Sounds like a bit of jargon, doesn't it? It probably qualifies as such but what the term refers to is of interest. Researchers in the 50s who were trying to explain criminal behavior coined the phrase which describes “justifications for deviance that are seen as valid by the delinquent but not by the legal system or society as large.” (These researchers, Sykes and Matza, are quoted on p. 295 in the article referenced below). If deviant actions can be justifiable then the offender avoids moral culpability.

Rapport, defined as "the ability to maintain harmonious relationships based on affinity" (a definition cited in the article referenced below), is more colloquially thought of as what happens when two people "click"—they connect, interact well, and respond to each other favorably.

In a 2008 essay that was published in the Journal of Cell Science author Martin Schwartz writes of the "importance of stupidity" when doing research in the sciences. Schwartz argues that during his graduate research in the sciences, "the crucial lesson was that the scope of things I didn't know wasn't merely vast; it was, for all practical purposes, infinite."

Simulations can be powerful active learning experiences. In the social sciences and humanities they can provide a kind of “lab-like” experience, often not a part of these courses. Finding good simulation exercises is a challenge in some fields and integrating them into the content and objectives of the course requires careful planning and execution. However, this extra work is justified given what a good simulation can accomplish in class. Check out these benefits listed in an excellent article on simulations (reference below).

How often has this happened? After a test has been returned, a disappointed, sometimes distressed, student approaches after class, and says something like, “I can’t believe it! I studied 10 hours for this test and I still did poorly.” Most of us respond with some version of “but it’s not the quantity of time spent studying, it’s the quality of that study time.” And this pretty obvious insight has been confirmed by some recent research.

There is no question that many students experience pretty serious burnout by the end of the semester. It’s easy for us to recognize it because we experience it ourselves. Even so, I have to admit I was surprised by the findings of a survey of one cohort of business majors.

Problem solving is “what you do when you don't know what to do."

In the space of one generation, college students have gone from studying with highlighters and wire notebooks to laptops, netbooks and, now, iPads.

Last week I participated in a beginning of the academic year event for faculty. It included a panel of bright, articulate upper-division students.