I joined the economics department of SUNY Oswego in the Fall of 1995 as an assistant professor. Having gone straight through from my undergraduate degree to the Ph.D. program, this was my first full time job. Although I received some invaluable advice from my doctoral faculty advisors, much of it was geared towards success at a Ph.D.-granting institution. After three years on the job, I now have a new perspective on how to succeed at a 4-year teaching institution, and on this basis I offer advice to others starting out in an academic career at a teaching college.

New faculty at 4-year institutions face a unique challenge in finding a mix of teaching, research, and service productivity, that will lead to tenure. Of course the optimal mix will vary not only across institutions, but also across departments within the same institution. That is why it is so important to consult with the department chair and other senior faculty to develop a set of goals and expectations about what constitutes excellence in each of the three areas. I have been fortunate in this aspect, as my department has set down very clear guidelines and I undergo a review every semester.

Despite ongoing debates about what teaching evaluations really measure, colleges increasingly rely on student evaluations to gauge teaching effectiveness. For this reason it might be tempting for new professors to inflate grades in an attempt to achieve positive evaluations. However I strongly encourage new professors to consult with senior faculty about a grading scale and aim for an average grade point in the middle of the department distribution. Economics departments concerned about academic standards frown on a grading distribution that is "too high", while departments concerned about enrollments and retention frown on a grading distribution that is "too low". As for earning solid evaluations, I find that students, regardless of the grade earned, respond well to frequent feedback, scheduled review sessions before exams, and generous office hours. Students can be aggressive about arguing for a grade they did not earn, and I perceive that this is a more pervasive problem among female faculty. But clear guidelines, given in writing at the beginning of the semester, are a powerful tool to head off such conflicts.

It is always best to start a teaching position with a completed degree; indeed many schools require it. However, that is not always practical when graduate funding is limited. I did not defend my own dissertation at the University of Iowa until two years after taking my job, a fact that significantly slowed my research productivity. Most 4-year institutions expect some research productivity as a condition for tenure, though limited travel budgets and lack of peers in one's field can make research particularly challenging at a smaller school. I have found that it is essential to schedule blocks of time that can be devoted to research; otherwise it is too easy to let teaching duties and service commitments consume all the available time. I recommend attending one or two professional conferences each year. If small children make travel difficult, try to participate in an interdisciplinary workshop series at your school-feedback from colleagues outside of your field can still be helpful.

I have found that serving on college-wide committees is an excellent way to meet faculty outside of your department, but too many service activities in the early years can cut into research time. It is a good idea to pick one or two committees, and to politely yet firmly decline other invitations. Committees also vary substantially in the time commitment required, so try to maintain a balance.

As I now move into my fourth year at SUNY Oswego, I have no regrets about choosing to work at a college where teaching effectiveness is highly valued. With some careful planning and a lot of hard work, the early years can be productive ones, laying the groundwork for a successful career in the classroom, on the campus, and in the profession.