I have a brilliant student, very young (20), and fixing to graduate who, despite the explanations and remonstrations of her major professors, wants to go on to get her master’s and PhD. She knows the numbers are against her, especially as she is interested in literature, but she wants to pursue the education. I am sure she will do well at the education portion.
I was reading over something and found a link to the item below and thought she should know it. So I copied it. Then I thought maybe someone else would need it too. Here it is:
8 years of adjuncting at CCs and one year in a ft position:
Previous CC experience
CCs have a huge load of students. Often these students are the ones who don’t have the skills to go to college. They need basic remediation for math and English. CCs are open-admit, so if you got a HS diploma from somewhere, then you can attend. Very few four-year schools are like that (though University of Houston Downtown is). The reason CCs want you to have CC experience is because most graduate students teach to their own, often R-1, population. If you don’t have CC experience, you don’t have the correct mindset.
I tell people when I talk about my inner-city school that my students come in with an eighth-grade education. It is hard for them to read newspaper articles. Imagine going from R-1 to that in one semester.
There are no specializations at CCs. They don’t hire enough ft faculty for that. Plus, you will usually find that you and someone else in your department both want to teach all the X courses, because there are only two a year.
Example out of English: Out of 16 ft faculty at my present school, only one has a rhet/comp background. Every one of the ft teachers has to teach composition. All the other 15 are lit people. We only teach 30 lit sections a semester. CCs typically (around here anyway) have 5/5 loads. So there are only 2 lit sections per person. My CC works hard to share the courses; unfortunately sometimes that works out to the bad. We have a theater owner/director who is also a ft faculty here. He agreed two years ago to let someone else teach the drama course and he hasn’t gotten it back.
The largest set of classes in English and math are the remedial courses. We have developmental courses for people who don’t know that a sentence should start with a capital letter and end with a period. Most math teachers teach at least two of the remedial courses a semester. And they teach college algebra most often.
My last CC shared out the course load so that the four math sequences went to one teacher every two years. So ProfA would teach college algebra, trig, pre-cal, and calculus. Then in fall of the next year, ProfB would begin that sequence. Bad for students if you got a teacher you didn’t mesh with. You’d have to wait a year to get someone else.
Most CCs do not advertise for positions until the spring. I’ve seen ending dates for applications as early as March and as late as August, for an August start date. The job I have now did not advertise till late June and did first on-campus interviews on July 12. Final interviews were July 22. They called ten days later with an offer and work started August 15.
In a good location, CCs can get hundreds of applications. The job I did not get last year told me there were 250+ applicants.
If you don’t have any CC experience, you won’t usually make the cut.
When there are 250+ applications, what makes your app stand out? The same thing as at any place: conferences and publications. The publications don’t have to be top flight, but you do have to have some.
For the phone interview CCs call 20 or so people.
First interviews are 8-10, though I have heard of as many as 14.
Final interviews are for 3. Who makes the decision on the final one varies. At one CC it was the search committee, as long as the higher-ups did not disagree. At my CC it’s the deans, as long as the president is okay with it.
compdoc. “Re: Posting Hall of Fame–Reply 2343.” chronicle.com, 23 December 2010, www.chronicle.com/forums/index.php/topic,30991.2340.html.