By Leora Eisenberg, G6 History

Speakers:

• Glenn Ellis, faculty and former Dean of the Engineering College, Smith College
• Charlotte Frazier, Professor of Counseling Psychology, Lasell University
• Belinda L. Kadambi, faculty in Biology and Chemistry, Bunker Hill Community College
• Henry Theriault, administrator and former faculty member, Worcester State University
• Moderator: Johanna Yunker, Office of Professional Development, UMass Amherst

Glenn Ellis, Professor of Engineering at Smith College, told us that the best part of his job is how closely he gets to work with students. His previous experience at several research-intensive institutions made him feel as if he was seen primarily for how much grant money he could attract – but now, he says, “it’s a really joyful life teaching students.” Charlotte Frazier, Associate Professor of Psychology at Lasell University, echoed the same thought. Although she had previously worked at R1 institutions, it’s the close relationships with students at Lasell that she likes most. And, as all four panelists emphasized, teaching-intensive institutions offer greater opportunities to change students’ lives for the better.

These institutions aren’t for everyone, though. Belinda Kadambi of Bunker Hill Community College noted that there is no research conducted on campus – though this hardly prevents collaborations with other institutions in the Boston area. Teaching loads can also be substantially greater than those at other institutions, with 3:3 loads common, although not universal. Johanna Yunker, Associate Director of the Office of Professional Development at UMass Amherst, told attendees about her first job at a teaching-intensive institution, where she had a 4:5 class load (and needed to prepare materials for nine distinct classes)! Even so, all of the panelists noted the tremendous support their institutions offer to those who want to become better teachers. At Smith, Glenn Ellis says, “it’s cool to care about teaching.”

Teaching-intensive institutions face a distinct landscape when it comes to enrollment, funding, and tenure. Community colleges across Massachusetts are seeing increases in enrollment, says Belinda Kadambi, with healthcare sciences a particularly popular field – providing lots of opportunities for adjunct faculty. Charlotte Frazier, on the other hand, noted that Lasell University is facing increasing challenges with undergraduate enrollment and is now pivoting toward bringing adult learners into the higher-education space. She also reminded attendees that Lasell is not a tenure-granting institution, instead offering faculty contracts for up to five years, renewable. Frazier appreciates the flexibility of this model and encouraged attendees to consider it!

Many of us at Harvard may have less familiarity with teaching-intensive institutions and may even be at a disadvantage when applying to them. The panelists pushed prospective applicants to “know where you’re applying and read about the program you’re applying to.” Charlotte Frazier encouraged applicants to ask themselves: “How do I fit with the institution? What can I add? How could I incorporate their students into my teaching and research?” Belinda Kadambi recommended that those aiming for tenure at a community college first consider working as adjunct faculty to demonstrate their commitment to teaching. Finally, Henry Theriault, Associate Vice President for Academic Affairs at Worcester State University, reminded applicants that they are interviewing an institution just as much as the institution is interviewing them – and that evaluation of fit goes both ways.

By Mackenzie Harrigan, G5 Molecular and Cellular Biology

Speakers:

• Paula Krebs, Executive Director, Modern Language Association; TTII Founder
• Kristen Porter-Utley, Provost and Vice President Academic Affairs, Framingham State University

In a breakout session following the plenary, Paula Krebs, executive director of the Modern Language Association, opened by acknowledging the breadth of the question at hand and emphasized the importance of discussing it holistically rather than from a humanities or science perspective alone. She introduced the concept of general education: a uniquely important aspect of higher education in the United States, which values establishing a well-rounded educational foundation before specializing in a specific field. Much like the body’s muscular core, which supports stability and peripheral movement, an institution’s core curriculum provides the basis for this foundation by including introductory courses in a variety of fields. Krebs made the analogy that an athlete shouldn’t focus exclusively on training their biceps or quads; core strength and stability are important for any sport.

Graduate students at large, research-focused institutions may not have much experience with core curricula, since they are more likely to have taught courses in their field of specialty to students who have already committed to majoring in that subject area. Kristin Porter-Utley, provost and vice president for academic affairs at Framingham State University, emphasized that applicants aspiring to work at teaching-intensive institutions should understand the value of general education and communicate their passion for training well-rounded thinkers and problem-solvers. Teaching general education courses offers the unique opportunity to introduce young people to a discipline they may have never encountered before, perhaps even inspiring them to pursue it. Helping a student who has never read a thick novel to fall in love with Victorian literature—or helping a student who hated STEM in high school to discover a passion for molecular biology—is surely inspiring to anyone who loves teaching.

During the open Q&A, the panelists encouraged applicants to explain how they would adapt their research program for a smaller institution, emphasize their passion for teaching students from diverse disciplinary backgrounds, and tailor their application materials to the institutions to which they’re applying.

By Lindsey Adams, G5 Virology

Speakers:

• Thaya Paramanathan, Bridgewater State University
• Yadilette Rivera-Colón, Bay Path University

Thaya Paramanathan grew up in Sri Lanka, where he discovered an early love for both physics and teaching. He built a career around making science accessible to young learners. His advice was to teach at every opportunity. The more you teach, he explained, the more time you have to develop your own voice and methods.

Yadilette Rivera-Colón grew up in Puerto Rico, where scientific support was scarce, and she had to seek out opportunities and mentors who believed in her. She encouraged us to find the people who will champion our dreams, so that we can, in turn, champion the dreams of our students.

Both speakers emphasized that setting up a lab can be challenging at teaching-intensive institutions, where budgets and space are often tighter than at large research universities. Even so, Thaya Paramanathan built a dual-beam optical tweezer in his lab. He advised us to make building the lab part of the research, since buying components and teaching students to assemble equipment is cheaper than buying it outright. Yadilette Rivera-Colón suggested looking broadly at the equipment already on campus before buying anything. A PCR machine in a teaching lab, when class isn’t in session, is a PCR machine you can use! Both encouraged us to pursue every possible source of funding. Money is scattered throughout universities, and small amounts add up.

One of Thaya Paramanathan’s standout insights was that conferences are a powerful motivator for undergraduates. The chance to present can draw students into a lab and keep them there. But conferences are more than an incentive: preparing for a conference presentation teaches essential scientific skills. Students learn time management as they balance research with coursework, and they learn to organize experiments and data so that each one builds on the last. At the conference itself, they gain experience in networking, community building, and communication.

Yadilette Rivera-Colón emphasized that many students doubt their own abilities. The most powerful thing a professor can do is believe in them and create opportunities to build confidence. Small in-class activities that give students tangible proof of their capabilities help them believe in their own growth.

By Walter Shen, G5 Earth & Planetary Sciences

Speakers:

• Abir Bukhatwa, Worcester State University
• Alyx Burns, Mount Holyoke College
• Samantha Scripture, Worcester State University

Once you’ve applied, interviewed, negotiated, and signed the contract, the work of being a professor can begin as soon as you submit your dissertation. At the “Surviving Your First Year and Finding Your Fit” panel, Samantha Scripture shared that she started her position the day after her PhD graduation!

But if you’re able to, use the summer to plan ahead. Abir Bukhatwa warns that seeming unprepared in class can hurt your reputation. Alyx Burns suggests making a to-do list that repeats each semester: what needs to happen (such as the syllabus, first-day lesson, and course website) versus what’s just nice to have. Samantha Scripture recommends a repeatable course rhythm, such as homework due Monday, a mid-week activity, and an end-of-week check-in; this structure lets you have an outline to fall back on, and students appreciate the predictability!

If your institution also expects you to do research, it can be overwhelming to balance it all. Keep in mind that the tenure timeline is multi-year, so set expectations you can sustain. Alyx Burns reminds us that being a new professor is a marathon, not a sprint. Block off focus time for just research, much like when you were a PhD student.

Hopefully you will find supportive department colleagues. Abir Bukhatwa suggests finding a point person who knows the ins and outs of the institution. Network outside the department, too; faculty orientation is a great chance to build community with fellow newbies. Alyx Burns recommends coffee chats with faculty in other departments for outside perspectives. Your institution’s teaching and learning center is another great resource.

Finally, service is an important component of your tenure package. It’ll be tough to do much during your first year, but the panel recommends easing into service after your first year—committees, especially college-wide ones, are good for visibility. In another panel, one speaker warned that you don’t want to be up for tenure and have other faculty asking, “Who’s that?”

Starting a new position can be daunting, but the panelists remind you that you have a PhD in the subject you’re teaching, and you were hired through a rigorous process, so you belong here. Be confident, and go teach!

By Quyen Pham, Lecturer in Philosophy, Harvard College

Speakers:

• Cam Anderson, Holyoke Community College
• Karen Bridges, Bunker Hill Community College
• Suzanne McCormack, Community College of Rhode Island
• Blair Ruscitti, Greenfield Community College
• Moderator: Marissa Hanley, University of Massachusetts Amherst

In this session, panelists shared what drew them to community colleges and what it is like to teach there.

All of the panelists identified the diversity and the “community” side of community colleges as what set them apart. Suzanne McCormack emphasized that the student body at a community college is significantly more diverse than at a typical liberal arts college. Students come with a wide variety of life experiences; many of them are nontraditional students with work and family care responsibilities. This affords greater opportunities to make a meaningful impact on students’ lives. And, as Cam Anderson highlighted, it also brings the joy of seeing them through their entire personal trajectory. Panelists also described a deep commitment to the local community through experiential and service-based learning, ranging from community science at Holyoke to outdoor adventure and prison education at Greenfield.

At the same time, panelists acknowledged the harsh reality of the heavy teaching load. Even when governed by union contracts, the typical load at a community college is 5:5. Yet an encouraging takeaway from all the panelists is that there are many ways to make it work and thrive. For instance, two or three of the five courses are often sections of the same course or are linked labs or studios, which means fewer course preps. The semester may be divided into half-terms with shorter intensive courses, as is the case at CCRI, so you will not be teaching all of your courses simultaneously. At Holyoke, a new faculty orientation supports faculty from the beginning. Additionally, you can get a course release for non-teaching responsibilities, such as serving on committees and advising student clubs. Karen Bridges encouraged participants to view these opportunities as ways to pursue research projects or causes they are passionate about alongside their students—from contributing to a national database for exoplanet discovery at Bunker Hill to delivering lab products to local farms at Holyoke.

The key piece of advice to candidates that panelists all stressed is to clearly signal that you understand and embrace the teaching-focused nature of the job. Acquire and demonstrate teaching experience at a community college, if possible. Even without such direct experience, showing your understanding of and appreciation for the mission of community colleges and the range of challenges their students face will go a long way.

By Laura Stark, Associate Director for Academic Careers, Mignone Center for Career Success

Speakers:

• Laura Gross, former faculty in Computer Science and Mathematics and current freshman advisor, Bridgewater State University
• Katherine Schlef, Associate Professor of Civil & Environmental Engineering, Western New England University
• Niveen Ismail, Associate Professor of Engineering Smith College
• Moderator: Shana Passonno, Office of Professional Development, University of Massachusetts Amherst

In this panel, featuring computer science and engineering professors, panelists made clear that teaching-intensive does not mean teaching-only: faculty expectations around research, teaching and service vary by institution and discipline, with teaching loads ranging from two to four courses per semester. Class sizes and the number of course preparations also differ, but teaching remains a substantial part of each panelist’s responsibilities. Despite these responsibilities, all three panelists have found ways to sustain their research.

Each panelist has adapted her research agenda to fit the opportunities available at her teaching-intensive institution. At Smith College, Niveen Ismail shifted from initially working with postdoctoral researchers on externally funded projects to mentoring 10 undergraduates in her lab. Katherine Schlef focused her research on Massachusetts and New England problems, since her students are largely local, and she involved undergraduates through small grants, volunteer work, and research credits. Laura Gross encouraged applicants to investigate internal research grants and teaching releases ¾ at her institution, Bridgewater State, the Center for Research Support provides both.

Collaboration can also expand what is possible. Niveen Ismail has worked with UMass graduate students and used UMass equipment; her work was funded by a supplement to a large UMass grant. She noted, however, that initially, she needed to produce research solely from her own lab; once she was established, she began to collaborate. Katherine Schlef described a science education project connecting Holyoke Community College, UMass Amherst, and Western New England University. For faculty at primarily undergraduate institutions, collaboration can provide access to equipment, expertise, and larger grants.

Finally, the panelists discussed balancing teaching, research, service, and family responsibilities. They recommended protecting time for research, using scheduling tools, and creating writing sessions with colleagues for accountability. They also encouraged new faculty to seek support for innovative teaching. Niveen Ismail described improving after a difficult first semester by working with Teaching and Learning staff and observing her peers to develop confidence in the classroom.

By Jack Sheehan, G5 Earth & Planetary Sciences

Speakers:

• Martina Arndt, Bridgewater State University
• Lauren Nolfo-Clements, Framingham State University
• Yadilette Rivera-Colón, Bay Path University
• Marie Tupaj, Middlesex Community College
• Moderator: Shana Passonno, Assistant Dean, UMass Amherst

In the “Navigating the Job Application Process in STEM” panel, moderator Shana Passonno guided panelists through a hypothetical academic job cycle, beginning with the application. The panelists emphasized the importance of providing concrete evidence of teaching experience. Yadilette Rivera-Colón of Bay Path University explained that smaller institutions often hire to fill specific course needs, making it important to describe the full range of classes and subjects you are prepared to teach on your CV. Lauren Nolfo-Clements of Framingham State University said she specifically looks for teaching statements centered on students and their development. Even applicants whose primary experience is as a teaching assistant can demonstrate that they have thoughtfully considered how students learn and how instructors support them.

Moving to the first interview stage, the panelists were clear: be concise. Rivera-Colón compared interview questions to questions from students, arguing that answering succinctly and clearly shows the interviewers that you will be able to handle questions in the classroom. Marie Tupaj, Dean of STEM at Middlesex Community College, echoed this while also stressing that being concise does not mean cutting your answers short. Her advice was to answer thoughtfully, while being aware of the time you are dedicating to each question.

Next, the panel turned to the in-person visit and interview day. Advice ranged from how to manage the teaching demonstration to how to survive the grueling nature of the day. Martina Arndt, Dean of the Bartlett College of Science and Math at Bridgewater State University, noted that the whole day is one, long interview—even the casual walks between events are part of the process. Speaking of walks, she also recommended wearing comfortable shoes.

Finally, the conversation turned to job offers. Dr. Arndt explained that the initial offer is usually meant to start a conversation. This is also when you can ask about course load variations, lab space, and other more specific questions.

By Tzipporah Machlah Klapper, G6 Near Eastern Languages and Civilizations

Speakers:

• Laurie Occhipinti, Dean of Liberal Arts, Humanities, Education and Communications, Mount Wachusett Community College
• Russ Pottle, Dean of Humanities and Social Sciences, Worcester State University
• Emily Todd, Dean of Arts and Science, Eastern Connecticut State University
• Moderator: Johanna Yunker, Office of Professional Development, UMass Amherst

In this final session of the Teaching at Teaching-Intensive Institutions Conference, three panelists offered their advice on navigating the job application process. All of the panelists were deans at state schools – two public universities and one community college – and their advice was specific to these types of teaching-intensive institutions.

The panelists explained that hiring committees typically begin their filtering of applications by looking at applicants’ CVs, followed by their cover letters. These materials need to make a strong case for the applicant’s fit for the position. For a teaching-intensive institution, CVs should list teaching experience immediately after degrees and before publications. The panelists noted the importance of clarifying important details such as whether a position as “lecturer” was full- or part-time. If you were sole-instructor for a class, be sure to indicate that.

In terms of what not to do when applying, panelists stressed the importance of tailoring application materials rather than submitting generic cover letters to both research-focused and teaching-intensive institutions – always double-check that you have correctly named the institution in your materials! The cover letter should show an understanding of the institution’s nature and mission. Applicants should explain how their teaching will engage non-majors and fit into the school’s general education program, as well as mentioning any relevant experience with the type of student population the institution serves. 

For a preliminary Zoom interview, panelists advised prospective candidates that committees are generally limited by HR to a specific list of pre-approved questions and a set amount of time. As such, the interview may seem stilted, and candidates must be careful about the length of their answers. Common questions include requests to “tell us about yourself,” explain “why you want to work here,” or describe a classroom mistake or a conflict with a coworker. The key opportunity for individuation in these interviews, according to the panelists, lies in the questions asked by the candidate towards the end of the interview. Candidates should prepare a list of questions in advance and should demonstrate interest in the institution by asking about the student population and the hiring committee’s long-term goals for the position.

When negotiating a job offer, the panelists agreed that their institutions are unlikely to approve a higher salary (at least, beyond ~$1,000). They are more likely to approve one-time start-up costs such as moving expenses, conference travel, equipment such as a new laptop, or a guarantee of summer teaching.