After reading Jasinski and Anderson-Levy’s insightful article, I found myself reflecting on several of their key points, which resonate with my own experiences as both a faculty member and now an administrator. I wanted to add further thoughts and echo some of their perspectives based on my background. Having served on many faculty search committees, chaired a few, and as assistant/associate provost and interim dean, I’ve been involved in dozens of faculty searches, offering leadership and oversight throughout the process. These experiences have given me a unique understanding of what small liberal arts colleges prioritize when selecting new faculty members. In this article, I’ll share practical advice drawn from my background in hopes of further helping candidates stand out at small colleges, while reflecting on the key insights from What to Expect in Your First Year of Work at a Small College (Jasinski & Anderson-Levy, 2024) and Behind the Curtain of Higher Education: Faculty Aren’t Trained (Ladany, 2024).
Part 1: Succeeding in the Job Search
Tailoring Your Application: Cover Letters and CVs
Applying to small liberal arts colleges requires a different approach from research-focused universities. To stand out, you must tailor your materials to the institution’s specific priorities and values, with a particular focus on teaching and student engagement. Below are three key strategies to help you craft a compelling application.
Deep Dive into Mission Alignment
One of the most important elements of your application is showing how your values, teaching philosophy, and professional experience align with the institution’s mission and strategic goals. You don’t need to address every aspect of the mission or strategic plan, but if you notice any clear priorities or initiatives that align with your strengths, make sure to emphasize those.
For example, when I applied for my first faculty position, it was a new role split between two departments: chemistry and environmental science. In reviewing the institution’s strategic plan, I saw that expanding environmental sciences and sustainability was a key priority. I tailored my cover letter and CV not only to emphasize my disciplinary expertise but also to show how I could contribute to growing these new programs and campus-wide sustainability initiatives. This alignment with institutional goals helped (as I was later told) my application stand out. To separate yourself from what can often be a very competitive pool, make sure to find specific ways you can demonstrate how you will provide value beyond the general job description.
In your cover letter, also demonstrate that you’ve done your homework and understand the key responsibilities outlined in the position description. Many small colleges expect faculty to contribute to general education, honors programs, and even faculty-led international experiences. For instance, when I applied for a role with these components, I expressed genuine excitement about participating, even though I didn’t have direct experience in those areas at the time. By clearly addressing your potential contributions to high-priority areas, you show that you understand the institution’s goals and are prepared to contribute in meaningful ways.
For smaller and liberal arts institutions, it is critical to ensure that your cover letter and even your CV are student-centered. Your materials should always connect with how you can contribute to the student experience and ensure student success. Emphasizing your understanding of the institution’s mission to serve students and your ability to support student engagement both inside and outside the classroom will make your application stronger. By demonstrating this alignment, you show that you are focused on the holistic development of students and are ready to enhance their learning journey at the institution.
Emphasizing Fit Beyond Qualifications
In addition to meeting the basic qualifications, small liberal arts colleges are looking for candidates who will fit into their unique campus culture and contribute to the broader student experience. While larger universities may prioritize research output, smaller institutions often focus on student engagement, interdisciplinary collaboration, and participation in programs such as general education or campus-wide initiatives.
In your cover letter, go beyond listing qualifications and demonstrate your understanding of the institution’s values. Show that you are enthusiastic about working in a close-knit academic community where teaching and mentorship are priorities. Mention specific ways you will engage with students outside of the classroom, whether through advising, participating in campus events, or leading student organizations. Also, if applicable, explain how you can contribute to interdisciplinary programs or collaborate with colleagues from other departments, which is often encouraged at smaller institutions.
For your CV, ensure that you highlight teaching experience over research, especially if teaching is the main focus of the institution. Many candidates from research-focused institutions struggle to emphasize their teaching experience effectively. Even small steps, like mentioning webinars, certificates, or other professional development in teaching, can make a difference.
While finishing my doctorate, I conducted a small study surveying graduate students (in my discipline of agronomy) across the country at doctoral-granting institutions to understand their perceptions of teaching and the training they received, if any, to teach. As I noted in my study, graduate students who received structured training in teaching were better prepared for their responsibilities, yet only 23% had such training before they began teaching (Pillar, Karnok, & Thien, 2008). This underscores the ongoing gap in training for teaching pedagogy, curricular design, and the science of learning, a gap that remains to this day. Graduate programs continue to place a greater emphasis on research over teaching, leaving graduates underprepared for the teaching-centered roles at smaller colleges. According to Nicholas Ladany (2024), most faculty members have never received formal training in teaching, relying instead on scholarly output as a measure of professional competence, which does not directly translate into effective teaching. As Jasinski and Anderson-Levy (2024) point out, transitioning from a research-focused environment to a teaching-intensive one is challenging, especially when doctoral programs have not adequately prepared graduates for this shift.
Moreover, although I have mentioned prioritizing teaching over scholarship multiple times, it’s important not to minimize or exclude research entirely. Research, creativity, and other forms of scholarship remain essential, particularly as they contribute to your development and can enhance your teaching. You must ensure that the balance of coverage and emphasis in your application aligns with the institution’s priorities. For example, at smaller institutions, you should showcase how your research can involve students, contribute to interdisciplinary programs, or enhance the overall student experience. Understanding how to manage the balance between teaching, research, and service is critical in aligning with the mission of small colleges.
This focus on fit shows the hiring committee that you not only meet the technical qualifications but also have the mindset and enthusiasm needed to thrive in their academic environment.
Using a Teaching Portfolio and Digital Portfolio
When applying to small colleges that prioritize teaching, including a teaching portfolio along with your CV can be a valuable addition. A teaching portfolio provides tangible evidence of your teaching effectiveness and can set you apart from candidates who focus solely on a list of courses taught and/or their research accomplishments.
In addition to traditional portfolios, creating a personal website or digital portfolio is becoming increasingly valuable. Since you will not be submitting a full portfolio in your application, having a personal website allows search committee members to explore relevant portions of your portfolio, particularly if they are interested in specific aspects of your teaching experience, such as student-first pedagogical practices or examples of inclusive teaching strategies. Mentioning a link to your online portfolio on your CV and strategically in your cover letter can make a difference, as search committee members are likely to review it.
Furthermore, in today’s educational environment, faculty are often expected to teach in various modalities—face-to-face, hybrid, and online. Be sure to highlight your experience and ability to teach across these different formats. If you’ve taught in online or hybrid settings, include that in your portfolio along with the specific platforms you’ve used, such as Canvas, Blackboard, or Moodle. If you haven’t had the opportunity to teach online, but you’ve undergone training or earned certifications in digital or online learning, make sure to mention this. Some institutions may require faculty to demonstrate proficiency in these areas before allowing them to teach online courses, so showcasing your preparedness for multiple modalities will strengthen your application.
Your portfolio might include syllabi from courses you’ve taught, examples of student work (with permission), course evaluations, and sample assignments or assessments. These materials help the search committee understand your teaching style and your ability to engage students. Additionally, if you’ve received any teaching awards, professional development certifications, or have experience with innovative teaching methods (e.g., experiential learning activities such as service learning, course-embedded research, or other unique/innovative teaching and learning approaches), be sure to include those in the portfolio as well.
A unique and modern way to share your digital portfolio or professional profiles is by incorporating QR codes. Including a QR code on your CV or cover letter can allow search committees to easily access your website, LinkedIn profile, or online portfolio. Personally, I included two QR codes on the cover page of my CV—one linking to my LinkedIn profile and the other to my personal website. This approach makes it simple for committees to engage with your materials, adding a creative and tech-savvy element to your application.
Although portfolios are not always required, they can be quite helpful in providing a holistic view of your approach to teaching. By offering digital access to your teaching philosophy and examples of your work, you make it easier for search committees to gain deeper insights into your qualifications, further differentiating you as a candidate. Although search committee members may be instructed to only review the material requested, there is typically no harm in providing links or directions to external materials in your CV and/or cover letter.
Navigating Institutional Culture (from an Applicant’s Perspective)
Small liberal arts colleges often have distinct institutional cultures that shape the faculty and student experience. Understanding these dynamics is crucial for candidates, especially those fresh out of their doctoral programs. Navigating this culture might feel daunting, particularly if you haven’t yet served on faculty committees or participated in shared governance.
One of the challenges when applying to an institution is that institutional culture cannot easily be pulled from a website or publicly available documents. This is often something you have to experience and learn over time. However, you can still demonstrate your appreciation for the importance of institutional culture by expressing your respect for the values that shape the institution and emphasizing your readiness to contribute to fostering a healthy campus climate. While you may not have direct experience in the institution’s governance or committees, focusing on your enthusiasm to learn and grow as a member of the academic community is key. In your application, highlight how you view your role not only as an educator but as a colleague who is committed to the broader institutional mission and the well-being of the campus community.
In your materials, acknowledge that you understand the importance of institutional culture and express your willingness to learn how the institution operates and shapes its community. Mentioning your obligation to contribute positively to that culture, particularly by fostering an inclusive, collaborative environment, can also stand out to search committees. You might reflect on experiences during your graduate studies when you successfully adapted to new academic or professional environments, showcasing your ability to integrate into the college’s culture and navigate its distinct community dynamics.
It’s also important to convey how you envision institutional culture shaping your growth as a colleague. Small colleges often emphasize strong faculty-student relationships, collaborative governance, and active participation in campus life. Highlight your readiness to engage with these elements and your openness to growing within the institution’s framework. This will show search committees that you are not only thinking about your individual role but also how you can contribute to and benefit from the broader community.
Fostering Diversity, Equity, and Inclusion in Your Teaching
Another crucial aspect to consider when applying to small liberal arts colleges is addressing how you would contribute to fostering diversity, equity, and inclusion (DEI), particularly through your teaching. DEI has become an increasingly prominent focus in higher education, and while it can be a sensitive topic at certain institutions, many private universities will expect candidates to align with their mission, vision, and values in this area. Demonstrating how you create an inclusive learning environment that welcomes and respects all forms of diversity is key to showing your commitment to the institution’s goals.
In your application, reflect on your efforts to provide a welcoming and equitable learning environment. Highlight your teaching philosophy and the specific classroom practices or curriculum designs you’ve employed to ensure all students feel valued and supported. For example, you might mention strategies you’ve used to accommodate diverse learners, incorporate varied perspectives into your course materials, or foster a classroom culture where every student’s voice is heard and respected. Research shows that inclusive teaching practices not only benefit underrepresented students but also enhance learning outcomes for all students by promoting a richer exchange of ideas (Nicholas, 2024).
Additionally, while some institutions may explicitly emphasize DEI in their mission, it’s still valuable to showcase your thoughtfulness around these issues even if the institution’s focus on DEI is less prominent. A well-rounded approach to DEI will demonstrate to search committees that you understand the importance of these efforts and are prepared to actively contribute to fostering an inclusive and supportive learning environment. This focus on DEI also ties into your broader role in supporting the institution’s mission of student success and community engagement, ensuring that all students have the opportunity to thrive both academically and personally.
By emphasizing your respect for institutional culture and your commitment to DEI, you demonstrate to the search committee that you are a thoughtful, engaged candidate who understands the importance of these elements in shaping a positive and productive academic environment.
The Role of Interdisciplinary Collaboration (for Job Seekers)
One of the key benefits of working at a small liberal arts college is the opportunity to engage in interdisciplinary collaboration. With smaller faculty sizes, cross-departmental teaching and research are often encouraged, allowing you to bring fresh perspectives to your work and enrich students’ learning experiences. For applicants, demonstrating a commitment to interdisciplinary work can significantly strengthen your application, particularly in institutions that value collaborative teaching and research.
In your cover letter and CV, highlight any experiences where you’ve worked across disciplines, even if those experiences come from your graduate studies. If you don’t have formal interdisciplinary experience, emphasize your openness to such collaborations and provide examples of how your research or teaching philosophy naturally lends itself to interdisciplinary work. For instance, I co-developed a general education course on global food systems, working with faculty from psychology, English, art, and history. This experience allowed me to use my disciplinary expertise while collaborating with colleagues from different fields, enhancing the overall student learning experience.
Interdisciplinary teaching is especially valuable at small colleges, where general education programs often rely on faculty from various departments to deliver cross-disciplinary content and student learning outcomes focus on durable skills. Engaging in such collaborations not only enriches your teaching but also helps integrate students into a holistic learning environment that values multiple perspectives.
Part 2: Thriving in Your First Few Years
Securing a faculty position at a small liberal arts college is just the beginning. Once you’ve been hired, the challenge becomes balancing your various responsibilities, building relationships, and contributing meaningfully to the institution. Unlike larger universities, small colleges often require faculty to take on multiple roles, from teaching and research to service and leadership, all within a close-knit campus community. Thriving in this environment requires adaptability, time management, and a proactive approach to professional development. In this section, I will share my perspective and discuss strategies for managing your workload, fostering interdisciplinary collaboration, and navigating the institutional culture that defines small colleges. By understanding the unique rewards and challenges of these roles, you can make a lasting impact on both your students and your institution while setting the stage for future career growth.
Balancing Teaching, Research, and Service
One of the hardest lessons to learn in a small college setting is how to balance the competing demands of teaching, research, and service. In my early years, I spent an inordinate amount of time preparing for classes—often 120% of the typical workweek. It was only later that I learned to balance these demands more effectively (and to take a different approach to how I prepared/updated my courses), particularly as scholarship expectations at my institution evolved.
Jasinski and Anderson-Levy (2024) encourage new faculty to embrace a “growth mindset” and to be patient with themselves as they find this balance. While this is solid advice, I’d add that having clear conversations with your department chair and mentors about expectations in your early years is essential. If teaching is the priority but research is required for tenure, structure your time accordingly, focusing on what will most contribute to your long-term success.
Efficient time management is essential, especially when juggling multiple roles in a smaller institution. However, it can be difficult, particularly if you’re on a tenure track or not yet tenured, to say “no” to requests. When I was on the tenure track, I said “yes” to almost everything, which only led to more requests coming my way. Although I found ways to manage it all, I definitely did not have a healthy work-life balance. In hindsight, I wish I had been more selective and intentional with the service opportunities and initiatives I took on. It’s important to develop your ability to say “no”—or, more politely, “no thank you”—when needed. This is where having a few key colleagues, including your department chair/program director as support and mentors can be invaluable. They can provide some cover in those cases and/or help you to navigate those conversations directly.
Additionally, engaging with your institution’s Center for Faculty Development—often called the Center for Excellence in Teaching and Learning (CETL) or at my institution, the Center for the Advancement of Faculty Excellence (CAFE)—early and throughout your career is critical. These centers provide holistic faculty development resources beyond teaching, including support for research and service. Reflecting on your teaching through the lens of Scholarship of Teaching and Learning (SoTL) and setting up a research agenda can help maintain a balance between teaching and scholarship.
As you progress in your career, it’s important to recognize that the balance between teaching, research, and service may shift from semester to semester. There may be times when you need to focus more on teaching, especially if you’re taking on new courses, while other semesters may provide more opportunities to dive deeper into your research or service commitments. I found that adjusting my focus each semester based on course familiarity and workload helped me stay on track while still progressing in my scholarly work.
Finally, collaboration plays a significant role in managing your workload at smaller institutions. Because faculty may be the only one in their discipline, interdisciplinary research projects can provide valuable support. I collaborated on several SoTL projects with colleagues across departments, which not only enhanced my research but also expanded my network within the institution. Collaborating across teaching and research creates a vibrant academic environment that benefits both your career and the institution.
Unique Rewards of Small Colleges
Working at a small liberal arts college offers unique advantages that go beyond what you might find at a larger research institution. These rewards often stem from the close-knit community and the opportunity for meaningful impact both inside and outside the classroom.
One of the most rewarding aspects is the opportunity to collaborate with colleagues across disciplines. In my first five years, I worked with faculty from various departments through programs like general education, honors, and international education. These collaborations expanded my understanding of the student experience and helped prepare me for administrative roles. They also led to enriching research experiences, such as co-authoring Scholarship of Teaching and Learning (SoTL) projects with colleagues from psychology, English, and history, which we presented at both teaching/learning conferences and a disciplinary conference in agriculture and environmental sciences.
The cultivation of strong relationships with faculty, staff, and students was absolutely essential when I took on my first major administrative role as Assistant Provost, after serving as department chair, program director, and faculty liaison/fellow. In these earlier roles, I learned the importance of fostering meaningful connections across campus, which became even more critical as I transitioned into administrative leadership. Because of the skills I developed during my time as faculty and the relationships I built, I was well-positioned to advance key initiatives, facilitate change, and achieve institutional goals. These experiences have made me much more prepared, not only in my current role but also in any future positions I may pursue, as relationship building is the foundation of effective leadership and institutional success.
Small colleges are dynamic environments where relationships with colleagues and students are deeply valued. Jasinski and Anderson-Levy (2024) note that relationships matter greatly in these settings, both inside and outside the classroom(What to Expect in Your …). In my experience, this is especially true. By working closely with advising, career services, and other departments, I gained a holistic view of student success, which has been invaluable as I’ve transitioned into leadership roles.
Moreover, the close-knit nature of small colleges often provides early-career faculty with leadership opportunities they may not encounter at larger institutions. While roles like department chair or program director are more formal, small colleges offer numerous opportunities for leadership in less traditional roles, such as serving as a faculty fellow, task force chair, or faculty liaison. These positions allow faculty to shape curriculum, lead initiatives, and contribute to broader university operations, providing a path to future administrative roles.
Navigating Institutional Culture (as a New Faculty Member)
Once hired, building relationships with your colleagues and understanding the decision-making processes should be a priority, but navigating institutional culture goes beyond this. At small liberal arts colleges, understanding how governance and institutional politics work in practice can be crucial for long-term success. Attending faculty meetings, participating in campus-wide events, and observing how the institution operates will give you insights into its culture and governance structures.
For new faculty members, especially those coming from doctoral programs, shared governance and institutional politics can feel intimidating. You may not yet have experience serving on committees or participating in decision-making processes, but demonstrating a willingness to learn how the institution functions will set you apart. Start by taking on smaller roles in committee work or faculty governance, which will allow you to observe and learn from more experienced colleagues while gaining valuable insights into how decisions are made and how you can contribute meaningfully.
Over time, you will find opportunities to contribute in more significant ways, particularly if you remain open to learning the nuances of institutional culture. The relationships you build and the insights you gain will not only help you better navigate the institution but also open doors to leadership opportunities, helping to shape the trajectory of your career. This understanding of institutional operations, combined with the ability to integrate into the culture, can lead to meaningful growth both as a faculty member and as a future leader within the institution.
The Importance of Interdisciplinary Collaboration (for Early-Career Faculty)
Interdisciplinary collaboration isn’t limited to the classroom. It can also play a key role in your research. During my time working on SoTL (Scholarship of Teaching and Learning) projects, I co-authored papers with faculty from various disciplines, presenting our findings at both teaching/learning and disciplinary conferences. These collaborations added depth to my research and broadened the scope of my scholarship beyond my primary field. For those entering small colleges, this kind of collaboration can lead to unique and rewarding opportunities.
At larger institutions, interdisciplinary collaboration does occur, but I would argue that at small colleges and universities, it is not just beneficial—it’s essential. In order to thrive, advance, and feel fulfilled at a smaller institution, interdisciplinary collaboration becomes a requirement. While it’s possible to survive and even make it through tenure without participating in cross-departmental work, your long-term career advancement—and even your happiness in the position—will be severely impacted if you do not engage with colleagues across different fields. Small colleges often rely on faculty to contribute to programs beyond their primary discipline, and the ability to collaborate across departments enhances the richness of student learning and helps foster a more connected academic community.
Interdisciplinary collaboration helps expose students to a variety of perspectives, leading to a more well-rounded educational experience. Engaging in this work also opens doors to joint publications, presentations, and innovative teaching practices that not only enrich your research portfolio but also enhance your standing within the institution. The interdisciplinary nature of SoTL is one example, but these types of collaborations often extend into areas such as general education, honors programs, and faculty-led international experiences, all of which contribute to a vibrant academic environment. Fostering such connections will benefit both your career and the institution as a whole.
Moreover, while faculty collaboration across disciplines is essential, it is equally important to recognize and value the role of academic staff. In my experience, academic staff are some of the hardest-working individuals on campus, often playing crucial roles in student success and academic operations. Yet, I’ve observed too many instances where faculty do not give staff the respect or acknowledgment they deserve, possibly due to a misplaced sense of hierarchy or the lack of advanced degrees (e.g., PhDs). This is a mistake. Academic staff bring extensive expertise and experience that is vital to the functioning of any institution. Building strong, respectful relationships with staff is critical for any faculty member, especially at small colleges, where the lines between roles often blur and collaboration is essential. Ignoring the expertise of staff or failing to collaborate with them can severely limit your effectiveness as a faculty member and your ability to contribute to the broader mission of the institution.
In short, interdisciplinary collaboration—whether with fellow faculty or academic staff—is not just a path to success at small colleges; it is an integral part of thriving in such environments. Respecting and embracing the expertise of everyone in the institution, regardless of their role or title, is a crucial part of building a rewarding and impactful academic career.
Final Thoughts
Whether you are entering the job market or beginning your first faculty role at a small liberal arts college, the key to success lies in understanding the institution’s unique culture and aligning your goals with its mission. Preparing a tailored application that highlights your commitment to teaching and student engagement can set you apart from other candidates. Once hired, thriving in your role requires balancing teaching, research, and service, while also building meaningful relationships and contributing to the broader academic community. Small colleges offer immense opportunities for leadership, collaboration, and personal growth, making them an ideal setting for those who value close student interactions and cross-disciplinary work. By staying adaptable, seeking mentorship, and taking advantage of the many opportunities for involvement, you can create a fulfilling and impactful career in higher education.
References
Jasinski, L., & Anderson-Levy, L. (2024). What to expect in your first year of work at a small college. The Chronicle of Higher Education.
Ladany, N. (2024). Behind the curtain of higher education: Faculty aren’t trained. Forbes.
Pillar, G. D., Karnok, K. J., & Thien, S. J. (2008). Perceptions, utilization, and training of graduate student teaching assistants in introductory soil science courses: Survey results. NACTA Journal, 52(3), 1-9.
Ideas for Future Discussions and Writings
- The Role of Technology in Small College Classrooms
- One topic I’d like to explore further is the increasing role of technology in small college classrooms. While interdisciplinary collaboration and teaching are central, technology has the potential to transform how we create inclusive, interactive, and engaging learning environments. How can small colleges leverage tools like learning management systems (LMS), AI, virtual labs, and digital portfolios? In future discussions, I’d like to delve into how we can balance traditional pedagogical approaches with the benefits of these innovations, particularly for institutions that may not have the same resources as larger universities.
- Navigating Career Transitions in Higher Education
- Many faculty members, including myself at times, have thought about transitioning into leadership or administrative roles over time, but there’s often little guidance on how to make these shifts successfully. I’d like to write about the challenges of moving from faculty positions into roles like department chair, dean, or assistant/associate provost. Developing the necessary skill sets early on is crucial for these transitions, and I’d like to share insights on how faculty can position themselves for these opportunities. I’ll also reflect on my own experiences navigating these transitions and the strategies that have worked for me.
- Work-Life Balance in Academic Careers
- Finding a healthy work-life balance, especially at small colleges where faculty are expected to wear many hats, is a challenge I’ve faced myself and a topic I’d like to explore more deeply. It’s easy to take on too much, especially in teaching, research, and service roles, and burnout can creep in. I’d like to discuss strategies for managing time, protecting personal well-being, and setting boundaries. I could share my own lessons learned about saying “no” when necessary, along with tips on how to prioritize self-care in a demanding profession.
- Mentorship in Academia: Giving and Receiving Support
- Mentorship has been a key part of my career, both as a mentee and as a mentor to others, and I think it’s an important area to explore. I’d like to discuss the dual roles of seeking mentorship while also giving back and supporting colleagues and students. This could include tips on how to find mentors, be a good mentor, and the role of peer mentoring in helping faculty succeed, particularly in smaller college environments where close professional relationships can have a lasting impact.
- Adapting to Changes in Higher Education Policy and Funding
- The landscape of higher education is constantly changing, influenced by shifts in policy, funding, and accreditation requirements. I’ve seen how these changes can significantly impact small institutions, and I’d like to explore how faculty can adapt. From the effects of public policy changes to the ongoing challenges of institutional funding, this is a topic that deserves more attention. I’d like to write about how we can advocate for the value of liberal arts education while navigating these changes and what strategies faculty can use to engage in shared governance effectively.
- Exploring Non-Traditional and Administrative Careers
- Throughout my career, I’ve seen many colleagues explore non-traditional academic careers or shift into administrative roles. I’d like to write about both of these paths, from positions like academic advising, instructional design, or higher education consulting to roles like Associate Dean, Dean, Assistant/Associate/Vice Provost, and Provost. For those looking for alternatives to traditional tenure-track roles, I could explore how these positions offer different challenges and rewards, and what skills are necessary to transition successfully. I also want to share insights from my own experiences in moving into administrative roles, including how to balance faculty duties with administrative responsibilities, and how interim positions or special projects can help faculty build a record of leadership and administrative experience. These career paths can offer fulfillment in different ways, and I’d like to help others understand the opportunities available and how to position themselves for success.
- Fostering International Collaboration and Exchange Programs
- Global education and international collaborations have enriched my own teaching and research, and I’d like to delve deeper into how faculty at small colleges can foster these kinds of opportunities. Whether it’s building relationships with international institutions or leading faculty-led study abroad programs, these experiences can provide immense value to both students and faculty. I’d like to offer advice on how to incorporate global perspectives into the curriculum and explore the benefits of engaging in international collaboration.