Clash with reality after first months as a faculty

[mamselle]

I feel like I need a good mentor who will help me understand how to find a way through all of the intricacies of the UK system.

I'd put a lot of focus on this. The UK educational system, as well as its current socio-politico-economico issues, and the cultural differences, represent about 16 layers of mazes to negotiate at the same time.

I sometimes get confused just using the research libraries...and they're easy-peasey compared to others I visit.

A couple of go-to buddies--maybe one for day-to-day stuff that isn't necessarily educational in nature, like a neighbor--could help with all the disjunction you're experiencing. If you can reduce stress in a few of the more day-to-day areas, too, you might be able to focus more on the central educational ones with less angst.

Just my two pence.

M.

[marwyn]

Thanks mamselle! I guess these 16 layers of mazes is about right.

The challenging part is that everyone is so busy, that it's hard to even make an appointment. The mentor who was assigned to me, although a very nice guy, is flooded with commitments, so no clues when we could meet again. At least they are not able to suggest a date now. We've only had a chance to meet once and quite some time has passed since I started.

Well, maybe I should try to hang out with other junior faculty members, as they are more likely to have some time.

I also noticed that even though everyone tries to be very kind to each other and small talk works well, the UK people have their own group and own topics. The EU people don't really come to coffee and after several weeks of trying I realized why. I simply couldn't get involved in the discussion. Either I didn't understand the jargon or I'm not familiar with the topic (e.g. local politics).

I don't think that I've offended anyone... I've always tried to be kind and helpful. Just really getting into the community seems much more difficult than I initially assumed.

[mamselle]

Ah.

Read a LOT of news feed items (I have G'news on my phone and I've read so many British papers, even on US subjects, that it's aimed my feed that way) but don't say much on your own.

Just ask some simple, honest, but dec3ntly-informed questions.

M.

[Beebee]

I will join in and say that it will get better. If you come from established, large groups, it can be shocking and overwhelming to have to build it from scratch - an empty room for a lab, no senior group members to rely on for training or simple logistical things (lab safety, broken equipment). It takes a long time to build it all. On top of it, you are learning a lot of new skills - teaching a whole class (rather than a few guest lectures), service, managing many demands on your time. You are also getting the lay of the land - not only of a new university but also a whole new country. You still need to get the lay of the land, figure out who to talk to with questions about different things, whose feet you should not step on, which rules are rigid and which are bendable, what you have to say yes to and what is OK to say no to... It is fine that it takes a while to sort it all out.

I understand your frustration with not having grad students. Can you recruit some undergraduates to come "gain some experience" in your lab? I had a big group my first year, and they can be really good at setting up equipment, doing some initial proof of concept/scouting work for new projects, even gather preliminary data for proposals. I had truly excellent undergrads who troubleshot new methods better and faster than graduate students. This comes with a warning that you will need to chase after them and train them in the lab, which means you will need to block off time from teaching. But that is something you may need to do anyway.

When I was roughly in your spot, a colleague told me after year 3, the feeling of being completely overwhelmed gets much better. You are not necessarily less busy, but you have a handle on the many different things you need to juggle, and that brings down the stress level. I think it is very true (plus minus a year?). The number of things faculty do is mindboggling; the number of things they do that they never got trained for is even more so. Be patient with yourself, and don't be shy about asking for help.

Good luck!

[bento]

I'm a bit taken aback by the "spoon-feeding" comments. 

We have to reach our students where they are, and we have to be committed to bringing them along to some educational goal.  I don't want to sound preachy, but this rhetoric is indicative of a problem in the teaching component of one's career responsibilities.

There are career tracks that exclude teaching.  If teaching is not an interest, one can seek these out.

OP, why not re-conceptualize your relationship with students, think of them as younger less educated versions of yourself, think of them as potential collaborators, think of them as bearers of original thought not yet institutionalized into your particular institution or discipline?  You seem mostly impatient with the current ways your department is relating to students.  Be creative about changing that.  You have a great job and a chance to change things up.

New faculty members are the best ways departments get to improve.