I was recently on my first search committee for a full-time faculty position at my community college. I was excited to see academic hiring from the other side and, sure enough, I learned much about the process. Below, I express my particular preferences for the enlightenment of the job-searching public. These views do not represent those of my institution or my peers on the search committee (indeed, some would doubtless disagree with certain contentions).
I will write a second post focusing on technology, because I found our applicants' ideas about technology particularly underwhelming.
Included is my teaching philosophy.
Oh, we didn't ask for a statement of teaching philosophy? I don't care. It was great to read these statements. The mere fact that an applicant sent an unsolicited pedagogical statement meant that they'd thought about teaching as a discipline. It indicated a degree of rigor and dedication.
For instance, in my 101 class I have my students do...
Yes, a concrete example! It's very easy to say that you're a great teacher, you care about students, you employ multimedia, you know technology, you appeal to variegated learning styles. There, I just did it. Obviously, I'm the best candidate! No, the people who stand out give concrete examples that show me that they know their stuff. They don't say "proficient in Microsoft Office" they say "I hold Skype office hours." They give assignments, lectures, and media right there in the cover or add further attachments.
Attached are my student reviews.
It surprised me to see student reviews included. While it's true that, if you've been teaching a while, it's trivial to pick out the two semesters you happened to receive ace reviews. But I do like seeing reviews, be they from students or peers. It shows that the faculty member kept the reviews, cares about them, thinks that they speak well of their teaching. That alone is important.
Developmental and adult education...
These are the people that really get it. While many applications mentioned diversity, a surprising few actually singled out their experience with developmental education and non-traditional students. When you mention these issues it tells me that not only have you worked at a community college but you paid attention to the institution's foremost issues and programs. How to effectively deliver developmental education is a huge dilemma for us. Even if we're hiring for a position that will never teach developmental classes, the faculty member will teach students either in or recently out of developmental ed.
Many interviewees were clearly honest; they said things that undoubtedly were admissions of weakness, or humanity, basically anything that made them out to be something other than a robot sent from the future to instruct students to death. You're nervous about the interview? That's perfectly normal and we're not hiring you to sit through job interviews, we want to know what kind of teacher you are. You're a woman and a mother, first and foremost, and a faculty member second? Well, that's great, those are logical priorities. The value of honesty isn't in the statements themselves but the trust that it builds with the hiring committee.
I also liked mentions of service learning or flipping the classroom, topics which have come up recently amongst our faculty. It shows that the applicant is aware of some of the same teaching approaches that we utilize.
I'm available ASAP.
I've written this in cover letters because it sounds like a plus. In truth, if we're worried about your start date, that worry comes much later. Say you're available to start immediately during your phone interview or especially once you've been called to campus. But anything prior to that is both irrelevant and makes us think that you're desperate, perhaps have been rejected by other places for reasons we haven't discerned yet.
My research focus is...
Under certain circumstances, & when written in a concise manner, research interests can work well in a cover letter written to a community college. But applicants should understand that I want to know first & foremost what kind of teacher you are. Research is not a part of our mission, period. The easiest way to rule out most candidates was when their cover & CV went to great lengths to demonstrate their research prowess to the detriment of teaching. If you're a respected researcher with plenty of publications & presentations, by all means add that to your CV. But if all you can say about teaching is "yeah I really love it" then your application immediately drops to the bottom of the pile.
I taught graduate level quantitative analysis, a seminar on Michel Foucault's notion of transgressive dissimulation in relation to the liminal corporeality of modernity...
OK, so you've taught a bunch of things that will never be in our curricula, cool. I guess I can just skip over this section. It becomes even more worrisome if that looks like the only thing you teach because now I'm concerned that you'll be bored—or worse, think it beneath you—when teaching introductory level courses exclusively. And while this search committee wasn't in my area of expertise, I'm quite familiar with theory. If I can't follow your course's theme or what you say your research interests are, I worry our students won't either.
Your esteemed institution
Look, no offense to MPOW which I truly love, but no one esteems us. We're not Harvard and, more importantly, we're not trying to be Harvard. Institutional prestige is meaningless to us. We're in the business of teaching students, of moving them along to prestigious institutions. We don't need the credit. And the fact that you failed to name our institution indicates you sent this same cover to a dozen other schools.
I taught X at Y, Z at A, B at C, D at E, F at G, H at I..
Yes, people actually wrote this in their cover. The laundry list approach shows you're clueless and perhaps haven't read your own cover letter aloud. Lengthy lists are unpersuasive, particularly when you relate zero details about each appointment (oh boy, do we get to be another bullet point on your list?!?). Furthermore, it wastes an incredible amount of space in the cover when I'm searching for persuasive narrative. These details are entirely redundant with your CV; let the CV do that, the cover is the time to tell me about who you are and why we want you.
Tiny font, no line-spacing, letters over a page & a half long
All of these show me that you don't respect the hiring process. We're reading a lot of letters. I would love to devote an infinite amount of time to carefully considering each applicant but the truth is the reason why there is a conventional cover letter length is that time is finite. No one gets extra time or space. Have a lot to say? Include an optional attachment that I reserve the right to ignore or only consult if you make it to the next round of consideration. But making your cover 8pt font with no line spacing is a sophomoric trick which fools no one. An unfortunate majority of faculty don't trust students and thus require a particular font and spacing; do you really think they won't spot the opposite trick coming from you?
After reading dozens of job applications, many of the points above were obvious. But they weren't all on my mind when I was submitting job applications. I probably included laundry lists, I said I was available ASAP, and I didn't include a teaching philosophy (which, as it happens, was never required for any of the positions I applied to). The point is: none of this is obvious. I hope someone reads it and finds it helpful.