Long
-
Term
Academic
Career
Goals
LONG
-
T ERM
G OA LS
01
01
Establish
a
distinctive
and
identifiable
research
program
Build
one
coherent
line
of
inquiry
—
a
recognizable
set
of
questions
,
methods
,
and
scholarly
contributions
—
that
distinguishes
this
body
of
work
and
sustains
it
across
the
full
decade
.
INDIC AT OR S
OF
S UC C ES S
02
02
Sustain
a
strong
,
consistent
record
of
peer
-
reviewed
scholarship
Prioritize
steady
,
field
-
appropriate
scholarly
output
—
articles
,
chapters
,
monographs
,
or
equivalent
peer
-
reviewed
works
—
over
occasional
bursts
of
productivity
.
INDIC AT OR S
OF
S UC C ES S
A
clearly
articulated
,
documented
research
agenda
with
active
projects
at
multiple
stages
—
investigation
,
analysis
,
drafting
,
review
,
and
publication
—
at
all
times
.
Recognition
of
the
program
beyond
the
home
institution
through
invitations
to
speak
,
external
collaborations
,
and
adoption
of
the
work
by
peers
in
the
field
.
A
cumulative
body
of
work
in
which
newer
projects
build
deliberately
on
earlier
findings
rather
than
starting
from
scratch
.
Publication
of
at
least
one
major
peer
-
reviewed
work
per
year
,
on
average
,
once
the
research
program
is
established
.
Presentations
at
national
and
international
conferences
aligned
with
the
research
agenda
on
a
regular
cadence
.
Independent
signals
of
scholarly
reach
,
including
citations
,
invitations
,
awards
,
or
requests
to
contribute
to
major
venues
in
the
discipline
.
1 / 4
03
03
Secure
and
maintain
competitive
external
funding
Move
from
project
-
by
-
project
support
to
a
sustained
funding
base
that
enables
the
full
research
agenda
,
supports
graduate
and
undergraduate
research
,
and
reduces
dependence
on
any
single
source
.
INDIC AT OR S
OF
S UC C ES S
04
04
Develop
into
a
respected
and
continuously
improving
teacher
Make
teaching
an
equal
pillar
of
the
academic
identity
by
designing
rigorous
,
inclusive
,
and
current
curricula
and
by
treating
classroom
practice
as
a
subject
of
deliberate
scholarly
improvement
.
INDIC AT OR S
OF
S UC C ES S
05
05
Mentor
students
and
emerging
scholars
toward
independence
Create
a
sustained
record
of
developing
researchers
at
every
level
—
undergraduates
,
graduate
students
,
postdoctoral
researchers
,
and
early
-
career
faculty
—
who
succeed
on
their
own
terms
after
the
mentorship
ends
.
INDIC AT OR S
OF
S UC C ES S
Submission
of
at
least
one
major
external
proposal
(
research
council
,
foundation
,
or
equivalent
)
in
every
12-
month
period
.
Continuous
external
funding
coverage
for
core
research
activities
,
with
no
more
than
one
unfunded
gap
period
over
the
full
horizon
.
Progressive
diversification
across
funding
types
—
research
grants
,
teaching
and
innovation
grants
,
infrastructure
,
and
public
-
engagement
support
.
Design
and
regularly
refresh
a
coherent
teaching
portfolio
spanning
introductory
through
advanced
courses
,
incorporating
current
research
and
evidence
-
informed
pedagogy
.
Consistently
strong
student
evaluations
and
peer
observations
,
with
a
documented
pattern
of
responsiveness
to
feedback
.
Visible
contributions
to
teaching
beyond
the
classroom
—
open
course
materials
,
pedagogical
scholarship
,
invited
workshops
,
or
published
teaching
resources
.
A
continuous
pipeline
of
mentored
researchers
,
with
multiple
graduate
students
and
postdoctoral
scholars
guided
from
project
inception
to
degree
completion
or
successful
placement
.
Measurable
mentee
outcomes
,
including
presentations
,
publications
,
competitive
awards
,
and
successful
progression
to
the
next
career
stage
.
Formal
and
informal
mentoring
of
early
-
career
faculty
in
areas
such
as
research
strategy
,
grant
development
,
and
promotion
preparation
.
2 / 4
06
06
Advance
community
leadership
within
the
discipline
Shift
over
time
from
participating
in
professional
communities
to
helping
shape
them
—
through
editorial
work
,
association
service
,
conference
leadership
,
and
institution
-
building
.
INDIC AT OR S
OF
S UC C ES S
07
07
Progress
through
academic
rank
and
take
on
meaningful
institutional
leadership
Meet
every
milestone
of
academic
advancement
on
schedule
and
use
the
credibility
that
comes
with
seniority
to
improve
the
programs
,
structures
,
and
opportunities
available
to
others
.
INDIC AT OR S
OF
S UC C ES S
08
08
Create
meaningful
broader
impact
beyond
the
academy
Ensure
the
scholarship
does
not
end
at
the
library
door
—
communicating
findings
to
practitioners
,
policymakers
,
and
the
public
,
and
building
partnerships
that
put
the
work
to
use
in
the
world
.
INDIC AT OR S
OF
S UC C ES S
Progressive
leadership
roles
in
scholarly
associations
,
editorial
boards
,
review
panels
,
or
equivalent
bodies
—
moving
from
membership
to
appointment
to
senior
responsibility
.
Organization
of
conferences
,
symposia
,
or
sustained
working
groups
that
advance
the
discipline
and
raise
the
visibility
of
the
home
institution
.
A
durable
national
and
international
collaborative
network
resulting
in
joint
projects
,
joint
publications
,
and
reciprocal
invitations
.
Earning
tenure
and
promotion
as
planned
,
followed
by
advancement
to
the
rank
of
full
professor
—
or
the
equivalent
senior
standing
—
within
the
horizon
.
A
growing
record
of
institutional
service
in
roles
of
increasing
consequence
,
such
as
program
direction
,
committee
chair
,
center
leadership
,
or
equivalent
governance
.
Leaving
measurable
,
durable
improvements
in
place
—
new
programs
,
revised
curricula
,
strengthened
hiring
,
or
policies
—
rather
than
service
limited
to
attendance
.
Public
-
facing
outputs
matched
to
the
discipline
—
policy
briefs
,
practice
guides
,
public
writing
,
media
engagement
,
or
accessible
versions
of
key
findings
—
produced
on
a
regular
basis
.
Open
access
to
research
and
teaching
outputs
wherever
funding
and
venue
policies
permit
.
Reciprocal
partnerships
with
community
,
industry
,
or
policy
organizations
that
both
inform
the
research
agenda
and
deliver
benefit
outside
the
university
.
3 / 4
Review
and
alignment
.
These
long
-
term
goals
are
intended
to
anchor
shorter
-
term
objectives
.
Progress
should
be
assessed
each
year
,
and
each
goal
should
be
translated
into
concrete
12-
month
actions
and
measurable
deliverables
.
LONG
-
T ERM
ACADEMIC
CAREER
GOALS
4 / 4
