Volume 29, Issue 4 (September-October) explores the theme of improving conditions for student learning and development. Each piece centers and encourages new ways of thinking about student transitions, institutional transformation, mentorship, transfer students, and student leader training. The first feature by Dallin George Young and Bryce D. Bunting explores the role of community, participation and becoming in student transitions, offering perspectives on (re)designing student transition initiatives. The second by David L. Parkyn feature illustrates lessons learned about one institution’s journey to re-cast[e] itself to better serve its urban location and diverse student body. The third feature by Robin Brandehoff shares the story of a rural Latinx youth’s pivotal experience with K-12 informal mentorship and the role of this community-based mentorship in providing a pathway to higher education. The fourth feature by Lauren Irwin, Lindsay Jarratt, Alex C. Lange and Jodi Linley discusses common diversity, equity and inclusion (DEI) themes in student leader training and offer suggestions for transformative approaches. The fifth feature by Gregory L. Heileman, Chaouki T. Abdallah and Andrew K. Koch utilizes the idea of buying a used car to discuss the transfer articulation problem and how institutions can improve transfer student outcomes. As Roman highlights in the editor’s note, the features in this issue keep encouraging us all to think more creatively about how, when, where, and with whom student learning can (keep) happen(ing).
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