applying to faculty positions - career.ucsf.edu · university of california, san francisco ofﬁce...

Applying to Faculty Positions

Laurence Clement, PhDDirector, Research in Career EducationProgram Director, Academic Career DevelopmentUniversity of California, San FranciscoOffice of Career and Professional Development

career.ucsf.edu @LaurenceEdu @UCSFOCPDFunded by: Burroughs Wellcome Fund

How to strategically position yourself as a competitive candidate for faculty positions

Didn’t complete the survey yet?Do it now! Check your email or use:bit.ly/PACUP19-A

Study Title: Evaluation of A Career Readiness Framework for Trainees (ACRA Evaluation) Investigators: Laurence Clement (PhD) and Jennie Dorman (PhD) at the University of California, San Francisco are conducting a study funded by the Burroughs‐Wellcome Foundation.

Study goal: This study aims to evaluate the effectiveness of a tool we have developed, the Academic Careers Readiness Assessment (ACRA) framework, which was designed to help biomedical graduate students and postdocs prepare for the faculty job search. You are being asked to participate because you are attending a workshop in which we will use the ACRA framework.

What’s involved: Participating in our study is entirely optional. During the workshop, participation in the study involves allowing the study staff to use your anonymous answers to the questions below. We will completely anonymize the information your provide for the analysis, so its source is not identifiable, and we will not share your personal information with anyone outside the research team. If you wish to allow our staff to use your answers to today's questions, please select the option "Yes" below.

Participation is optional: If you prefer for your answers to today's questions not to be used in our study, please select the option "No" below. If you do decide to participate, however, you can decide to stop participating at any time. Please note that your decision not to participate will not affect your education or future status at UCSF. Regardless of your participation, you can continue to use the resources and career development tools discussed in this workshop. Today: Do you agree to participate at this time and allow the study staff to use your anonymous answers to the questions below?

Why we collect data

https://www.aamc.org/members/great/497640/2019aamcinnovationsinresearchandresearcheducationaward.html

https://www.aamc.org/members/great/497640/2019aamcinnovationsinresearchandresearcheducationaward.html

Our colleagues on Zoom:

University of Wisconsin - MadisonAndy Cusick, Career Development OfficerOffice of Postdoctoral Studies

UCSF trainees

Questions?http://bit.ly/ACRAQA

The “tenure process” in academia

● Probationary period ● Must demonstrate that asset to the department. ● Goal is to protect academic freedom.● Can only be fired for unprofessional conduct.● Can take 3-10 years.● Often promotion from assistant professor to associate

professor.

Non-tenure track positions

● Adjunct Faculty, Lecturer, Instructor● Can be terminated at any time (like a regular staff position)OR Need to be renewed regularly (like a contractor position). ● Research only, teaching only, or service only. ● Different status within the department.● No access to a tenure-track position (some exceptions).● Can be part-time.

Types of Institutions Where You Could Be a Faculty In the US

What it takes to get tenure there

And what environment it provides for research and teaching

Research-IntensiveInstitutions (R)

Research &Teaching

Focused (RT)

Teaching-OnlyInstitutions (T)

Research Teaching

How to get tenure at these institutions

Question:

What proportion of U.S. institutions are R1 institutions?

What proportion of U.S. institutions are R1 institutions?

A. 2.5%

B. 22.5%

C. 42.5%

D. 62.5%

2.5%

Answer: 2.5% 4,665 higher education

institutions in the U.S.Source: The Carnegie Classification of Institutions of Higher Education ™

http://carnegieclassifications.iu.edu/index.php

2.5%

4,665 higher education

institutions in the U.S.Source: The Carnegie Classification of Institutions of Higher Education ™

http://carnegieclassifications.iu.edu/index.php

How to apply to faculty positions

The job application process in academia1. Searching for a job 2. Putting together your application package3. Phone/Online Interview4. In-Person Interview: 1-3 days5. Job Offer & Negotiation: See our negotiation workshops6. (Second visit)

The job application process in academia1. Searching for a job

○ Job search websites: https://career.ucsf.edu/pac-up-4-searching○ Network connections: See Friday’s workshop - Strengthen your

candidacy for a faculty position: get the letters and feedback you need. https://career.ucsf.edu/pacup-events

○ Sponsorship by your mentors: Create an account UCSFConnect https://ucsfconnect.com/

https://career.ucsf.edu/pac-up-4-searching

https://career.ucsf.edu/pacup-events

https://ucsfconnect.com/

The job application process in academia1. Searching for a job 2. Putting together your application package

○ CV, Cover Letter○ Letters of Recommendations○ Research Statement, Teaching Statement, Diversity Statement

3. Phone/Online Interview4. In-Person Interview: 1-3 days

○ Meet faculty 1:1, students in groups, social time with faculty hiring committee○ Job Talk○ Chalk Talk: See our chalk talk workshop (career.ucsf.edu/pacup-events) ○ Teaching Demo

5. Job Offer & Negotiation: See our negotiation workshops (career.ucsf.edu/pacup-events) 6. (Second visit):

○ Discuss lab space, ○ Visit homes in the area, ○ Set-up interview for spouse

The selection process in academia

1. Administrator receives all applications○ First round of selection from 100-600 applicants to 50

2. Faculty hiring committee splits 50 applications among 4-7 faculty members and meets. Each member argues for their preferred candidates.○ Each faculty member can have over 20 applications to read. They say they

spend 30 sec to 2 minutes on the first read, to decide if they will read further.○ Second round of selection from 50 to 5-10 top candidates

3. Committee interviews 5-10 top candidates by phone or online to determine if the selection criteria are confirmed, and compare candidates○ Third round of selection to 3-4 final candidates

4. Faculty all have the opportunity to meet the final candidates ○ Fourth round of selection, candidates are ranked○ Offer is made to the first position candidate

2 minutes to convince!

The 2-minute experimentFaculty hiring committees may have only 2 minutes to find the information they need in your application materials.

● Take 2 minutes to read the application material sample provided to you.

● Then, using the ACRA Rubric, list the qualifications you did find in 2 minutes, and indicate why you did find them.

● Then, list the qualifications that were missing and indicate how they could be made more prominent.

The activity you will do next!

How are faculty candidates selected?

n=4 faculty (4 institutions)


Research &Teaching

Focused (RT)




How to get hired at these institutions:The Academic Career Readiness Assessment (ACRA)

“What are the significant contributors to hiring decisions?”

ACRA QUALIFICATIONS

Teaching Practices Teaching ExperienceCommitment and Ability to Serve a Diverse Student Population Research Feasibility with available resourcesInclusion of Undergrad Research Exp in Research PlanExperience Conducting Research with Students Research VisionFit Publications Verbal Communication of ResearchResearch Independence Funding PlanCollegialityRecommendationsCollaboration

Of these qualifications, which ones are significant contributors to hiring decisions at different types of institution?

Which qualifications are significant contributors to hiring decisions?

X: qualifications for which at least 50% of faculty in the group selected the qualification as a significant contributor to their hiring decisions from a list.

Which qualifications are significant contributors to hiring decisions?

Qualifications T (n=3) RT (n=12) R (n=4)

Teaching Practices X X

Teaching Experience X X

Commitment and Ability to Serve a Diverse Student Population X X

Research Feasibility with available resources X

Inclusion of Undergrad Research Exp in Research Plan X

Research Vision & Strategy X X

Fit X X

Publications X X

Verbal Communication of Research X X

Research Independence X

Funding Plan X

Recommendations X X

Collegiality (x) (x)Experience Conducting Research with Students (x)

Collaboration

T institutionsSignificant contributors to hiring decisions

Teaching:1. Has been fully responsible for organizing and teaching a course with a comparable student population2. Has familiarity with the evidence supporting the use of active learning strategies in the classroom(+) Can use active learning strategies effectively

Collegiality?Are you a good colleague? Are you willing to share ideas and resources with colleagues?

Ability to serve diverse populations of students:Has used strategies to support learning of diverse students in class or in lab,(+) Has a personal experience with equity or social justice that inspires them to improve learning experiences

Recommendations?Enthusiastic and personalized recommendations from both PD and PhD advisors.(+) Letters from other respected scientists who are well known by the search committee AND who know the candidate well.

Publications:Variable - depends on the teaching/research balanceTeaching:

1. Has been fully responsible for organizing and teaching a course(+) Multiple courses, with similar student population.2. Same as T institutions for evidence-based practices

Research program:Feasibility with limited resourcesResearch plan is specifically tailored to the institution’s undergraduate and/or Master’s population.

Fit for position1. Sought experiences that align with the institution’s teaching/research mission (don’t want to be your backup plan)2. Discipline fits the needs of the department(+) Can handle high workload(+) Potential synergies with others

Verbal communication:Spikes interest of non-experts and undergraduates

Ability to serve diverse populations of students:Lower expectations than T positions

RT institutionsSignificant contributors to hiring decisions

R institutionsSignificant contributors to hiring decisions

Publications: Productivity & ImpactCandidate has produced first author papers during postdoc and PhD, with at least one paper contributing significantly to the field. (+) Has a Cell, Nature, Science paper

Grants and fellowships:Not required BUT may help indirectly because Funding Plan is importantProposed research program is ambitious and impactful enough to be funded by an R01 grant. (+) Developed specific aims that can be realistically achieved with a first R01 grant.

Research program:1. Vision & Strategy: Research program is exciting, with a clear direction and includes explicit, feasible steps to attain this direction over the first couple of years.(+) Interesting, broad, research question that fills important gaps in the field and provides direction for the next 5 to 10 years.(+) broken down into smaller, feasible projects that use appropriate methods to answer the question.2. Independence: Candidate shows ability lead a research program, by developing own ideas and new collaborations independently. (+) Candidate’s proposed research program does not appear to be in competition with his/her current advisor’s.

Recommendations:From advisors and PIsEmphasize candidate’s ability to be successful as a principal investigator. (+) potential to become a leader in the field.

Fit for positionDiscipline fits the needs of the department(+) Can handle high workload(+) Potential synergies with others


Research &Teaching

Focused (RT)


How to get hired at these institutions in the life sciences:The Academic Career Readiness Assessment (ACRA)

“What are the significant contributors to hiring decisions?”

Research fundability, productivity & impact

Student learning, in classroom & in research

Success of all students, regardless of background

How to identify institutions:The Carnegie Classification: http://carnegieclassifications.iu.edu/

Carnegie Basic Classification ACRA Category

Doctoral Universities 1 - Highest Research Activity R1 R1 (R)

Doctoral Universities 1 - Higher Research Activity R2 R2 (R)

Doctoral Universities 1 - Moderate Research Activity R3 (now D/PU)

RT

Master's Colleges & Universities 2 - Larger Programs M1 RT

Master's Colleges & Universities 2 - Medium Programs M2 RT

Baccalaureate Colleges 3 BAC RT

Associate's Colleges 4 (Community Colleges) CC T

CV and Cover Letters

- Includes everything you have done- First page/paragraphs are “key real estate”- Should be tailored to the type of institution you are

applying to- CV: No length limit, i.e. not a resume.- Cover Letter: 1-2 pages



● Then, using the ACRA checklist of your choice (R or RT), check off the qualifications you found,

○ Why did you find them?

○ How they could you make the missing qualifications more

prominent?

R ACRA checklist: Can you find this information in the CV or Cover Letter?

Publications: Productivity & ImpactCandidate has produced first author papers during postdoc and PhD, with at least one paper contributing significantly to the field. (+) Has a Cell, Nature, Science paper

Funding PlanProposed research program is ambitious and impactful enough to be funded by an R01 grant.

Fit for positionResearch fits the needs of the department(+) Potential synergies with others in department

CV/CL

Research program:1. Vision & Strategy: Research program is exciting, with a clear direction(+) Interesting, broad, research question that fills important gaps in the field and provides direction for the next 5 to 10 years.2. Independence: Candidate shows ability lead a research program, by developing own ideas and new collaborations independently. (+) Candidate’s proposed research program does not appear to be in competition with their current advisor’s.

RT ACRA checklist: Can you find this information in the CV or Cover Letter?

Teaching:1. Has been fully responsible for organizing and teaching a course (+) Multiple courses, with similar student population.2. Has familiarity with the evidence supporting the use of active learning strategies in the classroom (+) Can use active learning strategies effectively

Fit for position1. Sought experiences that align with the institution’s teaching/research mission (don’t want to be your backup plan)2. Discipline fits the needs of the department (+) Potential synergies with others

Research program:Feasibility with limited resourcesResearch plan is specifically tailored to the institution’s undergraduate and/or Master’s population.

Publications: Variable - depends on the teaching/research balance of the institution, and could be secondary to teaching experience at more teaching-focused RTs. (+) has produced first author papers regularly during postdoc and PhD (regardless of impact)

Diversity: Candidate demonstrates the sensitivity, respect for individuals of all backgrounds, and the interpersonal skills to interact with them. (+) has immersed self in a diverse community, or has mentored, advised or has taught diverse students.

Verbal communication:Spikes interest of non-experts and undergraduates

CV/CL





○ How could you make the missing qualifications more

prominent?





○ How could you make the missing qualifications more

prominent?

Download the checklists:

AND samples

R position: (Pr Rabu)

bit.ly/ACRACV-R+ bit.ly/ACRACHECK-R

OR

RT position: (Pr Bibbs)

bit.ly/ACRACV-RT + bit.ly/ACRACHECK-RT

Annotated CV and CL

Go to:

R position: bit.ly/ACRACV2-R

RT position: bit.ly/ACRACV2-RT

What strengths should you put forward in your application as a faculty candidate?

What qualifications matter when it comes to getting a faculty position?

HOW TO READ ACRA

Which institutions care about which qualifications?R: research-intensive institutions (R1, R2)RT: research- and teaching-institutions(Comprehensive universities, Liberal arts colleges)T:teaching-intensive institutions(Community colleges)

HOW TO READ ACRA

The % of institutions selecting candidates at each level of achievement are indicated below

HOW TO READ ACRA

Check off the highest level that best meets your current qualification.

Then circle the level you should try to attain

If your check mark is in the circle or to its right, this is a strength!!

HOW TO USE ACRA

✓

DOWNLOAD the ACRAAcademic Career Readiness Assessment

GO TO

bit.ly/UCSFACRA-2019

How would you describe your strengths for your faculty position of choice in just 2 minutes (a short paragraph)?

Illustrate how you match the ACRA qualifications & level that matter to your category of institution

Highlighting your strengths in a cover letter and in a phone/Skype interview

Annotated samplesR position: bit.ly/ACRACV2-R RT position: bit.ly/ACRACV2-RT

ACRA:bit.ly/UCSFACRA-2019

Research Statements

Research Statements General Information• 1-4 pages, depending on importance of research for the

position

• Often read in the second round of selection, after the CV/Cover Letter

• Is tailored very specifically to the type of institution

Publications No publications required for this type of position

Candidate has produced a few papers, regardless of authorship or impact

Candidate has produced first author papers during postdoc and (15) PhD (regardless of impact) (16)

Candidate has produced first author papers during postdoc and (15) PhD, with at least one paper contributing significantly to the field (17).

Candidate has produced first author papers during postdoc and (15) PhD, at least one of which was published in Cell, Nature, or Science (18).

R 1 100% *

Research Vision & Strategy

A research program is not required for this type of position.

Research program is exciting (19) with a clear direction and includes explicit, feasible steps to attain this direction over the first couple of years.

Level 1 & There is an interesting, broad, research question that fills important gaps in the field and provides direction for the next 5 to 10 years.

Level 2 & The research question is broken down into smaller, feasible projects that use appropriate methods to answer the question.

Level 3 & The candidate has demonstrated experience successfully implementing this or a similar vision independently. (20)

R 33% 67%

Research Indepen-dence

Research independence is not a significant contributor to hiring decisions at this institution.

Candidate has the technical expertise to run their proposed research program independently. (21)

Level 1 & Candidate shows ability to lead a research program, by developing own ideas and new collaborations independently. (22)

Level 2 & Candidate’s proposed research program does not appear to be in competition with their current advisor’s. (23)

Level 3 & Candidate can provide evidence of independence through advisor’s recommendation letter.

R 33% 67%

RFunding

Plan

A funding plan is not required for this type of position.

Candidate can suggest specific funding agencies and program names to fund proposed research program. (24)

Level 1 & Proposed research program is ambitious and impactful enough to be funded by an R01 grant. (25)

Level 2 & Candidate has developed specific aims that can be realistically achieved with a first R01 grant. (26)

Level 3 & Candidate has developed a funding plan beyond the first R01 grant. (27)

R 33% 33% 33%

Research Statement Rubric for RDownload at: bit.ly/ACRARS-R

Research Statements for RTs Questions

1. Fit:Is this institution the candidate’s backup plan? Does he/she know what we are about (students)? Can he/she work effectively with our faculty members?

2. Feasibility with our resource limitations:Does the candidate understand our resource limitations, and can they work with them?

3. Undergraduate research experiences:Is the research tailored to the range of capacity of undergraduates? Can it spark the interest of our students? Could the candidate mentor our students effectively?

Research Statement Samples

bit.ly/Sample-Resources

Teaching Statements

Teaching Statements General Information• 1-2 pages, depending on importance of teaching

• Often read in the second round of selection, after the CV/Cover Letter

• Connects teaching vision, philosophy, knowledge strategies to personal examples, illustration of applications.

Download the rubric here: bit.ly/ACRATS-RT

Download the rubric here: bit.ly/ACRATS-RT

Teaching Statements across institutions

R1 BACR2 R3 M1 M2 M3Research-focused Student-focused

Teaching experience, potentialDisciplinary fit

Teaching Practices

Teaching potential is not a significant contributor to hiring decisions at this institution.

Candidate shows awareness of their limited teaching abilities and is interested in developing teaching skills.

Level 1 & Candidate is familiar with the evidence supporting the use of active learning strategies in the classroom.

Level 2 & Candidate demonstrates that they can use active learning strategies effectively in the classroom.

Level 3 & Candidate reflects on own teaching effectiveness and uses iterative process to teaching to improve curriculum. (1)

T Required 33% 33% 33%

RT Required 33% 8% 25% 33%

T

Teaching Experience

No prior teaching experience is required for this position

Candidate has had significantresponsibilities (2) as a teaching assistant.

Candidate has been fully responsible for organizing (3) and teaching a course.

Candidate has been fully responsible for organizing (3) and teaching a course with a comparable student population (4).

Candidate has been fully responsible for organizing (3) and teaching a variety of courses (5) with a comparable student population (4).

T Required 33% 66%

RT Required 25% 8% 42% 8% 17%

Teaching Statements for RTs (that care about teaching)

1. Fit:● Is this institution the candidate’s backup plan? ● Does he/she realize how much teaching is involved, and can he/she deal with the

high workload? ● Has he/she sought out the experiences that align with our mission to teach and

mentor students? ● Can he/she teach the disciplines we need?

2. Teaching Potential:● Can the candidate be mentored?● Is the candidate aware that teaching is being researched? How is he/she using

evidence to improve their teaching?

Teaching Statement Sample: BAC institutionOn my first day leading a discussion section for undergraduate students in Biophysical Chemistry, I stood in the front of the class, looking out at unresponsive faces for 15 minutes as I dutifully reviewed the key points of the material covered in lecture. I waited patiently after each question I posed to the class, attempting to elicit student participation, but the same two students responded to every inquiry. I had no idea if I was reaching the rest of the class at all. Then I moved on to a practice problem I had chosen, and I broke the class up into groups of three to work on the problem. Almost as an afterthought, I said “Please show your work on the board,” hoping to get them out of their chairs and more active. Suddenly in the next 30 seconds the atmosphere in the classroom had changed completely. Students in each group were talking to each other and trying to figure out the problem. As I walked from group to group asking questions about how they were solving the problem, even the most hesitant students responded, and I had a sense of what concepts they understood and where they were having trouble. Students were eager to ask me questions, something they rarely did during the lecture style teaching. Through the next few months of working with these students, I created an informal group learning environment that allowed me to work constructively with students at all levels while maintaining high standards of understanding and performance. This approach to working with students is motivated by my four main teaching goals: concepts, applications, engagement, and inclusion.

Diversity Statements

Diversity Statements

Why do institutions ask for a Diversity Statement?

• State mandate

• Institutions serving a diverse student body

• Faculty who care about Social justice and Equity

Diversity Statements (for institutions that care about teaching)

Commitment to serving diverse students:

● Can the candidate interact effectively with a diverse student body?

● Can he/she support the learning of a diverse student body?

Commitment and Ability toServe a DiverseStudent Population

Candidate’s commitment to serving diverse students is not a significant contributor to hiring decisions at this institution.

Candidate demonstrates the sensitivity, respect for individuals of all backgrounds, and the interpersonal skills to interact with them.

Level 1 & Candidate has immersed self in a diverse community, or has mentored, advised or has taught diverse students.

Level 2 & Candidate has used strategies to support learning of diverse students in class or in lab

Level 3 & Candidate can articulate a personal experience with equity or social justice that inspires them to improve learning experiences. (6)

T Required 33% 33% 33%

RT Required 33% 42% 25%

Diversity Statement Sample: BAC institutionInclusion: The classroom environment is key to ensuring all students are included in the learning process. This was particularly true in my experience mentoring and teaching students from underrepresented groups. Using active learning strategies from the Preparation for Teaching Program at R1U, I strive to break down the barrier between (passive) student and (active) teacher. In the 52-student Physics course I taught at Fantastic, I incorporated clicker questions, problem solving in small groups, and demonstrations into traditional lectures. These activities allow students with different learning styles, including those who are not as comfortable talking in class, to actively connect with the material. In a survey I conducted halfway through the course asking which was most helpful for learning, there was an almost even split in preference between these four types of in-class activity, showing how important it was to vary my teaching strategies. Because teaching can act as a tool for learning, I also encourage my students to explain problems to others when they are studying on their own. Using a wide variety of teaching formats to facilitate class participation is an effective way to engage all students in my classroom.

Next workshopsTomorrow: Faculty PanelHosted by the Helen Diller Family Comprehensive Cancer Center 4 p.m. - 5:30 p.m. (panel)5;30 p.m.- 6 p.m. (reception)Helen Diller 160

Next workshopsThursday: Getting Feedback on your Application MaterialsRegistration required

Future dates: 9/18, 10/1career.ucsf.edu/pacup-events

Laurence Clement, [email protected]

Next workshopsFriday: Strengthen your candidacy for a faculty position: get the letters and feedback you need

Register nowcareer.ucsf.edu/pacup-events

career.ucsf.edu Funded by: Burroughs Wellcome Fund

Next workshops

career.ucsf.edu/pacup-events

applying to faculty positions - career.ucsf.edu · university of california, san francisco ofﬁce...

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