Career Advice

Focusing only on scientific advancement keeps us from addressing the kinds of problems that motivated us to pursue science in the first place, write Adam Seth Levine and J. Nathan Matias.

The typically unsanctioned platform has grown in popularity for students seeking to stay connected. Megan McNamara and Aaron Zachmeier offer tips on what instructors should do (and not do) if students use it in their courses.

Although executive coaching is common in the corporate sector, higher ed has been slow to understand why an experienced, outside perspective is so valuable, write Mary Sue Coleman and Lisa M. Rudgers.

Dan Moseson shares stories and strategies from across higher ed that include pragmatic advice along with ways to tackle some systemic problems.

Any institutional efforts to retain BIPOC women faculty members can be nullified when teaching obstacles are allowed to run rampant, argues Chavella T. Pittman.

They can mitigate the impacts of the pandemic, which has complicated mentoring relationships and amplified barriers for students from underrepresented groups, writes Edgar F. Lopez.

When carefully planned, it creates learning partnerships, promotes collegiality and develops a sense of mutual accountability among the students, Leslie Barnes and Gemma King write.

Misconceptions and oversimplifications still abound among Ph.D. students, and Victoria Bolf writes to set the record straight about three of them.