The 2015 class includes Pulitzer Prize-winner Holland Cotter, singer-songwriter Judy Collins, Nike co-founder Philip Knight, Nobel Prize-winner Brian Kobilka, Tony Award-winner Audra McDonald, astrophysicist Neil deGrasse Tyson, and novelist Tom Wolfe.

National commission to undertake data-driven examination of opportunities and challenges in U.S. higher education. Initiative receives $2.2 million in funding from Carnegie Corporation of New York.

With generous support from Carnegie Corporation of New York, the Commission on the Future of Undergraduate Education is conducting an analysis of American undergraduate education and looking ahead several decades at the educational challenges and opportunities facing Americans.

New Data Available on College and University Humanities Departments

Washington Post columnist Jennifer Rubin writes about increasing concern about online platforms that allow hate speech and engender extremism. She notes that corporate boycotts are a sign of dissatisfaction and points to the Academy's work for meaningful solutions.

Judge Theodor Meron on his experiences being an international criminal judge.

The class speakers at the Induction Ceremony explored several themes, including the value of curiosity and the unexpected; strategies to prevent scientific failures with harmful consequences; the role of the social sciences in addressing the urgent challenges of today; the processes of transformation and translation; and how openness fosters innovative and sustainable problem-solving. The ceremony featured presentations from theoretical astrophysicist Charles F. Gammie, research ecologist Helene Muller-Landau, lawyer and legal scholar Daniel E. Ho, writer and translator Jhumpa Lahiri, and economist and nonprofit leader Cecilia A. Conrad. An edited version of their presentations follows.

Over five decades, the Clean Air Act has become a venerable, living institution that has been highly successful in improving the environment around the country. Its success results from its durability and flexibility, two concepts that often seem to be in opposition yet may be essential to establishing successful climate and energy policy.

What do students learn in college? When do professors learn how to teach? How can we ensure students are truly being educated for the future? The answers to these questions are determined in part by the quality of instruction students receive, yet public policy discussions about higher education rarely focus on teaching. Michael S. McPherson and Sandy Baum explored the importance of improving teaching and strengthening the college learning experience in the Fall 2019 issue of Dædalus.

Academy member James Fallows includes Our Common Purpose as one of three developments that shed light on how the parts of America that still work can be applied to the parts that need help most.

The American Academy has a long-standing interest in arms control and international security studies, dating back to the late 1950s with the formation of the US Committee on the Pugwash Conference on Science and World Affairs and the establishment in 1982 of the Academy's Committee on International Security Studies.

The conversation about climate change has evolved dramatically over the past three years. Since the Academy’s Board of Directors issued a public statement on climate change and the Academy’s Commission on Accelerating Climate Action began, public opinion and legislative measures have shifted toward more significant climate solutions.

The Academy hosted a meeting at the University of California, Los Angeles, on public research universities in the twenty-first century. The speakers included Gene Block, Marcelo Suárez-Orozco, and Kim A. Wilcox.

Laurie L. Patton, the President of Middlebury College, has been named the next president of the American Academy of Arts & Sciences. Elected to the Academy in 2018, she is a distinguished scholar of religion, an author or editor of ten books, a published poet, and a highly accomplished college and university leader.

At a meeting sponsored by the American Academy, the Royal Society, and the Carnegie Institution for Science, Wendy Freedman (Crawford H. Greenewalt Chair and Director of Carnegie Observatories at the Carnegie Institution for Science) and Martin Rees (Fellow of Trinity College; Emeritus Professor of Cosmology and Astrophysics at the University of Cambridge; Astronomer Royal; and Visiting Professor at Imperial College London and at Leicester University) discussed what we know and do not know about the universe.

On March 30, 2025, the Academy’s Chicago Committee hosted an event for members and guests that explored the role of cultural organizations and the communities they serve. The program featured Leah A. Dickerman (The Museum of Modern Art) and Oskar Eustis (The Public Theater) in conversation with Academy President Laurie L. Patton. An edited transcript of the program follows.

Since its founding, projects that work to bolster Americans’ engagement with government institutions have been a hallmark of the American Academy of Arts and Sciences. Our charter states that the “end and design” of the American Academy is to “cultivate every art and science which may tend to advance the interest, honor, dignity, and happiness of a free, independent, and virtuous people.” Today, this effort involves projects designed to develop innovative solutions to problems facing American society in the twenty-first century. Projects in this area interpret the term “institutions” broadly, focusing on all of the constituent elements of government, civic culture, and civil society. These projects address how individual citizens interact with social structures, how these experiences prepare people to make a positive contribution to a diverse America, and how these institutions are evolving. The Academy shares this research through publications, convenings, and active outreach.

It is with profound sadness that I note the death on October 10, 2014, of Robert W. Fri, my cochair on the Academy’s Alternative Energy Future project.

Temple Grandin discussed the education of students who have different kinds of minds, as well as her own upbringing and work experience as a woman with autism.