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The pandemic has thrust a far deeper and existential set of them upon us that we in higher education must confront more directly, writes John C. Cavanaugh. Z_Wei/istock/getty images plus
Since the first lockdowns prompted by COVID-19, hundreds of articles have opined on the key issues about which we in higher education need to be concerned and the lessons we should have learned thus far. They go on about how colleges and universities will or not, and should or not, turn these issues and lessons into standard practice when we arrive in the actual post-pandemic world — whenever that turns out to be. The ideas have been both impressive and creative, proving once again that there’s nothing like a crisis to fire up the crucible of innovation.
Much of the focus has been on the mental health impacts of the pandemic — and rightly so. For instance, it is now well documented that student and even faculty and staff behaviors indicating depression and anxiety have increased considerably over the past year. Many observers have called for colleges to significantly expand services for those who have experienced these issues — in particular, to augment staff for student counseling and support, as well […]