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Strategies, Tools and Resources for Productivity

2012 October PFF Conference

Rachel Niemer

on 2 April 2013

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Transcript of Strategies, Tools and Resources for Productivity

Graduate students and postdocs can choose to work with a faculty member from . . .
Albion College
Eastern Michigan University
Kalamazoo College
Kettering University
Oakland University
Oberlin College
http://sitemaker.umich.edu/rackham-crlt/gsi_introduction What You Can Do Now To Insure
You Are A “Quick Starter” Research on Productivity, Willpower & Faculty Success A faculty member, who in his/her first 2-3 years, produces a large quantity of high quality scholarship, scores in the top 25% in their teaching evaluations AND in their comfort and enjoyment of their teaching. Goal: To Start Your Faculty Career as Productively as Possible ? Behaviors and mindsets of new faculty Most Faculty Spent significant amounts of time preparing to teach and are unaware of how much time they are actually spending Quick Starters Spent at least 3 hours/week on scholarly writing Scholarship Teaching Integrate your research and your teaching Paul Silvia, advises that you write and meet with an accountability group regularly. He claims that if you make appointments with yourself to write, and give these appointments the level of importance that you give other items in your schedule (such as teaching a class), you will see productivity.

And I agree. This scientist has already seen much good come out of regular writing periods throughout the week, and the implications extend to much more than just the writing part of my job... Write! 750words.com After your first semester teaching a course, try to limit your course prep time to 1.5-2 hrs/lecture Use active learning techniques to increase student understanding and decrease course prep time Why and How?

Pair up with someone near you and discuss
a) what the advantages of bringing your scholarship into the class room are, and
b) how you might bring the research you are currently working on into an introductory course in your discipline. Additional Preparing Future
Faculty Programs Intercampus Mentorship Program
Graduate Teacher Certificate
May PFF Seminar Intercampus Mentorship Program U-M Graduate Teacher Certificate Documents professional development in five areas:
orientation to college-level teaching and learning
exposure to new teaching strategies through seminars and courses
experience as a Graduate Student Instructor, including a consultation on teaching
mentorship on teaching from a faculty member
preparation of a teaching philosophy statement  http://sitemaker.umich.edu/um.gtc/introduction_to_program Quick starters spend at least 2 hrs/week seeking advice/insight on THEIR teaching and research
Create a network of mentors to guide you in the array of duties you have as a faculty member
Record hours spent being mentored Know Where You're Going and What You Have Been Doing Most people underestimate how much time they spend on any given task and how much time a pending task is going to take. Estimate the amount of time you think a task will take and multiply by 2.5 What? When? Everyday! Consistency is more important than session-length
Monitor your progress Why? Practice increases your skill level
Writing for "production" becomes easier and more efficient How? Create an accountability mechanism Boice, B. (1997). “Which is more productive, Writing in binge patterns of creative illness or in moderation?,” Written Communication, 14(4), 435-459. 1.7 0.2 12.0 1.5 Know what your next "action step" is Monitor your progress Set aside time to do what you need to do Commit to your goals -Rockquemore & Laszloffy, "The Black Academic's Guide to Winning Tenure -- Without Losing Your Soul" Went to class over prepared Focused their teaching on: facts & principles, avoiding complaints Used active learning techniques Integrated their research and undergraduate teaching Spent a modest amount of time on course preparation Heather M. Whitney, http://chronicle.com/blogs/profhacker/how-to-write-a-lot-for-the-sciences/37966 Author of "How to Write a Lot: A Practical Guide to Productive Academic Writing" Seek Out Mentors Boice, R. (1991). “New Faculty as Teachers,” Journal of Higher Education, 62(2), 150-173. http://www.flickr.com/photos/waynemah/85935850/ http://www.flickr.com/photos/88526923@N00/2114874155/ http://www.flickr.com/photos/hummingcrow/3116817485/ http://heathermwhitney.com/about-2/ http://www.flickr.com/photos/lanuiop/4420606662/ http://www.flickr.com/photos/miiitch/6927339131/ “We are what we repeatedly do. Excellence, then, is not an act, but a habit.” -Will Durant, The Story of Philosophy: The Lives and Opinions of the World's Greatest Philosophers (1926) Robert Boice, The New Faculty Member, San Francisco, Jossey-Bass (1992). Brainstorm a list of things, relevant to your professional life, that you could write about other than your research. https://chains.cc Cue Routine Reward
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