in all the movie ads in all the world, that one’s for me.
August 28, 2008
Forbes portrays its new college rankings as an outcomes-oriented alternative to U.S. News. But the outcomes it chooses -- including Ratemyprofessors.com -- make it seem like a parody, Patricia McGuire writes.
August 28, 2008
Many in the academic community despise college rankings and the implicit associated “grading” of universities. This is terribly ironic since universities depend on metrics such as SAT scores, high school grades, GRE tests and the like to assess the competency of students for admission. Likewise, they use student grades, faculty teaching evaluations and endowment growth figures as metrics to compare students, faculty and institutions with one another.

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