In this edition of “Landing a Faculty Position,” Carolyn West of the Early Career Scientist Career Development Subcommittee interviews Abigail Levitt LaBella from the University of North Carolina, Charlotte.
On job applications
Caroline: What has been your career trajectory?
Abigail: I always wanted to be a scientist since childhood. I volunteered at a research lab after my sophomore year of high school. Then, I worked in a lab at Skidmore College for a few years during the summers. I’ve probably been through 10 different labs over the course of my career.
Caroline: How long did it take you to begin preparing application materials for an academic faculty position?
Abigail: I started preparing six months before the first round of applications, which is early summer/early spring, as applications are usually in October or November. Interviews are held at the end of the year and early spring. Offers are then sent out at the end of the academic year.
Caroline: Are you aiming for an R1 or R2 university?
Abigail: I wanted to do research, teach, and serve the university, the three pillars of a faculty job. I was looking for a place where I could do all three in a reasonable proportion. There are R1s with unequal proportions, and teaching colleges with unequal proportions. What was most important to me was not whether it was R1 or R2, but whether I could achieve the university’s research, teaching and service ratio.
Caroline: How did you prepare your application materials for different types of institutions?
Dr. LaBella: There were nine different page limits for different sections of the application depending on the institution. I had to create my content for each university based on the faculty members, teaching tools, centers available, and highlighting what I really liked about that university.
Caroline: What set you apart from other applicants?
Abigail: The mentoring area was one of my strong suits. I had a solid strategy for setting up lab notebooks and building labs and mentoring students. I get a lot of applications, people forget to actually mention how their skills help them in their jobs. For example, instead of saying, “I’m a great teacher,” you can explain how you learn actively. Scientifically, I was very clear about the agencies I wanted to seek funding from and the makeup of my lab. I always wanted a postdoc, two to three PhDs, and then masters and undergrads. It shows that I have thought about what personnel I will need to carry out my research successfully.
Caroline: Were there any particular resources that were particularly helpful in preparing your content?
Abigail: I took a teaching class at Vanderbilt University where we worked on teaching rhetoric. I also looked at the successful applications.
Caroline: What advice would you give applicants about first-round (remote) interviews?
Abigail: Be prepared with questions that show you’ve done your research on the institution. Come up with questions because you are interviewing them as much as they are interviewing you. How is the faculty mentorship at this university? What is the PhD graduation rate?
Caroline: Were there any common questions during the interview that you wish you had prepared for differently?
Abigail: I don’t think so because most people are interested in learning how you will fit into their department. Everyone who makes it to the final round is extremely talented. For one of the positions I didn’t get, I found out after the fact that I had emphasized one aspect of my research over another, so department fit could be an issue. Learn what the department is looking for without compromising integrity. If they want bioinformatics and you’re heavily speculating, you might not be a good fit.
Caroline: What made you a good fit for the University of North Carolina, Charlotte?
Abigail: Balancing research, teaching and service. I have two classes that I’ve been able to devote enough time to making exciting and impactful, while still having time to research and mentor.
Caroline: How was the salary negotiation part?
Abigail: As a state university, there is little room for salary negotiation. Fault lines are set by the state. Negotiations are high with the start-up package.
Caroline: What does a “day in your life” look like in your current role?
Abigail:I like having a solid nine to five. I don’t like splitting up my workday. With bioinformatics, you’re not just finishing an experiment — there’s often no end in sight. I currently spend my days writing, lecturing, meeting with students, and attending faculty meetings.
Caroline: What has been the most surprising thing about starting your faculty position?
Abigail: The amount of things you have to learn within a university that is unique to that university. Systems, administrative rules, there are many things which are not common in all departments.
