Now that you have the lingo down, let’s take a look at the standard loads that faculty teach.
4-4
This is typically the highest teaching load you will find at a college or university. While many community college instructors will teach a higher 5-5 load, a 4-4 is the highest you tend to find in a four-year institution. A 4-4 load indicates an exclusively teaching assignment and would be most common for instructors, lecturers, and other non-tenure earning positions. There would be little to no expectation for research or service for anyone teaching a 4-4.
3-3
Many faculty teaching at small private universities or regional comprehensive universities hold a 3-3 load. As a result, the expectations for research are typically pretty minimal. For example, while some evidence of research might be expected for earning tenure, the primary criteria for tenure is teaching competence and excellence. However, unlike someone teaching a 4-4, faculty teaching a 3-3 are expected and often have quite high service expectations (advising, committees, and other important activities to support the work of the institution).
2-2
Faculty teaching at research universities most commonly teach a 2-2 load. These courses might be graduate or undergraduate (they are differentiated in terms of load). In addition to teaching two classes per semester, research faculty are expected to participate in university service as well as exhibit high levels of research activity.
Less than a 2-2
There are research faculty that teach less than two courses per year. This happens usually for grant activity or administrative appointments. You may have heard of a faculty member that has a grant that “buys” them out of two courses. What does this mean? Simply put, the grant pays for their salary for the equivalent of two courses (or 25% of their total salary). This enables the faculty member to focus more of their time on completing the grant project. Likewise, some faculty have administrative appointments. As I noted above, I teach a 2-0 because I need the additional time to direct SMU’s Center for Teaching Excellence. Deans, provosts, and presidents are examples of faculty (with tenure) that essentially teach a 0-0 so they can focus on their administrative work.
Teaching Load Misconceptions
One of the most common misconceptions of faculty teaching loads that come from everyone from the pubic to legislators is that faculty teaching a 2-2 are working half as hard as those teaching a 4-4. There was even a truly uninformed bill proposed in North Carolina that all faculty would teach a 4-4 load.
From a load perspective, all faculty essentially spend the same number of hours per week. The only question is how teaching, research, and service get allocated. If I’m teaching a 4-4 load, then my FTE allocation is 100% teaching, 0% research, and 0% service. If I’m on a 2-2 load, my FTE allocation is 50% teaching, 37.5% research, and 12.5% service.
作6篇,不算多,主要因为这几年一直在忙一篇文章,也算是我最好的一篇,可惜投N杂志在第二个round还是据了,最后接受的杂志IF 15分左右。现在职业发展遭遇瓶颈,真心向这里的牛人求教!
以前因为家庭和身体原因错过了拼搏考board的最佳时机,现在这条路基本不考虑了,
这也是我最大的遗憾。我还是挺喜欢科研的,很喜欢那种提出问题然后想办法去验证解决的感觉,来美10年现在无论在科研思维和实验技术上都已今非昔比,自认不是那种混日子的千老。可是现在想往上走一步却很难,现在的实验室很大,其中的老美和临床的fellow都是老板大力支持的对象,尽管老板也老是夸我是个good writer, 但是每次向他提及我想try funding的时候他就不支持,说实验室要他支持的人已经很多,而且说
这是一个很难的过程,你看看谁谁谁(美国人)还没有拿到什么的,言下之意就是你们外国人就更难了。我知道他也希望我最终和其他几个中国人senior一样老老实实地在实验室为那些老美fellow服务,没有自己的project。目前实验室经费很足,老板也绝对
不会主动开我,但是我自己很困惑,接下来该怎么办。
顺便交代一下配偶的情况,在本校做小AP,还在奋力争取RO1中,我俩的研究方向比较
远,以前是想各自努力的,我去那里一要放弃原来的方向,二是工资比较高,对他来说目前有点困难,还有就是两个人在一个实验室有点risky。
来美多年一直在学校,对工业界也不太懂, 而且本地也不是东部大城市医药公司比较
多,暂时还不考虑离开本地。
先诚心向这里的各位成功牛人求教,对于今后的职业发展请支招,any idea都可以,希
望大家给我brain storm。万分感谢!
办?两体问题超级难解决的。孩子呢?你的这种独立代价太大了。而且你们这行现在真心不好混。
其实我要是你老板,就给你自己申请一下funding了。未必是他不支持你,你试一试就
知道多难了(也就没现在这么难受了。)
所以如果我是你,会尽量盯着校内的其他职位,不过很难,希望不大(也不觉得比你现在好多少)。因为通常有正式的tenure track,人家都想从外面招本土好学校的潜力股。你如果实在是想独立,还有一种方法就是等你老公先做大,然后拿到其他学校新职位,给你再弄个TT。这也很难,如果是好学校。
你(和你家)现在这样其实相当不错了,可能别的老师有更好的建议吧,反正在我看来,基本上你能做的任何其他move,都有点儿自讨苦吃。
如果你喜欢做科研,就好好庆幸有这么一分工作吧。除非你是纯粹搞方法或者统计,不需要大型数据库或者临床资源,想独立的门路真是挺难的。其实你都不用跟你老板明说,你第一可以自己往外地建立,第二你可以自己想主意,有了想法再跟老板谈,而不是让他给你想主意申请。你甚至都可以自己草一些东西。不要去占用他最稀缺的资源,如果你能想出几个好点子来他说不定也会慢慢觉得你值得扶持。
?十年博士后自己应该学术上比较有想法了,写个grant试试看,不需要等老板给你讲
一二三,很多年轻的PI甚至30岁都不到都在自己摸索呢。
且学术界变化很快,万一过两年老板要走,我这样的人是最难找下家的了,如果现在不能再向前走一步话,几年之后就只能向后退一步了。
以前不是不想自己干,而是老板在这方面控制得很严,希望我们完全focus在他的方向
上,而且不愿意你拿他的东西去申请小funding,以前实验室就有人这样最后给开了的
,而对美国人就不一样了,他们可以拿老板的RO1项目去申请小的F或K,光靠打打酱油
也可以硬塞到我们的文章里做共同第一作者。
正是因为这么多年的博后下来自己也的确有很多想法才比较郁闷,再努力也是给别人做嫁衣。
年纪家庭为重,你老公已经是在拼搏事业了,如果你也要拼搏,家庭的压力会非常大.
去公司是个好选择,另外你想过找政府位置吗?
但是有一点,年龄问题可能还好,之前一个师兄也是40出头才找到位置。
的位置很少,都不是一天两天能看到合适的,只有以后一直关注了。我其实也并非一步想做到AP, 但现在这个形势,如果没有funding experience,即使在research这个
track上也没法发展,那些能够靠core service的饭碗也不是给我们外国人的。
你老板说的很没有礼貌,如果我是你我也不想再他那里呆。我会开始想办法跳到其他实验室。梦想不要随便放弃,只要你放在心里,有合适的环境他就可以发芽开花结出果实来。
回国啥都看年龄
你是搞研究的。去teaching school你愿意吗? 比如9-month tenure track,但是主要是教学。
毕竟是教学为主
有些广告,以teaching为主,也要research statement
Now that you have the lingo down, let’s take a look at the standard loads
that faculty teach.
4-4
This is typically the highest teaching load you will find at a college or
university. While many community college instructors will teach a higher 5-5 load, a 4-4 is the highest you tend to find in a four-year institution. A 4-4 load indicates an exclusively teaching assignment and would be most
common for instructors, lecturers, and other non-tenure earning positions.
There would be little to no expectation for research or service for anyone
teaching a 4-4.
3-3
Many faculty teaching at small private universities or regional
comprehensive universities hold a 3-3 load. As a result, the expectations
for research are typically pretty minimal. For example, while some evidence of research might be expected for earning tenure, the primary criteria for
tenure is teaching competence and excellence. However, unlike someone
teaching a 4-4, faculty teaching a 3-3 are expected and often have quite
high service expectations (advising, committees, and other important
activities to support the work of the institution).
2-2
Faculty teaching at research universities most commonly teach a 2-2 load.
These courses might be graduate or undergraduate (they are differentiated in terms of load). In addition to teaching two classes per semester, research faculty are expected to participate in university service as well as exhibit high levels of research activity.
Less than a 2-2
There are research faculty that teach less than two courses per year. This happens usually for grant activity or administrative appointments. You may have heard of a faculty member that has a grant that “buys” them out of
two courses. What does this mean? Simply put, the grant pays for their
salary for the equivalent of two courses (or 25% of their total salary).
This enables the faculty member to focus more of their time on completing
the grant project. Likewise, some faculty have administrative appointments. As I noted above, I teach a 2-0 because I need the additional time to
direct SMU’s Center for Teaching Excellence. Deans, provosts, and
presidents are examples of faculty (with tenure) that essentially teach a 0-0 so they can focus on their administrative work.
Teaching Load Misconceptions
One of the most common misconceptions of faculty teaching loads that come
from everyone from the pubic to legislators is that faculty teaching a 2-2
are working half as hard as those teaching a 4-4. There was even a truly
uninformed bill proposed in North Carolina that all faculty would teach a 4-4 load.
From a load perspective, all faculty essentially spend the same number of
hours per week. The only question is how teaching, research, and service
get allocated. If I’m teaching a 4-4 load, then my FTE allocation is 100% teaching, 0% research, and 0% service. If I’m on a 2-2 load, my FTE
allocation is 50% teaching, 37.5% research, and 12.5% service.
名校的RAP和烂校(200开外)的tenure track ap 哪个更好?
名校RAP,比如:harvard,yale,jhu, stanford, ucla, etc.
钱是系里出,一年一评,但系里给你找了大老板,或者就是系主任本人。
department是系里出,那样的一般和non-tenture的AP差不多,有的也有start-up。
以前就是觉得在大实验室能出东西,加上前一个project非常艰难,所以耗到现在,现
在总算对之前有个了结,却又不知道如何来reset了。说句实话,要是没有家庭的牵挂
,我宁愿去烂校的AP。
楼主也可以看看这个网站