November/December 2009: In This Issue

The common belief is that change in higher education is both desirable and elusive. Trustees and presidents try to get faculty and staff to adopt new pedagogical techniques, increase prestige, improve services, assess and measure learning outcomes, use technology, and/or become more student- and learner-centered.
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I have a confession to make. I was a bad teacher. I was not mean or abusive to students, and I didn't make capricious demands, ignore my syllabus, grade while under the influence, or test students on material I had not taught.

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