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Ask a QuestionWhat is an Associate Professor
Scherba de Valenzuela, Ph.D.
what is an "Associate" Professor?
Sometimes students
ask me what it means to be an "Associate Professor." Or, sometimes they
say things that make me realize that university students (or even family
members and close friends...) often do not realize what it is that university
faculty do -- what our responsibilities are, what we spend (or are supposed
to spend) most of our time doing, how we get paid, and other related things.
This page is a brief explanation of some of the basic aspects of faculty
life, at least in the College of Education at the University of New Mexico,
my own understanding. This is a non-technical, working description,
and should not be taken as a description of university policy or as a formal
and/or legal definition of these concepts. I am including this page on
my web site in the spirit of transparency with which I built my site, and
also in order to give students who might be considering a career in academia
an inside glimpse, from one, albeit rather unique, perspective.
One great concern
I have, related to my academic work in educational equity, is that many
students, especially those from culturally diverse backgrounds and/or who
are first generation college graduates, may not have the information they
need to successfully navigate the university system. My concern is compounded
by my strong belief in the importance of the university in sustaining a
free and democratic society and in fostering the active participation of
people from the complete range of backgrounds and experiences found in
our society. I believe that the university's role is hindered when what
we do is poorly understood. Therefore, I offer my perspective in the spirit
of creating a better understanding of what professors do (or at least this
professor does), outside of teaching classes.
of university faculty:
University faculty
can be divided into several general categories, for example, tenure track
vs. non-tenure track, and, if tenure track, into tenured and non-tenured,
and by faculty rank. Additionally, some faculty hold 12-month contracts
and others, 9-month contracts. Examples of non-tenure track faculty include
instructors, visiting faculty, research-track faculty, and clinical faculty.
Generally, if someone holds a position as an 'assistant professor,' 'associate
professor,' or 'full professor,' without any additional qualifier (such
as visiting assistant professor), they would hold a tenure-track
appointment.
What is tenure? Universities typically
provide technical definitions of tenure that relate to the process of obtaining
tenure and the responsibilities of tenure-track and tenured faculty. But
it can be difficult to figure out exactly what it is in general terms.
Here's my best attempt at explaining it, from the perspective of my own
experience. Tenure is an employment status that applies after a faculty
member has passed through his/her institutionally defined probationary
period, if he/she holds a tenure-track appointment. Once a faculty member
has obtained tenure, it does not mean a position for life, as there are
many rules, regulations, and responsibilities surrounding a tenure appointment.
However, it does mean that a faculty member is no longer on a probationary
appointment, nor do tenured faculty hold a year-to-year contract, as with
some other (non tenure-track) appointments.
Typically, faculty begin the path toward
tenure as an Assistant Professor and their probationary period may be around
six years (depending on the institution and other circumstances, such as
previous academic positions or whether the faculty member has taken a leave
of absence). Often there is a 'mid-probationary review,' at which time
the faculty member presents required documentation of their body of work
to date, in the areas of scholarship, teaching and service, and that documentation
is formally reviewed by some process established within their university
and program (e.g. College, School, and/or Department).
If a faculty member passes their mid-probationary
review, they will usually continue as a non-tenured, tenure track faculty
member until they "go up for tenure." Often (but not always) the evaluation
process for tenure and promotion to Associate Professor happens at the
same time. This "T & P review" can be a nerve-racking process for faculty,
as it is the culmination of many years of study and work, and it is not
automatic that faculty will be granted tenure and promoted. Additionally,
this review process can take up to a year, depending on the established
process. For example, I submitted my "dossier" in August 2005 and was advised
that I would be awarded tenure and promoted to Associate by the end of
June, 2006. So, if you know that a faculty member is "going up" for tenure
and/or promotion in the near future, you might be understanding if they
are a bit stressed while they are putting together their dossier and waiting
for the results, as it can be quite an elaborate process. It is also a
very high stakes process, as tenure track faculty who are not awarded tenure
lose their faculty appointment -- they cannot continue indefinitely as
an assistant professor and continue presenting for tenure and promotion
repeatedly. Additionally, if an individual is denied tenure, it is often
the end of their career in academia, as it may be very difficult to secure
a faculty position at another institution once denied tenure.
There are typically three ranks for faculty
within U.S. higher education institutions: Assistant Professor, Associate
Professor, and Full Professor. Promotion from one to the next involves
a formal process of evaluation of the faculty member's body of work. Typically,
faculty have one shot at getting promoted to Associate, often at the same
time that they are being evaluation for tenure, and usually, they must
do so at the end of their probationary period.
Promotion to Full Professor is a different
process -- typically, it is not mandatory that Associate Professors advance
to Full Professors, ever. And, while there is usually a minimum period
of time from promotion to Associate before one can go up for Full, there
is usually not a maximum. For example, if at a particular institution faculty
must have worked at least six years as an Associate before presenting for
promotion to Full, they usually don't have to do so at that time. They
can wait until they feel that they have accomplished the university requirements
for promotion to that rank. Additionally, unlike promotion to Associate,
if an individual does not get promoted to Full on the first try, they often
can wait, work to improve their body of work, and then go up another year.
Regardless of faculty rank (Assistant,
Associate, Full), it is appropriate to address faculty as "Prof. X" (last
name), in written correspondence or in person, unless the customary address
is otherwise (e.g. by first name). At some institutions, students frequently
address faculty as "Dr. X." However, unless you are certain that the faculty
member has obtained a Ph.D. or M.D., "Professor" would be a more appropriate
title, as some faculty have obtained their terminal degree in a different
field (e.g. Fine Art, Law), where "Dr." is not commonly used. Certainly,
many faculty feel comfortable being addressed by their first names, or
as "Mr.," "Ms.," or "Mrs." However, "Mr." or "Ms." is usually not the appropriate
title to use when referring to faculty who do have an advanced degree (e.g.
Ph.D., Ed.D., M.D., J.D.), within a professional context. It is especially
inappropriate to use "Mrs.," unless you know the faculty member personally
and know they truly prefer to be referred to by their marital, rather than
professional, status in an academic setting.
and Responsibilities
As mentioned above,
faculty can be on either a 12-month or 9-month contract. Many tenure-track
faculty are on a 9-month contract, meaning that they are not required to
teach summer school and often use the summer period to work on research
and publications. If you notice that many faculty are not around during
summer unless they are teaching summer school, that may be a good indication
that they are on 9-month contracts. It is important to know this, as some
students expect it is part of a faculty member's responsibilities to be
available during summer for advising, mentoring, teaching individual classes
(such as independent study), grading comprehensive examinations, and attending
proposal defenses. However, if a faculty member is on a 9-month contract,
students need to recognize that if faculty do perform these functions over
summer, they are doing so out of their own time, during their vacation,
and students should be accordingly respectful of the faculty's efforts
and time constraints.
Because faculty are
typically paid a salary (not an hourly wage), over a specified period of
time (academic or calendar year), that means they have assigned responsibilities,
such a maintaining an active research agenda and publishing within expectations,
fulfilling a specified teaching load (a certain number of courses/classes
per quarter/semester), and providing "service." Depending on the level
of the institution (e.g. four-year college, university with graduate programs,
or a doctoral-level institution), the relative emphasis on different aspects
of these responsibilities will shift. There may even be different expectations
within the same university, depending on the College or Department. Those
responsibilities will be defined within a faculty member's contract. My
reason for explaining the different responsibilities of university faculty
is that students (including those who are interested in pursuing a career
in academia) many not understand that faculty members' work typically extends
far beyond that readily visible.
Scholarship:
As a faculty member in a "Research I" doctoral level institution, I have
a relatively high level of responsibility for continually engaging in scholarly
activities, which primarily means conducting research and publishing in
academic venues (e.g. peer-reviewed journals, handbooks, and books). The
production of a single research article will often result from a several
year process of designing and implementing a research project, collecting
and analyzing data, presenting the results (usually) at a national conference,
writing the results into a paper that is then submitted the journal for
review and, hopefully, publication. Depending on the journal, the process
of reviewing a submission may take anywhere from 3-12 months. After it
has been reviewed, the author might have to perform a major or minor re-write,
followed again by another review period. At any point in the review, the
submission might be rejected. This is common in academia and does not mean
that the article or research is necessarily "bad." However, it does mean
that the article will have to be re-written, usually at least to some extent,
in preparation for submission to another journal. At my level of institution,
failure to publish will result in failure to obtain tenure and promotion.
For an Associate Professor, it means not being able to progress to Full
Professor, and quite possibly, negative consequences such as poor post-tenure
annual reviews. The phrase "publish or perish" comes from the importance
of publishing for faculty working at higher ranking institutions. Getting
published is the number one priority for most tenure-track faculty at Research
I universities.
Taking on additional
responsibilities in the areas of teaching or service, or spending an disproportionate
amount of time on teaching or service activities, may cause problems down
the road if the faculty are subsequently unable to produce scholarship
of the quantity or quality expected within their institution. It can be
difficult for faculty to balance the competing demands of scholarship,
teaching, and service, as there are frequently no hard and fast rules for
exactly how many papers must be produced (per year or in total) and which
publication venues are acceptable (e.g. practitioner vs. research journals,
or journals vs. books). To make it even more complicated, expectations
necessarily vary according to the discipline and the level of institution.
A faculty member in Music could not be expected to produce scholarship
in the same way as a faculty member in Sociology -- both the types of products
and how those products would be disseminated should be evaluated according
to the norms of the academic field and therefore, there cannot be one quantifiable
standard on which a body of scholarship across disciplines could be evaluated.
Part of life as an Assistant Professor is learning how to navigate multiple
competing demands according to unwritten or incompletely defined standards.
Teaching is very important to me, for many reasons, including that it is
part of my established responsibilities. However, my understanding is
that I should be spending the bulk of my time and energy toward scholarship
in my area of expertise. Given that I have a relatively high level
of teaching responsibilities (three courses per semester), compared with
colleagues at peer institutions, this means I have to be very efficient
with my time. From the outside, teaching three courses per semester might
not seem like a heavy load, but when you factor in course planning and
preparation, grading, office hours, responding to student phone calls and
e-mails, advising, and mentoring doctoral students, this can easily account
for more than 30 hours a week. Additionally, if students wish to take a
"Problems" course with me (independent study), be mentored in teaching
(such as by co-teaching a course via an internship), or work on a research
project or paper, that takes additional time, for which I do not receive
additional compensation. I personally enjoy contact with students outside
of the university classroom and actively seek out such opportunities. However,
faculty, and especially "junior" (untenured Assistant Professors) have
to be very careful to make sure that they are fulfilling ALL of the responsibilities
of their contract, especially with regard to scholarship.
For me, this has
meant learning to work at home, as often as I can, and, when I am at the
university, working with music (and sometimes headphones) on and the door
shut. While I am uncomfortable not being able to have a open door policy,
I found that the constant interruptions, from used textbook salespeople
to lost students wanting directions to the closest restroom, made it impossible
to fulfill my required duties without regularly working 14 hour days Monday-Friday
and 8-10 hour days on the weekend. I therefore try to be proactive in scheduling
time to walk and get a cup of coffee with colleagues and doctoral students.
However, I do recognize that it means I am not as readily available as
I was when I first joined the faculty and am constantly striving to find
a more comfortable balance. Part of that is recognizing that I need to
take time on a regular basis to enjoy my personal life and relationships.
Most of my students
are teachers in the public schools. Therefore I schedule my office hours
in the evenings, frequently after my afternoon (4:20-6:50) classes, in
order to make sure that they are able to get in to see me after their work
day is over. On the positive side, this means that I can often stay late
with students, if they feel the need to talk. On the downside, that means
that at least three nights a week I usually get home pretty late (but almost
never later than 10:30). In order to make sure that I stay connected with
my husband who has a different schedule, we have reserved one evening during
the work week when we spend time together. My colleagues respect and support
our "date night" and my classes and office hours are therefore never scheduled
late that afternoon or evening. In addition I regularly meet with doctoral
students as a group, such as the students who have chosen to work with
as their advisor and the students in the doctoral program I coordinate
(Educational Linguistics). Those meetings also take place in the afternoons
or evenings.
Service: Many
different activities come under the banner of service for academics. As
a faculty member in a College of Education, I am sometimes asked to provide
inservices or consult with local or state education agencies, such as school
districts or the Public Education Department. This work is sometimes paid,
but often, simply part of the service I contribute to the educational community.
Many faculty also engage in service activities at the national or international
level, which is vital for those who wish to eventually be promoted to Full
Professor. Examples might include holding a position in a national organization,
sitting on a committee or Board for a national (or international) organization,
or participating in organizing a conference (local, national, or international).
In addition to service to the local and national community, I provide service
to my academic program(s), my Department, my College, and the University.
Often faculty must attend many meetings, as part of the service they provide.
While often, each meeting occurs only once or twice a month, they can add
up to quite a bit of time. Recently I counted all of the meetings I am
supposed to attend (including conference calls), and it added up to almost
10 hours a week. That does not include the work that results from attending
or preparing for meetings, of course... With regard to service activities,
as with teaching, faculty have to learn to develop a balance that fulfills
their professional goals (e.g. getting tenure or achieving the rank of
Full Professor), attends to demands from their colleagues, and satisfies
their personal criteria for a productive and healthy life.
Work while off-contract:
Teaching summer school may be an attractive opportunity for faculty on
a 9-month contract (and who are therefore paid extra for summer courses)
and/or they might feel pressure to meet student needs for courses outside
of the traditional academic year, such as offering courses leading to a
teaching license during summers. However, summer teaching cuts directly
into time that might be spent on research and publishing. Of course, unless
faculty have obtained extra funding, such as through a grant, to pay for
the time they work on their research during summer, faculty on a 9-month
contract are not paid for the time they spend on scholarship while off-contract.
Faculty typically are also not paid extra for other work they might do
during summer, such as supporting doctoral students working on their dissertations
or Masters students working on a project or thesis, reading and grading
Masters or Ph.D. comprehensive examinations, or supervising independent
study (e.g. Problems courses). Faculty engage in these activities, and
often do so without mentioning that they are taking personal time to support
the education of their students, because they genuinely care about their
students and believe in the importance of a quality university experience
for students. However, again, it is a delicate balance that all faculty
members must learn to juggle. Additionally, the balance they find at the
beginning of their careers might shift over time.
Interdisciplinary
work: Some faculty, due to the nature of their work, have significant
responsibilities that cut across Program, Departments, and/or Schools/Colleges.
Interdisciplinary work can be interesting and exciting. However, there
can be both positives and negatives to interdisciplinary work. On the positive
side, for those of us who do not fit clearly into one disciplinary field,
interdisciplinary work can help us stay connected to colleagues, students,
and work across disciplinary boundaries. For example, I am a bilingual
special educator and I find it important to engage in ongoing collaboration
with students and colleagues from both Special Education and Bilingual
Education/TESOL. I teach in both program areas, sit on doctoral committees
in both programs, and am Coordinator of the interdisciplinary Educational
Linguistics doctoral program, which is housed in the same department as
Bilingual Education/TESOL (the Department of Language, Literacy, and Sociocultural
Studies). On the down side, being formally involved in three distinct graduate
programs means triple (!) the number of program meetings. It also
means there has been involvement of senior faculty from the Bilingual Education
program, in addition to Special Education faculty, in both my mid-probationary
review and tenure and promotion evaluation. In my case, this was a benefit.
But for other faculty, in other situations, this could be quite problematic
and therefore, should be undertaken only after careful consideration of
all the implications this might bring and with careful attention to different
requirements (e.g. for tenure and promotion) in different units. I have
avoided this by having a formal appointment only in one program/department,
with a written agreement that I may teach in another program. Therefore,
I am formally evaluated only by the Chair of my home Department. Given
that since I was hired in 1998 there have been four Chairs in each of the
two Departments in which I participate (eight total!), that could have
been extremely problematic had I not clearly had a primary "home."
is a Career in Academia Worth it?
For me, this answer
is an unqualified YES! I am proud of the work I do and have worked
extremely hard, for many years, to have the privilege of doing it. I work
with an incredibly supportive group of colleagues in the Special Education
Concentration in Mental Retardation and Severe Disabilities: Studies in
Educational Equity for Diverse Exceptional Learners (what a name!),
who encourage me to explore my diverse interests while helping me stay
focused on issues of social justice for culturally and linguistically diverse
individuals, including those identified with disabilities. Every year,
my faculty group in Mental Retardation and Severe Disabilities gets together
for a "Hopes and Dreams" meeting, where we all get a chance to share with
each other our hopes and dreams for the year ahead. As a result, I know
I can count on them to support me in moving toward my hopes and dreams.
And, as a result of their deep understanding of what matters to me, in
terms of my career in academia, they have supported my ongoing collaboration
with the Bilingual Education/TESOL program, as well as the Educational
Linguistics program. This is a large part of what makes me successful in
academia. If I did not work with supportive colleagues, I don't know if
I would have continued in academia.
Unlike most faculty,
I came into academia with my eyes wide open and I believe that my success
is also due to the cultural capital I accrued as the daughter of an academic.
My father was a professor and high-level university administrator and I
literally learned at the dinner table things that I find some of my junior
colleagues do not know. For example, from the time I was a child, he taught
me that politics in academia can be complicated. Therefore, as a new faculty
member, I spent a lot of time trying to read the tangled lines of power
and relationships in my Department, across the College, and within the
University. I treated any new person I met with extreme caution until I
had figured out with whom they were allied. As a doc student, my dad taught
me that faculty would be judging me during every interaction (including
hallway conversations and informal class discussions) and talking about
my performance and "potential" with their colleagues. I therefore treated
my time during my PhD. studies as an extended job interview. He mentored
me during the first two and a half years of my appointment as a Visiting
Assistant Professor (non tenure-track) by reading and interpreting each
of my annual reviews, giving advice on how to handle contentious colleagues,
and helping me stay focused on what really mattered if I wanted to make
it in academia. My dad passed away only a few days before my first interview
for a tenure track position, and true to form, our last conversation involved
last minute advice for my interviews. Thanks to him, I nailed every last
interview, including one only a week after his death. I wish every junior
faculty had such support.
Due to all of the support I have had, I
have been able to "make it" in academia, and that has included getting
a tenure track position and achieving tenure, along with my academic spouse.
Times have changed a lot since my mother was head of the "Faculty Wives"
club and my sisters and I had to "perform" (serving hors d'oeuvres in cute
matching outfits and giving music recitals) for the faculty who gathered
at our house several times a year for parties that she hosted. My mom fulfilled
an important social role in my father's career. These days it's different.
Indeed, just out of graduate school, my primary professional role was not
as my partner's social support, but as a fellow academic who was also looking
for a faculty position, although in a very different field. Because our
prioty was getting hired at the same university, we accepted a package
deal by the university where he was the primary hire and I was the "spousal
hire" (that wasn't great for my self-esteem). That also meant that I did
not obtain a tenure track position for the first three years (okay, it
wasn't the best package) and that additionally, I had to go back out on
the job market after that visiting position ended (really not fun). However,
we have b I was hired in 2001, on my own merits, on
a tenure-line and was able to get one year shaved off the tenure clock.
And as of summer 2006, both my husband and I are tenured faculty at
the same university, which to me is better than winning the lottery.
A number of our friends have not been so
lucky. Either one spouse has had to permanently accept a non-academic or
non-tenure track appointment or they have had to commute large distances,
sometimes even living in different states. While we have faced that possibility
several times, we have been able to live together continuously through
two Ph.D.s, one post-doc, a visiting position, and finally, joint tenure-track
appointments. As part of the tensions inherent in a long-term struggle
toward a singular goal (my husband started his Ph.D. in 1990 and I got
tenure in 2006), we made the decision to forego having children. Other
academic couples have successfully managed to have children and productive
careers, so we know it can be done. However, in our particular situation,
we made the decision that we thought was best -- for ourselves, our extended
families, any potential children, and our sanity. However, we both are
actively involved with our students, from undergraduates to doc students
and postdocs, and are content with our decision. That may be why teaching
is so important to me, who knows?
I cannot say that
I can't imagine an alternative to a career as a faculty member as I can
and I actually have pursued alternatives. Prior to going back to school
for my doctorate, I worked quite successfully as a speech-language pathologist
(SLP) for a regional private practice in Southern California. I had a high
degree of autonomy and respect from my employers and was able to make a
number of innovations within the practice during my time there. I have
also worked in public education, during both my MA program and during my
apprenticeship as an SLP. I am an avid gardener, an amateur garden designer
(whenever a friend will let me get near with a sketch page and graph paper),
an enthusiatic 'ashtangi', and I have designed and maintain several web
sites, including my own, here that the university. I am confident that,
with some additional training, I could pursue a career related to those
hobbies. But, what I like doing, more than anything, is working as a professor
with responsibilities for research AND teaching. I hope to be doing this
for many years to come.
And, knowing what I do now, would I do
it again? You bet!
Scherba de Valenzuela, Ph.D.
updated: April 17, 2008