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These really are easy habits, and I have employed most of them in my classes over the years. Of course, some are easier to pull off than others! Habit number 3 reminded me of something from my grad school days to the point that I felt compelled to post the very first comment.

What do you do to convince students to study the hard way instead of the easy way? Or what do you do in your course design to make the hard way look easy?

As we think increasingly about the use of screencasting software for laptops and desktops, we should also consider those small computers in everyone's pocket.

Might be some interesting questions for advisees or majors (or colleagues or yourself) in this podcast. What did you reflect on this summer? In between courses, can you see how they relate?

A proposal that college curricula should more fully and more intentionally take advantage of the college's physical locations and the moment in time. What surprises me is how relatively easy to incorporate some of the ideas seem.

The judge's decision in the copyright suit by publishers against Georgia State University has significant areas which need clarification, and it uses a mechanical principle for determining the amount of a work which can be copied as fair use, but it is generally a pro-education ruling. Of course, it will probably be appealed.

Moving from the use of open educational resources (OERs) to an "open educational practice" helps students to understand themselves as knowledge creators in a community, and not just as information consumers. This article focuses on class projects to edit Wikipedia articles, which is only one example of an open educational practice, but an easy one to start with.

Another interesting wrinkle in the learning preferences literature. Feeling that learning something was easy is not the same as learning it well.

This was written to address the pivot to remote learning, but the advice applies to any crisis, including the current political situation. There's value in your lengthy, developed teaching philosophy, and there's value stating in your principles in ways which are easy to recall under pressure.

Worth thinking about this as we wrap up the semester and plan for the next one. Did your students find your course to be difficult enough to be motivating, but still achievable?

An intriguing description of using Google Forms as a writing rubric (or more general marking guide). I like the goal of "reduc(ing) the amount of time that I have to spend on administrative grading-related tasks, so that I can really focus my attention on reading and responding to students' work." I can see how electronic rubrics could be a time-saver, and Google Forms are dead easy to set up.

Louis Schmier's latest asks about the true mission of higher education. "Students are asked in word and action, especially at revealing career days and job fairs and Career Services Office,  "what do you want to do," and seldom, if ever, "who do you want to become."" It's intriguing to think about resume-building credentialism not only as a pressure from outside, but also the easy way out compared to the real goals of liberal education.