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Interesting implications here for how we schedule review sessions and talk to students about studying. (And probably for our own practices around conferences and research and committee/department meetings...)

Your circadian rhythms may have as much to do with the feeling of sleepiness as the actual amount of sleep you get. That has interesting implications for class scheduling and advising.

It seems like everyone I talk to has well more than 3 months' worth of "summer projects." We talk about our overstuffed schedules. We even complain about depth vs. breadth and "coverage" in our courses and majors. Maybe the summer's not a bad time to consider a little productive surrender.

Looks like a great template schedule for courses which want to build public websites.

Now is the right time to engage students in discussion about what is and isn't cheating. Stress and bad scheduling can lead some students to make wrong choices at the end of the semester; a reminder about some of these "grey area" issues might save a lot of heartache later.

"Over-committed" is a word which frequently comes up when talking about today's students. Perhaps this would be a helpful tool in getting students to think about their schedules.

A video tutorial on creating open blocks for meetings in Google Calendar using the Appointment Slot options.

How can we encourage students to take their time with serious study instead of rushing through reading and assignments?

Recent research suggests that an irregular and inadequate sleep schedule makes learning new concepts the next day significantly harder.

Joshua Kim outlines some benefits of fast and loose teleconferences for residential colleges. Once faculty are familiar with the platform, they can use short meetings to touch base with a number of colleagues while avoiding many of the inconveniences of regularly scheduled meetings.