A1. Begin with the End in Mind: Envisioning Your Academic Career throughout Your Graduate Career
Ever felt "behind" before you even got started? It is a common feeling for graduate students in the busy world of academe. Finishing your degree and moving on in your career are challenging enough without the added anxiety of wishing you had done more and known more about those next steps during your graduate studies. This session will address the development of a personal "career curriculum" to coincide with your graduate school curriculum. Come get your warning, but also advice and encouragement, and hear what Baylor has to offer to help, including an overview of the rest of the PROFF workshop series, with our recommended order.
A2. Finding Fit: Knowing Yourself and Your Academic Job Options
While you may sometimes think you would be willing to take any job you can find in a tough market, "good fit" matters. A number of factors influence discernment of the best academic setting(s) to pursue for employment: professional interest, personal circumstances and temperament, to name a few. In this session, you will explore various types of work you might consider, how to research potential employers, and receive an overview of what's available in the market of academia.
A3. Alternative Paths: Non-Faculty Areas of Employment and Service
Semester after semester of classrooms full of students, syllabi and assignments, office hours, and a departmental committee here and there: employment as full-time faculty is not the only career path after your doctoral education. Professional interests, personal circumstances, particular skills and talents, and external factors are just a handful of the conditions that lead to employment outside the academy or inside the academy fulfilling roles other than teaching. Are you contemplating an alternative path? Come learn about the challenges, opportunities and special characteristics of job searches and early career development in non-faculty employment from a panel of those who have taken a different route.
B1. Seek and Find: An Overview of Applying for Academic Employment
Securing employment in the academic world often means making the most of every opportunity you are given during the job search process. This session addresses the most active phase of the academic job search process: finding potential positions, parts of the application packet, the academic job search "season," common practices, hints for procuring good reference letters, and other tips for job searches.
B2. Compose Yourself: Preparing Your Curriculum Vitae and Cover Letters
The curriculum vitae (CV) has for years been the basic "unit of currency" in academic hiring and career development. At its most fundamental, the CV establishes your credentials, qualifications and experience. But can a CV do more? How can your CV and cover letter work together? This workshop teaches the considerations of both content and structure in CVs and cover letters that apply in different situations. Bring your CV, because most of this workshop will consist of personal consultation with faculty.
B3. In a Class of Your Own: Writing Your Statement of Teaching Philosophy
What is a teaching philosophy, and why do I need to have one? Articulating your own teaching philosophy to students and colleagues enriches the learning environment. Moreover, more than half of advertisements for faculty positions now require applicants to submit a statement of teaching philosophy. Come and learn about this vital ingredient in your teaching portfolio, and receive hands-on help in drafting your own statement in the session.
C1. On the Trail and At the Table: The Substance and Style of Interviewing
Eventually, paperwork gives way to people work, and the academic job search turns to interviews and campus visits. This workshop focuses on the interviewing phase of the academic job search. You will learn about different types of interviews, multiple rounds of interviews, on-site visits, employer/applicant expectations, and protocol. What can you do to avoid common pitfalls and put your best foot forward? The session closes with a word on what to wear, and serves as a springboard for the next session, the mock interviews.
C2. Practice Makes Perfect: Mock Interviews
Stimulate your job search preparation by participating in a simulated committee interview. You choose the position (hopefully one you are actually applying for), and we gather a mock hiring committee made up of volunteer faculty and administrators who will interview you for it. The interview lasts 40 minutes, immediately followed by a 20-minute debriefing between 'candidate' and 'committee' to discuss strengths and areas for improvement. The entire session (interview and debriefing) lasts one hour and a video recording of the session is provided to the participant for further review. (Note: Participants must attend "On the Trail and At the Table" prior to the mock interview event.) Please note: These mock interviews are for people pursing faculty positions only. Those interested in non-faculty positions should contact the Office of Career and Professional Development to set up a mock interview.
D1. Sealing the Deal: Negotiating the Job Offer
You have finally received an offer. Now what? The tables have turned, and it's time for you to ask some critical questions. Before accepting the offer you need to clarify and negotiate the terms of the position. What is an appropriate salary? What is the expected teaching load? What are the tenure requirements? What are the benefits? Etc. This workshop covers what questions to ask, how to ask them respectfully, whom to ask, when to ask them, and how to evaluate the offer in terms of your priorities.
D2. Primed for Success: Becoming a 'Quick Starter' in Your First Academic Job
Some new faculty enter their work situations and soon their careers are energizing and productive. Others become frustrated, unproductive, and burn out quickly, leaving behind a trail of effort without success and ill feelings toward institutions or even the whole idea of a profession in higher education. This session draws upon research and reflection on these two diverging experiences. What differences lie behind them? There are skills and working styles evident in quick starters that you can use to help yourself as new faculty.