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The taboo against faculty and grad students admitting anxiety and depression is far greater than with professional athletes, argues Harvey J. Graff, and something colleges must reckon with.

Numerous colleges have reminded faculty that they are allowed to teach their classes outside during the pandemic if they’d prefer, writes Martin Skladany, yet they should go a few steps further.

Colleen K. Vesely, Supriya Baily, Jatin Ambegaonkar, Holly Klee and Stormi Woltz describe their process for identifying and organizing DEI data to help drive change at their university.

Unable to piece together all the different indicators, colleges and their instructors struggle to glean real wisdom, let alone adjust to a student’s needs, write Cathy O’Bryan and Bhavin Shah.

Alberto Acereda writes that supporting more diversity in graduate education does not mean one needs to oppose the GRE.

Jim Jump writes that the power of a high school counselor to pick up the phone and get a student in was never as real as imagined.

Colleges and universities should reimagine student tutoring by incorporating new cognitive approaches, argue Daniel G. Long II and Jason Kapcala.

To manifest their relevance and preserve their viability, they need to contribute to multidisciplinary initiatives focused on the numerous crises in humanity, not humanities, argues Robert D. Newman.