By Carol Geary Schneider

By David Tritelli

By Edward L. Ayers
The threads of scholarship, teaching, and community can be woven together more tightly than even Ernest Boyer could have imagined if we encourage our faculty, chairs, and deans, our librarians and our technology leaders—and ourselves, whatever role we may play—to take advantage of the new opportunities all around us.

By José Antonio Bowen 
At a very basic level, new technologies can increase student preparation and engagement between classes and create more time for the (naked) in-class dialogue that makes the campus experience worth the extra money it will always cost to deliver.

By Clifford Adelman, Peter T. Ewell, Paul L. Gaston, and Carol Geary Schneider 
In its second iteration, Lumina Foundation’s Degree Qualifications Profile continues to provide a baseline set of reference points for what students should know and be able to do in order to merit the award of associate’s, bachelor’s, and master’s degrees, regardless of their field of study.

By Deborah Dunn
We want students to feel compassion, to serve others, to enact certain civic virtues. We require service learning and community engagement courses, as well as international travel programs, in order to cultivate these values and rhythms. As important as these efforts are, however, we would do well to help our students truly to see others.

By Arthur L. Coleman
In two recent cases, the US Supreme Court has again spoken on issues of race and ethnicity in higher education. The immediate and operational questions raised by the decisions in these cases—What does this mean for me? What do I need to do differently? How should I proceed in light of these decisions?—should not distract us from the fundamentals associated with educational diversity.