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The Role of Research in Launching a Career

Learn how research plays a crucial role in launching a successful career, integrating with teaching, securing funding, and evolving one's vision for a sustainable research program. This insightful guide covers strategies for different types of academic settings and valuable tips for making a successful transition between institutions.

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The Role of Research in Launching a Career

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  1. The Role of Research in Launching a Career Heather Macdonald Department of Geology College of William and Mary (based on presentation by Tim Bralower, 2006)

  2. At this point: • Much of your time and energy has been focused on research • Your research will be important in getting your first job (in most cases) • Your research may have made you a better teacher • You probably have not been a PI, but you may have mentored undergraduates • For many new professors, launching a research program is the most stressful part of their job

  3. Develop a Vision for your Research • You don’t have to keep doing exactly what you have done for your PhD (need to move beyond) • Make it • something that you feel confident and excited about • topical and relevant with potential for the future • something that integrates well with teaching • builds on strengths of your (new) setting • broad enough to appeal to more than one funding agency These suggestions apply to all types of positions

  4. The Role of Research in Teaching • A visionary research program will help your teaching no matter where you teach • curriculum development, active learning exercises, labs, field exercises, design of small seminars, attractive for honors projects • Many students are drawn to research • Research keeps you and your students current on science • Possibility of research on learning

  5. Undergraduate-only Institutions/departments • Less time for research but still expected • Critical to carve out time during semester and especially during summer and other breaks • Develop programs that involve undergraduates. Go after funding (internal, external) • Local field programs are great • Collaborate with faculty elsewhere if instrumentation is limited

  6. “Research” Universities • More time for research but good teaching is still expected • Carve out time during almost every day to make progress with research • Consider developing programs that involve undergraduates • First authored publications are key in promotion • Design your research so that you can attract funding from various agencies

  7. Undergraduate-only Institutions • Identify successful research programs • Vet out your research/proposal ideas with colleagues • Find research that integrates well with proposed teaching, undergrad research • Find research areas that involve students and can be done on a tight budget • Look out for RFPs and follow many of the same pointers as in the next slide….

  8. “Research” Universities • Identify successful research programs • Vet out your research/proposal ideas with colleagues, mentors, program managers • Get copies of successful proposals and have colleagues review proposals before submit • Find out about RFPs • Give proposal writing plenty of time • Be patient and don’t get discouraged

  9. Making the Transition:Some Examples • Research university  two-year college • Research university  predominantly undergraduate institution • Research university  liberal arts college environmental science program • Research university  MS or PhD granting programs • Research university  Museum, lab, …

  10. Exercise • Write a paragraph describing the vision of your research program • Description of program (goals, questions, …) • Where the program will go in the next 5 years, next 20 years • Why is it topical • How it integrates with your teaching • What you imagine your research facility and group (i.e. students) to look like in the future • Why you are excited about it

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