CCSR: Features: Netting a Job in Religious Studies

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Netting a Job in Religious Studies:
Some Notes from the Field

What follows are suggestions on how to increase the chances of getting a permanent academic position. The suggestions are based on my own job-seeking and candidate-seeking experiences over the last dozen years in Canada, and those of my North American friends and colleagues in the field during this period. I offer them not as a "how to" guide but as a basis for dialogue, and with the belief that the unemployment and underemployment of recent graduates represents the greatest challenge now facing the academy.

-Michel Desjardins, Wilfrid Laurier University

A. General Advice

Insist on the best possible graduate school training
- training includes courses, advisors, graduate student cohort, professional development workshops (how to teach, how to prepare syllabi, etc.); if your department isn't supportive, seek broader university help to ensure that you graduate with the best possible training
- take/make the time to learn what needs to be learned (e.g. enough German to read fluently for years to come; enough about pedagogy before you teach that first course)
- strive for excellence in everything you do (take the time to do things well, seek expert guidance): includes TA responsibilities, teaching that first course, preparing papers for oral delivery and publication (letters of recommendation that note these points of excellence will later catch the search committees' attention); a memorable first conference CSBS presentation in third year of one's doctoral program is more valuable than three respectable ones before that time; one "outstanding" publication is worth a half dozen "good" ones, a "this was my most impressive TA in my last ten years [followed by specific reasons]" on a letter of recommendation is worth four "the applicant performed her TA duties admirably for us"
Develop a broad support base
- support will come from graduate students, faculty (inside and outside your institution), and others (extended friend and family base)--the graduate and post-graduate road is often narrow and rough, and others can help carry the burden, facilitate the process and share the delights
Build breadth alongside depth
- systematically aim to be well-rounded ca. 5 years after beginning your doctorate (recognizing that there are many ways to achieve this balance, that "life" will inevitably confound even the best-laid plans, and that economic and social circumstances cannot be ignored)--one sample plan (a rather idealistic one, based on sound pre-doctoral training, good financial support, and the help of the gods) is the following:
Learn (through close friends, partners, therapists, etc.) to see yourself as others do; take steps to build on your strengths and work on your weaknesses
- departments hire people, not just "intellectuals"; to be sure, different personalities will appeal to different people, but it is fair to say that self-centred, arrogant individuals, for instance, on the whole will have a harder time finding and keeping employment (as will someone who is painfully shy and cannot look others in the eye, however brilliant they may otherwise be)
Find ways to "make beauty necessary...[and] necessity beautiful" (A. Michaels, Fugitive Pieces, 44)
- the grad student/adjunct prof lives hold their share of frustrations; appreciating their wonders, though, will help your work shine and will facilitate the process of landing you a permanent job (besides letting you keep your sanity)
- if you're burned out, bitter and depressed when you graduate, nobody's going to want to hire you
Diversify without compromising your specialization
- "diversification" means more than adding "Psalms" to "Prophets"; it entails adding, for instance, "Modern Judaism," "Western Religions," "Method and Theory in the Study of Religion," "Postmodernism," or "Media Studies"-and doing it rigorously (courses, exams, TA duties, private reading)
- consult Harold Remus's "By the Skin of our Teeth" (CSBS, May 27, 1996, Brock University; published in The Council of Societies for the Study of Religion Bulletin 26/1 [1997]: 12-17; for his emphasis on versatility and flexibility--not only to increase the chances of getting a permanent academic position but to increase the chances of getting other types of fulfilling jobs
- most departments will want a colleague who develops a specialization that will lead to an outstanding reputation, but they will also appreciate someone who is able and willing to teach a broad range of courses and interact with a wide range of issues and people
- diversification will also broaden your pool of jobs (inside and outside academia) and perhaps unearth something better suited for you; look BETWEEN biblical/religious studies and someting else--like reading between lines; figure out how to facilitate the traffic/communication between those two domains, and presto, after five years of contemplating and working that in-between soil, you've invented/found a job
Acquire a clear sense of what that academic "job" entails
- most commonly, it includes a frenetic mix of teaching, student counselling, departmental and faculty committee work, research and publications, community involvement, grant applications (which of these can you develop now?)
- departments/universities will emphasize certain aspects--e.g., a large research university will expect its faculty to publish more and be more successful at acquiring grant money (what would your ideal location be, and what can you do to increase the odds of getting hired in such a place?)
Be realistic
- permanent academic jobs DO exist out there, but in the near future there will not be enough to go around: not every well-trained and deserving candidate will get an academic job; fewer still will get one in a department of their choice [in this context, the creation of new doctoral programs is highly problematic]
- job searching is enormously stressful, all the more so when one is not successful; expect the process to take its toll on you physically and emotionally-to be successful in the end usually requires a two-pronged attack: a refusal to lose hope too quickly (keep developing your skills accordingly), balanced by a willingness to keep looking for alternative types of jobs should that academic position not come around
Develop a professionally-looking curriculum vitae
- seek advice (repeatedly, as you revise) on your cv's format and content; ensure that it can be read easily, has clear categories, accurately reflects and positively promotes your career; also ensure that there are no gaps (e.g. if you've left out four years, search committee members will wonder what you're hiding), typos (I've seen over 200 cv's over the last five years and about 25% of them quite amazingly had spelling and typographical problems), and over-representations (e.g., research work for a prof that gets listed under "publications"; a "publications and presentations" category that mixes 8 presentations, from high school to CSBS, and 1 book review in order to make it seem as though someone has published extensively when they have not)
Work closely with at least two academic advisors, and allow others in the field to get to know you
- the profs will be able to serve more effectively as mentors (they'll know you better), as referees (detailed letters of recommendation by people who know you well are generally worth more in the eyes of the search committee), and as supporters in your searches - attend the yearly CSBS meetings on a regular basis if possible; give others the chance to get to know you (if a 1-yr teaching position comes open in a department, for instance, the people who will immediately come to mind are those whom people have seen give papers, or with whom they've shared a coffee or a lunch--there's nothing mysterious about this process)
Be aware of aids that exist in the academy--e.g.:
- jobs are typically advertised on this CCSR website under "Job Openings": the Association of Universities and Colleges of Canada's University Affairs/Affaires universitaires , the CAUT/ACPPU Bulletin, Openings (one needs to be an AAR or SBL member to gain early access to the electronic version), The Chronicle for Higher Education , on electronic lists related to the field (e.g., IOUDAIOS, Andere-L, Graphai), and on the bulletin boards of the graduate departments
- course syllabi can be found (more coming monthly) online at the AAR Syllabi Project Website
- a must read (for both women and men) is the Guide to the Perplexing: A Survival Manual for Women in Religious Studies (1992), prepared by members of the Committee on the Status of Women in the Profession of the American Academy of Religion (see my critique in the Council of Societies for the Study of Religion Bulletin 26/2 [1997]: 34-37)
- the rights and dignity of adjunct professors are highlighted, for example, in the Association of Canadian College and University Teachers of English's (ACCUTE's) "Recommendations for Treatment of Limited-Contract Faculty" and "Workplace," a publication of the Graduate Student Caucus of the Modern Languages Association.
- check the AAR/SBL TELA site for general information; note especially the SBL link to "The Profession"
Introduce yourself to department chairs nearest to you when you're in year 3 and beyond of your doctoral program
- on a yearly basis, send them a copy of your cv, follow up with a phone call; let them know that you're interested in teaching, and be clear on your specialization; last-minute departmental teaching decisions sometimes need to be made, some departments hire without advertising, and one can sometimes get an adjunct position by being known; once "in," further teaching duties (on contract, and permanent) are easier to obtain (departments are more apt to hire someone they know and who has taught exceptionally well for them in the past than they are to take a risk on someone who is untested)
- make it your job to get a job

B. Making the Short-List

Apply when you're ready, and only to positions for which you are qualified
- departments are not eager to hire someone who is likely to remain ABD during the first year of employment (the completion could take longer than expected, reducing that person's effectiveness in the department, in the end jeopardizing the individual's chance of tenure and the department's chance of keeping the position); unlike "the good old days," there are now enough qualified candidates to render it fruitless for someone having just done their dissertation on pentateuchal criticism, for instance, to apply for a position in Christian origins--and if you pretend to be someone you're not you'll be caught somewhere in the process (it's a small world, and you don't want to be leaving bad impressions in too many people's minds)
Discover as much as you can about the department to which you're applying
- relevant resources include: departmental web pages, people who know about the department in question, faculty publications
Prepare a brief (1-2 pages) cover letter that personalizes your interest in the position
- flag relevant elements from your cv, connect your qualifications with those in the ad; aim for a collegial tone
- keep in mind that a US position will have five to ten times the number of applications, so make yours clear, professional, and accessible
- generic applications sent out to every conceivable position are annoying to those who receive them and a waste of time and money for the sender
Make it clear in your letter and on your cv how you can be reached
- provide an email address; if you don't have a telephone answering machine rent one; decisions often get made quickly, and search committees can seek additional information (e.g., teaching evaluations, copies of published articles) from attractive candidates
Have someone review your application before you send it
- especially for those first few applications you send, have your advisor (or an experienced colleague) read your application package (have you presented yourself clearly and accurately? could it be improved?)
Follow up on your application shortly before the closing date
- letters get lost, mail gets diverted, etc.; a week or so before the closing date contact the chair of the search committee to ensure that your file is complete
Be kind to your referees
- give them sufficient time to write letters; give them a copy of the ad and whatever additional information you might have about the position; provide them with an updated cv (if they've not written for you in over a year), highlighting your recent work and accomplishments; keep them informed of the results
Be aware that Canadian citizens can apply for US jobs (Americans usually are not given the same privilege), and that the majority of jobs which went to Canadian grads over the last ten years have been in the US
- Canadians not used to American public and college-level curricula might want to familiarize themselves with the particulars before they apply; applications should indicate citizenship, and note explicitly that as a Canadian one is eligible to work in the US (some search committees don't realize this and can reject an application)
- differences between the countries need to be appreciated--e.g. (I generalize, of course):

C. Creating a Successful On-Site Interview

AAR/SBL Conference Mini-Interviews ("the meat market")

Arrive on time
- interviews are short and the search committee handles many in one day, so it's important to observe their schedule
Be prepared to talk about your dissertation and further research
- practice with an academic friend who is outside your area: can you explain succinctly and energetically what you've been doing, what you expect to do over the next few years, and why any of this might matter to others in the academy?
- add context to the discussion (what got you started on your dissertation topic? why are you interested in the upcoming research area and how does it fit into your overall work?)
Try to avoid thinking: "what are they looking for?" or "I'm not a serious candidate"
- each hiring situation is complex; it's usually best to be yourself and let the committee decide whether you fit their needs
- if the committee has any integrity, they will have asked you to come (impinging on their time and yours) because they are interested in you (that is not always so, but worrying about this can only lead to madness...)
Bring extra copies of your cv, and some sample course syllabi (of courses you've taught and could teach for them)
- they might not have brought your complete file with them; pointing to something on paper and leaving something with the committee can augment your chances of being remembered
Imagine the shoe being on the other foot
- the interviewers (who are also typically tired and uncomfortable in these settings), in the short span of time they have, will want to make you feel comfortable while gathering as much information as possible--how you relate will suggest to them something about the type of colleague and teacher you would be; your ability to describe your work clearly will tell them something about your intellectual abilities; your energy will tell them something about your interests (little sleep and heavy drinking the night before is usually NOT a great idea)

University/College/Seminary Visits

Ensure that you understand with utmost clarity what's expected of you when you visit
- do they want a 45 minute talk? then keep religiously to that limit. if the audience mix will be grad students and faculty, engage them at the highest level; if it includes undergraduate students, ensure that you reach out to the entire group also (your talk will be seen as an example of your teaching style)
- do they want you to teach a class? then know the level, what's been taught already and how it's been taught
Prepare your talk(s) diligently
- the talk often gets the widest audience; members of the audience are likely to give their feedback to the search committee
- the department's looking for your style, your method, your pedagogical skills...and they're looking for intellectual stimulation--make the talk exciting, choose an engaging topic, present it with flair and intellectual sophistication
- talk about something familiar; practise it once or twice before you arrive on campus (have one or two colleagues listen and provide feedback)
Assume that people are interested in you as a person and as an academic
- aim for a spot between naivete (this is all great fun and everyone loves me) and paranoia (everyone's out to get me; they're asking me trick questions): the whole process (from reception at the airport to departure) is quite serious and everything you do and say will become part of their experience of "you," but everyone's aware of the stresses and strains that each candidate faces, and the overdetermined nature of these visits
Assume that the committee members (usually including student members) like to have the candidate show some interest in them and their department
- before the campus visit, read the members' published works to acquire a sense of who does what; that will allow you to ask better questions in order to get a sense of whether it's a department you'd like to join ("getting a GOOD job" should be the goal), in order to connect your own interests more creatively with theirs; and in order to express simple politeness to your hosts
- make an effort to avoid favouring some members (e.g., the senior faculty); that usually aggravates both those favoured and those ignored
- find out ahead of time what courses you'd likely be teaching there the first year, and come to the interview with sample syllabi (showing respect for that program, for the process, and for yourself); take the situation (the department and its members) seriously and act professionally; come ready to talk about teaching, and come ready to listen to how people in that department teach
Talk about what you know best and don't hesitate to admit your limitations
- be positive about the job, the department and your chances (if you don't think you can do that, it's only professional to decline the invitation; nobody likes to have their time wasted; departments usually agonize over creating short lists)
- the committee will be interested in your interests and expertise; they don't expect you to be an expert in everything
- claiming false expertise ("yes, i could easily teach a course in Islam since I took one undergraduate course and visited the middle east last summer") will likely get you into trouble, and can elicit awkward questions ("you say you're interested in postmodernism--wonderful, that's an area that increasingly fascinates me too, as my recent publications show; can you tell the committee what you've read on the topic recently and how you'd position yourself in this field?")
Expect the experience to require a huge amount of energy
- being on stage for a day or two, however well that process is facilitated, usually leaves a person drained, on edge, and worried; that can be easier to take knowing what will happen

D. Surviving a Non-Successful Interview

Learn from the process afterwards by asking the chair of the search committee, or the chair of the department, for feedback (do you have any advice? what could I have done better?). Appreciate that these people may not be forthcoming with much information (for reasons of confidentiality; because they typically do not have much experi with such matters, and often express themselves awkwardly to those they've turned down). Then keep the information to yourself: email notes that now typically fly furiously across the world during and after job searches ("you wouldn't believe how terrible that department is...how awful I was treated...what a terrible choice they made...") can be unfair and unprofessional, and can also hurt a person's chance of getting another interview (messages bounce around...)
Remember that most people go through several interviews before landing a job, and that the "adjunct professor" stage is becoming the norm after graduation; all those who make a short list, and many who do not, are eminently "qualified"--the department's decision reflects their specific needs and interests, and almost always should not be interpreted as a slight against the unsuccessful candidates, however frustrating (understandably) it may seem to the candidate at the time
Filling in the gaps can make the difference--if your publications are weak, work doggedly on them for a year; if your teaching experience is sparse, talk to as many people as possible to advance your chances of part-time employment; if your speaking skills are slight, enrol in public speaking courses; if you are less and less attracted to an academic life (not just as a counter-reaction to job woes) consider other options (there IS life beyond academia)
Recognize that the annual CSBS meetings provide a superb opportunity for reminding the biblical studies community at large of your presence, qualities, and present employment status--despite frequent appearances to the contrary, people in the society DO care (most care deeply) about their colleagues who are unemployed and underemployed; we are in this together

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Michel Desjardins
Department of Religion and Culture
Wilfrid Laurier University
(519) 884-0710, ext. 3323 / mdesjard@wlu.ca

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