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Interviewing at a Liberal Arts Institution

Informal Notes from APSA Short Course on Getting a Job at a Teaching Focused College
By Celeste Lay

Course taught by:
William Hudson, Providence College
Grant Reeher, Syracuse University
Michelle Donaldson Deardorff, Millikin University
Marianne Githens, Goucher College
Glen Halva-Neubauer, Furman University
Craig Rimmerman, Hobart and William Smith Colleges

Pre-Interview phase

Know the school
From initial cover letter all the way through the interview, know the school’s history, mission, demographics, achievements, things that they are striving for or working toward. Mention how this information is helpful to you, and why it might make the job more interesting to you. Think about how you could build on the current foundation and how your experience makes you a good candidate for this particular institution

You MUST tailor each cover letter to the institution.

If a school’s website touts their commitment to service, or their religious
affiliation, or their small class size, mention how/why this is attractive to
you.
Know the department
Say what you will add to their curriculum, but don’t step on anyone’s toes – meaning, you won’t do well to offend the current scholar in area X by stating that you can teach it/research it better than it is currently being done. Even if you lie, be complimentary of the department’s faculty and their offerings. Say how you can “complement” the existing culture and curriculum
Be honest
Don’t say you can teach in an area in which you would not actually be comfortable teaching (in smaller depts., they may expect you to teach out of your narrow area of expertise – but don’t stretch yourself too much)

Don’t pad your vitae, but be sure to stress things that make you unique – previous work experience; community service – these things are attractive to small universities because they give you breadth

Ask yourself if you really want to be at a small, teaching-focused institution: these places are student-centered – do you want to keep your door open all the time? Realize that research often is done during breaks and sabbaticals – is this what you want? Can you live in this town and be happy? If you really want this job – demonstrate this in your cover letter and other materials – tell them why you want to be there.
Don’t overstate your teaching experience, and don’t understate your research experience
There is a myth that teaching-focused colleges want good teachers at the expense of research, but this is a false dichotomy. They want good all-around scholars, so talking about your research is just as important as teaching. If you’ve only taught one course, say so. But don’t diminish this experience – most grad students do not have extensive teaching experience.
Be specific in your cover letters:
Provide examples of your teaching philosophy, rather than saying “I have a commitment to teaching.” Show your research interests through discussing your dissertation and other work, rather than stating, “I am interested in Latin America.”
Send only what the ad asks for
If they ask for a 25 page writing sample, don’t send half your dissertation. If they don’t ask for a teaching philosophy, don’t send it
If you send teaching evaluations -- make sure to include the context and not just the quantitative results: how did you stack up against others in your department? Are these better or worse than your other evaluations? What might you do differently the next time?
In a statement of teaching philosophy, tell them what you have learned in
your teaching experience, not just what you can teach and what has worked in the past

Once you’ve got the interview

Convey enthusiasm about the school, the department, and the students as well as your subject matter
You may be asked to address the students, either through teaching a class or, in many small schools, students come to the job talks. Without watering down your intellectual capabilities, be sure to use language and examples that draw students into your presentation. You are being judged on your teaching ability.
Ask the relevant questions beforehand so that you are adequately prepared
What kind of presentation will you be giving? Who is the audience? Who will you be meeting over the course of the interview (students, dean?).
If you’re going to teach a class, get a copy of the syllabus so that you know what you can expect students to know. If they allow it, assign an article for students to read for your lecture/discussion. Often, these schools want you to show you engage the students – be sure your presentation does so. Tell them the kind of equipment you need for your presentation and be prepared with a backup.
Since the departments are small, you are also being judged on the kind of colleague you will be.
There is often less turnover in small schools – faculty stay longer at these places than in large research universities, so hiring someone who is likely to be a freak or will be a bad citizen is very worrisome for these committees.

Be friendly to everyone. Know as much as you can about the faculty, and ask them questions about their research (no matter what you think about it) and about the department
Show why you are a good fit.
In large research universities, departments are often looking for the best applicant, and fit is less important. In small colleges, they need someone to fill a particular spot, and so fit will be important.

This also involves showing that you would accept the job, and would be happy in this place. All else equal, between two candidates, they will hire the one that seems like he/she would come and stay for a while and be happy there.
Ask the same question of everyone you meet, including all the faculty, the students, and the administration. A good question is: What is the environment or culture of the department? Or, what is your perception of this department?

Other good questions to ask:
a. Where is the school financially? (gets at what kind of offer you can expect to negotiate, as well as the direction of the institution)
b. How do you like living in XXX (town name)?
c. How do you balance your teaching, research and service responsibilities? (this shows that you have thought about all of these responsibilities and that each is important to you)
d. How do you balance your professional and personal responsibilities? (this opens the door to perhaps asking about whether the department is family friendly, or if people in the department have personal lives similar to yours – i.e., do they have small children? Are they married?). If you don’t want to open this door, do not mention anything about your personal life.
e. What kind of support do you have for research? (shows you are serious about research)
f. Be sure to ask students about the department’s strengths and weaknesses – they will often give the most honest answers
g. Ask about tenure criteria, and tenure history.
For Women:, ask other female faculty about the department’s culture, and if relevant, their attitude about families (whether there are provisions for having children during the tenure clock). Students are also good resources on the department’s culture and attitudes toward women
Follow instructions--If you’re told to give a 30 minute talk, allowing for some discussion, then do so. Don’t go over, and don’t talk down to students or faculty.

At the offer stage

Things you can sometimes negotiate:
Computer facilities (can you get a new computer?)
Travel funding
Research facilities (time off? Money?)
Course release for the first 1-2 years
Summer funding

In general, ask the chair what is appropriate to bring up for negotiation, since it varies by institution. The chair/department is usually on your side at this point, and you are negotiating with the dean or provost.


Home \| Contact GVPT
	Interviewing at a Liberal Arts Institution Home > Graduate Program > Graduate Student Placement > Interviewing at a Liberal Arts Institution Informal Notes from APSA Short Course on Getting a Job at a Teaching Focused College By Celeste Lay Course taught by: William Hudson, Providence College Grant Reeher, Syracuse University Michelle Donaldson Deardorff, Millikin University Marianne Githens, Goucher College Glen Halva-Neubauer, Furman University Craig Rimmerman, Hobart and William Smith Colleges Pre-Interview phase Know the school From initial cover letter all the way through the interview, know the school’s history, mission, demographics, achievements, things that they are striving for or working toward. Mention how this information is helpful to you, and why it might make the job more interesting to you. Think about how you could build on the current foundation and how your experience makes you a good candidate for this particular institution You MUST tailor each cover letter to the institution. If a school’s website touts their commitment to service, or their religious affiliation, or their small class size, mention how/why this is attractive to you. Know the department Say what you will add to their curriculum, but don’t step on anyone’s toes – meaning, you won’t do well to offend the current scholar in area X by stating that you can teach it/research it better than it is currently being done. Even if you lie, be complimentary of the department’s faculty and their offerings. Say how you can “complement” the existing culture and curriculum Be honest Don’t say you can teach in an area in which you would not actually be comfortable teaching (in smaller depts., they may expect you to teach out of your narrow area of expertise – but don’t stretch yourself too much) Don’t pad your vitae, but be sure to stress things that make you unique – previous work experience; community service – these things are attractive to small universities because they give you breadth Ask yourself if you really want to be at a small, teaching-focused institution: these places are student-centered – do you want to keep your door open all the time? Realize that research often is done during breaks and sabbaticals – is this what you want? Can you live in this town and be happy? If you really want this job – demonstrate this in your cover letter and other materials – tell them why you want to be there. Don’t overstate your teaching experience, and don’t understate your research experience There is a myth that teaching-focused colleges want good teachers at the expense of research, but this is a false dichotomy. They want good all-around scholars, so talking about your research is just as important as teaching. If you’ve only taught one course, say so. But don’t diminish this experience – most grad students do not have extensive teaching experience. Be specific in your cover letters: Provide examples of your teaching philosophy, rather than saying “I have a commitment to teaching.” Show your research interests through discussing your dissertation and other work, rather than stating, “I am interested in Latin America.” Send only what the ad asks for If they ask for a 25 page writing sample, don’t send half your dissertation. If they don’t ask for a teaching philosophy, don’t send it If you send teaching evaluations -- make sure to include the context and not just the quantitative results: how did you stack up against others in your department? Are these better or worse than your other evaluations? What might you do differently the next time? In a statement of teaching philosophy, tell them what you have learned in your teaching experience, not just what you can teach and what has worked in the past Once you’ve got the interview Convey enthusiasm about the school, the department, and the students as well as your subject matter You may be asked to address the students, either through teaching a class or, in many small schools, students come to the job talks. Without watering down your intellectual capabilities, be sure to use language and examples that draw students into your presentation. You are being judged on your teaching ability. Ask the relevant questions beforehand so that you are adequately prepared What kind of presentation will you be giving? Who is the audience? Who will you be meeting over the course of the interview (students, dean?). If you’re going to teach a class, get a copy of the syllabus so that you know what you can expect students to know. If they allow it, assign an article for students to read for your lecture/discussion. Often, these schools want you to show you engage the students – be sure your presentation does so. Tell them the kind of equipment you need for your presentation and be prepared with a backup. Since the departments are small, you are also being judged on the kind of colleague you will be. There is often less turnover in small schools – faculty stay longer at these places than in large research universities, so hiring someone who is likely to be a freak or will be a bad citizen is very worrisome for these committees. Be friendly to everyone. Know as much as you can about the faculty, and ask them questions about their research (no matter what you think about it) and about the department Show why you are a good fit. In large research universities, departments are often looking for the best applicant, and fit is less important. In small colleges, they need someone to fill a particular spot, and so fit will be important. This also involves showing that you would accept the job, and would be happy in this place. All else equal, between two candidates, they will hire the one that seems like he/she would come and stay for a while and be happy there. Ask the same question of everyone you meet, including all the faculty, the students, and the administration. A good question is: What is the environment or culture of the department? Or, what is your perception of this department? Other good questions to ask: a. Where is the school financially? (gets at what kind of offer you can expect to negotiate, as well as the direction of the institution) b. How do you like living in XXX (town name)? c. How do you balance your teaching, research and service responsibilities? (this shows that you have thought about all of these responsibilities and that each is important to you) d. How do you balance your professional and personal responsibilities? (this opens the door to perhaps asking about whether the department is family friendly, or if people in the department have personal lives similar to yours – i.e., do they have small children? Are they married?). If you don’t want to open this door, do not mention anything about your personal life. e. What kind of support do you have for research? (shows you are serious about research) f. Be sure to ask students about the department’s strengths and weaknesses – they will often give the most honest answers g. Ask about tenure criteria, and tenure history. For Women:, ask other female faculty about the department’s culture, and if relevant, their attitude about families (whether there are provisions for having children during the tenure clock). Students are also good resources on the department’s culture and attitudes toward women Follow instructions--If you’re told to give a 30 minute talk, allowing for some discussion, then do so. Don’t go over, and don’t talk down to students or faculty. At the offer stage Things you can sometimes negotiate: Computer facilities (can you get a new computer?) Travel funding Research facilities (time off? Money?) Course release for the first 1-2 years Summer funding In general, ask the chair what is appropriate to bring up for negotiation, since it varies by institution. The chair/department is usually on your side at this point, and you are negotiating with the dean or provost.

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