A few months ago, I became a full professor! Much like when I earned tenure (I just changed that word from received to earned), for a while I was in a haze of disbelief. Was the quest really over? Was anything different?
In both cases the resounding answer for me was yes. I’m really happy at the new opportunities, freedom and empowerment the promotions have provided.
Our blog focus on real difficulties, impediments and challenges the road to tenure can contain for women. In a later post, I’ll talk about why entering grad school significantly later than most people may have made the road a bit smoother for me than some. Meanwhile here are my top 3 reasons each promotion has been awesome.
Three reasons becoming a Tenured Associate Professor was Awesome
- I could explore research, writing and outreach projects that may not lead to grants or publications, while continuing existing productive projects in order to continue to advance in scholarship.
- I could take on a position in the upper administration and develop new initiatives for my institution, which was viewed favorably in my review for Full Professor. In this position I regularly interacted with the Dean and Associate Deans and work with faculty of all stages. It gave me a new appreciation and a more holistic view of my institution.
- I could say no to “being a new shiny happy prof face” for visitors and parents because there were new people to do that, while saying yes to some important all-campus committees.
Three reasons being a Full Professor is Awesome
- Interacting with other professors feels different. At a recent conference I had more confidence to approach other full professors as a peer. I still have less experience, but many of them are my age (or younger) and it feels nice to (at least in my own mind feel like I) belong at the table. After I served on a career panel, many untenured professors came to me to ask advice. It was great to be able to share my experience and be generous with my time.
- I can serve in roles that are important to my institution, such as member of the tenure and reappointment committee or Dean.
- I have been freed from the looming promotion-centered hoops that must be identified, understood and jumped through. That is so liberating. I can take greater risks in my teaching and research without fear. Teaching evaluations will inform my practice but not threaten my job status. I can devote time to professional service at a national level.
For all that academia is a ‘brainy’ pursuit, many disciplines also rely on an impressive array of motor skills and physical abilities. Perhaps you need to be able to carry those archaeological samples out of a desert canyon, or you need to be able to dissect a fruit fly’s brain under a microscope. I remember an old Grey’s Anatomy episode where a resident was dismissed for not having a surgeon’s “hands”. In an ideal world we could surmount, bypass, or move any physical barriers to our academic dreams – but is that always realistic?
Sometimes it just means altering one’s expectations. In one of my prior research positions I mentored a student with cerebral palsy. The project they worked on required many different abilities that I took for granted in myself and other students – the ability to perform precise measurements quickly, walk long distances quickly, and enter data quickly (you are probably seeing a pattern here). Ultimately he could do 95% of what all of the other students could, it just took him a bit more time and effort. In the end his project went so well he came back for a second summer, and it was a rewarding experience for both of us… he on track for a successful career in science. Continue reading
Today’s guest post is by The Blundering Ecologist, a Ph.D. candidate at a research university in Canada. In addition to research, she is passionate about asking uncomfortable questions and learning the rules so that she can break them properly.
I can’t do this.
That was my only thought when my class professor told me on the first day of classes I had to list my M.Sc. supervisors as co-authors on all the work I submitted to his class. I anxiously took notes until class was over. Loitering in the hall, I waited until all the other students had left so that I could ask for his advice. Why was I supposed to list my M.Sc. supervisors as co-authors when they have not significantly contributed to my work?
“For my dissertation my PI was just like that. The whole four years I struggled alone and the last thing I wanted to do was put his name on my work. In the end, I didn’t have the guts to publish alone. It was just easier to put his name on it.”
“I can’t do that.”
“I mean, if I was you, and I had the [expletive] to do it I would go back and publish without him… Put him in the acknowledgements. That would really show his co-workers what kind of researcher he was.”
“But, for now?”
“For now, put their names on your work and keep your head down. He has complete control over your M.Sc. and the headache isn’t worth it… at least, not yet. Don’t make things difficult for yourself.”
One of my supervisors was an urban geographer (primary M.Sc. supervisor) at my university and the other an ornithologist (secondary M.Sc. supervisor) at a university in another city. My M.Sc. work was in Ecology and on mammals. My project was handed to my primary M.Sc. supervisor from the funding agency. The funding agency’s questions were clear and decisive, all I needed to do was the fieldwork, data collection, statistics, and interpret the results.
Twelve months later… Continue reading
At first shrug, this sounds like a simple question: when should you defend your dissertation, whether that’s MS or PhD (or other terminal degrees like MFA)? If you’re an advisor, when should you let your students defend?
The ‘right’ answer could be: when they’re ready. Of course! But the timing of that, in practice, is far more complicated. I strongly believe part of good mentoring is helping students move onto The Next Thing – whether that’s another degree, a postdoc, an academic job, a non-academic job, or something else. So the timing of students’ defense and graduation should help them get there.
What’s so complicated then? Lots of things. Continue reading
At this time last year, I was waiting anxiously for a large research university in Texas to call. At this time two years ago, I was waiting anxiously for a comprehensive university in Georgia to call.I felt like a lovesick teenager, constantly checking my phone, my email, the department website, anything that would give me some idea of what was happening. In both cases, the offer had been made, and I was second choice. Long negotiations left me in limbo for months after promising campus visits. I must have known on some level that this was the situation, but hope and despair take turns running your life while on the job market; neither has a basis in logic. One day, I was sure I had a job, the next, I was sure I would never get one. Both schools kept me on the hook until mid to late April before finally letting me down easy. The second time, I knew I was done. I accepted a job offer at a Community College and have been making sense of that choice ever since.
I love quit lit. It got me through those final months when I knew I might keep trying indefinitely for that tenure-track research job without ever getting one. Continue reading
I’ve been an academic advisor, teacher, and research mentor for three years now. I’ve done ok at figuring out the nuts and bolts of teaching and advising, and I’m doing better with understanding how to be there for students as an empathetic ear. As a teacher and research advisor I’ve gotten more flexible about my expectations given the fact that most of my students are non-traditional. Overall, I think I’ve made progress in learning how to be supportive and encouraging of students’ goals, while also realistic.
Each student comes into college with their unique set of abilities, resources, and drive to succeed. They also come with a set of expectations – perhaps simply of achieving a degree, or of getting straight As in their chosen major, or of getting into a top graduate program. Many students at my College are high achieving and could fit in at any top-tier university, and they achieve their goals. Others are relatively apathetic… ‘Cs (or Ds) get degrees’; they aren’t going to do that well, but they’ll pass the classes and get a bachelors, also achieving their goals. Others realize for themselves that they are not reaching their own expectations in their chosen major, and transfer to another department of their own accord.
The students that I continue to struggle with teaching and advising are those that are not achieving their own college expectations but can’t make the hard decisions that entails. Even worse are those whose college expectations for themselves were mismatched with the expectations of the program or the career they have chosen. Continue reading
My department has several wonderful faculty, working in a variety of areas, producing great work and supporting their students. There are also a handful of faculty who are not as great: toxic toward their students, condescending, generally hard to work with. As luck would have it, they are all in the same subfield, which I happen to have an expertise in, too. From my perspective, this has been a rather sad discovery: on paper, this is a great career opportunity. I am at a place with multiple famous researchers, who have work that clearly and obviously interfaces with my own, and who would be great people to talk and work with. However, it became clear early on that they are anything but great to talk to, so I have been keeping one-on-one interactions to a minimum and instead have opted for large group meetings and presentations, so I still get the feedback on my work that I require. I’ve also been cultivating interactions with others on and off campus. I feel like I’ve been fairly successful at that, so it’s not what I want to concentrate on in this post.
I feel particularly bad for these professors’ students. Over the time that I have been here, several of them have reached out to me. Some simply looking for a sympathetic ear, someone who can help them navigate their difficult relationship with their advisor. Others needing a confidence boost, after being repeatedly told by an advisor that they were not good enough. With some, I have also begun a more substantive advising relationship, since I have expertise in their areas of research. And this is where it gets tricky: some of these professors are also isolationists–they have told their students that they shouldn’t talk to anyone other than them. So, I have been meeting with students “off the books,” because I want to help, but this entire situation is clearly unhealthy. Continue reading