Views

To do justice to students and as a matter of professional duty, faculty members should be at the center of defining and measuring undergraduate learning outcomes, argue Josipa Roksa and Richard Arum.

How young people armed with smartphones became so unable or unwilling in critical instances to talk to each other is a fundamental question for higher education, writes Jeffrey Herbst.

Literally walking side by side with students while teaching a class can bring unexpected benefits, writes Del Doughty.

John Fea, a history chair, describes what he learned on his daughter's college tours about the presence or absence of a liberal arts ethos.

Timothy V. Kaufman-Osborn takes issue with arguments that the erosion of faculty members' participation in shared governance is entirely due to forces beyond their control.

Dick Gregory writes that students who are protesting against a dean who recommended his autobiography should think about which battles matter the most.

Scott McLemee reviews Terry Eagleton's new book, Culture, which unpacks the concept in its title.

Next year will be disruptive and confusing for students, families and most colleges in the admissions process, argues W. Kent Barnds, who wonders how so many changes can be good.