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In its continuous effort to meet the educational and professional needs of students, Morgan State is redesigning its transcript system to include a competency-based comprehensive learner record (CLR) and digital wallet, which will allow students to collect and showcase their educational experiences and achievements to employers.

Many universities do not effectively communicate either their policies related to free speech or the values that animate those policies, leaving students, faculty, and staff in the dark. A dearth of communication does not align with many universities’ self-perception about how effectively and actively they communicate about free speech. With that in mind, I offer five practical suggestions for universities that want to accurately and transparently convey their policies and values about free speech.  

Rethinking the language of implicit and unconscious bias is an important step toward understanding the magnitude of the challenge before us. In our rush to show stakeholders we are taking a defining issue of our day seriously, we are tempted to embrace quick, surface-level fixes. But as Sigmund Freud made clear throughout his career, there is no quick fix for deep-seated phenomena residing within the unconscious.

Critical thinking is discussed extensively in higher education research literature, especially through theories about how to define, measure, and develop “higher-order” cognitive skills. However, there is a less substantial body of scholarship exploring the connection between educational practices and critical thinking research. How is critical thinking being taught at colleges and universities, and how can educators use research to improve teaching practices?

The push to update—or sweep aside—liberal arts and humanities disciplines in favor of professional programs predates the current COVID crises. But Denison University intentionally chose not to start a traditional professional major or insert business classes—such as marketing or supply chain logistics—into our curriculum. Instead, we created something entirely new: a global commerce major that would not only preserve the liberal arts at Denison but strengthen them.

In my first semester as a college writing instructor, I could tell from the general lack of interest from my students that I was failing to reach them. The Marvelous Mrs. Maisel inspired me to try a more comedic tack in my teaching. Amazingly, the atmosphere in all of my classes went from stale silence during the first couple of weeks to joyous engagement by the end of the sixteen-week semester.

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