Even though enrollment is steady and there’s been a budget surplus each of the past six years, Saint Michael’s is planning to enroll 10 to 15 percent fewer students over the next three to four years and, in turn, employ about 10 percent fewer faculty and staff members. That approach runs counter to the strategies of some liberal arts colleges that are saying that they will thrive by getting larger, even as many doubt that a growing number of students will be seeking liberal arts degrees.

A Vermont liberal arts college is expecting things will get bad | Inside Higher Ed

UConn graduates 8 percent of its players, according to the most recent NCAA statistics. To put it another way: of the 12 players who started as freshmen eight years ago, exactly one managed to finish a college degree or leave UConn in good academic standing.

UConn basketball’s dirty secret - Vox

To sum up: higher education has overbuilt capacity for a student demand which has started to wane. America has overshot its carrying capacity for college and university population, and our institutions are scrambling for strategic responses.

Essay considers whether higher education in the U.S. has peaked | Inside Higher Ed

Increasingly, institutions of higher education have lost their focus on the academic activities at the core of their mission,” the association said in its report. “The spending priority accorded to competitive athletics too easily diverts the focus of our institutions from teaching and learning to scandal and excess.

Colleges Increasing Spending on Sports Faster Than on Academics, Report Finds - NYTimes.com

As students delve into content within any unit, especially where they’re given choices in selecting their topic, natural gaps will occur in their understanding. There will still be a need for context and background knowledge as they work to research and process their sources. It’s unlikely that, even when given guidelines to narrow the possibilities, students working independently will all end up focusing in the same place. When students work in groups, or as individuals, their products will be varied, and often — at first glance — seem disconnected, dissimilar, and separate. And it’s here, in these seemingly disjointed moments, that the expertise of the teacher is crucial to uniting the class’s learning. Teachers need to create the dynamic that transforms individual moments into a broader experience where the class benefits from the complete range of learning that has taken place. And this can happen in different ways such as discussions, class blogs, back-channels, or any number of sharing activities, as the teacher solidifies the learning mosaic created by the class.

Teachers’ Most Powerful Role? Adding Context | MindShift

A study by the American Association of University Women found that one year after college, nearly half of women working full time, and 39 percent of men, were devoting more than 8 percent of their income toward their debt. That may seem small, but when you are fresh out of college, the combination of living expenses, credit card bills or debt, a 401(k) and a little left over for savings — if you can hack it — adds up. It does so more quickly for women. College-educated women made 82 percent of men’s salaries one year after graduating in 2009, according to the AAUW study. “For many young women, the challenge of paying back student loans is their first encounter with the pay gap,” the study says.

Student Debt Weighs Down Women More. Blame The Wage Gap : NPR

In describing his experience teaching at West Point, Dr. Stapell started by describing the first rule that West Point teachers are given—you’re not allowed to lecture—at all! …What? Isn’t that what college teaching IS? And wouldn’t you expect a place with such a military history and an authoritarian approach to underscore this traditional teaching method—of having one expert individual lecture and provide information to a bunch of young, dutiful students? They don’t lecture at West Point? At all?

So this seemed surprising to the folks in the audience. And, of course, the next question is begged—what DO they do at this esteemed, larger-than-life institution? How do they educate—how do they create such great leaders?

Apparently, according to Dr. Stapell, this educational method is 100 percent activity-based. The classrooms have boards on all four sides of the room—and all cadets are charged with engaging in activities related to the material throughout the class. Get in a group, discuss the material, write notes on the board—come up with a set of implications for modern life—tell the class about it. You’ve all read about this famous historical figure—discuss as a group his positive and negative attributes—and controversies regarding his life—and give a presentation to the rest of us—teach US about what his life and work implies about how the world operates now. Etc.

In this context, students are constantly engaged and empowered—they own their education. They own how much they learn and how much others learn. How much education will happen within the confines of a given class? This is up to each and every individual cadet—with the professor who is tasked not with teaching them, per se, but, rather, with getting them to teach one another.

Great Leaders Are Made: An evolutionary perspective on the Thayer method of teaching used at West Point

When students go and present their papers in class, it basically, after that, gets filed away," Belzberg explains. "What we provide is an opportunity to publish the paper in a setting where other students, faculty, and visitors get to experience that document.

2 | Digital Post-It Wall Puts Student Thesis Projects On Display | Co.Design | business design

University wins $1.5bn patent suit

A federal judge has ordered US chip maker Marvell Technology Group to pay $1.5bn (£900m) to Carnegie Mellon University for infringing two hard-disk patents.

The university had been seeking damages of up to $3.7bn, and a jury had previously awarded it $1.1bn.

Marvell said it planned to appeal.

» via BBC

Participating libraries pick a list of scholarly books they want to make open access. They pool money to pay publishers a title fee for each of those books. The title fees are meant to cover the cost of publishing each book; publishers calculate what they think is fair and share those estimates with the Knowledge Unlatched group. In return for the title fees, the publishers make Creative Commons-licensed, DRM-free PDFs of the selected books available for free download through the OAPEN digital platform (OAPEN stands for Open Access Publishing in European Networks), the HathiTrust digital repository, and eventually the British Library. Authors and publishers decide which Creative Commons license they’re comfortable using. There’s no postpublication embargo period; the books will be available as soon as the publishers and Knowledge Unlatched can process and upload the PDFs. (Click here for a full list of the books selected for the pilot and whether they’ve been published and uploaded yet.)

Libraries Test a Model for Setting Monographs Free – Wired Campus - Blogs - The Chronicle of Higher Education