In today’s edition of “Faculty Position Landing,” Loh Loh of the Career Development Subcommittee interviews Annie Mazo Vargas from Duke University.
On job applications
gender: What is your career path?
Ani: I will describe my career trajectory indirectly. I worked a variety of jobs between each degree. After all, I stayed in jobs adjacent to academia and didn’t find myself in an environment that was too unfamiliar. The research varied in the different positions I took up, and it turned out to work in my favor.
gender: How long did it take you to prepare the materials for your applications and ultimately land the faculty position?
Ani: I applied for a job, which is an unusual case. I had family reasons that made my application very location specific, so I was very intentional about where I applied. I also wanted the work to involve research and guidance.
My teachers were aware of my career aspirations and location limitations, and I received emails from them about this particular job posting when it became available. So talk to people about what you want and where you want to go. Also, it is important to be clear about your personal and professional priorities. That way, when an opportunity arises, you can quickly assess whether or not it fits your goals.
I knew about the opportunity a month in advance and had less than two weeks to prepare the application materials, so I was laser-focused. However, I was completely unprepared when I learned about the job. I participated in the Next Gen Professors program at Cornell and Building Future Faculty at NC State, and had previously explored teaching options. Thanks to these programs, I had already worked on parts of my application essays, which was a significant help. Also, I had incredible support from my postdoctoral mentor, who gave me feedback on all documents, at very short notice.
Another important consideration is that I talked to my postdoc mentor about what aspects of research I could bring with me from my postdoc lab. The sooner you discuss this, the better.
Finally, if your teachers tell you that you are ready, just listen to their advice and go for it.
gender: Did you always aim for an R1 or R2 university when applying?
Ani: I was open to positions in both research-based and undergraduate-dominated institutions but perhaps subconsciously wanted to do research. I tried to apply for a teaching position. It was a position that required me to teach four courses while conducting research. I didn’t end up getting the position, but it also helped me decide to apply for a more research-based position.
Gender: How did you prepare your application materials (CV, research statement, teaching statement, diversity statement) for different types of institutions?
Ani: The application calls for a two-page research statement, a two-page teaching statement, a one-page diversity statement, and a cover letter. The cover letter is a key document because it will be the first thing the committee reads.
Also, do your homework and check out the employment department. What are the subfields represented by this faculty? What is the strength of the department? From there, consider how your own research can contribute to the coordination and growth of the department. For this, it is helpful to network by reaching out to people from the university—teachers, students, postdocs, or staff involved in the department—who can offer insight into the department’s culture and priorities. Knowing about the campus and the surrounding community can also help. The information you gather will not only inform your application – for example, thinking about outreach initiatives or the type of facilities that might be helpful – but will also enrich your teaching material and help you prepare for the interview process.
The people reading your application are going to come from very different fields. Make your writing clear and simple, highlight the big ideas or central questions driving your work, and explain what you hope to achieve. Focus on describing a broader system or framework rather than detailing individual experiences. At the end of the day, what matters is that you communicate your vision and demonstrate how your future research team will make a meaningful contribution to the field.
At the time they asked for a statement on diversity, I basically checked the boxes as a first-generation college graduate, a Latina, a mother, and growing up in a low-income household. However, what matters most is showing the work, not just using ordinary language or artificial intelligence articles. Even if you haven’t participated in activities to improve the climate and make the learning environment more equitable, be honest and share how you are interested in improving. These subjects vary greatly from one institution to another, and if they ask for a different type of subject that does not focus on research or teaching, and you are not sure, just ask the hiring committee. Committees are generally open to providing clear guidance.
On the interview
Gender: What advice would you give to applicants for first round (remote) interviews?
Ani: The remote interview format for me was a 20-minute zoom, followed by an invitation to the campus if successful.
Zoom interview features vary greatly between institutions. In my case, four questions were already posted to all applicants, so I had five minutes to answer each question. It was time; They really want every applicant to have the same amount of time.
Answer exactly what is asked of you and clearly explain what you need to be successful at the institution (ie, bench space, incubator, any special equipment). Also, take all precautions, have some water, good lighting, a quiet place, and try to rest.
Gender: What helped you prepare for your job talk and chalk talk?
Ani: In my previous institutions, I participated in various job interviews, which proved to be very useful. Additionally, practice is key, and consider using Zoom to arrange practice conversations with people from any previous institutions you’ve attended.
For Chalk Talk, I had very clear instructions about what was required and what I should expect. I developed two ideas for a grant proposal. Although I briefly introduced both projects, I was only able to go into detail on one of them during the presentation. To help guide the committee, I prepared and distributed a one-page summary outlining both project ideas before the chalk talk began. This handout was a useful way to provide context and make sure the other project was still visible, even if I didn’t have time to cover it completely.
Additional point: The chalk talk also helped me get to know the department, as it became a brainstorming session with current faculty during the conversation.
Gender: Were there any questions during your interview that you wish you had prepared differently?
Ani: Not specifically, but I would emphasize the importance of reaching out to people in the department, such as former students or professors. Take the time to review the courses listed on the department’s website to understand what is currently offered, where the gaps are, and how your skills can fill one of those gaps. Be prepared to talk about your science with all kinds of people. Also, interviews aren’t just about answering questions — they’re also an opportunity for you to ask thoughtful questions. Learn what others in the department are working on, explore potential collaborations, and consider whether the environment offers a strong community to support your future mentees.
Currently, many aspects within universities are changing given the limited funding landscape. I think it’s important to ask the department you’re applying to about what has been affected, such as teaching responsibilities, grant reductions, and support staff reductions, etc.
Gender: Can you think of one or more things that made you the right fit at your university after going through this whole process?
Ani: I specialize in evolution, development, and butterflies, and am interested in understanding gene regulation, cell signals, and the genome. The faculty and committee understood what I had done there since the butterfly work had been established there, and I also suggested new techniques and tools.
The moment I realized it was the right fit was when I connected with people after my talk, especially from another subfield, and that made it very interesting. Invest time in learning how to effectively communicate information and build rapport with the people you interview. Also, take the time to talk to grad students and postdocs, learn about what they need and want, and what they think of your department. Grad students who feel safe enough are willing to share the worst parts. You should also learn how the university might be a good fit for you. There is no perfect place. The more you know, the more prepared you will be.
Gender: Were you asked about your personal life? If yes, how did you deal with this question?
Ani: When asked about my personal life, it was mostly about my husband. They wanted to know if he was working in academia, but we don’t have a two-body situation. They also wanted to know if I had children, and for that matter, they wanted to offer information about school districts and related topics. I was not asked any intrusive personal questions.
I talked about what was important to me. For example, I noticed that the Latino population in North Carolina had grown, so I talked about reaching out to Latinos at the university to form a group for events like monthly gatherings. I know that having a sense of community was really important to me, and I’ve valued that kind of community.
Upon your transition to your current faculty role
Gender: What does a “day in your life” look like in your current role?
Ani: My days are a mix of research, teaching, mentoring, and administrative tasks. This includes administrative work such as finding the most cost-effective and efficient way to conduct an experiment. I meet with graduate students to touch base on projects. I also advise undergraduate students, so I meet with them, answer their emails about courses, or review their thesis projects. There is also service work, although new PIs do less. I have been involved in graduate student recruitment committees, reviewing applications, and writing letters of recommendation.
When it comes to teaching, I am teaching in a team, so the content is developed with a little less load, and I also participate in improving the courses.
My lab currently consists of three grad students and two postdocs, with whom I meet weekly and we have regular lab meetings.
On top of the work, I find it important to give myself some time to brainstorm and delve into the science, in terms of where to go and how. I also realize that my current position is very different from being a postdoc, which involves data collection itself versus data collection, so I’m navigating how to make sense of the data.
Gender: What has been the most surprising thing about starting your faculty position?
Ani: My new position allowed me to be more mindful of enjoying small successes. I remember the excitement when I presented the first data from my lab at a recent conference.
I also found isolation as a PI and learned to understand the need to give my lab members space without being around a boss. I would also say that it is important to find a community of new PIs, as it helps to navigate the system that is new when starting a position.
Gender: Will you be open to early career scientists reaching out to you for advice, and if so, how can they reach you?
Ani: Yes, they can reach me at any.Mv@duke.edu.
