At the University of Maine, my colleagues and I have conducted a lot of research on faculty mentoring. The campus-wide Rising Tide Center—funded originally by a National Science Foundation ADVANCE
Faculty and students are not on the same page about what makes a course rigorous. Draeger, del Prado Hill, and Mahler (2015) find that “faculty perceived learning to be most
The growth of open educational resources (OER) may prove transformative in the way online learning has been. Textbook costs have skyrocketed to the point that finding an alternative is no
My previous article for Academic Leader was for reluctant administrators—those who don’t necessarily aspire to leadership positions but find themselves, for whatever reason, thrust into the role. This time, I’d
Academic leaders are responsible for obtaining value from innovations developed at a university. Importantly, innovation value can vanish when there is an inadvertent disclosure of an invention. A hallmark requirement
During my six years at the University of Connecticut, I had the opportunity to interact with many different faculty members across our campus community. This was particularly true during my
This article is the second of a two-part series on implementing a program of undergraduate research (research/scholarship; R/S) at institutions that previously were teaching only or where research was informal
Have you ever been told to mind your Ps and Qs? The expression is often used to admonish children to be on their best behavior, to be polite. Thus, some
It was a sweltering July morning when an email from one of my librarians arrived in my inbox, its subject line proclaiming, “THE LIBRARIANS ARE HOT!” I had recently taken
It can be difficult to discuss the quality of online education as what constitutes quality is a complex issue and no single agreed-upon definition exists. Many factors can come into
