In my opinion
Research on coronaviruses and their enzymes informs responses to the pandemic.
Rather than dismissing the loneliness of online learning as inevitable, we need to work collectively across academia to continually improve student experiences for everyone.
These students are using what I call a “silent strategy” to build reputation, but this can backfire, leading to negative interpretations.
If you’re a postdoctoral fellow funded by the institution where you work, you’re an employee, full stop.
The tremendous talent that perished on that ill-fated airplane is difficult to imagine.
As AI-facilitated algorithmic writing improves, it poses tricky questions about authorship and what constitutes an “original” paper or assignment.
Taking an online course may be convenient, but as a fulfilling learning experience it fails us in several ways.
As universities ramp up supports for students, those who aren’t in school face uneven access to care.
In deciding what constitutes a campus club, student unions are called upon to set limits on shared resources while still respecting the procedural rights of all.
As we try to make sense of the senseless, we should derive comfort from the fact that universities are much-needed instruments of cultural and social connection.
Violations of academic integrity show Canada is not immune to academic misconduct — and more research is needed to effectively ensure academic quality.
For me, podcasting is a way to continue the conversation with my students and bring my research to unexpected new audiences.
This “collective unconscious” of a department, faculty or university is what makes it unique.
As the U.K. proceeds with Brexit, Canada will likely prioritize collaboration with EU-based researchers over those in the U.K.
Collaboration distributes resources among academic institutions, creating conditions for partnerships, sharing and attention to diverse needs.
Within academia, the professional editor is considered to be an outside, unknown and potentially dangerous entity.
As long as you comment on areas that lie within your area of expertise, you provide a needed antidote to some of the foolishness out there.
Our emphasis on boutique funding programs, rather than open discovery science, hampers our prospects.
Finances, academic performance and a sense of belonging may all be factors in whether or students finish their post-secondary studies.
Tying a significant portion of funding to any specific set of metrics places undue pressure on universities, and impinges on their traditional mission and collegial autonomy.