preparing for the academic job search · 4/30/2018 2 university of pennsylvania career services are...
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4/30/2018
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University of Pennsylvania Career Services
PREPARING FOR THE ACADEMIC JOB SEARCHJoseph Barber, PhD, Senior Associate [email protected]
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The academic job cycle
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Readiness for the job
market
Preparing and
applying
Screening & campus interviews
Negotiating offers and accepting
Expanded career options Part 1
Part 2
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Getting ready for the academic market
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Readiness for the job
market
Preparing and
applying
Screening & campus interviews
Negotiating offers and accepting
Plan A again or going
with Plan B
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Are you ready?External factors to consider• Understanding the job market cycle and how search
committees work – Job postings - when they occur Knowledge of job opportunities at different levels…, at
different kinds of institutions…, in different countries
Individual factors to consider• Determining your readiness to launch your job searchTarget date to complete your researchStatus of your support system; your referees and your
networkState of your job search materials
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Application materials sent
Screening interviews
Campus interviews
Final decision made on candidates
The job market cycle - candidate selection
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Job opening posted and search committee formed (usually in autumn)
Applications selected for preliminary interviews
Candidates selected/notified
for campus interview
This process can be months long – from 4-12 months or more
Offer made
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Job trends for “Assistant Professor” positions
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Chronicle Vitae
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Types of academic institutions The Carnegie Foundation’s basic classifications:
Doctorate-granting universitiesMaster’s colleges and universities—sometimes called “comprehensive institutions”Baccalaureate colleges (Liberal arts institutions)Associate’s colleges (includes community colleges)Special focus institutions, e.g., schools of theology
Additional IssuesFunding streamsJob requirementsCulture of institution
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• Think about your long-range goals and discuss them with your PI, mentor, or Career Services advisor.Build and maintain a good relationships with your advisorYour advisor will be in charge of helping you get your
Ph.D. but YOU are in charge of your career
• Connect with people in your field at institutions other than Penn = professional networking
• Decide who you would like to provide your references/serve as recommenders, and communicate with them
• Explain the academic job search process to family and friends, and enlist their support
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Develop your support system
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Preparing to apply: 2 years before job would start• Continue research and writing; be sure you are publishing and presenting your work at conferencesBecome comfortable talking about your researchThink strategically about connecting with specific institutions
• Know the hiring timelines for your field; start looking at job listings – sit in on hiring if you can
• Be thinking about all your career options
• Keep CV up to date; begin drafting your additional materials: e.g., research statement, teaching philosophy
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Preparing to apply: a year before
• Give serious thought to your future research plans
• Finalize written materials for the job search
• Identify job openings and start to apply
• Arrange for recommendations. How will letters be sent? Interfolio; Vitae; your department
• Continue to consider Plan B, and other optionsNetwork with people who are in the area of your “Plan B”
• Attend programs and workshops on the academic search.
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Preparing: eight to four months beforeEight months before:
• Prepare and practice job talk; attend conferencesMake connections at conferences and stay in touch with them
• Stay in touch with recommenders.• Continue to identify jobs and apply• Have a clearly defined plan for finishing your research!
Four to eight months before:• Negotiate offers• If there are no offers, move forward on your Plan B, but
keep looking• After accepting a job, thank everyone
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Preparing materials and applying
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Readiness for the job
market
Preparing and
applying
Screening & campus interviews
Negotiating offers and accepting
Plan A again or going
with Plan B
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Written materials for the job search• C.V.• Statement of teaching philosophy• Research statement• “Evidence of excellence in teaching”• Website• Writing sample• Teaching portfolio• Diversity statement• Cover letters• Transcripts• References
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Key points for all documents• All materials should look like they are part of a cohesive
packet of information that tell an effective story about youFormatted in the same wayNot saying exactly the same thing, but expanding on
information mentioned in the other documentsEach as separate PDFs named appropriately (unless the job
announcement requests otherwise)
AND…, written for a specific audience with regards to institution and students (research, teaching, service/mission driven, undergrad, graduate, pre-professional, etc.)
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C.V. (Curriculum vitae)• Your C.V. lists your academic credentials, experiences
and accomplishments, and is a key component in any application.
• Purpose of a C.V. is get you an interview
• Complete listing of your academic credentials and accomplishmentsAcademic jobsFunding (grants or fellowships)Postdocs
• C.V.’s vary from discipline to discipline
• Make sure your strongest qualifications stand outWrite/revise it with the reader in mind
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www.vpul.upenn.edu/careerservices/writtenmaterials
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C.V. CategoriesStandard/essential• Name and contact
information • Education • Honors and Fellowships• Teaching/Research
Experience• Publications • Presentations• Professional Memberships• References
Additional categories• Professional Experience• Grants• Languages• Technical Skills • University/Professional
Service• Research/Teaching
Interests• Exhibitions• Certifications/Professional
Licensure• Additional Information
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Tips on writing your C.V.• C.V. documents all your relevant professional/academic
accomplishments
• Most significant and relevant accomplishments should be prominent in the organizational structure of the C.V.Teaching or research?PublicationsProfessional experience
• Be consistent in the way you use formatting, and balance print and white space on your C.V. Avoid sloppiness – check for spelling mistakes Find someone to read/proof your job search materials
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Some formatting suggestions• Keep format simple and be consistent in the way you use
formatting – balance print and white space
• Don’t list dates on the left side – they are often the least important piece of information
• Use formatting techniques such as indenting, uppercase, bold and italics, consistentlyBolding highlights key information (e.g., degree, institution) Italics often makes text harder to read
• Reverse chronological order throughout
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TOO MUCH TEXT
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Name and contact information26
Name
NAME University of Pennsylvania Department of English 127 Fisher-Bennett Hall 3340 Walnut Street Philadelphia, PA 19104 Tel: 000.000.000 [email protected]
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Education• Most Ph.D. candidates will have this as their first category
Make it clear when your degree is expected, e.g., “Degree expected May 2019”
• Give some detail such as field of concentration, title of dissertation and name of advisor
• Postdocs might want to have “Current Research Experience” or “Current Position” as a first category Postdocs are considered research experience, not “education”
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Current Position
Postdoctoral Fellow, Fox Chase Cancer Center, 2012-presentAdvisor: Kerry Campbell, PhDBiological impacts of Elotuzumab on human natural killer cells and multiple myeloma cells
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EducationPh.D. Biostatistics 09/2010 - 12/2013Perelman School of Medicine, University of PennsylvaniaAdvisor: NameThesis: Statistical Methods for Analysis of Multi-Sample Copy Number Variants and ChIP-seqData
M.S., Biostatistics 09/2008 - 06/2010School of Public Health, University of California, Los Angeles
B.S., Statistics 09/2004 - 07/2008School of Mathematics, Beijing Normal University
EDUCATION• Ph.D., University of Pennsylvania May 14, 2012• M.A., University of Pennsylvania, 2004.• B.A., Kenyon College, 2000; magna cum laude, Phi Beta Kappa, departmental honors.
DISSERTATIONComing of Age in the Eighteenth-Century NovelChairs: Stuart Curran and Michael Gamer. Reader: Toni Bowers.This dissertation argues that the eighteenth-century novel developed in dynamic relation to the emerging category of the adolescent. Recovering a demographic largely overlooked in histories of the novel, it demonstrates that the publishing industry began in the mid-century to market their novels to adolescents and that this focus transformed the content and form of novels themselves as they evolved.
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Research and Teaching Experience• Depending on job type and your discipline, might be split this
into two sections:
• Research experience (common in STEM fields): Projects/experiments you have worked on Collaborations you have been involved with Findings and publications associated with your work
• Teaching experience: Classes you have taught (include # and type of students) Mentoring and other formal/informal teaching experiences
Interests (research and teaching) Can briefly define future research plans and articulate
course areas in which you can teach
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RESEARCH EXPERIENCEPostdoctoral research at The Wistar Institute 20XX – present• Designed and implemented an experimental strategy to investigate the signals that govern the
development of pathological Th17 responses. These studies identified a novel role for Th1 cells and inflammatory monocytes in the development of Th17-dependet autoimmunity, and resulted in four conference presentations and one manuscript currently being prepared for publication.
• Supervised research technicians on a project investigating the development of regulatory T cells. Data from this project provided key support for the central conclusion of a manuscript that was subsequently published in PNAS.
• Established multi-color flow cytometry protocols to study the development of regulatory T cells. These protocols were used to identify phenotypic markers of regulatory T cell precursors, and were published as a book chapter in Methods in Molecular Biology.
RESEARCH POSITIONS Research FellowAnnenberg School for Communication, University of Pennsylvania, Sex and Media - Research Group. Supervisor: Dr. Martin Fishbein, Summer 20XX and Summer 20XX Analyzed data from a 3-year longitudinal survey and content analysis examining the effects of representations in the media on adolescents
Research FellowAnnenberg School for Communication, University of Pennsylvania, The Center for Excellence in Cancer Communication Research (CECCR): Theory and Methods Core. Supervisor: Dr. Martin Fishbein, September 20XX - December 20XX. - Contributed to the planning, organization and data collection for a Theory of Reasoned Action/Planned Behavior meta-analysis- Planned and conducted elicitation research
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Research Interests:Ancient Historiography, Roman Culture, Gender Studies
Research InterestsDigital reading devices and responsive reading, interaction design, technology for special populations, e-books and accessibility, technology for the elderly to combat cognitive decline and social isolation, supporting cognition throughout the life course, integration of technology into education and training, design and evaluation of cognition-assisting applications, operator attention and distraction, mathematical cognition.
Areas of Specialization
Forced Migration
International Migration from Latin America to North American and Europe
Migration Theory and Remittance Use
Quantitative Research Methods in the Social Sciences
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TEACHING INTERESTS
The History of the Novel; British Literature of the Long-Eighteenth Century; British Romanticism; Women’s Writing, 1660-1830; Children’s Literature (Renaissance to Romanticism); The History of the Book; Drama, 1660-1830; 18th- and 19th-century Gothic Literature; 18th- and 19th-century Crime Literature; Education and Literature (Renaissance to Romanticism); Writing.
TEACHING EXPERIENCE • Mentor for new Instructors, Penn Critical Writing Program, 20XX-20XX• Instructor, “Troubling Memories,” (2 semesters), Penn Critical Writing
Program, 20XX-20XX• Section Leader and Writing Across the University Fellow, “Jane Austen and
Popular Culture,” Penn Department of English, 20XX• Teaching Assistant, “Major British Writers: 1350-1660,” Penn Department of
English, 20XX
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Honors and Awards• You can make this a separate category, or include these
under the relevant degree
• Put recognizable, significant awards
• If you are a international student, you may need to explain some of the honorsWere they given for academic excellence?Were they based on something you applied for?Were they competitive?Can you find a way to describe the award that will help it to
make sense to anyone who reads this section?
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FELLOWSHIPS AND AWARDS
• Dissertation Completion Fellowship, University of Pennsylvania, 2012-2013• Benjamin Franklin Fellowship, University of Pennsylvania, 2006-2007, 2009-2012• Pew Foundation Grant, Summer Fellowship, 2010• Writing Across the University Fellowship, University of Pennsylvania, 2008• The Andrew W. Mellon Fellowship in Humanistic Studies, 2005-2006
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Publications/Presentations• If you have a long list, divide and then subdivide by topics (peer
reviewed papers, reviews, posters, invited talks, abstracts, etc.) If you have short list, it won’t make as much sense to sub-divide
into different categories Follow discipline-specific formatting
• You can list a few articles that are in preparation and will (realistically) be published This helps to show that your work in on-going, and that you will
have research that you can build on in your new role Clearly mark “in preparation” or “submitted” manuscripts. Manuscripts “in press/print” can be listed with other published
papers
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PublicationsBook In ProgressKenneth B. Clark: Not So Simple Justice (an intellectual biography of one of the 20th century’s most important black scholar/activists; under contract, University of North Carolina Press).
Peer-Reviewed Articles“The Problem with Black Studies: Kenneth B. Clark and the ‘Charade of Power,’” manuscript in preparation.
“Teaching Obama: History, Critical Race Theory, and Social Work Education,”Patterns of Prejudice 45 (February/May 2011): 177-97.
“Reconsidering Kenneth B. Clark and the Idea of Black Psychological Damage, 1931-1945,” Du Bois Review, Social Science Research on Race 8 (Spring 2011): 271-83.
PublicationsJournal Publications OR Peer-Reviewed ArticlesConference ProceedingsBook ChaptersWorks in ProgressBook ReviewsUse discipline-specific citation style
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Additional materials for the job search• Cover letters• Statement of teaching philosophy • Research statement• Writing sample• Transcripts• “Evidence of excellence in teaching”• Teaching portfolio• Diversity statement• Website• Letters of recommendation
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www.vpul.upenn.edu/careerservices/writtenmaterials/jobhunt.php
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Identifying job opportunities• Your scholarly association
Job listing bulletin Job listing website Job placement activities at conferences/conventions
• National publications and website The Chronicle of Higher Education, www.chronicle.com Academic360.com Insidehighered.com HERC, www.hercjobs.org
• Institutional and departmental websites
• Your network Academia.edu LinkedIn Researchgate
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The Department of East Asian Studies invites applications for an assistant, associate, or full professor (open rank) in Japanese literature, film or cultural studies with a focus on modern Japan. The successful candidate should have a strong commitment to excellence in teaching and research. Senior scholars should submit a letter of interest along with a vita, but no publications or other writings at this time. Junior candidates should submit a vita, cover letter, writing sample, and names and contact information of three referees. Referees may mail their letters to: Chair, Japanese Literature/Film/Cultural Studies Search Committee, East Asian Studies Department, Princeton University, 211 Jones Hall, Princeton, NJ 08544.
The review of applications will begin on October 15. Applications will be considered until the position is filled. Please apply online and upload your documents to http://jobs.princeton.edu
Position Summary Princeton University Open Rank Professor Japanese Literature/Film/Cultural Studies Department – East Asian Studies
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Position SummaryAssistant, Associate, or Full Professor, Department of Philosophy
University of California, Berkeley
The Department of Philosophy at the University of California, Berkeley seeks applications for an Assistant, Associate, or Full Professor faculty position, with an expected start date of July 1, 2018. Job responsibilities include teaching 4 courses/year atthe graduate and undergraduate levels, and conducting thesis supervision. Area of Specialization and Area of Concentration: open, though the Department particularly welcomes applications from candidates working in Early Modern Philosophy, Metaphysics and Epistemology, Moral and Political Philosophy, Philosophy of Science, or Post--Kantian Continental Philosophy. A Ph.D. or equivalent in Philosophy or a related field is required within one year of the start date. Applicants foran Assistant Professor position must, at a minimum, have completed all requirements for the Ph.D. or equivalent degree except the dissertation at the time of application. Applicants for an Associate or Full Professor position … Applications must be received by November 5, 2017. Please direct questions to emailaddress.
Candidates applying at the Assistant Professor level must submit the following materials: cover letter; recent curriculum vitae, including a complete list of publications; dissertation abstract; teaching dossier; one writing sample; and three to eight letters of recommendation. Candidates may optionally submit a research statement; up to two additional writing samples; and a statement addressing past and/or potential contributions to diversity through research, teaching, and/or service.
Candidates applying at the Associate or Full Professor level must submit the following materials for a complete application…
The department is committed to addressing the family needs of faculty, including dual career couples and single parents. The department is interested in candidates who will contribute to diversity and equal opportunity in higher education through their teaching, research, and service. For information about potential relocation to Berkeley, or career needs of accompanying partners and spouses, please contact the CALcierge office at [email protected] or visit calcierge.berkeley.edu.
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Position Summary Monmouth College, Two-Year Visiting Assistant Professor – English
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Monmouth College, a residential liberal arts college in west central Illinois and founding member of the Associated Colleges of the Midwest (ACM), announces a two-year position in post-1700 British literature, beginning August 20XX.
Successful candidates will have demonstrated excellence in teaching British literature courses at all undergraduate levels. Specialization is open, but candidates should be prepared to teach both introductory and advanced courses, including the second British literature survey, within an annual 3-3 load. In addition to specialization in British literature, candidates should demonstrate ability to teach our required first-year composition course as well as to contribute to our integrated general education program.
Ph.D. is required for appointment... A commitment to the liberal arts and an appreciation for the small college learning environment is essential.
Please forward letter of application, vita, evidence of teaching excellence, statement of teaching philosophy, unofficial transcripts, and three letters of recommendation to: Dr. Mark Willhardt, Chair, Department of English, Monmouth College by e-mail to: [email protected]. Review of applications will begin immediately and continue until the position is filled.
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The Department of Economics at the University of Wisconsin-Milwaukee seeks outstanding applicants for 2 faculty positions (rank open) in health economics, Positions will potentially involve collaboration with the Medical College of Wisconsin. Responsibilities include research leading to publication in nationally/internationally recognized journals, contributing to the writing of grant proposals for submission to government agencies and other funding sources, as well as teaching, supervision of dissertations, and collegial service
Requirements: Ph.D. or ABD in Economics or related field and research interest in health economics are required. Research emphasis on behavioral health, cost effectiveness of medical health interventions, or community health interventions is desired.
Applicants should submit online - http://jobs.uwm.edu/postings/8501- a vita, cover letter, research papers (or portion of dissertation), and the names of 3 references. …The names of those applicants who have not requested that their identities be withheld and the names of all finalists will be released upon request.
Contact: Scott Adams, Department of Economics, [email protected], University of Wisconsin-Milwaukee, P.O. Box 413, Milwaukee, WI 53201. Email for Applications: [email protected] more information, email: [email protected] more information, phone: 414-229-4212
Position Summary Assistant Professor, Associate Professor, or ProfessorFull-Time Academic (Permanent, Tenure Track or Tenured)Location: Milwaukee, WI, USA
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Position Summary Assistant Professor in Digital Culture and Communication
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The Department of Drama and Speech Communication at the University of Waterloo invites applications for a tenure-track position at the level of Assistant Professor in Digital Culture and Communication.
The successful candidate will specialize in the relationship among digital arts, communication, design, and public culture. Potential areas of research and creative focus might include digital media production, critical communication studies, media history and theory, digital culture, performance studies, and/or the social and ethical dimensions of digital media. The ideal candidate will have expertise in teaching courses in digital media theory and production and in speech communication. We are seeking a person with energy, enthusiasm and vision who can contribute meaningfully to excellence in teaching, research, collegiality and community life.
Please send letters of application, complete CV, a one page statement of teaching philosophy, a one page research statement, and three letters of recommendation either by email or regular mail to: Dr. Jennifer S. Simpson, Chair, Department of Drama and Speech Communication, University of Waterloo; email: [email protected]. Appointment begins August 1. Review of applications will begin April 29 until position is filled.
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Tenure-Track or Tenured Faculty Positions in Bioengineering at UCLA
The Department seeks candidates with a Ph.D. in Bioengineering or related field with excellent track record of innovation, and exceptional potential to direct a world class, highly collaborative research program in the broad areas of bioengineering, including, but not limited to, biomedical devices, biosensors, molecular, cellular and tissue engineering, biomaterials, and biomanufacturing. With the close collaboration with the David Geffen School of Medicine and many other disciplines on campus, there are tremendous opportunities to develop bioengineering approaches and technologies for regenerative medicine applications and for the diagnosis and treatment of diseases. Candidates should be highly qualified to instruct in our core graduate and undergraduate bioengineering educational curricula, and experienced in teaching/mentoring students of diverse ethnic and cultural background.
The application packet should contain a Curriculum vitae, Research statement, Teaching statement, Statement of commitment to diversity, 3 Key Publications
Please provide names and contact information for at least three references. Applicants for the Assistant Professor level should also arrange for recommendation letters to be sent from at least three references.
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References & letters of recommendation• Decide whom to ask to be referencesYour advisorsColleagues/mentors outside your department or committeeBalancing information – teaching focus, research focus
• Communicate with your referencesAsk if they are able to write a positive reference for youLet them know the scheduleRemind them 2-3 weeks out before deadline
• How will you have letters of reference sent? Interfolio (www.interfolio.com) Vitae (https://chroniclevitae.com) Your department
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https://chroniclevitae.com/recommendation_letters
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Applying for positions• Apply for positions that appear to be a good fit for you
• Send what the announcement specifically requests, unless you have a very good reason to do otherwiseMany places don’t want actual letters of recommendation
until later in the process when they have a shortlist
• Use cover letter to show you understand the unique qualities of each department/institution you apply to
• When emailing materials, send them as PDFs Include your name as part of file name, not just “CV”Don’t list another institution’s name in your cover letter
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Resources to help with written materials• Your advisor
• Career Services programs – panels and workshops
• Books, articles, and online materials:www.chronicle.com; www.insidehighered.com The Professor Is In: essential guide to turning your PhD into a jobThe Academic Job Search Handbook, 5th editionwww.vpul.upenn.edu/careerservices/writtenmaterials/
• Meet with a career advisor – get CV review, and help with teaching philosophy, research statement and cover lettersCall 215 898 7530
• Penn’s Center for Teaching and Learning
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What happens to the application? Typically…• Your application materials must be
complete, and then each search committee member will be given a copy and will review your materials
• They will initially view in terms of who to eliminate, then who will be part of a short list
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• They will discuss who to invite to the first round interviews – factoring in the position, the needs of the department, and your profile
• The references are weighed heavily in later rounds
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QUESTIONSAnswers
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PART 2Interviewing and Negotiating
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PREPARING FOR THE ACADEMIC JOB SEARCH
Joseph Barber, PhD, Senior Associate [email protected]
University of Pennsylvania Career Services
Interviewing
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Readiness for the job
market
Preparing and
applying
Screening & campus interviews
Negotiating offers and accepting
Plan A again or going
with Plan B
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Preparing for interviewsBASIC:• Attend job talks in your department or related departmentChat with advisor about their thoughts on the talk
INTERMEDIATE:• Research each institution you will be interviewed byWhat is their mission? Who are their students and faculty?How does the new position fit into the academic landscape?With whom will you be talking?
ADVANCED:• Practice how you would answer questions about Your current research, research goals and your teachingThink about your answers from the search committee’s view
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Screening interviews• Phone interviews• Video interviews (e.g., Skype)• Conference interviews
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Applications submitted ~200
Candidates for screening interview ~15-20
Candidates for campus interview ~3-5
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Screening interviews – general advice• You may only have 30 minutes for your interviewAnswers must be concise, and relevant to search committeeCommittees may be evaluating your English skills
• You MUST have good, concise answers to basic questions:Why do you want this position?Why are you interested in our institution?Tell us about yourself.Tell us about your research – where will you take it next?What is your teaching experience?
• Ask about the timeline for the rest of the interview process
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www.vpul.upenn.edu/careerservices/interviewingadvice/practiceresources.php#Skype
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Important advice for all interviews• Illustrate your answers with actual examples/anecdotesWhen talking about teaching effectiveness, think of a
situation where you used your skills successfullyHow have you used your research to involve students in
your work, and what did the students gain from this? If your collaborations with other scholars have been
successful, show how and why, and how this is beneficial
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What is important to search committee
What is important
to you
Tailor your answers for the people in the room (especially when talking about specific research)
Your illustrations show you’ve been
effective in the past, and will be equally
so in the future
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Campus interviews• Meeting the department• Meeting administrators• Meeting with graduate students and/or undergraduates• The job talk• Teaching a class• Social situations and meals
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Interview scheduleInterdisciplinary Program in the Biomedical Sciences, ABC UNIVERSITY
Sunday, February 18th Arrive in City B at 2:16 pm. Picked up by Dr. X.Dinner with Professor Y at 6:30pm
Monday, February 19th
7:30-8:45 am Breakfast with Dr. A. Pickup in the hotel front desk area9:00-9:30 Dr. B9:30-10:00 Dr. C10:00-10:30 Dr. D10:30-11:00 Dr. E11:00 -11:30 Dr. F11:30-Noon Dr. GNoon–1:00pm Lunch with Graduate Students and Post Docs1-2:30 Dr. H2:30-3:00 Dr. I3:00-3:30 Dr. J3:30-4:00 Prepare for seminar4:00-5:00 Seminar ‘The Selection and Activation of Regulatory T cells’6:00 Dinner Dr. L and others
Tuesday, February 20th Check out at 8:30 am Dr. X drive to airport11:45 am Departure
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The “job talk” or research talk• A 30-60 minute presentation on your research• Given to the search committee…, but also to:
Other interested members of the faculty; students; people who might know little about your subject
• An opportunity to showcase research (and teaching) skills To connect your research with faculty and students at the
institution by making it relevant You’re an expert on your research and need to help people
learn about what you do, and care about how/why you do it Answer the “so what?” question about your research
• Summarize why your research is significant to your field Is it fundable and publishable?
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The research talk hour-glass
• Start broad/general
• Make your research relevant to those who may not have expertise in your subject area
• Provide some context for your research
• Talk about the “burning question” that drives you
THE BEGINNING
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The research talk hour-glass
• Focus in on your specific research questions
• Use the general foundation that you started with to explain why your research questions are important
• Discuss findings
• Illustrate your findings as much as you can
THE MIDDLE
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The research talk hour-glass• End on a broader note
• Talk about:• Why your research is
important to the discipline as a whole
• How it will make you a better teacher
• How you can foresee collaborations with other faculty
• Mention future research –research you know would be possible at that institution THE END
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Some final points to remember• Never talk for longer than the time allottedLeave time for questions, and be prepared for challenging
or adversarial onesAnswering questions shows you ability to think on your feet
• Be enthusiastic/strategic about future research plansHelps people envision working with you in the future Shows that you can be an independent researcher
(especially important for postdocs) who can bring in grants
• Practice, practice, practice!
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Challenging questions you might get in an interview• Would you be comfortable designing web courses
(including laboratory)?• How are you a good fit with this institution?• What is your greatest strength?• Tell us about a conflict or challenge you’ve had with your
research, and how you resolved the issue• I don’t know anything about your field of research – teach
me something now.• What does diversity mean to you?• So…, what can I tell you?
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Preparing for campus interviews• Practice job talk with an audience that asks hard questions,
and with specialists and non-specialistsYou need expert and cocktail party versions of your research
• Give context for your research and talk about why what you've done is importantWhat questions have you answeredHave a research agenda with some well-thought out projects
• Prepare to talk about your teachingWhat you’ve done right; what you’ve learned from mistakes
• Research institution/department/interviewers and be able to talk about why you’re a good fitFit is crucial when final candidates are similarly qualified
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Remember to ask questions• You might ask questions about:
Teaching responsibilities Expectations for scholarship The tenure process and tenure criteria The students Current collaborations that faculty are involved with On-campus support for teaching and grant-writing
• Try to understand the nature of your potential colleaguesWhat do they like the most about the institution?Do they seem to be happy there?
• You should ask about:Timeline for when search committee will make a decision
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Negotiating and accepting offers
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Readiness for the job
market
Preparing and
applying
Screening & campus interviews
Negotiating offers and accepting
Plan A again or going
with Plan B
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After the campus interviews conclude• Search committee, or possibly the whole department,
deliberatesThey may rank candidates on or just discuss their talk,
teaching, research plans and interpersonal skillsThey will also discuss each candidate’s “fit”They will get feedback from staff and students who
interacted with them
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• Candidates need to be patient in waiting to hear
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Getting offers
• Offers usually come by phone, but may come in an email
• Indicate how pleased you are but don’t accept immediately “I’d like a few days to think about this”Think about questions you want to ask
• Do research on the institution’s policies and resources for new facultyOften there is a section on the Human Resources or
Provost website When possible, use your networksAAUP has faculty salary surveys (Chronicle of Higher Ed
links to information)
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http://data.chronicle.com/
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Negotiating Offers: things that may be negotiable• Decision date• Salary • Start-up funds for equipment, supplies and personnel
Research assistants Computer resources
• Summer research funding• Travel funds and conference expenses• Teaching load and teaching schedule• Starting date• Moving expenses/housing help• Job-hunting help for partner or spouse
Benefits such as insurance coverage usually aren’t negotiable
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Negotiating well• When possible, negotiate by phone and follow up by email
• Decide what you want to negotiate based on what will help you get tenureBe intentional with professional reasons for what you seek
• This is the time to bring up a spouse/partner or pregnancySome institutions have policies for dual career couplesSome institutions have child care services or resources
• What to do when you have Two or more offersAn offer from your second choice school when you haven’t
even interviewed at your first choice school
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Accepting an offer• If terms of the offer changed during negotiating, get a new
offer letter
• Thank everyone who helped you
• Notify other institutions who interviewed you that you have accepted a job and withdraw from the search
• Notify your network of contacts that you have accepted an offer
• FINISH YOUR RESEARCH
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QUESTIONSAnswers
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Restarting your search; Using Plan B
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Readiness for the job
market
Preparing and
applying
Screening & campus interviews
Negotiating offers and accepting
Plan A again or going
with Plan B
University of Pennsylvania Career Services
When you don’t have a job offer• Thank all who helped you
• Keep working on your research
• Talk with your advisor and others about how you can strengthen your candidacy
• Will you go on the market again? In many fields it is standard to go on market more than onceHow many times are you willing to do so?
• Preparing to go on the market againAssess what you can do to be a stronger candidateShould you be more flexible in terms of kinds of institutions
and geographic locations?
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What is your Plan B?• Will you pursue visiting positions or postdoctoral
fellowships while searching for a tenure-track position?
• Will you consider faculty positions outside of the US?
• Will you consider non-faculty career paths?
• Know your priorities and how they affect decision-making:How many times are you willing to move? Are there personal considerations (partner/children) that
might affect your choices?
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Benefits of a postdoc• Postdoc = period of post-PhD training usually focused on research
It is a TEMPORARY position They are valued differently in different career fields Some postdocs also have a teaching component (humanities) Postdocs exist in government (NIH), industry, and academic
institutions Research jobs in industry outside of academia also value postdoc
experience
• A postdoc can be used to: Move your current research forward Develop research platform to move you in a related direction Learn an entirely new set of research skills Expand your networks
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Exploring expanded careers• Approach this task as you would any research projectFind the most effective sources of informationOnline People Practice
• Assess your skills and values and learn about interesting career/job possibilitiesmyIDP (STEM); ImaginePhD (Hum/SS)
• Talk with a Career Services advisor about your interests
• Connect with people in careers of interest to you through QuakerNet (available only to students and graduates)LinkedIn Alumni of your other institutionsThrough friends and family
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Resources that can help you• Career Services programs and more
Meet with a career advisor as you progress through your PhD; attend CS events, workshops, fairs, programs, and more
• Online resources ImaginePhD; myIDP The Versatile PhD Carpe Careers blog on Inside Higher Ed website
• Publications (incl. Career Services reference library) So What Are You Going to Do with That (Basalla/Debelius) Put Your Science to Work (Fiske) Careers Options for Biomedical Scientists Next Gen PhD
• Former grad students & postdocs
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https://secure.www.upenn.edu/vpul/careerservices/pennkey/esub.php
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www.insidehighered.com/career-advice/carpe-careers
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Next steps• Discuss your academic job search with a career advisorDevelop a good professional relationship with advisor/PIAttend job talks on your campusDevelop clear future research goalsReview CV, cover letter, teaching philosophy, research
statement, and anything else!Set up a mock interview
• For Penn students/postdocs: 2 ways to make an appointment:Activate your Handshake account to use the online scheduler
(visit: www.vpul.upenn.edu/careerservices/handshake) Call 215 898 7530
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QUESTIONS?
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