How I Learned to Stop Worrying and Love the Tenure-track-faculty Life

I'm an MIT Physics PhD who aimed at teaching from early on. I agree that we're in the minority, but folks like us aren't typically looking for jobs at R1 universities but instead at small schools where teaching is actually valued. Unless you're part of that culture, we may not be the PhDs that you know.

I have a number of PhD friends like me, teaching at small liberal arts colleges and community colleges. It's a career path that doesn't typically have the sexy budgets and bright city lights, but IMHO can still lead to an academically rigorous and balanced life.

I wouldn't say that many people see it as attractive relative to high-degree-of-freedom research positions in industry, but there just aren't that many such positions in industry. And, you often have to build up a reputation in academia first (as you did) before you can jump to an industry position that is senior enough to give you research & publication freedom. Even then there are only a handful of options; MSR and parts of Google are two of them in CS, and the numbers dwindle considerably if you look outside of CS. If MSR hired many more people straight out of grad school, and in a broader range of fields, I'm sure many grad students would consider that option rather than pursuing a tenure-track faculty position. Back in the Bell Labs days, it was a popular top choice out of grad school, with faculty job being a second choice.

If you relax the requirement that the job has to let you regularly talk about and publish the results of your research, there are more industry positions available, like R&D positions at petrochemical and aerospace firms. They have large R&D arms, but the average employee in them will publish little to none, except whatever ends up being published via patent filings. That can be a good choice (I have some acquaintances who work in R&D at BP and like their job), but a research career where you can't publish is a quite different choice of career.

As a more minor working-conditions point, I personally like the flexibility. I typically spend 3 days a week in my office and 2 days working off-campus, which most companies won't let you do. And if I want to take a 3-day weekend trip somewhere, I can just do it, as long as it doesn't interfere with a day on which I have classes; no need to ask for permission in advance or worry about how many vacation days I have.

They would have gotten him somehow, it's only a question of how.

But yes, the general state of things at virtually all universities (except community colleges) is that teaching is very much secondary to research, and as a result, as the book Academically Adrift summarizes, is that a big proportion of students learn very little in college: "45 percent of students 'did not demonstrate any significant improvement in learning' during the first two years of college. 36 percent of students 'did not demonstrate any significant improvement in learning' over four years of college." http://www.insidehighered.com/news/2011/01/18/study_finds_la...

An example of a university that does pay a lot of attention to teaching is Valencia College (community college). They have required professional development classes both for and by the faculty: http://valenciacollege.edu/faculty/development/ and they won an award for their efforts: http://chronicle.com/article/Valencia-College-Wins-First/130...

I went digging for any example of a course that made a dent in student retention, and I found two courses, one on learning & motivation strateges, and another on math for engineers: http://edtechdev.wordpress.com/2013/07/17/two-courses-that-m... And coincidentally both required hundreds of thousands of dollars in grant money to develop - the latter one 5 million dollars in NSF funds.

If you focus on the moment instead of "the future" you can respond to a student in the now, rather than reminding yourself that undergraduate research is essentially irrelevant to your tenure case so you should say no to this project. You can take a risk in your teaching and teach something you really care about instead of taking Prof Oldguy's advice to just teach the intro class from the same lecture notes as last year. You might take on that interesting, new, and risky interdisciplinary project with the guy from microbiology instead of reminding yourself that interdisciplinary projects are generally not reviewed well as people from neither discipline feel they have the expertise to look at them. Specialized projects are much safer.

You think that struggling for tenure makes people better teachers and better people; I think it makes people miserable. Yeah. Now you're that freshman CS student with a bitter overworked prof either trying not to cry or taking out latent hostility on students who is in it for tenure, instead of a happy, adventurous, intellectually interested prof. Big win!