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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.

Scott McLemee reviews Jason Blakely’s Lost in Ideology: Interpreting Modern Political Life.

For defenders of campus diversity, equity and inclusion programs, now is the time to fight back, Mathew H. Gendle writes.

Now is the time to progress to program-level conversations around curriculum and learning outcomes, Kathleen Landy writes.