Spring 2018 Faculty Job Application Series starts January 23 - Get a leg up on the competition!

Submitted on January 18, 2018

The Office of Instruction and Assessment, the Graduate Center, Graduate & Professional Student Council, and Postdoctoral Affairs are pleased to announce our faculty job application series. Applying for faculty positions is a competitive process and leveraging your teaching experience can make a difference in you being considered for the job. This series will share best practices for representing yourself effectively in your teaching statement, diversity statement, online teaching portfolios, and the onsite teaching and job interview.

Preparing for Faculty Job Applications Workshop Series Spring 2018

  • Time: Tuesdays, 12 PM to 1 PM
  • Venue: Student Union Copper Room (Level 4)
  • Open to all graduate students, postdoctoral scholars, and others interested in pursuing faculty positions.
  • Feel free to bring your lunch. (Note: Only home-made and Student Union food allowed)
  • RSVP is requested, but not required. http://oia.arizona.edu/content/423
  • Please direct questionst to gpscevents@email.arizona.edu

Series Schedule:

January 23: Developing your Teaching Statement

In this workshop, participants will discuss strategies for developing and refining your Teaching Statement as part of your letter of interest or as a separate Teaching Philosophy.  As colleges and universities are increasingly requesting evidence of teaching effectiveness as part of these applications, participants will also discuss what evidence is appropriate to include, how to compile Teacher Course Evaluations or other student ratings as part of a job application, and how to include evidence when you are not teaching your own course. Regardless of the type of institution, this workshop applies to anyone pursuing a college faculty position that will include teaching responsibilities.

January 30: Writing Diversity Statements

With growing awareness of diversity and accessibility issues, more and more educational institutions ask for explicit statements by their instructors about their diversity-responsive beliefs and practices. In the light of the AACU inclusive excellence initiative, this workshop will focus on promoting and expressing inclusive and diversity-responsive teaching, research, and service. The workshop will include a brief introduction to “inclusive excellence,” prompts to develop content for your diversity statement, a discussion of writing strategies, and, if time permits, peer feedback on your outline or draft. This workshop applies to anyone pursuing a college faculty position that will include teaching responsibilities.

February 6: Strategies for Presenting Teaching Portfolios Online

Building and maintaining a professional online presence is becoming a necessity for an academic career.  Part of an academic identity is a cohesive and comprehensive teaching portfolio, which often includes a teaching philosophy statement, representative sample of instructional materials, and evidence of teaching effectiveness.  In this workshop, we will discuss the purpose and characteristics of an effective teaching portfolio, strategies for an engaging portfolio design, and share examples of online portfolios.  This workshop applies to anyone pursuing a college faculty position that will include teaching responsibilities, particularly those pursuing positions at teaching-emphasis institutions.

February 13: Teaching and the Job Interview

For any college faculty position that involves teaching, job interviews not only involve fielding questions about teaching experience from various stakeholders, but also commonly include teaching demonstrations that range from a short audition to guest teaching in actual courses.  In this workshop, participants will learn about and practice answering actual interview questions related to teaching.  Examples of teaching demonstrations will also be shared, along with strategies for how to successfully plan for and teach these, particularly those that involve guest teaching in actual classes.  Participants will leave better prepared to approach the teaching-related aspects of a faculty interview process.