Reflections from a search committee member.
Good leaders listen more, assume less, and listen more again.
How to prepare in case someone discloses to you.
One academic’s experience working as a non-faculty staff researcher.
Whether you are a presenter, a chair, or a discussant, you will have some influence on the overall experience of the audience in your session.
Scholars should learn to ask, “What is the motivation of this organization?”
Three academics reflect on how they got on the tenure track.
Finding success in rejection.
The University of Toronto has created a series of faculty development workshops to help improve the supervisor-student relationship.
When most students get to university, they end up with one of two problems. Either they don’t know what to do or they say the wrong thing.
Professional editing is a lifelong learning journey.
Some insight from speakers at the sold-out summit, which was hosted by the Indigenous Education Network at the Ontario Institute for Studies in Education.
If graduate education is to undergo serious change, relying on the development of supervision abilities only through modeling or memory seems out of step.
It’s a skill that can help you distinguish between good and bad interpretations of research.
Two scholars question the premise of research universities as knowledge creators and disseminators.
Regardless of how hard we try, graduate student parents often feel at odds while trying to mend the gap between academia and parenthood.
When asked by students for advice on email etiquette, I tell them to stick to the three golden C’s: be clear, concise, and courteous.
A few tips that can help PhD mothers complete some of the major dissertation milestones.
After receiving advice to buckle down until I got tenure, I wish I had stopped to raise my head every once in a while.
“We’re looking for people who have had distinctions and who hopefully bring relevant policy experience,” says Patrick Borbey.