History UK Pandemic Pedagogy fellowship

At the beginning of June, History UK launched a ‘Pandemic Pedagogy’ initiative to help support
historians move out of the ‘emergency’ phase of online teaching and start planning for a remote
and socially-distanced campus in the Autumn. The aim is to produce short, user-friendly, and
practical guides than can inform planning, including:

  • An overview of tools for online teaching – an annotated list introducing various digital tools
    people may have heard of but not used
  • An introduction to various ways of staging digital small-group interactions
  • A page on tools and strategies for collaborative close ‘reading’ and annotation of ‘texts’

History UK is seeking a postgraduate student for a fixed-term fellowship to support the initiative.
The History UK fellow will conduct desk-based searches of websites, blog posts, and social media
for relevant case studies, reports, and other practical guides. They will write clear and concise
summaries of their findings to help inform the resources that History UK will produce and curate,
and attend virtual team meetings. They will be encouraged to write a blog post for the History UK
website on a topic of their choosing (relevant to the initiative), and may also be required to assist
in the organisation of an online ‘Pandemic Pedagogy’ roundtable.

The fellow will be expected to work flexibly for 50 hours in total over four weeks, starting on
Wednesday 17 June, or soon after. All work needs to be completed by Wednesday 15 July. The
renumeration for the fellowship is fixed at £750.

Person specification:

  • A postgraduate student (MA or PhD) in History, or a related subject, based at a higher
    education institution in the UK
  • Strong research skills
  • Excellent written and oral communication skills
  • Ability to work independently and with minimal supervision
  • Excellent organisation, project management skills, and attention to detail
  • Expertise and interest in pedagogy (preferable)
  • Experience of writing for the web (preferable)

To apply:

Send a CV of up to two pages and a one-page cover letter to pandemicpedagogy2020@gmail.com.
In the cover letter you should explain why you are interested in the role, how you meet the person
specification, and what you will bring to the initiative.

The deadline for applications is Thursday 11 June at 2pm.

Applications will be reviewed by the team working on the Pandemic Pedagogy initiative:
www.history-uk.ac.uk/2020/06/03/history-uks-pandemic-pedagogy-initiative-starts-today and the
successful candidate notified by the end of Monday 15 June.

2020 Academic Job Boot Camp 

UPDATE – 2nd April 2020 – Please note that the academic boot camp has been cancelled due to the Covid-19 situation – we hope to run the event again in 2021, so please do check back for further news. 

Academic Job Boot Camp – Saturday 2nd May 2020 at Brunel University London. 

History UK is pleased to be running the Academic Job Boot Camp again this year, following its success in previous years. All early career historians are encouraged to apply, with preference being given to those who have already completed their PhDs. 

  • Are you starting to think about applying for your first lectureship in history? 
  • Submitting applications and never hearing back? 

The Academic Job Boot Camp is a free half-day event for early career historians sponsored by History UK and supported by History Lab. It will help you to structure your academic CV, hone your cover letter, rehearse your job presentation and undergo a mock interview, as well as demystifying some of the processes around academic recruitment. The experience, feedback and advice you receive at the event is designed to improve your chances the next time you apply for an academic job. 

How will the boot camp work? You will take part in a simulation of all stages of the job application process up to and including being interviewed as a shortlisted candidate. You will be interviewed by experienced academics drawn from universities nationwide. You will also deliver job presentations to other early career historians. 

You will receive feedback on your interview and presentation. You will have the opportunity to observe how others fare. The event will end with a roundtable, after which there will be drinks and a dinner(*) at a nearby pub and restaurant. 

You can read posts about the job boot camps in previous years, here, here, here and here. 

Itinerary (all locations at Brunel University London, exact rooms TBC): 

1-1.30: Lunch and Welcome. 

Please arrive at this event at 1pm. Please notify Simon Peplow if you have any dietary requirements. 

1.30-3.45: Presentation or Job Interviews.  

During the afternoon you will be asked to participate in four activities: 

  1. a 30-minute interview; you will be informed of the exact time of your interview on the day. 
  1. observing a 30minute interview; the time of this will also be made clear to you on the day. 
  1. give a 5minute presentation, followed by 3-4 minutes of questions; led by an experienced academic in front of other early career historians who will provide written feedback. 
  1. listen to presentations from other attendees, ask questions and provide written feedback. 

3.45-4.00: Coffee and Tea Break. 

4.00-5.00: Dr Sara Wolfson to lead a session on ‘Top Ten Tips for Securing an Academic Job’. 

5.00-7.30: Networking and dinner (*please note that participants will have to cover the costs of their own dinner). 

This event is free and sponsored by History UK and History Lab Plus. 

To participate, you will need to apply for an imaginary lectureship in a real history programme. Please read the job advert for the Imaginary Lectureship in History here and look at the further particulars for the job http://bit.ly/2o696yy, then submit a letter of application and CV to Sue Davison (Sue.Davison@sas.ac.uk). 

Questions should be directed to Simon Peplow (Simon.Peplow@Warwick.ac.uk). 

We have a limited number of travel bursaries that you will be able to apply for. We will cover part or full costs of travel. Please indicate whether you will be applying for a travel bursary, as well as the approximate cost of advance tickets, in your email applying for the job. We reserve the right to pay full or partial costs, depending on demand. 

The deadline for your application is noon on Friday 3rd April and applicants will be contacted by the following week to let them know if they have been successful. 

Perspectives on the New to Teaching workshop 2018

Below we collect some perspectives from participants in the New to Teach event that was held at the IHR in September 2018. Sponsored by the Royal Historical Society, HUK provided travel funding to enable participants from outside London to attend. We share some of their thoughts below.

Amy King (Bristol)

With the start of my new job looming (thanks in no small part to the Academic Job Boot Camp earlier this year!), I was delighted to sign up for the New To Teaching training held in September. The day started with an introduction to writing new courses, including an overview of the principles of backwards design and some practical exercises to get us started. Needless to say, I feel much less daunted by the prospect of writing two new modules this year thanks the session! We were also given a taste of how to use digital humanities to improve the student experience, shown some exciting examples of the use of social media in the classroom, and given some top tips and tricks for delivering lectures and seminars. Thank you to History UK for another brilliant, practical training day; I look forward to putting what we learned into practice in the new academic year.

 

Marc Collinson (Bangor)

Although I have taught seminars for four years, being offered the opportunity to convene a module for the first time had proved daunting. Likewise, my simultaneous entering the Job market after just shy of four years enrolled on a PhD forced me to reassess my employment situation – was I fully equipped? Was I prepared? The session was enlightening in helping me to consider the fundamentals of lecturing, seminar leading and course design – revisiting these in a friendly environment was fruitful and encouraging. This session helped me ignore some of the pettier concerns I had and prepare to rethink what I could do differently, it also made me more confident for an interview for a post-doc I had the following week. At time of writing, I had not heard back, but I felt more prepared for the interview, and comfortable with the line of questioning. I would thoroughly recommend others attend this event in future. Even if you think you are a good tutor, it is important to be able to reflect and reassess. That is, after all, a cornerstone of the teaching in higher education.

 

Liz Brooker (Leicester)

Having done a PGCE in Secondary History, I thought I would attend this course to update my practice now that I am teaching in Higher Education. I thought the course was very well structured and it covered lots of different teaching styles such as small group teaching and lecturing. I found these sessions useful and have tried to implement some of the strategies in my own teaching. The careers development session at the end of the day was very informative. It was especially nice to hear the thoughts and experiences of the other academics in attendance.

 

Thomas Davies (Bangor)

The History UK New to Teaching event was a thoroughly enjoyable day, raising some interesting points and encouraging thought on how to structure lessons, how to engage students and ensure they obtain as much as possible from lectures and seminars, providing a forum for discussion with peers and with an opportunity also to discuss with individuals experienced in teaching techniques. I have managed to incorporate some of the ideas in semester of teaching – together this has helped in my professional development and made me keen to continue teaching in the future!

Another post on our Academic Job Boot Camp

Amy King, a PhD candidate in the Department of Italian at the University of Bristol/Bath, supported by the Arts and Humanities Research Council and currently working on oral history project @bristoldockers, has written a short post about her (positive!) experience at this year’s boot camp:

Amy King presenting on her research“I was fortunate enough to attend the Academic Job Boot Camp five days before an interview for a university post. Having sent in my CV and cover letter, made my slides for the presentation, and planned for the mock interview, I felt as prepared as I could be for the training day. It’s not often that training allows for one-to-one sessions and advice for each and every attendee, but the Boot Camp gave us just that. No matter how much interview preparation you do at home, nothing beats having the feedback of experienced interviewers on your delivery, the way you sell yourself (and if your CV/cover letter is matching up!) and your approach to answering questions. The presentation session was equally as useful, and a reminder of how important it is to clearly communicate a subject that is all too familiar to us, but perhaps new to our audience. It was also a great opportunity to recognise (and adopt) some of the impressive presentation tricks used by peers! Thank you to all involved for their generosity in the time they gave each of us for personal feedback. I’m absolutely sure this training helped me to get the job!”

Academic Job Boot Camp 2018

Meritxell Simon-Martin is a Marie Curie Fellow at Roehampton University. She is writing a monograph on Barbara Bodichon’s epistolary Bildung in collaboration with the Schools of Education at Roehampton University and at Goethe University (Frankfurt). She is also Research Associate at the Institut des Textes et Manuscrits Modernes (ITEM), Ecole Normale Supérieure de Paris, where she carries out a critique génétique project on Barbara Bodichon’s feminist publications and a translation of her works from English into French (Classiques Garnier).

The following was originally posted on Meritxell’s own blog.


On 19th May I attended the Academic Job Boot Camp sponsored by History UK and supported by History Lab at the Institute of Historical Research in London. What a great event!!! It shows a genuine willingness from the part of the organisers to make transparent and comprehensible the process of recruiting early career researchers. I truly appreciate the opportunity I had to learn both from the organisers and the other candidates!

Twitter

In order to participate, some weeks before the event I applied for the imaginary lectureship in history that the organisers had created. I sent my CV and cover letter as we would normally do for a real job application. I also prepared a 5-minute presentation on how my research informs my teaching. The day of the workshop we had the opportunity to take the steps real shortlisted candidates go through: the 5-minute presentation on teaching, the face-to-face interview and the interview lunch. The best of this mock application was that we had the opportunity to get tailored useful feedback, not only from organisers but also from peer participants – the latter wrote anonymous comments.

Here’s a summary of some of the tips we were given on the dos and don’ts when applying for a lectureship in history:

Which positions should you apply for?

For any lectureship in history really! Newly awarded PhD candidates are rarely offered permanent lectureships, but a fixed-term position may lead to a permanent one. Also, the job description might focus on a sub-field in history out of your scope of specialization but, believe it or not, sometimes recruitment committees simply end up making up their minds for the best candidate, regardless of her field of expertise. Why don’t give it a try then?

CV

What should your CV look like?

Academic CVs are long. They can have up to 10 or 15 pages. But recruitment committees have piles of CVs to read on their desks. So, a good academic CV is one that provides two readings: skimming and in-depth scrutiny. Panellists will first scan your CV to decide whether to place it on the “maybe shortlisted” pile or to the “definitely no” one (i.e. the bin!). In order to help them take this first decision, a CV should show clear headlines with key words in bold. If they are interested, they will want to know more about the different academic experiences you put forward. The CV should therefore provide short paragraphs explaining these outcomes and skills. Don’t forget to highlight what research you will be submitting for the REF. If you run a blog or are a social media user, make sure you upload an updated version of your CV!

What should your cover letter look like?

Contact the head of the committee only if you have a specific question about the position. Otherwise, write a catchy 2-page cover letter addressing the criteria of the job description. Do some on-line research on the institution, the department in question and its members. The cover letter should look like a presentation of the skills you have and how you can contribute to the department’s curriculum and research output. Be succinct, use an engaging writing style and make sure you proofread the text for spelling, typos and… the right name of the institution! If you have a template cover letter and you adjust it to specific positions, make sure you name the appropriate university! Ask colleagues and friends to read it for feedback. And ask yourself: is this the self-image as an academic I want to convey?

How should you prepare for the presentation and interview?

Reread the job description and the skills they are looking for in the future colleague. These rereading will give you a sense of the possible questions you might be asked. Think of 3 or 4 messages you would like the panel to retain from you: An award-winning-book author? A researcher capable of attracting funding? An international versatile team worker? Then think of at least 2 questions per section (e.g. teaching, research, yourself as a colleague, public engagement) and prepare an answer that includes these messages. The idea is to have a clear view of how you want to project yourself (how you wish the panel perceive you) and transmit this image via the messages you include in your answers, no matter what the question is. Frame your answers in a way you convey these self-presentation messages but don’t forget to fully address the question asked though! You can also prepare a sheet describing a teaching course: with its title, content, objectives, timescale, assessment, pedagogical approach, the module is part of, etc. If you have the opportunity, you can distribute this handout to the panellists when discussing what courses you could contribute to and how they would fit within the department’s curriculum.

Interview

How best to perform in the interview?

Don’t take for granted panellists have read your CV. It is often the case they are given information about the candidates only hours before the interview! Think of the key elements of your CV you want them to retain and mention them during the interview. Don’t focus too much on past achievements. Convey rather an enthusiastic but realistic mid- and long-term statement of ambition. What are your book projects? Be specific about what you will submit to REF and why you think it is going to be 4*. How do you envision strengthening your teaching skills? What are the skills you want your students develop and how are you going to achieve this? Be specific about your teaching approach. How you mean to lead, design, run and assess courses and modules is as important as what you can or intend to teach. Can you prove you are a skilled and inspiring lecturer? Quote from students’ feedback questionnaires! When answering questions, frame your replies positively: show how unique you are and turn any weakness in your CV into an asset if presented from a different angle. Be respectful when referring to former work places and colleagues and be polite to the panellists. Remember they will ultimately be asking themselves: Will she be an easy-going department colleague? Is she a lecturer likely to raise complaints among students? Ultimately, if you are asked if you will take the job, say yes! Make sure you show them you really want to work with them!

What next?

If you are not shortlisted or you were not successful during the interview stage, don’t take rejection personally. Some recruitment committees provide constructive feedback. Use this precious information to think about how you can do better next time! Having said that, each university has different recruitment criteria and often panellists disagree on who the best candidate is. Conclusion: take on board criticism to ameliorate (self-improvement should be a personal motivation throughout our lives anyway!) but be yourself. Sometimes it is simply a question of connecting with people spontaneously, of being in the right place at the right time.

 

I hope you find these tips helpful. If you want to test them live, sign up for next year’s edition of the Academic Job Boot Camp!

Best luck to candidates, including myself! 1f609