It's been a while since I posted, but I'm going to try again. Here's the thing...I'm trying to finish my dissertation and graduate. I feel like my current relationship status is "married to my computer and whatever journal article I'm reading." My personal relationships with humans are not optimal and I'm just hoping that I don't forget anyone's birthday in the next few months. I haven't even had time to read the Chronicle (gasp!) and you all know how much I like to stay up-to-date with what's going on.
If you've read some of my previous posts, you know that I read my horoscope pretty religiously...generally for fun, but also for the occasional uplifting, encouraging, fortune-cookie-like message. (I've also been cutting them out and putting them up in my workspace.) Here's one of the most recent ones:
The magic will happen soon enough. Until then, focus on building some momentum. It can be created through small, completed tasks. Five tasks ticked off the list, and life will start to lift you up.
That was once I'd had a chance to catch up on all the newspapers I wasn't reading that were piling up in my living room. Sigh.
To all those who are dissertating right along with me, or just slogging through their datasets. Or who are in the middle of a never-ending literature review (I promise to wax poetic about literature reviews in another post...). I'm with you. And here's a good post from Inside Higher Ed: The Final Semester. Enjoy and good luck.
-- Dawn
Wednesday, February 12, 2014
Tuesday, October 1, 2013
the government shutdown...
Ok...I admit it. I haven't really given much thought on how the government shutdown would affect me. I have friends who work for the government and I've been concerned about them not getting to work. Not getting paid. I haven't been completely clueless. I put a bill in the mail yesterday and hadn't really thought about it not getting to its destination in a timely manner (although I believe that the USPS is still running...)
The Chronicle of Higher Education even has an article out there: How a Government Shutdown Would Affect Academe, but I did not read it.
But now this $#!^ is real. I was trying to do some research on a couple of my field sites and I couldn't access the maps I needed. This was the message I received when I tried to look up some map information:
The USGS Store will be unavailable for the duration of the government shutdown. We apologize for any inconvenience!
That got my attention. Things that we all take for granted are being affected. People are being affected. Their families are being affected. They're not allowed to go to work. They're not getting paid. While my map viewing activities do not fall into this category, there are some resources, vital to the folks who use them, that are not available during this shutdown. And when that happens, it generally involves the people who need them the most.
I think it is our responsibility to pay attention. To know what's going on even when it doesn't affect us. Even if we feel powerless to do much about it. Let's be honest. Even if I picked a dog in this fight, it's not like I could really do much to help her/him/them (see giving a large monetary donation) "win".
I've started the conversation and the research for you...the rest is up to you.
-- Dawn
The Chronicle of Higher Education even has an article out there: How a Government Shutdown Would Affect Academe, but I did not read it.
But now this $#!^ is real. I was trying to do some research on a couple of my field sites and I couldn't access the maps I needed. This was the message I received when I tried to look up some map information:
The USGS Store will be unavailable for the duration of the government shutdown. We apologize for any inconvenience!
That got my attention. Things that we all take for granted are being affected. People are being affected. Their families are being affected. They're not allowed to go to work. They're not getting paid. While my map viewing activities do not fall into this category, there are some resources, vital to the folks who use them, that are not available during this shutdown. And when that happens, it generally involves the people who need them the most.
I think it is our responsibility to pay attention. To know what's going on even when it doesn't affect us. Even if we feel powerless to do much about it. Let's be honest. Even if I picked a dog in this fight, it's not like I could really do much to help her/him/them (see giving a large monetary donation) "win".
I've started the conversation and the research for you...the rest is up to you.
-- Dawn
Monday, September 30, 2013
to apply or not to apply...
I know at least a few of you, dear readers, are getting geared up to apply for faculty positions if you haven't started already. I know at least one student who is applying for a position that closes tomorrow (good luck!).
Depending on your discipline, you may have a lot of positions to choose from that want to "buy" what you're "selling," but other disciplines you have to start thinking about applying for positions that might be a "stretch" for you based on what they're looking for in the ad.
Here are a few helpful readings for you:
The Professor Is In: When to Apply for the Stretch Job
In the Chronicle Fora: Applying for stretch jobs
I have advised students in a similar fashion. This is one of the best quotes from this forum entry (emphasis mine):
"AFTDJ* and let the SC** sort out their own priorities. I can tell you from being privy to a number of SC deliberations - the Job Wishlist discussed after reading all the applications is often quite different than the Job Wishlist plucked out of thin air when writing the job ad. By the time they're making campus invites, qualifications not even mentioned in the ad will be deciding factors. Meanwhile, everyone will have ignored/forgotten that One Thing tossed into the ad because one person wanted it and no one cared enough to argue it for 20 minutes instead of ending the meeting on time. As long as you can reasonably claim that you will be able to teach A even though it's outside your specialty, no one cares.
Don't put too much reliance on the details of job ads. They are not necessarily the carefully-crafted encrypted message that you think. Sometimes it's just the best a committee could come up with in 20 minutes or less without stepping on anyone's toes."
(posted by lucyr on 09.27.2013)
Yes, yes and yes...
In the first article, there's also a brief discussion for international students applying for faculty positions in the United States that my international student colleagues may find helpful.
Good luck job applicants...
-- Dawn
* AFTDJ = Apply For The Damn Job
** SC = Search Committee
Depending on your discipline, you may have a lot of positions to choose from that want to "buy" what you're "selling," but other disciplines you have to start thinking about applying for positions that might be a "stretch" for you based on what they're looking for in the ad.
Here are a few helpful readings for you:
The Professor Is In: When to Apply for the Stretch Job
In the Chronicle Fora: Applying for stretch jobs
I have advised students in a similar fashion. This is one of the best quotes from this forum entry (emphasis mine):
"AFTDJ* and let the SC** sort out their own priorities. I can tell you from being privy to a number of SC deliberations - the Job Wishlist discussed after reading all the applications is often quite different than the Job Wishlist plucked out of thin air when writing the job ad. By the time they're making campus invites, qualifications not even mentioned in the ad will be deciding factors. Meanwhile, everyone will have ignored/forgotten that One Thing tossed into the ad because one person wanted it and no one cared enough to argue it for 20 minutes instead of ending the meeting on time. As long as you can reasonably claim that you will be able to teach A even though it's outside your specialty, no one cares.
Don't put too much reliance on the details of job ads. They are not necessarily the carefully-crafted encrypted message that you think. Sometimes it's just the best a committee could come up with in 20 minutes or less without stepping on anyone's toes."
(posted by lucyr on 09.27.2013)
Yes, yes and yes...
In the first article, there's also a brief discussion for international students applying for faculty positions in the United States that my international student colleagues may find helpful.
Good luck job applicants...
-- Dawn
* AFTDJ = Apply For The Damn Job
** SC = Search Committee
Thursday, September 26, 2013
required viewing...
I'm just going to say it. I love commencement. I have had the opportunity to "work" the past two commencements at the University of Arkansas, and I enjoy it every time. Why? you may ask. It's long, it's boring, it's predictable. And it's amazing. You can feel the excitement in the room for students who have worked so hard to get here. And you can feel the excitement of their families and friends in attendance. The room, a very large room, is filled with hope, with anticipation for what's ahead. On that day, all things are possible.
There is also sadness. The University of Arkansas does something amazing for the families and friends of students who were not able to graduate. Were not able to reach that goal. Were taken from us too soon. They present posthumous degrees to their loved ones. It's at the beginning. If you're not paying attention, you may miss it. But it means the world to these families and these friends who have lost someone who was working toward the same goal as the others in the room. I appreciate that my institution does that. It makes me proud.
Then there's the commencement speaker. Often, this person is receiving an honorary degree at the University. Sometimes they're amazing, uplifting, encouraging, inspiring, and (hopefully) brief in their message. Sometimes, not so much. Then I came across the video below.
If you are not familiar with Tim Minchin, he's a musician and comedian with a pretty strong stance on certain issues. Once you get to know him, you'll likely either love him or hate him. If you don't know him, before you form any conclusions about him or his position on a large range of subjects, watch this video from a commencement speech where he was an honorary degree recipient.
I think it should be required viewing for all students and is a commencement speech that I wish I had seen live:
Tim Minchin's Advice for Students (and Everyone Else)
While most undergraduates are not yet thinking about graduation, we all know that grad students have to start thinking about it much sooner. There are documents that have to be turned in, dissertation defenses that have to be scheduled, applications for graduation that have to be turned in. So this is for you...
And don't forget that if you're graduating in December, you need to submit your application for degree by October 1.
Good luck to all of my colleagues who are defending this semester. I hope your defenses go well, you don't have to say "I don't know" too many times, and may your edits be minimal.
-- Dawn
There is also sadness. The University of Arkansas does something amazing for the families and friends of students who were not able to graduate. Were not able to reach that goal. Were taken from us too soon. They present posthumous degrees to their loved ones. It's at the beginning. If you're not paying attention, you may miss it. But it means the world to these families and these friends who have lost someone who was working toward the same goal as the others in the room. I appreciate that my institution does that. It makes me proud.
Then there's the commencement speaker. Often, this person is receiving an honorary degree at the University. Sometimes they're amazing, uplifting, encouraging, inspiring, and (hopefully) brief in their message. Sometimes, not so much. Then I came across the video below.
If you are not familiar with Tim Minchin, he's a musician and comedian with a pretty strong stance on certain issues. Once you get to know him, you'll likely either love him or hate him. If you don't know him, before you form any conclusions about him or his position on a large range of subjects, watch this video from a commencement speech where he was an honorary degree recipient.
I think it should be required viewing for all students and is a commencement speech that I wish I had seen live:
Tim Minchin's Advice for Students (and Everyone Else)
While most undergraduates are not yet thinking about graduation, we all know that grad students have to start thinking about it much sooner. There are documents that have to be turned in, dissertation defenses that have to be scheduled, applications for graduation that have to be turned in. So this is for you...
And don't forget that if you're graduating in December, you need to submit your application for degree by October 1.
Good luck to all of my colleagues who are defending this semester. I hope your defenses go well, you don't have to say "I don't know" too many times, and may your edits be minimal.
-- Dawn
Wednesday, September 18, 2013
what i'm reading...
Here's what I've been reading this week:
10 Tips on How to Write Less Badly
My Little Bag of Writing Tricks
Disserhating (in the Chronicle Forums)
Employers and Public Favor Graduates Who Can Communicate, Survey Finds
The Baby Penalty
Title IX and Babies: The New Frontier?
And in honor of football season being in full swing: Trainers Butt Heads With Coaches Over Concussion Treatment
Perhaps some of the articles will be of interest to you as well. Have a great week!
-- Dawn
10 Tips on How to Write Less Badly
My Little Bag of Writing Tricks
Disserhating (in the Chronicle Forums)
Employers and Public Favor Graduates Who Can Communicate, Survey Finds
The Baby Penalty
Title IX and Babies: The New Frontier?
And in honor of football season being in full swing: Trainers Butt Heads With Coaches Over Concussion Treatment
Perhaps some of the articles will be of interest to you as well. Have a great week!
-- Dawn
Friday, September 13, 2013
Title IX: What you may not know...but need to
With apologies to my male readers, this week's post is directed toward my fellow female grad students. In academia, it can be challenging to be female. There are not only pressures to be a good researcher, teacher, etc. in academia, but then there are societal pressures to add to the stress. Pressure to be a good spouse, mother, caregiver. This can be especially true in research areas that are traditionally (and currently) male dominated like engineering. In disciplines like these, women are being asked (if not told) to choose. Academia or family. Women who get married and have kids can be perceived as not being serious about their research. Women in these fields feel like they need to choose. That they can't have both. Or while they may want to be professors and love research and love teaching, they believe the pressures of getting tenure and trying to be a good spouse/mom would be too high. Do the costs outweigh the benefits?
These same assumptions are not made about our male counterparts. No one questions a male professor's dedication to his field and research if he gets married or his wife has a baby.
To be fair, this is not true everywhere, and perhaps the discrimination isn't as blatant as it used to be, but in some ways it can be more insidious.
Something I want all of my female colleagues to be aware of, is Title IX. From the website http://titleix.info:
"Although Title IX is best known for breaking down barriers in sports for women and girls, it also opens the door for girls to pursue math and science, requires fair treatment for pregnant and parenting students, and protects students from bullying and sexual harassment, among other things."
In 2009, there was an article published by The Chronicle of Higher Education about the third part of Title IX listed above: "Requires fair treatment for pregnant and parenting students." I consider it required reading for ALL of our female students so you are not only aware of your rights, but also the role the University of Arkansas plays, and how you're protected. BY LAW.
Title IX Includes Maternal Discrimination
Read the article, and then spread the word. Many of our students do not know about this provision of Title IX, and the legal protections it provides for our graduate student parents. While some graduate student parents have been fortunate, and have had supportive departments who acted in their best interests, and in line with the requirements of Title IX, there have been some who have not been as lucky.
To read more about Title IX, go to the website above, or for more information on Title IX on the University of Arkansas campus, please contact Dr. Monica Holland, our Deputy Title IX Coordinator.
-- Dawn
These same assumptions are not made about our male counterparts. No one questions a male professor's dedication to his field and research if he gets married or his wife has a baby.
To be fair, this is not true everywhere, and perhaps the discrimination isn't as blatant as it used to be, but in some ways it can be more insidious.
Something I want all of my female colleagues to be aware of, is Title IX. From the website http://titleix.info:
"Although Title IX is best known for breaking down barriers in sports for women and girls, it also opens the door for girls to pursue math and science, requires fair treatment for pregnant and parenting students, and protects students from bullying and sexual harassment, among other things."
In 2009, there was an article published by The Chronicle of Higher Education about the third part of Title IX listed above: "Requires fair treatment for pregnant and parenting students." I consider it required reading for ALL of our female students so you are not only aware of your rights, but also the role the University of Arkansas plays, and how you're protected. BY LAW.
Title IX Includes Maternal Discrimination
Read the article, and then spread the word. Many of our students do not know about this provision of Title IX, and the legal protections it provides for our graduate student parents. While some graduate student parents have been fortunate, and have had supportive departments who acted in their best interests, and in line with the requirements of Title IX, there have been some who have not been as lucky.
To read more about Title IX, go to the website above, or for more information on Title IX on the University of Arkansas campus, please contact Dr. Monica Holland, our Deputy Title IX Coordinator.
-- Dawn
Friday, September 6, 2013
start up funds...
Recently, (although not really that recently...it's been a busy summer) I sat down with Dr. Jim Rankin, Vice Provost of Research and Development to talk about start up funds. When I went through the process of applying for faculty positions, and wanted information on start-up funds, the well was dry. Google let me down. I didn't know what I needed to prepare. How much should I ask for? How could the funds be spent? Over how long? Did I need to be able to answer these questions before I interviewed? So, dear readers, I wanted to try to save you from some of the pain I went through...maybe not all, but some. Because the answer to all of these questions, as it seems is the answer to most questions we pose to the universe, is "it depends."
What are start up funds?
Your start-up fund for a faculty position is just what it sounds like. Money paid by the institution and/or the department to help you get started. When you start working at a school, especially a research-focused institution, you're expected to hit the ground running, so-to-speak. So you need to start thinking of start-up funds as the money you'd need to start your research on day 1. Depending on the institution and their policies, this can be for anything from your computer/printer in your office, to a specialized piece of equipment that measures the average thickness of a drosophila wing in situ while it is in flight... It can include funding for organizing/equipping your lab. This can also include funding for joining professional organizations, conference attendance, ordering datasets, subscriptions for survey data, library resources. The list goes on. There can also be funding provided to hire a graduate assistant or two, or for summer salary, but that may come from the department, not officially included in your start up funds. This also varies based on your area of study and the type/size of institution you are hoping to work for...I'll get into more detail below. Please note: this does not include money for moving expenses or parking passes.
Are start up funds always a part of your hiring package?
No. In general, the size of start up funds is going to be the largest for faculty at large, research-focused institutions who work in the sciences (i.e. engineering, physics, biology, chemistry, nanotechnology, etc.) where some start-up packages can run into the millions of dollars. At a small liberal art college (SLAC) in the humanities or fine arts, you may not get offered any money for start up. Most positions will fall somewhere in the middle. For example, at the University of Arkansas, Dr. Rankin says that start up funds are provided for faculty in the fine arts and humanities areas. This includes funds for office computers/printers, specialized equipment (think high definition speakers/headphones for someone in music), specialized software, access to survey data, access to marketing databases, etc. Some small schools offer a package of a few thousand dollars annually for their faculty to join professional societies and to attend at least one professional conference per year. In that case, the department may provide a basic computer/printer for each new faculty member.
What do students going into an interview need to know about their start-up fund needs?
Dr. Rankin says that he expects candidates to bring a list of equipment/other needs with them to the interview. Prepare a list of everything that you think you would need to purchase to get started somewhere new. What equipment would you need to continue your research? Software needs? Computing/data processing/storage needs? Keep in mind that the institution where you're interviewing may already have some of the equipment available for your use so ask what they have and if you could have access to it. If you're asking for something the institution doesn't have, but it's a purchase that you can "share" with other departments/researchers, it's a better investment for the institution and you're more likely to get it. You may also be able to "rent" time on an expensive piece of equipment (think giant telescope) and put those funds into your start-up estimate. If you don't have a list, you're not going to look prepared. And don't be afraid to ask questions on how the money can be spent and over what time period.
When does the conversation about start up funds happen?
Again, this depends. Are the start up funds coming from the institution? This conversation might be happening with someone like Dr. Rankin. The department head may start this conversation with you. Dr. Rankin likes to see a list of things the candidate needs to start their research during the interview so he can discuss it with the candidate. At a larger institution like the University of Arkansas, your potential department head may be negotiating on your behalf for your start-up package.
In some cases, the department head may just ask you to be ready to discuss your start-up funds if they contact you to offer you the job.
Other tips regarding start up funds:
1. Be sure to include maintenance into the purchase price of any piece of equipment. If you want to purchase a $300,000 laser detection system (I'm totally making that up), but haven't thought about what would happen if it broke, you're not thinking ahead. Usually the company you buy the equipment from will have some kind of maintenance plan you can purchase for repairs, cleaning, etc. You may also need to justify purchasing equipment vs. equipment rental.
2. The start-up funds can be spent over a range of time: one year, two years or three years. Usually about 40-50% is/should be spent in the first year with the rest spread out over the next one to two years.
3. The institution that is providing you with start up funds expects a return on its investment. An example: If you are given $100,000 in start up funds, the university may expect you to bring in at least five times that amount by the time you receive tenure. Start up funds are used to get the ball rolling, not keep pushing it for you. They want to give you what you need to get started on research on day 1. Dr. Rankin asks for a report at the end of the first year to see how the money is being/has been spent.
4. Ask questions because it works differently everywhere. At dinner your first night, you might be able to get an idea of who you need to speak with about start up funds. In general, asking questions shows you've done your research and care about your work. However, keep your questions general. "I've been working on the list of equipment I'll need for my research. I'm currently using a Maximillian proton disturbance detector that really does the job well and gives me good results. Does anyone else work with one of those on campus?" Be prepared to discuss start-up, what you need, and how much it is going to cost. If they make you an offer, your start-up will be part of the job offer. Once you find out who negotiates this part of the package, it will make it easier to get the answers you need. This person will need the specifics. It never hurts to prepare a spreadsheet with the equipment/materials/space, etc. you need with an estimated cost. Again, it shows you're prepared.
5. GET IT IN WRITING. If you're offered a position, and negotiate terms of your start up package, make sure everything is in writing. It will protect you and the institution down the road. Make sure everything is clear and well documented, and don't sign until you have all your questions answered. Everything from lab space to graduate assistants to summer salary needs to number of courses you'll be expected to teach to start date to benefits.
6. This really is not an "us" against "them" scenario. If you interview somewhere and feel that way, maybe it's not the right position for you. When you are hired by a University, it is because they think you will thrive and be successful...and that's what they want for you. This is not a case of "put in a low bid to get the job." If you ask for less than you really need to successfully start your program, and they give it to you, and then you fail, it's a lose-lose (a lose-lose-lose if you have graduate students working for you as well). If you need it, ask for it, and be realistic about the costs. This will help to ensure your long term success as a faculty member and researcher at your new position.
Best of luck putting together application materials. Questions about start-up funds? Email me (dfarver(at)uark(dot)edu).
What are start up funds?
Your start-up fund for a faculty position is just what it sounds like. Money paid by the institution and/or the department to help you get started. When you start working at a school, especially a research-focused institution, you're expected to hit the ground running, so-to-speak. So you need to start thinking of start-up funds as the money you'd need to start your research on day 1. Depending on the institution and their policies, this can be for anything from your computer/printer in your office, to a specialized piece of equipment that measures the average thickness of a drosophila wing in situ while it is in flight... It can include funding for organizing/equipping your lab. This can also include funding for joining professional organizations, conference attendance, ordering datasets, subscriptions for survey data, library resources. The list goes on. There can also be funding provided to hire a graduate assistant or two, or for summer salary, but that may come from the department, not officially included in your start up funds. This also varies based on your area of study and the type/size of institution you are hoping to work for...I'll get into more detail below. Please note: this does not include money for moving expenses or parking passes.
Are start up funds always a part of your hiring package?
No. In general, the size of start up funds is going to be the largest for faculty at large, research-focused institutions who work in the sciences (i.e. engineering, physics, biology, chemistry, nanotechnology, etc.) where some start-up packages can run into the millions of dollars. At a small liberal art college (SLAC) in the humanities or fine arts, you may not get offered any money for start up. Most positions will fall somewhere in the middle. For example, at the University of Arkansas, Dr. Rankin says that start up funds are provided for faculty in the fine arts and humanities areas. This includes funds for office computers/printers, specialized equipment (think high definition speakers/headphones for someone in music), specialized software, access to survey data, access to marketing databases, etc. Some small schools offer a package of a few thousand dollars annually for their faculty to join professional societies and to attend at least one professional conference per year. In that case, the department may provide a basic computer/printer for each new faculty member.
What do students going into an interview need to know about their start-up fund needs?
Dr. Rankin says that he expects candidates to bring a list of equipment/other needs with them to the interview. Prepare a list of everything that you think you would need to purchase to get started somewhere new. What equipment would you need to continue your research? Software needs? Computing/data processing/storage needs? Keep in mind that the institution where you're interviewing may already have some of the equipment available for your use so ask what they have and if you could have access to it. If you're asking for something the institution doesn't have, but it's a purchase that you can "share" with other departments/researchers, it's a better investment for the institution and you're more likely to get it. You may also be able to "rent" time on an expensive piece of equipment (think giant telescope) and put those funds into your start-up estimate. If you don't have a list, you're not going to look prepared. And don't be afraid to ask questions on how the money can be spent and over what time period.
When does the conversation about start up funds happen?
Again, this depends. Are the start up funds coming from the institution? This conversation might be happening with someone like Dr. Rankin. The department head may start this conversation with you. Dr. Rankin likes to see a list of things the candidate needs to start their research during the interview so he can discuss it with the candidate. At a larger institution like the University of Arkansas, your potential department head may be negotiating on your behalf for your start-up package.
In some cases, the department head may just ask you to be ready to discuss your start-up funds if they contact you to offer you the job.
Other tips regarding start up funds:
1. Be sure to include maintenance into the purchase price of any piece of equipment. If you want to purchase a $300,000 laser detection system (I'm totally making that up), but haven't thought about what would happen if it broke, you're not thinking ahead. Usually the company you buy the equipment from will have some kind of maintenance plan you can purchase for repairs, cleaning, etc. You may also need to justify purchasing equipment vs. equipment rental.
2. The start-up funds can be spent over a range of time: one year, two years or three years. Usually about 40-50% is/should be spent in the first year with the rest spread out over the next one to two years.
3. The institution that is providing you with start up funds expects a return on its investment. An example: If you are given $100,000 in start up funds, the university may expect you to bring in at least five times that amount by the time you receive tenure. Start up funds are used to get the ball rolling, not keep pushing it for you. They want to give you what you need to get started on research on day 1. Dr. Rankin asks for a report at the end of the first year to see how the money is being/has been spent.
4. Ask questions because it works differently everywhere. At dinner your first night, you might be able to get an idea of who you need to speak with about start up funds. In general, asking questions shows you've done your research and care about your work. However, keep your questions general. "I've been working on the list of equipment I'll need for my research. I'm currently using a Maximillian proton disturbance detector that really does the job well and gives me good results. Does anyone else work with one of those on campus?" Be prepared to discuss start-up, what you need, and how much it is going to cost. If they make you an offer, your start-up will be part of the job offer. Once you find out who negotiates this part of the package, it will make it easier to get the answers you need. This person will need the specifics. It never hurts to prepare a spreadsheet with the equipment/materials/space, etc. you need with an estimated cost. Again, it shows you're prepared.
5. GET IT IN WRITING. If you're offered a position, and negotiate terms of your start up package, make sure everything is in writing. It will protect you and the institution down the road. Make sure everything is clear and well documented, and don't sign until you have all your questions answered. Everything from lab space to graduate assistants to summer salary needs to number of courses you'll be expected to teach to start date to benefits.
6. This really is not an "us" against "them" scenario. If you interview somewhere and feel that way, maybe it's not the right position for you. When you are hired by a University, it is because they think you will thrive and be successful...and that's what they want for you. This is not a case of "put in a low bid to get the job." If you ask for less than you really need to successfully start your program, and they give it to you, and then you fail, it's a lose-lose (a lose-lose-lose if you have graduate students working for you as well). If you need it, ask for it, and be realistic about the costs. This will help to ensure your long term success as a faculty member and researcher at your new position.
Best of luck putting together application materials. Questions about start-up funds? Email me (dfarver(at)uark(dot)edu).
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