Perhaps you are well-suited to become a professor or another similar career! Even in high school, there are some preliminary ways that aspiring professors can prepare for their career:. This will expose you to the demands of teaching and will look great on your college applications.
For individuals wishing to teach at higher levels, an undergraduate degree is only the prerequisite and foundation for further study.
Some professors earn an undergraduate degree in one discipline before moving on to a different — though, typically, related field of study — at the graduate school level. While in graduate school, students can expect to form strong academic relationships with their professors.
They may even have the opportunity to co-author and publish a paper with one of them. This is invaluable, because publication is vital for individuals who want to become professors.
Establishing a publication record during graduate school makes job candidates more attractive when applying for tenure-track teaching positions. Working as a Teaching Assistant is among the most valuable extra-curricular experiences for an aspiring professor. TAs not only receive a wage, but they learn a great deal about teaching at the post-secondary level.
The only negative aspect of being a TA is the time commitment. Individuals who take on the role must be prepared to dedicate themselves to the job without sacrificing their grades and academic pursuits. Another way that future professors supplement their learning track is by teaching online classes. These individuals are not awarded the title of professor, courtesy or otherwise. For some, that is a preferred in-class title more of which later.
Beyond this, colleges have their own guidelines about titles and faculty positions, and like many institutional policies, they can be complex. Some people hold great store in attaching the appropriate honorifics. Others feel these distinctions pale in comparison to the quality of your teaching.
The average undergraduate, of course, has no clue about the workplace culture and politics of academia. I usually suggest they simply call me by my first name. Judging by the debate that erupted over an Inside Higher Ed article , this is a popular but contentious practice.
For me—a straight, white woman occupying contract positions in the academy—I acknowledge my privileges and disadvantages. I am conscious of the disturbingly gendered and racialized perceptions of students, as they crop up for instance in teacher evaluations. Would they have been prevented or lessened had I insisted on being addressed more formally? Short list.
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