position ? What are the expectations for graduate and ......Balancing research with a significant...
Transcript of position ? What are the expectations for graduate and ......Balancing research with a significant...
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Exploring and Preparing for Faculty CareersWhat are the expectations for graduate and postdoctoral training?What skills do you need to get a faculty position ?
Laurence Clement, PhDDirector, Research in Career EducationProgram Director, Academic Career DevelopmentUniversity of California, San FranciscoOffice of Career and Professional Development
Developed by: Laurence Clement, Jennie Dorman,career.ucsf.edu Funded by: Burroughs Wellcome Fund
Start our in-class survey
activity:bit.ly/exploring
2020
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Questions we often get
Since I passed my quals, I have felt lost. I am not sure that I am spending my time on the right things, or that I am making enough progress in the lab.
I rarely meet with my PI, so I am not sure if I am on the track to success.
I want to get teaching experience, but my PI doesn’t want me to. What should I do?
Do I really need to apply to a K99 award to get a faculty position?
What should I be spending my time doing in the next 6 months?
Start our in-class survey
activity:bit.ly/exploring
2020
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The reason?
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The reason? Graduate and postdoctoral trainees should have clear objectives that are
tailored to their career interests:Career-Based Training Goals
Without these goals, trainees will be struggling to prepare adequately for the
careers of their choice.
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OUTCOMEEVIDENCEACTIVITIES
What is your career goal?
What should be the outcome of your time in graduate/postdoctoral training?
How will you know you are ready to start applying for this career?What evidence of readiness do hiring committees look at?
What learning experiences do you need to achieve these goals?What activities should you prioritize to better prepare?
backward designyour training
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OUTCOMEEVIDENCEACTIVITIES
What is your career goal?
What should be the outcome of your time in graduate/postdoctoral training?
How will you know you are ready to start applying for this career?What evidence of readiness do hiring committees look at?
What learning experiences do you need to achieve these goals?What activities should you prioritize to better prepare?
I want a faculty position!X publicationsWork hard!
It’s more complicated!
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OUTCOMEEVIDENCEACTIVITIES
What is your career goal?
What should be the outcome of your time in graduate/postdoctoral training?
How will you know you are ready to start applying for this career?What evidence of readiness do hiring committees look at?
What learning experiences do you need to achieve these goals?What activities should you prioritize to better prepare?
It’s more complicated!
There are multiple types of faculty positions in
the U.S
Each type of position requires different types of evidence of ability or
competency.
You have only a limited amount of time outside
the bench: what experiences should you
prioritize?
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OUTCOMEEVIDENCEACTIVITIES
What is your career goal?
What should be the outcome of your time in graduate/postdoctoral training?
How will you know you are ready to start applying for this career?What evidence of readiness do hiring committees look at?
What learning experiences do you need to achieve these goals?What activities should you prioritize to better prepare?
Be able to use the Academic Career Readiness Assessment (ACRA) tool to determine what skills and experiences you will need to further develop to be competitive for a faculty position
Be able to list the qualifications hiring committees really look at when making their hiring decisions
Be able to differentiate between different types of institutions in the US, based on their Carnegie category
goals for today’s session
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OUTCOMEEVIDENCEACTIVITIES
What is your career goal?
What should be the outcome of your time in graduate/postdoctoral training?
How will you know you are ready to start applying for this career?What evidence of readiness do hiring committees look at?
What learning experiences do you need to achieve these goals?What activities should you prioritize to better prepare?
Complete “Course activity page 1”
What is your career goal?
Do you have what you need to achieve your career goal?
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OUTCOMEEVIDENCEACTIVITIES
What is your career goal?
What should be the outcome of your time in graduate/postdoctoral training?
How will you know you are ready to start applying for this career?What evidence of readiness do hiring committees look at?
What learning experiences do you need to achieve these goals?What activities should you prioritize to better prepare?
Complete “Course activity page 1”
What is your career goal?
Do you have what you need to achieve your career goal?
In pairs, discuss your responses
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OUTCOMEEVIDENCEACTIVITIES
What is your career goal?
What should be the outcome of your time in graduate/postdoctoral training?
How will you know you are ready to start applying for this career?What evidence of readiness do hiring committees look at?
What learning experiences do you need to achieve these goals?What activities should you prioritize to better prepare?
Rules of group work1. Provide constructive feedback
2. Provide supportive feedback (no judgement on career choices)
3. Keep everything you hear and see today confidential
4. Listen (if you are a talker), Talk (if you are listener)
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Types of Institutions Where You Could Be a Faculty In the US
What it takes to get tenure there
And what environment it provides for research and teaching
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Research-IntensiveInstitutions
(R1)
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ENVIRONMENT:
● Access to graduate students and postdoctoral scholars
● Access to high research budget, state-of-the-art facilities & equipment
● Peers are often renowned scientists, Institutional prestige
● Low teaching load
RESEARCH-INTENSIVE INSTITUTIONS (R1s*)
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RESEARCH-INTENSIVE INSTITUTIONS (R1s*)
TO GET TENURE AT THIS TYPE OF INSTITUTION:
● Large grants
● Regular publications in
high-impact journals
● National & international
recognition and collaborations
*The Carnegie Classification of Institutions of Higher Education ™
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Question:
What proportion of U.S. institutions are R1 institutions?
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What proportion of U.S. institutions are R1 institutions?
A. 2.5%
B. 22.5%
C. 42.5%
D. 62.5%
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Answer: 2.5%4,665 higher education
institutions in the U.S.Source: The Carnegie Classification of Institutions of Higher Education ™
http://carnegieclassifications.iu.edu/index.php
2.5%
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4,665 higher education
institutions in the U.S.Source: The Carnegie Classification of Institutions of Higher Education ™
http://carnegieclassifications.iu.edu/index.php
2.5%
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http://hdl.handle.net/10267/18439
Research- and Teaching-Focused Institutions
(RT)
Rhodes College, Memphis, TennesseeLiberal Arts College (or Baccalaureate* College)Private, Non-Profit
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San Francisco State UniversityM1 institution: Master's Colleges & Universities: Larger Programs
Research- and Teaching-Focused Institutions
(RT)
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ENVIRONMENT● Focus on Students’ Learning Experience● Access primarily to undergraduates● Research projects seen as learning experiences for students● Significant teaching load and emphasis on teaching quality● Diversity of the student body varies widely across RT institutions
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Research- and Teaching-Focused Institutions (RT)TO GET TENURE AT THIS TYPE OF INSTITUTION:
● Balancing research with a significant teaching load
● Publication and funding expectations vary widely across institutions (from R1-level to very low requirements)
● Startup budget vary● High teaching and mentoring expectations
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Kingsborough Community College, New York, NY
Teaching-Only Institutions (T)
Community College
(or Associate’s College)
Public
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ENVIRONMENT:● No research at all, except for students, through internship experiences● Very high teaching load for the faculty● Student body is extremely diverse
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Teaching-Only Institutions (T)
TO GET TENURE AT THIS TYPE OF INSTITUTION:
● Teaching effectiveness, support of diverse student needs, and collegiality are important
● Tenure is usually more of a formality: selection happens at the hiring level
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Research-IntensiveInstitutions (R)
Research &Teaching
Focused (RT)
Teaching-OnlyInstitutions (T)
How to get tenure at these institutions
Research Teaching
Research Teaching & diversity
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Course activity page 2
What type(s) of faculty career are more appealing to you? Why?
EVIDENCEACTIVITIES
What is your career goal?
What should be the outcome of your time in graduate/postdoctoral training?
How will you know you are ready to start applying for this career?What evidence of readiness do hiring committees look at?
What learning experiences do you need to achieve these goals?What activities should you prioritize to better prepare?
OUTCOME
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ACTIVITIES
What is your career goal?
What should be the outcome of your time in graduate/postdoctoral training?
How will you know you are ready to start applying for this career?What evidence of readiness do hiring committees look at?
What learning experiences do you need to achieve these goals?What activities should you prioritize to better prepare?
Next step
OUTCOMEEVIDENCE
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What does it take to get hired at these institutions?
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n=4 faculty (4 institutions)
Research-IntensiveInstitutions (R)
Research &Teaching
Focused (RT)
Teaching-OnlyInstitutions (T)
n=4 faculty (5 institutions)
n=9 faculty (10 institutions)
How to get hired at these institutions:The Academic Career Readiness Assessment (ACRA)
“What are the significant contributors to hiring decisions?”
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ACTIVITIES
What is your career goal?
What should be the outcome of your time in graduate/postdoctoral training?
How will you know you are ready to start applying for this career?What evidence of readiness do hiring committees look at?
What learning experiences do you need to achieve these goals?What activities should you prioritize to better prepare?
Course activity page 3
1. Self-assess using the ACRA survey
OUTCOMEEVIDENCE
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T institutions(n=11)
RT institutions(n=22)
R institutions(n=38)
career.ucsf.edu/ACRA
Hiring profilesDifferent institutions have different hiring priorities
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T institutions(n=11)
RT institutions(n=22)
R institutions(n=38)
career.ucsf.edu/ACRA
Teaching- and diversity related qualifications
Research-related qualifications
Mentoring-related qualifications
Hiring profiles
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T institutions(n=11)
RT institutions(n=22)
R institutions(n=38)
career.ucsf.edu/ACRA
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Course activity page 4:ACRA Results
Qualification Your level ACRA target level
Teaching Experience
4 3
Teaching Practices 1 3
Publications 2 2
1. Identify the qualifications where you need to grow.
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DOWNLOAD the ACRAAcademic Career Readiness Assessment
GO TO
bit.ly/ACRA2020
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T institutions(n=11)
RT institutions(n=22)
R institutions(n=38)
career.ucsf.edu/ACRA
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career.ucsf.edu/ACRA
T institutions(n=11)
RT institutions(n=22)
R institutions(n=38)
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career.ucsf.edu/ACRA
T institutions(n=11)
RT institutions(n=22)
R institutions(n=38)
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career.ucsf.edu/ACRA
T institutions(n=11)
RT institutions(n=22)
R institutions(n=38)
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career.ucsf.edu/ACRA
T institutions(n=11)
RT institutions(n=22)
R institutions(n=38)
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R institutionsSignificant contributors to hiring decisions
Publications:Impact is what matters (not necessarily impact factor)
Grants and fellowships:Not required BUT may help indirectly because aFunding Plan is important
Research program:Clear vision and strategyFundable research planIndependence
Recommendations:From advisors and PIsNeed to be stellar
Fit for positionThis is less essential, but in some instances, the research field will matter for the positionPossible synergy with colleagues may matter
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RT institutionsSignificant contributors to hiring decisions
Publications:Variable - depends on the teaching/research balance
Research program:Feasibility with limited resourcesUndergraduates must be included
Fit for positionDisciplinary fit in teaching, No overlap with other faculty in researchDon’t want to be your backup plan
Verbal communication:Spikes interest of non-experts and undergraduates
Teaching:Experience - involvement mattersTeaching Potential matters
Collegiality:Are you a good colleague? Can you share?
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T institutionsSignificant contributors to hiring decisions
Fit for positionDisciplinary fit in teaching matters: can you teach what we need you to teach?
Teaching:Experience - involvement mattersTeaching Potential matters
Collegiality:Are you a good colleague? Can you share?
Commitment to Diversity:Respect, AuthenticityReflectiveness, Experience
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To summarizeSignificant contributors to hiring decisions
R Productivity &
Long-term fundability
RT Learning needs of students (research
and classroom)
T Learning needs of students from all
backgrounds
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What activities should you engage in to attain your goals?
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What is your career goal?
What should be the outcome of your time in graduate/postdoctoral training?
How will you know you are ready to start applying for this career?What evidence of readiness do hiring committees look at?
What learning experiences do you need to achieve these goals?What activities should you prioritize to better prepare?
OUTCOMEEVIDENCE
Based on the ACRA framework, what is your level of mastery for each skill?
What activities do you need to engage in to attain your career goals?
ACTIVITIES
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Qualification Your level ACRA target level
Teaching Experience
4 3
Teaching Practices 1 3
Publications 2 2
1. Identify the qualifications where you need to grow.
Course activity page 5:
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Qualification Your level ACRA target level
Teaching Experience
4 3
Teaching Practices 1 3
Publications 2 2
Top 4 qualifications Activity
Teaching Practices Register to STEP-UP course in May
Recommendations 1. Set up a meeting with Laurence to discuss relationship with my PI
2. Reach out to faculty I met at the conference last September and ask them to provide feedback on my research plans
Training Plan
2. Use the next part of the lecture to fill in the activities you will need to engage in
Course activity page 5:
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OCPD academic
career programs are mapped to
ACRA qualifications
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OCPD programs
for academic-bound
trainees are called“UP”
for Upcoming Professors
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T institutions(n=11)
RT institutions(n=22)
R institutions(n=38)
career.ucsf.edu/ACRA
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We teach trainees how to support diversity in the classroom through
evidence-based practices.
"I cannot stress enough how going through STEP-UP has really made me so competitive in the academic job market. The types of conversations I am able to have with faculty and knowledge of so many active learning strategies has really
served me well.”
STEP-UP Series
Science Teaching Effectiveness Program
Introduction to Pedagogy Course(GRAD 302, Spring quarter)
USF-UCSF Teaching ResidencyCCSF-UCSF Teaching Opportunity
Science Education Research Journal Club
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career.ucsf.edu/ACRA
T institutions(n=11)
RT institutions(n=22)
R institutions(n=38)
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TRAIN-UP SeriesTraining Researchers and
Interns
Introduction to Mentoring Program(4 workshops, Summer and Winter
quarters)
UCSF-CCSF Inclusive Mentoring Fellows(new, Spring and Fall 2020)
NSF-funded
Mentoring Workshops(TRAIN-UP applied)
We teach trainees how to be inclusive research mentors and manage for productivity and
well-being of their research team.
Advisor
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career.ucsf.edu/ACRA
T institutions(n=11)
RT institutions(n=22)
R institutions(n=38)
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career.ucsf.edu/ACRA
T institutions(n=11)
RT institutions(n=22)
R institutions(n=38)
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PAC-UP Series
Preparing for an
Academic Career
Exploring Faculty Careers workshop(ACRA introduction)
Preparing for an Academic Career courseDeveloping an independent research program
(new: GRAD 201, Winter quarter)
We supplement career and professional development
for faculty careers using ACRA-based
materials.Applying, Interviewing and Negotiating positions (6+ workshops, Summer-Fall)
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career.ucsf.edu/ACRA
T institutions(n=11)
RT institutions(n=22)
R institutions(n=38)
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Manage-Up Series
Manage-Up for Third Year students(Having a career conversation with your PI,
Managing your relationship with your research mentor, Identifying and managing your mentorship team)
Manage-Up for Applying to Positions(Strengthening your candidacy,
Handling Q&A, Interviewing while pregnant,
Interviewing to find if a place is the right fit)
We teach trainees to assess and navigate any professional
relationship and environment, for
improved productivity
and well-being.
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Qualification Your level ACRA target level
Teaching Experience
4 3
Teaching Practices 1 3
Publications 2 2
Top 4 qualifications Activity
Teaching Practices Register to STEP-UP course in May
Recommendations 1. Set up a meeting with Laurence to discuss relationship with my PI
2. Reach out to faculty I met at the conference last September and ask them to provide feedback on my research plans
Training Plan
2. Use the next part of the lecture to fill in the activities you will need to engage in
Course activity page 5:
Complete your activities and share with a neighbor
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What is your career goal?
What should be the outcome of your time in graduate/postdoctoral training?
How will you know you are ready to start applying for this career?What evidence of readiness do hiring committees look at?
What learning experiences do you need to achieve these goals?What activities should you prioritize to better prepare?
Share your plan with a partner, provide suggestions
OUTCOMEEVIDENCE
Based on the ACRA framework, what is your level of mastery for each skill?
What activities do you need to engage in to attain your career goals?
ACTIVITIES
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OCPD counseling appointments
If you are a graduate student or a postdoctoral scholar, you have access to 4 counseling appointments a year:
- Academic careers with me- Non-Academic careers with Mike Matrone
https://career.ucsf.edu/appointments
You can use the academic career appointments to discuss specific challenges you may have on the path to academia.
Course activity 6:
Do you need a counseling appointment?
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OCPD counseling appointments
If you are a graduate student or a postdoctoral scholar, you have access to 4 counseling appointments a year:
- Academic careers with me- Non-Academic careers with Mike Matrone
https://career.ucsf.edu/appointments
You can use the academic career appointments to discuss specific challenges you may have on the path to academia.
Last page of the survey is our feedback page - please complete it now!
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Everyone deserves to belong to a healthy, functioning workplace
2/7/20
Our UCSF Community3,198 Students, 1,111 postdocs = 4,309
Every single student and postdoc at UCSF has the knowledge, skills and confidenceto navigate your career successfully.
Our Goal
Our Ask
1. Try anything you learned today
2. Tell someone else
3. Share the slides
4. Give a person a card
5. Put up a flyer (or take one down)
6. Normalize it…on social mediaUCSFOCPD
7. Give us feedback
8. Come back….and bring a friend
9. Greet each other on campus
10. Do your thing
Our 2 Minute Ask
Tutorial: bit.ly/exploring
2020
ACRA: career.ucsf.edu
/ACRA
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Share what you learned today with one other traineeTutorial: bit.ly/exploring2020ACRA: career.ucsf.edu/ACRALaurence Clement, [email protected]