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Faculty版 - 面试时被问起如何balance research, teaching, service
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相关话题的讨论汇总
话题: research话题: teaching话题: service话题: br话题: students
进入Faculty版参与讨论
1 (共1页)
f******n
发帖数: 1
1
如题,该怎么回答这种问题呢。
这个不是取决于学校和系的政策么,怎么问起应聘人了?
c*********7
发帖数: 19373
2
看学校侧重什么了。如果是research,那就强调会做好research,同时另两个也会meet
requirements.

【在 f******n 的大作中提到】
: 如题,该怎么回答这种问题呢。
: 这个不是取决于学校和系的政策么,怎么问起应聘人了?

H****y
发帖数: 2992
3
My 2 cents:
可以先从大的方面总结一下:To me, these three areas are not mutually
exclusive. I'll try to introduce research components to teaching, especially
for advanced courses, to get students excited about science. (If
undergraduate research is valued at your school, this will be preferred.) I
think when a teacher talks about something she/he has in-depth knowledge and
firsthand experience, students can tell, and their enthusiasm will arise.
Meanwhile, teaching may also advance research by broadening my research
topics and attracting/engaging students to lab work. With regard to service,
although it does take time off the first two, it is meant to help create a
better environment for all of us so that more efficient and productive
teaching and research may be performed.
吹完了虚的,然后说具体的:My ideal time allocation will be 40% research, 35%
teaching, and 25% service (if you are in a teaching oriented place with
less research, switch the research and teaching %). As a junior faculty, I
hope that I could dedicate less time to service and I'll make up for it once
I become senior; however, I would be more than happy to follow the standard
of your department.
H****y
发帖数: 2992
4
By the way, even if you say "40% research, 35% teaching, and 25% service",
the reality is usually something like "80% research, 30% teaching, and 5%
service". (Yes, I know it adds up to > 100%! That's our life!)
f******n
发帖数: 1
5

谢谢,谢谢高人的回答~

【在 H****y 的大作中提到】
: By the way, even if you say "40% research, 35% teaching, and 25% service",
: the reality is usually something like "80% research, 30% teaching, and 5%
: service". (Yes, I know it adds up to > 100%! That's our life!)

j*****g
发帖数: 1407
6
可以加一两个实例。比如那个项目的进展,随后带出了那个新课程,本科生也很喜欢。
那次开会带着本科生去参加展览,等等。虚实结合。真的要想表演的好,需要练,也需
要现场发挥,很多问题并不在自己的准备范畴。而且千篇一律的背稿子,只是中规中矩
,没有出彩的地方,很难超水平发挥。
电话面试每个问题都要准备3-5分钟的素材,看现场情况决定多说少说,对于自己擅长
的地方可以多说几句,对方感兴趣的可以多说。

especially
I
and
service,
a

【在 H****y 的大作中提到】
: My 2 cents:
: 可以先从大的方面总结一下:To me, these three areas are not mutually
: exclusive. I'll try to introduce research components to teaching, especially
: for advanced courses, to get students excited about science. (If
: undergraduate research is valued at your school, this will be preferred.) I
: think when a teacher talks about something she/he has in-depth knowledge and
: firsthand experience, students can tell, and their enthusiasm will arise.
: Meanwhile, teaching may also advance research by broadening my research
: topics and attracting/engaging students to lab work. With regard to service,
: although it does take time off the first two, it is meant to help create a

f******n
发帖数: 1
7

谢谢

【在 j*****g 的大作中提到】
: 可以加一两个实例。比如那个项目的进展,随后带出了那个新课程,本科生也很喜欢。
: 那次开会带着本科生去参加展览,等等。虚实结合。真的要想表演的好,需要练,也需
: 要现场发挥,很多问题并不在自己的准备范畴。而且千篇一律的背稿子,只是中规中矩
: ,没有出彩的地方,很难超水平发挥。
: 电话面试每个问题都要准备3-5分钟的素材,看现场情况决定多说少说,对于自己擅长
: 的地方可以多说几句,对方感兴趣的可以多说。
:
: especially
: I
: and

r**c
发帖数: 1334
8
这个主要是看你的反应跟你对教授生活的起码的理解。每个应聘者的回答都不一样,对
我来说,只要言之有理就行。当然,我最想听到的是candidate 怎么把教学跟研究联系
起来,怎么用研究促进教学,或教学促进研究。怎么把学生培养(即便是本科生)结合
到你的个人研究中去。上次一个应聘者就谈了他是如何在教学中借用作业跟学生一起研
究,并发表文章。我们马上给了他on campus interview.

【在 f******n 的大作中提到】
: 如题,该怎么回答这种问题呢。
: 这个不是取决于学校和系的政策么,怎么问起应聘人了?

f******n
发帖数: 1
9

好的,谢谢~我也根据我的情况来编个

【在 r**c 的大作中提到】
: 这个主要是看你的反应跟你对教授生活的起码的理解。每个应聘者的回答都不一样,对
: 我来说,只要言之有理就行。当然,我最想听到的是candidate 怎么把教学跟研究联系
: 起来,怎么用研究促进教学,或教学促进研究。怎么把学生培养(即便是本科生)结合
: 到你的个人研究中去。上次一个应聘者就谈了他是如何在教学中借用作业跟学生一起研
: 究,并发表文章。我们马上给了他on campus interview.

L*********4
发帖数: 883
10
我觉得教学促进研究之类的很好,最后那个具体比例我觉得不如不说,因为你不知道别
人到底想要什么样的人。万一这学校就是让你来弄funding呢?自称要做25% service我
听上去会有种奇怪的感觉。。


: My 2 cents:

: 可以先从大的方面总结一下:To me, these three areas are not mutually

: exclusive. I'll try to introduce research components to teaching,
especially

: for advanced courses, to get students excited about science. (If

: undergraduate research is valued at your school, this will be
preferred.) I

: think when a teacher talks about something she/he has in-depth
knowledge and

: firsthand experience, students can tell, and their enthusiasm will
arise.

: Meanwhile, teaching may also advance research by broadening my
research

: topics and attracting/engaging students to lab work. With regard to
service,

: although it does take time off the first two, it is meant to help
create a



【在 H****y 的大作中提到】
: By the way, even if you say "40% research, 35% teaching, and 25% service",
: the reality is usually something like "80% research, 30% teaching, and 5%
: service". (Yes, I know it adds up to > 100%! That's our life!)

1 (共1页)
进入Faculty版参与讨论
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