I am an advisor in my own right now, because I am actually coaching someone. For free, like a priest serving the gods, I offer what I have. I know standard advice but I also give another view. Everyone always says I am true and my views are inspiring. I am here to conquer and thrive; my advice is not about survival but about victory.
RESEARCH
The reason not to take most academic jobs when you have other possibilities of employment is the frustration. You have to have a job access to research libraries and to your fieldwork, and some level of funding. Otherwise you cannot really do this job: you have left without leaving, and it is painful. For some people here, fieldwork is to go to these bailes de cuna or to study the marshlands. They have the feeling I would have if I were able to attend exhibits like this — or some other things closer to home that I am also going to miss. No amount of self-discipline makes up for the lack of access to materials and an enriching environment (I am thinking of Erich Auerbach writing without books, but in Istanbul).
I dislike academic advice because it ignores the question of research culture, and only addresses this issue in condescending platitudes (now we have the Internet, have you ever tried that?…there is Interlibrary Loan, dear…I know this is hard for you…). Such standard advice is completely misdirected. I would rather talk about how to choose jobs with these issues in mind, and how to strategize if you find yourself in a job that does not support your research program. These are the things I am learning.
TEACHING
The reason not to take jobs at research institutions with a high teaching load in the lower division over community college teaching jobs is location, infrastructure, and support. A good community college that is well located could be better for your research program than a flagging research institution that neglects the first two years but assigns you to work in the ruin they have created.
It is completely different to teach people who have chosen to be where they are; you do not want the majority of your courses to be dedicated to the general education requirement or a lower division requirement … especially if the school has a low graduation rate, such that you are teaching precisely at the bottom of the heap of their students.
Today I only advised bright freshmen and an interesting new graduate student. I feel completely different about myself and the profession when I am not being treated as the servant of people who look down upon research and on my field (that is, most of my lower division students). I can go on television and patiently explain our endeavor to a misinformed and hostile public, but it is draining; when your students are like that public you need a nurturing community to come home to.
Again, if community college teaching in a nice place does not sound like you, your backup to that R1, or perhaps R2 job should not be some other academic job, it should be a different kind of research job. How to teach community college while also covering two majors and a few out of field graduate students and also keep a top flight research program is what I am learning.
Axé.
coldhearted scientist وداد 
My short time in Mexico was long enough for me to dream of lives I might have led. You could still escape!
I intend to but in the meantime I am articulating frustrations so as to better deal with them. I am changing at the speed of light. I have been research-1 since 6th grade and I am tired of repressing it; I am also tired of the idea that one should not take charge of one’s ideas and life; NON SERVIAM.
Bravo!
Fantastic news!
I also just answered an irritating survey from the administration asking us what kind of faculty development workshops we wanted. I said not to bring in any freakin’ experts, but to re-fund the library, travel funding, speaker funding, sabbaticals, and so on.