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Adventures in Academe

BY JESSICA RIDDELL | January 07 2020

It’s never been more urgent for students to learn how to harness the power of persuasion as a force for good.

BY JESSICA RIDDELL | October 30 2019

There’s much to admire in Canada’s higher education system, but we can do so much better.

BY JESSICA RIDDELL | August 23 2019

Audience members, like students, are key participants and crucial collaborators, not merely passive consumers.


The term is ubiquitous in university mission statements, but students seem to understand it differently than we do.

BY JESSICA RIDDELL | January 16 2019

Perpetuating such a myth downplays the value of discipline, energy and effort.

BY JESSICA RIDDELL | October 01 2018

Disruption does not occur without dissonance. The more disruptive the idea, the higher the likelihood of significant disturbance.

BY JESSICA RIDDELL | August 08 2018

Normalizing failure without taking a hard look at the system within which it happens may do more harm than good.

BY JESSICA RIDDELL | March 27 2018

Chaucer’s Arthurian story, The Wife of Bath’s Tale – with its governance model based on a roundtable – offers us a tantalizing clue on how to frame the issue.

BY JESSICA RIDDELL | February 02 2018

As academics, we grapple with failure all the time and in a myriad of ways.

BY JESSICA RIDDELL | December 01 2017

A postdoctoral teaching fellowship could be part of a multi-pronged approach to combatting increasingly challenging working conditions.

BY JESSICA RIDDELL | September 28 2017

The saviour trope versus critical hope.

BY JESSICA RIDDELL | August 18 2017

We do not pretend that there is a singular answer or indivisible truth. Instead, we must embrace complexity.

BY JESSICA RIDDELL | April 11 2017

How students respond to failure is a strong predictor of future success.

BY JESSICA RIDDELL | February 07 2017

“Encountering different voices singing different tunes has the potential to create new and powerful combinations.”

BY JESSICA RIDDELL | December 06 2016

This fall I returned to teaching after a three-year hiatus. Two maternity leaves plus a sabbatical meant that, although I kept myself busy with other forms of scholarly activity, I had not stepped foot in a classroom for three years. That’s almost the lifespan of an undergraduate cohort, and in some ways the cultural imagery […]

BY JESSICA RIDDELL | October 05 2016

When I was pregnant with my first child, I experienced the usual mix of delight and trepidation that comes with impending parenthood. However, I was also concerned with how my pregnancy might threaten to disrupt the professional identity I had so assiduously constructed for myself as a young, female professor in the early stages of […]


On faith, metrics and the neoliberal university.

BY JESSICA RIDDELL | April 06 2016

Disciplinary experts have a responsibility to engage in nuanced thinking about teaching and learning.

BY JESSICA RIDDELL | February 10 2016

We need better ways to assess faculty performance.

BY JESSICA RIDDELL | December 09 2015

The following is an email exchange I had with one of my students who was profiling community members for a weekly column in the local newspaper. At the time, I was seven months pregnant with my first child. Good day Professor, First, I want to thank you for taking the time to do this, it’s […]

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