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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.
Has the keyboard become a tool to promote collaboration, quibbling, or chaos? Maria Shine Stewart ponders e-kindness.
You need to endure a little awkwardness to get issues clarified and the terms you need, write Cheryl Reed and Dawn M. Formo.
Discriminatory attitudes may no longer be as overt or prevalent as they once were, writes Sue V. Rosser, but women in the laboratory still face challenges, and need mentors to make sure that no options for their work are ruled out.
Kathryn Hume says you need to focus on the match between you and the specific department and institution, not general issues about why you want a job.
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