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Demystifying the Diversity Statement: Victoria Reyes, a former National Center for Institutional Diversity postdoctoral fellow at the University of Michigan, writes about effective diversity statements for Inside Higher Ed. The advice here will be particularly useful to candidates from underrepresented groups.

The Effective Diversity Statement: Eight tips from Inside Higher Ed for writing an effective diversity statement.

Guidelines for Writing a Diversity Statement from UC San Diego: This piece provides some guidelines for approaching a diversity statement from UC San Diego's center for faculty diversity -- part of the UC system who first developed diversity statements.




Due: Thursday, March 1, 2018 

To be eligible for the PFF Seminar, applicants must be advanced graduate students who have achieved candidacy by May 1, 2018 and have an interest in college or university teaching. Post-docs will also be considered for this program, but doctoral candidate applications will be prioritized due to limited space. 

Please complete the following web form and upload a copy of your curriculum vitae and your cover letter (cover letter instructions provided below).



Winter: in many fields, this time of year is filled with faculty position interviews, campus visits, and job talks. You might currently be deep in an academic job search process or watching others grapple with it. You may be curious about the kinds of jobs that PhD’s hold outside the academy. In this competitive academic job market, many graduate students and postdocs are doing both--investigating the market for academic jobs while also exploring alternate career paths.

To support the needs of current and future faculty, CRLT has drawn together a broad set of Preparing Future Faculty web resources that can help academics explore, apply for, and thrive in a wide variety of jobs. Many of the linked documents, videos, and websites originated from a CRLT-Rackham collaboration that took the form of an annual Preparing Future Faculty conference. The collection thus contains a wealth of resources that have been developed collaboratively over a decade of Preparing Future Faculty efforts at U-M.

While graduate students and postdocs will find these resources particularly useful, academics at all stages will find valuable guidance and information here. For example, we highlight strategies for success at any point in your academic career, from graduate student to postdoc to full professor. In addition, many graduate students and postdocs may be interested in exploring career options outside the academy that draw on the skills they are developing as scholars and teachers inside the academy. Read more »


photo of apple on deskIn STEM fields, postdoctoral positions are frequently the launching point into the professoriate. However, given the demands of their research commitments, many postdocs have very limited teaching experience when they begin applying for academic jobs.  To enable postdocs to build their skills in teaching in the sciences, CRLT and Rackham Graduate School collaborated to create a unique opportunity for U-M postdoctoral scholars: the Postdoctoral Short-Course on College Teaching in Science and Engineering (PSC). The PSC has been offered seven times in a face-to-face format since its debut in 2012, and an online version of the course has been offered twice with Rackham and the U-M Office of Academic Innovation.

CRLT is currently accepting applications for the face-to-face version of the course during the Winter 2017 term. The course will meet on Wednesdays from 9:00am-12:00pm from Jaunary 4th through February 22nd, 2017. Applications are due by 8:00am EST on November 11th, 2016. More information about the face-to-face and online versions of the course can be found on the PSC webpage.
Feedback from previous participants attests that the PSC can be a transformative experience for postdocs:
  • “I wasn’t planning on teaching as part of my career.  PSC showed me that not only do I enjoy teaching, but that I am capable of doing it well.  It’s changed the type of job I’m applying for.” (from a postdoc in engineering)
  • “During a campus interview, the search committee chair asked me how I would actively engage students in their introductory courses with over 100 students.  After PSC, I was totally prepared to answer this question and could provide examples from my course design project and practice teaching session.”  (from a postdoc in the biomedical sciences)
In order to flexibly accommodate the demanding research obligations of U-M’s postdocs, the PSC uses a “flipped class” model. Before each of the sessions, participants watch short video podcasts and complete preparatory online assignments to establish basic mastery of teaching and learning concepts.  During face-to-face meetings, the postdocs engage exclusively in hands-on, experiential learning, practice applying the concepts, and participate in reflective discussions.  Both online and during class, the instructors model research-based teaching strategies, so that participants can experience these approaches from the perspectives of their future students.  

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Academic work can be demanding, and academics need to take care of themselves, particularly those who are underrepresented in their fields. This page features online and print resources 



National Center for Faculty Development & Diversity. U-M is an institutional member of this organization, and their website features seminars, courses, discussion forums, and other resources for thriving in the academy for underrepresented graduate students, postdocs, faculty members, and administrators. If you are associated with U-M, you can register for an institutional sub-account here.

Underrepresented in Our Fields: Strategies for Faculty Success. CRLT's list of online and print resources that discuss challenges and opportunities for faculty who are members of groups underrepresented in their disciplines. Read more »