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Students have changed, and instructors should reconsider their assumptions about what engagement means, Mary C. Kern and Terri R. Kurtzberg write.

The existential question of institutional survivability may mask more important questions about sustainability and mission, Mark La Branche writes.

Patrick J. Casey argues that the reluctance to enforce deadlines and other workplace norms is not serving students well.

Financial aid leveraging leaves low-income students and their families with heavy debt loads, Stephen J. Burd writes.

Scott McLemee concludes his review of David L. Swartz's study of pro-Trump academics.

The increasing importance of technology demands a shared governance model that combines robust centralized support with academic freedom and autonomy of departments, John Katzman and James DeVaney write.

By fostering an environment where global engagement is not just encouraged but integrated into the fabric of our educational system, we prepare students to thrive in an interconnected world, writes Dan Darko, a dean of global engagement.

To teach students to debate better, colleges already have a proven, 150-year-old method they can draw on, Jason V. Morgan writes.