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September 21, 2020
Now is the best time to think in new ways about how to fulfill our responsibility to educate students for lifetimes of engagement, argue Lawrence S. Bacow and Rebecca M. Blank.
September 21, 2020
Our mission as educators must be laser-focused on equitable, long-term success for a wider spectrum of students, writes Lynn Perry Wooten.
September 21, 2020
Caleb Dunson describes his choice to attend Harvard, Princeton or Yale.

Letters to the Editor

August 12, 2020
Oakland University "carefully weighed the privacy and security issues" of using BioButton against "the very real health dangers" presented by COVID-19.
August 10, 2020
"There is more power in numbers, and it is a more effective way to push back against a system that is making choices that prioritize profits over students' and teachers' health."
August 6, 2020
College sports also loses money.
August 5, 2020
He leaves a strong legacy.
July 28, 2020
We should revamp American support systems to repel the increasingly entrenched cognitive and plutocratic classes. But let's not dismiss "up by the bootstraps" entirely.

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Blogs

September 21, 2020
Is your campus doing everything it can to help your community recover?
September 21, 2020
Making decisions with imperfect information.

Archive

September 14, 2020
A judge has undermined systemic racism by making the University of California test blind, write Joseph A. Soares and Jay Rosner.
September 11, 2020
Christopher Schaberg, who previously asserted he'd never teach online, describes why he's now veering that way, even when he could teach face-to-face.
September 10, 2020
Bringing students back to properly run campuses may well be healthier than leaving them to their own devices and hometown gathering (and watering) places, writes Michael S. Roth.
September 9, 2020
A standards-based approach to grading that incorporates goal-setting and self-reflection can help promote students' progress in times of crisis as well as normalcy, advises Rosalie Metro.
September 8, 2020
The myth that underrepresented students leave science because they can't keep up reflects an unwillingness to deal with the truth that it's we who must change, writes Kerstin M. Perez.

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