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It’s Time to Write, but Where Do I Start?

Feeling stuck in the beginning phases of a project can prevent meaningful progress, so Katherine A. Segal offers some strategies to get you going.

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Where Does the Thinking Happen?

Johann Neem explores why academe needs discipline-specific responses to ChatGPT.

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Negotiating Your Tenure-Track Job Offer

Alan Santinele Martino advises those who are reluctant to do so how to overcome the barriers and deal effectively with various aspects like base salary, teaching load and research seed funds.

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Getting the Mentoring You Need

Bill Mahoney and Jaye Sablan share advice on how grad students can shape working relationships with faculty in ways that help them feel supported and be successful.

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Invisible Labor and Emotional Currency

Jálin B. Johnson, Nakisha Castillo, Natalie V. Nagthall and Hawani Negussie describe the unseen impacts of higher ed’s cultural taxation on minoritized faculty and eight steps to help diminish those impacts.

Man holding a briefcase and reaching for a star stands atop a very tall stack of textbooks

Revitalizing the Later Years in Academe

It’s a time when faculty can make new and different contributions than before, yet most institutions don’t approach the academic life cycle that way, writes Kenneth N. McKay.

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The Question-Centered Course

It can remind students how the process of inquiry can be meaningful and enjoyable for its own sake, writes Andy Tix, and even help them determine their life direction.

Clock with "Work" written in red taking up more than half of the face of the clock and "life" in green taking up about a fourth, while a man stands on the hands at 3:30 trying to push back the work section

Is It Time for the 32-Hour Workweek?

Robert Roßbach, Kendra Sewall and Stefanie Robel explore why shorter work hours are, in fact, realistic for academic researchers and the advantages this approach can offer.