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That's what the University of California has created in admissions, writes David Benjamin Gruenbaum.

Students can learn content and skills but shouldn't fool themselves that they are taking college courses, writes Nicholas Tampio.

Colleges need to communicate culture to articulate who they are, what they offer and why it matters, write David Rosowsky and Kimberly Hallman, and that need has ballooned in the global pandemic.

COVID-19 has exacerbated the pressures on state institutions. James Page offers four ways university systems can sustain vulnerable institutions.

Colleges should redesign schedules to ensure more students are able to get the courses they need to move toward graduation and ultimately employment, argues Tom Shaver.

They can be a vital part of the pandemic response through immediate, translational, front-line work, argues Kirsten Ostherr.

Universities are not facing the biological and moral reality of this pandemic nor recognizing the limits of medical technology and political institutions to address the challenges, argue Irina Mikhalevich and Russell Powell.

While the obstacles are substantial and still growing in many cases, now is the time to identify the issues and prepare for the decisions needed in the months ahead, write Peter Schiffer and Jay Walsh.