Doug, One wonders. Those of us with some breadth, life-long work experience--sometimes in 2-3 academic disciplines (as well as in industry and government) seem to be highly misunderstood and under-appreciated. It's difficult not to be cynical in assessing the situation. If I were an administrator at ANY college or university, especially in the US, I would welcome the chance to meet you, talk about your background, and perhaps find a position for you to fill. Too many professions define their needs too narrowly and miss the wonderful potential of the kind of contribution you might bring to the workplace. What's worse is that where a 28 year old with 5-6 years of singularly focussed experience may be seen as reflecting serious academic career potential, the 48 year old with perhaps 10 years X 3 different sets of experiences and multiple degrees is considered lacking. Very odd indeed. Good luck to you and let's hope that a Chronicle reader may actually contact you and invite you for an interview!

I can relate. I have a Ph.D. in a rather different field from my bachelor's degree and I found that this was a significant detriment when I was on the job market last year. I was fortunate to receive a very good offer from a research university, but the teaching-oriented institutions that I was more interested in considered me to be "not focused enough on the needs of a general program like ours" (paraphrasing feedback from one such institution). Where they got that conclusion based on my CV or our interviews is beyond me.

I am a full time faculty member (and department chair) at a community college in the midwest (and a veteran of many search committees). We receive hundreds of applications for every open faculty position -- and many of them are PhDs with research and teaching experience. Most of the faculty I work with PREFER candidates with PhDs. But the fact that you are outside of the United States is a challenge b/c of the costs of travel. We would not bring in a candidate for an interview from South Africa, or Europe, or Australia. We have limited financial resources. (And yes, technology provides other options but we would question the fairness of using technology for one candidate but not the others.)

I sense a bigger problem (and I don't mean to offend). You note: "Would I prefer a job at a research institution? Sure I would, but unforeseen events impinge on our ability to get our first choice and force us to consider, and be satisfied with, alternatives." Those hundreds of applications we receive? Many of those candidates WANT to be at a community college. Hard to believe, right? But we are their first choice. And we don't want someone who has decided to settle for a job at a two-year institution. We want someone who really wants to be here.

For me, and many of my colleagues, the community college was precisely where we wanted to be. Why? Because we spend most of our time in the classroom (again - where we want to be) and yet can continue to do our research (without any pressure of publish/perish.) Granted, with a 5/5 teaching load, we work harder in some respects than most of our colleagues at research institutions but, again, when the work is something you love to do, it's not like work at all.

Age discrimination is illegal. "Maximum Experience" selectivity is not.

#3 has it right. It's important to know that we can hear a slight undercurrent of condescension or just misunderstanding of the community college mission and standards. At my community college, we want the best and brightest in terms of innovative, engaging pedagogy, high competence and creativity with instructional technology and various delivery methods, and a cutting edge awareness of brain research and learning. Almost half of us have Ph.D.s but that connotes no special status nor does it evoke envy. We move fast to respond to our community's needs and we cannot take chances with our precious and few new positions that someone is coming because it's going to be "more relaxed." We need positive energy -- lots of it -- new ideas, and generally someone we can tell is completely on board with the mission of open access and who has not only taught a lot but has something to teach us about teaching.

Doug,
I feel your frustration. I graduated with a Ph.D in Geosciences last year from a US university, but have not been able to secure a teaching position at a two year college. 95% of the colleges do not bother to let you know if you have been accepted or not. One just has to keep waiting and hoping that some school would show some interest in my candidacy.
Doug, I wish you good luck in your job search.

As someone is often on search committees at a Community College in the (rural) west, I would say that your extensive involvement in years of research is the number one thing that would cause skepticism. If I were reading your CV, I would be thinking, "How could the person possibly be content to work in a lab that is less well-equipped than some high school facilities?"

Another possibile problem is subject area: you are a lecturer in zoology and entomology. These courses don't exist at many CCs. I'd be suspicious that you would go crazy teaching four sections of BIO 101.

If you aren't doing so already, you should explicitly and convincingly allay these concerns in your cover letter.

But honestly, you sound like you'd make a fine teacher and colleague. It might just be the horrible job market: out of the 100+ applications they receive, they might just have found five more candidates who were slightly more appealing than you.

Why not try printing out this article and putting it in with your next application packet? Risky? Yes. But what have you got to lose?

Doug,
Keep in mind that the US economy at the moment is a bit of a wreck, with more than one in ten Americans out of work, not to mention legions of the underemployed. At least a good portion of the difficulty you're experiencing may be attributed simply to unfortunate timing.

In addition, US post-secondary institutions, especially the two-year variety, have tended over the last few decades to increasingly depend on part-time faculty for much of their teaching responsibilities. On average, part-time faculty now compose roughly seventy percent of total faculty at two-year institutions. So in addition to competing against the unemployed, you're also competing with a fair number of part-time faculty seeking full-time positions. I wouldn't be surprised if at least a significant minority of those full-time vacancies are being filled by candidates who are already working, albeit part-time, at that same institution.

As one who taught overseas for a number of years (although without a Ph.D.) and then wanted to return to the States, I thought that community colleges would jump at the chance to hire me, especially as I had taught every undergraduate business course except accounting. What I discovered was that I needed to be IN the community, or at least on my way with my bags packed and housing arranged, before getting a position. Having been in the business world, I know that the person who gets the job is often the person who wants it the most and makes the most convincing argument for why he/she wants THIS position at THIS institution.

A final note: my CC, like many others, has a hiring freeze on now. Fortunately, I'm happy being an adjunct, but I sympathize with anyone trying to get a full-time position.

I am a science instructor at a community college and I have served on several hiring committees. I would certainly not take research experience or residence outside the USA as reasons not to hire you. I would view both as potential advantages to our students. But what is really important to me is that a candidate demonstrate a commitment to constantly improving teaching methods. It need not be trendy, but I need some evidence that you would not stand in front of the class, read from a set of notes, copy those notes on the board, and leave the room satisfied that you had "covered the material." I would also like some evidence that you were interested in distance education which is a huge growth area for us. Last, I would expect to see some understanding of the students we serve. Many of them are poor, academically underprepared, don't speak English as a first language, have kids, etc. You may have experience teaching a wide variety of people in South Africa and you may want to point this out in your cover letter. Best of luck to you.

Ah, the mysteries of job hires! I think that previous posts have got it pegged. I am 22 years into my teaching career and sit on all of the hiring committees in my area, and the very first thing we look for in candidates is previous community college teaching experience. Next is availability- are you here? Frankly I'd put your daughter's address on your applications! There is some mystery as to whom is hired and why. I have a great job where I am, but have been looking for work closer to my relatives (all of whom are 2000 or more miles away) and despite many years of experience at all levels, advanced degrees, and a plethera of teaching awards, I have not received even one job offer in my target state. I firmly believe that sometime experience does tell against one. I am simply too expensive to hire for an entry level position. I have had unions reject my hire offer because I'd have to take an unfair cut in pay -according to their standards. Perhaps this is causing you a problem too? I would winnow my resume if I were you and include only items that are relevant to community collge teaching and service. Leave the rest out of the initial resume. Also, make it clear that you are coming to the US and have experience with US students. With the job market flat right now you may have to start with one part time class and work in from there. The best of luck to you!!!!

Quite a mixed bag of comments. I had intended to respond to at least one but now I think it would get too involved so I'll just say thank you, interesting and useful.

Except for a few of the names and some other small changes, my story is the same one. I am a middle-ager with 25+ years experience in educational administration, who for personal reasons, amazingly, my daughter, wants desperately to move to the Southern United States from the mid-west. I am extremely well situated in my present employment position, but for those strong personal reasons, I have been seeking employment for three years! Doug, I cannot get anybody to interview me and I only need to fly approximately one and a half hours to a job interview in the area I desire, and frankly I could even drive in about a day. I am highly trained, and very recently completed post-graduate studies to refresh my academic background. I likewise have a dear friend (non-tenured administrator) who was let go after 29 years due to university budget cuts (but in reality due to a recently hired very young MBA-type who became her new boss and was intimidated by her expertise). She is coming up against the same difficulties I have been facing for three years, as she begins a search to start over. To cut to the chase, it is age discrimination plain and simple, and with each passing day, your chances decline. I do not believe in a quota system of any type, be it for race, age, etc. but I am beginning to think that without one, folks who are approaching 50 have no chance at all. Best of Luck.

I have been on many search committees and age has never ever been even mentioned as a plus or minus. We simply do not care about age. In the last few years, we have hired people from their twenties to sixties.

Well, I am quite concerned about this issue as well. I am a federal scientist with a doctorate, who has developed and run an interdisciplinary environmental science program for almost ten years. I am confident of what I could bring to students, as I am personable,an experienced environmental professional with strong teaching and research credentials, and a former Fulbright Fellow. I really do want to help student develop their careers and have an honest desire to contribute on many level. This year I am looking at teaching/research jobs, and I am getting NO replies. It does seem to me that the search committees are much more likely to hire a young hot shot postdocs than alternative, perhaps because that is more of a known quantity. Who knows, perhaps everyone is challenged under the current economy, but I must confess to feeling a bit discouraged at the moment, largely because of my age (mid 40s), and although I have had a distinguished career so far, I am looking less and less like an Assistant Professor. I hope I am wrong about the age thing, because I think higher education should always be open to mentors with a diversity of life experiences.

I really suggest that you just apply to 4-year colleges and universities. What Community Colleges value are also valued by the 4-year institutions as well (i.e. diversity, breadth of experience, good teaching, service to community, etc. --- totally unbelievable, what makes CCs think that only THEY value teaching and service to community???). But, in addition, 4-years colleges will also value your research ability and histry, and not throw out your application based on assumptions about your "condescension" just because you happen to like and were good at research. Look, let me be blunt, so you can save yourself the hassle. Once you become one of the 4-year crowd, the 2-year crowd won't want you. Apply to a 4-year college. Good luck.

I am in the same boat. Loads of teaching experience in India and Spain but 51 years old. No work available because: I'm overqualified, I have too much experience, I'm too old and my willingness to work doesn't count. Nobody seems to understand how I could be unemployed with my educational background. It seems that it's the same story everywhere.I have applied to colleges in the United States but I am beginning to lose hope. I really get along well with my students and my research is quite extensive, but who cares? It seems that Spanish language and literature is quite in demand but not to be taught by people with extensive curriculi.

These are indeed difficult problems for people but - have you asked any of the places that turned you down for feedback? No one has time to give advice to all unsuccessful applicants, but it doesn't hurt to ask.

As well, the more non-traditional and geographically-removed the candidate, the more you have to explain and make a convincing case for yourself. Never mind your age - as a researcher presently living on a different continent, you have to show why the committee should spend time and effort on your file rather than the dozens or hundreds of more conventional applications it has before it.

Good article! Yes, you raised several valid points that you are likely facing. But I think one of the biggest is that community colleges are closed circles and usually unless you've been adjuncting there and they've had the chance to get to "know" you face a much tougher situation. I know that most communinity colleges in my area hire directly from their adjunct pool first, almost without exception. But you may be that exception since you have zoology and entomology credentials and that isn't as common. However, I also think you're right about your background being somewhat intimidating. They may think you feel you are too lofty an academic to teach or too out of touch with the "student centered" focus of the hard hitting retention focused CC world. You might try retooling your pitch in a way that shows you're ready to teach 15 hours a semester, you're not afraid to work online, grade tons of papers, and to be happily focused on helping the college attract and retain students. But my biggest suggestion is that you try adjuncting somewhere in the states, even if it is one of the properly accredited online schools. That will start to show that you have made the transition into the type of world in which CCs operate. Then you'll look less lofty and academic when they see you coming.

I agree with writer #3. Professor Downie crafts a literate and rational article until the paragraph where he states "unforeseen events impinge on our ability to get our first choice and force us to consider, and be satisfied with, alternatives." As a lifelong community college professor, college course coordinator and member on selection committees, I'd vote to pass on you should you apply to my college.

After wading through all the blather about how you want to turn away from a rather short career (2003 - 2009) in research and science to focus on teaching, you show your true colors. Teaching is hard work--equally if sometimes not harder than research. You have 5 classes and 150 students per semester. Try figuring out how to talk to all of them about their papers, their tests, their ideas while grading and creating all course materials. You have no graduate students to help with the load of constant advising. Your research is done in the summer, when hopefully you are not needed to teach that one section that has been added to the schedule to accommodate students who failed the first time and need to graduate.

You really have to be dedicated to teaching--and most of my colleagues are just that. The idea of a 3/2 job with time for research is often just a dream we consider in the late nights of the final weeks of a semester when we still have 80 essays to grade by Friday. But no one would actually change places with you. We thrive on the contact with students. We thrive on the idea that we are in a place where teaching makes a difference and is the standard by which we are measured--daily by our students as well as our departments.

As for research--when we finally do get some done (often on our own dime), we are praised briefly by our colleagues and peers, and then turn back to another set of papers to grade. We do research to improve what we deliver in the classroom--not merely to get a notch on our belts.

I agree too with the reply that you concentrate on 4 year institutions. Your only real goal in moving (perhaps not the
'unforseen events' you mention) is to be near your daughter. Surely there are small colleges and major universities that are near her and would suit you better. Stop trying to fit yourself into a place you don't really want just to satisfy a personal problem.

I'd like to strongly echo the comments of #3, #5, and #20. Your piece convinces me that you want to leave your current job, but it sure doesn't convince me that you want to be my colleague. While you give several reasons for your willingness to leave a job at a research institution (it's "wearing" and "cutthroat"), you don't really give any good reasons for truly wanting a community college job--other than "there are a lot of [them]" in nice places. Really? There are MUCH better reasons to want to teach at a community college, and successful applicants can sincerely express them in their letters.

If your letter doesn't express a true passion for teaching, a commitment to innovative teaching methods, and dedication to working with diverse students both inside the classroom and during office hours--and if indeed you don't actually possess those passions and commitments--it's not at all surprising that you haven't gotten an interview. Our community college has interviewed and hired faculty whose previous experience is at four-year institutions, but we interview them because their commitment to teaching and learning was clear in their application materials. We have passed up many similarly qualified candidates because it's clear that, like you, they see us as a second choice.

Comments from sdorley, et.al. have hit the nail on the head. Find a 4 yr and leave the community colleges to those of us who love to teach at them and really care about our students!

Rather than blast Prof. Downie, I just want to share my own experience: I entered grad school at 40, and completed my Ph.D. at 46, and taught every course I could at every college I could, and had great student evaluations. Now I am tenured at a CC and love it. What do I advise?

BE REALISTIC -- There are lots of CC's, but not lots of FT openings. My first interview (I came in second) was five years before my FT hire, and I already had three years CC teaching experience. My PT CC experience showed my commitment to CC mission. Get the CC experience -- start adjuncting, in US or a So. African equivalent.

GET CLOSE -- Contrary to some postings, being a known quantity can work for or against. My institution hires adjuncts and non-adjuncts, about 50/50. But there is a distinct local bias. I came from "outside" the area, but pushed my local links in my cover letter. Even so, I knew that I was on my own for interview expenses.

GET ADVICE -- After five years of coming in second/third when I could get an interview, I did a practice interview with my colleagues, and talked to my dean. My next interview I got a job offer. Get some feedback from CC colleagues on your cover letter and resume.

GET LUCKY -- After several years on the other side of the hiring process, I always come away from search committee meetings realizing how lucky I was to get the position I have: by chance something caught the interest of the committee, impressed them with my phone interview, had the right dean and VP there at the right time, etc., etc., etc. Yes, I had polished my resume, crafted my cover letter, honed my interview skills, included stirling student evaluations, spent hundreds on air flights to interviews, but, still, given lots of well-qualified fellow applicants, I am fortunate indeed.

I did not settle for community college; I hit the lottery.

Thank you...interesting and useful information!

As a community college instructor who teaches courses in job preparation and job search techniques, regularly serves on hiring committees, performs institutional research, and is currently working toward a PhD, your heartfelt article has meaning.

My advice: 1) create a CV which focuses on your teaching experience; include but downplay your research focus. 2) If you are able, relocate and willingly accept an adjunct position. 3) Follow response 23's advice and practice and get feedback from community college educators. 4) Never indicate you prefer a research university over a community college teaching position. 5) Investigate, understand, believe in, and take to heart the mission of a comprehensive community college.

Excellent post DrWhy!
I think that is just the advice and attitude tips the author needs. It is easy to get discouraged, harder to persevere, learn, and especially, be thankful when the chips fall our way. I am glad you are so happy to be at a CC. I spent a couple years at one, and I really think the personalized attention I received there was indispensible. Thanks for what you all do!

Here's a suggestion: Why not change your geographic search? Instead of being halfway around the world, you might only be halfway across the country. It's a lot closer!

Interesting comments...I'm an administrator at a community college in Southern California. Here's some practical advice. Vist the websites for each college and/or District you desire. My own college and District have posted responses to our CA budget crisis. Despite the hard times,though,as always,if an institution perceives it needs you--never say never. Develop your niche. Does the college mission reflect a move to globalization? Maybe your experience as a researcher and grant writer and location could be a plus. Perhaps a project on a smaller level that helps a college meet a deadline or secure private funds could be a foot in the door. As others have mentioned, find a way to go local. At any rate, expecting any institution to provide what you need without a compelling argument on how you ideally provides what it needs will not change your present prospects.

I'm wondering if it might be helpful to rethink the internet persona you project. The top finding on your name in a google search leads to your author site at Book SA, where your introduction states:

"At various times I've been a hobo, a gardener, a carpenter, a taxi driver, a winery worker, a tobacco picker, a disc jockey and have worked at other odd jobs too numerous to name."

On your blog you complain about The Chronicle of High [sic] Education and the editor who prepared this article with you. Somehow it doesn't enhance the image of you as a team player.

Anyone that has actually spent the years of work to obtain a Ph.D and then, yes, settle for a community college should really ask why they ever put forth the effort to obtain a research degree? The vast majority of community college faculty do not have doctorates and for those that do, they either cannot find a job at a 4 year college or university or are simply too lazy to conduct the necessary research to obtain tenure. CC faculty need only a Masters degree and the students are, generally, awful. The poor quality of students at CC's leads to burnout.

More importantly, though, I have been told countless times from hiring committee members that they (generally, not always) don't want Ph.D's because, again, why spend all those years working on a research degree just to toil the days away teaching survey courses that anyone with a masters degree can do just fine.

Someone of your background really ought to apply to a four year college and forget community colleges. You have achieved more than almost any community college Ph.D. faculty member. These people are human, too, and they feel jealosy and petty emotions.

Lastly, at the CC level many new hires have connections that help them get hired. To be blunt: Your credentials make you better than a mere CC faculty member even those that have doctorates for they never publish but still enjoy the title.

There are many four year colleges that would love to have someone with your background.

Professor Miller, I'm wondering if you're being sarcastic. As a "mere CC faculty member" with a PhD, I must strongly disagree with your sentiments. We routinely hire new professors with PhDs, though not if they seem more interested in research than in teaching. Some CCs, in their job postings, list a PhD as a desired qualification. I've never heard of any of our faculty getting hired because of "connections": our search process is quite rigorous. I'm sorry that you see us as "lazy," "jealous," and "petty," but that has not been my experience: it's not unusual for us to work 60-hour weeks, and collaborative work with other faculty is a basic part of our jobs. Your sweeping generalizations are offensive.

In my tenth year at my job, I have never felt that I've "settled," and I've experienced no "burnout" yet. That's partly because my job offers me a lot of opportunities to re-energize (through learning communities, for example, or occasional release time for assessment or faculty development projects), but it's also because I love (most of) my students.

Sure, we get some "awful" students, but so do faculty in most places. And some of these "awful" students are the most rewarding to work with. We also get some wonderful ones whose financial or personal circumstances prohibit attendance at the university of their choice, at least temporarily. We love hearing from them when they graduate from prestigious universities, attend grad school, and find good jobs.

So yes, you were being sarcastic, right?

"Perhaps some hiring committees even fear creating jealousy among faculty members, or that I would be arrogant and feel superior, flaunting my precious Ph.D."

At the cc where I teach the Doctorate is [i]required[/i] in order to get hired. "Precious Ph.D."? Dime-a-dozen.