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"The schools most at risk are those without strong name recognition. While that might be unfair, it seems to be a fact of life. While Clayton Christensen has taken some heat from the projection that "in 15 years from now half of US universities may be in bankruptcy", the data from this survey lends some credibility to the concept."

"The House joined the Senate in approving "Tennessee Promise," the plan Haslam laid out in February to cover the full cost of two-year college for every high school graduate starting in fall 2015. The plan also calls for reducing the amount of Hope scholarships for freshmen and sophomores at state universities to $3,500, a cut of $500 a year. Juniors and seniors would receive $4,500."

"For those who can crack the top 20 percent, there is great promise. Most people in that elite group, Rank told me, will spend at least part of their careers among the truly affluent, earning more than $250,000 a year. For those at work in the much larger pool, there will be falling or stagnant wages and far greater uncertainty. A college degree is an advantage, but it no longer offers any guarantee, especially for those who graduate from lower-ranked for-profit schools."

When asked "What is the one website, social network, or app that you could not live without?" Facebook was the clear winner at 24 percent for students of all ages. Google came in at a distant second with 7 percent, and Twitter was in third place with 3 percent. But perhaps the most interesting finding was that high schoolers were twice as likely as college students, and 6x more likely than graduate students, to say they couldn't live without Twitter.

"Publish or perish" is an old saw that, like so many things in higher education, has been updated to reflect modern wisdom. The revised version of the phrase offers advice not to professors but to colleges: "Partner or perish."

Fully half of the 2012 graduates from high-income families borrowed money for college, double the share that borrowed in 1992-93.

"One of the obstacles to bringing "adaptive learning" to college classrooms is that professors, administrators, and even those who make adaptive-learning systems don't always agree on what that buzzword means."

"To date, edX has offered only college-level courses. And, while a smattering of high school-level massive open online courses exist, company officials said edX is the first provider of so-called MOOCs to offer an organized set of free high school curriculums."

""My entire critique of higher education started with curricular reform at Penn," he says. "General education is nonexistent. It's effectively a buffet, and when you have a noncurated academic experience, you effectively don't get educated. You get a random collection of information. Liberal-arts education is about developing the intellectual capacity of the individual, and learning to be a productive member of society. And you cannot do that without a curriculum.""

This year, Yik Yak is the app du jour; racist, sexist, and homophobic comments posted on Yik Yak have led to student protests on some campuses, and attempts by administrators to block access to the site on others. But Yik Yak is not the problem; in fact, I am confident that the hype over this particular app will soon die down, and it will be replaced by some new, more exciting tool. The problem lies in a culture that accepts - indeed embraces - the act of broadcasting, behind a protective mask of anonymity, statements that most would find offensive.

"No one believes that knowing the alphabet and sounding out words mean that a person possesses the deep literacy needed for college-level learning. Yet our ideas about digital literacy are steadily becoming more impoverished, to the point that many of my current students, immersed in a "walled garden" world of apps and social media, know almost nothing about the web or the Internet. "

"Thanks for taking the time to look at some of my work! I'm a JetBlue adherent, a coffee addict, a foodie and an iPhoneographer. I am also a speaker, consultant and educator on a wide variety of topics impacting colleges and universities and their students."

"As the Embedded For-Profit industry develops, he predicts it will further curtail professors' autonomy, already somewhat weakened by colleges' use of outside companies to host learning-management systems - and more recently to help manage and produce online-education programs."

"Universities that thrive in this new era will embrace their role as curator and translator. They will integrate best-in-class programs that are responsive to the workforce needs of the time. They will develop digital, clickable credentials that more clearly convey the unique skills and competencies that make up a degree."

""Students are going to be a hot commodity, a scarce resource," said Grawe. "It's going to be harder during this period for institutions to aggressively increase tuition. It may be a time period when it's a little easier on parents and students who are negotiating over the financial aid package.""

This is a deep and complex question, one not susceptible to single answers or easy slogans.  Fortunately, two William and Mary economists have published one of the best and most accessible explanations I've ever seen."

Referenced by @tealia "Higher education institutions that want to significantly increase their student success outcomes must design their policies, practices, and organizational culture to promote the engagement and leadership of their faculty and staff. Colleges that invest in designing engagement and empowerment strategies that leverage the talent and dedication of faculty and staff are likely to produce more meaningful and sustainable results."

"Students who use OER find them to be accessible, relevant, and engaging. Over 60 percent of students reported that the overall quality of their learning experience in an OER course was higher in comparison to a typical, non- OER course. Though creating OER courses and degrees is time consuming, instructors in several colleges said they had made changes in instruction as a result of working with OER materials. Though few instructors made changes to their pedagogical practices specific to OER, use of these materials allowed them to align materials better with their learning goals. Instructors already using student-centered and hands-on learning strategies said that the OER materials helped what they were already doing. Several instructors also reported that students were more engaged with OER materials compared to textbooks, because they are better tailored to good pedagogy, reading materials are more relevant and interesting, and students can be more involved in the construction of the learning experience."