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Listen up, all you listless listeners: you may want to amplify your attending skills as a new academic year approaches. Maria Shine Stewart suggests why.
As high-achieving women in academe, we are not impostors, writes Claudine Keenan, but have earned our way -- regardless of the pathways we have followed.
Jennifer Lundquist and Joya Misra provide suggestions for how faculty members can best connect with students in class.
As many grad students approach the end of their academic programs, they realize they’ve forgotten how to talk about their strengths and skills to different types of employers. Joseph Barber provides advice.
Being perceived as nice has perks, writes Melissa Nicolas, but it can create troubling misconceptions about who we are and how we should act.
Kerry Ann Rockquemore suggests six questions to ask yourself in order to create a lean and workable program.
Katharyn L. Stober describes how and why you should use tailgating and football lingo in your job search.
A.W. Strouse tells a cautionary tale about how academe turned him into a gay conservative.
Gina Brandolino explores four common misconceptions about non-tenure-track jobs.
Understanding what constitutes classroom incivility can help faculty members minimize its dangers while maximizing the teaching and learning opportunities it presents, advises Courtney N. Wright.
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