Scott Jaschik

Scott Jaschik, Editor, is one of the three founders of Inside Higher Ed. With Doug Lederman, he leads the editorial operations of Inside Higher Ed, overseeing news content, opinion pieces, career advice, blogs and other features. Scott is a leading voice on higher education issues, quoted regularly in publications nationwide, and publishing articles on colleges in publications such as The New York Times, The Boston Globe, The Washington Post, Salon, and elsewhere. He has been a judge or screener for the National Magazine Awards, the Online Journalism Awards, the Folio Editorial Excellence Awards, and the Education Writers Association Awards. Scott served as a mentor in the community college fellowship program of the Hechinger Institute on Education and the Media, of Teachers College, Columbia University. He is a member of the board of the Education Writers Association. From 1999-2003, Scott was editor of The Chronicle of Higher Education. Scott grew up in Rochester, N.Y., and graduated from Cornell University in 1985. He lives in Washington.

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Most Recent Articles

August 25, 2005
American academic groups push for the release of most prominent woman in Iraqi science.
August 24, 2005
Beloit's latest list explains a class for whom voice mail has always been a reality.
August 24, 2005
In new program at West Georgia, 25 African-American males will live in the same dormitory and take the same courses.
August 23, 2005
Inquiry by faculty panel at Colorado apparently clears professor on two charges and asks for additional study of seven others.
August 23, 2005
New study says that women in academe are justified in feeling more pressure than their male colleagues.
August 23, 2005
Recent incidents -- including arrests in grade changing scheme involving sex and money -- raise issue of integrity in registrars' offices.
August 22, 2005
To save money, Wisconsin-Oshkosh bans a ritual of the first day of classes, and some professors aren't happy.
August 22, 2005
Counseling centers are urged to pay more attention to subgroups of students whose needs may not have been considered previously.

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