Career Advice

Teaching face-to-face classes wasn't the most difficult part of this past semester, writes Christine I. McClure, but rather balancing that with everything else.

Susan M. Shaw recommends some ways that other faculty members and institutions can best respond if it happens to scholars on their campuses.

Recognizing that an interview is a data-gathering opportunity can help you to focus on not just if you are the right fit for the job, but if it is the right fit for you, advises Lauren Easterling.

The supports that make life in academe possible for so many of us -- especially those marginalized by race, class, gender, sexuality and disability -- are being revoked, writes Carolyn Chernoff.

Graduate students should be prepared to identify and deal with them now more than ever, argues David Mihalyfy.

Kelsea Turner makes the case for making group work optional in such classes.

Jennie S. Knight describes how a seminar to help faculty members incorporate place-based learning about race into their courses led many of them to confront present inequities, as well.

Derek Attig describes the significant yet often untapped value of mutual support among graduate students.