Question #1: I was a tenure-track assistant professor at a Research I University, but was denied tenure. I moved into a role at another Research I University that is a combination of administrative work, teaching, and academic advising, but does not include a research component (i.e., I am not evaluated on research). Because of this, I don’t have a record of publications for about 10 years. However, I am engaged in a new research project that I am very excited about and try to work on it when I have time. It has resulted in several conference presentations and an invited talk, but has not been published yet. I am currently applying for tenure-track assistant professor positions at smaller liberal arts colleges, where the emphasis is on teaching and service. I have a significant amount of program administration, academic advising, internship coordination, and teaching experience and strong teaching evaluations. How would this break in my publishing be viewed, in light of my current position (i.e., one in which research is difficult to accomplish)? I explain it in my cover letter, but am wondering if tenure-track positions are out of reach at this point.
Answer 1A:
The employment ads should dictate what they are looking for in a new colleague. Institutions that focus more on teaching will say that is what they are seeking, while, as you know, R1’s tend to state something like, “strong publishing history and grant management.” Therefore, I would not view your publishing gap as a problem for a more teaching-oriented institution—they are not seeking that, necessarily. The lack of recent publications is even less important, in my opinion, as you are involved in a promising active research project.
You would, however, benefit from detailing how your administrative, advising, and of course teaching experience would benefit their students/faculty/department. Specifically, how your teaching has evolved, etc. If you have not already, I would suggest compiling a teaching portfolio that would include: teaching philosophy, student evaluations over time (with your responses to a few common “issues”), assessments of your own teaching with the associated instruments, and any peer evaluations that have taken place. Importantly, regarding both student and peer teaching evaluations seek out the critiques and respond to them—as opposed to acknowledging that everyone says “professor is the best.” Responding to student and peer concerns about how fast you move through material, the quizzes being too hard, or unclear assignments (among other critiques) demonstrate that you are aware of students needs and how you plan to respond (provide clearer assignments, etc.). It has been my experience that being explicitly responsive to student needs is more desirable at teaching-institutions, R1s would also like that quality—but grants and pubs come first, they need to maintain their status as R1 Institutions. It is perfectly fine to note that the means of your student evaluations are above the means of the college/department—but the key, to me, is to document your ability to identify any weaknesses (that we all have!) and state how you will work to do better.
That said, I do not think that a tenure track position is out of reach for you. Be sure to tell any prospective employer what you can bring to the table. There are plenty of departments that have an un-advertised need for a faculty member with some administrative background…that can be a real plus for your application! You have published, currently teach, advise, administer, and are working on more research…that’s a pretty darn good package to offer!
It is worth noting that many (most?) non-R1 institutions increasingly want their faculty to seek out grants and publish. My institution was once very-teaching-oriented, but is seeking to increase its research output. In the past year we have begun our first doctoral program, instituted a few masters programs—with more anticipated in the future. I say this because I suspect current baccalaureate institutions will move towards a greater emphasis on research.
Answer 1B:
From what you have described of your career path until now, it seems that research/scholarship has been neither your focus nor your strength. That you are now seeking a tenure-track position that does focus on your successes seems a realistic and positive move. That you have found a project that excites you and that is now providing you with a research agenda is, of course, personally fulfilling as well as academically/professionally promising, but it seems ancillary to your core attributes as a candidate. You must be aware of the difficulties colleges and universities are facing with tenure-track positions, as their numbers drop amidst austerity measures and changes in the culture of teaching. You wisely choose to focus on small liberal arts colleges that you know will value your skill and experience in teaching, administration, and advising. If you are careful to match your CV to the requirements of such positions as you make your applications, and emphasize the value-added benefit of extensive experience that you bring to what is really an entry level position, you may find a good fit. One caution: you will be competing with newly-minted PhDs or ABDs as you apply for assistant professor positions, and they may not have the salary expectations that you may have after what seems like 15 or more years since your PhD. I would make two suggestions: 1) that you look for an administrative position – dean of students, career resources, advising, student affairs – in a small liberal arts college where your teaching and administrative experience so far would shine, and you could negotiate a faculty appointment as well and so could still do some teaching, which you seem to enjoy. Or 2) look for a tenure-track position in a small college where your excellence and extensive experience in teaching will be welcome and your administrative maturity can be a bonus you can emphasize to distinguish yourself from less experienced candidates. Best wishes in your search.
Question #2: I went on the job market this year and did not do very well. I applied to six universities and did not receive any individualized response from any of them. I’m discouraged, frustrated, and am not looking forward to going on the market again this fall. What can I do to improve my prospects for this fall? Is it appropriate to contact the places I applied to get feedback?
Answer 2A:
I was on a tenured faculty search committee for another department last year, we had 91 respondents. We did respond to all 90 of them that were not hired with largely a form letter. Is this the best way to professionally respond to applicants? Probably not, and it may not really be a human way to deal with people’s lives. Our human resources department, and perhaps yours too, has protocol in place how to communicate with applicants—and it is cold, impersonal, less than informative, but is legally defensible (if you get my meaning there). I would not advise you to contact the search committee chair to ask why you were not chosen for a particular position. I know that our human resources department has canned phrases for such queries—“other candidates matched the department’s needs better,” etc. which will not tell you much anyway. Now, if you believe that your status in a protected class may have been a reason for your disqualification that is another matter.
For the next job-search season I’d broaden your search (depending of course on your ability to move/etc.) geographically, type of institution, etc. Any institution that you think could benefit from your skills and experience is a valid place to apply. From small-town college, to urban satellite campuses, to state and federal jobs, to international opportunities—these are all potentials. During my last job search in 2009 I applied at more than 40 institutions—is this a lot? Too few? It is not meant as a guide, but meant to illustrate that the job-search is, in part, a numbers game. You need to get your name out there to as many viable positions as possible to get “hits.”
Answer 2B: It is perfectly appropriate to contact people to get feedback, especially once you figure out you’re not still in the running and just show you want to understand your own weaknesses. You can improve your prospects by putting together a solid application that is honestly, truly you.
Waiting is the hardest, especially in a culture dominated by pressure to get things done. Don’t try to accomplish anything further at the moment. Suppose we at least figure out how you can promote what you have already first. I take you at your word that you have long and valuable research experience to add to the imagination that underlies your proposed research. Ultimately, I know and wise employers know that “scholarly prospects” are highest for young people with fresh ideas and disciplined, socially significant command of their methods. In my experience, small liberal arts college programs know it a lot more readily and often than research I universities because they are more concerned with whether their new colleague will excite students.