preparing for an academic career - University of Windsor

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Jan 19, 2001 - Specially for Graduate Students-TA Teaching Tools . ..... Source: www.cs.umbc.edu/www.graduate/advice/adv
PREPARING FOR AN ACADEMIC CAREER

Office of Faculty Recruitment and Retention Dr. Lois Smedick, Acting Director Ms. Gerri Pacecca, Coordinator

April 25, 2006

Table of Contents BECOMING A FACULTY MEMBER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 I Love My Job . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 “Will There Be Enough Excellent Profs?” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 TEACHING . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 How To Get All-Important Teaching Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 How to Be a Good Graduate Student/Advisor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Specially for Graduate Students-TA Teaching Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Guide to Teaching Assessment & Evaluation, York University . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Documenting Teaching Accomplishments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 RESEARCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Getting Published as a Graduate Student in the Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Postdocs for Humanists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 GETTING READY FOR THE JOB SEARCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Curriculum Vitae Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 The CV Doctor Returns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Do I Need My Own Web Page? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Getting Ready to Go on The Market . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 SUBMITTING YOUR APPLICATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 The Basics of Cover Letter Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 How Important Are Letters of Recommendation? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 GETTING READY FOR THE INTERVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 'What If I've Never Heard of This Place?' A 30-Minute Internet Search for Job Seekers . . . . . . 33 RESOURCES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 The Chronicle of Higher Education Bookshelf . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 University Web Sites for Graduate Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 General Links About Academic Jobs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Information About Faculty Jobs by Discipline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Other Useful URLs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

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BECOMING A FACULTY MEMBER I Love My Job Mary Lou Dietz, PhD Sociology Professor University of Windsor Source: Speech delivered to the Society for the Study of Symbolic Interactionist (SSSI), Toronto, ON, August 1997 in acceptance of the SSSI Feminist Mentor Award Boy, I hope you are not expecting me to say something profound. I don’t want to spoil my perfect record. My remarks today have gone through several incarnations but I ended up deciding I would just tell you what I think. Now that should come as a big surprise. I did try to do a “how to” list–you know, the type of thing I tell my students and junior colleagues, like “You always have to go to the try-outs (e.g., auditions, apply for jobs). “Don’t cut yourself from the team. Make the coach do it,” when they are agonizing over whether to apply for jobs, scholarships, grants or promotions. Or my very favorite when they are whining about unfairness, overwork, or life’s tragedies and I say, comfortingly, “just remember there is nothing so bad that it can’t get worse.” But I decided you could find all this advice in motivational books, like Steven Corey’s 7 Tips from Highly Successful People. And when I tried to think of something wise I could pass on, the best I could come up with was “Did you ever notice that a 10-minute oil change always takes more than 10-minutes?” This actually could be a useful life planning analogy but I wasn’t sure how many of you were spending your time at the Jiffy Lube or analyzing it when you found you were going to wait 10-minutes before you even got in. In any case I thought I would just pass on my unvarnished opinion on life and careers in academe. The truth is I have never figured out how to varnish an opinion, and it’s probably much too late now. O.K., is being a university professor a great job, or what? I am marking 30 years of getting paid for reading. READING??? I am actually getting paid to read, to collect books! WHAT A SCAM!! I would do this for nothing. In fact, before I started working at the University, I did do it for nothing. Ever since I was a little kid I have read everything. I even read the papers that come with medicine and the instructions until after I have started to put the damn thing together. I love to read. And I am getting paid for this? In this job they actually pay us to learn. GEEZ, I remember when I used to pay them for the same thing. This was the job I created in my imagination. The perfect job. Like getting paid to go to school all of your life. Go figure! Not only that but we get paid, get this, we get paid for standing up in front of a room and saying what we think about things we have read and learned AND when we get it perfected in class the university gives us money to go to Toronto or Montreal or Vancouver or New York or San Francisco to hang out with our friends and to express our thoughts and ideas to them and hear about what’s new and what others are working on and tell them they are wrong if they don’t agree with us. Now, I don’t know about you, but 1

expressing my ideas and opinions is something I started doing about the same time I learned to talk. And I like to do it. HA!! Remember when you used to get reprimanded for being too opinionated? Well, maybe you don’t remember that, but you would if you were my age. On top of this, I have been getting paid for all these years for seeking out the answers to questions that I wanted the answers to and for writing down the answers I found. Can you beat that? Get a little bored with your class, you can change your teaching method, incorporate the new material you are having so much fun reading. Say everything you have to say about your research. You can go off and study something new and exciting. What the hell, you get a year off every once in awhile to do just that. Can it get any better than this? But it does. Listen. Besides all of that–now get this–what other job could you get where you can adjust your schedule so you can do a lot of work at night after your kids go to bed after their games and plays are over. Where you can be a brownie and cub scout leader, where you can even bring your kids to class and to meetings and conferences. (I’ve got one here now) Where you can virtually be a full-time mother and hold down a fulltime job. Any place else? I don’t think so. An added plus here (as if we needed one) is that with all this reading and learning and writing and going to meetings and child rearing, it’s obvious that you have to be too busy to clean house and cook. BONUS!!

I love this job!!! Where else can you go to work and just make new friends all the time? Really. We have a job that brings us new students, new friends every year. And they are interested in the same thing we are. And they leave but we are still friends and they are replaced with new people who will also be our friends for life. This has got to be the world’s best deal. Of course, I worked hard to keep this job. We all do. Who wouldn’t? And we get to live in a world where you could walk into a classroom and find both your life’s work and the perfect way to understand the world–for me this was in 1952–Frank Hartung teaching Social Psychology at Wayne State. That’s when I was introduced to Symbolic Interaction (SI). I said, “Oh my God! these people, these scholars, these professors, these textbooks writers–are explaining how the world works in a way that makes sense–this is a theory?? This is truth! I think I’m in love!” (with the theory, not with Frank, although I did come to love him over the years) Frank was a scholar. He knew everything. Not just SI, not just sociology, but literature and art and music. Hmm?? I think I want HIS job. I never fell out of love with this theory or the job, although I checked out SOME others and maybe had a little fling with one or two of them. Now if this wasn’t enough. In this job I was able to ne involved in my favorite causes. And NOT get fired. Is this too much? When I started working at the University of Windsor, I was a unionist. The faculty association members in those days were elitist, white and male. Guys who sat around in the afternoons in the Faculty Club drinking and gossiping. You know how men are. It was boring!!! So we formed a union. We worked at improving those few little things that weren’t perfect about this job. We built in affirmative action and protections for minorities–people of color, women, gays and lesbians. We got maternity leave, paternity leave, adoption leave, and equal pensions. We moved these groups, especially women, toward positions of equal strength. I wrote and spoke about these things and this is seen as part of my work and I 2

got paid for it. I got paid for doing the same things that I had gotten fired for at least three different times before I came to university (well, actually one time at a university). I have always researched and written about the things that I was interested in–unions and women’s issues, sports and ballet, violence and homicide, urban lumberjacks and about doing sociology. I even wrote about what I learned doing sociology with Billy and Bobby, my friends. This is fun!! The whole job is fun!! I have to tell you. I’ve been paid for thirty years (and paid well for the last few years thanks to me and my friends) for having fun and for doing what I like to do. So my advice to you as I get ready to retire is lighten up. Enjoy every minute. You gotta love it. This is the greatest job in the world. So how do you succeed in sociology? Be yourself.

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“Will There Be Enough Excellent Profs?” REPORT ON PROSPECTIVE DEMAND AND SUPPLY CONDITIONS FOR UNIVERSITY FACULTY IN ONTARIO by David C. Smith This report was prepared for the Council of Ontario Universities. The views expressed here are those of the author and do not necessarily represent those of the Council or any of its members. It is a companion report to “How will I know if there is quality?" which examines quality indicators and quality enhancement in universities. Both reports are complementary to the 1999 report by PricewaterhouseCoopers for COU entitled “Will there be room for me?” which examined the expected large increase in student demand for university education in Ontario.

March 2000 Council of Ontario Univerisites Conseil des universités de l’Ontario 180 Dundas Street West, Suite 1100, Toronto, Ontario M5G 1Z8 Phone: (416) 979-2165 Web Site: http://www.cou.on.ca COU No. 673 ISBN 0-88799-347-8

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TEACHING How To Get All-Important Teaching Experience By RICHARD M. REIS Source: http://www.chronicle.com/jobs/2000/07/2000072102c.htm Friday, July 21, 2000 One thing I created on my résumé was a separate category for what I called "Teaching and Leadership Experiences," because I consider those to be related to one another. I find invariably that I am asked about my teaching skills by industrial interviewers such as large chemical or oil companies, as well as by potential academic employers. I think my teaching experience shows that I am able to communicate. Kriste Boering, Ph.D. student in chemistry at Stanford University For graduate students and postdocs interested in academic careers, there are many benefits to acquiring teaching experience before becoming a professor. These include: • Confirming in your own mind that teaching is what you really want to do. • Helping you prepare for your first teaching assignment as a professor. • Giving you a significant leg up on your competition in your search for an academic position (not to mention a source of extra income). Types of teaching experiences Teaching assistantships are a good place to start. T.A.'s handle many routine but essential teaching responsibilities, such as preparing problem sessions, writing problem sets and examinations, holding office hours, preparing laboratory experiments, writing up handouts, giving late/early examinations, grading, and answering electronic mail. As a teaching assistant you will begin to experience some of the essential nonlecturing responsibilities that come with being a professor. The next logical step after serving as a teaching assistant is to start giving guest lectures. To do so, you need only the permission of the professor in charge of the course. One type of guest lecture takes place when you, in effect, substitute for the professor and seek to give, with perhaps some modifications, the lecture the professor would have given. Another type of guest lecture occurs when you give a presentation on your particular interest or specialty. In this case your talk complements the regular course material. You have greater flexibility in what and how you present your ideas, since you are the expert on the subject. On the other hand, you will probably have to develop your presentation from scratch with little or no help from the instructor. After you have given a few guest lectures, you might want to step up to teaching longer course segments of a few weeks or more. Look for opportunities to fill in during the scheduled or unscheduled absence of a professor in your department.

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Team teaching, in which you share responsibilities with a professor or perhaps another graduate student or postdoc, is yet another possibility. Under these circumstances, you would probably become a paid university employee. This situation is more likely to occur when a new course is being proposed and you and your partner are working together to develop and teach the course. Both of you are likely to be present at all the lectures, although specific duties may be divided along the lines of individual interests and expertise. This approach is a great way to obtain experience both in teaching and in developing a new course, something you will most likely do in your first year or two as a professor. Teaching a full course entirely on your own is the ultimate preparatory experience. Here, you are the professor, and will be responsible for all aspects of the course. In most cases you will probably be replacing someone who is on leave or otherwise not available. This way the university will not have to create a new slot for you. Teaching a full course is a very time-consuming activity, so you want to think carefully before making such a commitment. You may want to do it near the end of your graduate-student or postdoc experience. True, this period is also the time when you are most engaged in your research. However, teaching a course while doing research can provide a welcome balance in your life. The summer may be an easier time than during the traditional academic year to find courses to teach, because fewer regular faculty members are available at that time. This way you don't have to wait until a slot opens up from a professor who might be going on leave. However, teaching summer school is challenging because the courses are faster-paced, resources are tighter, and fewer professors are on campus. In some cases, you may have students who are not part of the regular student body or who are not expecting to work as hard. These are all factors to consider. By looking outside your graduate institution for teaching experiences, you can expand your options significantly, since the type and number of courses available will be much greater. Teaching at another institution, particularly if it differs from your own, can help you decide if this is a type of college you would be interested in as a professor. This broadens your portfolio of experiences and references, and increases your overall competitiveness for academic positions. How to find the right teaching opportunities You have a variety of ways to identify or create teaching opportunities. The most obvious is to simply announce that you want them. Tell as many professors, students, and postdocs as possible. Often faculty members declare that, had they known students wanted to give guest lectures, teach class segments, or even teach a full course, they would have encouraged and supported this desire. Next, find out what courses are currently being offered and who is doing what you might want to do. By definition, graduate-student and postdoc teaching is temporary, which means that the people now offering such courses will not be doing them one, two, or, at most, three years from now. This is the time to get in line for these opportunities.

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Preparing for a successful experience Obviously you want to do all you can to make your teaching experiences a success for you and your students alike. It is important to remember, however, that nobody gets it completely right the first time, and even the best teachers are always improving. In preparing your lectures, you need to consider the objectives of your presentation, how they relate to the objectives of the course, and the backgrounds and interests of the students. Your best source of information in this regard is the professor who has taught the course before. Talking to him or her will help you avoid costly mistakes while saving you significant amounts of time. Getting feedback on your teaching is essential. At most universities, a course evaluation is handed out at the end of the semester, just before the final examination. However, feedback need not take place only then. You can give your class a mid-course evaluation form any time you wish, and thus make changes before the course is over. Please note that the above list represents a wide range of possibilities. It is very important not to overcommit yourself. If time concerns mean stopping at a teaching assistantship, then do so. If it means giving a few guest lectures rather than a sequence of lectures, or a sequence of lectures instead of a full course, then do so no matter how enticing the more time-consuming opportunity may appear. You want to do something you will be proud of and that can help you as you apply for full-time academic positions.

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How to Be a Good Graduate Student/Advisor Marie desJardins ([email protected]) Source: www.cs.umbc.edu/www.graduate/advice/advice.html March 1994 Abstract: This paper attempts to raise some issues that are important for graduate students to be successful and to get as much out of the process as possible, and for advisors who wish to help their students be successful. The intent is not to provide prescriptive advice -- no formulas for finishing a thesis or twelve-step programs for becoming a better advisor are given -- but to raise awareness on both sides of the advisor-student relationship as to what the expectations are and should be for this relationship, what a graduate student should expect to accomplish, common problems, and where to go if the advisor is not forthcoming. Contents: • • • • • • •

Introduction Before You Start Doing Research The Daily Grind Staying Motivated Getting to the Thesis Finding an Advisor

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Finding a Thesis Topic Writing the Thesis Getting Feedback Getting Financial Support Advice for Advisors Interacting With Students Becoming Part of the Research Community

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• • • • • • •

Attending Conferences Publishing Papers Networking All Work and No Play... Issues for Women Conclusions References

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Specially for Graduate Students-TA Teaching Tools Source: http://www.yorku.ca/cst/Webliography02/specially_for_graduate_students.htm

Teaching Tips for TAs (Stanford University) A series of resources for TAs in a variety of subjects including: Being a successful TA, the first day, discussion sections, lab sections, and testing and grading. Also of interest on the site is a downloadable handbook for TAs that includes detail "how to" information on many subjects such as course design, delegating authority, six ways to handle nervousness, checklist for effective lecturing, tips for better lectures, disabled students, "problem" students, resolving conflicts and writing letters of recommendation. TA Teaching Tips (Tufts University) This site has an on-line collection of Teaching Tips for Graduate TAs that include style, techniques for beginning the first class, and strategies for keeping your students’’ interest. T.A. Cyber Handbook (Tufts University) The T.A. Cyber-Handbook allows you to search for TA-related information by thirty-one different subject categories or by keywords, for example, academic honesty, diversity issues, questioning techniques, and text construction. How to be a Successful Graduate Student/Advisor (University of Maryland, Baltimore) A resource for graduate students and advisors involved in the thesis research/writing process. Find out what the expectations are for yourself and your advisor, as well as how to solve common problems and what to do when advisors don't live up to their expectations. Learning Time (University of Guelph) Learning Time: Problem-Solving strategies for managing your time, your workload, and yourself is a comprehensive compendium of information, strategies, suggestions, and advice designed to resolve the persistent or recurring time management issues commonly faced by upper level and graduate university students.

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Guide to Teaching Assessment & Evaluation, York University INTRODUCTION The Teaching Assessment and Evaluation Guide provides instructors with starting-points for reflecting on their teaching, and with advice on how to gather feedback on their teaching practices and effectiveness as part of a systematic program of teaching development. As well, the Guide provides guidance on how teaching might be fairly and effectively evaluated, which characteristics of teaching might be considered, and which evaluation techniques are best suited for different purposes. TheTeaching Assessment and Evaluation Guide is a companion to the Teaching Documentation Guide (1993), also prepared by the Senate Committee on Teaching and Learning (SCOTL). The Documentation Guide (available at the Centre for the Support of Teaching and on the SCOTL website) aims to provide instructors with advice and concrete suggestions on how to document the variety and complexity of their teaching contributions.

NEED FOR THE GUIDE Teaching is a complex and personal activity that is best assessed and evaluated using multiple techniques and broadly-based criteria. Assessment for formative purposes is designed to stimulate growth, change and improvement in teaching through reflective practice. Evaluation, in contrast, is used for summative purposes to give an overview of a particular instructor’s teaching in a particular course and setting. Informed judgements on teaching effectiveness can best be made when both assessment and evaluation are conducted, using several techniques to elicit information from various perspectives on different characteristics of teaching. There is no one complete source for information on one’s teaching, and no single technique for gathering it. Moreover, the techniques need to be sensitive to the particular teaching assignment of the instructor being assessed or evaluated, as well as the context in which the teaching takes place. If multiple perspectives are represented and different techniques used, the process will be more valued, the conclusions reached will be more credible, and consequently more valuable to the individual being assessed or evaluated. Current practices at York University are varied. In most departments and units, teaching is systematically evaluated, primarily for summative purposes. Individual instructors are free, if they wish, to use the data so gathered for formative purposes, or they may contact the Centre for the Support of Teaching which provides feedback and teaching analysis aimed at growth, development and improvement. Without denying the value of summative teaching evaluation, the main purpose of this Guide is to encourage committees and individuals to engage in reflective practice through the ongoing assessment of teaching for formative purposes and for professional development. Research indicates that such practice leads to heightened enthusiasm for teaching, and improvement in teaching and learning, both of which are linked to faculty vitality.

CONTENTS • Introduction .................................................1 • Need for the Guide ......................................1 • W hat is Quality Teaching? ..........................2 • Form ative Assessm ent ................................2 • Sum m ative Evaluation ................................2 • Overview of Assessm ent and Evaluation Strategies: 1. Teaching dossiers .....................................3 2. Student ratings ..........................................4 3. Peer observations .....................................5 4. Letters & individual interviews ...................6 5. Course portfolios .......................................6 6. Classroom assessm ent .............................7 • Classroom Assessm ent Techniques ...........8

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The Teaching Assessment and Evaluation Guide© is published by the Senate Committee on Teaching and Learning (SCOTL),York University www.yorku.ca/secretariat/senate/committees/scotl/ (revised January 2002)

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Documenting Teaching Accomplishments PAT ROGERS, DEAN OF EDCUATION UNIVERSITY OF WINDSOR Source: http://chronicle.com/jobs/2002/07/2002072401c.htm August, 2002 At bottom, the [scholarship of teaching] entails a view that teaching, like other scholarly activities … relies on a base of expertise, a “scholarly knowing” that needs to and can be identified, made public, and evaluated: a scholarship that faculty themselves must be responsible for monitoring”. (Edgerton et al, 1991) GUIDELINES FOR THE CREATION OF A TEACHING DOSSIER 1. Clarify teaching responsibilities 2. Describe your approach to teaching 3. Select items for the teaching dossier 4. Prepare statements on each item 5. Order the items 6. Compile supporting evidence 7. Incorporate dossier into curriculum vitae or UCAPT form (optional) 8. Append exemplary materials SUGGESTED DOSSIER CONTENTS Approach to teaching · Philosophy · Teaching Practices · Professional Development Summary of teaching contributions · Classroom Teaching · Supervision · Teaching Awards or Nominations · Teaching-related Activities Departmental Activities University-Wide Activities · Publications and Professional Contributions Curriculum Materials Research and Professional Contributions Funding

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Evaluation of teaching · summaries of teaching evaluations initiated by your unit · results of evaluations initiated by student, where possible; · letters from students selected at random, and from students and teaching assistants identified by the candidate; · peer evaluations based on visits to the classroom; · objective indicators of student progress, where such exist, e.g. proficiency tests or examples of students' work "before" and "after". SOURCES Shore, Bruce et al. (1986). The Teaching Dossier: A Guide to its Preparation and Use. Ottawa, ON: The Canadian Association of University Teachers. Teaching Documentation Guide; Guide to Teaching Assessment and Evaluation; Online Teaching Evaluation Resources. http://www.yorku.ca/secretariat/senate/committees/scotl/) Teaching Dossier Preparation: A Guide for Faculty Members at the University of British Columbia. http://www.cstudies.ubc.ca/facdev/services/dossier.html#supp (Prepared by Pat Rogers, Dean of Education, August 2002)

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RESEARCH Getting Published as a Graduate Student in the Sciences By RICHARD REIS Friday, November 24, 2000 source: http://chronicle.com/jobs/2000/11/2000112402c.htm To succeed you must make your talents well known and widely appreciated. Publishing provides you with an important way to accomplish that. Your papers, available in libraries around the world, represent not only your product but also your résumé. -- Peter J, Feibelman, author of A Ph.D, is Not Enough! A Guide to Survival in Science All professional scientists, whether in academe, industry, or the government sector, are expected to publish the results of their work in one form or another. But in order to land a job in any of these realms, you have to begin amassing a publishing record while you're still in graduate school. Success in publishing requires the right attitude. You need to see publishing as a natural outcome of your dissertation scholarship -- a way to take some of the credit for what you have done and to communicate the results of your hard work to your future colleagues. Treat publishing as a forethought, not an afterthought. What is a reasonable number of publications for a graduate student? First, keep in mind that in general the number of scientific publications can vary quite a bit by field depending on the nature of the problems under investigation. For example, some experimental fields such as microbiology and organic chemistry lend themselves to shorter investigations that can be reported more frequently, whereas other areas like population biology and high-energy physics, may take longer to produce publishable results. There is also the question of how far you should go in "chopping up" your research into the smallest possible publishable units (jokingly called a "publion" in physics) so as to increase the total number of such publications. The editors of the journals to which you submit your papers will be the ultimate judges in this case. Mr. Feibelman takes the view that -- where possible -- shorter, more frequent papers that can later be combined into a significant review paper is a good approach for beginning researchers. Most graduate students who publish do so as co-authors on articles with more senior researchers and faculty members. This is fine. Be open to sharing credit with others, even if you feel you have made a disproportionate contribution to the research. Contributions can be made in different ways and at different levels. With all of the above in mind, Ph.D. advisers in most science and engineering fields recommend that a graduate student have at least one paper in which the student is named as the first author. Many professors also like to see their students as co-authors of one other paper. What does first authorship mean? Usually it is the person who conceived, designed, and carried out the experiments and then took the lead in writing up the results. Since Ph.D. dissertations, by definition, represent an original contribution to the field by the student, it stands that most papers resulting from such dissertations should have the graduate student as the first author.

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However, different norms do exist within different disciplines with respect to whose names appear as authors and in what order. In some cases, the lab director's name goes on every paper, says Donald Kennedy, editor of Science. "In genetics and microbiology, for example, things tend to be 'shared' and the director of the laboratory is almost always on the list of authors even if he or she did no direct work on the project," he says. "In population biology it is the people who actually do the work, usually graduate students, who are the only names on the paper." It is important, therefore, for faculty advisers to make clear from the start what they expect of their graduate students and postdocs in the laboratory. While you want to be sure to receive credit as a co-author for your contribution, be careful not to go over the line in this regard. Some advisers have been known to give students "complimentary authorships," by putting a student's name on a paper as a career boost even if he or she did little or no work on the research. One important test of co-authorship is whether or not everyone listed can give a talk, and answer subsequent questions, on the paper at a professional conference or symposium. Be certain you have that ability before accepting credit as a co-author. Indeed, it is worth keeping in mind that the other side of credit is blame. If the paper is of a poor quality, or if the data are unreliable, as a co-author you will share some of the responsibility for that. If you have any concerns in this regard, you should discuss the situation with the senior author of the paper before it is submitted to a journal. While publishing is, as Mr. Feibelman points out, "a timeless advertisement for yourself," remember that you can't take back a publication. Excellent papers will serve as a permanent public record of your accomplishments, poor papers will damage your reputation. I'll touch on what makes for a poor paper below. Your goal must be to publish the highest quality research papers. Most scientific publishing falls into one of three categories: 1. peer-reviewed papers in journals, 2. conference papers, and 3. research reports. While there are exceptions, peer-reviewed papers are generally of a higher quality than are those that appear in other forums. These are the papers that count most when reviewing a publication record for hiring, promotion and tenure. Conference papers, which cover in more detail the topic you are going to present orally at a conference, may or may not be peer-reviewed. Research reports are those usually required by funding agencies or your employer. Such reports often are more detailed than the journal or conference papers, but generally have a more limited audience. Of course they are often the basis for the first two types of papers. So what is involved in actually writing publishable papers? We can only touch on a few of the key elements here. Fortunately, the graduate divisions of most research universities have pamphlets, guidebooks, and even workshops that can provide you with additional guidance. Two particularly good sources are The New Professor's Handbook: A Guide to Teaching and Research in Engineering and Science (Anker Publishing, 1994), and Graduate Research: A Guide for Students in the Sciences (Plenum Publishing, 1990). Many experienced authors suggest that you organize a research paper somewhat as you would a newspaper article -- that is, tell the same story several times by going into increasing levels of depth and difficulty. Start by paying considerable attention to the title since it will determine if busy readers will go further. For example, "Sending Signals: How Bacteria and Plants Talk to Each Other," has a lot more punch than "The 14

Mechanism of NodD1-Mediated Transcription at Nod Gene Promoters." The title needs to be concise, accurate, and compelling. Next comes the abstract, which should be 50 to 300 words. It is often circulated much more widely than the article itself, so pay close attention to it. Cliff Davidson and Susan Ambrose, the authors of The New Professor's Handbook, refer to two types of abstracts: descriptive, which list the contents of the paper, and informative, which describe the most important research results and their significance. Most peer-reviewed papers should use the latter type. The abstract is followed by the introduction. According to The New Professor's Handbook, the introduction serves several purposes: It describes the general topic area of the paper, lists the specific problems of interest, and presents the motivation for the work. Unless the manuscript is very short, the introduction should also include statements about the organization of the paper: Listing the major sections helps the reader understand the flow of ideas that follow. Next comes the literature review where citing the work of others is essential. Obviously you want to show the connection between their work and yours. Not only does your professional integrity demand this, to do otherwise would be a case of fraud. It also certainly doesn't hurt to give credit to future colleagues, some of whom will be reviewing your paper for publication. Now you need to discuss your research objectives and your methods of achieving them. Describe the equipment and experimental procedures you used for laboratory or field work, and the mathematical relations and solution techniques for a theoretical study. Then in the results section, which usually follows, you should refrain in most cases from including raw data but rather present the results themselves with some explanation of how you reached them. Next comes the discussion section, where you explain the significance of your results. According to Mr. Davidson and Ms. Ambrose, a poor job here is the main reason for rejection of most journal papers. As they put it: In some cases, there is a fatal flaw: the research results are simply not significant enough to warrant publication. In other cases, the findings are interesting and worth publishing, but the discussion is inappropriate. For example, the author may be afraid to make a bold statement even when it is supported by the data (perhaps the true significance of the work is not recognized), or conversely the author may make unsubstantiated, sweeping claims when in fact only modest claims are warranted. Some papers follow the discussion section with a section on future work. If this is the case, such statements should be limited to broad overviews of the directions you see your research taking, and not the kind of detail that would fit into a forthcoming proposal. Next to the title and abstract, the section most likely to be read by most readers is the one with the conclusion or summary statement. A conclusion states the outcome of your work whereas a summary is a brief statement covering the main points of the paper. Either, or both, may be found in a research paper. While there are many references on writing research papers, don't forget what may be your most important resource, your research advisers. Asking advisers and other colleagues to give you critical feedback on your

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drafts before submission to a journal can save you tremendous time and will go a long way toward increasing your chances of eventually having your paper accepted for publication.

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Postdocs for Humanists PETER S. CAHN Source: http://chronicle.com/jobs/2002/07/2002072401c.htm Wednesday, July 24, 2002 Starting this summer, graduate students on the academic job market will begin scouring Web sites, disciplinary newsletters, and departmental bulletin boards for job announcements. Although a variety of openings will be available for visiting-lecturer and administrative posts, the holy grail of faculty-job seekers remains the tenure-track position. That was my aim last year, and I'm relieved to have succeeded, but I would like to suggest an alternative goal: the postdoc. Postdoctoral fellowships are the standard first step for Ph.D.'s in the sciences on their way to the tenure track. But in the humanities and social sciences, postdocs have only recently become common. Campus career centers still do not give them the same attention as more traditional jobs, and there is no centralized place for humanists and social scientists to find a listing of available fellowships. When I began contemplating my job search, I was not even aware of the postdoc option until my dissertation adviser recommended that I apply for one. Postdoctoral opportunities for humanists and social scientists can seem invisible. A few large organizations like the Woodrow Wilson National Fellowship Foundation and the Rockefeller Foundation sponsor such fellowships. Then there are the prestigious societies of fellows, whose exclusivity and decorum preclude them from advertising junior positions too widely; for example, Harvard's Society of Fellows operates by invitation only. The postdoc that I accepted is, like many, attached to an interdisciplinary institute and includes participation in the seminars and conferences that it sponsors. Understandably, graduate students are reluctant to expend their limited time and money on pursuing postdocs, which usually offer lower salaries than regular teaching jobs, and do not always carry the same benefits of full-time employment. Although the selection process is not as onerous as for faculty searches, applications for postdocs can request nearly as much material as a hiring committee does. My fellowship asked for 15 copies of my research proposal, three letters of recommendation, and sample chapters from my dissertation. Moreover, the majority of fellowships do not exceed two years. Mine lasted only one year, so I had to start looking for another job as soon as the fellowship began. An additional drawback to being a postdoc is our nebulous status in the university. Postdocs are neither faculty members nor graduate students, thus wreaking havoc on a bureaucracy used to clearly defined categories. Library administrators don't know how long to allow us to borrow books, insurance coordinators don't know which health plan we qualify for, and parking offices can't figure out the proper permit to give us. After having endured the indignities of being a graduate student, it can be frustrating to remain in a lowstatus position even after receiving your degree.

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Given these caveats, why am I so enthusiastic about postdocs for job seekers in the humanities and social sciences? For me, this year has helped me transition from student to faculty member. When I first arrived at the institute, a staff member escorted me to an office emblazoned with my nameplate on the door. That small detail immediately made me think of myself as a professional academic. Unlike in graduate school, where student work space on campus was scarce and telephone lines shared, I enjoyed my own windowed office, computer, printer, telephone, and voice mail -- all the accoutrements of a serious scholar. Best of all, I had minimal teaching obligations. Most junior faculty members must contend with the adjustments to a new job and pressures to publish while also designing several new courses. As a postdoc, your time is meant to be devoted to furthering your research. With an unfettered schedule and keys to the building, I took advantage of this chance to revise my dissertation. Even the most polished dissertations rarely resemble a book, and the process of trimming the literature review and broadening the scope requires an inordinate amount of time. Just the review process alone at a university press can take several months. Rather than juggle this with the demands of writing lectures, I could focus on preparing my manuscript for publication free of distractions. During my postdoc year, I also benefited from additional guidance that junior faculty members typically do not receive. Although my graduate advisers shared their tips for professional success with me, much of the daily routine of a professor remained mysterious to me. In casual hallway conversations at the institute, colleagues spoke candidly about their experiences in the academy. This was particularly useful when I was writing cover letters for jobs. One visiting scholar gave me the perspective of the person who receives all those applications. She told me that the main concern of most committees is to ensure that the candidate they hire can get tenure, so they do not have to repeat the search process again in six years. Mindful of that concern, I emphasized to search committees my progress toward publication and my ideas for a second project. The postdoc fellowship afforded me a chance to meet scholars outside my discipline. The institute that housed me hosted four other postdoctoral fellows from anthropology, history, and philosophy. Since we were all working on book-length manuscripts, we formed a writing group to exchange chapters and give feedback. Not only did my writing improve from the range of comments they offered, but I also learned about recent research in fields related to my own. Keeping up with newly released anthropology books and journals usually prevents me from reading in other disciplines, so I welcomed the chance to talk with colleagues from different backgrounds. Finally, the postdoc positioned me well to compete for more permanent positions. It automatically separated me from the larger pool of applicants who may still be working on dissertations. It carried the weight of external recognition for my scholarship; so valuable is this imprimatur that many vitas list postdoctoral fellowships awarded but declined. It gave me the institutional support, from letterhead stationery to laser printing, that makes the grueling application process more bearable. I am looking forward to entering the ranks of full-fledged faculty members in the fall. Without students and committee work, academic life has been more contemplative than usual. Still, I'm grateful to have enjoyed a year gaining the skills and confidence that will enable me to succeed as an assistant professor. For one, I've learned not to look shocked when I see my name on the office door.

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GETTING READY FOR THE JOB SEARCH Curriculum Vitae Template University of Windsor

Name: •

Personal data: Position (rank): Department/School/Faculty: Office address: Home Address: Phone: E-mail: Fax: Citizenship:



Post-Secondary Education: Name of Institution

Dates attended



Post-Doctoral Fellowships:



Academic Appointments:



Professional certification: Conferring organization

Professional memberships:

31.

Honours and awards:

32.

Undergraduate courses taught: Course No.

Degree or diploma received and date

Type of certificate or registration

30.

33.

Phone/Extension:

Course title

Field of specialization

Date of issue

University

Date

University

Date

Graduate courses taught: Course No.

34.

Theses supervised:

35.

Theses co-read:

Course title

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36.

Graduate Major Papers Supervised:

37.

Graduate Major Papers co-read:

38.

List publications (including translations) in the following sequence: a. b. c. d. e. f. g. h. i. j. k. l. m. n. o.

books authored or co-authored, books edited or co-edited, chapters contributed to books, articles in refereed journals, conference proceedings, other refereed publications, patents, published abstracts, book reviews, non-refereed scholarly articles, papers delivered to professional associations, other papers published, gov't or contract research reports, invited addresses, workshops offered.

The sequence gives author and co-authors, year, title of communication, name of journal (or editor and name of book, place and publisher), pagination. 39.

Creative activity: (performances, exhibitions, compositions)

40.

Research and creative activity in progress:

41.

Conferences attended: (unless listed above)

42.

Research grants and leave fellowships: Year

43.

Amount

Grants for contract research: Year

44.

Source

Source

Amount

University involvement: a. positions with responsibility stipend (including ex-officio committee memberships): b. positions without responsibility stipend:

45.

University Service: 20

46.

Service to the profession:

47.

Professional/non-professional service to the community:

48.

Non-academic employment: Dates

49. Date:

Employer

Position

Other pertinent information: Signature:

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The CV Doctor Returns By MARY MORRIS HEIBERGER and JULIA MILLER VICK Source: http://chronicle.com/jobs/2002/10/2002101101c.htm October 11, 2002 If you're like most academics, your CV could use a little work. Maybe you offer too much information, or not enough. It could be that your descriptions are too wordy or too vague. Or maybe the format looks haphazard. You've come to the right place. For the fourth year in a row, we asked job candidates to submit their vitas for an online critique. Hundreds of you responded, and we would have liked to help each of you. Unfortunately, we were able to evaluate only five. We selected vitas that were already strong -- so they could serve as models for our readers -- but that could benefit from some revisions. We are grateful to the five candidates who gave us permission to use their CVs. Their names, contact information, and other identifying details have been removed. We provide a brief introduction to each CV and offer suggestions for improving it in footnotes. We chose CVs from the following academics: • • • • •

A dean of science and mathematics. A community-college instructor in sociology. A Ph.D. in anthropology. A Ph.D. in history. A Ph.D. in the sciences.

If, after reading our suggestions, you still need help, you can find plenty of additional advice. Last year, we evaluated three faculty CV's and reworked each vita into a réésuméé for an administrative or a nonacademic job. In 2000, we reworked the CV's of Ph.D.'s at different stages of their careers. And in 1999, we evaluated five CV's in disciplines from art to biology.

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Do I Need My Own Web Page? By MARY MORRIS HEIBERGER and JULIA MILLER VICK Source: http://chronicle.com/jobs/v45/i02/4502talk.htm Friday, July 12, 2002 Question: I'm going on the market this year. Some of my friends say I have to develop a good home page in addition to my C.V., statement of teaching philosophy, letters, and all the other materials I need to prepare. Is it worth the time to make one? If so, what should I include? Julie: Since more and more candidates and employers are using the Internet for everything, Yes, it's a good idea. Whether a home page is becoming close to standard (linguistics) or a nice extra (economics) depends on your field. As a rule of thumb, if many faculty members in your discipline establish home pages and refer to them, then candidates should, too. Even if one's faculty has no presence on the Internet, search committees in that field want to check Web sites of candidates. Many young faculty members have home pages, and this seems to have more to do with comfort level with the web than with discipline. Mary: So the question becomes "Why not have a home page?" It's certainly something that's better not done at all than done badly, but you can produce a good one even starting from square one. If you haven't yet constructed a page, the idea may seem overwhelming, but what makes a good one for jobhunting is the information it contains and its clarity of presentation, rather than technical bells and whistles. If you're able to earn a Ph.D., you'll be able to quickly learn enough of a Web-authoring tool to construct a good page. Just don't forget that conscientious search committees review all the paper materials requested from candidates and probably look at home pages only when they've already identified a candidate as potentially interesting to them. Julie: And you can get lots of help on line. The first thing I might do is look at other young scholars' home pages, at your institution and elsewhere. You'll find some nice examples at: http://www.asc.upenn.edu/usr/swooda/index.html http://w3.arizona.edu/~ling/hh http://www.cis.upenn.edu/~beth/home.html http://matisse.ucsd.edu/~moroz Most institutions make it easy to find student and faculty home pages either in a central listing on the main institutional page or under school or departmental menus. Take note of what looks effective and what makes a strong presentation of the candidate as an interesting professional person. If something strikes you as gimmicky, that's probably what a search committee will think, too. If you wonder how someone produced an effect that you like, remember that most Web browsers have a "view source" function that will show you all the code you need. You may find some common elements in 23

strong pages. Frequently the home pages of candidates on the market include vitas, links to publication sites, and examples of work. Mary: Let me suggest sites you might link to from your vita: your department, sites of scholarly associations where you've presented at conferences, your adviser, if you have one, and Web sites you've developed for special purposes such as a class you've taught. Some candidates have distinguished themselves and increased their name recognition by creating research pages from Web addresses of associations and frequently-consulted research sites in their field. One good example can be found at http://www.english.upenn.edu/~jlynch/Lit/ part of an outstanding collection of such sites at http://www.english.upenn.edu/~jlynch. If you give a large collection like this its own site, separate from your individual site, you would certainly link both sites to each other. Julie: Great idea. And if you go this route, you can put a link to your personal page in a tactfully prominent place on the menu of the professional resource site you develop. Also, if you've developed Web sites for special purposes, such as a class you've taught, link to them. In many searches, committees are hoping to identify candidates who will be able to integrate technology and teaching, and curricular pages particularly demonstrate your ability to do this. Mary: While discussing all the great material people can put on line, we should also remind you that while material posted on the Internet enjoys theoretical copyright protection, in practice, the Internet also makes it easy to plagiarize. If you've done major work not otherwise published, I'd hesitate to put it on the Web. You can attempt to protect yourself by copious use of statements such as "copyright, your name, not to be copied or distributed without permission." Also think long and hard about using personal materials, such as photographs, jokes, and links to collections of sites which are not professionally related. We've always discouraged the use of personal photographs on resumes and vitas because they make it easy to discriminate illegally. The same thing is true on the Web. I understand the impulse that wants to provide personal material and say, "Here I am. Take it or leave it." However, this inevitably entails some risk, so don't include personal material unless you're truly willing to be rejected on account of it. Julie: On the other hand, don't feel you have to include solely professional material. The fact is that many candidates seem to be putting photographs on their home pages, and there are photographs on some pages we've chosen as good examples. Furthermore, some schools will appreciate knowing about those things that make you who you are both as a person and as a scholar. Others will find these extraneous. Mary: Okay, you've convinced me. So we just encourage people to use discretion and good judgment then. Julie: As with other job-hunting materials, keep your site clear, simple, and easy to navigate. Arrange the main menu according to some self-evident logic suggested by the materials you want to showcase. Keep menus short and embed them if you need to. Remember that too many graphics take a long time to load and may end up annoying rather than enchanting potential employers.

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Also think about how the page will look on a small screen and make sure the type is easy to read and not overwhelmed by the background. Many younger applicants may not make enough allowances for the middleaged and aging eyes which may review their applications. Finally, keep your page user-friendly by keeping all the links current. Check them frequently. Mary: And, as you work, keep the big picture in mind; you want a job. Some things never change. A good way to test the effectiveness of a C.V. is to show it to someone for 30 seconds and ask them what they saw. If your strongest qualifications stood out, you did a good job. Have several people take quick looks at your home page. Then ask what impression it made. If they say what you hope to hear, you've got a good page which will work for you 24 hours a day.

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Getting Ready to Go on The Market By MARY HEIBERGER and JULIA MILLER VICK Source: http://chronicle.com/jobs/99/10/99101501c.htm Friday, October 15, 1999 Question: I've written my vita and drafts of cover letters, lined up good (I hope) letters of recommendation, subscribed to my professional association's job Web site, and bought a new interview suit. What have I forgotten? Julie: It sounds as if you are on top of your job search. However, there are still a few more things to do. Have you drafted a statement of research interest and a statement of teaching philosophy? If you are close to completing your dissertation you should probably write a one- to two-page abstract. If you have a Web site, you should make sure it's up to date. Mary: As you prepare the way you will intentionally present yourself to employers during your job search, also think about the other ways they may learn about you. We'll start with the simplest. What phone numbers do you have on your vita? Who will answer the phone? Will that person make a good impression and remember to give you messages? If the phone will be answered by voice mail, have you made your own tape, and does it give the impression you want it to? Julie: Do you regularly check the mail at the e-mail address that is on your vita? If you are away from e-mail for more than a day or two, do you have an automatic reply message that states when you will be checking e-mail again or another way of contacting you? Is your account set up so that you can read attachments that might be sent to you? Have you set up a system for keeping track of all your job-search notes, documents, and deadlines? You'll have enough to do without having to worry about "Now where did I write down that person's address?" or "How long ago did I send off that application?" Mary: Now that we've mentioned a few things that are under your control, we'll move on to one that is somewhat less so: What someone might learn about you by surfing the Web or by "asking around"? It's a very interesting exercise to do a search on your own name with one of the powerful search engines. Northernlight.com is one we like and use a lot because of its thorough coverage. It, like many others, may pick up your name from a publication or presentation, a citation of a publication, your own Web site, your name on a site you set up for a class, or a listserv to which you posted. An unfortunate feature of these searches is that often people with the same name are not distinguished from each other. It's interesting to see whether there is someone out there with whom you might be confused. If there is, you can't do much about it, except to be able to say some version of, "Oh, yes, that's the other chemist named John Doe." Julie: Another unfortunate feature of these searches is that they are not comprehensive. Such a search probably will not pick up all of your conference presentations, publications, and memberships. On the other hand, they may pick up your position as refreshments coordinator for your child's school if the school has a Web site. Rather than worry about what random hits a search on your name may yield, I think it's better to be proactive and have a Web site of your own that is current and complete and is linked to interesting and appropriate sites.

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Another thing that you can proactively do, which we have mentioned in this column before, is talk to the people who will write recommendations for you and make sure they are ready to take phone calls or e-mail messages about your candidacy. Mary: That's a really good idea. As recommendations can potentially be a subject for lawsuits, authors have become more careful, and letters are nearly always entirely positive. Someone seeking a frank assessment of you might choose to speak directly with one of your references, or even merely ask someone else who knows you what you are like, although you have not mentioned that person in your list of references. Julie: Therefore, it's wise to touch base with as many people in the department as you can to let them know you are on the market, remind them what your research interests are, and refamiliarize them with your work. It's appropriate to ask faculty members in your department for information that may help you in your search, whether or not you've worked closely with them. For example, if you know that someone got a Ph.D. from an institution to which you're applying, ask what the department is like before you write your cover letter. If the hiring department wants to know what you're really like, an alumnus on your faculty who is not one of your references is exactly the kind of person who may get a quick phone call about you as the committee weighs interviewing you or someone else. It won't hurt you to have recently spoken with that person. Mary: At least it won't hurt if you've conducted yourself well. If you've studiously ignored a faculty member throughout your studies only to develop a pressing interest in her work and insight as you come to apply to her degree-granting institution, you may be seen as insincere or manipulative. If, throughout your graduatestudent career, you've paid attention to the people in your environment, engaged with them, and dealt with them straightforwardly, unsolicited inquiries made about you are likely to strengthen your candidacy. Julie: One other thing you might want to make time for: If there is an opening in your department, sit in on job talks given by candidates. See what works and what doesn't. What grabs people's interest and what puts them to sleep? Additionally, if there are social events, such as receptions, connected with a candidate's visit, participate in them. Such participation will directly familiarize you with the process and should heighten your comfort level. Mary: And finally, continue to think and talk about your research and your goals. One of our faculty members here advises students to use their job searches as a way to inform their thinking about their work, both teaching and research. Being forced to articulate your thoughts about work succinctly -- whether in letters, presentations, or interviews -- ultimately helps you to refine it. To the extent that you can develop a synergy between your work and your search, the time demands of job hunting may seem less overwhelming. It will be a busy year, so our final suggestion is to take a look at your schedule and make sure it includes some time for exercise, for rest, for fun, and for whatever else is important in your life. That kind of balance will help you weather the inevitable ups and downs that are part of even the most-successful job search.

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SUBMITTING YOUR APPLICATION The Basics of Cover Letter Writing By RICHARD M. REIS Source: http://www.chronicle.com/jobs/2000/03/2000030302c.htm Friday, March 3, 2000 Richard M. Reis is director for academic partnerships at the Stanford University Learning Laboratory, and author of Tomorrow's Professor: Preparing for Academic Careers in Science and Engineering, available from IEEE Press or the booksellers below. He is also the moderator of the biweekly Tomorrow's Professor Listserve, which anyone can subscribe to by sending the message[subscribe tomorrows-professor] [email protected] Your cover letter and curriculum vita may well be the most important documents you will ever write. They are the first things most academic search committees see, and if you don't want them to also be the last things, you need to take the time to do them right. Although both your cover letter and C.V. must be able to stand on their own, they are clearly linked and so should be developed in tandem. In this column we will look at the cover letter. Next month we will examine the science C.V. Most applicants write poor cover letters that bear no relationship to what goes on in a particular department or school. They are word-processed form letters, and search committees can spot them right away. "In almost no time we can reject half our applicant pool just by looking at their cover letters," says Susan Lord, associate professor of electrical engineering at the University of San Diego. You can also be sure that at least some applicants for a given position will write excellent cover letters. As one engineering professor at San Jose State University, put it: "I took the time to tailor my cover letter to the school and department. This took a lot of research, but it paid off." Her letter resulted in an interview, and an eventual job offer. If the committee receives hundreds of applications, it will probably divide them up so that one or, at most, two members will look at your application the first time around. These professors, whom you are not likely to know, determine whether you are among the 15 to 20 applicants who will be moved to the next stage, or whether you are out of the game. It's crucial for your cover letter to engage and excite the search committee to the point that they look forward to examining the rest of your application material. So one of your most important tasks in your job hunt is to find out enough about the college to which you are applying to show the connection between what you have to sell and what the college wants to buy. Pointing out this connection in a one-page letter is no easy task and can be time-consuming. But everything you do by way of preparation will be helpful if you are then asked to visit the campus for an interview. Let's take a look at how one successful candidate (the author mentioned above) approached her cover letter. Below is her letter, with a few minor changes to protect confidential material.

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Name of search committee chairperson Address

Dear Professor: I am responding to your advertisement in the [name of journal] for a faculty position in the Materials Engineering Department at San Jose State University. I am a Ph.D. candidate at Stanford University in the Department of Materials Science and Engineering. My thesis work is in the area of process modeling for semiconductor fabrication and my specific research topic is the diffusion of dopants in gallium arsenide. My thesis advisor is Professor [name], Director of the Integrated Circuits Laboratory in the Department of Electrical Engineering. I am particularly interested in a faculty position in a department that values teaching. As you may note from my résumé, I have taken every opportunity to teach while at Stanford University, and I have also participated in various educational projects outside of the university environment. These included the Computer Literacy Project, which I founded and directed for three years in a predominantly minority middle school in [city], and Expanding Your Horizons at San Jose State University, a workshop for young women interested in pursuing careers in math and science. At Stanford University, in addition to being a grader and teaching assistant in several electrical engineering courses in semiconductor processing, I helped design and teach a materials science and engineering laboratory course. I also designed and co-taught a new course for undergraduates entitled Electronic Materials Science. In addition to teaching, I am looking for a research opportunity that would allow me to continue my work in electronic materials processing, structure and properties. At Stanford University I have accomplished original research in pursuit of my degree, as well as contributed to the development of a fabrication line for GaAs digital technology. While working at [name] Corporation I designed and supervised construction of a thin film laboratory research facility and initiated a research project in amorphous semiconductor thin films. I expect to finish my degree in [date]. I have enclosed my curriculum vita, including a list of publications, a list of references, and a copy of my passport as proof of U.S. citizenship. Thank you for your consideration. I look forward to hearing from you soon. Very truly yours, name/address/telephone number

What are the general principles shown here that can be applied to most cover letters? Notice that the letter is addressed to a specific individual using his or her correct title. (If the advertisement for the position says only, "Chairman, Search Committee," try calling the department secretary for the name of the chairperson.) In the first paragraph the author explains how she heard about the position ("Your announcement in ... " At the suggestion of ..."), and who she is ("I am completing my Ph.D. in ... under the direction of ... "). 29

In the second paragraph she explains why she is interested in the position and the department. Through her background research (discussions with San Jose State faculty members and perusal of the university's Web site), she knows that the institution places a high value on teaching. So she goes into some detail on her various teaching experiences, including such things as the design and development of a new course. In the third paragraph she provides a more detailed overview of her research, including her industrial experience. The key in both the second and third paragraphs is to highlight your achievements and qualifications, especially those that make you the right person for the position. You want to connect items in your background with the specific needs of the department. At smaller colleges or universities you should try to point out your interests in the institution as well as the department. At larger colleges or universities such as San Jose State, you can concentrate more on your interests in the department. In the final paragraph the author indicates what she is enclosing and offers to provide extra materials or additional information. She thanks the committee for its consideration and indicates that she is looking forward to meeting with them in the near future. Ideally, the cover letter should be one page, and while content is more critical than style, how you write as well as what you say is certainly important. In all cases, use simple, direct language. It is also critical that your letter be free of errors. This may seem obvious, but search committees see plenty of letters with mistakes. The readers will assume you had all the time you needed to put the letter together and so are likely to be unforgiving of typographical and spelling errors. Have it proofread by at least one other person. The above example and general comments are just guidelines. Each letter must be tailored to the specific circumstances of each position. However, if you follow the principles outlined here, you significantly increase the chance that the search committee will take the next step of looking for your enclosed C.V. How to make your C.V., the document that prompts the committee chair to pick up the phone and invite you to an interview, will be the subject of next month's column. Read previous Catalyst columns. Have a question or a suggestion for Richard Reis? Please send comments to [email protected]

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How Important Are Letters of Recommendation? By MARY MORRIS HEIBERGER and JULIA MILLER VICK Source: http://www.chronicle.com/jobs/v45/i05/4505talk.htm September 18, 1998 Question: I'm ready to go on the job market. How can I get the best recommendations? How can I tell if I'm getting good ones? Mary: Recommendations are critically important, and the more competitive the job for which you're applying, the more important they become. Faculty members at our major research institution tell us that when they serve on search committees the first thing they look at in the file is the letters. Julie: As to whether you can tell if you're getting good recommendations, it's difficult to be absolutely certain, but there's a lot you can do to improve the odds. Let's assume that all along you've been working at maintaining good relationships with your faculty and have been keeping them up to date on your work. Let's make the further wild assumption that you've met all your deadlines as you've gone along. In other words, let's assume you're the perfect doctoral candidate. Mary: Even if you are that mythic creature, to tell you, "No problem, don't worry about it," we'd also need to assume that you have the perfect advisers, who are well-known in their fields, intensely interested in and impressed by your work, and utterly timely in meeting all the requirements of being a good adviser, including proactively promoting you on the job market. Julie: However, the reality is that probably only some of this applies to everyone. So, you need to ask yourself, "Who knows my work the best?" Usually, there's an obvious answer to that: your adviser and members of your committee, and perhaps whoever is best equipped to write about your teaching. Talk with those people about your plans and how they will work with you to support your job search. It is appropriate, especially if you have known your recommender for some time, to remind them of your work. Faculty typically write for many people and probably won't recall everything you've done without some help from you. It's helpful to provide them with a current copy of your vita and other materials you have prepared for your job search. Mary: Of course Julie is describing the easy situation. It's more difficult when you doubt that someone will recommend you enthusiastically. The absence of a letter from your adviser is a major red flag, but you probably have some choice about others. When you ask someone to recommend you, make it easy for them to decline if they can't write enthusiastically. You could ask if they know your work well enough, or you may choose to be very direct and tell recommenders that you feel this market requires very strong recommendations and ask whether they would be comfortable recommending you. It may help them to know where you're applying, because some may recommend you more strongly for positions they consider less competitive. If you've had an experience with someone that may dim that person's opinion of you, it may be wise to address the matter directly with him or her. 31

Julie: But before we go on, let's tackle the hard question of what to do if you don't have a letter from your adviser. Mary: The answer will depend on why you don't have a letter from the person. I'd suggest you ask the most senior person in your department whom you trust to write a letter for you that will, according to that person's best judgment, address the situation directly or indirectly. It is especially important in this case to have several other strongly positive letters. Julie: One reason, of course, that someone might not have a letter is that the adviser has died or become incapacitated. There may be a system on your campus that protects you in this situation. Either your department or the career services office on campus may keep recommendations on file to be sent out at your request. Be sure to check with your department to see what is usually done. The law protects your right to have letters be non-confidential, which means you can look at them. However, confidential letters are usually viewed as more credible and compelling. Also ask your recommenders whether there are circumstances under which they would want to make phone calls for you. An enthusiastic call from a recommender, especially one known to someone on a search committee, can keep a candidate in the running until the next stage of a screening process. Mary: The proper handling of letters of recommendation is dictated by law, and letters sometimes play a key role when suits charging employment discrimination are brought. As a result recommenders are becoming more careful and, to some extent, more positive about all candidates. Thus, sometimes people in a hiring position turn to the phone, face-to-face conversations at conferences, or e-mail for what they consider a more honest, less sanitized evaluation of a candidate. Keep your recommenders current with their plans, so if they get a phone call they won't sound surprised to hear that you're considering a particular job. Julie: In addition, keep in mind that anyone with whom you've obviously been associated may be asked about you informally whether or not you provide that person's name as a recommender. For example, if a national authority in your field of research works in your department, that person may be asked about you whether or not you give him or her as a reference. Mary: This means that it's a good idea to keep current with everyone you think may be asked about you. If you have some fences in need of mending, get at it. Julie: Once you have your vita and other supporting materials prepared, have decided whether to use a home page, and have made appropriate arrangements with your recommenders you're ready to begin applying full speed ahead.

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GETTING READY FOR THE INTERVIEW 'What If I've Never Heard of This Place?' A 30-Minute Internet Search for Job Seekers By GENE C. FANT Jr. Source: http://www.chronicle.com/jobs/2001/01/2001011903c.htm Friday, January 19, 2001 I remember a country-and-western song about how potential dance partners start getting better looking as closing time nears; the job search can be a little like that. As the search year grinds toward summer, job seekers become more skittish about finding positions, and they begin to broaden their searches. When looking for my first tenure-track position, I spent dozens of hours on applications, often to colleges about which I knew almost nothing. Soon I realized the need to focus only on campuses that were a good "fit" to my background, interests, and career goals. This saved me valuable time (better spent working on publications) and dwindling emotional energy (from those "what ifs" that swirl in all job seekers' minds). Knowing little about colleges and universities outside my own region, I was amazed to find many hidden gems: respected liberal-arts colleges, excellent religious institutions, and small state universities located in classic college towns with a high quality of life. Likewise, I was surprised by how many campuses would have been terrible places to work because of struggling institutional finances, poor support for teaching or research, or low quality of life. I started asking myself, What can I find out in 30 minutes or less on the Internet that can help me decide whether I want to go through the hassle of applying to and thinking about this place? I now recommend four basic Internet sites to job searchers: The institution's own home page Often I had to use a search engine to find it, but a quick scan of the home page can be revealing: 1. If the institution doesn't have a home page or has only a handful of associated pages, that's a warning sign. Don't expect to find a computer on your office desk or lots of use for your PowerPoint lecture presentations. The more material posted, the greater the likelihood of technology support. Can you find the mission statements or strategic goals posted anywhere? Are they conducive to a long career at that institution? 2. Look at the section on academic programs: What majors are offered? What academic credentials do the faculty members in your prospective department have? Are they graduates of institutions that are peers to your own alma mater? 3. Skim through the student-life sections; believe me, those photos are chosen very carefully. Be sure to notice what's in the background of the classroom photos. What do they reveal about technology? What do they indicate about campus diversity? Are buildings and classrooms in obvious disrepair? 4. Look for the news and announcements page. Are the news releases dominated by the sports program, with little mention of academic lectures, honors, or faculty research? Do they make mention of any

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regional accrediting probations or that "pesky" American Association of University Professors? (You'd be amazed at what you might find on these pages.) 5. Finally, you may wish to look for local links, like to the area chamber of commerce, etc. (especially when you are chosen as a finalist). Check out a real-estate site and search for a few houses in your potential price range. Look at other community features like hospitals, churches, shopping centers, or a local newspaper. Many colleges are in semi-rural areas, and these places are pretty tough sells for new faculty members who have lived in major metropolitan areas. I would never apply for a job in a town where I couldn't find a pizza joint in the local business listings. Just a simple matter of principle, and there really are such places! U.S. News & World Report Aside from the college rankings, this site contains a wealth of information. I would recommend selecting your "ideal" university and running a comparison search (the site will do this for you) with it and the prospective institution. How does the college stack up in terms of class size? Numbers of full-time faculty members? Graduation rates? Retention rates? Where does the institution rank? If it is in the bottom tier, can you find factors that might overcome a perceived lower academic reputation? In the institution's academic profile, you can find out about library holdings, diversity, and other information. The Chronicle of Higher Education Since you already know about this site, you should be certain to use its full capabilities. The Chronicle posts information on salary surveys for faculty members at most institutions. For subscribers, The Chronicle offers a searchable database of faculty salaries at more than 1,700 institutions, using data compiled by the A.A.U.P. Look at the salaries for two or three years. Were there good-sized increases? Do the salaries differ substantially between ranks? Also, try searching for the name of the college and its president. This may turn up other information about successes or turmoil on campus, either of which may spur your interest or spoil it. Guidestar's Charitable Organizations Page You'll find this site most helpful if you are a finalist (or just curious). Guidestar archives copies of the actual tax forms (called 990's) for most of the nonprofit entities in the country; the site works best with Netscape and an Adobe Acrobat Reader. Public universities are not posted, but their foundations are; almost all private institutions are posted. You can see revenues, debts, and investments. Look especially at line 12, where total revenues are posted, and line 66, where total debts are posted. If the debt has grown substantially over the tax year, that's a huge warning sign. If the total debt exceeds the total annual revenue, that's really dangerous; such institutions rarely have money for program or faculty development because their extra funds are going into debt service. This half-hour of searching will potentially save you lots of grief. Trust me when I say that one of the biggest mistakes made by people seeking tenure-track positions is applying for jobs that they shouldn't take even if offered, or accepting jobs they really shouldn't want. Believe it or not, another year on the search is a whole lot better than a really bad faculty position. And maybe, just maybe, you will stumble across one of those aforementioned hidden gems where you will have a long and happy career. Gene C. Fant Jr. is chairman of the English department at Mississippi College.

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RESOURCES The Chronicle of Higher Education Bookshelf Source: http://chronicle.com/jobs/bookshelf.htm The Academic Job Search Handbook (University of Pennsylvania Press, 2001, third edition), by Mary Morris Heiberger and Julia Miller Vick. ISBN: 0-8122-1778-0. A comprehensive guide that starts with planning a job search and continues through the tenure process. A large section on written materials includes sample correspondence, professional vitas, and statements of teaching philosophy. A two-year timetable helps plan the search. The new third edition has additional information for candidates in the sciences and applicants for adjunct and community-college positions. There's also a section on nonacademic career options. The Adjunct Professor's Guide to Success: Surviving and Thriving in the College Classroom (Allyn and Bacon, 1999), by Richard E. Lyons, Marcella L. Kysilka, and George E. Pawlas. ISBN: 0-205-28774-3. This guide is designed for real-world professionals -- in business, law, medicine, and a variety of other fields -- who want to teach part time in colleges and universities. The book opens with advice on finding an adjunct teaching job, then addresses the skills you will need to survive and flourish as a part-time instructor. Each chapter contains questions to help readers focus on the issues that will be covered. Topics include course planning and conducting effective class sessions, choosing an instructional method, and assessing your teaching performance. Alternative Careers in Science: Leaving the Ivory Tower (Academic Press, 1998), edited by Cynthia Robbins-Roth. ISBN: 0-12-589375-2. Cynthia Robbins-Roth left an academic biochemistry career in the 1980s for the biotechnology industry and later founded a newsletter and a consulting business. This guide covers 22 alternative careers for scientists, including journalism, publishing, business development, sales and marketing, technology transfer, and public policy. Career Strategies for Women in Academe: Arming Athena (Sage Publications, 1998), by Lynn H. Collins, Joan C. Chrisler, and Kathryn Quina. ISBN: 0-761-90989-3. A guide for women who want to get ahead in academe. It examines women's roles in higher education and offers information about affirmative action, salary and negotiation strategies, and advice about how to get to the top and avoid and deal with potential pitfalls.

The Curriculum Vitae Handbook: How to Present and Promote Your Academic Career (Rudi Publishing, 1998), by Rebecca Anthony and Gerald Roe. ISBN: 0-945213-26-3.

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This revised edition includes samples of C.V.'s for different stages of academic careers and information on how to create an electronic C.V. Field Guide to Academic Leadership (Jossey-Bass, 2002), edited by Robert M. Diamond. ISBN: 0-7879-6059-4. This handbook for academic managers of all stripes -- department chairs, deans, provosts, presidents, and other academic administrators -- looks at what it takes to be an effective leader and provides practical advice on a wide variety of topics, including dealing with budgets, personnel issues, and technology. Finding an Academic Job (Sage Publishers, 1998), by Karen M. Sowers-Hoag and Dianne F. Harrison. ISBN: 0-7619-0401-8. Two deans of social-work schools offer advice on what colleges and universities look for in new faculty members, how to match your credentials to the job market, and how to negotiate a job offer. One section deals with employment issues affecting academic couples. Getting an Academic Job: Strategies for Success (Sage Publishers, 1997), by Jennie Jacobs Kronefeld and Marcia Lynn Whicker. ISBN: 0-8039-7015-3. This guide explains the nature of job searches, interviews, and landing the right job, and includes a section on the do's and don'ts of job searching. Ghosts in the Classroom: Stories of College Adjunct Faculty -- and the Price We All Pay (Camel's Back Books, 2001), edited by Michael Dubson. ISBN: 096589771-0. The number of adjunct professors in academe is rising, yet their voices are seldom heard. In this collection of essays, adjunct professors share their on-the-job experiences and horror stories. Job Search in Academe: Strategic Rhetorics for Faculty Job Candidates (Stylus Publishing, 1999), by Dawn M. Formo and Cheryl Reed. ISBN: 1-57992-010-X (cloth) ISBN:1-57922-011-8 (paper). The authors of this handbook analyze their own experiences and those of more than 50 job seekers in a variety of fields, including business, the humanities, and the sciences. They suggest ways job seekers can use the verbal, written, and visual clues offered during a job search and interviews to improve their chances of landing jobs. Lifting A Ton of Feathers: A Woman's Guide to Surviving in the Academic World, by Paula J. Caplan (University of Toronto Press, 1993). ISBN: 0-8020-7411-1. Based on interviews with hundreds of academic women, this handbook includes suggestions for the job hunt, preparing your C.V., interviewing, handling job offers, and applying for contract renewals and tenure. It also includes a checklist for "woman-positive" institutions.

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Managing People: A Guide for Department Chairs and Deans (Anker Publishing Company, 2003), edited by Deryl R. Leaming. ISBN 1-882982-53-3. Department chairmen and deans share their personnel-management strategies in this collection of essays. Ms. Mentor's Impeccable Advice for Women in Academia (University of Pennsylvania Press, 1997), by Emily Toth. ISBN: 0-8122-1566-4. Ms. Mentor was born in 1992 as an advice columnist for woman professors, graduate students, recovering academics, and those who love them. In this question-and-answer guide, she dispenses wisdom on surviving graduate school, landing a job and earning tenure in "pale-male" fields, and what to wear to academic conventions. On the Market: Surviving the Academic Job Search (Riverhead Books, 1997), edited by Christina Boufis and Victoria C. Olsen. ISBN: 1-57322-626-2. Based on the assumption that hearing people's stories is therapeutic and empowering, this book collects the accounts of graduate students in many fields who have recently braved the market, some successfully. More than two dozen essays explore such issues as dealing with rejection, the treatment of feminist scholars by hiring committees, relocating, making a living as a full-time adjunct, and leaving the academy and finding alternative careers. A Ph.D. Is Not Enough: A Guide to Survival in Science (Addison-Wesley Publishing Company, 1993), by Peter J. Feibelman. ISBN: 0-201-62663-2. Should you ask that prominent scientist to be your thesis adviser? How do you go about writing a compelling scientific paper? These and other topics are covered in a guide designed to ease the transition from graduate school to professional researcher. "So What Are You Going to Do with That?" (Farrar, Straus and Giroux, 2001), by Susan Basalla and Maggie Debelius. ISBN: 0374526214. This guide -- written by two Ph.D.'s who've made the transition from academe to the "real world" -- looks at non-academic job opportunities for Ph.D.'s and M.A.'s and offers practical advice for those who are considering careers beyond the ivory tower. Working Equal: Academic Couples as Collaborators (Falmer Press, 2001), by Elizabeth G. Creamer and associates. ISBN: 0-8153-3544-X. This book presents case studies of academic couples who collaborate on scholarly projects and looks at how these couples have redefined their domestic roles to create environments that are conducive to mutual career satisfaction and success.

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University Web Sites for Graduate Students By GABRIELA MONTELL Source: http://www.chronicle.com/jobs/2000/05/2000051903c.htm Friday, May 19, 2000 University job centers aren't just for undergraduates. Graduate students typically visit their university's career-services office when they need help writing C.V.'s and cover letters. Many universities have put their career information online, and these sites are useful for anyone seeking an academic job. Increasingly, the sites have sections devoted to alternative careers as well. Here is a sampling of universities with careerservices Web sites: Columbia University (http://www.cce.columbia.edu) Columbia's Center for Career Services site has a guide with advice on self-assessment, networking, and jobsearch techniques; an academic job-search timeline; sample interview questions that candidates should be able to answer in academic job interviews; and useful tips about developing cover letters, C.V.'s, portfolios, résumés, references, and letters of acceptance and refusal (sample documents are included). The site also features a number of "capsules," which provide detailed information (and links to additional resources) on careers in academe, investment banking, management consulting, and the nonprofit world, as well as other nontraditional occupations for Ph.D.'s. Dartmouth College (http://www.dartmouth.edu/artsci/gradstdy/careers.shtml) This site has detailed information on writing C.V.'s, résumés, and cover letters, an essay on how institutions conduct an academic job search (with helpful advice for academic job seekers), and a comprehensive list of sample questions to ask -- and to expect to answer -- in an academic job interview. It also features advice about looking for a job outside academe, useful tips on nonacademic job interviews (with a list of sample questions candidates might encounter and ask), and a list of career-related publications and links to useful online resources for job seekers. Duke University This Web site includes a comprehensive list of links (sorted by region) for academic and nonacademic job seekers, tips on creating effective cover letters, C.V.'s, and résumés (along with sample documents), general advice on alternative careers for master's and doctoral students, and a timetable for conducting an academic job search. It also has links to a variety of useful resources for doctoral candidates, junior faculty members, and new graduate students. Harvard University Harvard's career-services site has numerous links to other resources and provides some general career advice and overviews of various fields. Brochures on internships, interviewing, negotiating an academic job offer, and other career-related topics may be downloaded and printed from the site. Various guides to careers in academe and industry may also be purchased from the site. Stanford University (http://www.stanford.edu/dept/CDC/students/)

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Stanford's Career Development Center Web site features a useful guide to career planning, overviews of selected fields, advice about interviewing and preparing cover letters and résumés (along with samples), links to other online career resources, and statistics about employment and salaries for Stanford graduates. Additional information packets on a variety of job-search-related topics may be downloaded and printed from the site. University of California at Berkeley (http://career.berkeley.edu/PhDs/PhDs.stm) This Web site has a separate section for Ph.D.'s and postdocs, which includes essays on academic job-search strategies and on making the transition from graduate student to assistant professor. It also has information on nonacademic careers; narratives by Ph.D.'s who've found jobs outside academe; and advice on interviewing, creating effective C.V.'s, cover letters, and teaching portfolios, and on getting good letters of recommendation. University of California at Davis (http://icc.ucdavis.edu/) The Graduate Placement Career Services Web site has links to employment opportunities in various school districts, community colleges, universities, and miscellaneous other sites with teacher or faculty job openings, as well as links to more than 170 career-related resources on the Internet. In addition, the universitywide Internship and Career Center has salary and employment statistics and a career-resource manual with general information on job-search strategies, internships, interviewing, C.V. and résumé writing, references, and negotiating a job offer. University of Chicago Chicago's Career Services site lists some useful guides to the academic job search and provides links to professional associations and publications such as The Chronicle of Higher Education and The Next Wave. The site provides general advice about writing résumés and cover letters, networking, and interviewing, but most of the online content is directed toward undergraduates. University of Pennsylvania School of Arts and Sciences Career Services (http://www.upenn.edu/careerservices/gradstud/sasmain.html) This site has several excellent online guides to job-search correspondence, résumés, interviewing, and teaching portfolios; links to archived transcripts of career-services discussions; information on alternative careers for Ph.D.'s and translating one's skills to a nonacademic setting; and links to various Internet resources. University of Virginia (http://www.virginia.edu/career/index.php) Virginia's Career Services Web site features an online career guide for master's and doctoral students; additional online "handouts" about creating C.V.'s and résumés, writing cover letters, and networking; and links to other Internet resources.

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General Links About Academic Jobs Academic Careers Online Job listings for teachers and administrators at K-12 and higher-education institutions. Users may sign up for e-mail notification of new job listings. There's also a résumé bank. http://www.academiccareers.com/ American Association of Community Colleges Careerline This site includes administrative and faculty job listings at two-year institutions. Go to the main page and select Careerline. The job listings are updated every two weeks. http://www.aacc.nche.edu CCollegeJobs.com This site, created by Schindler and Associates Inc., lists job vacancies for faculty members and administrators at community colleges. Job listings may be searched by discipline, institution type, location, and salary range. Job seekers must register in order to use the site, but registration is free. Users may also sign up to receive an electronic newsletter with information about employment trends and advice for job seekers. Registered members may post their réésuméés on the site free. http://www.CCollegeJobs.com ExecSearches.com This site was created to help recruiters and employers in non-profit and public-sector institutions find qualified candidates. It lists jobs for senior-level administrators in a variety of areas (including finance, fund raising, housing, human resources, information technology, legal affairs, and public relations) at universities, associations, non-profit organizations, and government agencies. Many of the vacancies are posted by recruiters. The listings may be searched by job description, industry, region, and key word. Users may register to receive e-mail notification of new job listings. http://www.execsearches.com/exec/ H-Net Job Guide This is a weekly listing of job opportunities and fellowships in history, the humanities, and the social sciences -- including opportunities ranging from American history, African and Middle Eastern history, American studies, and area studies to anthropology, archaeology, English, and art history. A new job guide is posted every Monday. The site is supported by Michigan State University and the National Endowment for the Humanities. http://www.matrix.msu.edu/jobs/ International Academic Job Market Campus Review, a weekly Australian newspaper about higher education, has listings of academic job opportunities in Asia, Australia, and New Zealand. Only paid subscribers may view the job ads. http://www.camrev.com.au/ jobs.ac.uk This site, created by the Universities Advertising Group, a consortium of 37 universities in Great Britain, features academic and nonacademic job listings at universities, schools, and companies in Great Britain and around the world. There's also a CV service and links to other useful sites. (NEW LISTING)

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Landing an Academic Job A guide to applying and interviewing for an academic job, by the chairman of mechanical and industrial engineering at the University of Illinois. http://quattro.me.uiuc.edu/~jon/ACAJOB/Latex2e/academic_job/academic_job.html N.A.F.G. Job-List The Job-List of the National Adjunct Faculty Guild features job openings for adjunct, part-time, full-time temporary, and visiting professors from the adjunct advocate magazine. Full-time non-temporary positions, for which a master's is the acceptable terminal degree, are also listed. The Job-List is updated every two weeks between August 25 and July 1. The N.A.F.G.'s Web site also has useful resources and links for academic-job seekers. http://adjunctadvocate.com Ph.Ds.Org.: Science, Math, and Engineering Career Site A comprehensive site created by Geoff Davis, a former Dartmouth College professor, and supported by a grant from the Alfred P. Sloan Foundation. It features listings for jobs both in and out of academe, salary information, advice about graduate school, C.V.'s, and interviewing, background articles about the sciences, resource lists, and on-line discussions. One feature of the site allows users to create their own rankings of graduate programs, using information provided by the National Research Council. http://www.phds.org/ Council for Christian Colleges and Universities The council's job center lists faculty and administrative job opportunities in a variety of fields at member and affiliate institutions. (UPDATED LISTING)

http://www.cccu.org/jobs Postdoc Network Created by Science's NextWave, and financed by the Alfred P. Sloan Foundation, this site has articles on a variety of issues of relevance to postdoctoral scholars -- such as status, salary, benefits, career needs, etc. It also has a database of postdoctoral organizations, a calendar of postdoctoral events, and links to other useful resources. http://nextwave.sciencemag.org/feature/postdocnetwork.shtml Post-Docs.com This site, which had its debut in February 2000, lists postdoctoral positions at universities and other research institutions, a réésuméé bank, and links to online resources for postdocs. The listings are updated daily, and users may sign up to receive free e-mail notification of new job listings. A database of scholarships and fellowships for graduate students and postdocs is also under construction. http://www.post-docs.com Preparing Future Faculty A collaborative effort of the Association of American Colleges and Universities and the Council of Graduate Schools, this program attempts to give graduate students a fuller sense of the academic profession. This site offers a general overview of the project's activities. One section includes a list of job-market related links. http://www.preparing-faculty.org

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Re-envisioning the Ph.D. This collection of useful resources for doctoral students and postdoctoral fellows features links to careerrelated publications, job openings, funding and professional-development opportunities, and information about career fairs. (NEW LISTING)

http://www.grad.washington.edu/envision

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Information About Faculty Jobs by Discipline Source: http://chronicle.com/jobs/faculty_resources.htm

ACCOUNTING American Accounting Association Placement Service The association's Web site lists academic job openings in accounting in the United States and other countries (mainly in Canada). Select "Placement" on the main page to view the job listings. The site is hosted by Rutgers University and maintained by association staff members in Sarasota, Fla. http://www.rutgers.edu/Accounting/raw/aaa/

AMERICAN STUDIES American Studies Crossroads Project This site, sponsored by the American Studies Association and maintained at Georgetown University, provides a searchable database of job listings, as well as information about fellowships, conferences, and other professional topics. However, the database is currently being upgraded. In the meantime, users may get information about employment, fellowship, and publication opportunities from the A.S.A.'s online newsletter and employment bulletin. http://www.georgetown.edu/crossroads/roadsigntemp.html The Crossroads project also provides information and resources for job applicants in American studies, including a job application checklist, a list of sample interview questions, and interview advice. These materials were prepared by Mary Corbin Sies, who applied for about 140 jobs before landing a position at the University of Maryland. http://www.georgetown.edu/crossroads/opportunities/jobs-info.html H-NET Job Guide This is a weekly listing of job opportunities and fellowships in history, the humanities, and the social sciences -- including opportunities ranging from American history, African and Middle Eastern history, American studies, and area studies to anthropology, archaeology, English, and art history. A new job guide is posted every Monday. The site is supported by Michigan State University and the National Endowment for the Humanities. http://www.matrix.msu.edu/jobs/

ANTHROPOLOGY AND ARCHEOLOGY American Anthropological Association This site includes listings of available positions as well as general information and links to sites about careers in anthropology. http://www.aaanet.org/ American Philological Association This site features a monthly listing of jobs, available online and in print, put out by the American Philological Association and the Archaeological Institute of America. New positions are posted each month on or about the 15th. To get to the job listings, scroll to the bottom of the main page and click on the link labeled, "APA Placement Service. Job listings." http://216.158.36.56/ 43

Earthworks This British Web site lists academic and non-academic jobs and postdoctoral positions in archaeology, astronomy, the environmental sciences, geoscience, oceanography, and related fields at universities and research institutions around the world. The site is updated several times a day and also features a résumé bank. http://www.earthworks-jobs.com H-NET Job Guide This is a weekly listing of job opportunities and fellowships in history, the humanities, and the social sciences -- including opportunities ranging from American history, African and Middle Eastern history, American studies, and area studies to anthropology, archaeology, English, and art history. A new job guide is posted every Monday. The site is supported by Michigan State University and the National Endowment for the Humanities. http://www.matrix.msu.edu/jobs/ SAA Web: Careers, Opportunities & Jobs in Archaeology This Web site of the Society for American Archaeology has information about academic programs and careers in archaeology, as well as academic and non-academic job listings for archaeologists. http://www.saa.org/Careers/index.html SHA's Employment Opportunities This Web site of the Society for Historical Archaeology features academic and non-academic employment opportunities for historical archaeologists from the S.H.A.'s quarterly newsletter. http://www.sha.org/nl-emp.htm

ART AND ART HISTORY College Art Association This association publishes CAA Careers, a bimonthly newsletter that lists academic job opportunities for artists, art historians, and visual artists. The newsletter is for association members only and is not available online. The association's Web site has a section on career development, which provides tips about crafting C.V.'s and résumés. http://www.collegeart.org H-NET Job Guide This is a weekly listing of job opportunities and fellowships in history, the humanities, and the social sciences -- including opportunities ranging from American history, African and Middle Eastern history, American studies, and area studies to anthropology, archaeology, English, and art history. A new job guide is posted every Monday. The site is supported by Michigan State University and the National Endowment for the Humanities. http://www.matrix.msu.edu/jobs/ MERC Museum and Cultural Resource Jobs This is the Web site of the Museum Employment Resource Center. It features listings of job opportunities at museums, universities, and other institutions. http://www.museum-employment.com/

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ASTRONOMY American Astronomical Society The society maintains a job registry, with new listings provided every month. http://www.aas.org/JobRegister Earthworks This British Web site lists academic and non-academic jobs and postdoctoral positions in archaeology, astronomy, the environmental sciences, geoscience, oceanography, and related fields at universities and research institutions around the world. The site is updated several times a day and also features a résumé bank. http://www.earthworks-jobs.com Starlink This site, maintained by the European Astronomical Society, has information about faculty positions and post-docs overseas. http://star.rl.ac.uk/news/news_starjobs.txt

BIOLOGY American Society for Microbiology Research, faculty, and postdoctoral positions from the society's newsletter, updated monthly. http://www.asmusa.org/empinfo.htm Employment Links for the Biomedical Scientist A comprehensive list of links to job vacancies and career information. http://www.his.com/~graeme/employ.html Scijobs.org: The Scientist's Employment Network This site, created by Ph.D. graduates in the natural sciences, features job listings in industry, academe, and the non-profit sector for scientists in biology, chemistry, and other related fields. Jobs are searchable by employer type, region, degree requirement, and keyword. Users may register to receive e-mail notification of new job listings. The site also has a résumé bank and a data base of employers. http://www.scijobs.org

BUSINESS AND FINANCE Academy of Management Information about faculty positions in business, finance, and management is available here, as well as job listings in business and industry. http://www.aom.pace.edu/placement/ ARIAWEB The American Risk and Insurance Association maintains a site with job listings in finance, insurance, and risk management, in both academic and non-academic settings. Members of the association may also post resumes here. http://www.aria.org/jobs/jobs.htm 45

CHEMISTRY AACC Job Bank A database of job listings provided by the American Association of Clinical Chemistry. http://www.aacc.org/employment/ American Chemical Society On this site, the society provides job postings from the two most recent issues of Chemical & Engineering News, available to members only. The society also offers its members a computerized registry that matches qualified candidates to specific job requirements as well as a mailing list of employers known to hire chemists and chemical engineers. Members may also place their own situation-wanted ads in Chemical and Engineering News. http://www.acs.org/careers/welcome.htm Scijobs.org: The Scientist's Employment Network This site, created by Ph.D. graduates in the natural sciences, features job listings in industry, academe, and the non-profit sector for scientists in biology, chemistry, and other related fields. Jobs are searchable by employer type, region, degree requirement, and keyword. Users may register to receive e-mail notification of new job listings. The site also has a résumé bank and a data base of employers. http://www.scijobs.org

CLASSICS American Philological Association This site features a monthly listing of jobs, available online and in print, put out by the American Philological Association and the Archaeological Institute of America. New positions are posted each month on or about the 15th. To get to the job listings, scroll to the bottom of the main page and click on the link labeled, "APA Placement Service. Job listings." http://216.158.36.56/

COMMUNICATIONS AND MEDIA STUDIES Association for Educational Communications and Technology The association's job center lists job opportunities in instructional design and technology at companies, foundations, and academic institutions. http://www.aect.org/

COMPUTER SCIENCE Association for Computing Machinery This Web site lists jobs in computer science and information technology from Communications of the ACM, the association's monthly magazine. Most of the listings are for jobs in academe. The site's Careerline section provides useful advice for job hunters. http://www.acm.org/cacm/careeropps/ Computing Research Association This comprehensive site lists job opportunities -- primarily in academe -- for computer scientists, computer engineers, and computer researchers. The site's information section also contains salary information, a list of computer-science and computer-engineering programs in North America, and statistical data on the

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production and employment http://www.cra.org/home.html

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computer-science

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computer-engineering

Ph.D.'s.

ECONOMICS JOE (Job Openings For Economists) A site sponsored by the American Economics Association and the economics department at the University of Texas at Austin, JOE provides extensive listings of job vacancies at colleges and universities in the United States and abroad, and at corporations, foundations, and other non-academic organizations. Beginning in 1999, JOE will be published 10 times per year rather than 7, with issues in February, March, April, May, June, August, September, October, November, and December. http://www.eco.utexas.edu/joe Inomics: The Internet Site for Economics Jobs at European universities and organizations are listed here. Candidates may also sign up for an e-mail service that notifies them about jobs in their field. http://www.inomics.com/query/show?what=ejoe/

EDUCATION AACTE Position Vacancies The American Association of Colleges for Teacher Education is a national, voluntary association of colleges and universities with teacher-training programs. The site has listings for jobs in education, although the number of listings is limited. (UPDATED LISTING) http://www.aacte.org/Position_Vacancies/default.htm Counseling Today's Online Classifieds This electronic version of Counseling Today, the American Counseling Association's monthly newspaper, includes listings of academic (K-12 and university) and non-academic counseling jobs. Listings are organized by state. http://www.counseling.org/ctonline/classified.htm University Council for Educational Administration The Web site of this consortium of more than 50 research universities offering educational-administration preparation programs lists a limited number of positions in educational leadership, policy, and administration. http://www.ucea.org/jobs.html

ENGINEERING American Society for Engineering Education This site includes faculty and administrative job opportunities for engineers from PRISM Magazine, published monthly by the A.S.E.E. (published September through June). Job listings from the current issue are free, but only the society's members may preview ads from the coming issue. The association also has information about fellowships. http://asee.org

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Faculty for the Future This site, administered by Women in Engineering Programs & Advocates Network, is devoted to helping women and minorities in engineering and the sciences find teaching and research positions at universities in the United States. It featues job listings, a résumé bank, and forums on a variety of career-related topics. Users must register to post their résumé and participate in the forums, but registration is free. (NEW LISTING) http://www.engr.psu.edu/fff/ Ph.Ds.Org.: Science, Math, and Engineering Career Site A comprehensive site created by Geoff Davis, a former Dartmouth College professor, and supported by a grant from the Alfred P. Sloan Foundation. It features listings for jobs both in and out of academe, salary information, advice about graduate school, C.V.'s, and interviewing, background articles about the sciences, resource lists, and online discussions. One feature of the site allows users to create their own rankings of graduate programs, using information provided by the National Research Council. http://www.phds.org/

ENGLISH AS A SECOND LANGUAGE The ESL Cafe's Job Center This site by Dave Sperling features extensive job opportunities for teachers of English as a second language around the world. It also features a résumé bank, forums for discussing jobs and teacher training, and links to other travel and job resources. http://www.pacificnet.net/~sperling/jobcenter.html ESLworldwide.com This site lists job opportunities for language teachers at schools and universities worldwide. Access to the job listings is free, but users must register to obtain a user name and password. The site also features a résumé bank, a teacher forum, a bookstore, and data about working and living conditions in each country. http://eslworldwide.com Modern Language Association An electronic version of the M.L.A.'s job-information list, with vacancies in literature, foreign languages, linguistics, English as a second language, and creative writing. New versions of the list are published in October, November, February, and April. One section of the site provides general advice and a checklist for job seekers, do's and don'ts for interviews, a reading list on the job market, information about M.L.A. policies, and a list of administrations censured by the American Association of University Professors. Advice is also provided for search committees. In October and February, the association lists departments reporting no vacancies. http://www.mla.org/main_jil.htm

ENVIRONMENTAL SCIENCES Earthworks This British Web site lists academic and non-academic jobs and postdoctoral positions in archaeology, astronomy, the environmental sciences, geoscience, oceanography, and related fields at universities and

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research institutions around the world. The site is updated several times a day and also features a résumé bank. http://www.earthworks-jobs.com

Employment Opportunities in the Environmental Sciences This site, by the Department of Wildlife and Fisheries Sciences at Texas A&M University, features listings of academic and non-academic job opportunities for environmental scientists, as well as information on fellowships, scholarships, internships, and research and volunteer opportunities in the environmental sciences. http://wfscnet.tamu.edu/JobPosting/Jobs.htm Entomological Society of America The society lists job openings for entomologists at universities and other institutions in the United States. The site also features facts about entomology and interviews with entomologists for people thinking about entering the field, as well as information on scholarships and links to online resources for entomologists. http://www.entsoc.org/careers/ ESA NewSource This bimonthly newsletter of the Ecological Society of America is available online and lists academic and non-academic job openings for environmental scientists. (UPDATED LISTING) http://www.esa.org/pao/opportunity.htm Job Opportunities in Entomology This Colorado State University Web site features academic job opportunities in entomology and ecology. The site also has some useful links for entomologists. http://www.colostate.edu/Depts/Entomology/jobs/jobs.html

FOLKLORE American Folklore Society Job listings for folklorists in academic and non-academic settings, including museums and non-profit organizations, are posted here. Job candidates may also post their C.V.'s. http://afsnet.org/jobs/

GEOGRAPHY AND GEOLOGY Earthworks This British Web site lists academic and non-academic jobs and postdoctoral positions in archaeology, astronomy, the environmental sciences, geoscience, oceanography, and related fields at universities and research institutions around the world. The site is updated several times a day and also features a résumé bank. http://www.earthworks-jobs.com Geotimes Classified Ads Academic job listings from Geotimes, a monthly magazine for geoscientists published by the American Geological Institute. http://www.agiweb.org/agi/geotimes/ads.html Jobs in Geography The Web site of the Association of American Geographers features faculty, research, administrative, and non-academic jobs for geographers in the United States and abroad. The job listings are from the 49

association's monthly newsletter. Jobs are organized alphabetically by state or country (for international jobs). Users may also click on a U.S. map to select job listings by region. New job listings are starred. To get to the job listings, users must first go to the association's home page and select "Jobs in Geography." The Web site also has information about grants and awards for geographers and information for those contemplating a career in geography. http://www.aag.org/

HISTORY H-Net Job Guide This is a weekly listing of job opportunities and fellowships in history, the humanities, and the social sciences -- including opportunities ranging from American history, African and Middle Eastern history, American studies, and area studies to anthropology, archaeology, English, and art history. A new job guide is posted every Monday. The site is supported by Michigan State University and the National Endowment for the Humanities. http://www.matrix.msu.edu/jobs/ OAH Jobs Online The Organization of American Historians has listings for job vacancies at universities and scholarly paper projects. (UPDATED LISTING) http://www.oah.org/announce/jobs.html

LANGUAGE AND LITERATURE H-NET Jobs in Rhetoric and Communications This weekly listing of jobs in rhetoric and communications is supported by Michigan State University and the National Endowment for the Humanities. H-Net's Job Guide also lists jobs and fellowships in history and other fields in the humanities and social sciences. http://www.matrix.msu.edu/jobs/ Modern Language Association An electronic version of the M.L.A.'s job-information list, with vacancies in literature, foreign languages, linguistics, English as a second language, and creative writing. New versions of the list are published in October, November, February, and April. One section of the site provides general advice and a checklist for job seekers, do's and don'ts for interviews, a reading list on the job market, information about M.L.A. policies, and a list of administrations censured by the American Association of University Professors. Advice is also provided for search committees. In October and February, the association lists departments reporting no vacancies. http://www.mla.org/main_jil.htm National Council of Teachers of English This site has listings of jobs in composition, creative writing, literature, and reading at colleges, universities, and secondary schools. (UPDATED LISTING) http://www.ncte.org/classifieds/

LINGUISTICS The Linguist List Information about linguistics and other news about the profession, from an academic e-mail list. http://www.emich.edu/~linguist/

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MATHEMATICS E-Math Maintained by the American Mathematical Society, this site offers listings of academic and industry jobs, articles about the mathematics job market, advice to graduate students, and an e-mail notification service about job openings. Each year beginning April 1, candidates seeking jobs may register with a list that is sent to employers still seeking applications late in the hiring season. http://www.ams.org/employment Ph.Ds.Org.: Science, Math, and Engineering Career Site A comprehensive site created by Geoff Davis, a former Dartmouth College professor, and supported by a grant from the Alfred P. Sloan Foundation. It features listings for jobs both in and out of academe, salary information, advice about graduate school, C.V.'s, and interviewing, background articles about the sciences, resource lists, and online discussions. One feature of the site allows users to create their own rankings of graduate programs, using information provided by the National Research Council. http://www.phds.org/ Purdue University Mathematics Department This site is a good source of information for those considering a career in mathematics. It also has information on teaching assistantships and postdoctoral opportunities at colleges and universities and links to other mathematics job resources. http://www.math.purdue.edu/

OCEANOGRAPHY Earthworks This British Web site lists academic and non-academic jobs and postdoctoral positions in archaeology, astronomy, the environmental sciences, geoscience, oceanography, and related fields at universities and research institutions around the world. The site is updated several times a day and also features a résumé bank. http://www.earthworks-jobs.com Positions Offered in Aquatic Science The Web site of the American Society of Limnology and Oceanography lists job openings for oceonographers and aquatic scientists in universities, research institutions, and government. The site also features a useful FAQ for students thinking about careers in aquatic science. http://www.aslo.org/jobs.html

PHILOSOPHY American Philosophical Association The A.P.A.'s Jobs for Philosophers, published four times a year (October, November, February, and May), lists academic and non-academic job opportunities for philosophers, but it's available only to association members. The A.P.A. also has a new database (called "JobS") where job seekers may post information about themselves and their areas of expertise for employers to see. The service is free to A.P.A. members, but non-members must pay a $30 fee to participate. http://www.apa.udel.edu/apa/ PhilNet: Jobs in Philosophy 51

This site, by the University of Hamburg, features job opportunities in philosophy at universities around the world. Job announcements are listed by date (most recent announcements first). Users may view the listings in English, German, French, or Spanish. http://www.sozialwiss.uni-hamburg.de/phil/ag/jobs/main_english.html

PHYSICS AIP Career Services Web site of the American Institute of Physics. A comprehensive site that includes a résumé-posting service for job seekers; a jobs data base -- updated daily -- which features academic, government, and industry position openings compiled from AIP online listings and Physics Today; information about internships in the physical sciences; and a variety of useful links for job seekers and would-be physicists. Employment statistics are featured on the AIP Employment and Industry Web page. http://www.aip.org/careers/ PhysicsJobs The electronic recruitment service of Physics World, with listings in physics, engineering, and scientific computing. New jobs are posted as they are submitted to the magazine. http://physicsweb.org/jobs Physlink.com Job Board This site has academic (including graduate-assistant, postdoctoral, and faculty positions) and non-academic job listings for physicists, astronomers, and engineers around the world. http://www.physlink.com/Community/JobBoard.cfm TIPTOP Jobs On-Line A bulletin board of job announcements in physics and engineering, post-docs, studentships, and summer jobs. A weekly e-mail service notifies job seekers of openings. Candidates may also post notices in a jobs-wanted section. http://tiptop.iop.org/

POLITICAL SCIENCE American Political Science Association The association plans to offer an online version of its Personnel Service Newsletter, a monthly guide to job listings at universities and research institutions. http://www.apsanet.org/PSN/

PSYCHOLOGY American Psychological Association Some academic positions are included in this monthly listing, searchable by state, from the APA Monitor. http://www.apa.org/ads/ APS Employment Bulletin Academic, research, and clinical jobs for psychologists are listed at this site, put up by the American Psychological Society. The listings, which can be searched, are selected from the monthly APS Observer. http://www.psychologicalscience.org/

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Association of Schools of Public Health This site lists academic and non-academic employment opportunities for public-health professionals. http://www.asph.org/aa_section.cfm/12

Health Education Professional Resources A comprehensive database of jobs in public health and health education maintained by New York University. The listings are updated weekly. http://www.nyu.edu/education/hepr/jobs/jobbank/ Public Health Employment Connection The Rollins School of Public Health at Emory University maintains these listings of academic and non-academic jobs in public health. http://cfusion.sph.emory.edu/PHEC/phec.cfm

SCIENCE AND MEDICINE Academic Physician & Scientist This bimontly publication by the medical publisher Lippincott Williams & Williams has job listings for medical administrators, researchers, faculty members, and scientists in academic institutions and government agencies, including the Federal Drug Administration, and the National Institutes of Health. The site is and endorsed by the Association of American Medical Colleges. http://www.acphysci.com Nature International Science Jobs International scientific job listings and fellowships in hospitals, industry, research institutions, and universities from Nature, the weekly journal of science published in England. The listings may be searched by subject, location, organization type, or position type. http://www.nature.com Ph.Ds.Org.: Science, Math, and Engineering Career Site A comprehensive site created by Geoff Davis, a former Dartmouth College professor, and supported by a grant from the Alfred P. Sloan Foundation. It features listings for jobs both in and out of academe, salary information, advice about graduate school, C.V.'s, and interviewing, background articles about the sciences, resource lists, and onine discussions. One feature of the site allows users to create their own rankings of graduate programs, using information provided by the National Research Council. http://www.phds.org/ Science This portion of Science magazine's Web site features job openings for scientists in a variety of disciplines in academic institutions, industry, government, foundations, etc. The listings include vacancies in the United States and abroad. http://recruit.sciencemag.org/ Scijobs.org: The Scientist's Employment Network This site, created by Ph.D. graduates in the natural sciences, features job listings in industry, academe, and the non-profit sector for scientists in biology, chemistry, and other related fields. Jobs are searchable by employer type, region, degree requirement, and keyword. Users may register to receive e-mail notification of new job listings. The site also has a résumé bank and a data base of employers. http://www.scijobs.org Society for Neuroscience This site contains monthly listings of research, faculty, and postdoctoral positions for neuroscientists at academic and non-academic institutions. http://www.sfn.org/classifieds 53

SOCIOLOGY American Sociological Association The association offers an online version of its Employment Bulletin, a monthly listing of job openings in universities, government agencies, non-profit organizations, and other groups. New versions are posted on the first of each month. The site also offers links to other job-related sites for sociologists.(UPDATED LISTING) http://www.asanet.org/pubs/eb/

WOMEN’S STUDIES Women's Studies Database This University of Maryland Web site lists jobs in women's studies at colleges and universities worldwide. http://www.inform.umd.edu/EdRes/Topic/WomensStudies/Employment/

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Other Useful URLs Papersinvited Worlds largest Listing of Calls for Papers http://www.papersinvited.com AMSE American Society of Mechanical Engineers, a nonprofit educational and technical organization serving a worldwide membership of 125,000. http://www.asme.org Jobs Online http://www.jobsonline.com/

Education Canada Network The Education Canada Network (ECN) is Canada's largest educational e-recruitment resource network. We are a recruitment solution provider, offering employers such as school districts, private institutions, colleges and universities an efficient, timely and cost-effective method of advertising their educational employment opportunities online. The ECN was developed as an online tool to assist the education community in the e-recruiting and administration of its personnel. http://www.educationcanada.com/ CAUT Bulletin CAUT is the national voice for academic staff. Today, representing 30,000 teachers, librarians, researchers and other academic professionals, CAUT is an outspoken defender of academic freedom and works actively in the public interest to improve the quality and accessibility of post-secondary education in Canada. http://www.caut.ca University Affairs Complete information on higher education http://www.aucc.ca The Times Higher Education Supplement Higher education jobs, news and books for university and college professionals in teaching and research http://www.thes.co.uk AcademicKeys.com The most comprehensive resource for placing professionals in academia and for providing information that is pertinent and timely to higher education. http://www.academickeys.com

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