Landing a faculty position is one of the biggest milestones in a scientist’s career. But the path to get there is not always clear. That’s why members of the Early Career Scientist Career Development Subcommittee sat down with newly appointed faculty to ask them how they did it: what worked, what didn’t, and what they wish they’d known sooner. Whether you’re just starting to think about looking for a job in academia or are already sending out applications, in this series, you’ll find real stories and solid guidance, covering the challenges of application materials, the interview process, negotiations, and the day-to-day life of running a new lab, to name a few.
In our first blog of the series, Barkat Olabosui interviews Tobi Ogunrebidu from Rutgers University.
On job applications
Blessing: What is your career path??
Toby: I completed my undergraduate program in animal science and went on to obtain my master’s degree in nutritional biochemistry. After that, I worked briefly in academia in my home country, Nigeria, before coming to the US to pursue a PhD in nutritional physiology at Purdue University. So, for me, it’s been kind of like staying around the corridors of academia and also making a brief statement in the industry.
Blessing: How long did it take you to prepare the materials for your applications and ultimately land the faculty position?
Toby: I didn’t start preparing materials for applications to faculty positions until my last semester of graduate school. If you are interested in an academia position, I would not encourage anyone to do so. So typically, academic jobs will open around the fall semester, say, September, October, and November. Prior to this time, applicants should have prepared their application packets, including a CV, research statement, and teaching philosophy, and references. However, potential references should be informed ahead of time. Also many universities require a diversity statement. I would encourage applicants to begin putting together application materials at least three to four months before submitting an application, although adjustments may still be made to application dossiers to ensure alignment with each position. The time between applying to land a faculty position varies by institution. However, somewhere around three to six months is normal.
Blessing: Did you always aim for an R1 or R2 university when applying?
Toby: Yes. It’s not always about R1 or R2. Of course, most academics want their careers to be in residence at an R1 institution, but at the same time, not everyone will join an R1 institution right off the bat. However, sometimes it is better to start a career in an R2 organization and work your way up to R1. This is possible if one can do very well in terms of intellectual and research output, which can provide opportunities that can land one in an R1 institution. In my case, I am in an R1 institution, but obviously, I also applied to R2 institutions.
Blessing: How did you prepare your application materials for different types of institutions?
Toby: Oh, I applied to some colleges. In developing application materials, it is crucial to highlight one’s strengths as visibly as possible. The search committee will view applicants through the lens of their application content. I made changes based on position: tenure or non-terror track. The CV should reflect the nature of the position, which will determine how much emphasis is placed on research and publications, being a journal reviewer, etc. as opposed to learning experiences and competence. Also, you should highlight community service and volunteering. For a teaching statement, you should emphasize teaching activities, methods, and performances and include student evaluations of past teaching engagements. It is for applicants to present themselves as the best candidate for the position. For a research statement, a clear description of compelling and potential areas of research through a demonstration of deep investigative thinking skills and research-based curiosity is key. Also, your research statement should align with the job description. For example, if the job description is saying they want someone who does research in nutraceutical science, you shouldn’t write a research statement that’s geared towards the microbiome or things of that nature. While not all institutions require a diversity statement, those that do usually require a one-page document. The search committee wants to see how applicants can work in a multicultural setting and intends to run a lab with a diversity of people, culture, race, ethnic background, and gender. Therefore, they want to see how you will work with them and what you are doing to increase diversity in the organization. Similarly, some institutions may have a strategic diversity plan on their websites and applicants can use this information to write their statement. I did this in a couple of pairs that I submitted.
Blessing: Are there any resources (websites, workshops, teachers, etc.) that are particularly helpful in preparing your content?
Toby: A great place to get resources would be your umbrella organization such as the Genetics Society of America and the American Society for Animal Science. If you visit their website, there will be a careers page where you can set up an account and access job postings (see GSA’s job board). Applicants can set up job alerts on LinkedIn and receive notifications of new job postings. Another is top jobs.
On the interview
Blessing: What advice would you give to applicants for first round (remote) interviews?
Toby: Typically, the first round will be you and possibly the search committee chair. They want to hear from you and evaluate you based on what they read in your application packet. The second stage, which many call the first round of interviews, will usually be more remote. At this stage, you say, the department chair as well as members of the search committee will be present, and you will be asked to give a short presentation about yourself and your research. Typically, they will ask you questions about your research area and/or teaching philosophy. The next round of interview will be in person. For some colleges or universities, the search committee may want to meet with you a second time in person before asking you to come to campus for an in-person interview.
Blessing: What helped you prepare for your job talk and chalk talk?: My professor friends, colleagues, and PhD advisor helped me. My PhD advisor was very helpful and instrumental in my preparation. I also looked for university resources from my school at that time. My university had programs where they help faculty intend to prepare for their job interviews, including discussions about how to dress, how to present yourself, and what to say and what not to say.
Blessing: Were there any questions during your interview that you wish you had prepared differently?
Toby: Not necessary. I wouldn’t say there were questions I would have prepared differently. I will just say that there were a lot of questions immediately. But as academics, there will never be a question for which you are fully prepared. Just be yourself and express yourself as clearly and honestly as you can.
Blessing: Can you think of one or more things that made you the right fit at your university after going through this whole process?
Toby: I would say probably the quality of my presentation. Go through your presentations as often as possible and build confidence. Don’t panic, just be yourself. Treat everyone with respect and as a partner. You want to make sure you’re not giving yourself off as someone who is too proud or overconfident.
Blessing: Were you asked about your personal life? If yes, how did you deal with this question?
Toby: On-campus interviews involve having lunch or dinner with a specific set of people, and are designed to get to know you beyond the normal routine of academia. They want to see you in a different setting, outside of the classroom or research. During this time, you can talk about your family, yourself, and the activities you like to engage in. So, some personal things may be discussed, but you really share information about yourself that you’re okay to make public. They won’t force you to say anything, so steer the conversation in a direction you’re comfortable with.
Blessing: In R1, were you asked to teach a class? Was it planned ahead or were you hired on the spot?
Toby: Yes, I did. When I came in, I had a teaching responsibility. This will work differently for different job applicants and different departments or schools. So in general, the teaching responsibility will be based on the needs of the department. Maybe, the person who was taking that class just quit or passed or something happened, and they need someone to come in quickly and take that class. Usually, though, you’ll have about a few months to prepare before you start teaching.
Upon your transition to your current faculty role
Blessing: What does a “day in your life” look like in your current role?
Toby: I will usually work around 8:00 a.m. because I am not teaching right now but just working on teaching materials in preparation for teaching teaching in the fall semester. These days, I’m advising students, writing some manuscripts, and reviewing articles for publication. Right now, I’m not in my full professor mode yet. When the semester kicks into full gear, I might be taking classes, doing research, and doing all of these different things at different times.
Blessing: What has been the most surprising thing about starting your faculty position?
Toby: So, for one thing, if you’ve done your PhD in the United States, and during your PhD, if you’ve been exposed to teaching, there are some things that won’t be surprising in a faculty position. But right now, I feel like more people discuss research ideas than I expected among grad students. So, that is the aspect of discussing ideas, methods and things of that nature.
Blessing: What skills do you wish you had developed earlier that would have made the transition smoother?
Toby: I would say that maybe sharpened or developed my writing skills. Of course, I have those skills, but I’m generally saying that these are the skills that faculty members want. It is both an art and a science to acquire these skills. Another important one is networking. Networking skills include communicating with potential partners, funders, and industry links. This is very important for faculty intent because they are the ones who will fund your research. So you want them to have as much expertise as possible so that they can convince you to put some dollars into their research work.
Blessing: How long did it take you to hire your lab members, and what is your hiring strategy? How do you get the right fit?
Toby: Right now, I have had some students reach out to me. Of course, every teacher constantly hears from students that they want to be a part of their labs or research. But currently, I don’t have research students. When it comes to hiring strategy, it will be based on their CV, past research activities, what they have done, and what they are currently doing. If it aligns with existing programs in the lab, then those are going to be some things to look at to find the right fit. Of course, there will be room for learning. I mean, I don’t expect all students to know everything before coming. So, there is also the aspect for me to actively teach them routine techniques and what not.
Blessing: Any words of advice? Will you be open to early career scientists reaching out to you for advice, and if so, how can they reach you?
Toby: I would say of faculty and early-career scientists in general, that they should strategically acquire the most skills and knowledge from their PhD or postdoctoral training for faculty roles, and never give up. There are times when you see some job listing and think you have what it takes to land the job, and then you hear nothing back. Don’t give up. There is always light at the end of the tunnel. Also, always reach out to those who have moved on from you for information and advice. My email is the best way to reach me: to234@rutgers.edu.
