Ask the tenure-track professor at a major US research university

I happened to stumble on a number of threads today on college and university life. I know a number of Dopers teach on the university level, but I think there’s a smaller number who do this, and only this, for a living.

I’ve been at my university for 6 years, one of the top research universities in the world (#25 in the Times Higher Education rankings, and my college is ranked #1 among public colleges of education by US News & World Report), and I teach and research in education - mostly college level stuff, but I also do some work in the K-12 arena. I am currently untenured, but this summer/fall I am submitting my tenure dossier. I am not cocky about this at all, but I feel that things will likely work out in my favor and I will be an associate professor next fall - we’ll see.

I should also note I’m in Texas, and we have a governor hellbent on “business-fying” the professoriate. $10K degrees, no research, evaluating faculty solely on teaching evals, etc. So that makes life interesting.

I know we have a lot of college students on the board, and I’m generally spending a great deal of time explaining what it is exactly I do in real life, so I’m happy to entertain questions about the job, what I do, and how to get into the college of your choice (NOT). I did work in the field of student affairs for a long time, so I actually do know a little about that too.

Did you have a realistic idea of what you would be getting into when you started down this professional path? Has it been harder or easier than you anticipated?

I’m going to start looking for a university position after finishing my Ed.D., hopefully next semester.

What is the impact of having already published papers when applying for my first university position? How many would I be expect to publish? 0? 1-3? 4+?

what areas of education are you involved with?

Hey Shag. In a word, hell no. I was living in Boston, got off to a fairly good start in my doctoral program, trucking along. Publishing opportunities kind of came at me - I had a terrific mentor (he still is in that role) and brought me along. So it was “easy,” in the respect that I was usually writing and researching something that was going to end up in a chapter or a book. My mentor, though, is at the twilight of his career and can pretty much will a book or chapter out of the thin air.

At the same time, I was working on a well funded, prominent research project - similarly, I was hopping on planes conducting research and getting paid for it. So for at least the first three years of my doctorate, I had a false sense of how publication and research works - it seemed way easier. When I started doing my own research, I opted to not take a piece of either research projects I’d been involved in, and do my own thing. Pro of this approach: very liberating, call your own shots, being a pioneer. Cons: you have to cultivate your own networks for funding and publication opportunities. I actually enjoyed that piece, to an extent.

When I started my job here, I was pretty unprepared for all of the tenure track stuff coming my way. I had to research, sure, but there was also teaching at the grad level (and I had never taught my own class - led sections, but basically doing the bidding of the supervising prof), and service (committee work in the department and assisting as a dissertation reader). This was further exacerbated by the arrival of our oldest kid in October of my first year. I had a 1-1 teaching load, so instead of writing up cool articles, I was trying to learn to pin nappies and get an infant to sleep in my free time. Additionally, my department was very “top heavy” (lots of full profs) so the mentorship wasn’t great - none of them had gone through tenure and promotion recently (the most recently tenured prof got it when I was in middle school!). They were very kind and protective but literally did not know what we needed to do, besides “publish.” No guidance or what, where, or how much.

Fast forward to year 3 - I am pretty popular with students, as are my other junior colleagues, so I’m chairing dissertations. We’re losing senior profs - some to retirement, one passed away from cancer (he was emeritus), and some to other positions. The other senior profs had significant administrative roles that kept them away quite a bit - so a lot of the day-to-day departmental work fell to me and the cadre of young profs in the department. I had very few peer-reviewed pubs and was beginning to panic.

One of my mentor’s proteges was running a fellowship program for a national foundation, and he encouraged me to apply. I almost did not get the fellowship, as it is intended for academic (not professional) fields. In some circles education is considered “professional,” like law, business, and medicine. My mentor got involved and essentially the director went to his board and stated that I was practically a sociologist, having been trained by one of the dominant sociologists in the field. That got me in, and gave me a year’s fellowship (no teaching duties!) to write. That year, we also had our second kid, who was very premature (but she’s doing great now). So I needed the time to help with that, and get articles out. As fate would have it, I got most of the projects I wanted to do out that year, and a number of articles that were in bad shape years ago finally got accepted, AND some unexpected publication opportunities came up. So that year literally changed my trajectory and I stopped having daily panic attacks about not getting tenure.

The tenure track life is a grind because you are constantly trying to get articles out that you know aren’t ready, with research designs you’re not entirely happy with - but the clock is running so you have to move. That’s the hard part. Also, there is so much rejection - you start to question your worth and ability until stuff starts getting accepted. Now I am very thick skinned and don’t particularly care about rejection, unless it takes a long time to learn the outcome (just had an article rejected after 9 months at the editor - that was infuriating).

But, yes, I had no idea of what was going to be required, and that probably didn’t become clear until about two years into the job. Much harder than I anticipated - almost like doing another doctorate!

I’m sure an ongoing refrain in this thread will be the joke that I tell my qual research design students: “It depends.”

First, what kind of institution? Research-intensive, doctoral? Master’s granting? Teaching/SLAC? Is the program in the business of prepping practitioners, researchers, or a mix? If so, what’s the ratio?

My program was expressly trying to increase researchers. So I was a good fit having engaged in a lot of funded research. But we have a strong practitioner base, and I used to teach and work in student affairs, so I was helpful there too.

When I’m prepping my grads to go on the market for research intensive institutions (think flagship state publics) I tell them they need 2 peer-reviewed articles to be in the game. Authorship doesn’t matter; everyone knows doctoral students get shit on and are behind all of the tenure track authors. I don’t necessarily think selectivity of journals matters a lot either - just evidence of productivity. This isn’t a hard and fast rule - chapters and other publications might do the job as well. Also, there’s a lot of gray areas. Are you from the region? Are you researching an area that’s in demand? Is your dissertation cutting edge? What kind of reputation does your advisor have?

Last issue - you have an Ed.D., like me. My Ed.D. is from the institution that created the degree, essentially because they did not want to kowtow to the Faculty of Arts & Sciences that grant Ph.D.s. So my institution is known for being the first grad school of ed, and not granting Ph.D.s (which is actually changing now - glad I have a job!). Some of the older doctoral programs in education have this, like Penn.

People will assume that you have a lesser degree with an Ed.D., even if it is from an elite institution - unless they know the history of the degree. If your program offers a Ph.D. and Ed.D., that makes it even more challenging because the assumption will be that you took the “practitioner” (read: weak in research) path. So your CV needs to respond to that. You need to emphasize your research training (I trained under some of the leading quantitative methodologists - even though I am a qual researcher all the way). It can be a bias you might have to work through.

Higher education, primarily. I look at issues pertaining to faculty, especially those of color (mainly Black) and other minority identities. I’m particularly interested in mentoring that these faculty engage in, because they often have significant service burdens (which are not necessarily valued in tenure and promotion) - pertaining to the fact that they have identities that are not prominent in the academy. So they are often struggling to publish - which means these faculty are typically the least satisfied, and least likely to earn tenure.

I’m also interested in issues of work-life balance for male faculty (an interest that has gotten “hot” unexpectedly) and access issues for students of color. Historically Black colleges and the Black family are other “spokes” of my research. The great thing is that education encompasses all of these interests.

I just want to post to say - cool about being on tenure track, HH. I recall hearing you on NPR and reading some of the materials you shared about that.

Hey Wordy, thank you. As one of the old heads around here, it’s always cool to hear kind words from posters you respect. (Aside - I’m negotiating with a guy to buy a TC Electronics chorus pedal - hoping to get some good guitar and bass practice in this summer!)

I did my Ed.D. at Exeter and Warwick. Is it well known in the States that UK universities are heavy on research even in the Ed.D. path?

SC - both Exeter, and Warwick, or is that another institution? I used to live in Oxon and visited Warwick Castle quite a bit as a kid, BTW. :slight_smile:

In the US I would make the assumption that yes, there is a cognitive gap between the conventional view of the Ed.D. and what you might be doing. I think it’s a fine line between being “defensive” about your credentials but my thought is that your cover letters will emphasize your research-intensive approach. A CV with strong research credentials should assuage concerns.

Also, if your uni only provides the Ed.D. that’s essential to note. The real problem is at places like Florida State Univ, which offers a Ph.D. and an Ed.D., expressly noting that the latter is a practitioner degree. They ruin it for everyone else. :slight_smile: (I know some FSU grads and they tell me that’s what they’re told.)

I always tell my students (we have both Ed.D. and Ph.D. degree options) that I’m not clear what the difference is, so they will do doctoral-level original research regardless of their degree. This scares away slackers. :slight_smile:

Both. Long story of why I transferred to finish my doctorate.

Do I understand correctly that you’ve never taught K-12, although you “do some work in it”? What does that entail?

I have taught K-12. 4th grade and middle school, and some brief administrative experience. But it’s not wholly unusual for researchers to have not taught. I will say that in my program most ed policy researchers bring some interests and curiosity from classroom or administrative experience.

I’ve researched the meaning making of college-going for students who are from high poverty, high minority high schools, most of whom just finished HS - so they are closer to being K-12 students than being collegians, and that work’s been published and presented at national K-12 conferences. I also have written about teacher training in higher ed, as I worked in school leadership development as a graduate student and have been involved in directing a site-based alternate certification preparation experience.

I’ve very proud of having been a teacher. It was the hardest job I’ve ever had, but I love working with 10 year olds, and a lot of my pedagogical approach is derived from trying to engage and excite 4th graders. I have a lot of fun with my students, which is something I definitely bring to my undergrad and grad teaching.