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"Our real goal is to improve how students integrate new information. We want to change them. While what we have to teach our students may get them a first job, it will not on its own get them a second job-especially one that may not yet even exist. We want our students to be able to learn new things, analyze new knowledge, integrate it into their thinking, and change their minds when necessary." Jose Bowen argues that we should treat both technology and disciplinary content as tools, in pursuit of the larger cognitive changes we try to create in the liberal arts.

In the liberal arts, we can be rightly skeptical about teaching "job skills"... but how can we help students develop their sense of what makes their lives more meaningful and fulfilling, including employment?

This article analyzes the shift toward quantitative courses among students at liberal arts colleges.

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.

Interesting to connect the job of helping students prepare for end-of-semester assignments or exams with the goal of bringing a sense of closure to your course.

Interesting attempt to measure the growth of professionally-oriented courses at liberal arts schools, and some good reporting to contextualize the changes.

This article presents one view on classroom rules. The comments open up the floodgates of counter opinions. Comments in this case break down into snarkiness and vitriol; I'm sure that a face-to-face conversation with colleagues about such policies would be much more productive.

Good tips, not just for new faculty (though that's who the author is preparing to address), but really for anyone in a new job or life stage or just ready for a prompt to reflect on their teaching.

Lecture gets a bad rap for not being sufficiently active learning, but when is it actually the best tool for the job? The comments on this article also contain some good points.

"It's up to individual students to choose their own educational pathways and majors according to their interests, abilities, and yes, their employment prospects. But they should do so based on accurate information, not myths."

I have to admit I can't reliably tell "resting scholar face" from "I think you're an idiot face". This might be a valuable resource not only for your own presentations, but for you to share with students before you have them presenting in class.