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Introduction to Volume 118: New Student Activism

The Learning Outcomes Assessment (LOA) movement seems rather innocuous. Teachers and administrators at colleges and universities are asked to articulate the goals, objectives, measures, and outcomes of the educational process at every level: from the classroom to the department to the institution as a whole. Educators engage in this process with the help of curriculum mapping or educational matrices or a host of other tools and templates provided by any number of readily available frameworks (see the website of the National Institute for Learning Outcomes Assessment for many examples). The information gathered is then used to evaluate curricula, programs, instructors, and institutions for purposes of internal review and external evaluation.

Around the globe, many families are experiencing significant anxieties linked to COVID‐19. These include health concerns and economic pressures, both of which are frequently taking place against a backdrop of various levels of social isolation. In addition, many parents have been juggling home schooling requirements in the face of radically different work arrangements including the loss of employment altogether. Unsurprisingly, additional challenges and stresses are emerging for separated families, family law professionals, and family courts. In this article – written at a point‐in‐time in a rapidly evolving COVID‐19 context – we reflect on key challenges for separated families in Australia, and some of the emerging professional responses.