Why do we have to do these projects? It's not your job to make sure all these students are learning, and I don't see why I have to do this your way, said the student.The professor thought a moment -was this a rhetorical question so the student could complain out loud or did the student really want to know? Was there a need for the professor to repeat (again) the reasoning behind having measurable criteria for coursework, defend the job of a teacher, or simply cut the conversation off during class time? This interaction between teacher and student could be a result of a number of factors -it may even be a simple question of discipline or classroom management. With a room full of adult college students, however, there is potentially more at stake, given that roles for higher education "performers" have become convoluted in various ways. Is it possible that both stakeholders are learners in this situation? What is the balance of power here and what precipitated this conversation in the first place?Questions such as these are on the minds of many educators as they attempt to understand students' current attitudes and behavior. In a recent issue of College Teaching, Stephen Lippmann, Ronald E. Bulanda & Theodore C. Wagenaar wonder how the issue of "student entitlement," for example, relates to the delivery and nature of course content. And in a treatise on the "consumerist academy," Jordan Titus muses on the context of student entitlement as students consider education a "right," but without

The integrated unit on breast cancer described here includes biological science and visual art standards and was targeted at high school juniors and seniors. The goal was to make a potentially controversial and taboo subject relatable through an art-science approach Author/Artist Bio Tanya Rivas is a gallery teacher at the Museum of Contemporary Art San Diego. She is a former K-12 teacher in the arts, and has also taught high school history, and AP level programs. She earned a Bachelor's Degree in Humanities from Loyola Marymount University as well as her Masters in Secondary Education and teaching credential while serving as a PLACE Corps (Partners in Los Angeles Catholic Education) member in urban Catholic education. The overarching goal in her advocacy work is concerned with meeting the needs of underrepresented groups, particularly by working with Spanish bilingual audiences and multicultural diversity in museum and education industries.

We are developing a course on Technology and the Political Process to be offered jointly by the Political Science and Computer Science programs at Wesfern Carolina University. The course objective is to understand how the political process has changed as a result of the Internet, the ubiquity ofpersonal computers, and the advent of high perjormance computing. Students will gain an understanding of how computing technology is applied in a variety ofpolitical and government arenas. Course content will include class discussions. collaborative learning approaches, service-learning opportunities, and a research project. We believe that every college graduate should hove a practical understanding 01 both technology and politics and that combining these two areas into a single course eflectively introduces undergraduates to both disciplines.