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Stanford’s first-year program revives the concept of a shared curriculum without reigniting battles over Western civ and literary canons, Dan Edelstein writes in a response to Mark Bauerlein.

By Dan Edelstein

It’s often impossible to tell how graduates of online programs fare, Robert Kelchen writes.

By Robert Kelchen

In view of the “cancel culture” discourse, Jim Ryan and Ian Baucom of the University of Virginia write that universities should train students to be empathetic speakers and generous listeners.

By Jim Ryan and Ian Baucom

Higher ed must stand against the real threats to free expression—the raft of legislation targeting the teaching of “divisive concepts,” Patricia McGuire writes.

By Patricia McGuire

The peer-assessment system favors institutions that have done well for decades, write John Barnhill and Joe O’Shea.

By John Barnhill and Joe O’Shea

Should there be more than two podiums, two gendered sets of record books? More could be done to recognize transgender athletes’ accomplishments, Ross Aikins writes.

By Ross Aikins

To build leadership capacities and institutional resilience, colleges should engage in a process of structured reflection on their own pandemic histories, Suzanne Wilson Summers writes.

By Suzanne Wilson Summers

Research shows students placed on probation are less likely to be retained. Colleges should consider strategies for mitigating or avoiding the negative effects, Nicholas A. Bowman argues.

By Nicholas A. Bowman