Obtaining and Sustaining a Career at a Four Year College: A balancing act

1. Obtaining and Sustaining a Career at a Four Year College: A balancing act Amy Cheng Vollmer Professor of Biology Swarthmore College avollme1@swarthmore.edu

2. Overview • It’s not easier, it’s different • Diversity of institutions • You’re the only one • Teaching: What, how, to whom? • Research: How, what, when, when, why? • Promotion and tenure • Life lines: Mentoring and Networking • Resources and support • Jobs and Job Hunting • Balance

3. Faculty Position at a 4-year College Compared with a university professorship…… it’s not easier or harder, it’s different You still have to be excellent: to be hired to be promoted

4. A 4-Year College Career: It’s not easier, it’s different “Advantage”“Disadvantage” family friendly it’s harder to keep up students move on students move on projects can be high risk progress is slow no huge grant needed grants still needed salary not from grant no summer $ if no grant University faculty want your students, but don’t always respect your work in grant panels

5. Diversity of institutions:Learn about the history, traditions, role in the community and in higher education • Public vs private • Religious denomination vs non-sectarian • Liberal arts vs technical/vocational • Suburban vs rural vs urban • Residential vs commuter • Co-ed vs single sex • Teaching load: 4-6 courses per year • Involvement with the community/town • Outreach

6. You’re the only one: be a generalist • Biology department at Swarthmore • microbiologist • cell biologist • geneticist • animal developmental biologist • neurobiologist • animal behaviorist • vertebrate physiologist • invertebrate biomechanist • plant ecologist • plant evolutionary biologist • plant developmental biologist General microbiology Medical microbiology Microbial ecology Biotechnology Industrial microbiology Immune response Virology Introductory microbiology Bioethics Astrobiology “Why We Get Sick”

7. Teaching: What, how, to whom? What - CURRICULAR NEEDS (ASM curriculum guidelines) microbiology, molecular biology, microbial genetics, metabolism, microbial ecology, evolution How - RESPOND TO DIFFERENT LEARNING STYLES not just lecture: interactive, cooperative learning, open-ended, problem-based, investigative To whom - KNOW YOUR AUDIENCE!!!!! large/small classes majors/non-majors introductory/advanced basic/applied

8. Decisions, decisions……. • Syllabus, textbooks • Assignments, expectations • Lab manual, experiments • Lab preparation: media, reagents, strains • Assessment/Rubrics • Exams • Papers • Lab reports • Oral presentations

9. How to gain teaching experience • guest lecturing • mentoring a research student • teaching a course or lab • planning a meeting/symposium • designing a lab exercise • filling in: a one-year position • community college position • sit in on good lectures - note what is good • practice, practice, practice!!

10. Research: How, what, when, where, why? How - short projects, build in continuity you must be in the lab What - choice of system is key what’s the burning question? When - during the semester (part of a lab class) during the summer Where - on or off campus Why - to keep your teaching relevant to answer the burning question to train students to have fun

11. A suitable system for research • what is the burning question? • which model organism/system? • safety for students • economical • repeat rate • learning curve • maintenance • for what methods are you expert? • are there local collaborators?

12. Features of bacterial systems • ease of culture • short generation times • genetic manipulation • unique niches – diversity • 3.4 billion years of survival • impact of human history • impact on geological history • basic research • applied research • medical importance • environmental importance

13. Other Aspects of Research to Consider • Recruiting students • Introduce your system/questions in class • Posters showing student work • Training students • How and why • Controls • Record keeping • Lab dynamics • Getting results • Focus the project • Realistic expectations • Communicating results • Weekly group meetings • Public meetings • Funding • NIH AREA grants, NSF-RUIs, ASM-URFs, • Merck-AAAS (HHMI: institutional)

14. Promotion and tenure Spelled out in faculty handbook: rules of conduct, review criteria Teaching - how is it measured? how do you improve? Research - does it count? What counts? do expectations match support, facilities? is there a ‘culture of research’ in the dept? is it a requirement for students? Service - committees, advising specifics: radiation safety, animal care professional activities professional society editorial service peer review panels

15. Is it necessary to do a post-doc? • Yes!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!* • momentum for research start up • networking • more experience as investigator • more techniques • more time to write - grants, papers • *For an institution like Swarthmore, • but not necessarily for another institution

16. Literature - for teaching Just as you do in research: consult literature for methods attend meetings and conferences Learn about pedagogy Different styles of learning Different ways to assess learning How to mentor students

17. The Scholarship of Teaching and Learning (SoTL) • Journal of Microbiology & Biology Education • Cell Biology Education • Biochemistry and Molecular Biology Education • Journal of Chemical Education • Other journals published by: • National Association of Biology Teachers • National Association of Science Teaching • Association of Biology Laboratory Educators

18. Professional Life lines: Mentoring It’s like parenting It’s like herding It’s like housekeeping You need to be a mentor You need to seek mentors Networking Stay in the loop, since you’re the only on Local colleagues Seminars at other campuses Guest lectures Conferences and meetings LISTSERVES

19. Cold Spring Harbor Laboratory Press For the beginning faculty member: Start up Setting up lab Hiring/firing Grant writing A ‘methods’ manual Many faculty have this on their shelves

20. http://www.hhmi.org/grants/pdf/labmgmt/book.pdf

21. Cold Spring Harbor Laboratory Press (2005) …about the challenges of doing science and dealing with the individuals involved, including oneself. The authors, a scientist and a psychotherapist, draw on principles of group and behavioral psychology but speak to scientists in their own language about their experiences. They offer in depth, practical advice, real-life examples and exercises tailored to scientific and technical workplaces on topics as diverse as conflict resolution, negotiation, dealing with supervision, working with competing peers……

22. http://www.hhmi.org/grants/pdf/labmgmt/entering_mentoring.pdfhttp://www.hhmi.org/grants/pdf/labmgmt/entering_mentoring.pdf

23. Examples of other trajectories Tech writer Publishing Journalism Venture capital Business analyst Entrepreneur Patent agent; law Public policy Regulatory affairs Academic Press

24. Job Hunting • A career should match your temperament, skills • Educate yourself about careers • Educate yourself about a particular workplace • What is the daily life for that professional? • Make a good match – between your interests and abilities and a career

25. Job Hunting • Read the ad carefully and show that you are a great match • Cover letter should answer any questions • Teaching and research statements • CV should show teaching and research • Copies of papers, only if requested • No ‘extras’ - less is more! • Request appropriate reference letters • Proofread • Observe deadlines

26. Negotiating the offer • Don’t be a jerk/prima donna • Negotiate in good faith • Find out what is ‘typical’ for new faculty • Be willing to share, wait • Don’t spend all of the start-up immediately • Get everything in writing • Be grateful and a good departmental citizen

27. Balance You can’t do it all: limit and focus Prioritize Don’t procrastinate Check in with your mentors - seek advice Just say no - don’t over-extend Network Reduce stress

28. Follow your passion! • Choose a subject you love • Pursue knowledge, skill aggressively • Encourage and inspire others • Be broad and inclusive • Share your knowledge and ideas: • mentor and be mentored