Starting Anew, but not Starting Over: Finding Academic Librarianship from Other Career Pathways

This guest post was provided by Deborah Cooper, Digital & Special Collections Librarian, Mann Library, Cornell University (dsc255@cornell.edu) and Hannah Gunderman, Research Data Management Consultant, Carnegie Mellon University Libraries (hgunderm@andrew.cmu.edu).

One of the oft-repeated clichés of librarianship is the variety of experiences that are welcomed into the profession, such as customer service in retail, teaching in schools or wrangling spreadsheets in business. It seems an accepted norm that library workers are people at all stages of life and with a variety of backgrounds. Yet, there has been little exploration into the experiences of colleagues who join libraries after previous careers.

The topic of second-career librarianship can initially seem like it may not offer up much in-depth avenues of inquiry. Surely, coming to librarianship with other experiences under your belt can only be a positive! “Transferable skills” are not only desirable but will set you ahead in a highly competitive job market! While this is often true, the experience of being a person who shifts from one, or even several previous career paths into librarianship is not always as linear and uneventful as one might think! In our personal experiences, this circuitous journey from previous career paths into the academic libraries environment has certainly had its share of surprises and unique challenges. 

Hannah and Deborah first began their collaboration through a professional network. As they began collaborating, they discovered several overlapping research interests. However, they soon also found another unexpected similarity: they both came to academic librarianship from different career paths. It became evident that their status as second-career librarians had influenced their experiences in their respective libraries.

Before entering graduate school for her MLIS, Deborah worked in the publishing industry as both a writer and editor for over a decade. She travelled quite a bit and became a parent. While not the oldest student in class, she definitely was not the youngest. All of these previous experiences informed her entry into the profession. At the same time, when she graduated in 2014, the upstate New York region was still in the grips of recession and there were few jobs in her chosen niche of youth librarianship. After several false starts she eventually landed at a NY State university library as an adjunct, working eight-hour reference shifts in the evenings and weekends. It wasn’t part of the plan but it was a solid place to land. 

Hannah found academic librarianship after working in a geography research setting for several years, under the impression that she would pursue becoming an Assistant Professor of Geography at a higher education institution or work as a geographer in industry. It wasn’t until partway through her Ph.D. program that she realized she did not want to pursue those career paths but wanted to remain in a setting where she could help others conduct research. She found the world of academic librarianship, and for the next several years took a circuitous route to land her job in an academic library. By that time, Hannah had amassed a set of skills that served her well in a geography environment, yet at times she felt her skills were not up to par for working in an academic library.

When we first began discussing our personal experiences it was striking to us that, even with our vastly different career paths, our experience of shifting from one career to another was similar in its positives and negatives. We began to wonder if this was something that more people experience throughout the profession but wasn’t spoken about more widely. And why isn’t this addressed? Is it just a coincidence that two random strangers found similarities in their struggles? Or, is this a conversation worth having? We have indeed struggled in both similar and different ways. We decided to put our personal experiences to paper to reflect on what these experiences have meant for us and our careers, and bring the discussion to a wider audience.

In this reflection piece, we offer the following tips for navigating a second (or third, fourth, etc.) career in academic librarianship:

  1. You are not starting from scratch! Leverage the skills you already have:

When entering a new career path, you may find yourself wanting to do all the things to prove your worth. For Hannah, especially coming from a domain-specific environment where she felt very comfortable in what she was doing and the skills needed to succeed in her role, being in a totally new work environment sometimes led her to feel as though she was starting from scratch. However, you are not starting from scratch when you find academic librarianship from another career path. Leverage your transferable skills! Even if you are new to librarianship, you absolutely have skills from your previous career to contribute. These are beneficial and can help bring new perspectives into your library. 

Wherever you were before, you have valid and real experiences that are going to help you in the library. As we mentioned in the introduction, any job involving interaction with the public is a great help, whether as a barista, working in retail or answering phones. And, if you just graduated with your MLIS, remember those awful group projects in grad school? Yes, a lot of the challenges you may have encountered with those are actually good preparation for all of the groups, committees and collaborative work you’ll encounter in all libraries. If you are headed for behind-the-scenes work, for example in technical services or collections, being able to juggle multiple competing projects, track budgets or creatively problem-solve are all excellent applicable skills. 

  1. From skillsets to mindsets: 

It is not only your skill-set that’s important but your entire mindset. Even if you are only switching environments within the library profession, eg, from public to academic, the culture and expectations can be vastly different. While you may have a set of clearly defined tasks and responsibilities that you will soon learn on the job, the subtle nuances of the specific department and the wider institution may take several months to make themselves known. First, allow yourself several months to absorb the variations. Academia has a language of its own. The names and ranks can be confusing and acronyms abound. (At Deborah’s institution there is a Wiki containing a glossary of acronyms!)

A big part of building your new mindset in an academic library is finding a community. We recommend inviting your new colleagues to coffee (or in our virtual world, a Zoom chat) to start to better understand the culture and identity of your library. Depending on a host of factors, this may initially be a scary undertaking (especially if you have social anxiety!), but most of your colleagues will be flattered that you asked and only too happy to get to know you better. And subsequently having a familiar face in meetings may help ease the “new person” feeling. Some libraries also have a mentoring or buddy program for new hires and these can also help you find your feet, especially if you are more comfortable asking newbie questions to people outside of your immediate colleagues and supervisor.

  1. Embrace Your New Identity:

The life experiences that you bring with you into your daily work are a deep well you can draw on in times of need. How you obtained this experience isn’t the most important aspect but if you have worked in different fields, travelled, volunteered or have clearly grown in life because of situations you’ve experienced, you are going to be more resilient in the workplace. Your cumulative experience will not only help you in your day-to-day work but give you something to draw upon when faced with tough situations. Being able to reflect on how you successfully navigated a path through various past challenges will sustain you through your current issues. 

Don’t compare yourself to others who have entered directly into the profession in a linear path.

Remind yourself that your unique, non-linear progression is just as valid and worthy. Librarianship attracts a healthy number of career-changers. Your life experience and exposure to different communities and ways of working will help you to stand out.  Imposter syndrome can sneak in when colleagues who entered the profession directly from college are rapidly climbing the promotion ladder–you will get there, too. Accepting your identity as a late-comer is important or you will forever feel behind. There’s no catching up and no need to. By focusing on your strengths and the merit of your work, you can build your confidence.

4. Exploring and innovating within your role to build confidence

One thing that Hannah and Deborah had independently found helpful was realizing that holding back and not going outside our comfort zone only exacerbated imposter syndrome or feeling less worthy. A great piece of advice we received was to focus on work that feels personally fulfilling and then direct your energy towards it, as much as your other work will allow. We’re cognizant that some roles in an academic library may not allow for full flexibility to choose projects, but in areas where you can experiment, it is useful to identify meaningful projects. When you feel invested in projects it helps build your confidence and allows you to talk about it, present on it or generally discuss it at meetings with enthusiasm. Gradually, your colleagues will start to recognize your specific area of expertise. This goes double for non-traditional roles, such as newly created positions that cover emerging areas of librarianship and evolving roles. 

Building a Community of Interest

If you found yourself entering academic librarianship as a second (or third, fourth, etc.) career and have had similar experiences and see yourself reflected in what you have read, please get in touch with us! We’re looking to build a community around these experiences and delve deeper into the question of how librarianship is influenced by career-changers and how career-changers are themselves affected by their switch. We’re hoping that this community can also serve as an informal support network for anyone who is feeling unmoored and wanting to better understand and grow their identity within academic librarianship. Academic librarianship is a rewarding career path that’s not without its challenges, and we hope that building a community of other career-changers can help enrich all of our experiences as we navigate this career together. 

Lost in Exigency, Baby.

As a researcher of organizational communication, I have spent much of the past year observing and analyzing crisis communication by university and library leadership. Often I’m in the minority, praising communication and transparency I’ve observed from university responses to the pandemic, where others have been quick to find fault. Far from an apologist, my unpopular opinion just as often puts me at odds with leadership, especially when presenting views of those further removed from the hierarchy.

Kansas stirred up quite a bit of crisis communication last week as its Board of Regents (KBOR) unanimously passed a policy suspending University tenure protections aimed at addressing immediate budget challenges due to COVID-19. While no University is required to implement the new policy, KBOR gave Universities 45-days to respond with criteria and a process for invoking such a policy.

University administrators’ reaction to the policy was swift, either seeking broader input or acknowledging they would not implement. An open letter also quickly circulated, criticizing the policy as well as administrations who hadn’t joined in denouncing it outright. Without diminishing this alarmed response — the policy and its adoption are certainly worthy of it – my first and strongest impulse is always to ask questions.

One important question being asked is “why is a new policy needed?”

When KBOR’s Governance Board met to present and discuss this policy (around 19 minutes in), Regent Kiblinger asked this very question, in context and comparison to KBOR’s existing “financial exigency” policy. The response she got highlights several distinctions, while justifying it against other COVID-specific policy changes the Board has made.  The first key distinction, though, really struck me.

“It treats everyone the same.”

KBOR General Counsel, Julene Miller

The new KBOR policy (6.b.ii) creates a COVID-specific exigency (if you will) applicable to any state university employee without the declaration of financial exigency as a prerequisite. Who is affected is the current focus of both the response from Universities and indeed the essence of how this policy “treats everyone the same”. It is admittedly more complicated , but deceptively that simple.

This sentiment — a takeaway from Kathleen Fitzpatrick’s very timely visit to my campus this week discussing Generous Thinking: A Radical Approach to Saving the University (John Hopkins University Press) – has bolstered an uncomfortable hunch I have about this current situation in Kansas.  Fitzpatrick calls for a radical rethinking of how we participate in our collective values as communities of learning with a “duty of care”. While faculty loudly address the failure of leadership to make clear or understand the value of academic freedom and shared governance promised by tenure, we fail recognize and acknowledge how its structures like tenure and governance have also been built and broken down in ways that no longer live up to the values they intended to secure.

The key differences in the policy getting the most attention have to do with who has input throughout the processes and changes to the advance notice, process of appeal, and the affected employees. These explicit limitations on who is consulted, their representation and due process do raise justifiable concerns on a number of levels, one of which may be the further erosion of academic tenure in and beyond Kansas.  But, remedying these concerns through a narrow lens of tenured faculty rights, just hits wrong. It misses the larger point, an opportunity even, that could be driving new and more equitable policy. Ironically, it misuses the privilege afforded by that which actually needs defending here.

What’s driving the policy?

The next set of distinctions the KBOR Governance Board outlined in its meeting mention the expedited timeline the new policy provides and an executive-centric role in the process. While financial exigency lacks as explicitly specific a process, it does ensure the executive role is shared with governance. We’ll come back to this.

But, first, the gist of the financial exigency. The Kansas Reflector summarized the policy even more succinctly [my emphasis inserted]:

Under existing Board of Regents’ policy, a state university must formally recognize a financial exigency that [has already] required elimination of non-tenured positions and operating expenditures. With the declaration, the universities could move ahead with reductions in tenured faculty positions.

By the open letter responding to this new policy asserting at the outset that, “procedures already exist to make decisions according to financial exigency as part of shared governance”, its authors acknowledge the similarly dire circumstances that concern both policies. KU’s rules and regulations for shared governance of financial exigency further emphasizes the gravity.

“Only as a last resort after all possible alternatives calculated to preserve the survival of the University as a quality institution of higher learning have been in good faith examined, and utilized or rejected, should the University consider the release of any tenured member of the faculty on the basis of Financial Exigency.

https://policy.ku.edu/governance/USRR#ArticleVII

If urgency of the circumstances are justifiably similar and this new COVID-19 specific policy is something clearly different than financial exigency, then how we talk about those differences matter.

The positive difference in the policy of financial exigency (shared governance) has already been noted. My question is why would we defend a policy that requires Universities to explicitly begin eliminating non-tenured lines before any tenured lines?

Because…tenure?

Like crises before it, COVID-19 has been both a global equalizer and a stark reminder of disparities resulting from all kinds of privilege. For KU employees COVID-19 has already forced temporary salary reductions across all employee types, additional hiring freezes, and top-down realignments that have resulted in administrative promotions and demotions, unpaid additional labor, and the voluntary and involuntary loss of good people and expertise.

Values and standards can certainly be upheld during unprecedented upheaval. The open letter reminds us “the statements of core values and standard practices [of academic freedom and tenure] were composed during moments of extraordinary societal upheaval and unrest—during the worst economic depression and the deadliest world war”. We must acknowledge they also occurred when “in some Northern cities, whites called for African Americans to be fired from any jobs as long as there were whites out of work.” Can we honestly say today, under circumstances similar or unique from crises of the past, that explicitly prioritizing the elimination of non-tenured faculty or staff actually “preserves the survival of the University as a quality institution of higher learning”, but eliminating any tenured faculty doesn’t?

What actually needs defending here?

What if Universities responded to the call for developing this framework with a generosity inherent in “it treats everyone the same”? What if a framework did include shared governance, adequate notice and appeal privileges, and did so (as the policy requires) for any state university employee?

Wouldn’t that be better than defending currently inequitable alternatives like financial exigency, or narrowly focusing on the academic freedom afforded only to tenured faculty?  Wouldn’t it be better than an institution publicly declaring they are (for now) not planning to submit criteria or implement the new policy as is?

These questions prevent me from defending an alternative of financial exigency as it exists. In posing these questions, I also acknowledge that KBOR’s approval of this policy without shared governance and transparency is indeed unprecedented in a manner that “degrades the working conditions of the entire university and the learning conditions for all of our students”. At the same time, I can see the issues it is attempting to address gives unprecedented opportunity for more equitable approaches to “save the university”.

Having worked for the State of Kansas in the KBOR system for more than 20 years, I have experienced the political and budgetary challenges to employee salaries and benefits from the vantage point of different employee statuses – classified and unclassified staff, tenure track and non-tenure track, and tenured faculty administration in which I have supervised or mentored all of the former. This given me access to perspectives some of my colleagues may not as readily share.

Clearly this issue has shaken more than the foundational principles of tenure. It has us questioning ourselves, our professional relationships, and our leadership at all levels. Ultimately, though, this is a good thing.  And while manifested poorly, both these polices, and at all times our privilege, should be open to further critique.

Shared governance is a privilege students, staff, and faculty can and should exercise on behalf of the most vulnerable. It calls us to use our collective voices not in self- or self-identifying preservation, but for giving unprecedented voice, participation, and due process for all employees. KU’s chancellor has publicly and internally sought input from governance, administrators, faculty, and staff across the university to determine this process, despite any requirement of the KBOR policy to do so – as he should! In addition to this invitation, it is our right and obligation to demonstrate how equity becomes and remains a prerequisite part of any policy.

Let’s get to it.

On Being a New Librarian During a Global Pandemic

This post comes from guest Giovanna Colosi, who is the Education Librarian, Subject Instruction Lead at Syracuse University Libraries in Syracuse, NY  and Board of Trustee Member of Northern Onondaga Public Libraries.

I joined my university’s library in July 2018 as my first full-time library job post MLIS. It was a career change for me as I already had a successful 20-year career in student affairs. Like many other adult career changers, I chipped away at my second master’s degree while working full-time and raising a family. It was as much exhilarating as it was stressful.  I was proud of myself that in midlife, instead of having a crisis, I had an epiphany and changed the course of my career and life!

I had been working on getting assimilated in my new position, branching out and making connections to librarians across the country, started interesting projects, teaching classes, and overall, on my way to becoming a well-rounded librarian. Then a pandemic happened. Just as I felt I was hitting my stride; everything was put on pause for a bit while we all transitioned to a virtual world.

I have now been working from home since mid-March. I spend my days jumping from Zoom meetings, virtual classes, writing, researching, all while helping my daughter with virtual schooling and taking care of my toddler.  It is not uncommon for me to be juggling making lunch, trying to keep my toddler from scribbling on the walls and helping a Ph.D. on their dissertation. Suffice it to say, it has been a challenge.

As I continue to work during this pandemic, not only I am still learning best practices, taking courses, and developing my skills in teaching, collection development and leadership, I am also learning how to do it while being a single mom, working at home full-time, and trying not to feel guilty about not always having a spectacular day.  I have come to the realization that many of the strategies that helped me during the time I went back to school to obtain my MLIS are helping me now, so I wanted to share those insights with you.

Time Management/Organization: When I went back to school to obtain my MLIS I had to be uber organized. Having a day planner, color coordinated calendars, and a to-do list was a must. I find that being organized helps with some of the added stress we are all dealing with. I literally write EVERYTHING down. In the past I might have had better recall, something about working from home makes it more difficult for me, so I make sure to jot notes while in meeting, if I have an idea while changing a diaper, I make sure I jot that down as well. I then transfer those notes/ideas into one notebook where I can then reference back to it.

While in the past I kept 2 separate calendars, one for home, where things like orthodontist appointments and school recitals were kept, and my office calendar.  Since the lines have been blurred between work life and home life, I now have a combined calendar. I find it easier to manage my time this way.  I have learned to also schedule things other than meetings, for example everything from my exercise to writing or helping with homework, I have even been known to schedule showers! Having a dedicated “time” on my calendar other than just meetings both keeps me accountable and takes the guess work out of when I will have time to do things.  If it is written down, I will do them.

Self-Care: Going back to school was a difficult decision, especially because I was also working full-time and I was a non-traditional student (read, OLDER!) So, I needed to take care of my mental and physical health. I did lots of yoga and ran. During this time of social distancing, I have also begun practicing meditation, and while I cannot get out and run as often as I would like to, I take advantage of the virtual work-outs my gym provides. There are also tons of free resources on You-tube for workouts and relaxation.

Give yourself some grace: When I was in graduate school, I soon realized I could not do it all nor do it perfectly every time. I am a perfectionist so If I received an A- because I could not get to all the readings, I had to tell myself that it was ok. If I had to take a day off work because my child was sick, and I missed an important meeting, I had to tell myself it was ok. This was always a hard thing for me to grapple with and this continues to be a very difficult thing for me to do. Now, more than ever it is important that we cut ourselves some slack. We cannot always get everything done on our to-do list when we are home. Things will come up at home that just don’t come up on campus. Take a deep breath and realize that this is only temporary, even though it feels like the end is far away. I found having an open and honest relationship with my co-workers and supervisor has helped.  You may find when you talk to others, they are feeling the same way.

Social Connections: In graduate school I had very little free time for friends, but I always made time for them because I know without that connection, I can get down.I cannot stress enough how important social connections have been to me during this time. I have been very cautious since March and have switched up my routines.  I order groceries through a delivery service. I do not go out to restaurants but have food delivered.  I have not really seen many people socially.  I was feeling very isolated but decided to make a habit of talking to a friend every evening.  I also have organized virtual game nights and social hours for my family, and I have taken advantage of some virtual trivia and Bingo games online. When the days run into each other, I find it helps me to have something to look forward to, even if it’s just a group chat with some old friends. If you are feeling isolated, I found some ways to interact virtually through my local library. They have had many “real-time” online activities, like crafting, book clubs and exercise classes. Humans are social creatures, and while many librarians are introverted by nature, we all need social interaction.

These are some lessons I have learned. Although I could likely share more, my next Zoom meeting is starting and it is suspiciously quiet in the house, which is never a good sign with young children. I wish all of us at this time good physical and mental health, and hopefully we will be all where we love to be soon, in the stacks.

Working Like Normal?

Nelly Antoniadou on Unsplash

Man, am I struggling. 

It’s felt like a day of mistakes, exacerbated by the fact that I haven’t seen my boss or colleagues in person for weeks. I’m isolated, and suffering from a lack of structure and routine. Deadlines are sneaking up on me and I’m remembering meetings at the last second, tying up my hair in an attempt at professionalism while frantically opening Teams. This isn’t me. I’m normally very organized and an efficient worker. 

But what is normal? What should we be expecting of ourselves, of each other, as this miserable pandemic rounds its first anniversary? The chorus last March was “Have grace for yourselves and each other, this is a traumatic event and no one should be expected to carry on as normal.” And yet, students have research papers, so we have reference questions. Committees continue to meet, timesheets continue to be due. Liaisons gotta liaise. 

It reminds me of grief. Some workplaces grant bereavement leave, usually around 3 days to deal with funerals and other logistics. And then what? You’re back at work on Monday, and even if your coworkers give you some leeway for your emotional recovery, you’ve still got emails waiting for you. 

When you’re the grieving person, it seems so inappropriate to be carrying on as normal. After a great loss, you walk around in a fog and it’s hard to believe that the people around you are having great days. You feel like screaming, “My person is gone. How can I be expected to bag my groceries, let alone present at a faculty meeting?”

Even if you haven’t lost loved ones to Covid, we’ve all suffered great losses this year. Financial, emotional, social, professional. And our society (I’m inclined to blame capitalism, personally) leaves no room to stop and grieve these losses. As if 10 months of constant, universal loss is something we can get used to.

I can get used to the feeling of a mask on my face, to the sensation of teaching to a webcam. But I will not get used to the daily loss of thousands of citizens, nor will I become numb to frightening attacks on our democracy, like at the beginning of this month. Resilience may get us through this catastrophe, but who will we be after?

I don’t know about you all, but I still need grace. And I will be continuing to dispense it to my students and colleagues this year; no matter how long it’s been, this is not our new normal, and our hearts know it. This post has more questions than answers, but it’s my attempt to hold space for loss, even as a new semester swirls around us.

From the Other Side of the Table: Academic Search Committee from the Inside

This guest post comes to us from Ruth Monnier, who is an Assistant Professor and Learning Outreach Librarian at Pittsburg State University in Pittsburg, Kansas. She provides reference and instruction services and engages with the greater campus and community.

Last year, I was job hunting and, like many others, was worried about CVs, resumes, cover letters, tracking jobs, and application deadlines. Recently, I served on the other side of the table as a search committee member. In books, blogs, and Twitter feeds, everyone has advice to offer to the job seeker, and most of the advice is good. However, just because advice is given, does not mean the advice is taken. After being on the other side of the table, here are six pieces of advice I offer for anyone who is job searching.

  1. Reading Truly Matters

It seems obvious based on our profession’s stereotype, but it bears stating again: reading carefully truly matters. We, as a society, are trained to skim any text (https://www.theguardian.com/commentisfree/2018/aug/25/skim-reading-new-normal-maryanne-wolf). The committee can tell who is skimming the job posting, and particularly the job description. The job description lays out the expectations for the role and is the guiding document of the search. The committee uses the job description as a template for interview questions and to create a rubric for evaluating each candidate’s response. You should directly answer every job duty raised in the job description via CV or cover letter, especially if there are any unusual or nontraditional job duties. By directly addressing the listed duties, you eliminate any doubt committee members might have on your ability to complete job-related functions. The more uncertainty committee members have about a candidate, the less likely it is for the candidate to move on in the search process.

If you are a job seeker, take time to review your application documents and ask someone else to review them as well, especially if you are using a base template to apply for multiple positions. Do your cover letter and CV address every duty in the job description? Did you spell the institution’s name correctly? Does the job title match? Is your contact information correct?

  1. Selection of the Committee

Honestly, when I was a job seeker, I did not think about how individuals became a part of the search committee. However, understanding the search committee’s composition can assist you in the process. At my institution, per department policies, it is required that there be at least one staff person and three faculty members elected to the committee. The search committee makeup and the process will vary by institution. The important takeaways are to recognize that not all committee members will have a master’s degree in the field nor know all of the position’s day-to-day tasks. With your knowledge of the search committee composition, you can better understand their overall perspective on the institution and library department, terminology and acronym usage, and whom some of your questions should be directed towards. Be mindful of who is on the other side of the table throughout the interview process.

  1. Little Things Matter

Time and care should be taken to craft the initial interview documents, such as your cover letter, and to the interview process as a whole. Search committee members are interviewing multiple candidates back-to-back. Even with taking notes, candidates’ information can run together, which makes the little things stand out. Being prepared can help you stand out.

If you are interviewed, have questions ready to ask the search committee and for a campus interview, have questions to ask anyone. Also, feel free to re-ask previous questions from earlier stages in the interview to different individuals.Before the phone interview, write out key points and activities that you want to highlight to the committee, particularly for those commonly asked questions.It is easy to freeze up or stumble if you are nervous or not used to the technology. If possible, practice a phone/video interview with a friend or Career Services and use what you plan on having for the actual interview. During the phone interview, take notes on the questions asked and your responses as well as ask for time to process a question as needed. As the interview process changes due to budget constraints and a global pandemic, be prepared and familiarize yourself with multiple technology platforms. If you go for a campus visit, remember that you, as the candidate, are always being interviewed unless you are left completely alone. Your conversations in the car, at meals and breaks, and walking on campus are all being used to evaluate you, just as you are evaluating the position, committee, and institution.

  1. Take a Break

If you have an itinerary, check it. Are there breaks for you? Do you need to ask for anything to ensure a smoother interview? Whether participating in a phone interview, multi-hour video call, or visiting in-person, ensure breaks for yourself. For a phone interview, this might simply mean having water to drink while the committee is asking questions. For a longer interview process, advocating for a couple of quick breaks by yourself allows you to recharge. If you are given the opportunity for a break, take it. Breaks also allow search committee members an opportunity to check their email or complete other quick tasks. Depending on the candidate’s schedule, the search committee can feel fatigued too. Breaks benefit all involved to process information, relax, and recharge for the next portion of the day.

  1. Expenses

Typically, your expenses are paid if a search committee brings you physically to the campus. Frequently your expenses are reimbursed after the fact versus at the point of purchase. Before you arrive on campus, ask for clarification on the expense process (reimbursement or otherwise), including who is responsible for meals, receipts needed for reimbursement, and any other questions you have. If it is a financial burden for you to travel to campus and any of the related expenses, talk to the search committee’s chair. There may be ways to ease the up-front financial burden depending on the institution.

Be an advocate for yourself and communicate with the committee. Remember you are interviewing the committee as much as they are interviewing you, and no one wants an awkward or uncomfortable situation.

  1. Thank you

Common advice for any job seeker is to send a thank you note. The typical advice given is to send a handwritten note, but if a handwritten note will not arrive in time an email is also acceptable.

By being on the other side of the table, I was surprised at how few thank you emails and notes were sent. Thank you notes reiterate your interest in the position, provide an additional opportunity to clarify an answer to an interview question you may have not answered to the best of your ability, and can make you stand out to the committee. It is one more time that the committee is seeing your name and interest in the position.

Each institution is different, but being prepared and following through gives you the best opportunity of landing the position. Good luck!