Doctoral Students Interested in Pursuing Faculty Positions in Higher Education
Iowa State's Higher Education program offers support and opportunities for doctoral students interested in pursuing faculty careers. Our graduate have been very successful in securing faculty positions at major institutions across the country, including the Pennsylvania State University, University of Wisconsin, Northern Illinois University, Washington State University, University of South Florida, and the University of Arkansas.
We pride ourselves on providing excellent mentoring for students interested in pursuing faculty careers. Students in our program work closely with faculty who have been very successful in their own careers and who hold responsible positions in academia. In particular, our faculty excel in editorial work, with Florence Hamrick serving as Editor of the Journal of College Student Development, John Schuh serving as Co-Editor of the New Directions for Student Services monograph series and as Associate Editor of the Journal of College Student Development, and Nancy Evans serving as Editor of ACPA Books and Media. Qualified students have opportunities to work on these various publications and to get advice from these experts on research and publishing. Our faculty have also held leadership positions in professional associations, including the presidencies of the American College Personnel Association, the National Association of Student Personnel Administrators, the International Association of Psychological Type, the Association of College and University Housing Officers - International, and the Iowa Educational Research Association. As a result of their professional involvement, the faculty are well known and respected professionally, which enables them to assist students in securing opportunities to showcase their talents.
Students, however, cannot rely solely on their faculty to provide opportunities for them. They must actively prepare themselves for careers in academia. We recommend that in addition to completing the required and elective coursework, students intending to seek faculty positions gain experience in teaching, research, publishing, presenting, and involvement in professional associations while enrolled in the program. These types of activity provide valuable experience in faculty-related areas in addition to building one's resume. Some of the ways students have obtained such experiences include the following:
Teaching
1. Many faculty are very willing to have doctoral students serve as Teaching Assistants for their classes. Such experience can be used to partially fulfill the HgEd 690 Independent Study requirement. Students interested in this option should speak to the faculty member with whom they are interested in working.
2. Students may also serve as guest lecturers for classes in which they have some expertise. Students should inform faculty of their interest in this type of opportunity.
3. Opportunities exist to teach some undergraduate courses, such as Psych 131 though the Academic Success Center, career exploration courses through various colleges, and first year seminars on adjustment to college, and Introduction to African American Studies. Students' major professors and committees can be helpful to identifying such options.
4. Students have also occasionally taught on an adjunct basis at area community colleges. Faculty can provide contact information.
5. Students wishing to learn more about teaching and learning may want to build into their programs elective higher education courses, including College Teaching, Curriculum Development, and Learning and Leadership.
6. The Preparing Future Faculty program sponsored by Iowa State also provides guidance, coursework, and mentoring for students interested in developing their skills in teaching. Students may wish to consider applying for this program as a complement to their studies in Higher Education.
Research
1. Building a strong expertise in research is critical for individuals interested in pursuing faculty careers. Students should consider enrolling in elective coursework in statistics and research methods beyond that required for all doctoral students in the program. Major professors and program of study committees can assist students in selecting appropriate courses.
2. Graduate assistantships in the Research Institute for Studies in Education provide a strong background for students interested in learning various methods of data collection, research design, and analysis. Other opportunities for research-focused assistantships exist in the Department of Residence, and in other academic and student affairs settings.
3. At least one HgEd 690 Independent Study must be research-related. Students are also encouraged to pursue other research, either for credit or independently. Students often work collaboratively on research while enrolled in the program.
4. Students interested in faculty careers should consider developing Capstone projects that involve some research. While the Capstone project is intended to be a practically-based consultative initiative, students have successfully incorporated a research component into their projects.
5. Many faculty members enjoy collaborating with students on research projects. Volunteering to assist faculty on projects or proposing a joint project to a faculty members lets them know of the student's interest.
6. Many courses require or provide the option of conducting research. Students should take advantage of such opportunities.
Publishing
1. As with research, publishing is crucial to obtaining a faculty position. Students should actively seek out opportunities to publish during their doctoral studies.
2. Many papers written for courses can be turned into journal articles. Students should consult faculty about potential publishing outlets for their work.
3. Students should always consider turning conference presentations into journal articles. Again, faculty can be helpful in learning this process.
4. Students should become thoroughly familiar with the journals of their field, the requirements of each journal, and the types of articles each journal accepts.
Targeting one's work to the most appropriate outlet is an important skill to learn to be successful at publishing.
5. Again, most faculty members are very willing to work with students on writing projects. Students should actively seek out such opportunities.
Conference Attendance, Presentations, and Professional Association Involvement
1. Students should make every effort to attend professional conferences for the purposes of learning, networking, and showcasing their talents. Research conferences that attract faculty, such as the Association for the Study of Higher Education, the American Educational Research Association, and the Iowa Educational Research Association are particularly valuable for individuals striving to become faculty. Attending sessions where research is presented and talking informally with faculty and other students is a great educational opportunity.
2. The Educational Leadership and Policy Studies Department as well as the Graduate College provide some support for students wishing to attend conferences. First-time attendees and students presenting papers are given priority. Students are invited to apply for funding in the fall and spring semesters each year.
3. The American College Personnel Association's Commission on Professional Preparation in Student Affairs provides excellent mentoring for students interested in becoming faculty members as well opportunities to learn more about issues facing preparation programs. Any student may join and attend their meetings.
4. Both ASHE and AERA offer seminars specifically for graduate students during their conferences. Such opportunities, in addition to being very educational, enable students to network and become better known. Announcements of these opportunities are made to all graduate students and students are invited to apply. Faculty select one or two students each year to represent the program.
5. Students should actively seek out opportunities to present at state and national conferences. Many professional conferences, such as the Iowa Student Personnel Association and the American College Personnel Association, as well as ASHE, AERA, and IERA, sponsor poster sessions and graduate student program slots where students may present their research. In addition, each fall, the Iowa State College of Education sponsors a Research Symposium where students are encouraged to present their work. Faculty often welcome students to co-present with them on collaborative projects.
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