Why is it so difficult to find a midcareer mentor near my own age?
On the nonfaculty job market, this letter is your first impression. Make it count.
In these hypersensitive times, students don’t always understand the concept of devil’s advocate.
Any professor who cares one whit about teaching understands that education involves a lot more than just conveying information.
A manifesto on behalf of meat-free meals at scholarly meetings and conferences.
Teaching graduate students to pay attention to whom they’re writing for could go a long way toward improving academic writing.
Would a spurned department offer a tenure-track job to a candidate who had already turned it down?
Warning: You may be surprised by the realities of an administrative position.
Our Career Talk columnists talk with three Ph.D.s who ended up finding satisfying work outside their disciplines.
A Ph.D. in psychology found her niche working with graduate students on their professional development.
How to “manage up” and get what you need from your graduate supervisor.
A few words of advice on how to approach, and finish, your first book.
Just because you can disparage a student or a colleague doesn’t mean you have to.
Why you should be encouraging your undergraduate and graduate students to write in the first person.
When do you need a published book to secure a tenure-track job?
Five necessary books to read about American colleges and universities.
It’s little wonder that “assessment” is one of those words that make faculty members break out in hives.
Teaching, it turns out, is not always about teaching.
Before you accept that fellowship, consider the high costs — financial and otherwise — of short-term relocations.
Are you searching for more sources out of curiosity or fear?
Two hiring seasons and 112 applications.
The problem may be that you are approaching your project from the outside in, rather than from the inside out.
Why is it always so surprising when our initial impression of a student turns out to be mistaken?
“As a scientist you get trained to be a specialist, but in my role now I’m a generalist.”
Much of teaching is procedural. But making the most of those routine moments can have a big impact in your classroom.
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