The Academic Job Search applications, interviews, job talk, teaching demonstration, negotiations

1. The Academic Job Searchapplications, interviews, job talk,teaching demonstration, negotiations E. Scott Bair, Rosemary Capo, Kyle Fredrick, Matthew Kirby, Rachel O’Brien, Barbara Tewksbury, Becca Walker Preparing for an Academic Career http://serc.carleton.edu/NAGTWorkshops/careerprep/jobsearch/index.html

2. What departments look for in new faculty • Overall promise • General teaching ability, ability to teach courses needed by the department/program • Ability to do research, specific research area (depends on department) • Potential for securing funding (depends on department) • “Fit” with department and institution Modified from R. Reis’s presentation in 2006

3. Generalized timeline(not to scale) Submit application Decide what you want Campus interview Job offer! Search job ads (Short interview) Negotiate Job offer! Negotiate Campus interviews Department (or admin) decides Department defines and advertises position Search committee or dept selects finalists Search committee reviews applications, selects “short list” Professional meeting or phone interview Follow EEO (Equal Employment Opportunity) guidelines

4. The application • Common components • Cover letter • Curriculum vitae • Some combination of the following • Teaching statement, teaching interests, teaching philosophy, evidence of teaching effectiveness, teaching portfolio • Research statement, research interests, publications • Letters of recommendation (or list of references) • Follow the instructions (more ≠ better) • Have others review your application • Proofread everything (each application)

5. Customize applications • Additional time and effort • May provide competitive advantage • Customized statements in the cover letter (and possibly in teaching and/or research statement) • Specific references to the institution, department, individuals where appropriate • Identify how you might complement their curriculum, research, other needs

6. Your references • Familiar with your work (teaching, research) • “Can you write me a positive recommendation?” • You can ask people to focus on a particular strength or aspect of you/your experience • You may ask a reference to explain special circumstances: • Gaps in your c.v., job changes, advisor complications • Make sure they know the type of position • Give plenty of time (2 weeks or more) and check with them before the deadline

7. Off-campus interviews • Short interviews • Professional meeting interviews • Phone, teleconference, or Skype interviews • Some tips • Be engaging and enthusiastic • Know the key points you want to make • Provide specific examples • Avoid spending too much time answering a given question

8. Campus interviews • Components • Individual or small-group sessions • Individual faculty • Groups of faculty • Students • Chair of search committee • Department Chair • Dean, Provost, and/or other administrator • Teaching demonstration (depends on dept) • Job talk (about your research) • Meals, social gathering • Be positive, interested, and professional • Do your research; be prepared with questions • Everything is part of the interview

9. Campus interviews • You are also interviewing them! • Bring a list of questions to ask • Ask about others’ research • Tenure & promotions guidelines/process • Benefits and institutional policies • What are the students like? • Is there a grants office? Tech support? • Ask students about the Department & campus • Forms of support for early faculty?

10. Campus interviews at community colleges • First interview: meet with search committee • Answer questions about: • Academic background • Teaching experience and philosophy • Your understanding of community colleges (all candidates get the same questions) • Give a 10-30 minute teaching demonstration on a specific topic (pre-determined) • Second interview: meet with administrator(s) • Do institution-specific research, and be prepared to ask questions

11. One-on-one interviews • Do your homework, and target your audience • Assume they have not done their homework • Be prepared to repeat yourself • Have questions • Be prepared for inappropriate questions • Keep up your energy and enthusiasm

12. The job talk • Consider your audience! • Tell a story • Introduction to engage audience and provide context and significance • Heart of the talk - showcase your research and include clear statement of research questions • Strong end – conclusions and future plans • Engaging visuals • Practice, practice, practice! • End on time

13. Teaching demonstration • Do what is asked • Target your demo at the appropriate level • Ask for clarification (if needed) as you prepare • Be yourself; choose something that lets you shine and that you know will work • If it involves student interaction, keep it low-risk

14. Teaching demonstration • Have a clear goal that is more than telling the students about something • Be able to explain why you did what you did • Provide context if appropriate; if the lecture topic is up to you, consider providing a syllabus so your audience knows where your demonstration fits into your class • Practice, practice, and time with students

15. Negotiating • What can be negotiated? • The negotiation process (it varies) • Strategies for negotiating