Читать книгу Survive and Thrive - Wendy C. Crone - Страница 9

I recall wanting to be a professor as early as grade school after visiting the small college where the mother of one of my friends was on the faculty. Early in my graduate school career, I became disillusioned with this goal as I saw more of the day to day realities of faculty life. After some experience with a variety of academic institutions, however, I learned that faculty positions differ from institution to institution and even from position to position within the same department. This was a wonderful realization. It helped me to rekindle my old dream, and it helped me to identify the type of institution I would be happy in. Because of this and later experiences, I believe that institutional fit is a critical component to happiness in a faculty position.

CHAPTER 1

Tough Questions About Why You Are Here

Occasionally, in life, one stops, looks around, and wonders - how did I get here? Many faculty chose an academic path early in life, but there are also some who come upon academic life later or by accident. Most assistant professors fall into one of two categories: those who are already committed to this career path or those who are still exploring a variety of opportunities. Regardless of which category into which one falls, it is important to stop, look around, and engage in self-assessment regularly.

Don’t wait until you face an obstacle or setback; a time of crisis may not be the best point to question the path you have chosen. However, careful planning may allow you to smooth the path and avoid the obstacles in the first place. Planning and self-assessment are important ingredients for a successful career.

With any career choice there are a number of things one must compromise in the rest of our lives in order to do the job successfully. Don’t continue blindly without reflection, or just because you had already set yourself on this path. The job of an assistant professor in today’s academic environment is challenging! There are difficulties your more senior colleagues may not have had to face. So, at least once in the early stages of your adventure, stop, look around, and ask yourself - why am I here? Your answer to this question may reenergize you and recommit you to the challenge you have taken up or it may prompt you to consider a different path.

This section breaks down the very broad question of, “Why am I here?” into more manageable bites. These are not all the possible questions, simply a set to help get you started. Strategy we will pursue throughout this book begins with overarching questions to consider, followed by mentoring conversation essays to reflect on, and then detailed questions and suggestions to address by yourself and with you mentors. Do not expect to have all the answers to the questions being posed. The big answers to the big questions may only come with time, and reflection, and through discussion with your trusted colleagues and advisors.

Read and reflect on the questions below individually or as with one of your mentors. Make some notes. Identify more questions of your own. Select some for discussion with your mentor.

1.1 ASSESSING THE FIT

1.1.1 OVERARCHING QUESTIONS TO CONSIDER

• What career paths do you envision for your future?

• Is your current institution the place you would like to spend your career?

• What is your back up plan if tenure is not in the cards?

1.1.2 MENTORING CONVERSATION: ON INSTITUTIONAL FIT

An academic career may not be the right choice for everyone, but I would argue that within academia there is such a wide range of options so that one can often find a good fit. I frequently have conversations with graduate students and post docs about what might be the right choice for them. In some cases, a student will bluntly say, “I don’t want your kind of job.” For a variety of reasons they have decided that what they see me spending my time on as a faculty member at a big research university is not what they want to do with their life. (On some days, I might agree with them myself.)

Although I don’t try to push every student towards an academic career, I do want them to realize that not every job in academia looks like mine. Not only are there a number of different types of institutions (Doctorate-granting Universities, Master’s Colleges and Universities, Baccalaureate Colleges, Associate’s Colleges, Special Focus Institutions, and Tribal Colleges)¹, they each have different personalities (as a result of their public vs. private nature, or religious affiliation for instance), and there are different positions both on and off the tenure track. Depending on a person’s interests and long term goals, they may be more interested in an instructor or laboratory coordinator position than in a tenure track faculty position. At each institution, the requirements of even the tenure track faculty positions can be quite different, ranging from only teaching to heavily focused on research.

Other students come to me with a keen interest in obtaining an academic position. I try to help them first identify what type of position might be best for them. The next step is to identify people in such positions who they can talk with to check their preconceptions with the realities of the position so that they can make sure the fit is right. I encourage them to find out about what it is like in that position and what qualifications search committees at these institutions expect to see. This often helps a student to identify holes in their background that they can get advice on how to fill, by identifying opportunities to pursue while conducting their current studies or what next position might serve as a stepping stone.

I have similar advice for faculty who find themselves in an academic position or particular institution that is not a good fit for them. In contrast to previous eras, it is not uncommon for faculty to move around. One’s current position does not have to be a lifelong commitment. The key is to look for the type(s) of positions or institutions that would be a better fit and then develop the expertise and record that would make you an ideal candidate for the position you want. This may involve shifting the emphasis of your current work (where possible), seeking out external experiences that would be valued, and building a network within your new target zone.

One caution however, when you are fact-finding about or even go so far as to interview for a new position, be careful not to come across too negative about your current position. It can give a generally negative impression of you. Instead, you can say “It’s not a good fit, but…” go on to talk about some aspect you do appreciate or have excelled at in your current position. Then you can focus on why you feel the new position would be a good fit and your experience and achievements that are relevant to the new position.

1.1.3 DETAILED QUESTIONS AND SUGGESTIONS TO CONSIDER

1. What initially attracted you to your field of study? What continues to attract you?

2. In what ways are you satisfied with your progress in personal and professional development to this point? In what ways are you dissatisfied with your progress in personal and professional development to date?

3. Have you systematically examined the pros and cons of continuing on the academic path? Is it still in your best interest to continue on your current career path or would a different type of institution be more suitable? Consider:

• Do you still have a passion for your field of study?

• Are you/will you receive sufficient recognition for your work?

• Have you evaluated your earning potential?

• Are other more suitable positions available?

• Have you considered how your personal and family responsibilities impact your career?

• Do you have sufficient time for your other interests (hobbies, travel, volunteer work)?

4. What is the record in your department or institution in helping you and others in your position work towards obtaining tenure? Sometimes a hire is made without the intention of ever granting tenure. Can you determine if this is the case for you? Can you use the position to your advantage as a stepping stone to a better situation in which tenure is more feasible?

5. Have you explored the functions of the faculty at peer institutions? How does this compare to your institution? If there are discrepancies that are important to you, can you make change happen?

6. Feeling like you belong when you come from an underrepresented racial or ethnic group, different income or class background, sexual orientation, or gender in your field presents challenges. Will you choose to adopt strategies to “pass” or celebrate your “differences”?

7. The community in which we live is also an essential ingredient. Have you taken the time away from establishing your academic career to get to know the city you live in and the people around you? Are you living in an environment that you enjoy?

1.2 YOUR CAREER AND YOUR PARTNER

1.2.1 OVERARCHING QUESTIONS TO CONSIDER

• How do you and your partner’s goals compliment each other?

• Have you had discussions about how you will make decisions affecting the both of you?

1.2.2 MENTORING CONVERSATION: ON NAVIGATING THE JOB HUNT WITH A PARTNER

Whether your partner has a career or not, he or she will have an influence on the decisions that play into taking a job offer and staying in the job you have. It is important for both of you to be comfortable with the professional opportunities available and the new community you will becoming a part of. I have known a number of candidates and colleagues who have declined offers or left institutions because the fit for the partner was not a good one. Reasons can range from the weather, to the community, to job opportunities. The point is, for a tranquil and supportive home life, both of you must be in agreement that this is the right place for both you.

Navigating the job hunt with a partner in the equation can certainly add variables, but it is wholly possible for you to find an agreeable solution. Many institutions recognize the “two body problem” and have mechanisms for spousal/partner job assistance both inside and outside of academia. Many smaller or more remotely located institutions have also realized that dual faculty hires can actually have advantages for the institution. Although I met my husband when we were both assistant professors at the same institution, we embarked on an external job hunt a few years ago. Even though there was only an open search in one of our fields, the institution we were considering interviewed us both and eventually made offers to us both.

From this experience, the most important lesson my husband and I learned was to communicate as much as possible, preferably before a decision is upon you. You need to have open conversations about your future goals, priorities, and preferences. Where you would like your career(s) to go? What hopes you have for your future life together? Also keep in mind that there is a good chance that one of you may end up making professional sacrifices for your common goals. You’ll need to ask the question: Who is willing to make the sacrifice at this point in their career?

1.2.3 DETAILED QUESTIONS AND SUGGESTIONS TO CONSIDER

1. A number of creative strategies have been developed for work/life balance, especially for dual career couples. Can you explore the possibility of:

• job placement assistance for your spouse/partner?

• dual career couple hires?

• maternity/paternity leave?

• stopping the tenure clock?

• job sharing?

2. Do you have a plan for when you will bring up the dual career issue in the job hunt process? After you have accepted an offer is too late. Depending on the circumstances, during the interview or the negotiation process will be most appropriate. Who can you consult with to determine the best timing for your situation?

3. Have you had an open discussion with your partner about:

• who’s career takes priority in what circumstances and time frames?

• how will you negotiate job offers?

• how will family responsibilities be balanced with your career(s)?

• what is your back up plan if tenure is not obtained?

4. Are you and your partner in a agreement about the area of the country, size of city/town, and type of community you are comfortable living in? Have you considered the availability of day care and the quality of the school system?

5. At some point in your career, you may be approached by another institution or actively seek an outside offer. You may want to consider:

• Will your current department look at the offer in a positive or negative light?

• Will an outside offer hinder or help your tenure case?

• Are you really willing to leave your current institution?

BIBLIOGRAPHY

TOUGH QUESTIONS ABOUT WHY YOU ARE HERE

M.N. Bushey, D.E. Lycon, P.E. Videtich, How To Get A Tenure-Track Position At A Predominantly Undergraduate Institution, Council on Undergraduate Research, Washington, DC, 2001.

“The Carnegie Classification of Institutions of Higher Education,” The Carnegie Foundation for the Advancement of Teaching, http://classifications.carnegiefoundation.org/index.php (Accessed 11/11/09).

A. B. Ginorio, Warming the Climate for Women in Academic Science, Association of American Colleges and Universities, Program on the Status and Education of Women, Washington, D.C., 1995

“Jobs,” The Chronicle of Higher Education, http://chronicle.com/jobs (Accessed 11/11/09).

J.M. Lang, Life on the Tenure Track: Lessons from the First Year, Johns Hopkins University Press, Baltimore, MD, 2005.

J. D. Spector, Guide to Improving the Campus Climate for Women Commission on Women, University of Minnesota, Minneapolis, MN, 1993.

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¹ “The Carnegie Classification of Institutions of Higher Education,” The Carnegie Foundation for the Advancement of Teaching, http://classifications.carnegiefoundation.org/index.php (Accessed 11/11/09).