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Faculty members at a wide range of institutions are finding they can have a powerful impact by organizing curriculum -- not just individual courses -- to support students’ learning and success, write Loni Bordoloi Pazich, Roosevelt Montas and Steve Mintz.

The University of Kentucky, as the state’s flagship institution, has a moral responsibility to provide access to students of limited means, write Eli Capilouto and Tim Tracy, and thus is radically shifting the ratio of merit to need-based aid to do so.

Peter J. Spiro’s At Home in Two Countries explores how globalization has turned dual citizenship from an anomalous and potentially dangerous condition into something almost commonplace, writes Scott McLemee.

Robert Massa contends that early-decision admissions programs do not, in fact, necessarily act against the inclusion of disadvantaged students at the nation’s most prestigious institutions.

In the debut of Joshua Kim's "Technology and Learning" blog at Inside Digital Learning, he outlines three challenges.

"Learning science" is becoming a buzzword, but it means experimenting with new approaches and learning from what doesn't work as well as what does, writes Michael Feldstein. And everyone who teaches for a living must do it.

Once a skeptic of “big data,” Danielle Caldwell is now convinced of its ability to empower institutions to match students to the right programs and provide individualized support through graduation.

Long-term data provide clear evidence that a Republican-led administration will play a significant -- and perhaps somewhat surprising -- role in influencing foreign student enrollments and study abroad, writes Bradley A. Feuling.