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. 

Transitioning from Graduate School to Academia: Advice from Early Career Scholars

September 13, 2017

By Ethan Van Norman, Georgia State University, with panelists Stacy-Ann January, University of South Carolina; Dave Klingbeil, University of Wisconsin-Milwaukee; and Wesley Sims, Wichita State UniversityPrevious blog posts described how to navigate the application and interview processes to land an academic job. Whether you are starting at your new position this year (Congratulations!) or plan on entering academia in the near future, the process of transitioning from graduate school or applied practice to academia presents a unique set of challenges. In this blog post we have asked a panel of early career scholars to offer their advice on transitioning to a faculty positions. We will hear from three faculty members who each took different paths to obtaining their current position and are at different phases in their academic careers. Without further ado let’s meet the panel.1.  Please introduce yourself and provide a brief overview of your path to obtaining your current tenure-track position.Hi! My name is Stacy-Ann January [SAJ] and I am an assistant professor at the University of South Carolina in the school psychology Ph.D. program. Prior to beginning this position in August 2016, I completed a 2-year postdoctoral research fellowship at the University of Nebraska-Lincoln that was funded by the Institute of Education Sciences. During my postdoc, I worked on a variety of projects from secondary analysis to ongoing intervention efficacy trials. In addition to an emphasis on publishing manuscripts, I focused on developing skills related to advanced methodology and statistics as well as grant writing and management. I am a proud graduate of the school psychology program at the University of Georgia.My name is Dave Klingbeil [DK] and I obtained my PhD from the University of Minnesota. I completed my predoctoral internship at the Louisiana School Psychology Internship Consortium. I started in my current academic position, at the University of Wisconsin-Milwaukee, in August 2013.I am Wesley Sims [WS], Ph.D., NCSP and I am an Assistant Professor at Wichita State University. My path to my current position began in 2002 when I entered my practitioner level training program at the University of Massachusetts Boston. I was a practicing school psychologist in the St. Louis for several years before returning to graduate school in 2012 at the University of Missouri. While at Mizzou, I continued to work as a practitioner and consultant before beginning an APPIC accredited pre-doctoral internship in New Orleans, LA. Upon completion of my internship with the Louisiana School Psychology Internship Consortium (LASPIC), I accepted a 9-month appointment as a Clinical Assistant Professor at the University of Alabama. I joined the school psychology program at WSU at the conclusion of my time with Alabama.2. What have you observed as the biggest challenge in transitioning to your current tenure track position that you wished you had known before you started? What advice can you offer to the readers of this blog to address those challenges?SAJ: The biggest challenge in my transition to a tenure-track faculty member was the shift from being in a position where 100% of my time was devoted to research to one that required a balance of research, teaching, and service. Although I had some experience as an instructor of record as a graduate student, I knew being a tenure-track faculty member would be a different experience. After having conversations with others who made a similar transition, I developed a plan to help. It involved doing a lot of course prep in the summer before starting my position. Still, I was surprised at the amount of time it takes to prep and manage a course. My advice to readers is to start prepping a course soon after you know you will be teaching it. Don’t underestimate how much time it will take. If you are in a position where research excellence is emphasized for tenure and promotion, then be careful not to spend too much time on teaching. Yes, you should be a good instructor. But it is important, especially during your first year or two, to have an appropriate balance of research and teaching activities, so that you can demonstrate research productivity.I would also suggest that readers seek out their institution’s Center for Teaching Excellence (or similar entity) as they will likely have great resources that you could use. This is especially relevant if you have not taught a class independently before. Finally, if possible, don’t reinvent the wheel. If you are teaching a class that has been taught before, find out who has taught the course previously and see what materials (e.g., syllabus, presentation slides) they may be willing to share with you. Even if you don’t do exactly what they do, it would be a great starting point.DK: I think the biggest challenge for me was balancing the demands on my time. In graduate school, my time felt more structured. Starting at UWM, I felt I had fewer concrete demands on your time. Teaching two graduate level classes requires approximately 5 hours per week (face-to-face time) but figuring out how to balance preparing for class, ensuring you have enough productive time for research, and any other demands your first couple of years was certainly a challenge. I would guess most people receive the advice to “focus on research” but that wasn’t all that easy for me to operationally define. I think it is important for people to take the first year and try different things in your classes. Assigning a short (~2 pages) reflection paper on the readings each week may result in you reading the same number of pages per student as a 25-page term paper. You may prefer to grade everything all at once and spend that time on research during the semester, or to spend a couple hours reading things (preferably when you aren’t able to be productive research wise) weekly so that you don’t lose a larger chunk of your time grading. Structuring peer feedback activities (i.e., making this a graded class component) can also help you save your own time dealing with editing and grammatical issues. I have also found that I prefer to teach in the evening because I can spend the morning/afternoon preparing for class (or honestly 4 hours the day before, plus most of the next day during Year 1/2). And, when I am finished teaching I rarely feel like doing much else. So grading quizzes or reading reflection papers is something palatable. The next day is then yours to do with as you wish (at least theoretically).WS: I believe the biggest challenge in transitioning to my current position has been the limited amount of time I have to do what I want to do, primarily writing. There has been a steady stream of new class preps, committee meetings, orientations, trainings, program meetings, department meetings, new faculty meetings, college meetings, kick offs, student meetings, getting to know new coworkers, mentoring meetings, etc. I’m grateful that my immediate coworkers, particularly my mentor, were understanding and supportive of all the different directions I was being pulled. As uncomfortable as it was initially, I have learned to close my office door and dedicate specific time to my work. My recommendations for others is to get to work as early as possible (before everyone else), schedule writing time as if it were a class, and learn to be okay closing your door to limit distracting conversations. If it’s really important, they’ll knock.3. At most institutions, the decision to grant promotion and tenure is based upon an applicant’s accomplishments in the areas of research, teaching, and service. Many would argue that research accomplishments skew that decision. Further, many participants at ECF events frequently seek advice to remain productive with their research. Do you have any recommendations for early career faculty to ensure that they maintain active research agendas particularly in the first few years of their new position?SAJ: First and foremost, you should know your institution’s (and unit’s) Tenure & Promotion guidelines well. Then, spend your time in accordance with those guidelines. You can also consult with trusted individuals at your institution about how best to proportion your time.I have a few recommendations for maintaining research productivity. First, make time for it and engage in self-management of your time. I cannot underscore the importance about being intentional about it. Each semester, I create a list of research tasks I want to complete and by when. Each week, I make a general plan for my time, when and how much time I’m going to spend doing research, teaching, and service activities. I also keep track of my time using a program/app called Toggl (many other programs are available). I started with 3 broad categories (research, teaching, service) and then kept track of everything I did related to those categories. Each week, Toggl sends me an email with a breakdown of how I spent my time during the previous week. I review it to make sure I stay on track with my goals and adjust as necessary. It is also reinforcing when I see that I met or exceeded my research goals.Second, create short and long-term research goals, and take steps to move towards them. You may have to write a research statement when applying for a faculty job, revisit that statement, and revise it if necessary. Likewise, find a way to easily keep track of your study ideas. For example, there are programs/apps (e.g., Endnote) that like you write down your ideas on the go, and sync them across your devices. Then, follow through with your ideas. When working on one study think about what the next study would be, and then go for it.Finally, I think another key to being productive is to develop and maintain collaborative relationships with other researchers in your area. When at conferences or other events, meet people. Follow-up with them and find ways to collaborate. One great way to do this is SPRCC. I was involved in the 2017 SPRCC and would highly recommend that early career scholars apply for the next one, which will be in 2019 before the NASP convention.DK: My advice is to figure out when (and where) you are the most productive. At the end of my second year, a mid-career scholar recommended the book How to Write a Lot (Silvia, 2007), which I found to be helpful. A helpful recommendation was to experiment (as well as set behavioral goals with clear operational definitions) which really helped me increase my productivity.I write best late at night, when there are far fewer distractions. I also tend to be more productive when I write almost every day for 1-2 hours (not always attainable), rather than trying to protect two full days for “research time”. For others, the most productive space may be completely different. You may write best right away in the morning, or (for folks with children) when the house is quiet because everyone is napping. Experiment until you find something that works for you. I can write more between 10 pm and 1 am than I could between 9 to 5. Now I fill my days with things that will help me be productive at night such as clearing other stuff off my plate, preparing for class, or making time for the necessary research support activities (e.g., data cleaning, statistical analyses, reading other articles for a literature review). I also found that your calendar will fill up with stuff during the day (despite our best efforts to keep things clear) so writing in the morning before you come in or in the evening may allow you to keep that time protected.Another thing that helped me was collaborating with peers. My productivity rate significantly increased when I started collaborating with peers from graduate school, internship, folks you meet at NASP, etc. Personally, I think it makes the entire process more enjoyable and hopefully will lead to better research questions and stimulate future research as you and your collaborators think through things together.WS: In short, make research a priority! Beyond the strategies mentioned earlier, I have found activities to promote accountability have been extremely helpful in maintaining my research work. More specifically, I borrowed an activity that was modeled by my mentors at Mizzou. Shortly after arriving at Wichita State, I started a paper writing power hour (PWPH). I invited faculty and students from my department and some faculty from other departments to attend. Each Friday our PWPH group meets to set new weekly writing goals and check in on goals set the week before. PWPH is a set time each week for participants to report progress towards research writing goals. There is some accountability (stating I will do something out loud in front of others), but it serves primarily as a support system and organization tool. It also allows participants to bounce ideas of one another as well as networking and collaboration opportunities. In my case, as the organizer of the group, I believe it served to help establish my reputation as a respectable, contributing, and motivated member of my department.4. Related to the previous question, service is often viewed as an important component of one’s dossier but not as essential as research. How have you approached service at your current (or former) position so that you demonstrated you engage in service, without letting it consume all of your time?SAJ: I have been largely protected from departmental and university service at this stage of my career. The service that I have engaged in has been primarily on editorial boards and with Division 16. My strategy has been to engage in service that is enjoyable and beneficial and/or engage in service that is time limited. For instance, last year I served as a poster session rater for a university-sponsored student research conference. The time commitment was about an hour and a half and I was able to have a record of service to the university during my first year. Also, having a mentor or someone in your department that can help protect you from service is a great thing. These individuals can give you advice about how to respond to requests for serving on committees, and, if you must serve on committees, which ones would be best to serve on.DK: The senior faculty at my institution definitely kept me protected from service my first two years. Unfortunately, that may or may not be the case for everyone. If that isn’t what you are currently experiencing, my suggestion is to find a mid-career or senior faculty member (perhaps via the ECF), external to your University, that you feel comfortable asking questions to. I feel like productive senior scholars say to “just say no” to service but that is much easier said than done (at least for me). If you can get a second opinion from someone you respect, it might be much easier to say, “I’m good on committee work for now.” Your university may also have something similar (UW-Milwaukee has a confidential faculty mentoring program where I was assigned to a tenured faculty mentor during my first year).Outside of that, try to find service activities that are at least marginally related to your research. If you serve as an ad-hoc reviewer, you may find yourself reading manuscripts that are at least related to your own work (but obviously don’t overdo it). Depending on your university requirements, community service activities may include things where you can get your students in local schools providing free services under your supervision (e.g., conducting screenings, providing evidence-based interventions for struggling students). If you that leads to a relationship with the school that will allow you to conduct research in the future, then even better.WS: First, my approach to service has been to trust the advice of my department head and mentor. I have sought their input about which and how many service activities are manageable. Also, I have only involved myself in service activities that are necessary. I also recommend picking selectively and strategically if possible. If there’s a committee working on something you’re passionate about or is important to you, target it for participation. As the only tenure track faculty member in the program currently, I have been forced to attend committee meetings to represent my program. Although I have attended several committee meeting physically, I have managed to avoid leaving with any major responsibilities. Don’t hesitate to play the “new person” or “still learning” card. Thus far, my passive participation has allowed me to serve on the committee without taking on terribly taxing responsibilities as a result of this service.5. A previous ECF blog post discussed the issue of imposter syndrome. A faculty member at my (Van Norman) current institution told me when I started that in many ways I was more similar to my students than the other faculty in the department. Do you have any recommendations for new faculty members dealing with imposter syndrome, particularly as it applies to interacting, instructing, and mentoring students?SAJ: I think the blogpost on imposter syndrome has some great recommendations. It may be helpful to remind yourself that you have the knowledge and experience that comes with having a Ph.D. There is a lot that students can (and should) learn from you. For the courses you are teaching, remember that you are the expert in that topic area. And if there is something you don’t know, admit it and get back with students on the appropriate response. As for mentoring and interacting with students, I think it is important to maintain appropriate boundaries. One way to do this is to be friendly, but not be friends with your students. You can be effective in mentoring them, teaching them what they need to know without becoming a friend.DK: I myself am still learning to mentor students (particularly with research) so I’ll stick to the first two. Again, I think connecting with other assistant professors who you know might help you design courses and activities (and let’s be honest, deal with student situations) that help you decrease the negative effects of imposter syndrome…whatever those effects may be.Also, shamelessly borrow good ideas you recall from your experience as a graduate student. Think about what you liked in your classes or things your previous mentors did that you liked. Then apply your own spin to make those things yours…if it doesn’t work try something else the following week. Sometimes class doesn’t go well…I try to figure out why, adjust what I can, and move on. I also learned quickly just how different/important cohorts in your program are. So things you try Year 1 may not work nearly as well as Year 2. But, if you’re doing the best you can, in the face of all the competing demands on your time, I’m not sure what else you can do.With the exception of completing all of the coursework, completing hundreds (or more) of hours of practica in multiple settings, completing a 2,000-hour internship, potentially working in the field for some time or completing a post-doc; conducting research, and finishing your dissertation…you are more similar to the students than the senior faculty. I am not sure that’s always a bad thing. I think the challenge is more about how to convey your experiences to students in a meaningful way, rather than not knowing enough information.WS: Fake it ‘til ya make it! Unfortunately, I completely understand this feeling. Something I have struggled with, but now appreciate has been maintaining formality in student interactions. It felt pretentious to continue to have students call me “Dr. Sims.” While initially awkward, erring on the side of formality has helped me develop a new sense of identity and tamp down the uncertainty and self-doubt of imposter syndrome. I hope to get to a point when this level of formality can be abandoned with some students, particularly those that work with me outside the classroom more regularly (e.g., teaching and research assistants).6. Thank you for your time in answering these questions. Please feel free to share any parting thoughts/advice that you didn’t have a chance to discuss earlier.SAJ: One more thing I’d like to mention is that I think it is important to have strong mentorship as an early career scholar. I have been fortunate to have received great mentorship, and is part of the reason why I have been successful. As opposed to having a single mentor, I encourage readers to have network of mentors both inside and outside of your institution. They should also provide mentorship in a range of areas, for instance within and outside of your area of research. This way, you can receive mentorship from individuals with a variety of perspectives and areas of expertise.WS: Each system or organization will have its politics. Inevitably, you will find yourself in a situation that will pull you into the politics of your new program, department, college, or institution if you let it. Do all you can to steer clear of getting involved in battles between people or competing agendas that likely started long before your arrival. I will pass on some of the best advice I’ve received about the politics of a new to you job. I was advised to keep my head down, work hard, and don’t get involved. This approach has paid off. On a more positive note, find faculty friends. In your program, department, or beyond, find people that you can socialize with at and outside of work. These relationships will be invaluable over time.Thank you to the panelists for offering your insights! In concluding the blogpost, I would like to turn our readers attention to previous posts that hit upon much of themes brought up by each panelist. Namely, previous blog posts that delve deeper into the issues of politely declining requests from colleagues and administrators (i.e., giving yourself the power to say no) and managing class prep time (hint: do not spend so much time prepping for class) should be particularly helpful.The responses from the current panel offer several new insights, particularly in regards to maximizing ones time to conduct research. First, service (particularly within your university) should not be the foci of one’s efforts early on. Hopefully the faculty in your program are protecting you from time intensive commitments during your first few years. In the event where service is required beyond service to the profession (i.e., editorial board membership, state/national organizations, etc.), one should try to at least choose a task that one is passionate about and has the benefit of being high visibility/low effort. Relatedly, do not feel compelled to volunteer for additional tasks once on those committees, particularly larger college of university committees, when playing the “new” card is forgivable this early on in one’s career. Second, determining when you are most productive at writing and protecting that time is paramount. It may be reinforcing to check off an administrative or grading task from a to-do list, but adds nothing to one’s research dossier.In closing, it is important to highlight that impostor syndrome happens to almost everyone. At this stage in our careers we do not have to have every answer to every question that comes our away. We should not be afraid to seek out advice from mentors and other assistant professors to handle challenging situations as we set out on the long road to promotion and tenure.Do you have other pieces of advice? Or are you seeking advice on a topic not covered in this post? Feel free to comment below or on the ECF Facebook page!

Summertime and the Workin' is Easy: The Five Ps of a Productive Summer

June 1, 2017

By Leandra Parris, Illinois State University & Tamika P. La Salle, University of ConnecticutWe all make those lofty summertime goals in academia, thinking the reduced or nonexistent teaching load plus the relative absence of students will free us up for other projects. Writing those manuscripts that have been brewing on the back burner, finally getting in that R&R, or polishing off that grant you’ve been eyeing.  You just know this is going to be the summer that you get your academic and personal life together, attend to your mental health, go on vacations, tackle those personal projects, and hit the gym every day.Yes, summertime is a great time for work. But it’s also a great time for refreshing your tired academic mind and body. The problem is that, just like the pint of ice cream in the back of the freezer, a small taste of down time is never, ever enough. And with your academic life winning the battle for most of the year, it’s understandable that when work and personal time clash in the summer you tend to opt for that afternoon by the pool instead of revising yet another manuscript or prepping for a new class. So, what is an early career professional to do?The trick, as always, is balance and structure. We’ve put together some ideas that may help you keep or improve your productivity in the summer while also making sure that you don’t burn-out before the next school year even begins.Prioritize. Throughout the year, you have probably had thoughts or made statements along the lines of “that sounds like a good thing to do in the summer” or “I can get to that in the summer.” By May your list is fairly long, as is the list of conferences, weddings, family reunions, camps, and vacations that you plan to attend. This is when it is time to practice what we preach and make a list of priorities.· Things with due dates are easy enough, but things that are simply “need to be done by August” can be more difficult. Set a date for certain tasks that you think is the best-case scenario, and add two weeks to it.· The mistake that a lot of early career professionals make is that they don’t include their personal projects in their list of priorities. What is more important for the whole of your life: repainting the basement or reviewing a manuscript so you can send it back to your co-authors? Depending on the day, that answer can vary! Steve Truscott, Professor at Georgia State University reminds us to “remember to spend some time with people you love and like. You are working so hard to succeed that it is easy to forget that you need some people around who make all the success worthwhile.”Personal. The summer is time to focus on you. Really, focus on you. Unencumbered by the typical day-to-day running of programs, teaching, advising, and supervision, you can do the things that are truly important and valuable to you. Whether it’s writing, reviewing, designing research, conducting research, or improving your skills as a trainer, use this time to focus on the things that you are passionate about. Doing so will not only springboard you into the fall with renewed energy for your career, but will also make working in the summer feel more enjoyable, and less like…working. Reconnect with what brought you to this field and let it flourish in the open space of summer. “Mix a little pleasure with a little work. I find ethnographies to read in the summer so it feels more like a novel” says Tara Raines, Assistant Professor at the University of Denver. The same is true for your personal summer goals. Make them about you, your family, etc., --whatever is going to improve your well-being and give you enough me-time to prepare for when fall rolls around again.Pragmatic. Being pragmatic should come naturally to school psychologists. We are trained to do what is most reasonable, makes the most sense, and is evidence-based to be efficient and effective. Which means we all know that the overworked mind will eventually begin to interfere with any hope of productivity. And yet we continue to hesitate to say no to requests, take on multiple projects, overextend our commitments, and triple book our calendars. Early career professionals are notorious for not refusing any opportunities to add a line to their vitae. But it is important to be pragmatic in your approach to summer. What is reasonable? What is ideal? What is reinforcing? What does your academic to-do list look like up against your psychological well-being need list? How many manuscripts do you really need out this summer, how many grants have to be in during this round? Give yourself space, and time, to address the inevitable surprise or forgotten deadline. “Don’t plan anything from mid August on as that is all class and prep for the semester. Use May-June to get your biggest writing advantage times” says Sandy Chafouleas, Professor at the University of Connecticut.Pace. Pacing is key. Some people function well by charging through their academic goals during the first of the summer, leaving the last half for family, fun, and self-care. Others find that working daily, playing daily, and spreading out their down time is more effective. It really is dependent on your work style, your summer deadlines, and the rest of the world’s schedule. If you go with the first option, keep to a daily schedule that maximizes your time in the office. Melissa Bray, Professor at the University of Connecticut says “My advice is to write very day- or ever other (1/2 page to a page at a time only). This makes a world of difference in getting articles done and out.”  A daily to-do list is a must and you will want very clear start-and-stop dates for projects. If you can do the slow-and-steady approach, there is some flexibility in how you approach tasks. For example, one schedule may include writing for 2 hours every morning Tuesday-Thursday, working on grants in the afternoon, and using the four-day weekend to work around the house, engage in hobbies, or take smaller vacations. If a larger vacation is planned, then the three-day work week can easily be shifted to a full work week to compensate. You can also find the small moments throughout your travels – plane rides, long care rides – to do smaller tasks that will add up to large, meaningful contributions to your work.Play. Get out and do the things that you love and that you could not do during a typical semester. Remind yourself that work is not all that you are, and be okay with taking the afternoon, or even the week, to get back to those old hobbies. Lisa Sanetti, Associate Professor at the University of Connecticut says, “ For me it’s also important to schedule in true breaks from work. I will take my work e-mail off my phone and just relax with family during scheduled times.” All the reminders that academia is more than just a job will be waiting for you in the fall. You need to engage in some serious self-care, and whether you do that throughout the summer or during one set time period, make sure that when you decide it’s time for your personal life that you take it very seriously. It should be just as important throughout the year, but summer is the time to really set up those boundaries and protect the time that you need to refresh, recovery, and prepare.Hopefully these tips can help you accomplish your goals for the summer and get you prepared, professionally and personally, for Fall 2017. In the mean time, if you have any additional tips for your fellow early career academics, please comment below to share!

Demystifying the Peer Review Process: Advice from Associate Editors

May 1, 2017

Guest post by Ethan R. Van Norman, Georgia State UniversityIn a previous post, the ECF offered guidance on identifying where to submit a manuscript. One piece of advice was to consider the composition of the journal’s editorial board. From that we can infer that the likelihood your paper will be viewed favorably depends in part on the background and theoretical orientation of the individuals that will review your paper. Many of the readers of the ECF serve on those editorial boards. In the frenzy to submit papers and hopefully obtain tenure, it is easy to lose sight of the importance and necessity of the peer review process. In fact, wading through reviewer comments to revise an article (if we are so lucky to be invited to do so) is often viewed as a chore instead of an opportunity to improve our work. Such woes may be self-inflicted (e.g., we did a poor job setting up the rationale for our study or overlooked critical threats to the internal validity of our findings) or, as many of us would rather believe, we are tasked with addressing reviewer comments that appear to be devoid of meaningful content or consist of unfair criticisms without solutions. The purpose of this blog post is to highlight steps that early career scholars can take to ensure that the reviews they provide are of the variety to make the revision process for colleagues as pain free as possible.In November Michelle Demaray discussed serving on an editorial board pre-tenure. In that post Dr. Demaray cited two important characteristics of a reviewer: (1) promptness and editorial board etiquette as well as (2) writing quality reviews. The purpose of this post is to further discuss what constitutes a high-quality review from the perspective of associate editors. This topic is particularly relevant for early career scholars because many universities expect pre-tenure faculty to serve on editorial boards. Indeed, serving on an editorial board is an effective and meaningful way to engage in service for the field. Beyond early career considerations, peer review is a mechanism to ensure scholarly work of sufficient quality and importance is published. High quality reviews can help authors re-conceptualize or refine the initial premises of the paper, which may ultimately lead to a more meaningful or methodologically sound work.To further explore what early career faculty can do to complete high quality reviews, we solicited responses to a series of questions from two associate editors of school psychology journals. Given the somewhat sensitive nature of the questions, we elected to withhold the names of the associate editors. The ECF is grateful for the feedback from both contributors.Advice to ReviewersQuestion 1: What types of comments do you seek from reviewers? That is, which type of comments do you find the most useful when rendering your editorial decision? Is there a general “approach” you recommend reviewers take when conducting a review?AE #1: I find that reviews that not only provide a general perspective on the manuscript, but also provide specific information regarding strengths and questions/concerns to be the most useful. Reviewers who articulate the big ideas from their review (e.g., conceptualization issues, methodological strengths and problems, how findings were reported) up front and then expand by illustrating specific instances that support their perspectives not only help me make sense of their viewpoints, but also can help the authors with any subsequent revisions. In other words, I think a critical discussion of the manuscript typically is more helpful than a list of issues that require the authors and the action editor to construct the reviewer’s message.AE #2: I find reviews most helpful if they (a) comprehensively evaluate each section of the manuscript, (b) provide an overall evaluation of the manuscript, (c) are constructive, and (d) note positive attributes of the manuscript.Question 2: Relatedly, to what degree do you consider reviewer feedback when rendering your editorial decision? Can you elaborate on a situation in which you rendered a decision counter to the prevailing opinion of the reviewers – or the circumstances in which that might occur?AE #1: Reviewer feedback absolutely informs the decisions that I render. I am one person who cannot possibly have a command of all of the issues surrounding a given topic or study. Quality reviews help me identify and think through issues relevant to a manuscript. In many instances, they also can help with articulating the rationale for a decision and issues to be addressed if a revision is invited. I have yet to render a decision for a manuscript that was not consistent with at least one or more of the reviewers; however, when I have rendered different decisions than those recommended by individual reviewers, it typically had to do with a difference in perspective (e.g., the appropriateness of the methods used, the fit of the manuscript for the journal). As much as we often strive to be objective in our field, subjectivity absolutely is a part of the peer review process.AE #2: I strongly consider reviewer feedback as a critical component of the peer review process. An editorial decision is not, however, a “vote count” or tally. In some instances, I or a reviewer may identify a critical flaw not identified by other reviewers.Question 3: Inevitably every author will receive an undesirable editorial decision. However, it seems that subjective experience of the peer review process can be highly influenced by the tone of reviewers. Do you have any advice to reviewers to ensure that their comments are as constructive and as respectful as possible?AE # 1: The peer review process requires a critical review of manuscripts so that scientifically-sound work gets published. However, it can be easy to get on a roll with issues you identify and not remember that other human beings will be on the other side of the decision letter. It helps me to remember that science is a tool invented and used by humans to try and understand their world, which means that no scientific endeavor is perfect. However, all papers I have reviewed or have been the action editor for had strengths in addition to limitations. Additionally, I would encourage reviewers to remember that nobody is correct 100% of the time. It doesn’t hurt to include language such as “my perspective…” or “my thoughts are…” when you don’t agree with a decision that could be defensible.AE #2: I think it is helpful to make comments that are encouraging, specific, and can be addressed. It is particularly useful when reviewers point to a paper or resource authors can review to improve their work.Question 4:  If you had to give 1-2 key tips for new reviewers, what would they be?AE #1: Remember the reviews that you have found the most helpful as an author. I suggest operating from the spirit of pointing out issues and providing suggestions to assist the authors in improving the scholarship represented by the manuscript. It isn’t a reviewer’s job to tell the authors what to do, but providing your perspectives and suggestions can do wonders for authors who ultimately want to see their work published.AE #2: Accept or decline invitations to review quickly, submit reviews on-time, and create comprehensive and constructive reviews.Advice to AuthorsQuestion 1: It seems that receiving a decision of “Revise and Resubmit” is often a sigh of relief for new authors. What advice do you have for authors to increase the likelihood that they will receive the coveted “Tentative Accept” or similar decision without going through multiple rounds of reviewer feedback and revisions?AE #1: I always recommend putting the decision letter down after the initial read and coming back to it once you have had a chance to reflect on how you will respond. Once you come back to it, I strongly recommend that you make sure that you thoroughly and clearly address any direction for revisions provided by the action editor. S/he basically is telling you what s/he expects to see for the paper to be published. I also would write a very clear response letter that articulates exactly how you responded to the requested revisions and provides a strong rationale for any revisions you decided not to make (I would minimize these instances as they will need to be very compelling to convince an editor that his/her initial direction should not have been addressed by the authors). I also would clearly articulate how you responded to any reviewer comments not directly addressed by the editor.AE #2:1. Include testable research questions that emanate clearly from the literature review.2. Make explicit the importance and implications of the study.3. Clearly link all sections together, based on the research questions.4. Include only implications that are supported by the study findings.5. Adhere to the Publication Manual of the American Psychological Association (6th ed.).6. Attend to details.Question 2: The time from submitting a manuscript to a journal and receiving an editorial decision can seem excruciatingly long. Given that different journals set different expectations for rendering a decision, do you have any advice as to when an author should follow up with an associate editor regarding a paper? Further, do you have any advice in going about making that request?AE #1: I definitely would not follow-up before the anticipated decision date. I can’t speak for other action editors, but I would not mind receiving a follow-up email at any point after the communicated timeframe for rendering a decision (2-3 months for my journal). In terms of making the request, I would recommend letting the action editor know that you understand how busy s/he is, but that you were wondering when you might expect to receive a decision. Most of us have been in your shoes as an author and a respectful email may facilitate us moving up on our to-do list rendering a decision on your manuscript.AE #2: Many journals report average time to decision. I recommend checking the journal website and any associated materials that may identify a timeline. I think it is reasonable to check-in with an Associate Editor or Editor two months after the average time to decision. If a timeline is not reported, I think it is reasonable to check-in after about 9-months.ConclusionFor more information on the peer review process in School Psychology, Floyd, Cooley, Arnett, Fagan, Mercer, and Hingle (2011) highlight, among other things, what editors consider to be desirable characteristics of reviewers. In line with the comments offered from the current associate editors, editors in that study viewed reviewers that provided constructive feedback with specific strategies to overcome perceived shortcomings as being the most helpful. To that end, early career scholars can seek out references to identify how to write constructive feedback for reviews (e.g., http://www.apa.org/pubs/authors/review-manuscript-ce-video.aspx) as well as handbooks that detail desiderata for different quantitative (e.g., Hancock & Mueller, 2010) and qualitative (e.g., Trainor & Graue, 2013) methods. In conclusion, it’s important to remember that conducting high quality reviews is important for our field. Yes, turning in another review may be another item on your weekly to do list, but the next time you grumble about the amount of time it’s been since you heard back from a journal or the next time your call a colleague to vent about the tone and content of a review you received– take a moment to look back at the most recent review you completed. Did you complete it on time? Was the tone respectful? Did you offer specific rationale for the criticisms you offered and provide specific recommendations to address those criticisms? Were the critiques fair to begin with? Reviewing others how you’d like to be reviewed may go a long way in ensuring the revision process is a worthwhile endeavor.Do you have different perspectives for how to conduct a high-quality review? Do you use different resources / approaches to review papers? Feel free to share your insights / experiences in the comment section below!ReferencesFloyd, R. G., Cooley, K. M., Arnett, J. E., Fagan, T. K., Mercer, S. H., Hingle, C. (2011). An overview and analysis of journal operations, journal publication patterns, and journal impact in school psychology and related fields. Journal of School Psychology, 49, 617-647.Hancock, G. R., & Mueller, R. O. (Eds.). (2010). The reviewer’s guide to quantitative methods. New York, NY: RoutledgeTrainor, A., A., & Graue, E. (Eds.). (2013). Reviewing qualitative research in the social sciences. New York, NY: Routledge.

Where Should I Send My Manuscript? Journal Options for Researchers in School Psychology

March 22, 2017

A common concern among early career researchers is how to identify appropriate journals for their work. Researchers in school psychology publish in a broad range of journals – from school psychology, to general and special education, educational psychology and other subfields of psychology, public health, prevention science, and other fields depending on the topic of a given manuscript. Productive scholars know it is essential to understand the nuances of potential outlets and their respective audiences when before submitting a manuscript. Even within a relatively small field like school psychology, each journal is unique, so a manuscript should be tailored to the journal to which it is submitted. The flip side is that barring fatal flaws, there is a fitting outlet for most manuscripts.How do you identify potential publishing outlets?

• Check your reference list. If you cite multiple papers from a given journal or subfield, it’s likely your paper will fit in that journal or subfield as well.
• Consider where similar scholars publish their work. If others in your area publish in particular journals, you can infer that you work might also have a home there.
• Search the Journal Citation Reports.Web of Science’s JCR allows you to search for all journals indexed by category and rankable by journal metrics. There’s no category for school psychology, but most school psychology journals are include in the category, Psychology – Educational. Other categories that may be of interest to school psychology researchers are Education & Educational Research; Education – Special; Health Policy & Services; Psychology – Applied; Psychology – Developmental; Psychology – Multidisciplinary; and Social Issues.
• Ask your colleagues, collaborators, and mentors. This can be especially helpful for early career scholars. Many publications have reputations independent of journal metrics. Colleagues in your department, field, or area of study can help you to understand the stature of specific journals or subfields of journals within school psychology or your institution. Colleagues can also be helpful in understanding the idiosyncrasies of the journal scope, expectations, and review process, which may inform your decision about whether or not to submit your work to an outlet.

How do you select the best fit for your manuscript?

• Review journal websites. Most journals have a website where the purpose, scope, author guidelines, editorial board, and other journal-specific information is provided. When preparing a manuscript submission to a journal, it’s important to ensure your manuscript is consistent with the scope and type of manuscripts accepted (e.g., original study, review, brief report, commentary) and follows the author guidelines or submission requirements (e.g., implications for specific audiences).
• Peruse recent issues and online first publications. You can gain insight into the types of work regarded favorably by an editor and editorial board by considering the topical areas and types of papers recently published. These articles can also provide clues about stylistic idiosyncrasies of the journal.
• Read the editor’s commentaries. Most editors serve discrete terms and it’s common for an incoming editor to publish a commentary on their vision for a journal at the beginning of their term. It’s a great resource when considering fit, particularly if there have not been multiple issues published under the new leadership.
• Check out the editorial boards. It’s likely that a submitted manuscript will be reviewed by one or more members of a journal’s editorial board. You can gauge the applicable expertise of board members, and often even suggest specific reviewers. The constituency of the editorial board provides indication of the expertise—and by extension, the scholarship—valued by the editorial team.
• Review journal metrics. There are a variety of metrics used to evaluate journal stature (e.g., impact per publication, source normalized impact per paper, SCImago journal rank, total cites, eigenfactor score, h-index, immediacy index, article influence score). Select journal metrics are included in the Journal Citation Reports and are often reported on journal websites. Many institutions value publications in high status journals and make inferences about the quality and impact of an article based on select metrics of a journal.  Consequently, the journals in which a scholar has published are often taken into consideration in review of researchers during hiring, promotion/tenure process, grant reviews, and selection for honors/awards. If you are in a unit or institution where journal metrics are a focus, it may be important to consider journal metrics when selecting outlets for your work.

It’s not uncommon for early career scholars to wonder what the journals in school psychology are as a starting point. Here’s a list of several peer-reviewed school psychology journals: Journal of School Psychology, School Psychology Review, School Psychology Quarterly, Psychology in the Schools, School Psychology International, Journal of Educational and Psychological Consultation, Journal of Applied School Psychology, School Psychology Forum, Contemporary School Psychology, International Journal of School and Educational Psychology, and The Trainer’s Forum. keep in mind, however, that most school psychology scholars publish in a wide array of journals, so don’t limit yourself to school psychology journals.So, there are a variety of strategies you can use to determine potential outlets for your work. We invite others to share recommendations and reflections on these tips. Have a question? Post below and we’ll provide more information.

Work Hard, Play Hard, Be Mindful: Getting the Most Out of NASP as an Early Career Professional

February 13, 2017

By Leandra Parris, Illinois State UniversityAttending professional conferences is arguably one of the biggest perks of being in school psychology. The week of NASP offers some of the greatest opportunities to network, explore research topics, and increase your involvement in the field. There is, of course, the added bonus of traveling to cities that you might not have otherwise visited, catching up with friends, and perhaps enjoying an afternoon by the hotel pool. For many of us, the week of NASP is a respite from our day-to-day grind and, dare I say it, a chance to relax a little. But despite all that NASP has to offer, it can be easy to let the week pass by without being productive. Here are some lessons learned and tips to help you get the most out of this year’s conference.Prepare. As a graduate student, I could not wait to get my convention program and read through all the sessions, planning out my week. Unfortunately, I often waited until the first day of the conference to do so. Early career professionals will find that their time is quickly filled up if they are not careful. Between sessions, workshops, meetings, and social hours it’s hard to keep up with everything you need to be attending. Instead of waiting until you get to the conference hotel, look ahead weeks in advance. Treat the week the same as you do any other work week, be it Google Calendar, Microsoft Outlook, or the tried-and-true paper agenda. Block off events as you agree to them and organize your commitments carefully, keeping in mind that you may have to travel from one hotel to another between events. As good as a blank week in your calendar looks, you’ll be grateful for the advanced organization once you get to NASP.Network, Your Way. For some people, networking is fun and exciting. For others, it can be one of the most anxiety provoking or exhausting aspects of their career. The trick is to find the strategy that is most comfortable for you while also meeting your needs. The good news is that they are many ways of networking at NASP. In fact, there are so many we had to break this category down:Seek support from colleagues. One strategy is to attend events or meet up with your senior colleagues. Having been in the field longer they have already built their network and being introduced by a colleague can be less stressful than the walk up version of a cold call. Pairing yourself with someone they already know also helps other professionals remember you, while giving you a slight boost in comfort approaching them on your own in the future.Get out and about.Whether it’s dinner, a social hour, or conference event, if you are asked to join someone or a group, do your best to seize the opportunity. Some of the best working relationships I have were the result of a spontaneous coffee break. If you are less comfortable working a large room, smaller venues such as lunches or group receptions may be your best opportunity for networking. Regardless, the more visible you make yourself, the greater your chances of expanding your network.Participate in mentoring events. There are multiple mentorship opportunities throughout the convention. From the Early Career Forum Speed Mentoring to the Student and Early Career Professionals of Color Mentoring Round Table, these events provide structured opportunities to network with others in the field. The purpose of these events is not only to provide a chance for mentorship for one night, but also to help you establish connections that last beyond the conference. Whether you’re looking for advice for training, research, service, or navigating the field in general, these events are a must for early career school psychologists.Reach out. It helps look up sessions and events where you are most likely to meet the people you are hoping to add to your network. For example, poster sessions are often a mingling spot for those interested in similar research. If there is a particular person you have in mind, attend their talk and introduce yourself afterwards. This strategy is also helpful for building a network that includes faculty in similar stages of career development. Most people think of networking as building relationships with already well-established individuals. Just as important is the ability to build working relationships with those who share your interests (e.g., research, training) and will have similar experiences as a growing professional. A strong, collaborative cohort is priceless.Distribute business cards. For those times that you only have a few minutes to introduce yourself, always have a business card as a back-up. This is a good way to handle the “I really want to touch base again but I need to go” moment that so often happens. And don’t be afraid to ask for contact information in return.Rinse and repeat. Regardless of your personal style, repetition is required for successful networking. Everyone is busy and often introduced to many people throughout the week. So don’t be surprised if someone you met at the last conference doesn’t remember you. Be prepared to re-introduce yourself, and your interests, multiple times. And if your first meeting didn’t go quite as well as you had hoped, start over with a clean mind set the next time you get the chance to introduce yourself.Attend Special Topic/Group Events: There is always at least one, if not more, break out sessions that you will find helpful for improving your research or training. There are also events sponsored by the Society for the Study of School Psychology that offer guidance and networking related specifically to research. In particular, the Early Career Forum is also hosting several events, listed at the end of this post. Additionally, there are several interest groups that meet throughout the conference. Learn more about groups you may want to join by visiting booths in the exhibit hall or reaching out to the organizers. These groups are a great way to get involved.Be a Learner. With all the networking, socializing, and business meetings it can be easy to forget that one of the main purposes of the conference is to learn from others. While it is good to attend sessions relevant to your research, it is also helpful to attend sessions about topics you don’t know as much about. This is particularly important if there are topics included in your courses that you are not as familiar with through your research or clinical experiences. This is a chance to learn something new, as opposed to spending the week absorbing information you already knew. Listen to those around you, hear others’ ideas and experiences, and learn from them.Get Comfortable. NASP can be a long week and involves a lot of walking. At the same time, there are also long periods of sitting in chairs that vary in comfort (or even the floor). You should dress for the occasion, but do so comfortably. Breaking in a new pair of shoes is not recommended, nor is wearing clothes that would keep you from power walking to your next event. Along those lines, it’s helpful to pack a snack and bottle of water just in case meals are delayed (or missed entirely).Work Hard, Play Hard, Be Mindful. As school psychologists, we work hard. And we know how to play hard. The most successful of us do both in equal measure. The NASP convention offers plenty of opportunities to get work done while having fun as well. Plan out a path for the week that gives you the greatest chance of meeting your professional goals (e.g., professional development, networking, getting new research ideas), but be flexible in its execution. Explore the local culture, but be back in time for that reception/social hour/networking event. Be mindful in the experiences you seek out by choosing activities that will be the most beneficial to your professional growth, do not try to do it all. And if you have a moment, stop and take in the fact that you are in a field that allows you to be a lifelong learner, build lasting professional relationships, and all while impacting the services provided to those who need it the most.Finally, don’t forget about the Early Career Forum events at NASP 2017 listed here.See you in San Antonio!

Preventing Academic Burnout

January 24, 2017

By: Amanda B. Nickerson, Ph.D.Professor and Director, Alberti Center for Bullying Abuse Prevention, University at Buffalo, the State University of New York“The 40-year-old burnout: Why I gave up tenure for a yet-to-be-determined career”http://www.chronicle.com/article/The-40-Year-Old-Burnout/237979/prompted Bryn and Amanda to invite me to write a blog about the topic of burnout and resiliency, which I am so pleased to do! Before describing burnout (and more importantly, things we can do to build resilience and avoid burnout), I want to give a shout out to the other excellent Early Career Forum blogs that address related topics such as work-life balance, being efficient, fostering partnerships, saying no, and academic parenthood.Burnout, a term coined by Freudenberguer (1974) and evolved from the work of Christina Maslach and colleagues; involves:·      Emotional exhaustion (feeling emotionally overextended and exhausted by work)·      Depersonalization (detachment or cynicism toward clients, students, or others served at work)·      Lack of personal accomplishment (dissatisfaction, feelings of incompetence or lack of success at work)Professionals who experience burnout often suffer from physical (headaches, fatigue, gastrointestinal problems, pain) and psychological (low self-efficacy, depression) symptoms, which can take a great personal and professional toll.Although your image of burnout may be of a checked out professor who should have retired long ago, hardworking and ambitious early career faculty members are not immune. With increasing demands for research, teaching, and service in academia, the work can seem limitless. When the semester is in full swing (and I am behind on grading and facing deadlines for grants, manuscript revisions, committee work, journal reviews, and conference presentations), I often think, “if anyone asks me to do one more thing, I might go off the deep end!” Thankfully, it hasn’t happened (yet), and I can honestly say that going into my 15th year in academia, I still love the career I have chosen. Thankfully, there are many things we can do to enhance our resilience and prevent burnout. As school psychology faculty members, you are probably familiar with many of these…and you probably teach them to others. Of course the challenges becomes to practice what we preach! Below I list a few that are most helpful for me.Reframe. You know this one – the almighty, ever-helpful cognitive restructuring (identify a maladaptive thought and instead view and experience the idea as more positive).Example: receiving a decision of Reject – Revise and Resubmit.Maladaptive thought: “I was rejected.”Reframe: [after acceptable first reaction of cursing the reviewers and feeling beaten down] “The reviewers saw merit in my work and making these revisions will make this a stronger contribution.”Find your Peeps. Surround yourself with social support. Collaboration makes the work better and more fun. The School Psychology Research Collaboration Conference is a great venue for meeting others with similar research interests. Within your department and across the country, there are people with whom you can collaborate that can make life easier and more enjoyable. Others may not be collaborators, but could be potential mentors or just coffee break buddies. I also find it helpful to engage in social media outlets that make me laugh about our shared reality (e.g., “Shit Academics Say”) or offer social support and advice (e.g. social media outlets such as “Academic Mamas” on Facebook). Having people outside of our work lives is even more important, so cherish and make time for family and friends.Work when it works.  So everyone knows that the joke about academia is that we can choose the 60 hours per week we work, but this is truly a luxury (did I mention how much I like reframing?). Some people find that carving out an hour or two each morning to write before checking e-mail or doing anything else works for them. Others can pull all-nighters to crank out a manuscript. I have learned that if I am feeling exhausted and spent, I am not productive – and when the mood strikes to work/write, I should seize it as I can be extremely productive in one hour when the timing is right.What are your “go to” strategies for self-care, building resilience, and preventing burnout? I would love to hear your thoughts. Even though I am no longer an early career faculty member, I learn a lot from the ideas, blogs, and interchanges through the Early Career Forum, so keep up the great work. It makes me optimistic about the future of school psychology with you all as emerging leaders!

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. 

Serving on an Editorial Board Pretenure

November 17, 2016

Michelle K. Demaray, Ph.D. Professor, Northern Illinois University; Editor, Journal of School PsychologyThe SSSP Early Career Forum invited me to speak to early career scholars about the editorial process at the 2016 APA convention.  I am following up on that meeting with a blog about getting involved with journal editorial boards.  To organize the blog, I wrote it around several questions that I think early career scholars may have about involvement with editorial boards.Should I be involved with a journal’s editorial board pretenure?Yes, I would recommend getting involved with an editorial board pretenure.  However, I think it is especially important to balance your time in this stage of your career.  So, serving on an editorial board should not take precedent over developing your own research program.  I can remember being frustrated at certain times pretenure because I was spending valuable time completing a review and not working on my own research.  Another consideration is if you want to serve on one or multiple boards given your time constraints – I recommend one pretenture.  If you are focusing on your research, there should be a natural progression to being involved with editorial boards as you will be invited to review given your developing expertise in your research area.  If you are able to find the balance, however, having editorial board experience may help demonstrate your leadership in the field at a national level when you go up for tenure.  It is also a great way to get to know others in the field.  Additionally, I think it is an excellent learning experience.How can I get involved with an editorial board?  Editors are always looking for good reviewers.  If you are interested in getting involved with a board, I recommend emailing or talking to an Editor and letting them know about your willingness to review and your areas of expertise.  Don’t be offended if they do not put you on the board right away.  They may ask you to serve as an ad hoc reviewer.  Serving as an ad hoc reviewer is one way to demonstrate your reviewing skills and get a “foot in the door.”  I also think it is helpful to contact Associate Editors (AE) that do work in your area and let them know that you are willing to review for them.  The AEs will be the ones inviting reviewers and would love to know of someone who is eager to review and who has expertise in a specific area.  Often AEs will pass on the names of strong ad hoc reviewers to the journal’s editor and ask for them to be added to the board.What are Associate Editors/Editors looking for in a good reviewer?  This is a broad question and the answer may vary across editors.  However, in general, I think two things are important: (a) promptness and editorial board etiquette, and (b) quality reviews.I think promptness is really important.  Associate Editors are handling many papers so they really appreciate it when someone responds to an invitation to review a manuscript quickly and turns in a review on time.  Sometimes the worst part of the job for me is finding people to agree to do the reviews or following up with people who were late.  So, being timely is much appreciated.  I also had no idea until I was an Associate Editor that all those details of your performance are tracked (e.g., how long it takes you to respond to an invite, how many times you decline invites, how many days, on average, it takes you to complete a review).  Thus, you want to be sure to perform in a timely manner if you want to continue to be utilized on the board.  Other good editorial board etiquette is to make sure you are completing the expected number of reviews in a year as a board member.  It is fine to decline invitations to review (and maybe even a good decision at times), but you do not want to over decline and not compete the expected number of reviews. Lastly, it is highly expected that you complete a review for a resubmission when you reviewed the original submission.  It can be frustrating for AEs when reviewers decline to review a resubmission because they rely on the follow up feedback from initial reviewers.  Promptness and good etiquette will make you a well-liked and utilized board member.The other really important part of being a successful reviewer is completing a quality review.  A helpful review makes the AEs job so much easier.  For me, the most helpful reviews are thorough and written in a constructive and positive tone.  It is not helpful if you are overly negative or rude in the feedback.  In fact, it is appreciated if you point out a few strengths of the manuscript.  I also find reviews that focused on many minor details (e.g., grammar and APA style) not as helpful as reviews that focused on the big picture – the overall quality of the paper--and raised specific issues or concerns in each section of the paper.After you compete a review be sure to read over the other reviewers’ comments to compare your feedback to the other reviewers.  I always find reading through the decision letters and other reviewers’ feedback an excellent learning experience. To become a better reviewer you may want to get some mentorship.  For example, have a colleague provide you feedback on your review.  Feel free to ask an Editor or AE for some sample reviewer letters that they view as a good strong examples. In addition, you are welcome to ask an AE for feedback on your review.If you are prompt and provide a quality review, I can almost guarantee that Editors will want you on their board forever!

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.