Sue V. Rosser writes about the importance of looking for signals -- both in policies and in attitudes -- in evaluating whether a department will be supportive of female scientists.
Balancing responsibilities is the most difficult part of an academic career, writes Nate Kreuter. And that's true even in summer, when some duties may not be present (and you may not be getting paid).
Patrick Sanaghan and Kimberly Eberbach offer practical advice on reaching out to constituents, managing the staff and setting the agenda.
Patrick Sanaghan and Kimberly Eberbach suggest the questions a new campus leader should ask, and offer advice on listening skills.
Humanities and social science instructors should help undergraduates learn how to recognize and describe their higher order skills as they hit the job market, Casey Wiley writes.
Felicia B. LeClere rejects the idea that the only reason to get a Ph.D. is for an academic career.
Grad students and junior faculty members need to weigh carefully the choices associated with working with an established scholar vs. pursuing their own projects, writes Sue V. Rosser.
Susan Resneck Pierce considers the qualities that help some new presidents succeed -- and the misjudgments that hold others back.
Hester Blum read 740 essays in a year from people seeking positions or grants. She explains how some people impress, and how seemingly small slips doom others' chances.
Young academics need to learn when to share information and when not to, writes Nate Kreuter.
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