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The best way to rebuild confidence in higher ed is to focus on teaching, Holden Thorp and Buck Goldstein write.

Ben Paris argues that test critics downplay the disadvantages of test-optional policies.

The U.S. should restore Fulbright exchanges in China and encourage students to study there, Zhiqun Zhu writes.

And that might not be a bad thing, Isaac L. Ahuvia writes.

As academic departments increasingly are held accountable for students’ job outcomes, institutions need to provide more support, Mikaila Mariel Lemonik Arthur writes.

Insisting on “instructional continuity” is both joyless and blind to the realities of students’ lives, Matt Johnson writes.

The focus of student success initiatives should be support, not acceleration, John Schlueter writes.

California has much to teach the rest of the country about attaining a diverse student body in absence of race-conscious admissions, Michael Blacher and Gabriella Kamran write.