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Instead of focusing on generic soft skills and internships, students need work-integrated classroom learning and pathways for building career readiness, Matthew T. Hora writes.

Institutions need better data on faculty backgrounds, their experiences and working conditions, and (in)equities in measures of success, Laura W. Perna writes.

In light of research showing traditional remediation is ineffective, community college students should stand up and refuse remedial course placements, Maggie P. Fay writes.

Scott McLemee reviews Jamie Kreiner’s The Wandering Mind: What Medieval Monks Tell Us About Distraction.

Postdocs on federal fellowships should receive equal benefits as peers, write Mallory R. Smith and Thomas P. Kimbis.

Pursuit of R-2 status can create new opportunities for underrepresented students and needn’t come at cost to inclusion or access, Kim Schatzel and KerryAnn O’Meara write.

While University of California grad workers won important gains, the system remains broken, along with graduate and undergraduate students’ trust, Laura J. Mitchell writes.