July 27, 2005

Who Are You?

By David B. Rivers

So you think you want a career in academia? Have you thought this through?

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Don’t get me wrong; I’m not trying to talk you out of it – just making sure you know what you want. You wouldn’t just forge ahead after graduate school by naively entering the job market, applying for any and all posted positions, and requesting a multitude of recommendation letters, without performing some type of self-assessment – right?

Unfortunately, academics answer Yes more often than might be expected. In many cases, they leap toward academic careers, ignoring somewhat painfully obvious advice and warning signs — that they are not suited for this path, or the goal of teaching or research is wrong for them. Why does this happen? There is an unspoken pressure or obligation to seek employment in academia after graduate training. That is what you are supposed to do, and if you don’t, it’s an embarrassment and you’re a disappointment.

Obviously this view is false, but the feeling lives on because few individuals spend any quality time thinking about what type of job they want, in or out of academia, early in their careers. In my first job hunting experience, I barely considered the type of position that I wanted, or even whether academia was the right career choice for me and my family. Was I even qualified for the jobs I was applying for? Well, I didn’t have to wait long for the answer to the last question, as the rejection letters came fast and furiously.

As I matured (somewhat) professionally, I finally devoted time to the question of whether I definitely wanted a career in academia — I was sure the answer was Yes — and what type of academician I wished to become. This latter question, and my response to it, eventually led me to pursue a position that combined strong research opportunities with undergraduate education.

Reflecting back on this choice, I made the correct one. Correct for more than just professional reasons — also for my family and the quality of life we wanted together. For me, it has led to a sense of fulfillment from doing what I love, and being good at it. But it took me a few false starts to get there. From conversations with colleagues, friends and even job applicants, I believe many are not content with their life in academia. When many academics give an honest assessment of life in their shoes, the description often lacks enthusiasm, excitement or any trace of inspiration to an eager ear hoping for guidance.

What I think lies at the heart of the problem is the failure to address one question: What type of academic does each person want to be? I know I never examined the question when first applying for jobs, and as a result I pursued the “dream job” at research institutions that I wasn’t suited for. Do others start down the path of becoming a faculty member without knowing that it is the right one for them, without feeling the “call” to teach, to be engaged in meaningful scholarship, to shape the minds of young adults? Unfortunately, yes, and I’d like to offer a few words that might get you thinking about how to be sure, or at least surer.

The Right Job, Not Just Any Job

I do not profess to have some great wisdom about academia that others before me have lacked. In fact, my observations and the advice I offer may be blatantly obvious. However, I have seen during my 17 years in academia that just because the solutions seem like common sense does not mean they will be followed.

First, most persons in academia do not reflect on who they are or where they are heading with an academic career until they begin assembling their tenure document (yes, the tenure document). It is not until the heart of the tenure process — five to six years after accepting the initial appointment — that many individuals finally begin to think about teaching and research philosophies, approaches to student development, commitment to the institution, and the college’s or university’s commitment to them. Five or six years before they reach this point of finally assessing whether this is the type of academician they want to be.

This lies at the core of my second observation: When applying for academic positions immediately after graduate school or a postdoctoral experience, most individuals are so focused on landing a job, any job, that they pay very little attention to the schools or positions to which they have applied. Location of the school may have been considered, but that’s about it. I understand this approach and philosophy well; after tirelessly scouring the job ads each week for months, you do not hesitate to crank out the application materials within moments after discovering a match — even a distant one. The idea of having enough money to purchase foods other than saltine crackers, Pop-tarts, and Ramen noodles is your driving force. I know the feeling.

The unfortunate result for many adopting this search strategy is that they become frustrated and even angry with each rejection letter or unsuccessful interview. Even worse, though, is the scenario in which the person gets hired for a position and then realizes it is not at all what he or she wants. Depending on the circumstances, this individual may find it difficult to find another position, because he or she is trying to leave another. Or the person may leave academia all together, a trend that is becoming increasingly more common. For most, the problem could have been avoided from the onset, before the first appointment.

As a graduate student and/or postdoc, the training focuses on research. Teaching experiences are typically limited to being an assistant for a laboratory course, preparing a few lectures, or doing general secretarial help (e.g. grading, etc). Some schools have developed elaborate training programs for college teaching, but few graduate students are exposed to this type of training. For those with very limited exposure to teaching, how could they possibly be sure that a teaching career is for them?

The answer is simple: They don’t. So seek opportunities to teach a course. If they’re not available in your department or on campus, look for adjunct opportunities at a local community college. Once you’ve done that, decide whether you liked it. Be honest. If yes, try it again to make sure. After that course ends, determine what you thought of the workload. Being the sole instructor requires a tremendous amount of effort in preparing for class, grading, advising and mentoring, on top of departmental responsibilities and research. Can you imagine teaching 1, 2, or 3 courses a semester, every semester? Add to this the type of student that you most enjoy working with: graduate versus undergraduate, 2-year vs. 4-year programs, and private vs. public institutions. The type of student typical of each program is distinct; do not ignore these differences when making career choices.

If you make the mistake that some do — continuing to accept postdoctoral positions while waiting for a teaching position — it becomes increasingly difficult to convince an undergraduate department that you want to teach, if you even get on the interview list. A better path is through visiting assistant professorships (VAP), teaching postdocs or other forms of faculty apprenticeships. Through a VAP, for example, you gain valuable teaching experience, maintain an active research program, get a taste of campuswide service, and engage in departmental roles like advising and curricular review or revision. These positions were designed to offer an opportunity to someone with very limited teaching experience while also providing mentoring from seasoned colleagues. It’s on-the-job training at its best.

It is just as conceivable that you do not like to teach, or want to do so only in a limited role. Some reach this conclusion after a teaching assistantship. A distaste for teaching is perhaps to be expected in individuals who felt ‘forced’ into the position as a graduate student. But as I mentioned earlier, a traditional teaching experience in graduate school usually does not provide enough opportunity to teach at the college level to gauge whether you like it or not. Get more information for assessment by trying again – only this time, in a setting where you are the sole instructor. Then, if you clearly hate teaching or like it only in moderation, don’t pursue it.

Obvious, right? Perhaps, but people often ignore the obvious. For some, desperation surfaces because the person needs a job, and will accept anything available. When your desire is predominantly research, accepting a position with heavy teaching responsibilities is a recipe for disaster. You may need a job, but picking a position you don’t want leads to dissatisfaction. If your appointment calls for spending half or more of your time and effort on teaching, how much and what type of research will you accomplish during any given day or week? Not enough to meet your desire. You will always feel that nothing gets completed, brewing frustration. And no doubt eventually you will begin to become vocal about your discontentment, a process that can alienate you in your department. I’ve witnessed it.

Of greatest concern are the students. If college teaching is not your passion, it will be apparent. Ultimately, accepting the wrong position will be doing a disservice to the students who are there to learn (hey, there are some!), and receive advice and mentoring from you. Job selection in academia has a trickle down effect, because no matter what type of position you land, your performance has a direct impact on the lives and education of many students.

If you spend the time early in your career to reflect on who you are, if you want to go in academia, and if so, where, you will not become disenchanted. Rather, you will probably secure your dream job and undoubtedly enjoy what you do and be very good at it.

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