The Academic Job Search Handbook [Fifth Edition] 9780812292060

Table of contents :
Contents
Acknowledgments
Introduction to the Fifth Edition
I. What You Should Know Before You Start
1. The Structure of Academic Careers
2. Hiring from the Institution’s Point of View
II. Planning and Timing Your Search
3. Becoming a Job Candidate: The Timetable for Your Search
4. Deciding Where and When to Apply
5. Building an Academic Network
6. Letters of Recommendation
7. Learning About Openings
III. Written Materials for the Job Search: Suggestions and Samples
8. Responding to Position Announcements
9. CVs
10. Additional Application Materials
11. Online Presence
12. Job Hunting Correspondence
IV. Conducting the Search
13. Interviewing
14. Preliminary Interviews
15. The Campus Visit
16. Job Offers, Negotiations, Acceptances, and Rejections
V. After You Take the Job
17. Starting the Job
18. Knowing About and Getting Tenure
19. Changing Jobs
VI. Additional Considerations
20. Dual-Career Couples and Pregnant on the Job Market
21. International Job Search
22. Cultural and Experiential Diversity
VII. Beyond Faculty Careers
23. Exploring the Expanded Job Market
Appendices
Appendix 1: National Job Listing Sources and Scholarly and Professional Associations
Appendix 2: Additional Resources
Appendix 3: Sample Application Package
Index

Citation preview

The Academic Job Search Handbook Fifth Edition

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The Academic Job Search Handbook Fifth Edition Julia Miller Vick Jennifer S. Furlong Rosanne Lurie

University of Pennsylvania Press Philadelphia

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Copyright 䉷 2016 Julia Miller Vick, Jennifer S. Furlong, and Rosanne Lurie Copyright 䉷 2008 Julia Miller Vick and Jennifer S. Furlong Copyright 䉷 1992, 1996, 2001 Mary Morris Heiberger and Julia Miller Vick All rights reserved. Except for brief quotations used for purposes of review or scholarly citation, none of this book may be reproduced in any form by any means without written permission from the publisher. Published by University of Pennsylvania Press Philadelphia, Pennsylvania 19104-4112 www.upenn.edu/pennpress Printed in the United States of America on acid-free paper 10 9 8 7 6 5 4 3 2 1

Library of Congress Cataloging-in-Publication Data ISBN 978-0-8122-2340-8

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Contents

Acknowledgments

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Introduction to the Fifth Edition

1

I. What You Should Know Before You Start 1. The Structure of Academic Careers

7

2. Hiring from the Institution’s Point of View

13

II. Planning and Timing Your Search 3. Becoming a Job Candidate: The Timetable for Your Search 4. Deciding Where and When to Apply 5. Building an Academic Network

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6. Letters of Recommendation 7. Learning About Openings

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III. Written Materials for the Job Search: Suggestions and Samples 8. Responding to Position Announcements 9. CVs

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10. Additional Application Materials 11. Online Presence

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12. Job Hunting Correspondence

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IV. Conducting the Search 13. Interviewing

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14. Preliminary Interviews

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Contents

15. The Campus Visit

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16. Job Offers, Negotiations, Acceptances, and Rejections

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V. After You Take the Job 17. Starting the Job

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18. Knowing About and Getting Tenure 19. Changing Jobs

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VI. Additional Considerations 20. Dual-Career Couples and Pregnant on the Job Market 21. International Job Search

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22. Cultural and Experiential Diversity

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VII. Beyond Faculty Careers 23. Exploring the Expanded Job Market

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Appendices Appendix 1: National Job Listing Sources and Scholarly and Professional Associations 349 Appendix 2: Additional Resources

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Appendix 3: Sample Application Package Index

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Acknowledgments

This fifth edition of the Academic Job Search Handbook rests on the contributions of all those who have been mentioned in the Acknowledgments of the first four editions. This edition builds on the previous work of the late Mary Morris Heiberger and adds the voice of new coauthor Rosanne Lurie. We are grateful to all past and current contributors—doctoral students, alumni, postdoctoral fellows, faculty, and administrators—who provided insight and ideas, a reading of the manuscript, or actual job hunting materials. We are grateful to the faculty from many colleges and universities, particularly the University of Pennsylvania and, now, the Graduate Center, City University of New York, who have shared their insight and experience at programs we have organized for graduate students and postdocs. It is impossible to thank them all individually, but we are well aware that but for them this book could not exist. Graduate students, postdocs, graduate alumni, and junior faculty members have discussed their own job searches with us; they have broadened our awareness of the range of what may happen and increased our ability to predict what is likely to happen. We owe a great debt to our colleagues in the Graduate Career Consortium. For more than a quarter of a century, the GCC has been the professional network of staff and administrators who provide professional and career development for Ph.D.s and postdoctoral scholars at their universities and institutions. We are grateful to this most supportive group that shares ideas and problems as we work to best help doctoral students and postdocs and, for this edition, particularly appreciate the help of Gwynn Laird Benner, Rachel Bernard, Victoria Blodgett, Melissa Bostrum, Neal Bryan, Eileen Callahan, Elizabeth Edwards, Chris Golde, Christine Kelly, Julia McAnnelen, Molly McCarthy, Amy Pszczolkowski, Briana Randall, Ruth Schemmer, Melanie Sinche, Molly Starbuck, Laura Stark, and Kate Stober. At Penn we appreciate the help and support of Andrew Binns, Susan Weiss, Bob Schoenberg, MaryBeth Gasman, and Mitch Fraas. Colleagues at Career Services have been consistently supportive, particularly J. Michael DeAngelis, who handled all our technical problems with his usual aplomb. We feel fortunate that Patricia Rose, director, has been uniformly enthusiastic about and supportive of this project since its inception in the early 1990s.

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Acknowledgments

At the City University of New York and particularly at the Graduate Center, the support of Chase Robinson, Louise Lennihan, Matthew Schoengood, Joe Straus, David Humphries, and Flannery Amdahl has been invaluable. We appreciate the support of our respective spouses, Jim Vick, Kris Johnson, and Dave Rosenthal, as we worked at each other’s homes and held many weekend conference calls. Special thanks go to little Camille Elizabeth Johnson, whose punctuality in being born enabled her mother to put final touches on the manuscript! It has been a pleasure to work with the staff at the University of Pennsylvania Press. They have been involved with this book since publishing the first edition in 1992. As always, we are particularly grateful to the graduate students, alumni, postdocs and faculty members from institutions all over the country who shared their sample job-hunting materials and/or their narratives with us. Because we promised them anonymity, we cannot thank them here by name. However, their generosity has provided what many will find to be the most useful part of this book.

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Introduction to the Fifth Edition

Why is there a need for a fifth edition of the Academic Job Search Handbook? The goal has always been to be a helpful guide to what can sometimes be an opaque process, and over the years many people have told us they find the book to be invaluable in figuring out how to conduct the job search. However, since the previous edition was published in 2008, major shifts in both higher education and the global economy have affected the academic job market. The recession served as a catalyst for changes in higher education that are probably here to stay, even as the economy continues to improve. Our intent is not to critique these changes but to provide a basic context for them and support for those conducting an academic job search in a challenging climate. Over the past several years we have seen that more and more institutions are finding it advantageous to establish and develop career services specifically targeted to doctoral students and postdocs. In a sea change, academic departments are thinking more about how to do that and proactively working to help their students have success after graduation—even if they pursue non-faculty careers. In addition to departmental efforts, institutions too are wondering what they can do. The huge growth of the Graduate Career Consortium, the national association for career advisors who work with doctoral students and postdocs, is a strong indicator of increased institutional concern over career outcomes of doctoral students and desire for competitive advantage in the national conversation about career outcomes for students at all levels. Technology did not change dramatically in the period between the third and fourth editions. However, since 2008 the speed of technological change has accelerated and transformed the way people do research and scholarship, the way they connect about research and scholarship, the skills graduate students are expected to learn, and the online presence they need to build and maintain. Since these modalities are new all the rules are evolving—particularly for young scholars. Most colleges and universities want the student population and faculty body to reflect the national as well as global population. As there is great effort to accept more underrepresented minority students, students who

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Introduction to the Fifth Edition

are the first in their family to go college, and international students, and as technology impacts every aspect of scholarly and pedagogical life, it becomes important for job candidates to be more than an expert on their subject. It is necessary to bring a wider range of attributes and an interest in doing more than simply teaching your topic and doing your research. Mastering teaching with technology, engaging in service, developing a new major or even degree program, and grant writing are some tasks junior faculty may be expected to do as soon as they begin their new position; previously these things were not usually asked of them so early in their career. In this edition we expand the discussion of what you need to be a strong candidate and include more than 60 new sample job search materials, including the complete packet of materials of one candidate. These sample materials are from real candidates in humanities, social sciences, STEM (Science, Technology, Engineering, Math), professional disciplines, and arts who secured positions in their fields. As you will see, there is not one way to write any of these materials. Rather they reflect each candidate’s unique background. With these we include helpful comments and guidance. Chapter 8, ‘‘Responding to Position Announcements,’’ features sample job announcements so that candidates can familiarize themselves with the language used therein. We expanded advice on online presence and social media since they are so crucial to young scholars’ careers. Chapter 18, ‘‘Knowing About and Getting Tenure,’’ now discusses the community college tenure process, as well as the processes at a research university and a liberal arts college. Because so many faculty job candidates are part of a couple and/or are interested in becoming parents we’ve added new personal narratives on those topics. As both individual students and institutions are recognizing the importance of understanding what else one can do with a doctoral degree, there is more interest than ever in learning about non-faculty careers. Thus, we have expanded that section and added nine new resumes and cover letters as well as a new list of non-faculty careers/positions—again, from real job seekers. Suggestions for networking and informational interviews can also be found in the chapter, as this is essential information for developing a career beyond the tenure track. The overall narrative of this edition acknowledges that you, the job candidate, are unique and that it is necessary to understand that you are the force that drives your career. This handbook and the many resources it refers to are the navigational tools to use. At the same time, it is crucial that you observe the specific conventions of your discipline and be in conversation with your advisor and other faculty who can guide you. In job hunting, as in anything else, unanimity is rare. When expert advice conflicts, we hope that the handbook will have given you a perspective from which to form your own judgment.

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Introduction to the Fifth Edition

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Even if you are interested in only a few specific topics, we suggest that you read the book in its entirety. If you do, you will begin to see how advice on one topic is related to advice on another. If you understand the logic of the approach suggested in the situations we do discuss, you will be able to improvise effectively when you encounter a new situation. The book begins with an overview of academic careers and institutional structures. It then takes you step by step through the application process, from establishing relationships with advisors years before going on the market to making the most of a new position. Steps discussed include positioning yourself in the market, developing an online presence, learning about job openings, preparing CVs, cover letters, and other application materials related to teaching and research, discussing plans with those who will recommend you, participating in conferences, and negotiating offers. A timetable for your search, an appendix of scholarly and professional associations, and an appendix of career resources are also included. In writing this edition, we have spoken with many concerned faculty, administrators, and career advisors who advise and provide career services for doctoral students and postdocs, all of whom are engaged in the conversation about career outcomes for doctoral students. While the road to a faculty career is challenging, the steps to get there are not uncharted territory. We hope that by clarifying the process we can reduce some of the anxiety and uncertainty of the academic job search.

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Part I What You Should Know Before You Start

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Chapter 1 The Structure of Academic Careers

Now more than ever, getting a doctoral degree presents one with an uncertain return on the investment of time, energy, and thought. Even with the credentials you need to become a tenure-track faculty member, the desired outcome is not guaranteed: you are entering the job market at a time when higher education is subject to intense financial constraints, external and internal assessment, competition, and accelerating technological change. These national trends have significant impact on individual careers. Higher education is now characterized by a consumer-oriented model, with increasing demands placed on institutions by employers, donors, legislators, parents, and students themselves. Institutions of higher education, both nonprofit and for-profit, are also under increased political scrutiny. The pressure to compete for research grants has intensified, and the amount of research required to achieve tenure has increased. One of the surest statements that can be made about the next generation of academic careers is that many of them will be unlike recent or current ones. Technology has enabled faculty members to work with students inside and outside the classroom and to connect with colleagues and students across the world in a manner that was not possible ten or twenty years ago. There are also more ways for academics to share their work with others, not only in the academy but with a broader audience. Now institutions of higher education overtly seek to build a more diverse and international student body, believing that doing so enriches the intellectual and social experience of all. Many institutions are actively working to bring on board faculty who are diverse in their intellectual outlook as well as in their background. In spite of these many changes, it is important to understand how academic jobs have traditionally been organized. The system of higher education in the United States is bewildering in its variety and complexity. Unlike many countries, the United States has no national, in the sense of federally funded, universities, though much funding for research, particularly scientific research, comes directly from the federal government. Its major universities, both private and state-funded, house faculties of arts and sciences

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and major professional schools. There are also a variety of smaller institutions, some that are publicly funded, and many that are private, and that peculiarly American institution, the four-year college. Privately funded institutions are mostly secular. Those funded by religious institutions have a religious influence on campus that varies from nonexistent to omnipresent. Two-year community colleges are an increasingly important segment of higher education. Students, parents, and policy makers look to them to increase access and affordability. Universities run as for-profit businesses have been part of the educational landscape for many years. Students at all these diverse institutions who are U.S. citizens are able to fund their education with federal loans. Both colleges and universities (or campuses of major universities) may enjoy either regional or national reputations. As a general rule, universities of national reputation place the most emphasis upon research as the criterion of success for faculty members. Teaching is most likely to be emphasized at less prestigious universities and at four-year colleges, although fouryear colleges of national reputation also require substantial research of their faculty members. Moreover, institutions of all types are offering online programs, some of which allow students to complete a degree without ever being on campus. Both student and faculty life are affected by conditions of faculty employment. At some institutions, most faculty are full time. Others rely on many part-time instructors. Faculty and other staff members at some institutions are unionized. Where unions exist, membership may be high across the board or vary widely from school to school and department to department.

The Structure of Academic Positions Given the variety of institutions, the similarity of their promotional structures is surprising. The structure of academic hiring has been dominated by the tenure system, with a fairly orderly ladder that at most institutions leads from assistant professor to associate professor (with tenure) to full professor. This ‘‘tenure-track’’ route leads to status as a standing member of the faculty with full rights of participation in institutional decision making, and what is close to a lifetime guarantee of a job, barring economic upheaval or conviction for criminal activity. Tenure continues to be scrutinized by state legislatures and boards of trustees, and a few institutions have dismantled their tenure systems. For now, however, achieving it is still the goal of almost everyone who first accepts a faculty position. Tenure-track positions have been supplanted in many institutions by a variety of positions once conceived of as temporary: instructorships, lectureships, and visiting and research assistant/associate professorships. These positions are often called ‘‘contingent’’ positions. The American Association of University Professors released longitudinal data on the

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The Structure of Academic Careers

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trends in instructional staff employment from 1975 to 2011. In 1975, faculty members with tenure or on the tenure track made up 44.5 percent of instructional staff; in 2011, this number was 23.5 percent. Part-time and full-time non-tenure track faculty made up 57.2 percent of instructional staff in higher education in 2011, up from 35.3 percent in 1975. Graduate student teaching held constant; graduate students represent about 20 percent of instructional staff. (If they are counted as contingent faculty, the percentage of contingent faculty making up instructional faculty rises to 76.4.) Contingent teaching positions have always existed for a variety of institutional reasons: to cover heavy teaching loads for introductory courses in a department that does not have enough, or any, graduate students to meet the demand; to replace a faculty member who is on sabbatical; to enable individuals able to secure research funds to be associated with a university. In a professional school, such as a school of nursing or a school of architecture, there may be a preponderance of part-time clinical professors or professors of practice. These faculty members are often professionals who supplement their main employment with teaching and provide students with hands-on experience. Some contingent faculty members prefer working part time for other professional or personal reasons. Nevertheless, many, if not most, of those working in contingent positions would prefer to have a tenure-track appointment and its benefits. Because adjunct salaries are lower and typically include few, if any, benefits, these positions are primarily created as institutional attempts to avoid the costs of tenure-track positions. In addition, use of adjuncts affords institutions more flexibility in curriculum planning. Struggling with government cutbacks in funding for higher education, colleges and universities have also had to deal with the effects of the ‘‘uncapping’’ of a mandatory retirement age. By federal law, institutions cannot require faculty members to retire merely because they have reached a certain age. Many tenured faculty members of traditional retirement age (who also tend to be the highest-salaried members of their departments) are choosing to continue teaching, adding greatly to personnel costs and, by some accounts, providing fewer entry opportunities for new Ph.D.s. Not uncommonly, when a faculty member does retire, his or her expensive tenure-track position is converted by the institution to a non-tenure track position. Even though contingent positions may be held by the same individual and renewed over a period of several years, they are best thought of by job candidates as temporary, because they are outside the school’s structure of permanent employment. In many cases, holding such a position does not offer an inside track for permanent employment with the department, because if a tenure-track position becomes available a national search will

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be conducted. Most candidates holding these temporary positions continue to compete for tenure-track positions, so many assistant professor announcements will draw applications from experienced Ph.D.s, as well as newly minted ones. Hiring and promotion are entirely market-driven and jobs are nationally advertised, garnering an extremely large pool of candidates. Occasionally, well-resourced institutions will compete for candidates in ‘‘hot’’ fields, using salaries, reduced teaching loads, and special research facilities to attract candidates. No matter how informed you are about hiring trends at the time you go on the market, your academic job search is likely to be challenging, both intellectually and emotionally. Preparing in advance for this challenge, though it may not guarantee your success, will help you to best position your research and teaching for the market and to manage the stressors inherent in the process.

Faculty Paths to College and University Administration Educational institutions, even small ones, are also complex organizations with managerial structures. They have physical plants, staff, investments, and budgets in tens of millions of dollars. Therefore they need the same sorts of managers as are found in the business world. The management of academic programs, on the other hand, is a responsibility usually held by those who have followed an academic career path. A faculty member interested in academic administration typically begins by taking on a greater than ordinary share of administrative and committee tasks in his or her department and institution. A common path might lead from department chair to dean to provost, usually the title for an institution’s chief academic officer. Some institutions choose their president from those who have followed this route. Others do not, looking for a president with substantial experience in a profession, business, or government, or on the business side of managing a university. The climb to academic administration generally begins after at least obtaining tenure, and, more likely, after becoming a full professor. Individuals who are strongly drawn to administrative activity can certainly find entry-level positions with good possibilities for promotion. These positions may have a lower ceiling on career advancement than administrative roles available to faculty members.

Movement Between Institutions During a Career In some fields, particularly science and engineering, several years of postdoctoral fellowships or research appointments are required in order to build a candidate’s record of research to a competitive level so as to obtain a tenure-track slot at a major research institution. People in those fields

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almost inevitably change institutions early in their careers. In the past this type of research experience previous to obtaining a tenure-track position was necessary only for those pursuing a career in high-level research. Now it is extremely challenging for candidates in certain fields without postdoctoral experience to get tenure-track positions, even at institutions without a national reputation. In addition, social scientists and scholars in the humanities are increasingly serving as postdoctoral fellows and visiting assistant professors both in the absence of tenure-track opportunities and to build a research platform and, by extension, their CVs. Despite tenure’s presumption of lifetime employment, faculty members in all fields increasingly move between institutions in the course of a career. Typical occasions of moves may include not getting tenure at one institution; being ‘‘lured away’’ at a higher salary or rank by another that is trying to build its department; and responding to a job opportunity for a spouse or partner. To some extent, there is a national hierarchy of colleges and universities, roughly correlated with the research reputations of their faculty members and their selectivity in admitting students. In addition, there is something of a national hierarchy of departments, based on approximately the same standards. For example, an institution of generally average quality may sometimes house one of the premier departments in a given discipline. It is generally easier to move from an institution of higher status to one of lower status than to move in the other direction. To some extent, this is a function of ‘‘name recognition.’’ In addition, the most prominent institutions generally provide the best facilities for research on the part of their faculty members, in terms of equipment, libraries, and reduced teaching loads. People at these institutions generally have more opportunities for the kind of research that will lead to additional opportunities. Therefore, candidates usually aim as high as possible in the choice of a first academic position. Does this mean that a candidate who does not begin an academic career at a major research institution may never have a chance to be on the faculty of one? Of course not, but to do so can be very difficult. Particularly in the tight job market of recent years, candidates have taken the best positions they were offered, continued to do research, and, in some cases, moved to other institutions within a few years. They have been able to make these moves through visibility generated from research, publication, and participation in national scholarly or professional organizations. It is the case, however, that if an individual does not move to an institution or department of national reputation within the first few years of a career, whatever the form of appointment, he or she becomes increasingly less likely to do so. It does also happen that faculty members will decide to leave a tenured or tenure-track position to move to a more desirable location or to change

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careers entirely and take a non-faculty position, which will be discussed in Chapter 23, ‘‘Exploring the Expanded Job Market.’’ Some movement is also possible between academic and nonacademic employers. This is particularly likely to be the case in professional schools, in which candidates may join the faculty at a senior level after achieving a distinguished record of accomplishment in the profession. Scientific and technical areas have also seen increasing movement between academic and industrial research settings. However, transferability of credentials between academic and nonacademic settings varies greatly from field to field. It is a good idea to seek advice from senior individuals on both ‘‘sides’’ so that you do not make a major career move without being aware of its probable implications. You may need, for example, to learn how long scholars in your field can refrain from pursuing active research before they risk being unable to resume it with any credibility.

Academic Lives The kind of position one gets, and at what institution, will have important ramifications for one’s life. Many, if not most, people seeking an academic appointment will be facing the possibility of a major relocation that will require reestablishing not only your professional life but also your personal life in an entirely new setting. In addition, as short-term contracts have become more common, young scholars may expect more than one major relocation. Research universities may demand research conducted at practically nonstop intensity, and careers in some fields may be tied to continuously obtaining new grants. Faculty at teaching-focused institutions may find that teaching and service consume much of their time, leaving them with few additional hours for their research and other priorities. Students at all types of institutions may expect to have access to you twenty-four hours a day/seven days a week via email and social media. The period between obtaining a tenure-track position and obtaining tenure requires constant juggling of priorities as it presents so many demands. Despite their heavy workloads, academics have more freedom to structure their own time than practically anyone else in the economy. For some people, this is the great advantage of the career path; for others, it is a source of stress. Academics, like other people, establish long-term relationships, have children, buy houses, care for elderly parents, try to make time for hobbies and community service, and hope to have some retirement income. Since academics are particularly likely to bring work home, boundaries between work and the rest of life are often blurred. When you aspire to and accept an academic position, inevitably you’re planning the rest of your life as well.

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Chapter 2 Hiring from the Institution’s Point of View

Just as your CV presents the public face of your qualifications in a simple, organized form, without revealing the full complexity of your individual life, an advertised position is the public presentation of an outcome of complex negotiations within a department and possibly within an institution. It will generally be impossible for you, as a job candidate, to have a full understanding of what goes on behind the scenes. Even if you are fortunate enough to have an inside contact who can give you additional perspective, it is still extremely unlikely that you will know everything about the hiring decision. Thus, throughout the job search process, you will need to present yourself in the strongest fashion possible without tying yourself into knots trying to second guess the institution that has advertised the position. However, here are some of the factors that might be in play and the implications for candidates. These topics will be examined in more detail in subsequent chapters.

Defining and Advertising a Position It may be fairly easy for a department to obtain approval and funding for a renewable lectureship or sabbatical replacement position. When a tenuretrack position is listed, however, it reflects efforts by a department to maintain or strengthen its hiring position vis-a`-vis other departments in the school. In today’s financially stringent climate, approval to fill a position that has been vacated is not granted routinely. A department that has lost a faculty member must defend to its dean the necessity of replacing the position and is likely to be competing with other departments for limited resources. If the hiring department has been given a new position, that very fact may reflect even more intense departmental lobbying.

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The definition of the position more frequently reflects discussion internal to the department. In some cases the definition is obvious: the department absolutely must replace a faculty member who has particular expertise. Perhaps, too, the department has a long-range plan that calls for increasing areas of strength or adding new such areas. At other times, there may be dissension within the department about how the new position should be defined. Some want the department to move in one direction, some in another. That the debate is resolved to the point necessary to define and advertise a position does not necessarily mean that everyone has been convinced. However, everyone is aware that if a hire is not made the funding for the position may be lost. A failed search reflects poorly on the department. Further complicating the situation is the tendency of departments to advertise positions simultaneously at the assistant and associate professor levels, leaving the area of specialization entirely open. In that case, the department has clearly chosen to ‘‘see who’s out there,’’ planning to make an offer to whoever in its view is the best candidate. New Ph.D.s are often unnecessarily frightened by an ad that mentions positions at both levels. The hiring department will not compare a new Ph.D. to a senior faculty member. The new Ph.D. will be compared to other new Ph.D.s, the more senior faculty member to other more senior faculty members, and an offer will be made to the individual who is the best candidate relative to his or her peer group and can best fit the needs of the department.

Implications for Candidates As described above, job postings themselves are the reflection of a deliberative process. As a result, sometimes postings will be extremely general; at other times, they will be so specific that they leave candidates wondering whether anyone in their field could possibly do everything listed in the job description. In your materials, highlight the aspects of your background that do connect with the position; for postings that are vague, emphasize a broader sense of fit with the department and the institution as a whole. In addition, a department that has gone to considerable trouble to get approval to hire for a position will not take kindly to applicants who seem to view it as a second-best alternative to be abandoned as soon as something better comes along. Therefore, it is important that you as a candidate convey a serious interest in the position throughout the search process. Don’t get bogged down in self-comparisons to imagined other candidates. Concentrate on communicating what you have to offer.

Screening Candidates In a small department, all faculty members may be involved in hiring, whereas in a larger one the logistics of managing the search, and a good

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Hiring from the Institution’s Point of View

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deal of decision making, may be delegated to a search committee. In some cases the committee may include a student representative who could be a graduate or undergraduate student, depending on the focus of the institution. In most hiring bodies, there will be some members of the group who are intensely interested in who is ultimately hired and who take the process very seriously; others who take participation seriously, but view it as an obligation that interferes with things they would rather be doing; and, possibly, an individual who wishes he or she were elsewhere and who participates without giving the process full attention. The hiring group will read through the materials submitted in response to the advertisement. At this stage, candidates get the least careful screening because it simply is not possible to do an in-depth evaluation of what may be up to several hundred sets of materials sent in response to an advertisement. Individuals in the hiring group are probably not yet wedded to the candidates they prefer, because most of the candidates are still abstractions. Therefore, if someone asks the group to pay special attention to a candidate at this stage, the request may be honored. The request may take the form of a phone call from a dean who says, ‘‘X is the spouse of Y, who is department Z’s top choice. We’ll lose her unless we can make an offer to him. See what you think.’’ It may take the form of a phone call from a department member’s former dissertation advisor who says, ‘‘Dr. L. is the best student the department has had in the last five years and she is seriously interested in this job. Can you be sure to look at her application carefully?’’ Although interviewing at a conference is still common in many disciplines, many search committees conduct an additional screening interview by phone or video conference and/or request additional materials such as dissertation chapters or articles from candidates they may want to interview.

Implications for Candidates Be sure to emphasize key accomplishments in various ways throughout your job search materials. As will be discussed in detail in later chapters, make all the materials in your application clear and accessible, even to someone who is not a specialist in your area. Your readers, though they may be in your field, may not share your research specialty. If your cover letter repeats some of the material in your CV, someone who does not pay full attention to one may pick up key points from the other. However, resist the temptation to cut and paste. Insure that each cover letter sounds intentional and directed. Vary your language from document to document. Ask your advisor and other faculty members who know you whether they have colleagues at the schools to which you are applying, and then ask

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Before You Start

whether they would send an email message or make a phone call on your behalf. Some faculty members are happy to do this. This kind of informal connecting to colleagues at other schools can have a good effect in that it can draw attention to your candidacy and help keep your application in the group of those chosen for further examination. Once you apply for a position, be prepared to submit additional supporting materials promptly and/or to be interviewed remotely on very short notice.

Interviewing In many fields, departments screen candidates remotely or at a national conference and then invite a smaller group for second interviews on campus. In other fields, particularly in the sciences, the campus interview is the first and only one. Once the interviewing process begins, issues of personality, style, and the department’s own history begin to come into play, in unpredictable fashion. Most departments have their own histories of hiring ‘‘successes’’ and ‘‘mistakes,’’ with one common mistake being hiring someone who leaves after a year or two for a more desirable location. Naturally they will attempt to repeat one and avoid the other. Therefore, statements by a candidate during an interview may have resonances unknown to the candidate. For example, if your remarks closely parallel those of a candidate hired two years ago, they will probably be heard differently depending on the current consensus as to whether hiring that candidate was a coup or a mistake. As a candidate, you are unlikely to have a full understanding of power and influence within the department. Obviously, you must be chosen by the hiring committee and approved by the chairperson. In addition, however, there may be individuals of sufficient influence that the department may be reluctant to hire anyone to whom they strongly object. It is important to note that in some institutions, particularly small colleges and community colleges, nondepartmental faculty members and administrators may be significantly involved in hiring.

Implications for Candidates When your interview is scheduled, find out with whom you’ll meet during the course of your visit. Get all the firsthand information about the department and institution that you can possibly gather. However, you should recognize that you are likely to gain, at best, only a partial understanding of the departmental dynamics. Therefore, don’t try to second guess your interviewers. Again, concentrate on the clear communication of what you have to say. And if you do indeed want this job be positive about the institution and the location throughout the interview.

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Decision Making After a small number of candidates have been invited to campus for an interview, the department must decide to whom to offer the position. Sometimes the choice is simple; sometimes it is agonizing. Faced with the real people who have interviewed for the position, rather than the ‘‘ideal’’ represented by the ad, the department may need to make very concrete trade-offs. What if the candidate who is ideal in terms of the qualities described in the ad has charmed half the department and totally alienated the other? What if no one really fits the job that was envisioned, but one candidate seems outstanding in every other respect? The department must make its decisions, knowing that job offers and acceptances will occur over the space of a few months. It knows the highest salary it can pay, and it knows it must give its first-choice candidate at least a week or two to decide whether to accept the offer. It may believe that the first-choice candidate is extremely unlikely to accept the position, and that the second-choice candidate, also very good, is likely to accept, but only if the position is offered within the next few weeks. Finally, if none of the candidates seem entirely satisfactory, the department must decide whether to leave the position vacant for a year and risk losing it to some kind of budgetary constraint, in the hope of reopening the search the following year. Usually the department comes to a decision that balances competing priorities. Depending on the department’s style, a job may be offered to the candidate who has not alienated anyone, to the candidate who is most strongly backed by a few influential department members, to the candidate who appears most neutral in terms of some controversy that has split the department, or to a candidate chosen in a close vote. Depending on the institution, the department’s decision will be endorsed by the administration or must be vigorously defended to it.

Implications for Candidates Do your best to accept the fact that hiring is usually a matter not of choosing the ‘‘best’’ candidate by some set of abstract criteria, but of making a reasonable choice among valid, if competing, priorities, an inherently political process. Therefore, do not dismiss the process as somehow unethical. If each member of a hiring committee honestly thinks a different candidate is the best choice for the department, a decision must be made somehow. Unless it is to be settled by a duel or a flip of a coin, it must be decided through a negotiated process that acknowledges several factors not necessarily known to the candidates. If you insist on thinking either that there is an obviously ‘‘best’’ candidate for every job and that every time that person has not been chosen

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Before You Start

an immoral decision has been made, or that hiring is a random process amounting to no more than the luck of the draw, you will diminish your own ability to understand the difference between what is and is not in your control. Worse, you risk becoming angry, bitter, or cynical and therefore approaching potential employers with a visible presumption that they will be unfair. Approach a department as if you expect it to behave in a fair and reasonable fashion. Make it easy for those who would like to hire you to lobby for you, by being well prepared, by communicating an attitude of respect for everyone you meet during the course of the search process, and by making all your written application materials as clear and strong as you can. Let your enthusiasm for the position be obvious. Keep a record of the people with whom you speak during each application. Even if you do go elsewhere, you can keep in touch with them, send papers to them, and cultivate a relationship with them over the years. They may invite you back after you establish a reputation elsewhere.

Offers and Negotiation Once a position is offered, there will probably be a period of negotiation about salary, terms of employment (for example, research facilities, or how many classes are to be taught in the first year), and time given to the candidate to make a decision. Sometimes there will be delays, as the department must receive approval from a higher level before making a specific offer. Every institution will have its own process and timetable. Usually other finalists will be notified of a decision only after a candidate has definitely accepted a position. And, for tenure-track positions, note that if you have not yet earned your Ph.D. your offer letter may give your title as ‘‘instructor’’ instead of ‘‘assistant professor.’’

Implications for Candidates Understand that delays may be inevitable. However, if your own situation changes (for example, if you get another offer), do not hesitate to let the department know immediately. If you are turned down, it’s natural to wonder why. Except in the event that you have a friend in the department, you’re unlikely to find out. However, you may wish to ask for constructive feedback. If you do ask, concentrate your questions on what you might have done to strengthen your presentation, rather than on how the decision was made.

Hiring and ‘‘Inside Candidates’’ Sometimes, at the conclusion of a search, it is widely perceived that the advertised position was not truly open. There was a high probability at the

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outset that an offer would be made to someone already in the department; to someone the department had been wooing for the last few years; to a member of a group whose underrepresentation among faculty members was viewed as an intolerable situation; to a clone of those already in the department; and so on.

Implications for Candidates Compete for every job you want as if you have a genuine chance of being offered it, whatever you guess or have been told. That way you best position yourself to take advantage of the uncertainty inherent in every hiring situation. Maybe the department does have a strong front-runner, but he or she will not accept the position in the end. Maybe you are very unlikely to get this job, but the campus interview you are offered will help you polish your interviewing skills so that you will do better at the next interview. Remember that, even if you are not successful in getting a particular job, you have left behind an impression of abilities, talents, and personality. Occasionally, faculty members will talk with colleagues at other schools about good candidates whom they interviewed but were not able to hire. Even if your interview at a particular school does not result in a job offer, it can serve as good advertising, depending on how you deal with the interview situation and, particularly, with any rejection. When you are hired, there may well be disappointed candidates who think that you had some kind of unfair advantage, so try to be generous in your assessment of the decisions made by what are, by and large, wellintentioned people operating in a complex system.

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Part II Planning and Timing Your Search

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Chapter 3 Becoming a Job Candidate: The Timetable for Your Search

It is important to begin to prepare for your job search well before you expect to finish your dissertation or your postdoctoral research. Think about your job search, your participation in scholarly organizations, and the completion of your research as a unified whole. In some fields candidates may go on the job market before completing their dissertation. If this is the case for you, be sure to be realistic about the time you will need to complete it. Most faculty members will advise you not to begin a tenuretrack position before your dissertation is completed. It is important to note that in a tight job market, candidates who have completed their degrees are likely to be chosen over those who have not. Many scientists are competitive on the tenure-track market only after a few years of postdoctoral research. Postdocs should fulfill all their obligations to their current lab before leaving for a new position. A postdoc will want to start his or her own research program and not have to worry about finishing research conducted for someone else. Once you have accepted a position, you will gain tenure as a result of research accomplished as a junior faculty member. If you are late beginning your new research agenda, you will already be late by the tenure clock, and be in the position of a student with several incompletes, who can never catch up with current work. Funding considerations may force you to look for paid employment before beginning your new position. If this is the case, choose the employment most conducive to furthering your research and publications. Use the timetable below to plan your job search while completing your dissertation or postdoctoral research and participating in scholarly activities. If, by chance, you read it thinking, ‘‘I wish I had done some of these things last year,’’ don’t despair! Fill in the gaps as best you can. Certainly many people obtain positions without having conducted the ‘‘perfect’’ job search. However, if you see gaps in your preparation and do not do as well as you hope in the job market this year, you may find much more success if you go on the market again next year after better preparation.

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Timetable for Applying for Jobs That Begin in September Two Years Before the Position Would Begin • Specifically for those who are currently graduate students: • Make sure all members of your dissertation committee are selected. • Consider getting a degree in mid-year, which enables you to apply with ‘‘degree in hand.’’ (International scholars, however, should consider the visa implications of this timing.) • Know conference dates and locations. If you aren’t aware of these yet, it’s essential you find out about them, plan to attend, and, if appropriate, give a presentation. Learn deadlines for submitting papers. • Learn about all the important sources of job listings in your field. In some disciplines the job listings of one scholarly association cover almost everything. In other fields there may be multiple sources. • Explore the many online resources focused on academic careers and job searching, such as The Chronicle of Higher Education, Inside Higher Education, and Higher Education Recruitment Consortium. Use these to read about the issues and trends that will help you learn about life as a faculty member. • If your institution or department offers career programs on academic searching, plan to attend some. In particular, faculty speakers or panels can offer candid insights and advice. • If your department allows students to review candidates’ application materials or to sit on hiring committees, take advantage of this opportunity. Think about what candidates do that does or does not work well. • If you find that most people in your field have a professional website, start to develop one. • Cultivate your online presence. Utilize potentially useful networking resources such as Academia.edu and LinkedIn. • Work on developing professional relationships/networks outside your department or institution. • Begin the process of submitting an article or articles to reputable journals in your field. This way you will have at least one current publication(s) on your CV by the time you complete your degree or postdoc. • Consider whether proactively enhancing your teaching skills will benefit you, in particular if you are considering applications to teaching-focused institutions. Many doctoral granting institutions have centers for teaching and learning that provide support services for graduate students and faculty to improve their teaching competence. Locate your teaching evaluations, particularly if you’ve taught at multiple institutions. You will need them for your job search. • Give thought to your long-range goals and consider the kinds of jobs you will wish to pursue. If your plans will have an impact on a spouse or

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partner, begin to talk with that person about geographic locations you will both consider acceptable. • Identify any relevant postdocs for which you may want to apply and learn their deadlines. • You will want to seek a tenure-track position when you feel your research record is strong enough. Once you’ve decided you’re ready to put yourself on the market, see ‘‘Fall, Twelve Months Before’’ below. • Think about developing a backup plan. If it includes seeking non-faculty positions, start to educate yourself about the options, read Chapter 23, and use the resources listed in Appendix 2.

Summer, Fifteen Months Before • Specifically for those who are currently doctoral students: • Make sure your dissertation will be finished no later than the summer before the job begins, and preferably earlier. In many cases, hiring departments will not consider a candidate without a doctorate in hand. • Find out how faculty in your department provide letters of recommendation. If they use a credentials service provided by your institution, establish an account. Get letters of recommendation now from those with whom you will have no further significant contact. • If you will be applying for individual postdoctoral funding, begin to prepare applications. If you will be applying to work on someone’s research grant, start to network with potential principal investigators. • If you are a postdoc, you should be adding to your list of publications and planning to finish your research approximately twelve months from now. This would be a time to open or update a credentials account for your reference letters. • Discuss your plans with your advisor or postdoctoral supervisor and any others in the department who may be interested. If they don’t think you will be ready to go on the market until the following year, consider their point of view very seriously. If you begin a new position before your dissertation or postdoctoral research is complete, you will start off behind schedule in terms of the ‘‘tenure clock.’’ • Renew contacts with faculty members whom you may know at other institutions, letting them know of your progress and that you will be on the market soon. • Collect all the materials you have that you might want to use or refer to as part of an application and make sure you can find them. Your collection could include teaching evaluations, samples of student work, syllabi you have prepared, press coverage of your work, and notes about things you want to remember to stress in a cover letter. • Update your CV with recent accomplishments.

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• Inevitably, applying to faculty positions will require that you talk about your long-range research plans. Take time now to give some thought to where your work will lead, and focus on a clear articulation of your future research agenda or goals. • Begin to prepare the additional written materials you will need in your search. You may be asked to provide an institution with a research paper or article, a brief statement of your research plans or teaching philosophy, ‘‘evidence of successful teaching,’’ an abstract or the first chapter of your dissertation, a diversity statement, and/or sample syllabi. • You may also be asked for a copy of your transcript. Be sure you know how to order it and how long it takes to fill a request. • Think about what resources you will need to do your research as a faculty member. Begin to look into ways of funding your research. You may be asked about this in an interview. • If you are also considering non-faculty options, be aware that opportunities for non-faculty positions become available throughout the year. If an academic position is your first choice, concentrate on that search at this time.

Fall, Twelve Months Before • Finalize your CV (you may need to update it a few times during the year) and complete additional supporting written materials. • Monitor job listings and apply to those for which you are a good fit. The first applications you write may take longer to prepare than subsequent ones. Be sure to meet all deadlines. • Arrange for letters of recommendation to be written by everyone who will support your search. Your advisor will probably update his or her letter as your dissertation progresses through its final stages. • Prepare your teaching portfolio in case you are asked for it. Develop a list of the materials you plan to include. • Keep working on your dissertation or postdoctoral research. • If you’re in an art or design field, prepare the visual materials you’ll be asked to submit with applications. • Attend any programs on the academic job search that may be offered on campus or at conferences. • Continue to keep in close touch with your advisor and other recommenders, and let them know where you are in the application process. • If you find yourself confined to a specific geographical location, make direct inquiries to departments that particularly interest you. (What you are most likely to discover in this way are non-tenure track positions.) • Review the literature in your field and subfield in preparation for interviews.

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• Check to see that letters of application have been received by the departments to which you have applied. • Investigate sources of funding for your research so that you can discuss your plans with hiring institutions. • Plan ways to maintain your perspective and sense of humor during what can be a trying time. Be sure to seek out campus resources, encourage others who are going through the same thing, and nurture your own support network.

Eight Months Before • Prepare yourself for the possibility of being contacted by email or phone to schedule interviews. • If you are in a discipline where preliminary interviews for faculty positions are held at conferences, you may wish to consider whether or not you will attend even if you do not have interviews scheduled well in advance. Requests from search committees may come up unexpectedly, and it will help if you know how you will handle them. • Prepare carefully for each preliminary interview, whether it is a phone, video, or conference interview. Remember to send thank you notes after each interview. • If you are contacted for preliminary interviews, know that campus interviews are the next step in the process. • If you give a presentation or job talk as part of an interview day on campus, practice it in advance. Organize a practice talk/presentation with your department and get feedback. • Continue to look, apply, and interview for positions. • This may be a stressful time. Plan to take some breaks for activities or events that you consider relaxing and renewing.

Six Months Before • Continue to apply and interview for positions, although most openings will have been announced by now. • You may begin to get offers. If you feel you need more time to make a decision about an offer, don’t hesitate to ask for it. You will, however, have to abide by whatever time frame you and the institution agree on for your decision. You don’t need to be totally open with everyone at this stage, but you must be completely honest. When you do accept a position, consider your acceptance a binding commitment. • It is possible your job hunt will not yield the offers you seek. If you have received offers but have strong reservations about them, don’t think that you must take absolutely any job that is presented to you. Keep in

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mind, however, that in a competitive job market, tenure-track offers can be few and far between, so think carefully before rejecting an offer. • If you did not receive any offers, talk with your advisor and others about the best way to position yourself for next year’s market. You can also keep watching for one-year appointments, which are often announced later than tenure-track positions. • If your Plan B involves a non-faculty job search, see Chapter 23, ‘‘Exploring the Expanded Job Market,’’ for helpful resources. • After you have accepted a job, take time to thank everyone who has been helpful to you in the process.

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Chapter 4 Deciding Where and When to Apply

Before you begin a job search, think about what kind of job you want and whether you are currently prepared to compete successfully for it. Study position announcements to see what different types of institutions seem to require, and use the information to help plan your next steps. If you do not yet seem qualified to compete successfully for the jobs you really want, consider whether a postdoctoral position or fellowship, additional teaching experience, or another kind of opportunity will position you for a successful search. It is important to think about both your priorities and your realistic chances of achieving your goals. Even in a tight market where you feel options are limited, it is still useful to keep your sights on what you really want. The more articulate you can be about your plans and goals, the easier it will be for you to communicate with your advisor and others who will assist you in your job search, to prepare for interviewing, and to assess job offers. Sharing your thoughts with your advisor, department placement chair, and others who will work with you in your search can help these individuals act effectively on your behalf. Conversations with them can help you clarify your own thinking as it evolves. Honest faculty feedback about your choices can be enormously helpful to you. The best way for you to elicit it is to ask for candor, assuring those you ask that your feelings will not be hurt by what you hear. Needless to say, respond in a way that does not cause someone to regret his or her frankness with you.

Understanding the Market Competition for faculty positions in every discipline is very strong. You must know something about the job market before you begin your search. The more informed you are, the better your search will be. The experience of graduate students a few years ahead of you in your department or postdocs who finished a few years earlier provides a very limited knowledge

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base. You need to do additional research to be conversant with several topics. Learn about the hiring outlook in your discipline and in your field of research. Try to get a sense of how broad the market is in your field. You may find that opportunities exist outside traditional departmental definitions: for example, although your degree is from an arts and sciences department, you might seek a position in a professional school such as business, government, communication, or education. Find out how many times typically people in your field go on the job market before obtaining a faculty position. Additionally, if you are in a highly specialized field, it is crucial that you know when and where openings are anticipated. There are several ways you can obtain this information. Read articles in The Chronicle of Higher Education and Inside Higher Education. Contact your scholarly association (see Appendix 1) for reports it may have produced about the market. Check to see whether your department, university career center, or graduate dean’s office has records of the jobs taken by new Ph.D.s from your school. Talk with students in your department who are on the market or recent graduates who have new faculty positions. Even if you are not on the market yet, take a close look at the job postings for your field to get a sense of what is asked of job candidates. Above all, talk regularly with your department chair, mentor, and other faculty members about the job market in your field. In addition it is crucial to keep abreast of general economic trends, particularly those that affect higher education. Read the New York Times, Wall Street Journal, and other major media outlets. Attend presentations on trends in higher education, as the industry is currently changing quickly and dramatically.

Deciding to Apply for a Postdoctoral Position Many doctoral students, even after years of graduate study, are unsure what exactly a postdoctoral position or fellowship is. That is because these positions, often simply called ‘‘postdocs,’’ can run the gamut from a longstanding, well-defined, nationally advertised opportunity, to an endeavor that is funded on an ad hoc basis, to a job of undetermined time and structure that is improvised as the project develops. A postdoc title can include different names including Fellow, Scholar, Resident, and Associate. A postdoc can be entirely focused on research, entirely focused on teaching, or somewhere in between. Most important, a postdoc is meant to be a temporary position, a period of additional training that helps you to strengthen your profile as a candidate for tenure-track positions (though certainly not everyone who does a postdoc will move to the tenure track). If you are preparing an application for a postdoc, you should be sure to craft your application carefully, stating clearly how your work fits in with a given research

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initiative, what steps you will take to move forward in your own research, perhaps even including a timetable, and how you will work to fulfill the terms of the fellowship. As you near the end of your graduate work it is wise to have a sense of whether a postdoc is the natural next step for people in your discipline. In the biomedical sciences it is difficult if not impossible to obtain a tenure-track position without postdoctoral experience. This is also sometimes true in other fields of science and engineering, depending on the discipline. Conversely, job candidates in the sciences who have a well-developed research profile are taking on ‘‘teaching postdocs’’ to gain the teaching experience they may need to obtain tenure-track positions in teachingfocused institutions. For those in science, engineering, and related fields, many postdoctoral opportunities come through engagement with an individual researcher, usually called a Principal Investigator or ‘‘PI,’’ who may have funds available in his or her research grant to hire a postdoc. For this reason, if you are finishing a Ph.D. in these fields, you should be in close communication with your advisor and dissertation committee in order to develop a network of potential PIs whose work may be a good fit for your current research interests and future goals. There are also national funding organizations, such as the National Science Foundation and the National Institutes of Health, that award postdoctoral funding directly to Ph.D.s. These programs, though very competitive, allow you to come to a chosen lab or project with your own funding, making it easier for you to connect with the research project of your own choosing. For some of them, you will need the support of a future PI to complete the application process. In the sciences and engineering, PIs and postdocs work long hours and their projects and successes are tied together. Before choosing a lab, it is important to have a sense of how well you will work with a potential PI and whether he or she will support your career goals. Are those currently working in your potential research group happy? Have they moved on in productive directions? Will you be able to publish while in this research group? Will your research interests be supported and will you have a reasonable amount of freedom in determining the direction of your projects? The National Postdoctoral Association (www.nationalpostdoc.org) has developed a strong set of resources around career development for graduate students and postdocs. Those in the sciences and engineering spend a median amount of four years in a postdoc. It is important to do all you can to make sure these years are fruitful ones for you. In humanities and social sciences, the postdoc has become increasingly prevalent. Many Ph.D.s in these fields are doing postdoctoral fellowships because they were unable to secure tenure-track employment, and are hoping to use the postdoc as means to build their research and teaching in order to become more competitive candidates. Furthermore, the total number of postdocs has increased, as institutions and funding agencies see

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the creation of postdocs as way to support recent Ph.D. graduates in these fields. Some postdocs can be a way to move your research forward without the heavy teaching responsibilities associated with being a visiting assistant professor or the insecurity of being an adjunct; others have teaching as a primary responsibility; still others make being a part of a scholarly community and participating in meetings and conferences an integral part of the experience. It is important that your application materials explicitly address the stated goals of the postdoctoral opportunity. In most fields in the humanities and social sciences, postdocs are advertised nationally and often are as competitive as tenure-track opportunities themselves. Some opportunities are based on specific campuses, at a center for the humanities, for example. Others are competitions run by various funding agencies such as the Social Science Research Council or the American Council of Learned Societies. Regardless of your exact discipline, it is likely that information about postdoctoral opportunities will come through your department and scholarly association.

Questions to Ask When Deciding to Apply for a Postdoc • Why are you planning to do a postdoc? Is your field one where postdoc experience is usually required? • Do you want to use your postdoctoral experience to increase your expertise in your dissertation area or to broaden your skill set? • Should you do your postdoc in a large research institution or in a smaller school? • What qualities do you plan to look for in the supervisor who will serve as your mentor? How do you plan to assess those qualities? • What type of facilities and other resources are required for the type of research you want to do? • Will this postdoctoral position help you move your research forward in a way that will provide a strong basis for an independent scholarly career?

What to Consider as You Apply for Faculty Positions It is important to understand that there can be big differences in institutions and departments. The questions listed below should help you as you develop awareness of these differences. Are you most interested in:

Institutional Characteristics • A public or private institution? • A large university or a small four-year teaching college or community college? • A for-profit university?

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• A school with a distinctive institutional personality, such as a women’s college, a historically minority-serving institution, an institution with a strong religious affiliation, or a school offering an innovative curriculum? • An institution that emphasizes research over teaching or one that emphasizes teaching over research? A competitive job market has enabled institutions that formerly emphasized only one of these to require both; however, ‘‘teaching’’ and ‘‘research’’ institutions still may be distinguished from each other. • A place that demands or offers heavy involvement in the life of the school (usually a teaching college) or one in which your major identification will be with your department? • A highly selective institution or one that prides itself on offering educational opportunities to a broad section of the community? • An institution where the faculty is unionized or one where individual salaries are market-driven? • A U.S. institution or one in another country? • An institution with a high rate of tenure or an institution without tenure-track positions?

Departmental Characteristics • Many colleagues in your field of research or an opportunity to be the in-house expert? • The opportunity to and expectation that you will socialize with others in the department or an atmosphere that encourages solely professional involvement? • An emphasis on graduate or on undergraduate teaching? • A department in which you would be the first person of your cultural background ever hired, or one in which you feel most people are like you? • A department with a specific orientation (‘‘traditional,’’ ‘‘radical,’’ ‘‘applied’’) or one whose faculty members take a variety of approaches? • A department where teaching occurs mainly in seminars or one where classes are primarily large lectures? • A department that emphasizes research or one that emphasizes teaching? Think about what kind of facilities you need to carry out your own research plans. • A department with a hierarchical structure or one that emphasizes participatory decision making?

Geographic Considerations Can you work and live comfortably in any region of the country? Is it important to you to be in a rural, small city, suburban, or urban environment?

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There are advantages to each area. Consider if you need to limit the geographic range of your search, or find an institution near an airport, because of personal considerations, such as the career plans of a partner, a child’s education, or the need to be near a relative who is ill. If you are planning to look both in the United States and in other countries, are you able to teach in a language other than English? Compare the cost of living in the various locations where there are jobs in your field. The cost of living in the United States varies widely.

How Competitive Are You? Be thoughtful in evaluating the type of institution where you will be able and willing to do what is necessary to attain tenure. Be sure there is no discrepancy between your ability and willingness to perform in your first job and your ability to obtain it. For example, in some fields, it is very important to be able to obtain funding for your own research. Be honest with yourself as to whether you will want to compete for these funds in a long-term way. Perhaps you are highly productive in research and publication and very awkward in oral presentations and conversations. In that case, you can work to improve your job hunting skills instead of letting them limit your job search, because your job hunting ability can always improve if you are willing to give it practice and attention. On the other hand, if you interview extremely well but seriously doubt your ability or willingness to perform the level of research required to get tenure, do not talk yourself into a job whose demands you may not want or be able to meet. The tenure clock usually starts the minute you accept a tenure-track position. If you feel you will be unable to do what will be required to achieve tenure, you will surely face another, possibly more difficult job search down the road.

Work/Life Balance Considerations The academic job search necessitates a balance between restricting yourself and having an open mind. You also want to think about the balance you want to strike between career-related features and nonprofessional aspects of a job. For example, would you take a position at a highly prestigious institution at which you would need to work nearly all your waking hours in order to have a reasonable chance of obtaining tenure? Do you need to consider the career goals of a partner? (For additional discussion, see Chapter 20, ‘‘Dual-Career Couples and Pregnant on the Job Market.’’)

When to Look Because most jobs are advertised about a year before they are to begin, you will probably start your job search while you are still finishing your dissertation or postdoctoral research. Be realistic about when you will finish. For

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Ph.D. students it is crucial that you discuss with your advisor when to begin the search, because he or she will be knowledgeable about the advisability of being a candidate with an unfinished dissertation as opposed to one with the degree in hand. That is the most important factor in determining when to start looking. On the other hand, if you are in a field with very few annual openings, and a good job is announced before you are entirely ready to apply, you and your advisor may decide that it is a good idea for you to accelerate your search. If you are in the first year of a postdoc with a two-year commitment and the perfect job opportunity comes along, you are in a difficult situation. You probably must discuss it with your supervisor, who will almost certainly find out about your application at least by the time you are invited for an interview. If it looks as if you will finish in a year in which very few openings are available, plan to search for good interim opportunities while you conduct the academic job search. Some postdoctoral and other fellowship opportunities have very early deadlines for application, like faculty positions. Do not wait until you find you have no job offers before you apply. Some faculty positions will continue to be listed throughout the academic year, so, while you must begin your search early, it may continue over several months. If you are an international student or postdoc, you should find out if there are visa considerations that might affect the timing of your search and the date you might prefer to have your degree awarded. Start working on this task early to avoid problems or delays that might prevent an institution from offering you a job later on, or that might compromise your ability to remain long-term in the United States if that is your preference. If you are on a campus that has an office that offers good visa and immigration advising, use it. If not, consult a reputable immigration attorney.

Interdisciplinary Areas If you have an interdisciplinary degree, you have the advantage of being able to apply for jobs in more than one kind of department. On the other hand, when you read job announcements, you may notice with dismay that they frequently occur within the confines of departments defined by traditional disciplinary distinctions. At times you may face the problem of seeming ‘‘neither fish nor fowl’’ to a search committee. If you are looking outside your field, learn the language of that field and use that language in your CV, cover letter, and interview. Disciplines have their own strong identities, and search committees in a related discipline will not consider you if they think you cannot talk to them in their language. It is imperative to have a letter of recommendation from someone for each discipline in which you are applying.

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From time to time positions will be posted as joint appointments. Applying for such a position will affect how you frame your written materials, as the search committee will be made up of people from different departments with different priorities. If you accept a joint position, be sure you clarify responsibilities and expectations before you begin your new position. In addition to those in your own discipline, join other scholarly associations so that you are current academically, as well as aware of job openings. Attend their conferences. To make sure you are aware of all possible openings, ask faculty and recent graduates in the disciplines that interest you for suggestions of places to look for job notices. For example, those whose work is best defined as gender studies may see appropriate jobs listed under History, English, Sociology, or Anthropology in The Chronicle of Higher Education, and in the job listings of those respective professional associations.

Discussing Your Plans with Others In talking to others, whether faculty members or peers, keep your own priorities clearly in mind, and use your own judgment. For example, perhaps your research has only recently begun to take off because you were meeting personal obligations that you are convinced will now be lighter. In that case you may want to try for jobs that your advisor feels are beyond your reach, even if you need to take a postdoctoral position in the interim to strengthen your credentials. If you are a natural risk-taker convinced that a department at a new overseas campus of an American institution may give you the opportunity to innovate in teaching and research, you may choose to apply to the position even if the department’s reputation is not yet established. Following your own instincts as to what you will find satisfying is easy if your goals are similar to those of the people around you. While obtaining any tenure-track position is an achievement, you may encounter some resistance from advisors who feel that only positions at certain types of institutions are worthy goals. It is often more difficult if you want to follow a path that seems foreign to your advisor and most of the students in your department. In that case, use their skepticism as a prod to make sure that you get as much information as possible to make informed decisions. If you want to do something nontraditional, be able to explain your decision to others so they can support your search. Balance this skepticism, however, with the enthusiasm of people who are doing what you would like to do, even if they are at other institutions and you have to seek them out. In the end, it is your career and your life, and you are most likely to be satisfied with both if you shape them according to your own priorities and values.

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Chapter 5 Building an Academic Network

A job search may feel like a lonely enterprise, but it is always conducted in the context of a web of social relationships. You work within a discipline with its own language, conventions, and structure of communication. Your own research has undoubtedly been strengthened by communication with other people; in some fields it has been conducted as part of a team. Your future includes leaving a department or lab with one social structure and culture to enter another. You will be explicitly recommended by several people, and those who are considering your candidacy may hear about you from others. Whether you find these facts reassuring or alarming, by taking account of them as early as possible in your graduate career, you can strengthen your prospects in the job market. If you have not paid sufficient attention to them until now, it is not too late to focus on them. Networking is crucial, not only to get a job, but also to succeed at it and at your research. Some candidates are put off by the potentially exploitative aspect of networking; the goal is not to ‘‘use’’ people, but to engage in a mutually beneficial relationship. Scholarship benefits from exchange; your own work and ideas can be of value to others, even as you learn from them. During graduate study it is critical that you change your self-concept from that of a ‘‘student’’ who primarily learns from others to that of a ‘‘colleague’’ who is actively engaged in his or her chosen discipline. If you view yourself merely as a job-hunting student, you will see networking as a petitionary activity, be hesitant to contact people, and perhaps run the risk of being bothersome. If you view yourself as an active member of your discipline, you will view networking more appropriately as an exchange of information, contact people confidently, and usually make them happy that they got to know you.

Advisors and Mentors It is difficult to overemphasize the importance of an advisor in an academic career. When you enter the job market, and perhaps for years, you will

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often be viewed as ‘‘X’s student’’ or ‘‘Y’s prote´ge´.’’ In some fields, the postdoctoral supervisor is extremely important. There are many things a supervisor can do to support you. You are fortunate if your advisor or supervisor is well known in the market you want to enter, thinks highly of you, spends time with you, is savvy about the employment market, and is enthusiastically supportive of your job search. Your first job search may well go more smoothly because you will be able to discuss your goals with your advisor, who will in turn perhaps reach out on your behalf to colleagues, paving the way to possible interviews. While such a situation is generally enviable, you may also need to make a particular effort to distinguish between your own goals and your mentor’s goals for you, if you feel they differ. Making choices that are disappointing to an advisor will be particularly difficult. You also may rely too heavily on your advisor’s intervention and fail to master job-hunting skills as thoroughly as does someone who gets less assistance. If you are blessed with such an advisor, make a particular effort to learn from that person how best to make efforts on your own behalf. If you are doing postdoctoral research, your current supervisor can play a role in your search similar to that of a doctoral advisor. However, in addition to supporting your career development, a postdoctoral supervisor is also often dependent on your work to complete research. It may not be realistic to expect that person to enthusiastically support you for a position which would take you away before you completed the time you had committed to the postdoctoral position.

Dealing with a Difficult Advisor You may have a less than ideal advising relationship. Perhaps your advisor is not particularly well known, brilliant but unskilled at interacting with other people, so formal and distant that you are honestly unsure what he or she thinks about your work, or, in fact, disappointed in your work and not hesitant to tell you so. Whatever the characteristics of this real human being, you can probably improve the relationship, profit from the individual’s greatest strengths, and, if necessary, find additional mentors. If things are not going well between you and your advisor, your natural tendency may be to avoid talking with him or her. Resist this temptation! It is only through interaction that you can identify problems and attempt to address them. Arrange regular meetings to discuss your work, come well prepared for them, ask for as much feedback as you can get, take your advisor’s suggestions, and make sure he or she sees that you have done so. If you sense that your advisor is not happy with what you are doing, but is not telling you why, ask more directly for feedback. You may learn that in fact there is no problem, or you may identify an issue you can address. View the immediate problem as an opportunity to learn more about how to manage conflict successfully, since you will encounter it again and again

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throughout your career. One of the most common problems people experience with their advisor is indifference or inaccessibility, because the advisor either is too senior to know how truly difficult the market is or does not support professional development for graduate students and postdocs. In addition, some advisors may believe that ‘‘the cream rises to the top’’ and that just doing good research is sufficient to secure a tenure-track position. If you experience these challenging attitudes from your advisor, you will likely need to be more proactive, possibly seeking advice from other faculty. Even though advisors have considerable power, it is not unlimited. Most will respect you more if you think independently, respectfully express disagreement when it exists, present your ideas persuasively, and generally act as if you accept responsibility for your own career. Most advisors act responsibly; a few abuse their power. The latter are most likely to victimize those who are unwilling to challenge inappropriate treatment. If you honestly believe you are being treated unfairly or inappropriately, begin by learning what the norms for acceptable behavior are. For example, your advisor may be crediting your work appropriately according to standards in your field while you may feel it is being ‘‘stolen.’’ You can ask questions of other faculty members, graduate students, and postdocs; see whether your institution has formal policies and guidelines governing the relationship between advisors and students; consult publications of your professional association; and use online resources to understand how your experience fits into the general scheme of things. If you determine that you truly are being treated unfairly, it is usually better, although not risk-free, to seek fairer treatment, preferably with extreme deliberation and the guidance and support of a senior person who understands your department well.

Expanding Your Network Whatever your relationship with your advisor, it is helpful to have as many senior people as possible interested in your success. Take advantage of every opportunity to talk to and get to know other faculty members in your department. Ask them for opinions, perspective, and feedback in areas where you genuinely value their expertise. It is not necessary or desirable to think of this interaction in terms of flattery. Research enterprises flourish on the exchange of ideas. Do not hesitate to develop mentors at other institutions as well, as their connections and influence can help you as an emerging scholar. Your peers in the department offer another valuable source of perspective and lifelong contacts. Be realistic about the extent to which you will be competing with them in the job market; many candidates overestimate it. By and large, you have different strengths and interests. You will be far more successful if you exchange information and ideas with others than if

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you avoid interaction for fear of somehow giving them a competitive edge. In many ways you are ‘‘all in this together.’’ Beware, however, of becoming too involved in exchanging job-hunting horror stories. Every department has its share; some are apocryphal, and overindulgence in listening to and recounting them blurs your perspective. The farther along you are in your academic career, the more important it is that you have established an independent network of colleagues and peers. If you are going on the market again several years after earning your final degree, some of your most important recommendations may come from outside your degree-granting department. However, if you have lost touch with faculty members there, before you begin a search is a good time to reconnect.

Professional Associations The scholarly or professional association functions as the recorder and critic of scholarship in the discipline by producing one or more scholarly journals of refereed articles. It normally also holds a conference, usually on an annual basis, where the most recent research in the field is presented. There are many forms of conference presentations. Individual scholars, seasoned Ph.D.s, and advanced graduate students present papers they have prepared for the conference; groups of scholars participate in panel discussions; and individuals or research teams participate in poster sessions or other small group discussions of their work. Such conferences or conventions provide an opportunity for formal and informal communication on research and are crucial for keeping the discipline dynamic. Ideally, even in the early years of graduate study, you have begun to participate in professional networks that extend beyond your department and university. Whatever your field, there is at least one, if not several, scholarly or professional associations devoted to the exchange of ideas. Conferences, social media and blogs, publications, and local and regional meetings are the most common means of exchange. Because of the importance of these organizations, they will be referred to again and again throughout this handbook. If you do not know those that are important in your field, ask faculty members in your department. (See the selected list of scholarly and professional associations in Appendix 1.) Calls for papers are probably posted by your department, announced through print and electronic vehicles of your scholarly association, and listed in additional scholarly resources online. If you are early in your career and feel that publications in major journals or presentations at national conferences are slightly beyond your reach at this point, look for regional or local meetings of national organizations and respectable but less prestigious journals. Attend as many presentations as you can. In addition to learning and gaining ideas from the material presented, you can

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see how others present their work and form your own conclusions about the most effective way to communicate ideas.

Individual Contacts If you are interested in the work of someone at another institution, whether you learn of it through a conference, a publication, or word of mouth, it is appropriate to approach that person, by phone, mail, or email, for a further exchange of ideas. You might wish to inquire whether your advisors have a connection and can make an introduction. Share your comments; send a copy of a related paper or link to an article you wrote. Ask questions. Suggest a meeting at a conference you both will be attending. It goes without saying that your comments and questions should be sincere and intelligent. By taking the initiative, you greatly expand the range of intellectual resources on which you can draw and develop a broad network of professional contacts with whom you can remain in touch throughout your career.

Social Media/Online Presence In between meetings, social media function as ongoing professional forums with conversations similar to what may be found in the breaks between presentations at conferences. Your thoughtful participation in relevant groups gives you an opportunity to enable a large number of people to recognize your name in a positive way, not a bad thing when you consider that yours may be one of hundreds in a candidate pool. Scholarly reputations are built by work people publish. Journal referees will prevent you from publishing anything that is libelous, outrageous, or just plain stupid. When you communicate online, you must be your own referee: consider that your potential audience is literally worldwide, that you reach it instantly, and that your communication is archived in ways beyond your control. Your scholarly presence will be enhanced if your online contributions are characterized by good grammar, graciousness and professionalism. It is prudent to look yourself up via a search engine to see what others may already know about you. You may also have concern for not precipitously putting out work that you plan to publish later, given how easy it is to appropriate material from the Internet. Include a copyright statement on all documents you post. You impoverish your own work if you do not take advantage of the multiplicity of forums available for the exchange of ideas and of the personal give and take that turns a good piece of work into an excellent one. While you should not do so for this reason alone, as you establish your own network of communication, you also expand the range of people who are

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interested in your success in the job market. (See Chapter 11, ‘‘Online Presence,’’ for more on this topic.)

Conference Presentations Conferences and conventions are a major means of scholarly communication. They also provide an opportunity to meet people who can hire you or refer you to others who can. By the time you are an advanced graduate student, if not before, you should begin to participate in these meetings, which are an important means of communication in your discipline. As you near the end of your graduate work and enter the job market, conferences begin to play a more formal role in your job search. They may offer a job placement service or give you an opportunity to gain favorable exposure through presenting a paper, and they always give you a way to network informally with others. You should almost certainly plan to attend the national meeting of the major association in your field in the year you are on the job market. If you can arrange to give a paper or participate in a poster session, try to do so. Each field has its own style for the delivery of presentations. If you are delivering a conference paper for the first time, ask your department what to expect and how to be prepared for it. Be aware of conference logistics, modes of talk delivery, and the types of supporting materials that speakers typically use. In addition, check with your professional association to see whether it provides guidelines that help you answer the following questions.

Mode of Delivery • • • •

Do you sit or stand? Do you speak from notes or read a paper? Do you answer questions at a poster session? How formally are papers presented? Is any form of humor ever appropriate? • How long will you have to speak? • Will there be questions from the audience? Will there be a moderator?

Presentation Aids • What kinds of technology or aids will you need to support your presentation? • How large should a poster be? • Should you prepare handouts? • Will you use presentation software? • Are you planning to show video?

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• What kind of technological support will be available at the conference facility? Practice your presentation before you offer it. If you can give a departmental seminar, so much the better, but, in any case, deliver the talk to an audience that will give you feedback. Ask your colleagues to question the vulnerable points in your thesis so that you can practice addressing challenges to them. As you practice, make sure to speak loudly enough to be heard, look at your audience, and speak rapidly enough to hold your audience’s attention but slowly enough that they can understand you. Most important, ensure that your presentation will fit in the time allotted for you. Your materials, including any slides, should look professional and be easy to read. Visual and oral presentations should reinforce each other. The point of both is to communicate clearly and well, while maintaining the interest of the audience. Consider carefully whether or not handouts will enhance your presentation. If you choose to use handouts, know their content very well, as your audience might ask you in-depth questions about them. Also, know that some people may spend the entire presentation time reading over the handouts and not focusing on what you have to say. These presentations can be excellent preparation for campus interviews, where you are expected to conduct a job talk about your research. (See Chapter 15, ‘‘The Campus Visit.’’)

Networking at Conferences Conferences vary in size according to your field, but they always offer you an opportunity to meet more people in your discipline in one place than you can ever encounter elsewhere. Even if they are not hiring, colleagues are a source of potential information about their institutions, their departments, and their research. They may share information or remember you when you later apply to their departments; they may be people you can later contact for information. But how do you meet them? Here are some suggestions. Before the conference: • Choose which conference sessions you would like to attend and determine some goals for the conference in advance to help you plan your time. For instance, perhaps you wish to meet particular people, attend specific presentations or discussions, and seek feedback on a topic connected with your research. • Find out which faculty members from your department will attend. If there is anyone to whom you would particularly like to be introduced, see if they can help you.

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• Plan some unscheduled time for chance meetings with other scholars. If you can afford to do so, stay at the main site for the conference. If not, spend some time in the main conference meeting area, thus giving yourself the opportunity to meet people. • Practice introducing yourself and giving a brief introduction to your research. During the conference: • • • • •

Wear your nametag, and do not be shy about introducing yourself. Don’t assume people will remember you. Participate in smaller interest groups which may have meetings apart from presentations. Some organizations, for example, have active women’s groups. Much information gets exchanged at receptions and informal social gatherings. Plan to attend these whenever possible. Attend sessions that interest you and talk with the speakers afterward, using your interest in their presentations as an icebreaker. Introduce people to each other when you have a chance.

It is appropriate to walk up even to well-established faculty or researchers and introduce yourself. Few people consider this an imposition. In fact, both established and less well-known faculty find it very flattering when less experienced people in their field introduce themselves and say, ‘‘I’ve looked forward to meeting you’’ and state why. If you are shy, you may prefer to meet people in structured situations. Rather than letting yourself become nervous about meeting people, think about the links between your work and that of those you would like to meet. If it helps, think of meeting new ideas, rather than new personalities. If you are very outgoing, it may be easier to introduce yourself to strangers. In either case, remember that networking works only if you make a good impression. When you meet new people, your interest in their work, your work, and the field should dominate your conversation. If you are seeking information, elicit it naturally in the course of conversation. If people feel that your main interest is to pump them for job information, you would be better off not speaking with them in the first place. Avoid being overly pushy with or fawning over established researchers. Courtesy and consideration are good guidelines. People who are considering a candidate for a faculty position are looking not only for someone who is creative and smart and has a great future, but also for someone who is going to be a good colleague, that is, pleasant to have around and work with. Serendipity can play a large part in your career path, and being prepared lets you make the most of chance encounters. You may ride an elevator

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with or find yourself seated next to a luminary in your field, someone whose work you have always admired. Introduce yourself and state your interest in or connection to this individual and do not shy away from having a little conversation. You never know, but this person may remember you sometime down the road while serving on a search committee, on a review board, or in another professional context. A conference mixes social and professional events and behaviors. As a job candidate, keep the professional aspect of the gathering foremost in your mind. There is the possibility that someone you approach may assume that your interest is social or romantic rather than professional. Make sure that your manner and attire convey a professional interest. If you are in doubt whether this is clear to the other person, stick to public settings (meetings and restaurants rather than suites or rooms), be extra cautious about your own alcohol consumption, and disengage yourself from anyone who drinks too much. Participating in a professional network is a valuable activity that will help you, not only in your search for your first position, but throughout your career as well. From it come possibilities for collaborative efforts, invitations to submit papers, and professional stimulation. So it’s worthwhile to begin the process, whether it comes easily or with difficulty.

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Chapter 6 Letters of Recommendation

At some point in the screening process for nearly every job, and frequently as part of your initial application, you will be asked to ensure that letters supporting your candidacy reach the hiring department. The number requested varies, but three is typical. Since letters require the cooperation of others, allow yourself plenty of time to obtain them.

Choosing Your Recommenders and Asking for Letters The choice of recommenders is important and merits careful thought. Your dissertation advisor, if you are currently a graduate student, or your postdoctoral mentor, if you are a postdoc, will likely be your primary letter writer. Other letter writers might be members of your dissertation committee, current collaborators, or anyone else who can talk in detail about your potential as a faculty member. Most of your letters will probably be from your own department or institution, but it is also acceptable, and even advantageous, to ask for letters from scholars outside your institution, if they are very familiar with your work. The most effective letters of recommendation reinforce what you say about your own research and teaching, making your own statements stronger and more credible. Of course it is helpful to have a letter from someone who is widely known in your field, but do not ask people to write on your behalf unless they really know your work. If you are applying for postdocs or for positions at top research institutions, letters will speak primarily to your strength as a researcher. If you are applying for jobs that emphasize teaching, you will probably see some ads that require ‘‘evidence of excellence in teaching.’’ Faculty generally agree that letters from students you have taught are not convincing on their own, though these may be a useful component of your teaching portfolio. One way to respond to this type of request is to ask the recommender who knows your teaching best to write a letter addressing your teaching. Give

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this person copies of student evaluations of your teaching, if you have them. He or she can incorporate overall numerical standings (perhaps giving a context for them, such as departmental and school average scores), quotes from students’ comments, and his or her own assessment based on first-hand observation. In some professional fields, such as business and architecture, a letter from a former employer or consulting client may be helpful, especially for a school that values interaction with practitioners. Ask for letters as far in advance as possible. Faculty members receive many requests for them. Phrase your request in such a way that if someone does not feel comfortable writing for you, he or she can gracefully decline. A tactful approach might be, ‘‘I’d appreciate a recommendation from you if you feel you know my work well enough to recommend me.’’ If there is someone who must serve as a recommender, such as an advisor, about whose opinion of your work you are in doubt, you may want to ask that person to discuss with you frankly the types of positions for which he or she can enthusiastically support your candidacy. While you should never take for granted that someone will recommend you with enthusiasm, do not feel you are imposing on faculty by asking them to be recommenders. At most institutions, the success of its students in the job market is one of the ways by which a graduate department is evaluated, and advisors with highly successful students enhance their own reputations. Therefore, when someone can honestly write a strong recommendation for you, it is in that person’s interest to do so. Discuss your plans with those who agree to write for you. Recommendations are most effective when they describe you as well suited to a particular goal. If appropriate, remind the person who will recommend you of your work and experience. Provide him or her with your CV, a copy of a paper you wrote, a dissertation chapter, a statement of your research goals, or anything else that would be helpful. Sometimes, students or postdocs are asked by a faculty member to draft their own letters of recommendation. This practice can be very daunting for graduate students and postdocs, not only because it is difficult to write a letter on your own behalf, but also because it is an ethically questionable situation. How you might approach this situation will vary. You will likely draft text about yourself, which will explain in detail how you have worked with this faculty member and provide specific information about what makes your research and teaching strong. Though we wish this situation would never happen, it is relatively common. Consider it an exercise in improving your relationship management skills. Depending on the politics of your committee, you may also seek the counsel of other faculty members who are doing more to support your job search.

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Using your Recommenders Strategically As a job candidate, it is your responsibility to keep your committee members—and other supportive faculty—current on the progress of your job search. As positions in your field are posted, you will want to make note of them and schedule appointments to speak with your recommenders about these opportunities. You might even provide them with a spreadsheet of the opportunities to which you will be applying, making mention of deadlines and the salient points of each job description. In many disciplines, it is common for a faculty member to write a onesize-fits-all letter of recommendation that is sent out to all the schools to which you apply. Though this approach has certainly worked for many candidates over the years, you may find it useful to ask recommenders to tailor a given letter to the culture of a particular program or school. This may not be possible if you find yourself applying to every posted position in your field. You may find, however, that there are a handful of opportunities among these for which you would like to make this request. Often a search committee, seeking what they feel will be a more candid evaluation, will contact one or more of your recommenders. This is particularly likely to be the case when the recommender is known to someone at the hiring institution. Since letters of recommendation are almost uniformly positive, a spontaneous enthusiastic response to a potential employer is very helpful to you. On the other hand, if the person who is contacted is totally surprised, it probably will not help your case. Such impromptu calls or emails are another very good reason to keep recommenders apprised of every step of your job search. You can ask them to reassure those who call about any aspects of your candidacy that you believe schools may find problematic. For example, if you are married to someone who is genuinely willing to move to the location where you take a job, your recommender can reinforce your statement that this is true if an employer raises the subject. (While such inquiries about your personal circumstances on the part of an employer are not legal, they certainly can occur.) Also be aware that people whose names you have not given as recommenders may be called or emailed ‘‘off the record’’ by someone on a search committee. This is particularly likely to be the case if you have obviously worked closely with someone well known to a person in the hiring department. So if there is someone with whom you’ve worked closely whose name you are not giving as a reference, pay as much attention to that relationship as you do to those with your official recommenders.

Handling Negative Evaluations Unfortunately, sometimes the difficult situation arises in which someone who would normally be expected to be supportive of your job search, such

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as an advisor, is not. Perhaps he or she is disappointed by the goals you have set, or believes they are unrealistic. Perhaps he or she genuinely does not believe you are as strong as other advisees in the past and does not want to compromise a reputation by giving you a recommendation stronger than he or she believes you deserve. Perhaps the person is retaliating for your resistance to some form of harassment. Perhaps you are merely the victim of hostility generated in another area of the person’s life. Whatever the cause, this situation is always difficult. Most likely you hear of it second hand from someone else who mentions to you what has been said in a letter or conversation. Perhaps you feel (rightly or wrongly) that, where you might expect to find support, you are encountering an obstacle. Several approaches are available to you, none totally risk-free, but all, on balance, more likely to be productive than is suffering in silence. And remember, you are not the first person to whom this has happened. Over the years, we have spoken to many job seekers who’ve had complicated relationships with advisors and committee members. You can move past this to success on your own terms.

Direct Conversation If you are dealing with a reasonable person who honestly does not think highly of your abilities, at least in relation to the arena in which you have chosen to compete, direct conversation may be productive. For example, you might begin by saying, ‘‘I know that you think I’m overreaching in some of my applications. Could you give me examples of institutions for which you could honestly be supportive of my candidacy?’’ It is helpful for you to remind yourself that no one has an obligation to recommend a candidate against his or her better judgment. Even if the person’s assessment of you is incorrect, he or she does have the right to an opinion.

Advice If the person you are dealing with has been unreasonable, and you’ve used avoidance as your strategy for dealing with him or her, now is a time to find a knowledgeable person from whom to ask advice. Resources are probably available on your campus to help you. In choosing someone in whom to confide, consider that person’s judgment, experience, and willingness to keep your communication confidential. Individuals outside your department may be particularly helpful in the latter regard. Counselors in university counseling offices and career centers have a professional obligation to keep conversations confidential in most circumstances. So do campus ombudspersons, diversity officers, and staff members of other organizations, such as women’s centers or LGBTQ centers, chartered to protect the interests of members of a particular group.

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While such professionals may make a good sounding board, they are unlikely to know enough about the personalities of people in your department to give you very specific advice. Another faculty member in the department is in the best position to suggest how you may strengthen your position with whoever is obstructing your search or, on occasion, to intervene tactfully. Also consider your dean’s office. Frequently, institutions are structured so that there is an administrator, such as an associate dean, responsible for graduate education. This person can be of great help when a student has a real problem with an advisor. He or she will know the personalities of the people in the department and the standards and dynamics of the school, and may be helpful if he or she also has a reputation for keeping conversations in confidence.

Intervention The best antidote to a negative or lukewarm evaluation is a positive one. Those who strongly support your candidacy can write particularly enthusiastic letters or make phone calls on your behalf. Conceivably they can, if willing, suggest to hiring institutions that one of your key recommenders is misjudging you. However, be extremely careful about an offer to do this on your behalf. Often any attempt to contradict criticism merely strengthens the hiring committee’s impression that there must be something behind the controversy. It is usually safer for your advocates merely to express enthusiasm for your candidacy, leaving employers free to form their own conclusions. Recommendations from those outside your department who know your work can be particularly helpful in this regard, as they obviously represent a different perspective.

Sending Letters of Recommendation In the past, dean’s offices or career services offices kept students’ letters of recommendation on file in perpetuum and sent them out on their behalf. These were often called ‘‘credentials services.’’ Given the complexities of sending and storing files in a digital era, as well as the staff time involved, most universities now use services such as Interfolio or Vitae, The Chronicle of Higher Education’s career hub, to manage this process. You should inquire at your institution and in your department as to which service is most useful to students there. Some universities are even able to offer discounts on these services for students and recent alumni—particularly important as sending out recommendations and other application materials can cost job candidates a fair amount of money. Though it is always better to send updated letters, you will want to have a mechanism for keeping your letters of recommendation accessible and

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on file for some time. Faculty members go on sabbatical, get sick, or move to new institutions and may not be available to write letters for future job searches. Saving your own copy is not enough. Though federal law gives you the option of maintaining nonconfidential letters (that is, letters to which you have access) as part of any credentials file, these letters are not considered as credible as confidential ones. Institutions will want to receive letters written about you that you have not read.

Choosing the Recommendations to Send with an Application Strengthen your presentation for a job by sending recommendations selectively. Even if your file contains many recommendations, do not send them all. Three or four strong letters are usually all you need. You may choose different subsets of recommendations depending on the job’s requirements. Applicants often wonder whether it is wrong to send more letters of recommendation than asked for in a job announcement. Generally speaking, it is advisable to respond only with the materials asked for in the announcement. However, if you have four letters that you believe give a nuanced portrait of you as a candidate and the job announcement only asked for three, you might send your four letters, nonetheless. Though the practice may seem somewhat old-fashioned, letters of recommendation remain integral to the academic search process. Choosing your recommenders with care is important to your success. Select those who are truly your advocates, who support your work, who can speak about you thoughtfully and enthusiastically, and who are prepared to discuss your work in some detail. If at some point in your career, you are up for tenure, similar letters about your work will likely be solicited from scholars in your field. Thus, building these types of relationships is a skill that will serve you throughout your career.

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Chapter 7 Learning About Openings

Once you have decided what kinds of jobs to pursue, there are several resources you can use to ensure that you learn about all the opportunities that might interest you.

Scholarly Associations Every discipline has a scholarly association that serves its members in many ways. Scholarly associations sometimes provide well-developed online resources on careers and job-related services. In addition, most scholarly associations regularly publish a listing of postdoctoral and tenure-track academic job openings. When an academic department has an opening, it is customary to advertise the position in an association jobs database. In many cases, the job listings are available to members only. However, most associations offer membership to students at a reduced rate. Sometimes it is possible to subscribe to the job listings separately. Your department probably receives job listings from the corresponding association and possibly listings from related associations as well. Find out which job opening publications your department subscribes to, and how to access them. Better still, get your own subscription. When there are active listservs or discussion forums in a field, jobs are often posted to them as well. As some scholarly associations provide structured programs at their annual conferences that can range from making interview rooms available to running formalized interviewing operations for search committees and candidates, check with your association to see whether such a program exists. Some individual institutions also set up interviews in their rooms or suites during conferences. (See Chapter 14, ‘‘Preliminary Interviews.’’) If you do not know which association is appropriate for your field, ask your advisor and other faculty members in your department, use a search engine, or check other resources including Appendix 1 of this handbook for selected listings.

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Career Advice and Resources Some associations do have reasonably sophisticated job hunting websites for their members that can range from a single page of interviewing techniques to a well-developed section focused on ‘‘Careers in . . .’’ to a published book covering all aspects of the job search in that field. Such guides often cover non-faculty careers as well as academic employment.

National and Local Publications The Chronicle of Higher Education is a national news resource of higher education. Vitae, The Chronicle’s career hub, lists faculty openings at all types of institutions across the United States as well as some international ones. Its job listings are searchable at no cost to readers. Equally strong resources for job listings are Inside Higher Education and HERC, the Higher Education Recruitment Consortium. The bimonthly Diverse Issues in Higher Education is a newsmagazine dedicated exclusively to minority issues in higher education. It has an extensive job listing section in both the print and the online editions. Job seekers looking for community college positions can find announcements in the American Association of Community Colleges job bank. Listings of postdoctoral opportunities can be found in postdocjobs.com and Science Careers. (See Appendix 1 for additional information and URLs for these resources.)

Institutional Websites Institutions have human resource websites where faculty openings are posted. A quick way to find employment menus of college and university websites is to use a resource such as www.academic360.com, which has links to international institutions and community colleges as well. Sometimes position announcements are posted on departmental websites. When this occurs, it is usually the case that the position has simultaneously been posted elsewhere, such as in a jobs database of the relevant professional association.

Job Search Wikis and Social Media As most readers know, a wiki is a website that can be edited by anyone on the Internet. In the past several years, wikis about the status of academic positions have become a significant part of candidates’ job searches. Typically these wikis allow a user to share insider information such as whether a school has posted a position, conducted interviews, or already extended an offer to fill an open position. It is important for candidates to use their

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judgment in both reading wikis and posting to them, as the information contained therein is not always reliable. Nonetheless it can be valuable for candidates to monitor these forums without becoming obsessed by them. (Please refer to Appendix 2 for links to selected wikis.) With increasing frequency positions across industries are being announced on social media. While this isn’t as prevalent in academia, sometimes faculty openings are posted on LinkedIn, Twitter, and other sites. If you are using social media as part of your professional profile, learn which institutions, individuals, or associations to follow.

Your Network Faculty in your department receive announcements from colleagues at other schools where there are openings. Keep a high profile in your department so that they will think of you when they hear about jobs. Know how your department circulates job openings and pay attention to them. For temporary non-tenure track jobs you may make direct inquiries of departments that interest you. This approach works best when you can give department chairs a rationale for your call or email message, such as an interest in a particular kind of school or in schools in a clearly defined geographic area. Occasionally you will know the person running the search, or someone in the department who may be on the search committee. Let them know you are applying. And keep in touch with everyone you know who might hear about openings: for example, former fellow graduate students or former fellow postdocs who have already found jobs, former professors at other institutions, and people you have met at conferences. Let them know when you are beginning your job search and nearing the end of your dissertation or postdoctoral research. Be sure to thank anyone who notifies you of a job opening, even if it doesn’t work out or is not a good fit for you.

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Part III Written Materials for the Job Search: Suggestions and Samples

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Chapter 8 Responding to Position Announcements

When you apply for any college or university teaching position, you will be asked to submit a ‘‘curriculum vitae,’’ a ‘‘vita,’’ a ‘‘CV,’’ or occasionally a ‘‘resume.’’ These terms apply to the same document, which is a summary of your education, experience, publications, and other relevant data. In addition, some other common materials you may be asked for in applications include a research statement, a statement of your teaching philosophy, a writing sample that could be a chapter of your dissertation or an entire published research paper, ‘‘evidence of successful teaching,’’ a diversity statement, and a dissertation abstract. Even if a website is not a required part of an application, members of the hiring committee may check your presence online. Some colleges and universities may require that you complete an online application form via the institution’s human resources website to accompany your other materials.

Interpreting the Announcement As you start to read announcements from institutions that interest you, you will find common terms you should be familiar with to best understand what is being requested and the conditions or context of employment. Terms such as ‘‘Open Rank’’ or ‘‘Evidence of Excellence in Teaching’’ should not be mysterious in their implications for your potential candidacy. At the end of this chapter are annotated announcements with descriptions of commonly used terminology. What is required of an application package varies from field to field and type of institution. Check with your department to make sure that what you are sending is within the conventions of your field. Occasionally, job announcements ask you to ‘‘send dossier.’’ This term does not have a standard meaning. You can usually assume that what is required is a cover letter, CV, and letters of recommendation. Sometimes a list of coursework or an official transcript is also required. Be guided by your department’s

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advice about what is usual in your field. Probably the only way to be absolutely certain about what is desired by a given department that has used a vague phrase in its ad is to contact the administrative staff person for the department with your direct inquiry. Sometimes application is a two-stage process, in which applicants initially send basic information and some are further requested to send additional materials, such as a dissertation chapter or letters of recommendation. Use discretion in sending supporting materials that have not been requested. If you send extra materials explain in your cover letter why you have done so. The sample job descriptions provided here come from a range of fields in order to give candidates a sense of how search committees express their needs. Just as individuals vary in their goals, strengths, and values, so do institutions and departments. In the sample job announcements below, you will see the wide variety of calls for faculty hires: breadth in the types of institutions, missions, and even documents requested to evaluate candidates. Introductory commentary is provided to clarify terms and point out unique features, as well as to give advice.

Sample One: History Postdoctoral Fellow Position This advertisement for a humanities postdoctoral position offers the opportunity to conduct research, teach, and lead faculty workshops at a small, private liberal arts institution. It specifies that innovation in teaching is expected, and that candidates should explain how their research would complement the existing work of the department. Candidates are asked to speak to their ability to contribute to campus goals of diversity. Applications are to be submitted directly to the department, not to the institution’s website. The Department of History, M College, in City, State, invites applications for a twoyear postdoctoral fellow, with a particular emphasis on pedagogical innovation. The fellowship is funded by the XYZ Foundation and begins August 1, 20XX. Candidates must complete the Ph.D. by September 1, 20XX, and should be no more than three years out of their doctorate. This is a half-time teaching position with salary and benefits of a full-time assistant professor. The fellow will teach three courses during the academic year 20XX–20XX and two courses in 20XX–20XX. The reduced teaching load is designed to support innovation in teaching and on-going professional research. Some funds to support scholarly work are also available. M College is a highly selective liberal arts college and will provide an excellent climate for professional development and scholarship. We seek historians of the western Mediterranean between 300 and 1650 C.E., with strong preferences for those who study Spain before 1500. The following areas of specialization are of particular interest: interfaith relations, the Mediterranean world, and/or the Atlantic world. We anticipate a close integration of this position among programs in History and Classical and Medieval Studies, so applicants should explain how their own work might complement some of the work of relevant members of these departments. The successful candidate must be interested

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in, and will conduct faculty workshops on, innovative teaching and research. The department recognizes that innovation can take many forms. Some possibilities could include techniques in the digital humanities; methods for attracting diverse groups to the study of history; pedagogies focused on different learning styles; creative ways of structuring assignments and the use of classroom time; techniques for connecting student learning to wider local and global communities; or creative approaches to promoting student engagement and interest in History at College M. The college, the History Department, and the Classical and Medieval Studies Program are committed to enhancing the diversity of the campus community and the curriculum. The search committee expects candidates who can contribute to this goal to identify their strengths and experiences in this area. , Applicants should submit electronically, in PDF format, to Project Specialist, at [email protected], a letter of application, C.V., writing sample, teaching statement, and three letters of recommendation. Please in the subject line of all submissions. include your last name and Job Consideration of applications will begin on March 17, 20XX, and continue until the position is filled. Employment is contingent upon successful completion of a background check. For more information about the college, please visit our web. site:

Sample Two: Anthropology Assistant Professor, Tenure-Track Position Below is an advertisement for tenure-track assistant professor in social science at private research university. Field research and the ability to ‘‘complement’’ or bring something new to the department’s areas of expertise is stressed. This announcement is very specific about the requirements for written materials, including writing samples. Note: a pre´cis in this context is a summary or abstract. Candidates must apply through a website to be considered, and that ‘‘early application is encouraged’’ suggests that applications will be reviewed as they come in. The University of Z, Department of Anthropology intends to add a faculty member in sociocultural anthropology at the rank of Assistant Professor (tenure-track). The appointment will begin in the fall term of 20XX. We seek a scholar with an active, ongoing program of field research that complements our current departmental strengths. Ph.D. must be in hand prior to appointment. Applicants are required to . Applications are required apply online at the University of Z’s website at to include: (1) a current curriculum vitae, including the names and contact information of at least four referees; (2) a cover letter that describes your research and teaching profile, as well as your professional plans for the next 3 to 5 year period; and (3) a one-page pre´cis of your dissertation or most recently published monograph, as well as one to two writing samples (such as dissertation chapters, journal articles or book chapters). The application deadline is October 15, 20XX. Early application is strongly encouraged. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, age, protected veteran status or status as an individual with disability. The University of Z is an Affirmative Action / Equal Opportunity / Disabled / Veterans Employer.

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Sample Three: Data Science/Data Analytics, Open Rank Position This position is an open rank call, which sometimes confuses candidates. The search committee is soliciting applications from candidates at all levels, and will determine the level at which they will hire based on the strengths of the applications it receives. Candidates should specify in their letter the rank at which they would expect to be appointed. Note also that candidates should clearly address their plans for funding their research. The search committee also prescribes that candidates should submit only a CV, a short statement of research and teaching interests, and the names and contact information of references—other materials will be requested of candidates who move forward to the next stage of the selection process. This is not an uncommon practice. Job candidates should always be prepared to send additional materials such as the ones listed here on short notice. X University’s School of Communication and Information Studies (see web) is soliciting applications for scholars involved in the broad site: and evolving spaces of data science/data analytics to join its renowned and interdisciplinary faculty. These positions are open rank, and we specifically encourage graduating doctoral students, senior assistant professors, and recently tenured faculty to apply. We seek entrepreneurial colleagues with a passion for innovative scholarship, a desire to work with others on interdisciplinary projects, and enthusiasm for teaching. The school has seven degree programs and an enrollment of 50 doctoral students, 650 master’s students and 650 undergraduates, led by 42 full-time faculty and over 100 part-time faculty. The school is at the cutting edge of scholarship and instruction. The school hosts five research centers and laboratories and faculty with recognized strengths in natural language processing, information retrieval, Internet governance and telecommunications policy, digital literacy, information management, information and network security, new forms of work and organizing, gamification, data science, entrepreneurship, and social media. There are campus-level initiatives on computational linguistics, sustainability, and urban education, along with strategic partnerships with major corporations. The ADVANCE program provides extensive mentoring services for female faculty in STEM disciplines. The school has the facilities required for complex, fast analysis of large data sets, has large data-storage capabilities, and is home of a qualitative data repository. Qualifications: A completed Ph.D. in a relevant field of study is required. We will also consider outstanding ABD’s with a strong expectation of successful dissertation defense by 20XX. Responsibilities: The school seeks colleagues who can deepen and extend our emerging strengths in data science. We see this as a broad area that spans the following: visualization of large data sets and analytic approaches to large and often heterogeneous data sets; developing tools and approaches for scientific collaboration, and for data access and retrieval; computational social science involving largescale quantitative data, examining large-scale online social configurations; and other possible areas emphasizing large-scale data and its analysis and representation.

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The ability to obtain research funding will be considered a competitive advantage in our evaluations, as will evidence of teaching excellence. A record of publishing impactful scholarship is expected. Although rank and years of experience are open, we will consider outstanding ABDs with a strong expectation of a successful dissertation defense by 20XX. Application Instructions: To be considered, applicants must submit: a cover letter outlining their interests and qualifications (including the rank they are seeking); a current curriculum vitae; short statements describing research and teaching interests and accomplishments; and the names and contact information of at least three . Strong candidates will be references to the following website: contacted for letters of reference and asked to provide research samples and a teaching portfolio or other evidence of teaching experience. Please do not submit these items with the initial application. We will begin screening applicants on 2 April, 20XX and continue accepting applications until the positions are filled, which may extend into the 20XX– 20XX academic year. Please direct questions to Dr. Name, search chair, name .edu @

Sample Four: Materials Engineering, Tenure-Track Position It is no surprise that this very small and highly selective private liberal arts college expects to hire a candidate with demonstrated commitment to teaching excellence. Those applying for faculty positions in materials science are likely to apply mainly to universities, so it is crucial to shift gears to show in one’s application materials strong interest in connecting with and mentoring students. Note that applicants are expected to ‘‘explicitly describe the nature of their commitment and experience with underrepresented groups in the cover letter.’’ At the same time, while practical or industry experience is not required, the announcement includes engaging students in consulting or professional development as well as research. In addition, while the appointment for this position will likely be at the assistant professor level, the search committee will also consider experienced candidates. R College invites applications for a tenure-track faculty position in Materials Engineering. As a premier undergraduate general engineering program, the Department of Engineering seeks candidates with experience and knowledge in applications of materials science who can support a broadly based curriculum focused on design, systems engineering, and engineering science. Applicants must have a Ph.D. or equivalent degree in materials engineering or a related field, and a demonstrated commitment to teaching excellence. Industrial or other practical experience in the field is valued but not required. The anticipated appointment is at the assistant professor level. Teaching duties include the department’s required course in materials engineering, participation on teaching teams in the design or systems engineering sequences, supervising sponsored projects in the Engineering Clinic program, and developing courses in the applicant’s area of specialty. Candidates should provide evidence of excellence in teaching and an interest in engaging with undergraduate

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students in research, consulting, or other forms of professional development. Candidates must be committed to teaching and mentoring a diverse student population, particularly groups traditionally underrepresented in engineering; candidates from these groups are encouraged to apply. All candidates are encouraged to explicitly describe the nature of their commitment and experience with underrepresented groups in the cover letter. Applicants should submit a cover letter, CV, statements of teaching philosophy and research and/or other professional development interests, and names of at least three references to the following website: . The search committee will begin reviewing applications on November 15, 20XX. For further infor.edu. mation, contact materialssearch@ R College is an Equal Opportunity Employer and is committed to the recruitment of candidates traditionally underrepresented on college faculties.

Sample Five: Sculpture, Assistant Professor, Tenure-Track Position This advertisement for a tenure-track professor of arts at a liberal arts college asks candidates to discuss their work in relation to the liberal arts college setting—using a form letter sent out to many institutions is unlikely to work in this instance. The search committee is also very specific about the types of documents it would like to see, including student work, which may take time for a candidate to compile if he or she has not been doing so already. Candidates are also asked to weave considerations of cultural, academic, and experiential diversity throughout and should do this thoughtfully in the letter, the teaching philosophy, and the statement describing their artistic practice. Because institutions often ask for this type of information, whether in a separate statement or addressed throughout their dossier, job candidates in all fields should reflect on these questions of diversity both before and as they prepare their materials. Position Title: Assistant Professor of Art in Sculpture Field Group: Studio Art and Art History Position Description: Z College invites applications for a full-time tenure-track, Assistant Professor of Art in Sculpture to begin Fall 20XX. The successful applicant will have an active professional practice, an in-depth knowledge of contemporary art and theory, and will demonstrate excellence in the teaching of sculpture at the undergraduate level. A course load of five courses per year will include introductory and advanced courses, independent studies and critiques as part of the Art major, and First Year Seminars. We are particularly interested in applicants who are familiar with traditional and contemporary practices, including emerging interdisciplinary media and whose art intersects with environmentalism and community engagement. Interest in and ability to teach specialized seminars in the broader social and historical dimensions of sculpture, and to contribute to the ancillary programming connected to the Z College Art Galleries, is a plus. Z College has a strong institutional commitment to diversity in all areas and strongly encourages candidates from underrepresented groups. We favor candidates who can contribute to the College’s distinctive educational objectives which

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promote interdisciplinary perspectives, intercultural understanding, and concern with social responsibility and the ethical implications of knowledge and action. Z College is an Affirmative Action/Equal Opportunity Employer. For the successful applicant with the relevant interests, affiliations are possible with the intercollegiate departments of Africana Studies, Asian American Studies, Chicano/Latino Studies, and or Women’s Studies. Qualifications: MFA, including two or more years of full-time teaching experience beyond graduate school, and experience in supervising facilities and students in a sculpture studio. Application Requirements 1) An application profile and three letters of recommendation must be submitted through this application site; 2) The following documentation must be uploaded via SlideRoom. • Letter of interest, including description of approach to teaching sculpture in an undergraduate, liberal arts college • Curriculum vitae • Statement describing artistic practice • Teaching philosophy • Portfolio including 20 images of candidate’s work and 20 examples of student work; 3) Within their applications, candidates should address how their cultural, experiential, and/or academic background contributes to the understanding of diversity at the College.

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Chapter 9 CVs

Your CV is always the first thing you will be asked to send to a hiring institution. Faculty positions always require a multi-page summary of your academic accomplishments, not a one-page business resume. In preparing it, your goal is to create enough interest in your candidacy that you will be granted an interview. Design your CV so that your strongest qualifications stand out if a search committee member skims it for only a few seconds, and with enough supporting detail that it will stand up to scrutiny during a thorough reading.

Getting Started Before beginning to write your CV, review your educational and professional history. Using the categories suggested below, list everything you imagine could possibly be included. Eventually you will decide what to include or exclude, but begin by ensuring that you are not overlooking anything relevant. Write a draft, experiment with the format, look at sample CVs, eliminate irrelevant information, have the CV critiqued, and do a final review of your document before you send it to any institution. Your CV will continue to evolve both as you target different types of institutions and as you move forward in your career and add credentials.

Content A CV always includes your name and contact information and information about your education, academic experience, publications, presentations, and honors. It may also include professional, extracurricular, and community activities; professional memberships; foreign languages; research interests; teaching competencies; grants; names and contact information for references; and selected personal data. Your name and information about how to contact you should appear at the top of the first page. If you are

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completing a Ph.D., the first section will be ‘‘Education.’’ If you are applying from a postdoc or current faculty position, you may put your current experience first, followed by your education. Next, include categories in decreasing order of importance. If you’ve applied for an NIH grant or other grants, your job market CV may look different from the grant CV. And, in contrast to a resume for a nonacademic position, a CV for a faculty or postdoctoral position typically does not include an ‘‘Objective,’’ ‘‘Summary,’’ or statement of the type of position you want. Within each category, give information in reverse chronological order, from most recent backward. Be concise; use phrases rather than complete sentences.

Name On the first page, list your full name at the top, separate from other information. Consider putting your name in a slightly larger font. After the first page, list your last name and a page number at the top or bottom of every page. If your name has recently changed and you have scholarly accomplishments in your older name, the clearest way to acknowledge this is to include your previous name on the CV: for example, Jane E. (Doe) Smith. Similarly, international scholars who are commonly known by a name other than their given name should include both names, e.g., Xaofu (Charles) Wang. Also, some people want to make their gender clear when their given name is undifferentiated and may add Mr. or Ms. to their name.

Contact Information You may include home and/or office addresses, one email address, one phone number, and a URL, if you have a professional website. If you are graduating find out if you’ll have access to your institutional email. If you’ll lose that email address check into getting an alumni email account. Choose one email and one phone number which you check regularly to give to search committees.

Education List each institution, degree, field of concentration, and date at which a degree was received. Search committees want to know when your dissertation will be finished, so indicate the anticipated date of completion. If you are just beginning your dissertation and are preparing a CV for a fellowship or part-time position, you may want to include a date for the latest formal stage of graduate work you have completed (‘‘Coursework completed, May 2014’’; ‘‘Passed examinations with distinction, December 2014’’; or whatever formal marker of progress your program may have). If you are a postdoctoral fellow, you will include your postdoctoral experience in its own section or in a research section.

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Include the title of your dissertation and the name of your advisor. You may include the names of committee members if you think their inclusion will be helpful to you. You may also list additional research projects or additional areas of concentration. You may include activities related to your graduate training, for example, ‘‘President, Graduate Chemistry Society.’’ If you have been very active in graduate student government, you may wish to create a separate section entitled ‘‘Committees’’ or ‘‘University Service,’’ which would appear after listings of more relevant academic detail. You may include relevant undergraduate academic accomplishments but do not go into detail about them. GPA is not normally included at the doctoral level. For U.S. job searches it is the norm to omit high school. On the rare occasion where it may be advantageous to call attention to your secondary education, it can be included in an additional information section at the end of your CV.

Honors Sometimes people include honors and fellowships as a separate section on their CV; sometimes they list them under ‘‘Education’’ with the corresponding degree. Whether you have a separate section depends on how important honors are in your qualifications and, perhaps, how many you have earned. If you have received several prestigious and highly competitive awards, for example, you may highlight them in a separate section. On the other hand, if you have few honors, you probably do not want to call attention to that fact by creating a category with only one entry. You can include dissertation support, fellowships, and other awards that support individual research and teaching. If you received an award but had to decline it, you may list it here, with a note ‘‘declined.’’ If you are applying for jobs in the United States, commonly known academic honors such as Phi Beta Kappa need no explanation. International scholars applying in the U.S. may want to stress the degree to which an unfamiliar award was competitive (for example, ‘‘one of three selected from among 2,000 graduating chemists nationally’’). Likewise, those trained at American institutions who are applying to institutions abroad should briefly explain the honors they have earned. For example, Phi Beta Kappa may sound like a social fraternity to academics outside the U.S. who are unfamiliar with the idea of fraternities as intellectual organizations.

Experience In this section, include all the experience that you now view as relevant to your professional objectives. For each position you have held, include the name of the institution with which you were associated, your responsibilities and accomplishments, dates, and, in most cases, your position title.

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Pick a format that you plan to use consistently. List positions or employers first in each entry depending on which format, on balance, shows you to best advantage. Sometimes a general heading of ‘‘Experience’’ will be appropriate, but frequently you will want to subdivide the section. A common division is ‘‘Teaching Experience’’ and ‘‘Research Experience.’’ A heading such as ‘‘Academic Appointments’’ may also be appropriate if your experience does not fit neatly into one category or another. In some fields, and for some types of institutions, it can be useful to give the reader an overview of what you did in each position, detailing the most significant aspects of the work. Emphasize what you accomplished and uniquely contributed in a concise manner. Thus, ‘‘Responsibilities included developing various new course materials and instructional aids’’ becomes ‘‘Developed syllabus and diagnostic exam later adopted by the department.’’ If you are describing a research project, give a brief introductory statement indicating what you set out to accomplish and what results you obtained. This is not, however, the place for a complete dissertation abstract, though in some fields candidates do include a short description of their dissertation or other research in a separate section (for an example, see the CV ‘‘Madison Candidate’’ in the sample materials included with this chapter).

Professional Experience If you are applying for a position in a professional school and have experience working in that profession, describe it in some detail. If your professional experience is not related to your current scholarly pursuits, include it toward the end of your CV and condense it drastically.

Licensure/Registration/Certification List these credentials for positions in professional schools in fields where they are required, for example, nursing, education, architecture.

Publications/Presentations These are of great importance for an academic position. In the past, convention usually placed them last once they had grown beyond a few entries. Now many people include them earlier in the CV, often on the first page. They are listed in standard bibliographic form for your field. If you have a very long list, they may be subcategorized by topic or by publication format. Publications could be subcategorized as Peer Reviewed Articles, Book Reviews, and Book Chapters. Presentations could be subcategorized as Invited Talks, Conference Papers, and Poster Sessions. Another way to

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organize your list is to subcategorize by topic as a means to call attention to areas of expertise which may not be readily apparent. While it is acceptable to list articles as ‘‘submitted,’’ or ‘‘in preparation,’’ too many citations of this form not balanced by articles that are either published or in press may draw attention to the fact you do not have a strong publication record, and look like you are ‘‘padding’’ your accomplishments. Be aware of prestige hierarchies, and don’t dilute the credibility of presentations at established scholarly societies or articles in refereed journals by including term papers or publications in popular journals or newspapers. Separate refereed articles from everything else. Dissertations are not usually considered publications unless they are subsequently published in a journal or as a book by a recognized publisher. Don’t pad your publications list, and don’t include in it anything you would not want a hiring committee to read. For those with only a handful of each, publications and presentations may be listed as one section. At some point it will become clear to you that the section should be separated into ‘‘Publications’’ and ‘‘Presentations.’’

Digital Projects For those in humanities, arts, and social sciences who work heavily with digital content, it may be helpful to have a separate section for such projects, particularly when job announcements in that discipline state an interest in the candidate’s experience in that area. Possible headings are ‘‘Selected Digital Projects’’ or ‘‘Digital Projects and Publications.’’ An entry would give the title (hyperlinked to the site) of the project, the names of other collaborators, the year(s) you have been working on it, and a brief description of the project that indicates its import.

Grants If you have received funding, list the funding agency and the project(s) for which it was awarded. Usually you would list fellowship or dissertation support with ‘‘Honors.’’ Occasionally a grant will appear in two sections of the CV. It may be listed briefly in this section and the work it supported discussed in detail under ‘‘Experience.’’ Candidates frequently list dollar amounts for major funded research projects, because doing so can show a history of increasing amounts.

Media Coverage If you have been interviewed by a reporter or participated in live programming, list the kind of interview or programming it was, the name of the

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media outlet, the title or topic, and the date of its appearance. For example: Radio interview on WHYY (NPR affiliate) ‘‘Radio Times’’ entitled ‘‘ ,’’ date

Scholarly and Professional Memberships/Service List memberships or committee work in scholarly or professional organizations. If you have been very active in university committee work, you might also include it here, or perhaps create a separate section to cover it. If you have organized or moderated conference sessions, this would be an appropriate place to say so.

Research Interests This optional category gives a brief answer to the question: ‘‘What are your future research plans?’’ Interests listed here should be described at a level specific enough to be credible and general enough to indicate the direction your research might take over the next several years. As a separate part of your application you may be asked to submit a Research Statement, a brief (one or two page) discussion of your future research plans (see Chapter 10, ‘‘Additional Application Materials’’).

Teaching Competencies You may use this optional category if you feel that the areas you are qualified to teach are not entirely obvious from the rest of the entries in your CV. Its listings are more general than ‘‘Research Interests.’’ Be careful not to list such a wide range of competencies that your list lacks credibility. If you list a subject as a teaching competency, some other part of the CV should reinforce your qualifications to teach it. Be prepared to discuss your ideas about a syllabus/text for any course you list in this section.

Skills Whether you have a skills section depends on your field, your research, and the nature of the position or institution to which you are applying. A skills section would indicate high levels of competency in discipline specific technical skills. Examples of candidates who might include such a section are those working in the digital humanities, those in the STEM fields, those in highly quantitative social sciences, and those who are highly conversant with instructional technologies.

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Additional Information Sometimes called ‘‘Related Information,’’ this optional section may encompass miscellaneous information that does not fit elsewhere. You may include knowledge of foreign languages (if they are not very important to your research; if they are, give them their own section), extensive travel, and interests that you feel are important. If you worked prior to attending graduate school at jobs you now consider irrelevant, you may summarize them with a statement such as ‘‘Employment 2009–2011 included office and restaurant work.’’ If you are applying for jobs in the United States you should not include date of birth, a statement about your health, or marital status. However, in some countries the convention is to include such personal information. If anything in your CV may make a search committee question whether you have U.S. work permission (for example, an undergraduate degree from another country), list U.S. citizenship or permanent residency if you have it. If you do not, either make the most positive statement you can about work eligibility, for example, ‘‘Visa status allows 18 months United States work permission,’’ or omit any mention of citizenship.

References List the names of the people who write letters of recommendation for you; provide their titles and institutions, telephone numbers, and e-mail addresses. An individual entry could look like this: Dr. John Doe, Associate Professor, Department of ABC, University of X, 999-888-7654, [email protected] or like this: Anne L. Smith, PhD Named Professor of XYZ University of X 333-222-4567 [email protected]

Organizing and Tailoring Your CV to Its Audience Your CV should always include basic information, and the information you present should always be true. However, if you are applying for two distinct types of positions, or positions in different types of institutions or departments, you may wish to develop more than one version of your CV. Variations could include choosing headings to emphasize information of

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particular relevance to a situation (for example, including ‘‘Administrative Experience’’ for positions that involve both teaching and administrative components); giving details about additional areas of concentration more relevant to one field than another; and using different subsets of individuals to recommend you for different types of positions. Differences between versions of your CV are usually subtle, but can be effective nonetheless. Consider different versions if you are in an interdisciplinary field and will apply to more than one type of department. If you plan to apply for non-faculty positions that are not research based, you will need an entirely different version of your CV, which will be called a ‘‘resume.’’ In Chapter 23, ‘‘Exploring the Expanded Job Market,’’ we have included some examples of resumes prepared by Ph.D.s pursuing nonfaculty positions. For more discussion and examples, see the excellent, ‘‘So What Are You Going to Do with That?’’: Finding Careers Outside Academia, by Susan Basalla and Maggie Debelius. For scientists, Put Your Science to Work: The Take-Charge Guide for Scientists, by Peter S. Fiske, is a good additional source. The Chronicle of Higher Education, www.chronicle.com, Inside Higher Ed, www.insidehighered.com, and Science Careers, www.sciencecareers.org, all have excellent content about nonacademic careers. Helpful online content continues to grow. Versatile PhD, www.versatilephd.com, has panel discussions about a wide variety of non-faculty careers and sample application materials.

Experienced Candidates If you are several years past your first academic position, your CV will be longer than that of a new Ph.D. Its general appearance and construction, however, will be similar. Normally you will omit details about earlier experience, while retaining mention of the experience itself. For example, your first CV may have given detail about what you did as a teaching assistant. Now you may merely list the position, without discussion of responsibilities. Your education will probably remain on the first page, although the amount of detail you provide about it may diminish and Current Appointment(s) may be the first section. As entries in some of the categories in your CV are growing numerous, this is the time to introduce subdivisions. For example, publications may be divided among books, papers, and reviews. Your listings of professional associations may begin to include discussions of conference sessions that you moderated or organized.

Layout and Format How long a CV will be varies from field to field. There is no single formula. In any case, be as concise as possible. Some graduate students will be able

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to manage with not more than two pages, including publications. Naturally, the CVs of more experienced candidates will be longer. Remember that you are designing your CV to capture your readers’ attention at a first glance. Therefore pay attention to where you put information and how you format it. Organize the first page so that it contains the information about your most significant accomplishments. That way the reader will be motivated to scroll down the page. Longer entries will call more attention to themselves than will shorter ones. Material near the top of the page will stand out more than that in the middle. The left-hand column usually gets the greatest visual emphasis. Because of this, many candidates put dates on the right-hand margin, and use the left-hand margin for content items, such as names of institutions. Bullets can be useful for organizing descriptive information within entries. However, because this is a formatting technique often used in resumes you should be judicious in your use of bullets. Take advantage of bold type for emphasis and establish a consistent graphic hierarchy so that typeface for equivalent categories of information is the same. An example of one typical hierarchy appears below. HEADING (for example, EXPERIENCE) Important Item (for example, University of Excellence) Less Important Item (for example, Teaching Assistant) Use one, or at the most two, conservative fonts. Fonts smaller than 10 point are very difficult to read. Given the availability of bold and italic type for emphasis, there is no need to clutter the page with underlining, which is harder on the eye. Avoid the graphic dizziness caused by introducing too many kinds of font, type size or indentations. Proofread your CV again and again. Typographical or spelling errors can cause you to be dropped from consideration. To be doubly sure, ask a friend who is a good proofreader to read the draft also. Make sure your name and a page number appear on each page. With all job descriptions, it is important to submit your materials in the manner requested. Though you are submitting your materials electronically, you should still assume that in some cases they will be printed. To maintain your formatting, avoid predesigned templates, and use headers and/or footers for name and page numbers. Saving your document as a PDF is the best way to ensure that the format and length stay as you intended. If you’re asked to cut and paste parts of your CV into an online application form, remove all formatting, since you won’t know how the formatting will convert when uploaded to the online application system.

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Help Because a CV is often the first thing a potential employer sees of you, it is too important a document not to be thoroughly critiqued and revised. Show it to your advisor and others in your department. See whether your university career office has counselors who work with graduate students or postdocs and who are able to provide critiques and help you get your first draft together. To give your CV a good final test, show it briefly to someone who has not seen it and ask that person what he or she notices and remembers. If the most important items stand out, you’re in good shape. Otherwise, more revision is in order.

A Note About the Sample CVs That Follow The following examples, generously volunteered by real candidates, are provided to give you an idea of what such materials look like. Please note that to preserve anonymity: • The names of job candidates, their advisors, committee members, and coauthors have been changed or removed. • Addresses, emails, and phone numbers have been modified. • Some dates have also been changed. • The name of a candidate’s most recent institution has been changed to something like University of X, University of Y, X University, or some similar name. Other than that we have tried to alter these CVs as little as possible. Condensing the samples allows for more samples to be included here. In order to save space, some of the lists of presentations, publications, honors and awards, activities, and so on, have been truncated. To be clear, if a section has been shortened there will be a note in brackets e.g., [Two additional presentations follow.]. The length of the original document is provided. The sample CVs are arranged by broad field: Humanities, Social Sciences, STEM (Science, Technology, Engineering, Mathematics), Arts, and Professional (disciplines where professional practice as well as research and teaching are an intrinsic part). If the applicant has accepted a position, brief information about the type of institution is also provided. A brief note about the candidate’s search situation or a note about the CV is included in some of the samples. These examples should be regarded as excellent, but not necessarily perfect. They are not all in the same format, and they do not all subscribe to the same stylistic conventions, so you can see there are many ways to construct a good CV. And a caveat is that some may be very discipline-specific.

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The custom in your own field, or an unusual combination of strengths in your background, might well dictate that your CV should be quite different in style, language, or appearance. Don’t attempt to copy any single example. Rather, look at all of them to see which forms of presentation might suit your own taste or situation.

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Humanities Ph.D. CV. Accepted tenure-track position at large private research-intensive institution. Original document was four pages. Curriculum Vitae

Madison Candidate Department of Comparative Literature Address

Phone: 222.111.6666 E-mail: [email protected]

EDUCATION University of X, City, State. Candidate for Ph.D., Comparative Literature and Literary Theory, expected May 2012 M.A., Comparative Literature and Literary Theory, December 2008. Certificate in College and University Teaching, January 2011 Dissertation: Communal Song and the Theology of Voice in German Mysticism, 1150-1750. This dissertation argues that speculative mysticism was historically accompanied by the invention of worship practices designed to promote group ecstatic experience. Famous mystical theologians such as Hildegard of Bingen, Meister Eckhart, and Jakob Böhme inspired a transformation of worship practices. Consideration of these communal mystical practices drives a reevaluation of the mystic as solitary contemplative individual, in favor of a subject whose access to the divine is mediated by experience of the other. Dissertation Advisor: Name Committee Members: Name, Name, Name

AAA College, City, State. M.A., Comparative Literature, June 2006. Thesis: Narrative Structures and Productive Contradiction in Perceval and Parzival. This thesis analyzes the structural use of paradox and contradiction in Chrétien de Troyes’ Perceval and Wolfram von Eschenbach’s Parzival, arguing that Wolfram correctly identifies the use of contradiction in Chrétien’s narrative, but modifies its operation within the narrative to create the productive paradox necessary for the symbolic consummation of the Grail history and evangelism.

Mount Holyoke College, South Hadley, Massachusetts. B.A., European Studies and Music History, magna cum laude, 2005.

FELLOWSHIPS

AND

AWARDS

DAAD Graduate Research Fellowship, 2009-2010 Wolfenbüttel Summer School and Stipend, Herzog August Bibliothek, August 2009 Graduate Student Essay Prize, South-Eastern American Society for Eighteenth-Century Studies, March 2009 [Seven additional fellowships and awards listings follow.]

PUBLICATIONS “The Trouble with Verbs: Meister Eckhart and the Tropology of Modistic Grammar.” Mystics Quarterly, Sep-Dec 2009, Vol. 35 Issue 3/4. 99-126. “Prelude to the New World: The Role of Voice in Early Pennsylvanian Mysticism.” Eighteenth-Century Studies. Forthcoming.

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“Würzburg.” Translator for Horst Brunner. In Regeneration: a Literary History of Europe, 13481418. Ed. David Wallace. Oxford: Oxford University Press, forthcoming.

TALKS – INTERNATIONAL CONFERENCES “Kissing the Pagan: Unity, Identity, and the Failure of Metaphysical Community in Willehalm.” Kalamazoo International Medieval Congress. Kalamazoo, MI. May 2011. “Liturgy and the Communal Subject.” International Society for Religion, Literature, and Culture. Oxford University. September 2010. “Discernment of Spirits: Inventing Religious Genre in the Late Middle Ages.” Kalamazoo International Medieval Congress. Kalamazoo, MI. May 2009. [Two additional international conference talks follow.]

TALKS – GRADUATE STUDENT CONFERENCES “Meister Eckhart’s Daughter?” Mater(ia) Familias: Medievalists@University of X Graduate Student Conference. City, State. April 2011. “The Subject in Practice: Jakob Böhme, Psychoanalysis, and the Power of Prayer.” English Department Medieval/Renaissance Colloquium. University of X, City, State. October 2010. “Körper, Leib, Mutterleib: Body and the Place of Intersubjectivity.” German Department Colloquium. University of X, City, State. September 2010. “Liturgical Renewal as Spiritual Renewal: a Fifteenth-century Hymnary from the Dominican Convent Adelhausen.” Rethinking Liturgy Postgraduate Conference. Queen Mary College, University of London. June 2010. [Ten additional graduate student conference talks follow.]

CONFERENCES

AND

COLLOQUIA ORGANIZED

“Per Speculum in Mediaevum: Discourses of Mirroring in the Middle Ages.” (with Leif Weatherby and Courtney Rydel), Medievalists @ University of X Graduate Student Conference, Philadelphia, PA, February 6-7, 2009. “Origins.” (with Eric Mathison, Adrian Khactu, and Sara van Beurden), Eighth Annual Graduate Humanities Forum Conference, City, State, February 28-29, 2008. Medievalists@University of X, interdisciplinary Medieval Studies graduate student colloquium. Founder and organizer, September 2007-May 2008. University of X Graduate Humanities Forum, graduate student colloquia and social events. Member of planning committee, 2007-2008. Theorizing Lecture Series, Department of Comparative Literature and Literary Theory, member of planning committee, 2007-2008.

TEACHING EXPERIENCE University of X, German Department Instructor. Designed and taught a new course idea and syllabus for an upper-level literature seminar for majors, conducted in German. “Sin and Atonement: Ethics and the Use of Literature.” September-December 2010. University of X, German Department Teaching Assistant. Lecture and discussion sections. Assisting students with paper writing and text comprehension. Grading. “Metropolis: Visions of the City.” September-December 2007. “Berlin: Culture, History, and Politics.” January-May 2008. “The Devil’s Pact in Film and Literature.” January-May 2009.

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University of X, German Department Language Instructor. Teaching intermediate (second-year) German language. September-December 2008. Teaching Intensive German for Reading Knowledge course. May-July 2009. [Three more teaching entries follow.]

TEACHING INTERESTS Literary theory and continental philosophy of religion, pre-modern intellectual and religious history, pre-modern German and French literature, literary adaptations of myth

RESEARCH AREAS German and French mysticism (twelfth to eighteenth century), esp. mysticism and reform movements; intersubjectivity in philosophy of religion and theological phenomenology

LANGUAGES English (native), German (fluency), French (proficiency), reading knowledge of Latin, Italian, Spanish and Biblical Hebrew

REFERENCES [The names of five references follow.]

PROFESSIONAL MEMBERSHIPS American Academy of Religion Delaware Valley Medieval Association Medieval Academy German Studies Association

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Humanities Ph.D. CV. Accepted tenure-track position at urban community college. Candidate had taught at this institution and organized CV to highlight this experience. Original document was two pages. MAIA SCHOLAR Office: Address, City, State, ZIP Home: Address, City, State, ZIP | telephone Mobile: telephone | Email address EDUCATION University of X, City, State (2004-present) Ph.D. in English (expected 2011) M.A. in English (2006) Y University Divinity School, City, State (2002) M.Div. with concentration in social and environmental ethics Georgetown University, Washington, D.C. (1997) B.A. with honors in English, minor in Mathematics TEACHING EXPERIENCE Instructor, University of X • ENGL 105: The Changing Climate of Nature Writing Developmental English Instructor, Community College of City Z • Language Lab: Tutor students in reading and writing, teach ENGL 098 labs (Fall 2010) Writing Seminar Instructor, University of X • ENGL 009: Writing Revolution (Fall 2007, Fall 2006) Teaching Assistant, University of X • ENGL 102: The American Novel, for Name (Spring 2006) • ENGL 022: Romance, for Name (Fall 2005) [Five more position listings follow.] Teaching Awards • Nominee for Dean’s Award for Distinguished Teaching by Graduate Students (2008) • Recipient of Dean’s Award for Distinguished Teaching by Graduate Students (2006) Courses Prepared • ENGL 282: Trickster Tales: An Introduction to American Indian Literatures (2010) Teaching Interests • Writing and composition • American literature and culture of the long 19th century • American Renaissance • History and literature, historical fiction (antebellum America through 21st century) • Religion and literature in the western tradition • Ecological sustainability and literature • American Indian literatures (19th through 21st centuries) • Theories of genre, poetics, memory ADDITIONAL PROFESSIONAL EXPERIENCE Research Assistant to Name, University of X (2006-8) Career Counselor, University of X Career Services (2003-4) Outreach Director, Tennessee Environmental Council (2002-3) Teaching Shakespeare Institute Intern, Folger Shakespeare Library, Washington D.C. (1996) Maia Scholar

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AWARDS AND FELLOWSHIPS School of Arts and Sciences Dissertation Completion Fellowship (2009) Mellon / ACLS Dissertation Completion Fellowship Alternate (2009) William Patrick Day Essay Award, University of X (2006) University Founder’s Fellowship, University of X (2004) [Six more awards/fellowships follow.] PUBLICATIONS Introduction to Collaborative Dubliners, co-authored with Name, accepted for publication by Syracuse University Press (2010) "Reading Dubliners Parabolically," forthcoming in James Joyce Quarterly 47.2 (Winter 2010) CONFERENCE PAPERS AND TALKS "'The supreme folly of the hour': Romantic Historicism as Utopia in James Fenimore Cooper's The Crater," Imagining: A New Century: The Inaugural Conference of C19, The Society of Nineteenth-Century Americanists, Pennsylvania State University, May 2010 "'We trust in places perfecter': Emily Dickinson, the Millennium, and Utopian Desire," Futures of American Studies Institute, Dartmouth College, June 2009 "'We trust in places perfecter': Emily Dickinson's Utopias," Early American Reading Group, University of Pennsylvania, April 2009 "Julian West’s 'New World': Utopian Fiction and Imperial Historiography," Rethinking Empire and Imperialism in Nineteenth-Century American Literature, University of Maryland, College Park, November 2008 [Three more conference papers/talks follow.] SERVICE Essay Contest Judge, Beneficial Scholars Program, City, State (2008, 2009) Graduate English Association Vice President, University of X (2007-8) Graduate English Association Secretary, University of X (2006-7) Mentor to new graduate students, University of X (2005-7) Mentor to undergraduate students, University of X (2005-8)

Maia Scholar CV 2 of 2

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Humanities Ph.D. CV of experienced teacher and established scholar. Accepted faculty position in a Chinese university that is similar to an American tenure-track position. Note Digital Humanities section. Original document was four pages.

Ethan Scholar History of Ideas Program Y University Address City, State, Zip Code

Home Address City, State, Zip Code Phone number Email address

PROFESSIONAL EXPERIENCE Y University, History of Ideas Program Assistant Professor (Teaching), 2008-Present Lecturer, 2005-2008 ƒ ƒ

Direct seven units per year of History of Ideas 52 and Humanities Seminar 52, writing-intensive courses that focus primarily on the Western intellectual tradition through careful study of primary texts. Design the course syllabus, develop exams and essay topics, and help students build critical reading, writing, and discussion skills.

Y University, History Department Assistant Professor (Teaching), 2011-Present Adjunct Professor, 2002-2004 Courses taught: Europe, 1700-2000; French Revolution and Napoleon; Church, State, and Society in France, 1700-1815; Gender, Class, Nation; Religion, Gender, and the French Revolution; Revolutionary Europe, 1789-1919; State and Society in Historical Perspective SCHOLARSHIP Publications The French Revolution: Faith, Desire and Politics. Routledge Press, 2013. "All of his Power Lies in the Distaff: Robespierre, Women, and the French Revolution." Past & Present, forthcoming 2014. Religion and the Politics of Time: Holidays from Louis XIV to Napoleon. Catholic University of America press, 2010. Reviewed in American Historical Review, Catholic Historical Review, Church History, European Review of History, French History, H-France, Journal of Modern History "The French Revolution and the Civil Constitution of the Clergy: The Unintentional Turning Point," in Joshua Stein and Sargon G. Donabed, eds., Religion and the State: Europe and North America in the Seventeenth and Eighteenth Centuries. Lexington Press, 2012. "The Decline of Religious Holidays in Old Regime France, 1642-1789." French History, September 2009. [Three additional publications follow.] Translations The Encyclopedia of Diderot & d’Alembert Collaborative Translation Project: translations of Christian Holidays and Sunday. Translations available at http://www.hti.umich/edu/d/did/ Book Reviews Sanja Perovic, The Calendar in Revolutionary France, for H-France Matthew Shaw, Time and the French Revolution: The Republican Calendar, 1789-Year XIV, for Journal of Modern History

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Peter McPhee, Robespierre: A Revolutionary Life, for H-France Jed Buchwald and Greco Josefowicz, The Zodiac of Paris, for French History [Four additional book reviews follow.]

Paper Presentations The Vendée: Civil War in Revolutionary France Temple University History Department, March 2013 Maximilien Robespierre, Revolutionary and Priest. Western Society for French History, November 2011 The French Revolution and the Civil Constitution of the Clergy: The Unintentional Turning Point Roger Williams University Conference on Religion and the State, April 2011 [Six additional presentations follow.] DIGITAL HUMANITIES Chief Web Editor, H-France, 2012-present Member, H-France Editorial Board, 2012-present Deputy Web Editor, H-France, 2009-2012 EDUCATION Ph.D., History, University of W, City, State, Fall 2004 Dissertation: "Festivals, Calendars and the Nationalization of Time in France, 1642-1815" Committee: Name (chair); Name, Name Comprehensive Examinations: Early Modern Europe, Modern Europe, Intellectual History and Social Theory, Cultural Anthropology M.A., History, University of Chicago, Chicago, IL, 1995 Thesis: "Jean-Paul Marat and the Political Culture of the Old Regime" B.A., History, Lewis and Clark College, Portland, OR, 1991 UNIVERSITY SERVICE College of Liberal Arts Budget Advisory Committee, 2009-2012 Assistant Director, Center for the Humanities at Y, Fall 2008 Center for the Humanities at Y Advisory Board, 2008-2011 History of Ideas Program Policy Committee, 2007-2008 History of Ideas Program Search Committee, 2008 FELLOWSHIPS AND AWARDS Y University Research Incentive Grant, Summer 2006, Summer 2008 Ehrman/Rosenberg Fellowship, 2002-2003 State Regents' Block-Grant Fellowship, 1999-2000 Mellon Pre-Dissertation Fellowship, Summer 1997 State Regents' Block-Grant Fellowship, 1996-1997

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TEACHING INTERESTS French History Eighteenth-Century France French Revolution Jansenism and Religious History Women and Gender in the French Revolution Directorial and Napoleonic France

European History The Enlightenment Reformation and Counter-Reformation History of Reading Industrialization Women and Gender in European History Economic History Revolutionary Europe, 1789-1917

Intellectual History and Social Theory Gender Theory and History Freud and Psychoanalysis Marxism and Marxist Theory Anthropology and Cultural History PROFESSIONAL MEMBERSHIPS American Historical Association Society for French Historical Studies Western Society for French History REFERENCES [Entries for six references follow.]

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Humanities Ph.D. CV. Accepted tenure-track position at a small, private religious institution. This candidate had worked in university administration on both a full- and part-time basis while searching for a tenure-track position. The original document is five pages. Esme Scholar 123 Book Street City, State Zip code (123) 456-7890 | [email protected] EDUCATION 12/2010

2001

1996

Ph.D. in Hispanic Studies University of X “SALUS ERAT IN SANGUINE: Limpieza de sangre and Other Discourses of Blood in Early Modern Spain” Advisor: Name Committee: Name, Name, Name M.A. in Spanish Columbia University “History in Rondo: Poniatowska’s La noche de Tlatelolco” Advisor: Name A.B. in English Columbia University

EMPLOYMENT 6/20132012 2011-2012 2010-2011 2009-2010 2007-2009 2006-2007

Senior Academic and Career Advisor The Y Career Center, Y University Fulbright Visiting Scholar in the Humanities Program in Literary Theory & American Studies Department, University of Z, City Adjunct Assistant Professor Department of Spanish and Portuguese, Y University Visiting Assistant Professor in Golden Age Literature and Culture Spanish and Portuguese Department, Y University Cultural Lecturer in Hispanic Studies Department of Romance Languages, University of X Associate Director/Graduate Student and Postdoctoral Fellow Career Advisor Career Services, University of X Cultural Lecturer in Hispanic Studies Department of Romance Languages, University of X

PUBLICATIONS IN PROGRESS Con sangre entra: Blood and Purity in Early Modern Iberia Book proposal under consideration New World in the Old: Afterlives of Colonial Texts in Europe Second book/digital humanities project A publication history of accounts of the Americas in Europe during the two centuries after Columbus, this research will produce a digital humanities project, a web-based resource that allows users to create maps and compare diffusion of texts, in addition to a monograph.

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ARTICLES/BOOK CHAPTERS/BOOK REVIEWS “Bleeding Damas: Lyric, Subjectivity, and Blood Purity” (submitted) [Two additional articles and three book reviews follow.] WEB “‘The Spanish Match’: Ceremony, Diplomacy, and the Reading Public” for the “Ritual and Ceremony at the Folger Library” Web site (URL). With Name. INTERVIEW Levin, Sala. “The Biggest Jewish Genetic Myths of All Time.” Moment Magazine. July-August 2012. HONORS AND AWARDS 2012 2010 2001-2006 2001-2006 2001 1999

Fulbright Scholar Grant (Portugal) Grant to participate in NEH Summer Institute, “Ritual and Ceremony from Late Medieval Europe to Early America,” Folger Library University of X Graduate Fellowship Department of Romance Languages (X) Summer Funding FLAS Fellowship for language study (declined) Award for highest academic achievement during study abroad, SUNY-in-Madrid

COURSES GIVEN UNIVERSITY OF Z in Portugal--LITERARY THEORY/AMERICAN STUDIES The Body in Early Modern European Culture (graduate seminar) Bodies and Empire in the Colonial Americas Y UNIVERSITY--DEPARTMENT OF SPANISH AND P ORTUGUESE Performance in the Early Modern Transatlantic World (graduate seminar) Dissertation and Ph.D. committee member for Name Early Readings in Spanish (1000-1700) (twice) Readings in Spanish and Latin American Literature (2) Grammar and Writing in Spanish (3) [Teaching experience at one additional institution follows.] PRESENTATIONS INVITED LECTURES 2/2013

“Blood Purity and the Materiality of the Text in Cervantes’s Alcaná,” Department of World Languages and Cultures, University of State, City, State [Four additional invited lectures follow.]

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CONFERENCE PAPERS “Encounter,” Medieval and Early Modern Studies Faculty Panel on research-in-progress, Y University [Eight additional conference papers follow.] 1/2012

SERVICE Departmental Y University 2010Center for Latin American Studies affiliate 2010-2012 Medieval and Early Modern Studies faculty affiliate 2011 Invited speaker, graduate seminar on professional development 2010 Presenter, roundtable on job application for graduate students in Spanish and Portuguese [Service at one additional institution follows.] Professional 2001-2005 Editorial Assistant to Hispanic Review ADDITIONAL RESEARCH AND PEDAGOGICAL TRAINING 1/2012 “Getting Started in the Digital Humanities” workshop, MLA, Seattle, WA [Eight additional workshops follow.] RESEARCH LANGUAGES Spanish (near-native) French (reading knowledge; intermediate speaking, writing) Portuguese (reading knowledge; intermediate speaking, writing) MEMBERSHIP IN PROFESSIONAL ORGANIZATIONS Cervantes Society of America Modern Language Association Renaissance Society of America Sixteenth-Century Society REFERENCES [The names and contact information of four references follow.]

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Arts Ph.D. CV. Accepted fellowship in digital humanities at mediumsized Canadian Master’s university. Wanted her name and information not to be changed. Original document was nine pages.

PRABA PILAR Email address | www.prabapilar.com | Tel 000-000-0000 EDUCATION PhD, Performance Studies. University of California, Davis, expected June 2013. Designated Emphasis in Feminist Theory and Research, and in Studies in Performance Practice as Research. BA with Honors, Intermedia Arts, Mills College, 2006. DISSERTATION Latin@s Byte Back: Contestational Performance in the Technosphere. In my dissertation, I explore the art praxis of U.S. based Latin@ artists Coco Fusco, Ricardo Dominguez, Guillermo Gómez-Peña and Los Cybrids: La Raza Techno-Critica. I utilize Gloria Anzaldúa’s mestizaje and borderlands concepts and Deleuze and Guattari’s liminality to provide a feminist reading of these artists’ work, analyzing their projects on race, gender, class, bodies and labor throughout North, Central and South America. I focus on how these artists introduce resistant practices to redress neoliberal capitalist globalization. PROFESSIONAL EXPERIENCE Relevant Technical Experience Technology Director at various non-profits. Included systems administration, network and database management; coordination of computer labs and lab volunteers; development and initiation of strategic plans for technology usage, department budgets, grantwriting, planning. Database Developer on FileMaker5 and SalesForce, development of new infrastructures, program area layouts, and staff wide protocols. Integration of databases with internet. Web Developer utilizing DreamWeaver, WordPress, and Joomla for multiple clients. Programming utilizing MAX MSP/Jitter, Javascript, HTML. Relevant Project Management Principal project and event manager for various projects, including public art projects, art exhibitions, coordination of panel discussions, coordination of public art subcontractors, including cement, carpentry, electrical, ceramic, masonry, architectural; liaison with Parks and Recreation Department, City of Oakland Building Department, City of Oakland NCR and other agencies; volunteer coordinator. Coordinator of Latino Training Project. Project coordinator of 15 person team, meeting facilitator, and bilingual economic literacy trainer using popular education techniques. Client List: University of California Multi-Campus Research Group, Davis, CA Center for Religion and Civic Culture, University of Southern California, Los Angeles Windcall Institute, Oakland, CA [Eight more client listings follow.] Teaching Assistant: UC Davis Performance, Theatre and Culture. Department of Theatre and Dance, 2012, 2010, 2008. Introduction to Women and Gender Studies. Department of Women and Gender Studies, 2011. Introduction to Dramatic Arts. Department of Theatre and Dance, 2010. Thesis Advisor/Reader When the Invisible Punishing Machine is Everywhere. Name, in fulfillment of the Master of Science in Art, Culture and Technology, MIT. 2011.

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Graduate Advisor California College of the Arts, San Francisco, CA, 2009. Teacher Youth Digital Arts. Horace Mann Middle School, 2006. Environmental Art Practices. Audubon Society program for youth of color, 2005. HONORS Presidential Pre-Doctoral Fellowship in the Humanities, UC Davis, 2007-2011 Dean’s Scholarship, Mills College, 2004-2006 George Kingdon Memorial Scholarship, Mills College, 2005 Puffin Foundation Award, 2004 [Thirteen more honors listings follow.] PUBLICATIONS Academic Books 2013 “A Performance Script in Two Parts.” Chapter in Are All The Women Still White: Globalizing Women’s Studies, edited by Janell Hobson. Manuscript of book currently under review by University of Illinois Press. Academic Journals 2013 “BOT I.” Lateral Journal of the Cultural Studies Association Spring 2013. Thread: In Search of Digital Feminisms. Exhibition Catalogues 2011 Paradigm Shifts: Walter McBean Galleries Exhibitions and Public Programs, San Francisco Art Institute 2006-2011. Hou Hanru with Mary Ellyn Johnson. San Francisco Art Institute, San Francisco. 2008 Bay Area NOW 5 Wayfinder. Catalogue of Bay Area Now 5 exhibition at Center for the Arts at Yerba Buena. 1996 “Reversal of Fortune.” Catalogue of Strawberry Fields exhibition at Galería de la Raza, SF 1995 “The Healing Fields.” Catalogue of Another Life Up Inside Her Head exhibition at Galería de la Raza, SF Encyclopedia Entries 2006 “A is for Anxiety” entry in Encyclopedia Project: Volume 1, A-E. Encyclomedia: Providence, 2006. Non-Academic Publications 2002 “The Art of Social Justice.” Chapter Interview in The Civil Disobedience Handbook: A Brief History and Practical Advice for the Politically Disenchanted, edited by James Tracy. Manic D Press: San Francisco. Pgs 41-43. 2002 “Cybridnetics: an Ese from the Other side of the Digital Divide.” Tripwire, A Journal of Poetics, Fall 2002 [Two more non-academic publication listings follow.] Online Publications 2012 “Alter-Ego,” multi-media article. KATALOG, a publication of Central Canadian Center for Performance. Published September 8, 2012. “Faith in Machine,” an Interview with Praba Pilar with Localflux.net URL: http://localflux.net/PostView.aspx?id=6 “Ruptures in Technoculture: Technophilic Society and Interventionist Performance.” WEAD Magazine, Issue 4: No Time For Complacency. Essay. [Two more online publication listings follow.]

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Artwork Images Publications 2007 Phoenix, 21st Century City. Edward Booth Clibborn, Image. 2005 B/ordering Space (Border Region) by Henk Van Houtum, Oliver Kramsch, Wolfgang Ziefhofer; Ashgate Publishing, Image. The Womanist: Mills College Women of Color Journal, Spring 2005, Vol. VIII. Image. [Two additional image publications follow.] Radio Interviews 2011 “BOT I” Radio 2050 Interview by Darren De Leon, KPFA Radio, Berkeley 2009 “The Church of NBIC” Radio 2050 Interview by Darren De Leon, KPFA Radio, Berkeley 2007 “Computers Are A Girl’s Best Friend” Radio 2050 Interview by Darren De Leon, KPFA Radio, Berkeley [Eleven more curatorial position listings follow.] Select Media “The Other 9/11,” San Francisco Weekly, September 9, 2008 “Picks,” San Francisco Bay Guardian, July 2, 2008 [Thirty more media listings follow.] Critical Responses to Creative Projects 2013 Latin American Identity Online. Claire Taylor and Thea Pittman. Routledge. Proposed date of publication is Spring 2013. 2013 Body as Evidence: Mediating Race, Globalizing Gender. Janell Hobson. State University of New York Press. Proposed date of publication is Spring 2013. 2012 The Technologies of Creativity: Connections between Art and Science in Contemporaneity. Part III: Evolutionary Views. Perspectives on Beauty, the Truth and the Scientific Method in Contemporary World. Chapter 13.1 Female Biotechnoactivism: The Church of Nano-Bio-Info-Cogno. Dissertation of Paz Torneo at the Universidad Complutense de Madrid. [Four more critical responses to creative project listings follow.] PROFESSIONAL APPEARANCES Performance Art Projects 2010-2012 “BOT I,” Autobiographical monologue on subjectivity and interpellation within the discursive and practical formations of neoliberal technoculture. Galeria Studio Cerrillo, San Cristobal de las Casas, Chiapas, Mexico Radical Philosophy Association Conference: Violence,” University of Oregon, Eugene, Oregon Arena Theatre, University of California at Davis, Davis, CA Actions of Transfer: Women’s Performance in the Americas, UCLA, CA 2006-2012 “The Church of Nano Bio Info Cogno,” Satirical church underlining the contradictions within the messianic rhetorics of agents of advanced technology - nanotechnology, biotechnology, information technology and cognitive neuroscience. Multispecies Salon, City University of New York Graduate Center, New York Cosmopolitics Conference, City University of New York Graduate Center, New York NatureCulture Conference, Santa Fe, New Mexico San Francisco State University, San Francisco, CA University of California at Davis, Davis, CA Bay Area Now 5, Center for the Arts at Yerba Buena, San Francisco, CA Sonoma County Museum, Santa Rosa, CA

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Page 4 of 4 Mills College, Oakland Seminar in Experimental Critical Theory, UC Irvine, Irvine, CA [Four more performance art project listings follow.] Single Performances 2008 “We Remember The Sun: 9/11/1973,” San Francisco Art Institute, San Francisco, CA 2007 “Cabaret Marx,” Humane Slaughter Acts Performance Festival, Healdsburg, CA “Broom Ceremony: Tierradentro,” Museum of Contemporary Art, Tucson, Arizona [Nine more single performance listings follow.] Invited Lectures 2012 Artists Talk, St. Mary’s College, Orinda, CA 2011 Artists Talk, DRA 10 Course, UC Davis, Davis, CA [Thirty-five more invited lecture listings follow.] Academic Conferences 2011 Panelist, “SARLAR PRESENTS.” Theories of Eco-sex Panel,” Eco-Sex Symposium, Center for Sex and Ecology, SF, CA 2010 Panelist, “MultiSpecies Salon.” NatureCulture Conference, Society for Cultural Anthropology, Santa Fe, New Mexico. 2009 Panelist, “Sustainable Computing.” Town Hall on Sustainability, Computers & Writing Conference, University of California Davis, Davis, CA [Fourteen more conference participation listings follow.] PROFESSIONAL ACTIVITIES AND ACADEMIC SERVICES Graduate Service 2009-2011 Graduate Liaison, Technoculture, Arts and Science Cluster of the UC Davis Humanities Institute. 2010-2011 Graduate Liaison, Designated Emphasis in Feminist Theory and Research, UC Davis. Board Membership 2003-2006 Board of Directors, Women’s Environmental Artists Directory. 2001-2003 Board of Directors, Galeria de la Raza, SF. 2001-2003 Advisory Board, Center for Ethics, Economics and Popular Education, SF. Curatorial Experience 2004 Performance Coordinator, International Museum of Women, San Francisco, 2004 2003 Curatorial Committee, Department of Space and Land Reclamation - WEST, SF [Three more curatorial position listings follow.] Advisory Committees 2002 Advisor, Black Box Theatre and Gallery, Oakland [Two additional advisory committee entries follow.] RESEARCH INTERESTS Gender and Performance, Critical Race Feminisms, Environmental Justice, Technocultural Studies. TEACHING INTERESTS Feminism and Digital Cultures, Technologies and Gender, Women and Performance, Queering Technology, Environmental Justice, Social Justice.

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Social Sciences Ph.D. CV. Accepted tenure-track position at medium-sized private Master’s institution. Some candidates find it is advantageous to include a lengthy description of the dissertation on the first page of their CV. Original document was two pages. WILLA D. SCHOLAR X University Department of Political Science Address phone email EDUCATION 2008-Present 2004-2008

X University, City, State Ph.D. expected in May 2014 Research Interests: Political Psychology; Race and Ethnic Politics B.A., Political Science, Bethune-Cookman University, Daytona Beach, FL Summa cum laude

DISSERTATION ABSTRACT

Fired Up, Ready to Go: The Effects of Group-Based and Intergroup Emotions in Politics How and in what ways does group membership shape how we experience emotions? What are the implications of that experience for public opinion and political participation? Existing literature has examined how individuals experience emotions like anger, anxiety, fear, and disgust, and how these individual-level emotions shape a wide range of public opinion and political participation variables. However, much of how we think and behave in the political arena surrounds our membership in groups, whether they are partisan, racial, gender, religious, sexual orientation or otherwise; yet, very little literature in political science has focused on the causes and consequences of emotions from the perspective of group membership. I use a mixture of qualitative and quantitative methods to explore group-based pride, shame, and intergroup anger among African-Americans in politics. I address how eliciting these emotions affects group attitudes, policy opinion, and political participation. I advance the literature by providing a more nuanced understanding of how group-based and intergroup emotions influence public opinion and political participation. HONORS AND AWARDS 2010-2013 National Science Foundation Graduate Research Fellowship Award Recipient Summer 2013 Summer Research Award Recipient, College of Arts & Sciences, X University ($3,000) Fall 2012 Research on Individuals, Politics & Society Small Grant for Experimental Research ($1,100) Spring 2012 Research on Individuals, Politics & Society Small Grant for Experimental Research ($880) Summer 2010 John A. Garcia Award, Interuniversity Consortium for Political and Social Research [Three more awards and scholarships follow.] CONFERENCE PRESENTATIONS 2013 “The Tie that Binds?: Exploring the Roles of Group-Based and Intergroup Emotions in African-American Politics.” Presented at the Annual Meeting of the American Political Science Association, Chicago, Illinois. 2013 “Rally Around Group Identity? Group Response to External Threats,” with Name. Presented at the Annual Meeting of the Midwest Political Science Association, Chicago, Illinois. 2013 “The Meaning and Implications of Racial Resentment across the Racial Divide,” with Name. Presented at the Annual Meeting of the Midwest Political Science Association, Chicago, Illinois. [Three more conference presentations follow.]

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ARTICLES IN PROGRESS Scholar, Willa D. and Name. “Rally Around Group Identity? Group Responses to External Threats.” Under Review Time-Sharing Experiments for the Social Sciences Special Competition for Young Investigators. Scholar, Willa D. and Name. “The Meaning and Implications of Racial Resentment across the Racial Divide.” RESEARCH EXPERIENCE AND TRAINING Fall 2013 Teaching Assistant (Introduction to American Politics), Name. Fall 2013 Invited Participant, APSA Women of Color in Political Science Mini-Conference Summer 2012 National Black Election Politics Study Workshop, Interuniversity Consortium for Political and Social Research, University of Michigan Summer 2011 Summer Institute in Political Psychology, Stanford University Summer 2010 Methodological Issues in Quantitative Research on Race and Ethnicity Course, Interuniversity Consortium for Political and Social Research, University of Michigan Summer 2010 Regression Analysis II: Linear Models, Interuniversity Consortium for Political and Social Research, University of Michigan 2009-2011 Graduate Fellow, Center for the Study of Democratic Institutions, X University 2009-2010 Research and Teaching Assistant (Presidency Course), Name. [Three more position listings follow.] SERVICE AND MEMBERSHIP Present Member, American Political Science Association Present Member, Midwest Political Science Association Present Member, Southern Political Science Association Present Member, National Conference of Black Political Scientists 2008-Present Member, Organization of Black Graduate and Professional Students, X University 2008-Present Recruitment Representative, The Office to Enhance Diversity in Graduate Education, X University REFERENCES [The names, titles, and contact information for three references follow.]

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Social Sciences Ph.D. CV. Accepted tenure-track position at large private research-intensive university after completing a one-year visiting position at a small private university. CV reflects the candidate’s extensive involvement in both research in his field and service to his doctoralgranting university, particularly around issues related to technology and social media. Original document was seven pages. MARK RESEARCHER, Ph.D. Address • City, State Zip code • 123.456.7890 • [email protected] • www.mresearcher.org EDUCATION X University (2013) Ph.D. in Psychology, with Distinction. Certificate in New Media. Dissertation: “Title” Committee: Name (Chair), Name, Name, Name, Name, Name. X University (2008) M.Phil. in Psychology, with Distinction. Oral Exam Fields: Cybercity as Unit of Analysis; Identity and Democracy in the Cybercity; Governance and Education in the Cybercity. A College at City (2007) M.A. in Psychology, Magna Cum Laude. Marymount Manhattan College (2004) B.A. in Psychology, Cum Laude. Industrial/Organizational Psychology Certificate. ACADEMIC APPOINTMENTS Assistant Professor, Department of Sociology and Urban Studies, Z University, City, State, 2013-Present. Instructor, Department of Psychology, B College, City, State, 2006-2010. RESEARCH INTERESTS Media studies; urban studies; youth studies; participatory action research; social justice; software-sorting and urban inequality; predictive policing ; participatory design; proprietary media and social reproduction; consciousness in information environments; qualitative inquiry and analysis; cyberpsychology; politics of information architecture. PUBLICATIONS ARTICLES Name, M. Researcher, and Name. 2012. Gated Condominiums and Market Rate Cooperatives in Urban Spaces. Journal of Technology and Teaching 12(3): 100-135. [Citation information for two additional articles follows.] CHAPTERS Researcher, M. 2014 (In Press). “Participatory Action Design Research with Young People” in Learning Spaces in K-12 Education (eds. Name and Name). Sense. [Citation information for two additional chapters follows.] JOURNAL EDITORSHIP Researcher, M., and Name. 2014 (Forthcoming). “Media and Methods for Opening Education,” special issue of Journal of New Media. TEACHING COURSES Social Justice/Urban Studies 221 Surveillance and the City. Z University. 2014. Urban Studies 151 Young People, Planning, and the City. Z University. 2013. Sociology/Urban Studies 450 Qualitative Research Methods. Z University. 2013. Urban Studies 409 The Contemporary City. Z University. 2013, 2014. [Teaching experience at one additional institution follows.]

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INSTRUCTIONAL TECHNOLOGY Senior Technology Fellow, C College, 2012-2013. [Nine courses in which the candidate served as a technology fellow follow.] SELECTED RESEARCH & CONSULTING Director of Digital Research: “Civic Research and the Community-engaged Campus.” The Public Science Project, X University. Principal Investigators: Dr. Name, Dr. Name, and Dr. Name, 2012-Present. Principal Investigator, Dissertation Research: “Young People and Everyday Data.” Psychology Program, X University. 2009-2013. [Nine additional research/consulting projects follow.] HONORS & GRANTS Distinguished Honors for Dissertation, X University. 2013. Provost’s University Fellowship, X University, $20,000. 2012-2013. [Twelve additional awards and honors follow.] SELECTED MEDIA PRODUCTIONS 2012-Present City’s Public Scholars Platform, http://cpublicscholars.org CPS is a partnership between the X University’s Children’s Science Project and W Community College. Through academic social networking, collaborative online mapping tools, and interactive learning modules, the CPS Platform supports community-based teaching and engaged scholarship around critical urban issues facing students and communities in City. [Four additional media projects with short descriptions follow.] PRESENTATIONS INVITED TALKS Scholar, Mark. 2013. “On Behalf of the Graduates.” Eighty-eighth Doctoral Diploma Ceremony, X University Scholar, Mark and Name. 2012. “Doing Critical PAR with Open Source Technologies.” Representing the City: Technology, Action, and Change Symposium, Q University. [Eleven additional invited talks follow.] PAPERS Scholar, Mark. 2013. “Designing Methods that Trouble Proprietary Knowledge Production.” Association of Internet Researchers, Denver. Scholar, Mark. 2013. “Two Cases of Participatory Action Research with Media.” Allied Media Conference, Detroit. [Nineteen additional papers follow.] PANELS Scholar, Mark, Name, Name, Name, Name. 2013. “Methods of Resistance and Appropriation.” Association of Internet Researchers, Denver. Name, Name, Scholar, Mark, Name, Name, and Name. 2013. “Using Multiple Methods for CommunityDriven Governance, Engagement, and Research.” Digital Media and Learning Conference, Chicago. [Four additional panels follow.] CONFERENCE LEADERSHIP Organizer, Paper Session: “Using Qualitative Methods to Examine Social Media.” Society for Qualitative Inquiry in Psychology. New York, 2013. Organizer, Paper Session: “Using Everyday Technology as a Research Data Source.” Allied Media Conference. Detroit, 2013. [Seven additional conference leadership experiences follow.]

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ACADEMIC SERVICE MEDIA Search Committee, Technology Fellows, B College, 2010-2013. Information Technology Committee, Student Council (Graduate Representative), X University, 2008-2012. Search Committee, Vice President for Information Technology, X University, 2008-2009. [Two additional listings of media service follow.] EDITORIAL BOARD AND PEER REVIEW Member, Journal of Teaching with Technology, 2012-Present. [Five additional listings for peer review follow.] UNIVERSITY GOVERNANCE Search Committee, Associate Dean for Graduate Student Services, X University, 2012. At-Large Graduate Representative, Student Council, X University, 2007-2012. [Ten additional listings for university governance follow.] ORGANIZATIONAL MEMBERSHIPS Association of Internet Researchers American Association of Geographers Society for Qualitative Inquiry in Psychology Environmental Design Research Association

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Social Science Ph.D. CV. Accepted tenure-track position at large public research-intensive university. Original document was three pages. BETHANY SCHOLAR X University Department of Sociology Address

Office phone number Cell phone number Email address Website URL

EDUCATION 2014 Ph.D., Sociology, X University, City, State (expected) Dissertation: “Racial Hierarchy and Liminality in South Africa: A Case Study of Coloureds’ Social Location, Attitudes, and Experiences” Committee: Name (Chair), Name, Name, Name, Name (University of Y) Qualifying Exams: Race and Race Making; Mental Health 2014

Graduate Certificate, African American & Diaspora Studies, X University

2010

M.A., Sociology, X University Thesis: “Racial Inconsistency in Brazil: An Analysis of Brazilians’ Life Experiences and Inconsistent Racial Classifications”

2008

B.S., Sociology, Grand Valley State University, Allendale, MI

AREAS OF INTEREST Race and Ethnicity Social Stratification Social Psychology

Sociology of Health and Illness Quantitative Methods Comparative Sociology

PEER REVIEWED PUBLICATIONS Name, Bethany Scholar, Name, and Name. 2014. “The Use of Psychiatric Medication, Human Capital, and the Amplification of Mistrust.” Sociological Spectrum 34(3): 222–243. Name and Bethany Scholar. Forthcoming. “Performing Race on the ‘World White Web’: Hate and Dissent on an Anonymous Stage.” Social Currents. OTHER PUBLICATIONS Scholar, Bethany 2014. “Race,” “Social Construction of Race,” “Racial Projects,” “Race Card.” In Race and Racism in the United States: An Encyclopedia of the American Mosaic edited by Name and Name. Westport, CT: Greenwood Press. Scholar, Bethany 2012. “Black (Academic) Women’s Health – A Graduate Student’s Perspective.” The Feminist Wire, November 6th. (http://thefeministwire.com/2012/11/black-academicwomens-health-a-graduate-students-perspective/). Scholar, Bethany 2008. “Between Black and White: An Exploratory Investigation of Biracialism in the United States and South Africa.” Grand Valley State University McNair Journal 11: 37-49. MANUSCRIPTS UNDER REVIEW & IN PREPARATION Scholar, Bethany and Name. “Inconsistency within Expressed and Observed Racial Identifications: Identity, Signaling, and Mental Health Status among American Indian Adolescents.” Revise and Resubmit at Sociological Perspectives.

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Bethany Scholar Name and Bethany Scholar. “Specialization, Double Majoring, and the Positive Returns To Breadth In Academic Knowledge.” Under review at Sociological Forum. Name, Name, Bethany Scholar, and Name. “Psychiatric Medication, African Americans and the Paradox of Mistrust.” Under review at Journal of Black Studies. Name, Name, and Bethany Scholar. “Race-Gender Differences in the Impact of History of Heavy Drinking on Current Alcohol Consumption during the Transition to Adulthood.” Under review at Journal of Sociology and Social Welfare. Scholar, Bethany. “Racial Inconsistency in Brazil: An Analysis of Brazilians’ Life Experiences and Inconsistent Racial Classifications” In preparation. Name, Bethany Scholar, Name and Name. “Winners Never Quit, Quitters Never Win”: Investigating the Association Between John Henryism and Health Status Among Black Adults.” In preparation. GRANTS, FELLOWSHIPS AND AWARDS 2014 Ford Foundation Dissertation Fellowship (declined). 2014 Best Graduate Student Paper 2nd place, X University, Sociology: “Racial Hierarchy and Racial Limbo: Generalized Attitudes and Perceived Relative Deprivation of Coloureds in Contemporary South Africa” ($500). 2013-Robert Penn Warren Dissertation Fellowship, X University ($24,000). 2013 Stanford M. Lyman Memorial Scholarship, Mid-South Sociological Association ($1000). 2012 Best Graduate Student Paper 1st place, X University, Sociology: “Performing Race on the ‘World White Web’” ($700, with Name). 2012 International Travel Award, X University ($1000). 2012 Certificate of Completion, Summer Institute on Health, Meharry University. 2011 Summer Research Award, X University, Sociology: “The Implications of Racial Inconsistency” ($2,000). 2010 Travel Award, X University ($500) 2008-13 Marion T. Loftin Fellowship, X ($3,000, 5 years). 2007 Fulbright Scholarship, Fulbright Foundation with Michigan State University ($8,500). 2006 Padnos International Center, Grand Valley State University ($1,000) 2004-08 Bert Price Diversity Scholarship, Grand Valley State University (Full Tuition, 4 years). RESEARCH EXPERIENCE 2013-Dissertation Research. Racial Hierarchy and Liminality in South Africa. Duties: Exploratory content analysis of legal sources, quantitative survey analysis in Stata, semi-structured interview guide construction, qualitative analysis in Atlas.ti 2011-13 Research Assistant. Stress and Health Study, Center for Research on Health Disparities, X University. Funded by the National Institute on Aging (NIA) and the Office of Behavioral and Social Science Research (OBSSR). Duties: Data entry in REDCap, quantitative survey analysis in Stata, qualitative survey analysis in Atlas.ti, seminar contributor. 2009 Principal Investigator. Step It Up Tennessee. Funded by Soles4Souls and Hope for Healing Hands, Nashville, TN. Duties: Survey construction, quantitative analysis in Stata, policy report.

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Bethany Scholar 2008-10

2007

Research Assistant. Majors Matter Project, The Curb Center at X University. Funded by the Teagle Foundation. Duties: Survey construction, focus groups, quantitative data analysis in Stata. Undergraduate Research. Between Black and White, Grand Valley State University and the University of KwaZulu-Natal. Travel funded by Fulbright. Duties: Interview guide construction, qualitative data analysis.

TEACHING EXPERIENCE 2008-13 Teaching Assistant, X University. Undergraduate Courses: Race & Ethnicity; Racial Domination & Progress; Research Methods; Society & Medicine; Creativity & Society; Men & Women in Society. Graduate Courses: Multivariate Statistics I & II; Social Inquiry & Research Methods. Duties: Periodical guest lectures, course planning, class activity planning, discussion leading, lecture outlining, grading, extended mentorship, statistical software instruction. 2012 “Social Identities.” Invited Lecture. Social Psychology 250, Fisk University. 2011 “The Invention of Race and Racism.” Invited Lecture. Black Student Association’s Martin Luther King Jr. Luncheon, X University. 2009 Completed “Teaching Workshop,” X University. CONFERENCE PRESENTATIONS 2013 “Navigating Graduate School as a Woman of Color.” Presentation at the 43rd Annual Meeting of the Association of Black Sociologists, New York. 2012 “Winners Never Quit, Quitters Never Win: Investigating the Association between John Henryism and Health Status among Black Adults.” Presentation at the International Conference on Social Stress, Dublin, Ireland. 2012 “The Black-White Gap in Utilization of Psychiatric Medications and the Paradoxical Operation of Mistrust.” Presentation at the 42nd Annual Meeting of the Association of Black Sociologists, Denver, CO. 2012 “Performing Race on the ‘World White Web’: Hate and Dissent on an Anonymous Stage.” Presentation at the 62nd Annual Meeting of the Society for the Study of Social Problems, Denver, CO (with Name). [Five additional conference presentations follow.] SERVICE 2011-2010-2010-11 2009-10 2007-08

Co-chair, Women of Color Social Science Collective, X. Occasional Reviewer, American Sociological Review, Sociological Perspectives, J. of Black Studies, J. for the Study of Religion. Brown Bag Luncheon Coordinator, X, Sociology. Social and Community Service Chair, X, Sociology. Co-program coordinator, Upward Bound, Grand Valley State University.

PROFESSIONAL AFFILIATIONS American Sociological Association Association of Black Sociologists Society for the Study of Social Problems Sociologists for Women in Society

3

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Social Sciences Ph.D. CV. Accepted joint appointment tenure-track position in a social and behavioral sciences department and in a research center at a large public research-intensive university. Original document was six pages. Greg. H. Z. Scholar CDE School for Communication University of X Street address City, State Zip Code USA

Email address Cell phone number

Education Doctor of Philosophy (PhD) University of X CDE School for Communication

May 2013

Dissertation Title: Cancer-Related Direct-to-Consumer Advertising – A Study of its Antecedents, Influence on Patient Information Seeking Behaviors, and Contingent Effects Committee: Professor Name, Professor of Communication (Chair) Professor Name, Professor of Communication Professor Name, Professor of Communication Professor Name, Professor of Medicine Master of Public Health (MPH), Johns Hopkins University Bloomberg School of Public Health Master of Business Administration (MBA), Johns Hopkins University Carey Business School Bachelor of Medicine and Bachelor of Surgery (MBBS) National University of Singapore (NUS) Yong Loo Lin School of Medicine

2007 2007 2001

Honors and Awards QRS Center for Cancer Communication Research (QCCCR) Postdoctoral Fellowship CDE School for Communication Dissertation Research Fellowship CDE School for Communication Full Tuition and Research Fellowship CDE School for Communication Dean’s Summer Fellowship [Eight additional awards follow.]

2013–2014 2012 2008–2012 2008–2012

Research & Teaching Experience Postdoctoral Research Fellow, NCI-funded QRS Center for Cancer Communication Research, University of X CDE School for Communication (May 2013 to present) An analysis of the predictors and effects of cancer survivors’ concerns about cancer-related problems and information-seeking behaviors. 1. Measuring exposure to e-cigarette information in the social and media environment and examining its associations with pro-smoking intentions. 2. Assessing the role of information seeking and scanning amidst controversy over the risks and benefits of routine prostate-specific antigen testing among older males. Research Fellow, NCI-funded QRS Center for Cancer Communication Research (QCCCR), University of X CDE School for Communication (Sep 2008 – May 2013), for Professor Name 1. Cancer communication a. [Research described.]

Greg H.Z Scholar Curriculum Vitae 1

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2. Information communication technologies a. [Research described.] 3. Strategic communications a. [Research described.] b. [Research described.] 4. Proposal development a. [Research described.] Course Instructor for Health Communication, College of Liberal Studies, School of Arts & Sciences, University of X (May 2012 – June 2012) Summer Research Fellow, C-Change, Academy for Educational Development, Washington DC (May 2009 – July 2009), for Drs. Name and Name Professional Experience Medical Officer, Health Promotion Board, Singapore (Sep 2004 – Jun 2006 and Dec 2007 – Sep 2008) Medical Staff Officer, Epidemiology Department, Preventive Medicine Branch, Headquarters Singapore Armed Forces Medical Corps (Feb 2003 – Sep 2004) Medical Officer, Anaesthesiology Department, Tan Tock Seng Hospital, Singapore (May 2002 – Oct 2002) House Officer, National University Hospital and Singapore General Hospital (May 2001 – Apr 2002) Selected Peer-reviewed Publications Cancer communication publications 1. Scholar, Greg H.Z., Name. Recent trends in e-cigarette awareness and perceived harmfulness in US adults and associations with smoking cessation attempts and intentions. AJPM (accepted). 2. Scholar, Greg H.Z., Name, Name, Name, Name, Name. Associations between cancer-related information seeking and receiving PET imaging for routine cancer surveillance—An analysis of longitudinal survey data. Cancer Epidemiol Biomarkers Prev. 2014; 23(3):481–489. 3. Scholar, Greg H.Z., Name. Measuring exposure to direct-to-consumer advertising—A validation study in the context of cancer-related treatment advertising. Communication Methods and Measures. 2014;8(1):52–78. 4. Name, Name, Scholar, Greg H.Z. Predicting continuance—Findings from a longitudinal study of older adults using an eHealth newsletter. Health Communication. 2014 (published online). doi:10.1080/10410236.2013.833580. [Eight additional publications follow.] Public health published articles 13. Scholar, Greg H.Z. An approach to building the case for nutrition policies to limit trans-fat intake—A Singapore case study. Health Policy. 2011;100(2–3):264–272. 14. Scholar, Greg H.Z. Through the drinking glass: an analysis of the cultural meanings of college drinking. Journal of Youth Studies. 2011:1–24. 15. Scholar, Greg H.Z. A case study of the New York City trans-fat story for international application. Journal of Public Health Policy. 2009;30(1):3–16. 16. Name, Name, Name, et al. Ministry of Health clinical practice guidelines: cancer screening. Singapore Med J. 2010;51(2):170–173. Citations profile: http://scholar.google.com/citations?hl=en&user=R1YpopsAAAAJ

Greg H.Z Scholar Curriculum Vitae 2

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Articles under review 1. Scholar, Greg H.Z., Name, Name A. socio-demographic correlates of exposure to e-cigarette communications and its association with public support for tobacco-free policies: results from a national survey of U.S. adults. 2. Scholar, Greg H.Z. A study of the frequency and correlates of exposure to cancer-related direct-toconsumer advertising among breast, prostate, and colorectal cancer patients. Invited Seminars 1. Scholar, Greg H.Z. (2013). Direct-to-consumer advertising: Implications for health information seeking and communication inequalities in cancer care. University of Z Cancer Center, Cancer Prevention and Control Program. 2. Scholar, Greg H.Z. (2013). Direct-to-consumer advertising: Implications for health information seeking and communication inequalities in cancer care. University of Y School of Public Health, Department of Social and Behavioral Sciences. [Two additional seminars follow.] Selected Conference Presentations 1. Scholar, Greg H.Z., Name. Awareness and perceived harmfulness of e-cigarettes among current, former, and non-smokers. In: Health Information National Trends Survey (HINTS) Users Meeting. Bethesda, MD, USA; 2013. 2. Scholar, Greg H.Z. How is exposure to direct-to-consumer advertising associated with active health information seeking behaviors among cancer patients? In: National Cancer Institute Centers for Excellence in Cancer Communication Research Grantee Meeting. Ann Arbor, MI, USA; 2013. 3. Name, Scholar, Greg H.Z., Name, Name, Name. Interpersonal communication as a mediator of campaign effects on smokers’ quit behaviors. In: National Cancer Institute Centers for Excellence in Cancer Communication Research Grantee Meeting. Ann Arbor, MI, USA; 2013. [Four additional presentations follow.] Professional Service and Involvement Academic Editor Medicine Journal and Conference Reviewer BMC Public Health Journal of Communication BMJ Open Medical Care Nicotine & Tobacco Research [Five additional listings follow.]

2014 to present 2014 to present 2014 to present 2014 to present 2013 to present 2013 to present

Campus Leadership Positions University of X International Students Advisory Board (Member) CDE School for Communication Graduate Council (Elected Member) University of X Intercultural Leadership Program (Participant) Johns Hopkins University Bloomberg School of Public Health MPH Officer (Class President) and Student Assembly Executive Officer (Elections Committee Chairperson)

2012 – 2013 2008 – 2009 2008 2006 – 2007

Professional Memberships International Communication Association – Member since 2009

Greg H.Z Scholar Curriculum Vitae 3

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National Communication Association – Member since 2010 American Public Health Association – Member since 2007 Singapore Medical Council – Full Medical Registration since 2002 Professional References [The names and contact information for three references follow.]

Greg H.Z Scholar Curriculum Vitae 4

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STEM Ph.D. CV. Accepted tenure-track position at small liberal arts college. Original document was six pages. MARTINE SCIENTIST 123 Engineering Quad City, State Zip code

Phone: (123) 456-7890 [email protected]

EDUCATION Z University Ph.D., Mechanical and Aerospace Engineering Committee Members: Name (Advisor, Mechanical and Aerospace Engineering) Name (Mechanical and Aerospace Engineering) Name (Astrophysics)

Fall 2008 - Present Expected June 2013

M.A., Mechanical and Aerospace Engineering November 2010 Coursework: Controls and Dynamics (major area), Lasers and Optics (minor area), Math Teacher Certification, University Teaching Center, Z University

Fall 2012

Dartmouth College B.E., Mechanical Engineering

Fall 2007 - Spring 2008 June 2008

Smith College B.A., Physics, B.A., Astronomy, High Honors

Fall 2003 - Spring 2007 May 2007

HONORS AND AWARDS Runner Up, Travel Prize, American Astronomical Society Graduate Student Fellowship, State Grant Consortium Graduate Fellowship in Aerospace Engineering, National Science Foundation [Six additional awards follow.]

2013 2011 - 2012 2009 - 2011, 2012 - 2013

RESEARCH EXPERIENCE Graduate Student, Z University, City, State Spring 2008 - present Developed and modeled ground and space-based techniques for direct imaging of exoplanets. Helped design and set up a new optics laboratory. Developed a method for speckle identification for the direct detection of exoplanets using interference-based coronagraphy. Manufactured optical parts for Subaru telescope and the Exoplanet Direct Imaging Testbed. Obtained a certification for a microfabrication clean room. Developed algorithms using matched ltering and Bayesian approach to distinguish speckles and planets in a series of images with a changing speckle pattern. [Five additional descriptions of research experience follow.] TEACHING EXPERIENCE University Teaching Center, Z University Spring 2012 - present Developed workshops on physically interpreting equations. Wrote handout for undergraduates in engineering to see the connections between math and physical understanding. Gained understanding through focus groups about the needs of the Bachelors of Science and Engineering students.

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Teaching Assistant, Z University, City, State EGR 101: An Introduction to Engineering Spring 2011 Freshman level project-based class as an introduction to various engineering disciplines. Attended all classes, assisted students with in-class activities, and gave two guest lectures (50 minutes each). Full control of 3-week robotics and remote sensing laboratory and 2-week MATLAB computer programming and data analysis laboratory. Led four lab sessions per week with a total of 60 students. Re-designed labs to incorporate engineering design process. [Four additional descriptions of teaching experience follow.] WORK EXPERIENCE Intern, Lockheed Martin Missile and Fire Control, Dallas, TX Summer 2007 Worked in the Quality Engineering division. Utilized software to evaluate 30 suppliers of parts to the HIMARS missile launcher system. [Two additional work experience listings follow.] MENTORING EXPERIENCE Student Name, from Massachusetts Institute of Technology Summer 2012 Guided a rising sophomore in aerospace engineering on an 8-week laboratory-based project designing new laboratory layouts, setting up new star/planet simulator, and collecting data. [Experiences with two additional students follow.] PUBLICATIONS Note: The first five papers listed are related to my Ph.D. thesis Bayesian Planet Detection Algorithm Using Multiple Images, M. Scientist, Name, and Name, in preparation 2013 [Eight additional publications follow.] SELECTED RESEARCH PRESENTATIONS *Denotes an invited talk * Extrasolar Planets Seminar (Planned), Spring 2013, Host Dr. Name, NASA-Goddard, Greenbelt, MD [Thirteen additional presentations follow.] PROFESSIONAL DEVELOPMENT SENCER Summer Institute, Z University Team Member August 2012 Santa Clara University, Santa Clara, California An intensive five-day institute for a community of educators, administrators, students, and community leaders to gather to consider how best to engage students in the sciences, technology, engineering, and mathematics and the civic issues in which they play an integral role. Teams in varying stages of planning, development, or revision of courses participated. Over 200 participants and almost 100 college and universities represented. [Eight additional professional development experiences follow.] SERVICE Ambassador, AAS Astronomy Ambassador Inaugural Program January 2013 Mentoring and training experience for new members of the astronomy profession, providing access to resources and a network of contacts within the astronomy EPO community. Learning how to implement effective education and outreach strategies.

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Judge, for the Undergraduate Astronomy Achievement Student Award January 2012, 2013 Reviewed undergraduate student posters at the American Astronomical Society meeting. Judging criteria for posters were based on presentation and content, weighted so that content is 60% of the score. [Three additional service entries follow.] PROFESSIONAL SOCIETIES American Association of Physics Teachers, AAPT SPIE, International Society for Optical Engineering Sigma Xi, Scientific Research Society Institute of Electrical and Electronics Engineers, IEEE American Institute of Aeronautics and Astronautics, AIAA American Astronomical Society, AAS Society of Physics Students, SPS Society of Women Engineers, SWE

2012 - present 2008 - present 2007 - present 2007 - present 2007 - present 2004 - present 2004 - present 2003 - present

REFERENCES [Names and contact information of six references follow.]

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STEM Ph.D. CV. Accepted renewable non-tenure track position at small liberal arts college that also offers graduate programs. Candidate has teaching and mentoring experience. Original document was three pages. RENATA SCIENTIST, PH.D. Name Laboratory, Department of Physiology, University of X Address Phone number Email address EDUCATION November 2010- University of X School of Medicine present X Postdoctoral Research and Teaching Program (X-PRaT) Fellow, Department of Physiology Laboratory of Name, Ph.D.

City, State

December 2010

University of X School of Medicine Cell and Molecular Biology Group Ph.D. in Developmental, Stem Cell and Regenerative Biology Laboratory of Name, M.D., Ph.D.

City, State

May 2003

Honors College, Stony Brook University Biology Major, Biomedical Engineering Minor Developmental Genetics and Neurobiology Tracks Honors B.S. in Biology with Departmental Honors

Stony Brook, NY

TEACHING EXPERIENCE AND TRAINING Spring 2012

Instructor, Course Designer, BIO 390: Stem Cell Biology and Regenerative Medicine Biology Department, Lincoln University Fall 2011 Instructor, BIO 104: General Biology II for Biology Majors Biology Department, Lincoln University Spring 2011 X-PRaT Fellow, College and University Teaching Seminar, Graduate School of Education, University of X. Received training in pedagogy and curriculum development for university science courses with emphasis on teaching in the Minority Serving Institution context. 2011-2012 Guest Lecturer, BIOL 354: Developmental Biology, University of X Fall 2010 Guest Lecturer, Academically Based Community Service (ABCS) Regeneration Course, Institute for Regenerative Medicine and the QRX Center for Community Partnerships, University of X Summer 2010 Curriculum Development, ABCS Regeneration Course and Bridge to ReBIO science outreach program, Institute for Regenerative Medicine, University of X Spring 2008 Teaching Assistant, Guest Lecturer, BIOL 354: Developmental Biology, Department of Biology, University of X [Two additional teaching experiences follow.] OUTREACH AND MENTORING EXPERIENCE Spring 2012 Co-chair, Community Service Committee, Post-Doctoral Council, University of X Spring 2010 Mentor, Bridge to ReBIO: science outreach at West City High School Spring 2009 Mentor, Bridge to ReBIO: science outreach at City Girls High School [Two additional mentoring experiences follow.] AWARDS Fall 2010 Fall 2003-2005 Fall 2003 Spring 2003 Spring 2003

NIH IRACDA Post-doctoral fellowship, X-PRaT Program NIH Cell and Molecular Biology Training Grant, TXX-XXXXXXX Distinguished Scholars Award, Biomedical Graduate Studies, University of X School of Medicine State University of New York Chancellor’s Award for Student Excellence Erwin Oster Prize for Genetics Research

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Spring 2003 Phi Beta Kappa Honor Society Member [Three additional awards follow.] SELECTED MEETINGS AND EVENTS June 2012

National IRACDA Meeting, City, State Co-Organizer, Conference Planning Committee

March 2012

Lincoln University Biology Department Seminar Series Invited speaker, Modeling cystic fibrosis and membrane protein misfolding in C. elegans.

June 2011

National IRACDA Meeting, Houston, TX Invited speaker, Academically Based Community Service (ABCS) courses: an innovative teaching model for urban colleges and universities.

[Two additional meetings and events follow.] RESEARCH EXPERIENCE 2010-present

Post-doctoral Fellowship in the laboratory of Name, Ph.D. Department of Physiology, University of X • Molecular mechanisms of protein misfolding diseases • Osmosensory regulation in C. elegans

2004-2010

Doctoral Dissertation in the laboratory of Name, M.D., Ph.D. Department of Medicine, University of X Thesis Title: T he role of pre-MBT transcription in embryonic development

Fall 2001-2003

Senior Thesis research in Developmental Biology in the lab of Name, Ph.D. Department of Biochemistry and Cell Biology, Stony Brook University Senior Thesis Title: Characterization of xNectR, a novel gene, in Xenopus development.

[Three additional research entries follow.] SELECTED POSTER PRESENTATIONS June 2011

18th International C. elegans Meeting, Los Angeles, CA Presented poster: Modeling membrane protein misfolding in C. elegans.

Society for Developmental Biology 68th Annual Meeting, San Francisco, CA Presented poster: The role of VegT in the pre-MBT development of X. laevis. [Four additional poster presentations follow.] July 2009

PUBLICATIONS Name, L., Scientist R., Name, Name, and Name. (2012). The Cystic Fibrosis-associated deltaF508 mutation confers post-transcriptional destabilization on the C. elegans ABC transporter PGP-3. Disease Models and Mechanisms, Epub ahead of print. Scientist, R., Name, Name, Name, and Name. (2011). An essential role for transcription before the MBT in Xenopus laevis. Developmental Biology, 357(2):478-91. • Selected for evaluation by the Faculty of 1000, November, 2011 ADDITIONAL LEADERSHIP EXPERIENCE AND PROFESSIONAL MEMBERSHIPS Co-founder, Science Education Journal Club, University of X Member, The Genetics Society of America [Three additional professional memberships follow.]

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STEM Ph.D. CV. Accepted tenure-track position at large public researchintensive university. For a period of two years she was working as a postdoc and teaching in the same department. Original document was seven pages.

Riki Candidate Assistant Professor Department of Mechanical Engineering State University

Street Address City, State, Zip 111-222-000, [email protected]

EDUCATION: University of X, City, State Ph.D., Mechanical Engineering -- June 2011 Thesis title: Structural and surface correlations to optical properties of semiconductor nanoparticles produced by nonthermal plasma reactor Adviser: Name Minor, Nanoparticle Science and Engineering M.S.M.E. -- January 2010 Carleton College, Northfield, MN B.A. cum laude, Physics Major -- June 2003 RESEARCH EXPERIENCE Postdoctoral research, Department of Chemical Engineering and Materials Science / Department of Mechanical Engineering, University of X, City, State August 2011 - present Advisers: Name / Name / Name Project: Plasma-nanoparticle interactions: plasma diagnostics and nanoparticle properties • Designed and constructed new dusty plasma experimental reactor • Employed plasma diagnostic methods such as optical emission spectroscopy and capacitive probe measurements to characterize low-pressure nonthermal plasmas Thesis research, Department of Mechanical Engineering, University of X, City, State June 2005 - June 2011 Adviser: Name Project: Structural and surface correlations to optical properties of semiconductor nanoparticles produced by nonthermal plasma reactor • Tuned nonthermal radiofrequency plasma reactor parameters to adjust nanoparticle structure and surface characteristics, optimizing for optical, electrical, and processability traits • Characterized nanoparticles using transmission electron microscopy, scanning electron microscopy, x-ray diffraction, fourier-transform infrared spectroscopy, electroluminescence, and photoluminescence • Synthesized hybrid organic/inorganic light-emitting devices (LEDs) using polymers and silicon nanoparticles in direct application for infrared LED technologies Undergraduate research intern, Physics Department, Z State University, City, State June - August 2002 National Science Foundation Research Experience for Undergraduates (REU) program Adviser: Name Project: Carbon nanotubes for conduction of spin-conserved electron transport • Experimented with nanotube deposition on electrode substrates with the goal of aligning the nanotubes directly across the electrodes

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Examined the nanotube alignment using atomic force microscopy and scanning electron microscopy

TEACHING EXPERIENCE Adjunct Assistant Professor, Department of Mechanical Engineering, University of X, City, State September - December 2012; Course: ME3324 Introduction to Thermal Science, 72 students June - August 2012; Course: ME3331 Thermal Sciences I, 35 students June - August 2011; Course: ME3331 Thermal Sciences I, 35 students PUBLICATIONS AND PATENTS Publications: • "Plasma-induced crystallization of silicon nanoparticles" Name, R. Candidate, Name, Name, and Name. J. Phys. D., Accepted December 2013. • “Temperature dependent photoluminescence from siloxane nanocomposites of size-purified silicon nanocrystals” Name, Name, Name, R. Candidate, Name, and Name. ACS Applied Materials and Interfaces, 5 (10), pp. 4233-4238, 2012. • “Effects of water adsorption and surface oxidation on the electrical conductivity of silicon nanocrystal films” Name, Name, R. Candidate, Name, Name, and Name. J. Phys. Chem. C, 117 (8), pp. 4211-4218, 2013. [Eleven additional publication listings follow.] Patents: • WO/2008/091581: Nanoparticles with grafted organic molecules Filed 2008 Inventors: Name, R. Candidate, Name, Name, Name, Name PRESENTATIONS Oral presentations: •

Division of Engineering Research Noontime Seminar Series, University of X, City, State October 2013 "Nonthermal plasmas for nanocrystal processing" Riki Candidate • Department of Mechanical Engineering Annual Faculty Retreat, University of X, City, State August 2014 "Nanocrystals from nonthermal plasmas: a versatile deposition approach" Riki Candidate • 65th Gaseous Electronics Conference, Austin, TX October 2012 “Plasma crystallization of silicon nanoparticles” R. Candidate, Name, Name, and Name [Ten additional presentation listings follow.] Posters (selected): •

Gordon Research Conference on Plasma Processing Science, Smithfield, NJ July 2012 “Plasma crystallization of silicon nanoparticles” R. Candidate, Name, Name, and Name

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•

Materials Research Society (MRS) Fall Meeting, Boston, MA November 2011 “Routes to Optimizing the Photoluminescence and Electroluminescence Quantum Yields of Plasma-Produced Silicon Nanocrystals” R. Candidate, Name, Name, Name and Name [Five additional poster presentation listings follow.] HONORS AND AWARDS • • •

University of X Doctoral Dissertation Fellowship Award 2010-2011 National Science Foundation Integrative Graduate Education and Research Trainee (IGERT) Fellowship 2006-2008 University of X Department of Mechanical Engineering Graduate Research Fellowship 2005

OUTREACH AND SERVICE ACTIVITIES •

Co-Chair and Organizer, Gordon-Kenan Research Seminar on Plasma Processing Science, City, State. July 2010 Student-organized and student-oriented research seminar Helped to organize and lead this abbreviated scientific conference for graduate students, post-doctoral fellows, and young scientists in advance of Gordon Research Conference on Plasma Processing Science • Nano Days Exhibitor, University of X City, State April 2010 Outreach program for middle- and high-school students • Scientist Presenter, ABC Museum, City, State July 2008 Nanoforum for children and adults Presentation topic: Nanotechnology for alternative energy [Six additional outreach and service entries follow.] ADDITIONAL ACTIVITIES Mentor to Undergraduate Research Assistants 2006-2009 • Introduced students to the graduate research laboratory • Instructed students in strategies for effective experiment planning • Mentored students in execution of their research experiments Liaison to the Director of Graduate Studies, Department of Mechanical Engineering, University of X 2006-2009 • Arranged recruitment events for prospective students • Led discussions on student life for prospective and new students • Organized and participated in the Graduate Student Round Table discussion • Presented to fellow Ph.D. students on the qualifying exam process • Coordinated women’s and social events among the Mechanical Engineering graduate students

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STEM Ph.D. CV. Accepted renewable (full-time, contract) clinical faculty position at large private research-intensive university. This computer scientist conducted a geographically limited search. She was teaching part-time in the department previous to her full-time hire. It is common for that particular department to hire for full-time contract faculty from its part-time staff. This is perhaps why her CV uses bullet points on the second page to describe her teaching and research experience in more detail. Original document was three pages.

Marie Scholar Home address Phone number Email Website EDUCATION Doctor of Philosophy, Computer Science, University of Y, City, State Adviser: Dr. Name Theoretical Methods for Blur-Correction in Electron and Soft X-ray Microscopy Master of Philosophy, Computer Science, University of Y Master of Arts, Computer Science, University of Y

September 2013

2009 2009

Bachelor of Arts, Cum Laude, Computer Science, Hunter College, City University of New York

2005

PUBLICATIONS Refereed Archival Journals • Marie Scholar, Name, Name, Name and Name, The Soft X-Ray Transform, submitted to Inverse Problems. • Name, Name, Name, Name, Name, Name, Name, Marie Scholar, Name and Name, Morphology of Influenza B/Lee/40 Determined by Cryo-Electron Microscopy, PLoS ONE, 9(2):e88288, 2014. [Citation information for two additional articles follows.] Refereed Book Chapters and Conference Proceedings • Marie Scholar, Name, Reconstruction From Microscopic Projections with Defocus-Gradient and Attenuation Effects, in Computational Methods for Three-Dimensional Microscopy Reconstruction, eds. Name, Name, Springer, 2014. [Citation information for two additional book chapters/conference proceedings follows.] Presentations at Workshops and Conferences • Marie Scholar, Name, Replication Artifact in Data Collected by Soft X-ray Microscopy, IEEE Signal Processing in Medicine and Biology Symposium, Polytechnic Institute of New York University, December 7, 2013. • Correcting Blurring in Soft X-ray Microscopy Data to Improve the Reconstructions, The New York Women in Mathematics and Computing Workshop, New York, NY, May 10, 2013. [Citation information for seven additional presentations follows.] AWARDS AND HONORS Recipient of support under the following grants: • National Science Foundation, #JSF-123456, Computational Methods for Inverting the Soft X-Ray Transform, (8/2011 – 8/2013); in collaboration with the mentor prepared the application and administered the grant); • National Institute of Health, #AB098776, Image Processing in Biological 3D Electron Microscopy, (9/2007 – 6/2010); Doctoral Student Research Grant, 02/2012 – 01/2013, 02/2010 – 01/2011, 02/2007 – 01/2008, University of Y Travel Grant from the Student Travel and Research Fund, 05/2007 – 05/2008, University of Y Science Fellowship 09/2005 – 06/2007, University of Y EXPERIENCE Research Research Assistant, University of Y Adviser: Distinguished Professor Name •

2/2007 – 8/2013

Prepared and submitted research results for presentation at conferences and publication in peerreviewed journals.

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Prepared three successful Doctoral Student Research Grant proposals (2007, 2010, 2012) that funded travel to international conferences for presentation of research results. In collaboration with mentor, prepared a successful National Science Foundation grant proposal (JSF123456) that resulted in $230,000 of funding over three years. Administered the above grant. Maintained successful collaboration with researchers from Centro National de Biotechnologia, Universidad Autonoma de Madrid. This work provided interdisciplinary exchange of ideas and expertise. Spent a week in January of 2013 at Centro National de Biotechnologia as a visiting scholar. Assisted in organization of Minisymposium on Computational Methods for Three-Dimensional Microscopy Reconstruction at the University of Y in June 2012 that brought together over fifty researchers and students working in the area of three dimensional reconstruction from microscopy data. Redesigned distribution of simulated computed tomography software, SNARK09, facilitating its use by researchers all over the world. Co-developed and maintained SNARK09 package. Developed and maintained the website for its distribution. Assisted in preparation of the book: Fundamentals of Computerized Tomography: Image Reconstruction from Projections by Name, 2nd ed., Springer, 2009, ISBN: 978-1-12345-123-2.

Research Assistant, University of Y Adviser: Professor Name •

111

4/2006 – 5/2007

Prepared and submitted research results for presentation at the 15th Annual European Symposium on Algorithms, 2007.

Teaching Adjunct Assistant Professor, Computer Science Department, New York University • •

9/2013 – present

Taught introductory Java programming courses intended for computer science majors and minors. Taught Data Structures course. Supervised tutors, graders and recitations leaders.

Adjunct Lecturer, Computer Science Department, University of Y

9/2005 – 5/2006; 9/2009 – 12/2011

•

Taught introductory C/C++ programming courses for computer science majors and introductory computer science courses for non-majors. • Introduced code-reading exercises that offered students training in understanding source code authored by others, and give them practice in learning on their own about language features with which they were not familiar • .Designed, prepared, and supervised hands on programming exercises to increase studentsʼ comprehension of the material covered during lectures. • Developed exams and assignments to evaluate studentsʼ progress in the course. • Maintained course webpages with up to date information, notes, and links for the students. [One additional professional experience follows.] SERVICE • • •

Reviewer of several peer-reviewed journal publications, book chapters and books. Student representative on the Executive Committee of the University of Y CS Department (9/2009 – 6/2013). Student representative on the Curriculum Committee of the University of Y CS Department (1/2013 – 6/2013).

PROFESSIONAL MEMBERSHIPS Association for Computing Machinery (ACM) Institute of Electrical and Electronics Engineers (IEEE) REFERENCES [The names and contact information for five references follow.]

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STEM Ph.D. CV. Accepted tenure-track position at large public Master’s institution. Note this candidate held non-tenure track research and teaching positions after she earned her Ph.D. Original document was three pages.

Jiahui Researcher EDUCATION 12/2012 Ph.D., Civil Engineering-Water Resources University of X, City, State, GPA: 3.97 Dissertation title: A hybrid framework for verification of satellite precipitation products Advisor: Name

Master of Science, Environmental Engineering University of X, City, State, GPA: 3.97

09/2008

Bachelor of Science, Environmental Engineering Fuzhou University, Fuzhou, China, GPA: 3.68, 2nd Honor

07/2007

RESEARCH EXPERIENCE Adjunct Professor Schmid College of Science and Technology, Chapman University, CA

01/2013-12/2013

Lecturer 09/2013-12/2013 Civil Engineering and Construction Engineering Management, California State University Long Beach, CA 06/2013-09/2013 Research Associate Center for Hydrometeorology and Remote Sensing (CHRS), University of X, City, State. 09/2008-12/2012 Graduate Research Assistant Center for Hydrometeorology and Remote Sensing (CHRS), University of X, City, State.

Research Intern NASA’s Goddard Space Flight Center, Greenbelt, MD.

06/2011-09/2011

Research Assistant College of Environmental & Resources, Fuzhou University, China.

10/2006-06/2007

06/2006-09/2006 Research Intern Environmental Monitoring Center, Fenghua Municipal People’s Government, China.

PUBLICATIONS Name, Name, Researcher J., Name, Name, 2011, Geometrical Characterization of Precipitation Patterns, Journal of Hydrometeorology, 12(2), 274-285. Researcher J., Name, Name, Name, 2014, An Object-based Approach for Verification of Precipitation Estimation, International Journal of Remote Sensing (Accepted) Name, Name, Researcher J., Name, Name, 2014, Change Detection of Coral Reef Habitat Using Landsat-5 TM, Landsat-7 ETM+ and Landsat-8 OLI Data in the Red Sea (Hurghada, Egypt), International Journal of Remote Sensing, 35(6), 2327-2346. [Two more publications follow.] PRESENTATIONS

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Researcher, J., Name, Name, Name, Evaluation of satellite-based precipitation estimates using an object-based approach, Climate Science Seminar, NASA JPL, Pasadena, CA, 12 Dec 2012.

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Researcher J., Name, Name, Name, Evaluation of satellite-based precipitation estimates in winter season using an object-based approach, American Geophysical Union (AGU) Fall meeting, San Francisco, CA, 3-7 Dec 2012. Researcher J., Name, Name, Name, A hybrid framework for verification of satellite precipitation products, American Geophysical Union (AGU) Fall meeting, San Francisco, CA, 5-9 Dec 2011. [Two more presentations follow.] RESEARCH INTERESTS Remote sensing, GIS-based modeling of watershed-scale processes, Hydrologic modeling, Precipitation error analysis, Image processing. HONORS NASA Earth and Space Science Fellowship (NESSF) award 01/2010-12/2012 Outstanding student paper award, AGU 2011 Graduate student research and travel grant award, UCI 01/2012 First Prize Award, Collegiate Thesis Competition, Fuzhou University, China 07/2007 Outstanding undergraduate student award, Fuzhou University, China 06/2007 Excellent Student Scholarship, Fuzhou University, China 09/2004-07/2006 SKILLS Proficient in ArcGIS, MatLab, C, Linux, ENVI, HEC-HMS, HEC-RAS, ModelMuse, MODFLOW, Microsoft Word, Excel, PowerPoint. CERTIFICATES AND TRAININGS Communicating Science Training Certificate, Newkirk Center for Science & Society, University of X, City, State, 05/2012. Engineer-In-Training (EIT) Certificate #145937, CA, 05/2012. Integrated hydro-economic model of California's water supply system (CALVIN) short course, University of California, Davis, CA, 02/2012. Teaching Assistant Professional Development Program (TAPDP), University of X, City, State, 09/2010. CONFERENCES AND WORKSHOPS ATTENDED 44th Symposium on the Interface of Computing Science and Statistics, Chapman University, CA, 4-6 Apr 2013. 5th Annual Orange County Water Summit, Anaheim, CA, 18 May 2012. NASA Energy and Water Cycle Study (NEWS) workshop, University of X, State, 13-15 Jun 2011. Advanced Concepts Workshop on Remote Sensing of Precipitation at Multiple Scales, University of X, State, 15-17 Mar 2010. [Three more conferences and workshops follow.] PROFESSIONAL AFFILIATIONS American Geophysical Union (AGU) American Meteorological Society (AMS)

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2009-Present 2009-Present

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STEM Ph.D. CV. Accepted tenure-track faculty position at large public research-intensive institution. Original document was four pages.

Sean M. Researcher, Ph.D. Department of Materials Science & Engineering, University of X Address Email Phone Number CURRENT POSITION Post-doctoral Researcher, Name Research Group, University of X, City, State 2013-present Using mechanical testing inside of a scanning electron microscope (SEM) to investigate material behavior. This includes interrogating deformation mechanisms at the nanoscale. EDUCATION Ph.D., University of X, City, State Ph.D. in Materials Science & Engineering, Grade Point Average: 4.00/4.00 Thesis adviser: Prof. Name, Department of Mechanical Engineering Thesis: “Title” M.Sc., CCC University, City, State M.Sc. in Materials Science & Engineering, Grade Point Average: 3.98/4.00 Thesis: “Title” M.Phil., YYY University, City, State M.Sc. in Mechanical Engineering Thesis: “Title” B.Sc., University of X, City, State B.Sc. in Mechanical Engineering and Materials Science & Engineering; Minor in Mathematics Grade Point Average: 3.95/4.00, Summa Cum Laude, Dean’s List (4 years) Tau Beta Pi, Pi Tau Sigma and Alpha Sigma Mu Engineering Honor Societies

2013

2006 2004 2003

WORK/RESEARCH EXPERIENCE Ph.D. Thesis Research, University of X, City, State 2008-2013 Investigated effects of atomic-scale processes in mechanics. Conducted experiments in a SEM, enabling real-time characterization of Angstrom-scale structure. Mechanical Engineer, W Corporation, City, State 2006-2008 Performed design and product development of novel disposables products for medical devices. Also, conducted investigations into product defects to establish root cause and innovate solutions. Research Assistant, CCC University, City, State 2004-2006 Investigated adhesion of ultra-thin films of high-dielectric constant materials. Used mechanical testing, x-ray photoelectron spectroscopy, and scanning electron microscopy to analyze failure. [Three additional position listings follow.] FELLOWSHIPS AND AWARDS Fellowships National Science Foundation IGERT Fellowship (2011) Named Graduate Fellowship Award, University of X, MSE Dept. (2011) National Science Foundation Graduate Research Fellowship (2004) [Three additional fellowship listings follow.] Awards American Vacuum Society Graduate Award (2013) Materials Research Society Graduate Student Award (2012)

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Scholarship Award, American Society for Mechanical Engineers, local section (2012) [Four additional awards listings follow.] PUBLICATIONS Peer-reviewed journal articles S. M. Researcher, Name, Name. Title. (IN FINAL PREPARATION) S. M. Researcher, Name, Name. Title. Nature Nanotech., Vol, Page (2013) Name, S. M. Researcher, Name, Name. Title. Langmuir, Vol, Page (2010) [Eight additional peer-reviewed journal article listings follow.] Contributed Book Chapters S. M. Researcher, Name, Name, Name. Title. Wiley, New York, NY (2013) Conference Proceedings Name, S. M. Researcher, Name, Name. Title. Conf, Japan (2013) [Two additional conference proceedings listings follow.] CONFERENCE PRESENTATIONS Invited Talks “Title,” Conference, Boston, MA (2013) “Title,” Gordon Research Seminar, Boston, MA (2013) [Three additional conference invited talk listings follow.] Conference Presentations “Title,” Materials Research Society (MRS) Fall Meeting, Boston, MA (Dec 2013, accepted) “Title,” American Vacuum Society (AVS) Annual Meeting, Long Beach, CA (2013). (Name Scholarship Award) [Six additional conference presentation listings follow.] Poster Presentations “Title,” Gordon Research Conference Boston, MA (Jul 2013) “Title,” Gordon Research Conference Waterville, ME (Jul 2012) [Two additional poster presentation listings follow.] TEACHING AND MENTORING University Teaching Experience Assistant Instructor for senior/graduate-level course in the department of Mechanical Engineering entitled “Nanomechanics” with Prof. Name. (Course #__, Spring 2013). Taught 1/3 of lectures, co-designed curriculum, created new lab component, managed online resources. Guest lecturer and, separately, round-table discussion panelist for Prof. Name’s “Engineering Research – Preparation, Application, and Methods” (Course #__, Spring 2013) [Two additional university teaching experience listings follow.] Mentorship of Students and Employees During Post-doc, currently supervising two graduate students (Jun 2013 – present) During Ph.D., directly supervised first-year graduate student (Jun – Dec 2012), undergraduate researcher (Jun – Sep 2011), and high-school senior (Jun – Aug 2010). At W Corp., directly supervised a temporary employee (Aug 2007 – Jan 2008). Oversaw his work redeveloping and implementing mechanical testing for a medical device.

Sean M. Researcher

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SERVICE ACTIVITIES Journal Manuscript Review Reviewed or co-reviewed manuscripts for the following journals: Nature; Nature Communications; Applied Physics Letters (2); Microscopy & Microanalysis; Educational Outreach Led science demonstration/discussion, “College-Bound” research project with K-12 students, run by Prof. Name, School of Education, University of X (2012) Science presenter for University of X / University of Y Materials Science Day (2011, 2012) Volunteer and discussion leader for University of X ScienceDay (2009, 2010, 2011, 2012) Led science lectures for Science-in-Class at ABC Elementary School (2009, 2010, 2011) GRANT WRITING EXPERIENCE Wrote a successful rapid access proposal to do work at the Center for Integrated Nanotechnology (CINT), a DOE Office of Science user facility at Sandia National Labs, Albuquerque, NM Contributed to annual report writing for three different grants from the National Science Foundation (STTR, SBIR, GOALI) MEMBERSHIP IN PROFESSIONAL ORGANIZATIONS American Vacuum Society (AVS), Materials Research Society (MRS), American Society of Mechanical Engineers

Sean M. Researcher

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STEM Ph.D. CV. Accepted postdoc position at large private researchintensive university. Original document was seven pages. Olivia Scholar Institution Name Address Email Phone EDUCATION 2011 Clinical Psychology Internship, Health Psychology Track Z University Medical Center, City, State Doctoral Program in Clinical Psychology (Ph.D. Expected 2012) The Y State University, City, State Dissertation (Defended 8/2011): Fatty Acid Desaturase (FADS) Genetic Variants and Dietary Polyunsaturated Fatty Acid Intake: Associations with Negative Affect Advisor: Name, Ph.D. 2010

Master of Arts, Clinical Psychology The Y State University, City, State Thesis: Interactive Effect of the Serotonin Transporter 5-HTTLPR Genotype and Chronic Stress on Depressive Symptoms in Postmenopausal Women Advisor: Name Ph.D.

2005

Master of Liberal Arts The University of X, City, State Concentration: Biological Bases of Psychopathology

2001

Bachelor of Arts, Neuroscience The Johns Hopkins University, Baltimore, MD Concentration: Systems Neuroscience

HONORS, AWARDS & GRANTS 2011 Principal Investigator. American Psychological Association, Health Psychology (Division 38) Graduate Student Research Award. “Fatty Acid Desaturase (FADS) Genetic Variants and Dietary Polyunsaturated Fatty Acid Intake in Women: Associations with Mood.” $1500. 3/11 – 9/11. 2011 Principal Investigator. Y State University Critical Difference for Women Professional Development Grant. “Gene x Environment Interaction of Fatty Acid Desaturase (FADS) Genetic Variants and Dietary Polyunsaturated Fatty Acid Intake on Mood.” $1000. 1/1/11-6/30/11. 2009 Excellence in Teaching Award, Y State University Department of Psychology 2009 Blanche Hollingshead Scholarship Award for Conference Presentation [Six more honors, awards, and grants follow.] PUBLICATIONS Name, Scholar, O. & Name. (2011). Stress, negative emotions, and inflammation. In J. T Caccioppo & J. Decety (Eds.) Handbook of Social Neurosciences (pp 814-829). New York: John Wiley and Sons. Name, Name, & Scholar, O. (2010). Close relationships, inflammation, and health. Neurosci. Biobehav.Rev, 35(1), 33-8.

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Name, Name, Name, Scholar, O. & Name. (2009). Comparison of open-label, 8-week trials of olanzapine monotherapy and topiramate augmentation of olanzapine for the treatment of pediatric bipolar disorder. J Child Adolesc Psychopharmacol,19 (5), 539-45. [Eight more publications follow.] CONFERENCE PRESENTATIONS Scholar, O., Name, Name, Name, Name & Name (2009). Childhood maltreatment & chronic adulthood stress: Associations between the serotonin transporter gene (5-HTTLPR) & depressive symptoms in women. Poster. Society of Behavioral Medicine, Annual Meeting. Montreal. Scholar, O., Name, Name, Name, Name & Name (2008). Effects of childhood abuse versus chronic adulthood stress on associations between the serotonin transporter gene length polymorphism (5-HTTLPR) and symptoms of depression. Poster. Institute for Behavioral Medicine Research, Annual Meeting. Columbus, OH. Scholar, O., Name, Name, Name & Name (2008). Qualitative report of mood and cognitive changes following prophylactic oophorectomy. Poster. Congressionally Directed Medical Research Programs, Breast Cancer Research Program Annual Meeting. Baltimore, MD. [Four more conference presentations follow.] CLINICAL EXPERIENCE 2011 – 2012 Z University Medical Center, Health Psychology Track (APA Approved Predoctoral Internship) City, State Psychosocial Oncology Rotation Supervisors: Name, Ph.D., Name Ph.D. Provide inpatient consultation and treatment of psychosocial issues for patients with a variety of cancer diagnoses. Attend disclosure sessions for Rush Inherited Susceptibility to Cancer (RISC) Program. Behavioral Sleep Medicine Rotation Supervisors: Name, Ph.D., Name Ph.D. Conduct outpatient assessment of individuals with sleep disorders. Provide cognitive behavioral treatment of insomnia. Provide behavioral intervention for CPAP compliance. [Two more rotations follow.] 2010 – 2011

ABC Hospital, Primary Care Practice City, State Supervisor: Name, Ph.D. Provided psychological assessment and psychotherapy in an outpatient primary care practice. Worked with patients referred by physicians for mood disorders, anxiety disorders, behavioral management of medical conditions (e.g. stress management in cardiac and HIV patients). Consultations with resident and faculty physicians to promote collaborative treatment. [Four more positions follow.]

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RESEARCH EXPERIENCE 2007 – 2011 The Y State University Stress and Health Lab Graduate Research Associate Supervisor: Name, Ph.D. Aging, Stress, Fatty Acids and Inflammation Study Administered SCID interviews to participants in a double-blind, placebo-controlled randomized clinical trial that examined how stress and omega-3 supplementation interact to influence immune function and mood in adults aged 50-80. Depression, Stress, Aging and Proinflammatory Cytokines Study Administered Diagnostic Interview for Genetic Studies (DIGS), Daily Index of Stressful Events, and Life History Calendar in a study that examined a gene-environment interaction between serotonin-related genes and dementia caregiving stress, and assessed links between genetic vulnerability to depression and overproduction of proinflammatory cytokines. Assisted with recruitment. Performed diagnostic interview reliability checks. [Two more research project listings follow.] 2005 – 2007

University of X School of Medicine, Department of Psychiatry Clinical Interviewer, Research Assistant Supervisor: Name, Ph.D. Detection and Care for Depression in the Peripartum Assessed history of depression, treatment for depression, and current depressive symptomatology in pregnant and postpartum women to identify influences on access and barriers to care for depression. Coded interview data to examine institutional, financial, provider, and cultural influences on depression treatment seeking in the Ob-Gyn setting.

Outcome of Depression Treatment in Primary Care Settings Administered SCID, HAM-D to participants in a study that examined help-seeking, antidepressant and psychotherapy use, social support, and treatment adherence for depression treatment in a primary care setting. [Three more research project listings follow.] 2001 – 2003

State General Hospital, Department of Psychiatry Clinical Trials Coordinator, Pediatric Psychopharmacology Research Unit Supervisor: Name, Ph.D. Administered intake screenings. Performed phlebotomy, EKGs, blood pressure measurement; managed data; managed patients’ clinic visits for clinical trials on pediatric mood disorders.

1999 – 2001

The Johns Hopkins University, Institute of Genetic Medicine Research Assistant Supervisor: Name, Ph.D. Performed in situ hybridization, RNA microinjections, PCR, RNA probe synthesis, cDNA library screening, dissections, tissue sectioning for molecular genetics research.

1998

Georgetown University Medical Center, Department of Psychiatry Summer Research Intern Supervisor: Name, Ph.D. Assisted with data entry for studies on psychosocial issues surrounding BRCA genetic testing.

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TEACHING EXPERIENCE 2009 Teaching Assistant, Psychology 889: Practicum in Clinical Psychology The Y State University Instructor: Name, Ph.D. Observed clinic sessions and provided peer supervision for first year Clinical Psychology graduate students. 2009

Teaching Assistant, Psychology 864.01: Appraisal Practicum in Clinical Assessment The Y State University Instructor: Name, Ph.D. Organized mock cases, role plays for student practice. Observed clinic sessions and provided feedback for first year Clinical Psychology graduate students.

2009

Certificate in the Teaching of Psychology Awarded by The Y State University

2008, 2010

Instructor, Psychology 100: Introductory Psychology The Y State University Prepared and presented lectures, in-class demonstrations, and quizzes. Taught 3 sections of 40-60 students per year. Served on exam committees, textbook selection committee.

PROFESSIONAL AFFILIATIONS 2011 Association for Behavioral and Cognitive Therapies 2010 American Psychological Association 2010 Association for Psychological Science 2010 Collaborative Family Healthcare Association [Five more memberships/affiliations follow.] SERVICE 2010

2010

Counseling and Consultation Service, Y State University Outreach activities for student groups (e.g. assertive communication, sexual assault). Student Health & Wellness Center, Y State University Guest speaker at annual meeting, “Wellness: Stress & Immune Function.”

2009 Representative, 2nd Year Class, Y State University Clinical Psychology [Four more service position listings follow.]

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Professional discipline Ed.D. CV. Accepted tenure-track position at medium-size private Master’s institution. The career summary section is not typical for CVs but serves to highlight both academic experience and prior professional background. Original document was six pages. ISAAC T. SCHOLAR University of X Graduate School of Education Address Phone 1/Phone 2 Email

CAREER SUMMARY A higher education researcher with prior professional experiences in university teaching, project management, student and academic affairs, and institutional advancement. Worked with constituents from across multiple campuses via professional background at Tuskegee University, ABC University, Harvard University, and the University of X. Maintains an active research agenda that explores post-college outcomes in American higher education, and philanthropy, fundraising, and alumni giving in American colleges and universities. Also, participates in numerous higher education and fundraising professional associations via committee membership, conference presentations, and board memberships.

EDUCATION University of X, Graduate School of Education: City, State Doctor of Education - Higher Education (anticipated by May 2011) - Gates Millennium Scholar, awarded over $200,000 in fellowships Awarded August 2001- May 2011 - University of X Center for Teaching and Learning Certificate - Dissertation: Racism Readiness as an Educational Outcome for Graduates of Historically Black Colleges and Universities Dissertation Chair: Dr. Name ABC University: City, State Master of Education - Administration of Higher Education (2007) Practicum in Institutional Advancement - Outstanding Graduate Student of the Year Administration of Higher Education Program Tuskegee University, Brimmer College of Business & Information Science: Tuskegee, Alabama Bachelor of Science - Sales & Marketing (2005) Bachelor of Science - Business Administration (2005) Semester at Sea Program, University of Pittsburgh: Pittsburgh, Pennsylvania Earned 12 credits in global studies program involving cross-cultural exposure in: Canada, Japan, China, Hong Kong, Vietnam, Thailand, India, South Africa, Kenya, Tanzania, Brazil, Venezuela (2004)

RESEARCH Peer Reviewed Refereed Journal Articles Name & Scholar, I.T. (2010). Liberal or professional education? The missions of public Black colleges and universities and their impact on the future of African Americans. SOULS: A Critical Journal of Black Politics, Culture, and Society, 12(3), 286-305.

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Name, Scholar, I.T., Name, & Name. (2010). Community leaders' knowledge and perceptions about obesity: Implications for outreach educators in designing interventions. Journal of Extension, 48(5), RIB2, 1-13. Name & Scholar, I.T. (Under Consideration for Review). Mary McLeod Bethune’s strategies for fundraising success and implications for contemporary HBCU presidents. Journal of Negro Education. Book Chapter Name, Name, Name & Scholar, I.T. (Forthcoming). In whose interest? A cross case analysis of universities’ role in gentrification. In Harper, S. R., & Patton, L. D. (Eds.). Racism in Education Policy and Practice. Non-Refereed Articles Scholar, I.T. (2008). Tuskegee University. In Lomotey, K. (Ed.). Encyclopedia of African American Education, 2, 630-633. Scholar, I.T. (2009). Concordia College-Selma. In Encyclopedia of Alabama online. Retrieved from http://encyclopediaofalabama.org/face/Article.jsp?id=h-2493 Refereed Conference Presentations Scholar, I.T. (2011, April). A closer look at graduate student experiences: Making sense of 'racism readiness' among HBCU graduates. American Educational Research Association. Name & Scholar, I.T. (2011, April). Mary McLeod Bethune: Fundraising strategies and implications for contemporary HBCU presidents. American Educational Research Association. Scholar, I.T., Name & Name. (2011, March). Staffing and professional engagement in student affairs at HBCUs. National Association for Student Personnel Administrators. [Eleven additional conference presentation listings follow.] Invited Paper & Keynote Presentations Scholar, I.T. (2009, October). Panel on institute expectations & navigation tips. Southern Region Educational Board: Institute on College Teaching and Mentoring. Arlington, VA. Scholar, I.T. (2009, September). Doctoral student experience and tips to navigate and negotiate your doctoral student experience. Suffolk University McNair Scholars Program. Scholar, I.T. (2008, September). The 4Rs (Rigor, Relevance, Responsibility, and Relationships). Session presented at the Gates Millennium Scholars Leadership Conference. Chantilly, VA. Funded Research Scholar, I.T. (2010). Racism readiness as an educational outcome at Historically Black Colleges and Universities. Gates Millennium Scholars Program. $6,250 (Under Review). Scholar, I.T, & Name. (2005). Knowledge and perception on the prevalence of overweight and obesity among community leaders in Macon county. Principal Investigator. Project funded by Tuskegee University National Center for Bioethics in Research and Health Care: Public Health and Bioethics Education and Training Core, Centers for Disease Control (CDC). Awarded: $3,000. Editorial and Review Board Activities Urban Education Models for Success, Thurgood Marshall College Fund Perspectives on Urban Education, Review Board Member

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TEACHING Teaching Assistant (TA) for Dr. Name 08/10 - 12/10, 1/11 -5/11 Teaching Assistant for Dr. Name, Assistant Professor Higher Education at University of X, on Student Development in College Environments, and Critical Race Theory in Education. TA for University of X Center for Africana Studies Summer Institute 07/08, 07/10 Teaching Assistant for Dr. Name, Assistant Professor of Ethnomusicology, and Dr. Name, Associate Professor and Chair of Applied Psychology and Human Development. Facilitated recitations on Dr. Name’s course, Caribbean Music and Diaspora, and Dr. Name’s course, Walking While Taking: Negotiating Racial Anxiety in Academic Spaces, with 40 first year undergraduate students at the University of X. [Two more positions follow.]

SERVICE Building Future Faculty Program 03/10 - 03/10 North Carolina State University (NCSU), Raleigh, North Carolina A National Science Foundation (NSF) program that brought 40 doctoral and post-doctoral students of color together for strategies on how to successfully become a tenure-track faculty member at an American research extensive university. Research Advisory Board Member 05/08 - 12/10 Thurgood Marshall College Fund, New York, New York Oversees both historical and contemporary research by shaping national discourse on HBCUs and informing institutional, state, and federal policy. Assists in developing opportunities for research collaborations between HBCUs and traditionally white institutions around black college issues. Founder and Co-Chair, Students of Color United (SOCU) 01/08- 05/10 University of X, Graduate School of Education, City, State Students of Color United (SOCU) serves to provide a support network and opportunities (personal, academic, cultural, and professional development) for students of color at XGSE. Coordinate and facilitate meetings, workshops, and other events that fulfill members’ needs. [Eight more service activities/position listings follow.] PROFESSIONAL AFFILIATIONS Association for the Study of Higher Education (ASHE) American Educational Research Association (AERA) Council for the Advancement and Support of Education (CASE) Association for Fundraising Professionals (AFP)

[Five more affiliations follow.]

ADMINISTRATIVE EXPERIENCE Assistant Director, National Black Male College Achievement Study 09/07 - Present University of X, Graduate School of Education, City, State Currently supports the dissemination and institutional implementation of findings from the National Black Male College Achievement Study, the largest-ever empirical investigation of Black male undergraduates. The focus of the National Study was determining how achievers from various backgrounds have managed to successfully navigate their ways to and through higher education. Research Assistant to Dr. Name 09/07 - Present Currently works under the supervision of Dr. Name supporting his research on Black male college access and achievement; racism, racial inequities, and gender disparities in American higher education; the effects of college environments on student development, behaviors and outcomes; and gains associated with educationally purposeful student engagement.

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Graduate Associate, College House 09/07 - 06/09 University of X, City, State Supported efforts to foster an academically oriented environment that is supportive and productive for all groups and individuals at the University. Served in a leadership role in activities that academically enrich the College House community and encourage student-faculty interaction. Organized hallway and housewide events to provide students with the opportunity to engage with their peers, administrators, and faculty. Advised, supervised, and mentored thirty undergraduate students. [Six more position listings follow.] Consultancies Thurgood Marshall College Fund, New York, New York 06/08 - 12/09 Lead project manager (conceptualized, planned and executed) on two initiatives for Black college faculty and a namesake of organization. Restructured future trends report for organization and provided research expertise on public Black colleges and universities. Solicited and secured external fiscal support for projects. The English High School, TERi College Access; Jamaica Plain, Massachusetts 01/06 - 12/06 College Opportunity and Career Help (COACH) Mentored and advised high school sophomores and juniors about the importance of college and scholarship opportunities. Encouraged students to reach their personal and academic goals and advised students about summer programs in the local area. Served on college panel to encourage students to attend college and discussed aspects of college life. Press and Media Coverage Features 8/07 “The Crossroads of History” - feature story in U.S. News & World Report 8/08 “Black Colleges Aim to Build a New History” - feature story in U.S. News & World Report Quotes and References 11/07 Council for the Advancement and Support of Education 6/08 Journal of Blacks in Higher Education Volunteer and Community Service Activities American Red Cross Certified BASIC and African-American HIV/AIDS Instructor “A Day On, Not a Day Off” Martin Luther King Day of Service A Walk for Education, National Society of Black Engineers Group Work Camps, assisted with rebuilding dilapidated homes

06/05 - 12/08 01/07 08/05 06/05

Select Achievements, Honors, and Scholarships Hickory Log Baptist Church Scholarship Award 12/04; Council for the Advancement and Support of Education District I Scholar Sponsorship for Next Generation Conference, American College Personnel Association Sponsorship for Beyond the Edges Conference, Association for Christians in Student Development [Six more achievements, honors and scholarships listed.]

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Professional discipline Ph.D. CV. Accepted tenure-track position in Environmental Science/Land Use Planning at a public medium-sized Master’s institution. Had another career before earning graduate degrees. Has extensive teaching experience; one of his references is from an institution where he was a full-time adjunct for three years. Original document was four pages. Paul Scholar Office address Cell phone number

Home address Email address

EDUCATION University of X, School of Design Ph.D. in Environmental Planning, Candidate May 2009 • Concentrations: Forestland Conservation, Natural Resource Management, Regional Sustainability, Rural Land Use Planning • Dissertation: Evaluating forestland conservation’s effects on regional sustainability across the Northern Forest of Maine, New Hampshire, Vermont and the Adirondacks of New York. • Advisor: Dr. Name, Professor of City and Regional Planning • Committee: Dr. Name, Professor of Landscape Architecture & Regional Planning; Dr. Name, Professor and Chair of Environmental Sciences University of X, School of Arts and Sciences M.S. in Environmental Studies, 2005 • Concentrations: Watershed Planning, Forest Road Ecology, Regional trails and Greenways • Thesis: The formation and benefit of an inter-connected land and water-trail system for the greater Philadelphia region • Advisor: Dr. Name, Former Deputy Director, EPA Region III Villanova University, School of Commerce and Finance M.B.A. in International Environmental Management, 2003 • Concentrations: International Business Development, Environmental Management, Eco-tourism • Thesis: Land Preservation and the local eco-tourism niche. • Advisor: Dr. Name, Professor of International Management • International Study: International Business Practicum, East China Normal University (ECNU), Shanghai, China, Summer 2002 Lehigh University, College of Business and Economics B.S. in International Natural Resource Economics, 2000 • Concentration: Natural Resource Economics • International Study: University of New South Wales (UNSW), Sydney, Australia, 1999 HONORS & AWARDS Phi Beta Delta Honors Society – Epsilon Kappa Chapter, 2009 - present School of Design Doctoral Fellowship, 2005 – 2008 ACSP Doctoral Workshop Fellow, Summer 2007 TEACHING EXPERIENCE Y University, 2006 – Present Full-time Adjunct Professor of International Studies & Director of Liberal Studies, 2008 – Present Courses created: • Mapping the World’s Natural Resources – Spring 2009 • Sustainable Development-Costa Rica – Spring 2009 • Senior Interdisciplinary Capstone – Spring 2009 • Global Environmental Policy – Fall 2008 • World Parks – Exploring Our Natural Space – Fall 2008 • Natural Resource Management – Dominica • Introduction to Interdisciplinary Studies – Fall 2008 Paul Scholar

Phone number

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New programs (in development): • Geography Major & Minor • Environmental Studies Major • Planning and Sustainability Graduate Program Part-time Adjunct Professor, 2006 – 2008 Created or redeveloped courses for International Studies & Liberal Studies Programs: • Sustainable Development-Costa Rica – Spring 2008 • Global Environment – Spring 2008 • Italy Preview Group Leader – Spring 2008 • Senior Thesis – Spring 2008 [Five additional entries follow.] Guest Lecturer, 2006 – Present International Peace & Conflict Resolution, Y University (Graduate) • Intro to Health & Human Rights – Sustainable Development and GIS – Fall 2007 Study Abroad Orientation, Y University (Under Graduate) • Faculty Representative Speaker – “Where in the world are you going?” Presentation – Fall 2007 University of X, 2006 – Present Part-time Adjunct Professor, 2008 – Present Earth and Environmental Sciences Department – Master’s of Environmental Studies • Ecological Economics – Fall 2008 Co-lecturer, 2007 Earth and Environmental Sciences Department – Master’s of Environmental Studies • Environmental Economics Guest Lecturer, 2007 – Present Earth and Environmental Sciences Department – Master’s of Environmental Studies • Road Ecology – Roads into Forested Areas – Fall 2007 City and Regional Planning Department, University of X (Graduate) • Land Use Planning – Form Based Zoning Codes – Fall 2007 • Environmental Planning – Forestry - The Working Landscape – Spring 2007 • Land Use Planning – Subdivision Regulations – Spring 2007 Teaching Assistant, 2006 – 2008 City and Regional Planning Department Graded exams and papers, lecturer for graduate class, and held weekly office hours for courses: • Growth Management – Spring 2008 • Modeling Geographic Objects – Vector GIS – Fall 2007 • Introduction to Cities and Regions – Fall 2006 Institute for Green Professionals Faculty Advisor, 2008 – Present • Designed and Developed new course, Sustainable Land Planning – Online Continuous Lehigh University Teaching Assistant, Economics Department, Fall 2000 Course: Statistics

Paul Scholar

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RESEARCH SKILLS Cartographic Spatial Modeling utilizing vector & raster based GIS data SPSS and SAS statistical analysis Survey and evaluation research techniques RESEARCH SUBMITTED AND IN PREPARATION Scholar, Paul and Name (2008). “Planning for Scale – Plan Puebla Panama and the Diquis Hydroelectric Project.” Panorama – Journal of the University of X – City and Regional Planning. Spring 2008. Vol. 16 Scholar, Paul (2009). “Current Energy Situation in Latin America.” In Approaches to Sustainable Development: Alternative Energy Production Options in Costa Rica, Name & Name, will be published fall 2009.

[One additional presentation follows.] PAPERS PRESENTED AT CONFERENCES (2009) Land Preservation’s Link to the Triply Bottom Line – The Northern Forest of Maine, New Hampshire, Vermont, and the Adirondack Region of New York. – University of X Institute for Urban Research (IUR) Sixth Annual Penn Urban Doctoral Symposium. May 15, 2009. Name and Paul Scholar (2009) Is Agricultural Rehabilitation Being Sown in Lead Contaminated Soil in Post-Conflict Areas? – Agriculture, Food and Human Values Society (AFHVS)/Association for the Study of Food and Society (ASFS) Joint Conference. May 28 – 31, 2009. [Three additional presentations follow.] UNIVERSITY SERVICE/LEADERSHIP PhD representative, Committee for Interdisciplinary Education, University of X - 2006 PROFESSIONAL WORK EXPERIENCE Marketing Pricing Analyst, CITGO Petroleum Corporation, Plymouth Meeting, PA, 2001-2006 • Lead marketing business analyst and environmental R&D team (asphalt) Associate Financial Consultant, Navigant Consulting, Princeton, NJ, 2000-2001 • Projects include: Goldman Sachs, Office of Attorney General, Prudential LANGUAGES Fluent in English, Romanian, and French PROFESSIONAL MEMBERSHIPS American Planning Association (APA) Association of American Geographers North East Environmental Studies (NEES) Society of American Foresters

Association for Environmental Studies and Sciences (AESS) Forest Guild Pennsylvania Planning Association National Ski Patrol Association

REFERENCES [Names and contact information for six references follow.]

Paul Scholar

Phone number

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Arts M.F.A. CV. Accepted tenure-track position at small private art college offering Bachelor’s and Master’s degrees. Candidate is an experienced artist and teacher. Original document was six pages.

LUCIA ARTIST Address, City, State, Zip Code, Email Address, Website

TEACHING HISTORY: North Carolina State University, 2012 Social Media in Textile Marketing X University, 2011-2012 Fundamentals of Web-Based Multimedia Communications Teaching Assistant Visual Studies Capstone Teaching Assistant Special Topics in Visual Arts Teaching Assistant University of Nevada, Las Vegas, 2009-2011 Production Design – Print and Multimedia Beginning, Intermediate and Advanced Graphic Design Foundations of Two-Dimensional Design Beginning Drawing [One additional entry follows.]

FELLOWSHIPS AND GRANTS: 2010 – Graduate and Professional Students Research Grant, University of Nevada, Las Vegas [Two additional fellowships follow.]

SOLO EXHIBITIONS: 2011 – Auto Erotic Ethnography, Donna Beam Gallery, Las Vegas 2010 – Speaking To Las Vegas, Femina Potens Gallery, San Francisco Speaking To Las Vegas, Grant Hall Gallery, Las Vegas 2005 – Rented – Varnish Gallery, San Francisco 2004 – Pinned – Mama Buzz Gallery, Oakland

GROUP EXHIBITIONS: 2012 – XCO at Hemi, East Duke Gallery, Duke University, Durham Itsa Small Small World, Family Business Gallery, New York Wang Dang Doodle, Duke University, Durham 2011 – Preoccupations, East Duke Gallery, Duke University, Durham Feminist Las Vegas, Marjorie Barrack Museum, Las Vegas 2010 – Drawn In The Dust – Marjorie Barrack Museum, Las Vegas Sequins in The Sand – Burlesque Hall of Fame, Las Vegas

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2009 – TWENTY/20 – Contemporary Art Center, Las Vegas LVSK8III – Henri & Odette Gallery, Las Vegas [Ten entries for group exhibitions follow.]

CONFERENCE PRESENTATIONS: 2010 – “Re thinking Feminism: Sex Positive Research and Activism,” National Women’s Studies Association, Denver. [Three additional entries follow.]

PUBLISHED DRAWINGS/ILLUSTRATIONS 2012 – with Name, “Dirty Little Mouth,” Madame Xanadu #23, DC Comics 2009 – with Name, “Vulgar Display of Power,” Drunk, Image Comics 2008 – with Name, “She Who Bleeds for Your Entertainment,” Phonogram: The Singles Club #1, Image Comics [Fifteen additional entries follow.]

WORK HISTORY: JULY 2012-PRESENT Research Assistant - Franklin Humanities Institute X University City, State 2011-PRESENT Teaching Assistant - Art, Art History and Visual Studies X University City, State 2011-2012 Production Assistant Center for Documentary Studies City, State [Eight additional entries follow.] 1997-Present FREELANCE ILLUSTRATION AND DESIGN Clients include corporations like Hitachi and Purina, media publications including the New York Times and Curve Magazine and publishers including Marvel Comics, DC Comics, Random House, McSweeneys and MacAdam/Cage. Over the last 8 years, I have also illustrated and designed over 20 original graphic novels, illustrated novels and short stories for publishers Last Gasp, MacAdam/Cage, Marvel, DC, Dark Horse, Oni Press and Image Comics. A complete client list is available upon request.

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EDUCATION: 2013 – Master of Fine Arts in Experimental and Documentary Art, X University Certification in College Teaching, X University 2011 – Master of Fine Arts in Studio Art, University of Nevada, Las Vegas 2000 – Bachelor of Fine Arts, School of the Art Institute of Chicago

REFERENCE LIST FOR LUCIA ARTIST [Entries for three references follow.]

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Chapter 10 Additional Application Materials

Along with your CV, position announcements will request that you submit additional materials that provide more in-depth information about your research and teaching. You will need to tailor these materials to different types of institutions as you apply. In addition, if you have web-based versions (discussed in more detail in Chapter 11, ‘‘Online Presence’’) of these materials you should refer to them in your cover letter or your CV, for example by including your website URL in your contact information.

About Your Research Research Statement This summary of your current research as well as future research plans may be requested as part of the application process. At other times, you may choose to include a research statement to strengthen your application. Preparing this document is wonderful practice for interviews (see Chapter 13, ‘‘Interviewing’’), because institutions are keenly interested in what you plan to do in the future. It is not expected that you will have begun to do research beyond your dissertation or current postdoctoral work, only that you will have begun to think about it coherently. After all, you want to show the institution you have a plan for the research that will help to get you tenure. Briefly indicate how your research fits into a broader context to answer the implicit ‘‘Why should anyone care?’’ question that may be asked of any piece of research. Someone who reads your research statement should have a clear idea what your work entails and want to ask you more about it. Write, rewrite, and seek critiques from your advisor and others in your department until you are satisfied that the statement will achieve this effect. If you plan to publish your research as several articles or turn it into a book, you may mention that fact briefly. Be sure, however, to discuss plans

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for research that extend beyond what you are doing now. If your plans sound simply like extensions of your current work, or if you use phrases like ‘‘We do this,’’ then you risk giving the impression that you view your plans as an extension of your advisor’s research and that you have not begun to think of yourself as an independent researcher. Give a brief context for your research interests, including how they fit into work others have done, and then discuss your plan for investigation. It is very important to communicate a sense that your research will follow logically from what you have done and be different, important, and innovative. Describing plans at an appropriate level of generality/specificity may require some rewriting and feedback from faculty members. A research plan so specific that one article could complete it is too limited, but one that includes a whole area of study, for example, ‘‘labor economics,’’ is too general. If you will require substantial facilities and/or external funding for your research, include that in your discussion. If you have identified funding organizations likely to support your research plans, indicating that this is the case will make your plan sound more credible. As a rule, a research statement is about three pages in length. Sometimes, but not always, a research statement will include citations or a brief bibliography. For ideas on length and format, look at research statements in your discipline. If this document makes the reader want to ask you further questions, even challenge you, it has done its job admirably, because it has helped make it seem that an interview with you would be lively and interesting. Write as clearly and concisely as you can. While of course it would be unethical for members of a hiring committee to appropriate a candidate’s detailed research plans for their own research, candidates have at least suspected this has happened to them. Find your own balance between talking about your research plans specifically enough to be credible and abstractly enough to protect your interest in your own creative ideas.

Dissertation Chapter or Other Writing Sample In some fields a writing sample is requested as a matter of course, and you should be preparing one as you prepare your other job hunting materials. In other fields this document is usually requested only after an initial screening, and it isn’t to your advantage to send a writing sample unsolicited. In deciding what to send, choose something that is interesting and stands on its own, even if it is part of a longer document. Check with your advisor and other faculty members to see what work would represent you best. Apart from a dissertation chapter, it is usually better to send published, rather than unpublished, material.

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Dissertation Abstract/Pre´cis Occasionally a search committee may request that you send an abstract or pre´cis of your dissertation. If you have just finished your dissertation, you may have already written this document; this is the time to review it and revise if necessary. If not, you will need to take a step back from writing your dissertation to create a short but comprehensive summary of the project. In either case, have an advisor take a close look at it before sending it as part of your application process.

About Your Teaching Statement of Teaching Philosophy/Teaching Statement While the word ‘‘philosophy’’ is often used as part of the name for this document, it is perhaps better thought of as a brief essay that will give a hiring committee an idea of what you actually do in the classroom. You will need to make some general statements, but make sure to include examples that illustrate what you mean by them. If at all possible, describe things you have already done, or at least seen in practice, rather than give examples which are entirely hypothetical. If students responded well to an approach, say so. Think carefully about how you use the jargon of your field and of pedagogy in general. Avoid cliche´s and words that may immediately cause the hiring committee to identify you as something you are not. However, do not hesitate to express your ideas simply and directly. For ideas, try to look at statements written by others in your department as well as those written by applicants to your department, if those are available to you. Look at the websites of hiring institutions and read their statements of philosophy, missions, and goals to help you get a sense of some of the dimensions that are frequently addressed when people talk about teaching. You may find that you are applying to a variety of institutions and will need to edit this document so that it resonates with the individual search committees.

Teaching Portfolio Sometimes, particularly after making a ‘‘first cut’’ in the selection process, candidates are asked for additional materials about teaching, such as a syllabus for a course they have taught or a proposal for a course they would like to teach. Some candidates compile ‘‘teaching portfolios’’ that can include syllabi and other materials developed for courses, comments and letters from students, and evaluations of one’s teaching. While these can be nice enhancements, they are not always required and should not be submitted unsolicited at the first stage of application.

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It is also a good idea to get into the habit of keeping a record of work you do in the classroom, because teaching portfolios are sometimes required as part of a tenure file. If you haven’t yet begun to compile materials for a teaching portfolio you might begin to do so, as this can be a helpful step in writing your teaching philosophy. Ideas for what you might include in a teaching portfolio can be found in the sample materials for this chapter.

Evidence of Successful Teaching Some job ads ask for ‘‘evidence of successful teaching.’’ While such a requirement is obviously open ended, it is a good idea to include something that involves external evaluation of your teaching. You might, for instance, ask a faculty member to review your teaching evaluations, and then summarize them into a shorter letter. The author of the letter can interpret whatever numerical system is generally used by your institution. For example, if instructors of a required chemistry course on average receive scores of only 3 on a scale of 5, the person writing the letter can explain that your score of 3.7 is truly impressive. Sometimes candidates themselves put together a summary page that might include this information as well as quotations from student evaluations. If you have received teaching awards, you or someone writing about your teaching can put those into context as well. In addition to having a faculty member discuss your teaching, you could also selectively ask a few students to write on your behalf. Keep in mind that letters from students do not carry the same weight with search committees as those from faculty. Such letters belong in the teaching portfolio.

Video of Your Teaching As institutions try to control their hiring costs, they increasingly want to know more and more about candidates before paying to bring them to campus. On some occasions, institutions that care very much about the quality of teaching are asking candidates not only to write about their teaching philosophy but also to send a recording of their classroom teaching. Generally, this will be requested after the initial pool of applicants has been narrowed down to a smaller number. You are more likely to be asked for a short recording than for one of a full-length class. If you want to emphasize the breadth of your teaching abilities, you might choose to compile a recording from shorter classroom segments. If you do not care to create one in advance of your applications, be prepared to produce one on short notice, if necessary. If you are currently teaching a course, you could easily produce a video quickly simply by arranging for part of one of your regular class sessions to be filmed. If you are

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not currently teaching, you might want to find someone who would let you use part of his or her class time for this purpose.

Other Things That Might Be Required If you are in a visual field, such as fine arts or architecture, a portfolio of your work will always be required, as may be an ‘‘artist’s statement.’’ Their preparation is beyond the scope of this discussion; check with your professional association and your advisor for guidelines. Seek out his or her critiques, and ask others for theirs as well. Schools with a strong religious identity are likely to ask candidates for a faith statement. This is an opportunity to talk, in a personal way, about your own religious faith and its relationship to your work as a teacher and scholar. The search committee hopes to hire a qualified candidate whose values are in alignment with the stated values and mission of the school, although not necessarily of the same religious affiliation. Many position announcements request a diversity statement because making their institution more diverse and equitable is part of their mission. They want to hire faculty committed to that mission, and often emphasize that academic excellence is enhanced by diversity in the faculty and student body. Hence, candidates are asked to talk about their experiences working with students who are different from the majority, such as firstgeneration college students, adult learners, or students from underrepresented minority groups, or to discuss their own experience, if applicable, of being different from the mainstream. There is no one way to write a diversity statement. Preparation means doing thorough research on the institution’s definitions of diversity and understanding the student population; both are often described on the university’s website. Be thoughtful in articulating how you would contribute to diversity at that individual institution through your unique attributes as a scholar, teacher, individual, and community member. Some institutions will also request an official or unofficial transcript. Be sure you know how to obtain and send your transcript. Instructions should be available on the website of the registrar of your doctoral-granting institution.

A Note About the Sample Materials That Follow The following examples, generously volunteered by real candidates who were successfully hired, are provided to give you an idea of what such materials look like. We have not modified them in any respect except to change the job candidates’ names and current institutions and correct a few typographical errors. The conventions of your own field might indicate that yours should be quite different in style, language, or appearance.

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Teaching Statement, Humanities (Romance Languages). Note how candidate relates her personal experience to the unique character of the institution near the end of this statement. TEACHING PHILOSOPHY Assistant Professor in Modern Languages--Spanish Dr. Esme Scholar A college course can be a forceful, shared experience that makes possible transformations of thought, even of identity. I strive to take advantage of the potential of the university classroom to contribute to what I felt on completing my first year of college was a perceptible expansion of my world view. As a teacher of Spanish language and culture, I enthusiastically advocate for the study of languages and an understanding of foreign literary traditions as indispensable to an educated perspective. I believe that, like learning a new language, engaging literary works from distinct cultures and times though deep analysis, “bumping up against the alien mind” in the phrase of a favorite college professor, breeds empathy and teaches intellectual rigor. A doctorate in Hispanic Studies, I am a capable, bilingual teacher-scholar who brings nine years of engaged teaching to the college classroom and strong training as a generalist in addition to my specialized research. I completed my dissertation at the University of X in 2010 under the direction of Dr. Name. Since then, I have served as a Visiting Assistant Professor at Y University as well as the Fulbright Visiting Scholar in the Humanities in Universidade de Z in Portugal. Both in and out of the classroom, I am a passionate advocate for the undergraduate liberal arts education, as practiced admirably at ABC College. As a teacher and scholar of Hispanic Studies, I situate texts in social contexts to foster understandings of how they created meanings historically. In my classroom, we debate the value and limitations of humanistic study. My courses demonstrate why the study of the literary past has value beyond analogies to the present, in part through placing works within comparative frames as well as national traditions. Experience My teaching experience, gained in nine years giving classes at three universities, extends across the undergraduate course of study in Spanish, from literature and culture to all levels of Spanish language. Among the twenty-seven courses I have taught are six advanced, undergraduate seminars of my own design on both Peninsular and Latin American literature. A favorite, Outcasts in Spain’s Golden Age, organized readings around a question of marginality: why did so many of the richest works of the period center on outsiders (a madmen, a prostitute, a Moor) depicted in unexpected ways? The class productively placed Lazarillo de Tormes (1554) in dialogue with Luís Buñuel’s Los olvidados (1950) to examine the endurance and transformations of the picaresque. Another course, Women, Cannibals, Lost Tribes, and Earthly Paradise, addressed the dissonance between the cultural frames of the first European explorers and what they encountered in the Americas. In examining issues of historical objectivity and authority, we experimented with re-writing passages from letters, chronicles, and polemics for a contemporary reader, asking how her expectations would be distinct from those of Felipe II or an urban tradesman. In my specialized courses on early periods, I incorporate contemporary literature and film, such as Homero Aridjas’s Juan Cabezón (1985) and Abel Posse’s Los perros del paraíso (1973), to point to transnational and transhistoric continuities in Hispanic artistic production. Also in the past three years I have developed and given two graduate seminars. Experienced in giving “gateway” courses in seminar format, I appreciate how to engage students as they transition from learning language to gaining cultural literacy. At Y University and X University, I taught introductions to literary analysis, an introduction to the Hispanic Studies major, and surveys of early readings in Spain and Latin America. At this introductory level, I devote sustained attention to guided essay-writing, including the precise use of critical vocabulary in

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Spanish. In 2012, I significantly broadened my pedagogical expertise by teaching humanities courses in English at the Universidade de Z. I am a passionate advocate for the study of foreign languages and share my enthusiasm for Spanish daily in the language classroom. In fourteen courses given in Spanish at the basic, intermediate, and advanced levels, I have fostered an open ambiance, emphasized student expression, and looked for ways to correct linguistic errors that did not halt communication. I have developed particular expertise in teaching advanced conversation, comparative grammar, and formal composition, skills that typically constitute the third-year of college Spanish sequence. Having given seven classes at that level at Y University and X University, I understand how to communicate sophisticated language use. Students often remember--and contribute to--my entertaining collection of examples of language misuse that underlines the value of precision of expression. Working in conjunction with other instructors in language classes, I have created syllabi, class plans, and assessment tools for repeated, multi-section courses at Y University and University of X, solid grounding for further collaborative teaching. As assistant to the director of X-in-Spain, I helped coordinate instructors and curricula; at ABC College I would be interested in developing and accompanying like study-abroad programs. Pedagogy In all my classes from beginning Spanish language to advanced seminars on Latin American and Peninsular culture, I promote articulate expression, critical thinking, and collaborative learning. Much of the research that I bring into the classroom hinges on questions of identity, of the intersections of cultural and individual, public and private, that make up social roles and selfconceptions. In studying difference--particularly race and gender--historically my courses address the complexities of identity in ways that shed light on contemporary struggles; in this context I show students how to talk about social divisions constructively. In my classroom, I foster an open ambiance in which language learners feel safe to speak and cultural studies students are encouraged to share ideas. I look for ways to correct linguistic errors and to question readings of texts that do not halt communication. I emphasize student expression in the classroom. Bearing in mind that my class is a regular opportunity for students to speak Spanish, I structure homework to allow class time to be spent in discussion and activities rather than in lecture. My classes are rigorous, but also lively. I work to create class community, fomenting structured peer-to-peer exchange and assuring that class members are invested in the success of the group. Well-versed in classroom technology, I use it to make available the visual and aural texture of Hispanic cultures to students as well as to encourage multi-sensory and collaborative learning outside of class. I like to vary my assignments between accepted forms of critical analysis (class presentations, expository essays, exams) and creative assignments that ask students to consider course materials in new ways. In my classes on the body, for example, I begin the semester by asking students to diagram their bodies as homework and explain their diagrams in class. I give them examples of Renaissance paintings and illustrations from sixteenth-century anatomies. Exactly what they chose to illustrate (their self-perception, the female body, an organ system, a cyborg) is left up to them. Conceptual rather than artistic excellence determines the grade. As a group, the diagrams present an engaging collection of evidence about contemporary perceptions of self, mind, and body, and they serve as a point of reference and contrast to early modern beliefs throughout the semester.

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Esme Scholar / Teaching Statement

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I like to use humor strategically. In my language courses, students perform “Surreal Dialogues.” They select and research a Hispanic celebrity as homework. In class I assign them partners and ask them to imagine a conversation, incorporating vocabulary pertinent to the week’s chapter; they then perform the dialogues for the class. I make sure that the pairings of celebrities are as incongruous as possible: Fidel Castro and Jennifer López, or Simón Bolívar and Shakira. The activity is successful because students are motivated to stretch their speaking skills in order to make the class laugh. If given the chance, I would become a dedicated, enthusiastic member of the Department of Classical and Modern Foreign Languages at ABC College. Product of a girls’ school from fourth to twelfth grades, I would be deeply gratified to participate again in women’s education as part of your faculty. It would be a pleasure to return to City, where I spent a summer in college as an intern at the City Gallery, and live close to my family in the area. Regarding the remaining position requirements, I am available to teach when most convenient for students, including evenings and weekends. Although I have not given a class on-line exclusively, I am excited to improve my teaching through the further use of technology and would welcome the opportunity. Given my developed language pedagogy and time abroad in France and Portugal, I can teach first-year French or Portuguese with the opportunity for adequate preparation. Thank you for your consideration of my candidacy.

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Teaching Statement, Humanities (History) Ethan Scholar Statement of Teaching Philosophy Since 2005, I have been teaching full-time at X University. My first teaching experience goes back to 1997 when I was a graduate student at the University of Y. My teaching has evolved over time, and many of the techniques I use are ones that I have learned on the job. The key principles of my teaching philosophy, however, are still based in the education I received as an undergraduate at a small liberal arts school, principles I bring to the public university setting. I believe in challenging my students. When I was in college, at the end of each semester, I wanted to know that I had worked hard and that that work had paid off. It was particularly gratifying, then, when during my first year as a professor, as my students were turning in their final exams, one student approached me and said "thank you for making this course hard." I pride myself in challenging my students, so that they can reach their potential. Students today may initially want to have an easier workload, but most eventually appreciate the amount they learn, as well as the satisfaction of rising to the challenge. I believe in the value of discussion. Students do their best learning when formulating their own thoughts, and when addressing and responding to each other. Whenever possible, I arrange my students in a circle, where they can see each other. I try to get students not only to answer questions, but also to formulate questions themselves, either at home ahead of time, or else at the start of class. Classes where the student-formulated questions form the basis of the discussion are often quite interesting, as the students feel less inhibited. I believe in reading primary texts. My belief in the important of primary texts does not come from a belief in the genius of the authors or a blind faith in tradition. It comes, rather, from encouraging students to make their own interpretations. While I do assign some classic texts, many of the primary texts I assign are pamphlets and newspapers. Students need to learn how to interpret these texts on their own, without relying on secondary texts. My goal in a lecture is to share my love of the material. There are situations where lectures are appropriate, and when that is the case, lectures should not be dull. I teach material that I love. I strive to share with the students why the material matters, but also why it fascinates me. I believe in treating students as adults. My experience in this matter is simple: when you treat students like adults, they act like adults; when you treat them like children, they act like children. As a professor, I give my students the space to find their own solutions. Students are ready to be responsible and to behave appropriately when you make it clear that that is what you expect of them.

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Teaching Statement, Humanities (Comparative Literature) Statement of Teaching Philosophy Madison Candidate, University of X My undergraduate years at a women's college exposed me to intense struggles with gender and cultural identity and the atmosphere of a liberal education empowered me to reshape my own self-image and activity in my community. This experience compelled me to enter the teaching profession with the following conviction. Education is not just about learning facts; it is about becoming who you are. As an educator, I mentor students through the tumultuous and rewarding process of self-discovery. The role that I play in this process of personal growth is to teach students how to assimilate information and experience into their worldviews, opinions, and behaviors in a way that inspires them to change and grow into sensitive and discerning people. I conduct even introductory language courses with an eye to fostering awareness of others and respect for difference. When teaching literature, I insist that students develop the complementary abilities to find personal relevance in a culturally distant text and to approach that text on its own historical terms. In the end, my goal is that my students will not only master the course material, but also refine their sensitivity to cultural difference and forge tools for critical engagement with the world around them. These capacities deepen their understanding of self as existing in a community and in the world. As a language teacher, I have been trained both in the Rassias and in the communicative methods. I use drill exercises judiciously, but in my experience beginning students respond more to an approach that asks them to speak actively about themselves. I may prompt students with topics such as good venues for a first date, or the quality of dining hall food, which both evince enough emotion to provide foreign language practice which engages them through questions of personal interest. If partner work is completed early, some students will chat with each other about things unrelated to class – in German. Rather than discouraging this as disruptive, I endorse this type of student interaction and may even join the conversation myself. Students are encouraged to learn when they experience German not as a ‘foreign’ language, but as a way of talking about oneself with distinct possibilities of expression which generate new forms of identity. These new opportunities for expression lie at least partially in a grammar which structures experience in a different way. Many people view German grammar merely as a set of charts to be memorized. However, in my experience, students can internalize the grammatical structures much more quickly when they are encouraged to feel the way those patterns describe the world. I help students develop this understanding through physical activity. For example, I often have students move around a stuffed monkey in relationship to other classroom objects in order to practice twoway prepositions (and masculine n-nouns). Through this exercise, they feel the movement and stillness associated with the accusative and dative cases respectively. In addition, I always emphasize etymology, formation of compound words, and the meanings of prefixes. I thereby enable students to grasp the construction of concepts in German and thereby engage abstract language more actively, playing with the new forms and rules for self-expression. My dedication to the personal development of the students naturally continues in the seminar setting, where I focus on historical difference rather than linguistic difference. I believe that historical difference brings our own capacity for change sharply into relief, since it reveals the evolution of culture and our own place in historical process. In Fall 2010, I designed and taught a seminar for German majors on postwar guilt, approaching the question through adaptations of

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Parzival and the Historia von D. Johann Fausten. After considering the treatment of sin and guilt in the source texts according to their historical contexts (Christianity at the time of the Fourth Lateran Council and second generation Lutheranism, respectively), the students and I discussed the late twentieth-century adaptations. The students were struck by the way in which the premodern texts reflected the social context of their production, but had nevertheless informed contemporary ethical questions. At the end of the semester, I assigned a creative group project in order that the students would manipulate the categories introduced in the course material to create original ethical content, relevant in the contemporary world. They produced a play adaptation of a medieval saint’s life and were able not only to express the applicability of the medieval narrative to the contemporary problem chosen, but also to justify the choice of theater as a medium which in performance provides an opportunity for continual reinterpretation. In my class, these students learned both that historical texts reflect on the present and that interpretive reading is a creation of ethical meaning which shapes the identity of the reader. I work towards full participation through group activities that engage students both intellectually and personally. Language classrooms, where students need to hone their speaking competence with frequent practice, demand this level of engagement, but I also use dialogues in seminar settings. These activities include both partner work, which can involve close reading of a difficult passage or the analysis of a theoretical issue, and also large group activities such as brainstorming or debate. Indeed, discussions are most successful when focused prompts in partner work let students hone their opinions, which they may then express in class debate. For example, in my course on novels of adultery, one student immersed himself in the questions regarding the educational opportunities available to women in Madame Bovary and Les Liaisons Dangereuses. After the partner exercise, this student leaned back in his chair and said aloud, “Man, this class is going to turn me into a feminist,” thereby sparking a heated class debate about the definition of political feminism and the importance of female education to political equality. The students had abstracted lasting social issues from the novels and had understood that they, as university students, were implicated in questions of equality in education. True to the debate format, I conceive of my role in the classroom as a moderator who ensures fair voicing of all opinions. Classes in which argument is encouraged must, of course, be carefully monitored and I welcome the responsibility. I construct my classroom as a space where students’ assumptions and identities are challenged, but where they feel safe and confident enough to grow intellectually and culturally. As one student wrote of me on an evaluation: “She presented her thoughts, as well as those of others with clarity and unexpected insight. She was warm and her class was conducted with a welcoming atmosphere.” Whether I am trying to broaden the horizons of self-expression in language teaching or to cultivate awareness of cultural and historical difference in literature classes, my classroom unfolds as a space for students to interact critically with each other and with the material. As an educator, I facilitate my students' development of the tools for perceptive engagement in the world around them, the tools with which they begin to shape the people they are becoming.

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Teaching Statement, Social Sciences (Communication) Greg H.Z. Scholar

Statement of Teaching Philosophy As an instructor, I want my students to achieve three essential learning objectives. These include obtaining a strong foundational knowledge in the course topic, developing critical thinking skills, and gaining transferable skills to apply to future academic pursuits. I believe that achieving these objectives will prepare future public health professionals and researchers to effectively address the social and behavioral determinants of health and improve population health outcomes across the lifespan. I illustrate these learning objectives with my experience in teaching Health Communication at the University of X College of Liberal Studies. To address the first learning objective, I designed the course to enable students to obtain a solid understanding about the principles of health communication as a determinant of improving health. I view this as an important prerequisite for the achieving the additional objectives of developing critical thinking and gaining transferable skills. A foundational knowledge in the dominant theoretical models or logic frameworks further increases students’ ability to methodically approach a specific public health issue, identify potential causal factors at multiple levels, and prioritize strategies to influence health behaviors at appropriate levels using health communications. To address this learning objective, I structured the course to emphasize core elements of public health communication interventions including health campaigns, major theories of behavior change and persuasion, how these theories are applied to designing interventions, approaches for designing and evaluating a campaign, and case studies of notable health campaigns to illustrate a variety of goals and techniques. One challenge in enabling students to grasp the core content effectively was the need to tailor the course to meet the specific needs of students who had varying levels of interest and ability. Recognizing the diversity of students, I made it a priority at the outset to learn about each student’s interests and what they expected to gain from the course. I then tailored the course content to be relevant to students’ academic interests while maintaining the need to achieve the course objectives. I insisted on knowing my students by name and remembering their contributions or questions in class. Frequently in class, I encouraged students to elaborate on their observations and make direct associations between their earlier comments and the lecture topic at hand. This was intended to help students make “sticky” mental connections between concepts that were discussed and solidify their mastery of the central principles of health communication by the conclusion of the course. The second essential learning objective builds upon a strong grasp of health communication principles to develop students’ critical thinking skills. I aimed to facilitate students’ ability to discern underlying assumptions of major theories of behavior change, assess rival explanations of a claim that a health campaign improved health behaviors, identify points of weaknesses in a proposed campaign strategy, and strategize ways to mitigate these weaknesses in designing a campaign. I believe that possessing these skills to systematically challenge existing knowledge will be valuable for students’ deeper appreciation of key principles of health communication. I actively fostered critical thinking by applying specific strategies that I learnt from teaching workshops targeted for higher education instructors, peer instructor mentoring, and best practices of highly effective professors at the CDE School for Communication. To illustrate, in a session titled “Developing and Pretesting Messages,” I guided students to reflect on formative evaluation research methods through directed questions for each assigned reading: “Why is it important to pretest health campaign messages and materials? What are the pros and cons of audience segmentation versus a general health campaign?” During the lecture, I presented the pretesting phase of a smoking cessation health campaign in City that assessed smokers’ reactions to drafts of campaign ads utilizing different message themes to promote quitting using cessation aids. Leading from this example, I probed students about their thoughts about the strengths and weaknesses of this approach with questions designed to motivate in-depth reasoning and analysis: “How

Greg H.Z. Scholar Statement of Teaching Philosophy 1

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would you go about message testing differently? What are the other options to pretest the messages?” Similar reflection questions were regularly included at various junctures throughout the course and were successful in generating students’ comments and discussions. These exchanges were valuable for me to assess whether I was on track with helping students gain a critical understanding of the topics or if certain concepts needed more explanation. In the course evaluations, students specifically pointed out that having these discussion questions helped them engage with the course material thoroughly and expanded their understanding of health communication. The third learning objective of the course was for students to gain transferable skills relevant to the research and practice of health communication that they could also apply to their future academic endeavors. The overarching transferable skill I stressed in my course is what is termed “learning to learn” or the independence to proactively enrich one’s learning. I am indebted to respected mentors throughout my graduate education in public health and health communication for inspiring me in my independent learning and for demonstrating how they stimulate and sustain students’ intellectual curiosity. They did this through a combination of their enthusiasm in their field and a strong commitment to spread that enthusiasm in the classroom. In my classroom, I make a conscious effort to cultivate students’ curiosity in health communication and its role in public health by frequently highlighting emerging topics that are most intriguing to the field and presenting unique perspectives about certain health issues or communication strategies. In one lecture, I presented recent research findings about the theory and practice of entertainment education in promoting health behavior change. I also organized students into teams that represented various stakeholders (e.g., entertainment industry, health communication researchers, and funding agencies) for a debate on the merits and limitations of using such an approach for the specific goal of promoting safe sex practices in young adults. Together, the lecture and exercise increased students’ appreciation and interest in entertainment education and prompted students to reach out to additional information about this novel form of health communication. I also emphasized self-directed learning by guiding students in their individual course paper where they designed a health campaign that addresses a public health issue of their choice. The assignment provided opportunities for students to conduct research about a substantive public health problem, exposed them to available empirical evidence for various communication strategies directly relevant to their chosen topic, and expanded their learning about rich resources for studying health communication that they can consult in the future. My teaching approach and emphasis on these three learning objectives will guide my development of graduate level courses including media and message effects, quantitative research methods, and emerging communication technologies in the context of public health if given this privilege. I will focus on these similar learning goals with a higher level of expectations for graduate students in public health and adapt specific effective strategies from doctoral courses that I attended. As an example, one specific addition I will include to develop graduate students’ critical thinking skills is to provide regular assignments where students critique the design, methods, and inferences of empirical studies in health communication and present their critique in a seminar. Another modification to stress the objective of “learning to learn” at the graduate level will be to supervise students in group projects where they design and pilot health communication interventions for specific health behaviors, drawing from a review of evidence-based and theory driven research. In sum, I look forward to enabling students in public health with gaining a strong understanding about health communication principles, developing critical thinking skills, and being proactive at independent learning beyond the classroom. These objectives will be vital to prepare future public health professionals and researchers to address the pressing health needs of society.

Greg H.Z. Scholar Statement of Teaching Philosophy 2

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Teaching Statement, Social Sciences (Political Science) Willa D. Scholar

Teaching Statement

I understand the commitment faculty members at University of X have to research, teaching, and engaging students in the classroom. Although I have been formally relieved from teaching duties through a National Science Foundation Graduate Research Fellowship, I have nonetheless seized the opportunity to serve as a teaching assistant to Professors Name and Name. My experiences in these roles have allowed me to develop a teaching philosophy that is underpinned by three major principles. The first is that learning is best achieved through utilizing a mixture of teaching techniques that are responsive to the needs of students. Second, political science should impart to students a set of skills that enables them to thrive both inside and outside the halls of academia. And third, teaching should be accompanied by opportunities for mentorship. As an undergraduate student, I appreciated the mixture of teaching techniques utilized to engage students in the classroom. My professors used lectures in conjunction with active learning strategies like discussion, case method, and “clickers” to engage students in the learning process. These techniques provided an avenue for information to be both taught and applied. As a professor, I imagine that I will employ similar teaching strategies to facilitate the mastery of course material. For example, if I were teaching a class on political psychology, the first class on group identification would start with an exercise that splits individuals into groups based on their eye color or candy preferences. Afterwards, I would provide a lecture on the minimalist experiments and how political scientists took the findings from the minimalist experiments and applied them to real world intergroup relations. Existing research suggests that the implementation of active learning strategies aids in the crystallization of information. That is, when students struggle to remember the exact lecture notes, they are more likely to remember the active learning exercise to help piece together cogent responses on papers, quizzes, and tests. Therefore, I plan to use a mixture of teaching techniques in my classes. In addition to fusing learning strategies, I hope to equip my students with critical thinking skills that enable them to thrive within and beyond a university setting. My goal for students at the collegiate level is to evaluate arguments, identify the implications of the material, take a position on complex scholarly debates, and draw connections between various themes. To aid in this process, I will provide a list of questions in the syllabus that students should keep in mind while reading the material. For example, assessing the type of reading whether it be theoretical, literature review, or empirical; the hypotheses advanced by the author; evidence provided; conclusions reached by the author and whether these conclusions are justified given the evidence presented; and reaction to the piece—what questions does it answer or leave unanswered and if you have criticisms how would you improve upon the piece. I will require students to write a 200-400 word abstract that synthesizes the readings every week. I will also require students to complete written assignments that encourage them to develop their own arguments and evaluations of the topics in the course. It is my hope that by the end of the semester students will be able to understand the important debates in political science and how they apply to real world politics, synthesize information, and form a cogent argument. Lastly, I am a firm believer in mentoring students. As a teaching assistant for Name, I watched him take two motivated undergraduates under his wing. Name taught the students how to develop research questions, synthesize information, create databases, build theories, test hypotheses, and ultimately ended up writing conference papers with them that were presented at the Annual Meeting of the Midwest Political Science Association. As a professor, I hope to involve students in research projects. Although I have yet to mentor students on research projects, I do have some experience mentoring. As a National Science Foundation Graduate Research Fellow, I helped five

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graduate students in my department and one at University of Y navigate the application process for the Graduate Research Fellowship. After a series of emails, face-to-face meetings, and review of application materials, five out of six students received the coveted fellowship. I have also had the experience of mentoring high school juniors, seniors, and college freshman. Since the summer of 2006 I have returned to my hometown of City, State, to speak on various panels every summer about navigating high school, the college application process, and college more broadly. I developed a series of relationships with students attending the panels and am still in touch with many of them to this day. While these principles may guide my teaching philosophy, I am also committed to becoming the best instructor I can possibly be. I am currently enrolled in an eight-week seminar to obtain my Certificate in College Teaching. The certificate focuses on research surrounding how people learn and best teaching practices. The goal of the program is to help individuals become more effective educators by providing them with the necessary tools to gain a clearer, deeper, more active approach to teaching and learning in higher education. I also plan to sit in on a number of courses in political science to observe the various teaching styles of professors in both large and smaller class sizes. Finally, it is worth noting that I am prepared to teach in several areas of American politics. These include introductory courses in American government and politics, public opinion and political behavior, political psychology, racial and ethnic politics, and research design. Stemming from my research, I am also interested in offering specialized undergraduate and graduate courses in African-American politics, methodological issues in quantitative research on race and ethnicity, and emotions in politics.

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Teaching Statement, Teaching Evaluations, Social Sciences (Sociology). ‘‘Evidence of teaching effectiveness’’ material includes teaching philosophy, evaluation summaries for two courses, and sample course descriptions with objectives and schedules (not included here). Original document was nine pages. Teaching Philosophy

Bethany Scholar

As an educator and sociologist, my goal is to equip every student with the theoretical, methodological, and practical tools they need to think and act critically in the social world. Synthesizing substantive content with technical skill is what cultivates the well-rounded student. I take teaching as an opportunity to bring the social world into my students’ immediate gaze—in doing so I believe students are more apt to use their agency to manufacture social equality. I engage the sociological imagination by promoting active learning and inviting students critique their own presumptions. For example, in teaching Contemporary Social Problems, I would allot time for students to present on a current social problem in the news. They must describe how the problem was constructed, whom it affects, and possible solutions to the problem. This exercise combines mutual learning, critical thinking, real-life application, and mastery of course concepts. Topics taught in my courses (e.g., social problems, race and ethnicity) can feel alienating or frustrating at times, and students need to feel comfortable bringing forth questions or concerns. To achieve a safe and conducive learning atmosphere, one that is vital to effective teaching, it is essential to make expectations of respectability clear and concrete. Different learning styles can also alienate or frustrate students. Combining lectures, discussions, presentations, written assignments, and online blogs, is another way to activate the strengths of all students. This past summer I guest lectured for an Introduction to Sociology course shortly after the George Zimmerman verdict (i.e., Zimmerman was found not guilty in the murder of the unarmed teen Trayvon Martin). I took the opportunity to lecture about changing racial attitudes, showing bar graphs that revealed significant differences in the attitudes towards the verdict by race, and allowed ample room for discussion. Students who were quiet the majority of the class became engaged in the conversation. They seemed to appreciate the opportunity to discuss their understandings of the case in a space that was welcoming of dialogue and passionate arguments, and with a mediator who could bring the conversation back to course material. I have been a teaching assistant for research methods at both the undergraduate and graduate level and for graduate multivariate statistics; therefore, I understand that some classes may pose a harder challenge to achieve the goals I hold for teaching. Material covered in methods or statistics classes might not be appropriate for discussion and the technical information of these classes can decrease the opportunity to use the sociological imagination. However, my pedagogical aims remain consistent. Supplementing textbook material with articles that apply the method or including assignments in which students can analyze their own data, rather than relying solely on examinations, make content more pertinent to students’ lives. An encouraging and flexible learning environment is equally important in these classes. I have found that sitting down one-on-one with a student in the computer lab—for even a short time—can completely demystify the introduction to statistical software. Furthermore, my openness to address students’ struggles has been beneficial; I still have students and peers come to me for help in methods and statistics because they can ask questions without fear of reproach. I do not take the role of an educator lightly; the same passion that drives my research is evident in my teaching. I have sought out active teaching assistantships in which I could take responsibility of course planning, teaching, and grading. I have had sufficient experience as a teaching assistant, presenting research, and giving invited lectures to be an effective teacher in both large and small classes. I am prepared to teach core undergraduate courses such as Race and Ethnicity in the United States, Introduction to Diaspora Studies, Critical Race Theory, Social Science Research Methods, and Statistics. I also would like to teach specialized or graduate courses such as Comparative Race Relations, Race, Gender and Health, and the Race Mixture. In sum, all of my pedagogical strategies are dedicated to teaching the critical, sociological skills in a hands-on way that will remain with the student long after he or she leaves my classroom.

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Bethany Scholar

Undergraduate Courses (Men and Women in Society; Race and Ethnicity; Racial Domination, Racial Progress; Research Methods; Society and Medicine; Creativity and Society). Overall rating of the Teaching Assistant (1 ‘poor’ – 5 ‘excellent’) Average=3.891; Standard Deviation=.887 Rate the helpfulness of the TA outside of class (1 ‘poor’ – 5 ‘excellent’) Average=3.682; Standard Deviation=1.004 General comments about the Teaching Assistant:  Bethany was always prompt to respond to emails and help when needed. Her lecture was also super interesting and I hope she goes on to pursue that information more!  Bethany was very helpful in answering questions about assignments via email. She was able to clarify course material that was unclear in class.  Her experiences with race really add to the class. HARD GRADER!  You were very helpful outside of class and easily approachable.  I didn't personally get to know Ms. Scholar very well, but the day that she led class was very interesting and enlightening. Her interest in the topic is obvious and really helped to stimulate the interests of the students. She is very approachable.  Bethany was very nice, but I felt like I had very little interaction with the TAs, though I'm sure they do a lot for the class. When she taught the class on Nickel and Dimed, though, I thought she did a nice job, incorporating different mediums: video, small group activity, lecture, discussion.  Bethany was friendly, helpful, and enthusiastic about course material.  When she did address the class, she always seemed well prepared to speak on the topic.  Very educated in the subject.  I liked your lesson. Speak up more, you seem incredibly interesting!  Bethany was very good at teaching us SPSS she was patient and friendly.  Super nice and very good at communicating with the class. Did a great job lecturing when Dr. Name was unavailable!

Graduate Courses (Research Methods, Graduate Multivariate Statistics). Note: This includes one year in which I was moved to the graduate Multivariate Statistics course mid-way through the semester. Overall rating of the Teaching Assistant (1 ‘poor’ – 5 ‘excellent’) Average= 4.04; Standard Deviation= .72 Rate the helpfulness of the TA outside of class (1 ‘poor’ – 5 ‘excellent’) Average= 3.982; Standard Deviation= .86 General comments about the Teaching Assistant:  Poor Bethany has the hardest job at University of X. This class instills panic and extreme mania in the participants and she's left largely to deal with it all...but does so with grace and a solid grasp of the material. I really appreciate the amount of time she put into it, not

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only grading the homeworks, but answering our questions both in and out of office hours. Bethany put a great deal of her time into helping us with this class, which was very apparent. She was always helpful during office hours, and when she taught the class as a whole was clear and moved at a pace that was effective for learning the material. Bethany, overall, has been a great help for me in this course. I go weekly to her office hours because they are always helpful for me in getting clarification on parts of the homework that seem vague to me and in checking to make sure my thinking is on track. I always feel like she values the questions students ask and makes facilitating our learning a priority rather than a chore or obligation. I also really appreciate how good Bethany is about responding promptly to e-mailed questions I have sent her and the in-depth responses I have gotten when I've gotten stuck on a particular question or concept. Bethany is also great with communicating with the class regarding logistical issues, and I feel like she also has been good at serving as a go-between between the students and the professor on a few occasions where there has been confusion. On occasion, she hasn't been able to explain conceptual questions I had about homework or the material, but she is always very good about getting in touch with Dr. Name regarding these issues. So, on the whole, Bethany has been a great TA. Bethany was a great TA for the short time we had her. She was always open to students' questions and tried her best to answer them. She was always present for her scheduled office hours and communicated students' concerns to the instructor effectively. Although she came late as a TA, Bethany provided significantly more assistance and guidance. She is quite knowledgeable in statistics and makes herself available for student questions and concerns.

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Teaching Statement, STEM (Computer Science). Original document was three pages. TEACHING STATEMENT, MARIE SCHOLAR

[email protected]

My teaching experience began in high school when I started tutoring math. At first I tutored a younger sister of a classmate, but soon I had several individual students whom I was meeting on a weekly basis. For a teenager it was great to have the income from tutoring, but what gave me the most satisfaction was that “Aha!” moment from the kids when they finally understood what their school teacher and tutor had been talking about for hours. Almost twenty years and a few hundred students later, this is still a source of great satisfaction and the reason I find myself yearning for the classroom experience every semester in which I don’t teach. Teaching is the commitment to sharing one’s knowledge and continually developing it. It happens in the classroom, during office hours, in labs, in hallways, and more and more, on the Internet. A great teacher, which I aspire to be, not only lectures, but mentors and guides her students through their academic careers. Teaching, for me, is a learning experience on many levels. Effective teaching techniques evolve with changing student populations and rapidly changing technology. When I was in high school back in Poland, Internet technology was still not in common use. When I started as a student in college in New York, it was still rare for instructors to even provide a course website, although most of them used email. Right now, after teaching for several semesters at X College and one semester at Y University, I consider having a course website, email communication, and an online discussion group as essential as preparing lesson plans for the course. Teaching also requires continual development of the knowledge in one’s field. In the rapidly developing field of computer science this is even more true. To the extent to which the syllabus and curriculum permit, I like to let students lead the class in the direction of their interest. No matter what subject I teach, it is easy to do this, because computer science is so ubiquitous in everyone’s lives. A few years ago I taught an introductory computer science course designed for seniors from the Science High School to give them a college level experience. The course covered the basic concepts of discrete math, elementary programming, algorithms and some computer architecture - all at a very introductory level. I started the semester by asking the students what they thought their major in college would be and what they were generally interested in. I made sure that all the examples used in class were in the context of someone’s interests. The final programming projects in the class were very diverse: games like Tic-Tac-Toe and Hang-Man, bioinformatics DNA string conversions, cryptography using the Caesar cipher, and SAT word practice preparation programs. The students encountered the usual difficulties with the coding of their projects, but also had fun working on them because they selected areas in which they were interested. Effective teaching always involves storytelling and metaphors. I never liked those history classes in which teachers asked me to memorize a list of dates and facts. Then one year I had a teacher who spent most of the class telling us stories. She loved history and knew how to present it through interesting stories - I still remember many of them. Remembering dates and facts became much easier this way. A story-telling approach is not limited to liberal arts courses. I try to tell stories as often as I can when I teach computer science. I’d like to think that I can paint a picture with a story or a metaphor that stays in students’ minds much longer than a list of definitions would. One of my favorite metaphors, which I borrowed from one of my own teachers, is an explanation of the different levels of computer storage by analogy to cooking in the kitchen, in which the hard disk is a pantry, memory is the kitchen cabinets, the cache is the counter top and registers are a cutting board and a stove top. Even the students who never themselves cook can follow that. I am always glad when students contribute stories related to the topics. Once, when I was discussing problems with floating point representations, a second degree student who worked in a financial services company described a problem that his company had with incorrect amounts of money in customer accounts. After days of searching they found a culprit in the way that dollar and cent amounts were represented in the code they used. Such real life stories connect seemingly abstract concepts of how to represent 0.01 on a computer to problems that real people need to deal with on a regular basis.

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Given my research area of biomedical imaging, one day I would like to create an introductory course or at least a module in an introductory course that concentrates on how computers and imaging are used in biology and medicine. Most of the concepts that are involved can be explained using advanced mathematics (appropriate for upper level undergraduate or beginning graduate courses), but they could also be explained using descriptive language and pictures. For example, the procedure for data collection and reconstruction in computed tomography can be described in terms of the Radon transform and its inversion. This requires students’ understanding of several concepts from calculus, knowledge of which cannot be assumed for most of the beginning undergraduate students. The same concepts can be explained effectively by showing results of simulations and computing of data and reconstructions based on very simple geometrical objects by hand. The reconstruction method, referred to in literature as back projection, can be demonstrated by showing a sequence of reconstructions produced by increasing the amount of data used to produce each of them. The reconstructed pictures change from seemingly random lines to the shapes that more and more resemble the original object. This way students can see the steps by which the reconstructed image is formed. Personally, I always learned better by seeing things in action than by looking at the mathematical equations describing how they work. A course such as this could lead some undecided students into the major by giving them more of a sense of practical applications of computer science. In the process of completing the sequence of major courses, students should learn more than just the material required by the syllabi of those courses. A college education and major in computer science should prepare them for professional life in the field. This is not to say that a computer science department should provide training for specific jobs. Rather, we should teach students skills that are considered to be universally expected from a computer scientist. Some examples of those are oral and written presentation skills, team work and collaboration, development and implementation of specifications or design, and professional ethics. These are skills and attitudes that students should learn and develop throughout their college careers and cannot be taught in any single course. Student evaluations of my teaching have changed over the years and the overall numerical index has been consistently increasing, from 4.7/7.0 in my first semester of teaching to 6.4/7.0 in my last semester of teaching. I believe I can continue improving the quality of my teaching. In addition to the standard student evaluations organized by the college, I started asking students to fill out anonymously my own questionnaires. This gives me a chance to ask them about specific techniques that I used in their classroom and get more detailed feedback on what else would have helped and what failed in the course that they just completed. I was positively surprised when it turned out that even though most of the students considered chapter quizzes that they needed to complete tedious, they also thought it was a good way of reviewing material on a systematic basis instead of leaving it all for just before the exam. In the last semester that I taught, I lectured the introductory programming class in C++ and supervised the programming lab that accompanies that class. I was happy to receive several very positive comments, one of which said: “She gives extensive feedback on assignments which is the thing I most appreciate about her teaching. ... she’s firm but fair and has high expectations but gives us the tools to meet those expectations...” These types of comments give me continued motivation to work on my teaching skills to maintain the highest level of student satisfaction. I hope that in the future all of my students will be able to make statements such as the one above. Throughout my student years I had many different teachers and was exposed to many different styles of pedagogy. In my own teaching I have borrowed some of the strategies from the teachers that I considered great, and tried to avoid the techniques that I considered unhelpful. Interacting with my own teachers and mentors I learned that the role of a good teacher extends far outside of the classroom. I am ready to follow in their footsteps.

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Teaching Statement, STEM (Mechanical Engineering). Note how tailored this statement is to the institution and discipline which differ from that of her Ph.D. The candidate connects the courses she has taught with those at the college to which she is applying, and indicates directly which existing or new courses at the college she could teach in the future. Teaching Statement Martine Scientist X University I am passionate about teaching and am eager to become a more effective teacher through self-reflection, constant analysis, and continual development of my skills. An effective physics teacher inspires and guides students to develop strong mathematical and analytical skills, systematic experimental skills, independent research ability, articulate written and oral communication skills, an understanding of the fundamental behavior of the physical world, and an appreciation of the role that physics plays in society. Teachers must know their subject well and have high standards and expectations coexisting with encouragement, support, and responsiveness. My passion for a career as a liberal arts professor stems from my first–hand experience in the liberal arts setting during my undergraduate studies. I want to emulate the care, devotion, and inspiration I was shown by my professors. Everything I do as a teacher is student driven. My class time will consist of student-professor interactions, shared responsibility for student learning, small-group problem-solving activities, and two-way communication. I help students develop a sense of how to assess work, how to solve problem sets, and how to ask questions (and which questions to ask). I also want students to cultivate responsibility for their own learning. When students are stimulated by a current societal challenge or a fundamental problem, learning and integrating knowledge is a natural way to address the issue. Professors can guide students by facilitating their transition from novices to experts. A novice lacks connections between principles and applications, while an expert takes a holistic approach linking together different knowledge in order to solve problems. When I was a teaching assistant in a math course (similar to HH College Physics 250), I noticed a disconnect between the math shown in a math class and that in science and engineering classes. Because of changes in context, notation, and terminology students often relearn the same material when it arises in a different class or outside the classroom. My many opportunities at the Center for Teaching and Learning have allowed me to think deeply about the type of support I could give Bachelor of Science in Engineering (BSE) students to overcome this disconnection. I developed a one-hour workshop for these BSE students to show them how to use physical interpretation to understand an equation. This workshop will be held during December 2012. During the workshop students will consider an unfamiliar model of ants searching for food and bringing food back to the nest. They will divide into teams to first verbally describe how an ant scavenges and then try to relate their story to the differential equations. This helps students learn that some English words (such as diffuse) directly relate to specific terms in an equation (such as the Laplacian). My ideas for the workshop were refined through feedback I received after presenting at the American Association of Physics Teachers in July. I enjoyed directing my attention beyond the content of a particular class, which allowed me to help students develop a skill-set useful throughout their entire academic career. As a growing expert in the field, I look forward to continuing my quest to guide students to see the high-level connections that link math and science together. My work at the Center for Teaching and Learning led to a project about coordinating the use of mathematics across the STEM introductory and intermediate courses. As a result of this project, I joined the X University delegation at the five-day SENCER (Science Education for New Civic Engagements and Responsibilities) summer institute. Over 200 participants from nearly 100 colleges and universities around the country discussed the planning, development, and revision of courses in physics and across disciplines. I was particularly interested in learning from other schools about the reformation of core courses by integrating a common theme such as energy. At HH College, I could be involved in teaching introductory courses centered on a unified theme, teaching a course that draws from several disciplines, or teaching a course as a team. No part of the class stands alone. The lectures, labs, projects, and tests are all part of achieving the overall learning objectives. Through open communication with the students they better understand the integration of the course and are able to see how each part is connected and necessary. Each assessment is designed to give students feedback on their progress and put their most recent learning into the overall context of the class.

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There are several courses at HH College I am excited to teach and others that I would like to create. I would enthusiastically teach introductory physics (Physics 111, 111L, 112, 112L), intermediate physics (Physics 250), advanced courses in physics (Physics 304, 305, 325), astronomy (Physics 101, 101L, 310), non-major courses (such as Physics 107, 151, 152), as well as supervise honors and research projects. My plan for an introductory physics course would focus on exoplanets since they are part of my research interests and provide an excellent platform for accomplishing my teaching goals. My class would be a combination of lectures, projects, and homework sets that all focus on solving the same problem. Finding exoplanets requires the application of fundamental physics principles. This course would be a true liberal arts course by encompassing other disciplines such as geology, astronomy, biology, chemistry, literature, and philosophy. I hope to show that physics is not a self-contained field, but rather branches across disciplines and includes learning and inspiration from every field. It is also important to show how to think like a physicist. Student-driven discussions on goals, methods, and implications of discovering exoplanets will allow the students to frame the questions themselves and to figure out which tools they need to investigate further to solve the unanswered questions. Even though these questions could be motivated by many different fields, students will need to learn and understand physics ideas and principles in order to find solutions. My goal is to foster mutual enjoyment and continued curiosity for learning and making new connections in my classroom environment. In my exoplanet course, student groups will read current news articles relating to exoplanets. Then once a week, one group will present an article, focusing on the assumptions, results, and limitations of the work described. This will develop students’ skills on how to critically read scientific news articles. It will also help them understand the interaction between the scientific and nonscientific communities. The course will explore not just what is known, but also what is currently unknown, and how physicists’ and astronomers’ work leads to new discoveries. Homework would ask the students to dive deeply into existing knowledge relating to the class questions and goals. Recognizing different learning styles, diverse backgrounds, and a broad range of preexisting knowledge seen in the students, I would use different modes of learning and assessment to help reach all students. Homework would include analyzing actual data, using mathematical tools to explain what parameters of the exoplanets (e.g. mass, radius) we can determine, and a writing component to clearly explain ideas. The exams would be similar to the homework, and allow the students to continually develop the learning objectives for the course. Most projects during a traditional undergraduate education allow the student to be involved in the whole project from start to finish. This tends to be the opposite for real-world scientists and engineers. To achieve the best quality product, the real world is a team effort. Scientists need to work as a team by integrating their ideas through effective and efficient communication. Any trouble in the process and the whole product is jeopardized. For example, I incorporated the distribution of roles within a team into a mechanical and aerospace engineering lab section for a course at X University for freshman engineers. I split the lab into groups of two students. Each group designed a catapult using a computer program. Through the software, the students put together Lego pieces as steps for the other team to build. Each step was identified through a combination of assembling parts. After all the steps were completed, the groups switched computers. Now a group had to build a catapult that was designed by a different team. This exercise showed the importance of communication in every step of a project. In most real-world settings, separate teams are involved in the designing, building, and testing of the project. Communication between each step is essential. This is a fundamental (but often overlooked) skill I can incorporate into my courses to train future scientists. I have studied research and literature on pedagogy through the Lecturing Seminar, Teaching Seminar, Teaching Transcript Program, and my work as a fellow with the Center for Teaching and Learning at X University. I also have teaching experience from my roles as a teaching assistant in math, astronomy, and physics courses as well as a laboratory instructor in a freshman engineering course. I am confident that my future classes will be enhanced and produce effective learners. I am excited to experiment and improve on classroom teaching to enable deep learners with a broad perspective. Teaching is an essential component of the professor role. I embrace every aspect of this professional position.

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Teaching Statement, Professional Discipline (Education) TEACHING PHILOSOPHY STATEMENT Isaac T. Scholar Paulo Freire’s quote formulates my assumptions regarding the role of students and teachers in graduate education, “There is in fact no teaching without learning. One requires the other, and the subject of each, despite their obvious differences, can not be educated to the status of the object, whoever teaches learns in the act of teaching, and whoever learns teaches in the act of learning.” As a higher education professor who trains college administrators and scholars, this declaration has become paramount in the development of my teaching philosophy and practice. Students and faculty bring a wealth of experience and insights to the graduate school classroom. I hold these perspectives as vital and they should be valued and respected. Creating a learning environment with an emphasis on discussion, critique, and a trustworthy community embraces the perspectives that graduate students bring to the classroom. This mantra also equips higher education administrators and scholars with the skills to address the pressing issues facing the profession, which is a primary goal of graduate preparation programs. The cornerstone of my teaching philosophy is to foster learning through critical analysis of extant theories and literature; encourage clear and concise writing; and use reflection for introspection and thoughts, assumptions, and beliefs regarding student populations. In addition, professors are responsible for facilitating thought-provoking appraisals of course readings, identifying gaps in the literature, and incorporating the use of interdisciplinary perspectives from a wide variety of disciplines. Moreover, placing a premium on writing is important for graduate student success, as students are responsible for enacting equitable practices and policies. I partner with students on journaling during class sessions and in outof-class situations. This allows us to deconstruct our knowledge and assumptions about the social context of education and this encourages deeper examinations of theory and practice. My primary research focuses on undergraduate student outcomes based on influences from pre-college socialization and messages from faculty and higher education administrators that shape behaviors and decisions in workplace and graduate school environments. I found that faculty socialization informs graduate and professional students in profound ways as well. Put another way, graduate students should be exposed to worthwhile professional development opportunities that enable her or him to successfully compete for employment, present at conferences, publish papers, and make lasting impressions on the higher education profession. This socialization occurs outside of the classroom; therefore, I use my time to work with students on creating meaningful opportunities, offer critical feedback, and generate individualized plans for goal attainment. Teaching and learning is a process that involves trust, practice, intentionality, and commitment from faculty and students. This process is one of the best ways to enact my espoused assumptions about teachers and students in graduate education. Experiential learning based on my prior educational endeavors and mentoring from my former advisor and professor, Dr. Name, informs the utility of this statement.

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Teaching Statement, Professional Discipline (Environmental Planning) STATEMENT OF TEACHING PHILOSOPHY Paul Scholar The following statement has been developed from teaching experience over the past four years, as well as direct insight for improvement from past instructors, speakers, advisors, and students. General Pedagogical Philosophy: Education at the university level represents an opportunity for students to achieve a new level of potential both inside and outside the classroom. Challenging these future professionals, academics and researchers to reach outside their comfort zones will prepare them for the difficulties and leadership opportunities they will encounter in their careers. I attempt to foster this throughout my classes. In my Sustainable Development in Costa Rica course, students move beyond the ordinary lecture and deal with issues on the ground and face-to-face. In other courses, I frequently incorporate field trips into the curriculum; from visits to wastewater treatment plants, solar facilities, nuclear power plants, a desalination plant, and even on canoes or trails to first hand experience the interaction between humans and the natural environment. Coming from an interdisciplinary environmental background myself, I firmly encourage my students to try new classes and explore unique projects in order to hone in on the particular facets of their field about which they are most passionate. In addition, I believe students should leave academia with the ability to effectively present information to an audience and write professionally. A keystone of most of my courses is a semester term presentation and professional report. Here they spend a semester researching a project that interests them, within the confines of the assignment, and then present their work to the class. The project culminates research, comparative analysis, and conclusive recommendations in a report worthy of a consulting firm or governmental agency. Though I have attended three large research-oriented universities over the course of attaining my four degrees, I started my teaching career at a small liberal arts college. While the former cultivated my ability to scrutinize information of a more quantitative nature, the latter has fostered a personal goal of qualitative excellence in the classroom. In this way, the varied nature of both my academic and teaching backgrounds helps me every day to overcome difficulties encountered in the classroom as well as to thrive on the success I see in students over the years. I believe it is essential that students acquire the skills to enter the professional marketplace with a technological advantage. As such, technology is an essential component of my courses, especially as it relates to computer-based learning platforms such as Geographic Information Systems (GIS). Beneficial for multi-disciplinary fields, students can graphically present and analyze essential data for their research projects. Entering my fourth year of teaching, my level of energy for student development continues to grow both inside and outside the classroom. I firmly believe that students should be excited about learning, and that it is vital that they be constantly surprised, challenged, and motivated by their course material. Whether in class, in office hours, advising, at workshops, or interacting virtually, I have consistently been able to form lasting connections with students. By understanding their individual needs, goals, challenges, and weaknesses, I work to foster their particular academic and professional goals. My professional and personal background informs my unique ability to bridge the gap between theory and practice by highlighting the connections between life experiences and academic understanding.

Paul Scholar

Teaching Philosophy

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Teaching Portfolio Table of Contents, Humanities (Comparative Literature)

Teaching Portfolio Madison Candidate Table of Contents Statement of Teaching Philosophy

2

Teaching Competencies and Experience

4

Numerical Evaluations: The Adultery Novel (Summer 20XX)

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The Devil’s Pact Recitations (Spring 20XX)

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Intermediate German I (Fall 20XX)

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Narrative Evaluations: Sin and Atonement (Fall 20XX)

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Syllabus: Sin and Atonement (Fall 20XX)

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The Adultery Novel (Summer 20XX)

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Sample Handout and Study Guide

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Sample Final Exam

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Sample Essay Corrections

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Teaching Portfolio, Social Sciences (Communication). Multipage document includes 1. Letter by associate director for Center for Teaching and Learning at her Ph.D. granting institution [not included here]. 2. List of topics of teaching interest. 3. Teaching statement. 4. Course description, assignments, course expectations, readings, and class schedule for classes 1–12 [not included here]. Original document was fourteen pages.

Evidence of Potential for Teaching Excellence for Y University Beatrice Scholar GHI School for Communication University of X website email address O Written Evaluation

Table of Contents 1

O Teaching Interests

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O Statement of Teaching Philosophy

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O Sample Syllabus

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3

TEACHING INTERESTS: Journalism and Society Strategic Communication in a Digital Society News, politics, and identity Journalism in a Digital Era Gender, Media, Politics Digital Media and Social Movements Political Messaging through News Media, Culture, and Society American Racism Intersections: Race, Gender, and Class in News Race, Space, and the Public Sphere Race and representation in the media Race, Media, Politics Broadcast News Production Videography Media Production

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Y UNIVERSITY – DEPT NAME B. Scholar Teaching Excellence

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STATEMENT OF TEACHING PHILOSOPHY

Teaching is remarkable. There is nothing quite like watching someone wrestle with an unfamiliar idea or invoke a term that lends new insight into the world. While I have had many different types of students throughout my life – third-graders, high-schoolers, undergraduates, graduate students – my commitment to excellent teaching is rooted in a foundational belief in the potentially transformational nature of education. Pedagogically, my own approach to creating an excellent learning environment means that I am committed to: 1) connecting students to ideas that are accessible, meaningful, and relevant to their everyday lives, 2) guiding them with precise organization and well-prepared materials, 3) setting clear expectations and standards, and 4) giving them regular opportunities to practice and apply the skills and ideas that they are learning. Communication as a discipline is primarily concerned with the power of language and the centrality of discourse in shaping how we see others and ourselves. In my work as a Lecturer at the School of Social Work, I use media materials and pictures in the classroom so that students can learn to see familiar texts in new ways. By tying advanced communication concepts to concrete objects and examples, I believe that the students learn in a much more tangible way. I also create interactive spaces for students to make real world connections to class material, through small and large group discussion formats, weekly debriefs on class dialogues and discussion, and access to professionals in communication. In my classes, I encourage students to produce their own communication materials and messages – in using film, video, and writing to convey what they have learned, they are given the opportunity to deepen their understanding of key concepts and expand their own practical skills. Moreover, I use guided lessons and worksheets to direct students’ attention to important ideas and make space for questions and discussion. For example, I have included in this application a syllabus for a course titled “Media and Politics.” In creating this course, I made sure to include a range of texts, visual and written, that could help students grasp each weekly topic in a different way. I also assign in-class presentations to give students the opportunity to share their work with their peers and employ the analytical tools they acquire throughout the class. This last component of the class is particularly important, as I have always found that the process of teaching others improves the retention and learning of new information. My commitment to teaching on race, media and representation also extends beyond the campus in ways that meaningfully engage the university’s surrounding community. In the Media Lab

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Y UNIVERSITY – DEPT NAME B. Scholar Teaching Excellence

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for City’s public television station, I guided students through the process of creating, writing, and producing documentary films. As a scholar conducting participant-observation of the City Occupy movement, I facilitated conversations about race and spatial exclusion, studied Occupy’s use of social networks in movement organizing (and was interviewed by the City Newspaper and other publications on this subject) and published “dispatches from the field” for a new media initiative at the Social Science Research Council. In an alternative high school for at-risk students, I used newspaper, blog, and magazine articles to help students with various learning and social challenges openly discuss race, gender, and sexuality in the media. Through these opportunities, I have strengthened my skills as an instructor and created classroom spaces centered upon student dialogue, reflection, and experiential interaction with media texts and academic theories.

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Research Statement, Social Sciences (Sociology). Note that this candidate mentioned her participation in securing funding and her intention to do so in the future. Bethany Scholar

Research Statement

Racial hierarchies are often similarly constructed in the sense that whiteness, however it may be defined, is situated at the top of the hierarchy while those marked most starkly as ‘others’ represent the disadvantaged bottom. It is the place of those in between the continuum of white and black that often complicates the system. In my dissertation project, I develop the concept of racial liminality—belonging to a group positioned between a dominant group and a subordinate group in a racial hierarchy—to address the void of systematic studies on groups in the middle of the racial hierarchy. Previous research tends to focus on either a top-down perspective (e.g., the historical formation of racial liminality) or bottom-up perspective (i.e., identities of racial liminal individuals). The two perspectives are rarely in conversation with each other, minimizing integration of what we know across the macro- and micro-levels. I present an intervention by providing a systematic study of racial liminality, using coloured South Africans as a case. First, my project explores primary legal sources to assess the South African nation-state’s role in the construction and maintenance of the liminal position of coloureds. During apartheid, there was a blatant division of race with coloureds receiving relative gratification compared to blacks, and relative deprivation compared to whites. By grouping all nonwhites together, however, the position of coloureds in contemporary South African is undefined. Next, I use two waves of the Southern African Barometer to determine whether racial liminality manifests in the general attitudes of self-identified coloureds. I find support for coloureds’ liminality in terms of attitudes, whereas coloureds’ perceive the highest level of relative deprivation. To unpack these findings, I develop a multivariate measure of coloured racial identification. I use latent class analysis to locate subgroups by analyzing relationships between self-identification as coloured and factors such as socioeconomic status, gender, and attitudes regarding one’s own group. This assists in determining whether a subgroup of coloureds represents more conclusive evidence of racial liminality. Finally, I am in the process of gathering interviews, via Skype, with a targeted sample of coloureds to explore the phenomenology of racial liminality and to verify results from analyses with the community survey data. This dissertation contributes an understanding of how social positioning can have significant implications for groups’ experience, but also how group boundaries are characterized by greater variation for those positioned liminally. I am preparing manuscripts from my dissertation for submission to refereed journals. Research on race is limited because it uses broad, socially constructed categories to capture all racialized experiences. A sustained research emphasis of mine is to create measurements of race that are more inclusive and valid for capturing racialized experiences; both my dissertation project and in-progress research projects include a component of such work. For instance, I used data from the National Longitudinal Study of Adolescent Health to examine the mental health consequences of incongruent expressed or observed racial identification over time (revise and resubmit at Social Perspectives). I found that respondents with inconsistent observed racial identifications experienced increases in depressive symptoms, suicidal ideation, and use of counseling. Furthermore, lighter skin tone amplified the mental health consequences of observational racial inconsistence. I argue that the negative mental health effects are the result of disconfirmation of the identity standard for racially ambiguous persons. My master’s thesis also examined the implications of inconsistent racial classifications, but in a Brazilian community sample. Additionally, I am interested in racism as a mechanism of social inequality. After taking a Race and Racism course, I collaborated with a classmate on a paper that examines the way racism is 1

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discussed in anonymous online comments and argued that racist comments are used as a tool for maintaining the web as a white space. This paper is forthcoming in Social Currents and won my department’s best graduate student paper award. I developed my research agenda in medical sociology and health disparities as a research assistant at the Center for Research on Health Disparities (CRHD), directed by Dr. Name and Dr. Name, at University of X. My research is concerned with uncovering the structural determinants (e.g., socioeconomic, racial, cultural) of health and exploring how psychosocial resources can diminish the mental and physical health consequences of social stress. One co-authored manuscript that I presented at the International Conference on Social Stress Research, for example, refutes the original John Henryism hypothesis, instead contending that high-effort coping might be a protective disposition among black adults. Part of my health research explores how trust is linked to willingness to use psychiatric drugs. In a paper recently accepted in Sociological Spectrum, my collaborators and I investigated the relationships among individuals’ willingness to utilize psychiatric medication, education, and the role of generalized mistrust, mistrust in physicians, and mistrust in psychiatric medication. Our findings demonstrate that the association between willingness and education is curvilinear. In addition, we found that mistrust in physicians and mistrust in psychiatric medication was inversely related to willingness to use medication. A paper currently under review continues our exploration of psychiatric medication and mistrust, but this time considers racial disparities. One final collaborative project under review uses prior drinking history to explain the paradoxical finding that some blacks in older life drink more than their white counterparts. The CRHD is currently prepping both biomarker and survey data in a Nashville community sample and I will have access to this data to continue my research on health. My research areas in race, inequality, and health all connect through a central focus on understanding the way race is intertwined in the social structures of society. One future project that connects my dissertation project with my health interest will be to examine how the racial hierarchy impacts the health of South Africans and whether coloureds’ liminal status is experienced in health outcomes. I will use the South African Stress and Health Study for this research. Finally, a long-term research goal is to develop a model that empirically compares and contrasts racially liminal groups (e.g., biracials in the United States, pardos in Brazil, and coloureds in South Africa) in order to accurately study, enumerate, and address unique inequalities of a growing population in a changing world. As a research assistant under two major grants—the Majors Matter Project funded by the Teagle Foundation and the Stress and Health Study funded by the National Institute on Aging—I have had the opportunity to contribute to interdisciplinary research teams, create survey instruments, lead focus groups, gain proficiency with quantitative and qualitative data analysis programs (e.g., Stata, SAS, R, Atlas.ti), acquire advanced statistical methods, and construct research reports and paper manuscripts. I have received numerous internal grants and a competitive dissertation fellowship. I am prepared to locate and secure large grants as my work develops.

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Research Statement, Social Sciences (Communication) Greg H.Z. Scholar

Statement of Research To date, my research in health communication examines the population-level effects of patientprovider communication, active information seeking, mass-mediated communication, strategic communication, and emerging health information technology on cancer prevention and control outcomes. I view my research as interdisciplinary in scope; it relies on principles and theoretical frameworks across disciplines and fields including communication, public health, social psychology, and marketing. In addition, my experience as a health promotion practitioner has influenced my research by providing realworld perspectives through my previous roles in designing and implementing health communication interventions at the population and community levels. Specifically, I study cancer patients’ engagement in information seeking from their treating physicians, lay interpersonal sources, and media sources and analyze the relationships between information seeking and important patient behaviors and outcomes including adherence to routine cancer surveillance after treatment, dieting behavior, emotional health, and perceived quality of life. These studies are published or in press in leading peer-reviewed journals including Patient Education & Counseling, Cancer (journal of the American Cancer Society), The Oncologist, and Cancer Epidemiology, Biomarkers & Prevention which have broad circulation among researchers and practitioners in oncology. The findings generate important theoretical insights on communication processes and pathways in health information engagement in the context of cancer care. The findings also have practical implications on designing future interventions for promoting patient-provider communication or activating engagement among newly diagnosed cancer patients or cancer survivors. My doctoral dissertation research addresses the role of mass-mediated health communication on patient behaviors and outcomes in the context of cancer-related direct-to-consumer advertising (DTCA). Cancer treatment is often multidisciplinary, complex, and involves higher risks and costs than many other forms of medical intervention. Accordingly, critics of cancer treatment advertising are wary of these forms of health communication to cancer patients because DTCA is deemed to have limited ability in conveying complex risk and benefit information about cancer treatments to patients appropriately. Proponents counter that DTCA could serve as informational cues: stimulating patient-provider treatment discussions or prompting patients to engage in active information searches about their condition. Thus far, research on the relationships between cancer-related DTCA and patients’ communication behaviors, treatment choices, healthcare utilization, and health outcomes is limited. My dissertation research adds to the understanding of pathways and effects of DTCA through five related studies: 1) assessing the reliability and validity of survey measures of patient-reported exposure to cancer-related DTCA; 2) exploring different patterns of DTCA exposure between a population sample of cancer patients diagnosed with breast, prostate, and colorectal cancers; 3) analyzing the impact of cancer-related DTCA on patientprovider information engagement or interactions with lay interpersonal and media sources; 4) testing the psychosocial mechanisms for these effects based on Social Cognitive Theory and the Reasoned Action Approach using structural equation modeling approaches; and 5) identifying important communication disparities that could arise from DTCA exposure among cancer patients from different socio-demographic backgrounds. Findings from this research would contribute to a theoretically driven understanding of DTCA as a form of mass-mediated health communication and provide empirical evidence of DTCA effects on patient-clinician interactions and patient information engagement. Two studies from this dissertation project were recently accepted for publication.

Greg H.Z. Scholar Research Statement 1

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In addition, my research interest in strategic communications is grounded in my professional experience at the Health Promotion Board where I designed and evaluated national health campaigns. From 2010 to 2012, I conducted formative and evaluation research for the CDC-funded smoking cessation campaign and the FDA-funded national youth anti-smoking campaign (in progress). For instance, I helped to design survey instruments for cross-sectional and panel interviews among lowincome and African-American smokers in City for the formative and summative evaluations of the smoking cessation campaign. I analyzed survey data for identifying targeted beliefs about health risks of smoking that were most closely associated with intentions to quit smoking and provided recommendations about the selection of campaign message themes and appropriate media channels (e.g., broadcast television, cable television, radio, print, and transit ads). The formative and summative studies arising from the Philadelphia campaign were reported at various conferences (NCI CECCR Grantee Meeting and APHA Annual Meeting) and a recent paper in Social Marketing Quarterly. I also led an analysis of the role of interpersonal communication about exposure to the City campaign in mediating the impact of the campaign on smokers’ follow-up quit attempts. In the FDA-funded national youth antismoking campaign, I designed the formative research study and analyzed the potential effectiveness of health messages aimed at informing youth and young adults about the health risks of smoking to reduce smoking initiation and consolidation in this population. Building on my ongoing research, my future interests focuses on the understanding of mediated and interpersonal cancer communication within the rapidly growing area of health information technology. First, I am interested in studying the patterns, antecedents, and potential inequalities in how newly diagnosed cancer patients gain access and use emerging communication technology. Examples include mHealth or mobile health applications for cancer care, patient portals, and online social support tools. I am also interested in examining the impact of patients’ engagement with these technologies on patient-centered outcomes including satisfaction with provider communication, treatment decision making, adherence, and health-related quality of life. In addition, my research aims to study whether inequalities in usage of emerging communication technology might widen cancer outcomes disparities. As part of this research agenda, I analyzed the individual-level predictors of older adults’ continued usage of an eHealth newsletter, which is designed to increase scanned exposure to health information related to cancer prevention and screening. This research adapted concepts from the theories on information technology continuance (Bhattacherjee & Bhafar, 2011) and found that perceived usefulness, satisfaction with the newsletter, and intentions to continue usage were significant predictors of consumers’ subsequent use of the newsletter (measured through electronic records of newsletter use). These findings will help to guide future design innovations in health information technology to maximize the reach and impact of information in cancer prevention and control. This paper is currently in press in Health Communication. I am especially excited to learn about collaboration opportunities at the Center for CommunityBased Research (CCBR) in ABC Center because of my experience thriving in a collaborative research environment at the CDE School and my interdisciplinary background and interests. CCBR’s proximity and linkages with colleagues at the XSPH, ABC Center, and X Medical School offer an intellectual ecosystem that would be extremely valuable for pursuing my future research program in health information technology and its role in cancer prevention and control. I am actively exploring potential funding that would be a strong fit for my future research (e.g., NCI K07 award and PCORI). I believe that my unique interdisciplinary training, postdoctoral fellowship experience, and record of publications would position me competitively to attract extramural research funding.

Greg H.Z. Scholar Research Statement 2

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Research Statement, Social Sciences (Political Science) Willa D. Scholar

Research Statement

Groups matter in politics. A burgeoning literature in political psychology suggests that emotions also matter in public opinion and political decision-making. Indeed, pundits often describe the emotions of the public in terms of groups: women are upset with new legislation surrounding reproductive rights; Republicans are anxious about the upcoming election; African-Americans are proud of the candidacy of Barack Obama and angry about photo identification to vote laws. These descriptions are often tied to discussions surrounding how the experience of emotions as a group member results in changes in public opinion or political participation. Against this backdrop, my work broadly investigates how the experience of emotions as members of groups in the political arena can lead not only to tension and conflict, but also to change and accommodation in the political attitudes and behaviors of ordinary citizens. By fusing insights from public opinion, political psychology, psychology, and racial and ethnic politics, I strive to deepen our understanding of American politics by fusing our discipline’s richest qualitative and quantitative traditions. DISSERTATION RESEARCH My dissertation explores how experiencing emotions as a member of a group shapes public opinion and political participation. I argue that the current emphasis on individually experienced emotions in the political arena provides us with an incomplete picture of the political ramifications of emotions because ordinary politics are so far removed from our individual lives. Since groups matter in politics, it would behoove us to understand how the experience of emotions as group members shapes public opinion and political decision-making. We should care about emotions from the perspective of groups for three primary reasons. First, this line of research can contribute to our understanding of inter- and-intra-group dynamics. That is, experiencing emotions from the perspective of groups might shape how one feels about one’s own and other groups along with policies designed to help one’s own and other groups. Second, experiencing emotions from the perspective of groups might affect one’s propensity to participate in the political arena. Third, if political entrepreneurs can manipulate the emotions of groups, then they can mobilize coalitions of support or opposition for a particular candidate, policy, or issue, thereby transforming how we understand campaign dynamics. I use a mixture of qualitative and quantitative methods to explore pride, shame, and anger in African-Americans’ politics. By interweaving research from psychology and political science, I generate hypotheses about how experiencing pride, shame, and anger as an African-American manifests in public opinion and political participation. Accordingly, my first empirical chapter uses focus groups to understand how members of the African-American community experience emotions in politics. While I find that the experience of pride and anger as an African-American is associated with various types of political participation, the experiences of all three emotions lead to changes in intra-and-intergroup attitudes. In my second empirical chapter, I analyze data from the 2004 ANES and 2008 CCAP to further validate the claims made by focus group study participants. When compared to the 2004 ANES, I find that group-based pride and intergroup anger are stronger predictors of attitudes toward political elites, racial policy opinion, and various forms of political participation in the 2008 CCAP. In the third empirical chapter I use a survey experiment to isolate the cause-the experience of group-based or intergroup emotions, and observe its effect on racial and redistributive policy opinions, group attitudes, political participation, and Black Nationalist ideology. The survey was fielded in August 2013 and I am currently analyzing the results. 1

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CURRENT ARTICLES IN PROGRESS Currently, I am engaged in two research projects beyond the dissertation. The first paper is titled, “Rally Around Group Identity: Group Response to External Threats,” and is co-authored with Name, Assistant Professor of Government at ABC College. In this paper, we expand the concept of “rallying” to black and white racial identity. As black women, we were motivated to embark on this project in the aftermath of the Trayvon Martin shooting in February 2012. We wondered why there seemed to be continuous patterns of “rallying” around racial identity among blacks when a black person was murdered by a white person and why those same behaviors did not occur in response to black-on-black crimes. We explored this phenomenon among black and white respondents with an experiment that varied the race of the victim and perpetrator in a fictitious article about a murder and subsequent arrest. Based on positive feedback from our discussant and other conference participants at the 2013 Annual Meeting of the Midwest Political Science Association, we have submitted a revised proposal designed to elicit a greater threat among respondents to Time-Sharing Experiments for the Social Sciences Special Competition for Young Investigators to collect new data. The second paper, co-authored with Name, is titled, “The Meaning and Implications of Racial Resentment Across the Racial Divide.” Since the 1986 ANES every respondent, even Black Americans, has been administered the racial resentment battery. Thus, we ask the following questions: can African-Americans be racially resentful? Using data from the 2008 ANES, we demonstrate that increases in racial resentment decrease support for racial policies among Black and White respondents, we also find that increases in racial resentment decrease support for “racecoded” policies among White but not Black respondents. To gauge what racial resentment means among Blacks and Whites, we used an online survey panel to ask the racial resentment battery followed by open-ended questions. We created a coding scheme and are currently in the process of analyzing these open-ended responses. We plan to submit this paper for review. FUTURE RESEARCH GOALS Beyond my current work, I plan to embark on three new projects surrounding my substantive interests. The first project will expand the scope of my dissertation research as it assesses the role of group-based and intergroup emotions in the context of partisanship. The second project will explore the rhetoric political entrepreneurs use to elicit emotions from members of groups in speeches and campaign advertisements. I will combine literature from political theory, communication, social psychology and political psychology to identify the words and persuasive appeals political entrepreneurs utilize to mobilize not just individuals but members of groups. I will then take what I learn from that analysis to create an experiment that mimics the rhetoric of political entrepreneurs in a fictitious election to observe whether and how appealing to emotions among members of groups changes intra- and-intergroup attitudes, policy opinions, and political participation. Armed with this research, I will put together a book manuscript with findings from my dissertation, the paper on partisanship, and research on rhetoric. It is my hope that this line of research will provide a more nuanced understanding of emotions in politics. The third project will contain a meta-analysis of literature using the linked fate construct along with an analysis of openended responses to the linked fate measure. It is my hope that the linked fate paper advances the literature by providing conceptual and theoretical clarity to those using the linked fate construct to assess group identification and consciousness.

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Research Statement, STEM (Computer Science). Original document was four pages. RESEARCH STATEMENT, MARIE SCHOLAR

[email protected]

In my research I want to work on problems that have practical applications, which often leads me to interdisciplinary work. Most of my research in graduate school would be classified as biomedical imaging, more specifically image reconstruction (both two and three dimensional) from projections. I have been involved in projects related to computerized tomography, electron microscopy and, most recently, soft x-ray microscopy. It has been both fascinating and challenging to work with biologists, physicists and mathematicians, all of whom come with their own approaches, notational conventions, and priorities. I strongly believe that it is the collaboration between researchers in different fields that produces results which could not be obtained otherwise. I can compute a three dimensional reconstruction of a virus, but without the expertise of a biologist I cannot tell how useful this reconstruction is for answering biologically relevant questions. Most of the projects with which I am involved attempt to improve the quality of reconstructions computed from on biomedical data. The tasks involved depend on the nature of imaging (they are described in more detail in the rest of this statement). In my future research I plan to continue the collaboration with scientists from other fields in working on problems related to biomedical imaging. Reconstruction from projections - general problem description. The process of object reconstruction from projections is widely used in many fields, for example, medicine, biology, and material science. The need for such reconstructions arises in two types of situations. In medical imaging we wish to see the internal structure of a patient with as little damage as possible to the patient herself. In structural biology, the samples that we image are too small to be viewed with the naked eye and both their external shape and internal structure might be desired. A projection of an object is an image obtained by a device, for example, a microscope or a medical scanner. In the ideal case such an image is a set of (approximate) line integrals obtained along parallel lines through the object and perpendicular to a projection image plane. Unfortunately, due to physical interaction of the radiation used for imaging (light, electrons, x-rays) with a sample or a patient, and due to the physical design of the imaging device itself, the recorded projections may not be very much like mathematical line integrals. A reconstruction is computed based on a set of projections obtained from different angular views. In order to compute the reconstruction we need to know the relationship of the values in the imaged object and the values in the projections. The forward problem, also referred to as image formation model, is a mathematical description of the physical process by which the projections are created. The inverse problem is the process of obtaining the reconstruction of the original object based on the measurements in the projections and knowledge of the forward problem. Understanding of the forward problem is crucial to the reconstruction process because the forward problem describes the relationship between the collected data and the unknown object. Often, useful reconstructions can be produced even without accurate knowledge of the forward problem, but they could be improved (and hence in most cases provide more information) if the reconstruction process took into account a more accurate image formation model. A trivial example of such behavior is an imaging system that records only half of the value that would have been recorded by a true line integral computation through the object. If we reconstruct ignoring that fact, the values in the reconstruction will not reflect accurately the values in the original object. But if we know that behavior of the imaging system, the values of projection images can be corrected, by simple multiplication by a factor of two, and then correct values will be recovered in the reconstruction. Below, I describe my most significant projects, and their importance and results. Blurring correction in transmission electron microscopy. Transmission electron microscopy (TEM) [1, 8], is used for imaging thin specimens. The images are formed based upon the interaction of the electron wave as it passes through the sample. Electron microscopy allows visualizing much more detail than light microscopy due to the smaller wavelength of the electrons as compared to visible light. The images obtained by transmission electron microscopes are affected by blurring that changes as a function of defocus, which itself depends on the distance from the best focus plane (defocus is taken to be zero in that plane). The defocus gradient describes how fast the blurring changes in the imaging direction. Large changes

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in the blurring result in projection images with overlaps of different parts of the specimen that are blurred in different ways. This blurring needs to be addressed if high-resolution reconstructions are desired. The approach most commonly used in practice is to ignore the dependence of the blurring function on the defocus and correct, by traditional deconvolution, using a blurring function appropriate to the central layer of the specimen. This produces satisfactory results because, in the current state of TEM imaging, there are several other issues limiting the resolution of the reconstructions. If the technology improves and one can image larger specimens or the resolution of possible reconstructions increases, then the correction for this defocusdependent blurring function may be able to provide an even higher degree of detail in the reconstructions. From the point of view of a mathematician, this is also an interesting inverse problem, solution of which might be beneficial in other problems. I investigated two different methods of correcting for defocus dependent blurring functions. For the first one, I worked on the proof of mathematical correctness of the method known as defocus-gradient corrected backprojection proposed in [3]. In this method the correction is incorporated into the backprojection algorithm, which deconvolves the data with the blurring function, taking into account its dependence on defocus. We were able to demonstrate that, at least in the mathematical limit, reconstructions obtained in this fashion are equivalent to reconstructions that would have been possible if there was no blurring at all during the data acquisition. These results were published in [4]. The second method performs correction in the frequency space. It was observed in other areas of imaging, that, given that certain conditions are satisfied, there is a relationship between the frequencies of the projection data and the defocus. This relationship allows for the correction of data in frequency space and then reconstruction from this corrected data. We were able to adapt this approach to TEM imaging [6]. Both of these solutions are independent of the nature of the blurring function, thereby providing generality that allows these solutions to be applicable to other imaging modalities for which the blurring function may be different. The defocus gradient corrected backprojection method can be used to provide an approximate solution to the inverse problem in soft x-ray microscopy when the attenuation effects can be ignored (see below for more details). Blurring correction in soft x-ray microscopy. Transmission x-ray microscopy (TXM) of biological specimens is a relatively new field. It takes advantage of the so-called water window (x-ray energies between 280eV and 517eV, known colloquially as soft x-rays) in which the contrast between protein and water is very high. X-rays at this energy range can penetrate into biological matter up to a depth of 15 mm, which is much more than what can be achieved using electrons. This allows for TXM imaging of entire cells intact in their native aqueous environment. The resolution of images and reconstructions obtained using x-rays is higher than using light microscopy since the wavelength of x-rays is smaller than that of light. The microscopes are placed on beam-lines of synchrotrons in order to obtain monochromatic x-rays of appropriate energy. Currently there are only three centers in the world that perform biological TXM. The first attempt at formalizing the image formation model in TXM was published recently in [7]. The images obtained by transmission x-ray microscopes are affected by x-ray attenuation (x-rays lose energy as they pass through matter and the amount of the loss is related to the type of matter). This is due to the nature of x-ray radiation and is also present in more well known computed tomography data. The images in TXM are also affected by a blurring function that, similarly to the blurring in electron microscopy, depends on the defocus. This is due to the need for magnifying lenses. The attenuation correction and defocus dependent blurring correction are both known when these effects occur separately. In TXM they cannot be separated and, in fact, produce kinds of artifacts in the data that do not occur when only one of them is present. We have been working, in collaboration with the authors of [7], on development of a data correction method or reconstruction methods that incorporate such a correction. Together with my adviser, I wrote a successful NSF grant proposal that is funding this work. Our preliminary results provide approximate inversion when the specimens are relatively small ( not extending much outside of the depth of focus). Reconstructions for which the data is corrected for attenuation followed by defocus dependent blurring correction provide significant improvement as compared to reconstructions computed with no corrections at all. As the sample size increases past the limits of the depth of focus this method does not produce satisfactory results.

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We also have a mathematical proof that provides a way of computing mathematical line integrals through the sample based on the data collected according to the TXM model. This assumes that such data can be collected at infinitely many levels of defocus. This, of course, is impossible in practice, but discretization of this method produces improved results for large samples. The publication of these results is a work in progress. Computed tomography simulation. The development of new reconstruction methods is most effectively performed in a simulation environment that mimics the image formation model of an actual imaging device. In practice we are working with unknown objects and the purpose of reconstruction is to determine the internal structure of these objects. During the development of reconstruction and data correction procedures, we need to know the structure of the imaged object in order to evaluate the quality of computed results. For this purpose we use software simulators and mathematically described objects called phantoms. SNARK09[5] is a computed tomography simulation package that has been developed continuously since the 1970’s. It provides a total framework for reconstruction from projections for both simulated and real data, as well as statistical evaluation of the results. Mathematical phantoms can be generated either as piecewise constant objects, appropriate for materials science, or as objects containing inhomogeneities to better simulate biological materials. Projection datasets can be obtained based on mathematically described phantoms. The user has options for investigating various scanner modes, including noise models comparable to actual imaging devices. There is also an option to use projection data obtained from external sources (a medical scanner or data generated by other software). The package comes with several built-in reconstruction algorithms. It provides either pixels or blobs as basis functions. Users also have a means of implementing their own reconstruction algorithms. The results of the reconstructions can be evaluated using a statistically sound methodology built into the package. My contribution to this feature rich software was incorporation of beam hardening correction and options for inhomogeneities in phantoms. The x-rays used in medical imaging are polychromatic in nature, i.e. they span a spectrum of energies as opposed to being mono-energetic. The beam of x-rays is said to harden, since low energy x-rays are absorbed earlier in the body than the higher energy x-rays. This results in artifacts and incorrect values in reconstructions. Beam hardening correction has been solved using several different approaches. The method that we implemented follows the iterative data refinement approach [2]. For the last several years I have been working on maintenance and continuous development of SNARK09. Future research I am planning to continue my work in image reconstruction from projection data. All of the projects that I have been involved in are still sources of interesting and challenging questions and the solutions that we provided can be further generalized or improved. For example, the defocus-gradient corrected backprojection uses a particular type of backprojection. A possible future project would be to show the mathematical correctness of this approach when a different type of backprojection is used. The correction of data in frequency space has been used in several different imaging modalities, I am confident that its application to electron microscopy is not its last one. The field of soft x-ray microscopy is still developing. The differences between existing microscopes and development of laboratory size microscopes will provide a continuum of problems to be solved. I am also interested in expanding my work into other areas of biomedical imaging. I think of my research to some extent as providing answers to problems that arise in the general area of biomedical imaging and as long as I can collaborate with experts in the areas from which these problems arise, I can work on the development of computational solutions. The collaborators with whom I worked during my years in graduate school will remain the source of new problems, but I am also looking forward to new collaborations and challenging problems. References [Eight bibliographic entries follow.]

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Research Statement, STEM (Clinical Psychology) Statement of Research Interests, Professional Goals

Olivia Scholar

I wish to convey my strong interest in pursuing postdoctoral training with the University of X Clinical Psychology Training Consortium, particularly with Dr. Name. Dr. Name’s emphasis on stress and biological markers fits well with my own research background, and would allow me to grow as a researcher, developing skills in women’s health research and biomarkers. During my graduate training at the Y State University with Dr. Name, I worked on a number of studies examining biological outcomes in the context of stress. My Master’s thesis drew from a study on the biological impacts of chronic stress and childhood adversity. While the larger study focused on links between genetic vulnerability to depression and overproduction of proinflammatory cytokines, my own work examined a gene-environment interaction. Specifically, I examined the interaction between 5-HTTLPR genotype and chronic stress on depressive symptoms in postmenopausal women. I retained a focus on women’s health with my dissertation, which examined an interaction between fatty acid desaturase (FADS) genetic variants and dietary polyunsaturated fatty acids with negative emotionality in women. I am currently completing my predoctoral internship at University of Z Medical Center in City. I am completing rotations in Psychosocial Oncology, Sleep Medicine, Rehabilitation Medicine, and outpatient psychotherapy, where I am refining skills in cognitive-behavioral interventions and gaining experience in modalities such as mindfulness-based stress reduction and guided imagery. In addition to clinical work, I have become involved with research in the Name Sleep Disorders Center, providing behavioral intervention for an insomnia treatment study and assisting with data analyses. Based on this, I recently submitted an abstract on gender differences in pre-sleep arousal. I have also been attending laboratory meetings in the Name Traumatic Stress Center, where ongoing studies examine relationships between traumatic stress and inflammatory markers. As I approach postdoctoral training, my main goal is to broaden my experience with biological measures in stress research. I also aim to gain experience in women’s health research. While I have focused on women’s health in my previous research, working in a setting in which women’s health is a key focus would provide me stronger, focused training in this area. Dr. Name’s work in perinatal stress, and her current studies on cortisol response in the children of depressed women, would allow me to gain experience in these areas of interest. Given the many detrimental effects of stress on health, my longer-term goal is to study the impact of stress management interventions on biological and psychological outcomes. I believe that University of X’s training program, with its strong research emphasis, will prepare me to meet these goals.

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Research Statement, STEM (Physics). Candidate points out she has experience setting up a lab and emphasizes sample undergraduate projects based on her research. The statement is oriented toward a fouryear college. Original document was four pages. Martine Scientist, Research Statement Z University I was inspired to become a researcher through my summer and year-long research projects as an undergraduate student. In turn, I want to inspire the next generation of scientists through mentorship and training in my laboratory. My doctoral research experience at Z University has given me a solid background in the interdisciplinary fields of exoplanet imaging and adaptive optics. I have also had opportunities to set up a new laboratory space as well as work closely with undergraduate students in both summer and year-long research. I believe that this combination of experience ideally places me to begin a strong research program in experimental physics that will involve the undergraduate students at ABC College. Not only will I mentor my students to conduct exciting and original research, but also help them develop their scientific communication skills through presentations of their work. As a professor, I plan to extend my doctoral research in speckle identification, adaptive optics, and optical component fabrication. In addition, I will seek to broaden my research interests through exploring additional applications that operate on the same fundamental physical principles. Research Experience Inspired by the thought that life may exist beyond Earth, astronomical interest in exosolar planets has increased dramatically in recent years. Over 800 exoplanets have been detected, mainly through indirect Doppler and transit techniques that tell if the star wobbles in orbit or dims during a transit. To fully characterize these planets, we must directly see the planet’s light and analyze its spectrum. Coronagraphs have been developed to attenuate the light from a star and make its companion planet(s) visible. Many of the world’s largest telescopes either include or are building an extreme adaptive optics system1,2 to reduce the speckles due to aberrations in the optics and the atmosphere. Even with the highest quality instrumentation, optical aberrations create speckles in the image that threaten detection because of their similarity to planets3. Part of my PhD research is to develop a planet detection algorithm for analyzing multiple images created using adaptive optics (by actuating a surface on a deformable mirror) to identify an exoplanet4,5. The other part of my PhD research is advancing the current technology by contributing to the design and manufacture of shaped pupil coronagraphs6. All current coronagraphs for imaging exoplanets operate in a regime where the residual speckles are roughly of the same intensity as a possible exoplanet. However, speckles have different spectral behavior. They are formed from the same coherent source, the star, and are incoherent with the planet. Controlled changes in the optical layout can lead to a changing speckle pattern in the image. Since the planet light does not interfere with the speckles, the image of the planet remains unchanged. Typically, part of the star light is redirected in order to create an interference pattern as seen in the image7,8,9. Along with my advisor, I instead seek to use existing adaptive optics systems to create a series of images with different speckle patterns. We developed an algorithm that uses Bayesian inference to take advantage of the changing speckle pattern across multiple images to determine the presence of a planet. As we change the speckle pattern across images, our algorithm accumulates evidence when an artifact does not change between images. Artifacts are identified by fitting a model to each image that incorporates a locally constant background, multiple point spread functions, and photon noise. The algorithm can incorporate desired missed detection and false alarm rates, resulting in the integration time required for planet detection. This algorithm is verified through computer simulation and laboratory experiments. In both cases, a star and planet are simulated using separate laser sources and the changing speckle pattern is achieved by changing the shape of a deformable mirror. Our work offers the opportunity to incorporate interference-based differentiation between speckles and planets into existing adaptive optics setups rather than requiring additional system components. Our algorithm can be integrated into the planning of observations to determine the required time to meet desired detection parameters. One type of coronagraph invented at Z University is the shaped pupil coronagraph10. The primary feature is a binary telescope mask to control diffraction, allowing detection of a faint planet near a bright star. This coronagraph’s simplicity, modest cost, and customizability make the shaped pupil an exciting candidate for imaging exoplanets. Using the resources of the Micro/Nano Fabrication Lab (MNFL) cleanroom at Z University, I have been able to reduce both the cost and the time required to manufacture new designs of shaped pupils by adapting a standard

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photolithography process for MEMS devices to meet our needs to develop an optical piece for a telescope. This process takes one day (instead of waiting 6 months for previously purchased masks), and is a tenth of the cost. Throughout my time at Z University, I have maintained collaboration with the Japanese 8-meter Subaru telescope in Hawaii. I spent a summer working at the Subaru base facility to implement their new extreme adaptive optics system through constructing and testing optical layouts. More recently, a shaped pupil that I manufactured was installed on the Subaru telescope. This was the first time a shaped pupil coronagraph had seen light through a world-class telescope. Over the last year, I have gained the experience of creating a lab from scratch. With the help of my advisor, other faculty, a postdoc, and undergraduates, we have built an optics lab from the ground up. I designed layouts for the lab bench to determine the necessary specifications of the optics, camera, table, deformable mirror, lasers, and hardware. The Exoplanet Direct Imaging Testbed (EDIT) at Z University has become an ideal location to test ideas at a faster rate than usually available since it is not as complicated of an environment (e.g., not in a vacuum). Mentoring Experience Over a summer, I mentored a rising sophomore Z University student in the Mechanical and Aerospace Engineering department during her 8-week internship at Z University. She investigated several possible optical designs to interfere star light with residual speckles. Regular meetings helped her learn to simulate our lab using MATLAB software. We used these simulations to test theoretical designs before settling on a final layout. Another student was a Z University senior undergraduate from the Physics department who conducted his year-long thesis in the newly built EDIT. We worked together on computer simulations, theory work, sketching possible designs, and purchasing and installing equipment for the new lab. He also was trained in the cleanroom and manufactured masks for his specific project. In addition, this past summer a rising sophomore from MIT worked in EDIT designing layouts for the optical bench, building our new star-planet simulator, and taking pictures of our simulated stars and planets. Since winning an NSF graduate research fellowship, I have reached out to undergraduate and beginning graduate students at Z University to help them in their applications. I worked with students as they prepared their own applications, sharing my essays and providing feedback on theirs. Future Research My doctoral research has allowed me to develop expertise in physics-based image analysis, adaptive optics, microfabrication, and optical design. As a professor, I would continue my research in the identification of coherent aberrations of light through both instrumentation and post-processing techniques. I plan to maintain my collaboration with colleagues that I have established at Z University, JPL, Ball Aerospace, MIT, and the Subaru telescope. I am also interested in exploring similar optics problems using adaptive optics (AO) and novel imaging techniques. I plan to extend my research to other systems based on the same physics but with different end uses. I would start an adaptive optics research laboratory at a modest cost. The basic components would include an optical table, research-grade optical components, a camera, an adaptive optics system (e.g. deformable mirror, wavefront sensor), and a computer to control optical devices and store data. I would seek external funding for specialized components not covered in my start-up funds. Undergraduates will be active participants in my lab and be involved in the design and implementation of experimental set-ups across all applications under investigation. I would encourage my students to present their work to their peers and professors at ABC College, as well as at national conferences such as the American Physics Society Meetings and the American Astronomical Society Meetings. We would publish our co-authored research papers in journals such as the Astrophysical Journal, Applied Optics, and Optics Express. I would seek funding from NSF, NASA, and NIH to support this research. Image Analysis Along with the method of speckle identification I developed during my doctoral work, there are a number of approaches currently used to identify and eliminate speckles and extract information about the signal. I plan to develop an overarching method that utilizes all the information we have about the source of the light to extract the maximum amount of information from images. These techniques could also be used in the analysis of any image limited by speckles such as optical heterodyne detection and biological tissue imaging.

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Undergraduate Project: Biological Tissue Imaging Using Minimal Illumination One possible project in this area would focus on the analysis of images from microscopy. Samples in biology can be sensitive to the amount of light irradiating them during imaging11. AO helps improve both resolution and contrast, reducing the amount of illumination to take an image. A student project could involve designing an algorithm with the ability to detect relevant features in an image of a biological sample while using a minimum amount of light. A student working on this project would ideally be familiar with programming and comfortable learning basic statistics. Adaptive Optics The fundamental idea behind any AO system is the need to manipulate the wavefront of incident light, generally in order to correct aberrations. The use of AO has led to breakthroughs in imaging in astronomy, medical/vision science, and military applications. For instance, AO is used to provide sharper images for telescopes, clearer vision for pilots, enhance military surveillance, and allow early detection and treatment of retinal diseases. In my new lab, I plan to install an AO system to investigate a number of potential applications. My students and I will use this system to improve techniques of identifying and removing speckles from high-contrast images. In addition, I can investigate the use of AO for student-accessible telescopes and in microscopy for biological tissue imaging. Undergraduate Project: Realistic Laboratory Simulation of Atmospheric Speckles In order to effectively develop adaptive optics techniques that are useful in correcting atmospheric speckles, it is necessary to have the means to create realistic aberrations in a laboratory environment12. A potential undergraduate research project would involve the investigation of multiple avenues for simulating atmospheric-like speckles. Since we cannot use the atmosphere to generate speckles in the lab, alternative media must be used to physically create aberrations in the wavefront. Such materials could include spray paint on glass, cling wrap, and etched surfaces. An extension to this project would be to add shapes to the deformable mirror to correct the image. This allows us to test a more realistic environment in the laboratory. A student working on this project would enjoy hands-on work and be able to think creatively in seeking potential solutions. A stronger mathematical background would be needed to extend the work to controlling the deformable mirror. Design and Manufacture of Novel Optical Components A shaped pupil coronagraph dramatically alters the point spread function (PSF) of an imaging system by placing a binary mask in the optical terrain. The application of this technology is still in its infancy and there is still work to be done on optimizing these masks to make them as practical and effective as possible. I want to continue collaborating with colleagues at Z University on the design, manufacture, and implementation of this equipment. As a more abstract investigation, I plan to experiment with ways to manipulate light with novel optical components. This could include using multiple masks in an optical layout, or the incorporation of segmented controlled components such as a spatial light modulator. I can maintain my connection with MNFL to manufacture new optical components for my future lab as I am already trained on those machines. Undergraduate Project: Shaped Pupil Design and Manufacture A shaped pupil coronagraph can be optimized to satisfy certain design specifications and to match the telescope on which it is to be installed. This optimization takes into account physical parameters including throughput, a central obstruction, spiders, and whether the mask is to be free-standing or laid on glass. In addition, the optimization accounts for image plane parameters including inner working angle, outer working angle, discovery region size and shape, and contrast level between the central lobe of the PSF and the discovery region10. The undergraduate project would involve learning the optimization algorithm and applying it to their own design of a shaped pupil. Once this design was completed, they would proceed with the manufacture of their mask. A student working on this project would ideally have a mathematical background and be motivated to connect theory with experimental constraints. Summary As a professor of physics, my goal would be to share my enthusiasm, experiences, and expertise in research in the lab with undergraduate students. I would also seek opportunities to collaborate with existing colleagues, other faculty in the department, and across disciplines. My research lab would be used for original image analysis, adaptive optics, and optical component experiments. This is an exciting and rapidly growing field in which I can enthusiastically involve my undergraduate students. References [Twelve bibliographic references follow.]

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Research Statement, STEM (Mechanical Engineering). Candidate discusses the interdisciplinarity of her work and how she will work with students at both graduate and undergraduate levels. Riki Candidate

Research Statement

At the 2012 Fall Meeting of the Materials Research Society, I attended a presentation by Dr. Name of MIT, also a founder of the nanocrystal-based device innovation company called QD Vision. While I expected a scientific discussion of recent work on nanomaterial-based photovoltaics, Dr. Name instead spent his time persuading the audience that the true route to promoting clean energy and energy-efficient devices is not through an improvement of efficiency of these devices, but rather by making the devices inexpensive and ubiquitous. That is, he suggested that even a low-efficiency solar cell, if printed on a piece of paper (or a car rooftop or a piece of fabric) and made widely available, would make a greater impact on energy use than attempting to edge ever closer to the theoretical limit for performance of expensive solar panels. This general idea – that our current and developing abilities with regards to materials and processing can allow green energy technology to be present everywhere and with little cost – is a foundation of my research plan. I believe that the key to making better use of the earth’s resources, both materials-wise and energy-wise, is to construct simple, inexpensive, and easilyprocessed devices using thin films and nanomaterials. My laboratory experiences during my Ph.D. and postdoctoral appointment have laid the foundation for building a research program oriented around synthesis of nanomaterials and their processing into thin-films in an inexpensive and scalable route. For my Ph.D. research, I synthesized luminescent silicon nanocrystals (SiNCs) in a flowthrough plasma reactor, studying various effects of synthesis parameters on the optical performance of thin films of SiNCs in light-emitting device structures. This experience taught me about the potential of plasma reactors for generating nanocrystals with controllable attributes in a simple, fast, and inexpensive gas-phase route. In a collaboration with Professor Name’s group in the Chemical Engineering and Materials Science department, we went on to create a lightemitting device (LED) with emission from solution-cast films of surface-functionalized SiNCs. After optimizing this device, we achieved world-record efficiency for any nanocrystal-based LED (Cheng et al., Nano Letters, 2011). This accomplishment highlights the ability of plasmaproduced nanomaterials to perform admirably in real applications. Furthermore, we went on to construct a SiNC-based device using exclusively gas-phase processing routes. While colloidal techniques are drawing enthusiasm because of their potential for use in ink-jet printing, aerosol-printing technology is just as versatile and has the potential to reduce the number of discrete steps necessary for the fabrication of thin films. In this scheme, SiNCs were synthesized in the plasma reactor, surface-passivated using an in-flight technique directly after synthesis, and then inertially impacted using a slit-shaped orifice onto device substrates pre-coated with a transparent conductive layer and rastered beneath the nanocrystal “curtain” emerging from the orifice. We completed the device using thermal evaporation of metal top contacts. By excluding the use of solution-phase processing steps, we streamlined the process of device construction and demonstrated that even an un-optimized SiNC-only LED structure can demonstrate functionality (Anthony et al., Nano Letters, 2012). In the gas-phase route, nanocrystal synthesis is followed immediately by a processing step and finally by aerosol deposition, without stopping. This development in particular is exciting – and leads me to reiterate one of my research goals – by adhering to aerosol-only deposition routes, we create the potential for large-scale and versatile fabrication of nanocrystal-based devices on a variety of substrate materials, which will promote the ubiquity of energy-efficient technology.

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My Ph.D. research was nearly exclusively devoted to creation of silicon nanoparticles; however, I did spend some time using plasma reactors for synthesis of binary-element nanocrystals, such as gallium nitride (GaN) and silicon-germanium alloys. In the Kortshagen laboratory, the range of nanomaterials produced using plasma reactors includes Si, Ge, doped Si and Ge, SixGe1-x, and InP, and is now moving towards core-shell structures and other potential elements in binary or compound materials. This repertoire demonstrates the flexibility of the plasma synthesis route with regard to material type, and I plan to extend this list in my faculty research to include even more nanomaterials – namely, sulfides. Recently, sulfide nanostructures such as ZnS and copper-zinc-tin-sulfur (CZTS) are attracting a lot of attention: the elemental constituents are naturally abundant and reasonably nontoxic, and the optoelectronic properties of sulfide materials render them exciting for device applications – either in active or passive roles. Current methods for creating these sulfide materials can be costly or time-intensive – which is where a plasma-based synthesis scheme can play an important role. While oftentimes films of CZTS and other sulfides are fabricated in bulk on wafer-type substrates, the plasma reactor allows efficient creation of nanocrystals – and thus enables both liquid-phase processing of the nanocrystals into thin films as well as a promising gas-phase-only deposition scheme, similar to the one I used to make thin films of SiNCs. Both of these strategies lend themselves to rapid and cost-effective device creation, adhering to my goal of promoting the installation of inexpensive green technology in as many contexts as possible. I recognize that creation of a quaternary structure such as CZTS with specific stoichiometry will be a challenge – but here is where the versatility of aerosol-based technology can make a significant impact. Having witnessed the ability of the plasma reactor to synthesize a range of materials, and having used aerosol deposition for creation of functional thin films of nanocrystals, I plan to build my own repertoire of binary sulfide nanocrystals produced using plasmas. A plasma reactor can be constructed with relative ease, and I have put together several during my Ph.D. and postdoctoral research, so I am confident about creating a plasma laboratory. Metallorganic precursors for these materials can be obtained fairly easily, as they are used in atomic layer deposition processes and in colloidal synthesis routes. Sulfur can be incorporated into the nanocrystals using hydrogen sulfide (H2S) or elemental sulfur. Using a range of precursor materials, I will demonstrate the viability of the plasma technique for generation of elemental nanocrystals and binary combinations of the precursors to CZTS. Then, having established controllable synthesis of the binary nanomaterials, I will construct a deposition chamber which incorporates several different plasma reactors in parallel, for synthesis and deposition of different types nanocrystals into the same film. Afterwards, we will employ thermal-based treatments on the films to anneal them into the desired structure and composition. The plasma-based nanocrystal synthesis/impaction method provides control over nanoparticle crystallinity, size, and surface – and engineering the deposition nozzle parameters can be used to tune the deposited film density from mostly porous to highly dense. This extensive control over the properties of the nanoparticles and films generated by the reactors in parallel will enable me to exert fine control over the properties of the composite layers of precursor nanomaterials in order to reach the desired final film stoichiometry, grain size, and other properties. In fact, using aerosol deposition schemes in parallel is a powerful concept. Consider that the SiNC-based gas-phase-only LED that we constructed had no organic layers to moderate charge injection or transport into the device: had we spent the time to create a scheme for gasphase deposition of polymer or small-molecule layers in parallel with deposition of SiNCs, we

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might have been able to improve the device performance beyond its modest level. Additionally, gas-phase-deposition routes help relieve the necessity of wafer-based substrates: as the deposition occurs at roughly room temperature and is independent of substrate material, nanocrystal films could be deposited on virtually any type of surface, from flexible plastic to solid wafer to conductive fabric. Thus, while my immediate research goal will be the synthesis and deposition of compound films of CZTS and its constituent sulfides, the larger picture of my research involves expansion of these technologies to include other materials as well, in order that we can use aerosol-based deposition techniques for fabrication of whole devices. My plans will require problem-solving at the deposition level, as well. While I have experience generating films of one type of gas-phase-produced nanomaterial, combining several reactors in tandem will require considerable manipulation of the compound reactor configuration and control over the pressures both in the reactors and at their exits, potentially with each individual reactor acting under its own unique conditions. Creation of this type of compound reactor will present engineering challenges that I will work to resolve, not only for the success of my research program but also so that the technology can be disseminated to promote the idea of a multiple-reactor deposition scheme for other materials systems. I had some research experience during my undergraduate education, but overall I entered the laboratory as a new graduate student with virtually no expertise. However, plasma science is interesting, the basics are easy to grasp, and soon I felt comfortable learning in the lab while making changes to the reactor and designing experiments. I think that my research program will make an excellent platform for training students at both the graduate and undergraduate level, and I will bring students into the laboratory as soon as possible. For graduate students, this research will start their careers in an exciting combination of fields: plasma science, materials science, aerosol research, and clean energy technology. For undergraduate students, gaining the kind of hands-on experience that is only developed in a research lab will help them apply the principles of their education, teaching them how to use science and engineering basics in a real setting. Furthermore, it will prepare them for future graduate or industry work, as having been a part of real laboratory experiments provides an invaluable perspective on how real science and engineering are conducted. My research goals for the near future are experimental and rooted in basic science and engineering, but success in generating gas-phase-deposited films of sulfide nanomaterials for devices is relevant at a number of levels, and can be contextualized within global issues of energy use and generation. Furthermore, this research will require interdisciplinary interactions, with faculty researchers in materials science, electrical engineering, and other fields. Having graduated from college with a physics background and transitioned to a materials science project within a mechanical engineering department, I place considerable value on interactions I’ve had with scientists from other fields – these collaborations strengthened the ideas behind my research and added depth to the meaningfulness of the work. Thus, as my future research plans are also interdisciplinary in nature, I will reach out to faculty members from several disciplines to bolster the significance and integrity of my research.

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Research Statement, Professional Discipline (Education). Original document was three pages. Statement of Research – ABC University Faculty Position Isaac T. Scholar My research focuses on the role of Historically Black Colleges and Universities (HBCUs) in postsecondary education. It falls into four areas: college choice, undergraduate and graduate student experiences, fundraising strategies in American colleges and universities, and postcollege student outcomes. Understanding students’ motivations to attend and ultimately enroll in college, their subsequent experiences as college students, fundraising strategies and successes that offer access and success to college students, and their ensuing experiences in post-college spaces inform my research agenda. College Choice Presently, I am collecting data on college choice among HBCU college goers. This project coincides with my dissertation research, and is an understudied area of research in postsecondary education. Higher education scholars have not comprehensively studied this topic since Kassie Freeman’s research in the 1990s and early 2000s. Explanatory factors such as family structure, racial dynamics, financial resources, and gender account for how I am approaching Black high school graduating seniors’ aspirations and attainment in college. Since there is such limited research on this topic, this research contribution could lead to a more nuanced understanding on why some Black high school graduating seniors choose HBCUs over predominantly white institutions (PWIs). My goal is to increase the number of study participants from my dissertation study by adding a survey component, and increasing the number of HBCU participants from public institutions. I hope that my research on college choice research can answer questions on Black high school graduating seniors who aspire to and navigate to and through higher education. Fundraising Strategies My adviser, Name, and I have an article in review that considers the ways in which Mary McLeod Bethune’s fundraising successes at Bethune Cookman University, a historically Black college in Florida, can have a direct influence on the ways fundraising informs contemporary HBCU presidents. Using over 50 years of biographical data published on Bethune’s tenure as president of Bethune Cookman University, we discuss the ways contemporary HBCUs with limited resources could benefit from having their leaders employ some of the strategies that propelled Bethune’s successes. Effective fundraising among today’s HBCU presidents is needed to make up some of the budget shortfalls associated with funding inequities. The effects of the recent economic recession have strained resources for some HBCUs as well as PWIs, forcing many to lay off faculty and staff, ignore much needed physical plant improvements, and decreases institutional financial aid. For this reason, it is vital that HBCU presidents be effective fundraisers who can identify and increase external support to offset fundraising shortages, and increase capacity building. I hope to continue this stream of research by examining the ways in which current-day HBCU presidents use fundraising strategies to increase external support from corporations and foundations, alumni givers, and federal agencies. Due to the economic instability of America, this

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research may offer some much needed strategies on the ways PWIs might learn from HBCUs and add to the limited research on development in postsecondary education. Undergraduate and Graduate Student Experiences As a graduate student at ABC University and University of X, I examined the experiences of undergraduate and graduate students as they navigated their ways through higher education. Much of my research focused on students’ lived experience with privilege, oppression, race, class, and gender. Considering the ways in which these identities intersected was paramount to my work, and is an area I would like to pursue in my future scholarship. Understanding these intersections are also important to making sense of students’ lived experiences in graduate degree programs. Post-College Student Outcomes My dissertation research, Racism Readiness as an Educational Outcome of Graduates at Historically Black Colleges and Universities, qualitatively examines the ways in which HBCUs socialize their students to respond to issues of race and racism in predominantly white postcollege spaces. This research fills a gap in the higher education outcomes literature, which primarily was centered on grades, nurturing environments, student learning, cognitive development, student satisfaction, measures of self-concept, and comparisons of student success at HBCUs and PWIs. Addressing this gap in the higher education literature is necessary for preparing Black women and men to productively navigate predominantly white post-college contexts, specifically the workplace and graduate school at PWIs, in which researchers have consistently found that racial politics and gendered racism reside. Utilizing conceptual frameworks, such as critical race theory, racial socialization, and organizational behavior, this body of research is important to three entities, among others: the higher education research community, HBCUs, and HBCU alumni. HBCUs that have a vested interest in and commitment to maximizing productive educational outcomes for their students and alumni can benefit greatly from my study. Since HBCUs are raced institutions, by historical establishment, this outcome is necessary to assist graduates in negotiating and successfully navigating workplaces and graduate programs that are predominantly white. The higher education scholarship will be enriched with a more in-depth analysis of the lived experiences of Black women and men, and recognition of the unique gender-specific nuances that shape post-college experiences where they are racially underrepresented. Further insights on Black graduate students as well as the workplace experiences of Black women and men are explored in my study, which also add to the limited literature in these areas. Alumni of HBCUs will be influenced by my study in predictably useful and instructive ways. I anticipate offering useful strategies for HBCU graduates on dealing with racial injustice in workplace and predominantly white graduate school contexts. Alumni confronted with these issues will be exposed to strategies my study participants employed to better navigate raced and racist post-college environments. I anticipate implications will result from this scholarship to inform the work of higher education administrators, faculty, and policy makers. I plan to transform my dissertation into a book on post-college outcomes as an educational outcome for graduates of HBCUs. Exploring student outcomes at PWIs, workplace experiences using conceptual lenses in organizational behavior theories, and graduate students of color experiences are major goals of my future research.

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Research Statement, Professional Discipline (Environmental Planning) Paul Scholar

Statement of Research Interests

My goal is to continue producing research, in the evolving and expanding field of Environmental Land Use Planning and Policy, which is both important and innovative. I want to focus on projects that involve the triple-bottom line of environment, economy and society. This approach will allow me to work to my strengths, continue an interdisciplinary career, and contribute to a variety of international journals and academic associations. My current and future research goals integrate both domestic and international concerns, focus on the relationship between development and natural resources, and encompass both indigenous peoples and developing communities or countries. Current Research Impacts of Conservation in the Northern Forest – Maine, New Hampshire, Vermont, and the Adirondacks My current research agenda represents a continuation of work I developed during my dissertation. The Northern Forest is a rapidly changing ecosystem, with large timber companies divesting their properties (e.g., International Paper), new real estate investment trusts seeking to combine harvest with development (e.g., Plum Creek Timber), non-government organizations rapidly purchasing development rights on hundreds of thousands of acres (e.g., Forest Society of Maine and the Nature Conservancy), populations demanding forested or lakefront second homes, and the local market transitioning from an industrial-based to a service-driven economy. Many questions remain regarding the sustainability of the region, and great efforts must be made to understand the drivers, identify the keys to success, and take the actions needed to maintain the society, conserve the environment, and grow the economy. Opportunities for projects more specific than the dissertation research exist in each respective region. Impacts of Sustainable Energy in Costa Rica As part of a course developed and taught at Y University and in Costa Rica, I have initiated a research project analyzing the effects of a large-scale hydroelectric project in Southwest Costa Rica. This project analyzes ways to balance the need for energy, the preservation of indigenous cultures and people, and the safeguarding of the significant Ramsar Mangrove Forest. Working with key contacts in the energy company and tribal leaders of the indigenous groups, I am gathering environmental and social data for a cost-benefit analysis. Because of the remoteness of the region in Costa Rica, this project has significant development implications in sensitive natural and indigenous territories. I have also implemented a new sustainable agriculture/forestry project in one of the indigenous villages I visited in Costa Rica. This tribe’s economy depends on artisan mask making. However, increased demand has decimated their natural stock of Balsa trees, requiring the importing of materials at high prices and resulting in the loss of community profits. The small-scale plantation we created during our visit in 2008 will be measured and monitored annually to determine growth rates and economic benefit to the community. Future Research A Sustainable Island – Dominica After leading a group of students to Dominica in January 2008, I have begun making contacts and collecting data for island sustainability on the “nature island” of the Caribbean. Dominica currently has

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a majority of the island protected as National Park or Forest Reserve. In addition, their potential for complete energy independence is quite large due to water resources, strong trade winds, and geothermal activity. The small population, relatively limited tourism infrastructure, and excellent natural resource endowments make them the excellent case study for analyzing development and environmental planning and policy. Dominica is on the cusp of large-scale development similar to many of the Caribbean islands, or a microcosm of environmental, economic and social sustainability. Wild Forest Management in Romania When my family and I left Romania, we dismissed the country as a land of dictatorship that should be forgotten. Decades have reshaped the country, however, and the government is now finalizing the transition from communism to European Union. Having dual citizenship and fluency in the language provides me with a competitive advantage when it comes to research. With planned personal travel to Romania this summer, I am looking to develop a new research project on environmental conflict and sustainability. I have already begun to accumulate Romanian GIS data and have made contacts at a few of the universities. My interest would be particularly focused on pristine areas—wilderness or wild. Ceausescu, the former dictator, forbade timber harvest on hundreds of thousand of acres, as they were his private hunting grounds. Interestingly, these forests have surpassed 50 years of maturity, unlike much of the forestland throughout the European Union, which endures regular harvests. These forests now hold the largest black bear population in Europe and are attracting a specific type of recreationalist. International hunters are paying large sums for the opportunity to hunt bears in the Romanian Forest. The economic opportunities presented by this type of recreation/tourism greatly interest me. Romania’s first National Park—and now the largest wilderness area in the European Union—is considering constructing ski resorts within its protected areas. Retezat and the ecosystem could be at risk. I am interested in getting involved in the sustainability and planning efforts of the many environmental projects. Additional Research Interests -

Analyzing land tenure conflict in the Pacific Northwest or Northern Mountain States and Provinces of the United States and Canada. Conflicts between ranchers and farmers, National Parks, National Forests, municipal water supplies, and timber companies continue to erupt as multiple use and sustainable yield have conflicting views of land management and water resources.

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After canoeing the 200 miles of the non-tidal Delaware River this past summer and beginning preliminary research, it has come to my attention that there is little data evaluating the effects of NPS management along the river. Have the National Recreation Area, Wild & Scenic River designation, and Recreational River designations contributed to cleaner water, increased bald eagle nesting, and/or economic impacts?

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Chapter 11 Online Presence

Most people use the Internet as their primary means of finding information and communicating; and nearly all of us have an online presence that blends the professional and the personal. While you have intentionally contributed to much of the information about you that is online, there is some content over which you may not have control. You may, for example, have the exact name as someone else—who may be either a successful marathon runner or a convicted criminal. That is why it is important to both know what’s on the Internet about ‘‘you’’ and to build a professional online profile that can counterbalance anything that might be negative. Whether or not you have been actively engaged in building an online presence, people will search for you. As a result, it is in your best interest to make sure that what they find shows you in a good light. Be sure to search for yourself as part of your preparation for the job market—and do so on a computer that is not your own, as yours will probably have stored your preferences and feed you results based on these preferences. Many job candidates are constructing their own websites, or at the very least, developing robust profiles on professional websites appropriate for their discipline. Building your own website, blog, or social media profile is easy to accomplish. Doing so can help to make sure that information about you (as opposed to someone with a similar name) is at the top of the page for any search on your name. If you are unfamiliar with the process of search engine optimization, speak with someone in your institution’s IT office or instructional technology group who may be able to help you with this. Resources such as Academia.edu allow you to build a profile without needing to worry about the visuals and mechanics of web design. A typical site might begin with a homepage that links to a CV (without your home address), a statement of research interests, publications, sites prepared for courses or other professional purposes, other professional sites (such as those maintained by relevant professional associations), and, perhaps, sites reflecting personal interests. The CV can have links embedded within it. For example, one might be able to click on an advisor’s name

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and find a document with an entire list of that person’s publications, or click on the name of the degree-granting department and be linked to it. For candidates in fields where visual materials are important, a website offers an opportunity for an employer to view work easily. For example, candidates could provide a complete set of photographs or a portfolio, diagrams of molecular structures, patented drawings for a new mechanical device, a clip from a documentary video, CAD-generated perspective drawings of a new building, or archival photographs of the ritual objects analyzed in a dissertation. Obviously maintaining a good website can become quite time consuming, and one is rarely required as part of an application. Gauge your time carefully, and keep in mind that a website will not substitute for any of the written materials you need to prepare for faculty job applications. So before you set out to construct one to use in your job search, decide how many people are likely to view it, how necessary it is for your discipline or project, how helpful it is likely to be to you, and, therefore, how elaborate you want to make it.

Constructing a Website If you decide you want to take the time to construct a site, here are some things to consider: • Browse through other people’s sites for inspiration before you start to construct yours. • Think carefully about how you want to organize your information. • Keep the site current. Make sure that all the links are to current URLs. • If you are a current student or postdoc and are building a website that is hosted by your university, make sure you have a sense of how to bring that content with you when you graduate or finish your postdoctoral position. • Remember that millions of people worldwide have the potential to view your site. Tread carefully in using humor or posting information about your personal life on a site ostensibly written to present you professionally. • As with a CV or any other job search materials, review your site carefully, making sure it is error free in its content and formatting. • You may tailor a CV or other job search materials to specific applications. However, because of the universal access to your site, if you have more than one version of your CV, anyone who views one may also view the others. This form of presentation requires you to present a more uniform view of yourself. • Make sure the site design has a clear and obvious sense of organization. If you include many links to other sites, group them in ways whose logic is immediately apparent to the reader.

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• Give some thought to the way scholarly communications are disseminated in your field. In some fields, it may not be advisable to put up material you have not already published or given in a public forum, or to share work that is in progress and not quite ready for public view. For others, sharing work in progress may be an important part of the research dynamic. • You also may have some concerns about your ideas being used without your permission. For example, your statement of research interests may prove inspirational to someone in your field with whom you view yourself as competing. Add a copyright symbol and a phrase such as ‘‘Not to be copied or distributed without permission’’ to everything you post, unless you do not care whether someone else uses it. Creative Commons www.creativecommons.org is a good source of information for how to make your work public without giving away your rights to it.

Information You Might Include on Your Site • • • • • • • • • •

A brief bio of you and your academic work A well-done professional photo of yourself A blog, but only if you have the time to update it regularly Links to your social media presence (Twitter, Academia.edu) and your digital projects Your CV Downloadable versions of articles and writing samples Your research statement Links that are relevant to your research Information about your teaching, including syllabi, evaluations, and student projects Other quasi-academic projects that are professional in their orientation

Many institutions provide services, often through a university library, that can help you with the technical and design aspects of building a site. It is likely that some of your department colleagues have these skills as well and may be able to assist you. Above all, make sure to keep the site current. Avoiding broken links and updating content reflect a professional image, while the opposite can work against you.

Advice on Using Social Media Conversations that take place in online spaces such as Twitter are increasingly important in some fields. Junior scholars, even those who are reluctant to establish a presence in such forums, find that it can help them to connect with a community of scholars beyond their department, to develop

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opportunities for presenting and publishing their work, to widen the community of scholars that respond to and cite their work, and to learn about job opportunities. If you see the benefits of building a social media presence, but are hesitant to do so, start slowly. Ask someone you know who has already built a strong online presence for ideas and support. But take care that this activity does not hamper your ability to advance your research and teaching. Your success at these two remains the criterion by which you will be judged as a candidate. It is worth noting that recent controversies in which scholars’ Tweets and social media presence have had unintended consequences should serve as lessons for junior scholars as they seek academic employment. The same holds true for other public or quasi-public spaces, such as Facebook, email listservs, field-based comment forums, and blogs (even anonymous ones). The rules of social media for academic engagement are still being written, and are frequently different for those who have tenure and those who do not. As mentioned in Chapter 5, ‘‘Building an Academic Network,’’ people now get into trouble because, even though they are respected or emerging scholars in their field, their speech in social media is not vetted by other experts and has an immediate effect. Though you may feel that this is unfair and not in line with principles of academic freedom, you will want to be sure that comments you may make online do not sabotage your job search.

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Chapter 12 Job Hunting Correspondence

Cover Letters for Announced Position Openings When you apply for a faculty position, always include a letter, usually referred to as a cover letter or letter of interest, along with your CV. It is your opportunity to highlight your experience and expertise relevant to the specific institution and position. Never send a form letter. Whether you will stress the potential of your research, the success of your teaching, or your enthusiasm for the mission of the institution will depend on the hiring priorities of the employer. The more you learn about the institution and department, the greater the chance that you can write a letter that will make you look like not only an outstanding candidate, but also one who will be a good ‘‘fit’’ for the position. It is essential that your letter be interesting and well written. How you write, as well as what you say, will be scrutinized carefully. Use simple, direct language and no unnecessary words or sentences. If you are an international scholar and English is not your first language, have a native speaker read your drafts to ensure that the diction sounds natural. Appropriate language may be more direct and less formal than that you would use in your home country. Proofread several times to be sure spelling and grammar are perfect. If your department or laboratory encourages job candidates to use departmental letterhead or stationery, do so. Keep the formatting simple and conform to formal business style; use a common font and consistent spacing. Letters in the humanities tend to be longer (up to three pages) than those in the sciences and social sciences (one or two pages). Have your advisor and others read your early letters to make sure you are expressing yourself appropriately for your field. If your campus career center offers services to doctoral students or postdoctoral fellows, advisors there may also be available to critique drafts.

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Cover Letters Salutation Use a formal title such as ‘‘Dr.’’ or ‘‘Professor’’ even if you know the individual, because the letter normally will be read by many people. If a job announcement indicates that you should respond to ‘‘Search Committee,’’ an appropriate salutation is ‘‘Dear Committee Members.’’

First Paragraph Explain why you are writing and indicate how you learned about the position, for example, ‘‘At the suggestion of Janet Lee . . .’’; ‘‘I would like to apply for the position of Assistant Professor which was advertised in the MLA Job Information List’’; or ‘‘Thank you for taking time to speak with me yesterday about your unexpected need for a Visiting Lecturer.’’

Middle Paragraph(s) This is the heart of your letter. Your CV describes your accomplishments up to the present. Your letter refers to these, but extends them into the future by demonstrating that you understand the requirements of the position and will be able to meet them. After reading your letter, ideally the search committee will be able to visualize you in the position and doing a great job. Your cover letter allows you to make a case for yourself—your unique qualities and achievements—and why this particular institution is the right one for you. Discuss how your achievements and qualifications relate to the specific requirements of this position. Let the department chair or search committee know what you have to offer without repeating your CV or research or teaching statements word for word. Explain your interest in the institution/position. In general, at a major research university, it is most important to stress your interest in the research done by the members of the department; at a small college, it is also helpful to express an interest in the institution. If you are familiar with and enthusiastic about the kind of students a school attracts, say so. One easy way to organize the heart of your letter is to respond to the structure of the ad. For instance, if the announcement or job description discusses desired expertise and mentions two main responsibilities, such as advising and mentoring, or admissions, explain that you have expertise and experience that relate to performing the two responsibilities successfully. If you use this approach, be subtle enough that your letter doesn’t sound mechanical. Don’t abandon complex sentence structure in favor of bulleted phrases, as hiring committees often look at a cover letter as an indication of a candidate’s ability to write.

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Final Paragraph Offer to provide extra materials or additional information, or include the URL if those materials are available on a website. Indicate how you can be reached and your availability for interviews at conferences or on campus. If you would be available for an interview at your own expense because you have already planned to travel to a particular location, mention that. Finally, thank the reader for his or her consideration.

Letters of Inquiry/Prospecting Correspondence In some situations it is appropriate to write to a department introducing yourself and inquiring about opportunities to research or teach. This is most common in the STEM fields, to determine whether the prospect of doing a postdoc in the lab of a particular faculty member is feasible. Generally, it is important to learn as much as possible through the lab website or through your networks before sending such a letter of inquiry. As with other types of cover letters, it is important to be clear in communicating the match between the potential department or lab and what you might contribute if you were to be hired.

Thank You Letters Thank you letters are another important form of job hunting correspondence. You should write one promptly any time anyone spends time talking with you about your job search, whether informally or in an interview. These letters can be brief and should be sent promptly after your meeting or interview. They can reiterate your enthusiasm for a position or convey information you neglected to mention during an interview. However, they should mainly express your appreciation of and interest in what was discussed during the meeting. If you have been regularly communicating with the hiring department by email, it is appropriate to send a thank you that way. See Chapter 15, ‘‘The Campus Visit,’’ for a sample follow-up letter, thanking the search committee for an interview.

Letters Accepting or Declining Offers In writing a letter of acceptance, it is common to restate the conditions of employment agreed upon, particularly because they may have changed in the negotiating process. When declining an offer, thank the search committee and mention how much you enjoyed meeting them and visiting their campus. Academia is a small world and you never know if one of these people will be in a position to help your career in the future. More on responding to offers, including samples, can be found in Chapter 16, ‘‘Job Offers, Negotiations, Acceptances, and Rejections.’’

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A Note About the Sample Letters That Follow The following letters all resulted in interviews and, ultimately, in offers for the candidates submitting them. These samples, all generously volunteered by real candidates, are provided to give you an idea of what such letters look like. Some were originally written on departmental letterhead and some were not. Other than to change the names of individuals and institutions, we have tried to modify them as little as possible. They should be regarded as excellent, but not necessarily perfect. As you will see, they vary in style. Write your own letters in a style that both is appropriate to your field and feels natural to you.

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Cover Letter, Humanities visiting faculty position. Note that this letter has been tailored differently, by the candidate who also wrote the next sample letter, to address the interests of a liberal arts institution. She emphasizes teaching and service in addition to her research. Ultimately, this candidate accepted a tenure-track assistant professor position at a private research-intensive institution. Search Committee in German German & Russian Department WWW College Address City, State, Zip Date Dear members of the Search Committee, I am writing to apply for the position of Visiting Assistant Professor of German in the Department of German and Russian as advertised in the MLA Job Information List. During my time at the University of X in the Department of Comparative Literature and Literary Theory, I have developed a solid generalist background in German literature, as well as specializations in medieval and early modern studies and literary theory. During my archival research in Freiburg im Breisgau, supported by a DAAD Research Grant, I disclosed manuscript evidence which enabled a reevaluation of late medieval German hymn translation, which is forthcoming in the Journal of Medieval and Early Modern Studies. I am currently completing my dissertation, Communal Song and the Theology of Voice in Medieval German Mysticism, under directors Name and Name and will defend on April 11, 2012. The complexity and depth of pre-modern German literature has inspired me to explore ways of making it relevant for students in the contemporary world. In Fall 2010, I designed and taught the University of X German Department’s senior seminar, “Sin and Atonement: Ethics and the Use of Literature.” This course, conducted entirely in German, examined the ways Parzival and the Historia von D. Johann Fausten treat the nature of sin and the possibility for redemption as an interpretive tool for postwar adaptations (e.g. Thomas Mann’s Doktor Faustus and Peter Handke’s Das Spiel vom Fragen) which engage the questions of individual responsibility and collective guilt in contemporary society. The linguistic and cultural fluency I have developed during my two years of residence in Germany has served me well when teaching language classes, which I have conducted at both elementary and intermediate levels. Given my research and experience in the classroom, in addition to survey courses in German literature I would be prepared to offer both specialized and general courses in medieval and early modern studies and literary theory in your department. In my research, I investigate the voice, its relation to the body, and its role in grounding the relation with others. My dissertation argues that medieval worship practices designed to promote surrender of agency to the divine adapted the idea of human consciousness provided by mystical theology into devotional activity that integrated the body without requiring self-mortification. In addition to purely contemplative or “speculative mysticism,” medieval mystics engaged in what I call “practical mysticism,” which employed performative bodily techniques in order to achieve mystical experience. Through examinations of the writings of Hildegard of Bingen, Gertrude the Great, Meister Eckhart, and Johannes Tauler, I show that there was an attention to practice already present in “speculative mysticism,” which was easily adapted into concrete guidance for liturgical worship. After completing my dissertation, I intend to pursue the investigation of communal mystical practice in the Early Modern period. Though the slow rise of congregational participation and Pietist hymn culture changed the form of music, the mystical and theological foundation of communal singing remained strikingly similar. In this vein, I have already published on the eighteenth-century German immigrant community at Ephrata, Pennsylvania, whose founder invented a form of choral composition whose musical structure was grounded in German Protestant mysticism. In response to a need expressed by fellow medievalist graduate students, in Fall 2007 I founded an interdisciplinary medieval studies reading group. I served as its official coordinator for the first year and

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remain involved in an advisory capacity. This group has continued to thrive and we are now planning our fourth annual graduate student conference. I have pursued my dedication to scholarly interdisciplinarity while participating on the planning committees for several other organizations and lecture series at University of X and am currently chairing the Reading Group of the Comparative Literature Department under the topic “Religion and Theory.” As a scholar concentrating in the pre-modern period who works intensively with contemporary theory, I would complement your faculty's period specialization and expand your theoretical offerings as well. For my part, I completed my own undergraduate education in a liberal arts institution and would relish the opportunity to return to a liberal arts college to teach. Submitted with this letter, you will find my curriculum vitae and my statement of teaching philosophy. I may be contacted by e-mail at [email protected] and by phone at (222) 333-2222. I also will be attending the MLA convention in Seattle this January and would be delighted to have the opportunity to speak with you there. Thank you for your consideration,

Madison Candidate

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Cover Letter, Humanities tenure-track faculty position. Note that this letter has been tailored differently by the candidate who also wrote the preceding sample letter, to address the interests of a research-focused institution. This candidate accepted a tenure-track assistant professor position at a private research-intensive institution. Name, Chair Department of German and Russian Languages and Literatures University of XYZ Address Date Dear members of the Search Committee, I am writing to apply for the position of Assistant Professor of German Literature in the Department of German and Russian Languages and Literatures as advertised in the MLA Job Information List. During my time at the University of X in the Department of Comparative Literature and Literary Theory, I have developed a solid generalist background in German literature, as well as specializations in medieval and early modern studies and literary theory. During my archival research in Freiburg im Breisgau, supported by a DAAD Research Grant, I disclosed manuscript evidence which enabled a reevaluation of late medieval German hymn translation, which is forthcoming in the Journal of Medieval and Early Modern Studies. I am currently completing my dissertation, Communal Song and the Theology of Voice in Medieval German Mysticism, under directors Name and Name and will defend in April 11, 2012. In both my historical and theoretical work, I investigate the voice, its relation to the body, and its role in grounding the relation with others. My dissertation argues that medieval worship practices designed to promote surrender of agency to the divine adapted the idea of human consciousness provided by mystical theology into devotional activity that integrated the body without requiring self-mortification. Through examinations of the writings of Hildegard of Bingen, Gertrude the Great, Meister Eckhart, and Johannes Tauler, I show that there was an attention to practice already present in purely contemplative or “speculative mysticism,” which was easily adapted into concrete guidance for liturgical worship. This guidance often took the form of “practical mysticism,” which I define as performative bodily techniques employed in order to achieve mystical experience. The precise form of the vocal practice is historically contingent, but Hildegard’s music, Gertrude’s liturgical devotions, and the liturgical reform of the Dominican Observance all manipulate performance in an attempt to transform the acting and perceiving body into a space capable of receiving the divine. The historical work in my dissertation is supported by phenomenology and theology, particularly the work of Paul Ricoeur and Jean-Luc Marion. Phenomenology illuminates pre-modern mysticism precisely because phenomenologists have often drawn on mystical writings. By the same token, the transposition of mysticism into communal practice reveals that phenomenology’s difficulty with intersubjectivity can be productively broached through a reevaluation of the body’s interaction with other bodies. After completing my dissertation, I intend to pursue the investigation of communal mystical practice in the Early Modern period, when Protestant theology and lay participation in congregational worship changed both the form and the content of spiritual devotion. This study is devoted to writers influenced by Jakob Böhme (1575-1624), who provides the subject of the opening chapter. His account of Adamic language and the redemption by Sophia, a female representative of the Godhead who dwells in the human throat, is particularly important for later conceptions of voice and the human relation to God. In the second chapter I examine the poet, priest, and mystic

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Angelus Silesius (1624-1677), whose Spiritual Shepherd Songs offer a sort of mystical chamber music. The later chapters turn to eighteenth-century Pietist hymnody through study of the hymnists’ production and of the congregational use of hymnals. I examine the most widespread Germanlanguage hymnal in the eighteenth century, Johann Anastasius Freylinghausen’s (1670-1739) Geistreiches Gesangbuch, as well as the worship practices of two radical Pietist groups, namely the Herrnhuter community under the leadership of Nicolaus Ludwig von Zinzendorf (1700-1760) and the Ephrata community in Pennsylvania founded by Conrad Beissel (1691-1768), on whom I have already published. This second book project complements the first; together they trace the development of mystical theology and communal spiritual practice over eight hundred years from the convent to the congregation. The complexity and depth of pre-modern German literature has inspired me to explore ways of making it relevant for students in the contemporary world. In Fall 2010, I designed and taught the University of X German Department’s senior seminar, “Sin and Atonement: Ethics and the Use of Literature.” This course, conducted entirely in German, examined the ways Parzival and the Historia von D. Johann Fausten treat the nature of sin and the possibility for redemption as an interpretive tool for postwar adaptations (e.g., Thomas Mann’s Doktor Faustus and Peter Handke’s Das Spiel vom Fragen) which engage the questions of individual responsibility and collective guilt in contemporary society. The linguistic and cultural fluency I have developed during my two years of residence in Germany has served me well when teaching language classes, which I have conducted at both elementary and intermediate levels. Given my research and experience in the classroom, in addition to survey courses in German literature I would be prepared to offer both specialized and general courses in medieval and early modern studies and literary theory in your department. In response to a need expressed by fellow medievalist graduate students, in Fall 2007 I founded an interdisciplinary medieval studies reading group. I served as its official coordinator for the first year and remain involved in an advisory capacity. This group has continued to thrive and we are now planning our fourth annual graduate student conference. I have pursued my dedication to scholarly interdisciplinarity while participating on the planning committees for several other organizations and lecture series at University of X and am currently chairing the Theorizing Reading Group of the Comparative Literature Department under the topic “Religion and Theory.” As a scholar concentrating in the pre-modern period who works intensively with contemporary theory, I would complement your faculty's period specialization and expand your theoretical offering. The wider academic community at the University of XYZ provides an ideal milieu for my own research given the strong representation of continental philosophy, as well as medieval theology and religious culture. Enclosed with this letter you will find my curriculum vitae. My letters of recommendation will be sent by Interfolio. I may be contacted by phone at (222) 333-2222 and by email at [email protected]. I also will be attending the MLA convention in Seattle this January and would be delighted to have the opportunity to speak with you there. Yours sincerely, Madison Candidate

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Cover Letter, Humanities tenure-track faculty position in a community college. Note that candidate highlighted tutoring and high school teaching experience, and emphasized her enjoyment of teaching. date English Department Search Committee Community College of City Z Address City, State, Zip Dear Members of the Search Committee: I am writing to apply for the full-time English faculty position advertised on the Community College of City Z employment website. Currently, I am working as a part-time instructor in the CCCZ Learning Lab as well as completing my dissertation in American literature at the University of X. My experiences in the Learning Lab this semester have confirmed my hunch that community college teaching would be an ideal match for my interests and values. In particular, CCCZ's opportunities for teaching, extensive instructor support and training, substantial student services, diverse student population, and commitment to higher education accessibility make it an ideal setting for the professional development opportunities I seek. Throughout my academic career, I have gained much intellectual enjoyment from my research, but my experiences as a teacher have been far more satisfying. Teaching feeds my intense curiosity about the learning process, allows me contribute to my community through education, and gives me the delightful experience of learning from and with my students. Whether I am teaching writing, reading comprehension, literary analysis, or all three, my chief pedagogical goal is helping students understand and benefit from the ways in which writing well, reading effectively, and thinking clearly each help accomplish the other two. For instance, when studying composition, my students do multiple prewriting exercises – idea webs, peer conversations, freewriting, and outlines – in order to develop clear ideas that will maximize their understanding of a text they've read and serve as the basis for a well organized essay. I have found that I can help students sharpen their thinking by emphasizing form and structure in both my writing and reading lessons. For example, using both in-class demonstrations and successful examples, I guide students in using various structures, such as "block" or "point-by-point" comparison/contrast paragraphs, or even the simplicity of a well-timed simple sentence, as highprecision tools for accomplishing specific communication objectives. Those who have observed my teaching have been enthusiastic about my organized presentation of material, my clear instructions and assignments, the variety and pacing of class sessions, and the collegiality that develops among my students. I would bring to the Community College of City Z experience teaching a wide range of students. Serving as a ninth-grade English teacher in a reservation high school in South Dakota was my first exposure to the unique challenges and joys of working with students from an economically disadvantaged community. I have served as a tutor to high school students, undergraduates, and adults. More recently, I taught two composition courses for first-year students in University of X's Center for Programs in Contemporary Writing. This spring, I will be teaching a course at University of X entitled "The Changing Climate of Nature Writing" and have applied to teach a course at CCCZ as well. While I have learned a great deal about pedagogy from these academic positions, I have also benefited from teaching outside the traditional classroom setting. My work as an environmental educator for a Tennessee nonprofit and as a career counselor responsible for leading workshops on the job search

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2 process taught me lessons in pragmatism, adaptability, and the value of a broad knowledge base. As I approach each new teaching assignment, I draw encouragement from having received the Dean’s Award for Distinguished Teaching by Graduate Students at University of X, and am eager to build on this past accomplishment in the next phase of my teaching career. My teaching is always energized by my research, so I view the freedom that the Community College of City Z gives faculty to pursue research according to their own timeline and interests to be a very attractive model for supplementing classroom teaching with scholarly pursuits. My doctoral research joins recent academic conversations about alternative historical discourses. By uncoupling history and historiography from an automatic recourse to the discourse of loss and trauma, my project forges a new path centered on utopia as a critical lens for studying the energies of potentiality, futurity, and desire as they structure the way history has been conceptualized and narrated. Martin R. Delany's 1859 black nationalist novel, Blake; or, the Huts of America, for instance, uses a utopian imaginary to envision an emancipatory future for diasporic African peoples, and thereby both challenges antebellum stadial historiography and diverges from contemporary black revisionist history. My project contributes to antebellum literary studies by resituating utopian thought in new contexts such as American imperialism and the Black Atlantic. In my future research, I look forward to developing some smallerscale research projects that would draw on my growing interest in environmental ethics. One is a study of environmental justice narratives as a burgeoning branch of American nature writing that avoids the self-indulgence for which nature writers are often criticized and focuses instead on community survival. A related project I hope to pursue is a comparative study of climate change discourses, examining the afterlife of scientific findings in the divergent ideological realms of conservative evangelicalism and radical environmentalism. In all of the academic settings in which I've worked, I have enjoyed collaborating with colleagues on extracurricular initiatives. At University of X, for instance, I served as secretary and vice president to the Graduate English Association, roles in which I planned department events and functioned as a liaison between graduate students and the graduate chair. While teaching at Red Cloud High School, I worked on redesigning the English department curriculum as well as advising the theater group, student newspaper, and student literary magazine. I would be delighted to continue these kinds of formal activities and participate in the informal collegial exchange of teaching strategies in the next phase of my career. Thank you for taking the time to review my application. I would be delighted to interview with the search committee at your convenience. Sincerely, Maia Scholar Email telephone

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Cover Letter, Humanities faculty position in a Chinese university. Position is equivalent to an American tenure-track position. As is important to do in some international job searches, early in his letter he discusses his family connection to China. Ethan Scholar

Date Name, Chair Department of History, Z University of City Address Country Dear Department Chair and Search Committee Members, I am writing to apply for the faculty position in pre-modern Western History. Currently I am teaching at Y University in Philadelphia, in both the History Department and the History of Ideas Program. My second book, The French Revolution: Faith, Desire and Politics, will be published in 2013 by Routledge Press. My first book, Religion and the Politics of Time: Holidays in France from Louis XIV through Napoleon, was published in 2010 by the Catholic University of America Press. I received my Ph.D. in 2004 from the University of W. Though I was born and raised in the United States, I have come to know City well over the last several years. My wife was born in Yuen Long before moving to the United States as a child. Much of her family remains in City – her father is an active alum of Chung Chi College – and we visit them when we can. It is important to us that our son grows up knowing about his heritage and knowing his extended family. Teaching at the Z University of City would be an excellent opportunity not only for myself, but for my family as well. My research focuses on the history of Europe, and especially of France, during the seventeenth and eighteenth centuries. I describe my approach as "early modern European history for a post-9/11 world." I take seriously the religious motivations that led people to make the decisions that they made, but I also look for ways that those religious motivations were intertwined with questions of gender and sexuality. My first book uses the history of religious and national holidays to trace the changes in the relationship between the Catholic Church and the French state, as the latter changed from royal to republican to imperial. I argue that the rivalry between church and state shaped the process of centralization, as government agents attempted to mimic the influence they believed priests had over their parishioners. My second book is a narrative history of the French Revolution that highlights the role that questions of religion and sexuality played in the unfolding of events. Key to this story is the 1790 Civil Constitution of the Clergy, which sparked popular opposition to the government in Paris, particularly among the women of rural France. While my research focuses on the history of France, my teaching interests are much broader. I have been teaching at Y University since 2002, when I was a graduate student, and was promoted to a full-time but non-tenure track position in 2005. Much of my teaching is in the History of Ideas Program, a part of the

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university's core curriculum, where I introduce undergraduates to classic texts while helping improve their writing skills. The rest of my teaching is in the History Department, though two of my recent courses were cross-listed with the Women's Studies Program. I have taught survey courses and specialized colloquia; I have taught small discussion seminars and large lecture classes. In all of my courses, I focus on the skills that make students good scholars and good historians: working with primary texts, discussing those texts, writing about those texts. My students have gone on to become lawyers, doctors, teachers, and Ph.D. students. Along with my research and my teaching, I have also served on several departmental and collegiate committees, including as a member of the advisory board of the Center for the Humanities, a leading interdisciplinary organization that sponsors research groups and conferences in the humanities and the humanistic social sciences. I am also the chief web editor of H-France, the principal website for French History. As I hope this letter makes clear, I am a dedicated teacher, a productive scholar, and a committed colleague. These are the qualities that I would bring to the Z University of City. I have included my C.V., some sample teaching evaluations and syllabi, and a statement of research interest. I am also including several writing samples: one of them is an article I published in the journal French History in 2009; the second is a chapter from my first book; the third is a copy of my forthcoming article for Past & Present. You will also be receiving several letters of reference. If you wish to see any other materials, please do not hesitate to ask. I can be reached via email at [email protected], or by phone at +1 (111) 222-3456. I look forward to hearing from you.

Sincerely,

Ethan Scholar

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Cover Letter, Humanities tenure-track faculty position. Note that this letter is tailored for a small private college and balances the discussion of teaching and research. 123 Book Street City, State Zip code [email protected] Date Name Chair, Department of Classical and Modern Foreign Languages ABC College 456 College Street City, State Zip code Dear Professor Name: I am writing in response to your notice in The Chronicle of Higher Education for the available position of Assistant Professor of Spanish. A doctorate in Hispanic Studies, I am a capable teacherscholar who brings the precise skills of literary analysis to broadly cultural questions in relation to race, empire, and book history in early modern Iberia. I completed my dissertation at the University of X in 2010 under the direction of Dr. Name and have served as a Visiting Assistant Professor at Y University as well as the Fulbright Visiting Scholar in the Humanities at the Universidade de Z in Portugal. Both in and out of the classroom, I am a passionate advocate for an undergraduate liberal arts education, as practiced admirably at ABC College. As a teacher and scholar of Hispanic Studies, I situate texts in social contexts to foster understandings of how they created meanings historically. In my classroom, we debate the value and limitations of humanistic study. My courses demonstrate why the study of the literary past has value beyond analogies to the present, in part through placing works within Iberian, transatlantic, and European frames as well as then-forming national traditions. Because of my commitment to teaching excellence, developed pedagogy in Hispanic Studies, and my wellreceived research on Golden Age Spain, I feel that I am a strong candidate for the posted position of assistant professor. My book project, Con sangre entra: Blood and Purity in Early Modern Iberia, explores polyvalent representations of blood as the estatutos de limpieza de sangre, early race laws intended to differentiate converted Jews and Moors from “Old” Christians in sixteenth-century Iberia, came to the fore. Its central focus is a discussion of literary and visual texts that marshal distinct symbolisms of blood--theological, medicinal, and culinary--to counter the racializing doctrine of blood purity. The study incorporates approaches from Religious Studies, Anthropology, and the Medical Humanities along with literary analysis. It reveals the depth and vitality of the sometimes covert resistance to antiSemitic policy. It also participates in a larger revision of the history of racial ideas that takes issue with the notion of race as a hallmark of modernity, instead suggesting the continuities in a series of historical racisms. With earlier chapters that discuss Don Quixote, Cervantes’s La Numancia, and Calderón’s El médico de su honra, I expanded my dissertation research to explore how blood figures into the Black Legend of Spain and into distinctly Portuguese notions of ethnic purity, study supported by my Fulbright to Lisbon. This year, three of five chapters have been substantially revised, and the book proposal was recently submitted to a publisher. Looking forward, I have begun a second, transatlantic project entitled New World in the Old: Afterlives of Colonial Texts in Europe, which explores the publication history of accounts of the

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Americas in Europe during the two centuries after Columbus (1492-1700). By elaborating a series of rich case studies of individual works, mostly Spanish, I trace a reception history of the New World in the Old, illuminating how, what, and when Europeans learned about the Americas through studying the principal early modern medium for disseminating knowledge. In addition to forming the basis of a scholarly monograph, this research is the foundation for a collaborative digital project, a web-based resource that employs geospacial technologies to create visual representations of book histories. My teaching experience, gained in nine years giving classes at three universities, extends across the undergraduate course of study in Spanish, from literature and culture to all levels of Spanish language. In all classes, I foster critical thinking and cogent, accurate oral expression though open dialogue. I emphasize the connections between linguistic and literary study, between past and present, and between the Hispanic and larger worlds. Among the twenty-seven courses I have taught are six advanced, undergraduate seminars of my own design on early modern Peninsular and Colonial Latin American literature. A favorite, Outcasts in Spain’s Golden Age, organized readings around a question of marginality: why did so many of the richest works of the period center on outsiders (a madman, a prostitute, a Moor) depicted in unexpected ways? The class productively placed Lazarillo de Tormes (1554) in dialogue with Luís Buñuel’s Los olvidados (1950) to examine the endurance and transformations of the picaresque. Another course, Women, Cannibals, Lost Tribes, and Earthly Paradise, addressed the dissonance between the cultural frames of the first European explorers and what they encountered in the Americas. In examining issues of historical objectivity and authority, we experimented with re-writing passages from letters, chronicles, and polemics for a contemporary reader, asking how her expectations would be distinct from those of Felipe II or an urban tradesman. Experienced in giving “gateway” courses, I appreciate how to engage students as they transition from learning language to gaining cultural literacy. At Y University and the University of X, I taught introductions to literary analysis, an introduction to the Hispanic Studies major, and surveys of early readings in Spain and Latin America. In 2012, I significantly broadened my pedagogical expertise by teaching humanities courses at the Universidade de Z in English. At the introductory level, I devote sustained attention to guided essay-writing, including the learning and precise use of critical vocabulary in Spanish. Evaluations from students and colleagues throughout my career have been consistently strong, praising my knowledge of subject and passion for teaching; described as a natural teacher by supervisors, I received a perfect performance rating from students for the first class I taught. If given the opportunity, I would become a dedicated, enthusiastic member of the Department of Classical and Modern Foreign Languages. Product of a girls’ school from fourth to twelfth grades, I would be deeply gratified to participate again in women’s education as part of the ABC faculty. Equally it would be a pleasure to return to City, where I spent a summer in college as an intern at the City Art Gallery, and live close to my family in the area. My curriculum vitae is included with this letter of application. Letters of reference will arrive under separate cover via Interfolio. A teaching dossier with student evaluations, a sample publication, and transcripts are ready at your request. I am available at your convenience for interviews, at the Chicago MLA or by phone. Thank you for your consideration of my candidacy. Respectfully submitted, Esme Scholar, Ph.D.

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Cover Letter, Humanities postdoctoral position. This candidate did not want her materials to be made anonymous. Note that candidate indicated that her spouse resides in the institution’s city as a reason for her familiarity and reason for relocating.

PRABA PILAR

Email address | www.prabapilar.com | Tel 000-000-0000 Date Name Associate Dean of Arts and IWGS Co-Director University of Z 515 Portage Avenue PROVINCE, Postal Code Dear Name, I am very excited to apply for the Post-Doctoral Fellowship in Digital Humanities and New Media. I am currently finishing my PhD in Performance Studies (with designated emphases in Feminist Theory and Research, and in Studies in Performance Practice as Research), at the University of California at Davis. My expected date of completion is December, 2012. This fellowship would provide me with a unique opportunity to combine my passion, activism and expertise. It would bring together my theoretical and practical work in feminism and new media, and my extensive experience designing innovative collaborative technical projects at universities and at feminist and social justice non-profit organizations. Living in the United States as a Latina/Colombian immigrant since a young age, I have personally experienced how technology, with its power to shape our public and private lives, has been structured to provide unequal access, and has become an agent of marginalization and discrimination. Since the late 1990s I have created art works in multiple media to critique the unproblematized, ahistorical, masculinized and utopian rhetoric of the technology revolution. My dissertation Latin@s Byte Back: Contestational Performance in the TechnoSphere explores how institutions supporting emerging technologies have generated a discursive and ideological framework that promotes techno-culture as a benevolent force for progress, following Enlightenment narratives. I focus on U.S. based Latina/o performance artists, whose performance projects have resisted, contested and opposed unethical aspects of contemporary technological development. My project is structured around five conceptual problems of techno-culture: gender, the body, the digital divide, surveillance, and militarization. In the first chapters, I examine how the discursive framework of benevolent progress intentionally obscures militaristic and corporate aims of technological development, exposing the dangerous military, political, economic, social and environmental aspects of the convergence of nanotechnology, biotechnology, information technology and cognitive neuroscience. I investigate contemporary applications of Heidegger’s questions concerning technology, his definition of the “essence” of technology as a form of truth and ‘being’ in an instrumentalized world. I relate this to Arthur Kroker’s extensions of Heidegger and Nietzsche through Kroker’s will to technology and resulting culture of nihilism. I contrast these viewpoints with the more generative potentialities of regeneration of feminist philosopher Donna Haraway. Subsequently, I examine the construction of subjectivity within the United States, and the standpoint and situatedness of Latina/o subjects who are not constitutively engaged by the discursive framework of neoliberal techno-culture. The final chapters draw from Gloria Anzaldua’s concept of mestizaje, the “in-between” and the problematics of binary oppositionality, and from Deleuze and Guattari’s

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schizoanalysis, rhizome and liminality, to contribute to the formation of new modes of resistance to technological determinism and the politics of domination. While at the University of California at Davis, I have worked very closely with the Chair of Science and Technology Studies, Name, to deepen my theoretical analysis and performance praxis on digital culture. In 2009-2011 I provided service as the Graduate Liaison for the Technoculture, Arts and Science Cluster of the Davis Humanities Institute. I invited speakers, organized events, and joined the Planning Committee of the conference Computers and Writing 2009: Ubiquitous and Sustainable Computing @ School, @ Work, @ Play. With support from my own department of Theatre and Dance, I led, planned and organized the 2008 conference Performance: Readers, Writers & Technology, which brought together new media artists for an open forum on the reception of new media performance works. Currently, I am working on two projects for publication. The first is a theoretical chapter on new media performance for the upcoming publication Are All the Women Still White: Globalizing Women’s Studies, edited by Name (under review by University of Illinois Press). The second is a new media work combining text, images, audio and video for the “Thread: In Search of Digital Feminisms” of the Lateral Journal of the Cultural Studies Association. I have worked in the technology sector over the course of my professional career. I have also managed multiple projects in both the arts and in the non-profit sector. I am committed to analyzing, theorizing about and intervening in the field of emerging technology through feminist tools. Over the last three years I have spent a significant amount of time in Z, as my wife resides there. I have learned of the long history of activism in Z, of the vibrant performance and visual art communities that exist there, and of the incredible commitment to and possibilities for feminist engagement. I am also aware that the University of Z is one of the leading liberal arts colleges in Canada, and while visiting, have attended multiple events sponsored by IWGS. It would be an honor to work with and for your institution. Thank you for this opportunity to apply. Sincerely, Praba Pilar, PhD Candidate in Performance Studies Pre-Doctoral Fellow in the Humanities, Davis Humanities Institute University of California, Davis Advisory Board Member, Lifeboat Foundation Board Member Emeritus, Women Environmental Artists Directory Member, Foresight Nanotechnology Institute

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Cover Letter, Social Sciences tenure-track faculty position at mediumsize Master’s institution. Date American Politics Search Committee Department of Government X University Address Dear Search Committee: It is with great pleasure that I submit my application for the tenure-track position in American Politics at X University. I am currently a Ph.D. Candidate in the Department of Political Science at Y University, where my general fields are American and Comparative Politics with specializations in Political Psychology and Race and Ethnic Politics. I expect to earn my Ph.D. in May 2014. My dissertation is entitled, Fired Up, Ready to Go: The Effects of Group-Based and Intergroup Emotions in Politics. In this project, I investigate how the experience of emotions from the perspective of group identity shapes public opinion and political participation. In contrast to standard approaches in political psychology that emphasize the implications of individually experienced emotions in politics, I use a mixture of qualitative and quantitative methods to explore the political ramifications of group-based pride, shame, and intergroup anger among African-Americans. In my first empirical chapter, I use focus group studies to explore how African-Americans experience emotions in politics as members of their racial group and how these emotions shape group attitudes and political participation. The second empirical chapter statistically tests these qualitative insights with data from the 2004 ANES and 2008 CCAP. When compared to the 2004 ANES, I find that group-based pride and intergroup anger are stronger predictors of attitudes toward political elites, racial policy opinion, and various forms of political participation in the 2008 CCAP. In my third empirical chapter, I use a survey experiment to isolate the cause—the experience of group-based or intergroup emotions— and observe its effect on racial and redistributive policy opinions, group attitudes, political participation, and Black Nationalist ideology. The survey was fielded in August 2013 and I am currently analyzing the results. In addition to my research interests in political psychology, race and ethnic politics, and political behavior, I also study public opinion. In a co-authored paper with Assistant Professor of Government at Z College, Name, we use an experiment to expand the concept of “rallying” to African-American and White racial identity. In this paper we examine the effects of external threats on in-group cohesion, emotions, and public opinion. Moreover, in a co-authored paper with Y University Professor Name, we explore how Whites and African-Americans respond to the racial resentment battery and how their responses predict policy opinions. Both of these papers have been presented at annual political science conferences and are being revised and prepared for submission to leading political science journals. As a graduate of a private liberal arts university, I understand the commitment that faculty members at X have to research, teaching, and engaging students in the classroom. As a National Science Foundation Graduate Research Fellow, I have been relieved from teaching my own courses for the past three years at Y University. Nevertheless, I did have an opportunity to serve as a teaching assistant to Name prior to my fellowship tenure and am currently serving as a teaching assistant to Name. These experiences have enabled me to develop a teaching philosophy that is underpinned by three principles. The first is that learning is best achieved through utilizing a mixture of teaching techniques that are responsive to the

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needs of students. The second is that political science should impart to students a set of skills that enables them to thrive both inside and outside the halls of academia. Lastly, I am a firm believer in mentoring students. Combined, these pedagogical principles will guide the courses I would be pleased to teach, including political psychology, race and ethnic politics, public opinion and political behavior, and research design. I am also interested in offering specialized undergraduate courses in African-American politics and emotions in politics. After speaking with Name and Name at the Annual Meeting of the American Political Science Association, I believe my skills and interests complement the strengths of your department for three reasons. First, in the future, I hope to examine how political entrepreneurs appeal to the emotions of groups (via usage of rhetoric and images) to build coalitions of support or opposition for various candidates. The University X Media Project will serve as an excellent resource to engage in this type of analysis as it tracks and analyzes political advertisements. Second, I plan to continue using both qualitative and quantitative methods for social inquiry. Given the wide range of methods employed by faculty members in your department, I feel as though my usage of mixed methods in the context of political psychology and race and ethnic politics will provide a contribution to ongoing research. Third, Name and Name discussed the collaborations that take place among colleges and universities across the state. I, along with two of my mentors, Professors Name and Name at the University of A, are especially excited about the position at University X given the close proximity of the universities and potential to work together on future projects. In closing, I am excited about the prospect of starting my career at an institution that is deeply committed to both research and teaching. In support of my application, I am uploading my curriculum vitae, transcript, sample syllabus for an Introduction to Political Psychology course, and writing sample. Confidential letters of recommendation will be sent by Name, Name, and Name. Thank you for your consideration, and please contact me if you should require any additional materials. Best regards,

Willa D. Scholar Ph.D. Candidate Department of Political Science Y University Phone Email

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Cover Letter, Social Sciences tenure-track faculty position at large research-intensive institution. The candidate stresses her interdisciplinary background and personal experience with media as well as her research on how media, politics, and traditional journalism are being changed in the digital age. Original document was three pages. Professor Name, Search Chair Department of Journalism and Media Studies School of Communication, Y University City, State Zip Code Dear Dr. Name and Search Committee Members: I am writing to apply for the opportunity to serve as an assistant professor in politics and media at the Journalism and Media Studies Department at Y University. Currently, I am a Lecturer at the School of Social Policy and have recently earned a PhD in Communication from the GHI School for Communication at the University of X. During my tenure as a graduate student, I also completed my Master of Arts in Communication and a graduate teaching certificate in Africana Studies. As an undergraduate, I attended Z College where I developed a selfdesigned major in Social Justice, with minors in Ethnicity and Race Studies and Peace Studies. This interdisciplinary background has informed my work as a scholar and instructor, and deepened my commitment to examining the changing environment of media, politics and journalism in a digital era. While at GHI, I have produced scholarship in journalism studies, political communication, and cultural studies. My work investigates the ways that political rhetoric in news and other media shapes public policy and civic action, particularly as it relates to race and gender identity. Along these lines, I have interviewed indigenous Australians about the development of Black nationalism through news representations of global freedom struggles and studied social policies that resulted from news reports related to white female victims (i.e., Megan’s Law or the Amber Alert system). I also completed ethnographic fieldwork in the White House Communications Department and prepared strategic messaging materials for White House principals as a media monitor on the Broadcast Media team. This past summer I conducted research in South Africa that examines how journalists describe “Black” and “White” journalism in a post-apartheid era. My dissertation, dissertation title, is a multi-platform analysis that critically examines the ways in which online, broadcast, and print news outlets produced the Tea Party to address modern conflicts over race, class, gender, journalism, and politics. My work also locates the way that journalists used the Tea Party movement to represent the contemporary slippages between news platforms, journalistic norms, and political institutions. I find that the Tea Party’s appearance in the news media reflects a very particular moment of journalistic meta-criticism, fragmentation, and unchecked activism enhanced by the digitized environment, which I call “headphone culture.” Opinion and commentary journalism now primarily set the agenda and shape the format of “hard news” coverage (instead of the other way around) and debates over race, gender, and class identity function as a way of locating the boundaries of media and politics in a digital landscape. In a media environment in which everyone has the opportunity to tune out, tune in, and speak back, the Tea Party news coverage ultimately shows how the distinctions between citizens, journalists, and consumer are increasingly tenuous, inadequate, and obsolete in a digital age. Through this work, I am able to teach courses that focus on the interaction between identity, politics, technology, and news. In studying journalism, I have seized opportunities in media and communication that have better informed my work in media cultural production and news representations. Before coming to GHI, I was an Assistant Producer at Now on PBS, a national show formerly hosted by Bill Moyers. At Now, I learned how to develop a news piece from the initial pitch to the “day of air,” realizing the importance of preparation, background research, and uncovering the story’s arc. During my time as a student, I have worked as a television producer for City’s Public Broadcasting, filmed interviews at the Democratic National Convention, interviewed the president of Senegal as a National Association of Black Journalist/United Nations Fellow, and discussed my television work with public school educators. These off-campus media experiences have sharpened my critical work as a communication scholar and helped me think more critically about the flow and construction of news in the everyday world. More than that, this “insider” perspective allowed me to further explore the way the news functions as a value system and a moral narrative with characters, structures, and legitimizing tendencies that advance specific ideologies and agendas.

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At GHI, I used these skills to produce ethnographic films on race, belonging, and rumor. As a scholar conducting participant-observation of the City-based Occupy movement, I facilitated conversations about race and spatial exclusion, organized lectures and discussions related to the recent moral panic over youth “flash mobs” in City and resulting curfew policies, studied Occupy’s use of social networks as news bureaus in movement organizing (and was interviewed by the City Newspaper and other publications on this subject) and published “dispatches from the field” for a new media initiative at the Social Science Research Council. My work within news production and the academy aims to bridge the divide separating each field; I hope to make scholarship more accessible to media practitioners while I continue to use ethnographic and documentary film approaches to examine the theories that guide media flows in the everyday world. Since Spring 2012, I have served as a Lecturer at the School of Social Policy. Through this work, I have taught graduate students about media, race, and policy in the United States, within courses such as “American Racism” and “Race, Gender, and Social Change.” In particular, my self-designed module on strategic communication teaches students how to communicate with the public, press, and officials through rhetoric, messaging, media monitoring, and the use of focus groups. In my lessons, I invite guest lecturers and former colleagues to give my students real-world insight on political and strategic communication – for example, last year former White House Director of Message Events Name spoke to my class on her experiences in the Obama administration. I have also worked to educate high school and college students about media production, discourse, and cultural influence. As a teaching assistant for Dr. Name’s Africana Studies summer course, I pushed students to analyze the dynamics of gender, race, and class in popular media. In the Media Lab for City’s Public Broadcasting, I helped students to identify video elements, produce interviews questions, plan and direct shoots, write scripts and edit films on a topic of their choice. In an alternative high school, I used newspaper, blog, and magazine articles to help students with various learning and social challenges openly discuss race, gender, and sexuality in the media. Through these teaching opportunities I have strengthened my skills as an instructor and created classroom spaces centered upon student dialogue, reflection, and experiential interaction with media texts and academic theories. Outside of the classroom, I have worked with a university group for underrepresented PhD students to organize collaborative interdisciplinary academic spaces, promote a sense of community among vulnerable students, and help my colleagues obtain vital professional and collegial support. I am also serving as a board member and cosecretary of the Ethnicity and Race in Communication Division in the International Communication Association. This year, I was honored to receive a Women of Color at University of X Award, which recognizes leadership and service in the campus and larger community. As a professor, I hope to use my background to representations of race, gender, and journalism in the digital era, particularly in light of the convergences of journalist, activist, pundit, and politician identities. I plan to publish my dissertation thesis as a book manuscript and continue another book-length project that focuses on representations of race, citizenship, and gender in news stories about “Stay-At-Home Moms” and trace the rhetorical trajectories of this label in the public sphere, particular in relation to the “War on Women” values and policies. I will also continue my work on Occupy and social media organizing/activism. I can envision myself participating in affiliated research units, such as the Name Institute or the Name Institute, or teaching courses on broadcast journalism, documentary filmmaking, race and gender representations in news and more. Given the opportunity, I strongly believe that I can help fulfill the mission and vision of the Department of Journalism and Media Studies in the School of Communication and Information at Y University and further your commitment to outstanding teaching and rigorous research. I greatly appreciate your time and consideration. Sincerely, Beatrice Scholar, PhD Lecturer, School of Social Policy / PhD graduate and Name Fellow GHI School for Communication, University of X, Address, City, State Zip Code, Email address

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Cover Letter, Social Sciences tenure-track position at private research university. Date Dr. Name Department of Communication and Media Studies Y University Address City, State Zip code Dear Search Committee, I am writing to apply for the Assistant Professor position in the Department of Communication and Media Studies at Y University. I am currently an Assistant Professor of Sociology and Urban Studies at Z University. My research blends media theory and participatory action research to understand and engage matters of social justice for urban youth. I received my Ph.D. in psychology and a doctoral certificate in media studies from X University. My dissertation was completed under the supervision of Professor Name and was defended with distinction in February 2013. That spring, I was given the honor of speaking on behalf of my fellow graduates at X University’s commencement ceremony. I’ve previously held fellowships at A College, the Smith Research Institute and the Jones Research Institute, as well as a residency at the Johnson Media Lab. My work has been published in peer-reviewed journals as well as edited volumes and I have presented juried papers widely at U.S. and international conferences. I am a member of the Editorial Collective of the Technology Journal where I am currently co-editing a special issue. At Z University, and previously at B College, I have developed several interdisciplinary undergraduate courses. Taking seriously Y University’s tradition of embracing the richness of human experience in education, my courses draw on social media and community engagement to situate academic scholarship in the daily lives of students. I also regularly facilitate academic workshops on participatory design, media governance, information ecology, and digital research methods for undergrads, doctoral students, and faculty. In my dissertation research, I investigated young urban students’ relations with proprietary media to unpack the ways persistent matters of socioeconomic injustice are reproduced and sustained through the interaction of youth, place, and media. This project entailed participatory action research with teens where we collectively investigated how proprietary media like Facebook operate in order to then develop an open source social network that reflected their situated interests and concerns around issues of privacy, property, and security. In conducting this research, I learned that producing participatory media platforms and research practices with youth fosters their critical capacities for everyday research and learning in contemporary information societies. While at X University I founded and coordinated Project Digital Space. Now in its fifth year, Project Digital Space is both a platform hosting over 400 sites and 600 participants and an organization with four elected board members and three part-time employees that help foster participatory academic media at X University. I also have five years of experience as a Technology Fellow at A College and currently serve as the Director of Digital Media for the New Media Project, a funded partnership between X University and C College. Through this work I’ve learned to draw on participatory research methods and emerging media to facilitate engaged scholarship that addresses critical urban issues facing students and their communities. Outside of academia, I have nine years of experience working with children’s media groups Page 1 of 2

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to assess the educational value of various media products through field-based research with urban children and youth. More recently, I have been working with another research group and two additional non-profits, to plan and facilitate hackathons, cryptoparties, and techno-activism events that address social injustice through collective research and media production. At Y University, I would continue to pursue an ambitious international research agenda and build relationships with scholars, artists, media producers, educators, civic organizations, and activists. I’m eager to continue this blending of research, pedagogy, and action at Y, and I believe my participatory approach to developing emerging media research would support and expand the important social justice work carried out in the Department of Communication. With this cover letter you will find my curriculum vitae, three writing samples, and letters of recommendation from Name, Name, and Name. Please let me know if you would like any further information. I can be reached via email, [email protected], or phone, 123-456-7890. Thank you for considering my application. Sincerely,

Mark Researcher, Ph.D. Assistant Professor Z University Email: Tel: Twitter: Web:

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Cover Letter, Social Sciences tenure-track position at large public research-intensive university. LETTERHEAD Date Department of Sociology & Interdisciplinary Social Sciences University of Y City, State Dear Search Committee Chair and Committee Members: It is with great enthusiasm that I write to apply for the Assistant Professor position in the Department of Sociology and Interdisciplinary Social Sciences at University of Y. My areas of expertise include racial and ethnic relations, social inequality, sociology of health and illness, and quantitative methods. As a Smith Center Fellow, I am completing my dissertation and will defend in May 2014. In my dissertation project, I develop the concept of racial liminality—belonging to a group positioned between a dominant group and a subordinate group in a racial hierarchy. Previous research tends to focus on either a top-down perspective (e.g., the historical formation of racial liminality) or bottomup perspective (i.e., identities of racial liminal individuals). The two perspectives are rarely in conversation with each other, minimizing integration of what we know across the macro- and microlevels. I present an intervention by providing a systematic study of racial liminality, using coloured South Africans as a case. Specifically, my dissertation: (1) explores primary legal sources to assess the South African nation-state’s role in the construction and maintenance of the liminal position of coloureds, (2) employs two waves of the Southern African Barometer to determine whether racial liminality manifests in the general attitudes of self-identified coloureds, and (3) develops a multivariate measure of coloured racial identification—derived from latent class analysis of coloured identification and other social factors in the 2005 Cape Town Area Study—to determine whether a subgroup of coloureds represents more conclusive evidence of racial liminality. This dissertation contributes an understanding of how social positioning can have significant implications for groups’ experience, but also how group boundaries are characterized by greater variation for those positioned liminally. I am preparing manuscripts from my dissertation for submission to refereed journals. A sustained research emphasis of mine is to create measurements of race that are more inclusive and valid for capturing racialized experiences; both my dissertation project and in-progress research projects include a component of such work. For instance, I used data from the National Longitudinal Study of Adolescent Health to examine the mental health consequences of incongruent expressed or observed racial identification over time (revise and resubmit at Social Perspectives). I found that respondents with inconsistent observed racial identifications experienced increases in depressive symptoms, suicidal ideation, and use of counseling. Furthermore, lighter skin tone amplified the mental health consequences of observational racial inconsistence. I argue that the negative mental health effects are the result of disconfirmation of the identity standard for racially ambiguous persons. My master’s thesis also examined the implications of inconsistent racial classifications, but in a Brazilian community sample. Additionally, I am interested in racism as a mechanism of social inequality. After taking a Race and Racism course, I collaborated with a classmate on a paper that examines the way racism is discussed in anonymous online comments and argued that racist comments are used as a tool for maintaining the web as a white space. This paper is forthcoming and won my department’s

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best graduate student paper award. I developed my interest in the sociology of health and illness as a research assistant at the Center for Research on Health Disparities (CRHD) at University of X. My research is concerned with uncovering the structural determinants (e.g., socioeconomic, racial, cultural) of health and exploring how psychosocial resources can diminish the mental and physical health consequences of social stress. One co-authored manuscript that I presented at the International Conference on Social Stress Research, for example, refutes the original John Henryism hypothesis, instead contending that higheffort coping might be a protective disposition among black adults. Part of my health research explores how trust is linked to willingness to use psychiatric drugs. In a paper recently accepted in Sociological Spectrum, my collaborators and I investigated the relationships among individuals’ willingness to utilize psychiatric medication, education, and the role of generalized mistrust, mistrust in physicians, and mistrust in psychiatric medication. Our findings demonstrate that the association between willingness and education is curvilinear. In addition, we found that mistrust in physicians and mistrust in psychiatric medication was inversely related to willingness to use medication. A paper currently under review continues our exploration of psychiatric medication and mistrust, but this time considers racial disparities. My broad research interests and experiences have set the foundation for a productive future of independent and collaborative work. As a research assistant under two major grants I have had the opportunity to contribute to interdisciplinary research teams, create survey instruments, lead focus groups, gain proficiency with quantitative and qualitative data analysis programs (e.g., Stata, SAS, R, Atlas.ti), acquire advanced statistical methods, and construct research reports and paper manuscripts. Regarding my teaching philosophy, my pedagogical strategies are dedicated to teaching critical theoretical and methodological skills in a hands-on way that will remain with the student long after he or she leaves my classroom. For instance, I emphasize current events as topics of discussion so that application of course material seems relevant to the real world. As a woman of color, I prioritize a diversity of perspectives in my classroom. Moreover, I am committed to creating a safe and productive learning environment for all students through encouraging open dialogue and utilizing multiple teaching strategies, such as discussion and online blogs. My teaching goals remain consistent for methods and statistic courses; I supplement technical information with examples of methods used in the field to intrigue sociological imagination and provide an encouraging environment in which students can ask questions without fear of reproach. I am prepared to teach core undergraduate courses such Race and Ethnicity in the United States, Social Inequality, Social Epidemiology, Research Methods, and Statistics. I also would like to teach specialized and/or graduate courses such as Comparative Race Relations, Racial Health Disparities, and Advanced Statistics. I would welcome the opportunity to be a part of your department. My interests in race in the United States and abroad, health, and stratification complement your departments existing strengths of social inequality, social justice, and globalization. I value innovative and interdisciplinary work and would look forward to collaborating with faculty and students in the department and across the larger academic community at University of Y. Thank you for your consideration. Please contact me if I can provide any additional information. Sincerely, Bethany Scholar

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Cover Letter, Social Sciences tenure-track position in an academic department in a research-intensive university school and in an affiliated research center. Date Professor Name Chair, Search Committee for Social and Behavioral Sciences c/o Name, Search Administrator Institute Address Dear Professor Name: I am writing to apply for the Assistant Professor of Social and Behavioral Sciences position at the University of Y School of Public Health (UYSPH) and ABC Cancer Institute (ABCCI). Since we last communicated in June, I was awarded a postdoctoral fellowship at the NCI-funded Center of Excellence in Cancer Communication Research (CECCR) in the University of X CDE School for Communication. I received my PhD in health communication at the CDE School in May 2013. In 2007, I earned the MPH and MBA degrees from the Johns Hopkins University Bloomberg School of Public Health and Carey Business School. Prior to that, I gained over five years of experience in health promotion, preventive medicine, and clinical practice after graduating from the National University of Singapore Yong Loo Lin School of Medicine with the MBBS degree in 2001. My research agenda is closely aligned with the interest of ABCCI and UYSPH in a candidate who will establish an original and independent research program in health communication that contributes to a reduction in the burden of cancer. To date, my research in health communication has focused on understanding effects of patient-provider communication, active information seeking, mass-mediated communication, strategic communication, and emerging health information technology on population-level cancer prevention and control outcomes. Both my research and professional experiences enhance my effectiveness as an instructor of Health Communication at the University of X. The following paragraphs provide a brief introduction to my research and teaching. From 2008 to 2013, I was appointed as a CECCR research fellow in Professor Name’s lab. In that role, I led a series of independent analyses to examine the impact of patient-provider communication and active information seeking on cancer outcomes among patients with colorectal, breast, and prostate cancers. Based on the framework of Patient-Centered Communication (Epstein & Street, 2007), my research focused on the concepts of exchanging information, recognizing and responding to emotions, and patient self-management. The analyses showed that patient-provider communication and active seeking from non-clinician sources were associated with outcomes including reports of cancer-related problems, emotional health, health behavior change, adherence to post-treatment surveillance procedures, and healthcare utilization. Arising from these studies, five peer-reviewed publications were published in leading oncology and health communication journals. These publications resulted from my ability to collaborate effectively with colleagues including experts in medical oncology, cancer survivorship, and cancer communication. Greg H.Z. Scholar 1

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My dissertation project examined the impact of mass-mediated direct-to-consumer advertising (DTCA) of cancer treatments on patients’ health information seeking behaviors. This research relies on concepts from the Structural Influence Model of Communication described by Drs. K. Viswanath and Emily Kontos (2011) to examine potential communication inequalities associated with DTCA. My research assessed whether exposure to DTCA and additional information seeking from providers and non-clinician sources after viewing DTCA differed among minority groups or socially disadvantaged cancer patients. The Integrative Model of Behavioral Prediction further contributed to understanding the mediating role of attitudes and perceived norms in these relationships. The findings from this research expand the theoretical understanding of DTCA effects and offers empirical evidence to inform policy debates surrounding the benefits and risks of DTCA on cancer outcomes. Two studies from this dissertation project were recently accepted for publication. My previous professional experience in the Health Promotion Board where I designed and evaluated health promotion campaigns provides a strong foundation for my current research in strategic communications in tobacco control. I conducted analyses for the formative and summative evaluation of the CDC-funded media campaign in City which aimed to promote smoking cessation among low-income and African-American adult smokers from 2010 to 2012. Recently, I co-authored a paper describing the formative evaluation for the City smoking cessation campaign (in press in Social Marketing Quarterly). I also led the analyses for another study on the role of interpersonal communication in mediating the effects of exposure to the City campaign on smokers’ quit behaviors (manuscript in progress). From 2012 to 2013, I designed the formative research study and conducted analyses for the FDA-funded national campaign to prevent smoking initiation and consolidation among youth and young adults. During my postdoctoral fellowship, I designed a study to investigate whether increased exposure to advertisements and media coverage about the relative safety of e-cigarettes would undermine public health efforts in denormalizing cigarette smoking in public places. Data collection for this new study is ongoing. I have developed my independent research program in the rapidly growing area of health information technology and its role in cancer prevention and control. First, I am interested in studying the patterns, antecedents, and potential inequalities in how newly diagnosed cancer patients gain access and use emerging communication technology. Examples include mHealth or mobile health applications for cancer care, patient portals, and online social support tools. I am also interested in examining the impact of patients’ engagement with these technologies on patient-centered outcomes including satisfaction with provider communication, treatment decision making, adherence, and health-related quality of life. In addition, my research aims to study whether inequalities in usage of emerging communication technology might widen cancer outcomes disparities. As part of this research agenda, I analyzed the individual-level predictors of older adults’ continued usage of an eHealth newsletter, which is designed to increase scanned exposure to health information related to cancer prevention and screening. This research adapted concepts from the theories on information technology continuance (Bhattacherjee & Bhafar, 2011) and found that perceived usefulness, satisfaction with the newsletter, and intentions to continue usage were significant predictors of consumers’ subsequent use of the newsletter (measured through electronic records of newsletter use). These findings will help to guide future Greg H.Z. Scholar 2

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design innovations in health information technology to maximize the reach and impact of information in cancer prevention and control. This paper is currently in press in Health Communication. I am especially excited to learn about collaboration opportunities at the Center for Community-Based Research (CCBR) in ABCCI because of my experience thriving in a collaborative research environment at the CDE School and my interdisciplinary background and interests. CCBR’s proximity and linkages with colleagues at the HSPH, ABCCI, and Y Medical School offer an intellectual ecosystem that would be extremely valuable for pursuing my future research program in health information technology and its role in cancer prevention and control. I am actively exploring potential funding that would be a strong fit for my future research (e.g., NCI K07 award and PCORI). I believe that my unique interdisciplinary training, postdoctoral fellowship experience, and record of publications would position me competitively to attract extramural research funding. As the instructor for Health Communication, I received very positive student evaluations for teaching effectiveness (rated 3.7 out of a maximum of 4.0), which are available upon request. The course emphasizes theoretical foundations and principles of health communication and models of behavior change. It further illustrates these principles through applied case studies of notable communication interventions employing strategies including media advocacy, education entertainment, and social marketing. My prior experience in health promotion where I designed, implemented, and evaluated large-scale health campaigns at the national and community levels enhanced my ability to engage students in the course material. I am also confident of my ability to interact effectively with graduate students and postdoctoral fellows based on my experience as a mentor for new doctoral students, leading journal club sessions and data meetings for graduate students and postdoctoral fellows, and successful collaborations with my peers on research publications and conference presentations. I enclose my curriculum vitae, statements of research and teaching philosophy, and copies of publications for your review. Please feel free to contact me for additional information or clarification by phone at 987-654-4321 or email at [email protected]. Sincerely,

Greg H.Z. Scholar, PhD MPH MBA MBBS Postdoctoral Fellow University of X CDE School for Communication Address City, State, Zip Code Cell phone number Email address

Greg H.Z. Scholar 3

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Cover Letter, STEM tenure-track faculty position. Note that candidate emphasizes teaching experience and training for this liberal arts college. She is applying to a department different from that of her Ph.D. discipline. Dr. Name Chair of Physics Department ABC College City, State Zip code

Martine Scientist [email protected] (123) 456-7890 Date

Dear Search Committee Members, I am writing to apply for the assistant professor of Physics position as advertised on the American Association of Physics Teachers website. I am a fifth-year Ph.D. candidate at Z University in the Mechanical and Aerospace Engineering Department working on a dissertation under the direction of Professor Name, and expect to complete my degree in June 2013. Since my undergraduate days, I have known that a liberal arts college setting is exactly where I want to be for my career as a professor. I know the culture of such schools and am a great fit for a venue that values undergraduate education. With my undergraduate majors in physics, astronomy, and engineering, paired with my graduate study in mechanical and aerospace engineering, I can be a mentor for physics majors who want to pursue careers in science, engineering, or across disciplines. Both my students and I benefit greatly from work together in the classroom and through research. Undergraduate research at ABC College is available and expected. I can meet your needs by taking an interdisciplinary approach in my work, maintaining an ongoing commitment to teaching, and deeply involving students in research. My PhD research applies physics principles and engages scientists from many disciplines, as well as appealing to non-science majors. It combines the theory, design, and manufacture of optical devices necessary for detecting exoplanets. Using statistical models, I have developed algorithms used in postprocessing to pull out exoplanets from a noisy background. In the last year I have built an optics research lab from scratch and have mentored two undergraduate students (one completing his senior thesis in physics) in the new lab space. These students designed and built optical layouts to take pictures of our “stars and planets” (simulated using lasers). By developing the technology in the lab, we can show promise for the same technology to be deployed on space or ground-based telescopes. As a new professor at ABC College, I would build a lab similar to the one I created last year at Z University, suitable for a college setting that is open to undergraduate research involvement. I will write grants to NSF, NASA, and NIH, to further support my work in image analysis, adaptive optics, and novel optical components. During graduate school I was a teaching assistant in a math course and was fully in charge of the 5week laboratory section in a freshman engineering course. I enjoyed the one-on-one interaction with the students through tutorials, office hours, and laboratories. In my view, physics education is a holistic combination of math, pure science, applied science, and the community. I want to integrate these four parts through labs, lectures, and assessment. My goal is to help students see the big picture and how each part of the course is interwoven together. Students need to be active in designing the problems they solve and take responsibility for their learning. When students are motivated, they naturally perform better. I have studied the research, literature, and methods of pedagogy through seminars, workshops, and my work at the University Center for Teaching and Learning at Z University. I plan to employ many of these methods, such as active learning and lecture flipping, in my classes to enhance the student experience and produce effective learners. At the American Association of Physics Teachers Conference this past July, I presented my plans for a one-hour workshop for Z University undergraduates to develop a deeper understanding of equations through physical interpretation. In the long term, I would like to continue exploring modern methods in pedagogy and innovation, and ABC College is the ideal setting for this. I am excited to experiment and improve on my classroom teaching to motivate deep learners with a broad perspective.

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I have provided my curriculum vitae, transcripts, names of my references, a teaching statement, and a research statement. Thank you for your consideration. I look forward to hearing from you. In the meantime, I can be reached at the above phone number or email. Sincerely yours,

Martine Scientist

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Cover Letter, STEM renewable faculty positon at large research-intensive university where candidate is an adjunct lecturer. Marie Scholar Address , City, State Zip code [email protected] Phone number Date Computer Science Department ABC University John Smith Hall, Room 123 Address, City, State Zip code Dear Dr. Name and Members of the Search Committee: Thank you for letting me know about the Clinical Faculty position opening for the fall 2014 semester in your Department. I am currently teaching in the Computer Science Department of ABC University as an adjunct lecturer. I taught for several years in X College, City, while I was working on my doctorate. I taught introductory courses for both computer science majors and non-majors and I am looking forward to teaching a broad range of computer science courses. I am confident that I can leverage my knowledge and experience to teach most of the undergraduate courses in your department. I enjoy teaching and all that is involved in it. I feel very much at home in front of a classroom full of students as well as when helping students one on one and in small groups. Over the years of working as a math tutor and then as an adjunct lecturer in computer science, I learned that effective teaching has to extend outside of the classroom. Students depend very much on recitation sections, proper feedback to the work they submit and additional materials available to supplement or complement the lectures. I believe I can provide all of these resources. I received my doctorate in Computer Science in September 2013 under the guidance of Distinguished Professor Name of the University of Y, City, State. My dissertation topic was the development of correction methods that deblur images obtained by electron and soft x-ray microscopes. We considered spatial variance of the blurring function in the direction of the electron or x-ray propagation. The correction methods for this type of blurring in the two types of microscopy are related, but not identical due to the nature of the respective imaging processes. We proposed correction methods and demonstrated their efficacy using computer simulations. In addition, I have worked on problems of three dimensional reconstruction of biological structures and biomedical imaging in general. I would like very much to work for your Department. I have enclosed my resume and I have asked Drs. Name, Name, and Name to send reference letters. Please feel free to contact me by email at [email protected], or by phone at 123-456-7890 for further discussion and/or to arrange an interview. Sincerely, Marie Scholar

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Cover Letter, STEM renewable faculty position at small private liberal arts college that also offers selected graduate programs. Candidate has been developing her teaching and emphasizes in her letter why this lectureship position is particularly appealing. Date Biology Lab Lecturer Search Committee Name, Department of Biology XYZ College Address Dear Members of the Search Committee: I am writing in response to the advertisement on your website for the position of laboratory lecturer in the Department of Biology at XYZ College. I received my Ph.D. in Cell and Molecular Biology with a focus in Developmental, Stem Cell, and Regenerative Biology from the University of X School of Medicine in December of 2010. I am currently a post-doctoral fellow at the University of X, conducting research in the Physiology Department while teaching at Lincoln University. I am seeking a lectureship position in a small college that is dedicated to providing an innovative and enriching learning experience to its students. Building a broad collection of teaching skills has been an important part of my development as a scientist and instructor of biology in higher education. I am currently a fellow in the X-PRaT program (X Postdoctoral Research and Teaching). X-PRaT is an NIH-sponsored program that supports the research of biomedical post-doctoral fellows while formally training them in pedagogy and offering a mentored teaching experience at institutions of higher education, with an emphasis on minority serving institutions. Through this fellowship I’ve had the opportunity to design and teach both freshman-level and upperdivision courses at Lincoln University during the 2011-2012 academic year. During my graduate and post-graduate careers, I’ve taken a number of opportunities to lecture, design curricula, TA, mentor students in the laboratory, and engage the public in science education. I have designed or taught a wide range of courses, including an introductory level biology course, an advanced course in stem cell biology, and a non-traditional course employing service learning as a model for teaching science. A common theme of each has been the creation of an inquiry-based, student-centered classroom that provides an active learning experience for a wide variety of learning styles. As a result of some of this work, I’ve been invited to speak about innovative teaching strategies and science education outreach at national and regional meetings. I have further developed my teaching skills through various educator professional development activities in the X-PRaT program, including participation in the seminar “College and University Teaching.” I have also served as a guest-lecturer in courses at the University of X, a mentor to undergraduate and high school students engaged in research, and the cofounder of a science-education themed journal club for biomedical post-doctoral fellows. My research experience has provided me with a diverse array of laboratory skills. My undergraduate and graduate research was focused on characterizing early cell-fate decisions during specification of the dorsal-ventral axis of the developing amphibian embryo. Currently, my research uses a nematode model to study the molecular mechanisms of protein misfolding diseases, and to understand physiological responses to osmotic stress at the cellular and organismal level. As a result of this work, I have become proficient in a wide range of laboratory techniques including microscopy, animal genetics, and an extensive array of both basic and advanced molecular biology methods. I have also become familiar with the procurement, use, maintenance, and basic repair of a wide variety of laboratory equipment. And finally, in both my research and teaching, I have worked with an assortment of organisms including frog (Xenopus laevis), worm (Caenorhabditis elegans), planarian (Schmidtea mediterranea), fruit fly (Drosophila melanogaster) and zebrafish (Danio rerio). I am a strong proponent of active learning in the classroom and at the bench, and I believe there is no learning experience more powerful than an innovative, inquiry-based laboratory. I hope to provide my students with laboratory courses that will challenge them to be creative, independent problem-solvers and

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will rigorously prepare them for research beyond the classroom laboratory. I feel my twelve years of experience in academic research in addition to my experience and training in teaching and curriculum development have prepared me quite well for the position of laboratory lecturer. I am very excited about the opportunity to bring my student-centered teaching style and enthusiasm for learning at the bench to the College. Along with this document please find my curriculum vitae and a statement of my teaching philosophy. Letters of recommendation from three individuals will arrive under separate cover. Please let me know if I can provide additional materials, including teaching evaluations and sample syllabi. I look forward to discussing my application with you further and I thank you for your consideration. Sincerely,

Renata Scientist

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Email correspondence, STEM postdoctoral position Initial Email to Postdoc Mentor: Dear Dr. Name, I am a graduate student in Clinical Psychology, currently completing my internship at University Z Medical Center. My research background is in stress, immune function, and health; my graduate work with Name at the Y State University focused on biological impacts of stress, and gene x environment interaction in the context of stress. Prior to that, I had worked with Name at the University of X on studies examining peri/postpartum stress and depression. As I look to postdoctoral work, I am interested in gaining more experience with women's health, while drawing on my background in stress research. I am also interested in gaining more experience in stress intervention research if possible. It seems that your work fits well with my interests, and I was wondering if you, or affiliated faculty in the University of X Center for Women’s Behavioral Wellness, anticipate taking any postdoctoral fellows next year. If so, I would be very interested to hear more! I am attaching my CV for your reference, and would be happy to talk via phone as well. Thank you very much for your time! Best, Olivia Scholar *************** Follow-Up Email to Postdoc Mentor (Following Telephone Interview):

Dear Dr. Name, Thank you so much for talking with me on the phone yesterday! Your work sounds very exciting, and I am writing to convey my strong interest in pursuing postdoctoral training with your group. Your use of a wide array of biological outcome measures, as well as an eye to mechanistic processes, is quite compelling, and would allow me to further develop my background in stress and biological processes. While I have experience with immune measures and genetics, I would like to gain experience with other biological factors, such as epigenetics, serotonin function, and endocrine outcomes, during my postdoctoral years. In terms of stress research, your work on childhood / pubertal adverse events and its later impact on health fits well with my own experience in Dr. Name’s lab, particularly in a study examining the combined impact of childhood adverse events and adult chronic stress on immune outcomes. Further, your work on the relationship between estrogen and the serotonergic system fits well with my interests in this area. While I have attempted to examine such relationships in previous work with Dr. Name (analyzing a dataset to qualitatively examine women’s attributions of mood and cognitive changes following prophylactic oophorectomy) and in my Master’s thesis (examining the interaction between the serotonin transporter gene and a chronic stress environment in postmenopausal

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women), I have not been able to explore this area as fully as I would like. I believe that your lab would allow me opportunities to explore these areas of interest, while building on my own background. I am also very excited about the clinical opportunities available with your group – I have a longstanding interest in women’s health, and while I have had clinical experience in medical settings including hospitals and primary care clinics, I would like to gain experience specifically in a women’s health setting. Knowing the diversity of the city’s community, I would be excited to be able to work clinically with that population again. Again, I very much enjoyed talking with you, and am happy to provide any other information you might need. Also, I am including the names and contact information for several previous mentors, who have all given their permission to be contacted as references. Thank you again! All my best, Olivia Scholar ********** Follow-Up Email to Postdoctoral Mentor (Following Campus Interview) Dear Dr. Name, I just wanted to thank you for inviting me to interview with the UXWBW! I really enjoyed my time there, and think that it would be an excellent environment for further refining my research and clinical interests in women's health. It would be very exciting to be in an environment where women's health is the main focus! I know that we had talked about the possibility for publication of some of the data I'd presented, and I think it was an excellent point, so I've emailed Jan to ask about what my options might be. Also, I am attaching a copy of my talk with N's, so that you can get a better idea of the samples. I hope this helps! Please let me know if you have any other questions!

All my best, Olivia

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Cover Letter, Professional Discipline, tenure-track faculty position. Note this letter emphasizes personal and scholarly connections with the institution to which the candidate is applying. Date Dr. Name, Chair Administration of Higher Education Search Committee Education and Human Services Department ABC University Address City, State, Zip Dear Dr. Name and Committee Members: It is with great enthusiasm that I write this letter as a candidate for the faculty position in ABC University’s Administration of Higher Education program. I am a doctoral candidate at the University of X in the Higher Education Division, and fully expect to complete my degree requirements by this coming May. As an ABC University Administration of Higher Education alumnus, I am familiar with the program’s structure, curriculum, strengths, and challenges. ABC’s M.Ed. student represents a wide variety of groups, including full-time working adults, recent college graduates, and those persons shifting into a career in higher education. These diverse students are unique to me as a scholar interested in reaching a wide variety of learners. Furthermore, the ability to assist in the future direction of the program is equally appealing to me as an aspiring faculty member. The ABC University faculty position appeals to my interest due to its emphasis on teaching, research, mentoring, and collaboration. Much of my doctoral activities have been dedicated to teaching and teaching-related activities at University of X and other institutions. My teaching philosophy is focused on creating an inclusive learning environment, preparing students to serve diverse communities, and providing students with the realities of being a higher education educator with an emphasis on the theoretical approaches in the field. Moreover, I have experience with designing and co-instructing a course on Student Development in College Environments and Critical Race Theory in Education. These teaching opportunities coupled with a certificate from the University of X Center on Teaching and Learning have enabled me to learn first-hand the nuances of teaching graduate students. I have also conducted recitations on courses in African American Psychology and Ethnomusicology, which are two disciplines that were new to me and outside of the field of postsecondary education. Being able to enhance my research agenda via collaborations is another appealing trait of the ABC University faculty position. Collaborating with Dr. Name, who also employs organizational behavior theories in his research, and Dr. Name, who also uses critical pedagogy in her research, would complement my research agenda. Furthermore, the ABC University position would allow me to continue collaborations with area scholars, such as Drs. Name and Name, a researcher at Jobs for the Future, and faculty member at the University of Y. Although research is vital and central to the academy, being able to enhance ABC’s practicum experience by connecting student’s to area higher education professionals and teaching them Guided by Dr. Name, my dissertation-in-progress is entitled Racism Readiness as an Educational Outcome of Historically Black Colleges and Universities. My study focuses on post-college undergraduate student outcomes, specifically, the ways in which postsecondary institutions socialize their students to respond to racist encounters in predominantly white post-college spaces, such as graduate programs and workplace settings. This research is not only regarding HBCUs, but focuses on strategies to enhance teaching, mentoring, and collaboration as an educator, particularly, ways I can enhance my

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knowledge as an educator. A more detailed discussion of my research is attached in my statement of research interests. In the past four years, I have been working to establish myself in the higher education community by delivering research papers at the American Educational Research Association, Association for the Study of Higher Education, National Association of Student Personnel Administrators, and American College Personnel Association national meetings. These venues have been instrumental to expanding my network in the field, and disseminating my research findings. I look forward to hearing from the committee, and will contribute as an active, collegial, and collaborative member of the ABC University Education and Human Services faculty. Enclosed are my curriculum vitae, dissertation abstract, statement of research interests, manuscript under consideration for publication, and the second chapter of my dissertation. Four letters of reference will be sent under separate cover. Sincerely,

Isaac T. Scholar, ABC University M.Ed. ’07

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Cover Letter, Social Sciences Ph.D., tenure-track position in a professional discipline department. This candidate chose to be identified by name given the uniqueness of her previous professional work. This letter does a convincing job of highlighting how her professional background complements her teaching and research. Date Dear Professor Name: I am writing to apply for the position of Assistant Professor of Public Relations at Hofstra University. I am confident that my experience as an Assistant Professor teaching public relations at St. John’s University and a public relations professional in President Obama’s administration and the United Nations has prepared me to excel in teaching, student advisement, and service in this post. I would also particularly welcome the opportunity to continue my research agenda in international and political public relations at Hofstra. My teaching and research are enhanced by my decade of experience as a global public relations professional. Most recently, I served as Head of Communications for the Secretariat of the High-Level Panel on the Post-2015 Development Agenda, a group of heads of state and other dignitaries convened by the U.N. Secretary-General to recommend the world’s next development agenda. Previously, I was appointed by President Obama as Spokesperson for International Affairs in the U.S. Treasury. In this role, I was responsible for communicating U.S. economic diplomacy initiatives. I also served as media advisor to President Obama’s nominee for the World Bank Presidency, Jim Yong Kim, during his successful 2012 campaign. I began my career as a spokesperson for economic development agencies in the City of New York, during the administration of Mayor Michael R. Bloomberg. Presently, I am teaching on a one-year contract in the Division of Mass Communication at St. John’s University in New York City. In this role, I teach three public relations courses per semester to undergraduate and graduate students and one advertising course per semester to undergraduates. I was offered the post after receiving outstanding reviews of the graduate public relations classes I taught as an adjunct at the University. By June 2014, I will have experience teaching eleven courses. My academic research focuses on international and political public relations. I am currently completing my Ph.D. at the City University of New York Graduate Center - the only doctoral program in the country that offers a specialization in Writing Politics (the nexus of communication and politics). My doctoral dissertation studies whether public affairs officers in U.S. government agencies are on a “permanent campaign.” Critics have charged modern White House aides with conducting a permanent campaign by prioritizing the president’s public approval ratings over good governance. However, scholars have not yet measured how deeply this campaign penetrates. Is it conducted exclusively from the White House, or are government agencies also involved? Utilizing the access I enjoy from my previous service in the Obama administration, I am interviewing key government agency spokespeople about their practices in order to answer this question. In September, I was named a Visiting Scholar at the Centennial Center for Political Science and Public Affairs in Washington, D.C., for the purpose of conducting this research. My experience teaching at St. John’s University would be a particular asset to me in this position. In my current classes, I work to use the diverse backgrounds and perspectives of my students as a resource to prepare them to thrive in today’s increasingly multicultural workplaces. I have become skilled in crafting my classes to meet the needs of students of very different levels of academic ability. I also utilize a variety of technologies to engage my students, including Skype to connect with guest speakers abroad and short quizzes on Survey Monkey which students access from their computers or cell phones. I am particularly interested in Hofstra because teaching so close to New York City would allow me to continue to bring guest speakers to my classes and to provide opportunities for my students to engage in rich events, internships, and other activities outside of the classroom.

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I would very much welcome the opportunity to meet with you to discuss how I could harness my professional experience as a global communicator, my research agenda in international and political public relations, and the pedagogy I have refined at St. John’s to make significant contributions to Hofstra University and to the field of public relations in this role. Many thanks for your consideration. With warm regards, Kara S. Alaimo

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Cover Letter, university fellowship in professional department. Candidate also applied for and accepted a tenure-track faculty position at a mid-size Master’s college. Paul Scholar Address City State, Zip Code Email address, phone number Date Dr. Name, Director Institute for the Theory and Practice of International Relations ABC College Address City, State, Zip Code Dear Dr. Name: I am writing to apply for the advertised position of Social Science Postdoctoral Fellow in Environment and Development. Enclosed please find my curriculum vitae, a statement of teaching philosophy and experience, a statement of research interests, a copy of my transcripts, writing samples, and four contacts for recommendation (three from my committee and one who can speak to my teaching capabilities) who will send letters to you directly. I believe that I would be an excellent candidate for the college and institute. My current teaching, research, existing publications, and those documents in preparation are focused on international environmental policy and planning. In addition, my approach to teaching, and my future goals are an excellent match with the ABC College. My international upbringing, experience teaching at the number one school for study abroad in the United States, and global research and perspective prepares me for your position. Finally, I am passionate about the field and would be honored for the chance to interview and demonstrate my skills for this position. In regards to teaching, I have taught undergraduate courses at University of Y for the past four years. In addition, in the fall of 2008 I began teaching one graduate class (Ecological Sustainability & Economics) at the University of X for the Master’s of Environmental Studies program. At University of Y, this academic year, I have transitioned into a full-time adjunct position; this is an interdisciplinary position co-housed in the Department of International Studies and the Department of Liberal Studies. My courses are the only environmental studies courses taught at the university and they are in high demand. They include the following: Global Environmental Policy; Sustainable Development in Costa Rica; Natural Resource Management in Dominica, World Parks (a first-year seminar); and Mapping the World (a university seminar which includes natural resource geography and GIS). I also teach three interdisciplinary courses: Introduction to Liberal Studies; Evaluating Research; and the Senior Capstone. As the director of the program, I am responsible for student advising and oversee all capstone projects with an interdisciplinary focus. Furthermore, I am spearheading many university-wide initiatives to improve educational opportunities for students. Along these lines, I am working to develop a global geography major and minor (approved February 2009), an environmental studies major, and a sustainability and planning graduate program this coming year. My research endeavors have also been very successful. I authored a chapter in an upcoming book, Approaches to Sustainable Development: Alternative Energy Production Options in Costa Rica, edited by

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Warren Haffar and Jurgen Carls. In addition, I have co-authored an article entitled “Planning for Scale: Plan Puebla Panama and the Diquis Hydroelectric Project,” which was published in Panorama, the planning journal of the University of X. Furthermore, I recently presented a paper relating to my dissertation, at the Joint ACSP (Association of Collegiate Schools of Planning)/ AESOP (Association of European Schools of Planning) conference, titled “Evaluating the Effects of Land Preservation Across the Northern Forest of ME, NH, VT, and the Adirondacks.” As I complete my doctoral work, I am attempting to develop three simultaneous research programs both domestically and internationally. The first of these programs centers on my dissertation studies: identifying the impact of forestland preservation and natural resource extraction on the economy, environment, and society across the Northern Forest of Maine, New Hampshire, Vermont, and the Adirondacks. As for the second of these programs, I have already developed a multi-year research program analyzing the social and environmental impacts from the development of a large-scale hydrological project in Costa Rica. In Costa Rica I have also established a balsa tree plantation which will directly improve sustainability of an indigenous tribe. Thirdly, I am in the early stages of analyzing Dominica’s potential for energy interdependence through its natural resources. I have already started collecting data and research with respect to energy, recreation, and natural resources. I am especially attracted to the ABC College because of its strong tradition and its commitment to international environmental policy. I would welcome the chance to have colleagues who share my interests and to help develop research, new courses and programs at your institution. I look forward to meeting with you and the search committee. Sincerely Yours,

Paul Scholar Adjunct Professor, University of Y Adjunct Lecturer, University of X – Environmental Studies Doctoral Candidate, University of X - Environmental Planning Enclosure: Below, I am listing four references who will send letters to you independently: [Names and contact information for four references follow.]

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Cover Letter, Arts tenure-track position at a small private art college. Lucia Artist Address City, State, Zip Code Phone number Email address Search Committee - Foundation Y College of Art and Design City, State Dear Search Committee, I present my application for the full time faculty position in Foundations. Attached to this email are my CV, my statement of teaching philosophy, an artist statement, a link to my portfolio and contact information for three individuals familiar with my professional qualifications and teaching experience. I think that I am an excellent match for this position as I have four years experience teaching foundations courses in drawing and design. In addition, I am an accomplished graphic designer and illustrator with a strong commercial background as both a freelance artist and designer, and also in a studio setting. As an illustrator, I have drawn comics and book covers for clients ranging from Marvel to McSweeneys to Random House. I continue to work both commercially and in the fine art world, and I incorporate my drawing and design skills into a larger contemporary practice that includes large scale media installations, video and audio work, along with research, experimentation, and a willingness to engage with technology. I am currently getting a Master of Fine Arts in Experimental and Documentary Art at X University, with a Certification in College Teaching, graduating in May of 2013. Before that, in 2010 I received a Master of Fine Arts in Studio Art at the University of Nevada, Las Vegas. During my three years as a graduate student at UNLV I taught Studio Foundations and Beginning Drawing, as well as Beginning, Intermediate and Advanced Graphic Design. At UNLV, I was able to design a class on Production Design that has been added to the permanent curriculum of the Graphic Design department. During my two years at X University, I assisted in the teaching of Special Topics in Visual Studies, and Fundamentals of Web Design, as well as teaching workshops on book design to X University Seniors for their final year in Visual Studies. I am expert at all levels of Adobe CS, conversant in 3D Studio Max and Maya, and have extensive video and audio editing skills as well. I enjoy working with students both as an instructor and in a mentorship role. At UNLV, I was able to work with students to develop their portfolios for assessment by the BFA program, or for admission to MFA programs across the country. I was the Art Department representative to the Graduate and Professional Student Association, and assisted in the writing and administration of grants for graduate student research. Other administrative development at both UNLV and Duke included strategizing travel grants for undergraduate and graduate students, organizing visits for graduate and undergraduate students to arts events, and creating a fully funded opportunity for twelve members of the X University MFA class to travel to Las Vegas for the creation of a 48 hour documentary, in partnership with Zappos.com and the Downtown Las Vegas Project. I am very excited about the prospect of teaching at YCAD, especially with the school’s long history of excellence in arts education. While I am sure that you will have many qualified candidates, I hope that my work and experience will interest you, and that I will hear from you with any questions that you might have. Sincerely, Lucia Artist

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IV Conducting the Search

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Chapter 13 Interviewing

The purpose of the interview in the selection process is to winnow the group of possible candidates to a few who are the best fit for the department and institution, and to develop a thorough understanding of the merits of each applicant through the interview(s). The academic interviewing process may encompass different types of events: the short half-hour to hour preliminary interview at an annual conference which serves as the central job clearinghouse for a field, the phone or video conference interview, and the all-day or several-day interview on campus that may follow a successful conference or phone interview. For most, the process will involve at least one preliminary interview, but occasionally an all-day campus interview may be the first and only stage in the interviewing process. If you interview a lot, you may experience everything from highly structured interactions in which all candidates are asked essentially the same questions, to interviews in which you, as the candidate, must provide all the structure. While there are many similarities between kinds of interviews, each presents its own challenges. At a preliminary interview you have a very limited amount of time to stand out in a field of candidates, sometimes under rushed and stressful conditions. In this setting you need to be prepared to present your qualifications succinctly and interestingly. An all-day campus visit is a far more complex event. It usually requires a presentation and involves more people, a greater variety of social situations, and more ambiguity. Any sort of interview, however, is far more like ordinary professional conversations than different from them. Any time two people meet they exchange information and form an impression of each other. An interview differs only in that the evaluative dimension is more explicit. Whenever you encounter an unanticipated situation, do what you would ordinarily do in a professional setting, and it is likely that your impulse will be correct. In ordinary conversation, if you are asked a question you do not understand, you ask for clarification. If you say something that produces a puzzled expression on your listener’s face, you ask whether there is something

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you can clarify. If a question spontaneously occurs to you as a result of something the other person has said, you ask it. If you cannot answer a question, you say so. All these responses are appropriate in an interview. Most interviewers are far more impressed by candidates who appear confident and candid than by those who appear to be trying to give the ‘‘right’’ answers. While you should always give the interviewer the opportunity to take the lead, many people who conduct interviews are far more comfortable if the candidate freely volunteers information and asks questions.

Topics You Will Need to Discuss In any interview for a faculty position, be prepared to address these concerns: your current research, your teaching, your future research plans, and your interest in the institution to which you are applying. If you are interviewing at a research-focused institution, your research will be the main topic of conversation. Writing and revising your job search materials has given you practice articulating the strengths of your candidacy.

Your Dissertation/Postdoctoral Research Be prepared to explain your work to the variety of people you may encounter in an interview, from world experts in your area of specialization to the person outside the department, such as a dean, whose work may have been in another discipline entirely. Practice especially the way you will explain your work to those totally unfamiliar with its context. The effort you will need to make to be concise and to explain relevance in that case may also improve your more technical presentation to experts in your field. Begin with a brief summary of your work (a few sentences long). It should leave the interviewer with the impression that he or she knows what you did (be clear); the work was interesting (speak with enthusiasm, and mention interesting findings or conclusions early in your discussion); the work was important (discuss how your work relates to other work and suggest areas for future exploration). Once you’ve captured this level of interest, further discussion becomes much easier. Approach this discussion, not as a student seeking the approval of more senior faculty members, but as a colleague in the field who, in this case, is an authority. No one who is interviewing will know more about your research topic than you do. Some candidates find that if they think of themselves as teaching about their research, rather than merely reporting on it, their presentation becomes more confident, lively, and interesting.

Your Future Research Interests It is imperative that you appear to have some ideas for future research. For example, merely saying you plan to publish your dissertation isn’t enough.

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You may be so immersed in the process that it is hard to look beyond its completion. If so, set time aside to think about what you might do next. A candidate who says, ‘‘I haven’t thought about that yet’’ when asked about research plans places himself or herself at an enormous disadvantage. Prepare to discuss your ideas at a convincing level of detail. Try to convey enough enthusiasm about your ideas that you will carry your audience along with your enthusiasm and interest. If you will require external funding to do your research, be aware of probable funding sources. In some cases it may even be impossible to continue your research without external funding. Even if such funding is not essential at the moment, your discussion of possible outside resources demonstrates that you are a candidate who is planning for future research needs. Many departments are under so much financial pressure that they may particularly welcome new faculty members who show promise of helping to support the department. For positions in science and engineering at major research institutions, you will be expected to be able to tell the hiring committee your projected start-up costs. This can also be true for some social science fields and at other types of institutions. To do this credibly you need to have, in addition to a sound research proposal, a good estimate of what external funding will be available, a proposal for space required, and a budget for personnel, equipment, and materials the hiring institution will need to provide to get you started. You may sometimes find that getting adequate space is as challenging as getting an adequate budget.

Teaching A hiring department’s interest in teaching will vary, but most will have at least some degree of interest in what you do in front of a class. Before the interview, read through the department’s course offerings on the website. Indicate which of the current courses you would be prepared to teach, as well as discussing any new courses you might offer in relation to the department’s current offerings. You may need to have a concise, engaging response ready if you are asked what you want to teach, and you will want to be prepared to discuss your approach to teaching methods and materials and successful teaching experiences you have had, giving specific examples wherever possible. When you discuss a course, be able to suggest your approach to teaching and goals for students in the classroom. It is helpful to find out in advance what is currently in use in the department. Occasionally, a search committee chair or department chair will talk to you prior to the interview to prepare you for it by sharing institutional and departmental practices with you. At the interview, you may also ask individual faculty about their teaching, such as specific assignments and how they evaluate student work, as well as how their teaching is assessed.

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Don’t forget that junior faculty members are often expected to carry a great deal of the introductory teaching load. This may mean that, if you have been teaching only small seminars, you will need to consider how to translate that into an introductory class for three hundred people. If teaching non-majors or large courses is not your great joy in life, try to convey the impression that you will do introductory teaching competently and with good humor, and that you understand its value to the department. Make sure you are prepared to discuss using technology in teaching and involving undergraduates in research, as you are likely to be asked about both topics.

Your Interest in the Institution Major research universities may consider it obvious that you would like to work for them while a small liberal arts college in a remote location may press you more on the topic of why you want the job. But your enthusiasm for the department and the job is always important. After all, the people who are interviewing you work there, and it is not flattering to them if you seem to find their workplace uninteresting. All colleges and universities pride themselves on distinctive institutional personalities and hire people they believe will fit in. Research the department before the interview. Look closely at the department website so that you have a good sense of the individuals who work there and the curriculum they offer. Learn about the research of faculty members. Read informal guides to colleges written for high school seniors; they can be particularly useful in conveying the atmosphere of an institution. Find out how others view the school using online forums or networks, but be cautious regarding the reliability of information you may encounter in this way. In general, departments are looking not only for a candidate with outstanding independent research potential, but also for an exceptional colleague who will enrich the department, not simply by being present, but also by interacting productively with others. Be prepared to talk knowledgeably about faculty members’ research. Try to search out and explore in advance areas of potential collaboration with faculty in the department. During the interview, you do not need to be insincere to convey enthusiasm, even for an employer that is not your first choice. Just talk about what you do find attractive about the institution.

Illegal Interview Questions It may be helpful to you to know that employers cannot lawfully ask you questions that lead to illegal discrimination on the basis of race, sex, age,

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religion, national origin, physical disability, or, in some states, sexual orientation. However, the questions may be asked anyway, particularly in social situations. Try to respond calmly, answering the concerns they raise without necessarily volunteering the information they request. Question: Answer:

Do you plan to have children? Whatever personal decisions I may make, I am extremely committed to this position. Let me tell you about my research plans for the next several years. I intend to pursue them, whatever other personal decisions I may make.

Question: Answer:

Did you grow up speaking Spanish? Are you interested in hiring a native speaker for this position?

Some illegal questions are asked out of ignorance; some are a mistaken way to try to get information about one issue by asking about another (a common example is asking about a spouse’s job in order to determine how long you are likely to stay in a position). Others may be asked not with the intention to eliminate you but with the intention to inform you of all the services offered to faculty, such as child care or help with a partner’s job search. Try to react to them non-confrontationally and to use them as another way to demonstrate your professionalism. Do not feel obliged, however, to provide information you cannot legally be asked to give. Question: Answer:

What does your spouse do? (If you feel that providing the information might work to your advantage.) We’re fortunate that he’s a systems administrator, and can work anywhere.

If you are very uncomfortable with the direction a question is taking, you may politely ask the interviewer why that question is important and how it relates to the position you are seeking. This should alert the interviewer that you feel the question is inappropriate. Be aware, however, that there is some risk associated with this approach. Question: Answer:

Are you married? Can you tell me how you feel that that would be important for the position we’re discussing?

Sometimes it is to your advantage to volunteer information your interviewers may hesitate to request. The law can regulate what is viewed as appropriate to ask, but it does not eliminate employers’ concerns, legitimate or not. For example, if you have a physical disability, your interviewers may

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appreciate it if you explain how you work with it. (If you do have a disability, be sure you are familiar with the protection afforded you by the Americans with Disabilities Act.) If you are much older than the average job candidate, it may be helpful to volunteer remarks that will give the impression that you can work comfortably with younger colleagues. Be alert to comments that may reveal a concern. Comment: We were all impressed by the years you had spent in business before you got your Ph.D. Response: Yes, I really enjoyed those years. I feel fortunate to have the opportunity to prove myself again in a new field. (Indirectly addresses concern that age and experience may make the candidate unable to work comfortably in a junior position.) Question: Answer:

Do you think you will miss living in your home country? I have lived in the U.S. for some years now, and am enthusiastic about continuing to teach American students.

Bizarre Interview Questions Some questions, while not illegal, are inappropriate and weird. ‘‘What motto do you live by?’’ ‘‘What is the meaning of life?’’ ‘‘Tell us a joke.’’ ‘‘Which (names TV show) character are you?’’ While you won’t often be asked the likes of these, if you do a lot of interviewing, you may occasionally encounter one. In most cases the rest of the hiring committee will find the question as odd as you do. Try to respond cheerfully and matter-of-factly, but don’t be constrained by the question. For example, if you can’t think of a joke, say you enjoy laughing at other people’s. Then, if you can, steer the conversation back to a more appropriate topic.

A Note About Attire Wear something that conveys a professional appearance and won’t detract attention from what you have to say. In general for both men and women this means something with a jacket. However, there is wide variation by field. In some cases a suit is virtually required and in others it is overkill. In some fields dressing with flair is an asset and in others a liability. If you have the opportunity, watch what is worn by candidates who are interviewing with your own department. Quality and professionalism are more important than variety. Invest in one good outfit and use changes of shirts or accessories to avoid being a rerun of yourself from one day to the next. Make sure you are comfortable in your attire, so you do not find yourself distracted by the fit of the pants or the height of the shoe heels. Have a portfolio or briefcase, even if it is an inexpensive one, to keep track of your electronic devices, papers, and handouts.

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When All Else Fails It happens to nearly everyone. Nervousness about how you are doing in an interview interferes with showing yourself at your best. This is why some people interview better with departments they are less interested in. Your preparation for the interview should include enough sleep or exercise or whatever else lets you approach it in as relaxed a fashion as possible. If you pay too much attention to ‘‘body language’’ during an interview, you will probably distract yourself from the points you are trying to address. However, be aware of how you tend to show nervousness (tapping feet, clasping hands, or whatever) and during the interview occasionally notice how you are behaving. If you are not sitting in a fairly open, relaxed position, change to one. Sitting with your arms crossed or holding your hands creates a closed, uncomfortable impression, and sitting back in your chair with your shoulders straight will probably make you feel more confident as well. It is fine to gesture as you would in any other professional conversation. Holding your breath is a common nervous reaction that makes your speech choppy. Remember to breathe as you speak, and you will appear more relaxed. Learn to use introductory ‘‘structuring’’ phrases that will let you buy time before trying to answer a question that throws you. They are better than twisting your hands or saying ‘‘um.’’ For example: • That’s an interesting question. Let me take a moment to decide how best to respond to it. • We need to consider several factors. First . . . • I’ve never considered it from that point of view, but perhaps . . . • I’d be glad to tell you about it. • I’m sorry, but I’m not sure I understand your question. Do you mean . . . You are expected to be somewhat nervous, but if you feel nervousness is getting in the way of expressing yourself clearly or is making your interviewers uncomfortable, it is best to make a direct reference to it. Paradoxically, the minute you admit you are nervous, you are likely to become less so, as well as to relax the interviewer. Examples of ‘‘defusing’’ statements might be: •

Excuse me for speaking so rapidly. I’ve been looking forward to the chance to speak with you. • Excuse me, but let me take a second to collect my thoughts. I’m a little nervous, because I’m so interested in this opportunity. • Let me begin this explanation again. I can see that I didn’t express myself clearly.

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Preparation Advance preparation, of course, will let you approach interviews with less nervousness and even with some enjoyment. Learn enough about the institution to feel you have a basic understanding of its size, mission, selectivity, and student body. Know what courses and programs the department offers and the research interests of the faculty. The end of this chapter includes a list of typical questions. Chapter 14, ‘‘Preliminary Interviews,’’ and Chapter 15, ‘‘Campus Interviews,’’ have checklists for these interview situations. While you certainly don’t want to memorize your responses word for word, it is helpful before any interview to fix in your mind the main points you would like to make, given the probable interests of the institution. Prepared with the knowledge of what you wish to discuss, you can use even unexpected questions that come your way as an opportunity to discuss the ideas that you wish to convey. Many departments or university career centers offer practice interview sessions. If yours does, plan to take advantage of the sessions. If it does not, try to organize one. Ask a faculty member to give you an individual interview. Practicing via recorded video provides a chance to review and critique your own performance, and may give you the clearest possible idea of how you come across. In addition, your department is an excellent forum for delivering the presentation you plan to give at a campus interview. Arrange for a mock job talk; invite faculty and peers to be your audience and let them know you welcome their feedback. This will add final polish to your interview presentation.

Questions That Might Be Asked in an Academic Interview Not all these questions will apply to everyone. For example, a current postdoc is unlikely to get too many questions about his or her dissertation. However, it is likely that you will be asked some, if not several, of these questions.

About Research • Could you tell us about your current research? • Why did you choose your research topic? • Can you tell us briefly what theoretical framework you used in developing your research? • Of course you’ve read ? (an unfamiliar article/book related to your dissertation). • What is the most significant research you have read in the past year?

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• What do you think are the characteristics of a good researcher? • If you were to begin it again, are there any changes you would make in your dissertation? • In doing your research, why didn’t you ? (This question can take many forms. You are being asked to respond appropriately to an intellectual challenge to your work.) • What contribution does your dissertation make to the field? Is it important? • You realize that several members of this department tend to approach the subject from a very different perspective than does your advisor . . . • Tell me about your dissertation (asked in a meeting with a dean who knows very little about your field). • Why didn’t you finish your dissertation sooner? • I see you have very few publications . . . • What are your research plans for the next two/five/ten years? • Describe your research agenda and how you have developed projects in the past. • What are your plans for applying for external funding over the next few years? • When will you have sufficient preliminary data for a grant application? • How do you see your research fitting in with the department? • With whom would you collaborate? • In what journals do you see yourself publishing? • How would your research be innovative compared to everyone else’s in the field?

Additional Questions for the Lab-Based Sciences • What kind of start-up package do you need? (This question applies primarily to people in fields where research requires expensive resources.) • What facilities do you need to carry out your research plans? • Do you have the permission of your mentor to take this work with you? (This question applies primarily to postdoctoral fellows applying for faculty positions.)

About Teaching General Questions About Teaching • What kind of teacher are you? • How will you distinguish yourself as a teacher? • What is your teaching philosophy? • What do you consider to be the attributes or qualities of a good instructor? • What is the relationship of your research to your teaching?

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About Course Design • • • • • • • • • • •

How would you teach a required course, for example ‘‘Research Methods’’? If you have been teaching only seminars how are you going to scale up for 300 people? What is your approach to teaching introductory ? In your first semester you would be responsible for our course in . How would you structure it? What textbook and primary sources would you use? Tell us about an assignment or lecture in a course that went well (or didn’t go well). If you could teach any course or lab you wanted to, what would it be? Tell me about your experience teaching hybrid or online courses? Have you ever flipped your classroom? How might you incorporate social media into your teaching? How would you involve undergraduates in your research? How does student feedback shape your teaching?

About Student Interaction and Development • • • • • •

How do you motivate students? What do you want non-majors to get out of an introductory level class? How would you encourage students to major in our field? How would you handle a challenging or disruptive student? How would you handle an academic integrity issue? Many of our students are probably (more/less academically talented; older/younger) than those you’ve become used to at your institution. How successful would you be with them? • Have you taught graduate or professional students? • Have you supervised or mentored any undergraduate or graduate students, supervised rotations or research projects, or taught specialized skills? • What is your experience working with diverse student populations?

About Your Willingness to Participate in the Department and School • • • • •

Can you summarize the contribution you would make to our department? Are you willing to become involved in committee work? Why are you interested in our kind of school? How will you contribute to the community at our institution? What institutional issues particularly interest you?

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About Your Career and Personal Choices • If you have more than one job offer, how will you decide? • How do you feel about living in a small college town like this in a rural area? • I can’t imagine why a young person like you would want to go into this field . . . • I understand your partner is completing his/her Ph.D. What if you receive job offers in different locations? (This question is not legal in most contexts, but you should be prepared for it.) • What do you do in your spare time? • Who else is interviewing you? • What will it take to persuade you to take this job? • What kind of salary are you looking for? • [if position is not tenure-track] How does this job fit with your long-term goals?

Do You Have Any Questions for Us? The right answer to this inquiry is always yes, or you risk appearing uninterested. Prepare some questions in advance, but, above all, ask questions that show a response to what you have learned from the interviewers and that are lively, rather than formulaic. Questions about salary and benefits are not appropriate now. Wait until you are offered a job to ask about these matters. These are some questions you might prepare to ask. Have a few questions ready and know that you need to get a sense of the faculty members with whom it would be more appropriate to talk about certain things, for example, tenure. • What do you like best about the students at University of X? • In what direction do you expect the department to go in the next five years? • I hear that the school is revising its core curriculum. How will those changes affect this department? • How is teaching evaluated? • How are graduate students funded in this department? • What constitutes service in this department? In this school? Follow-up: How much service do junior faculty members perform? • How is research evaluated? • How are interdisciplinary or cross department collaborations encouraged? • Could you tell me more about the tenure requirements at this institution?

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Chapter 14 Preliminary Interviews

After reviewing applications, most search committees will develop a list of eight to fifteen people with whom to conduct a preliminary interview. These interviews can happen via phone or video conference, or at a professional conference. Such screening interviews allow them to narrow the pool to three to five candidates to bring to campus. Some departments will conduct campus interviews only.

The Telephone Interview As budgets for interviewing candidates shrink, departments are increasingly doing a first round of telephone interviews before choosing candidates to invite for campus visits. In most situations, phone interviews mean interacting by voice only, without video interface. These are not impromptu calls, but conversations scheduled in advance just as a face-to-face interview would be. The most difficult aspect of the phone interview can be establishing rapport with interviewer(s) without an opportunity to rely on visual cues. Often the interviews are arranged as conference calls, presenting you with the need to recognize different individuals quickly based on their voices. You should handle this conversation as you would any other interview, but it will be particularly important to be animated and expressive in your conversation, since the interviewers will know you only by your voice. One seasoned faculty interviewer has suggested smiling as you speak. Assuming the physical expression, even though the interviewers can’t see it, will help you assume an appropriate tone of voice. Feel free to ask for more than a normal amount of feedback if it will help you to understand the conversation better. For instance, if someone asks you a question without identifying himself or herself, feel free to clarify the person’s name. Taking notes as others speak may help you keep individuals straight. Additionally, one benefit to the telephone interview is the ability to have notes in front of you about ideas you wish to convey. However, interviewers

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can often tell if a candidate is reading answers and may ask unexpected questions to test one’s ability to speak extemporaneously. Non-native speakers of English should take note that telephone interviews are sometimes used to assess language ability.

Telephone Interview Checklist Before the interview: Get all the details straight when you arrange for the interview: • Clarify the time for the interview, both when it will start and how long it should last. If possible, find out how many people will interview you and learn their names and something about them. • Make sure you have the name and phone number of the contact person in case you need to reach him or her before the interview. • Be prepared to share copies of materials with your interviewers such as syllabi, reprints, abstracts of articles on short notice. You will not necessarily have time to discuss all of these. Prepare for the interview: • Decide what you want to convey about your research, your teaching and about why you’re interested in this institution. • Practice answering questions with a faculty member or a university career counselor. See Chapter 13, ‘‘Interviewing,’’ for sample questions. • Be sure to prepare good questions to ask an interviewer. • Research the institution, departments, and interviewers. Arrange for the logistics of the interview: • Find a quiet place, whether it be in your home or office, where you will not be interrupted. • If you don’t have a quiet space in your home or department, see if you can find such space in the library, the career center, or another space. • Check your phone’s signal and settings; silence alerts and notifications.

During the Interview If you don’t catch a name when the interviewers are introduced, have it repeated, so that you know it. You may wish to jot down names and any other identifying information you are given; no one will see you refer to these notes during the conversation. Do your best, and concentrate on the conversation with the interviewers and the ideas you are trying to communicate, rather than on how well you

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are ‘‘performing.’’ However, since you won’t have visual feedback, don’t hesitate to ask whether you are making yourself clear, if the interviewers would like to hear more about a given topic, or if they would like to move on to another subject. When your interview ends, briefly summarize your interest in the position and what you feel you could contribute to it. Keep it short. This is also the time to find out the next steps in the selection process including their planned timeline. Since you can’t shake hands with the interviewers, try to say good-bye to each individually, if there are few enough of them for this to be practical.

The Video Conference Interview Like the telephone interview, the video conference interview is a scheduled event for which you can prepare. This kind of interview may feel like an odd experience. If an image of yourself appears on screen you might find it distracting, although it helps you understand what the interviewers are seeing. Depending on where the screen and camera are located for the interviewers they may be looking up instead of at you. It is also possible that multiple interviewers won’t all fit in the screen so it may be difficult to see them. Skype, Google Hangouts, and other videoconferencing tools, while not perfect for interviewing, are improving, and with the decline of travel budgets this kind of interview may become the preferred method of interviewing. An advantage of a video conference interview over a telephone interview is that it feels warmer and you can see how the interviewers react to you and what you say.

Video Conference Interview Checklist Before the interview: • Familiarize yourself with the video conferencing system you will use, and be sure to get the interviewer’s contact information. Turn on the camera and adjust the height/angle of the camera and position of the video window so that it will appear that you have good eye contact without having to look directly at the camera. • Check out what the room behind you looks like. Get rid of piles of paper, coffee cups, and anything else that contributes to a messy look. • Make sure that you will not be interrupted by your partner, roommates, children, pets, ringing phones, timers. • Decide what to wear. Test your outfit onscreen to make sure it is flattering and not distracting. • If you have a microphone attachment or lavaliere microphone, use it. The search committee will probably hear you better.

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• Turn your email pop-up and other ‘‘alerts’’ off. • Facing a window in the room diagonally may provide good light on your face and no reflection on your glasses. • When lighting comes from behind your head, it can put your face in shadow. Test light levels at the time of day the interview will be to see if you can tell where the light is most beneficial for illuminating you during the conversation. • Don’t schedule back-to-back interviews as an earlier one can go off schedule. Prepare for the interview: • Decide what you want to convey about your research, your teaching and about why you’re interested in this institution. • Be sure to prepare good questions to ask your interviewers. • Research the institution, departments, and interviewers. • Consider doing a practice video conference interview with a career advisor or with a friend. See Chapter 13, ‘‘Interviewing,’’ for sample questions. Arrange for the logistics of the interview: • When you set up the interview determine what to do if you lose your connection. See if they would prefer you to call back or have them call you, should you be disconnected. If there is a problem, it may help your candidacy to be shown handling a problem well. During the interview: • Smile. • You can have the materials you sent the search committee in front of you, but don’t spend a lot of time looking down at the documents. • Even if it feels non-intuitive, look at your computer’s camera, in particular if it is one built into the top of your monitor. Do not look constantly at the screen, as you may appear to look down rather than approximating eye contact with your interviewer.

The Conference Interview In some disciplines, preliminary interviews for most of the entry-level jobs in the country are held at the annual meeting. You may be one of ten or more well-qualified candidates on a long interview schedule, interviewing under conditions of stress and possible confusion. So what do you do? First, reassure yourself that other job candidates face the same situation. Practice

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before the conference so that you can convey key information succinctly and make the most of limited time. Practice ensures that when the interview arrives you can relax and respond flexibly to interviewers, knowing that you’re prepared for whatever arises. Be prepared to be interviewed by a group. Three to six department members is a typical size, but the number varies. When you schedule your interview, ask the person who is arranging it how many people will probably interview you, so that you have some idea of what to expect. You may have interviews in hotel public areas set aside for that purpose. Some departments will have taken suites of rooms for interviewing. Others will interview in an ordinary hotel bedroom. Of course the main function of a national conference is to share new research in the discipline. If you are giving a talk, be sure to schedule your interviews so that you have enough time to relax and gather your thoughts beforehand. Allow enough time to get from one location to another, bearing in mind that interviews may run behind schedule. Don’t book yourself so tightly that you arrive late and disheveled to speak with the institution that is your first choice. Don’t hesitate to reschedule an interview if you find that two are too close together. You may have to make travel arrangements before you know whether you will be interviewing, which can be difficult on a limited budget. It is helpful to think of the national conference as a chance to have both scheduled and unscheduled chance meetings with scholars in your field. Making the most of these encounters will be to your advantage, not just in this job search but throughout your career. If networking is a concern for you, you might want to take a look at Chapter 5, ‘‘Building an Academic Network.’’

Keeping Your Audience Engaged Important as the job interview is to you, it may be less interesting to members of the interviewing team. They may be preoccupied with other aspects of the conference, be tired, and find that interviewing a long series of candidates is not their preferred occupation. Make every effort to be engaging! You are very likely to be asked to discuss your research. Try hard to give a succinct introduction to your subject and to gauge your audience’s immediate reaction, adding more or less detail as their responses suggest. During each interview, try to introduce something that will make you memorable. This could be some striking aspect of your research, a particularly innovative teaching method that you’ve used, the fact that you’re trilingual, or anything else that will help people remember who you are. Even if one member of a group does nearly all the talking, address your responses to everyone and try to make eye contact with everyone in the room.

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Dealing with Difficult Situations At a conference you may encounter other situations that do not conform to a script for the perfect interview. There may be schedule confusion, department members may float in and out of the interview suite, or an interviewer may have had too much to drink. Anything you can do to appear unruffled will work to your advantage. Try not to let annoyance at an interviewer’s behavior get the best of you. Always feel free to act in a way that maintains your sense of personal dignity. If anything inappropriate occurs (for example, if an interviewer keeps pressing you to have a drink when you don’t want one), realize that setting personal limits is appropriate and will serve you well in the long run: ‘‘Thanks, no. I’d like to begin to discuss the position you advertised.’’ In the extremely unlikely event that you find yourself in what you regard as an impossible interview, in which all your best efforts do not dissuade the interviewer from creating a humiliating situation, feel free to terminate the interview, as calmly as you can: ‘‘I’d like to discuss the position, but now doesn’t seem to be a good time,’’ or, ‘‘There doesn’t seem to be a good match between our interests, so I won’t take more of your time. Thanks for inviting me to the interview.’’ In such a case check immediately with your advisor or someone else from your department who is attending the conference. If anything seriously inappropriate has occurred, it may be possible to arrange another interview under better conditions. Usually, however, conference interviews are hectic but professional. Try not to get bothered by minor issues and to keep a sense of humor. Everyone else will be interviewing under the same stressful conditions, and things will not go perfectly for anyone.

Conference Interview Checklist Before the interview: Get all the details straight when you arrange for the interview: •

The logistics of arranging interviews vary from conference to conference. Find out from your own department how yours works. • Clarify the time and place for each interview. If possible, find out how many people will interview you and learn and memorize their names. • If interviews will be held at more than one hotel, make sure that you know how you will get from one to another, and how long it will take, so that your schedule is realistic. • Make sure you have the contact information of the person organizing the interview in case you need to reach him or her before the meeting.

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Prepare for the interview: • You may have limited time for research before your interview. Try to learn something about every school with which you will interview using both your network and online searches. • Research publications by department members and become familiar with some. • Learn whether the department stresses teaching or research and how it presents itself to the world. • Decide what you want to convey about your research, your teaching, and why you are interested in this institution. • Practice answering questions with a faculty member or a university career counselor. See Chapter 13, ‘‘Interviewing,’’ for sample questions. • Be sure to prepare good questions to ask an interviewer. Plan for the unexpected: • Bring extra copies of your CV and the other materials you submitted to the search committee. • Bring copies of your dissertation abstract, statement of research plans, and other materials you may wish to show, if time permits: syllabi, reprints, abstracts of articles. You will not necessarily distribute all these, but you will be prepared with them should you need them. • Bring whatever accessories or repair materials (buttons, glasses, or an extra pair of contact lenses) you might need, to avoid last-minute sartorial disasters. • Depending on current airline policy, try to avoid checking anything important through on the airplane. Bring the essentials (application materials you used in applying for this position, your presentation, and interview clothing) in carry-on luggage.

During the Interview If possible, begin by shaking hands with the interviewer(s), even if you need to take the initiative to do so. If schedule problems cause you to arrive late for an interview, apologize, and then try to forget it and begin on a calm note. If you don’t catch a name when you’re introduced to someone, have it repeated, so that you know it. Do your best, and concentrate on the conversation with the interviewers and the ideas you are trying to convey, rather than on how well you are ‘‘performing.’’ When your interview ends, briefly summarize your interest in the position and what you feel you could contribute to it. Keep it short. If possible, shake hands with the interviewer(s) when you leave. This is the time to find out the next steps in the selection process, including the planned timeline.

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After the Preliminary Interview A timely, brief thank you message is a courtesy that can reinforce your interest in the position. It is normally not always necessary to write to each person you have spoken with. An email note to the person who chaired the search committee is sometimes sufficient; in this note you can ask the chair to convey your thanks to the others. You may have more than one preliminary interview and find that it is easier to establish rapport with some interviewers than with others. Do not let any awkwardness with this kind of interview sour you on the department or the job. You may find that, if you are invited to campus, rapport is better and easier to establish there than in the short interactions of the preliminary interview.

A Desirable Dilemma: Early Offers Occasionally, in fields in high demand, candidates have received immediate invitations to campus interviews, or even job offers, as a result of conference interviewing. While most candidates long for just this sort of dilemma, and the attention can be flattering, try to keep a sense of perspective. You may feel you have little to lose by accepting another campus visit, but stop short of making trips to places where you have no interest in working. If you receive an offer before you feel you have had a reasonable chance to explore the market, express pleasure at having received it, but explain that you need more time to make up your mind, and negotiate for as long as you can before you need to make a final decision. Don’t let the overtures affect your perspective to such an extent that you begin to seem arrogant, an attitude that can quickly alienate even those who were initially very enthusiastic about your candidacy.

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Chapter 15 The Campus Visit

By the time a department invites three to five candidates for a visit, it has determined that all are highly competent. During the interview the search committee tries to assess such intangibles as ‘‘potential,’’ ‘‘fit,’’ and ‘‘tenurability.’’ It is as important to be prepared to be convincing and articulate on campus as it is at during a preliminary interview. In addition, the abilities to respond flexibly to the requirements of unpredictable situations, to talk comfortably with others in informal, unstructured meetings, and to convey interest in the institution to which you’re applying will help you land the job. As institutions increasingly view tenure-track hires as major financial investments, campus visits for these positions have become quite long, sometimes extending to three days. While the minimum requirements of a campus interview are usually a presentation to faculty and interviews with several faculty members, a visit might also involve teaching a class, one to several group faculty interviews, meetings with graduate and undergraduate students, several individual meetings, meals, a reception, and entertainment. You may meet individuals ranging from a dean to a junior representing the departmental majors’ club, from genuinely stimulating potential colleagues to the curmudgeon who makes it his or her business to ask all speakers to relate their presentations to his or her own field of thirty-yearold research. Flexibility and a sense of humor will serve you well. Be prepared for potentially problematic aspects of the visit.

The Presentation and Its Question Session The significance of giving an excellent seminar, also called a job talk, can hardly be overemphasized. An outstanding seminar can make up for many other shortcomings, but a poor seminar is seldom forgiven. The seminar is used as an opportunity to assess a candidate’s research; how he or she handles questions and thinks on his or her feet; how he or she performs in the

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classroom; and even whether he or she has a sense of humor and a stage presence that suggest he or she will be successful at conferences, in the classroom, and in other professional forums. It is important that you are familiar with presentation conventions in your field or discipline, particularly if you do not have a lot of presentation experience. Pay particular attention to giving the context and motivation for your research. Within the first five minutes you should convince your audience that your work is important. Before you leave for your campus visit, practice this talk multiple times, and at least once in front of faculty and graduate students from your own and related departments. It is important that you speak enthusiastically about your work. Some job candidates find it helpful to think of their work as an engaging narrative that will draw the audience in. Remember that not everyone in the room will be a specialist in your field of research, so introduce your topic clearly and lay out a plan for what you will discuss. During the talk, try to establish eye contact with everyone present and avoid speaking in a monotone. Instead, use your voice to highlight the most exciting aspects of your project. If some members of the audience seem uninterested or even fall asleep, don’t let that bother you. Don’t rush through your talk. Give your audience a chance to follow your ideas. Use clear language (‘‘first,’’ ‘‘as a result,’’ ‘‘in conclusion’’) to mark turning points. Make sure your presentation has a distinct and marked ending. You will want to have a strong conclusion so that your audience will know that you’re finished and will leave with a clear picture of your research. In the question period following a presentation, the department chair may field the questions or the candidate may have to do it. Knowing the research areas of faculty in the department may help you anticipate questions, so be sure to have a sense of who your audience may be before your visit. Even so, you may receive questions that leave you at a loss, point to a weakness in your work, or are challenging to the point of hostility. Stay calm and don’t let yourself be put on the defensive. Be confident enough to admit that you don’t know something. Respond to even unreasonable questions reasonably. Be prepared to venture new hypotheses. Again, practice in advance how you might respond to even the most off-the-wall questions about your presentation. Know that, in some cases, how you respond during the question and answer session is as important as the talk itself. Your potential colleagues want to see how well you can think on your feet.

The Teaching Demonstration When the interview is scheduled, find out who will be present for the teaching demonstration and what form it will take. These demonstrations are particularly common at teaching-focused institutions, but certainly not limited to them. They usually take one of two forms. You may be asked to teach

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students currently enrolled in an actual class and present a piece of their scheduled curriculum. If the department does not share the syllabus with you in advance, be sure to ask for it. A second type of teaching demonstration is to have you teach in front of a group of students or faculty convened for the sole purpose of watching you teach. In this case, the department may give you some guidance as to what to present, or they may leave this entirely up to you. Approach these situations as though they were normal classroom experiences. Plan to stay close to the teaching style that works best for you. If you normally give dynamic lectures, do not use the campus visit to experiment with small group work. If you shine at creating class discussions, plan an interactive session. Don’t let your nervousness override what you know to be effective in the classroom. For example, if the group is small enough and time permits, feel free to ask your audience to introduce themselves to you before you begin.

Interviewing with Faculty and Administrators It is likely that you will meet one-on-one with many if not all members of the department. If you are interviewing at a small school you will also meet with faculty in related disciplines. Be able to talk about the unique contributions you can make to the department with both your research and your teaching. Show that you understand the department’s goals, and demonstrate what you can add to them. At a large institution it is possible that you will meet with a dean, and at a small institution it is likely that you will meet with a provost or even a president. Although these people will probably not be in your field, you will want to talk about the importance of your research and teaching in an engaging manner. In addition you might want to ask them big picture questions such as the mission of the university and where the department fits within that. Some colleges and universities may arrange for you to meet with a representative from human resources so you can learn about the institution’s benefits and policies governing faculty life. You may meet many people throughout the day without having a very clear idea of who is critical to the decision to hire you. At the same time, you may begin to tire of hearing yourself discuss the same subjects over and over. It is extremely important that you be enthusiastic about these topics with each new person you meet. Everyone who meets you will want to form his or her own impression of you. So tell your story again to each new person with as much zest and interest as if it were for the first time. Also, when the opportunity presents itself, ask those who are interviewing you about their work. Most people will be happy to talk about their interests. This will give you a chance to switch gears for a few moments and help you get a sense of your potential colleagues.

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Social Events Social occasions are usually part of a campus visit. Realize that they are also part of the screening process. Follow your hosts’ lead in deciding how much to talk shop and how much to talk about topics of general interest. It is a good idea, however, to seize every reasonable opportunity to discuss your work and your field. You can also appropriately ask questions during these times. Your hosts will appreciate it if you make yourself good company: ask questions of others; initiate conversation; laugh at other people’s jokes; and display an interest in the people you are with. If you have no personal objection to doing so, have a drink if others do, but don’t drink enough to affect your behavior. Alcohol and interviewing can be a risky combination. One compromise is to have a glass of what is offered, but to drink only part of it. Particularly beware of ‘‘confessional’’ impulses. However friendly your hosts, do not confide that your preferences lie elsewhere, that you can’t wait to put distance between yourself and your advisor, or any other statement that later you are almost sure to regret having made. Keep in mind that in social situations, people may ask you questions about your personal life. Remember that you are still interviewing and be judicious about what you reveal. See Chapter 13, ‘‘Interviewing,’’ for information about illegal questions. It can be easier to handle these occasions if you are very outgoing than if you are shy, but shy people can convey their interest and intelligence through active questioning and perceptive listening. You must push yourself to be an active participant in the occasion. It is better to risk some less than perfect remarks and come across as an individual rather than as a reticent presence, so opaque that no one is sure what you are like or what you really think.

Your Opportunity to Learn About the Institution Interviewing is a two-way process. Even as others are assessing your candidacy for the position, you have an opportunity to learn about the institution and to decide whether or not you would want to work there. Both schools and departments have their own institutional cultures. You are most likely to thrive in a department and school in which there is a reasonable measure of fit between you and the others who work and study there. When the institution where you are the strongest candidate is not your ideal fit, asking thoughtful questions can help you learn how you could best thrive in that environment. This might mean starting a conversation by asking about someone’s research and teaching, what they like about the locale, what institution they came from, and about their various roles on campus. Take advantage of your time on campus to learn everything you can.

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Location and Physical Setting Gauge your own reaction to the appearance of the campus. Does it strike you as lively and inviting? Or do you feel that it is impersonal? In the middle of nowhere? Impossibly urban and congested? It is unlikely that you would choose a job entirely based on its physical setting and appearance, but it is important to be able to visualize yourself as at least reasonably comfortable going to work there every day. Look carefully at the office(s) and/ or research facilities, particularly the ones where you would be working. Do they appear adequate? If laboratory or computer facilities are particularly important in your work, your hosts will be likely to offer you a tour or demonstration of them. If they do not, however, and such facilities are necessary to your research, ask.

The Department Probably the single most important thing you will learn on a campus visit is what the members of the department are like. These are the people with whom you will interact on a daily basis, who will be available for discussion of ideas, and who will ultimately evaluate your performance. Will you be glad to be part of this group? It is certainly important to keep an open mind and to remember that first impressions are necessarily somewhat superficial. Nevertheless, your reactions to these individuals are some of the most important data you can gather during your visit. Pay attention to how people appear to relate to each other. Does the departmental atmosphere appear lively and collegial? Extremely hierarchical? Are there obvious divisions between competing factions? Do people appear enthusiastic about where they are and what they are doing, or is there a pervasive sense of cynicism and discouragement? Listen with healthy skepticism to anyone who takes you aside to tell you ‘‘what it is really like.’’

Students If you meet students, graduate or undergraduate, during an interview, take these meetings seriously. If students are part of the interview, it is possible that their opinions will be factored into the decision-making process. Graduate students will want to learn about how your work will contribute to the research profile of the department. Undergraduates will be interested to hear what new courses you can teach, the types of undergraduate research you can support, and, increasingly, how you can help them to make professional connections in their fields of interest. If you are particularly interested in teaching and your visit does not include any planned meetings with students, ask faculty members to describe both students and classes,

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or perhaps request to have this added to your schedule. If your visit includes any free time, you may want to spend it at the student union or other campus gathering place. Listen to what students say to each other. Introduce yourself and ask them questions. Pick up copies of the student paper and any other student-produced publications, which can give you a feel for current campus issues.

The Institution At a university, probably you will feel you work in your department and your school more than at the institution as a whole. At a college you will be more aware that the college itself is your employer. When you visit, you will very likely spend at least some time with someone who represents a unit larger than your prospective department. Use this as an opportunity to evaluate the role the department plays in the broader picture. Is it strong and respected? Slowly eroding? Rapidly establishing itself as a force for cutting-edge scholarship? As you learn throughout the interview, feel free to comment positively on what you are learning. For example, if your first interview of the day is with someone who devotes a great deal of time to describing the school’s excellent resources, for example, a center for translational medicine, in the next interview you can explain that you were impressed by what you learned and go on to explain why these facilities would be particularly advantageous in your own research. If you notice an extremely collegial atmosphere throughout the day, and at the end of the day the chair asks what you think of the department, by all means say that you’ve observed a lively exchange of ideas and are very attracted by that kind of atmosphere. Hiring committees like to know that you have read their institution correctly and can picture yourself functioning well in it.

On-Campus Interview Checklist Before the Interview Get all the details straight when you arrange for the interview: • Find out the length of the interview days and what meetings to expect during them. Most institutions will send you a schedule. A sample interview schedule is included at the end of this chapter. • If you do not already have a complete job description, ask to have one sent to you. • Will you be making a presentation? If so, on what? How long? To whom? How should it be delivered? What audiovisual or computer facilities will

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• •

• • •

•

•

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be available to you? If you want to use a particular kind of equipment, don’t hesitate to inquire about it. Will you be expected to teach a class? If so, to whom? On what? What has been covered so far this semester? If you would like to use audiovisuals or have access to the Internet, let the department know. Confirm all travel arrangements. When planning travel, allow more than enough time to compensate for flight delays or traffic jams. Find out how reservations should be booked (if you need your tickets paid for in advance, try to negotiate that with the department). Save all receipts for reimbursement of your expenses. Make sure you know the name of the person who organized your visit, where you are to arrive, how you will be met, the name of the person who will meet you, and all relevant phone numbers. If you encounter unavoidable delays while traveling to the interview, call as soon as you can and explain why you will be delayed. Take the time to research the campus culture, institutional mission, and make-up of the student body, as well as the department, its policies, and course offerings. The prospective students sections of an institutional website can be particularly telling. If you are visiting an institution where sports are a major part of campus life, know the names of the teams, both at the campus you are visiting and at your own institution, and how they are playing this year. Conversations about sports are sometimes used as icebreakers. Research publications by members of the department. Try to learn the names of most everyone in the department, so you can address them by name during your visit.

Practice both interview questions and your presentation: • Rehearse how you will respond to questions about your research, teaching, and interest in the institution. See Chapter 13, ‘‘Interviewing,’’ for sample questions. • Time your talk to ensure that it’s the right length. • Be sure your slides, handouts, and/or other presentation materials are ready in plenty of time. As a back-up, save your presentation materials so they are accessible online, on a flash drive, or in your email. • If your presentation is highly dependent on technology, have a plan for how you’d deliver it in the event of a technology failure. • Develop a ‘‘cocktail party length’’ summary of your research to use in more casual conversations. Bring: • Extra copies of your CV and any other materials you submitted to the search committee.

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• More than enough handouts if they are part of your presentation. • Samples of syllabi for courses you designed, reprints, and abstracts of articles. You will not necessarily distribute all these during the day but you will be prepared with them if you need them. • Whatever back-up items (buttons, safety pins, an extra pair of contact lenses) you might need to handle unexpected sartorial mishaps. • Something to do during delays in traveling to allay stress or help you feel productive. • Whatever you need (running clothes, something relaxing to read) if you will be nervous the night before the interview. • A snack you can easily consume during a hectic day of interviewing. • Try to avoid checking anything important through on the airplane. Bring the essentials (written materials, interview clothing, small toiletries) in carry-on luggage.

During the Interview Try to be focused and as fully engaged as you can: • Remember that each new person you meet has not heard your story yet. Be prepared to tell it again and again with enthusiasm. • Be sure to get to the room in which you will give your research talk a few minutes early so you can collect your thoughts and make sure any technology you need is working. • If someone asks you if you have any questions for them, make sure you do. You can build on what you learn throughout the day to formulate your questions. • If you don’t catch a name when you’re introduced to someone, have it repeated, so that you know it. Shake hands and make eye contact when you meet someone. • Acknowledge everyone present in a group interview, and, if possible, say goodbye to people individually when you leave. • If the day includes social events, follow your hosts’ leads in deciding how much to talk about professional and how much about social topics. At the end of the day, ask when a decision will be made, and when you may call if you haven’t heard anything. Find out whether you should turn in receipts for reimbursement or send them later.

After the Interview •

Jot down notes about your interviewing experiences for your own record.

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• Write a thank you email message to the main person who arranged your day. You can ask that person to convey your thanks to others. Most often, job candidates will write to the chair of the search committee. Take this as an opportunity to reiterate your specific interest in the position and the institution. In addition, if you had a particular connection with someone, or said you would follow up, be sure to do so. It isn’t necessary to write to everyone with whom you spoke. A sample thank you message is at the end of this chapter. • Follow through on the reimbursement process for travel experience. • Consider debriefing with someone whose advice you trust, possibly your partner, advisor, or a colleague.

The Chalk Talk In some fields, most often the sciences and engineering, job candidates are invited back for a second campus interview, during which the details of a potential job offer are discussed in more depth. At this time, candidates are often asked to give a ‘‘chalk talk’’ about their research plans. Do not be fooled by the seeming informality of this talk, and take this part of the interview process (and the full visit) quite seriously. The ‘‘chalk talk’’ is an aspect of the interview process that, while the format may vary by institution, overall represents a discussion of the candidate’s research agenda without the aid of slides or formal visual presentation. In research intensive institutions, the chalk talk involves describing a project that will be appropriate for a first grant proposal. This means you discuss hypotheses to be tested, several objectives, significance, and a realistic completion plan with long-term goals and directions. Unlike the ‘‘job talk,’’ which may be open to students in the department recruiting candidates, the chalk talk is attended only by faculty. One hour is set aside in which the candidate is expected to communicate research goals, specific aims of planned experiments, outcomes and analyses, and the reasoning behind the chosen methodology/approach, as well as potential alternatives in case research plans do not work out as expected. This aspect of the search process is a way to show you are ready to be a Principal Investigator, and understand the requirements of directing a lab, seeking and obtaining funding, understanding the external contexts (who you might be competing with, and what approaches they might be taking to solving the same scientific problems your research addresses), and finally, that your science will have a significant impact. It requires you to think on your feet, as the audience usually asks questions during the talk, not at the end. One key to success is having a strong organizational structure in mind when presenting. In preparing for the ‘‘chalk talk’’ it is recommended you approach your discussion as you might a research grant application. Write

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an outline of your research plans. This outline will be written on the board, and provide a guideline for the discussion. Focus on the strongest two or three future project directions your research might take. ‘‘The focus of my project is to answer these three hypotheses: .’’ Be sure to emphasize experimental design and the importance of the topic. As faculty members ask questions, you should do your best to be confident in leading the discussion and responding in a clear and thoughtful manner. Try to be enthusiastic and engaging, rather than defensive. Even the tough questions can aid you in justifying your approach to your research.

Special Considerations for Non-Tenure Track Positions If you are interviewing for a one year or adjunct position, your interview day is unlikely to be as full, as you will probably not give a job talk, and may meet with fewer people. You may be asked to teach a class and can certainly expect to field many questions about your teaching. You will want to communicate your enthusiasm for the type of teaching the department does, and for working with and advising students. If you are interviewing for a research-focused postdoctoral fellowship, be prepared to talk about how your research plans align with the goals of the fellowship itself. If, for example, your fellowship requires that you complete a book manuscript within the term of the fellowship, you will need to have thought about how you would do so. For those in the lab-based sciences, you can expect to meet with those currently working in the lab and discuss how your technical expertise and research interests can contribute to the overall workings of the lab. It can be hard to be enthusiastic about these temporary opportunities, particularly if your original goal for this round of the job market was a tenure-track position. These types of positions are a starting point for many academic careers. Take a look at the narrative from an older candidate about staying positive and handling the stress of the search for a tenuretrack position while working as an adjunct professor in Chapter 22, ‘‘Cultural and Experiential Diversity.’’ However, a series of short-term positions may also indicate a stopping point: be sure to evaluate how any particular opportunity will help to advance your career. If you think your prospects may be decreasing due to a long record of short-term positions, you may wish to consider other career paths. Refer to Chapter 23, ‘‘Exploring the Expanded Job Market.’’

Final Thoughts Going through the campus interview is a professional accomplishment. The people you have met are in your networks now to a greater extent than

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before. You have had a substantive opportunity to talk about your research and teaching and may even have received suggestions or ideas that will improve both. Particularly after a first campus interview, you have an opportunity to revise and improve your presentation. You may find that after having been through the process once, you may look forward to the prospect of future campus interviews with less anxiety.

Sample Schedule for a Campus Interview for a Tenure-Track Position This sample schedule, generously submitted by a candidate in STEM, includes both a job talk and a teaching demonstration, the latter very common at teaching-focused institutions. Dr. Marie Scientist

Schedule

Mon. Evening 21 Jan Dr. Scientist arrives in City, 2:02 pm American Airlines Flight 1234 Hampton Inn & Suites City-Main St., Confirmation 1234567 Dr. Scientist’s Cell

Dr. Scientist will take a cab or shuttle to hotel

888-555-1234

Dr. Scientist will have the evening to herself

Tuesday, 22 January 8:30 am

Dr. A will pick up and bring to campus

9:00 am–9:30 am

Meet with Dr. A, 123 Smith Hall

9:30 am–10:00 am

Meet with Dr. B, 123 Johnson Hall

10:00 am–11:00 am

Meet with Dr. C, 123 Singh Tower

11:00 am–12:00 pm

Lunch with students at the cafeteria TBD

12:00 noon–12:30 pm

Time to prepare for class

12:30–1:45 pm

Teach Dr. C’s class Math Methods, 456 Singh Tower

2:00 pm–2:30 pm

Meet with HR Benefits Discussion, Mary Smith, 890 Johnson Hall

3:00 pm–4:00 pm

Meet with Dr. D, 300 Lee Tower

4:00 pm–5:00 pm

Department tour by Dr. C

6:30 pm

Dinner TBD

Wednesday, 23 January 8:00 am

Dr. E will pick up and bring to campus

9:00 am–10 am

Meet with Dr. F, 300 Singh Tower

10:00 am–11:00 am

Meet with Dr. G, 410 Singh Tower

11:00 am–12:00 pm

Lunch with students—TBD

12:00–1:00 pm

Campus tour by student—TBD

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1:00 pm–2:00 pm

Free time

2:00 pm–3:00 pm

Time to prepare for seminar

3:00 pm–3:30 pm

Refreshments before seminar

3:30 pm–4:30 pm

Seminar presentation

4:45 pm–5:30 pm

Wrap up meeting with Dr. F

6:00 pm

Back to hotel and free time

257

Thursday, 24 January Dr. Scientist departs City Dr. Scientist will take a cab to airport 2:34 pm American Airlines Flight 9876

Sample Thank You Email Message Following an Interview Dear Dr. Name, Thank you for arranging such an excellent opportunity to become more familiar with your campus and department. I particularly appreciate your timing my visit so that I could see a student production. The enthusiasm of your students and the range and depth of the opportunities your department offers them are impressive. The visit confirmed both my interest in joining you and my belief that I would be able to make a contribution to the department that would be consonant with your current goals. I’ll be following up on Dr. Name’s suggestions about funding sources for expanding the curricular offerings in Asian theater. I’m enclosing my travel receipts. As you know, I’ll be in London until March 29, but I’ll check my email daily. Thank you again for the visit. Please convey my thanks to everyone who helped make my time on campus so stimulating and enjoyable. Sincerely, Hernando Applicant

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Chapter 16 Job Offers, Negotiations, Acceptances, and Rejections

Job candidates frequently tell us that one of the most frustrating aspects of job hunting is waiting to hear from the institution after applying, after a preliminary interview, and even after a campus interview. Not hearing after applying is understandable because for each job announcement sometimes hundreds of applications are received. Some departments don’t have the staff or don’t want to use them to notify those who didn’t make the short list. However, it is less understandable after a preliminary interview and, particularly, after a campus interview it feels downright rude. This is slowly changing as institutions develop and implement guidelines for faculty hiring that encourage contacting those who are not selected at each step. Many candidates worry primarily about receiving any acceptable job offer. As exciting as getting an offer is, there are important strategies to consider at this stage in your job search. And, for each offer you receive you face a difficult decision about whether to accept it at all. You and the hiring institution may have to agree on a timetable for acceptance and negotiate salary and other conditions. This process is particularly complicated if you have multiple offers as you may have to decide on your first choice, encourage a first choice school to speed up their hiring process because you have to meet a deadline for accepting another offer, and deal appropriately with schools that you accept and reject. First, make sure that you really do have an offer. The department member who tells you confidentially that you’re the committee’s first choice or the chair who says that the department is virtually certain that funds will be approved are not offering positions, merely expressing optimism. A job offer becomes a real offer when a salary and terms of appointment are attached to it and when someone has put it in writing. If you turn down a job for which an offer letter states a position and a salary in favor of one for which you’ve been told, ‘‘We’re as good as certain that the funds will be available,’’ know that you’re taking a calculated risk.

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Remember that in the period between the time a department offers you a position and the time you accept it, you are a ‘‘buyer,’’ in the strongest position to ask for salary or any other special conditions, such as research support, that may be important to you. Make the most of this opportunity by not rushing into agreements you may later regret.

Getting a Job Offer A job offer may come in the form of a phone call or an email from the search committee chair. While this is a time to express thanks and enthusiasm, it is not a time to say ‘‘yes’’ without further reflection. The thing to do is to schedule a date and time to discuss the job offer in more detail. You can confirm this second conversation with a simple email: ‘‘I was very glad to speak with you today and to learn I am your first choice. I have some questions for you and I look forward to discussing them at the [scheduled time].’’ Some institutions will send you a letter of offer early in the process; others will want to talk with you about terms before drafting an official letter. When you communicate with the search committee chair again, be sure to get any additional information that you feel may be necessary to make a good decision. This is the time to ask thoughtful questions about things such as research support, teaching responsibilities, and other terms discussed at the end of this chapter. Keep in mind that your questions should reflect an understanding of the type of institution with which you are negotiating. It is usually better to have one thorough discussion, rather than contacting the department with a different question each time. As you think about what you’d like to talk about, remember that tenure is perhaps the most important topic. If the prospects for obtaining tenure were not clearly discussed at the campus interview, plan to ask for more detail. How many tenured and nontenured members does the department have? How many junior faculty members would come up for tenure at the same time you would? How many people have come up for tenure over the last several years? How many were recommended for tenure by the department? How many were granted it? What are the standards the department would expect you to meet in order to recommend it? This is also a good time to become familiar with the faculty handbook, likely to be found on the institution’s website. Other questions involve the conditions of the offer and the job itself. How many courses are you expected to teach? Will you have an opportunity to teach over the summer for additional compensation? Is there a possibility of release time for research in your first year on the job? What resources will be available to support your research? If a spouse’s or partner’s job opportunities will be a major factor in your decision and you have already given some indication of that in an earlier

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interview, now is the time to find out exactly what the department meant when you were told that ‘‘We should be able to find something attractive for him/her.’’ Possibly you will want to arrange for a visit to the area by your partner, if the department is willing to give you a few weeks to reach a decision. Perhaps you would like to talk to others in the department who were not available on the day that you visited. Perhaps you would like to talk to someone who can knowledgeably discuss local housing and public schools with you. Perhaps you would like to learn about policies that may matter to you, such as parental leave or health coverage for same sex partners. Whatever it is that you feel you need to know, tell the person who makes you the offer so that arrangements can be made for you to obtain the information. Prioritize your questions; ask about things that seriously matter to you. If you ask endless questions about what appear to be trivial details, the department may begin to question its judgment in offering you the position.

Negotiating It is standard practice to negotiate an offer. Institutions will expect you to do so. There will be many terms in your offer, some of which you will be pleased with, others you will hope to improve. At the same time, negotiate with this particular institution’s needs and mission in mind. For example, a small, teaching-focused institution with only a few faculty in your field may not be able to offer you teaching release time in your first year. Job offers have been rescinded because of unrealistic expectations on the part of candidates. It is extremely important to conduct your negotiations verbally, usually over the phone (but occasionally in person), rather than by email. Doing so helps preserve the good feeling with potential colleagues, which is your working capital once an offer is extended. Email is a good way to confirm changes that have been agreed upon verbally, because it provides documentation and prevents relying on memory for details. You will not want to negotiate every aspect of the offer because you don’t want to seem petty. Focus on the conditions that are of particular importance to you. Remember that salary is not the only thing you can negotiate. Occasionally someone who cannot offer you more salary may be able to offer you other things (or perhaps there are other things you want more than a higher salary). The following are conditions some of which you might choose to negotiate.

Negotiating for Time to Consider Naturally you would like to decide as late as possible in order to ascertain what other offers you will receive, and the school that offers you a job would like you to accept as early as possible in order to close the search.

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These competing desires are reconciled through a process of negotiation in which you both agree when you will give the school a binding answer. Generally this time is measured in weeks. It is unlikely an institution would ask you to decide in less than a week; a two-week limit is more common. Extensions of a few additional weeks are not uncommon, but extensions measured in months are very rare. You may also find that some institutions make a practice of giving a very short decision time and some may even move on an earlier timetable in an effort to secure the best candidate. Before you propose a time to make up your mind, ask the school how long it had planned to give you. Some institutions will understand that you may want to see how you have fared in the market. However, if in your interview you have talked enthusiastically about why this school is your first choice, be careful your behavior now does not throw your earlier statements into doubt. In any case, convey enthusiasm for the offer at the same time you ask for time to decide. You may take this job and will want to begin it on good terms with your new colleagues.

Salary Whether you will be able to negotiate successfully for a salary higher than you are initially offered depends both on the market in your field and the institution with which you are negotiating. Even when the amount you could potentially negotiate is very small, however, it is worthwhile to raise the subject. First, be prepared by knowing appropriate salary ranges for this kind of position at this kind of institution. The AAUP and your scholarly association may have information and starting salaries for new assistant professors in your field. See Appendix 1 for more information. If possible, try to learn through informal channels how much flexibility the hiring department has to negotiate salary. If, in fact, the salary you are offered seems exceptionally high, you may be less inclined to negotiate than if it is low. If you decide to raise the question of salary or anything else substantive, the right time to do so is after you are offered the position, but well before the deadline for making a decision. If you decide that you want to try to negotiate a higher salary, what do you do? Begin by expressing enthusiasm for the job and asking whether the department has any flexibility on salary. Usually someone who is prepared to negotiate will answer, even if negatively, in a way that leaves a tiny opening. Note the difference between: ‘‘only in highly exceptional and rare cases,’’ and ‘‘I’m sorry, but we follow an institution-wide, unionapproved salary pay scale, and there’s absolutely nothing we can do about this figure, no matter how interested we are in a candidate.’’ If you raise the question of salary, be prepared to answer the question, ‘‘How much did you have in mind?’’ Frequently an inquiry on your part

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will be answered with a response that the person offering you the job will speak with others. As this gives you both a chance to think further, take advantage of the opportunity to seek additional advice from faculty members about the figure you have been offered. As you discuss salary, consider its long-term trajectory. Some well-known institutions pay less at the beginning, but more as faculty become more senior. Some institutions offer relatively small salary increases as faculty are promoted. It is fair to ask the hiring department to tell you the ratio between compensation for new and senior faculty.

Start-Up Package This is most commonly for people in the laboratory-based sciences, but research start up funds are made available in other disciplines as well. These are the funds you will need to launch and sustain your research program, usually until you get your first grant. With these funds you might buy lab equipment and supplies, hire technicians, fund postdocs or graduate students, or pay overhead costs. Space is also a concern when negotiating start-up packages. Below is a sample start up budget for an assistant professor of physics at a private liberal arts college. Note that she gave the college two budgets— one that detailed the bare minimum of what she would need and another that requested what was necessary for the ideal functioning of her lab. Lab equipment

Price

Absolute minimum

Table

14000

14000

Camera 16-bit with mount

3000

1500

Laser

3000

1500

Deformable mirror Wavefront sensor

25000

25000

Optics, lenses, mirrors

2000

1500

Stages

3000

1000

Tools, bases, posts, and screws

1000

1000

Lab computers (one computational and one basic)

3000

300

300

150

Gloves, face masks, lab suits Spatial light modulator

1000

Off axis parabola

400

400

Travel money to Z University

2000

2000

Z University clean room expense

1000

1000

Beakers, tweezers, trays, pipettes

200

200

Glass/windows

1000

1000

Spectrometer

2000

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Interferometer

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2000

Humidity control dehumidifier and humidifier Table cover for dust

400

400

3000

3000

Storage cabinets for optics

300

300

Desk

100

Fume hood (from the department)

0

Blackout equipment

100

100

MATLAB (for 3 computers)

2160

2160

Air compressor

1000

1000

70,960

57,510

Total

Teaching Load and Teaching Schedule Sometimes a new assistant professor will want a reduced teaching load the first semester in order to get research up and running; others prefer to teach less the second semester and concentrate on research once they know their way around the new campus. If you will live a distance from the institution you may want to schedule the courses you teach accordingly.

Research Assistants If no mention has been made of a research assistant and you’re going to need one, ask.

Computer Resources For many new assistant professors, an exciting part of the offer is the prospect of getting a new computer and other tech resources. If you need special software or access to expensive databases to do your research, now is the time to ask. One candidate shared her requested office equipment budget with us. Office equipment Laptop

1400

Desktop

800

Cables, remote, keyboard, and mouse

115

Hard drive for backing up data

130

Monitor

300

Programs

300

Printer and ink

150

Total

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3195

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Travel Funds and Conference Expenses Many offers include funding for at least one conference per year. If you plan to attend more than one or need to visit archives, libraries, or other types of research sites, negotiate for more travel funds. Below is the sample budget for one physicist at a liberal arts college, who included student travel as a part of her three-year budget. Professional development Professional membership (for 3 years) AAS (American Astronomical Society)

501

SPIE (Optical Society)

297

AAPT (American Association of Physics Teachers)

450

Sigma Xi (Scientific Research Society)

135

APS (American Physical Society)

207

AAPT faculty training

350

Extra conference money per year (including student travel) for 3 years

1500

Total

3090

Start Date Candidates can negotiate to defer starting a position for a semester or a year for many reasons, often so that they can complete their research or give birth and care for a new baby.

Moving Expenses/Housing Help Many colleges and universities provide this automatically. If your new employer doesn’t mention it, find out how much it will cost you to move, and raise the issue. Some institutions will also pay for an additional visit to the area as a part of this type of assistance. Below is a sample budget proposed by a candidate getting ready to move and set up a lab at her new institution. X College visit in August 20XX flight

350

hotel

900

car rental

300

per diem

300

Total

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Job Hunting for a Partner or Spouse Some institutions may provide help for a spouse. If your spouse or partner is an academic this might come as a chance to meet with a dean or faculty in the appropriate department. If your spouse or partner is not an academic this might come in the form of a referral to resources that might help with getting a job in the region. See Chapter 20, ‘‘Dual Career Couples and Pregnant on the Job Market,’’ for more information.

Additional Considerations Don’t hesitate to raise an issue that interests you, but make sure throughout that you maintain a pleasant relationship with the department so that they will remain glad that they offered you the position. Do so by restating some of the reasons there is a great fit between you. And realize that sometimes nothing at all will be negotiable. The terms of the offer may change during negotiation. Be sure to have them put in writing so that there is a very clear understanding, and a record of that understanding, between you and the institution as to what has and has not been promised. This is not simply a method of trying to pin down the chair. Rather, it is a way to establish a very clear written record and ensure that you and the department have the same understanding when it comes to teaching load, research support, and so forth. Normally all these issues will be put in a letter by the chair. However, it is appropriate, if the chair does not do that, for you to say, for example, ‘‘I look forward to receiving a summary of all these terms in my offer letter,’’ or, ‘‘My offer letter did not include a summary of all the issues we discussed. Could you please provide that for me?’’

Special Considerations for Non-Tenure Track Positions Many candidates will receive offers for non-tenure track positions. They often wonder, ‘‘can I negotiate anything?’’ The answer is: it depends. You probably will not be able to negotiate much, if anything, for a one-year position, but you may be able to do so for a three-year position, or one that is renewable. Be sure to only negotiate offer terms when you have an offer in hand. Salary is one thing you might address. At some institutions, the faculty handbook covers resources available to non-tenure track faculty (or associated faculty) as well as for tenure-track or standing faculty. Be cautious in how you ask for things. Research resources, travel to conferences, and software packages that might help you move forward on your own work while enhancing your teaching are items you could consider discussing with the chair. However, before starting a conversation with an institution or department, be sure to seek feedback from your advisors.

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When Your First Choice Isn’t Your First Offer If you haven’t yet had an interview with the school that is your first choice, it is doubtful that you would be able to receive an offer from it before you must accept or reject the job you have been offered. If you are well into the search process with your first choice, however, it is worthwhile to see whether you can hasten their decision. Furthermore, the information that someone else has offered you a position tends to enhance your chances. First negotiate with the school that has offered you the position for as long a decision period as it can give you. Seeing whether you can buy more time may be risky. The response, ‘‘I am very pleased to have the offer, but I can’t give you a final decision right now,’’ should not be given lightly. However, if the school is very serious about getting you, this response does offer the greatest incentive for them to give you a longer time to decide. Then immediately contact your first choice to let them know that you have been offered another position and to ask them what their time frame is. This is most effective if you have already interviewed with them.

Accepting and Rejecting Jobs At some point you have to decide. Do so with the idea that your decision will be binding for this round of the market. Make your initial acceptance or rejection by phone, then follow up with a letter that confirms what you have said. In a letter of acceptance, reaffirm any special conditions that were offered by the department. Once you have made an agreement, you are ethically, and perhaps legally, bound to appear for at least the first academic year of your appointment. It is increasingly common that the offer letter takes the form of a contract, in that it provides not only details about the job but also boilerplate language regarding appointments and promotions, background checks (where it will be necessary to use your legal name), employment eligibility, and other legal language. (Many institutions publish offer letter templates, which can easily be found by searching for keywords such as ‘‘faculty offer letter template.’’) To accept the job you must sign that letter and return it. Be sure to keep a signed copy for yourself. At the end of this chapter are two sample offer letters. Once you have sent in your letter of acceptance, immediately get in touch with any other departments with which you have interviewed, withdraw from the search, and let them know where you will be working. Tell your networks, but be judicious about when and what you post on the Internet, as the institution may prefer to be first to make the news fully public. Begin to think of yourself as a member of your new department and continue to stay in contact with its members until the time you arrive for work.

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When you decline an offer, do so very politely. This may take the form of a cordial phone call. Thank the department again for its offer, mention the positive attractions it held for you, and let the committee know where you will be going. In this short sample email message declining an offer, the candidate had spoken with the dean on the phone and then followed up by emailing the head of the search committee: Dear Name, You may have heard this from the dean already, but I must unfortunately inform you that I will not be taking the visiting position at WWW College next year. I have received an offer for a tenure-track job and, in this uncertain job market I have to take the longer-term opportunity. It was a true pleasure meeting you and your colleagues at ABC and I wish you all the best with your new colleague next year. With sincere best wishes, Candidate

Never burn any bridges. You never know when the people you turn down may be able to influence the direction of your career. So always stay on cordial terms with your colleagues in other departments, including departments that you have decided to reject.

Backing Out on a Job Acceptance When you accept a job, you should do so with every intention of taking it. Occasionally situations arise in which a candidate accepts a job substantially inferior to another which he or she is offered shortly thereafter. Is it ever acceptable to renege on a job commitment? Some people would say no, and others would say that occasionally any reasonable person would do so. If you feel the second job is by far the most desirable, then you need to examine your own values and anticipate possible reactions of other people and consequences if you back out on the first commitment. By all means discuss the issue with faculty members and administrators you respect.

If You Do Not Receive an Acceptable Offer on This Round Overall, competition for academic jobs is quite high; some years the job market is better than others. If you are in a very specialized field and come on the market in a year when there are few openings and many outstanding candidates, it may be difficult to obtain a position. At times a candidate will reject the only academic offer he or she receives in a given year, deciding that it would not be wise to take it, whether for personal or for professional reasons. Many fine candidates obtain positions the second or third time they go on the market. If you know you will face a tight market, begin to

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formulate a ‘‘Plan B’’ even as you apply for academic positions. (See Chapter 23, ‘‘Exploring the Expanded Job Market.’’) In many cases the best use of your time may be whatever kind of work is most compatible with continuing your research (or finishing your dissertation). The demands of a one-year teaching position are not always conducive to research. On the other hand, if you are interested in a position that stresses teaching and have very little teaching experience, a temporary appointment could be an excellent way to strengthen your credentials. If you interview for a position for which you think you are particularly well qualified but do not receive an offer, you may wish for some constructive feedback. However, the institution may have policies preventing faculty members from sharing this sensitive information with job candidates. If you do get feedback, listen without seeming to question the department’s decision. Try not to take what you hear personally but, rather, try to incorporate any suggestions in your next interview opportunity. Above all, work closely with your advisor as you evaluate offers, make alternative plans, and learn from the interviewing process. Of course you will be disappointed by rejections, but try not to let disappointment permeate your outlook. Discouragement can foster a vicious cycle in which you come across as frustrated and bitter in your applications and interviews, leading to more rejections and more discouragement. While venting to family and friends can be useful, avoid the unproductive and sometimes addictive habit of posting to online forums populated by disenchanted job seekers. As you are waiting to hear about one option, actively pursue others. If you are particularly hopeful about one job, while you are waiting to hear, plan exactly what you will do if you hear that you have not been selected. It is easy to feel that the application for a position was a waste of time if you are not selected for it. This is rarely true. Preparations for some applications will make other applications easier, the good impressions you’ve made will last, and the people you’ve met can become part of a lifelong professional network. Recognize that job hunting is stressful, time consuming, and hard work. The reality for many recent doctorates is that they live in expensive cities, postdoctoral funding is not available, or they are in fields where the norm is to go on the job market multiple times. Whatever the visible results of your efforts, plan to give yourself breaks and seek connections with people who support you. See the narrative from an older candidate about staying positive and handling the stress of the job search in Chapter 22, ‘‘Cultural and Experiential Diversity.’’

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Sample job offer by email. Note request for response in writing via email by the given deadline. Date Offer for Sofia Smith Applicant to join University of Z School Name Faculty on September 1, 20XX. 1. An appointment at a starting salary of $______ (nine month appointment for three years), as an assistant professor. Contractual terms as described in an official letter of offer that I will mail to you if you accept this offer. Under the current faculty contract you will receive an automatic 1.9% increase in salary on January 1, 20XX. 2. Your responsibilities will include teaching, research and service in the School Name. Workload will be assigned by the Chair of the Department Name to consist of three courses for the first year; thereafter, the standard workload policy of two courses per semester will be assigned. The Chair of the Department will also consult with you and assign a faculty mentor to you. 3. You are eligible for the standard benefit package including health, dental, vision, and retirement. Please contact School Name’s Business Manager, Name ([email protected]) if you have specific questions regarding benefits. 4. One month’s summer salary for June 20XX. You will have opportunities to earn additional salary during the summer for teaching or through external grants or contracts. 5. Within the first two years of your appointment you will be eligible to receive an internal grant from School Name in the amount of $______ to $______ to support your research. To receive these funds you must submit a research proposal with budget to the Dean. 6. You will be provided with a complete technology set up (hardware and software) for your exclusive use, to be designed by you in consultation with Assistant Dean X ([email protected]). Please note that any computer equipment purchased by University of Z will be considered the property of University of Z. You can view our standard technology package for faculty by visiting the School Name home page and clicking on the “faculty” resource link. 7. You will be provided with a private office at School Name; computer, telephone, internet, access to postage and duplication necessary to support your professional work. 8. School Name will arrange and pay for moving your professional library, materials, and other items for use in connection with your professional work from your office and home in [neighboring state] to your School Name office. You can contact Name to arrange for shipping. 9. Your department will sponsor you to participate in one national conference per year within the continental US. In addition, the Dean’s office will sponsor participation in a second national conference for each of your first two years at University of Z. Conference travel must adhere to University regulations. 10. You will need to inform me, in writing (e-mail), of your decision no later than 12 pm (Eastern time) on Wednesday, March 22, 20XX.

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Sample written job offer letter on institutional letterhead. Offer is for a one year postdoc, followed by a tenure-track faculty position. Candidate would need to sign and return it to accept the offer. Original was four pages. Date and mailing address Dear Jane Scholar, I am pleased to offer you a faculty appointment at Y University’s School Name beginning July 1, 20XX. The Initial year of this appointment will be as a calendar year Post-Doctoral Associate in Department Name, beginning July 1, 20XX, through June 30, 20XX. The salary for this post-doctoral year will be $_______. You will be working under the supervision of Dr. Name, department chair, with responsibilities to develop your research program and engage with the academic mission of the department and school through participation in faculty meetings and other events. There are no teaching responsibilities associated with the post-doc appointment. If your PhD degree is not complete by July 1, 20XX, this appointment will be instead as a Research Associate and will be changed to Post-Doctoral Associate the semester after completion of your degree. The second through fourth years of this appointment will be as an academic year tenure-track Assistant Professor in Department Name, beginning September 1, 20XX, and ending June 30, 20XX, renewable for a second three-year term upon successful reappointment review in 20XX-XX. Your academic year salary for this appointment will be $______beginning September 20XX. Salary increases for the subsequent years will be made in accordance with the Y University contract. Y University offers a competitive package of benefits including health, dental, and prescription drug insurance, a retirement program with employer contributions, and more; complete details are available on the university website. Please note that your health benefits will become effective two months after your initial start date, so you will have health insurance through Y University beginning September 1, 20XX. In your second and subsequent years your academic year salary will be paid over a twelve month period. We are pleased to offer you $______ in start-up funds during your first year to cover the cost of equipment (e.g., computer, software), research-related travel, hourly hire of research assistants (described here), and other research related expenses (described here). All purchases should be made through our university purchasing system when possible. In your second and subsequent years, you will be supported through our standard annual faculty research and travel allocation, which we guarantee to be at minimum $_____ per year through the three-year tenure-track term of this appointment. In order to support your move to this state, we will cover up to $_____in relocation expenses during summer 20XX. Y University has several approved moving companies and our business staff will assist you in arranging for your move once you have selected housing. To support establishment of your research program, we will pay you one month of summer salary (1/9 of academic year salary) in Summer 20XX and one month in Summer 20XX. Your teaching assignments will generally be made by the Chair of Department Name. A normal teaching load at School Name is two courses per semester for research faculty. However, during the Fall 20XX term you will have a one course teaching load. You have the option of requesting a summer teaching appointment in any year when you are not salaried for twelve months. Appointments for summer teaching are separately budgeted and generally pay 7.5% of your academic year salary, up to certain caps and with a limit on number of courses to be taught. Summer teaching salary is paid in full upon completion of the course. A one semester sabbatical at 100% of salary will be available to you after three years of service in your tenure-track probationary period, optimally taken after reappointment, during your fourth or fifth year.

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After tenure, you may apply for a one semester sabbatical at 100% of salary after six years (twelve semesters) of service, or for a one semester sabbatical at 80% of salary after three years (six semesters) of service, or for a full year sabbatical at 80% of salary after six years (twelve semesters) of service. The Y University Guidelines for Appointments, Reappointments and Promotions is enclosed for your information. Your appointment as an Assistant Professor is to the general teaching/research faculty, and therefore in accordance with and as defined in the attached policy, the criteria of teaching, scholarship, and service are the ones applicable for all of your evaluations for promotion and other personnel reviews, including post-tenure review and contractual merit pay and sabbatical leave consideration. There will be a formal review in your third year as an assistant professor for reappointment to a second three-year probationary term, and if reappointed, tenure review in your sixth year. In the event of a negative reappointment or tenure decision, there would be a one-year terminal appointment. Appointments, promotions, and salary increases for faculty are governed by the Y University policies and the Y University faculty contract which may be found at website and website. The Immigration Reform and Control Act of 1986 requires all employers to certify the identity and work eligibility of all new employees. This offer of appointment is therefore subject to your presentation of proper documentation as required by law. The Employment Eligibility form (Form I-9) is an online process, and all new employees must present the required documents to the employing department, in person, within three days of the employment start date (it can be done before the start date as well). Accordingly, please present the required documents to Name in the dean’s office no later than September 3, 20XX. You can see what documents you are required to have to complete an I-9 at http://www.uscis.gov/files/form/i9.pdf: note that Y University requires a Social Security card as one of the documents. In addition to Form I-9, all new employees are required to have their employment eligibility verified through government databases using E-Verify. E-Verify compares information from your Form I-9 to data from the U.S. Department of Homeland Security and Social Security Administration records to confirm employment eligibility. In the event that the E-Verify system from the USCIS gives Y University “Temporary Non-Confirmation (TNC)” of your eligibility for this job, we will notify you and give you the opportunity to respond to the USCIS within the required timeframe. If subsequent to a TNC on your case the E-Verify system gives Y University a “Final Non-Confirmation (FNC)” of your eligibility for the job, your employment in this position will be subject to immediate termination as required by USCIS regulations. If you accept this appointment, please sign and return this letter to Associate Dean Name by February 15, 20XX. A copy is included for your files. We look forward to welcoming you to Y University and to School Name. Sincerely, Dean Encl: C:

University Guidelines for Appointments, Reappointments and Promotions Professor Name, Chair, Department Name

Appointment accepted by Jane Scholar Signature Social Security number

Date of birth

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Chapter 17 Starting the Job

You have received and accepted an offer. Whether it’s at a place where you hope to stay or where you will live for only a year or two, advance preparation can help you make the most of the coming year. If you have not already done so, complete your dissertation or current research. It is very important to have it behind you so that you can devote your energy to your new research and teaching responsibilities. Set deadlines for yourself and finish before the position begins.

Moving to Your New Job The most important move you make to your new job is psychological. You are no longer a graduate student whose progress toward a degree is directed by your advisor; you are no longer a postdoc whose research is directed by your mentor. You are now a scholar, about to assume a job that is both demanding and unstructured. You’ll have to teach your classes on a schedule, but you will have to devise your own schedule for accomplishing your research and any other professional goals. You will get little feedback unless you ask for it, and your progress will be formally evaluated at infrequent intervals. Therefore, you must serve as your own advisor from now on. In many cases, you will leave the city where you did graduate or postdoctoral work. Plan to move to your new institution one to two months before your new appointment starts. For most, this means you could start looking for a place to live in April or May. After you accept the job, contact the college or university housing office or look at the faculty section of the institution’s website, for information on housing for faculty. If you are moving a family, the office that handles housing for faculty may be able to recommend a realtor or relocation company that can help meet your needs. Get the names of a couple of recently hired people in your new department and ask them for housing, school, or child care suggestions. Also ask the institution for resources that might help with your partner’s job hunt. Try

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to handle these concerns and get settled in your new home in time to acclimate to your surroundings before your job actually starts. Get to know your way around the campus and the town or city so you can determine the most efficient way to get to your office, your lab, or your classes. Your professional and personal networks may be happy to make introductions to their contacts to help you start to form a new local network and sense of community.

Getting Ready to Start Get to know the staff and learn how the department works. Set up your new email account and website and find out where to get technical support on campus. Learn when to place materials on reserve, which departmental meetings you should attend, and when they are held. Visit and become familiar with the libraries and other resource centers. See what your teaching schedule is and start to think about setting up office hours. What are office procedures and deadlines? How will reading materials in your syllabus be accessible to students? Learn your institution’s course management systems. Before classes start and life becomes hectic, get a sense of the timetables. If the institution offers an orientation for new faculty, take advantage of it. It is a good opportunity to meet other new faculty and to build your support networks. One of the most important things you can do to assure success in your new job is to establish good working relationships with your new colleagues. Try to get to know them, both senior and junior faculty. Set up some lunch or coffee dates and get advice. Ask them what helped them and what they wished they had known when they started. Learn as much as you can about both formal structures such as classes and informal structures such as how information is passed through the department. Discuss students’ abilities and expected workloads so you can plan your classes accordingly. If you will be teaching large classes, find out how many students must be in a course before it is assigned a teaching assistant. Every department and school has its own history and its own way of doing things. Listen closely to everything you are told, but be careful to form your own opinions. If you feel you are hearing only one side of a story, take care to learn the other. While you are still new, try to establish a comfortable basis for communication with everyone in the department. Some of the people who will influence your ability to be productive are not fellow faculty, but the staff members in your department and school. They include academic coordinators, administrative assistants, librarians, business staff, janitors, IT staff, and the people who staff laboratory facilities. These people are integral to your work life; get to know them and understand the value of their contributions.

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Your Own Research During the first semester, you will probably have very little time to accomplish your research goals. Try to keep thinking about your research even when you cannot really work on it. Do you want to continue with your prior research plans, or do you feel you are in a dead-end area of research and need to use publications as your opportunity to redefine your work? Try to schedule a regular, dedicated period of uninterrupted time for your own work. Some junior faculty find it helpful to set aside this time for research only and avoid checking email or social media, chatting with colleagues, or handling administrative details. If you are used to working closely with your mentor, you may miss the stimulus of that interaction, as well as the structure imposed when you work with someone else. Of course, you will want to keep in touch with your advisor, but start thinking about others with whom you wish to collaborate or discuss your ideas. Giving a talk on campus can give you useful feedback and help you make yourself known to people with similar research interests. You can use deadlines for calls for papers as a way of giving yourself a realistic schedule for your work. If no one but you knows or cares about your research and you face no deadlines, you risk putting day-to-day demands ahead of the more major goals you wish to accomplish. If you are a scientist or engineer, your major initial task will be setting up your lab. You may need not only to order and assemble equipment, but also to recruit the people who will work for you on your research project. Your institution may or may not be proactive in helping with this process. Avoid future problems by taking the initiative to learn all the regulations with which you will need to comply. Meet the people who would be responsible for administering your grants. If you are doing something for the first time and know someone at your new institution or anywhere else who has already been through the process, save yourself time by consulting with that person. If this is the first time you’ve supervised people, develop your skills and get advice on how to do that effectively as well.

Teaching Find out whether there are institutional or departmental templates for a syllabus you should use. You will have to make policies for your students and develop structure for your classroom. Talk with other faculty and get suggestions. What are guidelines for grading in the department? How will you grade work? Are you going to grant extensions and under what circumstances? What is appropriate student use of mobile devices and laptops in the classroom? If you’re teaching a semester-long course for the first time, don’t try to make it perfect. Instead set guidelines for the amount of time you will dedicate to your classes and stick to those guidelines. For example, if you give

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yourself two hours to prepare a class you might do it in the two hours before it starts so that you will have a deadline that will force you to work efficiently. If you are developing a new course, search online to see if someone has already taught the course and possibly contact them for permission to use some of their materials. Some people avoid teaching new courses in the spring and offer new subjects in the fall when they have had the summer to prepare. You may be given a big class that no one else wants, such as a survey or introductory course. Try to put your personal stamp on it and make it your own, yet, at the same time, don’t feel you have to know everything. If you have not had much experience teaching your own courses, talk with some of your new colleagues or former professors from your graduate institution. Find out whether your institution provides any help to new professors such as feedback on teaching and workshops to improve pedagogy. University teaching centers often offer such services.

Students In addition to developing your teaching style, think about your students. In many institutions they are seventeen to twenty-two years old and come with complexities that go with that age. They are involved in themselves: trying to figure out who they are, academically, socially, politically, and personally. Academic matters are not their only concern. You may be at an institution where adult students are the norm—some will have gone to some college, or will have families, full-time jobs, and financial responsibilities. In addition, many students may be from other countries and are coping with learning English, homesickness, and adjusting to a new culture and academic system. Develop approaches that will reach these students. Consider broadly how you will communicate with your students. Your new institution may have relevant policies; make sure your ideas are in line with them. In addition to setting office hours you should decide how you will manage email and social media communication with students. Will you meet with students more than once per project? What kinds of exceptions will you make for students who miss deadlines or are absent? Talk with your new colleagues as well to find out what they do. Some students want to connect with professors because they are really interested in the subject; others are more interested in monitoring their grade. Some students might want to engage with you on a personal level. It is probably the best policy to be friendly with your students but not friends with them. Sometimes junior faculty members use their title to indicate this boundary to students and request to be called Dr. X or Professor Y. Another boundary you may need to maintain is on social media; in this case, being conscientious about the personal versus the professional and

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developing a consistent practice on how you will act with students on social media sites are paramount.

Self-Evaluation You might consider asking your students for a mid-term evaluation to get a sense of how your classes are going and how your teaching is perceived. You can use these comments to improve your course during the second half of the term. At the end of each term you will most likely be asked to have your students evaluate your teaching in a more systematic way. Then you can decide what you want to do differently and incorporate those changes as you begin planning for the second year. It can be helpful to get an informal discussion group going with other junior faculty and share ideas on successful teaching.

Keeping Lines of Communication Open It is important that you get involved in the life of your department and take on some responsibilities that feel important, such as directing honors students, supervising independent study, freshman advising, or running the colloquium series. Carefully choose a few responsibilities and do them well. Many institutions excuse their junior faculty members from serving on university-wide committees during their first few years, so they can concentrate on teaching and research. You will have a better idea of where you want to concentrate your energy once you have had a chance to settle in. You can strongly influence your new department’s view of you. Establish an interesting, positive, and comfortable way of discussing your own work and teaching, speak up about the kinds of achievements you wish people to associate with you, and take an informed interest in what other people are doing. Try to develop a relationship with a senior professor who can help you out as you feel your way through the first year. Ask him or her to visit one of your classes and then give you feedback. Also find out how your colleagues perceive you. Are you seen as fitting into the department? Are you seen as carrying your load? Are you seen as productive? As an assistant professor you are entitled to regular discussions with the chair and senior people as to how you are doing. Such regular feedback will help you keep on track in the process of obtaining tenure. It is also important to continue to maintain networks beyond your new department. Get to know other parts of your school or university and stay deeply involved with national and international networks in your discipline. This involvement will help you stay aware of trends and keep you flexible in developing your own work. Since you will never have enough

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time to do everything it might be desirable to do in your new job, frequently take a break to review your priorities. We hope these include ‘‘having a life,’’ taking care of yourself, staying involved with family and friends, and other personal interests.

Special Considerations for Non-Tenure Track Positions Many of you who are reading this book are accepting non-tenure track positions, at least for the first year. Depending on your position, you may already know some members of the department; or you may have only briefly connected with the person who offered you the job. Ask that person to articulate your responsibilities and, if possible, also talk with other adjunct faculty, so you have a clear picture of the expectations and can plan to meet them. It’s also important to get to know people, both for camaraderie and as they may become recommenders for you in your next search. If the position you have taken is on a nonrenewable contract and you will go on the job market again soon, it is especially important to stay in touch with everyone in your network. You need to plan your time extremely carefully, to balance your teaching and research with the demands of your job search. Do everything you can to protect your time, limiting your office hours and turning down all but unavoidable committee assignments. You will be tempted to focus on your teaching and your job search and to do no research. However, research may be what helps you get another job, so build in regular time to work on it.

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Chapter 18 Knowing About and Getting Tenure

Most institutions have some form of tenure. When you interviewed for your job or during the discussion of the offer, you probably asked some questions about tenure at your new institution. As you start your position and think ahead to the future, you should have a sense of how many junior faculty, both in your department and institution-wide, were granted tenure in the last ten years and how they were evaluated. Institutions often include a basic description of their tenure system on the faculty section of their website. Reading it and talking with your new colleagues should provide you with a reasonable understanding of the situation at your institution. The movement for the tenure system began in the early 1900s and became very strong after World War I. It was developed to provide faculty with freedom of expression. Proponents of tenure believe it is necessary to allow dissent in order to move research forward and protect free speech from institutional politics. Opponents of tenure believe it protects the unproductive and reduces institutional flexibility. The tenure system allows the new assistant professor a chance to grow comfortable with the institution, with teaching, and with research. It allows the institution an opportunity to evaluate his or her work. The usual span of time before making the tenure decision is six years, with tenure granted or denied by the seventh. Some places, however, go eight or nine years before making the decision. Though this may seem like a long time, it will go by quickly. Many institutions have a third year review or the equivalent so that you have a sense of your progress in meeting the requirements of tenure. Criteria used to determine tenure also vary from place to place. At a major research institution, research publications are most important. Both quality and quantity are vital, as well as ongoing productivity. Usually at least one book and some articles in refereed publications are necessary in the humanities and social sciences, while several journal articles are crucial in the sciences. The department may count only certain journals, so be sure to know which are considered important. Often, particularly in the sciences and engineering, much of your success will be determined by your

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effectiveness in obtaining funds to support your research. Concentrate on research, publication, and teaching—in that order. At small liberal arts colleges, teaching is the most significant criterion; however, research has increased in significance, and at the most selective liberal arts colleges research matters as much as teaching. At such a school you should refine your teaching skills and develop your own personal teaching style that is well received by students and ensures that they learn. Service activities such as participating on a committee, managing an honors program, and similar responsibilities are expected. At a community college, the review process will examine your teaching and your service and, at some institutions, your participation in your discipline. Therefore, it is important to learn the process and requirements at the time you accept a community college position. And while the tenure process is well established at some institutions, it is relatively new at others. One example is at religious colleges and universities, where, at one point the faculty was made up mainly of priests, nuns, or other religious, and where the vast majority of faculty members are now lay persons. At some institutions tenure and promotion may not be coupled with going up for promotion coming first and tenure later on, or vice versa. Again, here it is important to understand what is required for tenure when you accept an offer—likely, a strong teaching portfolio and some scholarship such as conference papers and/or journal articles in your research area or related to teaching.

The Tenure Process at Different Types of Institutions The following describes the tenure process at three different types of institutions.

The Tenure Process at One Large Research University Promotion to tenure has two stages of advancement, which includes a review at the end of the third year. This is an opportunity for departments and schools to provide feedback to the candidate, at an early stage about progress in scholarship, teaching and service that are needed for promotion to tenure. This third-year review helps clarify for the candidate what she or he should expect during the formal tenuring process. At the beginning of the sixth year, the review process begins in the department with the appointment of a three- to four-person subcommittee (all tenured faculty). The candidate prepares personal statements on scholarship, teaching, and services to submit to the tenure committee along with publications and teaching records. The committee collects oral and written recommendations from inside and outside the university. After these items are reviewed, the department has a meeting to take a formal vote.

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Letters of support from outside the institution are very important. The department puts together a list of outside reviewers who are prominent in the field. You may be asked to suggest additional reviewers. This list is vetted at the dean’s level and later at the provost’s. If the departmental vote is favorable, the chair writes a letter that includes the majority and minority opinions, adds his or her own opinion, and sends the letter with the review materials to the dean. The dean refers the packet of material to a personnel committee composed of tenured faculty from within the school. This committee has three subcommittees: humanities, social sciences, and natural sciences. The subcommittee reads everything and makes recommendations to the committee as a whole. If this committee includes a member of the candidate’s department, he or she will not participate in the discussion and will not vote but will answer questions. The chief job of this committee is to look at outside letters to see whether the research is judged important. When the committee has voted, the dean writes a letter and sends the results on to the provost. The provost gives the materials to a committee consisting of deans and other senior administrators. This group reads the outside letters, discusses research productivity, quality, and impact, and takes a vote. After a vote is taken, the recommendation goes to the board of trustees. (At some institutions the recommendation may go to the president, who reviews the files and usually accepts the provost’s decision.) The trustees act formally and legally on the case and a letter from the trustees comes to the successful candidate a few months after the decision. The process can take months because it takes a long time to get the outside letters. At some large institutions the provost asks each school to bring up all its cases at once; therefore the slowest department controls the process.

The Tenure Process at One Small Liberal Arts College At one small private college where the emphasis is on excellent teaching, the tenure process is somewhat different than the one described above. There are two evaluations before tenure. The first evaluation, the pretenure evaluation, occurs in the third year, with the idea that young faculty members have plenty of warning and advice well before the tenure decision. The second is for making the actual tenure decision and is held at the beginning of the sixth year. The three criteria for all evaluations, including those for full professors, are teaching, scholarly or artistic engagement, and collegiate citizenship. Teaching is the most important. Scholarly or artistic engagement, which includes publications, has become increasingly important, whereas it used to be equal in importance to collegiate citizenship. Collegiate citizenship

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is mainly committee work but also includes recruiting students, alumni activities, and advising student organizations. The candidate, often in consultation with the department chair, comes up with a list of persons from whom letters are requested. Some individual tenured members of the department as well as two from outside the department are invited to visit the candidate’s classes and write letters of recommendation, with the recommendations from the candidate’s department carrying the most weight. In addition, letters from students and recent alumni as well as from scholars at other institutions play a role in the evaluation process at this and many other small colleges. However, the most important item in the dossier is the departmental letter, written usually by the chair, but signed by all approving tenure-track members of the department. A unanimous departmental letter carries great weight. This college, like many others, has had a significant rise in interdisciplinary programs. Interdisciplinary appointments are based not in departments but in programs that have committees which include members of other departments; these committees serve as the equivalent of a department for the purpose of evaluations. The dossier is sent to a faculty committee, the Tenure and Promotion Committee, which consists of seven tenured faculty members whose decisions on retention, tenure, and promotion are formally recommended to the provost, president, and board of trustees. The committee makes its decisions based on the dossier, not on any information gathered by or known to any member. The formal power for granting tenure then lies with the board of trustees, who meet near the end of the academic year. The candidate learns the result immediately.

The Tenure Process at One Large, Urban Community College The tenure process for this community college includes expectations for excellent teaching, a commitment to service and community building, and an output of publications that reflects the support given, which includes provisions for some release time and travel funds as well as grant opportunities. A record of consistency in teaching is of paramount importance, but increasingly a record of innovation in teaching methods is also required. Unlike at many research institutions, faculty are expected to be on campus at least three days a week, and this is reflected in service requirements that include committee work, student mentoring, and participation in other campus-wide activities. Publishing a book is not required for tenure, but junior faculty members are expected to be active and up-to-date in their fields. Demonstrating this involves regularly presenting at professional conferences and publishing the equivalent of a peer-reviewed article every two years or so with other kinds of writing included as well. Publishing on the

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scholarship of teaching and learning in one’s discipline is generally equated with original research. Each year, student evaluations and peer evaluations of teaching are added to junior faculty members’ files, along with updated records of service and scholarship, and junior faculty members are given annual evaluations by their chairs, who are elected, not appointed. Reappointment votes are conducted within the department and at the college level by elected committees, with chairs presenting faculty members for consideration. These votes are recommendations, and the president can overturn a vote, though in practice this happens infrequently. There is an appeal process for anyone who is not reappointed, with such faculty members presenting their own case to a separate committee of elected, senior faculty members. The provost conducts a mid-tenure review after the fourth year, and tenure is voted on during the seventh year. Unlike many institutions, this one has separate votes on tenure and promotion, with promotion to associate professor generally requiring higher standards of research, presentations, and publications. Given the amount of records that are kept each year, the only items that are generally added to the tenure dossiers are hard copies of publications and any recent letters of recognition from professional or campus organizations. External letters of support are helpful but not required; some faculty members add letters from faculty in other disciplines with whom they have collaborated. Candidates learn of the outcome of the vote in the department in a letter sent by the chair soon after the department committee meeting, and they learn of the outcome at the college level in a formal letter sent by the president, which indicates what the college-wide committee has recommended and whether the president has accepted this recommendation to submit to the board of trustees.

Advice The years until tenure consideration will be among the toughest in your academic life. Concentrate on research and teaching, with the focus on tenure requirements front and center in your efforts. Try to avoid being department chair or serving on many committees until you have tenure, unless you know for sure that your institution weighs such service heavily in tenure decisions. If you are the only woman or minority person in your department, your presence on all kinds of committees will be sought. You will likely need to decline many of these frequent invitations, so that you can participate in conferences, publish, and gain visibility in your discipline. Know the tenure criteria well before you have to provide documentation that you have fulfilled them. At many institutions, teaching records are important. Letters are requested from students and recent graduates. Save teaching recommendations and start building that file early.

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Seek regular feedback about your progress from senior faculty members whose judgment you trust. Listen seriously to this feedback. Make an effort to talk with faculty in the department to let them know what you are doing. Talk with colleagues about your teaching and about good classes so that they perceive you as a strong teacher. Remain in touch with those in the field at other institutions in case you need external referees. Send them drafts of papers, solicit their advice, and meet them at conferences. Usually the tenure candidate knows at what stage of the review process he or she is. How strongly does your department support you? If it begins to look increasingly unlikely that you will be awarded tenure, you may want to start looking at other jobs before the formal evaluation process begins. Also consider the likelihood of tenure from an institutional perspective. How stable is the institution’s financial condition? How is your department regarded? Try to keep the whole process in perspective. Tenure decisions ultimately involve many variables, some of which, such as an institution’s financial situation, have nothing to do with a candidate’s abilities. Hiring committees at other institutions are fully aware of that. So if you do not obtain tenure, you will do what many other highly competent people in that situation have done. Stay positive and remain focused on the next steps that will allow you to continue with a productive career. Meanwhile, the whole tenure process typically occurs when you are establishing yourself in other areas of your life as well. You may be raising a family, buying your first house, meeting obligations to other family members, building a strong network of friendships that are deeply meaningful to you. You will not have unlimited time for these other areas of life, but do not neglect them either. Not only are they important in and of themselves, but the perspective that comes from realizing there is more to life than the next paper frequently makes the time you spend working more creative and productive.

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Chapter 19 Changing Jobs

At some point you may that find you need to go back on the market. There are many reasons this may be so. Perhaps your contract has ended, or you have not been granted tenure. Perhaps you originally wanted to work at a different type of institution but were unable to find such a position during your original job hunt. Perhaps you are going up for tenure this year and have received advice from trusted colleagues that you should go on the job market at the same time. Or, for one reason or another, you have decided to stay for only a few years. Maybe you feel that the institution hasn’t lived up to its original commitment to you in terms of lab space, research support, or something else that was negotiated during the offer. Perhaps you have been approached by another institution. Possibly your partner or another family member is unhappy with the location or institution and the situation cannot be improved for that person. If you have been conducting a long distance marriage or relationship for several years, you may have decided that being together is more important than your job.

Be Ready for Opportunities Continue to stay in touch with people at other institutions. These contacts are a vital means of engaging in your profession. In addition, knowing faculty at other institutions gives you greater access to information about positions that may be opening up and to a group of people who can comment favorably on your work. Keep your CV current. Once you have a faculty position, you are likely to have as the first section of your CV, ‘‘Current Appointment(s)’’ or ‘‘Academic Appointment(s).’’ Your education section, which may have been the first section on your CV when you finished your Ph.D., will likely move down. If previously you gave a lot of detail about your graduate work, you may now begin to omit it. For at least several years after obtaining your doctorate, however, retain your dissertation topic and advisor’s name. Add recent experiences and condense earlier ones. For example, if you earlier

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included detail about what you did as a teaching assistant, you may now merely retain the notation that you held the position. In general, it is a good idea to condense items, even if drastically, rather than drop them altogether. Do not drop early publications and presentations. In addition, make sure you are able to access past letters of recommendation in case you need them, keeping in mind that letters that are more recent are perceived as stronger.

If You Want to Make a Move Keep in mind that academia is a small world, and that if you put out feelers, chances are your department will hear about it. Mention in cover letters that you don’t want your institution contacted unless you are considered a very serious contender. You will need someone to recommend you. While it is true that you can have letters of recommendation sent without the knowledge of the letters’ authors using a service such as Interfolio, there is no guarantee that at least one of these people will not get a phone call or email about you. Therefore it is a better idea to speak with your recommenders, let them know what you are pursuing, and ask them to keep your search confidential. Your doctoral advisor, for example, could play this role. It would be helpful to have a recommendation from someone in your current department. You will have to use your best judgment about the advisability of letting someone there know your plans. While your current chair may be sorry to learn you wish to leave, you may be surprised to find that that person is willing to provide you with a good recommendation. If you begin interviewing extensively, it is almost inevitable that your department will learn you are looking elsewhere. It will depend very much on the individuals involved whether they view this as a perfectly reasonable activity or a lack of commitment. In any case, it is preferable that the chair hear from you, rather than from someone else, that you are looking. You may want to defer this communication until you are almost certain the person is about to have the information anyway. Finally, never use the threat that you will look elsewhere as a negotiating point. If you do not find another position quickly after making such a threat, your reputation with the department may suffer. To make a career move to a new institution responsibly, minimize new commitments, such as agreeing to supervise a doctoral thesis, in which your departure at year’s end would seriously compromise someone else’s plans.

If You Have to Move Two very common reasons for changing jobs in academia are not getting tenure or being very certain that it will not be awarded, or having accepted a short-term, nonrenewable position. In either case you will not need to

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keep your search quiet within the department, and you may find some very active allies there as you conduct your search. If you felt it was likely that you would be awarded tenure and you were not, it is almost inevitable that you will feel intensely disappointed. You may also feel very angry or depressed or experience a sense of personal failure. These feelings are natural and will most often run their course. Try to make every effort, however, to minimize their effect on your professional behavior. If you can deal with department members and interview as if you are confident and glad to anticipate your future prospects, you will receive more positive feedback and results, which, in turn, will make you genuinely feel better. Meanwhile, outside of work, do whatever else your experience has shown you is restorative for you. Don’t lose any time applying for jobs as soon as you find you will need to look. While you may have some impulse to avoid other department members after receiving a negative tenure decision, now is precisely the time you should be talking to them. Ask your strongest supporters if they will be willing to recommend you. Let everyone know the kinds of jobs you will be looking for, and ask people to let you know of openings they hear about. Give strongly interested and supportive people copies of your CV. Let all your professional contacts know you are on the market. It is most comfortable for all concerned if you take the responsibility for obtaining information. For example, rather than asking people to ‘‘keep you in mind,’’ ask whether they can suggest whom you might call at a specific institution, what they have heard lately about a particular department, if they know someone they might be willing to call on your behalf at an institution where you have applied, and so forth. Keep in touch about your search with those who seem enthusiastically supportive of it. If you sense that others are lukewarm, continue to keep in touch on a professional basis, but don’t pursue the topic of your search with them.

When Someone Else Wants You to Move A different kind of reason for changing jobs is that of an unsolicited advance by another institution. It is attractive to be sought out, so, if you decide to move, take your time and negotiate a good offer from the institution that is pursuing you. If you do not want to move, this is a great opportunity to give your institution a chance to keep you, through increased salary, an early, favorable tenure decision, or whatever else you might choose to negotiate. Be aware, however, that, unless your work is truly world-class, this is an exercise you will not be able to repeat very frequently. Whenever you say, ‘‘I will take this offer unless you do X,’’ there is a possibility that your employer will say, ‘‘We’ll be sorry to lose you, but it looks as if you had best take the offer, because we certainly can’t do that.’’ As when

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you negotiated for your first salary, begin with open-ended questions, and don’t give ultimatums unless you are willing to stand behind them.

The Graceful Exit As soon as you have accepted an offer at another institution, let your department know. Do everything you can to tie up loose ends in terms of responsibilities to other people. If there are those in the department to whom you are genuinely grateful, be sure to express your appreciation. If you can’t wait to leave every person there behind you, at a minimum, be courteous. Satisfying as you might fantasize it would be to tell everyone exactly what you think before you leave, doing so would almost certainly be something you would later regret. After you leave, keep in touch with people with whom you have enjoyed working. The opportunity to build a rich network of contacts, to have a group of people who live all over the country, and possibly the world, whom you know you will always enjoy seeing at an annual meeting, with whom you can correspond and exchange ideas, is one of the rewards of an academic career.

Special Considerations for Non-Tenure-Track Positions Those holding non-tenure track positions such as visiting assistant professorships, lectureships, postdocs, and other short-term roles will almost inevitably need to change institutions to find a tenure-track position. Job candidates in these roles often have widely variable experiences. You may find yourself in a department where faculty members are willing to do all they can to support your job search, or you may find that your existence in the department is barely acknowledged. Regardless of the situation you find yourself in, do all you can to cultivate allies, as you will need colleagues who can both write letters on your behalf and speak to your performance in your current position. Even if you have a good relationship with your departmental colleagues, if a tenure-track position opens up in the department, a national search will be conducted and you may or may not be selected to interview. Try not to let a situation like this affect the positive relationships you may have with your colleagues, and continue to conduct your search. Keep in mind that while a few years of working in a non-tenure track position will strengthen your CV, too many years of holding this type of role may hurt your candidacy for a tenure-track position. Get advice from trusted colleagues about how this might work in your field, and make sure to develop a Plan B if necessary. See Chapter 22, ‘‘Cultural and Experiential Diversity,’’ to read the advice given by a job candidate whose search for a tenure track position took several years. Also see Chapter 23, ‘‘Exploring the Expanded Job Market.’’

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Part VI Additional Considerations

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Chapter 20 Dual-Career Couples and Pregnant on the Job Market

Many of the conventions of academic job hunting developed when most candidates were American men whose spouses, if they had them, did not have careers outside the home. Today, candidates in the American academic job market are increasingly part of two-career couples and many intend to have families. Some institutions are well aware of this and have policies in place to assist couples on the job market and to support faculty members as they start their families; others may deal with these situations on a case-to-case basis. As has been discussed throughout this book, as a job candidate it is best for you to stress the common professional interests and identity you share with those who may hire you before raising more personal concerns. Faculty members often suggest not bringing up the existence of a spouse or partner until you have an offer. At the same time colleges and universities realize that a candidate may be part of a dualcareer couple. Very often if a department is serious about you, they will do what they can to assist your partner. Although every situation is unique, included here are some examples of job candidates who are part of dualcareer couples or were pregnant job seekers whose personal narratives might help you make decisions about how to handle your own situation.

Dual-Career Couples If you are part of a dual-career couple, before you go on the job market you and your partner need to articulate your goals in order to devise a search strategy that supports your personal and professional objectives and will help you answer potential employers’ questions honestly and clearly. Understand what the other partner’s career will look like; for example, in a couple where one partner is a scientist and the other is not, make sure the non-scientist partner understands the singular importance of grants in a science career.

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Consider the following questions in terms of what is right for the two of you, not what you think an employer wants to hear. • If one of you has fewer possibilities, perhaps because of being in a very small, specialized field, will that person find a job first, before the other one starts looking? • Will you both go on the job market at the same time? • Will you go only to the same geographic location as your partner? • What will you do if you both get great job offers but they are on opposite sides of the country? If you agree that you are willing to apply for and accept positions that are not in the same location, consider the following: • Can you afford two residences, travel expenses, and duplicate home furnishings? • Who will do the most commuting? How difficult is travel? A nonstop 2000-mile plane trip may be easier than a 300-mile drive, especially in the snowbelt. • How will frequent travel affect you? • How good are you at getting along alone? • Will your department allow you to concentrate your teaching into two quarters and be away the third? Can you teach only two or three days per week so as to have long weekends? (Don’t ask for these privileges until after you have received an offer.) It is usually a good idea to reach a joint decision about where both of you will search and within which geographic areas you are each free to act independently. Waiting to discuss these issues until you each have a wonderful job offer in locations thousands of miles apart sets you up for deciding who will ‘‘sacrifice’’ an offer. If the relationship is your priority, it may work out better to decide in advance on geographic locations in which you believe you can both find satisfying employment, whoever gets the first offer, and to concentrate your search on those areas. If you are considering tenure-track positions, look beyond the first job for your partner to other opportunities. For example, if you are offered a tenure-track position by a university that arranges an attractive postdoctoral position for your partner, consider what you both will want to do after the postdoc has run its course. On the one hand, dual-career couples will find greater opportunities in metropolitan areas, where it may be possible to change jobs without changing locations; on the other hand, institutions in more isolated areas may be more willing to proactively assist your partner. In fact, many institutions in non-urban areas link their job announcements to those of other institutions within 50 to 100 miles. HERC (Higher

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Education Recruitment Consortium) has a useful website to assist dualcareer couples. The fact remains that, given the national nature of the academic job market, balancing career development in a committed relationship can be challenging. It is particularly difficult if both are in highly specialized areas with very few openings. Accepting at least short periods of geographic separation may help make it possible, but separation in itself often puts a strain on a relationship. On the other hand, commuting may begin to look more attractive if one member of the couple is miserable because he or she does not have a job, and the other is miserable because he or she does. Most people find they need to make a series of choices over the course of a career. The decision you make now will reflect your current priorities and may well be reevaluated as time goes on. Be aware that a department wondering whether you will accept a job offer may connect to someone in your department to ask how your personal situation is likely to affect your acceptance. Once you have made your decisions, be very clear with your advisors about how you would prefer that they explain the situation. For example, your advisor might be asked if your partner would really be willing to move. While discrimination based on couple status or parenthood is not legal, unfortunately we cannot say it never occurs. Search committee members may be as likely to call the person they know best in your department as they are to call your advisor, so it is generally to your advantage to have as many people as possible know that you are willing to commute, are committed to a particular geographic location, or whatever else is the case. Decide at what stage to tell employers that there are two of you: during the interview process or only when an offer is made. If you will accept or reject an offer totally independently of opportunities for a partner, there is no particular need to discuss your partner’s plans at any point of the negotiation. More commonly, however, your partner’s reaction to the location of the position or success in finding a job for himself or herself in that location will be a factor in your decision. While campus policies move increasingly toward valuing diversity in the faculty and student bodies, and civil rights for same-sex couples are being established federally and at the state level, candidates who are part of samesex couples must add to their list of considerations whether to share information about their sexual orientation with departments, where responses might range from welcoming, to indifferent, to rejecting. Whether to put on the table immediately the existence of a personal relationship of which some employers may not approve is a highly personal decision. If you decide it is something you wish to keep private, make sure everyone who will recommend you understands that. On the other hand, some couples decide that since they do not want jobs in which they feel they need to

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conceal their private lives, they will be forthright about their relationship, and by extension, dual-career goals. It may be helpful to talk with other couples in the same situation to find out what their experience has been and what they recommend. For any dual-career couple it can be difficult to decide when to ask about opportunities for a partner. If you ask too early, you may lead the search committee to wonder whether you will be willing to accept the position and, hence, perhaps to give less weight to your candidacy. If you ask too late, particularly if you make it clear that you will not take the job unless your partner finds a suitable opportunity, you may lead the hiring department to feel as if you have suppressed important information. In addition, if your recommenders feel that they have gone out on a limb for you unnecessarily, they may be less willing to do so again, especially if you have turned down an extremely competitive position. You will need to use your own judgment, which will be improved if you seek advice from advisors and colleagues you respect. Your strategy will be affected by your partner’s situation. Each couple will have a unique configuration of degrees and career goals, some of which are articulated here. Learn from other couples what has worked for them. Knowing how others evaluated their situations can be helpful, and others may have thought of solutions that may be effective for your circumstances as well. Included here are several narratives generously volunteered by individuals who faced the job market with their partners.

Ph.D. and Ph.D. on the Job Market Together If there is any likelihood that you will actually be competing for the same positions, how you will handle the competition is something to consider. If you and your partner are applying to the same department, you may hope that no one will notice that you are attached to each other. Even if you have different last names, however, that is unlikely, given the small-world nature of most academic disciplines. Thus it is also important to let those who are recommending you know how you plan to handle your searches so that they can help you reinforce that impression. A department that feels it would be ‘‘pitting partners against each other’’ might end up interviewing neither. For couples in similar fields, job sharing may be an option if you are willing to consider it. Hiring institutions, however, may be skeptical about the arrangement unless they have had previous successful experience with it. Before you pursue this option, make every effort to identify and talk to some people who have done it successfully, so that you can get some firsthand advice. If you and your partner are in different fields, it will probably be necessary to tell the search committee that your partner is also looking for a job.

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Then, see if the search committee will put in a word for your partner with the appropriate department at the institution. Keep in mind that the second position offered may be less desirable in terms of rank or salary. Have an open discussion about how this could affect your dynamic.

Couple: Two Ph.D.s in the Same STEM Field We met while graduate students in microbiology. B was a year of ahead of me in grad school. We knew that we both wanted to stay in academia and were determined to find postdocs together in the same city. As B was further along in completing his dissertation, B started looking for a postdoc first. He received a few offers from labs on the other side of the country and asked them to wait several months for his decision until I finished applying and interviewing for postdocs. I then applied for postdocs in the same cities. After I finished interviewing, we sat down and discussed the pluses and minuses of each city and lab and were able to come to a consensus on a city that had excellent options for both of us. B started his postdoc first and I started my postdoc half a year later. We were both there for about six years. Halfway through our postdocs, we knew that it would take a while for us to both get faculty positions and so we decided to start applying early. B had a paper but I didn’t when we started applying. We decided to tell them we were a couple in our first few application letters. We got one joint interview. We then decided it would be better to apply separately and not let it be known that we were a couple. We actually ended up being competitors for the same job several times. That year we received one tenure-track job and one research-track job. The following year we broadened our search. We talked about the possibility of both of us NOT getting tenure-track jobs and what we’d do. We decided that one of us would be willing to compromise on the job but we both wanted to be in the same location. At one school, they knew from colleagues in our field that we were married and we were actually interviewed together and received a job offer. We also ended up with situations where one of us got an offer and the other didn’t. We also looked into job opportunities at companies. Interestingly, University of X, the institution that hired both of us, googled us and discovered that we were a couple after they had already decided to interview both of us. Since University of X had a mechanism for spousal hires (and increasingly more institutions are recognizing the value of doing this), it all worked out for us although there were a lot of moving parts. Throughout the process we tried to be realistic about the potential outcomes, but we worked really hard to try to achieve the best possible situations for both of us. It’s important to really believe in yourself and think of yourselves as a team. The process can be long and challenging, and there are lots of ups and downs. It can definitely be a strain on a relationship for both people to be simultaneously looking for jobs, but it is important to communicate, be honest, and be supportive of each other throughout the whole process. One or the other of you may have to compromise to some degree on what you want, but the important thing to keep in mind is what is important to each of you and what is less important. And as with any interview it’s important to see if the institution and department feels like the right fit for both of you. And keep in mind that once you both land the ideal jobs that you want, you will both be setting up new research programs or establishing new teaching curricula, and both working harder than ever, so it will be even more important to

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continue to work together as a team and support each other through the challenges of being junior faculty as well.

Couple: Two Ph.D.s in the Same Humanities Field When I met my partner at a professional conference, we both knew the path ahead would not be a simple one. We are both academics in the humanities, and when we met, she had a tenure-track job while I was ABD and on the market. At first, we had many conversations about our potential career paths; we didn’t have the benefit of starting out together, but rather met already well into our early careers. We had frequent conversations about our professional pursuits from the beginning, but much of our strategizing was moot until I finished my degree. When our relationship first became serious, my partner began a conversation with the institution where she held a tenure-track position in order to see what might be possible for me. This was a slow process. The negotiations sped up once we were engaged and then married, but the institution still could not guarantee me a full-time position. My partner went on the job market again (I did too, for the first time) and she secured a tenure-track position at another institution. We tried to negotiate a tenure-track position for me the moment she was offered the position, but compromised for a guaranteed two years of teaching. While they have offered me more than originally agreed upon, there is no guarantee in sight for something on the tenure track. Her institution has tried its best to accommodate both of us, offering me regular adjunct work, and even involving me in the meetings and activities of the department. Our colleagues in particular are very understanding and encouraging of our success, and have done everything in their power to set me up for success at the school. But setting someone up is not the same as a full-time position; I have been open about my wishes for my future with the school, but honest about my needs and best interests as a professional. I will re-enter the job market this year, now in a better position with a degree in hand and experience under my belt. I continue to happily teach and advise at our current school. My partner and I have discussed at length the myriad situations and complications that could arise from my job hunt. Ultimately, we find these conversations exhausting and abstract. Instead, we have found it far more helpful to discuss our priorities in terms of geography, lifestyle, and family; we agree that we can only begin to make concrete decisions once a real offer presents itself. While our ultimate goal is to have two tenure-track positions, our priorities limit us in wanting to stay together geographically for our family and our mental well-being. Whenever priorities have to be decided, compromises must be made, and we have agreed that making these sacrifices is well worth it in the long run.

Ph.D. and Non-Ph.D. When it appears to you that a search committee is seriously considering you for the job, you may wish to tell them about your partner and ask if they can offer any kind of assistance, such as names of people to contact for advice and suggestions about opportunities in the region. If you want help for your partner, ask for specific resources between the time you are offered a job and the time you accept it.

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Couple: Humanities Ph.D. and Professional Master’s Degree I finished my Ph.D. in the humanities, just as the economy entered the recession and jobs in my field seemingly disappeared overnight. As a result, I went on the job market a number of times before getting my current tenure-track job. My strategy changed just a bit each time, as did my situation. When I applied for my first job, I was married with a one-year-old. By the time I applied for my current position, some years later, my one-year-old had turned five and I had a newborn as well. While the criteria I used to apply for jobs differed slightly each time I went on the market, I always tried to apply for jobs that would allow my husband, who works in corporate/nonprofit communications, to pursue his career as well. My husband simultaneously tried to position himself to be marketable should the need arise for us to move. This meant, for instance, that I prioritized applying to jobs in big cities, since there would likely be more opportunities for him there, while my husband attended conferences that allowed him to network and extend his circle of contacts beyond the region in which we lived. It also meant that I considered working outside academe, while my husband contemplated working within, in a university communications office. I should note that while I applied for jobs as widely as possible, and would have been willing to move for a tenure-track position, I never contemplated moving for a short-term contract. For one, my husband loved his job (and, indeed, remained in the same position during the years of my job search). Two, we lived close to our extended families, and our children were increasingly established in their daily lives and routines. As a result, it simply didn’t make sense to uproot ourselves for less than a full commitment from a college or university. After some five times on the job market (once before I got my Ph.D., four times after), we got incredibly lucky: I was offered a tenure-track position in a great department a 2-hour commute from where we lived. Not long after, my husband landed a job at an organization relatively close to my new university. We now work near each other, and both have jobs—and careers—that we love. Thus far, we’ve chosen to commute to our jobs rather than move, to allow us to remain close to our extended families—but this is perhaps a topic for another time. There are many different ways for dual-career couples to find a balance that works. I have some colleagues who commute farther than I do, and other colleagues who have switched jobs—or even fields—to allow them to better balance their careers with their partner’s. My advice would be to remain open to the possibilities, be they inside or outside academe, and to keep your goals as a couple as clearly in mind as possible as you pursue your individual careers.

Same-Sex Couples Partners in same-sex academic couples stress the importance of asking questions at interviews to try to assess how partner friendly an institution is. Junior faculty are particularly good sources of information regarding an institution’s attitudes and practices. While it is more and more common for both members of a couple to be seeking faculty positions together, and many universities are used to handling this situation, others haven’t worked this issue out for either straight couples or same-sex couples. In addition, benefits for same-sex partners are available at many institutions

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but not all. Some state institutions may not be able to provide partner benefits, regardless of how welcoming the institutions may be to same-sex couples, because their state legislatures do not allow for this.

Couple: Two Ph.D.s in Related Fields We are a dual-career, same-sex, bi-national couple. We met at an academic conference while each giving a paper in the same session. One of us (D) had just been reappointed after his third-year review and the other (P) was finishing his dissertation at another university. We began our relationship long-distance. Being at different points in our career and already flying to see each other on a regular basis, we were not sure what the future held for ending up in the same city, let alone the same institution. In our minds, we both knew that not only was the job search important for P’s career, but for our relationship. If it was not a successful job search, our 600-mile commute would soon become 6,000 miles after P’s visa expired. We had to make it work, but knew that it was likely going to be difficult. When it was time to discuss how to make the job market work for us and our family, we spoke about several possibilities: (1) Could P join D at his institution; (2) Should we see where P lands and see if there is a spousal/partner-hire possibility or the ability to follow a year or so later; or (3) Should we try to be in the same region and figure out a central place to live, even if there is a long commute for one or both of us. Because of financial issues at the institution where D was already an assistant professor and the lack of an open faculty line, the possibility of a partner-hire was out of the question. So we focused on options two and three. After a very successful job search, P joined the faculty at prestigious university just over 200 miles from D. In his negotiations P asked the dean about the possibility of a partner-hire for D. The dean said that wasn’t a possibility currently; however, he would like to see D’s CV. Our commute moved from planes to trains, yet it was not ideal. A few months after P accepted the job, D was approached by a colleague at the same university about a possible position that was going to be open the following year in his field. While not a spousal or partner-hire, two of the members of the search committee knew that we were together, but chose not to share this information with the rest of the committee or department, in order to ensure that the decision was made without any question. This opened position was clearly a blessing. As D’s second hiring process began to unfold, he was beginning his tenure review at his original institution and wanted to be considered for tenure at the new institution. In initial conversations, D found out that often the institution hires people who were recently tenured elsewhere at the associate level without tenure. This complicated discussions about how to move forward. How would we, as a couple, weigh the possibility of being in the same institution and city with giving up tenure at one institution for the uncertainty and stress of going through the tenure process a second time? We spoke about this often and at length. Luckily, when on the campus visit, D met with the dean and learned that he thought that if hired, D would be reviewed for (and successfully receive) tenure right away. We were very lucky, within a year of P beginning his faculty career we are at the same institution and D received tenure. Our advice: Be open with one another about what you want for your family, career-wise, and as a life-style or where you live. Talk about the pros and cons of each decision. Think about what sacrifices you are willing to make for family or career, but don’t allow yourself to hold on to them as ‘‘sacrifices,’’ as you don’t want to lead to resentment in the future.

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Pregnant on the Job Market The time frame for an academic job search coincides with the prime childbearing years for many women candidates. Being pregnant while conducting a job search has its own special challenges. It’s important to think about how to present the pregnancy. If you are not visibly pregnant when you go on interviews, you don’t have to say anything about it. However, when you go to campus interviews and are obviously pregnant, you should probably bring up the subject yourself; otherwise it could become the issue everyone tiptoes around but no one talks about, since legally interviewers should not bring it up. (For discussion of illegal interview questions, see Chapter 13, ‘‘Interviewing.’’) You can put everyone at ease by saying that, as they can see, you’re starting a family (or having a child) and that you want to let them know that you will be ready to begin a job in the fall. It is very likely that there have been other pregnant women on the faculty and the department is familiar with this situation. You may find them offering suggestions and describing colleagues who have had babies in the summer, taken maternity leaves, shared course loads, and so on. At the same time there may be some people who are neutral or unhappy about the idea of someone who will soon have a small child. No matter how supportive or unsupportive they seem you want to convince them that you will do the job yourself without undue burden to them. Participate in any discussion politely and attentively but eventually move the conversation back to the interview itself. As the interview proceeds, there may be a time where you can bring up your organizational skills, your ability to plan for courses, or whatever else will emphasize your ability and willingness to begin the fall in full gear. If you already have child care arrangements (e.g., family in the area, spouse/ partner who works from home) and want to mention that, you can, but don’t feel required to do so. You want the search committee and all the people you meet to remember you primarily as an outstanding candidate for the position, not as the pregnant candidate. You want to assure them that you will be fulfilling your responsibilities as a professor after you have had the baby. Here follow the stories of two pregnant job candidates:

Candidate 1 I didn’t plan to be pregnant on the job market, but I knew it was going to be a real possibility. I found out that I was pregnant in April and had my daughter in December. The knowledge of being pregnant did not stop me from aggressively pursuing a job. Additionally, I specifically did not take a maternity leave the next spring because I needed to be a fully enrolled student in order to defend my dissertation and complete my degree (and I wanted to be able to outline this plan in my cover letter which I wrote up in the fall).

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I had a male advisor who was very understanding concerning my pregnancy and made no fuss about it at all. There was no conversation about the job market or anyone who questioned my ability to finish or go on the job market. I can’t speak for these folks, but maybe the fact that I already had one child and was successful in moving along with my degree didn’t bring up any doubt in their minds? I had given birth to my daughter by the time of my first conference interviews (indeed, I got a phone call to schedule my first campus interview while I was in the hospital in the early stages of labor—that’s a funny story). I went to the [Professional Association Name] conference less than two weeks after delivery, so I was leaking milk and feeling pudgy. But I did do a mock interview with a career counselor in November when I was very pregnant. I remember asking her about what I should do if I got called for an interview and was still pregnant. She said to always use the fact that I was a mother to my own advantage, that is, talk about how raising children while getting my degree and publishing had made me a master at time management. And this is what I did when the issue came up. When I asked members of the faculty in my department what I should do, one member suggested that I try to ‘‘hide’’ my pregnancy: wear bulky, flowing clothing. I did not do this, nor would I have done this. The issue of pregnancy, marriage, kids, etc. did not come up during conference interviews at the [Professional Association Name]. The issue did come up at my campus interviews—partly because I was uncomfortable NOT talking about this part of my life. I used the advice I had been given and I talked about having children during graduate school as evidence that I could multi-task. I focused on my accomplishments—finishing my Ph.D. in six years, publishing two peer-review articles and one book chapter, AND having two children. The most difficult part of my job search was coordinating travel to on-campus interviews. My husband and mother helped a great deal during the spring semester when I was in the thick of the conference season and campus interviews. My husband worked from home, so he had a flexible schedule. During that spring semester, my husband was the primary caregiver. I was teaching, but was done with writing my dissertation for the most part. My mother came to stay with us during the [Professional Association Name] conference, and also during the subsequent three campus interviews that took place in February and March. I would not have done anything differently—I landed a tenure-track job at a prestigious institution in a department where 40% are women (4 out of 10) and 3 of the 4 women are tenured full professors! If I had waited to go on the job market until the following fall, I would have missed the opportunity to get this job.

Candidate 2 I was nervous about being pregnant and tried to plan becoming pregnant around job applications and interviews. However, after trying for almost a year with, at first, no success I ended up being six months pregnant during the interview season. I had read about women who became pregnant and had children dropping out of the academic track. And there were stereotypes I was operating under (which I eventually learned weren’t accurate) and worried they would be self-defeating. The night before the interview I met just the chair of the department for dinner. When she saw me she said, ‘‘Oh, I was about 6 months pregnant when I interviewed for my job here.’’ That was an effective ice breaker and made me feel much less nervous. It changed the whole interview for me. The stereotype I held could have been self-reinforcing for me but it didn’t happen because of that remark.

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Everyone was very professional during the entire interview. I was very obviously pregnant but no one brought it up. I had wondered if I should let the search committee know about my pregnancy before the interview and had talked about it with some of my mentors. They suggested I simply request additional breaks to be built into the interview schedule so I could get to the bathroom. I asked the administrative assistant who handled the schedule to build them in and let her know that I was pregnant. While I was perhaps putting myself a little at risk, I felt it was important to make this request to help me have as comfortable an interview as possible. My experience went really well. During the course of the interview other faculty let me know that it was a family-friendly institution and you could set your teaching time and pointed out good day care. People talked about their own children. The gender ratio of those participating in interviewing me was 50–50 male-female. This was the only interview for a faculty job I had while pregnant (had had other interviews the year before) and got the job. I had also interviewed for a non-faculty job during the first trimester when the pregnancy was not apparent but I felt ill and was nauseous during the talk. I didn’t tell anyone I was pregnant. I was asked if I had kids and said ‘‘no’’ and the interviewer said ‘‘that’s good.’’ It was rather weird although the Human Resources people were very nice and pointed out there were lots of kid-friendly resources and services available. I was offered the job on the spot but I declined it. I have other friends who were pregnant on the job market and also got faculty jobs. There’s a lot written about women in the job market. There are stories of women who have babies in grad school and decide not to pursue an academic career. Many women in postdocs say they’re not going to get pregnant until they have tenure. Many women wait to become pregnant till they’re re-appointed which is usually after the three-year review. National data show that women are having babies at a later age. My advice is: Put the stereotypes aside. Put your best foot forward and expect the department to do the same thing. Try to not have the attitude that they will be critical of you being pregnant.

It also sometimes happens that a pregnancy is discovered after accepting an offer. Once you have thought through how this will affect your professional plans, it is important to tell your new chair. The main question the chair will have is whether you are planning to take a leave. If you’re hoping to miss only a few weeks of classes, you’ll need to discuss with the chair how coverage will be managed. Offer to take care of this as much as you can. For example, there may be someone else some of whose classes you could take in the fall in exchange for coverage for yours while you’re out. If you want to be out an extended period of time and you haven’t yet accepted the offer you could negotiate a start date of January. If you have already accepted, see if the job—and the tenure clock—can start in at the beginning of the next semester.

Parenting and Early Career Faculty Members Combining children and tenure-track decisions is a concern for many academics. When is the most advantageous time to have children? Of course,

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this is a question that can have many answers. Two qualitative social scientists decided that as soon as one of them had a tenure-track position they would adopt their first child. One partner, whose career involves funded research positions and replacement faculty jobs, does much of the child care. As that person’s pipeline of work became steady, the couple decided to adopt a second child. The two narratives that follow include discussing when to have children and the impact of being a parent on an academic career. Humanities Ph.D. at large research institution, who became a parent for the first time before he was tenured: A great deal depends on gender, since tenure statistics suggest that men with children have a much higher tenure rate than women with children . . . but I’ve seen men and women find success no matter when they have kids—in graduate school, before tenure, and after. There is no doubt that having kids has altered the way I approach my job and my career. I take on projects with much more discretion now and I almost never work after 5 pm, even when this conflicts with expectations— and there are many, many events that take place after 5 pm. I’ve also organized my sabbaticals around my kids’ needs. I’ve had extra work dumped on me during a parental leave, when I had a leave from teaching but not from administration. In my experience, since biological clocks and having kids are not things entirely in our control, I advise my graduate students and colleagues to have children when they want to and to figure out how to make it work. There is no optimal time, since one can never predict the challenges at work and at home. I’ve made sure to bring my kids to school, and even to meetings. This makes the reality of your life palpable to colleagues, chairs, and deans. I even brought my baby to an admissions meeting and held him the entire time, including feeding him with a bottle as I spoke. It’s always good to have backup plans, in case the baby becomes too loud for the meeting, but it shows the dual commitment parents have and I found that my colleagues had a newfound respect for what I was going through. As to priorities, I think everyone is a bit different. At the same time that we were in the hospital with my first son, a colleague of mine in a same-sex relationship had a baby (her partner carried) and she didn’t even take a parental leave and she already had tenure. I talk to my grad students about the gendered way in which parenthood is viewed and how it has in the past been detrimental to women in academia and a positive thing for men. I think that a baby at a meeting means something different for men and women. Some of it is a bit beyond our control. For example, when I brought [my infant son] to a meeting . . . I’m sure he made me seem appealing, like a caring father. I suspect, but without direct evidence to prove it, that a woman in the same situation might be seen as making two compromises: she has neither devoted herself to her baby or to her career.

Social Sciences Ph.D., who had two children before she was tenured: My husband and I are both tenured academics in different departments who met as doctoral students. After spending two years apart on postdoctoral fellowships, we had the good fortune of getting tenure-track jobs at the same institution. At that point, we had already been together for a number of years and felt ready to start a

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family. We of course had no idea what it meant to become professionals and parents at the same time. We just knew that we wanted kids and, given that we were finally making incomes that were taxable, it made no sense to wait. And in retrospect, even given how difficult those years before tenure were, I am glad that we had our children when we did. It’s something of a truism to say that children change your life. But I do think that the way they change your life makes it very difficult to predict what is the ideal time to have them. Plus, for me at least, kids were something of a buffer against the all-consuming process of getting tenure. They allowed me to keep a hold on other priorities and not become someone who ‘‘lives to work.’’ That said, those first eight years were definitely difficult. I started my job pregnant, and this was not an ideal way to enter a tenure-track position at a private research institution. And it certainly didn’t help that I was a nonwhite woman in a predominantly white department. And while I never intended to be a trailblazer, I also turned out to be the first person in the history of my department to take a parental leave! Needless to say, there was awkwardness around my pregnancy. Many of my older male colleagues thought it best to avoid the topic altogether and ignore my expanding belly. A charitable explanation is that they interpreted gender equity to mean that they should disregard biological differences! Some of the burden of parenting as a professional can be alleviated by institutional leave policies and we happened to be at a place where a semester of parental leave was possible for each of us. And from anecdotal evidence, it seems that most male colleagues of our generation do opt to take it and do their share of parenting. That was certainly the case with us. However, being a young professional parent still affects men and women differently. I don’t think my husband ever felt that his career was in question because he had children while I certainly did feel that being projected at me. More concretely, being a new mother significantly limits the amount of travel one is able to take on. This means that gaining public recognition by being on the conference circuit is not as available a career strategy. What this often amounts to is that untenured men set the stage for tenure by seeking name recognition beyond their institutions while untenured women do so by being good institutional citizens. This was certainly the case with my husband and me, although in our case we both benefited from his frenetic pace of activity. He was able to secure a number of outside offers which we could use as leverage to raise our salaries and get me spousal offers. But although his value as a scholar was definitely enhanced as a result, that time was also one where my husband’s health suffered from being in a constant state of high stress and tension. In sum, the gendered expectations that shape the experiences of untenured men and women are a serious disadvantage to both. But most often, they are more of a disadvantage to women, and even more so for nonwhite women. It is almost a form of academic common sense that, while both men and women are expected to do their share of institutional labor, women typically take on far more of the grunt work and gain less by way of recognition from it. This form of unequal responsibility is slowly being challenged but much more needs to be done to equalize expectations of male and female professional practice. For a start, the evaluation for tenure should treat teaching, mentorship, and administrative labor on par with extrainstitutional name recognition. We decided to have another child three years after our first, both because a second pregnancy before I hit my late 30s was less risky and because we wanted a small age gap between our children. This was a more difficult decision than having the first child because we were in those critical three years just before tenure and neither of our books were out yet. But we ultimately decided that we shouldn’t allow our careers to dictate such important family choices.

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It is an expectation these days that one goes back on the job market during tenure time, both as an added security measure and because, increasingly, institutions only recognize your value when there is market competition. So when our second child was born, we were both on the job market, which made it an even more chaotic experience. I was flying all over the country to deliver job talks when my daughter was one and two months old. It’s all a blur now, and I don’t quite know how I did it, but I have to say that I still would not do it differently. Of course, I feel this way in part because it all turned out fine and we’re now tenured professors with two kids. But I do think that balancing life and career is hugely important and one should be careful not to prioritize the second over the first, not just when it comes to children but also more generally. Institutions will extract every pound of flesh that they can and it is up to us to place limits on what we’re willing to commit to. While job security is important, so is having a balanced and happy life where the job is only one part of a much larger set of priorities and goals.

These narratives are included so that you can learn from others about their experience with dual-career job searches, being pregnant on the job market, and parenting in the academy. You should also develop relationships with faculty and alumni from your own institution who can share their experience, and in doing so, provide you with ideas for balancing your professional and personal goals. And eventually you will be able to share your stories and assist others as well.

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Chapter 21 International Job Search

In recent years, the flow of international scholars coming to the United States as graduate students and postdocs has continued unabated. Many of these scholars seek a faculty career in the United States on the completion of their degree or postdoc. In addition, as higher education becomes more global, and many U.S.-based institutions seek to expand their presence abroad, more North American job candidates seek faculty positions outside the United States.

International Scholars Seeking U.S. Employment You have doubtless become aware of American ways of conducting a job search during your stay in the United States. However, when you begin to search for a permanent job you may need to behave in ways that still do not feel entirely comfortable to you, although they are appropriate in the United States. Remember that, however supportive your advisor may be, you, rather than your mentor, are expected to make the most effort on your own behalf. It is important to show initiative during interviews and in meeting new people at conferences or all-day visits to campuses. In interviews, Americans expect that you will speak with ease about yourself and your successes. Making eye contact with even the most senior people will be seen as a sign of both interest and respect rather than of disrespect. Some of these differences may present challenges in preparing for interviews, but console yourself that many Americans do not find the process of job hunting easy either. If you come from a culture in which the assertiveness required in an American job search would appear rude, it is important to make a particular effort to talk confidently to others and to initiate conversation. If you need it, seek help from your university career services office or your advisors.

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English Any institution, whether it emphasizes teaching or research, will probably pay considerable attention to your ability to both speak and write in English. Writing and speaking are just as important to research as they are to teaching. As hiring institutions increasingly demand excellent teaching, a strong command of spoken English is absolutely crucial. Your campus undoubtedly has resources for strengthening your English. If you have any doubt about your ability to be understood, take full advantage of these services. If your written English is correct but not colloquial, have a native speaker read drafts of your cover letters. Hiring departments will assume your written English is at least as good as, if not better than, your spoken English. Pay particular attention to the section on cover letter writing in this guide. American-style cover letters may be different from those you would write in your home country. Letters are expected to be direct and dispassionate, but not deferential. Also be aware that preliminary interviews are often used to assess one’s ability to speak English clearly and correctly.

Applying for Non-Tenure Track Positions Think realistically about your long-term goals. If you want to work in the United States only for the duration of your practical training period, don’t apply for tenure-track positions. Instead, concentrate on short-term appointments, which frequently carry titles such as ‘‘Visiting Assistant Professor’’ or ‘‘Lecturer.’’ They are less likely than are tenure-track positions to be nationally advertised, so it may be worthwhile to make direct inquiries of departments you would like to join. Be aware that if you accept a temporary position you may be subject to visa restrictions.

Work Permission If you would like to work in the United States indefinitely, you and the department that hires you will need to deal with the question of federal work permission. Since academic positions are likely to have very specialized qualifications, work permission can be easier to obtain than in other fields. However, it’s important that you understand that the hiring institution must demonstrate to the U.S. government that it needs you. Many colleges and universities are familiar enough with the process of hiring international scholars that questions of work permission usually won’t complicate your search. Additionally, if you will be expected to secure external funding to support your research, it is important to understand that some federal grants may not be awarded to those who are not U.S. citizens. If your goal is eventual permanent residency or U.S. citizenship, it is particularly important to be knowledgeable about visa options and procedures

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and to see that each step of the process is handled correctly. You may wish to obtain your own legal counsel. If so, choose the lawyer carefully, being mindful that legal services can be very expensive. Your own university’s office of the general counsel or office for international scholars may have suggestions.

U.S. Scholars Seeking International Employment Increasingly, job candidates from the United States and Canada are considering career options beyond the borders of North America. One can point to several reasons for this change, including the lackluster academic job market in the United States and Canada, the internationalization of American campuses as they set up both partnerships and entirely new campuses abroad, and the opening of new possibilities in the globalized economy, particularly in Asia. Conducting an academic job search abroad, however, is unlikely to be significantly easier than conducting one in one’s home country. As a general rule, it is more difficult to conduct a job search in a place where you do not yet live. Many scholars working abroad begin their careers in temporary positions and look for more permanent opportunities once they begin to develop a network. Your possibilities also will vary widely with your field, countries where you’re interested in working, and your ability to speak the language of the country you’re targeting. Just as the academic job market here has its own customs and rituals, the same will be true of the academic job market in the country or countries in which you chose to pursue opportunities. A first step to pursuing academic positions abroad is learning about the way the market works in the countries you are targeting. If you are looking for opportunities at the international campus of a North American university or the campus of an English-speaking international institution that is known to hire internationally, you may find that your job search does not differ radically from a job search that you might do in the U.S. or Canada. If you are looking to work at national institutions of a different country that hold instruction in the language that is not your native language, you might experience your search to be quite different than it might be here. At the early stages of your search, you’ll want to take every opportunity you can to speak with international scholars and ask for their perspective on the job market in their home country. You will want to get their sense of how competitive the market is and how open it is to those coming from the outside. They may also be able to help you understand how higher education is structured in their country. For example: • Are most of the universities financed by the state? • Do students pay tuition?

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• What cultural expectations do students bring to the classroom and the institution? • Is there an equivalent to the North American tenure track there? • What are the titles given to faculty members and how do these reflect rank? Finally, you will want to learn about the hiring process in the field. • • • • •

Where are academic jobs advertised? How important is networking for learning about openings? What is the typical interview process? Is it appropriate to negotiate if one gets an offer? What is the role of references?

In addition, you may come to learn that institutions elsewhere may expect you to list personal information on your CV, such as your marital status, that they may ask you questions in interviews about this information, and that they bring all the candidates to interview on campus on the same day. These practices and others differ from typical North American practice, and have surprised more than a few job candidates looking for opportunities abroad. Some useful resources on the international job market are listed in Appendix 2, ‘‘Additional Resources.’’ Keep in mind that questions such as academic freedom and job security may be dealt with very differently in your new country than they are here. You will want to make sure that you are comfortable with these differences before accepting a position there. If you think you may wish to return to the United States for work, it is important to keep a high profile in your field and make a point of attending international and U.S. conferences. Keep up with your networks. What follows is the narrative of a Ph.D. in the humanities who decided to launch a career abroad after working as non-tenure track faculty at a U.S. institution for several years. His story illustrates both what international job searches have in common with the North American job search— and what they don’t. There were several things that prompted me to apply to work in Asia, but the first was somewhat specific to my family situation. I applied for a job in the city where my partner grew up and still has extended family. As we were already raising our child to be bilingual, I had been sending letters to universities there seeking oneyear positions as a Visiting Professor. So when a more permanent position there came up, I applied for it. At the time I applied for this job, I was not applying for jobs anywhere else in Asia. That said, at the time I applied I was also in a difficult place career-wise. I had spent the better part of a decade in a non-tenure track position, which paid living wages, had benefits, and left me time to write, but while it seemed like a safe position for the medium term I had no confidence in it for the long term. My own institution had overlooked me for promotions despite what I

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considered a strong record of publications, and response from other jobs I applied for was minimal. I suspect that I was becoming ‘‘damaged goods’’ on the American job market. I learned about my current position in the same way that I learned about other jobs: it was advertised in the Chronicle, H-Net, or AHA Perspectives, I forget which. There was no secret source I used to learn about the job. The application process was like any other application process, so much so that I remember very little about the original package I sent out, except for the cover letter. There, I included personal information about my partner and my father-in-law being from the region, information that I would not have included in an American cover letter but that seemed appropriate in an Asian context. If I recall correctly, there was no preliminary phone interview; I was informed that I was a finalist and flown out to give what was in many ways a standard fly-back, albeit with extended flight time. Once on campus, I gave a job talk that was well attended and followed by a spirited Q&A; I met with the search committee and with a group of graduate students; I met with a dean; I had dinner with a small number of professors at an on-campus restaurant. I also attended a class, which was something I had asked for but not a standard part of the fly-back. In retrospect, other than the geographical location and the food we ate, there was nothing particularly ‘‘Asian’’ about the visit—there was no tea ceremony, no karaoke, nothing along those lines. The most surprising thing was that the poster for my job talk was posted on the department’s website. So too were the posters for the other two finalists’ job talks. The delay between job talk and job offer was astonishingly long, from January to April, though I do not know if this is standard or not. Teaching in Asia has its rewards and its downsides. Getting to know a different part of the world, a different culture, is exciting. The funding at my institution is strong. My salary is good and my teaching load was cut from 2–2 to 2–1 without my having requested it. On the other hand, spirited in-class discussions are hard to come by. Having funding for travel to conferences is good, but won’t cut the travel time or the jet lag. Even at an English-language institution, I know that I am missing out on a big part of what’s going on by not speaking any of the native languages. For someone who likes to travel and discover new cultures, teaching in Asia is an excellent choice. It is an easy place to feel homesick or out of touch—though for any city-dweller, myself included, an Asian city can feel more like home than a setting in rural America would. My journey to Asia began with my desire to raise a bilingual child who would be well-positioned for a future that is less dominated by the USA than the world in which I grew up. Moving to my partner’s home town was a logical choice for us. That said, most of the American professors who teach at my institution (or nearby) do not have family reasons for living there, and many of them thrive. I expect the universities in Asia to keep growing, and the western presence in those universities—and in the Asian cities in which they reside—to grow as well.

As was the case for this candidate, you will likely find that your international job search has much in common with a North American job search, as well as a few things that are different. Seek out those in your institution who have spent significant time at universities abroad and ask for their perspective on working in countries that are of interest to you. What you may find, however, is that the biggest differences are not in the search process itself but rather in the cultural practice of being a faculty member on campus. So, be certain that this is the right next step for you when you embark on an international job search.

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Chapter 22 Cultural and Experiential Diversity

Equality, inclusion, and diversity are important topics of discussion at most institutions. Even so, some job candidates can feel marginalized if their background or identity is different from those of most faculty in their field. Whether or not you see yourself as a typical candidate, you may have particular concerns related to your candidacy that go beyond how your research, teaching and other scholarly accomplishments are viewed. Some job candidates may be the first in their family to have gone to college, let alone graduate school, and may worry how this might affect their interactions with other academics. Others may be from underrepresented minority groups and may have similar concerns. Job candidates pursing academe as a second career may be older than many other candidates and might fear age discrimination as a result. Other candidates may have had family, health or employment related circumstances (such as being laid off ) that have left them with ‘‘gaps’’ in their CV that are difficult to explain in job hunting materials. In all these instances, you should also be able to discuss what makes you a strong candidate. It is important that such candidates emphasize the professional background that is the link to the department’s mission. You may find, however, that it is your uniqueness that makes you a good fit for some opportunities. For example, one candidate who studied Mexican migration and was applying to an institution with a large population of Hispanic students concluded her cover letter by noting that her own background as a first-generation immigrant from Mexico would be an asset to her work at the institution. While this comment was secondary to her research and teaching, it certainly highlighted her fit with that particular institution. Although doing something like this might not make sense for everyone, it’s important to see how your background can be an asset, rather than a liability, in your job search.

Identity and Background Considerations For much of the twentieth century, academe was traditionally upper class, white, and male. While this has changed, it has done so slowly, and, in

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many places, this has not kept pace with the diversity of the student body. If you are a job candidate from an unrepresented minority group, a firstgeneration college graduate, an LGBTQ candidate, a candidate with a disability, or a woman in a male-dominated field, you may wonder how this might affect a search committee’s perception of your achievements. You may also worry about working at institutions where the surrounding community is less diverse or less supportive than the one in which you completed your graduate work or in which you were raised. Once on campus, you may find that there is an expectation that you will mentor students who share a similar background or personal identity, one which might, at times, take time away from other goals you’d like to achieve. You may worry that your work and professional demeanor are evaluated on standards that are different from those applied to your majority peers. Unfortunately, you may also face both subtle and overt discrimination from students and colleagues on your campus, and you will need to develop strategies for dealing with this. While the particular implications of these various differences are beyond the scope of this book, these are all valid concerns, which may affect the ways in which you conduct your academic job search a good deal, or not at all. These issues and others are frequently discussed in publications such as The Chronicle of Higher Education and Inside Higher Ed. There is a vast literature of advice for candidates who are minorities in just about any sense, including blogs and other online resources where individuals may share their own personal experiences. Read other people’s advice and experiences, avoiding the material which is merely enraging or depressing and seeking out that which you find helpful. The Higher Education Recruitment Consortium (HERC) website includes a very helpful list of diversity resources under its job seeker tools tab; further resources are listed in Appendix 2, ‘‘Additional Resources.’’ In addition, your scholarly/professional association may have a caucus, subcommittee, or task force that addresses these concerns and provides the opportunity for networking among those who share a common identity or situation. Many specialized discussion forums serve the same function. If you make these connections, you’ll have plenty of people to ask, ‘‘how did you handle this situation?’’ If your advisor is someone with whom you can discuss these sorts of issues, talk as frankly as you can with him or her about factors which might affect your fit with potential institutions. Keep in mind that many colleges and universities have a diversity officer whose job it is to cultivate or promote inclusion in the hiring/selection process in an effort to build diversity across departments and functions of the institution. If you believe you qualify as a diversity hire you may want to indicate that in your job materials. For example, if you are queer and your scholarship is not connected to gender or sexuality studies, you might communicate this identity by listing participation in an LGBTQ university

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association on your CV. Candidates may wish to find or review the diversity statement of an institution to see if sexual orientation or gender identity is included in the statement. Additionally, the ACLU currently posts a stateby-state map regarding nondiscrimination laws related to gender identity and sexual orientation. A transgender candidate may have some additional concerns. If you completed your Ph.D. under one name/gender and are job hunting with another, you could note on your CV in the contact information something like New Name (formerly Old Name), that is, Amos Williamson (formerly Anastasia Williamson), or alternately, A. J. Williamson. Whatever the preferred name (listed on your CV), should you get job offers it will be necessary to provide your legal name for background checks. You may need to speak to some of your references if they are not already aware of your current preferred name and how to refer to you. Research the institutions to which you are applying; you may be able to assess an institution’s gender inclusiveness by consulting their website. (For instance, do they provide allgender restrooms? Or gender transition at work guidelines?) In your interview, you will have more choices for discussing or expressing your gender identity. Dressing professionally in either gender neutral or gender identifying clothes can be a signal, and more so, you may let people know your preferred pronouns. Prepare in advance on how you might handle some of these issues and don’t let others’ possible reactions to your identity keep you from focusing on conveying the merits of your research and teaching. If you feel you’ve been discriminated against, know that there are state and federal laws that offer protection from discrimination in employment. The campus diversity officer should be a good source of information. It’s useful to know when the law protects you. However, it offers total protection only after a successful lawsuit, a major undertaking that can derail a career and should be undertaken only after great deliberation and extensive consultation. What you really need to be successful in your field are allies, rather than adversaries. Concentrate on building alliances.

Older Candidates In any search, there will be some applicants who have gone from undergraduate to graduate work at breakneck speed, some for whom graduate study is a second career, some whose graduate careers were interrupted for any number of reasons, and some who have held visiting term positions while applying for tenured positions. As a result, the ages of applicants can vary widely. Those at the older end of the scale are often concerned about age discrimination. Unfortunately, this is not a frivolous concern as hiring departments may be biased toward those with a longer contribution potential to the institution.

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In some cases, hiring departments may welcome the additional experience older candidates have accrued. Anyone who feels ‘‘too old’’ has to take care not to turn a realistic concern into a self-fulfilling prophecy. Since age discrimination is, in fact, illegal, it’s helpful to be aware of your rights and of the possibility of seeking redress when you have evidence that they have been violated. However, at least initially, it’s best to approach everyone in your search as if they will assess your candidacy fairly. If you are trying to assume a faculty position after considerable related professional experience, try to publish in an appropriate scholarly venue and to get some recent teaching experience, even if you have to do the latter for pay lower than that to which you may be accustomed. It’s important to realize that in many fields your previous nonacademic experience will not be a main factor in hiring. Present it on your CV in significantly condensed form. As you interview, it’s best to address an employer’s potential concerns about your age or seniority without saying you’re doing so. If assuming a faculty position would require you to take a salary cut, you will need to convince hiring committees you’re willing to do this. It’s probably best to do so indirectly, by stressing your enthusiasm for the job, dedication to the field, and commitment to scholarship Make sure you’re above average for your field in technological literacy, because the older you are, the more some departments may assume you’re resistant to technology and reluctant to learn new things. To avoid seeming like a ‘‘threat’’ to younger, less-experienced potential colleagues, stress that you’re eager to learn from them. One assistant professor whose search for a tenure-track position took a long time shared his experience of being an older candidate and the advantages it gave him: I think the best advice I can give as an older candidate in the academic job market is to take advice. Be a good listener. The best advice I got from friends, both inside and outside academia, all had to do with growth and adaptability: learn all you can about a position and don’t rule anything out, because you will learn from almost every search, even the failed ones; take hard criticism about your cover letter, and be ready to cut, adapt, and cut it again; and while a lot of universities are looking for someone fresh out of the box, look for ways to turn your maturity and experience to your advantage. Maturity can bring stale cynicism, but it can also bring growth and moments of wisdom, and learning how to adapt to life’s challenges is an acquired ability. I actually ended up at a university where that is part of the culture; looking around at the new faculty orientation, I realized most of the tenure-track hires at my university were either people who had had successful careers outside of academia before returning for the degree, or who were returning to academia after using their degree in another kind of work. My full-time academic job search lasted four years and resulted, after seven final round or on-campus interviews, in one full-time offer. Even though I kept casting a wider net, of all the jobs I applied for the one I got turned out to be a better fit for me than all but one or two of the other positions I looked at. I don’t think that is a

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coincidence. In retrospect, it was the way I was able to market my fit that was what distinguished me from other candidates, and to do so by showing adaptability in a relentlessly positive way. I decided as an adjunct not to complain, not that that led to a permanent position directly, but it taught me the habit of reframing my experience every day in ways that highlighted my ability to contribute. The important thing was not to treat the years of my job search as a holding pattern (even though in many ways, personally, it was, at great personal and financial cost; I will not lie), but to keep growing and expanding as a person and a candidate during that time. One of the most valuable things I came to realize was that the candidate you end up as is not necessarily the one you were when you started—and that’s not such a bad thing, either. Because I had an academic and professional background that crossed disciplines and fields, I learned to shepherd the skills and achievements I had into sets that mapped more clearly onto the new configurations of existing positions and emerging paradigms. In fact, I was able to take a summer position two years into my search and a part-time adjunct position the following year, absorb and assimilate the new outlooks and orientations they offered me, and parlay that into a whole new set of qualifications when combined with the longer arc of my research, practical, and teaching experience. Had I applied for the same position in 2010 that I got in 2014 my application would not have gotten very far, not only because I refined the actual letter and materials with input from friends, but because I was able to distill my new experiences in those intervening years into a new formula. In fact, one exceptional unsuccessful search, in which I got to the finalist stage, was carried out in such a thoughtful and respectful way that I used what I learned from the process and the search committee to make myself a stronger candidate for similar positions, including the one I ultimately filled. I wonder if my victory was not only landing a position, but actually in being able to find, within the thick swamp of discouragement, those insights and tools that I could actually use to my advantage in the next search. I will not deny that luck played a huge factor in a very imperfect system. That said, I also kept a focus on what distinguishes my work from that of all other candidates, which is hard for many adjuncts to do and risky because you also want to show that you don’t consider yourself too old or advanced to teach intro and required courses. You also have to ask yourself during a protracted search why you really want to do this and seize those moments of reaffirmation. I am additionally very fortunate that I ended up at a university with great and supportive colleagues and that, while I enjoy the courses and duties I am required to fulfill, I am also carving out the space to develop the teaching and research agenda that I promised myself was the reason I wanted to endure the vagaries of this industry and make a difference in higher ed.

Significant Gaps in Your CV It is possible that due to serious health problems, such as cancer or another disease, injuries related to an accident, mental health-related issues, or other life-changing events that affected you or a family member, you were unable to work or continue with graduate school for a significant period of time. Though this experience may have made you feel isolated and different from other candidates, it is more common than many people realize. It is important that you figure out how to talk about this gap in a way that

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acknowledges it, yet doesn’t draw unnecessary attention to it. You want search committees to know that your gap was legitimate and you dealt with it responsibly but that what defines you is your scholarship. You might find you want to mention the gap in the cover letter. If you feel this is necessary, make the information secondary and subordinate to your scholarly qualifications, and put it near the end of the letter. Depending on the situation, your recommenders might refer briefly to it in the most positive way possible, for example, ‘‘Despite Jane’s need to care for a terminally ill parent for most of 2014, she continued to be a productive scholar, acting as a thoughtful, dynamic assistant editor of the Journal of X which is published by our department.’’ Also be prepared to explain a gap to an interview committee, for example, ‘‘I was out of the lab for almost a year due to health problems, but have since gotten back on track and have submitted two articles.’’

Final Thoughts While most job candidates will feel a sense of difference at times, anything that makes you not a typical job candidate in your field could be a factor in your job search. In general, it’s easier to be a ‘‘standard’’ candidate than a ‘‘nontraditional’’ one, in part because you may appear to have less in common with the people who interview you. At the same time, be able to convey how hiring you would extend the reach of the department. You may respond by making a greater effort to find out what points of commonality you have with the people who will interview you. A department that seemed at first to be an unlikely fit may turn out to be a welcoming place for you to grow in your teaching and scholarship. Diversifying a department is not just about the candidate’s subject expertise, but also about integrating varying backgrounds and experiences in a way that strengthens the department’s ability to educate its students and connect with stakeholders, both in the institution and beyond.

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Part VII Beyond Faculty Careers

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Chapter 23 Exploring the Expanded Job Market

Higher education has changed since the first edition of this book and has become much more market driven. As a result, it is difficult to plan an academic career because the rules keep changing. In almost every field in which one can obtain a doctoral degree, studies show that a substantial number of people with that degree work at something other than tenuretrack/tenured faculty positions. You may have come into graduate school with the one goal of becoming a professor or have been open to a variety of possibilities. Either way, it is hard to predict how you will feel or what your opportunities will be six or seven years later. Perhaps your advisor is denied tenure and becomes preoccupied and unavailable halfway through your research. Perhaps you fall in love with someone rooted to a particular geographic location and you are no longer are willing to move anywhere in the country. Perhaps you look at the stress your advisor is under and decide that kind of life is not for you. Perhaps the topic you were promised would be ‘‘hot’’ has lost its allure and you have not gotten a tenure-track job after three cycles of the job market. Whatever the specific circumstances, in many cases, people who had planned to spend their careers as faculty members start to ask themselves whether that goal is attainable, or, even if it is attainable, whether it any longer seems desirable to them. When you are considering changing fields because of limited opportunities, it becomes a very individual decision as to when you have tried ‘‘enough.’’ In most fields there is a point of diminishing returns in the pursuit of tenure-track positions and you need to be realistic about when you have reached it. At first, the additional postdoc or short-term teaching position enhances your credentials but at some point it stops contributing anything. How long is ‘‘too long’’ is not the same for all fields. Find out the norm for yours, so that you have some yardstick against which to measure your own perseverance. For example, many candidates in the humanities obtain a tenure-track position after a few years of one, two, or three-year contract positions, but after five to ten years of one-year appointments the odds no longer favor success in finding such a job.

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Some candidates wonder whether they will be able to find a tenure-track job after working in another role, be it an administrative role in higher education or something slightly different. Though this is not impossible, it can be very hard to predict and often depends on several factors: the type of work you have been doing, the type of institution to which you are applying, and whether or not you have been able to keep your research and teaching current. For example, one candidate in the humanities working in a university advising position had begun to plan a career away from the tenure track and was focusing her search on positions where she could help first-generation college students to succeed. Ultimately her ability to articulate this interest made her a competitive candidate for a tenure-track position at a small religious institution where a substantial percentage of students are the first in their families to attend college. She was offered the job and accepted it. Of her tenure-track search, she noted: My dissertation advisor felt that I should address my administrative experience in my letters and explicitly outline the usefulness of my experience as an advisor to grad students. She said basically any self-aware committee should be happy to have someone who knows how to administer, because their hire will need to administer, mentor, or at a minimum, understand how a university functions to be a good departmental citizen and progress through tenure. My CV includes both my student career advisor positions under ‘‘Employment’’ with all my faculty jobs. That said, for the position I was offered teaching at a regional college I think it was neither a positive nor a negative. My good deal of teaching experience and thoughtful explanations of why I wanted the position in the cover letter and follow-up emails won me the job. Since 2012 I’ve been a finalist for five tenure-track jobs at a range of institutions. My administrative work only came up in one campus interview and then only because a committee member asked me offhandedly what classes I was presently teaching. I fumbled the answer, suggesting that I was embarrassed by my administrative job, which I am not and in many ways regret leaving. Had I been an administrator for a longer time post-grad I think it would have been more of a point to be explored in my interviews. I do think that in the present market many committees are showing greater flexibility and openness to a variety of professional experiences. Ultimately I agree with my dissertation advisor and wish I’d figured out a smoother way to talk about administrating as an asset to certain kinds of institutions during campus interviews.

Learning About Non-Faculty Careers The U.S. Bureau of Labor Statistics consistently reports that people with doctoral degrees have some of the lowest unemployment rates in the country. In spite of this encouraging statistic, it takes creativity and perseverance to find your place in today’s economy. Depending on how applied your background is, you may be able to move with relative ease into another kind of work or it may take you a few years to make a successful transition. It is important to learn how things work in your own field. Seeing the world in terms of tenure-track positions at colleges and universities versus everything else obscures some natural connections. Non-faculty jobs are

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almost standard in some fields. For example, chemists frequently work in industrial research and economists frequently work at the Federal Reserve Bank. Nonetheless, some faculty members will believe a tenure-track position should be the only goal of a Ph.D. On the other hand, some people go into fields seemingly unpredictable from their graduate training, as when a former English professor opens a restaurant or becomes a strategy consultant. Some Ph.D.s consider teaching at a secondary school a career change; others do not. In some professional fields, such as architecture or nursing, career paths may move naturally between universities and professional practice. In other fields, leaving the tenure track is likely to be a one-way street. Whether you are leaving the academic market because you are strongly drawn to an alternative or because you feel you have little choice, think of identifying your next career move as a major research project. Do a thorough analysis of your current situation and a study of both yourself and the world of work. Research your fit in relation to potential career fields and consider that you are developing ‘‘hypotheses’’ as to your best fit. Just as in your scholarly field, you cannot immediately write a journal article without having first framed the question and done the research, it is unlikely that you will immediately conduct a successful job search without having first laid some groundwork. A word here about terminology. In a world of rapidly changing career possibilities for Ph.D. holders, no one clear term has emerged to designate options that fall under the grouping ‘‘any position that is not a tenure-track faculty appointment.’’ The terms alt-ac, alternative careers, post-academic careers, and nonacademic careers have all been used, somewhat interchangeably, and all have their shortcomings. For example, calling an English Ph.D.’s career in public relations an ‘‘alternative’’ career both makes it sound second choice and diminishes the experience of those for whom public relations has always been a first-choice career. The term ‘‘nonacademic’’ ignores the many aspects of university life that Ph.D.s contribute to through successful administrative careers. For purposes of this book, the career options chosen by Ph.D.s are called non-faculty positions, recognizing that there is no single term that can encapsulate the expansive opportunities doctoral degree holders can pursue.

Assessing Your Skills For anyone who has spent the time required to earn a doctoral degree, how much subject expertise or specialized training to use in a new career is a big decision. Some people decide they want no more to do with academic pursuits and are happy to move to another career field, even if it has no obvious connection with their prior academic training. Others are concerned with more explicitly using their graduate education. If you find you

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do not want to leave your field entirely, think about what aspect of an academic career continues to appeal to you. If it is the teaching you really love, you may be inclined to look at a wider range of teaching opportunities than you had initially targeted. Or you may decide to pursue another line of work for your ‘‘main’’ job, but continue to teach on a part-time basis. If you are most interested in research, it will depend on your field as to how many opportunities to pursue the subject are available outside academic settings. If you love simply being in a university, you may look at non-teaching administrative roles, such as advising, development, or instructional technology. If you are willing to leave the specific content of your graduate education behind you, you can consider a wide array of options. Look back at your interests before you decided to pursue a Ph.D. Were there other interests you seriously considered that you might want to investigate? While you were a graduate student or postdoc, did you develop other expertise that you found as compelling as your research? What really matters to you, and what are you really good at? Whatever your field of study, you have much to offer that the economy rewards. What you can offer an employer includes the things you know, drawn from the content area of your field of study, specific technical and methodological skills you have mastered, and more general skills, such as the ability to analyze complex data, and character traits. Content areas can be framed to meet the interests of employers. For example, research on Native American health practices could be construed as knowing something about Native Americans, public health, or possibly American history. Research methods can be generalized. For example, one historian who studied the powerful individuals who governed Paris in the sixteenth century parlayed her expertise in researching individuals into a position in university development research. Count among your assets the qualities you needed to complete your degree, such as perseverance, focus, and ability to meet deadlines. Then think about some of the skills you developed as a graduate student or postdoc. Some may be specific to your field of research, such as conducting ethnographic interviews; others may be skills acquired in the task of pursuing the Ph.D., such as sorting through a wide array of information to find a creative and manageable project. In order to complete your research you may have had to develop strong people management skills. You have negotiated relationships with various stakeholders, be they your committee members, governmental or nongovernmental organizations with which you work, supervised personnel in your lab, or mentored students who look to you for intellectual connection. Some of the skills you have gained will have a direct connection to nonfaculty careers; others you will have to translate for employers so they can

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see their relevance. Examples of the former could include computer programs, foreign languages, quantitative or statistical skills, proven grant writing success, or event organization; examples of the latter could include presentation skills honed through teaching, ability to work independently or in teams, trouble shooting problems and solving them, ability to write clearly about complex ideas, and ability to deal with setbacks and move on from them. A selected list of former graduate students and postdocs from pla variety of institutions organized by field, position, and employer type follows. The list provides examples of the myriad possibilities open to Ph.D.s. Note that within one field, graduates have chosen very different paths that might capitalize on different aspects of their academic training and experience. Field

Position and employer type

Ancient History

Account manager for education industry web platform

Ancient History

Associate for tutoring company that teaches high school students

Anthropology

Director of outreach for one region of a large, international nonprofit scientific and educational institution

Biochemistry and Molecular Biophysics

Sales manager for multinational biotech company specializing in biology research and drug discovery/ development services

Biochemistry and Molecular Biophysics

Software engineer for online social networking service that enables users to send and read short messages

Bioengineering

Senior manager for company that provides nonclinical and clinical development services for pharmaceutical and biotechnology clients

Bioengineering

Analyst for management consulting and technology company

Biology

Undergraduate coordinator for private research university

Biostatistics

Director of clinical and regulatory affairs for pharmaceutical company

Biostatistics

Mathematical statistician for a federal agency responsible for protecting and promoting public health

Cell and Molecular Biology

Resource coordinator and editorial assistant for a large private hospital

Chemical and Biomolecular Engineering

Associate for multinational investment management corporation

Chemistry

Business development analyst for renewable chemicals company focused on developing and delivering new green alternatives for everyday products

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Field

Position and employer type

Chemistry

Patent agent for intellectual property law firm

Chemistry

Scientist for global specialty chemicals company serving transportation, energy and electronics, and agriculture industries

City and Regional Planning

Senior planner for water resources for organization dedicated to preserving cultural and natural resources

Classical Studies

Presidential Management Fellow for federal agency responsible for supervising all U.S. governmentsupported, civilian international media

Communication

Communications officer for international financial institution that provides loans to developing countries

Communication

User experience researcher for social media site

Computer and Information Science

Computer scientist for nonprofit independent research and innovation center serving government and industry

Economics

Senior analyst for Canada’s central bank

Education

Project manager for college readiness design company

English

House assistant dean for private research university

English

Director of special programs for museum and research library

Folklore and Folklife

Analyst for a federal intelligence agency

Germanic Languages and Literatures

Senior associate for American multinational corporation specializing in Internet-related services and products

Health Care Management and Economics

Associate policy researcher for nonprofit global policy think tank

History

Teacher for coeducational boarding/day school and college preparatory school

Insurance and Risk Management

Economist for U.S. government

Linguistics

Associate research scientist for a private nonprofit educational testing and assessment organization

Linguistics

Course manager for for-profit educational organization offering massive open online courses (MOOCs)

Linguistics

Chief technology officer and co-founder for a civic engagement platform

Materials Science

AAAS Congressional Science and Technology Fellow, U.S. Senate

Mathematics

Science teacher for upper school of independent coeducational day school

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Field

Position and employer type

Neuroscience

Assistant manuscript editor for publisher of high impact scientific and medical information

Neuroscience

Medical writer for teaching hospital and biomedical research facility

Neuroscience

Research administration fellow for office of research training and postdoctoral affairs for a health system

Neuroscience

Life scientist specialist, international strategy consulting

Pharmacological Sciences

Biologist reviewer for federal agency responsible for protecting and promoting public health

Pharmacological Sciences

Scientific advisor for U.S. law firm that specializes in business, securities, and intellectual property law

Physics and Astronomy

Assistant vice president for American multinational banking and financial services corporation

Physics and Astronomy

Senior scientist in polymer and surface science for medical devices, pharmaceutical and consumer packaged goods manufacturer

Political Science

Analyst for U.S. federal research library

Romance Languages

Assistant dean of career services for private, nonsectarian, coeducational university

Romance Languages

Teacher at a private secondary school

Social Work

Program analyst in inspector general’s office of the federal agency charged with protecting the health of Americans

Sociology

Senior research data analyst for information technology services and solutions consulting company

Sociology

Statistician for principal federal agency responsible for producing data about American people and economy

South Asia Studies

Research archivist for full service mechanical, plumbing, and electrical engineering firm

Statistics

Quantitative research analyst for hedge fund

Statistics

Senior data scientist for business-oriented social networking service

Identifying Alternatives and Researching Them Many faculty members are most familiar with faculty career paths. Even if you are in a situation where you can comfortably discuss your plans with your advisor, that person may or may not be very knowledgeable about alternatives. Fortunately, there are many sources of career information available.

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Some resources written specifically for academics who want to change careers or pursue non-faculty options are noted in Appendix 2, ‘‘Additional Resources.’’ In addition, many professional associations have developed materials on their websites about an array of career paths taken by people in the discipline. You will find information at your university career center and probably a good collection of links on its website. Increasingly, Ph.D.s who have made a career transition have shared their experience on blogs and via online resources such as The Versatile Ph.D. A list of these can be also found in Appendix 2. Your own department surely has produced some Ph.D.s who have taken non-faculty positions. Even if no formal record is kept about the whereabouts of graduates, you can probably identify them by asking faculty and departmental administrative staff and recent graduates. You can also keyword search LinkedIn for Ph.D.s in your discipline. Learning about people’s transitions can make your own transition feel more manageable. It is possible that all this investigation will lead you to a clear first-choice focus for your job search in an area where you have ascertained that, with persistence, you will surely find a suitable position. However, it is more likely to be the case that research both uncovers interesting possibilities and, at times, narrows what you will consider to be an option. It might make you decide that you do not want to work in a small not-for-profit because you won’t make enough money. Or, despite the engaging projects associated with management consulting, the regular travel to client offices is not a good match for your need to be home most of the week. Researching new careers takes significant time and effort; it also can lead to complex decision schemes as you sort out what fields and locations may be options for you. Given the timeframe in which you would like to make a decision, develop a structure that reflects your priorities. For example, ‘‘If I can get X kind of job on the West Coast in a location my partner considers suitable for work, then I’ll do that. Otherwise, if nothing comes through by February, then I’ll look for Y kind of job in the Chicago area, where I’m now based.’’

Networking Networking and informational interviewing are crucial parts of researching new career possibilities. Social media sites, such as LinkedIn, have transformed networking, making it easier to find those with whom you share common career interests and a common background. Remember that networking is both a noun and a verb. You likely already have a network of people with whom you can discuss your career concerns and ideas, perhaps more than you realize. They may include family, friends, fellow graduate students or postdocs, former colleagues, and the official alumni networks of your graduate and undergraduate institutions. Networking—both with

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people you know and by meeting people recommended through your network who work in positions or fields that possibly interest you—can provide advice to inform your decision-making process. In your conversations with professionals in your field of interest, you can ask about a person’s own career path, what the trends are in his or her industry, what he or she would suggest for someone looking for similar types of work, and what the best information sources are for learning about the field or opportunities therein. Taking the initiative and being open with others when discussing your career goals is one of the best ways to learn about new opportunities even if it might feel uncomfortable at first, even if it takes effort, and even if it is not your normal mode of operation. Connecting with people via email so that you learn about their work or career field, though uncommon in academe, is quite common in most other fields of work. When you reach out to people via email or through social media sites, you may wish to cover three things in your initial message: how you made the connection, why you are interested in speaking with them, and who you are. Below is a sample message: Dear Ms. Lee: I got your name from the University of X alumni network website. I am very interested in learning more about the work you do as a market researcher focused on healthcare, and hope you might have some time to speak with me about your experience. As I complete my PhD in Communication, I find myself drawn to career possibilities that would allow me to apply my research skills in a setting with a more direct impact on the healthcare industry. Would you have 15 or 20 minutes to speak with me by phone in the near future? I would very much appreciate the chance to talk with you about the work you do. Thank you in advance for any assistance you are able to offer. Sincerely, Jane X

Writing your first messages of this kind will take time and effort, but you will find that the more you do it, the easier it will become. Once you have an informational interview scheduled, you should prepare for making the most of the time you have set aside for the meeting or phone exchange. Depending on your familiarity with the field, the questions you ask should fill in your knowledge gaps. While an information interview is not a formal interview, it is an opportunity to gather information and help you in your decision making, and it is likely that the person will want to hear about your background. Be prepared to speak about yourself and your interests to help them understand your goals and be better able to assist you. It is crucial that you thank this contact shortly after your conversation; this is both common courtesy and helps maintain the connection you have made.

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Searching In the academic job search you follow a fairly predictable sequence in identifying and applying for jobs. Once you think about a broader range of options, you find that there are many right ways to apply for a position, most of them highly unstructured. Conducting academic and nonacademic job searches at the same time can present interesting challenges. You may need to use two different vocabularies, have two different sets of people to recommend you, create two different sets of job hunting documents, and have two sets of interview clothes. Usually, you will need to develop both a resume and a CV. We have included several examples of resumes of doctoral graduates at the end of this chapter, and the resources listed in Appendix 2, ‘‘Additional Resources,’’ will give you more examples as well as ideas and guidance. In many cases, if you are looking for both kinds of jobs, it makes sense to concentrate on academic applications in the fall when many jobs are announced and to turn your attention to other options later in the academic year. However, if you are looking to participate in on-campus recruiting at your institution, be aware that the corporate recruiting cycle usually begins early in the fall semester. One of the best ways to job hunt is to tell everyone what you are looking for. However, you may be in a situation in which you feel a need to keep your plans somewhat confidential. Whether you are afraid your department will be reluctant to award your degree on time if you pursue a nonfaculty career, or that your teaching contract or postdoctoral appointment will not be renewed if you are seen as lacking commitment to research, there are some real, in addition to imagined, risks to announcing plans that are different from those key people expect you to have. How you resolve this dilemma is a judgment call; however, it will definitely take you longer to make a career change if you cannot discuss your plans and immediate goals with someone. There are several potential sources of good career consultation, although you may need to try more than one until you find a source that seems genuinely helpful. In recent years, many institutions have developed robust career services for doctoral students and postdocs. Your undergraduate institution is another option, since many career centers provide alumni services. Career centers that do not provide service to doctoral candidates can sometimes provide referrals to private counselors who have worked with Ph.D.s. Also check with your scholarly or professional association. Nearly all associations provide at least some career services for their members. Increasingly, scholarly associations, such as the American Historical Association, are recognizing the need to provide the kind of career support for Ph.D. holders that goes beyond just giving information on how to become a

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tenure-track faculty member. For example, you may find that there are several panels or other initiatives on non-faculty career possibilities at the annual meeting of your scholarly association. While it is the exception rather than the rule, some associations have staff members who can advise members on applying their skills in new fields. You may consider working with career advisors and career counseling services operating on a for-profit basis. A related service being widely offered is professional coaching. The quality of such services varies wildly. Avoid those who charge a large up-front fee and look for those who have had experience working not just with career changers in general, but with academics in particular. If you feel that you need weekly or bi-weekly contact with someone to make sure you complete each step in the job search process and to encourage you to move forward, you might find these services useful. Some Ph.D.s look to recruiting firms to help them make a transition into a new career path. While recruiters are very important in some fields, for example, information technology, they may be helpful to you only if you have the skills and experience desired by their clients, the hiring employers. A recruiter is unlikely to help you brainstorm career possibilities and rebrand yourself the way a career advisor might. If you are interested in fields in which you learn that recruiting firms play an important role, you should ask about them in informational interviews, and ask for referrals to recruiters that person has known to be helpful. While there are several steps you must take to make a successful career transition, they are not necessarily sequential. You may find, for example, that you originally identified a career goal that is appealing but for practical reasons proves difficult to achieve. Then you may need to return to your selfassessment and research. Or you may have an interview for a job for which you are turned down, but where the interviewer suggests that you interview within the organization for something related. In that case, you may need to jump ahead to the application and catch up on research later. It is important both to develop goals and to remain flexible as you pursue them. Keep in mind that, for non-faculty jobs, the first job you take is not likely to be your last. Rather, it will be a stepping stone to your next position. As you move forward in your career, it is likely that each new position will offer new challenges and be more fulfilling. Even if you end up doing something you never imagined when you began your doctoral study, it is likely that the result of your search will be work that is rewarding and that uses the skills you have developed over the years you pursued an academic career.

A Note About the Sample Resumes and Covers Letters That Follow The following examples, generously volunteered by real candidates, are provided to give you an idea of what such materials look like. Other than

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changing the names of the job candidates, their most recent institutions, and some dates, we have tried to alter them as little as possible. In order to save space, some sections may have been truncated. If a section has been shortened, there will be a note in brackets, such as ‘‘[Two additional entries follow.]’’. You will see that these resumes are shorter than CVs and targeted to the position or field to which the individual applied. When academic experience is included, the candidate might choose to emphasize either the functions performed and skills developed or the knowledge base gained in a course of study. Employers expect a succinct document that enables candidates to show how they fit the specific job or field requirements. To have an effective resume, it is necessary to omit information that is not relevant. In some areas of business a one-page resume is standard. In other sectors a longer resume is acceptable. Note how the content of the resume is geared toward the position taken as indicated in the heading. As you transition out of academia to a new field, you should try to get field-specific advice that is beyond the scope of this book. These examples should be regarded as excellent, but not necessarily perfect. They are not all in the same format, and they do not all subscribe to the same stylistic conventions, so you can see there are many ways to construct a good resume and cover letter. Do not attempt to copy any single example. Rather, look at all of them to see which forms of presentation might suit your own taste or situation.

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Humanities Ph.D. resume. Accepted teaching position in an independent boarding and day school. Note focus on texts he has taught, many of which would be in high school curricula. Original was four pages. HARRIS WARD TEACHER ADDRESS PHONE NUMBER, EMAIL ADDRESS

EDUCATION University of Y  Ph.D. in Literature and Social Thought, Dissertation: “A Second Looking Glass: Inventing the Minority Bildungsroman, 1927-1958,” August 2012  M. Ed., Thesis: “Culture in Math: Negotiating and Subverting Identity by Urban Youth,” 2005  Full scholarship for five years; President’s Dissertation Fellowship; NSF Math Graduate Fellowship (declined)  GMAT: 730/97%, GRE Quant: 770/800, Verbal: 690/96%, GPA: 3.95/4.0 Columbia University, New York, Visiting Scholar, Department of English, Spring 2005 & Spring 2010 University of Maryland, B.S. in Materials Science and Engineering, College Park, MD, 1999  GPA: 3.89/4.0; President/Founder, Materials Matters Society; Treasurer, Engineering Student Council; University Senator; Outstanding Senior Award; Junior quarter in Greece/Israel  Intern at Thin Films Lab: researched pulsed-laser deposition of ferroelectric materials for semiconductors

TEACHING EXPERIENCE ENGLISH TEACHER, University of Y Designed and taught undergraduate reading and composition courses. Seminars emphasized composition, critical thinking, close reading, literary research, and presentation skills. Class size ~18 students. Studies in Genre ______________________________________________ Fall 2010 Primary texts included Measure for Measure by William Shakespeare, The Fall of the House of Usher and Other Tales by Edgar Allan Poe, Dora by Sigmund Freud, Persuasion by Jane Austen, Invisible Man by Ralph Ellison The European Bildungsroman ___ Spring 2009 Primary texts included Romeo & Juliet by William Shakespeare, A Portrait of the Artist as a Young Man by James Joyce, Anna Karenina by Leo Tolstoy, The Confusions of Young Törless by Robert Musil, Oliver Twist by Charles Dickens Survey of European Literature Fall 2008 Primary texts included The Odyssey by Homer, Pride and Prejudice by Jane Austen, Sentimental Education by Gustave Flaubert, Le Père Goriot by Honoré de Balzac, Jude the Obscure by Thomas Hardy, Peter and Wendy by J. M. Barrie [Four additional entries follow.] TEACHING ASSISTANT, University of Y Organized and led discussion section for a Professor’s lecture course. Guided students in the writing process, graded essays and exams, held office hours, and mentored students. Ethics and Philosophy, Prof Name, Letters & Science Spring 2006 and Spring 2008 Primary texts included Euthyphro, Apology, Crito, and Phaedo by Plato, The World’s Religions by Huston Smith, selections from Erich Fromm, selections from Aristotle, and Harvard Business School case studies.

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Western Civilization, Profs Name and Name, Dept. of Classics Fall 2005 Primary texts included The Illiad and The Odyssey by Homer, The Bible, Theogony by Hesiod, Oedipus Rex by Sophocles, Defense of Socrates, Euthphro, and Crito by Plato, On Duties by Cicero, On the Nature of Things by Lucretius, The Aeneid by Virgil, Metamorphases by Ovid. K-12 INSTRUCTOR (NOT CERTIFICATED), Houston Independent School District Houston Laboratory School, Combined 3rd, 4th, and 5th grade class________________ ______ _ 1996-1997 Designed and implemented lesson plans for an elementary class in all academic areas including special education, arithmetic, reading, arts, and science. Taught half-days in a shared classroom. Yates High School, Algebra I and Chemistry 1997-1998 Designed and taught Algebra I and Chemistry classes for a large urban high school. Taught half-days.

DRAMATURG, XYZ Playhouse, University of Y Measure for Measure Fall 2008 Provided historical context, scene interpretations, character analyses, political landscape, and pronunciation guidance for William Shakespeare’s Measure for Measure. Director: Prof. Name, Dept. of Theater, Dance, and Performance Studies. 3-week run at XYZ Playhouse, University of Y.

AWARDS AND HONORS ƒ ƒ ƒ ƒ ƒ ƒ ƒ ƒ ƒ ƒ

University of Y President’s Dissertation Year Fellowship, 2011-2012 Name Family Dissertation Fellowship, 2011-2012 Ford Foundation Dissertation Fellowships, The National Academies, Honorable Mention, 2011 Dean’s Normative Time Fellowship, 2010-2011 Graduate Division Summer Fellowship, 2008 University Fellowship, 2006-2007 Graduate Division Summer Fellowship, 2006 Mascot Fellowship, 2005-2006 Chancellor’s Opportunity Predoctoral Fellowship, 2003-2005, 2009-2010 (competitive entering fellowship) National Science Foundation’s Graduate Mathematics Education Fellowship, 2003-2006 (declined)

PUBLICATIONS ƒ

“Toward a Second Mirror Stage: A General Theory of Disability in Invisible Man,” under review at American Literary History ƒ Editor and Introduction, Psychoanalysis in Context. Newcastle upon Tyne: Cambridge Scholars Press. In Press 2012. ƒ Name, Harris W. Teacher, Name and Name, “Possible Susceptibility of Ti-7 to Hydrogen Embrittlement in a Geologic Repository,” Proceedings of the Scientific Basis for Nuclear Waste Management (August 2000, Sydney, Australia). [Two additional publications follow.]

PRESENTATIONS ƒ ƒ ƒ ƒ ƒ

“Nurturing Decay: Towards a Theory of the Asian American Novel,” presented May 2011, Asian American Studies Association conference, New Orleans, LA. “The Ugly Laws: Disability and Race in Ralph Ellison’s Invisible Man,” presented January 2011, Modern Language Association conference, Los Angeles, CA. “The Broken Call-and-Response: Invisibility and Relationality in Ralph Ellison’s Invisible Man,” presented October 2010, Communicating Forms conference, U. Chicago. “A Narrative of Death and Resurrection: A Rereading of Peter Pan,” presented March 2007, Society for the Study of Narrative conference, Washington, DC. “Romeo’s Consort and Juliet’s Death: An Inversion of Sexual Jouissance,” presented March 2006, Literature & Psychoanalysis conference, University of Y.

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• “Teacher Strategies for Reaching All Students,” presented at the August 2003, Diversity in Mathematics

Education mini-conference, University of Y. • “High-Level Nuclear Waste Corrosion Programs in the USA,” invited presentation at the Institut for Nukleare Entsorgung, Karlsruhe, Germany, February 2002. [Four additional presentations follow.] GRANTS I have successfully written grant applications to improve teaching, host speakers, organize readings groups, and conduct oral histories. The total amount has been over $28K from sources such as the X Center for the Humanities, The Koret Foundation, the Center for Race and Gender, the Graduate Division, the State Council for the Humanities (pending), and the National Park Service (pending). SERVICE ACTIVITIES ORGANIZER, X Center for the Humanities, University of Y

2006-present

• Pioneered and co-led a humanities working group. • Led bi-weekly team meetings on various topics related to critical thought. • Convinced campus leaders to financially support a conference on literature and theory; speakers from around the globe; conference organizer, grant writer

PROGRAM ASSISTANT, Chancellor’s Chair of English, Professor Name

2009-present

• Coordinated the Chancellor’s Colloquium, a yearly event that includes three, 3-hour conversations on the work of a contemporary theorist followed by two lectures by the scholar. • Planned the Chancellor’s Lecture Series, a speaker series that covers heterogeneous topics. • Implemented logistics for colloquium and lecture series including website and advertising material design, conference planning and management, and scholarly research. • Provided research assistance for the writing of scholarly articles, presentations, and current book project.

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Social Sciences Ph.D. resume. Accepted position at large internet software and service provider. Laura Linguist 123 Street, City, State Zip 555-234-6789

[email protected] www.lauralinguist.com

Education Ph.D. X University, Languages and Literatures, Secondary Field in Linguistic Theory A.M. X University, Celtic Languages and Literatures M.A. Aberystwyth University, Medieval Welsh Literature B.A. University of California, Berkeley Majors: Celtic Studies and Classical Civilization

2014 2010 2008 2006

Research Experience      

Doctoral Dissertation about incomplete first language acquisition and grammatical consequences of language disuse; several publications from that work Co-authored and published an introduction to Spanish as a heritage language in the US (forthcoming) Recruited participants, recorded and transcribed speech samples for digitized corpus of incomplete first language grammars (published online, Smith Lab Database) Invited as a speaker in a presentation on minority language policy, Y University, October 24, 2011 Research Assistant to Dr. Name, Department of Languages and Literatures, X University (prepared course materials and Powerpoint presentations, digitized audio recordings, among other tasks), Spring 2011 Recipient of several fellowships and scholarships for research excellence

Editorial and Management Experience    

Organizer of the Graduate School of Arts and Sciences workshop series for the Department of Languages and Literatures, Spring 2010-Spring 2011 Manager of the organizing team for the 29th and 30th Celtic Colloquia, October 2009 and October 2010 Editor of the Proceedings of the Celtic Colloquium, 2009 and 2010 Assistant Website Manager, “Modern Language Teaching at X University,” the Department’s internal foreign language pedagogy resource, 2011-2012

Relevant Coursework (Linguistics Department, X University)    

  

Ling 110: Intro to Linguistics Ling 122: Intro to Indo-European Ling 115a ,115b, and 215: Phonology Ling 112b and 212: Syntax

Ling 114: Morphology Ling 290: Heritage Languages Ling 200: Second Language Acquisition

Skills   

Technical: Microsoft Office Suite; WordPress (website design and management); R and SPSS (statistics); Praat (phonology analysis); Python (programming, beginner level) Linguistic: syntactic and phonological analyses within current theoretical frameworks Languages: English, Welsh, and reading knowledge in French, German, Latin, Classical Greek, and Irish

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Social Sciences Ph.D. resume. Accepted position in small strategic consulting firm. Darryl C. Candidate Address City, State Zip

phone number email

EDUCATION 2008-Present

University of X, City, State Ph.D. in Socio-Cultural Anthropology, May 2014 (expected), GPA: 4.0 Dissertation: Study of Cross-Cultural Barriers to Organizational Change in Biofuel MNCs  University Founder Fellowship Recipient  Won competitive grants from the National Science Foundation and Wenner-Gren Foundation

2002-2006

The George Washington University, Washington, DC B.A. in International Affairs, May 2006, GPA: 3.92 (Summa Cum Laude)  Dean’s List 2002-2006  Phi Beta Kappa  Presidential Scholarship Recipient

EXPERIENCE 2013-Present

CDF Consulting, City, State Change Management Consultant  Partner with University of X Business School faculty to provide strategy solutions for Fortune 1000 companies in financial, IT, healthcare and construction sectors  Manage client interactions, including attending planning meetings, writing strategy memos and presenting recommendations to senior management  Facilitated workshop to create first corporate strategy for a construction company with over $1 billion in revenue

2013-Present

University of X Business School Executive Education, City, State Learning Accelerator  Manage 10 facilitators who coach senior executives to improve teamwork skills  Designed observational framework to collect data on group effectiveness in business simulations, creating substantial efficiencies in analysis process  Improved client evaluation scores of teamwork training by 20%

2011-2012

National Bioethanol Science and Technology Laboratory (CTBE), City, Country Biofuel Impact Specialist  Designed and executed original dissertation research to identify cultural factors affecting implementation of sustainability programs in two multi-national biofuel corporations  Advised on revisions to a major global sustainable biofuel standard, identifying several improvements in auditing process  Built network of local industry contacts, enabling CTBE to expand research into two new regions

2009-2011

University of X, City, State Teaching Assistant  Synthesized complex theoretical concepts in weekly lectures, receiving 4.5/5 average overall score in student evaluations across four courses  Designed lesson plans, provided mentoring and managed evaluation of 160 students

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2  2006-2008

Restructured departmental speaker series to double attendance

World Resources Institute, City, State Business Analyst, New Ventures Project  Coordinated project at a major environmental think-tank to identify funding sources and provide technical assistance for sustainable, small enterprises in developing countries  Oversaw communication strategy for media and potential funders, helping to attract investment of over $120 million for 170 green businesses  Analyzed survey data for first ever assessment of global “Base of the Pyramid” markets  Managed $1.2 million project budget and oversaw funding allocations for global affiliates Managing Editor, NextBillion.net  Managed staff of 12 writers for a leading blog on private-sector driven development with over 500,000 unique visitors per year  Grew NextBillion.net to become the second most visited social enterprise site on the web  Co-led initiative to build external partnership; integrated and trained five new contributors

PUBLICATIONS AND PRESENTATIONS Publications  Conferences  Presentations 

Submitted two articles in review for flagship journals of anthropology and geography; contributed chapter to the first volume on energy issues in the field of anthropology Organized panels and presented research at the annual meetings of the American Anthropological Association, the American Association of Geographers and the Brazilian Studies Association Invited to lecture at leading academic institutions including University of X, University of São Paulo, Fulbright Brazil, and Copenhagen Business School

SKILLS AND ACTIVITIES Software Languages

 

Professional  Activities Interests 

MS-Office, Lexis-Nexis, EBSCOhost, ProQuest, Drupal CMS, Raiser’s Edge English (native speaker), Portuguese (professional fluency), Spanish (advanced proficiency), French (reading proficiency) Nominated to 2014 Committee on Practicing and Applied Anthropology of the American Anthropological Association, Member of the Brazilian Studies Association Ultimate Frisbee player (former DC summer league vice-champion), City restaurant connoisseur (visited 50% of City Magazine’s Top 50), Brazilian music aficionado

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STEM Ph.D. resume. Accepted position in health care consulting company. Xia Scientist address, city, state, zip code phone number email address Experience MCKINSEY & COMPANY June 2013 Participant, Insight Healthcare Program • Selected as one of 40 participants in 3-day intensive case study workshop • Engaged in team-oriented leadership roles and interviewed representational key stakeholders to conceive and recommend innovative strategies to simulated biotech client in a corporate setting • Effectively communicated and worked in teams to win both team-building competitive exercises SCC HEALTHCARE CONSULTING, University of X February – May 2013 Project Manager, Business Consulting Project for Medical Device Client • Managed client expectations and pitched deliverables to client team of product managers and specialists • Directed meetings with consulting team composed of 3 PhD students and 2 Master’s students • Recommended target therapeutic areas and technical specification improvements that client implemented • Surveyed the technology landscape for medical device pairing and analyzed costs and barriers of technology adoption into existing healthcare IT landscape • Developed and designed an efficient system to interface patient, provider, and payer communication SCC HEALTHCARE CONSULTING, University of X October – December 2012 Consultant, Business Consulting Project for Medical Device Client • Analyzed segmentation of the client US market for areas of future growth potential • Addressed key market questions and assessed competitive landscape and market opportunity of adjacent markets for potential market share capture in future product development • Pitched recommendations to executive client team for expansion into three specific adjacent markets SCC HEALTHCARE CONSULTING, University of X October – December 2011 Consultant, Business Consulting Project for Biotechnology Client • Collaborated as a team to evaluate technological compatibility, market viability and expansion feasibility of existing market products using new delivery platform • Developed business plan for VC pitch outlining long-term cost analysis, marketing strategy and team recommendations for target products based on market need and competitive landscape AMGEN INC., City, State July 2007 – March 2008 Contract Research Associate, Cell Science and Technology • Optimized protein production scale-up resulting in greater production efficiency and output • Tested varying culture conditions to maximize cell-based protein production Education UNIVERSITY OF X Expected: August 2014 Ph.D. Candidate in Cell and Molecular Biology, GPA: 3.69 • Identify and characterize novel protein functions in blood stem cells using cell culture studies, genetic mouse models, and analytical Excel modeling • Awarded NIDDK T32 Predoctoral Training Grant based on research work, July 2010 – Present • Awarded Keystone Symposium Travel Grant to present work at a multinational conference, January 2013 UNIVERSITY OF Y B.S. in Chemical Engineering, GPA: 3.41 • Awarded merit-based Regents Scholarship, September 2003 – June 2007 • Internship at Amgen Inc., June – September 2006

June 2007

Leadership VP of Careers & Social Director, SCC HEALTHCARE CONSULTING, U of X, Fall 2012 – Spring 2014 • Organize career development, networking and social events between members and consulting firms Co-Chair, GRADUATE WOMEN IN SCIENCE AND ENGINEERING, U of X, Fall 2012 – Spring 2013 • Led board meetings, supervised tasks for event planning and coordinated annual alumni luncheon External VP, ASIAN AMERICAN GRAD STUDENT ASSOCIATION, U of X, Fall 2009 – Spring 2011 • Collaborated with graduate student organizations to host cultural and social events for student body

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STEM Ph.D. resume. Accepted position as medical writer in a health communications company.

Tiffany C. Scientist Address, City, State, Zip Code – Phone Number Summary Multi-faceted PhD scientist with a diverse and proven skill set. A team player who is attentive to detail and produces quality results. Areas of expertise include:  Examining market trends yConsulting for small biotech and academia y 7 independent scientific collaborations in last 2 years  Developing new market entry strategy

Education University of X PhD – Immunology

City, State October 2012

The Richard Stockton College of New Jersey BS Biology – Concentration Biotechnology Minors – Chemistry, Theater

City, State 2006 3.9/3.8 Cum Laude

Scientific Experience University of X

City, State Doctoral Research (2006-present)  Discovered a novel role for the TCR-signaling adaptor protein SLP-76 in CD4+ memory T cell persistence  Managed/maintained a mouse colony with over 13 strains and 50 breeder sets  Used both viral and bacterial infectious models to elucidate differences in CD4+ memory T cell homeostasis  Determined cellular turnover and survival using a combination of FACS, real-time PCR, microscopy, ELISA, and western blotting

The Richard Stockton College of New Jersey

City, State

Senior Project (Spring 2006)  Developed a real-time PCR expression curve for the sonic hedgehog gene (SHH)  Quantitated SHH expression in limb buds of developing mouse fetus

Business Experience X Graduate Consulting Club, University of X

City, State Case Competition: Case Team Leader (Spring 2012)  Led a team of PhD students in developing a market entry strategy for a novel diabetes therapy  Identified potential licensees and market exit strategy for a new technology

Student Consulting Club, University of X Business School

City, State Applied Genomics Corporation: Scientific Consultant (Fall 2011)  Screened marketable therapeutics for use in children with specific genomic mutations, for a personalized medicine approach  Developed sections of a new business plan including market penetration, pricing, and market potential  Analyzed IP field for freedom to operate Large Research Organization: Team Leader (Spring 2011)  Led a team composed of post-doctoral, law, and PhD students to develop a strategy of patent resubmission for an education-based research organization  Managed client/team interactions  Set project milestones to meet tight deadlines  Researched the current intellectual property field to determine novelty and freedom to operate for resubmission  Assessed the potential marketability of the current submission using cutting-edge market research

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Scholar, Tiffany C.

Small Biomedical Start-up Company: Scientific Consultant (Fall 2010)  Developed a detailed market analysis for a monoclonal antibody product  Designed a business strategy for a vaccine design and oncology use  Collaborated with a multidisciplinary team composed of scientists, marketing students, and law students

Lake Mohawk Country Club

City, State

Waterfront Director (2004 – 2006)  Managed a team of 40 guards, spread over 11 facilities  Created and revised SOPs during tenure at facility  Organized and taught swimming lessons for children ages 5 to 15  Certified guards in rescue techniques according to Red Cross guidelines

Teaching Experience The Richard Stockton College of New Jersey City, State Teaching Assistant: Calculus 1 (2004-2006)  Graded homework and tests  Tutored students individually Teaching Assistant: Chemistry 1 Laboratory (Spring 2005)  Prepped exercises and led laboratories for students Laboratory Technician: Microbiology (Spring 2006)  Organized and maintained laboratory reagents Theatrical Production Assistant (2002-2006)  Created, programmed, and directed the implementation of lighting designs for two college productions

Awards and Honors 2012 2011 2006 2006 2002-2006

Biomedical Graduate Studies Travel Grant, School of Medicine, University of X Trainee Satellite Symposium Travel Grant Recipient, Federation of Clinical Immunologists Top Three Student Poster, Annual Natural Sciences and Mathematics Symposium Honors Program Distinction, The Richard Stockton College of New Jersey Presidential Scholarship, The Richard Stockton College of New Jersey

Professional Affiliations American Association of Immunologists (2010-present) Graduate Women in Science and Engineering (2010-present) X Student Consulting Club (2010-present) Association for Women in Science (2011-present)

Selected Publications Scientist, Tiffany C., Name, Name, Name. 2012. Homeostatic division is not necessary for antigen-specific CD4+ memory T cell persistence. Journal of Immunology. Oct 189(7):3378-85. Name, Name, Scientist, Tiffany C., Name, Name, Name, Name. 2012. IL-2 signals determine the degree of TCR signaling necessary to support mouse regulatory T cell proliferation in vivo. Journal of Immunology: Cutting Edge. 189(1):28-32. Scientist, Tiffany C., Name, Name, Name. 2012. Ivermectin causes Cre-mediated deletion in T cells. Nature Immunology. 13(3):197-198. [Two additional publications follow.]

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Cover Letter, Humanities Ph.D. Accepted position in student services in large private university. NAME Senior Associate Director, Career Services ABC University Address City, State Zip Date Dear Ms. Name: I write to apply for the position of Associate Director of Career Services, working with graduate students, postdocs, and alumni. A recent Ph.D., I have already undertaken a variety of career explorations and experiences that, combined with my skills as a listener and communicator, would suit this position well. Throughout my graduate school years, I sensed that the traditional tenure-track path might not be the right fit for me, so I have long been interested in alternate career options. I have networked extensively with Ph.D.’s in diverse fields, and I have interviewed with employers ranging from a think tank to a high school. In short, I am not only familiar with resources such as Susan Basalla and Maggie Debelius’s So What Are You Going to Do with That?—I have also put that advice into practice. I know both how frightening and how liberating “thinking outside the box” can be. My teaching experience, meanwhile, has made me comfortable presenting information to large groups in ways that are accessible and engaging. Also, because the writing seminars I taught required one-on-one conferences with each student, I have deep experience advising people individually, helping them articulate their goals and devise strategies for achieving them. As a teacher, I aimed to equip students with skills and techniques that would empower them for the long term—rather than simply telling them how to improve a particular sentence or paragraph. My approach to career services would be similar: to act as a sounding board, a resource, and a guide. I have planned and run events in the past, including a yearlong visiting speaker series, and I understand the practicalities that keep an office running smoothly. I am eager to apply my skills and experiences to the next challenge, however unconventional, and I would very much enjoy doing so at ABC University Career Services. My resume is attached, and I can be reached at 222-333-4444 or at [email protected]. Thank you for considering my application. Sincerely, ALAN ADVISOR

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Cover Letter, Social Sciences Ph.D. Accepted position as Speech Data Evaluator at large internet software and service provider. Though this was a temporary position, the candidate viewed it as a possible stepping stone to a permanent position in this field. Laura Linguist Address Phone Date Name City, State Dear Name, Please accept this letter and attached CV as an application for the position of Speech Data Evaluator. I recently found your notice of this job opening on Linguist List and sincerely hope positions remain available. Based on my research expertise, I am confident that you will find me a good fit for this contract position. My own research during my tenure at X University has been a close study of language acquisition, and, in particular, the consequences of incomplete acquisition of a first language. This work has required a thorough understanding of grammatical labeling, as the project was largely the compilation and transcription of a large corpus of (semi-proficient) Welsh speech. This labeling was primarily syntactic, but I have a strong background in the study of phonology as well. Applying this expertise outside of the academic setting will be an easy transition for me. I have also always excelled at communicating my research insights to others who may not have the same training or background knowledge that I do. My academic papers, both published and orally presented, have always been tailored to my audience and its requirements. Beyond my formal educational requirements, I am an avid self-directed learner. What my degree titles lack, but which was an essential component in my doctoral research, is data-driven analytical skills. For the past several years I have supplemented my coursework with MOOCs in the fields of statistics, data analysis, and programming, in order to familiarize myself with modern research methodologies. These efforts have always been rewarding, not only in any direct research application, but also in satisfying my own drive for new knowledge and new challenges. I feel that this is a trait which would be valued in a colleague at Company Name. My PhD in Celtic and Linguistics has been formally conferred upon me and I am very eager to begin working in the non-academic sector. I very much look forward to hearing back from you regarding this Speech Data Evaluator position. Sincerely,

Laura Linguist

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Cover Letter, Social Sciences Ph.D. This letter for a large consulting firm highlights teamwork, communication skills, and expertise in behavioral analysis. Accepted position in small strategy consulting firm. Darryl C. Candidate Address, City, State Zip Telephone email Date Name Recruiting Manager Management Consulting & Company Address, City, State Zip Dear Ms. Name, I am a PhD candidate in the Department of Anthropology at the University of X, and I am writing to apply to the Associate position as advertised by you through our career services office. Through conversations with Management Consulting & Company consultants at an April campus recruiting event, I learned about your organization’s unparalleled reputation for developing industry-leading talent to create world-shaping impact. I am eager to pursue my passion for consulting in a firm that is intellectually diverse, counting over 1,400 PhDs among its ranks. My capacity to think innovatively as a social scientist, and my ability to manage team and client relationships as a change management consultant make me an ideal fit for the Management Consulting & Company culture. Being a successful consultant requires finding solutions where others may not think to look. I developed this skill during my dissertation research, when I designed the first anthropological study of organizational change at multiple levels of a corporation simultaneously. The project won two highly competitive national grants, including being the only one of 400 submissions in 2011 to receive perfect scores from the Wenner-Gren Foundation. At the same time, I have seen firsthand that it is impossible to solve an organization’s most complex challenges individually; one must also leverage the unique insights of each member of the project team. When I joined University of X Business School Executive Education, I developed a new system for our coaches to analyze clients’ teamwork performance. I created an iterative process where we collaboratively tested the new framework during facilitation sessions, empowering the coaches to draw upon their own experiences to improve data collection. We worked together to cut several hours off of the analysis process and improved the quality of feedback, increasing client evaluation scores by 20%. I also understand that a consulting team’s recommendations will fall on deaf ears if they cannot effectively communicate them to the client. My training in behavioral analysis is crucial to my work as a change management consultant. During a retreat I facilitated with the senior management of a large construction firm, the executives struggled to create a corporate growth strategy as they had never been through such a process. After one particularly difficult session, I spent 20 minutes synthesizing their discussions into four slides consolidating the key points of commonality that I had observed. The clients’ tone changed completely after my presentation; some exclaimed that they had not realized how many areas of consensus there were, and they ended up using my analysis as a central element of their first organization-wide growth strategy. As a social scientist and consultant, I have the combination of intellectual creativity and exceptional interpersonal skills necessary to thrive at Management Consulting & Company. I hope to have the opportunity to apply these talents as an Associate in your firm. Thank you for your consideration. Please feel free to call me at 222-333-5555 or [email protected] with any questions you may have. Sincerely, Darryl C. Candidate

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Cover Letter, STEM Ph.D. This letter for a consulting position with a health care communications company highlights team work and consulting projects done through a graduate student consulting club. Accepted position as medical writer with the same company. Tiffany C. Scientist Address City, State, Zip Code Phone Number Date Name, PHR XYZ Health Communications Address City, State, Zip Code Phone Number

Dear Ms. Name: My name is Tiffany Scientist. I am a Ph.D. student at the University of X and will be defending my thesis on October 3rd. I spoke with one of your Strategic Consultants last week (Name), and she informed me of your current openings for manager level strategic consultants. Both your online presence and my conversations with Name have fueled my interest in working for XYZ Health Communications after my graduation. Over the last few years at University of X I have been volunteering with the X Graduate Consulting Club, which has really sparked my interest in solving real-world business problems both strategically and scientifically. Working with this group has taught me the basics of product valuation, market analysis, and patentability. Last fall I was able to lead a small team in making recommendations for patent submission for an investigator at Y Research Hospital. This project allowed me to direct a team of post-doctoral and law students, and gave me experience managing client interactions. My thesis work has focused on studying the persistence characteristics of CD4+ memory T cells. The prolonged nature of memory helped to hone my time management skills and multi-tasking ability, as I would often have multiple ongoing experiments with time points up to one year. I am available for an interview scheduled at your convenience. I look forward to further discussions about the scientific passion and strategic thinking that I can bring to XYZ, and can be reached at the telephone number above or via email at [email protected]. Thank you in advance for your consideration. Sincerely, Tiffany C. Scientist Enc: Resume

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Appendix 1: National Job Listing Sources and Scholarly and Professional Associations

Websites That Include Job Listings of Interest to Scholars in All/Most Fields The Chronicle of Higher Education www.chronicle.com The Chronicle is a source of daily news, advice columns, and jobs for college and university faculty members and administrators as well as career-building tools such as online CV management and salary databases, grant and fellowship deadlines, and discussion forums that focus on such topics as interviewing, balancing work and life, the tenure track, and leaving academe. The Chronicle also publishes the American Association of University Professors (AAUP) annual faculty salary survey. ‘‘Vitae,’’ The Chronicle’s career hub, has extensive listings for faculty and administrative position announcements from institutions worldwide, although primarily from those in the United States. Print copy published weekly during academic year. Diverse Issues in Higher Education www.diverseeducation.com This online and print resource includes critical news, information, and insightful commentary on the full range of issues concerning diversity in American higher education, reporting on matters of access and opportunity for all in higher education. Originally focused on the issues pertaining to African Americans in higher education, it also addresses topics that affect Asian Americans, Hispanics/Latinos, Native Americans, people with disabilities, seniors, LGBTQ, veterans, and other underrepresented groups in higher education. Its job section, diversejobs.net, has an extensive variety of listings for both academic and non-academic positions at postsecondary institutions as well as tools and resources for preparing resumes and academic portfolios. Print copy published every two weeks. Higher Education Recruitment Consortium (HERC) www.hercjobs.org HERC is a nonprofit organization with a central coordinating office and fourteen regional offices. Member institutions include over 700 colleges, universities, hospitals, research labs, government agencies, and related non- and for-profit organizations that subscribe to HERC’s vision and mission. Addressing the needs of dualcareer couples and helping underrepresented minorities are ‘‘of critical importance when colleges and universities seek to recruit and retain the most outstanding and diverse faculty and administrators.’’ HERC provides a comprehensive jobs

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list at institutions within a commutable distance, dual-career search technology, and lists of articles, research, and links to campuses that have dual-career programs and policies. H-Net: Humanities and Social Sciences Online www.h-net.org This interdisciplinary forum hosts listservs organized by academic disciplines and includes position and fellowship announcements, and some discussion of academic careers. H-Net’s Job Guide is a source of academic position announcements in the humanities, the social sciences, rhetoric, and composition. Inside Higher Ed www.insidehighered.com Inside Higher Ed is a daily online source for news and opinion on higher education. In addition to news and feature stories, there are also career advice columns and extensive job listings. The National Postdoctoral Association www.nationalpostdoc.org The National Postdoctoral Association has as its mission ‘‘to improve the postdoctoral experience by supporting enhanced research training and a culture of enhanced professional growth to benefit scholarship and innovation.’’ The website includes career planning resources, links to many university postdoc career websites and job sites, and current job listings powered by Science Careers. Science Careers www.sciencecareers.org Science Careers offers a wide variety of content designed to assist scientists of all disciplines, backgrounds, and experience levels navigate their career path including job listings that are updated daily, career advice articles, and a discussion around career issues. MyIDP, a web application for Ph.D. career planning, which was developed with support from the American Association for the Advancement of Science, is housed on the Science Careers website.

List of Selected Scholarly and Professional Associations Associations include job announcements, grant deadlines, information on conferences, and short news articles on their websites. Some associations have job listings available to members only but nonmembers can access them for a charge. Many associations provide institutions and candidates with facilities and administrative support so that search committees can interview job candidates at their annual conference. For each association listed here you will find the association name, URL, discipline(s) it serves, and time of year of the annual conference. If organizations relevant to your discipline are not included here, consult your advisor. Listings of associations may also be found in the resource, National Trade and Professional Associations of the United States, available in large research libraries. Academy of Management www.aom.org Management The annual conference is held in August.

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African Studies Association www.africanstudies.org African Studies The annual conference is held in November. American Academy of Religion www.aarweb.org Religious Studies, Theology The annual conference is held in November. American Anthropological Association www.aaanet.org Anthropology The annual conference is usually held in November. American Association of Anatomists www.anatomy.org Anatomy The annual meeting is held in the spring. American Association of Colleges of Nursing www.aacn.nche.edu Nursing Multiple annual conferences are held in fall and early spring. American Association of Immunologists www.aai.org Immunology The annual conference is held in May. American Astronomical Society www.aas.org Astronomy, Astrophysics The annual conference is held in January. American Chemical Society www.acs.org Chemistry, Engineering The national conference is held in late summer/early fall. American College of Sports Medicine www.acsm.org Sports Medicine The annual conference is held in May or June. American Economic Association www.aeaweb.org Economics The annual conference is held in January. American Educational Research Association www.aera.net Education The annual conference is held in the spring.

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American Folklore Society www.afsnet.org Folklore The annual conference is held in October. American Historical Association www.historians.org History The annual conference is held in January. American Institute of Biological Sciences www.aibs.org Biology The annual conference is held in March. American Institute of Chemical Engineers www.aiche.org Chemical Engineering The annual conference is held in April. American Institute of Physics www.aip.org Astronomy, Physics This umbrella organization serves as a federation of physical science societies. Member societies hold conferences throughout the year. American Mathematical Society www.ams.org Mathematics The annual conference is held in January. American Musicological Society www.ams-net.org Music The annual conference is held in October or November. American Philosophical Association www.apaonline.org Philosophy Three conferences a year are held: Eastern Division in January (largest), Pacific Division in March, Central Division in March. American Physical Society www.aps.org Engineering, Physics The annual conferences are held in March and April. American Physiological Society www.the-aps.org Physiology The annual conferences are held in August and November.

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American Planning Association www.planning.org City Planning The annual conference is held in March or April. American Political Science Association www.apsanet.org Government, International Relations, Political Science The annual conference is held in September. American Psychological Association www.apa.org Psychology The annual conference is held in August. American Society for Biochemistry and Molecular Biology www.asbmb.org Biochemistry, Molecular Biology The annual conference is held in the spring. American Society for Cell Biology www.ascb.org Cell Biology The annual conference is held in December. American Society for Microbiology www.asm.org Microbiology The annual conference is held in the spring. American Society for Nutrition www.nutrition.org Nutrition The annual conference is held in the spring. American Society for Pharmacology and Experimental Therapeutics www.aspet.org Pharmacology The annual conference is held in the spring. American Society for Public Administration www.aspanet.org Public Administration The annual conference is held in March. American Society of Civil Engineers www.asce.org Civil Engineering The annual conference is held in October. American Society of Criminology www.asc41.com Criminology The annual conference is held in November.

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American Sociological Association www.asanet.org Sociology The annual conference is held in August. American Statistical Association www.amstat.org Statistics The annual conference is held in August. American Studies Association www.theasa.net American Studies The annual conference is held in the fall. Archaeological Institute of America www.archaeological.org Archaeology, Classical Studies The annual conference is held in January. Association for Asian Studies www.asian-studies.org China and Inner Asia Studies, Northeast Asia Studies, South Asia Studies, Southeast Asia Studies. The annual conference is held in the spring. Association for Behavioral and Cognitive Therapies www.abct.org Psychology The annual conference is held in the fall. Association for Education in Journalism and Mass Communication www.aejmc.org Communication, Journalism The annual conference is held in August. Association for Gerontology in Higher Education www.aghe.org Gerontology The annual conference is held in February. Association for Theatre in Higher Education www.athe.org Theatre The annual conference is held in the summer. Association of American Geographers www.aag.org Geography The annual conference is held in the spring.

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Association of Collegiate Schools of Architecture www.acsa-arch.org Architecture The annual conference is usually held in March. Association of Writers and Writing Programs www.awpwriter.org English, Writing The annual conference is held in the spring. Biomedical Engineering Society www.bmes.org Bioengineering The annual conference is held in the fall. Biophysical Society www.biophysics.org Biophysics The annual conference is held in February. College Art Association www.collegeart.org Art History, Fine Arts (Studio) The annual conference is held in February. Conference on College Composition and Communication www.ncte.org/cccc English, Composition and Rhetoric The annual conference is held in November. Council on Social Work Education www.cswe.org Social Work The annual conference is held in March. Cultural Studies Association www.culturalstudiesassociation.org Cultural Studies The annual conference is held in May. Endocrine Society www.endocrine.org Endocrinology The annual conference is held in March. Federation of American Societies for Experimental Biology (FASEB) www.faseb.org Biomedical Sciences FASEB advances biological science through collaborative advocacy for research policies with more than twenty associated societies, several of which are included in this list of associations.

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Geological Society of America www.geosociety.org Geology The annual conference is held in the fall. History of Science Society www.hssonline.org History of Science The annual conference is held in the fall. Institute of Electrical and Electronics Engineers www.ieee.org Electrical/Electronics Engineering The IEEE hosts hundreds of conferences each year. International Communication Association www.icahdq.org Communication The annual conference is held in late spring. International Society for Computational Biology www.iscb.org Bioinformatics, Computational Biology The annual conference is held in July. International Studies Association www.isanet.org International Studies The annual conference is held in February. Latin American Studies Association lasa.international.pitt.edu Latin American Studies The annual conference is held in May. Linguistic Society of America www.linguisticsociety.org Linguistics The annual conference is held in January. Materials Research Society www.mrs.org Engineering, Materials Science Two annual conferences are held: western U.S. in spring, eastern U.S. in fall. Modern Language Association of America www.mla.org English, Comparative Literature, Modern Languages and Literatures The annual conference is held in January. National Women’s Studies Association www.nwsa.org Women’s Studies The annual conference is held in June.

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Popular Culture Association www.pcaaca.org Cultural Studies; Popular Culture; Media Studies The annual conference is held in the spring. Population Association of America www.populationassociation.org Demography The annual conference is held in the spring. Radiation Research Society www.radres.org Radiology The annual conference is held in the fall. Society for Cinema and Media Studies www.cmstudies.org Media Studies; Film Studies The annual conference is held in the spring. Society for Classical Studies www.apaclassics.org Greek and Latin languages, literatures, and civilizations Formerly known as the American Philological Association. The annual conference is usually held in January. Society for Disability Studies www.disstudies.org Disability The annual conference is held in June. Society for Industrial and Applied Mathematics www.siam.org Mathematics The annual conference is held in July. Society for Personality and Social Psychology www.spsp.org Social Psychology The annual conference is held in February. Society of Biblical Literature www.sbl-site.org Religion The annual conference, held in conjunction with the American Academy of Religion, is in the fall. Urban Affairs Association www.urbanaffairsassociation.org Urban Studies The annual conference is held in the spring.

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Discipline Index to Selected Scholarly and Professional Associations Use this index as a way to identify associations in your discipline that are listed above. American Studies: American Studies Association Anatomy: American Association of Anatomists Ancient History: Society for Classical Studies Anthropology: American Anthropological Association Archaeology: Archaeological Institute of America Architecture: Association of Collegiate Schools of Architecture Area Studies: African Studies Association, Association for Asian Studies, Latin American Studies Association Art History: College Art Association Astronomy: American Astronomical Society, American Institute of Physics Astrophysics: American Astronomical Society Biochemistry: American Society for Biochemistry and Molecular Biology Bioengineering: Biomedical Engineering Society Bioinformatics: International Society for Computational Biology Biology: American Institute of Biological Sciences Biomedical Sciences: Federation of American Societies for Experimental Biology (FASEB) Biophysics: Biophysical Society Cell Biology: American Society for Cell Biology Chemistry: American Chemical Society City Planning: American Planning Association Classical Languages and Literatures: Society for Classical Studies Clinical Psychology: Association for Behavioral and Cognitive Therapies, American Psychological Association Communication: Association for Education in Journalism and Mass Communication, International Communication Association Comparative Literature: Modern Language Association Composition and Rhetoric: Association of Writers and Writing Programs, Conference on College Composition and Communication, Modern Language Association Computational Biology: International Society for Computational Biology Criminology: American Society of Criminology Cultural Studies: Cultural Studies Association Demography: American Sociological Association, Population Association of America Disability: Society for Disability Studies Economics: American Economic Association Education: American Educational Research Association Endocrinology: Endocrine Society Engineering: American Institute of Chemical Engineers, American Society of Civil Engineers, Biomedical Engineering Society, Institute of Electrical and Electronics Engineers, Materials Research Society English: Association of Writers and Writing Programs, Modern Language Association Film Studies: Society for Cinema and Media Studies Fine Arts: College Art Association Folklore: American Folklore Society Geography: Association of American Geographers Geology: Geological Society of America

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Gerontology: Association for Geronotology in Higher Education Government: American Political Science Association Greek: Society for Classical Studies History: American Historical Association History of Science: History of Science Society Immunology: American Association of Immunologists International Relations: American Political Science Association International Studies: International Studies Association Journalism: Association for Education in Journalism and Mass Communication Latin: Society for Classical Studies Linguistics: Linguistics Society of America Management: Academy of Management Materials Science: Materials Research Society Mathematics: American Mathematical Society, Society for Industrial and Applied Mathematics Media Studies: Society for Cinema and Media Studies Microbiology: American Society for Microbiology Modern Languages and Literature: Modern Language Association Molecular Biology: American Society for Biochemistry and Molecular Biology Music: American Musicological Society Nutrition: American Society for Nutrition Nursing: American Association of Colleges of Nursing Pharmacology: American Society for Pharmacology and Experimental Therapeutics Philosophy: American Philosophical Association Physics: American Institute of Physics, American Physical Society Physiology: American Physiological Society Political Science: American Political Science Association Popular Culture: Popular Culture Association Psychology: American Psychological Association, Association for Behavioral and Cognitive Therapies, Society for Personality and Social Psychology Public Administration: American Society for Public Administration Radiology: Radiation Research Society Regional Planning: American Planning Association Religious Studies: American Academy of Religion, Society of Biblical Literature Social Psychology: American Psychological Association, Society for Personality and Social Psychology Social Work: Council on Social Work Education Sociology: American Sociological Association Sports Medicine: American College of Sports Medicine Statistics: American Statistical Association Theatre: Association for Theatre in Higher Education Theology: American Academy of Religion Urban Studies: Urban Affairs Association Women’s Studies: National Women’s Studies Association Writing: Association of Writers and Writing Programs, Conference on College Composition and Communication, Modern Language Association

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Appendix 2: Additional Resources

This selective listing is provided to give you ideas about the type of additional reading that may help you in your job search. It is not intended to be a comprehensive bibliography. For current articles on topics such as the job market in your field, trends in higher education, and academic life, consult your professional association, your institutional library, and higher education-focused online resources, including The Chronicle of Higher Education and Inside Higher Ed.

General Carnegie Classification of Institutions of Higher Education. http://www.carnegie classifications.iu.edu/ This classification of colleges and universities was developed to support the Carnegie Foundation for the Advancement of Teaching’s program of research and policy analysis. It is widely considered the leading framework for recognizing and describing the diverse types of institutions in U.S. higher education. DeNeef, A. Leigh and Craufurd D. Goodwin, eds. The Academic’s Handbook. 3rd ed. Durham, N.C.: Duke University Press, 2006. Chapters written by several professors describe the structure of the academic career and the life of an academic. Sections cover academic employment, teaching, getting funding, and publishing. Dews, C. L. Barney and Carolyn Leste Law, eds. This Fine Place So Far from Home: Voices of Academics from the Working Class. Philadelphia: Temple University Press, 1995. This unique collection of first-person essays by successful academics for whom entering the professoriate meant moving between social classes includes many essays by scholars from minority groups which are underrepresented in higher education. Diamond, Robert M. Preparing for Promotion, Tenure, and Annual Review: A Faculty Guide. 2nd ed. San Francisco: Jossey-Bass, 2004. A guide on what faculty can do to make a case for why they should be promoted or tenured. Fryberg, Stephanie A. and Ernesto Javier Martı´nez, eds. The Truly Diverse Faculty: New Dialogues in American Higher Education. New York: Palgrave Macmillan, 2014. This collection of essays by junior faculty members of color and senior university administrators examines institutional efforts to promote diversity and seeks to understand the reasons why some of these efforts succeed and others fail.

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Furstenberg, Frank F. Behind the Academic Curtain: How to Find Success and Happiness with a PhD. Chicago: University of Chicago Press, 2013. This is a clear, comprehensive, and practical guide to academic life, from applying to graduate school up to retirement. Gibson, Michelle. Lesbian Academic Couples. New York: Routledge, 2006. This collection of writings by scholars describes issues faced by partners working in academia, including spousal hiring, discrimination in hiring, and managing long-distance relationships. Goldsmith, John, John Komlos, and Penny Schine Gold. The Chicago Guide to Your Academic Career: A Portable Mentor for Scholars from Graduate School Through Tenure. Chicago: University of Chicago Press, 2001. This guide covers several topics including finding a mentor, the challenges of writing a dissertation, and the job search. Chapters on different issues are organized in two sections: ‘‘Becoming a Scholar’’ and ‘‘The Academic Profession.’’ Kelsky, Karen. The Professor Is In: The Essential Guide to Turning Your Ph.D. into a Job. New York: Crown Publishing, 2015. Written by a former tenured professor and department head who oversaw several faculty searches, this guide addresses issues faced by academic job seekers. Some chapters are taken from her popular blog on the academic job market, academic politics, tenure, and other related topics, The Professor Is In: www.theprofessor isin.com. Perlmutter, David D. Promotion and Tenure Confidential. Cambridge, Mass.: Harvard University Press, 2012. This practical book demonstrates that promotion and tenure are not ‘‘just about research, teaching, and service but also about human relations and political good sense.’’ Based on research and interviews with junior and senior faculty across many institutions, it covers a spectrum of topics on managing an academic career, from graduate school to tenure and beyond. Rockquemore, Kerry Ann and Tracey Laszloffy. The Black Academic’s Guide to Winning Tenure—Without Losing Your Soul. Boulder, Colo.: Lynne Rienner, 2008. This guide for black faculty intent on an academic career addresses issue of race and power in the academy and speaks particularly to black scholars who may be the only person of color in a department. Toth, Emily. Ms. Mentor’s New and Ever More Impeccable Advice for Women and Men in Academia. Philadelphia: University of Pennsylvania Press, 2008. Building on her earlier popular work of a similar title, the author offers witty and on-target advice about resolving a variety of dilemmas faced in academia.

Humanities/Arts/Social Sciences Hume, Kathryn. Surviving Your Academic Job Hunt: Advice for Humanities PhDs. New York: Palgrave Macmillan, 2010. This guide to securing an academic post in the humanities in an American university includes best-practice examples of application materials in various humanities fields and discusses how to handle phone, conference, and campus interviews.

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Semenza, Gregory M. Colo´n. Graduate Study for the Twenty-First Century: How to Build an Academic Career in the Humanities. Rev. ed. New York: Palgrave Macmillan, 2010. This book is written for graduate students who wish to become professors on the tenure track and discusses the importance of professional development with chapters on publishing, attending conferences, and going on the academic job market. Venkatesh, Viswanath. Road to Success: A Guide for Doctoral Students and Junior Faculty Members in the Behavioral and Social Sciences. Indianapolis, Ind.: Dog Ear Publishing, 2001. The focus of this book is to provide guidance and tools to ‘‘help PhD students and junior faculty members successfully navigate and mature through the various stages of an academic career. Senior faculty members can use this book as a source of ideas to advise their PhD students and junior colleagues.’’ Wood, L. Maren and Robert B. Townsend. The Many Careers of History PhDs: A Study of Job Outcomes. Report to the American Historical Association, 2013. This report is a detailed analysis of the current employment held by 2,500 history Ph.D.s, all of whom earned their degrees between 1998 and 2009. The full report can be accessed at www.historians.org/teaching-and-learning/current-projects/ career-diversity-for-historians/the-many-careers-of-history-phds.

Science/Technology/Engineering/Mathematics (STEM) Feibelman, Peter J. A Ph.D. Is Not Enough: A Guide to Survival in Science. 2nd ed. New York: Basic Books, 2011. The author suggests science survival skills useful from the beginning of graduate school on through one’s career. Included in the book are chapters on academic and industrial career choices and the job search process. Fiske, Peter S. and Aaron Louis (illustrator). Put Your Science to Work: The Take-Charge Career Guide for Scientists. Washington, D.C.: American Geophysical Union, 2000. This book includes advice for finding traditional jobs in science as well as other options. In providing sample resumes and cover letters and stories of scientists who have moved into a variety of careers, it informs the reader of many career possibilities. Janssen, Kaaren and Richard Sever, eds. Career Options for Biomedical Scientists. New York: Cold Spring Harbor Laboratory Press, 2014 This book examines the numerous different careers that scientists leaving the bench can pursue, from the perspectives of individuals who have successfully made the transition. In each case, the book discusses what the job involves and describes the qualifications and skills sets required. There are fourteen chapters, each on a different field. Reis, Richard M. Tomorrow’s Professor: Desk-Top Faculty Development. Sponsored by Stanford University Center for Teaching and Learning. cgi.stanford.edu/⬃dept -ctl/tomprof/postings.php. A free subscription service where Reis passes along articles from journals or excerpts from books on teaching and learning, the academy, graduate students and postdocs, academic careers, and research. An archive of postings is on the website.

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Robbins-Roth, Cynthia, ed. Alternative Careers in Science: Leaving the Ivory Tower. 2nd ed. San Diego, Calif.: Academic Press, 2005. A series of first-person accounts profiles a variety of alternatives for Ph.D. scientists. Science Careers, www.sciencecareers.org. American Association for the Advancement of Science. This online career section of the esteemed journal, Science, includes current articles and an archival collection on a range of topics on a spectrum of careers for scientists. Sinche, Melanie. Career Options for PhDs in Science. Cambridge, Mass.: Harvard University Press, 2016. This handbook is for graduate students and postdocs in all branches of science, including social science and engineering. It goes through the career development process from deciding whether to do a postdoc to starting a new job and everything in between. It includes sample job hunting documents and is particularly accessible for non-native English speakers.

Teaching Resources Teaching and Learning Center Websites Some of the best places for learning about teaching are the websites of college and university teaching centers. For example, the Derek Bok Center for Teaching and Learning at Harvard has helpful advice on designing syllabi, promoting active learning in the classroom, and other related topics: www.bokcenter.harvard.edu/active-learning. Carnegie Mellon’s website has a helpful ‘‘solve a teaching problem’’ section: www .cmu.edu/teaching/solveproblem/. Vanderbilt has prepared guides to download on several teaching topics: www.cft.vanderbilt.edu/. Bain, Ken. What the Best College Teachers Do. Cambridge, Mass.: Harvard University Press, 2004. A look at student-centered teaching based on a study of three dozen teachers from a cross section of disciplines, this book aims to help teachers to do their job better. Lang, James. On Course: A Week-by-Week Guide to Your First Semester of College Teaching. Cambridge, Mass.: Harvard University Press, 2010. This book of advice for graduate students and new teaching faculty provides ‘‘a range of innovative and traditional strategies that work well without requiring extensive preparation or long grading sessions when you’re trying to meet your own demanding research and service requirements.’’ By Discipline Try keyword searching online by your discipline name  ‘‘college teaching’’ or ‘‘pedagogy.’’ For example, the excellent Active Learning in Political Science blog, www.activelearningps.wordpress.com, has classroom simulation ideas and guest blogs in which instructors share what has worked for them. Art History 2.0, www .techandarthistory.wordpress.com, has many good ideas about how to incorporate new technology into the classroom.

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Scholarship on Teaching and Learning The Association of College and Research Libraries has put together a list of Teaching and Learning journals: www.ala.org/acrl/aboutacrl/directoryofleadership/sec tions/is/iswebsite/projpubs/journalsteachinglearning

Academic Job Wikis Academic Jobs Wiki: www.academicjobs.wikia.com/wiki/Academic_Jobs_Wiki. A wiki for tracking faculty searches (posted by discipline). The Chronicle of Higher Education has a forum for discussing topics related to academic jobs and the academic jobs market: www.chronicle.com/forums/. Search for your discipline  ‘‘jobs wiki’’ to find discipline-specific job listings, like those on the Psychology job wiki, www.psychjobsearch.wikidot.com.

Selected Reports and Career Resources American Association of University Professors information on adjunct faculty: www.aaup.org/report/contingent-appointments-and-academic-profession. Bureau of Labor Statistics. Unemployment by education level: www.bls.gov/emp/ ep_chart_001.htm. The Chronicle of Higher Education Ph.D. Placement Project: www.chronicle.com/ blogs/phd. National Career Development Association guidelines for using career counseling services and FAQs: www.ncda.org/aws/NCDA/pt/sp/consumer_choose. The National Center for Education Statistics report on numbers of part-time and full-time faculty: www.nces.ed.gov/programs/digest/d12/tables/dt12_286.asp?re ferrerreport. National Institutes of Health Report on Biomedical Workforce Working Group: www.acd.od.nih.gov/bmw_report.pdf. National Science Foundation longitudinal statistics on employment outcomes of Ph.D. scientists and engineers: www.nsf.gov/statistics/infbrief/nsf14310/.

International Job Search Providing comprehensive resources on job hunting and sources of job listings outside the U.S. is beyond the scope of this book. Many international institutions post positions in American publications. International faculty position announcements can also be found in The Chronicle of Higher Education and Inside Higher Education, both described in Appendix 1. Jobs.ac.uk is a database of international jobs in academic, science, research, and administrative employment in the UK, Europe, Australasia, Africa, America, Asia, and the Middle East.

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Times Higher Education, www.timeshighereducation.co.uk is a higher education news site and resource for international faculty and higher education job openings.

Academic Work/Life Issues Castaneda, Mari and Kirsten Isgro, eds. Mothers in Academia. New York: Columbia University Press, 2013. Testimonials by women who are or have been mothers as undergraduates, graduate students, academic staff, administrators, and professors, portray the experiences of women at various stages of motherhood. Contributors—including many women of color—call attention to tokenism, scarcity of valuable networks, and the persistent burden to prove academic credentials, and also explore gendered parenting within the contexts of colonialism, racism, sexism, ethnocentrism, ageism, and heterosexism. Connelly, Rachel, and Kristen R. Ghodsee. Professor Mommy: Finding Work-Family Balance in Academia. Rev. ed. Lanham. Md.: Rowman and Littlefield, 2014. This book is a guide for women who have or plan to have children through the stages of their academic careers, from graduate school through full professor. The authors follow the demands of motherhood all the way from infancy to the teenage years. Creamer, Elizabeth. Working Equal: Collaboration Among Academic Couples. New York: Routledge, 2000. As more than 35 percent of full-time faculty have a partner in the same profession, dual career couples are a significant presence at colleges and universities. Working Equal ‘‘examines and testifies to the contribution of intimate and familial relationships to artistic, literary, and scientific accomplishment.’’ Dual-Career Academic Couples: What Universities Need to Know. Clayman Institute for Gender Research, Stanford University, 2008. This report explores ‘‘the impact of dual-career partnering on hiring, retention, professional attitudes, and work culture in the U.S. university sector.’’ Also included are recommendations for universities on how to best work with dualcareer candidates. Mason, Mary Ann, Nicholas H. Wolfinger, and Marc Goulden. Do Babies Matter? Gender and Family in the Ivory Tower. New Brunswick, N.J.: Rutgers University Press, 2013. Praised as the first comprehensive examination of the relationship between family formation and the academic careers of men and women, this book starts with graduate students and postdoctoral fellows, moves on to early and mid-career years, and ends with retirement. The authors explore the family sacrifices women often have to make to get ahead in academia and consider how gender and family interact to affect promotion to full professor, salaries, and retirement. Evans, Elrena, Caroline Grant, and Miriam Peskowitz, eds. Mama, PhD: Women Write About Motherhood and Academic Life. New Brunswick, N.J.: Rutgers University Press, 2008 Contributors to this book are from a wide array of disciplines and a variety of perspectives on topics from the level of policy to practical day-to-day concerns, including caring for a child with special needs, breastfeeding on campus, negotiating viable maternity and family leave policies, job-sharing, and telecommuting options.

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Ward, Kelly and Lisa Wolf-Wendel. Academic Motherhood: How Faculty Manage Work and Family. New Brunswick, N.J.: Rutgers University Press, 2012. This book tells the story of 100 women who are both professors and mothers and examines how they navigated their professional lives at different career stages. The authors base their findings on a longitudinal study that asks how women faculty on the tenure track manage work and family in their early careers (pre-tenure) when their children are young (under age five), and again in midcareer (post-tenure) when their children are older.

The Expanded Market Debelius, Maggie and Susan Elizabeth Basalla. So What Are You Going to Do with That? Finding Careers Outside Academia. 3rd ed. Chicago: University of Chicago Press, 2014. This volume is aimed at the graduate student who is questioning whether to pursue an academic career. People who have left the academy for a variety of options are profiled. Also included are self-assessment tools, interviewing tips, and suggestions for repackaging one’s academic experience. Newhouse, Margaret. Outside the Ivory Tower: A Guide for Academics Considering Alternative Careers. Cambridge, Mass.: Office of Career Services, Harvard University, 1993. This classic work explains how Ph.D.s may assess their skills and explore the wide variety of nonacademic careers. Two particularly useful features are a lengthy list of skills graduate students may have developed and a chart relating them to career fields. Though out of print, this is still an excellent resource. The Versatile PhD, www.versatilephd.com. Founded in 1999 by Paula Foster Chambers as the listserv WRK4US. This web-based community and helpful resource includes the Ph.D. Career Finder, which provides an overview of careers suitable for Ph.D.s, organized by discipline. It also includes supportive discussion forums, job postings, and local meetups in many major cities across the United States and Canada. Those at subscribing institutions get extra content and features, including real resumes and cover letters that got Ph.D.s their first jobs outside academia. See whether your university subscribes: versatilephd.com/how-to-login-if-your-institution-is-sub scribed/. Alt-ac blogs and other good resources for non-faculty careers Alt-academy, a media commons project: http://mediacommons.futureofthebook .org/alt-ac This edited collection of first-person essays features narratives from Ph.D.s working in a range of positions within colleges and universities, in humanities centers, librarian, and writing centers, among others. In it, authors share their perspectives on the joys and challenges of administrative work, and provide advice and insight to those who are considering similar career paths. The following sites contain profiles of Ph.D.s working outside the academy, advice, and first-person narratives. Though the number of these continues to increase, the content in these examples is well established: • Beyond Academe: www.beyondacademe.com • Beyond the PhD: www.beyondthephd.co.uk

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• How to Leave Academia: www.howtoleaveacademia.com • Life After the PhD: www.lifeafterthephd.com • PhDs at Work: www.phdsatwork.com. Features interviews with Ph.D.s working on corporate and nonprofit sector jobs. • PhD Career Guide: www.phdcareerguide.com • SciLingual: www.scilingual.wordpress.com. Interviews with scientists working outside academia. • Where Are All the PhDs?: www.whatareallthephds.tumblr.com

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Appendix 3: Sample Application Package

This appendix contains the complete application package of a STEM PhD applying to a research intensive university. In seeing the job search materials together—and with the job announcement—there is an opportunity to evaluate how each document complements and reinforces the information contained in the others. The cover letter emphasizes the applicant’s interest in the institution, and highlights some of what will be found in the research and teaching statements. Reading carefully through this application package can help you think about the ways your documents can be structured to support each other, and create a cohesive message to the search committees who will review them. Position Announcement The X University Department of Civil, Environmental and Infrastructure Engineering, in the Name School of Engineering, invites applications for a Tenure-Track Assistant Professor position as part of the department’s strategic expansion plan. We seek applicants with expertise in transportation, environment, water resources or construction to expand the department’s research program in civil engineering systems and infrastructure risk. Outstanding applicants in other civil engineering specializations will also be considered. The position is expected to be filled at the rank of assistant professor, beginning in fall 20XX, although higher ranks may be considered for outstanding candidates. The position requires an earned Ph.D. in civil engineering or a closely aligned field. This position requires research, teaching and service. Development of a vibrant, externally funded research program is required. Teaching at the graduate and undergraduate levels is expected; the ability to bridge to associated civil engineering areas is an advantage. Excellent communication skills are expected. Industry experience is desirable. The Department of Civil, Environmental and Infrastructure Engineering offers an ABET-accredited BS degree, as well as MS and PhD degrees; in addition a new MEng program is to be launched in spring 20XX. X University is the largest state university in State, and is located in the affluent northern suburbs of City, USA. The university has strategic advantages due to its proximity to federal, state and local agencies; as well as its enviable connections with private industry. Further information about the department can be found on its web site at www.civil.xu.edu. Applicants should submit a cover letter including a summary of your research interest and teaching philosophy, a detailed resume and the contact information of at

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least three references. All applications must be submitted through X’s portal at: https://jobs.xu.edu. The position code is A0000Z. The position will remain open until filled but review of applications will commence on January 2, 20XX. Questions about the position should be directed to Professor Name, CEIE Search Committee Chair, at [email protected]. All qualified candidates are encouraged to apply. X University is an equal opportunity employer encouraging diversity.

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Cover Letter, STEM faculty tenure-track position at large public research university. Address Date Dr. Name Professor, CEIE Search Committee Chair Department of Civil, Environmental, and Infrastructure Engineering X University Address

Dear Dr. Name: I am applying for the Assistant Professor position in the Department of Civil, Environmental, and Infrastructure Engineering at X University. My faculty advisor in the Civil Engineering Department of ABC University, Dr. Name, recently informed me of the position opening and, although I am still working towards my Ph.D., suggested that I should consider this opportunity. The position of Assistant Professor with the Department of Civil, Environmental, and Infrastructure Engineering is of great interest to me because it is a top ranked department in the nation and I am convinced that my unique background in GIS and CFD applications to water resources, environmental and coastal engineering would make me a valuable asset to the department team. I am the recipient of a 4 year Fellowship (FLOWREP – Future Leaders of Water Resources Professorate) at ABCU with strong focus on research, teaching and professional development. During this year, as I carried on my Ph.D. research and began to submit ongoing research results for publication, I have also been pursuing grant proposal applications, which have already resulted in an NSF/NCALM awarded grant for LiDAR data acquisition. I am currently working on the quantification of hurricane surge damage in coastal bays as a function of dune and wetland characteristics with application to restoration and climate change. The primary expected outcome of this project is an improved understanding of the benefits of dunes and wetlands for hurricane surge mitigation along the Texas Coast. These benefits will be quantified using physics-based numerical models and geospatial damage analyses. These outcomes will provide coastal planners and managers with scientifically sound information to assess natural hazard vulnerability and coastal development strategies. These results will include parametric models relating spatial inundation and property damages for the city of Z to dune and wetlands configuration. I am also working on the integration of GIS and Computational Fluid Dynamics (CFD), specifically focusing on a framework to integrate high performance computing hurricane storm surge modeling and GIS using a customized geodatamodel “ArcStormSurge,” automated file exchange and ArcGIS tools for pre and post processing model input/output. My teaching experience includes being a Teaching Assistant for three semesters of water resources engineering at the Civil Engineering Department of ABC University. I have also lectured on several occasions for the GIS applications for civil engineering undergraduate and graduate classes and I developed and taught a summer short course on GIS applications for water resources engineering. From these teaching activities, I received the Outstanding Teaching Assistant Award from the ABC University Civil Engineering Department for 2009. To improve my teaching skills and gain more theoretical background on the teaching and learning processes, I joined the Graduate Teaching Academy at ABC University.

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Additionally, to increase my understanding of the world and the people that we are trying to model, I have lived, traveled, studied or worked in more than 20 countries. My research is also adaptive and strongly collaborative. I am looking for a cooperative environment and to develop a leading and innovative research program that builds on my water resources background, but also ties in the existing network, collaborates with the strengths of the department and fills in the empty spaces. Please refer to the enclosed CV which provides additional information about my experience, education, and group work qualities. In closing, I am very interested in starting my faculty career joining the Department of Civil, Environmental, and Infrastructure Engineering. At your convenience, I will be happy to discuss my qualifications and the value I can bring to X University. Should you need to reach me, please do so by phone at (999) 222-3333 or email me at [email protected]. I look forward to hearing from you.

Sincerely, Emilio Candidate

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STEM Ph.D. CV. Accepted tenure-track position at large public researchintensive institution. Original document was ten pages. Emilio Candidate address email telephone website

EDUCATION ABC University Ph.D. in Civil Engineering, Water Resources Engineering Advisors: Dr. Name and Dr. Name

City, State Expected: Aug 2012

Federal University of Santa Catarina Florianópolis, Brazil M.Sc. Environmental Engineering 2006 Thesis: Water use scenarios and priority rights simulation at the Canoas Basin / Brazil: a contribution for water governance. Advisor: Dr. Name Study Abroad: University of Arizona, Department of Hydrology and Water Resources, Advisors: Dr. Name and Dr. Name Madrid, Spain 2006

CEDEX – Centro de Estudios y Experimentación de Obras Públicas M.E. in General and Applied Hydrology

Federal University of Santa Catarina Florianópolis, Brazil Bachelor in Civil Engineering, Major Sanitary and 2003 Environmental Engineering Study Abroad: École des Mines de Nantes, France. Systèmes Énergétiques et Environnement (DSEE). Advisors: Catherine Faur-Brasquet and Laurence Coq. RESEARCH INTERESTS GIS applications for environmental, water resources and coastal engineering; Hydrology, coastal, estuaries and rivers hydrodynamics; Hurricane storm surge modeling; LiDAR applications for water resources; Natural hazards damage assessment; Water resources systems analyses. ADDITIONAL TRAINING UNESCO – IHE Institute for Water Education Applied Groundwater Modeling

Delft, Netherlands 2007 Minneapolis, MN 2011

National Center for Earth Surface Dynamics Summer Institute on Earth Surface Dynamics

RESEARCH EXPERIENCE Civil Engineering Dept., ABC University City, State Graduate Research Assistant (GRA) Jan 2010-Present • Investigating hurricane surge damage in coastal bays as a function of dune and wetland characteristics with application to restoration and climate change. Funded by the Coastal Coordination Council of the State General Land Office (GLO). Professors: Dr. Name and Dr. Name. • Investigating the integration of Geographical Information Systems and hydrodynamics model for hurricane storm surge simulation. Development of a geodatamodel scheme for hurricane storm surge and ArcGIS tools to support ADCIRC and SWAN models. Additional Research: • Investigating the creation of Digital Elevation Models (DEM) using Terrain datasets for watershed delineation from high resolution LiDAR points. • Working on GIS based evaluations for hurricane-flood damage assessment under global warming scenarios at City, State. [Listings for research experience at three additional institutions follow.]

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TEACHING EXPERIENCE Civil Engineering Dept., ABC University City, State Graduate Teaching Assistant (GTA) Aug 2009-Dec 2009 • Tutored and graded 85 students, collaborated in exercise development and taught two classes in the course CVEN 339 - Water Resources Engineering. Professor: Dr. Name. Graduate Teaching Assistant (GTA) Aug 2008-May 2009 • Tutored and graded 45-80 students per semester, collaborated in exercise development and taught five classes in the course CVEN 339 - Water Resources Engineering. Professor: Dr. Name. Guest Lecturing: • Lectured two classes on Georeferencing using ArcGIS 10; Integrating GoogleEarth and ArcGIS 10 and introduction to GIS web services; Course: CVEN 658 Civil Engineering applications of GIS (Fall 2011, Fall 2010, Fall 2009). [Two more guest lecturing listings follow.] Invited Seminars: • “A Parameterized Climate Change Projection Model for Hurricane Flooding, Wave Action, Economic Damages and Population Dynamics” presented at the 10th Annual Sea Grant Researcher and Extension Conference, City, State. Project PIs: Name, Name, Name, Name, Name. • “The Influence of Coastal Wetlands on Hurricane Surge in Corpus Christi, TX” presented at the Fall 2010 OCEN 681 Ocean Engineering Seminar at ABC University [Two more invited seminar listings follow.] Short Courses: • Organized, prepared and taught the Texas Water Resources Institute (TWRI) summer course: “GIS applications for Water Resources: ArcHYDRO, GeoHMS, GeoRAS and ModelBuilder” on summer 2010 for 18 graduate students from different departments of ABC University. [Teaching experience at one additional institution follows.] RESEARCH GRANTS • NSF/National Center for Airborne Laser Mapping NCALM (2011). Project title: “The influence of dunes and barrier islands on hurricane surge in Corpus Christi, TX” PUBLICATIONS Published / Accepted Journal Articles • Name, Name, Name, Name, Name, Name, Candidate, E. and Name. Potential Implications of global warming and barrier island degradation on future hurricane inundation, Ocean and Coastal Management, Vol. 53, 645-657, 2010. • Name, Name, Name, Name, Name, Candidate, E. and Name, The impact of climate change on hurricane flooding inundation, population affected and property damages. Journal of the American Water Resources Association, Vol. 46(5), 1049-1059, 2010. In Preparation Journal Articles • Candidate, E.; Name, Name. “The influence of coastal wetlands on hurricane surge in Corpus Christi, TX." • Candidate, E.; Name, Name. “ArcStormSurge: Geodatamodel for Hurricane Storm Surge and ADCIRC GIS interface" • Candidate, E.; Name, Name. “Application of terrain datasets for watersheds delineation" Conferences Presentations (submitted) • Name; Candidate, E., Name, Name. “Future Tropical Cyclone Flooding Probability and Risk Assessment: Considerations for Sea-level Rise and Climate Change” International Conference on Coastal Engineering ICCE 2012, Santander, Spain. • Candidate, E.; Name, Name. “Integration of High Performance Computational Fluid Dynamics (CFD) to GIS” 2012 ESRI International User Conference, San Diego, CA. 2012. • Candidate, E.; Name, Name." A geospatial framework to support hurricane coastal surge flood mapping" American Water Resources Association AWRA GIS Specialty Conference. New Orleans, Louisiana. 2012.

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Conferences Presentations (accepted) • Candidate, E., Name, Name. “Impact of Sea Level Rise on the Attenuation of Hurricane Storm Surge by Wetlands in Corpus Christi, TX.” American Geophysical Union (AGU) 2011 Fall Meeting. San Francisco, California. 2011. (Poster) • Candidate, E.; Name, Name. “Potential Impact of Climate Change on Hurricane Flooding in Coastal Bays" World Environmental & Water Resources Congress 2012. Albuquerque, New Mexico. 2012. [Two additional accepted conference presentation listings follow.] Conference Presentations • Candidate, E., Name, Name. “Numerical Modeling of the Impact of Wetlands on Hurricane Storm Surge in Coastal Bays” Community Surface Dynamics Modeling System (CSDMS) 2011 Meeting. Boulder, Colorado 2011. • Candidate, E.; Name; Name. “Development of DEMs from LiDAR data for Watershed Delineation" 2011 ESRI International User Conference. San Francisco, San Diego. 2011. [40 additional conference presentation listings follow.] PROFESSIONAL EXPERIENCE ESRI Redlands, California Summer Internship May-August 2009 • Worked with the Water Resources Team, specifically with Arc Hydro and applications of GIS for hydrologic and hydraulic modeling investigating the use of terrain datasets for hydrologic modeling and implementing the integration of hydrologic and hydraulic models (HEC-HMS and HE-RAS) within GIS (MAP2MAP Project). [Five additional professional experience listings follow.] HONORS & AWARDS National Awards • 1st Place Student Technical Paper Competition, Graduate Division at the 2011 World Environmental and Water Resources Congress, Palm Springs, California, from the Environmental and Water Resources Institute (EWRI) of the American Society of Civil Engineers (ASCE). [Listings for five additional national awards follow.] State Awards • 2010-2011 The John B. Hawley Memorial Fellowship of the Texas Section of the American Society of Civil Engineers (ASCE) • 2011 South Central Arc User Group (SCAUG) Research Scholarship • 2009-2010 Texas Water Resources Institute TWRI Mills Scholarship University Awards • 2011 Association of Former Students and Office of Graduate Studies Travel Award • 2011-2012 Name Memorial Fellowship, The XYZ Department of Civil Engineering at ABC University. [14 additional university awards listings follow.] Other Awards • The Netherlands Fellowship Programmes 2007 - NFP. (Complete short courses fellowship). • Spanish International Cooperation Agency – AECI. Fellowship BECAS-MAE (Complete ME fellowship). [Two additional other awards listings follow.] LEADERSHIP • Founder and First President of the Environmental and Water Resources Institute (EWRI) ABC University Graduate Student Chapter • Vice-President of Finance of the Graduate Student Council of ABC University for 2010-2011. [Two more leadership position listings follow.]

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JOURNAL REVIEWER • Journal of Hydrologic Engineering from the American Society of Civil Engineering – ASCE (3 reviews) • Journal of Water Resources Planning and Management from the American Society of Civil Engineering – ASCE (1 review) SERVICE TO THE UNIVERSITY • Serving on the ABC University Disciplinary Appeals Panel for the academic year 2010-2011. • Serving on the ABC University Environmental Management System Committee (EMSC) for the academic year 2010-2011. [Two more service to the university listings follow.] PROFESSIONAL MEMBERSHIPS • American Geophysical Union (AGU) • American Society of Civil Engineering (ASCE) • Environmental and Water Resources Institute (IWRE-ASCE) [Five additional professional membership listings follow.] PROFESSIONAL CERTIFICATION • Passed the Fundamentals of Engineering (FE) exam on 4/17/2010 from the State Board of Professional Engineers • Registered Engineer in Brazil since 2003. 171 registered projects with the Brazilian Engineering Board (CREA/CONFEA). TECHNICAL SKILLS Programming Languages: Visual Basic, C, Java, FORTRAN, PYTHON Algorithm Development Environments: MATLAB, Visual Studio. Software Packages: ADCIRC, SWAN, STWAVE, SMS, ArcGIS, HEC-RAS, HEC-HMS, HEC GEO RAS, HEC GEO HMS, ArcHydro, AutoCAD, Mike 0, 1, 2, Urban, MODFLOW, EPANET, DELFT3D. LANGUAGES Native Language: Portuguese Fluent: English, Spanish Familiar: French REFERENCES [Names and contact information for three references follow.]

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Research Statement, STEM STATEMENT OF RESEARCH INTERESTS I am passionate about many aspects of water resources engineering. Since my undergraduate studies, I have tried to focus my research to address the most current needs of our society, under so many socioeconomic and environmental complexities and uncertainties. I am particularly interested in the integration of geospatial technologies and water resources, coastal and environmental engineering. There is a critical need to combine available data and computational power to better understand the physical phenomena involved in water related natural hazards and to increase our resilience to such disasters. I am currently working on the quantification of hurricane surge damage in coastal bays as a function of dune and wetland characteristics with application to restoration and climate change. The primary expected outcome of this project is an improved understanding of the benefits of dunes and wetlands for hurricane surge mitigation along the Texas Coast. These benefits will be quantified using physics-based numerical models and geospatial damage analyses. These outcomes will provide coastal planners and managers with scientifically sound information to assess natural hazard vulnerability and coastal development strategies. These results will include parametric models relating spatial inundation and property damages for the city of Z to dune and wetlands configuration. I am also working on the integration of GIS and Computational Fluid Dynamics (CFD), specifically focusing on a framework to integrate supercomputing hurricane storm surge modeling and GIS using a customized geodatamodel “ArcStormSurge,” automated file exchange and ArcGIS tools for pre and post processing model input/output. Capitalizing on my Ph.D. research, I have been recently awarded the NSF/NCALM graduate student grant for LiDAR data acquisition, to study hurricane surge effects on coastal morphodynamics, more specifically on dunes and the barrier island in my study area. The following is a list of research topics I am especially interested in pursuing in the near future: · GIS applications for environmental, water resources and coastal engineering: geospatial information and data assimilation are key features for our future ability to better understand and predict earth systems. I am especially interested to research the integration of data discovery, geospatial information, high resolution data (LiDAR) and GIS capabilities to computational fluid dynamics, systems analyses and decision support tools. · Hydrology, coastal, estuaries and rivers hydrodynamics: the vast majority of the country’s population lives along the coast, creating a social demand for a scientific integration of hydrology, hydrodynamics and geomorphology. I intend to expand my research on hurricane related coastal flooding to a more holistic approach to better understand the physics of this natural process. · Natural hazards damage assessment: the integration of population dynamics, infrastructure and natural resources exploration to natural hazards risks is fundamental to increase society’s resilience to a changing environment. My research interest lies on the quantification of risks to water related natural hazards, uncertainty predictions, future projections and sound planning information. I am strongly motivated to engage students in my research. I look forward to building upon the department’s ongoing research and cooperating with an interdisciplinary faculty team. I am looking for a cooperative environment and to develop a leading and innovative research program that builds on my water resources background, but also ties into the existing network of the department. Emilio Candidate, date

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Teaching Statement, STEM TEACHING PHILOSOPHY STATEMENT I started my teaching experience as a teaching assistant during my undergraduate years. I was responsible for holding the labs for climatology and hydrology classes where I conducted practical exercises, such as hands on watershed delineation, river network analyses and rainfall/runoff exercises. During my Master’s program, I was invited to co-teach a course in hydrology and climatology with an experienced professor for a sophomore level class. This experience genuinely touched me, giving me an extraordinary feeling of self-accomplishment and enjoyment. For this course, I created a program to enhance student participation by motivating and engaging students in water related activities. I developed a set of practical projects integrated with thematic field trips where students could actually experience the topics we were discussing in the classroom. The activities included white river rafting the entire class down the river during the “knowing surface hydrology from the inside out class” and going on tours inside hydropower dams. At this point, I realized the importance of engaging students in a successful learning environment. During my Ph.D. studies, I worked as a Teaching Assistant for the Water Resources Engineering classes for three semesters. My activities included grading, tutoring, developing homework exercises and lecturing a few classes. When grading became difficult due to large classrooms, in order to increase my efficiency and the fairness of the grading system, I developed a rubric system that supported a more effective learning assessment. The rubric was also shared with the students so they would know how they were being assessed. From these teaching activities, I received the Outstanding Teaching Assistant Award from the ABC University Civil Engineering Department for 2009. To improve my teaching skills and gain more theoretical background on the teaching and learning process, I joined the Graduate Teaching Academy which is a one year program designed for graduate students aiming for a faculty position. I am now a fellow of the Graduate Teaching Academy, and I am currently still attending seminars from the Center for Teaching Excellence of ABC University. In addition, I guest lectured for GIS classes, both undergraduate and graduate levels. I also developed new materials for this class and now I have the opportunity to teach two classes per semester on the topics I have developed in addition to the original course work. I took advantage of cutting edge research I was carrying on and transformed it to a practical application for the students. In class, to study the georeferencing concept, we apply the technique to old aerial images for our campus and student engagement is encouraged through a competition on finding building locations in the old image. The next key concept is introduced as a final stage of the competition, where we study the integration of GIS to Google Earth, comparing their results in Google Earth. I have also developed power point slides and hands on exercises to introduce innovative concepts regarding GIS and web services, incorporating technology to their learning experience using web applications, linking GIS to FaceBook, twitter and online maps sharing. I have had very good feedback from the students due to the applicability of the material and the practical exercises were effective in engaging entire undergraduate classes. Through the support of the Texas Water Resources Institute (TWRI), I organized and offered a summer short course on “GIS applications for water resources” for graduate students, using both theoretical lectures and practical exercises. The course format had five lecture classes of two hours each followed by laboratory classes, where students solved practical water resources engineering problems with GIS. The students also developed a final project with their specific research interests related to our course. TWRI offered a certificate of conclusion and we carried out a survey at the end of the class. The feedback was

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quite constructive and we carried out formal student evaluations. From my short teaching experience, I have learned that engaging and motivating students is the base of the pyramid for a successful learning environment. Once students are engaged, they became pro-active towards they own learning experience. I also believe that learning happens in stages, where knowledge is acquired from different sources at different levels, and is consolidated into skills, when applied to real life problems (learning by doing), during an interactive cycle between motivation, knowledge transfer and skills development. In closing, I want to be a professor because I believe in my potential as a teacher and that my teaching can make a difference for the world’s next generation education. I am motivated to help to transform the students’ lives, encouraging them to feel excited about their work as soon as possible. That cannot be taught, but demonstrated live, through teaching with motivation, pleasure and passion. Emilio Candidate, date

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Index

academic administration, experience in, 322 academic administration, paths to, 10 academic careers, structure of, 7–12 adjunct. See non-tenure track positions advisors: and job search preparation, 35, 36; less-than-ideal relationships, 38–39, 50; negative evaluations, 48–50; and networking, 37–38; recommendations from, 15– 16, 46 affirmative action. See diversity age discrimination, 232, 312, 314–15 alcohol, 45, 249 alt-ac. See non-faculty positions alternative careers. See non-faculty positions alumni. See networking American Association of University Professors (AAUP), 8–9, 261 application materials, 15, 25, 57–58; research statement, 131–32; samples, 135, 136–79, 369–79; supporting, 131–36; writing sample, 132. See also CVs assistant professorships, 8, 14, 18, 261, 263, 279. See also non-tenure track positions associate professorships, 8, 14, 285, 300. See also non-tenure track positions associations. See scholarly and professional associations blogs. See social media budgets: sample for office equipment, 263; sample for professional development, 264; sample for start-up, 262–63 Bureau of Labor Statistics, 322 career services, 1, 53, 328, 330–31 careers, changing, 321–31 chalk talk, 254–55 children. See parenting

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Chronicle of Higher Education: job market openings, 30, 36, 53; minorities, 313; nonacademic careers, 71; recommendations service, 50 colleges, 251; characteristics of, 8; and decision making, 16; and tenure, 282, 283–84 community colleges, 8, 16, 53, 282, 284–85 compensation. See salary negotiation conference presentations, 40, 42–43 conferences, 24; and interviewing, 52, 241–42; networking at, 40, 43–45; travel funds for, 264. See also scholarly and professional associations contingent positions. See non-tenure track positions convention. See conference copyright, 41, 182 correspondence. See letters couples: dual-career, 293–300; same-sex, 295–96, 299–300. See also spouses/partners course syllabi, 69, 133, 248, 277 cover letters, 184–86, 317; samples, 188–215, 218–24, 342–45 credentials services, 25, 50 curriculum vitae. See CVs CVs, 57, 64–130; assistance in writing, 73; content of, 64–70; for experienced candidates, 71; gaps in, 316–17; getting started on, 64; keeping current, 287–88; layout and format of, 71–72; and online application forms, 72; on professional website, 180–81; samples, 73–74, 75–130; tailoring to audience, 70–71 departmental characteristics, 33, 250 disabilities, 231–32, 313 discrimination, 230–32, 295, 313–15 dissertations: abstract of, 133; chapter as writing sample, 132; completion in timing of

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Index

dissertations (continued ) search, 23, 24, 25, 34–35; explaining in interview, 228; listing on CV, 65–66 Diverse Issues in Higher Education, 53 diversity, 312–17; diversity officer, 313; older candidates, 314–16; transgender candidates, 314. See also minority candidates. diversity statements, 135, 314 documents.See application materials dossiers, 57; for tenure, 282–83, 284, 285. See also application materials dual-career couples. See spouses/partners Evaluations. See teaching Evidence of teaching excellence. See teaching experienced candidates, 71, 72. See also older candidates faith statements, 135 families. See dual-career couples, 293–300; parenting, 303–6; pregnancy, 301–3; spouses/partners first-generation college graduates, 312, 313 foreign nationals. See international scholars funding/grants: and CVs, 65, 68; for postdocs, 31, 32; for research programs, 262–63; sources for, 229; for travel and conference expenses, 264 geographic considerations, in deciding where to apply, 33–34, 294–95 Graduate Career Consortium (GCC), vii. See also career services Higher Education Recruitment Consortium (HERC), 24, 53, 294–95, 313 hiring process, institutional perspective on, 13–19 housing help, 264, 275 Inclusion. See diversity inside candidates, 18–19 Inside Higher Education, 24, 30, 53, 71, 313 institutional characteristics, 7–8; in deciding where to apply, 32–33; and interviews, 230, 249–51 Interfolio, 50, 288 international scholars, 307–11; cultural differences in job search, 307, 310–11; CVs of, 65, 66; employment in United States, 307–9; language, 184, 308; timing of

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search and, 35; U.S. scholars seeking international positions, 309–11; work permission, 70, 308–9 interviews, campus, 227, 246–57; checklist for, 251–54; follow-up, 253–54, 257; institutional perspective, 16; and learning about institution, 249–51; for non-tenure track positions, 255; practice for, 234; process of, 246–48, 254–55; sample schedule, 256–57; social events, 249; topics to discuss, 228–30 interviews, preliminary: conference and convention, 238–45; challenges of, 243; checklists for, 239, 240–41, 243–44; follow-up, 245; process of, 241–42; scheduling of, 27; telephone, 238–40; video, 240–41 interviews, general, 227–37; attire for, 232; body language, 233; illegal questions, 230–32; initial screenings and, 15; institutional perspective, 16; preliminary, 227, 238–45; preparation for, 234; questions for interviewer, 237; sample questions, 234–37; topics to discuss, 228–30 Job offer. See offer job talk, 27, 43, 234, 246, 254, 256, 306, 311. See also interviews, campus job listings: openings, identifying, 52–54; samples, 58–63; terminology in, 57–58; understanding, 13–14 job search: in interdisciplinary areas, 35–36; international, 307–11; and non-faculty positions, 330–31; priorities, 36; and recommenders, 48; timetable and timing, 23– 28, 34–35; understanding the market, 29–30; where to apply, 32–34 jobs: changing, 10–12, 287–90; changing fields, 321–32; identifying openings, 52–54; leaving, 290; moving to new job, 275–76; starting new job, 275–80 joint positions, 36 letters: accepting or declining offers, 186; cover letters for faculty positions, 184–86; cover letters for non-faculty positions, 342–45; of inquiry, 186; of recommendation, 25, 46–51, 50–51, 288; samples, 187, 188–224, 216–17; thank you letters, 186 LGBTQ candidates, 295–96, 299–300, 313–14 LinkedIn. See social media

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Index meetings, annual. See scholarly and professional associations mentors, 37–38, 46; developing, in new job, 276, 279. See also advisors minority candidates, 1, 53, 285, 312–14 moves between institutions. See jobs, changing National Postdoctoral Association, 31 negotiating. See offers networking and professional networks, 37– 45, 279–80; with advisors and mentors, 37–39; with alumni, 328–29; and changing positions, 287, 289, 328–29; with colleagues and peers, 39–40; at conferences, 43–45; identifying job openings, 54; individual contacts, 41; social media/online presence, 41–42 new hire. See starting the job non-academic positions. See non-faculty positions non-faculty positions, 12, 25, 26, 71, 321–32; job search for, 330–31; list of sample positions taken by PhDs, 325–27; researching, 327–28; skills assessment, 323–27; terminology, 323 non-tenure track positions, 8–9, 280; and changing positions, 290, 321; for international scholars, 308; interviewing for, 255; negotiating offers for, 265; postdocs, 10– 11, 30–32, 53 offers, 258–71; accepting, 158, 186, 266; backing out, 267; early, 245; first choices, 266; institutional perspective, 17–18; lack of, 267–68; negotiating terms of, 18, 260– 65, 289–90; for non-tenure track positions, 265; receiving, 259–60; rejecting, 186, 266–67; samples, 269–71; and spouses/ partners, 259–60, 265, 295–96; timetable for accepting, 27–28, 166, 260–61 older candidates, 232, 312, 314–16. See also experienced candidates online presence, 41–42, 57, 180–83 online resources, 24, 53–54, 180; for minority candidates, 313; for non-faculty positions, 71, 328 parenting, in academia, 303–6 partners. See spouses/partners personal and illegal questions, at interviews, 230–32, 237 portfolios, 26, 133–34, 135, 181

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position announcement. See job listing postdoctoral scholars (postdocs), 30–32; interviewing for, 255; letter of inquiry for, 216; listings of opportunities, 53; and tenure-track positions, 10–11 pregnant on the job market, 301–3 presentations. See campus presentations; conference presentations professional associations. See scholarly and professional associations professional schools, 9, 12, 30, 67. See also colleges; research institutions publications, 24; job research-related, 53; listing on CV, 67–68; scholarly, 40; and tenure, 281, 284–85 recommendations, 25, 46–51; and changing positions, 288; evaluations of teaching, 134; in initial screening, 15–16; online dossier service, 50, 288; negative evaluations, 48–50; recommenders, 46–47, 70; sending, 50–51; strategic use of, 48 recruiters, 331 references. See recommendations relocation, 10–12, 275–76, 288–90 research institutions, 33, 46; and changing jobs, 10–11; and interviewing, 229; and tenure, 281, 282–83 research plans/interests: in chalk talk, 254–55; in interview, 228–29, 234–35; start-up budgets for, 262–63; samples, 160–79; statements of, 131–32; while teaching, 277 resumes, 330, 331–32; samples, 333–41. See also CVs salary negotiation, 261–62. See also offers scholarly and professional associations, 24, 36, 40–41; networking at conferences, 36, 40–41; job-related services, 52–53, 328, 330–31; and minority candidates, 313 search committee, 15, 27, 35–36, 45, 48, 52, 54, 58, 60, 61, 62, 64, 65, 70, 133–35, 185, 186, 238, 245, 246, 298, 301, 317; communicating with, 185, 254, 259, 267, 295, 296–97 skills assessment, 323–27 social media, 182–83, 278–79; and job search, 53–54, 328; and networking, 41– 42, 328 spouses/partners: dual-career couples, 293– 300; and geographic considerations, 294–95; interview questions regarding,

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spouses/partners (continued ) 231; and job offers, 259–60, 265, 295–96; same-sex couples, 295–96, 299–300 starting a new job, 275–80 students: communication with, 278–79; and interview process, 250–51 syllabi. See teaching teaching: demonstration of, 247–48; discussion at interview, 229–30, 235–36, 255; evidence of, 134; preparation for, 276, 277–79; in recommendations, 46–47; teaching load and scheduling, 263; selfevaluation, 279; video, 134–35 teaching portfolio, 133–34; samples of, 155–59 teaching, statement of philosophy, 133; samples, 136–54 technology resources, negotiating budget for, 263 temporary positions. See non-tenure track positions tenure, 281–86; advice for, 185–86; at community college, 282, 284–85; competition for, 34; denial of, 288–89; institutional perspective, 286; at large research institution, 281, 282–83; questions regarding, 259;

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review process, 281–85; at small liberal arts college, 282, 283–84 tenure-track positions: advertising of, 13; and dual-career couples, 294; and job offers, 18; and postdocs, 10–11, 30–31; search for, 321–22; structure of, 8–10 thank you letters, 186, 245, 254; samples, 217, 257 timetable for the job search, 23–28 transcripts, 26, 57, 135 transgender candidates, 314 Twitter. See social media universities. See research institutions videos of classroom teaching, 134–35 visiting positions. See non-tenure track positions Vitae (career hub), 50, 53 vitas. See CVs waiting to hear, 258, 268 websites: constructing, 180–82; institutional, 53. See also online presence; online resources wikis, 53–54

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