Resources to help continue improving your own professional development as a faculty member.
Regardless of what position you plan on applying for in the hospitality or more specifically the food service industry, there are three basic characteristics that all employers look for…
Like most faculty, I first started seriously writing while I was in graduate school. At the time, I was working full-time during the day and working on my studies in…
This is the third in a series of articles to help you prepare for the teaching job interview. In the last two articles, I discussed how you can prepare for the Writing Assignment At Teaching Job Interview and how to Prepare For A Teaching Interview.
In this article, I’ll share four things to help you prepare for the teaching demonstration.
Teaching Demonstration
Most applicants applying for a teaching position seem have some teaching experience either as a Teaching Assistant (TA) in graduate school, or as an adjunct faculty, or as a trainer in the industry they’ve specialized in. If you happen to be one of those, you’re fortunate enough to have some classroom or instructional experience.
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In a previous article titled Preparing For A Teaching Interview, I discussed six things you can do to prepare for an interview. However, the interview itself is only one aspect of the hiring process at many colleges and universities.
Hiring committees for a full-time teaching position often require candidates to also complete a written assignment and a teaching demonstration. At my college, we require candidates to do the writing assignment, job interview, and teaching demonstration on the same day. In some disciplines, candidates may also be required to perform a skills demonstration. In this article, I will discuss the writing assignment.
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So you’ve decided to teach! You’ve turned in your application, some secret group mulled over your application, CV, reference letters and decided to invite you for an interview.
Congratulations!
You are one step closer to becoming a professor, but don’t begin celebrating just yet. You still have some homework, lots of preparation, and a hiring committee to impress in person. In this article, I’ll share a few tips to help you better prepare for your teaching interview.
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I’d like to dedicate this particular post to a former student of mine, Tracey, who left a comment with a question on episode 10 of the FacultyWorkshop Podcast. The title of that episode was “Setting The Bar: How High Should Your Expectations Be?”
Tracey is currently finishing up her masters degree in Leadership and Management, and is planning on continuing her education and earning a PhD in Organizational Leadership and Management. Tracey has been through a lot of challenges thought-out her life, but she has always maintained high standards for herself and persisted in achieving her goals. Over the years she’s learned a lot and gained some valuable experiences. She also has a passion for wanting to help others, which is why Tracey would like to teach a class on leadership and motivation to students, to help them discover their full potential. However, she’s not sure how to get to that point or where to start.
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Whether you are looking for your first faculty position or a different one, a job search is a full-time job in itself if done correctly. Opportunities within academia have to be actively pursued on a daily basis.
Why? The answer is simple. Supply and demand!
Universities are awarding more graduate degrees than the market can handle. In 1957, U.S. institutions awarded a total of 8,611 doctorate degrees. In 2012, they awarded a whopping 51,008. That’s a 492% increase within half a decade.
We have seen a 64% percent increase in doctoral degree program completers within the last thirty years alone. The competition in the job market is extremely tough, and you, as a job seeker, need to understand that a college degree, even a PhD from a respected university, does not equal a guaranteed job offer any more. There are simply more qualified job seekers within the academic market than full-time positions.
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I was blessed and fortunate enough to have attended an exclusive small private college in Switzerland on a full-academic scholarship. Most of the students who attended came from privileged backgrounds. Many were high-performing students, which was probably a good thing because this college was no walk in the park. This was one of the top five Hotel Management schools in Switzerland at the time. Academic standards and performance expectations were extremely high. This was a school that had rules and expectations for everything in and out of the classroom. It was more like an elite military academy than a college.
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I have yet to come across a college or university that requires all students to take a course in time management before they graduate. It’s mind boggling! We in the United States require our students to take a whole bunch of General Education (GE) courses that they’ll rarely, if ever, use after they graduate, but we won’t require them take courses on topics that they will need and benefit from every day of their life during and after college. Courses like: money management, personal financing, and time management. Some of these students eventually become professors never having learned how to manage their time effectively.
I meet a lot of faculty who want to get a lot of things done. They want to accomplish great things in academia but find themselves working around the clock and barely accomplishing anything. They’re able to meet the basic obligations of their duties and nothing more. Why is it that some faculty seem to be involved in so many exciting activities and projects, in addition to teaching, while others are barely keeping their heads above water?
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