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"we need to teach them how to find information and more importantly what to do with the information that they find. The only way to do this is to make the fundamental change from teaching how to use technology to using technology to learn."

"How to Get the Most Out of Tech Tools for Teaching"

""The mere use of the term in the ad does not mean that he hiring committee is looking for someone who is genuinely transgressing or crossing disciplinary boundaries," crossing methods and topics as they teach, publish and coordinate with others, they wrote. "They may just be looking for someone to co-teach core curriculum classes with someone from another department.""

"We need an educational structure that takes instability and unpredictability as its starting point, its fundamental assumption. If a university is not made up of stable, enduring structures arranged linearly or hierarchically-schools, departments, majors, minors-but rather is made up of components that can be used or deployed according to demand and need, then invention instead of convention becomes the governing institutional dynamic."

"Teaching students to transfer their knowledge, say many faculty members and administrators, is also imperative in a world in which troves of information are a mouse-click away. If professors continue to see themselves as dispensers of content, they will have little of lasting value to offer. But if they can train students to transfer their knowledge, students will be endowed with a skill that can serve them long after they graduate."

"In reality, however, the news is bleak: Median pay per course in 2010 was $2,700. ($2,235 at two-year schools; $3400 at four-year doctoral or research schools). Pay doesn't correspond with credentials-wage premiums for better credentials within the contingent workforce are small; likewise, there's not much of a career ladder. And, of course, contingent faculty pay lags behind similarly-educated professionals in other fields. Part-time faculty have access to limited professional development, and are generally excluded from governance. Most part-time faculty teach in such positions for extended periods of time, and most would prefer a full-time appointment, if one were available."

"Essentially, digital (and physical) mind mapping allows students to view the entire forest instead of a single tree. As they create a mind map, they capture the wider ecosystem of information by visually connecting short keywords and phrases rather than writing complete sentences. Upon later review-for retention, exam preparation or papers-the mind map is like a CD. You jump right to the information that interests you. In contrast, linear notes are like audio tapes-you waste time wading line by line through the content in hopes of getting to what you want. This more efficient use of space (and time) lets students see how normally unconnected ideas might fit together. Thus, the mind maps doubles as a store of information and an engine of creativity. Using it in the classroom and even giving mind mapping assignments forces students to break the linearity of their earlier education."

"An important requirement in the Common Core is the need for students to discuss ideas and justify their thinking. There is a good reason for this: Justification and reasoning are two of the acts that lie at the heart of mathematics. They are, in many ways, the essence of what mathematics is. Scientists work to prove or disprove new theories by finding many cases that work or counter-examples that do not. Mathematicians, by contrast prove the validity of their propositions through justification and reasoning."