At the start of the twentieth century, few Americans ever imagined getting a college degree. Less than 5 percent of children made it through high school, and approximately 1 percent of high school graduates enrolled in college. Two-year institutions were still a novelty, and four-year colleges catered to the 1 percent.1 Those numbers have changed dramatically. We now live in a world where 94 percent of Americans believe some college is “very important” to their lives and future prospects.2 Scholars tend to point to midcentury legislation—i.e., the GI Bill and Higher Education Act—as well as “College for All” movements as key drivers for the change. But the US isn’t alone. Globally, college-going has undergone a fundamental transformation during the past century. And the future promises the further expansion and reimagining of postsecondary education, though no doubt with surprising twists along the way.

For this policy dialogue, we asked Roger Geiger and Philip Altbach to discuss the past, present, and future of higher education in the US and abroad. Roger Geiger is a distinguished professor emeritus of higher education at Penn State University. He has written extensively on higher education history, with particular attention to research universities. His recent works include The History of American Higher Education: Learning and Culture from the Founding to World War II and American Higher Education since World War II: A History. Philip Altbach is a professor emeritus at Boston College, where he was a research professor and distinguished fellow at the Center for International Higher Education. He has received the NAFSA: Association of International Educators Houlihan Award for Distinguished Service and the Association for the Study of Higher Education’s Howard R. Bowen Distinguished Career Award. Both bring decades of research experience, professional expertise, and personal insight to this discussion.

HEQ policy dialogues are, by design, intended to promote an informal, free exchange of ideas between scholars. At the end of the exchange, we offer a list of references for readers who wish to follow up on sources relevant to the discussion.

As online graduate programs in psychology continue to proliferate, it is important to understand the research addressing the effectiveness of online graduate education so as to advise stakeholders in these programs: applicants, students, faculty, and institutions. In this article, we examine the effectiveness of online education in psychology at two levels of analysis. First, we examine empirical evidence at the course level: Do online, hybrid, and face-to-face instruction lead to different effects at the level of course outcomes? Second, we examine empirical evidence at the program level: Do online and face-to-face graduate programs provide different academic experiences for their respective students, and how does program type influence the employability of graduates? We supplement these discussions with results from a survey of faculty who converted graduate courses to online delivery methods during the COVID-19 pandemic in spring of 2020. Finally, we provide practical considerations for administrators, educators, students, and applicant stakeholders of online programs. We also offer suggestions for optimizing learning and development in online environments. Our intent is to stimulate discussion on building effective learning environments and continuing to educate optimally effective industrial-organizational psychologists, regardless of delivery modality.

There are limited educational opportunities regarding aquatic invasive species (AIS) management that target laypersons. This is a significant gap, particularly as nonprofessionals are often tasked with making decisions about whether and how to pursue AIS control efforts, for example, through their roles in community lake associations. Thus, there is a need for educational programs to help consumers of AIS management services, “do-it-yourself” lakeshore homeowners, and other engaged nonprofessionals gain a stronger foundation in the science and practice of AIS management. We helped fill this unmet need through development of a new online course, AIS Management 101, that targets lakeshore property owners, lake association members, and other nonprofessionals engaged in AIS decision making, seeking to make them better-informed consumers. The course covers concepts ranging from basic invasive species biology to pesticide science, treatment evaluation, regulations and permitting, and nonchemical management tools. Participants in the course demonstrated significant knowledge gains through check-in and check-out knowledge assessments. Course participants also reported greater understanding of key issues pertaining to AIS management and application of this improved knowledge to actual management decisions following completion of the course. While this program focuses on management of aquatic invasive species, similar approaches could be applied to lay audiences engaged in management of terrestrial invasive species or other natural resource issues.

The shift in learning environments due to the COVID-19 pandemic necessitates a closer look at course design, faculty approaches to teaching, and student interaction, all of which may predict learner achievement and satisfaction. Transitioning to an online environment requires the reinvention, reimagining, and applying of “e-flavors” of general learning theory. With this shift to online learning comes the opportunity for misunderstandings and “myths” to occur, which may stand in the way of faculty embracing online learning and fully realizing its potential. This article seeks to address several myths and misconceptions that have arisen in higher education during the rapid shift to online teaching and learning. While not comprehensive, these myths represent a snapshot of common challenges. These are we can transfer our in-person course design to online; adult learners do not need an empathetic approach; and online teaching and learning is socially isolating. Through an appreciative inquiry framework, we present each myth in the context of relevant literature and invite faculty with varied online teaching experience to share their own case studies that illustrate how they have “busted” these myths with the goal to identify existing examples of locally effective practices for the express purpose of replication that leads to positive change.

The Online Electron Microscopy Platform makes electron microscopy education accessible by combining simulation-based practice with a range of educational content. Students learn how to operate electron microscopes by using virtual microscopes that precisely simulate the functions of real microscopes. Built as a web application, the platform can be used by an unlimited number of people and at any time. This platform reduces the time needed for training users to operate a real microscope. By preparing students in STEM disciplines to use electron microscopes, the system helps them acquire the skills they need to succeed in the modern workforce.

There has been much hype around online education creating a revolution in education. Studies analyzing the use of distance education at the graduate level have been limited. This article uses Kansas State University's Master of Agribusiness program as a case study. Educational theory related to a distance environment is studied. Development and technology issues related to the Master of Agribusiness program are presented followed by survey information from students. Appropriate administrative and management practices that govern a program are essential to the success of the program.