Colleen Flaherty

A new study shows that students in large courses both prefer and reap benefits from a dual-deadline system, in which the instructor sets exact assignment deadlines but also allows for defined extensions without penalty.

A new study finds that students are missing out on opportunities to see key parts of themselves—concealable stigmatized identities, such as learning differences or mental health issues—represented in their science instructors. The work builds on research on the importance of role models.

Student success advocates at the University of Kentucky have built a culture of evidence through weekly data meetings. Here’s how they do it, plus pointers for organizing data meetings on your campus.

A group of first-year students at the College of Charleston recently returned from a spring-break trip to Denmark, where they studied how personal and environmental sustainability intersect.

One recent paper links welcoming faculty responses to student questions to better student outcomes in STEM courses, building on other work finding that students benefit when professors are approachable, accessible and supportive.

Georgia State’s Accelerator Academy is inspiring 10 other institutions to help students pass key gateway courses they’ve previously failed or from which they’ve withdrawn. Initial success metrics suggest the solution is scalable, even beyond this group of universities.

Syracuse University’s Martin J. Whitman School of Management is promoting student mental health and the mental health of future teams with the donor-funded Nass Mental Health Initiative.