How to become a University Professor

       TEACHING FOR SUCCESS

Just because you got hired once, does not mean that you will have access or RIGHTS to teach that course or program in the future!  In order to be an ON-GOING faculty in the institution, you will likely have to prove yourself as an engaged and productive member of the department.  

Even as a sessional (or casual/contract) instructor who is UNQUALIFIED or does not have the credentials to be an ongoing instructor, there are ways that you can make yourself more vital to the department for on-going contracts.  Usually this will include the following:

• Ensure that you follow department guidelines and processes.  Showing and interest and taking initiative to learn process is YOUR responsibility as a new faculty member.  But this does not mean you shouldn't ask for direction on where to find rules and how to interpret or utilize the processes.
• Complete your student course evaluations which are essential to show your teaching performance and potential for growth as an instructor.  These can be very constructive for you as a new faculty member - especially if you build an open and responsive relationship with your students.  Encourage them to be constructive and give you both positive feedback and suggestions for improvement.
• Go to department meetings whenever possible to show your dedication and to stay abreast of new department information and processes.
• Try to volunteer on other department or institution committees that interest you or where you might contribute as a representative.  There are usually a handful of committees both within a department or more broadly across the institution where your particular expertise may be an asset.  Volunteering as a sessional (and this means attending meetings without pay incentives), shows you are dedicated.
• Be available to your students outside of class or shop/practice.  Being available to students outside your contracted hours show enormous dedication to student success and also a dedication to your profession or industry.  In turn, the institution will see this as an asset and may be more inclined to shortlisting you for further work.
• Be a team member.  This includes being collegial, collaborative and having an ability to network with others.  There are many ways to become an integral member of a team - even if you struggle with personal skills, teamwork or group projects!  Divergent personalities can find constructive ways to contribute in a team settings.

If you are a sessional (casual/contract) faculty who is QUALIFIED or have the equivalent education or experience for on-going work within the institution, you will still need to follow all of the above tips to be rehired! 

However, some of the tips above become expectations in order to give you RIGHT OF FIRST REFUSAL to the course postings.  This means that, once you have successfully completed a PERFORMANCE REVIEW of your teaching, you get first dibbs on the courses that you have previously taught. 

A Performance Review Process usually includes a panel of your peer/colleagues who assess the following in relation to your teaching performance:

• Student course evaluation(s) - many institutions run course evaluations for every course taught every time it is taught.  Both the instructor and the department Chair get the anonymous class feedback.
• Peer evaluation(s) - you will need to have one or more of your faculty peers come and sit in on a class session to "evaluate" or give feedback on your class teaching performance.  This is meant to be a supportive and constructive process to guide your teaching trajectory towards progression.  The faculty member initiates this process, including selecting the peer and also selecting the form or list of areas that you want feedback on.  Your Chair should reach out to you and remind you to get this done.
• Completion of a self-reflection of performance - this is a document that outlines your own reflection, assessment and review of how your course or courses have gone, what you have learned and what goals you will work towards.
• Submission of your course outlines  - these are the course packages or syllabus/syllabi that you used to guide your courses.  These show basic course purpose, objectives, evaluation strategies and outcomes.  Usually, copies of past outlines are given to you to use and adjust before you teach a class.  Pay attention to whether these are adjustable or mandated (which will be the Chair's responsibility to guide you).

I highly recommend that you find a colleague who is willing to mentor you and show you the ropes of these processes.  It will be a relief to know that someone can be there to answer any question you have.  Intimidation and feeling like you are an imposter are two very COMMON feelings in post-secondary teaching that keeps us from asking the questions that we need to succeed.  Don't be one of those newbies who feels like you should already know these things!  Why would anyone new know this stuff?