Preparing for a faculty position

Professor Sharan MajumdarDepartment of Atmospheric Sciences

Career Development Workshop, 3/27/15

The early career track

1. Ph.D. / Postdoc years2. Faculty application and interview3. The tenure track

Final 3 years of a Ph.D.

• Focus on scientific writing skills• Start thinking of research in terms of

publishable papers• 3 first-authored papers from Ph.D. research is

typical, plus perhaps 1-2 minor author papers• By the time you graduate, you know more

about your dissertation topic than anybody in the world!

Postdoc applications

• Some postdoc programs are nationally recognized– NSF– NCAR Advanced Study Program– NOAA Climate postdocs– Similarly in other fields

• Advisor or committee members can help, many postdocs are through word-of-mouth

• Important to have strong postdoc mentor

Postdoc

• Typically 2-3 years• Best years of a research career!• Focus on papers, extending research beyond

Ph.D. dissertation and advisor• In final year, write a proposal or two with

mentor if possible• Start applying for jobs• Build contacts!

Small things matter

• Presence at conferences – not only giving a good talk, but talking to people at coffee breaks, happy hours, dinners etc– People enjoy being asked about their work!

• Give a favorable impression to external visitors who come to RSMAS for seminars etc.

• Both general and specific questions are good• Build a strong website, showcase your talent!• ‘Familiarity’ can help down the road …

Seminar tours

• If on a conference / visiting family / friends – ask a relevant nearby department or research lab if you can give a seminar– Advisor/colleague can help– Sometimes dept/lab can pay … or pay yourself!

• Captive audience for an hour, meet colleagues• Good practice for interviews etc.• Looks impressive on CV

Faculty positions

• Research universities (such as UM/RSMAS)– Direct extramurally funded research program– Scholarly productivity – lead author on papers – M.S. and Ph.D. students– Develop into a leader in your research field– Teach 1 course per semester

• Teaching universities– Teach 2-3 courses per semester– Less emphasis on research, graduate programs

Faculty Applications: Stand Out!

• 50-100 applications shortlist of 10 for whom references are sought 3-5 interviews

• Cover letter• CV– Peer-reviewed publications are key– Conferences, seminars, awards, funding, …

• Strong reference letters (from well-known faculty/scientists)

Faculty Applications: Stand Out!

• Research Interests– Depth of research– Versatility, ability to broaden research portfolio – ‘Fundability’– ‘Research fit’ for the department

• Teaching Interests– Statements in applications often generic– Relate teaching experiences to date (TA etc)– How to advance department’s academic programs

Evaluation criteria• Level of scientific excellence as demonstrated by

productivity and innovation• Potential to attract extramural funding to support a

robust research group including graduate students • Potential to make major scientific advancements• Scientific vision• Leadership experience or potential• Ability to communicate effectively across disciplines• Breadth of interests and collaborations• Teaching ability at graduate and undergraduate levels• Ability to ‘stretch’ the department’s identity

The interview

• 1-2 days• Interviews with faculty members and dean• Lunch/dinner with faculty/students• 1-hour seminar• Possibly a class

• Enjoy it – and read up on the department, programs and faculty members beforehand!

The interview

• Does the candidate have a clear vision?• Does the candidate have good communication

skills?• Will the candidate be a good colleague?• Will s/he interact productively with students?

Red Flags!

• No reference letter from advisor / mentor• Lack of papers published / in press in peer-

reviewed journals• Lack of ‘homework’ on department, faculty …• Too shy or confident in interviews• Poorly put together seminar

The job offer

• Salaries often standard, not easily negotiable• Negotiate– Start-up funds for postdoc, graduate students,

equipment, travel– First semester free of teaching

Tenure-track (Assistant Prof.)

• Hit the ground running!• Focus on building research lab– Finish papers from Ph.D. / postdoc years– Funding for instrumentation, postdocs, students– Obtain grants as PI– Young Investigator programs (e.g. NSF CAREER)– Additional grants as Co-PI

Tenure-track (Assistant Prof.)

• Keep publishing in top journals• Carve a niche in the field• Travel to conferences, workshops, seminars• Seek external collaborators• Be a solid and efficient teacher• A little ‘service’ is helpful– Organizing seminar series– Scribing notes during faculty meetings

Beyond tenure (Associate Full)

• Continue momentum with research lab• Become established as “go-to” leader in field• Take additional risks with research that can be

of high impact• More emphasis on service– National and international committees– Organizing workshops or conferences– Academic leadership (program director etc)

• Avoid ‘tenureitis’!

The downside

• Uncertainty during tenure-track clock– Small fraction of proposals gets funded– Will the research be publishable?• Most likely Yes• “Publish or perish” culture

– Will staff and students be successful?• Sometimes overwhelming workload– Need to do everything at once• Teaching, advising, proposals, papers, admin!

The upside

• Rewards of mentoring students at all levels• Can innovate in teaching• Ability to be PI, drive own research ideas, steer your

own direction throughout career• Job security after tenure• Friendly, collegial, ‘young’ environment which stays

refreshing with new people• Strong interactions with national and international

scientific communities• Minimal hassle with computer security, travel

restrictions etc.