“What Helped You Land a Job? Reflections from 3 Recently-Hired Assistant Professors”

The job market for tenure-track faculty positions varies a great deal by discipline. Many fields, most notably the health professions, have seen a marked increase in assistant professors, while other fields, like the humanities, have seen a considerable decline. Hiring committees often receive so many applications that they choose initial screening standards; Dr. Diego A. Reinero gives the example of a search where only candidates who had two publications in “‘top [journals]’…moved forward.” When applying for jobs, it can therefore be helpful to look at the publications and qualifications of the newest faculty in the prospective department. But what else does it take for a job search to be successful?

This article asks three recently-hired assistant professors (short bios below) how they succeeded in landing an offer.

The following responses have been edited for length:

What do you think made your initial job application materials stand out and make you interview-worthy?

Dr. Alyssa Sinclair: My research program is unusually broad and bridges basic cognitive neuroscience with applied intervention studies that are relevant to current societal challenges (e.g., public health, climate change, and education). I think the real-world relevance of my work may have helped make my application materials stand out, as this factor was often noted during first-round interviews.

Dr. Kevin samejon: After reviewing the job posting, I began learning more about the department and the university, carefully highlighting the skills I’ve developed and the experiences I’ve gained over the years in my application materials, especially those that align directly with what they’re seeking in a candidate.

As you can tell, I didn’t do anything particularly groundbreaking, nor is this approach to preparing application materials a secret. If anything, I [spent] the most time developing my cover letter, treating it as a self-introduction that condenses my background and concretely showcases my qualifications in a narrative-like manner rather than simply listing what I’ve done.

Dr. Heather E. ChacFrom: Aside from the bit of good fortune everyone needs to get a job, I think my materials stood out for a few reasons. The first is that while it is a lot of work, I did semi-customize materials for jobs. If it was a teaching-intensive job, I discussed teaching first and most. If it was a more research-focused job, that was where my emphasis was. It also helped that I used my time in graduate school to diversify as much as possible. During my time in my doctoral program, what would become the department of rhetoric and digital media was being developed within the English and communications programs at my alma mater, and they wanted graduate students to help with getting the new freshmen curriculum for communications off of the ground. I tried to help at every chance because I knew that was experience that would help me on the job market, and it did. While many places want someone who is a quality specialist in the area(s) posted, most programs love seeing candidates who could also be useful in the daily operations of a department or program, such as experience with assessment, curriculum planning, training other instructors, etc.

The other thing I can say is cheesy but true — be your best professional self. While it’s true most places will hire with some “ideals” about what a candidate should have, nothing will take the place of acting like an actual human who folks might want to work with for the upcoming few decades.

What do you think were the most compelling aspects of your interview responses and/or talk?

Dr. Sinclair: During interviews, the breadth of my research made it easier to talk to search committees and other faculty members and find shared interests or ways to connect. I aimed to highlight the spectrum of basic to applied research in my job talk. At the end of each job talk, I also explicitly noted potential connections or areas of collaborations within and beyond each department. I found that this framing sparked questions and conversations after my presentation — My goal was to help everyone in the room, even in diverse and interdisciplinary departments, find something relevant and interesting in my program of research.

Dr. Samejon: In general, I believe that being authentic in expressing one’s passion (whether in research or teaching) is the best way to make yourself compelling. When I interviewed at the University of Nebraska Omaha, none of my professional network had connections there. I have only my work and how I carry myself to speak for me.

[One important aspect was] making my research accessible to non-specialists during the job talk. I prepared approximately 60 slides for a 45-minute presentation. The faculty members I spoke with afterward recognized that I covered a lot of material, but they found the presentation easy to follow. That doesn’t always happen, but I’m glad it happened when it did. One even remarked that my talk provided valuable insight into my teaching skills as well.

[Another key part was] allowing my personality to come through. I was initially concerned about how I had performed during my job talk, as I naturally integrate humor. Afterward, I wondered if it had felt more like a stand-up comedy routine. However, a faculty member assured me that it wasn’t excessive; rather, it made my presentation even more engaging than it already was.

Dr. Dr. ChacFrom: …I made absolutely sure if I was excited to be at a location, the people there knew that, and that I was not just blowing smoke to get a job. Take time to research the area if it’s unfamiliar, and see what some of the institution’s customs are. Mention them. Talk to people. This sort of thing will not get you a job on its own, but it can go a long way toward demonstrating how much you really want to join an institution and serve its community. It also models the sort of coworker you might be, should you get the offer.

Can you give an example of a “make it or break it moment” during the interview? That is, a tough moment in which you had to rise to the challenge presented.

Dr. Sinclair: During one campus visit, I met individually with 22 faculty members, with very few breaks. I met with faculty from various disciplinary backgrounds, including many who used methods, language, and theories that were unfamiliar to me. This interview process was especially tiring, challenging, and unpredictable. However, I was also pleasantly surprised by the opportunity to connect with scholars outside my field. In many conversations, I initially thought that we would not have much in common, but we often discovered complementary interests and perspectives.

Dr. Samejon: I think the student meeting was where I truly felt this moment during my campus visit. They came well-prepared with thoughtful and challenging questions. They were great ones, too! One example was when they asked how I plan to engage with the Omaha community.

To take a step back, the university places a strong emphasis on service and partnerships, especially with the greater Omaha community. I can tell that the students I interacted with fully embrace these values as well. So, when asked how I plan to contribute and establish community connections, I needed a moment to reflect. While I actively engage in service within my own communities, I had never been to Omaha until my campus visit. I didn’t yet know the community well, and I acknowledged that openly to the students. I also told them that I didn’t want to approach the question as an outsider claiming to have all the answers, because, truthfully, I don’t. Reining in my academic idealizations and tapping [into] the humanity behind my work, as I am also a member of the communities I care about, helped me respond to their question thoughtfully and empathetically. I then shared my thoughts, and the students seemed pleased. A few even expressed that they liked my answer.

What advice would you give to other first-gen college students who may be intimidated by the job search and interview process?

Dr. Dr. ChacFrom: Aside from your intellect, your best strength is your tenacity. Every first-generation student [and subsequently first-gen graduate] I have ever met, including myself, has had to think on the fly, be observant but not a wallflower, prove themself to the most people while figuring things out in real time. There is no class that prepares someone for that; it is something that is earned by other means. Use it. If someone acts like you don’t belong in a place [or deserve a certain job] because you’re first-gen, smile to yourself and tell yourself, “oh, that poor person. They do not yet know who they are dealing with” and then you give your best for yourself. You earned a place in academia, or else this conversation would not be happening, you made it there, or else so-in-so would not have felt the need to make themselves feel better because they feel threatened, you are there because you belong. It might not always feel natural. For me, it often definitely does not. But hey, after a while, you have to realize the common denominator is you, and you are in the race. Other people’s parents’ degrees don’t get to mess with that.