For academic careers, how much teaching experience should we aim for?

[futureapppsy2]

How much teaching experience does one need to be competitive for academic positions in general? I know it varies by type of institution, but I also feel like the academic job market is bad enough that you can't really afford to say, "I'm just applying to R1's" anymore (nor would I *want* to just apply for R1's).

Research-wise, I feel like I'm more or less on track, but I worry that I'm behind in teaching experience. I had a lot in undergrad, actually, but only a bit in my masters program, where I taught and advised students as part of a certificate program. I enjoy it, and I've gotten pretty good evals in the past, FWIW.

I'm hoping to get a few semesters of TAing under my belt and to serve as the instructor of record for at least two classes (our program minimum is one semester TAing and one semester as the instructor of record--we have to TA a given class before we can teach it), but I'm not sure if that'll be enough to make me competitive on the job market. There's no CC's here in town to adjunct for, although I'd like to adjunct for one in a nearby city at least one summer if I can get hired.

Any idea of what search committees for assistant professor positions expect in general?

Thanks!

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[Pragma]

How much teaching experience does one need to be competitive for academic positions in general? I know it varies by type of institution, but I also feel like the academic job market is bad enough that you can't really afford to say, "I'm just applying to R1's" anymore (nor would I *want* to just apply for R1's).

Research-wise, I feel like I'm more or less on track, but I worry that I'm behind in teaching experience. I had a lot in undergrad, actually, but only a bit in my masters program, where I taught and advised students as part of a certificate program. I enjoy it, and I've gotten pretty good evals in the past, FWIW.

I'm hoping to get a few semesters of TAing under my belt and to serve as the instructor of record for at least two classes (our program minimum is one semester TAing and one semester as the instructor of record--we have to TA a given class before we can teach it), but I'm not sure if that'll be enough to make me competitive on the job market. There's no CC's here in town to adjunct for, although I'd like to adjunct for one in a nearby city at least one summer if I can get hired.

Any idea of what search committees for assistant professor positions expect in general?

Thanks!

As you alluded to, at an R1 your teaching experience is somewhat inconsequential (although better to have some than none).

TAing is a good start, but I really think that you want to try to get some experience as an instructor of record in a handful of classes, if possible. If you are applying to any R2s or SLACs, they are going to weight your ability to come in and contribute a little more significantly.

Now, at an R2, your research program is probably still going to be the most significant factor, but in my experience they still want to know that you can come in and are willing to contribute to teaching the core curriculum (e.g., intro, research methods, maybe stats, etc), and sometimes want to see that you've got a teaching niche that they need.

So, for example, some places might really want a quant person. Maybe you never taught SEM, HLM, or multivariate, but if you can show that you a) taught stats 101 (and at least have some stats teaching experience) and b) Did some awesome analyses in your dissertation (which you show on your job talk and discuss in your materials), then they might consider you to be filling a need, projecting that you'll grow and take on some of these graduate courses.

Now, I think most places consider it a matter of "fit" (which really varies with the culture of each institution), but I'd say that if you want to apply broadly to the academic job market, having at least 2-3 courses as instructor of record will help you make the first cut (some may want more). Heck, some places even want your teaching evaluations, so you'd be stuck explaining why you didn't have those otherwise.

In my case, I had taught (I think) about 8-9 separate classes as instructor of record. but I didn't go on the market right away after graduating and kept adjuncting. I do think there is a danger in coming off as TOO 'teachy" at some places - if you are going for an R1 or R2, you'll want to be sure that your research record is more substantial than your teaching record. Otherwise, you may eventually be stuck on the SLAC market.

If opportunities are sparse in your department, definitely see if you can adjunct somewhere else. Personally, I got most of my teaching experience while on internship and postdoc (adjuncting elsewhere), although I had taught about 3 courses before graduating (in addition to TAing in the early grad school years).

 

[Therapist4Chnge]

Make sure to have a teaching portfolio (includes your teaching philosophy, reviews from classes you have taught, sample syllabi, etc). Here is a pretty decent overview of some things that may be helpful. I have never seen a section for "examples of student work", but the rest seems pretty solid.

 

[futureapppsy2]

As you alluded to, at an R1 your teaching experience is somewhat inconsequential (although better to have some than none).

TAing is a good start, but I really think that you want to try to get some experience as an instructor of record in a handful of classes, if possible. If you are applying to any R2s or SLACs, they are going to weight your ability to come in and contribute a little more significantly.

Now, at an R2, your research program is probably still going to be the most significant factor, but in my experience they still want to know that you can come in and are willing to contribute to teaching the core curriculum (e.g., intro, research methods, maybe stats, etc), and sometimes want to see that you've got a teaching niche that they need.

So, for example, some places might really want a quant person. Maybe you never taught SEM, HLM, or multivariate, but if you can show that you a) taught stats 101 (and at least have some stats teaching experience) and b) Did some awesome analyses in your dissertation (which you show on your job talk and discuss in your materials), then they might consider you to be filling a need, projecting that you'll grow and take on some of these graduate courses.

Now, I think most places consider it a matter of "fit" (which really varies with the culture of each institution), but I'd say that if you want to apply broadly to the academic job market, having at least 2-3 courses as instructor of record will help you make the first cut (some may want more). Heck, some places even want your teaching evaluations, so you'd be stuck explaining why you didn't have those otherwise.

In my case, I had taught (I think) about 8-9 separate classes as instructor of record. but I didn't go on the market right away after graduating and kept adjuncting. I do think there is a danger in coming off as TOO 'teachy" at some places - if you are going for an R1 or R2, you'll want to be sure that your research record is more substantial than your teaching record. Otherwise, you may eventually be stuck on the SLAC market.

If opportunities are sparse in your department, definitely see if you can adjunct somewhere else. Personally, I got most of my teaching experience while on internship and postdoc (adjuncting elsewhere), although I had taught about 3 courses before graduating (in addition to TAing in the early grad school years).

Wow, thanks for replying! That's a lot of teaching experience. Do you mind if I ask how many publicationss you had in grad school/post doc? Thanks. 🙂

 

[futureapppsy2]

Make sure to have a teaching portfolio (includes your teaching philosophy, reviews from classes you have taught, sample syllabi, etc). Here is a pretty decent overview of some things that may be helpful. I have never seen a section for "examples of student work", but the rest seems pretty solid.

Do you think it would be okay to include stuff from undergrad along with grad student stuff? I only ask because I had about 5 semesters of teaching in undergrad (plus 4 semesters of TAing), so it was substantial stuff. Or would look too "filler"?

 

[Pragma]

Wow, thanks for replying! That's a lot of teaching experience. Do you mind if I ask how many publicationss you had in grad school/post doc? Thanks. 🙂

I think I had about a dozen when I went on internship, and then finished another 5-6 between internship and postdoc. But trust me, I've seen people get academic jobs with less than that, and I am sure you'll see people on the market with more than that as well.

Search committees will look for patterns and will pay particular attention to your recent productivity. ideally, if you aren't doing a postdoc, they'll see an increase in productivity leading up to graduation. In my case, I had to make sure to stay productive during the postdoc years since I wasn't on the market until the end.

 

[Pragma]

Make sure to have a teaching portfolio (includes your teaching philosophy, reviews from classes you have taught, sample syllabi, etc). Here is a pretty decent overview of some things that may be helpful. I have never seen a section for "examples of student work", but the rest seems pretty solid.

That is a great resource for folks - but one thing I'd mention about it is that that appears to be more of a resource that tenure-track faculty at that institution would put together for their tenure reviews after they already have a job there (or a non-TT lecturer putting in for retention). it's unlikely that someone on the market (or even fresh on the job) could fill all of those areas substantively.

I only applied at a handful of SLACs, but none of them required anything this extensive to apply for a job (although a few hard-core ones out there may). Generally, having a rock-solid Statement of Teaching Philosophy is enough, and you may need some teaching evaluations (from both students and faculty observers). I didn't have any requests for any more information, but it is good to have syllabi and examples of course materials available for some of those places that care more about them.

Within the teaching and research statements you write, you usually want to discuss your approach to evaluating student outcomes and how you plan to have students involved in your research.

Also, check out that psychology job wiki if you want to find another resource where they go over these kinds of things.

 

[cara susanna]

Would faculty observations of guest lectures count? I've never had one for any of the classes I've instructed.

 

[Pragma]

Would faculty observations of guest lectures count? I've never had one for any of the classes I've instructed.

That could work, but it is pretty limited (not your class or your structure, etc). Most places (or at least most places I have worked at) usually require some form of peer evaluation when you haven't taught a course for them. If you are adjuncting, I'd recommend asking someone from that institution to come to your class one day and giving you a written evaluation. It is great for your records, and really, the feedback can be very helpful. It is a very common thing. I recall even giving my evaluators access to all my course materials, the online platform for the course where I posted things, and having them come to my class. It's great for people new at teaching and it gives them a lot to say.

 

[paramour]

Yeah, the CC I teach at requires faculty observations/evaluations of all faculty members, including adjuncts, every semester. They review your syllabi, course materials, and (obviously) observe a lecture before providing you with a written evaluation. All of this goes into your file along with student evaluations.

If you're not considered "passable," then they do not consider you for rehire. I presumed it might be a formality, but they reportedly have not asked people to continue and rescinded people's offers after the evaluation process.

I have yet to see my student evaluations, although I at least have copies of my faculty evaluations. I also tend to request evaluations from my students for my own personal use mid- and end-semester anyway, so I suppose that's something.

The previous university I taught at only conducted student evals, so this is a bit more stressful and time-consuming but it definitely keeps you on your toes! And I've been provided with some valuable resources and been given some different methods to consider each semester, so I would definitely say it's worthwhile. 👍

 

[cara susanna]

The CC I'm at only conducts student evals. Too bad I'm not teaching an in-person class next semester. Maybe if I teach next fall I can get a faculty eval then.

 

[Pragma]

The CC I'm at only conducts student evals. Too bad I'm not teaching an in-person class next semester. Maybe if I teach next fall I can get a faculty eval then.

Bumped because I recently was doing some related evaluation activities.

cara, another thing to consider is that you could give a faculty member access to your online class (I assume it is online) and ask them just to evaluate your overall course. Presumably, they could view your layout, syllabus, activities/assignments, etc, and write a formal evaluation for you. Even when people do in-person evaluations, they usually also want to see your other course materials to give you overall pointers (and positive feedback) to keep on file for when you go on the market.

 

[cara susanna]

That's a really good idea! I will definitely look into that, thanks 🙂