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Peter Laufer writes that journalism schools could help save daily papers—and calls on Gannett to donate the Eugene Register-Guard to Oregon’s J-school as proof of concept.

By Peter Laufer

Educators can help students transform climate anxiety into meaningful action, writes Paul F. Steinberg.

By Paul F. Steinberg

Bundling research and teaching into one business model can result in misalignments that hurt students, Scott Pulsipher writes.

By Scott Pulsipher

Artificial intelligence should prompt a reorientation of writing instruction to focus more on critical reading and editing skills, Rachel Elliott Rigolino writes.

By Rachel Elliott Rigolino

The language of co-authorship, taken from OpenAI’s own terms and policies, can be useful in addressing the rise of AI writing in the classroom, Sean Ross Meehan writes.

By Sean Ross Meehan

Florida’s decision to reject a new Advanced Placement class on African American studies raises unsettling questions, Lynn Pasquerella and Mary Dana Hinton write.

By Lynn Pasquerella and Mary Dana Hinton

With trust in higher ed falling, higher ed needs to reimagine whom it serves and how, Taylor Randall writes.

By Taylor Randall