Timeline for the Academic Job Market in Classics: What to Expect and When

Dr. Erika Weiberg, Duke University

Dr. Weiberg’s slides are available here.

Some topics discussed include when different types of job ads are usually posted, where job ads can be found, and when job seekers should think about contacting letter writers.

Presentation by Dr. Erika Weiberg on job market timelines

Goals: To identify…

• The timeline for different types of academic jobs, where to find out about them, and when you’ll hear back

• Other time-sensitive events concurrent to the job market (e.g. dissertation defense, asking for letters of recommendation)

• Possible changes related to COVID

Timeline for tenure-track jobs:

• When job ads begin to appear: August

• Deadline for applications: mid-October to early December

• First-round Zoom interviews: November to early January

• Second-round interviews/campus visits: late January to March

• Tip: September-October is an especially busy time, so plan accordingly!

Timeline for visiting assistant professor (VAP), teaching faculty, and lecturer jobs:

• When job ads begin to appear: January (sometimes as early as Fall or as late as Summer)

• Deadline for applications: February to April

• First-round Zoom interviews: March to May

• Second-round interviews/campus visits: March to May

• Tip: Keep in mind that some institutions will conduct two rounds of interviews; others will only conduct a first-round via Zoom and make a final decision thereafter.

Timeline for post-docs:

• When job ads begin to appear: can be as early as Spring or Summer, depending on institution

• Deadline for applications: Fall or Spring, depending on institution

• Interviews: typically in Spring

• Tip: Institutions often go through multiple rounds wherein they request additional materials in addition to scheduling interviews

Where can I find job ads?

• SCS Placement Service: sends email notifications of job ads as they come in. Click to sign up for the SCS Placement Service

• Women’s Classical Caucus (WCC) listserv: sends email notifications of job ads and other professional news as they come in. Click to sign up for the WCC listserv

• Lambda Classical Caucus (LCC) listserv: sends email notifications of job ads and other professional news as they come in. Click to learn more about the LCC

When will I hear back?

• Unfortunately, you may never hear back! Search committees often only reach out to candidates when they want to request an interview. Once a final offer has been accepted, applicants might receive an update. 

• Expect an interview request within a month of the deadline of application, but also know that the time frame can vary

• After your first-round interview, search committees should tell you the expected time frame for the next stage. If they don’t, you can ask!

When should I schedule my dissertation defense?

• Defense dates matter to search committees! If you know the date, include it in your cover letter and make sure to let your recommendation writers know about this timeline

• Most institutions require that you defend and submit your dissertation before the job start date, which can be as early as June or July; they’ll word this as “PhD in hand” on the job ad

When should I start requesting letters of recommendation?

• As early as possible! Communication is key, and recommenders can often provide guidance about the application process

• See the WCC’s “Recommendation Letters” resource page for information and tips on requesting and writing recommendation letters

Changes related to COVID-19:

• The job market process has adjusted since the start of the pandemic

• Deadlines of applications have become more varied (some earlier than expected, others later)

• First-round interviews are no longer conducted in person at the SCS annual meeting in the first week of January

• Some campus visits have been conducted virtually but may revert back to in-person interviews, depending on the institution

How to Read a Job Ad

Dr. Naomi T. Campa, University of Texas, Austin

Dr. Campa’s slides are available here.

Some topics discussed include terminology you might find on the placement site, what to look for when reading an ad, how to organize your applications, and how to decide whether or not to apply.

Presentation by Dr. Naomi Campa on how to read a job ad

This section helps you identify and understand terminologies typically used on job placement sites (e.g. SCS Placement Service). Please note that some of these terms may not apply for jobs outside of the United States. On these sites, you can search by position rank and position type, but you will have to look deeper for specialties, as the wording may differ across institutions.

Position ranks:

• Assistant professor: tenure-track (TT), but has not received tenure

• Associate/Full professor: tenured, with promotion to Full professor

• Visiting assistant professor (VAP): non-tenure-track; expectations typically include teaching, having an active research profile (thus separating this position from a lecturer/instructor position), other services such as advising undergraduates

• Lecturer/Instructor: teaching positions in universities

• Open or Open rank: the applicant pool can span from non-tenure-track to tenured; a “catchall” that includes fellowships. 

• Other: Everything else!

Position types:

• Non-tenure-track: tenure will not be awarded at the end of contract; length, salary, and requirements of contract will vary depending on institution/department needs

• Tenure-track (TT): possibility of permanent employment via tenure; not automatic and will require reapplication within a set amount of years

• Tenured/senior: tenure process not required

• Adjunct/part-time: can vary in length and requirements; paid per class, not salaried; often does not add up to employment; not eligible for health/retirement/etc. Benefits.

• Open: the committee is open to applicants of all levels, from non-tenure-track to tenured

When reading a job ad, look for the following:

• Details of position type/rank

• Area of specialty and details 

• Deadline to apply

• Required documents

• Teaching load (e.g. 2 classes per semester = “2-2”)

• PhD status (employers prefer candidates with a PhD, so responses may vary accordingly)

• Application portal (i.e. link to apply)

• Other duties

Should I apply?

• Make sure you’re eligible for the job (e.g. having a “PhD in hand” by the start date; archaeology vs literature vs history vs open job ad).

• Don’t play mind reader too much. Take the package as a whole into consideration rather than think about if you fit into every single characteristic a job ad is asking for.

• Ask yourself what matters to you: does it matter for you to be teaching? Do research? Be in a certain city? Work in a research university? Work in a liberal arts college? 

• Note on salary: salaries are not listed in most US jobs ads but are almost always listed in non-US job ads.

How to keep track of multiple applications in a given job market season:

• Make a checklist! Provide two columns: (1) all the required documents to complete a given application; (2) whether or not you have uploaded/submitted them,

• Tips on making a checklist:

  • Use Excel, Word, or any other processing tool to track your applications and submissions.

  • Play around with the application portal ahead of time; you may need to sign up for an account, and some portals may not let you save your progress when applying.

• Organize your process! For easy access, make a chart for every application that includes information on:

  • Institution (name and type)

  • Position type and rank

  • Deadline

  • Area of specialty and details

  • Required documents

  • Application portal 

SLACs! Small Liberal Arts Colleges

Dr. Sonia Sabnis, Reed College

Dr. Sabnis’ slides are available here.

Some topics discussed include what a SLAC is, what SLACs are looking for in applicants, and tips for succeeding in SLAC interviews.

Presentation by Dr. Sonia Sabnis on SLACs

Facts about SLACs (Small Liberal Arts Colleges):

• Faculty teach a wide variety of courses (e.g. Latin/Greek at all levels, humanities courses, writing courses, etc.).

• The focus is on undergraduates, who expect close relationships with the faculty

• It’s easy to connect with faculty outside your home department.

• Networks of SLACs can foster relationships with other faculty and provide important resources.

• The “teacher-scholar” model often prevails. In this model, faculty members demonstrate strong research and pedagogical portfolios, and they often integrate their scholarship into the classroom.

• Small communities, thus multiple opportunities to connect, but also unexpected demands on your time and energy, like meetings and advising. (This can be particularly detrimental for VAPs especially.)

• Tip: Get advice from multiple people on whether or not a position at a Small Liberal Arts College is a good fit for you, but ultimately, you chart your own path.

Tips on writing cover letters for SLAC positions:

• Follow the directions. Don’t send materials that aren’t requested, even if you have them on hand. You might, then, consider integrating otherwise-separate statements (i.e. diversity statement) into your cover letter.

• Make your research approachable. When presenting your research, your application may be read by people outside the field in a different department. Make the “so what?” of your research clear, and be wary of name-checking/name-dropping.

• Be realistic about your research trajectory. Describe your research as a trajectory rather than a laundry list of publications.

• Emphasize teaching versatility and breadth. Use examples to convey that you can teach and that you love it! In interviews, be ready to discuss a variety of classes in some detail.

Tips on interviews for SLAC positions:

• Talk and ask about undergrad mentoring.

• When asked about your dream course, do not answer with your dissertation research.

• You don’t have to have experience or preparation for everything, but show that you’ve thought about how you would teach courses you haven’t taught before.

• It’s okay to ask questions before responding.

• Research the department, but don’t try too hard to slot yourself in. Strict “replacements” of an outgoing faculty member are rare nowadays.

An Introduction to Application Materials

Dr. Robyn Le Blanc, UNC Greensboro

Dr. Le Blanc’s slides are available here.

Some topics discussed include types of typical job application documents: Cover letter, CV, Research statement, Teaching statement (and/or portfolio), Diversity, inclusion, and equity statement, Writing Sample, and Letters of Recommendation.

Presentation by Dr. Robyn Le Blanc on an introduction to application materials

Your materials provide the search committee with a first impression of you as a scholar and candidate. Think about how you want to craft your professional identity (“branding”); each document should contribute towards that identity. 

Typical application documents will include:

• Cover Letter

  • Generally the most important document, the cover letter is the “teaser” that makes the committee want to learn more about you.

  • Aim for an approximate length of 1-2 pages.

  • Include your institution’s letterhead if possible.

  • Provide an overview of you as a scholar and instructor; note that you will often write a research-focused cover letter and a teaching-focused one.

  • Describe your past, present, and future research, as well as your teaching and what you would bring to the table at the institution (e.g., advising, mentorship)

• CV

  • The CV is your academic resume; it should include information on your degrees, publications, presentations, teaching experience, etc.

  • Make your CV easy to read. For example, when listing out your teaching experience, include the title of your courses with a brief description of it (e.g., “first-year seminar”, “lecture”, etc.) rather than your institutional numbering system (e.g., “CLAS 100”).

  • Indicate what courses you taught as a solo instructor vs as a teaching assistant.

  • When in doubt, look at other scholars’ and academics’ CVs, especially those within the field, and see how they’ve organized their work/experience!

• Research Statement

  • The research statement describes your current and past research, publications, and research trajectory. For early-career scholars, this includes your dissertation topic and what comes next.

  • Aim for an approximate length of 1-2 pages.

  • Make sure that your statement is legible to non-specialists. Engage; don’t alienate!

• Teaching Statement and/or Portfolio

  • Your teaching statement should reflect your classroom pedagogy and advising. A portfolio often includes a statement or philosophy, course evaluations, sample syllabi, and more.

  • Aim for an approximate length of 1-2 pages.

  • Use concrete examples! Show; don’t tell (e.g., “This is what I’ve done…” or “This is what I would/will do…”).

  • You can also mention your undergraduate research, mentorship experience, and courses you would teach as they pertain to who you are as an educator.

• Diversity, Inclusion, and Equity Statement

  • In your DEI statement, describe how you will contribute to a diverse, inclusive, and equitable classroom or campus culture.

  • Aim for an approximate length of 1-2 pages.

  • Use concrete details, approaches, and pedagogies. Think about the institution’s cultures and initiatives on campus.

• Writing Sample

  • Your research in action! Your writing sample can be a scholarly article or a chapter from your dissertation.

  • Work with mentors to select your best and most representative work. In general, get lots of eyes on your application materials.

• Letters of Recommendation

  • You will usually be expected to provide three recommendation letters - one from your dissertation advisor and two others from mentors who can speak about your research, pedagogy, or service.

Final tips:

• Don’t bury the lead. The first round of reading happens very fast, so make sure you put your best foot forward upfront to stand out.

• Consult your mentors. Application writing is a skill, which means you can constantly improve it! Mentors and colleagues can help you do that.

Types of Institutions and Jobs

Dr. Amy Pistone, Gonzaga University

Dr. Pistone’s slides are available here.

Some topics discussed include an overview of the types of jobs you might see advertised and what the different types of institutional descriptions mean.

Presentation by Dr. Amy Pistone on different types of institutions and jobs

Different types of institutions in the United States:

• R1 Research universities (e.g. Cincinnati, UCLA, UT Austin)

• SLACs or Small Liberal Arts Colleges (e.g. Williams, Amherst, Swarthmore)

• Regional universities/colleges (e.g. Gonzaga, Southern Illinois University)

• Public schools (e.g. UC Berkeley, Michigan, Ohio State)

• Private schools (e.g. Fordham, Emory)

• Ivies (e.g. Harvard, Yale, Columbia)

• Religiously-affiliated schools (e.g. Brigham Young University, Georgetown, Notre Dame)

• HBCUs or Historically Black Colleges and Universities (e.g. Howard, Spelman College) 

• Hispanic-serving institutions (e.g. Pacific Oaks, Kean Universities)

• Single-gender colleges (e.g. Mount Holyoke, Smith, Bryn Mawr) *Note that these colleges allow faculty of all genders to teach. They have also begun welcoming students who identify as trans and non-binary.

FAQ and Final Tips

FAQ:

• Should I mention hypothetical courses of interest in my cover letter, or should I wait to discuss them in an interview?

It depends on what the job is looking for. As a good rule of thumb, write one big paragraph or two small paragraphs about teaching in your cover letter, and list a few (but not too many!) courses of interest. There’s no need to include course descriptions; you can describe them in more detail in the interview. 

• If a research statement is required in the application, how do I make my description about my research distinct from that in my cover letter?

Think of your cover letter as the abstract and your research statement as an opportunity to expand on that abstract in a greater length. Also keep in mind that if the search committee is going through a large amount of applications, it is more likely that they will read your cover letter and CV first before deciding to continue with your other documents, so make sure your research highlights are in your cover letter! 

Tip: the relative amount of time you spend talking about the dissertation should be brief. 

• Will the lack of teaching experience be a problem? What do I do if I don’t have direct teaching experience with course materials? (E.g. European graduate programs do not permit students to teach as instructors or teaching assistants, but they do allow them to present guest lectures.)

Your application will make clear what your academic background is, and it will be taken into consideration. In terms of how to get around the lack of direct teaching experience, consider your other accomplishments in your CV: what kinds of service work, community outreach, or mentoring are you doing? These types of activities can give a search committee an indication of who you are as an advisor and educator. Provide specific, concrete examples if you can. 

Tip: Search committees are hiring a colleague, not a student! Aim to present yourself as someone who has thought a lot about teaching, even if you don’t yet have the direct experience.

• Is there value in including my experience with remote/hybrid teaching in my cover letter or CV, or are institutions more concerned about in-person teaching? 

It doesn’t hurt to mention how you adapted to online teaching, whether or not an institution expects you to teach online/hybrid classes. It shows that you are nimble and flexible, as well as able to learn a new format and adapt to student needs. Other considerations about teaching can include how you incorporate innovative pedagogy. 

• Should I add a link to my social media in my application?

More and more people are using a personal website or social media platform (i.e. Twitter) to supplement their application materials. You can certainly provide more opportunities to get to know you if search committees are interested, but don’t assume that anyone will check your links. Make sure your critical information is in the required documents you submit. With that said, if you have received accolades or outreach awards for your social media account, you should include them in your CV.

Final tips: 

• Ask your mentors about department vibes. They may know things about an institution/department that are not reflected in the job ad.

• You are a full package and a unique individual with value and knowledge to offer! A rejection isn’t a rejection of you as a scholar or teacher, but that institutions were looking for a different fit. 

• Practice makes perfect. The job market process will be hard and there is a learning curve, but you will get better at it with practice.

• You shouldn’t do the job search alone. There are so many people who want to and are willing to help you, such as mentors, friends, and the WCC! The WCC provides resources webpages, as well as opportunities for cohort and on-demand mentorship. 

• Be yourself. Don’t craft yourself to be the “perfect candidate” you think job ads want. Let search committees know who you are and what you want. It’s a two-way street.

• Think of the job market as a networking opportunity in addition to an employment opportunity. A particular position may not be right for you right now, but now the search committee knows who you are! Who knows - you might want to collaborate on a research project or a conference panel, or you might want to circle back when another position that fits you better comes along. 

• There are multiple ways to be fulfilled and happy. You can always pivot or revise your plan.

• You have already done difficult things that got you where you are today. Ergo, you can get through the job market!

• Everyone experiences rejections. Everyone who has a job now was rejected most of the time and is still rejected for grants, articles, and other requests. All you need is one yes.