For more than 25 years, the Glion Colloquium has provided a biennial forum for leaders of research universities to consider together the role that the world’s leading universities should play in addressing the great challenges and opportunities facing society today. These activities, consisting of papers prepared by participants prior to several days of intense discussion in Glion, Switzerland, are captured in subsequent volumes that are distributed worldwide.

This past year I contributed a chapter to Glion Colloquium's latest volume, "Trust and Truth – How They Impact the Complex Relationship between Science and Society." (ISBN 978-2-88982-154-9)

The book examines how universities can protect trust and truth in an ever-changing world, highlighted the interdependence of truth and trust. Truth needs trust to remain socially legitimate, and trust needs truth to be grounded. The credibility and impact of science depend on this balance.

I have included an excerpt below. You can download a copy of the book, which includes my chapter: "Rebuilding Trust in Higher Education: Putting Students First," on Glion's website.

Spanish philosopher José Ortega y Gasset defined the purpose of universities as providing three basic services to society: advanced training for the learned professions; research to advance science, technology, and our understanding of the world we live in; and transmission of culture – that is, the set of mature ideas that are shared by a society that allow it to function. Universities have so far tried to regain public trust by highlighting their role in science and technology, but the questions Americans are asking have more to do with the value of the education they offer and the culture they convey.

Rebuilding public trust in American higher education will come from a demonstrated commitment to public service – from institutions willing to rethink their models, expand their reach, and demonstrate their relevance. By placing students first, aligning missions with action, and embracing the full diversity of perspectives and people they serve, universities can once again be seen not just as places of prestige, but as engines of opportunity and progress. In doing so, they fulfill not only their academic purpose but their democratic one as well.