Gerald Nelms explains how student plagiarism is very often less of a cut-and-dry crime than it appears. Research shows that successfully avoiding plagiarism-while also paraphrasing and integrating material from sources-requires complex skills that take time and practice to develop. We can see instances of plagiarism as opportunities to help students learn these skills.

My research on teaching and learning in higher education began when I was hired as a graduate assistant at the Searle Center for Teaching Excellence, at Northwestern University, back in the late 1990s. The center had a large library room with tall bookcases lining one wall and deep filing cabinets against another.

Interesting article, especially the part about modeling our failures.

Illustration by Vasava Outbreak alert: six students at the Chicago State Polytechnic University in Illinois have been hospitalized with severe vomiting, diarrhoea and stomach pain, as well as wheezing and difficulty in breathing. Some are in a critical condition.

A guide for students, parents, teachers, nurses, guidance counselors, school psychologists, and other school staff

How can we claim the advantages of online education without losing the most essential triangular configuration--student, teacher and world--in higher education?

When young people starting their college careers ask me what they should look for when they get to campus, I tell them: find out who the great teachers are. It doesn't matter much what the subject is. Find a real teacher, and you may open yourself to transformation - to discovering whom you might become.

Description Some faculty may find it useful to have their students access certain public online services (e.g., blogs, wikis, social media tools, etc.) as part of their course work. It is up to the faculty member to evaluate the educational value of such activities, but it is also a responsibility of the faculty member to protect their students and the institution from any risks associated with using such non-institutional resources.

In this article in the Chronicle of Higher Education, a junior faculty member considers how to connect learning in his courses to the university's greater academic objectives and the students' continuing education at large.

Why is there such a discrepancy between what employers want in a college graduate, and what we as educators think they want?

New book on gender, family and academe shows how kids affect careers in higher education.

Discussions about socioeconomic class, once taboo, are taking hold on some campuses.

Most teachers have a pet assignment-their favorite, even if it isn't the most important. Jason B. Jones describes his, and calls for other examples.

Food for thought...with implications for our students and for ourselves.

David Levy's course at the University of Washington puts technology in its place-in the control of students.

As part of the VALUE project, diverse teams of faculty and other academic and student affairs professionals from a wide range of institutions drafted and revised institutional-level rubrics (and related materials) to correspond with the AAC&U Essential Learning Outcomes. Each VALUE rubric (listed below) contains the most broadly shared criteria or core characteristics considered to be critical for judging the quality of student work in a particular outcome area.

Interesting article that focus on how peers can evaluate digital scholarship, but also has implications for evaluation of different types of scholarship more generally.