In my opinion
Here are three ways Canadian universities can do more to help.
How do we make sense of what has happened, and how do we move forward towards a post-COVID world?
Fostering intergenerational education enriches us all, providing us with unique and diverse perspectives.
Diversity is easy to define and measure, and thus manage, but equity and inclusion are not and require much greater effort.
There is a critical gap between what is required to respond to the pandemic on the ground and what we’re being taught in grad school.
Maybe – but the key question for colleges and universities is not the balance between online and face-to-face teaching, but survival.
Once students get a fever for writing, sometimes you have to just let it run its course – and, in certain cases, it never goes away.
Only through our collective efforts to recruit and retain Black and racialized faculty members can we fully ensure the success of Black and racialized students in higher education.
The notion that universities exist, first and foremost, to discover and impart knowledge is no longer in vogue. That’s a tragedy.
Failure by the group’s membership to include a wider range of voices is a serious error for an inquiry of such global import.
Exciting innovations in journal publishing worldwide are leaving us behind in terms of knowledge dissemination.
The global COVID-19 crisis offers universities the ideal pretext to change their practices and rethink their definition of academic work and its value.
The COVID-19 pandemic may presently complicate matters, but after classes return to normal, the problem must still be addressed.
With the right investments, we can create the foundation for the current generation of researchers to remain inspired and do their best work.
It is likely the tsunami of research triggered by the COVID-19 pandemic will generate its fair share of conflicts related to the confidentiality of research data and intellectual property.
What are you doing to connect with people of colour? Do you know your BIPOC colleagues and students? Do you know their hopes and aspirations?
Ed-tech companies aim to be providers of educational content, but it’s hard to believe they are as concerned about academic quality as long-established educational publishers have been.
Being told your voice is too feminine, or too accented, lays bare what scholars already know: the important link between voice and power.
The decision by the Institute of Criminology and Criminal Justice to end undergraduate placements with police and prison authorities is not ‘academic isolationism’ but a measured response to injustice.
Ensuring equitable and quality education, as well as effective and efficient evaluation of student learning are among the imperatives identified for this disrupted academic year.