By Carol Geary Schneider

By David Tritelli

By Edward L. Ayers
“Experience” is a healthy-sounding word, but what do we really mean by it? And how do we persuade people that higher education fosters important forms of experience, that “experience” is an integral part of any vital liberal learning?

By Peter N. Stearns
It is both possible and desirable to define liberal education in “global” terms. But no effort to provide such an education can possibly succeed without a solid curricular base, which must be the focus of any discussion of the relationship between global and liberal education.

By Daniel F. Sullivan
The single most important step colleges and universities—especially public colleges and universities—can take to lower the student and family cost of college attendance is to improve retention, thereby increasing the four-year graduation rate.

By S. Alan Ray
Given how other social movements have significantly affected curricula, student programming, and institutional priorities, what is the highest aspiration we can set for colleges and universities with regard to interfaith cooperation?

By Arthur W. Chickering
Recognition of the importance of outcomes related to moral and ethical development, other dimensions of personal development, and civic engagement is a result of decades of educational reform. But have colleges and universities succeeded in helping students achieve these outcomes?

By Paul J. Zingg
A strong liberal education is key both to answering the most vociferous critics of the purpose and performance of public higher education, and to fulfilling our obligations to the society in which our students will take their place.