This is my final post as guest blogger and I must say that many of the responses demonstrate what’s wrong with higher education.

My first set of posts built on my recent Chronicle article, “America’s Most Overrated Product: A Bachelor’s Degree.” It continued to discuss the dismal results of undergraduate education and the terrible lack of disclosure to prospective students about their prospects of success and growth there, and proposed solutions. Rather than engage on the issues, most of the responses were deflective: for example, blaming the problem on K-12 education, that hermeneutics was more valuable than literature’s universal themes, or most often and most surprising, ad hominem attacks. For example, commenters called me, not just my ideas, for example,...

When I ask clients, “When did you start procrastinating?,” I often hear responses like this:

“When I was in junior high school, I got this big, hard assignment. I knew I should get started right away but I always found something more fun to do. I waited until the last minute when the adrenaline pushed me to crank it out. I was afraid I’d get a bad grade because I had done it so last-minute but, lo and behold, I got a good one. That gave me the message that by procrastinating, I’d generate the adrenaline to get me to do the task. Before long, I was procrastinating on most unpleasant tasks — I was addicted to adrenaline.”

Of course, procrastination tends to reduce the quality of the work produced, not exactly the sort of lifelong work...

Even higher educators, some of society’s highest achievers, are subject to procrastination. In fact, higher educators are particularly tempted to procrastinate because they face challenging tasks that have long-ahead deadlines: a grant proposal, the syllabus for a new course, completing a research project, drafting a committee report, etc.

Of course, procrastination can hurt the quality of your work — something thrown together last-minute is rarely as good as work done deliberately. I’ve often seen procrastination impede people’s careers.

Chronicle Review Deputy Editor Alex Kafka invited all of us Brainstormers to respond to a thought-provoking essay in The American Scholar by William Deresiewicz, The Disadvantages of an Elite Education. Here are my reactions:

++ Deresiewicz writes, “Graduates of elite schools are not more valuable than stupid people, or talentless people, or even lazy people.” I disagree. The graduates of elite schools, on average, have attributes that make them more likely to cure cancer, develop interventions that reduce poverty, etc. And they’re less likely to commit murder, robbery, or become drug addicts or dealers. That makes them of above-average value to society. Of...

You’ve had enough: You’ve tried as hard as you can yet can’t find a good-enough job in higher education. (You mean, you don’t want to continue driving 30 miles to a campus on which you can’t park to teach three classes a week for 15 weeks to a group of underprepared undergraduates, for which you are paid a total of $5,000, with no benefits? Where’s your dedication to The Cause?) ;-)

What the hell do I want to be when I grow up?

It’s often scary. By the time that most aspiring academics have finished their doctorate and spent a year or three trying to land a sustainable position, they’re around 30, when many of their peers outside of academia are in full career flower: six-figure-income, power and influence, and a job...

Yeah, it’s tough . . . But don’t give up just yet.

You decided to spend a lot of money and some of your prime earning years getting a doctorate, assuming it would lead to a position as professor or higher ed administrator.

Yet, despite applying for a number of positions, you’ve landed no more than a part-time temp job that pays less (with no benefits) than you could have earned as a high school teacher.

Before giving up

Before giving up, consider trying one or more of these approaches. Here, I use a tenure-track professorship as the goal, but similar strategies can be used in seeking a position in administration.

Unless you’re a star, a cv is unlikely to make you stand out from the pack. Here are some ways that mere...

Tim Russert’s untimely death from a sudden heart attack reminded me of the dramatic 50+-year-long gender disparity against men in health care research and outreach.

Many more men than women die of sudden heart attack and at an earlier age than do women of breast cancer. Indeed, sudden heart attack is the #1 cause of premature death among men over 40. Yet, more money per capita is spent on breast cancer research. And regarding outreach, there are a trivial number of prostate cancer ribbons compared with the number of pink ribbons against breast cancer. And have you ever seen even one ribbon against sudden heart attack?

More broadly, men die 5.3 years younger than women, and spend their last decade in worse health. There are more than four widows for every widower....

Recently, I attended my assistant’s master’s-degree commencement ceremony at San Francisco State University.

We entered the auditorium to Jamaican percussion. Then, the African-American emcee introduced the retiring chair, a white man who said that his vision for the counseling department is to create a program in counseling the incarcerated, disproportionately minority. He introduced the keynote speaker, an African-American woman who spoke of the need to continue fighting for the underrepresented while an audience member waved a large Latino-Power flag. Next, a Latina professor praised an African-American student who had died. Then that professor handed out four student awards: three to Latinos and one to a white male who had been transgendered and did his thesis on transgender counseling. Finally, the graduates walked across the stage. Some added...

A more-engaged, better-served student? In many cases, could be . . . Ralph Wolff, Executive Director of the Western Association of Schools and Colleges likes to convene “blue sky” meetings. That’s a loftier (pardon the pun) way to describe a brainstorming session. He urges, “Sky’s the limit. Think big. Think breakthrough. Think unconventional.”

Here’s an unconventional alternative to the traditional lecture course that could be called, DiversiSections. It’s a very specific type of online course that would be disseminated nationwide.

It dovetails with MIT’s making all its syllabi available nationwide, the recommendations in a new book,

Sometimes, we need a summer’s break from things academic, but if you might enjoy a book on improving teaching and learning, here’s a good list.

Pat Cross forwarded it to me. It was created this year by a number of members of the POD Network, the national association of faculty developers. At the end of this list, I suggest four other books that may also be of interest.

Angelo, T. A., & Cross, K. P. (1993). Classroom Assessment Techniques (2nd ed.). San Francisco: Jossey-Bass.

Bain, K. (2004). What the Best College Teachers Do. Cambridge, MA: Harvard University Press.

Cooper, J. L., Robinson, P., & Ball, D. (Eds). (2003). Small Group Instruction in Higher Education: Lessons From the Past, Visions of the Future. Stillwater, OK: New Forums Press.