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Her campaign to measure student learning was ill-conceived, but Spellings deserves credit for changing the conversation about higher education, Bernard Fryshman writes.

Higher education accreditation is badly flawed. But expanding the federal role, as Margaret Spellings proposes, is the wrong way to fix it, Jane S. Shaw writes.

The controversy over the push for standardized tests obscures the success and potential of faculty-driven systems to measure student learning, writes Donna Engelmann.

Recent federal proposals assume the source of accreditation shouldn't influence colleges' decisions on accepting students' academic credit. Constantine Curris argues otherwise.

Professors complain about growing workloads and often blame campus managers. But we’re drowning, too, writes Barbara Mainwaring.

Céleste Brotheridge and Raymond Lee are tired of non-academics who think professors live a life of leisure in the summer.

Imagine if world's most complete card catalog were just a mouse-click away. Scott McLemee chats with a young programmer who is making it happen.

Nancy E. Tribbensee and Steven J. McDonald write that the federal privacy protection law doesn't prohibit much of the communication colleges need to protect students.