Teaching-track positions at Washington University: a testimonial

My Ph.D. student Silas Johnson is teaching at Washington University in St. Louis. This is a kind of job that’s getting more and more popular; teaching-focused, non-tenurable but also not on a limited term. I’m pretty interested in the nuts and bolts of how these jobs work, so I asked Silas to explain it to me. Take it away, Silas! The rest of this post comes from him.

Washington University in St. Louis is hiring two new Lecturers this year: one in math, and one in statistics. These are long-term teaching-track positions, meaning they’re intended to be permanent but do not come with the possibility of tenure. I’m currently a Lecturer here, and I enjoy it a lot. I get to teach a lot of interesting courses; so far, my 3-3 load has usually included two sections of calculus and one upper-division course, with the latter including everything from probability to number theory. I also support the department’s broader undergraduate teaching mission. For example, since arriving, I’ve worked on a project to streamline the course requirements for our math major, tried out new ideas for calculus recitations, and conducted teaching interviews for postdoctoral candidates. Most importantly, my colleagues have been wonderfully supportive as I adjust to the university, try out new teaching methods and techniques in my courses, and work on departmental projects.

These teaching-track faculty positions seem to be increasingly popular, though the nature and details of such positions vary from department to department. While non-tenured, my position is on a parallel promotion ladder from Lecturer to Senior Lecturer to Teaching Professor. This structure is fairly typical, though the titles vary (Assistant/Associate/Full Professor of Instruction is also common). In our case, the promotions also come with increased guarantees of job security.

Teaching-focused positions are sometimes stereotyped as a lesser option, perhaps even a backup plan for those who can’t find a research postdoc or tenure-track job. I disagree; I see this as a good path for mathematicians who, like me, have a genuine interest in teaching and want to make it the focus of their careers. Our department and college are clear about the value they place on teaching-track faculty, too; we vote in department meetings, serve on important committees, and are treated as equals in just about every way. (The only thing we can’t do is vote on tenure-track hiring and promotion.)

Overall, I really like it here. I’m happy with my decision to pursue a teaching career, and I’m glad there are other mathematicians out there who are interested in doing the same. I would encourage such people to apply for our position and others like it. If you’re a grad student, by the way, there are teaching-focused postdoc positions too!

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3 thoughts on “Teaching-track positions at Washington University: a testimonial

  1. David Savitt says:

    If I may put in a plug, we (the math department at Johns Hopkins) have such a position this year as well. The application is at https://www.mathjobs.org/jobs/jobs/14278.

  2. Adam Sheffer says:

    Our lecturers are some of the most respected people in the department. I don’t know how the department would run without them.

  3. Mark Feldman says:

    I taught for many years at Wash. U. When I taught differential equations, I documented the administration’s approach to teaching. It wasn’t pretty. You can read about it on my blog. Click on “A Tale Out of School” and you will find a link to the story and to some of the documents. Keep in mind, though, that it is highly unlikely that Wash. U. is isolated in it’s approach. David Riesman warned of what was happening in 1980. I quote him on my blog.

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