I was inspired to write a short series on how applications get evaluated throughout the academic process- for vet school, internship, residency, and faculty positions. Realize that these are idiosyncratic- my process is definitely different from other people’s processes. Nonetheless, I think it may be helpful/insightful. Enjoy these for the next two weeks!
So, you’ve decided you want to try out the world of scientific research! Good for you. You may have fun and love it or you may discover it is not for you. We’ve talked about the benefits before, so now let’s drill down on the nitty-gritty. How do you get involved?
If it exists on your campus, I suggest you make your first stop the undergraduate research office. These people have a wealth of information and can help you identify mentors and explain what the research program is like at the school. At one institution where I worked, there was a whole undergrad research program, including classes and a distinction you could earn by completing a research thesis. I would routinely get emails from the undergrad office about students looking to do research.
If survey courses about research exist on your campus, these can be excellent resources to check the water and see if you may like it. At one institution where I worked, faculty could offer 1-credit small seminar courses in research. I routinely taught one in Clinical Research and enjoyed showing the undergrads all the opportunities which exist. I brought in guest speakers and some of the students ended up working with them. Other students in the class asked me to direct them to potential mentors.
You may be able to search for faculty research interests on your institution’s website and then contact those which interest you. I’ll write a later post about how to email potential research mentors. Realize if you are ‘cold emailing’ you may not get a response, so come up with a backup plan. Creating a short list of potential mentors is the safe bet.
Finally, if you have had any contact with a faculty member with whom you think you could get along, you can reach out to them. This is probably a faculty member teaching a small, upper-level course and who may know your name. It’s usually best to make this request near the end of the semester or at the start of the next one, to avoid any appearance of bias during the course.
Once you have an appointment scheduled with a potential research mentor, treat it like an interview. Ask them questions about how they like to work with undergrads. Remember, the purpose of this is to find out if you’re a good fit- you are interviewing them as much as they are interviewing you. Be sure to ask what your responsibilities will be, if you will be an author on an eventual publication, with whom you will be working, and what the time commitment is.
If you decide to pursue research, make sure to do it well. Show up, be enthusiastic, and be helpful. What questions do you have about how to get involved in research?
Beyond just chit-chatting with people during your interview what, exactly, do you say? How do you present yourself in the most realistic light? I don’t say ‘most positive’ light because I believe you need to be authentic during your interview. If you present yourself as different than you are, you may lead to a bad decision about fit being made. So, you need to present yourself authentically, and discover if this place could be a good fit for you. What do you say?
First, as always, be honest. If you are looking for a faculty position because you enjoy research, but are not very enthusiastic about classroom teaching, you can communicate that in a positive way. “What is your approach to teaching?” “I enjoy teaching small group and one-on-one settings so I can really engage with the students on a personal level.” If asked very specifically, be honest. “How do you feel about teaching large lecture courses?” “Honestly, it’s not my preferred teaching setting,” and then you have two choices: “…but I enjoy a challenge and would be willing to tackle it with good mentoring,” or “…and I would rather not spend a large amount of my time with those types of courses.”
While being honest, be positive. If you are looking for a new position because your current institution is terrible, put a positive spin on it. “Why are you interested in our institution?” “I really like the way you approach teaching- encouraging different teaching strategies and elective classes.” Contrast with, “You don’t micromanage the faculty constantly or overwork them.”
Second, ask all the questions about how the place works. We will have a separate post with a list of questions, but try to plan out what you want to ask each person or group on your itinerary. As an interviewer, it is incredibly frustrating to say, “What questions do you have?” and get nothing back. You need to ask questions to make sure the place is a good fit, to demonstrate your interest and enthusiasm, and to demonstrate to them that you Know What You Are Getting Into. If you don’t ask about on-call responsibilities for a clinical position, for example, they may wonder if you know that this is expected. Conversely, if you obsess over on-call responsibilities, they may assume you don’t actually want to do on-call. It can be a difficult line to walk. Spend time before the interview coming up with these questions and find ways to ask them in a positive light.
Finally, answer their questions in an honest but not necessarily exhaustive way. If you find yourself talking for more than about 2 minutes, you are probably giving an excessively long answer. Provide an answer to the question and no more- they will ask clarifying questions if they feel it is important. Don’t be evasive or coy or abrupt, but you don’t need to give a long, rambling answer to every question. Identify what, exactly, is being asked, and answer that with enough detail to demonstrate you understand the issue at hand.
For example, if asked, “What are your concerns with coming here?” you might answer, “It seems like there aren’t a lot of systems and protocols in place, so we will be figuring things out as we go. I have only been places with a lot of systems but, even there, I helped create some systems and processes so I look forward to helping to put those in place here.”
When answering questions, an effective strategy is “You do… I do.” For example, if asked, “Do you think we need an MRI for a neuro service?” you could reply, “Well, an MRI is really essential for good neurologic imaging. However, if that isn’t possible, I can see a service where medical neurology is the focus. I have spent the past 3 years focusing on neuromuscular diseases and could build a strong referral base on that experience, even without an MRI.”
Remember, the point is to find a good FIT. If they want you to teach a lot of large lecture classes, and you just want to do research, will you really be happy there? “But Vetducator, I just want ANY job!” Well, as a veterinary specialist, you generally have your pick of jobs, so you at least need to find one which won’t be terrible for you. And, ideally, you will find a job which is a good fit, which will lead to career satisfaction and life happiness. Who wouldn’t want that?
I ask my wife to do a surprising number of projects. Occasionally research projects, but more often household ones like, “Can you figure out if Arcadia Power covers us and how to sign up with them?” and “Can you book lodging for our next trip?” Early in our relationship, I assumed these would be done immediately, even if I didn’t need the task completed for another two weeks. Once she made it clear that it was easier for her to complete these tasks if she knew when I expected her to finish it, everything was much easier for both of us.
I started applying this principle to co-workers and anyone whom I needed a response from and it translated into a significant improvement in response rate. Since the way I work, I respond very quickly to asks for work, I assumed everyone else prioritized their work similarly. I came to understand that many people work on the basis of deadlines- they work on projects which have the earliest deadlines first. I still don’t quite fully understand it, but I use the principle, and I recommend you do, too.
Providing deadlines tells the recipient a few things. One, it tells them that their input is _required_. It is easy for people to read an email and think, “Ah, well, they are asking me, but maybe it is a courtesy or just to be complete. I don’t need to reply.” Putting a deadline indicates you need a response from everyone involved. Two, it helps people prioritize their to-do list according to what is most pressing. Three, it gives some sense of the amount of work/effort is required. If you give a deadline by the end of the week to most academics, it should be an _extremely_ time sensitive matter or something they can answer quickly. If you give a deadline 3-6 weeks away, that suggests you want them to actually contemplate and think about the response, and give a substantive one.
I use a variety of strategies when providing deadlines. I have the opt-out deadline, which is usually framed as, “This is what I am going to do unless I hear from anyone by X date.” This is usually when I don’t need input from others and am including them as a courtesy, and because if they DO have strong feelings, I want to know about it.
I have the opt-in with a specific solution short-term deadline, which is framed as, “Here is what I would like to send. Please chime in with your feedback by X date.” This sends a message that I want and need their feedback. The feedback I expect to get, because of the short timeline (less than 1 week), is usually something like, “OK” or “No, I think we should make this minor change.” This is often done at the end of a process, where I have already solicited more complex responses.
I have the opt-in with a specific solution long-term deadline, which is framed as, “Here is the current draft. Please review and provide suggestions by X date.” This date is usually the end of the month or some similar 3-6 week window. I want and need constructive, thoughtful, cognitively complex input for this, and know that it needs to fit into others’ schedules. Nonetheless, providing a timeline is helpful so people can put it into their own to-do list framework.
Finally, I have the opt-in optional with a very long-term deadline, which is framed as, “I know you’re busy, and I am working on this project. Please let me know if you want to participate by X date.” That date is usually 2-6 months into the future, as this is a placeholder for a project or an attempt to determine who may be interested in a novel project. In this case, I am not expecting much thoughtful contribution, but providing the far deadline allows me to determine who is Actually Interested and who is not. Those who are interested will reply relatively early. Those who are not interested will never reply.
Giving deadlines can be useful at all levels of your veterinary career. Undergraduate progressing to vet school, “Dear Dr. X, here-is-a-letter-asking-you-to-write-a-letter-of-recommendation-for-me. Please let me know if you would be able and willing to write a letter for me by (some reasonable date at least 2 weeks away).” Veterinary student interested in an internship, “Dear Internship Director, I would love the opportunity to speak with a current intern. Please let me know if there is someone who can talk to me by (some reasonable date).” You can ask for deadlines from people who are higher “rank” than you as long as you are respectful and reasonable with the deadline.
There are many strategies to using deadlines. Mine would not work in corporate America, where things are more time-sensitive. Fortunately, in academia, we are usually working with relatively long timelines. Do you like getting deadlines or not? Do they help motivate you? How do you assign deadlines differently?
I heard a story from a fellow faculty member about an interview they conducted. The candidate showed up on time, but barely knew their interview schedule, didn’t know who they were speaking with, and seemed to barely know the position for which they were interviewing. Needless to say, the candidate didn’t get an offer for the position. During an interview, you need to show engagement and be enthusiastic. One of the best and easiest ways to do this is to do your research beforehand.
Research is essential so that you know the right questions to ask, who the people are, what the primary concerns and goals of the program are, what landmines you may need to navigate, and what problem areas you may want to assure yourself about.
Know the right questions to ask. If the class size is 120, and you ask about classrooms that fit 90, that indicates you are out of touch.
Who the people are. What is their role in the organization? The Associate Dean of Research is not going to talk as much about curriculum as the Associate Dean of Students.
Program goals and concerns. Are they trying to increase research? Expand to a satellite clinic? Train up qualified staff? These are all weighing on the minds of the interviewers.
Landmines. If you know there is a sore topic, you can still bring it up, but be diplomatic about it. The only general one I know of is to not bring up pay unless the hiring manager brings it up.
Problem areas. How are the finances/funding? Is the place solvent? How is the leadership? Are people happy and, if not, why not? Again, be diplomatic about these kinds of questions.
Now that you see the importance of pre-visit research, how do you do it? My primary method is via the institution’s website. Sometimes this is extremely frustrating- one position for which I interviewed had almost nothing useful on their website. However, they at least had their mission statement, which I was able to tie in with my presentation and some interview discussions. Most of the time, there is plenty of information on the website about the individuals you are meeting, news about current trends in the institution, etc. Mine the website for as much information as you can.
If the website is spartan, or you are curious for more information, you can comb the general internet. I found some useful information about one school on student information forums . I find this to be relatively tiresome and low-yield, but worth trying if you have the inclination.
It is vitally important that you understand the program, the job, and the people before you do an onsite interview. Failing to plan is planning to fail.
Possibly due to poor preparation, possibly due to nerves, and possibly due to ignorance, people applying for and interviewing for faculty positions routinely make mistakes. Most of them are minor, some of them are major. Here are some I have seen (and a few I’ve done myself). Hopefully, by reading this, you can avoid them.
1) Mentioning the spousal hire at any point before getting an offer in hand. Just don’t do this. You are interviewing for a job- focus on the job. You don’t want to bias anyone by making them think you will be a more complicated or difficult hire due to a spouse. You want them to evaluate you on your merits alone. Wait until you have an offer to mention the need for a spousal hire.
2) Aiming to be a +1 in your application materials. As mentioned before, the point of a faculty application is to get you an interview. You just need a decent CV, decent letter, and decent recommendations. You may be able to get a slight leg up on other applicants if you have amazing versions of any of these, but probably not. Most of the time, if you aim to be a +1, you will fail and become a -1.
4) Fleeing your current position. No one wants to hire a jaded, bitter, and angry faculty member. You need to be chasing something great at the place you are applying for, not fleeing something terrible. You MAY say your current position isn’t a great fit, but you MAY NOT say it is terrible and you just want to be anywhere else.
4.5) Talking badly about colleagues. This is often seen in conjunction with fleeing your current position. I don’t care if your mortal enemy works where you work, you cannot talk badly about them. This is the image you are painting of who you are as a faculty member. If you talk badly about current colleagues, that means you will talk badly of future colleagues. You MAY say you don’t communicate well with a certain person, but you MAY NOT say they are a monster and make your life hell.
5) Giving a bad job talk. This is separate from phoning it in, but often occurs concurrently. You need to practice your presentation and make sure it is amazing. Most positions involve teaching, after all. If you can’t teach, you can’t do the job.
6) Being a boor. This covers a wide range of sins, including ordering numerous alcoholic drinks, not engaging people, being rude or dismissive, not smiling, not meeting people’s eyes, saying inappropriate things, and other unprofessional behavior. I’m not sure what to say to get you to not do this. Practice being a better person, I suppose?
7) Not having a clue. If you didn’t do your interview/site visit prep, or if you want a tenure-track position but are interviewing for a clinical-track position, or if you don’t know what the institution is about, you will turn people off. Do your prep work and make sure you actually want the job.
8) Being weird. Look, I am all for being outside of normal, but not during an interview. Dress conservatively, practice your conversation and interview skills, and don’t go off the rails in conversation topics. I once had an applicant who OVER-prepared and wanted to show it off (aiming for a +1) and, as a consequence, we didn’t get to talk about things that were actually important for the job.
I could probably go on. This isn’t intended to be an exhaustive list, but to give you a general sense of how to act during a faculty interview. You want to demonstrate that you will be a good, positive, productive colleague. No department chair wants a Project or a Problem Child. The more you can show that you get along with people and will do a good job, the better.
I have been putting off writing this post for a while because it’s just so overwhelming. All of your application materials have one job: to get you the interview. The interview is the high-stakes encounter when you are applying for a faculty job. The decision by the search committee is largely based on your performance during the interview. In addition to general interview advice and preparatory research, we have to talk about what to say, how do to a great presentation, and what to ask. I have a separate post planned for the presentation, so let’s focus on the other two domains.
What to say
In general, you want answers to be meaningful but not expansive. If you are giving an answer longer than 2 minutes, it’s probably too long. You can leave them wanting more and allow them to ask follow-up questions. For example, you will always get the question, “Why this institution?” You should be prepared for this. Instead of giving an in-depth analysis based on your extensive research which touches on all the things you know about it, you can start with a highlights reel. “Well the faculty all seem to have a good quality of life, I hear the students are keen and engaged, and the work done in my discipline by the folks here has been notable.” Now they can ask follow-up questions if they like.
Do not give excessively short, clipped answers which leave the questioner with nowhere to go. Faculty interviews are almost never a series-of-question rapid-fire sort of affair. They are usually casual and conversational. If you approach it like a conversation- they ask a question, you answer, you ask a question, they answer, it will be a more natural flow.
Be positive. For god’s sake don’t say you want the job because your current job sucks. You must maintain a positive approach throughout. I don’t care if you are being bullied in your current position- you want to go to this new job because it is great, not because your old job is terrible. Avoid this temptation. I understand it can be hard- I have faced it myself- but you must remain positive.
Be specific. This is up to your preparatory research and conversations you have throughout the interview. If you meet with someone at the beginning of day one who says something which intrigues you, such as “It’s easy to do research with undergrads here because of our undergrad research office,” bring that up in subsequent discussions. “Well, Dr. Jones mentioned your undergrad research office, and that is a distinct interest of mine as well.” Speaking in generalities will not convince the committee that you want THIS job, just A job. You have to be SPECIFIC.
You do I do. An easy and effective formula for any interaction is: “You do this thing well. It matches what I do well.” For example, if they have an active learning approach (or want to start one), you can say, “I understand you are encouraging faculty to engage in active learning modalities. I taught a course last year which was primarily a flipped classroom, from which I gained a lot of experience in how to do active learning.” Take what they give you- what are they excited about- and reflect it back with how you can enhance that.
What to ask
Remember, you are interviewing this institution as much as they are interviewing you. The goal is to find the best fit, not necessarily the objectively “best” institution. So you need to ask some serious, incisive questions which will help you get a real sense for the place.
What are your challenges? This can be framed a variety of ways, such as “What don’t you like about working here” and “What would you change about the job”. The point is you want to find out what existing faculty members believe the current problems are. EVERY institution has its problems. The question isn’t “Do you have problems?”, the question is, “Are the problems you have ones I can cope with or not?” Hopefully, you know this about yourself. If not, reflect on it more.
What do you like about working here? This is the flip side of the first question, and hopefully elucidates the strengths of the institution. Again, the goal isn’t to hear, “Everything is perfect!” but rather to hear what specific things the current faculty and administration like about the institution. Do these things align with what you think is important in a job?
What is your ideal candidate? This will help you determine if what they are looking for is what you want to do. If they say, “Someone who will really engage with the students on a personal level” and you struggle to learn students’ names and want to spend time on research, maybe this isn’t the best fit. Follow up/alternative: What do you want this candidate to bring to the program/institution?
What is the next step of the process? You need to know the timeline for decision-making. They may also tell you how many other candidates there are and where you are in the order of interviews. This is essential information if you are interviewing at multiple institutions in the same span of time. If your top pick isn’t making a choice for 3 more months, and you get an offer before then, will you be willing to wait?
The scope of the information about the faculty interview cannot be covered in a single post or even several. I will dedicate other posts to this topic, but I wanted to get the most important elements written before drilling down on some details or expanding on what is covered here. What do you think needs to be brought up during the faculty interview?
For anyone applying for a faculty position, this is probably the nightmare scenario: you interviewed, you like the position, they liked you, they offer you the position, you begin negotiating, and then they pull the offer. What the hell just happened? This topic is difficult for me to discuss because it is so thoroughly beyond-the-pale unprofessional and unacceptable for institutions to pull an offer that I can barely wrap my head around it. Nonetheless, it does happen in veterinary medicine, and I have personally seen it twice.
The first I heard second-hand about but did not participate in. The small, private institution had offered a candidate the position and the candidate came back with requests. The problem is, one of those requests was absolutely impossible for the institution. The applicant felt strongly about it, though, so contemplated it for a long time and came back with another possible solution. There was at least one other back-and-forth like this. The candidate came back with another possible solution, and the hiring manager at the institution became frustrated and said, “Forget it.”
The second happened to a friend of mine. They received an offer for a faculty position at an off-campus research center affiliated with a large state school. My friend came back with a request for flexibility to allow remote work from an office on-campus (4 hours away from the research center) 4-6 days per month because of a personal family situation. The institution pulled the offer without further negotiation or explanation.
Let me be clear: this is the fault of the institution, NOT the applicant. I told my friend that it was probably for the best: any organization which would pull an offer during negotiations is not one you want to work for. This happens only because individuals at the organization get ego and emotion involved, which you SHOULD NOT do during negotiations. Here’s how negotiations are supposed to work:
The institution extends an offer. You respond with what you would like in order to accept it. The institution responds. They may give you everything, they may give you something, or they may give you nothing of what you ask for. If they give you everything, great, you accept the offer. If they give you something, you may be able to reply asking for a different something. The second-to-last step in any negotiation is the institution saying: this is our final offer, take it or leave it, and we need a decision by this date. It is then up to the candidate to decide if that is acceptable to them or not.
I can’t imagine why an institution would rescind an offer unless it is due to ego or emotion. I have heard administrators say during a negotiation, “Well, they aren’t appreciative enough of our offer,” or “What they are asking for is unreasonable.” The first reflects a ridiculous premise- of COURSE they appreciate the offer, but they want to do the best thing for themselves, their colleagues, and the institution. The second is irrelevant- if the institution believes it is unreasonable, they can reply with, “We cannot do that.” That’s how negotiations work!
If you are applying for faculty positions and are concerned about the pulled offer, my advice is: Do not be concerned. First, they are vanishingly rare. I have a personal sample of probably 50 negotiations of which I am aware enough to know if this happened. The fact that this happened in only two cases indicates a 4% incidence rate. In fact, the rate is very likely much lower than that, as there are hundreds more negotiations I do not know of that did not result in a pulled offer. Second, it is a GOOD thing if an institution pulls an offer to you. This indicates they are immature and unprofessional and don’t know how to conduct a negotiation. You don’t want to work at an institution like that. Of the two cases I described, I believe both candidates dodged a bullet.
Any competent administrator, if faced with a situation where they can’t give a candidate what the candidate is asking for, will say so, “This is the best we can do. Let us know by this date if you will accept or not.” When negotiating, you need to ask for what you NEED and what you WANT and offer reasonable explanations for your requests. Don’t accept any less because you are afraid of the pulled offer. The reasonable institution will give you what they can and negotiate in good faith.
NB: All of this assume YOU dealt with the institution in good faith. If you withheld something (pending license investigation, legal trouble, accusations of academic malfeasance, etc.), you should absolutely expect this will be discovered and, no matter where you are in the process, the offer will probably be rescinded. But you wouldn’t do anything like that, would you? So does not apply to you.
One of the most common complaints I hear about academia is that the salary is lower than private practice, sometimes substantially lower. While this is factually correct, I have never understood this argument. Most academic specialists make at least $100k a year, sometimes quite a bit more, which is way more than you need. Then there are the benefits, which are almost always better in academia than in private practice. The opportunity to earn a PENSION? This is guaranteed money for the rest of your life once you retire. I have never heard of anyone getting a pension from private practice, no matter how large the company.
If you calculate the value of the benefits, academia pays much more than the cash salary you earn. I’ve heard some practices don’t chip in for health insurance or retirement- that is HUGE! So it’s hard to compare private practice apples to academia oranges. In addition, many academic institutions give you consulting time, which is time off during which you can go locum elsewhere and make more money. Unless you have a chronic illness which continually drains your resources, academia pays enough. Even if you have huge student loans. Let’s look at how.
Let’s assume you make $100k a year as an academic- a pretty low salary for any specialist. This puts you in the 24% marginal tax rate. With social security, health insurance, and other cuts taken out, let’s say this leaves you with $5000 a month in take-home after-tax after-benefit pay. Now let’s break down expenses for a single person without roommates. This is a pretty free-wheeling estimate since this isn’t a personal finance blog, but it will serve as an illustration.
|Mortgage ($200k house @ 4%)||$950|
|Property taxes & insurance||$200|
|Transportation (gas, taxes, etc.)||$400|
|Utilities (power, internet, etc.)||$150|
|Clothes, household items||$100|
There are several assumptions made in these calculations. Houses in most college towns are inexpensive (apologies if you decided to take a job at UC Davis). Transportation is based off a 10-minute commute- college towns are usually small. You could dramatically cut your transportation costs by living in biking or walking distance to work. You can increase your income by getting a roommate, dramatically offsetting your housing costs. Even if you have high student loans, you can pay them off in a few years and begin saving for retirement with this salary.
Maybe all of this sounds like deprivation to you. Maybe you want to buy a huge house, drive an expensive car, and eat out every night. But… do you really? Is that what will make you happy? Because the science for this is NOT on your side. The science says the paths to real, meaningful happiness are through the purposeful life and the meaningful life, not the hedonic life. And this is NOT a deprivation lifestyle. If you need more evidence, check out this blog which explains how you can have a great life without wasting tons of money.
So, there, if you want to have a nice quality of life as an educator or researcher or academic clinician, you can do so. You have a flexible schedule, intellectual engagement, meaningful engagement (helping students AND animals AND clients), purposeful engagement (great flow during clinics or research or teaching), and you will make PLENTY OF MONEY. OK, bring on the arguments in favor of making tons of money in private practice.
According to Susan Cain in her book ‘Quiet: The Power of Introverts in a World That Can’t Stop Talking,’ before the turn of the 20th century, our country had a culture of character. You were trusted and people did business with you on the basis of your integrity. Around the turn of the century, though, the culture began to change to the culture of personality. Everyone should read this book, since it’s incredible. Extroverts should read it so they understand the introverts, and introverts should read it so they understand themselves. Until you can, let’s talk about how to successfully be an introvert in this day and age.
Fortunately, you have done well with your chosen career. Many people enter veterinary medicine believing- incorrectly- that they get to work with animals more than people. So it seems the profession may select for more introverts than, say, business. This means there are more of Your People around, which will make things easier. You don’t have to explain as often why you don’t want to go out after a hard week of studying and test taking. You can spend time with your small collection of close friends without much pressure to do more. Not everyone is an introvert, but it’s not hard to find them in vetmed.
I personally think introverts have an easier time with my first rule: Aim for Zero. Introverts take time to observe before acting, and deliberate, and therefore tend to make more thoughtful actions. It seems that extroverts are the ones who may try to put themselves out there attempting to be a +1 and fail miserably. I personally prefer people who are quietly competent, and this seems easier for an introvert than an extrovert.
On the other hand, it’s also important to show up and smile, which may be harder for introverts. So you may need to do something outside your comfort zone. Fortunately, this is good, because it forces you to get better at something which is difficult: a key concept embraced in Kaizen. If it’s hard for you to go socialize with people, then work on this. Develop it like any skill, and it will pay strong dividends for you.
Give yourself permission to be an introvert. If you are at a social function and you are Just Done, feel free to ghost. Push yourself a bit, but in measured amounts. Give yourself time to recharge. If you want to have quiet time to read at lunch, find a little nook on the top floor where nobody goes and curl up with your book.
Although introversion and social awkwardness and anxiety and shyness are not synonymous, they often co-exist. If you are socially awkward, that is just fine, PARTICULARLY for academic veterinary medicine! You don’t have to be the most flamboyant, expressive, bubbly person. None of the suggestions I give in the How to be Successful series hinge on being an extrovert. Because you don’t have to be sociable. You DO have to be pleasant to work with and hard working, but quiet people can do this easily.
Academic veterinary medicine is a great place for an introvert. You can (generally) set your own schedule and decide how much or little you want to interact with people. Yes, you do need to teach, but with practice you will get better and more comfortable. You can engage in highly detailed and cerebral pursuits. You can lock your office door or go for a walk to recharge. If you’re an introvert, seriously consider a career in academia. It’s pretty great.