#highered — Public Fediverse posts
Live and recent posts from across the Fediverse tagged #highered, aggregated by home.social.
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Thanks KKFI 90.1 FM for the interview! We talked about #AcademicAbuse and my debut book, The Burn List: A Memoir of Abuse from Home to Higher Education. buff.ly/LYXdHhL 🪜 🎓 📜 🍎 ♀️ #PhDSky #Blackademia #AcademicChatter #AcademicSky #MeToo #HigherEd #PhDChat #WomenInStem
THE BURN LIST: THE CONSEQUENCE... -
"In the past few years, I’ve spoken to a number of academics and instructors at the college and high-school level who have said similar things. They talk about a sense of loss and of despair, because the one thing that brought them meaning has been erased, or blotted out, by the arrival of A.I. Most, like Peters, do not blame the students, nor do they believe all students welcome the changes wrought by the new technology. “I’ve seen students respond with this disdain for teachers who just let A.I. use happen,” Peters said. “There’s this indignance, like, ‘Why don’t you want more from us than this?’ So, even if they’re using it, they’re still wanting us to hold them to a higher standard.”
“This is an exacerbation of a transactional model of education that has lasted for a long time,” Peters told me. Students are told that they’re in school to get a degree, one that comes with a high price tag and, for many, a debt burden. They are told that they will be assessed by the work they turn in. And, because A.I. allows them to turn in what Peters admitted was superficially “pretty good quality material,” they might not see why it’s such a big deal when they can’t explain what they have generated.
“There are these waves of relief that wash over me when I see misspellings and poor grammatical structure in sentences,” Peters said. “When I can tell that they’re really working through it themselves.”
The teachers and professors I’ve spoken to have varying perspectives on what A.I. is doing and what it may yet do. But common concerns emerge. What follows are testimonials from eleven faculty members at colleges across the country on how A.I. has changed their work."
https://www.newyorker.com/news/fault-lines/the-despair-of-the-professor-in-the-age-of-ai
#AI #GenerativeAI #LLMs #Education #HigherEd #Universities #Academia
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More universities want to be neutral. Will it work at SMU?
SMU is the latest school to adopt an institutional neutrality policy, refraining from taking stances on “external events, issues, or conflicts.”
#HigherEd #Edu #SMU #JayHartzell #InstitutionalNeutrality #USPol #AcademicFreedom #SMU #Dallas #Texas #UT #JessicaMa #Polarization
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More universities want to be neutral. Will it work at SMU?
SMU is the latest school to adopt an institutional neutrality policy, refraining from taking stances on “external events, issues, or conflicts.”
#HigherEd #Edu #SMU #JayHartzell #InstitutionalNeutrality #USPol #AcademicFreedom #SMU #Dallas #Texas #UT #JessicaMa #Polarization
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More universities want to be neutral. Will it work at SMU?
SMU is the latest school to adopt an institutional neutrality policy, refraining from taking stances on “external events, issues, or conflicts.”
#HigherEd #Edu #SMU #JayHartzell #InstitutionalNeutrality #USPol #AcademicFreedom #SMU #Dallas #Texas #UT #JessicaMa #Polarization
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More universities want to be neutral. Will it work at SMU?
SMU is the latest school to adopt an institutional neutrality policy, refraining from taking stances on “external events, issues, or conflicts.”
#HigherEd #Edu #SMU #JayHartzell #InstitutionalNeutrality #USPol #AcademicFreedom #SMU #Dallas #Texas #UT #JessicaMa #Polarization
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More universities want to be neutral. Will it work at SMU?
SMU is the latest school to adopt an institutional neutrality policy, refraining from taking stances on “external events, issues, or conflicts.”
#HigherEd #Edu #SMU #JayHartzell #InstitutionalNeutrality #USPol #AcademicFreedom #SMU #Dallas #Texas #UT #JessicaMa #Polarization
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The American Association of University Professors (#AAUP) and American Federation of Teachers (#AFT) just released a joint "Blueprint for Strengthening and Transforming Higher Education."
https://www.aft.org/sites/default/files/media/documents/2026/Higher_Ed_Vision_and_Policy_Platform_326.pdfAlso see the summary by their two presidents.
https://www.highereddive.com/news/higher-education-must-be-rebuilt-to-restore-public-trust-heres-how/821031/The blueprint calls for "transforming" higher ed, and the summary calls for "rebuilding" and "overhauling" it.
My take is that the blueprint conservatively restates ideals for higher ed long and widely held by academics themselves -- like me. Insofar as there's an argument here for transforming, rebuilding, and overhauling, it looks like this: The ideals need no revision. In fact, don't touch them. We've fallen short of living up to them, mostly through defunding and cost-shifting to students and their families.
I deeply wish to see us restore slashed funding, relieve student debt, and create fair pay and job security for professors. That might even deserve to be called transforming, rebuilding, and overhauling.
But is it enough to restore public trust? Is it true that the ideals need no revision? Do we need little or no transformation beyond economic transformation to respond to recent trends and current politics? Some of the harmful economic decisions (about tuition and pay) were forced by external circumstances, and some were not. But beyond those that were not, does the academy itself bear any responsibility for the current loss of trust?
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The American Association of University Professors (#AAUP) and American Federation of Teachers (#AFT) just released a joint "Blueprint for Strengthening and Transforming Higher Education."
https://www.aft.org/sites/default/files/media/documents/2026/Higher_Ed_Vision_and_Policy_Platform_326.pdfAlso see the summary by their two presidents.
https://www.highereddive.com/news/higher-education-must-be-rebuilt-to-restore-public-trust-heres-how/821031/The blueprint calls for "transforming" higher ed, and the summary calls for "rebuilding" and "overhauling" it.
My take is that the blueprint conservatively restates ideals for higher ed long and widely held by academics themselves -- like me. Insofar as there's an argument here for transforming, rebuilding, and overhauling, it looks like this: The ideals need no revision. In fact, don't touch them. We've fallen short of living up to them, mostly through defunding and cost-shifting to students and their families.
I deeply wish to see us restore slashed funding, relieve student debt, and create fair pay and job security for professors. That might even deserve to be called transforming, rebuilding, and overhauling.
But is it enough to restore public trust? Is it true that the ideals need no revision? Do we need little or no transformation beyond economic transformation to respond to recent trends and current politics? Some of the harmful economic decisions (about tuition and pay) were forced by external circumstances, and some were not. But beyond those that were not, does the academy itself bear any responsibility for the current loss of trust?
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The American Association of University Professors (#AAUP) and American Federation of Teachers (#AFT) just released a joint "Blueprint for Strengthening and Transforming Higher Education."
https://www.aft.org/sites/default/files/media/documents/2026/Higher_Ed_Vision_and_Policy_Platform_326.pdfAlso see the summary by their two presidents.
https://www.highereddive.com/news/higher-education-must-be-rebuilt-to-restore-public-trust-heres-how/821031/The blueprint calls for "transforming" higher ed, and the summary calls for "rebuilding" and "overhauling" it.
My take is that the blueprint conservatively restates ideals for higher ed long and widely held by academics themselves -- like me. Insofar as there's an argument here for transforming, rebuilding, and overhauling, it looks like this: The ideals need no revision. In fact, don't touch them. We've fallen short of living up to them, mostly through defunding and cost-shifting to students and their families.
I deeply wish to see us restore slashed funding, relieve student debt, and create fair pay and job security for professors. That might even deserve to be called transforming, rebuilding, and overhauling.
But is it enough to restore public trust? Is it true that the ideals need no revision? Do we need little or no transformation beyond economic transformation to respond to recent trends and current politics? Some of the harmful economic decisions (about tuition and pay) were forced by external circumstances, and some were not. But beyond those that were not, does the academy itself bear any responsibility for the current loss of trust?
-
The American Association of University Professors (#AAUP) and American Federation of Teachers (#AFT) just released a joint "Blueprint for Strengthening and Transforming Higher Education."
https://www.aft.org/sites/default/files/media/documents/2026/Higher_Ed_Vision_and_Policy_Platform_326.pdfAlso see the summary by their two presidents.
https://www.highereddive.com/news/higher-education-must-be-rebuilt-to-restore-public-trust-heres-how/821031/The blueprint calls for "transforming" higher ed, and the summary calls for "rebuilding" and "overhauling" it.
My take is that the blueprint conservatively restates ideals for higher ed long and widely held by academics themselves -- like me. Insofar as there's an argument here for transforming, rebuilding, and overhauling, it looks like this: The ideals need no revision. In fact, don't touch them. We've fallen short of living up to them, mostly through defunding and cost-shifting to students and their families.
I deeply wish to see us restore slashed funding, relieve student debt, and create fair pay and job security for professors. That might even deserve to be called transforming, rebuilding, and overhauling.
But is it enough to restore public trust? Is it true that the ideals need no revision? Do we need little or no transformation beyond economic transformation to respond to recent trends and current politics? Some of the harmful economic decisions (about tuition and pay) were forced by external circumstances, and some were not. But beyond those that were not, does the academy itself bear any responsibility for the current loss of trust?
-
The American Association of University Professors (#AAUP) and American Federation of Teachers (#AFT) just released a joint "Blueprint for Strengthening and Transforming Higher Education."
https://www.aft.org/sites/default/files/media/documents/2026/Higher_Ed_Vision_and_Policy_Platform_326.pdfAlso see the summary by their two presidents.
https://www.highereddive.com/news/higher-education-must-be-rebuilt-to-restore-public-trust-heres-how/821031/The blueprint calls for "transforming" higher ed, and the summary calls for "rebuilding" and "overhauling" it.
My take is that the blueprint conservatively restates ideals for higher ed long and widely held by academics themselves -- like me. Insofar as there's an argument here for transforming, rebuilding, and overhauling, it looks like this: The ideals need no revision. In fact, don't touch them. We've fallen short of living up to them, mostly through defunding and cost-shifting to students and their families.
I deeply wish to see us restore slashed funding, relieve student debt, and create fair pay and job security for professors. That might even deserve to be called transforming, rebuilding, and overhauling.
But is it enough to restore public trust? Is it true that the ideals need no revision? Do we need little or no transformation beyond economic transformation to respond to recent trends and current politics? Some of the harmful economic decisions (about tuition and pay) were forced by external circumstances, and some were not. But beyond those that were not, does the academy itself bear any responsibility for the current loss of trust?
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200,000 identities. 2 years. 1 complete #IGA transformation. 🏗️ Facing tight deadlines and a complex higher education environment, a major university joined forces with our Gold Partner Unicon, Inc. They chose #midPoint to replace its costly legacy system - successfully delivering the migration on time and building a more flexible future for identity governance and administration: https://www.youtube.com/watch?v=JGzLNsrNCrs
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200,000 identities. 2 years. 1 complete #IGA transformation. 🏗️ Facing tight deadlines and a complex higher education environment, a major university joined forces with our Gold Partner Unicon, Inc. They chose #midPoint to replace its costly legacy system - successfully delivering the migration on time and building a more flexible future for identity governance and administration: https://www.youtube.com/watch?v=JGzLNsrNCrs
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Lecturer in English (Teaching & Scholarship) Queen Mary University of London - Department of English Salary: £51,755 to £60,901 per annum www.jobs.ac.uk/job/DRR618/l... #HigherEd
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"I watched a construction loader pour thousands of books into a big green dumpster. It had appeared overnight, parked behind the library at the university where I taught English." #HigherEd #libraries #edusky #edchat #phdchat yalereview.org/article/shei...
Sheila Liming: “The End of Boo... -
Hvad sker der med hjernen, når studerende lader AI tænke for dem? Den svækkes — målbart. Machajewski (2026) The Learn-It-All Educator — A Guidebook for Training Brains, Not Replacing Them with AI handler om netop det: hvordan AI kan understøtte læring og faglig vækst frem for at kortslutte dem.
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Hvad sker der med hjernen, når studerende lader AI tænke for dem? Den svækkes — målbart. Machajewski (2026) The Learn-It-All Educator — A Guidebook for Training Brains, Not Replacing Them with AI handler om netop det: hvordan AI kan understøtte læring og faglig vækst frem for at kortslutte dem.
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Hvad sker der med hjernen, når studerende lader AI tænke for dem? Den svækkes — målbart. Machajewski (2026) The Learn-It-All Educator — A Guidebook for Training Brains, Not Replacing Them with AI handler om netop det: hvordan AI kan understøtte læring og faglig vækst frem for at kortslutte dem.
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Hvad sker der med hjernen, når studerende lader AI tænke for dem? Den svækkes — målbart. Machajewski (2026) The Learn-It-All Educator — A Guidebook for Training Brains, Not Replacing Them with AI handler om netop det: hvordan AI kan understøtte læring og faglig vækst frem for at kortslutte dem.
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Hvad sker der med hjernen, når studerende lader AI tænke for dem? Den svækkes — målbart. Machajewski (2026) The Learn-It-All Educator — A Guidebook for Training Brains, Not Replacing Them with AI handler om netop det: hvordan AI kan understøtte læring og faglig vækst frem for at kortslutte dem.
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Today I have been to a number of talks that focused on helping students to become members of the departmental #commumtiy - how to create a sense of #belonging through support and providing a welcoming environment in #highered. #x2026
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Today I have been to a number of talks that focused on helping students to become members of the departmental #commumtiy - how to create a sense of #belonging through support and providing a welcoming environment in #highered. #x2026
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Today I have been to a number of talks that focused on helping students to become members of the departmental #commumtiy - how to create a sense of #belonging through support and providing a welcoming environment in #highered. #x2026
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Today I have been to a number of talks that focused on helping students to become members of the departmental #commumtiy - how to create a sense of #belonging through support and providing a welcoming environment in #highered. #x2026
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Today I have been to a number of talks that focused on helping students to become members of the departmental #commumtiy - how to create a sense of #belonging through support and providing a welcoming environment in #highered. #x2026
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1/n (Book list follows ...)
Just received my Spring course evaluations for a seminar on "Computer & Information Ethics" which was cross-listed between #ComputerScience #Informatics #Anthropology and #Sociology - I was a bit concerned 5mo ago when I started because of how the world is right now and how anti-ethics in tech are being sold & shoved down people's throats. How would students respond to a "tech" class on human rights, cross-cultural expressions of safety, deeply critical deconstructions of the way money and political power influence our tools?I should have had more faith.
The kids are alright.
1: "I took an "equivalent" course at another university and they didn't actually teach me anything about ethics. I actually feel like this course challenged me to hold myself to a little bit higher of a standard as I prepare to enter the workforce."
2. "He designed a spectacular, challenging, and well prepared course. Dr. Wells is one of the few teachers I've had where I can't complain about anything they have done. Genuinely give this guy a medal or something."
3. "It felt like the class was more about actually learning and thinking critically and less on harsh grading, which I enjoyed. I found myself even talking to friends and family about the topics I learned and I also spent time researching and learning more about certain topics because I felt as if I was able to enjoy the class and not specifically worry about passing a test."
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1/n (Book list follows ...)
Just received my Spring course evaluations for a seminar on "Computer & Information Ethics" which was cross-listed between #ComputerScience #Informatics #Anthropology and #Sociology - I was a bit concerned 5mo ago when I started because of how the world is right now and how anti-ethics in tech are being sold & shoved down people's throats. How would students respond to a "tech" class on human rights, cross-cultural expressions of safety, deeply critical deconstructions of the way money and political power influence our tools?I should have had more faith.
The kids are alright.
1: "I took an "equivalent" course at another university and they didn't actually teach me anything about ethics. I actually feel like this course challenged me to hold myself to a little bit higher of a standard as I prepare to enter the workforce."
2. "He designed a spectacular, challenging, and well prepared course. Dr. Wells is one of the few teachers I've had where I can't complain about anything they have done. Genuinely give this guy a medal or something."
3. "It felt like the class was more about actually learning and thinking critically and less on harsh grading, which I enjoyed. I found myself even talking to friends and family about the topics I learned and I also spent time researching and learning more about certain topics because I felt as if I was able to enjoy the class and not specifically worry about passing a test."
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1/n (Book list follows ...)
Just received my Spring course evaluations for a seminar on "Computer & Information Ethics" which was cross-listed between #ComputerScience #Informatics #Anthropology and #Sociology - I was a bit concerned 5mo ago when I started because of how the world is right now and how anti-ethics in tech are being sold & shoved down people's throats. How would students respond to a "tech" class on human rights, cross-cultural expressions of safety, deeply critical deconstructions of the way money and political power influence our tools?I should have had more faith.
The kids are alright.
1: "I took an "equivalent" course at another university and they didn't actually teach me anything about ethics. I actually feel like this course challenged me to hold myself to a little bit higher of a standard as I prepare to enter the workforce."
2. "He designed a spectacular, challenging, and well prepared course. Dr. Wells is one of the few teachers I've had where I can't complain about anything they have done. Genuinely give this guy a medal or something."
3. "It felt like the class was more about actually learning and thinking critically and less on harsh grading, which I enjoyed. I found myself even talking to friends and family about the topics I learned and I also spent time researching and learning more about certain topics because I felt as if I was able to enjoy the class and not specifically worry about passing a test."
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1/n (Book list follows ...)
Just received my Spring course evaluations for a seminar on "Computer & Information Ethics" which was cross-listed between #ComputerScience #Informatics #Anthropology and #Sociology - I was a bit concerned 5mo ago when I started because of how the world is right now and how anti-ethics in tech are being sold & shoved down people's throats. How would students respond to a "tech" class on human rights, cross-cultural expressions of safety, deeply critical deconstructions of the way money and political power influence our tools?I should have had more faith.
The kids are alright.
1: "I took an "equivalent" course at another university and they didn't actually teach me anything about ethics. I actually feel like this course challenged me to hold myself to a little bit higher of a standard as I prepare to enter the workforce."
2. "He designed a spectacular, challenging, and well prepared course. Dr. Wells is one of the few teachers I've had where I can't complain about anything they have done. Genuinely give this guy a medal or something."
3. "It felt like the class was more about actually learning and thinking critically and less on harsh grading, which I enjoyed. I found myself even talking to friends and family about the topics I learned and I also spent time researching and learning more about certain topics because I felt as if I was able to enjoy the class and not specifically worry about passing a test."
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1/n (Book list follows ...)
Just received my Spring course evaluations for a seminar on "Computer & Information Ethics" which was cross-listed between #ComputerScience #Informatics #Anthropology and #Sociology - I was a bit concerned 5mo ago when I started because of how the world is right now and how anti-ethics in tech are being sold & shoved down people's throats. How would students respond to a "tech" class on human rights, cross-cultural expressions of safety, deeply critical deconstructions of the way money and political power influence our tools?I should have had more faith.
The kids are alright.
1: "I took an "equivalent" course at another university and they didn't actually teach me anything about ethics. I actually feel like this course challenged me to hold myself to a little bit higher of a standard as I prepare to enter the workforce."
2. "He designed a spectacular, challenging, and well prepared course. Dr. Wells is one of the few teachers I've had where I can't complain about anything they have done. Genuinely give this guy a medal or something."
3. "It felt like the class was more about actually learning and thinking critically and less on harsh grading, which I enjoyed. I found myself even talking to friends and family about the topics I learned and I also spent time researching and learning more about certain topics because I felt as if I was able to enjoy the class and not specifically worry about passing a test."
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The Path to #DoubleBlind #TitleIX 1: anonymous complaint pathways 2: prohibit NDAs 3: keep retaliation and bias out of investigating with #DoubleBlindTitleIX Start here: buff.ly/vcwI9nY 🪜 🎓 📜 🍎 ♀️ #PhDSky #Blackademia #AcademicChatter #AcademicSky #MeToo #HigherEd #PhDChat #WomenInStem
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The Path to #DoubleBlind #TitleIX 1: anonymous complaint pathways 2: prohibit NDAs 3: keep retaliation and bias out of investigating with #DoubleBlindTitleIX Start here: buff.ly/vcwI9nY 🪜 🎓 📜 🍎 ♀️ #PhDSky #Blackademia #AcademicChatter #AcademicSky #MeToo #HigherEd #PhDChat #WomenInStem
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The Path to #DoubleBlind #TitleIX 1: anonymous complaint pathways 2: prohibit NDAs 3: keep retaliation and bias out of investigating with #DoubleBlindTitleIX Start here: buff.ly/vcwI9nY 🪜 🎓 📜 🍎 ♀️ #PhDSky #Blackademia #AcademicChatter #AcademicSky #MeToo #HigherEd #PhDChat #WomenInStem
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The Path to #DoubleBlind #TitleIX 1: anonymous complaint pathways 2: prohibit NDAs 3: keep retaliation and bias out of investigating with #DoubleBlindTitleIX Start here: buff.ly/vcwI9nY 🪜 🎓 📜 🍎 ♀️ #PhDSky #Blackademia #AcademicChatter #AcademicSky #MeToo #HigherEd #PhDChat #WomenInStem
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The Path to #DoubleBlind #TitleIX 1: anonymous complaint pathways 2: prohibit NDAs 3: keep retaliation and bias out of investigating with #DoubleBlindTitleIX Start here: buff.ly/vcwI9nY 🪜 🎓 📜 🍎 ♀️ #PhDSky #Blackademia #AcademicChatter #AcademicSky #MeToo #HigherEd #PhDChat #WomenInStem
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#ShadowSyllabus: the informal body of stories, warnings, and survival strategies passed between students across cohorts. 🪜🎓📜🍎♀️ #PhDSky #Blackademia #AcademicChatter #AcademicSky #MeToo #HigherEd #PhDChat #WomenInStem
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#ShadowSyllabus: the informal body of stories, warnings, and survival strategies passed between students across cohorts. 🪜🎓📜🍎♀️ #PhDSky #Blackademia #AcademicChatter #AcademicSky #MeToo #HigherEd #PhDChat #WomenInStem
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#ShadowSyllabus: the informal body of stories, warnings, and survival strategies passed between students across cohorts. 🪜🎓📜🍎♀️ #PhDSky #Blackademia #AcademicChatter #AcademicSky #MeToo #HigherEd #PhDChat #WomenInStem
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#ShadowSyllabus: the informal body of stories, warnings, and survival strategies passed between students across cohorts. 🪜🎓📜🍎♀️ #PhDSky #Blackademia #AcademicChatter #AcademicSky #MeToo #HigherEd #PhDChat #WomenInStem
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#ShadowSyllabus: the informal body of stories, warnings, and survival strategies passed between students across cohorts. 🪜🎓📜🍎♀️ #PhDSky #Blackademia #AcademicChatter #AcademicSky #MeToo #HigherEd #PhDChat #WomenInStem
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How to avoid distractions at academic conferences... #HigherEd #edusky #phdchat
RE: https://bsky.app/profile/did:plc:tr3ifmgwqkbmslk6zuin4s3o/post/3mlwb42rn6s23 -
🧪 Quiz of the week! A UK university is set to cut almost 30% of its physics staff – can you name the institution?
**Key insight:** Such a large reduction could jeopardise research groups, graduate training, and the UK’s broader physics output.
Think you know? Drop your guess below!
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🧪 Quiz of the week! A UK university is set to cut almost 30% of its physics staff – can you name the institution?
**Key insight:** Such a large reduction could jeopardise research groups, graduate training, and the UK’s broader physics output.
Think you know? Drop your guess below!
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🧪 Quiz of the week! A UK university is set to cut almost 30% of its physics staff – can you name the institution?
**Key insight:** Such a large reduction could jeopardise research groups, graduate training, and the UK’s broader physics output.
Think you know? Drop your guess below!
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🧪 Quiz of the week! A UK university is set to cut almost 30% of its physics staff – can you name the institution?
**Key insight:** Such a large reduction could jeopardise research groups, graduate training, and the UK’s broader physics output.
Think you know? Drop your guess below!
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🧪 Quiz of the week! A UK university is set to cut almost 30% of its physics staff – can you name the institution?
**Key insight:** Such a large reduction could jeopardise research groups, graduate training, and the UK’s broader physics output.
Think you know? Drop your guess below!
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As we approach graduation and the end of the year, we reflect upon all we’ve accomplished with your support in 2025-2026.
Hearty congratulations to Cornell’s graduates, including our own graduating activist Pranati!
Full newsletter at our blog linked in bio.
Image credits: Select action photography by @_everly.walker_ Cornell '27
Like it? ❤️ Subscribe to our communications by clicking "Join our Movement" link in bio!2/2
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As we approach graduation and the end of the year, we reflect upon all we’ve accomplished with your support in 2025-2026.
Hearty congratulations to Cornell’s graduates, including our own graduating activist Pranati!
Full newsletter at our blog linked in bio.
Image credits: Select action photography by @_everly.walker_ Cornell '27
Like it? ❤️ Subscribe to our communications by clicking "Join our Movement" link in bio!2/2
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As we approach graduation and the end of the year, we reflect upon all we’ve accomplished with your support in 2025-2026.
Hearty congratulations to Cornell’s graduates, including our own graduating activist Pranati!
Full newsletter at our blog linked in bio.
Image credits: Select action photography by @_everly.walker_ Cornell '27
Like it? ❤️ Subscribe to our communications by clicking "Join our Movement" link in bio!2/2