My response to Andrew Rosenthal’s commentary: “With Zimmerman, the Scandal is What’s Legal”–New York Times

Trayvon Martin photo
Robyn Beck/Agence France-Presse — Getty Images

I’ve spent the last few days doing what I imagine a lot of people have been doing: thinking about the verdict in the George Zimmerman trial. I didn’t automatically expect a particular verdict; ever since Rodney King, O.J. Simpson, William Kennedy Smith, Casey Anthony . . . (the list goes on), I’ve realized that sitting on a jury and following the parameters established by legal definitions is a very different task than reading news accounts and following gut instincts. Continue reading “My response to Andrew Rosenthal’s commentary: “With Zimmerman, the Scandal is What’s Legal”–New York Times”

The Solitary Leaker –

Still not sure what I think about Edward Snowden. First, he blows everything we say about needing a college degree to get a good job–he didn’t even finish high school and yet landed a position that gave him access to highly classified information. Second, I’m not sure whether to see him as a whistleblowing hero or a traitor. Ever since 9/11, we seem to be saying that we’re willing to trade some personal freedoms for greater national security, and yet when we see what that looks like in real life, we understandably don’t like it. I thought David Brooks wrote an insightful column on Snowden a few days ago in The New York Times: The Solitary Leaker –

Grading the MOOC University –

I read an interesting piece recently in The New York Times by A.J. Jacobs, a writer for Esquire magazine. It’s on the Time’s website under the title, Grading the MOOC University. Jacobs describes his experience taking several open online courses from such providers as Coursera, Udacity, and Edx.

I found the following excerpt intriguing: Continue reading “Grading the MOOC University –”

New Test for Computers – Grading Essays at College Level –

New Test for Computers – Grading Essays at College Level –

edx officesI just read this piece by John Markoff of The New York Times and found it intriguing. Apparently, we’re still trying to figure out a way of automating the learning process. Apart from the fact that students are figuring out ways to do end runs around the artificial intelligence essay grading software, does a computer tell students when they have hit on idea worth exploring further?

Liberal Arts Majors Didn’t Kill the Economy – The Atlantic

LiberalArts2.jpg.jpgI have been woefully behind in posting to my blog. A lot of my time in the last year has been spent reading about the present state of liberal arts education, as well as working on a task force to reform our general education curriculum–which has been exciting to do. As such, my ears perk up when I come across articles related to this subject. There have been a lot I cold have posted in the last year, and maybe I’ll dig some of them up, but a friend just alerted me to the following piece from The Atlantic Monthly. It’s a provocative piece that runs counter to some of the other headlines we’ve been seeing lately: Liberal Arts Majors Didn’t Kill the Economy – The Atlantic.