Career Advice

Laurence Musgrove pens a poem as the new academic year begins.

Liz Perry describes her experiences and offers suggestions for successfully performing the balancing act.

While long resisting grade inflation, Michael S. Berger found that without the normal in-person teaching to help motivate students during COVID, they struggled to meet the rigor he demanded.

Amanda Grieme Bradley describes how the unexpected way she chose to use her sabbatical is influencing her as she returns to campus for a fall semester full of unknowns.

When asked in job interviews why you’re leaving academe, talk less about what’s driving you away and more about what’s attracting you toward something new, advises Derek Attig.

Inadequately citing or entirely omitting the scholarship of women and people of color reflects the larger problem of entrenched marginalization in the academy, write 12 women scholars.

Universities must do a better job helping Ph.D.s find their first nonfaculty job and obtain the skills they need to transition into a variety of meaningful, well-paying careers, writes Melissa Dalgleish.

When it comes to assessing student performance, the fact is that some students may fail -- yes, even in a pandemic -- yet that doesn’t make the instructor a bad educator, writes Deborah J. Cohan.