A 4-year College Professorship: Striking a Balance between Teaching and Research

1. A 4-year College Professorship: Striking a Balance between Teaching and Research 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 • 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 Symbiosis 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* • 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. 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

12. My own collaborations in research: Elsewhere DuPont: Construction of stress responsive strains VA Tech: Environmental levels of ammonia, phosphate At Swarthmore Chemistry: Protein structure of genes of interest Engineering: Does ultrasound induce bacterial stress? Physics: Do laser tweezers stress bacteria? Ecology: Do soil microbes account for success of invasive maple species? Animal behavior: Are bacterial responsible for differential scent production on birds during mating season? Animal physiology: does fatty acid in diet affect profile of gut microbiota?

13. Projects in my lab: Basic microbiology • role of E. coliusp genes/proteins in stress response genetics, physiology, biochemistry • role of uspA biofilm formation • alanine replacements of ser/thr in uspA (18 of them) Applied Microbiology • Use of stress responsive strains as biosensors for: anti-oxidants (green tea) environmental pollutants (ammonia, phosphate) • Can luminous bacteria be used to report the sterilization effects of ultrasound on bacteria in: water, cider, biofilms • Do laser tweezers generate oxidative or heat stress?

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

16. 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 since you’re the only one, you need to stay in the loop local colleagues seminars at other campuses guest lectures conferences and meetings LISTSERVES

17. Resources and Support ASM Resources for teachers: MicrobeLibrary MicroWorld Curriculum recommendations Journal of Microbiology & Biology EducationConference for Undergraduate Educators!!!!!

18. Literature 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

19. At the Helm, by Kathy Barker (in its 2nd edition) 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 Mking the Right Moves: A Practical Guide to Scientific Management for Postdoc and New Faculty

21. Cold Spring Harbor Laboratory Press (2005) Lab Dynamics: Management Skills for Scientists by Carl M Cohen and Suzanne L, Cohen …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.pdfEntering Mentoring: A Seminar to Train a New Generation of ScientistsbyJo HandelsmanChristine PfundSarah Miller LoufferChristine Haide Pribbenow

23. 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

24. ASM.org - click on “education” ASMCUE (conference for undergraduate educators) precedes the annual general meeting of the ASM ASM Kadner summer institute For senior grad students and postdocs Late July or early August Deadline: June 15 http://www.asmgap.org/ MANY OTHER CAREER TRAJECTORIES

25. Examples of other trajectories:Alternative Careers in Science, edited by Cynthia Robbins-Roth (Academic Press) Tech writer Publishing Journalism Venture capital Business analyst Entrepreneur Patent agent; law Public policy Regulatory affairs

26. 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?

27. 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 if requested • No ‘extras’ - less is more! • Request appropriate reference letters • Proofread • Observe deadlines

28. Negotiating the offer • Don’t be a jerk/prima dona • 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

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

30. 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