teaching & research at undergraduate institutions ßmeets the candidate for lunch and talk about...

TEACHING & RESEARCHat

Undergraduate Institutions

TEACHING & RESEARCHat

Undergraduate Institutions

Shila GargDean of the Faculty

Professor of Physics

The College of Wooster, Wooster, OH

Shila GargDean of the Faculty

Professor of Physics

The College of Wooster, Wooster, OH

APS Career Session, March 2006

Where should you start?Where should you start?ß Learn more about the type of institutions - four

year vs. two year, private vs. public, religious,liberal arts, community college, etc.ß Make sure your interest matches the type of

school; understand the roles & responsibilities offaculty member at these institutions.ß What would an academic career at a four-year

institution look like? What is your long-termresearch plan?ß Where does Physics fit in a small school?ß Learn more about the job search process.

ß Learn more about the type of institutions - fouryear vs. two year, private vs. public, religious,liberal arts, community college, etc.ß Make sure your interest matches the type of

school; understand the roles & responsibilities offaculty member at these institutions.ß What would an academic career at a four-year

institution look like? What is your long-termresearch plan?ß Where does Physics fit in a small school?ß Learn more about the job search process.


Understanding Small CampusCulture

Understanding Small CampusCulture

Here is our President!


Private Liberal Arts Institutions-a glimpse

Private Liberal Arts Institutions-a glimpse

ß ~90% full-time faculty

ß Very few adjuncts

ß 1800 students, 150 faculty

ß Mostly residential

ß Diverse student body withinternationals & minorities

ß Excellence in teaching, and researchproductivity expected

ß Faculty involvement in campusactivities

ß Participation in community outreach

ß ~90% full-time faculty

ß Very few adjuncts

ß 1800 students, 150 faculty

ß Mostly residential

ß Diverse student body withinternationals & minorities

ß Excellence in teaching, and researchproductivity expected

ß Faculty involvement in campusactivities

ß Participation in community outreach


Campus LifeCampus Lifeß Faculty community at the College, beyond the departmentß Faculty Governance - committee workß Opportunity to hear faculty research talksß Discussion of Teaching Mattersß Science Round Table - for science faculty to share researchß Dissertation to Publication groupß Forum Series - Brian Greene, Jane Goodall, Azar Nafisi,

Freeman Dyson, Michael Moore, David Brooksß Great Decisions Series - World Political Issuesß Music, theatre performances, cultural activities, art museum,

varsity and intramural sports

ß Faculty community at the College, beyond the departmentß Faculty Governance - committee workß Opportunity to hear faculty research talksß Discussion of Teaching Mattersß Science Round Table - for science faculty to share researchß Dissertation to Publication groupß Forum Series - Brian Greene, Jane Goodall, Azar Nafisi,

Freeman Dyson, Michael Moore, David Brooksß Great Decisions Series - World Political Issuesß Music, theatre performances, cultural activities, art museum,

varsity and intramural sports


LIBERAL ARTSLIBERAL ARTS

ß educate rather than train

ß foundations of criticalthinking, intellectualskills, ethical judgment,and expanded culturalhorizons

ß education for life in aconstantly changingworld

ß educate rather than train

ß foundations of criticalthinking, intellectualskills, ethical judgment,and expanded culturalhorizons

ß education for life in aconstantly changingworld


ADVISINGADVISING

ß Assisting students in theexploration of educationalgoals and choice of amajor.

ß Increasing studentawareness of educationalresources on campus

ß Making learningappealing to the ‘deviced’students

ß Graduate programs,Fellowships, career advise

ß Assisting students in theexploration of educationalgoals and choice of amajor.

ß Increasing studentawareness of educationalresources on campus

ß Making learningappealing to the ‘deviced’students

ß Graduate programs,Fellowships, career advise


UNDERGRAUATE RESEARCHUNDERGRAUATE RESEARCHß Capstone Experience -

Senior Independent Studyß Summer research - NSF

supported REU & RUI,NASA, PRF, ResearchCorporation

ß College funds to hirestudents during the summerand school year

ß Support for conferencepresentations

ß Student co-authored papersin peer-reviewed journals

ß Capstone Experience -Senior Independent Study

ß Summer research - NSFsupported REU & RUI,NASA, PRF, ResearchCorporation

ß College funds to hirestudents during the summerand school year

ß Support for conferencepresentations

ß Student co-authored papersin peer-reviewed journals


Positioning yourself to succeed inan academic job search

Positioning yourself to succeed inan academic job search

ß What will make your application stand out?ß Why should your Cover Letter, C.V., and

Teaching Statement be noticed in a pool of>200?ß How can you have a successful interview?ß What is a realistic research plan?ß How to negotiate for start-up funds and

salary?

ß What will make your application stand out?ß Why should your Cover Letter, C.V., and

Teaching Statement be noticed in a pool of>200?ß How can you have a successful interview?ß What is a realistic research plan?ß How to negotiate for start-up funds and

salary?


Cover Letter & C.V.Cover Letter & C.V.ß Sell yourself!

ß Show that you understand thetype of institution.

ß Talk about what you have tooffer, why you are a goodmatch for the school, whatyour career plans are, yourinterest in students &teaching.

ß Range of courses you canteach with your strengths andaccomplishments in teaching.

ß Sell yourself!

ß Show that you understand thetype of institution.

ß Talk about what you have tooffer, why you are a goodmatch for the school, whatyour career plans are, yourinterest in students &teaching.

ß Range of courses you canteach with your strengths andaccomplishments in teaching.


Cover Letter & C.V.Cover Letter & C.V.ß Learn about the institution - do your homework!

Find out about the department and its activities.ß Refer to anything you may know about the

institution in your cover letter - perhaps a graduateyou have met or a faculty member’s work.ß Explain why you are interested in a job there.ß Talk about your aspirations and preferred career

trajectory.ß Indicate possible courses you would like to

develop & include your teaching related materials.ß List research projects that can involve

undergraduates.

ß Learn about the institution - do your homework!Find out about the department and its activities.ß Refer to anything you may know about the

institution in your cover letter - perhaps a graduateyou have met or a faculty member’s work.ß Explain why you are interested in a job there.ß Talk about your aspirations and preferred career

trajectory.ß Indicate possible courses you would like to

develop & include your teaching related materials.ß List research projects that can involve

undergraduates.


InterviewInterview**Dual Identity - departmental & institutionalFind out as much as you can about everyone you will

meet during the interview.Department:ß Interest and background to teach a variety of courses &

labsß A realistic research plan & projects suitable for

undergraduatesß Interest in mentoring students outside of the classroom

Institutional Identity:Teaching Staff & Tenure or Hiring Faculty

Committee:ß Observes class and research presentations

**Dual Identity - departmental & institutionalFind out as much as you can about everyone you will

meet during the interview.Department:ß Interest and background to teach a variety of courses &

labsß A realistic research plan & projects suitable for

undergraduatesß Interest in mentoring students outside of the classroom

Institutional Identity:Teaching Staff & Tenure or Hiring Faculty

Committee:ß Observes class and research presentations


InterviewInterviewß Meets the candidate for lunch and talk about the

review/tenure processß Primarily the Committee will look for institutional

match & collegiality

ß Administration--looks forß Intellectual depth & vigorß Willingness to engage in the intellectual life of campusß A good match for the department’s needsß Alignment of your career goals with what the

institution can offerß Willingness to teach First-Year Seminar or inter-

disciplinary college-wide requirement

ß Meets the candidate for lunch and talk about thereview/tenure processß Primarily the Committee will look for institutional

match & collegiality

ß Administration--looks forß Intellectual depth & vigorß Willingness to engage in the intellectual life of campusß A good match for the department’s needsß Alignment of your career goals with what the

institution can offerß Willingness to teach First-Year Seminar or inter-

disciplinary college-wide requirement


QuestionsQuestionsß Ask about teaching loads,

what courses you arelikely to teach in the first-year, and demographics ofstudent body.

ß Ask about support forteaching and research atthe institutional level,software, IT support, techsupport.

ß Ask what it takes to gettenure at the institution.

ß Ask about family-friendlypolicies.

ß Ask about teaching loads,what courses you arelikely to teach in the first-year, and demographics ofstudent body.

ß Ask about support forteaching and research atthe institutional level,software, IT support, techsupport.

ß Ask what it takes to gettenure at the institution.

ß Ask about family-friendlypolicies.

Ask Questions! It is not good ifyou have no questions about theplace at all.


Job TalkJob Talkß Research Presentationß Know your audience! Ask the chair of the search

committee at what level to aim the talk - are you talkingto the faculty or students or to both?ß Include examples of research questions/projects that are

do-able at a small institution.ß In preparing the presentation, motivate the project,

present the big picture of where the field is going andwhy your work is important, give a lot of examples,context within which the future development of theproject is important, etc.

ß Research Presentationß Know your audience! Ask the chair of the search

committee at what level to aim the talk - are you talkingto the faculty or students or to both?ß Include examples of research questions/projects that are

do-able at a small institution.ß In preparing the presentation, motivate the project,

present the big picture of where the field is going andwhy your work is important, give a lot of examples,context within which the future development of theproject is important, etc.


Teaching PresentationTeaching Presentationß (real or mock)ß Understand your assignment clearly! Is this an on-

going class? How may students? Will the hiringfaculty committee be present? What can youassume about where the class is? --get access tosyllabus, textbook, so you know where your lecturefits in.ß Find out if there is a computer/projection system in

the room and communicate your need fortechnology clearly. If possible, check it out beforethe actual class meets.

ß (real or mock)ß Understand your assignment clearly! Is this an on-

going class? How may students? Will the hiringfaculty committee be present? What can youassume about where the class is? --get access tosyllabus, textbook, so you know where your lecturefits in.ß Find out if there is a computer/projection system in

the room and communicate your need fortechnology clearly. If possible, check it out beforethe actual class meets.


Teaching Presentation - continuedTeaching Presentation - continued

ß If an introductory class, make use of simpledemos (ask the chair about what thedepartment has for the particular topic -- he/shewill be happy to show you!) Show interest andnot nervousness.ß Understand that it can be awkward since you

do not know the names of students. But don’tbe afraid to call on them & ask them fornames.ß Make sure you make eye-contact with the

students; do not ignore puzzled looks, raisedhands, or questions.

ß If an introductory class, make use of simpledemos (ask the chair about what thedepartment has for the particular topic -- he/shewill be happy to show you!) Show interest andnot nervousness.ß Understand that it can be awkward since you

do not know the names of students. But don’tbe afraid to call on them & ask them fornames.ß Make sure you make eye-contact with the

students; do not ignore puzzled looks, raisedhands, or questions.


Teaching Presentation - continuedTeaching Presentation - continued

ß Try to be as interactive as possible. Try not to justlecture for 50 minutes straight, even if it is brilliant!

ß Aim it at the right level.

ß Allow time to synthesize the lecture and to ask forquestions or the ‘muddiest point.’

ß Try to be as interactive as possible. Try not to justlecture for 50 minutes straight, even if it is brilliant!

ß Aim it at the right level.

ß Allow time to synthesize the lecture and to ask forquestions or the ‘muddiest point.’

ß Never go over time!


When the offer is madeWhen the offer is made

ß How to negotiate?ß Do your homework and find out any data on starting

salaries in like institutions.

ß Ask about faculty development opportunities,conference attendance, course-release, grant-writingsupport, etc.

ß Talk to the dept. chair about what is reasonable to askas start-up funds for equipment & computers.

ß Be realistic in what you ask for and balance with whatyou need to start a research program.

ß How to negotiate?ß Do your homework and find out any data on starting

salaries in like institutions.

ß Ask about faculty development opportunities,conference attendance, course-release, grant-writingsupport, etc.

ß Talk to the dept. chair about what is reasonable to askas start-up funds for equipment & computers.

ß Be realistic in what you ask for and balance with whatyou need to start a research program.


Early CareerEarly Career

ß Participate in mentoringprograms

ß Balance the competingdemands on your time

ß Develop a publishableresearch program

ß Write external grants

ß Make use of facultydevelopment opportunities

ß Participate in mentoringprograms

ß Balance the competingdemands on your time

ß Develop a publishableresearch program

ß Write external grants

ß Make use of facultydevelopment opportunities


TEACHING PHILOSOPHYTEACHING PHILOSOPHYß Sage on the stage or guide

on the side?ß Teaching or Learning

centered?ß Articulate your teaching

goals, your strengths, yourstyle, your strategies forstudent learning

ß How will you activelyinvolve students inlearning?

ß Are you familiar withinnovative pedagogies inPhysics?

ß Sage on the stage or guideon the side?

ß Teaching or Learningcentered?

ß Articulate your teachinggoals, your strengths, yourstyle, your strategies forstudent learning

ß How will you activelyinvolve students inlearning?

ß Are you familiar withinnovative pedagogies inPhysics?

“I can not teach anybody anything, I canonly make them think” - Socrates


TEACHING PREPARATIONTEACHING PREPARATIONß Workshops for Teaching

& Course-designß Preparing Future Facultyß Maintain a Teaching

Portfolioß Learn about innovative

pedagogies :ß Problem-based learningß Peer-instructionß Course-embedded researchß Discovery-based learning

ß Workshops for Teaching& Course-design

ß Preparing Future Facultyß Maintain a Teaching

Portfolioß Learn about innovative

pedagogies :ß Problem-based learningß Peer-instructionß Course-embedded researchß Discovery-based learning

“A teacher affects eternity; he can never tell where his influence stops.” Henry Adams


Planning Your ResearchPlanning Your ResearchBeing active researchers inspires us to be better teachers

ß “I have been a teacher for so long that it hasbecome the framework for my intellectual life.To teach well, I must stay abreast ofdevelopments in my field. To be an effectiveIndependent Study adviser, I must alsomaintain and continuously enhance myresearch program” - Mark Wilson, Geologist

ß “I have been a teacher for so long that it hasbecome the framework for my intellectual life.To teach well, I must stay abreast ofdevelopments in my field. To be an effectiveIndependent Study adviser, I must alsomaintain and continuously enhance myresearch program” - Mark Wilson, Geologist


Planning Your ResearchPlanning Your Research

ß Can be cutting-edgeand original

ß Grant matching

ß Support for grant-writing

ß Start-up funds,continued support

ß Course-release

ß Research Leave

ß Can be cutting-edgeand original

ß Grant matching

ß Support for grant-writing

ß Start-up funds,continued support

ß Course-release

ß Research LeaveScanning probe Microscope


Planning Your ResearchPlanning Your Researchß Carve out time during

summers and breaks towrite papers & grantproposals.

ß Look for collaboratorsat nearby universities.

ß Attend professionalconferences.

ß Try to define projectsthat can be done withthe least amount oflearning curve forundergraduates.

ß Carve out time duringsummers and breaks towrite papers & grantproposals.

ß Look for collaboratorsat nearby universities.

ß Attend professionalconferences.

ß Try to define projectsthat can be done withthe least amount oflearning curve forundergraduates.Liquid Crystal Research Lab


Some Successes at Wooster’s PhysicsDepartment

Some Successes at Wooster’s PhysicsDepartment

ß Don Jacobs is the recipient ofthe American Physical Society's2000 prize for Research in anUndergraduate Institution

ß John Lindner’s research hasappeared on the covers ofNature (30 November 1995),Physics Today (March 1996),Science News (13 April 1996),and on the annual calendar ofthe American Physical Society(1998)

ß Don Jacobs is the recipient ofthe American Physical Society's2000 prize for Research in anUndergraduate Institution

ß John Lindner’s research hasappeared on the covers ofNature (30 November 1995),Physics Today (March 1996),Science News (13 April 1996),and on the annual calendar ofthe American Physical Society(1998)

ß We have run an NSF REUsite with 10 undergraduatesfor the past 12 summers.

ß We have published over21 student co-authoredpublications in peer-reviewed journals & 42conference papers in the last10 years.

My Colleagues:


Good Luck!

teaching & research at undergraduate institutions ßmeets the candidate for lunch and talk about...

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