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Research has demonstrated that multilingual exposure does not inherently impede language development or academic achievement in autistic children. Nevertheless, autistic students who are multilingual learners may experience unique challenges in the United States, where systemic barriers constrain both the diagnosis and the delivery of education. This review synthesizes 46 US-based studies to assess how educational and, to a lesser extent, medical systems are (or are not) prepared to offer adequate support to autistic individuals from multilingual families. Results reveal varied patterns of systemic inequity faced by multilingual children on the autism spectrum, elucidating the issues of disproportionality as well as unequal access to educational and medical resources. While the majority of studies emphasize the benefits of multilingual environments for autistic students, a persistent trend in favor of monolingual instructional strategies remains. Despite this, emerging publications present experimental evidence that drawing on students' first languages can bolster academic and behavioral performance and strengthen executive functioning. Research has found that autistic children can navigate multilingual schools and communities without harming their language skills or school success. However, they may encounter specific challenges within the United States, where educational and healthcare systems are insufficiently equipped to meet their needs. This review examined 46 US-based studies on the topic and findings reveal persistent deficit-based ideas about multilingualism and autism (e.g., professionals recommending that autistic students only speak and learn in English) accompanied by patterns of unequal identification of autism among multilingual children. These findings highlight issues of disproportionality and inadequate access to educational and healthcare resources. However, recent studies indicate that incorporating a child's native language in education not only enhances learning and behavioral outcomes but also boosts cognitive functions like problem-solving and planning. Taken as a whole, current research suggests that intentionally addressing linguistic diversity will allow educational and medical systems to better serve autistic children. [ABSTRACT FROM AUTHOR]

This paper estimates the effect of charter schools on the diversity of nearby traditional public schools (TPSs) and neighborhoods in New York City. We employ a difference-in-differences approach that exploits the variation in the expansion of the charter sector between grades in the same school. This approach allows us to isolate the effect of charter schools from other neighborhood demographic changes. Our results show small positive effects of charter school expansion on TPS diversity as measured by the entropy score. This change is explained by small increases in the number of White students attending nearby TPSs and larger reductions in the number of Black and Hispanic students in these schools. We also find descriptive evidence that while both neighborhoods and TPSs are slightly more diverse following charter school expansion, schools are changing faster than their surrounding neighborhoods. [ABSTRACT FROM AUTHOR]

The archive of Noah Webster's work shows that, contrary to the scholarly consensus, Emile , Jean-Jacques Rousseau's landmark treatise on education, had a marked influence on Webster and, through Webster, on the foundations of American education. After reading Emile , Webster used certain of Rousseau's ideas to formulate a nation-building argument for female education. Additionally, Webster inherited the views that children are sinners (Puritan) or empty vessels (Locke). After reading Rousseau, Webster added a third view: that children have passions and appetites that should be cultivated and shaped but not destroyed. These ideas, derived at least in part from Rousseau, represent a theoretically important impact of Rousseau's ideas on Webster and, through him, on the mainstream of American education. [ABSTRACT FROM AUTHOR]

Stephen Jackson, the 2023 AHA Eugene Asher Distinguished Teaching Award winner, traces the controversial rise and uses of state history standards for K-12 education and offers teachers a flexible lesson plan that encourages them to draw upon the standards in their own state to help students better understand the complexities of how local constructions of official knowledge are formulated. Jackson provides a quick history of the rise of state history standards in the American context beginning in the 1970s and 1980s; an ensemble of discussion questions about what history standards include, what they leave out, and how they balance critical thinking and content coverage; and a writing assignment that asks students to identify and revise what they see as a problematic single history standard. [ABSTRACT FROM AUTHOR]

The article offers an overview of the rise of anti-critical race theory (CRT) sentiment in the United States and the effect it has had on the teaching of Black history. The article details the backlash to CRT that propagated after the publication of the book "The 1619 Project". It relates how the term CRT was subtly broadened to include anything related to diversity, equity and inclusion (DEI). It details how the use of anti-CRT rhetoric by conservative media, politicians and advocacy groups led to state legislation banning CRT and DEI education at the K-12 level and the chilling effect such bans have had on educators interested in teaching Black history.

The article provides a case study of American historian George Bancroft’s literary and cultural criticism during the 1820s, notably, his work as a reform educator at Round Hill School in Northampton, Massachusetts. His early essays and collaboration with Joseph Green Cogswell reveal a fascination with European institutions of higher learning, which were built around the notion of a liberal arts education, which Bancroft sought to promote. This essay redefines Bancroft’s role as an antebellum intellectual, which has long been confined to his work as a republican historian.

This paper examines the concept of open-source data interoperability in the United States' K-12 education domain, specifically addressing the implications of interoperability for data justice. The term 'data justice' is a relatively recent coinage; the framing and meaning of this term are still evolving, and it has not yet been applied in the educational domain. Building on the nascent research and theorizing in the fields of both data justice and interoperability in educational contexts, this paper provides an overview of the current state of this intersection. Additionally, the authors draw on their direct experiences implementing interoperability initiatives in several U.S. states in order to build a foundational understanding of the risks and opportunities for data justice in the realm of interoperability and data standards in education. The paper concludes with a call for more research to be completed on this complex sociotechnical topic. [ABSTRACT FROM AUTHOR]

Many world history teachers in the US have tried to pluralize world history teaching from a more global perspective. This research focuses on how American teachers with an intention to change their current history teaching select Asian history topics and challenge traditional Western knowledge on Asia. I review world history scholarship to see how Asia is located within the curriculum, and literature to investigate the relations between knowledge and power dynamics. I individually interviewed eight teachers who teach a world history curriculum at public high schools in the Midwestern region of the US. Research findings showed that teachers felt comfortable in integrating ancient Asian history more into the history curriculum. For medieval history, teachers needed to obtain new knowledge for Asian history and they faced a dilemma in fundamentally challenging the Eurocentric framework. For recent history, teachers listed several pedagogical reasons for limited coverage of Asian history. These findings show that history teachers keep integrating Asian agency in their struggle towards globalizing history teaching. [ABSTRACT FROM AUTHOR]

The increasing diversity of the K-12 student population presents challenges and opportunities for growth in the physical education profession. To address the cultural gap in today's classroom, many people highlight the need to improve the intercultural competence of teachers. The focus of this article is to summarize the shifting demographics of American society, its impact on K-12 education, and how one California physical education teacher education (PETE) program is preparing pre-service teachers for the multicultural classroom. The article also outlines recommendations for PETE programs to address intercultural competence. [ABSTRACT FROM AUTHOR]

The author highlights accreditation's role in increasing public availability of information and its use (or lack thereof) to evaluate institutions for the purpose of gatekeeping IMGs. [ABSTRACT FROM AUTHOR]

E-learning was the most important technological response to school lockdowns during the COVID 19 pandemic. It was by far the most wide-scale application of e-learning, and thus an important cultural and technological experiment. The article focuses on challenges and opportunities offered by e-learning environment in American education, with some comparative context in European education. How successful was e-learning as a response to school lockdowns? Did it change American education? Did it change or reinforce the existing cultural patterns of discrimination and class division? While some of the advantages offered by e-learning will probably improve the educational practice in the USA, there are problems that e-learning did not solve. Instead, the technology of distant learning will probably reinforce existing cultural patterns. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic upended the U.S. education system in ways that dramatically affected the jobs of K–12 employees. However, there remains considerable uncertainty about the nature and degree of staffing challenges during the pandemic. We draw on data from the Bureau of Labor Statistics (BLS) and State Education Agencies (SEA) to describe patterns in K–12 education employment and to highlight the limitations of available data. Data from the BLS suggest overall employment in the K–12 labor market declined by 9 percent at the onset of the pandemic and remained well below pre-pandemic levels more than two years later. SEA data suggest that teachers did not leave the profession en masse as many predicted, with turnover decreasing in the summer of 2020 and then increasing modestly in 2021 back to pre-pandemic levels. We explore possible explanations for these patterns including weak hiring through the summer of 2020 and high attrition among K–12 instructional support and noninstructional staff. State vacancy data also suggest that schools faced substantial challenges filling open positions during the 2021–22 academic year. Our analyses illustrate the imperative to build nationally representative, detailed, and timely data systems on the K–12 education labor market to better inform policy. [ABSTRACT FROM AUTHOR]

This paper presents a historical account of conceptual development at the intersection of American education and health. Beginning with early advancements from the Association for Supervision and Curriculum Development and the World Health Organization, the authors show the movement from early considerations of the codependency of health and education. The authors suggest that more than fifty years of theoretical innovations at the nexus of health and education culminated in the 2014 introduction of "Whole School, Whole Community, Whole Child" (WSCC). At the same time, the authors show that the trajectory of this movement was far from linear. In addition to explaining why WSCC is in many ways a critical revision of the social determinants model that serves today as a promising foundation of American school-based health, the authors examine opportunities and challenges that the pivot towards WSCC presents. Three particular areas are explored: assessment, funding, and collaboration. [ABSTRACT FROM AUTHOR]

Adult literacy skills are critical assets of individuals as well as societies in terms of economic (e.g., human capital) and social well-being. Thus, it is important to monitor the long-term trends and sources of skill gain/loss. Yet, temporal sources of adult literacy skill variation are understudied. The current study analyzed three comparable, nationally representative datasets including the 1994 International Adult Literacy Survey; the 2003 International Adult Literacy and Life Skills Survey; and the 2012/2014/2017 Program for the International Assessment of Adult Competencies. Results from the age-period-cohort hierarchical cross-classified random effects model showed significant variation in adult literacy skills across cohorts (1930-1995) and time periods (1994-2017). Possible implications for adult education policies and future research needs were evaluated. [ABSTRACT FROM AUTHOR]

The article focuses on the future of education in the U.S. It discusses the importance of prayer and work in the context of education and the removal of prayer from schools, and urge the importance of bringing prayer back to the forefront and combining it with action to shape the future of education. It also mentions encouraging individuals in various professions, including education and law, to recognize their opportunities to make a difference and work towards positive change.

The incorporation of Science, Technology, Engineering, Arts, and Mathematics (STEAM) into library programming is a continuing trend in the United States. At the Mount Prospect Public Library (MPPL) in Illinois, there are many STEAM programs in-house that focus on science and technology, but we were looking for ways to add it to outreach programming. Our receipt of the Association for Library Service to Children's (ALSC) Building STEAM with Día grant allowed us to build upon an established Día de los Niños, Día de los Libros (Día) program. [ABSTRACT FROM PUBLISHER]

This essay offers a critique of the culture of specio-vocationalism in American higher education by first drawing on Edmund Husserl's conception of "world" and connecting this notion to education conceived as a "world-disclosing" activity. The essay will then give an account of how the trends of vocationalization and specialization manifest themselves in contemporary university culture, and how they work together to "de-world" the lives of our students and deprive them of possibilities that are part of what it means to be human. After showing how this impoverishment undermines the world-disclosing function of higher education, the essay will then suggest one way to counter this "de-worlding of world": the teaching of the situated finitude of the human condition by reminding our students that our knowledge or sense of the world is always only partial. It is this realization that has the potential of placing our students once again before the vastness of the world in wonder and curiosity. In this realization they will gain a better sense of the world as a distant horizon still to be explored in all of its inexhaustible complexity and meaning. At the same time, coming to grips with their own ignorance will imbue them with an intellectual humility that will shield them not only from their own finitude, but the finitude of others as well. [ABSTRACT FROM AUTHOR]

While competitive balance literature is robust when addressing professional sport from an economic perspective, little empirical work has focused on understanding what shapes interscholastic competitive balance policies. Using the theory of distributive justice as a framework, the purpose of this multiple case study was to examine the perceptions of top administrators regarding sociocultural influences on interscholastic competitive balance. Qualitative interview data collected from six state commissioners/executive directors revealed four predominant findings: (a) policy is driven by a philosophical approach that is aligned with the theory of distributive justice; (b) an overemphasis on winning strongly influences policy; (c) political influence through legal threats and state educational policy shapes committee decisions; and (d) the prevailing challenges of policy creation include school size, geography, public/nonpublic status, tradition, sport-specific characteristics, and lack of knowledge. Implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

This qualitative study explores the understanding and perspectives of faculty in US library and information science (LIS) programs about teaching web accessibility. "Web accessibility" can be defined simply as making websites accessible for all, including people with disabilities. Eight LIS professors and two graduate LIS students or recent alumni with interests in accessibility were interviewed for the study. Results showed that, although some faculty were novices, most interviewees thought it would be beneficial to teach web accessibility in a variety of LIS courses. However, despite the seeming consensus, discussion of incorporating web accessibility into curricula was rare. This study explores possible reasons for the marginalization of web accessibility in LIS. The authors contend that greater support for initiatives to integrate web accessibility into LIS curricula is essential for enabling LIS practitioners to comply with legal standards and with LIS values of inclusion. [ABSTRACT FROM AUTHOR]

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This article examines the case of Karla Galarza v. Washington, DC Board of Education. On April 3, 1947, Karla Galarza refused to accept the board's directive to withdraw from the Black segregated Margaret Murray Washington Vocational School. Her father, Dr. Ernesto Galarza, supported her decision and worked to challenge the expulsion, and the system of segregation, as unconstitutional. The authors analyze materials from regional and national archives, oral accounts, legal documents, and personal collections, focusing on Dr. Galarza's voice in over one hundred pages of correspondence. Dr. Galarza brought together an interracial legal team, including Charles Hamilton Houston, the National Association for the Advancement of Colored People, the American Civil Liberties Union, the American Jewish Congress, and the National Lawyers Guild. Dr. Galarza lauded the pedagogy of a Black teacher and the pluralism cultivated in a Black school community as evidence of democracy in action. The legal team proposed that Karla's expulsion constituted a violation of the Fifth Amendment, naming education as a property right. However, after extensive research and discussion across ten months, the organizations determined they should not pursue the case in court. The authors assert that this attempted legal intervention is an unnamed forerunner in the attack on Plessy v. Ferguson and complicates previous narratives of the long struggle to end school segregation. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses, the education system in general, science-based educational policy, and the current climate and environmental crises.

Although the nature and extent of academic freedom has been subject to analysis for over a century, recent developments underscore the need to reconsider the proper scope of academic freedom. These developments include Meriwether v. Hartop, a 2021 Sixth Circuit decision in which a professor claimed a Constitutional right, based in academic freedom, to refuse to use a student's pronouns; the growing science of pedagogy and understanding of how students learn; and the changing role of higher education in the United States. We propose updated factors for assessing the scope of academic freedom that balance the interests of the university, individual faculty members, students, and the general public. In doing so, we specifically address and discuss the interest of the state in delivering an "effective education"-a concept that we ground in both the literature of constitutional rights and also the literature of effective pedagogy, linking the interest of the state in delivering effective learning experiences to the science of teaching and learning. We also address the need for the recognition of gender pronouns and the potential for harm when they are not recognized. [ABSTRACT FROM AUTHOR]

Education serves as one of the most impactful and purposeful tools in American society. However, the United States education system suffers from many shortcomings and failures, and as a result, may occasionally lead to student harm from the actions of educators or academic institutions. These claims commonly allege that educators and academic institutions engaged in negligent behavior, and students or parents bringing these claims are often looking for legal relief through the judicial system. These claims are typically labeled as educational malpractice, and historically, courts have almost uniformly rejected these claims as non-cognizable actions. This Comment argues that this judicial treatment of educational malpractice cases fails to provide students and families with deserved legal relief and posits that courts should begin recognizing certain educational malpractice cases as cognizable claims of action. In educational malpractice cases, courts traditionally dismiss or grant summary judgment in favor of academic institutions as courts have yet to determine a workable standard of care for educational professionals. Taking the legal principles and guidelines already established in the medical malpractice field, this Comment contends that educational malpractice claims could be modeled similarly by employing a measurable standard of care. Further, by using the reasoning of the 'locality rule,' heavily relied on in earlier medical malpractice cases, courts can account for the disparities between academic institutions and help achieve more equitable outcomes. Using a modified version of medical malpractice law's locality approach, courts can both employ a measurable standard of care for educational malpractice cases and simultaneously create a path forward to hold academic institutions and educators accountable for grossly negligent misconduct rather than outright dismiss claims of educational malpractice under the academic abstention doctrine. Allowing these claims to be heard, courts can implement further accountability to ensure that students are able to recover in the event of grossly negligent educator misconduct. [ABSTRACT FROM AUTHOR]

During COVID‐19, technology has frequently mediated schools' emergency remote learning. Tragically, many of those technologies, despite legal requirements to the contrary, are inaccessible to disabled youth—a pattern of oppression within compulsory education that predates the pandemic by almost two decades and is rooted in ableism. In this paper, I advance a new interdisciplinary framework—Accessibility4Equity (A4E)—that integrates existing single‐discipline theories to explain the messy interactions among human and non‐human actors engaged in learning that is equitable and accessible to disabled youth within the context of compulsory education. A4E asserts that equitable technology‐mediated education is (1) constructed by educators and disabled people collaboratively cripping discourse and practice through sociotechnical praxis, (2) born technologically and pedagogically accessible; and (3) requires institutions to have the capacity to cultivate access intimacy and swiftly respond to individual needs. Hence, A4E is a framework that scholars and practitioners can use to begin the complex social change that is required to disrupt the unjust status quo and reimagine technology‐mediated compulsory education as a place that values and is hospitable to disabled youth. Practitioner notesWhat is already known about this topicTechnologies and instructional practices that oppress and exclude disabled youth are consistently used in compulsory education.Flexible pedagogical approaches make learning more accessible to disabled youth.The features and functionalities that make technology accessible to disabled adults are operationalised in the Web Content Accessibility Guidelines, which are incorporated into laws and policies around the world.Abled power shapes technology‐mediated environments and disabled people's access to them.What this paper addsAn interdisciplinary framework that explains the messy interactions among human and non‐human actors engaged in equitable and accessible technology‐mediated learning within the context of compulsory education.A framework, which is more valuable than the sum of its parts, for identifying and beginning to dismantle the systemic ableism that is embedded in technology‐mediated compulsory education.Equitable technology‐mediated education is (1) constructed by educators and disabled people collaboratively cripping discourse and practice through sociotechnical praxis, (2) born technologically and pedagogically accessible; and (3) requires institutions to have the capacity to cultivate access intimacy and swiftly respond to individual needs.Implications for practice and policyTo dismantle the systemic ableism embedded in technology‐mediated learning environments, teachers and administrators must (1) pause to critically reflect on their beliefs and actions, (2) ally themselves with disabled youth and adults; and (3) act to ensure equitable access.Acting to ensure equitable access includes (1) examining and remediating existing learning environments, (2) proactively constructing born accessible learning environments moving forward; and (3) developing the capacity to cultivate access intimacy and swiftly respond to individual needs. [ABSTRACT FROM AUTHOR]

Private Christian schools in North America endeavour to provide an educational experience that integrates religious and academic training for their preK-12 students. The integration of faith and academics has been studied in higher education institutions in North America, but not substantially in preK-12 schools. This study uses the lens of teacher self-efficacy to examine Christian school teachers' confidence to integrate faith into their instructional practices. A survey was conducted that drew responses from 390 educators from 18 Mennonite-affiliated schools across North America. Responses indicated generally high levels of faith integration self-efficacy for all teachers; however, teachers felt least confident in drawing parents into the process. Regression analysis showed that individual factors did predict faith integration self-efficacy. Implications of these findings are discussed. [ABSTRACT FROM AUTHOR]

US education is hardly divorced from systemic societal inequalities. Utilizing the cases of the Englishspeaking Caribbean and post-apartheid South Africa decolonization efforts, we engage the settler coin concept to interrogate the popular notion that we can achieve systemic change in the US without fundamentally transforming the education system. What lessons might the US glean from other decolonization efforts in the Caribbean and South Africa? How have the instrumental ideas and work of Caribbean and South African scholars and educators shaped and advanced a decolonization vision? Answering these questions requires considering the overall goals of the US education system relative to advancing a larger decolonization project. [ABSTRACT FROM AUTHOR]

In this study, we explored the relationship between depth of discipline and engineering identity. Undergraduate engineering identity scores are of importance as engineering identity is necessary for educational persistence to graduation. We explored relationships between depth of discipline and engineering identity by surveying engineering students at higher education institutions in the United States and assessing their self-reported engineering identity and demographic variables. Findings indicate that engineering students enrolled in discipline-specific engineering degrees while also pursuing a specialization or concentration possess slightly higher engineering identity than students not pursuing a specialization or concentration. Additionally, this study found that the construct of interest, a component of engineering identity, is more related to depth of discipline. This is an interesting revelation, as the construct of interest is a required prerequisite for authoring an engineering identity. [ABSTRACT FROM AUTHOR]

The Maryland Training School for Boys (1850) and the House of Reformation and Instruction for Colored Boys (1890) existed as segregated reformatories until 1960. The histories of these institutions illustrate what the majority of people in Maryland believed was owed to young men who were classified as incorrigible, delinquent, or "without proper care" at home. These histories reveal two standards of childhood and education for young men that society judged as being most in need of physical and moral intervention: one for white youths and another for African American youths. This study illustrates the racist assumptions behind these dual standards by examining characteristics of the young men committed to these reformatories, the education they received while incarcerated, and coverage of these institutions by African American and white newspapers. [ABSTRACT FROM AUTHOR]

In this meta‐analysis, we estimate the effectiveness of hybrid language instruction overall and across a number of moderator variables by aggregating effect sizes from 11 studies with 34 samples. Results suggest hybrid language instruction can be just as effective as traditional face‐to‐face (f2f) instruction, as indicated by the negligible differences between hybrid courses and traditional f2f courses (d =.14). Furthermore, studies employing within‐group designs indicate that students in hybrid language classes can improve their language skills considerably (d = 1.47). This is a positive finding given that many institutions have experienced a surge in hybrid teaching due to the COVID‐19 pandemic. We also report on a number of moderator variables that can impact the effectiveness of hybrid language courses, including (a) the amount of reduction in f2f time, (b) the use of online activities provided by textbook publishers, (c) the use of a learning management system, (d) advances in digital technologies, (e) the targeted language skills (e.g., speaking, writing), and (f) whether the data come from initial or subsequent iterations of a hybrid course. Additionally, we offer directions for future research regarding the substantive and methodological issues in the hybrid language instruction domain. [ABSTRACT FROM AUTHOR]

This study provides new evidence on the long-term impact of education on welfare participation in the US. I exploit historical changes in child labor laws as an instrumental variable for education to estimate the causal effects of education on the probability of receiving social welfare benefits. I find large and statistically significant negative effects of education on welfare participation among persons who obtained additional education due to increased schooling requirements induced by child labor laws. The findings are robust across different sample selection and model specifications. [ABSTRACT FROM AUTHOR]

Education in the United States is still segregated. But opponents of affirmative action now argue that affirmative action policies--which they maintain were never constitutional to begin with--are no longer needed to serve the goals of our education system. Yet while these policies in the education context continue to face challenges and public scrutiny, affirmative action policies in another area of law have consistently been upheld as constitutional. States, localities, and the federal government run robust minority- and women-owned business enterprise (M/WBE) programs, which set goals for minority- and women-owned business participation in government contracts. These programs are consistently upheld under Supreme Court doctrine in that area. This Note offers a reason for M/WBE success and a path forward for education: By taking the Court at its word and leveraging language about what "not to do," advocates can design permissible programs to increase diversity. Part I explores affirmative action in public contracting. Affirmative action policies have been actualized in government contracting through the use of disparity studies. These studies look at the disparity between available minority contractors and available work, using the blueprint laid out by Justice O'Connor in City of Richmond v. J.A. Croson Co., to set goals for minority participation in public contracting. Next, Part I reviews New York City's and New York State's M/WBE programs in-depth: their design, challenges to the programs, and their constitutional justification. Part II discusses how affirmative action in education differs from government contracting, and then looks to New York and Louisville school districts for examples of how advocates have started to navigate the Court's language of what is impermissible to create plans that diversify permissibly. Part III explores the lessons for advocates seeking to achieve more diversity and better outcomes for minority communities. By focusing on what the Court wants in its opinions overturning advocates' first tries at solving a problem, there is hope for more diversity using just the tools in the Court's limited toolbox. [ABSTRACT FROM AUTHOR]

Our undergraduate UX program at Purdue University launched in 2016 as one of the first UXfocused undergraduate degree programs in the United States, intentionally designed to support the unique characteristics of a residential, research-intensive, land-grant institution. We designed multiple overlapping studio experiences that formed multiple connections among cohorts, supporting mentorship, cognitive apprenticeship, the construction of social bonds, and reflection on one's own development as a designer. Our program was experiencing quick growth, with our cohort size growing from 20 students in 2016 to 50 students in 2021. With the onset of pandemic restrictions, the challenges of "scaling up" and the challenges of building a virtual studio pedagogy thus met. Our "hidden curriculum" of peer feedback and tacit learning, critique as a means of socialization and feedback, emancipation of the self, and allowance for identity formation pointed towards studio properties that were central to our pedagogy and needed to be reformulated or rethought. I describe the resulting "dimensions of crisis" that impacted our pedagogy and practice, the new supports for studio learning practices that we designed, and how these changes may lead to lasting changes to our residential program once the restrictions of the pandemic subside. [ABSTRACT FROM AUTHOR]