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said Mark David Milliron, deputy director for postsecondary improvement at the Bill & Melinda Gates Foundation.

So where are the bright spots? A continual refrain from panelists was the idea that “cutting to invest” is the only path forward. College leaders argue that the imperative to grow programs now invariably means the shedding of others.

“We should be adding languages and urging more students to take them,” Dr. Hamilton added. “I’m being asked to prepare students for the global economy, but this is almost like asking them to use the abacus instead of computers.”

“My argument wasn’t so much against this or that language,” Dr. Haass, a former State Department official, said in an interview.

Causes of Academic Dishonesty from literature: Craig, Federici & Buehler, 2010 Academic - assessment design - education about academic dishonesty - poor understanding of citation styles - “poor understanding of the proper use of intellectual property”

Ethical - cutting corners - work ethics - cultureal differences Personal - personal maturity - “poor time management skills” - “new to college experience” Academic dishonesty can be defined as “anything with gives students an unearned advantage academically” - see Hart and Morgan, 2010

We also use TurnItIn.com Encourage professors to use questions from randomized question blocks Provide resources - Writing Center - Library Resources - Endnote

The task of the office, then, is to invite a particular kind of social interaction--the casual, nonthreatening encounter that makes it easy for relative strangers to talk to each other. Offices need the sort of social milieu that Jane Jacobs found on the sidewalks of the West Village. "It is possible in a city street neighborhood to know all kinds of people without unwelcome entanglements, without boredom, necessity for excuses, explanations, fears of giving offense, embarrassments respecting impositions or commitments, and all such paraphernalia of obligations which can accompany less limited relationships," Jacobs wrote. If you substitute "office" for "city street neighborhood," that sentence becomes the perfect statement of what the modern employer wants from the workplace.

In the war-room study, the company moved the client, the programmers, and a manager into a dedicated conference room, and made them stay there until the project was done. Using the war room cut the software-development time by two-thirds, in part because there was far less time wasted on formal meetings or calls outside the building: the people who ought to have been bumping into each other were now sitting next to each other.

The agency is in a huge old warehouse, three stories high and the size of three football fields. It is informally known as Advertising City, and that's what it is: a kind of artfully constructed urban neighborhood. The floor is bisected by a central corridor called Main Street, and in the center of the room is an open space, with café tables and a stand of ficus trees, called Central Park. There's a basketball court, a game room, and a bar. Most of the employees are in snug workstations known as nests, and the nests are grouped together in neighborhoods that radiate from Main Street like Paris arrondissements. The top executives are situated in the middle of the room. The desk belonging to the chairman and creative director of the company looks out on Central Park. The offices of the chief financial officer and the media director abut the basketball court. Sprinkled throughout the building are meeting rooms and project areas and plenty of nooks where employees can closet themselves when they need to.

The larger printed books became, the more they needed to offer guidance through their own texts. The tables of contents and alphabetical indexes developed by printers and authors to accompany them are still recognizable today.

More effective to modern eyes, though not as widespread, were tables of contents that outlined layers of subdivisions with successive indentations, as a PowerPoint slide might today (but without the bullet points).

These slips were cut from a full page and soon glued onto a new sheet, but in the mid-17th century for the first time one scholar advocated using the slips themselves as an information-storage system.

Over a normal Google Earth screen of Haiti, blue spots appear showing where Haitians have settled. Some are named by street, zone or landmark, and others are simply numbered as "IDP" — internally displaced persons — camps.Each blue spot can be clicked on, calling up an information box that gives a site's longitude and latitude, commune and estimated number of families and individuals. The details are updated regularly so that, in theory, charities and government officials can foresee aid shortfalls, and potential dangers such as landslides and floods.

"It gives you a quick snapshot: 'Hey, look, there's no water there,'" Kelly said. "When something happens, the initial questions we ask are: 'Where is everyone? How are they living? What services are they getting?'"

"A lot of time and effort goes into logistics. If you don't know what's coming, where to take it, you are in trouble," Kelly said. "We need to understand, not in month three but in week two, where people have moved and what their conditions are. This is going to cut through a lot of bureaucracy."

let me say another word or two about our friend, the student who thinks he can read Romeo and Juliet in 10 minutes. It seems to me that he has a lot in common with educational policy makers who think that the experience of reading the book can be reduced to a small number of items on a standardized test. Both have an instrumental understanding of reading and learning which sees learning as a product and has not respect for the process of really engaging deeply with the literary experience. In many ways, the student's attitude is a byproduct of the current structure of education as much as it is a byproduct of the instant gratification promised by digital culture. As someone who has been involved in the last year with a project which seeks to model ways we can teach Moby-Dick in contemporary schools, I can tell you the resistance we've gotten from some teachers comes at both levels. Yes, some teachers don't think their students have the attention span to deal with a novel of this length and complexity but many more simply say that they don't think they have time to teach a novel of such richness if they are going to stay on track and review all of the content they are supposed to cover under the new national standards. Both push back against a depth of experience and the student may simply trying to act efficiently to give the teachers what they want on the test. As someone who loves literature, both sides of this equation break my heart.

what the gamers are doing in the Korean Bong is better described as intense concentration, entering a state of flow, rather than multitasking per se. A growing body of work has stressed the kinds of active problem solving which surrounds the play of certain kinds of games, the collaboration which occurs through certain forms of participatory culture, etc. as other ways of engaging with the online world. To me, there's something reductive about continuing to return to issues of multitasking when depicting Katie Salen's game school for example. Katie's approach is not about turning students lose on the computer; it is about teaching them to look at the world as a complex system and developing skills as designers. In my White Paper for MacArthur, I identify multitasking as a skill -- but I don't mean by this what young people think they are doing when they talk about multitasking. I mean the ability to manage attention -- sometimes concentrating on a single text or problem, sometimes scanning the environment to form a hazier understanding of the bigger picture, much as a driver needs to keep their eyes on the road in front of them but also needs to scan the rear view mirror. I think schools have a role to play in helping young people sharpen their understanding of which mode of engagement is appropriate for different tasks and contexts.

The goal shouldn't be to decide if computers are good or bad. Our goal should be to identify what a more constructive relationship to this technology might look like and to insure that those skills and practices get transmitted to a broader segment of the population.

the tracking of consumers has grown both far more pervasive and far more intrusive than is realized by all but a handful of people in the vanguard of the industry. • The study found that the nation's 50 top websites on average installed 64 pieces of tracking technology onto the computers of visitors, usually with no warning. A dozen sites each installed more than a hundred. The nonprofit Wikipedia installed none.

the Journal found new tools that scan in real time what people are doing on a Web page, then instantly assess location, income, shopping interests and even medical conditions. Some tools surreptitiously re-spawn themselves even after users try to delete them. • These profiles of individuals, constantly refreshed, are bought and sold on stock-market-like exchanges that have sprung up in the past 18 months.

Advertisers once primarily bought ads on specific Web pages—a car ad on a car site. Now, advertisers are paying a premium to follow people around the Internet, wherever they go, with highly specific marketing messages.

A focus of ACTFL 2011 will be on how language educators can prepare students for living, working, and learning in a global environment.

While technology is embedded in all 21st century classroom activities, this strand focuses on specific cutting edge technologies that promote language development and cultural understanding including social networking and global communities.

Building the language capacity of the U.S. is an ongoing challenge that requires effective policies, local and national advocacy efforts, and matching U.S. student performance against international benchmarks. Developing effective teachers and effective teacher leaders and mentors is also a critical component of our profession.

The scholarship of teaching, in particular, has been overlooked for too long.

They serve as conservators and promulgators of our cultural memories

The value of what happens on a campus is hard to quantify, but it can be life-changing. That's true for most of us who have chosen to work in higher education, as it is for many former students who pursued work in "the real world."

Harvard has invested heavily in a system of residential housing and high-quality tutoring.  This means that even students who pay the tuition sticker price aren’t covering the full cost of their education.  Thus, growing the size of its “customer” base, which is how businesses achieve scale economies and greater profitability, is financially problematic for Harvard and for other universities with similar operating models. 

What is the purpose of a university as depicted in this book? Is it: A. A university is an institution that provides a degree, which is a credential or screening device for the economy and for society? Or B.  A university is an institution in which people acquire the knowledge they need for a particular job? Or C.  A university is an institution in which people acquire the knowledge they need to be a citizen? Or D.  A university is an experience where you acquire a capacity to be a lifelong learner (because most of the knowledge you acquire will be obsolete within a few years and the jobs of tomorrow will not be the jobs of today)? Or E. Something else?

One of the best ways to learn to learn is to be an active learner and a teacher of one’s fellow students in college. This instructional philosophy isn’t yet widespread, but its effectiveness has been proven, and it doesn’t require additional financial investment, only a change in the attitudes of faculty members and students.  Broader adoption seems likely, with time.

Amid financial crises, humanities departments at many public universities have been razed. But even amid cuts, there has been a surge in interest in the digital humanities -- a branch of scholarship that takes the computational rigor that has long undergirded the sciences and applies it the study of history, language, and culture.

The NEH held a symposium on Tuesday for 60 recipients of its 2011 Digital Humanities Start-Up Grants, most of whom were given between $25,000 and $50,000. They were allowed two minutes each to describe their projects.

“While we have been anguishing over the fate of the humanities, the humanities have been busily moving into, and even colonizing, the fields that were supposedly displacing them,”