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Find a job in higher ed

By Bonni Stachowiak | June 4, 2008 | | XFacebookLinkedInEmail

You have decided that you want to seek a position teaching in higher education. It is time to take all your years of business or research experience and put it to good use.

Where do you begin?

MEET THE MINIMUM REQUIREMENTS
To teach at the university level, you are pretty much going to need at least a MA (master's) level of education in the field in which you wish to teach. This is true for the vast majority of accredited universities and junior colleges.
If you are seeking a full-time tenure-track position, you will likely need to either be on your way to a doctorate, or to have already earned one in the field in which you wish to teach.

    FIND POTENTIAL EMPLOYERS
    There are differing types of teaching positions in higher ed, with varying pay scales:
    Community colleges ($$$)
    University Extension programs ($$$)
    For-profit universities ($)
    Private non-profit universities ($$ or $$$)
    Faith-based universities ($)
    State schools ($$)
    Research-oriented universities ($$$$)

    Herc

    Here are some links for jobs in higher ed:

    The Chronicle of Higher Education Job Postings
    Southern California Higher Education Recruitment Consortium
    Higher Education Jobs
    Academic Keys

    I also found information when I was job seeking in the Orange County Business Journal's Book of Lists, which may be found at your local library's reference desk. They have listings of educational companies in a given area (in this case, OC, but you can find similiar listings in your community's business publications).

    ENSURE ALIGNMENT WITH YOUR EXPERIENCE AND MISSION
    Before you invest your time in the application process, be sure that your experience is sufficient to teach at that specific university. If the university has a large focus on research and you haven't published a single journal article, don't bother trying to show how your real-world experience is more than adequate to make up for your shortcomings. It is better to spend your time focusing on institutions in which your experience and publication record are in sync.

    Additionally, many universities have a specific faith tradition around which their organizational mission is centered. Contrary to popular belief, universities can discriminate against individuals who do not have the same religious beliefs as the institution, as long as their mission clearly articulates the faith tenants of the school.

    If the school in which you are applying has specified that they are seeking applicants from a specific faith tradition, it is best to look elsewhere for employment, as case law supports such discrimination that supports a school's mission.

    There are a fair many schools that have a history with a given church denomination that do not require you to be of that religion or denomination, however, so it is best to do your research to be sure your time is being spent on those activities that are going to get you closer to your career in higher ed.

      GO THROUGH THE APPLICATION PROCESS OR SEND AN UNSOLICITED COMMUNICATION
      Depending again on the university, they may require that all applicants go through their formal application process, or you may be welcome to send unsolicited communications to the university.

      Community colleges are wonderful employers, so therefore have the law of supply in their favor. Their applications processes are notoriously long and ardurous. Assuming you meet the qualifications, however, it is still a good idea to go through the work, as you often are able to use the same application process at multiple institutions that are in the same network. Additionally, if you save your responses (perhaps in a separate word processing document), then you will often be able to copy and paste your answers on to other online applications.

      Most community colleges and universities tend to hire first from people who have served as adjunct faculty. That's why it is a good place to start to work as an adjunct professor (part time), if you are considering a career in higher education. This way, you have a taste of what these types of jobs are like and you are beginning the process of building the relationships and the credibility with people in hiring (or influential) positions.

      My first adjunct position was at Vanguard University (where I now teach full time) and I obtained the position by sending an unsolicited communication to the chair of the business department. I had a standard cover letter and resume (CV) that outlined who I was, why I was qualified to teach, in addition to how I saw my own values and mission aligning with the university's. They called to tell me that my application was on file. I took that to mean they were politely saying no, but I did receive word many months later that they were looking for someone to teach a class and there began my great adventure of working at Vanguard. I have also taught at Cal State Fullerton, UCI, and Chapman and had unsolicited letters and emails help in those endeavors. From what I hear, community colleges tend to be more by-the-book and you're wastine your time to do anything but the formal application process. Of course, as soon as I say that, someone is bound to give some great advice in the comments section about how to get in to community college teaching positions without going through the formal process.

        FOCUS YOUR EFFORTS ON THE PERSON DOING THE HIRING
        Accompany your cover letter and resume (CV) with a list of the classes that the university teaches that you're specifically qualified to teach. List the class on the left (use their naming conventions) and list bullets on the right showing why you're a good person to teach that specific class.

        Recognize that universities have their own timing and seasons and get your application to them in plenty of time before the next semester or term begins. Be thinking six months in advance of their schedule, as they will often want to publicize the people who will be teaching their classes and getting you incorporated into their marketing materials and internal communication mechanisms (such as email, etc.).

        You have invested a lot in your education and your work experience. Congratulations on your next step in giving back to others who are looking to do the same.

        Please add your suggestions in the comments section. I plan on continually editing this post to incorporate the current best practices in higher education positions job seeking.

        Filed Under: Teaching Tagged With: higher ed, jobs

        End-of-semester Grade Complaints

        By Bonni Stachowiak | May 28, 2008 | | XFacebookLinkedInEmail

        I thought I was going to have my first semester without a single request to change a student's grade. I was wrong. I ended up getting one last Friday, making me suspect that there won't ever be a semester without at least one.

        TECHNIQUES

        Following are a few recommendations for newer faculty to help minimize the number of complaints from students. I would love to hear other ideas in the comments.

        • Ensure clear grading guidelines are communicated in your syllabus in advance
        • Direct the student to the appropriate pages of your syllabus where they can read more about yur grading policies
        • Inform the student that you will not respond to future emails (or you wind up in a endless loop of back-and-forth)
        • Consider saving the first email you write of a response to a student, so you can copy/paste it to other students who may have similar requests
        • Let the student know where to direct concerns about the fairness or integrity of your grading (e.g. your Dean)

        Chronicle

        LAST RESORT

        When all else fails, a good belly laugh is in order… Just when I thought that I was the only professor who experienced this with such regularity, I came across this thread from The Chronicle of Higher Education. This is worth a read, if nothing else… to ensure you keep your sense of humor about the whole thing. I was so surprised at the creativity of the professors and how well they capture so many of the students and the parents of today.

        Filed Under: Teaching Tagged With: grading

        Use conditioning techniques to encourage classroom involvement

        By Bonni Stachowiak | May 27, 2008 | | XFacebookLinkedInEmail

        There have been times when we all feel like Ben Stein in Ferris Bueller's Day Off. “Bueller? Bueller? Anyone?”

        Bueller

        How do we get them involved? To answer that question completely would take far more time than the average attention span of a blog reader. Let me start with just one technique that will do wonders.

        THE EIGHT SECOND RULE

        Part of the lack of participation by our students is because we've conditioned them to believe that we don't really want them to answer our questions. We ask a question… get uncomfortable by the silence… and quickly answer it for ourselves, making it that much less likely that the students will respond to future questions.

        Recognize that three things must happen before you're going to get a response to your question:

        1. The individual must hear and comprehend the question.
        2. An answer must be formulated in his or her mind.
        3. The learner must then decide if it is safe enough for them to risk failure, or giving the wrong answer.

        That three-step process can take some time. I've found that if you count eight seconds to yourself (one, one-thousand, etc.), you'll never reach the eigth second before someone jumps in and responds. You can actually take advantage of a group's collective discomfort with silence and use this power to get people engaged in dialog.

        I will warn you that there is one time when this technique does not always work: when you teach it to your students… I was using it once and actually got to the number eight, for the first time after decades of teaching and using this technique. It turned out that in this particular class, it related to the subject and I had told them about how to make use of the eight-second rule. They still had a hard time letting the eight seconds pass, but they sure had some big smiles on their faces when I realized I had been duped.

        Let us know what other techniques you're using to get your learners engaged in the comments.

        Filed Under: Teaching Tagged With: presenting, teaching

        The environment in which we’re teaching today

        By Bonni Stachowiak | May 26, 2008 | | XFacebookLinkedInEmail

        Studentstoday

        It is staggering to imagine how different the culture and environment is today than when most of us went to school. I remember being in college and watching a friend go ‘on the internet,' which was this cumbersome text-based series of commands that I saw over her shoulder. I thought, “No thanks… I'll stick with my Apple IIe.”

        Here's an amazing video from Michael Wesch in collaboration with 200 students at Kansas State University with some other triggers to get us thinking…

        What challenges and opportunities do you take away from watching this as a teacher in this environment?

        Filed Under: Teaching Tagged With: millennials, teaching, video

        The environment in which we're teaching today

        By Bonni Stachowiak | May 26, 2008 | | XFacebookLinkedInEmail

        Studentstoday

        It is staggering to imagine how different the culture and environment is today than when most of us went to school. I remember being in college and watching a friend go ‘on the internet,' which was this cumbersome text-based series of commands that I saw over her shoulder. I thought, “No thanks… I'll stick with my Apple IIe.”

        Here's an amazing video from Michael Wesch in collaboration with 200 students at Kansas State University with some other triggers to get us thinking…

        What challenges and opportunities do you take away from watching this as a teacher in this environment?

        Filed Under: Teaching Tagged With: millennials, teaching, video

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