With the academic job market in full swing, the GSTA reflected on some common (mis)conceptions about applying for teaching-focused positions. Do more publications help or hurt? How much does graduate teaching experience matter? Must your research be directly tied to pedagogy? In this month’s Corners, we share our reflections on these questions and more. We hope our insights spark conversation—and perhaps some clarity from teaching-stream faculty at ACT!
Chair: Alexa Sacchi (they/them), University of Toronto - St.George: I’ve heard a lot of mixed messages about applying to teaching positions. Some say that publications “don’t matter much” and that having too many could even be a red flag at teaching-focused institutions. Others argue that demonstrating research productivity is still valuable. I’ve also heard it’s rare to land a permanent teaching position right out of graduate school, with most people spending a year or two as sessional instructors first. As someone who has only taught one course but gained supplemental experience through multiple TAships, mentoring, and supervising undergraduate research assistants, I’ve found it challenging to figure out how to translate that skill set into a strong job application. Also, learning how to write a strong teaching philosophy statement or deliver an effective teaching demonstration are conversations that aren’t often discussed with graduate students at research-focused institutions.
Associate Chair: Ashmita Mazumder (she/her), University of Toronto - Scarborough: There’s definitely a lot of uncertainty about how much research and publications matter for teaching-focused jobs. From what I’ve heard, having a long list of publications isn’t necessarily an advantage. In fact, I’ve actually been told that if you have too many publications, committees might worry that you’re not really interested in teaching. I’ve also learned that your research doesn’t have to be teaching-related. What seems to matter more is how you can connect it to your teaching. For example, using your expertise to strengthen the way you explain material, or creating opportunities to involve students in your projects. But what everyone emphasizes most is teaching experience. TA’ing is a really good start, but teaching a course as the instructor of record is seen as the gold standard, because it demonstrates independence and the ability to design and run a class on your own. So, from my perspective as a graduate student, it sounds like the key is balance: show scholarly engagement but place a really strong emphasis on actual teaching experience if you’re aiming for a teaching-focused position.
Mel Ceren (she/her), CUNY Graduate Center: There’s a common saying about not spreading yourself too thin, which I’ve recently fallen victim to myself: the pressure of finishing assignments, drafting manuscripts, and most importantly, keeping my personal life in balance. Here’s something I’ve learned about publications: especially when writing systematic reviews, the process of searching and collecting numerous articles through different databases, then screening them, can actually help you generate multiple research questions. This sometimes allows you to publish two articles instead of just one—not “killing two birds with one stone,” but “feeding two birds with one bag” (thanks, Larry, for that one). That said, when it comes to applying for teaching positions, the misconception is that you need a lot of publications to be competitive. In reality, many teaching-focused jobs value quality over quantity and, most importantly, how your research and publications enhance your teaching profile. Organizing your data thoughtfully can help you build expertise, strengthen your field, and also demonstrate to hiring committees how your scholarship informs and supports your teaching.
Josh Lovett (he/him), University of Illinois Chicago: From my experience, it is a balancing act that is dependent on institution type and one's specific position. On one hand, you want to show that you are a capable researcher and can work actively with and mentor students on research projects. On the other hand, pumping out a high number of publications may appear as if you are focused more on research and less on teaching/service. My perception is that research with undergraduate student co-authors is particularly valuable for many teaching-focused roles, though.
Sherry Nguyen (she/her), University of Alabama: I have often heard that, while teaching experience matters, it’s generally weighed less than research productivity. After having taught a few courses, though, I have come to see teaching as another form of inquiry, although my research is not primarily about pedagogy. Some of the perception that teaching is “lower priority” likely reflects real trade-offs: time spent teaching can reduce time for research. Yet working closely with undergraduates has provided insights that also sharpen how I interpret my findings. My work examines children’s learning decisions and suggests that learners pursue both epistemic and social goals. I initially assumed undergraduates, unlike young children, came to class driven mainly by epistemic motives and would therefore demand mostly epistemic cues from instructors. Teaching changed that view. Many students also pursue or have strong social goals: they want to feel they belong and to be understood and heard. Recognizing this has enriched both my teaching strategies (pairing rigorous, evidence-based practices with deliberate collaborative activities) and my research investigation.
Lindsey Rutter (she/her), Oregon State University: I’ve heard that for teaching-focused jobs, teaching experience carries the most weight, while publications still help but it seems to be more about balance than numbers. Research doesn’t always have to be teaching-related, but showing scholarly engagement through conferences, grants, and involvement is just as important as publications.
