Carolyn West of the Early Career Scientist Career Development Subcommittee interviewed Morgan Carter, an assistant professor at the University of North Carolina, Charlotte. This interview has been edited for clarity, brevity and conversational flow. While the responses reflect the interviewer’s insights, they are not verbatim transcripts of the original conversation.
On job applications
Caroline: Did you always know you wanted to be a professor?
Morgan: When I was in 8th grade, I had to map out a career. I wrote that I was going to do a PhD in biochemistry and become a professor. I’ve been on that path ever since. I explored many other careers in graduate school, but I loved science and school. My parents still have that career roadmap project.
Caroline: Were you always aiming for an R1 institution?
Morgan: I was shooting for an R1 or R2 so I could mentor grad students. I have mentored many graduate students because I really care about graduate training. I was also aiming for schools in the Southeast.
Caroline: How did you prepare your application materials for different types of institutions?
Morgan: I was applying to many different fields because my PhD is in plant pathology, but I realized that I am also a geneticist and a biochemist. I also realized that I am a microbiologist and not really a plant pathologist. What I did was highlight the parts of my research that were most relevant to the work, but I kept the same three research objectives. I also looked at teaching materials and added directly from the course catalog, drawing on who I could collaborate with. My cover letter changed the most depending on the job.
Caroline: Were there any resources that were particularly helpful in preparing your content?
Morgan: I looked at examples of successful applications, and then I read both of my advisors on mine. Also, serving on a search committee is one of the most rewarding things you can do. I served on a search committee, and looking at bad applications helped a lot in my interview preparation. Another thing that was helpful was practicing chalk talks with other faculty.
On the interviews
Caroline: What advice would you give applicants about first-round (remote) interviews?
Morgan: They always ask the same five questions. They will ask about research, teaching, services, why this department, and if you have any questions for them. Know the university, who will be interviewing you, and what the department thinks.
Caroline: Have you been asked about your personal life (especially as a woman)? If yes, how did you deal with this question?
Morgan: I have no children, and I have a husband who is not in academia and can go anywhere. I’m an easy renter in that sense, but I didn’t want to play that card. Faculty didn’t ask, and in most places I didn’t volunteer that information. Some places have a process where someone outside of the search committee is available to talk to you, and you can ask them anything from parental leave to nearby school districts.
Caroline: What was the most surprising thing about starting your faculty position?
Morgan: There is no special training for this. I really put a lot of time and effort into training, but every university and department is different. It’s a constant uncertainty if you’re spending your time on the right things. Unlike when you are a student, there is no guide to degree progression.
Caroline: What skills do you wish you had developed earlier that would have made the transition smoother?
Morgan: Asking for help, and getting appropriate feedback. I was as prepared as possible, but not completely prepared. I did a lot of instructional development, leadership, and mentoring. I’m glad I did because now I don’t have to spend as much time on it as I would otherwise.
Caroline: What else helped you stand out as an applicant?
Morgan: I had a lot of fellowships, so they knew I could get funding. I had a clear vision of what I was going to study and a clear funding strategy. I was able to show that I could write about who I am and what I do.
