PFF Colloquium: The Academic Job Search Primary Instructor: John Bryan
15MLTI842-001, Winter 2008 Office: McMicken 350E
Class meetings: T 3:30 - 5:20pm Telephone: 556-3944
Classroom: 3200 Rec Center E-mail: John.Bryan@uc.edu
Office Hours: M 2:00-6:00; T11:00-12:00; W 2:00-4:00 & by appt.
Intended Audience of the Course Being an effective academic requires practical insights into and guidance for assessing
finding the right “fit.” We’ve all seen faculty job openings, applying for jobs, and interviewing.
This colloquium is intended for graduate and
post-doctoral students enrolled in the Preparing who don’t fit their jobs: researchers who The course has these primary learning objectives:
hate teaching, teachers who do research
Future Faculty Program and for those considering To provide information & resources to help
academia as one of several career options. Because only long enough to get tenure, and so you decide whether you wish to pursue an
the seminar intends to offer very specific, hands- on. Finding the right fit becomes an academic career
on preparation for the job search process, it is best important prerequisite to a faculty member’s
employing the knowledge and teaching To help you assess options within higher
suited for people planning to apply for an academic education
position during the fall of 2008 for positions strategies learned elsewhere in PFF.
opening in fall 2009. Nonetheless, students Being an effective academic means finding To give you insight into the hiring process
considering an academic career should benefit from a job in the first place! What will PFF have To give you tools for conducting an effective
the course even if a job search resides a couple achieved for a student who cannot then go job search
of years in the future. The course also assumes on to faculty employment? The course will include in-class presentations
but does not require that those enorlled will have and workshops, small-group discussions, plenary
completed the PFF Effective Teaching Colloquium. discussions, and field trips to three local colleges.
The course and its instructors do not intend to act as Resources
employment coaches or agents. No textbook required. However, the course
Blackboard site will present a limited amount of Expectations of Students
How the Course Fits Into PFF required reading. The course design recognizes two important
“Scholarship Reconsidered” by Ernest Boyer facts: Because it lies outside any area of academic
A casual observer may wonder how the practical, concentration, students inevitably assign this
goal-oriented subject of “the job search” fits a “A Classification of Institutions of Higher
Education” by the Carnegie Foundation course a lower priority than their own research,
program intended to prepare future faculty. The grad assistanceships, and disciplinary coursework.
for the Advancement of Teaching (aka the
course fits in at least these four ways: Second, the course awards only two graduate
The “transitional course.” The course credits. Therefore, the course’s expectations of
is a natural culmination of the process Official mission statements of Ohio public
colleges, universities and medical colleges students are very limited–especially considering its
that began with entrance into graduate graduate level. Nonetheless, the course does award
school and forms the transition to a faculty A sample mission statement of a private credit and does fulfill a requirement toward the PFF
career. Now that students have disciplinary college (e.g. Mount St. Joseph) certificate, and so students are expected to meet the
expertise and PFF’s preparation in pedagogy Articles related to preparing teaching following modest requirements:
and the scholarship of teaching and portfolios, statements of teaching Attend all class meetings and the three field
learning, this course helps the student make philosophy, résumés, and cover letters trips
the case to prospective employers.
Participate actively in class sessions, field
An opportunity to reflect. The course Course Description trips, and mock interviews
intends to do more than give a competitive
edge in the job search. It intends to help This course offers a broad, diverse view of the Prepare a job search plan, CV, job
application letter, and statement of teaching
students reflect on and plan the direction of academic job market, including the different kinds
their faculty careers. The choices they make of institutions (from community college to research
now as they seek jobs will likely affect their university) and the implications of those market Reflect
happiness and success well into the future. segments for faculty careers. The course also offers
15-MLTI-842-001, Winter 2008
3200 Rec Center
Schedule of Meetings, Topics & Assignments
Class Meetings & Topics Assignments Due
Jan 8 T Introduction to the course.
An Overview of the Job Search Process.
15 T Presenting yourself: Writing CVs and job application letters.
22 T Presenting yourself: Web portfolios.
Refining your career plan. . . . . . . . . . . . . . . . . . . . . . . A draft of your career plan*
29 T UC baccalaureate colleges panel: Representatives from A&S, Applied
Sciences, Education, Engineering (& maybe others).
Feb 5 T UC two-year colleges: Representatives from Raymond Walters &
12 T Cluster field trip. . . . . . . . . . . . . . . . . . . . . . . . . . . . A draft of your CV*
19 T Cluster field trip. . . . . . . . . . . . . . . . . . . . . . . . . . . . A draft of your job application letter*
26 T Cluster field trip. . . . . . . . . . . . . . . . . . . . . . . . . . . . A draft of your statement of teaching
Mar 4 T Refining your application materials.
Presenting yourself: Interviewing.
11 T Mock interviews.
* Submit assignments through Blackboard’s Assignment Manager.