THE SCHOOL OF INTERDISCIPLINARY AND GRADUATE STUDIES CAREER COLLOQUIUM Saturday, August 3, 2013 9am-1pm
WELCOME!
Getting Settled & Schedule for the Day Introductions Transferable Skills: Teaching, Research, & Service The Job Materials Break The Job Search The Job Talk Making a PLAN SCHEDULE FOR THE DAY
Name Program Where you are in the program 1 skill you ve learned during your graduate school experience INTRODUCTIONS
Transferable Skills http://www.flickr.com/photos/85128884@n00/
What Are Transferable Skills?
Why Are Transferable Skills Important? Decrease in funding for higher education Reduction in permanent positions Increase in Graduates Training Interests Economy
What are YOUR Transferable Skills? 1. Review the list of transferable skills identification. 2. Take 10 minutes and review the list, identifying those skills that you think you have (regardless of where you learned them). 3. Take 3 minutes and review the skills. Identify those that fit these descriptions: Skills you have developed or refined in graduate school Skills you want to develop or refine Skills you think would be valuable in the job market
What Employers Want 1. Ability to work in a team structure 2. Ability to verbally communicate with persons inside and outside the organization 3. Ability to make decisions and solve problems 4. Ability to obtain and process information 5. Ability to plan, organize, and prioritize work 6. Ability to analyze quantitative data 7. Technical knowledge related to the job 8. Proficiency with computer software programs 9. Ability to create and/or edit written reports 10. Ability to sell or influence others. -2012 National Association of Colleges and Employers (NACE) Job Outlook Survey
Using Transferable Skills Today
The Academic Job Search: The Job Materials Dr. Beth A. Boehm, Dean School of Interdisciplinary and Graduate Studies
From the beginning You are preparing for the job search from the day you begin graduate school Your choice of MENTOR matters: cultivate a professional relationship and ask for advice NETWORK: join professional and scholarly associations; attend presentations by faculty and visiting scholars; participate in electronic discussion lists; attend conferences, with and without your mentor. PRESENT and PUBLISH your work if you can so others know your work
What s a perfect match? Before applying, I did not think that I really wanted the job that I currently hold. I didn t know much about the institution and wasn t sure it was the right fit for me. I applied, worked my through the rankings, and found out the institution was the perfect match for me.
Teaching versus Research? I was burned out on research when I started looking for my first academic job. I decided to look at primarily undergraduate institutions so I could focus on teaching. I still have opportunity for research, but I don t feel like I m constantly fighting to get grants to get tenure, and the pressure just isn t as great.
Research versus Teaching? I haven t had much experience teaching, and I m really somewhat introverted. I prefer teaching one-on-one, and I think I d like the challenge of leading a research team. I ve had some experience as the lead graduate student in my mentor s lab, and I liked working with newer graduate students and undergrads. I m just not sure about having a heavy teaching load.
Personal Considerations After graduate school, my husband (not an academic) and I decided that we wanted to move back to the upper Midwest because we love it there and could be near our families. I began a location-based job search, but it was something my mentor discouraged. There were few PhD granting institutions in that region of the country, and he wanted me to get a job at a research I institution like the one I was graduating from. I felt like he was disappointed in me.
Beginning the Job Search Factors to Consider: Institution type Region of the country Partner s career To Do: Look at listings (journals, listserves, job-lists)at least a year in advance Talk to your mentor about where to search Read ads carefully for requirements
Assembling a Dossier A dossier is a collection of papers giving detailed information about a particular person. For a job search, it usually contains A curriculum vitae A cover letter Letters of recommendation (or names of references) It might also contain A statement of Teaching Philosophy A statement of Research Goals A writing sample
Curriculum vitae Curriculum vitae is Latin for course of life, and a c.v. should tell the course of your professional life: Name and contact info Education Professional Experience Publications Conference Proceedings/Conference Presentations Awards and Honors; Special Certifications or Professional Development Certificates References
Cover letter 1-2 pages, well-written, intelligent, and without errors or typos (HAVE OTHERS READ IT) Job you are seeking at the particular institution How experience matches job advertised Not a narrative restatement of c.v.; clarify an experience and explain how it would help in the position advertised Tailored to the particular institution and particular job Final paragraph should offer additional materials or web-address where teaching statement, writing sample, etc., can be found. Be sure to thank committee for its time in considering you.
Research Documents Dissertation Abstract One page description of dissertation showing importance of research. Clear what you did and why we should care. Write, rewrite, and seek critiques from your advisor as well as other faculty who do not know your research as well as your advisor does. Research Statement 1-2 page document describing what you will do with the dissertation and what your next project will be. Committees want to see that you are beginning to think of yourself as an independent researcher. Not all committees want this document, but writing it is great practice for the interview.
Teaching Documents Statement of Teaching Philosophy Brief essay describing what you do in the classroom to help students learn the material. General statements about style, focus on students, specific examples that illustrate your philosophy. If you ve participated in the GTA Academy or other teacher training, please say so. Teaching Portfolio Statement of Teaching Philosophy Sample syllabi of courses taught, exams or assignments devised, student comments, etc. Usually one doesn t send this unless asked, but a webbased version can be mentioned in your cover letter.
Writing Sample In some fields, writing samples are part of the initial application; in others, a writing sample is only asked for after the candidate has made an initial cut. Often, a chapter of your dissertation is requested: make sure you provide context for that chapter and that it can stand on its own fairly well. If long, direct readers to the most important part. If you have a published work that you contributed to in a significant manner, that can also serve as a writing sample. Apart from the dissertation, it s better to send published rather than unpublished material.
Application 1. Send only what they want and send exactly what is requested to each institution. 2. Official Transcripts 3. Give your references enough time and information to prepare their letters
While you wait.. Search Committees will screen applications, choosing 1) Who to interview by phone or at an academic conference (this varies by discipline) and/or 2) Who to bring to campus for a 1-2 day interview
While you wait Don t waste time while you wait to hear from schools: You should prepare a job talk Practice your interviewing skills Ask your mentor to arrange a mock interview for you Finish your dissertation if it s not already finished
Resources The Academic Job Search Handbook, eds. Julia Miller Vick and Jennifer S. Furlong. http://serc.carleton.edu/nagtworkshops/careerprep/j obsearch/index.html
BREAK
The Job Search
What kind of job(s) are you looking for? Academic/Non-Academic Research-Focused/Teaching Focused Small/large school or company Location
Find out what jobs are out there Identify relevant databases for your field by talking to colleagues and mentors Use the resources provided in your packet Databases Publications Listservs
Be Rhetorical! As a leader in my lab, I had the opportunity to serve as a mentor to other students. This experience was much like teaching because
Self-Presentation doesn t start with the cover letter!
3 (easy) ways to improve your searchability 1. Post CV to the cloud. 2. Update your Facebook, Twitter, About.me, LinkedIn, and Academia.edu profiles with current, relevant, and searchable terms and content. 3. Create an online portfolio using a basic blog interface like wordpress.com. Michelle and Shyam
When you re ready, extend your visibility through online social networking Lurk, Learn then Lead the conversation
The Job Talk
The Job Talk O Formal Presentations O Extended Conversation O Elevator Pitch O And.
Formal Presentations O Topic O Time O Audience O Presentation format O Visuals O Delivery O Q&A O Rule of 3: Structure, Points, Verbals
Extended Conversation Formal Presentation O 20-40 Minutes O Have information readily available O You are rarely the focus O In a formal, structured environment Extended Conversation O 2-15 Minutes O Be prepared off-hand O You may or may not be the focus O May be more or less formal
Extended Conversation O Repeated interactions O Rides to and from locations O Walking to and from locations O Meals
Extended Conversation Formal O Your research O Your experiences O Goals and plans O Strengths and challenges O Why you re interested* Informal O The Weather O Best things to do, places to eat, interesting facts O Current news O Pop culture O Watch out for illegal questions O Areas of interest O Hobbies
Elevator Pitch Extended Conversation O 2-15 Minutes O Be prepared off-hand O You may or may not be the focus O May be more or less formal Elevator Pitch O 30 seconds 2 minutes O Be prepared off-hand O You, your work, and your opportunity to benefit the focus O Quick and to-thepoint
Elevator Pitch O Phone or Skype interview O Emails O At beginning of interviews O Conferences O Websites O In actual elevators (or similar situations)
Elevator Pitch 1. Who am I: 2. What field am I in? 3. What position am I in or capacity do I serve (consider audience)? 4. What makes me unique or different? 5. What benefits can employers derive from my skills, based on my accomplishments?
Suggestions O Appearance and Behaviors O Framing Your Academics O Ask questions O Practice O Less is More O Fundamental and Powerful Concepts = One Clear Message
Tips for a Job Talk The department s faculty will use the talk to: O Assess the quality of your research O Assess how well you handle questions in the Q&A, and how quickly you think on your feet O Assess how you might perform in the classroom O Assess your stage presence and sense of humor
You should: Tips for a Job Talk Prepare, prepare, prepare; practice, practice, practice Ask for the time limit and STICK TO IT Limit background material to focus on your own research and what is exciting about it Practice your talk and the Q&A in front of a group of your colleagues in your department before you go for the campus visit Make sure any slides or handouts are without errors and help you present your research clearly
Talking about Research The Elevator Talk O 3 minute description you could share with someone on an elevator ride O Assume an audience somewhat familiar with your discipline but not your research O Avoid too much technical jargon The Walk-Across-Campus Talk O 3-4 minute description that will allow folks to ask questions and follow up O It should not be so technical that one can t walk or drive and listen O Prepare for interruptions
After the Campus Interview O Send handwritten thank you notes to the search committee members, the chair of the department, anyone else who spent a considerable amount of time with you O Send an e-mail thank you to the chair to be forwarded to the department as a whole expressing your interest in the job and thanks for the hospitality
BREAK & LUNCH
BACKWARDS DESIGN IDENTIFY DESIRED RESULTS WHAT ARE YOUR GOALS? DETERMINE ACCEPTABLE EVIDENCE HOW WILL YOU KNOW IF YOU VE ACHIEVED YOUR GOALS? PLAN LEARNING EXPERIENCES AND INSTRUCTION WORK BACKWARDS, HIGH PRIORITY FIRST
STEP-BY-STEP 1. In your calendar, write down all priority personal dates 2. List goals 3. Prioritize goals 4. Remove those for which you won t have time 5. Break down goals into mini-goals/tasks 6. Identify final deadline for highest priority goal and put in calendar 7. Working backwards from the final deadline for that goal, assign deadlines for mini-goals/tasks 8. Put in calendar 9. Identify final deadline for next highest priority goal 10.Repeat steps 6-8 until all priority goals have been assigned
RESOURCES YOUR MENTOR, OTHER FACULTY, YOUR DEPARTMENT CAREER DEVELOPMENT CENTER PROFESSIONAL DEVELOPMENT OPPORTUNITIES: PLAN GTA ACADEMY GRANT WRITING ACADEMY WORKSHOPS GSC DEPARTMENTAL, UNIVERSITY-WIDE
3 NEXT STEPS IDENTIFY 3 NEXT STEPS YOU WANT TO TAKE SHARE 1 WITH THE GROUP
WRAP-UP & QUESTIONS