Hitting the ground running: Maximizing your early years in academia (NASP 2019 Handout)

Access the handout here.Session: Sullivan, A. L., Harris, B., & Gadke, D. (2019, February). Hitting the ground running: Maximizing your early years in academia. Special session at the annual convention of the National Association of School Psychologists, Atlanta, GA.Description: This symposium provided an overview of strategies for success for prospective and new faculty.

Preparing a Job Talk: Maximizing Your Impact During Campus Visits

December 4, 2017

by Leandra Parris, PhD, Illinois State UniversityWhether you are seeking your first academic position or hoping to find a new one, tis the season for job searches. We’ve previously addressed the job search process here and here. Soon campus visits will begin (for some programs, they are well underway) and hopeful candidates will begin to experience the dread, worry, and excitement of preparing for the marathon of meetings, meals, and presentations. It can be easy to get overwhelmed by the process, particularly since it can sometimes last up to two days. From debates about drinking during your visit to what questions are (and are not) appropriate to ask, job candidates seeking advice will get a long, mixed list of do’s and don’ts. But one thing is consistent: the job talk is one of, if not the, most important part of the campus visit. Your skills in teaching, research, and presenting your expertise will all be evaluated in this 45-60 minute talk. But don’t stress (too much). We’ve put together a list of ideas that will help you prepare for and pull off your job talk.Know What Is Expected. A search committee likely has a fairly specific idea of what they want to see in candidates’ talks and these expectations can vary from position to position depending on the nature of the institution, unit, and program. A traditional job talk may focus exclusively on detailing a single study, but it’s increasingly common for committees to ask candidates to provide insight into their research agenda or a progression of studies. Some search committees will also ask for multiple talks, such as a research talk and a teaching demonstration, and some, depending on the nature of the position (e.g., heavy teaching), may only want a teaching demonstration. Identifying the exact nature of your job talk is a vital first step to preparing a compelling talk.If the search committee doesn’t articulate their expectations, don’t be afraid to ask. You might query their expectations or goals for the presentation, how much time you should leave for questions, and how specialized versus broad your audience will be. There are numerous questions you might ask depending on the information provided: Will you be presenting only to the faculty and students of the school psychology program, or to the faculty of the entire department/college? Do faculty like handouts? Is an extensive Q&A portion expected? If that’s the case, it’s a mistake to present for the full time. Find out how long they’d actually like you to spend on the presentation portion if it’s not already clearly identified in your visit agenda. You might also ask about the type of room you can expect, since you may choose to adjust your presentation style or materials if you are in a conference room as opposed to an amphitheater for 100 or more.Be knowledgeable but clear. When it comes to presenting your research, it is easy to give too much or too little. You have spent years dedicated to this line of investigation, while the same is unlikely to be true of your audience. This can cause applicants to forget that not everyone is familiar with the terms and processes that seem so second nature. Or the applicant is very aware of the complexity of the issue at hand and glosses over details in an attempt to simplify their presentation. According to Dr. Mark Swerdlik from Illinois State University, job applicants do not always “go into enough depth in their talk [which is] tricky because [they] are also talking to some in [the] audience that are not likely familiar” with their area of research. This is also true of your teaching philosophy and the materials you may choose to include in a teaching demonstration. When you practice your talk, don’t only rely on feedback from friends or peers who know your research area well—ask friends, colleagues, or even family members, unfamiliar with the intricacies of your research who can help you identify the aspects of your presentation that may be unclear, confusing, or overly dense.The importance of explaining your research without overburdening your audience rises from one simple assumption: people who are truly experts can explain their topic area to anyone with clarity. However you choose to demonstrate your research or teaching style, make sure the format is easily understood, uses laymen’s terms whenever possible, and makes complex phenomena, philosophies, and methods appear straight forward.Teach them something. If there is not a teaching demonstration as part of the interview process, then your skills as an instructor will be inferred from your job talk. As pointed out by Dr. Tara Raines from the University of Denver, “Your job talk is a sample of your teaching style.” You may not feel like it, but you are in fact the expert in your area of interest and this your chance to share what you know with the audience. Show them that you can not only be an expert, but you can help others become experts, too. You also want them to know that you can be an effective instructor through interactions with your students, which leads to our next bit of advice.Be engaging. Don’t be afraid to be enthusiastic, according to Dr. Swerdlik. Because this is your chance to show that you are sound researcher and excellent instructor, it is important that you show that you also like doing these things. There are multiple ways to be engaging, such as quick activities related to your topic, walking the room, or simply modulating your voice to convey passion and interest (pro tip: Your speaking style shouldn’t mimic Ben Stine’s). Try not to rely on notes or slides too heavily since no one attends your job talk to watch you read. Instead, allow your slides to supplement what you are saying rather than dictating or constraining your presentation. Make eye contact with multiple people in your audience, doing your best to draw them into the presentation the same way you would try to increase nonverbal participation while teaching. Let your personality show and don’t be afraid to throw in some humor to help you relax and connect with your audience—but not too much. Humor is subjective and may be off-putting to some members of your audience.Think about when you are the most comfortable explaining your research or instructional topic and do your best to emulate that throughout your talk. This will help you be clear, knowledge, and engaging. When you practice your talk, do it as you will for the real event and ask for feedback on style of you have a volunteer audience.Be responsive. You are going to have to read your audience. If it is clear that there are multiple people who are confused, stop and ask if there are questions. If they seem to have gotten a point that you are still trying to make, move on. If they are a more serious crowd, cut the humor. This may mean being flexible, expecting the unexpected, and staying cool under pressure should someone in the audience throw you off. From technology mishaps, scheduling issues, and people walking in and out of your presentation, there can be distractions and things that throw you off your game. But stay with your audience in the moment.Connect with the program/position. According to Dr. Celeste Malone of Howard University, one of the biggest mistakes candidates make is “not describing how their research fits with the department or program.” Whether it is linking to the mission or orientation of the program or college, an extension or expansion of current research being conducted by faculty, or a complement to ongoing research within the unit, make it clear what your contribution will be to this specific program and department or school. This also shows that you have done your research about the institution and demonstrates your interest in not just getting ajob, but getting this job. That’s important to search committees and your potential future colleagues.Show them where you’re going. In addition to failing to connect with the program, Dr. Malone pointed out that some candidates don’t make it explicit “how they plan to extend their research.” While having an excellent research study to discuss is wonderful, failing to outline next steps is much like conducting an evaluation then providing no recommendations. Those looking to hire you are using your current presentation to evaluate your potential scholarly contributions, and in many places, this concerns is implicitly or explicitly tied to tenure and promotion standards. Accordingly, your research agenda should be explicitly stated. This can be especially important if the research you present is exclusively your dissertation, or alternatively, the work you did your advisor or a center – you need to make clear the potential trajectory of your research program as an independent scholar. Think about what you want your research agenda or teaching development to look like over the next five years and highlight those goals for the audience.Know your limits. We all want to be fancy with our presentations. We want to awe our audience, make them laugh with us, and leave without any doubts of our competency and likeability. But this is not the time to try out a new teaching technique, activity, or technology. Stick with what you know, what makes you comfortable, and presentation methods that do not tax your cognitive processes. You will need bit of your brain focused on your presentation, not also trying to figure out a new clicker with fancy features or how to make certain graphics work. Also, make sure that your presentation is not so fancy that it cannot easily work on both a PC and a Mac. That last thing you want is for all your hard work to get lost in translation between software.  Be prepared to do a tech-free presentation should there be a hardware malfunction.Prepare answers. This one seems pretty obvious but it’s surprising how often candidates can be caught off guard by questions from the audience. Listen attentively, check for clarity if you are not sure what is being asked, and stall with phrases such as “That is an interesting question,” or “You know, I need a minute to think on that,” if you don’t readily have a response. You should also be prepared to answer as many questions as you can think of that may pop up. One way to help with this is to present to someone, or a group, that does not know anything about your topic area. This will help not only make sure you are clear in your presentation but the questions they have may help prepare you for possible questions during the job talk.Practice. As always, practice. This will help you rely less on your slides and notes, seem natural and clear in your discussion, and hopefully appear confident and relaxed. This, in turn, will help you be engaging and show your best self as an instructor, researcher, and future colleague. Practice in the mirror, practice with your friends, practice at the bar with strangers – whatever works for you.What other tips do you have for mastering the job talk?

Should I Stay or Should I Go?

October 24, 2017Ours is a field where open positions can abound, as we see this year, and where faculty roles, expectations, opportunities, and challenges can vary substantially across different types of institutions (e.g., public v. private, R1 v. teaching) and programs (doctoral only, specialist only, combined). Some scholars will spend their entire careers in a single institution, but many will not.Readers asked that the ECF tackle the topic of how to make the decision to remain in one’s current position or move on to a new one. We reached out to several early and mid-career scholars to discuss how they’ve dealt with this decision, sometimes repeatedly.When you made the decision to leave, what were the primary factors that motivated the choice?Professor A: Leaving for a new position was a really difficult choice. I was fortunate to be at a university where I was both happy and productive. I wasn’t looking to move, however my current position was one of those dream jobs we all have somewhere in the back of our minds. I decided to apply to just this position and see what happened. When offered the job, my spouse and I had discussed at length the pros and cons of the move, and if the short term pain (e.g., moving, starting new jobs, selling/buying a home) would be worth the long term gain. Ultimately, the opportunity to be at a really strong program with collaborative colleagues and research supports, an ideal geographic location with low cost of living, and career opportunities for both my spouse and I solidified the decision to leave.Professor B: There was a combination of personal and professional factors that lead to the decision to leave my previous institution. When I took my first assistant professor position, I was geographically-bound.  My spouse and I moved to be near family to assist with a family business in a rural area.  There were two institutions with school psychology training programs within a commuting distance (i.e., 50 miles), both of which were hiring the year I was searching!  I was thrilled to be offered a position. The position came with heavy teaching load with high service expectations (which is typical of a teaching-focused university) and I wished to have more time for research and writing, but I learned so much from my fellow faculty while there and greatly appreciated the experience. After teaching at the institution for four years, my spouse’s presence in the family business was no longer essential so we made the decision to move.  We hoped to move before our children (three under the age of 8) reached middle school when moving could have been a more difficult transition. Professionally, I wanted more time for research and sought out positions that valued and protected time for research, primarily R1 institutions.  Though I expected to be in the first (teaching-focused) institution for my whole career, I enjoyed writing and research so was able to be productive despite the high teaching and service expectations, which allowed me to be a competitive applicant.  Overall, the decision to leave was not motivated by dissatisfaction with the position, but a personal change that enabled a professional goal to come true. Professor C: My first position wasn’t my ideal for many reasons (e.g., administrative issues, local political and economic climate), but I had amazing colleagues and great collaborations with some of the local school systems, so it was somewhere I could do the work I was passionate about and feel supported by the people I worked with directly. Quite unexpectedly, the opportunity came to join my current program. It wasn’t actually anything I’d ever even thought about, but there were several compelling advantages: the program orientation and vision were a great fit for my own ideals as a school psych trainer and scholar; the research infrastructure is exceptionally researcher-friendly; students were highly dedicated to research; upper administration was heavily invested in the program; and the faculty seemed genuinely welcoming and supportive of me as an early career scholar; there were numerous resources to support my professional development that I didn’t have available in my first institution, among other things. Ultimately, it was the potential join a program that could really elevate my scholarship and overall professional development that drove my decision to move. Despite the inconveniences that came with moving, my partner was onboard because of all the advantages it conferred for my professional advancement.How did you navigate the processes involved in applying for positions, interviewing, and eventually leaving with your immediate colleagues, administrators, and others in your previous program?Professor A: Having already secured an academic position, many of my application materials needed to be updated but not completely rewritten. Before applying, I reached out to trusted mentors and colleagues to get as much information as possible in determining if my perception of the new job was consistent with theirs. I was under no illusion that the grass would be greener (just a different shade), and I wanted to gain an understanding of what “quirks” existed as they do at all universities. Interviewing was a bit more challenging as I had to work around my teaching schedule and various meetings. Fortunately, my new university was very accommodating in working around my commitments, and I was able to make a relatively quick trip. Notifying colleagues and administrators was much more difficult. I was upfront in notifying a trusted colleague or two when I received the invitation to interview, as I did not want any decision to come as a complete surprise. I was also in communication with these colleagues as I deliberated, and they offered advice and support when weighing my options. Informing and “negotiating” with upper administration was a miserable, but unavoidable experience. I recommend to anyone in a similar position to only engage in discussions with administration if there is something they can provide (e.g., large raise, different program role) that may change your decision. The most difficult conversation was informing my graduate students on my research team. I emphasized that I would always be a call or email away, and that I expected (and do!) maintain collaborative relationships with them. Because grad students may take the decision the hardest, I pre-arranged with colleagues opportunities for student meetings to debrief and plan for the eventual transition.   Professor B: Since I enjoyed my colleagues at the first position, the process of applying, interviewing, and leaving was very difficult for me.  I felt guilty about leaving and the strain it would be on the remaining faculty, so much so that I would get nervous anytime I was around my fellow school psychology faculty or department chair.  For me, personally, I felt much better once I told them I was searching for a new position and explained the reason.  They all wished me well and two of the senior faculty even wrote letters of recommendation.  I received advice that there was no need to tell other faculty and the chair beforehand, but I felt great relief once I did.  I suspect I felt relieved because I had solid, friendly relationships with them and felt as if I was withholding a great secret. During the interviewing process, I tried to schedule interviews on non-teaching days. On one occasion, my interview trip overlapped with a teaching day, so I created an online lecture and assignment so students would not miss content that week.  Once I accepted the position at the new institution, I notified all the other (non-school psychology) faculty in my department.  As I finished out the academic year, I was sure to finish up all service obligations and notify department, college, and university committee chairs that I was leaving. The months between when I let my colleagues and students know I was leaving and the time of my departure were a bit awkward and bittersweet. Awkward because there were discussions about who would do the things I was involved in, bitter because I was going to miss my colleagues and it is stressful to move a family of five, and sweet because I had such a great experience there but was simultaneously looking forward to a fresh start in a place where research was more valued.Professor C:When I left my first institution, I was open with my immediate colleagues from the outset of the process and they were very supportive. The administrative issues in our college and university meant we’d long been discussing the implications of various decisions for our program and our individual professional trajectories, and they’d been concerned about what certain constraints meant for me as the most junior member of the group. Thankfully, that meant that they were great sounding boards when I was considering other opportunities. They were able to discuss the process and how I could handle things with students and administrators. Ultimately, I decided not loop in anyone beyond my program until I handed in my letter of resignation to the dean because early in the process, I realized I was not going to stay. The process of being on the market was time consuming, but my teaching schedule made it possible to accommodate lots of travel without much rearranging of commitments (and resultant sharing with others). In addition to interviewing in my new program, I applied and visited a few others, so there was a stretch at the beginning of spring semester where every week I’d teach my classes at the beginning of the week and fly out for the 2-day interviews during the second half of the week. Things didn’t slow down when the contract was signed because in the later part of the semester, I was preparing for the move, including trips out to my new city for house hunting, and trying to graduate as many of my advisees as possible. One of my biggest reservations about the move was leaving the doc students I’d been working with and creating considerable burden for my colleagues since we were a small program. Thankfully, I was able to negotiate with both my old and new institutions support to finish the remainder of my students in the following year (e.g., non-salary appointment and travel funds). When you made the decision to stay, what were the primary factors that motivated the choice?Professor C: Now in my second institution, I’ve had opportunities to go elsewhere and each triggers really careful decisions of what I might gain professionally, and to a lesser extent, in my personal life, from the potential move, as well as what I would be giving up. I have to ask myself how it could elevate my scholarship, teaching and mentoring of students, and other professional activities. What resources and opportunities does the new position have that my current doesn’t? Particularly when faced with opportunities outside of school psychology programs, I’ve had to consider what it would mean for me as a scholar and teacher/mentor not to be involved in the preparation of future school psychologists. In multiple instances, that was the deciding factor for me, because despite considerable additional resources to support my scholarship, the move would mean not being a graduate educator in school psychology, and I realized that was a part of my professional identity and activities I did not want to give up. Professor D: I went on the job market with every intention of leaving my current institution. However, in the end, I chose to stay. Although I was happy in my position, there were some significant problems at my institution that led me to look elsewhere. I received another offer, and I planned to accept it. However, after honestly explaining my reasons for wanting to leave to the administration, I learned that they had already begun to address some of the concerns and committed in writing to addressing others. There were already major departmental changes underway that I was previously unaware of. This changed the context of my decision. In addition, my college offered a competitive counter-offer, which, in the end, I accepted.Sometimes staying where you are can nonetheless come with changes or added benefits. What benefits, if any, were there for you in staying?Professor C: The tangible benefit was in salary, but through conversations with my unit and college administrators I gained better understanding of their values and goals, appreciation for my professional contributions, and a feeling that my voice was heard and respected. Discussing potentially leaving was a very uncomfortable experience, but after the process, I felt much more empowered to speak up not just within my program, but in the department and college as well, and when I have concerns about leadership and policy I can go to the administrators and speak very frankly about my concerns and be candid about what I need to be successful in order to continue my career here. Professor D: I was able to negotiate a variety of perks (e.g., salary, course reductions, and additional in-kind supports to fund graduate students on my grants). I also received additional mentorship and support in the tenure process which was something that I needed. Overall, I am happy with my decision to stay. It is important to note that I had grants, and I had done a significant amount of service to support the administration in reaching their goals before going to them for a counter-offer. If that were not the case, I expect that the outcome would have been different.What recommendations or observations (e.g., lessons learned) would you like to share with others who face the decision to stay in or leave their current position, including those who might be considering other opportunities right now?Professor A: Moving can seem daunting, especially if you are happy and comfortable in your current position. However, the inconvenience and difficulties of the process can absolutely be worth it when considering a long term move where you can grow as a professional and person. I recommend to communicate often with trusted colleagues to obtain objective opinions on anything from research opportunities to cost of living. Consider the non-job related costs of moving (selling a house, changing kids’ schools, potentially losing a retirement match if you are not vested). Most importantly, we work in a small and connected profession so always remain positive and collegial throughout. Professor B: Ultimately, though I felt guilty that I was leaving holes that needed to be filled, I knew the decision to move was the best and I had to keep that in mind.I found it very helpful to have colleagues outside of my institution that I could call on with questions and support.  A graduate school friend was my sounding board because she had gone through the process of leaving her school psychologist position for academia the previous year.  Former professors helped me keep the big picture in mind and talked through the “politics” of leaving. I would recommend tapping into your social support network as you make these big decisions. I do not have other fabulous recommendations that would work for all situations, but recommend that you face the process of deciding to move in the way that works best for you.  For me, I felt “icky” about not telling my close colleagues I was searching (thus the nervous feeling and stomach knots I felt when in their presence) and I felt such relief after telling them. For others, they would want to keep that information to themselves until everything was finalized.  I do not think there is a right or wrong way to do it, but of course you should notify your supervisor as soon as you have decided so they can begin the process of filling your teaching and service obligations.  I found “The Academic Job Search Handbook” by Vick, Furlong, and Lurie to be a wonderful resource for the entire job search process.  There is also a section in one chapter focused on how to gracefully leave a job after you have accepted a new position, which was helpful as well.Professor C: I’ve tried to adopt a long term perspective in considering any moves. I don’t think there’s such a thing as a perfect position or a perfect institution, and even a near-perfect position can be less so as contextual issues change. I try to consider whether the things that might motivate my openness to move are short-term or fairly intractable issues. For instance, in many institutions, an unsupportive administrator can be a problem for a few years assuming there are term limits, but the institutional culture and infrastructure is less malleable. The sheer abundance of open positions can make it hard not to wonder if things might be better elsewhere, so having a broad network of colleagues at all career stages where we can discuss experiences and challenges is helpful. There are so many potential commonalities and nuances across institutions that makes it difficult to know what to expect from one place to another, to say nothing of all of the interpersonal factors that can contribute to a wonderful or dreadful professional experience. My biggest recommendation is to talk to others – peers, mentors, colleagues, search committees, administrators – to gather as much data as possible to understand the opportunities and challenges in your current position and elsewhere.Professor D: I think that it is important to be open-minded but also to realize that the grass is not always greener on the other side. Each institution has its strengths and challenges, and it is important to consider the extent to which the priorities and mission of your institution are consistent with your own career goals. Also, never go to your administration to ask for a counter-offer unless you are ready to walk and accept the other position. Sometimes, the administration will make a competitive counter-offer. Sometimes, they will not. Be prepared either way. Thanks to all our contributors for sharing their frank perspectives.Early career scholars and others considering going on the market the first or second time in 2018-19 may be interested in the NASP mini-skills session, Navigating Job Searches: Finding Your First -or Second- Faculty Position. 

Congratulations, You've Been Invited to Campus! Now What?

January 4, 2017

A delightful idiosyncrasy of tenure-track positions is the rigorous selection process, which, if you are successful in your applications, includes an invitation for a campus visit. The campus visit is more than an interview; it generally consists of a series of meals, meetings, tours, and presentations with members of the search committee, other faculty, students, and administrators over one to two days. Most campus visits involve a job talk, or colloquia, on your research agenda or a single project, and may also include a teaching demonstration or case study presentation. The campus visit provides an opportunity for the search committee to get to know you better and to solicit feedback from other stakeholders, but it is also a chance for you to determine whether you want the position, so it’s important to make the most of the trip.Prepare for Your VisitTake time to learn about the program, unit, and institution. You’ll encounter questions about your fit and goals relative to the unit and program, so be prepared. It’s also good to have a basic familiarity about the faculty. We’ve provided sample questions you may encounter and may ask elsewhere. I’ve been on search committees where candidates have disarmed committee members with their lack of knowledge about the program and faculty. For example, when asked with whom you might collaborate, “I don’t know” isn’t a good answer and the name of a professor at the peer institution one state over is an even worse one. Likewise, if you are asked what you are interested in teaching and you list courses incompatible with the program orientation, you’ve just provided a major red flag to the faculty. In addition, you’ll likely be offered numerous opportunities to ask questions about the positon and program, so if you have absolutely no questions about the program, unit, or department, the committee will likely infer lack of interest in the position. It’s perfectly acceptable—and expected—that you will come with a list of questions, so do so.Know your itinerary. The search committee will generally make your travel arrangements and itinerary. You can expect the university to pick up the tab. You may have the opportunity to request specific meetings, so knowing the program is helpful there. You should also request breaks if needed if they aren’t offered (e.g., don’t be afraid to let them know you need a couple 20-30 minute breaks if you are nursing, or to ask for 15 minutes or more before your job talk). You’ll likely be involved in meetings and presentations from breakfast through dinner, so be prepared to be on all day. Plan your attire accordingly. Use the itinerary to tailor your questions to the specific groups and individuals with whom you’ll meet.Wow Them with a Great Job TalkFor most tenure-line positions, the job talk is the highlight of the visit because it provides the opportunity for the broadest audience to get to know you (they’ll likely be surveyed afterwards to provide feedback). The talk usually last 45 minutes to an hour, including time for questions. Query the search committee chair about the type of talk expected—sometimes they’ll want a detailed overview of a single project, but other times they’ll expect a more general overview of your research program with projects highlighted. You can expect the attending faculty to inquire about the specific studies discussed, implications, future directions, and the links to their own work (which is why it helps to do your homework in advance). When posed with challenging questions, don’t be afraid to ask for clarification or to say, “I don’t know” or “I don’t know that yet.” Use those tough questions to acknowledge a new angle or unanswered question.This is the main opportunity for your potential colleagues to get to know you as a scholar; make the most of it. Structure your talk in a way that reflects your scholarship and desired trajectory. Be concise in your preparation of visual materials, avoiding wordy slides, or overly complex graphics. Keep in mind that if you aren’t required to do a teaching demo, your audience may also use your job talk to infer your potential to teach effectively. You should gear your presentation to both generalists and specialists since your audience will likely include faculty who do not have a background in school psychology or your area of concentration.Be sure to practice your talk, preferably with an audience to ensure timely progress and clarity. You should also be familiar enough with your talk to proceed without slides or other visuals if necessary. Prepare for the near inevitability of technology mishaps by having access to your presentation in multiple places (e.g., flash drive, email, cloud) and being prepared to present without PowerPoint should hardware fail (e.g., have a hard copy of notes and handouts that can be copied last minute).Make Every Interaction CountYou will likely engage in several meetings and meals with faculty, students, and other university stakeholders. Meals may occur in formal restaurants, campus eateries, or even a faculty member’s homes These meals are intended to provide an opportunity to evaluate applicants’ fit as a colleague— that is, beyond your potential to contribute to the field as a scholar and trainer, are you someone who others will want to have as a colleague. That is, do they want you in the office next door/down the hall for the next one to forty years?It is likely that meals will include program faculty, departmental faculty, and at times, students. As previously noted, you will also be evaluated during informal interactions (e.g., meals, in the car on the way from and to the airport, walking from one meeting to the next with a student or faculty host, etc.). You should engage everyone who joins you. It is important that you maintain a professional, approachable, and authentic demeanor.If It’s a Good Fit, Hope for an OfferIdeally, the result of your visit will be a contract offer. An offer will typically be made by the department chair or dean and will include some or all of the following: title; contract term; salary; responsibilities teaching load; course assignments; probationary period; terms of performance evaluation; allowances for travel, research, professional development, graduate/research assistants; relocation expenses; equipment and office space. If you’ve not yet completed your dissertation, it may also include the terms of a conditional appointment until your degree is completed which may include an alternate title, reduced salary, and a deadline to defend. In many institutions, many of the terms of an offer are negotiable, so you should be strategic, yet honorable, in requesting modifications. If any of these items are not included in the offer letter and are of concern to you, you should inquire through the person who delivered the offer.Your requests should be based on your short and long-term goals and what you think you need in order to be effective in your position. In some instances, this will largely be informed by the circumstances  most conducive to your research productivity. Some of the items you request will be essential (e.g., critical materials or funds to initiate your research program at the institution) and others preferred but not necessary (e.g., summer salary, course releases). This is another area in which doing your homework is important because it can provide information regarding the types and amount of resources you can procure. For instance, salary requests should generally be within a range typical of that position at the institution and peer institutions based on your qualifications and accomplishments. Likewise, start up requests should reflect actual needs. Typically, stronger qualifications and accomplishments give you more bargaining power.If you have applied for multiple positions, you might find yourself choosing between multiple offers. Both the data gathered during the campus visit and contract terms will inform your decision. You should also consider promotion and tenure criteria, workload, institutional resources, professional development opportunities, research support, teaching supporting, mentoring opportunities, collegiality, faculty governance, community characteristics and resources, location, and anything else that may be germane to your professional development, lifestyle, and general satisfaction.When faced with two or more attractive positions in which you could envision yourself, your decision may be decided by the terms of the contract. In these cases, you may ask a school to change their offer to match or trump what you have been offered elsewhere. If you have no intention of accepting a position, you should let them know promptly so that the search committee can move forward with other options. Because many programs are hiring simultaneously and may share candidates, you cost a program their other candidates if you keep them on the line even when you know you won’t accept. In general, you should be discreet and forthright with all parties since your behavior in this process will contribute to your professional reputation. Whether you accept a given position or not, the faculty on the search committee are now part of your professional community.If At First You Don’t Succeed, Regroup, Reflect, and ReapplyThere may be times when your job search is unproductive or you are not offered the position for which you hoped. If you are not invited for any phone interviews or campus visits, you may ask a mentor or other trusted colleague to review your materials to identify potential improvements. Poorly presented application materials can lead to negative evaluations of your appropriateness for a position. Even when your credentials and experience are strong, failure to follow directions or conform to expectations in your field can undermine the success of your application. Conversely, you may not be a competitive candidate for the positions you seek, so additional research, teaching, or field experience may be needed.If you participated in screenings or campus interviews and didn’t garner an offer, it could be that there was nothing wrong with your qualifications or fit per se, but that there was simply a stronger candidate. It will often be difficult to determine why you were not offered a position since multiple factors inform the decision. If you have a trusted colleague at the institution(s) you visited, you may seek feedback regarding your performance during the research talk and other activities. After each visit, you should also have reflected on what worked and didn’t; what questions or interactions you struggled with; and what information you needed but didn’t get so that you can do better the next time. You can use this information to fine-tune your efforts when a new position becomes available.Do you still have questions about what to expect or how to navigate the process? Post your questions here and we’ll respond ASAP.This post is a short form of: Sullivan, A. L., Proctor, S., & Clemens, N. (2012). So you want to be a professor? Perspectives on the academic job search process – Part II – Interviewing and beyond.The School Psychologist, 67(1), 74-83. 

Fall is in the Air: It's Hiring Season for Academic Positions!

October 10, 2016

Tis the season for the faculty job search. Universities have been announcing openings for faculty positions since mid-summer, but now is the time that the job market really heats up. If you are a member of professional listservs for Division 16, Trainers in School Psychology, or CDSPP, you likely receive multiple position announcements each week. One upside of our field is that there tend to be an abundance of open positions. So what can you do to enhance your competitiveness for your dream job?1. Reflect carefully on your goals and preferences before applying.Beginning the academic job search can be an intimidating process. There are numerous opportunities in institutions, units, and programs that vary widely. Few people will move into positions exactly like those of the programs from which they graduate, so it is essential to consider what you want in a position. Future faculty may ask themselves:

• What do I know about potential academic careers and what additional information do I need? Because of the variety of opportunities available in school psychology, it is important to think carefully about the options available and engage in some fact-finding. Talk to your professors and other researchers. Make use of the networking opportunities provided at local, regional, and national conferences to talk with people in different types of positions, programs, departments/units, and universities. The goal is to ascertain the type of position you think will fit best.
• What aspects of faculty roles do I enjoy most or do I most want to focus on? What are my long-term goals? Where do I want to be five, ten, or twenty years from now? These goals are important because, ideally, you will pursue positions conducive to meeting goals, particularly as they relate to research and teaching since these are the primary domains of academics’ work. Different types of positions and institutions place varying degrees of emphasis on research, teaching, and service. If the idea of spending the majority of your time designing, conducting, and disseminating research is thrilling, a research position or traditional tenure-track position at a research-intensive university will likely be a good fit. Conversely, if you have little interest in conducting research, a teaching intensive position is probably a better fit. After these big-picture questions have been considered, there a number of more narrow considerations that might be made.
• What types of positions will I consider? You should consider the variety of dimensions of available positions including: (a) tenure-track assistant professorships versus non-tenure track (instructor, adjunct, researcher positions); (b)  discipline (e.g., school psychology, educational psychology, psychology, special education, interdisciplinary); (c) program type (e.g., master’s, specialist, PhD, PsyD, EdD; APAand/or NASP-accredited); (d) research expectations; (e) teaching load; (f) administrative and service requirements; and (g) institution type (e.g., research intensivity, public v. private, size).
• What, if any, are my geographic restrictions (e.g., region, state, weather, and urbanicity)? What other personal considerations (e.g., family, partner, lifestyle) will influence my search?

It can also be useful to talk through some of these considerations with advisors, mentors, and peers. The goal is to identify your parameters for the job search. Everyone’s goals, priorities and preferences will be slightly different and will likely fluctuate throughout one’s career. Be prepared to be flexible. The available positions will be different each year and while you may have a handful of preferred universities or programs in mind, it is unlikely that all (or any) of them will be hiring in a given year.2. Dissect job postings and program websites.Before applying for a position, it is important to carefully review the job description. Most postings will include information specific to the position, including type (e.g., tenure-track faculty, lecturer, clinical instructor); duration (e.g., tenure- or non-tenure-track, 9-month contract, 12-month contract); start date; teaching load; expectations for research productivity and external funding; advising, administrative, and service expectations; required and desired qualifications; application materials; timelines for review of applications; and contact person for the search committee.These elements should be reviewed to determine fit with individual preferences and qualifications. The information in the published posting may be sufficient to inform the decision to apply, but it’s always a good idea to learn more about the program and unit where it is housed. If you aren’t sure about your eligibility for a position, contact the search chair. When available, program handbooks and faculty webpages and vitas can provide valuable insight into various facets of a position and in some instances shed light on overarching programmatic goals and philosophical orientations. Job candidates are generally expected to demonstrate basic familiarity with the program and institution when applying and interviewing for positions, so it makes sense to seek additional information before you apply.3. Prepare a strong application package.You want to put your best foot forward when you apply for a position. Follow all directions. Make sure your materials are clear and error-free. Failure to follow instructions can undermine an otherwise strong application. Application materials often include a cover letter, curriculum vita, letters of reference or contact information for references, and transcripts. You may also be required to submit representative publications, syllabi of courses taught, course evaluations, or teaching portfolios.Your cover letter and CV are often the most important elements of your materials. Cover letters should be crafted to match the posting of each individual position to which one applies. The point is not to pander or implore, but to clearly and compellingly articulate your qualifications, fit, and interest. Use headings to clearly indicate where each qualification is discussed. Be explicit about what you can bring to the position while providing a cogent presentation of your scholarly identity. For positions where research is emphasized, clearly describe your research agenda and its potential value to the field. Keep in mind the typical purposes of the statement—whether articulated in a paragraph or a couple pages—is to describe your interests, major accomplishments and contributions, and future work. For early career scholars who have few independent projects beyond their dissertation, this statement can be particularly important to communicating a coherent program of research that can carry you to tenure. This statement can also be helpful to reviewers when your research experience is limited or disjointed because of required projects undertaken through assistantships and other experiences that were directed by others.Your CV will be scrutinized by the search committee and will likely be circulated throughout the unit if you are a finalist for a position. It is important to be comprehensive without padding. To that end, think carefully as to whether you will include “in-progress” papers on your CV. It may come off as padding, so consider instead discussing work in progress in your cover letter or research statement and limit manuscripts listed in the CV to those published, in press, and possibly under review (without journal names given since they may not be accepted). A CV typically includes several main elements:

• Contact information: full name with credentials, mailing address, email, phone number, fax number
• Educational background: degrees received with institutions, major, location, and year awarded; thesis and/ or dissertation title, advisor names, program accreditations
• Professional experiences/positions: titles, institutions/organizations, dates, locations, duties
• Honors and awards
• Sponsored Projects (including grants, fellowships, or contracts)
• Publications: peer-reviewed publications, book chapters, technical reports, other publications
• Teaching: courses taught, identifying roles (e.g., instructor, lecturer, teaching assistant), titles, dates, and evaluation summaries; research advising
• Service: editorial work, professional memberships, leadership positions
• Fieldwork/practical experiences: predoctoral practica and internship with site names, locations, dates, duties, supervisor name

Although contact information, educational background, and professional experience should almost certainly appear at the beginning of any CV, the remaining sections may be best ordered according to the priorities of the position to which you are applying.A teaching statement can be quite challenging to prepare because few of us have formal training in pedagogy and mentoring. Length may vary depending on whether you address both classroom instruction and graduate research advising, but the purpose of this statement is to describe the basic principles guiding your teaching and how they are reflected in your course planning, instructional practices, and learning activities, as well as your efforts to improve your teaching and mentoring. One way to structure this statement is to describe what you consider effective teaching, the corresponding practices in which you engage; provide examples from specific courses you have taught (or, if you haven’t taught yet, specific examples of what you would do), and evidence of effectiveness (e.g., summary data from course evaluations, students’ qualitative feedback). Where appropriate, link your teaching and research (e.g., how similar goals or principles underpin both domains of work), and strive to be factual rather than sentimental. Postings may only provide a vague request for “evidence of teaching effectiveness,” in which case you have to decide what information and documentation to provide. In these cases, you may submit a list of courses taught, a summary of student evaluations or unsolicited student feedback, a sample syllabus, and a brief teaching statement which may be a separate document or a paragraph incorporated in your cover letter.Reference letters should be sought only from individuals who are willing and able to provide strong, positive recommendations—if you aren’t sure, ask them. Lukewarm letters of recommendation can be just as damaging as blatantly negative letters. Because search committees are invested in identifying individuals who may become long-term colleagues, positive recommendations are highly valued. Applicants should be careful to provide their reference providers as early notice as possible and should provide the job posting, CV, and cover letter so that they can also provide a letter that speaks to the specific requirements of each position. As with cover letters, reference letters tailored to a position are more compelling than general ones.Proof-read all of your materials multiple times and get others (e.g., peers, your advisor, a friend willing to provide constructive criticism) to provide feedback to ensure your materials are error-free, coherent, and compelling.What happens after your submit your application materials?You wait. Hiring for tenure-track positions follows a fairly predictable sequence (this may not apply for non-tenure track positons). Once the application materials have been received, the search committee will review application materials to identify the top candidates for further consideration. If you submit your materials through a university portal, check for a confirmation email. If submitting your materials to an individual, a polite request that the individual confirm that they have received your materials is acceptable. In some cases, phone or virtual interviews will be conducted with several individuals before final candidates are selected for campus visits. In other instances, the committee will select immediately the most promising individuals, usually three to five people, to invite to campus. These visits often take place in early to mid-spring. After all candidate visits are complete, the committee generally will review the feedback from faculty, staff and students who interacted with the candidates and make recommendations to the administration about hiring, often in the form of a rank ordered list or description of candidates’ strengths and weaknesses relative to the requirements of the positon. The administration will make a decision regarding who, if anyone, from the pool to offer a contract. At that point, the candidate can accept or decline the position, or enter into further negotiations regarding the details of the contract. If the candidate declines the position, the administration can choose to offer the position to one of the other candidates, request that new candidates be considered, close the search without a hire, or continue the search.This post is a short form of: Sullivan, A. L., & Harris, B. (2012). So you want to be a professor? Perspectives on the academic job search process – Part I – Planning your search. The School Psychologist, 66(3), 23-28.Next month, we’ll address what to expect in campus visits. Feel free to share your experiences on the job market or recommendations for prospective faculty on the market now. Post your questions to the comment section below for more information.

Archived Webinar - Demystifying Academia: Faculty Roles and Opportunities

September 30, 2016

Thanks to everyone who participated in the Division 16 webinar, Demystifying Academia: Faculty Roles and Opportunities. Bryn and I were very pleased to join Prerna Arora and Jacquie Brown in talking about how to prepare for faculty positions in school psychology. If you have any questions that weren't answered during the webinar, feel free to post them in the comment section here, and we'll respond soon. Listen to the full webinar here.