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Entering the Job Market: The Prospective Applicant's Perspective
Michael J. Galgano, Editor With the OAH annual meeting nearly here and departments actively engaged in recruiting new or replacement faculty for the coming year, an issue devoted to the academic job market in history seemed appropriate. Graduate students, after completing their courses, examinations and dissertations, approach the search for teaching posts with considerable trepidation. Some have been adequately schooled by their mentors and departments; others have not. Some applicants for teaching positions have taken the initiative and are developing strategies to prepare themselves more effectively for the academic world. History graduate students at the College of William and Mary have initiated a series of professional development seminars designed to help them better understand the job market. Their experiences, described in the first essay by graduate students Mark Fernandez and Gail S. Terry, illustrate what can be accomplished with limited resources and nominal support from faculty and administrators. The essay contains useful information for other graduate students, but is also important for department chairs seeking to employ new faculty. The second entry is a series of observations offered by six assistant professors at James Madison University. Daniel K. R. Crosswell, J. Christopher Arndt, Ellen T. Eslinger, David Owusu-Ansah, Steven W. Guerrier, and Dana V. Sadarananda hold degrees from different institutions and each has successfully secured a first teaching post. I asked each one to reflect on either formal or informal guidance they had received and to offer, if they chose, suggestions to graduate programs regarding possible improvements. Their contributions are not intended to direct criticism to any program or department; rather, they are intended to describe current practices which others might either imitate or avoid. Clearly, graduate departments may become more active directing their students through the job search. At the same time, hiring departments may find the material included of help in understand- ing applicant trauma. The editor welcomes your comments. Entering the Academic Job Market: A Report on A Professional Development Seminar Mark Fernandez In recent years history students seeking academic jobs have been forced to confront fundamental shifts in university hiring practices. In the 1970s a dramatic increase in the number of Ph.D.s combined with an unusual scarcity of full-time positions provided the impetus for most of these changes. The role of the mentor as a broker between the student and the profession at large has been diminished by the advent of affirmative action as state sponsored reforms have sounded the death knell of the ``ol' boy network.'' Integration of business techniques into the academy has encouraged more formal methods of application and selection. Students now apply for as many positions as their credentials will allow, and search committees are often forced to sift through hundreds of applications to fill even the least desirable posts. With these changes in mind, the doctoral students in history and American studies at the College of William and Mary organized a panel discussion aimed at providing aspiring academics with the necessary tools for survival and success in the competitive arena of the academic job market. On November 2, 1988, a panel of history faculty members and ad- ministrators advised graduate students on various aspects of the process of applying for and securing academic jobs. Philip J. Funigiello, director of William and Mary's graduate program in history, moderated a discussion between Michael J. Galgano, chair of the history department at James Madison University, Robert J. Scholnick, Dean of the Graduate School of Arts and Sciences at William and Mary, and James Axtell and Maryann Brink, professors in the history department at William and Mary. Galgano spoke from his experience as chair of a department which has filled a number of teaching positions in the recent past. Axtell com- mented from the perspective of a dissertation advisor and frequent member of departmental search committees, while Brink related the strategies which enabled her to succeed in last year's job market. Scholnick presented a college administrator's point of view. During the course of a lively exchange, the panelists discussed all phases of the job search from constructing curriculum vitae (CV) and letters of application to writing a thank-you letter after an on-campus visit. Special attention was devoted the various stages of the interview process, including both conference interviews and on-campus screenings. The panel also addressed the question of what constitutes appropriate behavior on the part of hiring institutions, especially with regard to inquiries into personal affairs. Computerization and professional r‚sum‚ services have had the greatest impact on the job search in the areas of vitae construction and the composition of cover letters. Brink and Galgano encouraged students to take advantage of word processors to target their applications to specific jobs. For example, accomplishments in women's history might be emphasized in an application for a position calling for a specialist in that area, while these same achievements might occupy a secondary position in a CV submitted for a job in another of the applicant's specialties perhaps his or her chronological field. In addition to tailoring the CV to specific jobs, the panel counselled students on the kinds of information they should include. Teaching experience (including assistantships), publications, papers, professional activities, and special ancillary skills in such areas as archives, museums, archaeology, and editing were all mentioned as positive attributes that ought to be noted. The panel discouraged padding the vitae with unnecessary details or irrelevant information on hobbies or other dimensions of the applicant's personal life. Applicants were encouraged to offer to make supplemental materials such as course syllabi, and copies of conference papers, articles, and dissertation chapters available to prospective employers. Assuming that a hypothetical candidate had made the search com- mittee's preliminary cut and had been invited to interview, the panelists informed students about what to expect in various kinds of interviews. They advised prospective job applicants at conference interviews to come prepared to discuss teaching strategies for their specialties, for broad surveys, and for areas outside of their primary expertise. All of the panelists reminded the audience that they could not expect their interviewers to be experts in the student's field, and that they should address any remarks about their dissertations to a general scholarly assembly. Galgano pointed out that the chief goal of employers at a preliminary interview was to separate applicants who deserved a second look from those clearly unsuited for the position. He urged students to be frank about their expectations and to consider before the interview what mix of teaching and research would suit them best. All of the panelists agreed that the best way to insure a successful interview was for the applicant to prepare ahead and to be able to demonstrate at the interview an understanding of the needs of the hiring department and the ways he or she might meet them. Much time was devoted to a discussion of on-campus interviews. Students were understandably curious about the mechanics of the process: How long would it take? With whom would they meet? How should they prepare? In addition to supplying a range of possible answers to these questions, the panel encouraged students to contact the search committee if they had specific questions about an actual interview situation. In this manner embarrassing mix-ups such as tailoring their public presentations for the wrong audience could be avoided. Panelists advised applicants to view the campus visit as an opportunity to ``interview'' the hiring institution. Appropriate questions might include inquiries about the university's ability to allow the applicant to continue his or her own research, and its provisions for salary benefits, health insurance, leave policies, and tenure review. Each panelist cautioned members of the audi- ence to consider carefully before deciding whether to accept or to decline an offer of employment. Such decisions sometimes prove to be choices for life and can certainly affect the course of a career. In a slight digression from weightier concerns, the panel explored the ways that the new ``businesslike'' atmosphere on campuses has influenced even the manner in which candidates dress for interviews. Gone are the days of shirtsleeves, sandals, and unkempt hair. Students were advised to ``dress for success'' but on a level appropriate to academe. Departments prefer candidates who project a professional image, but shrink from those who resemble corporate climbers decked out in their three piece suits with trendy accessories. The general consensus was that coats and ties for men and business suits or dresses for women represent standard interview attire. Scholnick proposed that applicants for liberal arts jobs, unlike those in the sciences, should pay careful attention to personal hygiene, table manners, and professional demeanor. Although the panelists urged students to be cognizant of their personal appearances, they suggested that candidates shy away from discussing the details of their personal lives at the interview. Galgano, Funigiello, Brink, and Scholnick all emphasized that questions concerning marital status, living arrangements, or plans to have children are both inappropriate and illegal. Students were encouraged to talk about their cultural tastes, preference for urban or rural environments, and positive aspects of their lives outside of the classroom in informal conversations with faculty members. The panel reminded students of the importance of sending a formal thank-you note to the chair of the search committee following the interview. The remainder of the seminar addressed the specific concerns of individual members of the audience. Their comments on the vari- ous topics covered elicited lively discussion. Conversation con- tinued informally after the session at a wine and cheese reception sponsored by the History Graduate Student Association (HGSA). Students came away impressed (and we hope enriched) by the dis- cussion. The HGSA is planning a follow-up workshop on the con- struction of curriculum vitae which will be cosponsored by the College's Career Planning Service. Other professional development seminars focusing on different aspects of the historical profession museums, editing, archives, and historical archaeology will take place in the spring semester. Through these seminars, graduate students in history and American studies hope to supplement their education with practical knowl- edge of how to become and to remain contributing professionals. One regrettable aspect of modern academic training is that students receive a great deal of formal education but little advice in the practical aspects of professional behavior. Such matters usually fall within the purview of individual advisors. This convention has, over the years, produced inconsistent results. Professional development seminars such as this one provide one important way of passing on professional standards to a new generation of historians. Activities in the library, in tutorials, and in seminars represent the sine qua non of a scholarly career, but attention to professional development, in addition to intellectual maturity, enhances the scholar's ability to succeed in the competitive realm of contemporary academe without resorting to inappropriate (and occasionally unethical) practices. Graduate School Preparation for the Job Market: Six Thoughts After Gaining Employment Daniel K. R. Crosswell, Assistant Professor On the whole, I think my graduate institution did a good job of preparing me for the realities of an uncertain job market. A relatively small department, the history faculty held their Ph.D. students in European history to exacting standards. Since the institution occupies a position in the second rank of state universities, nobody suffered under any illusions that products of the graduate program would walk into a tenure-track position upon graduation. That being the case, emphasis was placed upon producing a solid and well-written dissertation with the view of publishing it relatively early on in one's professional career. Graduate students were encouraged to publish and many of us did it did not hurt that three professional journals were produced in the department. Second, I held a teaching appointment from my first semester the idea being that prospective teaching professionals be allowed to acquire experience before entering the competitive job market. Good performance was rewarded with increased responsibilities. Last, the department demanded that graduate students act in a professional manner. Seminar presentations took the format and character of professional conferences. This gave us confidence, and perhaps a little poise, when we made our public presentations. Altogether, the department, mindful of the university's academic standing, made a serious attempt to assess the strengths and weaknesses of its Ph.D. program and sought to prepare its graduates ac- cordingly. The fact that I have not been able to secure a permanent position has little to do with my professional preparation. Doubtless, not being a product of an Ivy League or better state school has injured my prospects. My senior professor is very much an ``old boy'' but his connections largely are with the military, not in academe. My citizenship precludes my being hired into a GS position. This is above my control. The department routinely distributes job announcements to its graduates. They do a good job of getting the word out. In the final analysis, my failure to publish my manuscript has presented the chief roadblock. J. Christopher Arndt, Assistant Professor When I first applied to seek a Ph.D. in history in the Spring of 1981, I received a response which warned me of the peril of what I was about to undertake. There were, according to the letter, few available jobs in the history profession. I ignored these warnings and went ahead with my plans. Properly preconditioned, any later mention of a job or the prospects thereof became a source of hope. Perhaps the most important step in preparing for the job market is to select a major professor (rather than an institution) with care. Like many beginning graduate students, post-graduate life seemed too distant to receive much consideration and I blindly selected a major professor. Fortunately, I was lucky. The person who I chose to study under was a leading authority in his field, and one of the finest gentlemen I have ever met. The significance of the major professor is that this individual becomes the father/mother/God figure for every graduate student. It is this person who not only will shape a student through professional training, but will also play a major (and perhaps) decisive role in helping one to secure a job. Currently, the job market for historians is better than it has been in years; however, the type of job which a person gets still can be strongly influenced by the major professor. An opportunity my institution provided for its students was the chance to teach with full classroom responsibilities. Though this was due in part to the university's need for cheap labor, it provided me with the teaching experience which would become so important later on. I recommend that a graduate student try to teach as many different courses as possible. This may create extra work, but having taught both American and world history sections was an important factor in landing my first job. If there is one recommendation I could make to my history depart- ment, it would be the creation of some sort of career counseling program. Not all graduates necessarily have to or will become academics; some sort of seminar or more informal counseling would have made students aware that their skills could be used for more than teaching, research and writing. Ellen T. Eslinger, Assistant Professor I began graduate school in 1981. The timing was good, for the department was just beginning to pay direct attention to the competitive job market faced by graduates. We were often advised to think about future employment when making curricular decisions. For instance, in choosing oral fields students were reminded of conventional types of specialization (I was steered away from a field in "rural history''). Students were strongly encouraged to design broad oral fields, so as to be more flexible in the future job market. In part because of a gap in the ranks of the advanced graduate students, the department began holding an annual ``job seminar.'' Younger faculty recently on the job market gave advice and answered questions. Academia follows a rather bizarre employment ritual and this seminar worked extremely well in conveying some sense of what to expect and what search committees expected from us. Sometimes the advice was as simple as to get a charge card. Other times it addressed the ethics of ``bedroom interviews.'' Having several faculty members participate provided a helpful range of viewpoints and experiences. We all emerged with a much better sense of the whole procedure. Another helpful preparatory experience was a chance to work at the AHA job registry a couple of years before it was my turn to use it. This is not an opportunity available to all graduate students, but definitely worthwhile. We found out how the job registry works, from the inside. The knowledge proved extremely valuable when it came my turn to interview. I knew to arrive early, I knew to check periodically for cancellations, I knew to bring plenty of vitae because photocopying facilities may not be available. Perhaps more important, I knew that the historians interviewing me were as much victims of the process as I! Even if working at the job registry is not possible, graduate students should try to ``scout'' the AHA job register before actually participating in it, if only for a good night's sleep before that first interview. David Owusu-Ansah, Assistant Professor I was an African student completing a masters degree in Islamic Studies in the spring of 1980. Like most students with my back- ground, I knew very little about American universities. All that I wanted to do was to continue my education. I was ready to enter any school that would grant me admission. I had not even considered what I wanted to study at the doctoral level nor did I have the time to think about the job situation. My subsequent admission to a Ph.D. program in the Fall of 1980 was a fortunate accident. On the basis of my experience in graduate school, I recommend to the beginning graduate that he/she does some research on the institution at which he/she plans to study. The graduate should note that as much as working under a known scholar in his/her area of interest is crucial, study in an established institution is important. Such schools have excellent facilities and a track record of producing quality students. Should the student take advantage of the programs offered, there is little doubt that a job can be secured. To keep that job, however, the student will have to demonstrate that he/she had taken advantage of all the fine opportunities that institution provides. The Program of African Studies and the history department at my institution offered great opportunities. The local African scholars who met infrequently in professors' homes to discuss ongoing research introduced some of us to topics of relevance, while the visiting scholars lecture series at the Program acquainted us with accomplished specialists. And I should not forget to mention the excellent Africana Library collections. Given the fact that the African Studies Program used the expertise of all faculty members with specializations in the fields of Africa and the Middle East, students had opportunities to select a minor area of research from a number of disciplines. The history department's first year research seminar for Africanists was also useful as it forced the student to think of research topics that in most cases ended up as dissertation projects. Some students were even able to publish aspects of their research seminar papers in recognized academic journals before completing their dissertations. I also remember the detailed minutes that were kept on a rotational basis in some of my African history classes. In some cases, summaries of student seminar presentations were distributed far in advance of the actual meetings. This gave us time to think about the appropriate points for our discussions. My suggestion to graduate students whose institutions offer such opportunities, is to keep these papers. They will become especially useful in future research and classroom preparation since many second-tier institutions have only limited library facilities. Apart from the specialized courses, the history department required all its graduate students to take classes in historical theory. Looking back on my training, I have come to appreciate the theory courses greatly. I am better able to analyze the materials I work with in African history in a structured manner. The historical theory courses made it possible for me and many of my friends to become familiar with historiographies in other fields. This exposure came in handy while looking for a teaching position since many institutions are interested in recruiting faculty who can teach other areas in addition to their specialties. Steven W. Guerrier, Assistant Professor During my time as a graduate student, job placement was the formal responsibility of placement officers chosen from among the senior faculty. One officer dealt with Americanists, while the other handled all non-American positions. As a graduate student entered the job market, a meeting would beheld with the appropriate placement officer to determine any particular requirements the candidate might have and to consult on the creation of a placement dossier. As the placement officer became aware of potential openings throughout the year, the graduate student would be informed. If the position was of interest, the student could request that a dossier be sent. In practice, however, most graduate students relied primarily on the assistance of their dissertation chairpersons and committee members. Because the department was so large, it was not uncom- mon for a graduate student to have only passing acquaintance with that year's placement officer. And, in any event, the chairperson certainly knew our abilities and preference better. Furthermore, few graduate students waited to be informed of posi- tions by the placement officer. Most regularly scoured the job notices in professional publications. In summary, while the placement officer served as a welcome source of information and support, the majority of graduate stu- dents found the aid and advice of their chairperson and committee members to be their most valuable resource. In my experience, these faculty members went to enormous lengths to be of assistance to their students. I should also add that the staff, and particularly the administrative assistant, were of great help in the preparation of dossiers and application materials. As a final note, since I went through the process, the department has developed a new tool that is available both to first-time job seekers and to graduates who are interested in finding a new position. Roughly once a month, the department complies a booklet consisting of all history openings listed recently in Perspectives and The Chronicle of Higher Education, in addition to any other job notices which might have been received by the department or its members. The latter are particularly valuable. The booklet is sent, free of charge, to those in the job market and has proven to be of great use. Dana V. Sadarananda, Assistant Professor My first experience in searching for a teaching position was one of frustration. However, this search could have been facilitated by additional support from my graduate history department. As far as responding to requests for letters of recommendation, transcripts, and other supporting material, all was well. A very important "service'' was provided by my major advisor who gave me encouragement and moral support. Beyond this, I feel that I could have been given more assistance. Being new to the academic job search game I was left to sink or swim. Unless I specifically asked, there was no information forthcoming. There was no help in terms of how to prepare a resume, what information to include in a cover letter, or what to expect in the interview process. I was also on my own to find out about job openings and professional meetings and associations. My job search experience was frustrating and even with support from my institution may not have been much different. With more active support that frustration may have been easier to bear. |
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