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In this 2022 Organization of Educational Historians Presidential Address, Platt states that in the face of a world fettered by anti-intellectualism, racism, sexism, homophobia, and class disparity; as well as harmful state legislation that hampers academic freedom, heightens political disunion, and frustrates social justice; it is essential that now and, in the future, academic researchers--specifically educational historians--come together to support one another and promote honest dialogue and scholarship production.

This article presents pertinent information regarding the symbolic significance and historic development of a common symbol that visually represents all of academia: regalia and commencement costumes. It also argues for an enhanced understanding of these important symbols and the diffusion of relevant information to the larger academic body of faculty, administration, students, alumni, and stakeholders. If colleges and universities are to continue the use of academic regalia, there must be a concerted effort to illustrate their importance, particularly if academic regalia is to maintain a hallmark status as the unofficial symbol for academia in general (i.e. the mortarboard, academic robes, graduate hoods, etc.).

This case is for use in graduate courses pertaining to student affairs and higher education administration. It presents challenges higher education professionals face concerning anonymous social media, and specifically how threats made through anonymous social media platforms such as Yik Yak affect the entire university community. The anonymity of Yik Yak users poses difficulties for administrators when harassment and threats occur, whether directed toward one student or an entire campus community. This case highlights the complex issues that administrators must confront as well as provides students the opportunity to evaluate such issues via the deconstruction of this multifaceted case.

Delivery systems are not well defined in adult education. Therefore, this article reviews the multiple components that overlap to affect the adult learner and uses them to create a model for a comprehensive delivery system in adult education with these individual components as sub-systems that are interrelated and inter-locked. These components are philosophy, theory, method, need, educational entity, influence, outcome, and assessment. By combining these, the adult educator has access to a delivery system consisting of a full spectrum of opportunities by which the learner may realize an optimal educational experience within a learning environment. The model provides the components that can make visible this invisible system. (Contains 1 figure.)