Career Advice

Brittany K. Robertson offers some recommendations based on a study she conducted on the experiences and perspectives of Black women staff members in higher education.

We need to teach students how to assess their professors without bias, writes Bryan A. Banks, who asks students to devise their own rubrics for evaluating his teaching.

Robert Talbert shares the results of his experiment over the past semester with this approach to assessing and reporting on student learning.

Kristi DePaul describes those biases and provides advice on how you can overcome them.

Grad students must articulate how their skills and experiences relate to their career goals, but they often focus on what they’ve achieved rather than the journey that led to it, writes Salvatore Cipriano.

My workload crisis has not only personal but also systemic causes, writes an anonymous professor, and I’ve come to see that the only way to survive in my job is to declare academic Chapter 11.

Saralyn McKinnon-Crowley explains what advice about graduate writing gets wrong and why you should focus on practices that best fit your instincts and style.

As an instructor, Candy Lee asks, if a student, working diligently, hasn’t managed to grasp a subject, whose fault is it—theirs or mine?