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December 5, 2022
Many would answer yes, but have they really looked at all the evidence? Ben Paris asks.
A young woman wearing a backpack and headphones tilts her head contently toward the sky, her eyes closed, looking at peace.
December 5, 2022
More counselors won’t be enough: a new movement seeks to center student, faculty and staff well-being through structures and policies across campus, Marcelle Hayashida writes.
An image of the eight book covers featured in this review.
December 2, 2022
Scott McLemee highlights forthcoming university press books of a more personal nature.

Letters to the Editor

November 14, 2022
The online encyclopedia remains deeply problematic as a higher education tool.
November 14, 2022
New offerings in computing and data science are just one element of the college's continued expansion and evolution.
September 23, 2022
Some programs may be ending, but Mellon and ACLS still support dissertation work and early-career scholars.
September 20, 2022
Studies that don't clearly define key terms reinforce misunderstanding rather than guiding students and families.
September 13, 2022
Don't dismiss the efforts of fellow academics—and especially the hard work of junior professors—to keep the humanities vital.

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Blogs

December 5, 2022
Foreign languages offer windows into ways of thinking that lie outside of English's vocabulary.
December 5, 2022
Policy matters, and must drive future elections.

Archive

December 2, 2022
Scott McLemee highlights forthcoming university press books of a more personal nature.
December 2, 2022
In watching the World Cup in Qatar in a world rife with whataboutism, David S. Busch reflects on F. Scott Fitzgerald’s definition of intelligence.
December 1, 2022
We’re in a climate emergency, and it’s time for universities to take action, Sheldon Pollock and Jacqueline Goodman write.
November 30, 2022
Ashley Flood writes of enrolling in a developmental math course and convening a study group to help students who had failed before find success. 
November 30, 2022
Colleges should design pathways to meet students’ different preparation levels and goals rather than foist algebra on everyone in the name of numeracy, Ben Weng writes.

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