Finding energy

There are many times in academia where we can find ourselves slowly overwhelmed and overrun by our seemingly endless to-do lists. At times, we need to reclaim our lost energy. One of the best resources for reclaiming lost energy comes from our students. Watching a spark of an idea transform to a completed project throughout a semester always gets me re-energized. Seeing students' progress as a term draws to a close allows me to leap the hurdle of fatigue to sprint to the finish of another semester. Are you looking for your lost energy -- especially if you have spent the past eight weeks teaching a frantic summer? Try a few of these ideas and share your own!

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• Look for the rewards. As noted often in this blog, higher education is full of delayed gratification. Seek out rewards - if you are in an especially satisfied mood, examine the day, reflect, see what led to that mood. Then seek out those circumstances. For example, a chat with a colleague may help you emotionally arm yourself for a tough week. You might not realize it unless you reflect back on the day/week. Schedule a chat as often as you can and protect that time in your day planner.
• Borrow emotional victories. Use the success of those around you. This is how I discovered my students' successes makes me feel really energized. When they were excited, I allowed myself to see experiences through their eyes and "borrow" their excitement, energy, and eagerness. Additionally, when a new colleague got a grant, I absorbed the excitement that the funding would mean for our department and allowed myself to wallow in and benefit from her success by thinking of all of the great opportunities our students and faculty would get from the funding.  
• Write for FUN. Wait, we used to LIKE writing? Yes! Many academics, once upon a time, loved to write. It is only when faced with extreme deadlines and little time that we find the task becomes more onerous. Try to write something that is just for you or that is silly. For me, the journal is an endless resource. I also like to write letters and share with my family. This type of writing is a nice release and grounds me for other, more academic tasks. 
• Read for FUN. Similar to our writing, too often our reading becomes so centralized around our research that we groan at the thought of reading at the end of the day. My rule is basic, no work-based reading before bed. Instead, I can read much loved biographies, science fiction, and mysteries that I adore. I protect that rule after years of falling asleep over my laptop in bed. Those moments right before sleep are now mine and if I only read two pages before drifting off then at least they were pages that did not lead me to tally up my to-do lists or projects right before dreaming. My sleep is more restful when I adhere to this easy policy.
• Take a time out. Sometimes you need distance from a project or activity that is causing burnout/stress. Table it for a little while. Work on something completely unrelated, if possible, then dive back in. 

What re-energizes you? Is it a good science fiction novel? A day away from campus? The really bad poetry that you try to write in the margins of your journal? Time with family? A road trip with friends? A quiet afternoon in the garden? A walk at the park or a trip to the museum? Share what works!

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Class discussion: research and references

After just concluding a massive week of student research, speeches, and papers, I spend time with students reviewing their choice of references. We discuss what they used, what worked, what didn't and why. I want students to understand why they select a reference, to consider what purpose it serves, to analyze source credibility, and to consider the fit for the source with their research. I find our digital age can sometimes lead to less-than-careful consumers of knowledge.

Treading the digital domains for research can be somewhat tricky for students and professors alike. Some of us have to bridge a generational or technological gap to even communicate with one another about our sources.

I had some recent success the past few years by embracing a discussion with my students to help us all communicate our expectations before (and often instead of) noting something is "off limits" for their research. Instead of outright banning a type of reference (i.e. no Internet sources or no Wikipedia), we dialogue about research together. We reach the conclusion (again, together) that a variety of references from a variety of source types creates the strongest argument. I show the institutional library page, we do Google and Wikipedia searches, we dissect sources, we really engage with issues of accuracy, objectivity, and authority. While we explore all of this, we discuss and analyze. Different classes come to different conclusions about wikis and blogs, but the (often lively) discussions allow students to consider and explore digital references in a way that is open without simply banning some source with an off-handed comment. I found students did not know why professors banned certain sources or types of references. Many of our students today have only and always found sources on the Internet. We might need to reach out and explore together a variety of considerations with online sources while introducing and exploring a variety of research avenues with our students.

The class time it takes to do this is certainly repaid in the quality of research received in the projects the students submit.

When you introduce that big project or the term research paper, consider a few simple tactics. Ask your students what they use, why, and begin a discussion while introducing concepts about research, credibility, and audience. Open the door to discuss by avoiding an initial ban. Of course, you can always ban a single type of source at the end of the discussion if you so desire, but at least the students will understand why you are doing it and have other options and better research skills because of the discussion.

You might be surprised by what can happen when you listen to the students when exploring research, I know I have been.

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Digital hoarder

My path as a rigidly organized person is well documented in this blog. From the label maker to my color-coded filing system, everything has a place. This is true of my digital files as well. I have clearly labeled folders that lead directly to sub-folders (and sub-sub-etc.-folders). Everything is easily accessible in my office.

Screen shot of my digital files. No random documents, everything has a place.

The point of clear labels and purposeful organization is easy: it saves my sanity. Having everything in a digital "home" keeps me from a cluttered desktop, avoids random files getting lost, and maintains accessible files (which helps productivity!). I can find and place items with ease. My various email accounts all have the labels, folders, and sub-folders applied. I like my organized world. It gives me comfort.

Beware of this comfort, however! It is important to realize just how much you are saving--especially in those pesky email accounts. Readers, how many email accounts do you have? If you have over ten (I'm not saying I have over ten, but I'm not denying it, either), then you may want to take some time to check up on your digital files. Some of us may slowly become digital hoarders. Now, I'm not admitting to full on hoarder status with my digital files, I will own the fact that I have a tendency (okay, a STRONG tendency) to collect and hold on to many (okay, MOST) files.

I am the type that saves the various rough drafts and edited versions of each article, I have my data files in various stages, I can easily locate-in under 30 seconds or less-a teaching, research, or personal file. I have a bit of a reputation for this in my department. Folks stop by to say, "Can you forward me the minutes from that departmental meeting last fall where we did XYZ?" They know I kept the minutes that were emailed to us diligently by our Chair months ago. I'm just like that. Better to be safe and keep something than sorry you don't have it later. This is ONLY true in my digital world. I am incredibly streamlined and avoid saving excessive items that may clutter up my physical world.

But all of that well-intentioned organization can get in the way if you don't have a filter. Recently, my filter has become weak and I've begun unintentionally stockpiling one specific type of digital item: emails. 

My proud file trees made it so easy to just drag and drop an email into the appropriate space. This resulted in a tiny feeling of accomplishment that my inbox was once again returned to a manageable number. Over time, I apparently started to skip the important filtering of the keep/trash options and just filed the emails. After searching for an important email for nearly 15 minutes, a previously unknown process, I had to manage the sense of panic and discomfort before finding the email nestled in the wrong sub-sub folder. I realized just how quickly digital files can become digital junk. My nice collection had become a hoard. Important emails shared space with conversation threads about a meeting changing times or a conversation thread with a student. This set off a half-day email cleaning marathon that resulted in removing many sub-sub folders and shaking my head in wonder while I mentally groaned, "why on earth did I save that?"

If I were the type to have over 10 email accounts, I might have also spent that time grooming those accounts and even removing several that are out-dated resulting in another sense of accomplishment. Now, I (er, I mean that hypothetical person with more than 10 email accounts) would benefit from stopping the backlog of emails that can pile up in accounts that are not often utilized.

Don't wait for an intervention. Check yourself. Check your files. Check your in-boxes. Are YOU on your way to becoming a digital hoarder?

See additional organizational topics in previous blogs, including: 
Prepping for RTP - September 2011
When Sticky Notes Attack - June 2011
Working through Deadline Distress - May 2012
The Black Sharpie - January 2011

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Faculty professional development (on a budget!)

Whenever someone asks me what I do for a living, I brace myself and mentally caution that I must not get snippy when he or she invariably says, "I wish I had summers off, must be nice!"

Most of us at small institutions never have summers off. Since I was hired, I have taught every summer a minimum of two courses a summer, but usually three. This is true for many of my colleagues who are the sole tenured/tenure-track faculty member in their areas. We get a week or two away from campus each summer. I find it can be exhausting to navigate the shortened summer semester with quick turn around times with focused, demanding students who have several classes at these quick paces. We all feel the stress. But summer somehow still holds that potential for renewal, self-reflection and growth even if we don't have a "break." Each summer I strive to make research productivity a goal and work to find new ideas for the next academic year. I also make it a point to work on my professional development plans for the upcoming year. In summer I ask: How am I going to advance? To push my pedagogy? To consider new research ideas? How can I explore additional grant funding opportunities? Professional development opens ALL kinds of opportunities and now is a great time to plan your development goals.

I know, professional development CAN be expensive. Budget cuts may seem to kill your goals for professional growth. As states continue to pull from higher education funds to offset budget crises, we may see our institutions cutting travel funds, refusing conference trips, and removing programs about teaching and learning. Here are a few strategies I have embraced that have worked very well for me and cost very little (if anything). We'll start at your home institution and branch out from there. 

Visit your Faculty Development office/site. Do you even know if you have a place on campus that works with faculty professional development? Often time new or junior faculty members are not made aware of the resources right on their own campus. More senior faculty can easily forget the great programs offered. Reacquaint yourself with your committee, office, council, or webpage for faculty development.  See Cal Poly Pamona's page as an example of the great resources we may already have at our fingertips.

Get neighborly. Check your state board of regents and check in with nearby institutions to see about their programs for faculty development. Often times, collaborative efforts are appreciated and you may find yourself welcomed with open arms to events focused on professional development hosted at a neighboring institution. Additionally, your state could have a variety of programs that would assist you (and your university). We sometimes bury ourselves so much in our offices that we forget we even have colleagues, let alone neighboring institutions. If the folks at NextDoor University don't want to collaborate or share, they will let you know and you are no worse for the wear. However, if they DO you have just created a great network for yourself, your colleagues, and your institutions to share many future endeavors together. Check their websites, too, to see what they're offering and what might be free use for you!

Companies/Conferences. Ask for demos of new products. Though conferences are great places to roam the exhibition halls and make contacts, many of our budgets are getting cut. Click on your national or regional conference's website, click to see who will be in the exhibitor's hall, and scroll through to find anyone or anything that interests you. Contact a company directly for an overview about their product. Just learning about three lecture-capture software programs pushes your understanding about online learning, course delivery, and opportunities for your university's LMS that you can share with colleagues or use to grow your approach in your own classes.

Online. No surprise to regular readers, I find a lot of what I need online. One of the best places to go for ideas and information is the Web where we can craft and cultivate our Personal Learning Networks (PLN). From Twitter to Edublog and LiveBinders, the resources are readily available to foster professional growth. Twitter is a great source for PLNs (Personal Learning Networks) that ALSO serves as a way gate to may favorite resources: webinars.

Webinars. Granted, you may need to pay for some webinars, but you don't HAVE to. There are so many great FREE webinar options for faculty members these days. This is, by far, my favorite way to learn about new technology, teaching trends, and emerging issues in higher education. Even if you have a busy day, you can generally access webinar archives at your convenience after a live webinar closes. Here are a few of my tried and true sources:

• Blackboard. Check in periodically to Blackboard's Webinar Archives. The topics are diverse and can be applicable even if your institution does not use Blackboard as their chosen LMS. They have partners who co-host some webinars and are great at having "real" faculty members comment alongside the Blackboard folks.
• Sloan-C. Rarely free, the Sloan C webinars are full of information and may be worth a group rate or for one faculty to attend and share findings with others through your Center for Teaching and Learning or departmental meetings. You can explore Sloan Webinar offerings on their Upcoming Webinar page. 
• Companies. Check your favorite (or your most desired) companies for their webinars. These are nearly always free and easily accessible. You can often sign up for mailing lists to stay up to date on future webinars and products. Some webinars say "by special invitation only" -- this generally means YOU need to send an email and ask for an invitation. Then, you will be specially invited! Free. Easy. Often companies just need you to reach out to them to get connected to an upcoming webinar. See, for example, the way ConnectYard urges you to contact them for details about a webinar. 
• Organizations and institutes. Explore places like the National Institute for Staff and Organizational Development webinars. These webinars are free if your university is a member. Do you even know what institutional memberships your university holds? If not, find out and take advantage of it (this is true with Sloan, too!). Find a list of NISOD webinars on their page. There are many places offering free webinar series (like ASCD) that are a great benefit to educators. Organizations like the Professional and Organizational Development Network are great for resources of all kinds for its members. Remember, some of the organizations you already belong to host webinars often that you paid for in your membership dues (see National Communication Association as an example).

Get creative! If your university won't pay for you to attend a conference, ask if they'll cover the virtual conferences many organizations now offer in tandem with the physical conference. Or, ask if they'll pay your individual membership to PODnetwork ($95) instead. If any financial support is out of the question, start brown bag lunches for anyone at your institution interested in teaching online, writing grants, publishing, etc. Reaching out can be easy and it might surprise you how much you can learn from the folks you see every day. 

If you struggle to find the time or the funds to grow professionally, consider some of these paths toward professional growth  and make this the year of professional development!

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Procrastination

I love completing a task before the deadline and do a mental victory dance when I mark items off of my to-do list, so it is no surprise that I am sharing David Perlmutter's article, Varieties of Procrastination on the Chronicle of Higher Education's website.

I enjoyed the review of the benefits for beating deadlines with early work in our academic environment while I somewhat smugly patted my organizational grid detailing what work needs to be done this month, color-coded, with mini-deadlines. Hopefully, my ridiculous propensity for all-things-organizational will lead me to beating a few big deadlines this summer. However, I think I might warrant the addition of "over-organizing when you should be writing" as one of Perlmutter's varieties of procrastination (see previous post, "Mock productivity" for more on this). 

There are some great resources and points of advice within the article for those of us who often juggle (and struggle) multiple projects. My favorite gems included: "Sometimes putting off work is the right choice," and "dare to be early."

When it comes to organizing (and procrastinating), you might also explore these previous posts:
"Mock productivity" - September 2011
"Prepping for RTP" - September 2011
"The black Sharpie" - January 2011
"Working through deadline distress" -  May 2012

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Closing the door...Prioritizing research

This summer I'm trying a new experiment since I have a new office (with a door!--a first in five years of shared office space). Though I will have an office mate, she won't be in for a few months. I am relishing the summer with visions of extreme productivity.

In my shared office spaces in the past we had no doors. I couldn't seem to stop folks from dropping by and chatting...endlessly. While being collegial is vitally important, I also need to meet my deadlines. Now that I have a door, I wondered if it would be easy to tuck myself inside the office and just work.

Imagine my surprise when I found it hard to actually close the door. I even bought a door-stop to prop open the door. I didn't even realize what I was doing, at first. I walked in, propped the door, sat down, worked, got frustrated when interrupted. Of course, this was ridiculous. I just didn't or couldn't close the door. Why on earth was I mentally struggling over such a silly thing? I had to really reflect about this. Why did I feel so anxious? In the end, I realized that I have to be aware of self-sabotage and unfairly blaming others for a lack of productivity.

I like to feel needed. I like to help others. I like to be engaged and connected while I am at work. Closing the door seemed to send the signal that I was unavailable and unapproachable--two things I certainly NEVER want my students or colleagues to think about me. But, the open door does mean I am "on call" for anyone, all of the time. Students drop by, colleagues chat, noise flows freely.

Today, I closed that door. It is a small victory to some, but it was a big step for me. After my office hours ended, I kicked away the door-stop. I then set my research power hour goal (see previous entry, "Research Power Hour"). And I worked and worked. I did not flinch when someone knocked--I kept working (in the exciting world of data cleaning). In short, I fully committed to prioritizing my research for this time frame.

It worked beautifully. I only had a twinge of guilt that I anticipate will slowly fade away. By making myself available often and regularly, I can take time to shut the door and prioritize other work that often requires uninterrupted thought without coming across as unavailable. I will now fully appreciate the long sought-after door!

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Time management - and the persistent topic of "balance" in faculty lfie

Over the years, the issues of balancing the multiple demands of faculty life is a recurring theme. Today, I read "The Importance of Time Management" by Nate Kreuter on the Inside Higher Ed site (access the essay directly at http://www.insidehighered.com/advice/2012/05/30/essay-importance-time-management-academic-careers). I found myself nodding my head during the entire read. Of course, this meant that I simply had to share this essay with Communication and Higher Education readers.

There were many insightful comments, but my favorite comments included,

• "If you’re lucky, when you begin an academic appointment your expected contributions within each category will be clearly articulated in writing, possibly in your contract, in your department’s tenure requirements, or in college and university policies."
  
•  "Ideally, tenure-track faculty members are shielded by their departments from oppressively large service responsibilities."
• "Departments that require too much service from faculty members too early in a career are setting those individuals up for failure."

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My ultimate favorite thought from Kreuter was the reminder that "time management should also include more than teaching, scholarship, and service. Effective time management also means reserving time for recover, and time for fun, time for family, and time for friends."

Remember to read more great essays like this one at Inside Higher Ed.

See former posts about balancing faculty life (NOTE: these are only a FEW of the mentions we've had on this issue):

• Weekend work - February 2011 
• Research power hour - September 2011
• Strategies: A two week reflection - June 2010
• Deadlines - June 2010
• Writing, reflection, and impact on our research - April 2010
• The research spurt - March 2011
• Faculty and funding - April 2011
• #facultylife - August 2011
• Faculty life follow up - August 2011
• Academic adolescence: Communicating on the tenure track - February 2012

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Space, work, and energy

Throughout the years our university has worked to rebuild from the massive impact of Hurricane Katrina. I began my time at our university in 2007 when we inhabited FEMA trailers with library study carrels as "desks" -- half of the FEMA trailer building was shared by two departments and over 20 faculty members with one common phone line. It was cramped, loud, and always busy.

29-B...the half nearer the phone pole, was the former home for 23 faculty in Arts and Humanities and my first "office" location

During the next three and a half years, faculty were slowly moved out of the cramped spaces to a variety of available locations across campus. Our department was split across three buildings and struggled with connecting. These locations were not always ideal, but they were often followed by the thought, "It's better than those trailers!" Eventually, all of our department was relocated to actual buildings with semi-shared office spaces. My next space housed six faculty members with semi-private walls (did not reach the ceiling), but which seemed so wonderful!

Semi-private offices on the second floor of a rehabilitated building on campus - slightly cramped, but better than before!

Today, we see the exciting removal of those original temporary FEMA buildings. We also experience a remarkably regular pattern of moving on this campus. We are constantly shifting as one building gets torn down, a floor gets remodeled, or space is reallocated.

This past semester, I was marked for another relocation (my third in five years). After several successful grants, a new minor to run, and additional years to accumulate STUFF, this move was not met with the same excitement as my last move (out of the FEMA building). My last move (described in "Communicating through and with our work environment"--see link below) was a year and a half ago. It was exciting since we could feel the positive growth and recovery all around us. I stated then, "My excitement over the move has startled me. I didn't realize how much my work space impacted the feelings I had when I went to work or as I tried to tackle certain elements of work." However, with this latest move (and my 10 boxes of grant equipment/materials), I couldn't muster up any excitement. I was, after all, told we would probably only be in the new locations for about six months before moving again as another construction problem would push us out of that space.

So, I fought off my ennui with caffeine. Pulled my hair into a pony tail, donned my old blue jeans, and came into campus during "break" to unpack my office. Six hours of moving and unpacking later, I can gladly say that there IS still a fun energy that comes from a new space. Even when that space is temporary, even when that space will be shared with at least one other faculty member, even when covered in dust and wondering if the air conditioner will work at all this summer.

The latest location. Nice windows and more space, though it will be shared with at least one other faculty member (no walls or dividers).

More grant equipment and materials means the space is GREATLY appreciated. This newest location is on the second floor of a different rehabilitated building on campus. We will be here until at least December 2012 before we move again.

We are making it. We are recovering. We are building back a university that was brought to its knees a few short years ago. In short, we are willing to face the temporary discomforts and the occasional stress to have the honor to work with our amazing students and to help, even in a small way, with our institutional mission. 

Ponder your work space. Consider a small move. Reposition your desk, bring in new artwork, shift around your shelves, or bring in lamps instead of always using the overhead lights. Try to absorb all of the positive energy from your space that you can--even if it is only YOUR space for a short while.


Consider also:
"Communicating through and with our work environment" - November 2010
"Hurricane preparedness through technology" - June 2011

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Planning for break

After a semester ends, I sit and look over the list of "to do" items that must get done before the next semester begins (and these are items that, in some cases, were pushed to the background throughout the busy semester). Like many academics, I teach in the summer. Since I am at a smaller institution, that means I am on summer rotation every year, teaching two to three courses. This schedule can easily lead to some burnout. I try my best to stave off the lack of energy that can defeat the potential productivity of my "break" times.

I have almost two weeks before the summer classes begin and a list of items to tackle BEFORE another group of new students file into their desks. These items are almost always related to research, writing, and grants. I do tend to prioritize my teaching and classroom work throughout the semester. This need to write (generally while facing deadlines) can lead to a mental meltdown when I am already exhausted at the end of a term.

I am trying to embrace a few days of complete down time before tackling the writing. I used to avoid a transition time and just dive right into the next deadline. These days, I am finding I need a bit of a mental reprieve AND that a few days away from my "to do" list really can help me to be more productive.

Around my household, we have dubbed these days "off" as "anti-academic" days. At the end of term, I avoid my email (hey, it is only for two days!), I read only "fun" fiction or biographies that I can't find time for during the semester (this break it is going to be The Swan Thieves by Elizabeth Kostova -- I loved her book, The Historian), I garden, I watch my favorite movies (though they do clearly mark me as a nerd as these include "Lord of the Rings," "Star Trek," "Sweeney Todd," and, of course, all things super-hero!), and I spend hours skating at the park. In short, I get as mentally far away from the task lists and the oppressive deadlines as I can--even if it is just for a few short days.

Do you plan for a true "break" in academia? If not, you might give it a try. Those true breaks allow for a calmness and a focus in your writing and course design.

And now, I'm swapping out this keyboard and mouse for a garden trowel and book.

Consider also: "Vacation on the tenure track" and "Our work during our breaks"

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Working through deadline distress

 You feel it coming. That slow throb in the back of your mind. It grows to a low rumble, a background noise that sounds like a subway swooshing along below your feet as you walk from place to place. Soon, though, that subterranean speeding sounds inch closer to the front of your brain. The low tone begins a steady, pulsating metamorphosis until it changes entirely. It is no longer a sound, a throb, or a background noise. It is all you can think about. It emerges completely with a roar, clawing its way to the front of your mind and to the top of your "priorities" list. This beast, this deadline, lives and grows throughout its life-cycle.

One of the best parts of faculty life is the ability to move through different types of projects and tasks. Each day can be different. But there are times where this variability can create stress. In fact, as soon as I embrace a large project I tend to have only a few moments of pure excitement about that project before that low throb begins way in the back of my mind. It won't be long, I now know, before the deadline distress emerges.

How do we balance the need to put our whole focus on one project while others are clamoring for our attention (seemingly) all of the time? I usually feel some level of guilt while working on Project A when I know Project B is waiting or Task A is waiting. This leads to distress about meeting ALL of the deadlines and they all start clawing and pushing their way to the front of my mind. It becomes exhausting.

To stave of the hordes of deadline-dragons, I am always on the lookout for organizational strategies and try every productivity app, program, and book that comes out. I admit it, I am mildly obsessed with personal productivity and find books like "Eat that frog!" constantly living on my e-reader. I have a few tried and true strategies that work well for me. Here's how I juggle some of these tasks as these crazy end of the semester deadlines all screech for attention at the same time.

• Get organized. No surprise here, if you're a long-time reader. I love to organizing everything. I have a master folder of all of my publication calls, grants, and any "to do" items like submissions to conferences. Keeping these short descriptions all in one place helps me focus and forces me to avoid stacking too many things on my plate at once. I typically put these in order by which item would gain me the most points in my tenure/promotion/annual review packet. This gives me a feeling of control over the tasks.
• Mark on a master calendar (digital or paper, the idea is to note the deadline date) the last day of submission (for grades, publication, revisions, etc.) and then work my way to an earlier deadline, several days (if possible, I will work two weeks ahead) in advance of the actual deadline. This is my deadline. Yes, I basically lie to myself to get going! It is like setting your alarm clock's time forward so you feel more rushed and supposedly get out the door faster. It is a lie, but it always works well for me.
• Break the task/project down. Again, this can be done digitally or on paper. I list the major elements that relate to this task and give them each a mini-deadline well in advance of my actual deadline (if possible, some emergency items do come up). I try to also note any thoughts about each part of the project, brainstorm ideas, and revisit this little calendar for each project as I start working so I can track where I am and where I need to be. This also allows me to note that some things just take more time or simply fall off of my radar all together. 
• Let some things fall off the calendar. Some things won't get done. This is a hard reality for the uber-organized. A search committee duty is sprung on you or you get called to serve in the stead of your Chair at a meeting. You get sick. An assignment flops and you have to spend unexpected time working with a class. Allow the lower-priority items to be the ones that fall off. Then, schedule a time (usually after the semester ends) to revisit the item, but if it is crunch time on a grant, a huge class grading cycle, and a conference is taking place, then sometimes I have to table a lower-priority item. I am working on NOT feeling guilty about this, but admittedly struggle with a feeling of failure when this happens. This is currently the case on a collaborative project that is incredibly interesting, but that I just can't get to it among higher level priorities. 
• Get it back! When something does fall off, I work diligently to create a plan to pull it back together and communicate with any interested parties. I also try to ignore the low rumble of the deadline that was shoved forcefully behind all other deadlines. This is an ongoing challenge for me. It is related to "saying no" and learning boundaries, which was written about in the earlier blog, "The super power of productive faculty" - Sept. 2011. 
• Figure it out! Why did ProjectXYZ fall off? Did you lose interest? Was the semester too busy at that point? If so, this knowledge allows us to avoid scheduling during that time in the future--block those dates in the calendar and protect them. Tracking your lack of productivity is as important as tracking your productivity. It informs us about our work cycles, energy levels, and options for the future.   
• Make the deadlines mean something. Rewards. Bribery. Self-delusion. 
• Rewards. When I meet a mini-deadline or major deadline, I get a new e-book or a few hours wandering around my amazing city playing "tourist" and absorbing the culture. 
• Bribery. I am not ashamed to bribe myself, "finish writing this last page and you can go sit outside with a cup of tea and a new novel." When we're weary, a little bribe can go a long way.
• Self-delusion. One of my most effective techniques is to tell myself how the future will be better once the task is accomplished, "Think how much easier it will be once ItemX is off my mind!" or "I'll have so much more time when I finish ItemX." As if there aren't 20 other items to take ItemX's place. Strange, but somehow it works every time...
• Remember the goal. Check back (often) with your TENURE and PROMOTION requirements as you organize, prioritize, and focus in on certain projects. Explore what your institution considers "progress" and consider re-prioritizing what may or may not be allowed to "fall off" the calendar. Ask a mentor or senior faculty that you trust to help you prioritize if you are struggling in your first years.

Yes, it is the end of the semester, but you do not have to fall prey to the demons that emerge during deadline distress. Slow down, plan, prioritize, and focus on the bigger goals.

Happy end of the semester!

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The iPad in the Public Speaking course

Regular readers know that I have had my iPad for about 9 months as part of our university Quality Enhancement Plan and I am rapidly wondering how I ever taught without it. A few weeks ago, I gave a presentation about using the iPad in the Public Speaking course. Since then, I have received emails and inquiries about apps, iPads, and instruction. I thought we might all benefit from sharing our favorite apps and iPad (or other tablet) use in the college classroom.

Below you will see the Prezi used in my presentation along with links to my most used apps below.

iPad in Public Speaking classroom on Prezi

The apps depicted within the Prezi above (and a few more) are:

• CourseSmart. My students use a text that has an e-version, and the app to explore their e-library is very user friendly. Plus, the app is free! Students can easily access the text without carrying around a book and that makes it more likely the students will explore the text, have access during class, and look up/bookmark terms. 
• The Attendance App. This was previously explored in another blog entry (see "Easier attendance: There's an app for that" - January 2012)
• YouSeeU. Again, the YouSeeU site has saved the day for my online course and now they have an app for students! (see also "Online Public Speaking?! - YouSeeU to the rescue" - October, 2011)
•  Blackboard. We are currently using Blackboard 9.1 and my students love having access through an app. While I can't do EVERYTHING I want through the app (like grade or re-set exams), I can certainly post announcements and materials and review work submitted by students.
•  The iPad camera and video chat options are great when teaching online and you have many choices. There is, of course, the iPad's (iPod's, iPhone's) Camera/Facetime features which foster connectivity. The students can easily record their speeches right to the YouSeeU site using the camera feature (they just click it over to video camera mode) and can access each other or the professor with Facetime (or the Skype app, or Oovoo app, or Yahoo IM app, etc.).
• There are tutorials about public speaking such as Public Speaking Pal. Since we have an iPad initiative, my students get this little app pre-loaded (along with most of the apps on this list) on their iPad.
• Students can incorporate presentation apps, too. My favorite is Prezi (rather obviously) and this helps students to work with presentational aids and visual cues throughout the semester. The app is user friendly and intuitive (called Prezi Viewer)
• Students can explore speaking notes through apps like Promptster Pro and many others offered through the App store. 

I have a folder for the public speaking class with timers, notes, speech samples, books, and apps (the majority of which are free) and refer to the folder every day when teaching. I have another folder of general class items, such as the attendance app, the Blackboard app, a few grade book apps I am testing out, etc. 

I find my tablet is a great resource as a teaching tool. When integrated purposefully, it can enhance the class environment. 

Using the iPad has been an on-going journey for me. Consider a few of the many blogs about this process below:

"iPad and higher ed: making the transition" - January 2012

"From paper to app: productivity plans for a new semester" - January 2012

"Teaching presentational aids with Prezi and the iPad" - March 2012

"Easier attendance-there's an app for that!" - January 2012

"The lost ink pen" - October 2011

and "Gadget girl" where I first ponder if an iPad could work for me - February 2011

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Qualitative inquiry, instruction, and educational technology

Are you looking for an innovative way to explore qualitative methods with your students (or just for your own nerd-ish pleasure, like me?). If so, consider exploring Creative Qualitative Inquiry: Innovative Graduate Level Pedagogies Shaped by Educational Technologies by Dr. Thalia Mulvihill and Dr. Raji Swaminathan in The Journal of Educational Technology. If you're looking for further opportunities to delve into qualitative inquiry then you might also consider the authors' Qualitative Research Conversations Blog (a great resources for graduate students with apprehension about their dissertation, the proposal, or the defense when it comes to qualitative methods) or follow this line of inquiry on Twitter @QRConversations.

Read also: "Data Monster" - November 2011

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Finding the intangibles

This career is one where we must embrace delayed gratification. We await decisions on research articles that can take months, we pursue service activities that are on five and ten year plans, we advise students knowing it will take years before they cross the graduation stage, and we seek grant funding for ideas that can take years to materialize.

There are some days, however, where the typically intangible and elusive rewards of faculty life can come rushing at you. I simply adore such days. Yesterday I had one of THOSE glorious days that began with a former student stopping me on campus to tell me he was graduating, that he not only remembers my class but uses the skills we explored in his "regular life" -- AND that he felt he got his job because of the skills we covered in a class activity he found particularly memborable. It made me forget all of the stress (temporarily) as I waltzed toward my next class feeling puffed up with pride for the student's success and for my tiny part in his amazing journey. This little encounter made me feel that the sometimes (okay, OFTEN) stressful, and generally (okay, MOSTLY) strenuous activities of the faculty world were somehow all worthwhile.

It wasn't long however (in fact, the exact time corresponds to my morning review of my task list for the day) before I was feeling defeated and deflated again. I missed that puffed up feeling...how could I get it back?

The lesson of the day was simple. Find, no matter how challenging, the rewards of faculty life each day. Is it in your research, a collegial conversation, a grant idea, an effective meeting where your idea was successfully voiced, etc.? It could be anywhere! You don't have to go through the day bemoaning the problems (although I certainly do my fair share of internal ranting) or trudging along waiting on the delayed gratification to finally arrive. Find the sometimes buried rewards in your tenure track journey. Explore the little successes when the larger ones are too far away to have a meaningful impact.

Read also:
 "Delayed gratification of faculty life" - May 2010
"Focusing for a fresh semester" - January 2012

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Conferencing on a budget

There is something amazing about conversations with others in your discipline. I love April, though it is often the busiest month of the entire year for me, it is the time when I can connect with others on similar lines of research at conferences. There is an energy of renewal around conferences that I love to see. Wearied professors mix with energetic professors, meet with sponsors at booths touting new products, reflect as they chat with former colleagues and siphon a bit of the graduate student energy. I always leave every conference with a huge list of things to do. This list is not draining, it is not intimidating, it is exciting, engaging, and promising. Research ideas, teaching approaches, new techniques to old problems...I use the lists all year long to push my research line and my pedagogy.

Conference attendance is a valued part of my tenure packet. I can see the tangible products from every conference I attend and note the many resulting webs of research that have spun right off of an idea sparked at a conference.

Plan time in your busy semester to embrace a conference in your discipline. This can be a struggle for many of us. Don't cut out that conference just yet. Conference on a budget!

•  Skim over your options. Consider locations closest or cheapest to you by planning a year or two ahead of time and work to be frugal during the conference if you cannot be reimbursed by your institution. Most organizations have a list of locations for the upcoming years on their web sites. Explore these so you can be prepared to maximize the money you spend. Regional conferences offer a lot of resources and are generally much lower in cost than those national conferences.
• Pack oatmeal, granola bars, dried fruits, soups, etc. that can be eaten in the room with just hot water or as snacks during a long day of panels. Yes, it may feel like you are back in graduate school, but you are at the conference for the panels and people not the food! Being frugal with breakfast alone can save you a hundred dollars during conference week and you can then use your dinners to connect with friends and dine out. 
• Hit the store when you arrive. Scout out the closest grocery, market, or drug store. Avoid vending machines. Buy your favorite soda or bottled water at the store to save a ton of money. It is easy to use www.yelp.com (the app on the iPad is great) and type in grocery as soon as you hit the hotel.
• Ask your institution's faculty development committee (or your equivalent), your Center for Excellence in Teaching (CETL), or Lyceum committee (or equivalent) if they will pay airfare or lodging. Even if they cannot cover per diem, they may be able to share some of your costs if you offer to talk to the campus about what you learned or host a faculty development session to share some ideas. It never hurts to ask and often junior faculty are unaware of such resources.
• Go to the heavy hitter on your campus--whoever grabs the most grants and travels the most. Ask them how they started out and if they know of resources. You will likely gain points for your ambition and make a great campus contact even if you come out without any funds. 
• Be aware of the conference extras. Registration, membership, and journals can add up quickly-so can parking costs and internet access! Plan ahead...FAR ahead. Each year we sit down and explore our options based on conference location, costs, and "need." Need is determined by the level of importance the conference has in terms of tenure, networking, and renewal of energy. To offset some costs, always try to pre-register and stick with the necessities for membership. Ask for the conference discount for parking and explore the hotel chain's "member rewards" programs to shoot for free internet access during your stay.
• Buddy up! Other junior faculty are likely in the same situation. Consider partnering up and sharing resources. You may not want to share a room, but it can be a huge cost saving option in more expensive cities. Additionally, you can see what journals a colleague checks off for membership and check different options to swap later.
• Re-evaluate. After you conference, tally up your expenses so you can make an informed decision about that same conference next year. Was it worth it? Does the energy you gain (or ideas, or networking, etc.) work as a sufficient reward for your efforts and costs?

The energy and information gained at a conference ARE priceless,  but in today's economy we have to build our tenure dossiers carefully. With a little planning and effort, you can grow your dossier without breaking the bank.

Happy conference season!

Previous discussions of conference season:
"That Conference Energy" - March 24, 2011
"Conference Season Begins" - April 4, 2010

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Maximizing time

This week my institution has spring break. This is later than most universities because we enjoy a late February Mardi Gras break and we must space apart those weeks off (I know, you are now turning green with envy over life in the Big Easy--but we do not get a Fall Break, so there IS a trade-off). During any break I like to maximize my time by rotating from one task to another. I always set myself a large amount of work to do over any break regardless of my on-going promises not to overbook a break! If I didn't have a full agenda planned, I would not know what to do with myself, as described in last year's post, "Stages of Spring Break," where I described my approach to spring break since age seven--with the consistent approach of working while others rested to chase the illusion of "getting ahead" on the work load--and the pre-planned/scheduled activities designed to help me enjoy the break.

This year, I tried to avoid over-scheduling and failed miserably (and rather predictably). So I am working to rotate from one task to another to avoid burnout and stay focused. When I get too overwhelmed with the grant (due April 15), then I switch to grading and when that becomes a bit tedious, I rotate to editing the methods section of an article. In this way, I should be able to mark off about HALF of the overly ambitious, incredibly out of reach list of items to accomplish over the break--and that, my friends, is surely a victory!

My computer time is up and I'm not off to a rotation toward grading...happy spring break!


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