It’s been three months since the historic occupation of the US Capitol. In the weeks since, many Americans—including graduates of US colleges and universities—have made statements that ignore current realities and deny our history. The Learning Zone theory can help educators create environments where our students feel safe enough to share ideas, test out new ways of seeing the world, admit they may have misunderstood or believed wrong information, and listen to the ideas of others.

Your campus-based open educational resources (OER) initiatives need not be massive, resource-intensive, or exhaustive; however, they do require strategic planning, targeted approaches, collaborative leadership, and goal-oriented advocates. In this article, two OER advocates share how low-cost course materials made a difference for their students.

The sustainability of interdisciplinary programs is tenuous in the best of times. They often exist through cross-listed courses, operating without tenure-track faculty positions or even program budgets. But adversity begets creativity. In this financially challenging pandemic environment, the creative strategies outlined in this article have helped programs survive and thrive.

Agnes Scott College, founded as a women’s college in 1889, has been educating its students to “think deeply, live honorably, and engage in the social challenges of their times” for over a hundred years. This mission is no different today as the nation experiences renewed calls for racial and social justice.

As they prepared for the 2020–21 academic year, a small group of faculty, resident assistants, and student leaders embraced the technique developed by Augusto Boal in the Theatre of the Oppressed (1979): a form of democratic participation that brings audience members and actors together to discuss a social problem and discover solutions.

For years, educators have defined equity gaps based on the disparities in educational outcomes among different groups of students. Educators declare success in closing equity gaps when marginalized and racially minoritized students reach the same performance level as majority students. But doesn’t this process for identifying equity gaps center whiteness as the norm and the definition of excellence for all students, reinforcing notions of privilege and racism with our systems, structures, and policies for student success?