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The language of co-authorship, taken from OpenAI’s own terms and policies, can be useful in addressing the rise of AI writing in the classroom, Sean Ross Meehan writes.

Artificial intelligence should prompt a reorientation of writing instruction to focus more on critical reading and editing skills, Rachel Elliott Rigolino writes.

Florida’s decision to reject a new Advanced Placement class on African American studies raises unsettling questions, Lynn Pasquerella and Mary Dana Hinton write.

With trust in higher ed falling, higher ed needs to reimagine whom it serves and how, Taylor Randall writes.

If we’re serious about inclusion, it’s time for academe to drop “Latinx” in favor of the term “Latine,” Bryan Betancur writes.

The accrediting agencies’ collective failure to hold low-performing colleges accountable against objective standards harms students and taxpayers, Jay Urwitz writes.

Legislation targeting K-12 classrooms also threatens the integrity of history education in colleges and universities, James Grossman and Jeremy C. Young write.