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In my opinion

BY CATHARINE MUNN | JAN 07 2019

The answer lies with students themselves – if we really listen.

BY SHARI GRAYDON | JAN 07 2019

Criticizing your colleagues for “dumbing it down” does a disservice to knowledge translation – and imperils the planet.

BY EVA POMEROY | DEC 27 2018

Learning in community is linked to better academic performance and gains in skill, competence and knowledge as well as overall satisfaction with university experience.

BY RIMA WILKES & HOWARD RAMOS | DEC 07 2018

They’re a waste of time, with little evidence they make a difference in decision-making.

BY KATHLEEN BORTOLIN | NOV 29 2018

Why does the scholarship of teaching and learning remain a hard sell to faculty?

BY TINA GRUOSSO | NOV 28 2018

Life experience is a transferrable skill.

BY SAUL CARLINER | NOV 27 2018

What is the purpose of an internship, and how does it differ from basic schooling?

BY CHRISTINE DAIGLE | NOV 20 2018

Why do hiring committees appear to favour graduates from big-league universities?

BY PAMELA E. KLASSEN | NOV 08 2018

Part-time and summer jobs can be valuable sources of experiential learning and critical thinking for students.

BY JULIA EASTMAN | OCT 26 2018

It’s up to all of us, with a bit of mutual understanding, to stem the tide of increasing regulation at Canada’s universities.

BY MOHAMMAD-REZA GHOVANLOO | OCT 25 2018

Why researchers are studying cannabis for promising anti-seizure medication.

BY TERENCE MCLEAN | OCT 19 2018

Or, to quote Gord Downie, “I’m not going to do the dancing bear!”

BY STEPHEN WATT | OCT 15 2018

We need to refocus and intensify our efforts on math education if Canada is to compete internationally.

BY KAREN ROBSON & REANA MAIER | OCT 08 2018

A phenomenon called “ethics creep” is discouraging researchers rather than protecting study participants.

BY SUSAN PORTER & LISA YOUNG | SEP 24 2018

A new taskforce report by the Canadian Association for Graduate Studies says it’s time to rethink the PhD.

BY KIM CAMPBELL & MARTIN FERGUSON-PELL | SEP 13 2018

Universities can create intentional, integrative learning opportunities without disrupting the rigour of academic disciplines.

BY SHARI GRAYDON | SEP 11 2018

A recent study finds evidence that thoughtful, persuasive commentary by academics can shift the debate and affect policy.

BY CHRISTOPHER BUDDLE | AUG 31 2018

Students need to reach out for help, and our systems must work to provide solutions.

BY CHELSEA JONES | AUG 21 2018

If we are serious about accessible online learning, we must talk openly about disability as if it is right here, right now – because it is.

BY APRIL MCGRATH | AUG 10 2018

Suggesting students should replace classroom learning with so-called real-world experiences actually weakens the argument for a university education.