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"The Year Ahead in IT, 2012 January 6, 2012 - 3:00am By Lev Gonick This series of annual Year Ahead articles on technology and education began on the eve of what we now know is one of the profound downturns in modern capitalism. When history is written, the impact of the deep economic recession of 2008-2012 will have been pivotal in the shifting balance of economic and political power around the world. Clear, too, is the reality that innovation and technology as it is applied to education is moving rapidly from its Anglo-American-centered roots to a now globally distributed dynamic generating disruptive activities that affect learners and institutions the world over. Seventy years ago, the Austrian-born Harvard lecturer and conservative political economist Joseph Schumpeter popularized the now famous description of the logic of capitalism, Capitalism, Socialism, and Democracy. The opening of new markets, foreign or domestic … illustrate(s) the same process of industrial mutation - if I may use that biological term - that incessantly revolutionizes the economic structure from within, incessantly destroying the old one, incessantly creating a new one. This process of Creative Destruction is the essential fact about capitalism. Our colleges and universities, especially those in the United States, are among the most conservative institutions in the world. The rollback of public investment in, pressure for access to, and indeterminate impact of globalization on postsecondary education all contribute to significant disorientation in our thinking about the future of the university. And then there are the disruptive impacts of information technology that only exacerbate the general set of contradictions that we associate with higher education. The faculty are autonomous and constrained, powerful and vulnerable, innovative at the margins yet conservative at the core, dedicated to education while demeaning teaching devoted to liberal arts and yet powerfully vocatio

"Microsoft Research Unveils Online Observatory of NASA Images of Mars By Jeff Young The crowd-science trend has reached Mars. Students and amateur scientists can now explore the Red Planet online, using software released today by Microsoft Resarch based on NASA images. Though many of the images from NASA's Mars Reconnaissance Orbiter are already available on the space agency's Web site, Microsoft has now loaded them into its WorldWide Telescope interface, which creates a way for users to easily pan around the images to see them in context, and presents them in higher resolution than previously available online. "You can actually see rover tracks on the Martian surface," said Dan Fay, director of earth, energy, and environment for Microsoft Research, in an interview. The WorldWide Telescope software is free but only runs on Microsoft's Windows operating system. A Web interface of the system is available, but the Mars images are not yet available there. The company's research division teamed up with astronomers to build the Web-based telescope to experiment with better ways to manage and analyze large data sets (so the company can improve its Bing search engine and its software). Meanwhile, some professors and schoolteachers use the Web telescope in their classrooms, and anyone online is encouraged to scour the images to find unique features of Mars that professional researchers might have missed."

Here is a real example of a red balloon-like $25,000 prize offered by the Federal Virtual Worlds Challenge contest that was awarded to a Second Life learning environment featuring Mars at the Defense GameTech 2010 conference. The award went to the Mars Expedition Strategy Challenge that could incorporate Nasa images. It remains to be seen how technologies such as Worldwide Telescope can mash up into Virtual Environments. A worthy applied R&D topic for an academic DARPA group. This site has a Slidecast with audio narration explaining the project. http://ctusoftware.blogspot.com/2010/01/mars-expedition-strategy-challenge.html

"April 17, 2011 5 Myths About the 'Information Age' By Robert Darnton Confusion about the nature of the so-called information age has led to a state of collective false consciousness. It's no one's fault but everyone's problem, because in trying to get our bearings in cyberspace, we often get things wrong, and the misconceptions spread so rapidly that they go unchallenged. Taken together, they constitute a font of proverbial non-wisdom. Five stand out: 1. "The book is dead." Wrong: More books are produced in print each year than in the previous year. One million new titles will appear worldwide in 2011. In one day in Britain-"Super Thursday," last October 1-800 new works were published. The latest figures for the United States cover only 2009, and they do not distinguish between new books and new editions of old books. But the total number, 288,355, suggests a healthy market, and the growth in 2010 and 2011 is likely to be much greater. Moreover, these figures, furnished by Bowker, do not include the explosion in the output of "nontraditional" books-a further 764,448 titles produced by self-publishing authors and "micro-niche" print-on-demand enterprises. And the book business is booming in developing countries like China and Brazil. However it is measured, the population of books is increasing, not decreasing, and certainly not dying. 2. "We have entered the information age." This announcement is usually intoned solemnly, as if information did not exist in other ages. But every age is an age of information, each in its own way and according to the media available at the time. No one would deny that the modes of communication are changing rapidly, perhaps as rapidly as in Gutenberg's day, but it is misleading to construe that change as unprecedented. 3. "All information is now available online." The absurdity of this claim is obvious to anyone who has ever done research in archives. Only a tiny fraction of archival material has ever been read, much less di

"February 12, 2012 'Academically Adrift': The News Gets Worse and Worse 'Academically Adrift': The News Gets Worse and Worse 1 Michael Morgenstern for The Chronicle Enlarge Image By Kevin Carey In the last few months of 2010, rumors began circulating among higher-education policy geeks that the University of Chicago Press was about to publish a new book written by a pair of very smart sociologists who were trying to answer a question to which most people thought they already knew the answer: How much do students learn while they're in college? Their findings, one heard, were ... interesting. The book, Academically Adrift, by Richard Arum and Josipa Roksa, fulfilled that promise-and then some. It was no surprise that The Chronicle gave prominent coverage to the conclusion that "American higher education is characterized by limited or no learning for a large proportion of students," but few people anticipated that the book would become the rare piece of serious academic scholarship that jumps the fence and roams free into the larger culture. Vanity Fair used space normally allotted to Kennedy hagiography to call it a "crushing exposé of the heretofore secret society known as 'college.'" The gossip mavens at Gawker ran the book through their patented Internet cynicism machine and wrote that "To get a college degree, you must go into a soul-crushing amount of debt. And what do you get for all that money? Not learning." The New Yorker featured Academically Adrift in a typically brilliant essay by Louis Menand. In one of her nationally syndicated columns, Kathleen Parker called the book a "dense tome" while opining that the failure of higher education constituted a "dot-connecting exercise for Uncle Shoulda, who someday will say-in Chinese-'How could we have let this happen?'" Her response proved that Kathleen Parker has a gift for phrasing and did not actually read the book, whose main text runs to only 144 concise and well-argued pages. But the definitive

" MIT Expands 'Open' Courses, Adds Completion Certificates December 19, 2011 - 4:28am The Massachusetts Institute of Technology -- which pioneered the idea of making course materials free online -- today announced a major expansion of the idea, with the creation of MITx, which will provide for interaction among students, assessment and the awarding of certificates of completion to students who have no connection to MIT. MIT is also starting a major initiative -- led by Provost L. Rafael Reif -- to study online teaching and learning. The first course through MITx is expected this spring. While the institute will not charge for the courses, it will charge what it calls "a modest fee" for the assessment that would lead to a credential. The credential will be awarded by MITx and will not constitute MIT credit. The university also plans to continue MIT OpenCourseWare, the program through which it makes course materials available online. An FAQ from MIT offers more details on the new program. While MIT has been widely praised for OpenCourseWare, much of the attention in the last year from the "open" educational movement has shifted to programs like the Khan Academy (through which there is direct instruction provided, if not yet assessment) and an initiative at Stanford University that makes courses available -- courses for which some German universities are providing academic credit. The new initiative would appear to provide some of the features (instruction such as offered by Khan, and certification that some are creating for the Stanford courses) that have been lacking in OpenCourseWare. 35 Disqus Like Dislike Login Add New Comment Image Real-time updating is enabled. (Pause) Showing 1 comment william czander In 1997, Peter Drucker made a profound prediction he predicted that in 30 years the mortar and brick university campuses would be driven out of existence by their inexorable tuition, He did not predict the financi

"January 22, 2012 MIT Mints a Valuable New Form of Academic Currency James Yang for The Chronicle By Kevin Carey The Massachusetts Institute of Technology has invented or improved many world-changing things-radar, information theory, and synthetic self-replicating molecules, to name a few. Last month the university announced, to mild fanfare, an invention that could be similarly transformative, this time for higher education itself. It's called MITx. In that small lowercase letter, a great deal is contained. MITx is the next big step in the open-educational-resources movement that MIT helped start in 2001, when it began putting its course lecture notes, videos, and exams online, where anyone in the world could use them at no cost. The project exceeded all expectations-more than 100 million unique visitors have accessed the courses so far. Meanwhile, the university experimented with using online tools to help improve the learning experience for its own students in Cambridge, Mass. Now MIT has decided to put the two together-free content and sophisticated online pedagogy­-and add a third, crucial ingredient: credentials. Beginning this spring, students will be able to take free, online courses offered through the MITx initiative. If they prove they've learned the materi­al, MITx will, for a small fee, give them a credential certifying as much. In doing this, MIT has cracked one of the fundamental problems retarding the growth of free online higher education as a force for human progress. The Internet is a very different environment than the traditional on-campus classroom. Students and employers are rightly wary of the quality of online courses. And even if the courses are great, they have limited value without some kind of credential to back them up. It's not enough to learn something-you have to be able to prove to other people that you've learned it. The best way to solve that problem is for a world-famous university with an unimpeachable reputat

"Ready for Change.edu? January 11, 2012 - 3:00am By Paul Fain Andrew S. Rosen takes the long view when talking about higher education. As CEO of Kaplan, Inc., he often defends the role of for-profit colleges in an evolving marketplace, peppering versions of his stump speech with tales about the creation of public universities and community colleges. His point is that some skepticism about for-profits is similar to the snobbery those older sectors faced from elite private higher education. Rosen goes further in his debut book, Change.edu: Rebooting for the New Talent Economy, which attempts to paint a picture of higher education's future as well as its history. He also takes a turn as a journalist of sorts - an interesting twist for the former general counsel of the Washington Post Co. - writing about his campus visits to other institutions, a couple of which are Kaplan competitors. The book is ambitious in its scope, particularly for an author with obvious vested interests. But most reviewers have given Rosen high marks. Kirkus Reviews writes: "Incredibly, his argument never comes off as self-serving; the author's thorough exploration of 'Harvard Envy' and the rise of 'resort' campuses is both fascinating and enlightening." Rosen recently answered questions over e-mail about his book, which was released by Kaplan Publishing. Q: The book arrives amid a series of challenges for your industry. What did you hope to accomplish by writing it? A: I've spent most of my life studying or working in education, with students of all ages and preparation levels: top students from America's most elite institutions and working adults and low-income students who have few quality choices to change their lives. I've come to see how the American higher education system (as with K-12) is profoundly tilted in favor of those who already have advantages. Our society keeps investing more and more in the relatively small and unchanging number of students who have the privil

"January 1, 2012 Tenure's Dirty Little Secret Tenure's Dirty Little Secret 1 Tim Foley for The Chronicle Enlarge Image By Milton Greenberg It seems that tenure is always in the news. Long an article of faith for most faculty members, tenure is being put on the defensive almost everywhere, including within the academy itself. During the past decade, the numbers of tenured and tenure-track professors have sharply declined from nearly one-half of the faculty to about one-third. Most courses in four-year colleges and universities as well as community colleges are now taught by contingent faculty, including part-time adjuncts, graduate students, and holders of full-time nontenure-track positions. Does anyone care? Tenure is rooted in the American Association of University Professors statement on academic freedom and tenure that for many faculty members has become tantamount to religious dogma, impervious to forces of change, regardless of source. The dogma is that the common good is served by the free pursuit of truth under the principles of academic freedom, buttressed by the lifetime job security of tenure. While an individual's tenure may be revoked for cause, this rarely used action is protected by extraordinary and lengthy procedural requirements equivalent to a trial. If tenure is so vital, why is it on the defensive and, in fact, seriously losing ground? Where is the public outrage? There is none outside the confines of higher education, and even there it is hardly universal. Three factors are in play. First, the large expansion of higher education in the United States during the past 50 years has stripped the academy of its mystery as a cloistered monastery. The curtain has been opened, revealing the meaning and consequences of the tenure system. As with any dogma, religious or secular, once its status as truth is questioned and its claims considered dubious, true believers are left with a leap of faith. Second, colleges-public and private-are firmly e

"The Extraordinary Value of Great Universities Richard Florida Dec 15, 2011 2 Comments The Extraordinary Value of Great Universities Reuters Share Print Email The United States is home to more than a third of the world's top 400 research universities. But how exactly do universities factor into the wealth, innovation, and economic competitiveness of their host nations? To get at this, my colleague Charlotta Mellander and I looked into the statistical associations between a nation's concentration of leading universities and broader measures of economic competitiveness, innovation, human capital and social well-being. We based our analysis on a statistical technique that enables us to control for the effects of population size. While correlation is not causation (none of these findings prove that anything more than an association exists) the results are nonetheless striking. In fact, they number among the very strongest I have ever seen in this type of analysis. The concentration of great universities in a nation is extraordinarily closely related to its economic competitiveness. It is closely associated with economic output per capita (.74), total factor productivity (.77) and overall competitiveness (.71) based on the Global Competitiveness Index developed by Harvard's Michael Porter. Universities are also a key force in technology. A nation's concentration of leading universities is closely associated with its level of innovation, measured as patents (.78) and its research and development expenditures (.74). While Stanford's role in Silicon Valley-style high-technology entrepreneurship is the stuff of legend, universities are closely associated with the entrepreneurial level of nations. The concentration of world-class universities is closely associated with a nation's level of entrepreneurship as measured on the Global Entrepreneurship Monitor (.69). Technology is one key factor in economic competitiveness, but a nation'

"December 31, 2011 Let's Improve Learning. OK, but How? By W. Robert Connor Does American higher education have a systematic way of thinking about how to improve student learning? It would certainly be useful, especially at a time when budgets are tight and the pressure is on to demonstrate better results. Oh, there's plenty of discussion-bright ideas, old certainties, and new approaches-and a rich discourse about innovation, reinvention, and transformation. But the most powerful ideas about improving learning are often unspoken. Amid all the talk about change, old assumptions exert their continuing grasp. For example, most of us assume that expanding the number of fields and specialties in the curriculum (and of faculty to teach them), providing more small classes, and lowering teaching loads (and, hence, lowering student-faculty ratios) are inherently good things. But while many of those ideas are plausible, few have been rigorously evaluated. So maybe it's time to stop relying on assumptions about improving learning and start finding out what really works best. A genuine theory of change, as such a systematic evaluation of effectiveness is sometimes called, would be grounded in knowledge about how students learn, and in the best way to put that knowledge to work. The theory should also be educationally robust; that is, it should not just help colleges expose students to certain subject matter, but also challenge institutions to help students develop the long-lasting survival skills needed in a time of radical and often unpredictable change. And it must also have its feet on the ground, with a sure footing in financial realities. Above all, those who would develop a truly systematic way of thinking about and creating change must be able to articulate their purpose. Given the great diversity of institutional types, student demographics, history, and mission among American colleges and universities, it's hard to discern a shared sense of purpose. But when f

"Cracking Open the Scientific Process Timothy Fadek for The New York Times A GLOBAL FORUM Ijad Madisch, 31, a virologist and computer scientist, founded ResearchGate, a Berlin-based social networking platform for scientists that has more than 1.3 million members. By THOMAS LIN Published: January 16, 2012 Recommend Twitter Linkedin comments (145) E-Mail Print Single Page Reprints Share The New England Journal of Medicine marks its 200th anniversary this year with a timeline celebrating the scientific advances first described in its pages: the stethoscope (1816), the use of ether for anesthesia (1846), and disinfecting hands and instruments before surgery (1867), among others. Science Times Podcast Subscribe This week: Opening science and doing it yourself, plus the malaria medicine of Chairman Mao. Podcast: Science Times Related Wordplay Blog: Open Science, Numberplay style! (January 16, 2012) When Breakthroughs Begin at Home (January 17, 2012) RSS Feed RSS Get Science News From The New York Times » Enlarge This Image Timothy Fadek for The New York Times LIKE, FOLLOW, COLLABORATE A staff meeting at ResearchGate. The networking site, modeled after Silicon Valley startups, houses 350,000 papers. Readers' Comments Readers shared their thoughts on this article. Read All Comments (145) » For centuries, this is how science has operated - through research done in private, then submitted to science and medical journals to be reviewed by peers and published for the benefit of other researchers and the public at large. But to many scientists, the longevity of that process is nothing to celebrate. The system is hidebound, expensive and elitist, they say. Peer review can take months, journal subscriptions can be prohibitively costly, and a handful of gatekeepers limit the flow of information. It is an ideal system for sharing knowledge, said the quantum physicist Michael Nielsen, only "if you're stuck with

"Credentials, Good Will Hunting & MITx It's no secret that the authority to bestow credentials is a core source of value for higher education institutions; it's also a key means by which the institution protects itself from unwanted competition from non-sanctioned education providers. The importance of credentials to higher education is what makes the recent announcement from MIT particularly interesting. MIT has received a great deal of positive attention in response to the MITx announcement - a "game changer", argued Forbes. It may well turn out to be just that, but I think it's useful to see this initiative as part of a broader trend that began in earnest six or seven years ago: the creation and (slow) legitimization of new types of learning providers, ways of learning, and credentials. As soon as access to the Net became commonplace, innovators saw the potential to offer learners educational opportunities outside of established educational institutions. (You might recall oft-repeated quote from John Chambers, CEO of Cisco: "the next killer app is education over the internet (New York Times, Nov 17, 1999). The innovations took a number of forms, but for those of us in higher education, possibly the most interesting of the bunch were those that were presented as direct challenges to higher education. Here are a few of the more interesting examples: - "UnCollege" was started by college dropout, Dale Stephens, who declared there are better ways to learn than what is being offered by US colleges and universities. - The "Personal MBA" argued that spending 80k (plus lost wages) on an MBA was unnecessary, and set up an online community to allow people to learn outside of institutions. - Peter Thiel offered 100,000 per year to 20 students that would drop out of college to launch a business. - And possibly most significant is the creation of "badges" that allow people to demonstrate mastery of subjects in a variety of ways. These initiatives have a fascinati

Breaking Bad Habits: Navigating the Financial Crisis by Dennis Jones and Jane Wellman The "Great Recession" of 2009 has brought an unprecedented level of financial chaos to public higher education in America. Programs are being reduced, furloughs and layoffs are widespread, class sizes are increasing, sections are being cut, and students can't get into classes needed for graduation. Enrollment losses upwards of several hundred thousand are being reported-and only time will tell whether the situation is even worse. Reports of budget cuts in public institutions in the neighborhood of 15 to 20 percent (Pennsylvania, Virginia, New York, Florida, and California) are becoming common. Halfway through the 2009-2010 fiscal year, 48 states were projecting deficits for 2011 and 2012 (NASBO, 2009). Although states are reluctant to raise taxes, they evidently have less of a problem letting tuitions go up. And up they are going-California, Oregon, Washington, New York, Wisconsin, and Florida announced increases ranging from 10 to 33 percent. The normally tuition-resistant Florida legislature has authorized annual increases in undergraduate tuitions of 15 percent per year until they reach national averages for public four-year institutions. Around the country, the increases are setting off student protests reminiscent of the 1960's, variously directed at campuses, system boards, legislatures, and governors-complete with reports of violence and arrests. The New Normal Higher education has been through tough times before. The pattern of the last two decades has been a zigzag of reductions in state funds for higher education during times of recession, followed by a return to revenue growth about two years after the state coffers refill. But resources have not returned to pre-recession levels. So the overall pattern has been a modest but continuous decline in state revenues. Caption: Percent Change in Appropriations for Higher Education, 1960-2006

""Old" Habits Meet a "New" Normal By Kristin Conklin January 16, 2011 11:07 pm EST Despite a slight rise in state revenues, the 2011 budget cycle is likely to be the most difficult yet of the states' ongoing fiscal crisis. That's because budget shortfalls are epic - $60 billion in budget shortfalls this year and another $50 billion in 2012. Whereas most state revenues will rebound to peak levels by 2013, revenue recovery is not likely in nine states until 2014. The National Association of State Budget Officers' A New Funding Paradigm for Higher Education says that while a slight rise in revenues will "mitigate the funding squeeze, the environment for state higher education support might be permanently and unalterably different from the past." What an understatement. Average annual spending growth is projected to be a weak 3 to 4 percent for the next 10-20 years. How governors navigate these "new normal" budget conditions will have a profound impact on the nation's economic future. An economic recovery cannot be achieved through cuts alone. Shrinking state budgets must be refocused to grow the economy. Higher education will be front and center in any growth strategy. According to estimates from the Minneapolis Federal Reserve Bank, if the U.S. could muster the capacity to better match skills with today's jobs, unemployment would be at 6.5 percent instead of 9.6 percent. That represents millions of good-paying jobs that lead to economic growth."

"Explaining Gaps in Readiness for College-Level Math: The Role of High School Courses Issue/Topic: Curriculum--Mathematics; High School--College Readiness; Postsecondary Participation--Access Author(s): Long, Mark; Iatarola, Patrice; Conger, Dylan Organization(s): Evans School, University of Washington; Department of Educational Leadership and Policy, Florida State University; Trachtenberg School of Public Policy and Public Administration, George Washington University Publication: Education Finance and Policy Season: Winter 2009 Background: Despite substantial increases in high school graduation requirements, almost one-third of US college freshmen are unprepared for college-level math. Students who are low income, Hispanic and black are least likely to be prepared for college-level coursework, and females are slightly less likely to be ready than males. Little of the prior research in this area has focused on the contribution of high school courses to demographic and socioeconomic gaps in secondary and postsecondary success. Purpose: To estimate how much of the racial, socioeconomical and gender gaps in high school and postsecondary outcomes are determined by the courses that students take while in high school. Findings/Results: Less than half of the black and poor students and just over half of the Hispanic students in the sample were prepared for college-level math - far below the readiness rates for whites, Asian and nonpoor students. 1. The courses students take in high school contribute significantly to their college readiness, with the largest gains occurring at Algebra 2 (the minimum level of math required to graduate even with a college preparatory diploma in Florida is Algebra 1). 2. The slight male advantage in college math readiness is not explained by course-taking differentials because female students already take more advanced math courses than males. This finding is consistent with other work on gender disparities. 3. The results suggest

"If and When Money Matters: The Relationships among Educational Expenditures, Student Engagement, and Students' Learning Outcomes Issue/Topic: Finance--Does Money Matter?; Postsecondary Finance--Efficiency/Performance-Based Funding Author(s): Pike, Gary; Kuh, George; Smart, John; Ethington, Corinna; McCormick, Alexander Organization(s): University of Memphis; Indiana University Purdue University at Indianapolis; University of Indiana Publication: Research in Higher Education Published On: 9/18/2010 Background: Past research on expenditures and college outcomes has been characterized by weak and contradictory findings. Surprising little is known about whether and how "money matters" to desired outcomes of college. It seems reasonable to expect that combined expenditures for instruction, academic support, student services, and institution support would be positively and directly related to student engagement, but indirectly related to student learning. Purpose: To examine the relationships among educational expenditures, student engagement and learning outcomes for first-year students and seniors. Findings/Results: * Expenditures were significantly and positively related to...first-year students' self-reported cognitive outcomes (in areas such as general education, writing and speaking effectively, quantitative analysis, and critical thinking). * Expenditures were not significantly related to first-year students' non-cognitive development (as measured by responses to questions concerning self-understanding, working with others, developing ethical standards, and civic/community engagement). * For a wider range of learning objectives (e.g., academic challenge, collaborative learning, educational enrichment), the relationship between expenditures and outcomes was indirect and mediated by student engagement variables. * Between-institution differences were very small compared to the differences among students within institutions. * All of the enga

"A Curricular Innovation, Examined (Part 3) December 16, 2010 'It Should Be Fine' Perhaps all of the back-and-forth about StraighterLine - the news stories, the blog posts, the assorted incidents of backlash, the endless tug-of-war over who awards credit for what - might be boiled down to two essential questions: Are StraighterLine's courses truly more or less equivalent to the courses that many college students are already taking? And, more broadly, at what point does any educational experience - specifically, in StraighterLine's case, an introductory-level general education class - become worthy of college credit? The former question addresses the level on which Burck Smith would like for his brainchild to be evaluated; the latter is an issue that he actively seeks to avoid. In a long series of emails over the course of several weeks, as well as one 90-minute telephone interview, Smith repeatedly and expressly urged me to "make sure to compare our courses to other colleges' general education courses with whatever evaluation standards they use rather than what they say they do or wish they did." "…[E]veryone else is doing the same thing," Smith said, "but they're allowed to be accredited and approved and sort of part of the club." If one accepts Smith's terms of debate, it is difficult to argue with him. Surely accredited institutions offer plenty of courses that are not of the utmost quality. And colleges and universities do turn a profit on many large, introductory-level courses - particularly courses that are taught by low-paid temporary instructors, or broadcast online to vast numbers of students - and that profit is used, as Carey's Washington Monthly article puts it, "to pay for libraries, basketball teams, classical Chinese poetry experts, and everything else." How colleges pay their classical Chinese poetry experts is not Smith's concern; on the contrary, he views himself as something of a consumers' adv

"All the President's Profs December 22, 2010 Calling them Mr. Jefferson's Justice League is somehow irresistible. Perhaps that's because the University of Virginia's Faculty Budget Advisory Committee resembles a gathering of superheroes, where brainiacs of varied disciplines combine their powers to confront a common enemy. Granted, the villain - deteriorating university resources - is not as sexy as, say, Lex Luthor. And the scholarly powers of endowed chairs are hardly gamma rays. At the same time, there's a sense Virginia has responded to a difficult economic environment in part by convening an astute assembly of professors on a campus founded 191 years ago by Thomas Jefferson. The 13-member crew, whose membership is weighted toward those with some business or finance acumen, is charged to serve as an informal advisory group to Teresa A. Sullivan, the university's recently minted president. But Sullivan says the committee is also designed to bring transparency to the institution's often-mystifying budgeting process, connecting the university's administrators with a diverse pool of faculty. "It seemed to me a shame these two groups of smart people hadn't sat down with each other before," she says. Unlike a standard faculty budget task force, the advisory committee isn't necessarily engaged with a particular issue, such as where the university should cut or invest. Instead, it is grappling with more fundamental high-level questions, such as whether the university operates with sufficient liquidity - or cash on hand - to pay its bills should there be another huge economic plummet. Another point of distinction for the budget committee is its make-up. Like most university-wide committees, the group includes professors across a range of disciplines. At the same time, Sullivan clearly sought a number of faculty with business orientations, and committee members were charged to "draw on on their own expertise in financial matters to prov