Diversity Statements

September 19, 2016

In an academic job search, it is not uncommon to get questions related to diversity during your interview. You may be asked: “How do you bring diversity into the classroom?” and “How do you bring diversity to your research?” Recently though, diversity statements have become more and more standard. So along with your CV, cover letter, research statement and teaching statement, you might also be asked to provide a diversity statement.

What is this document and what should you include? It really should be a personal reflection of your feelings and your approach to being a leader and a teacher. However, teaching is meant in the broadest sense possible as you will address diversity and diverse learning/teaching methods within your teaching statement. While keeping your diversity statement on one page, here are some questions to ponder that will hopefully help you get started.

How do I bring diversity?

Reflect for a moment on your past and your identity. Maybe you immigrated to this country? Maybe you were the first generation in your family to attend college? Maybe you were an adult learner in a setting of mostly “traditional” students?  Perhaps you want to share some identifier, including:  racial, ethnic, sexual orientation, gender identity, disability, etc.  It is not enough though to simply say that you will bring diversity because, “I am black,” or “I am gay.”  Effective diversity statements tend to avoid keeping it all about you and your identity. Be cognizant of addressing other groups as well and your status of being an ally for others.

On top of reflecting about yourself, you will also want to reflect on the school to which you are applying.  Think about the students at that school. Perhaps most students are first-generation or commuter students? Maybe the school has a large number of international students?  You will want to highlight that you have done research about the school’s population and address this in your statement.

What have I done to grow in diversity?

If you are having a hard time answering this question, it might mean you haven’t done enough…yet.  Here are some questions to help you reflect: Have you actively worked to engage with new groups of people through volunteer work? Have you participated in any trainings, workshops or classes, like OITE’s Workplace Dynamics, Diversity Workshop, or the NIH Academy? Have you read any books on diversity? The OITE Library has some that might be of interest, including: Clash! How to Thrive in a Multicultural World  and/or Far From the Tree.

Throughout your document or in a separate section, you will need to detail your experiential knowledge of diversity by highlighting your own personal experiences. At this point, you might be thinking “My experiences aren’t good enough to write about.” That is a common concern and you just have to work with what you have; after all, you can’t fabricate experiences. This however might also mean that you will need to prepare more and engage in making diversity a priority.

There are lots of online resources to help you write your diversity statement. A particular few to pay attention to include:

Remember that if you are at the NIH, the OITE has a variety of programs and services to help you along the way of your academic job search.

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NIH Alumni: Where are they now? Assistant Professor

July 27, 2015

**TWO-PART SERIES — Part 2: Job Search**

Name: Veronica Irvin

Job Title & Organization:  Assistant Professor; Oregon State University, College of Public Health

Location: Corvallis, Oregon

What was your job search like?
I really did want to get back to academia but I was also realistic that I might not be able to. I definitely had other career options in mind because I knew how difficult it was to find a tenure-track faculty position. Not only that, my position is actually hard money, which is even harder to find.

So, I tried to keep my options open in terms of career field, but I was also willing to move anywhere in the country. If you are fixed on a certain geographic area, that can be limiting. While I was at the NIH, I really focused on publications. I didn’t have any grants going to the university. Coming from the NIH, there was only one mechanism that I could apply through which was the K’s and the university was very forgiving of that because they also realized that by being at the NIH, I was aware of the grant process. So, during my postdoc, I focused on publications and that did matter quite a bit. I know that is what everyone says but it really is that way. It is just easier for them to see what you have done and to count. I also think that networking is important, but networking only takes you so far. My postdoc advisor could help me look at job postings and let me know if he knew anybody in that department or university and what that might actually mean when you look at the job descriptions. He helped me decipher the nuances between them and would help point me to his contacts at universities and on search committees.

Can you tell us about your timeline? How early did you begin your job search?
I attended almost every single training that I could from OITE. I cannot say how helpful they were. Specifically, I went to one that Sharon Milgram facilitated on Applying for Tenure Track Positions. She had mentioned that you should apply one year before you are ready, and I think that is some of the best advice I have ever been given. You have to apply to tenure track positions in the fall, almost one year prior to starting. So, I applied one year before I was ready and it was a great experience because you have to write your research statement and teaching philosophy. It was a great activity to sit down and realize where my holes were and how I wanted to try and focus my next year’s work in my postdoc. It took a lot of time to put together an application for a tenure track position, so I was glad that I started a year out. My postdoc advisor told me that you should consider this: every position that you apply for is one less paper you will get because of the amount of time you have to spend tailoring your application for that university and the job description. I think that helped me a lot because I went online and read a lot about OSU and I knew people who worked there, so I asked them a lot about it. So, applying one year before you are ready is really useful because you get to see what goes into preparing a tenure track application and then it still gives you a year to fill in the holes that you see in your application for the next year. And what happened for me is I actually ended up getting the job during my first year of applying. When I wrote the application, I never thought I was actually going to get this job but I was still so happy I did it because it really did help me focus.

You mentioned publications mattered a lot in your academic job search. Does that mean the quantity, quality or both?
I know this is hard to hear but for a research position or for a research-intensive university, it is still so true. Everyone says both, but it is hard to do it all. First of all, it is really hard to get into really good journals. For example, I don’t have any papers in Science or Nature or JAMA and you don’t necessarily have to have that. I think that one paper in JAMA or Science will help you tremendously. So, I had multiple papers in the next level journal and I still think that they were very good journals but they weren’t the top seven. For me, it was having multiple papers in journals that matched the research disciplines I was focusing on.

What was the interview like?
So, everything happened very quickly for me. This university posted early, the due date was October 15th. I was called within a week for references and then a week later for a phone interview. I did a phone interview with four to five individuals probably a month after I applied and then I heard back two weeks later for an in-person interview.

I flew out in January for the two-day interview process. Essentially, it was from 7:30 am to 7:00 pm each day. I met with someone for breakfast, lunch and dinner. In between meals, every moment was scheduled with meeting and interviews. I started off with the search committee and then the directors of the school. Then I did a presentation about my research which was an hour total. Next, I had an interview with the dean and I also met with a bunch of different faculty from within my school. The deans and directors asked a lot of questions about productivity and what courses I could teach and ideas for the future. The other faculty I met with were really trying to assess if I was going to be a good colleague. These interviews were a lot more low key and more about trying to see if you have common research interests. My feeling about those interviews was that they were trying to see if I was going to be a good fit and if I was going to be able to contribute to meetings and communicate with them. Some concerns could arise if there was nobody that you could collaborate with on your research. If that was the case, then that could be a hiring downside.

Is there anything you wish you had known going into this interview?
No, because I had asked a lot of people about their experiences interviewing and I also practiced interviewing at the OITE. I also went over my research presentation with people who had interviewed and/or worked in academia, so I wasn’t really surprised by anything in the interview process. But one question that others had warned me about getting and which I actually got in my interview was, “How do you bring diversity into the classroom? How do you bring diversity to your research?” Diversity was undefined and vague.

In hindsight, would you have changed anything about your search? Any last bits of advice?
My job search worked really well and I was fortunate to get a job during my first year of applying, but even if that hadn’t happened, I am so happy I started a year out. I can’t say how helpful that was in focusing me during my last year of my postdoc. I took the advice of applying a year before I was really ready, so everything felt like practice to me. Actually, during my interview, I felt really calm because I didn’t think I was going to get the job and I thought it was just good practice. My postdoc advisor gave me great advice before I flew out for the interview, he said, “Just have fun.” At this stage, they aren’t flying you if they really don’t like you and they aren’t trying to embarrass you. It helped take the stress off because I met so many people during my interview and there was no way I could know everybody’s research background.

In terms of advice: I would try to talk to faculty at the university within the same college or school who have the same dean because they will have a sense about how decisions are made regarding teaching load and money goes within the college/school. Talk to people (of course they can’t be on the search committee) to see what advice they would give. Once you have a phone interview, you will know who is on the search committee. I would look for other people and call or email them, or even better ask colleagues for referrals. That way you can know what kind of support they got their first year and it will make it clearer for you.

***

Last week, we posted Part 1 – Job Overview.

 


NIH Alumni: Where are they now? Assistant Professor

July 22, 2015

**TWO-PART SERIES — Part 1: Job Overview**

Name: Veronica Irvin

Job Title & Organization:  Assistant Professor; Oregon State University, College of Public Health

Location: Corvallis, Oregon

How long you’ve been in your current job: Started in September 2014, so I’m in my second term.

What is your role as an Assistant Professor like?
It’s a tenured track position, broken up between teaching, advising, research, scholarship and service. The first few years I have a reduced teaching load to get introduced to the system and develop my course syllabi.

What courses are you teaching?
This term I am teaching Program Evaluation for MPH students where they design an evaluation plan for a real-world health program. They work with a stakeholder in the community at a health department, a non-profit or a community organization, who is implementing a health program. The students design an evaluation that fits around the needs and the timing of the project, including some of their outcomes. It gives the students experience working within the community and a realistic picture about what timing and financial constraints are in a real-world setting.

The other course is a writing class for undergraduate students. In our university, they want to give students a chance to learn writing not only from the English Department but also learn what is common in your specific genre or discipline. Seniors will actually do a writing course with non-English department faculty to learn writing methods. The university actually provided me with a course on how to learn about teaching writing.

How did you come to choose this as the next step after your postdoc? Has a tenure track faculty position always been your goal?
I have always been leaning toward academia. That is where I was from prior to my postdoc. I really enjoyed my postdoc at the NIH and I was really thinking about whether I wanted to stay in more of an administrative role within research or go back to academia. In academia, I really liked the idea of working with students one-on-one and I liked the prospect of having a little bit more freedom about what your research will focus on. I really did miss working with students which is what I had done prior to the NIH as a graduate student.

What do you consider the most important skills that you utilize in this role?
Definitely writing skills and it is important to listen and understand the priorities of not only the students you are working with but also with the community organizations you are engaging. If I really want a student to have another opportunity with a community organization or a clinic, I really have to stop and think, “Why would this clinic want this student?” I need to make sure it wouldn’t be a time burden for them and analyze the benefit that each party could receive from this partnership.

What about soft skills?
How to write effective emails and how to have a one-on-one discussion with a student are some skills I use a lot. Many times, things come up in a student’s personal life which they have to come and talk to you about. Or, it can be a discussion on grades and having to explain why they may or may not get an ‘A.’ So, I think those conversation skills and being able to respond to emails whether it is department-wide or between you and a student are very important.

What is your favorite aspect of your current job?
I really enjoy engaging with the students and working to tailor the program for each student. There are some students who want to do more statistics/design versus students that want to do more community outreach/organization. It helps to tailor their courses and research experiences to help them be better prepared to land a job.

The university is the number one employer in the community so there are a lot of bonds between the university and the community, which is great. For me, it has been a process of starting slow and trying to make and establish those connections. That has taken a few months and I am still not quite there yet, but relationship building can take time.

What has been the hardest aspect about transitioning into this career?
Moving the research that I was doing at the NIH and trying to get it started up here. Finding out what will and what won’t work here has been challenging. One of the challenges is that we are located in a smaller city so for a lot of health promotion or public health research, you are now working with a smaller representation of the population. I have been trying to adapt whether I can do some of the research from OSU but with a population that lives elsewhere or can I tailor some of my research questions to match the population that lives here.

How has the orientation to this role been? What has the process been like for new faculty and how have you been supported?
There are lots of orientations and at our university, they gave us no teaching the first term in order to give us time to go to all of these new meetings, whether it was meeting with the IRB or others.

But it is important to note that I asked about this during my interview. It is important to ask good questions during your interview. My university actually has a formal mentoring program for new assistant professors. So, when I came in the fall, they worked with me to identify two faculty members who I wanted to work with for either teaching or research. So, I meet with them separately at least once every other month. The goal is to become tenured in five years, so they also help you make sure you are on the right track for that. I speak with my mentors about what I have done and my goals for the rest of the year so that I can make sure I have had a successful first year on the track to becoming tenured.

***

Next week, we will post Part 2 – Job Search.


Tomorrow’s Professor: Preparing for the Academic Job Market

October 7, 2010

auditoriumDuring the AAAS talk last week on the academic job market, I was encouraged by the opinions shared by current faculty. I imagined that the academic job market was as bleak–if not more so–than the non-academic market. On the contrary…to paraphrase the speakers, “the best people are still finding jobs.” Still, you must put your best foot forward to be a standout candidate on the academic market.

If you find the entire process of applying for academic jobs overwhelming, or are not sure where to start, check out the OITE workshop held last month for an overview of the academic job market and tips on preparing your application package. You might also want to view the OITE videocast on this same topic from the fall of 2009. Additionally, appointments with OITE’s trained career counselors are available to plan your next steps.

Think about the documents you need to submit. Are you satisfied with them? How many people have you shared them with? Consider having your PI review your CV, letter, or entire packet, and remember that staff within OITE can review them as well.

For tips on writing/editing your CV and letter, check out these OITE resources:

Also, check out this blog post for the review of a real CV from a trainee interested in teaching-intensive faculty positions.

If you would like to see more CV and letter samples and read more about the academic job market, take a look at the 4th edition of the Academic Job Search Handbook Exit Disclaimer, the standard bearer on this topic. This book is also available via OITE’s circulating library. Visit the 2nd floor of Building 2 to check it out.

When should you be lining up letters of recommendation? When are positions typically posted? When should you put together and practice your job talk? For a comprehensive timeline of the academic job search, check out this OITE resource.

To prepare for a potential interview, don’t miss OITE’s upcoming workshop, Academic Job Interviews, taking place on December 6, 2010, from 3-5pm in the Natcher Conference Center, E1/E2. This workshop is the second in the CAT tracks series on academic jobs.

The third session in the series, Academic Job Seach: Recent Success Stories, is a panel discussion featuring former NIH fellows who will share their experiences with the academic job search and answer questions on applications, interviews, negotiating, and getting started with the teaching, research, and/or patient care responsibilities. This program will take place on February 1, 2011.

If you would like to learn more about interviews before the December workshop, check out last year’s OITE presentation and accompanying videocast on the same topic, or read through the OITE handout on academic interviewing.

Once you reach the negotiating stage, you will need to be prepared with all the information necessary to secure a fair package. For more guidance in this preparation, attend the 4th OITE workshop in the CAT tracks series, Evaluating Positions and Negotiating Offers, taking place on March 2, 2011. Last year’s slides and videocast are available through OITE for viewing, as is a sample offer letter, which may prove very helpful if you are unsure of what to look for.

Once you have accepted a position, you might consider the following to assist you with the transition to full-time faculty work:

  • Transitioning Successfully from Postdoc to Faculty, OITE workshop (3-16-2010)
  • Tomorrow’s  Professor: Preparing for Academic Careers in Science and Engineering, Rick Reis. Available via OITE’s circulating library.
  • Tomorrow’s Professor listserv Exit Disclaimer (helpful resource for all faculty, postdocs, graduate students, and administrators)
  • At the Helm: A Laboratory Navigator, Kathy Barker. Available via OITE’s circulating library.

Best of luck exploring and preparing to enter this challenging and rewarding career!