This study highlights how an online dialogic teaching approach in a university media literacy class fostered students’ global awareness, critical solidarity, and a sense of community when the media provided conflicting narratives of us versus them during the COVID-19 pandemic.

CLEVELAND, Ohio (May 7, 2025)—Many women struggle to find resources to help manage their menopause symptoms. For women living with a serious mental illness, the need for additional support and education during the menopause transition is even greater. A new scoping review confirmed the paucity of research on this topic and suggested a need for more psychoeducation programs. Results of the study are published online today in Menopause, the journal of The Menopause Society.

Grading can be a time-consuming task for many teachers. Artificial intelligence tools may help ease the strain, according to a new study from the University of Georgia.

The Hertz Foundation has announced 19 recipients of the 2025 Hertz Fellowships in applied science, engineering and mathematics. The 2025 Hertz Fellows are pursuing solutions to some of our most vexing challenges, including developing proprioceptive robotic hands, building collision avoidance systems for satellites, and developing grid-scale renewable energy storage systems. 

Over 40 percent of Black students in Canada have experienced a racist incident at school; A permissive climate and lack of intervention from teachers and school staffs impacts Black students’ sense of security, allowing symptoms of anxiety, depression, stress and PTSD to fester; Systematic reforms – from antiracist interventions to cultural sensitivity training – are needed to improve mental health of Black students.

How can the memory of Nazi crimes be kept alive? Many memorial sites, museums, and archives rely on participatory and digital formats to reach more people, especially younger generations. However, until now there has been a lack of scientific evidence on their effectiveness. A new study by researchers at the WZB Berlin Social Science Center and the Hertie School in collaboration with the Arolsen Archives shows for the first time that actively participating in commemoration motivates participants to engage in memory work and in support of an open society also beyond the specific project.