Tomorrow’s Professor Msg. #92 - MAKING TRADE-OFFS IN USE OF FACULTY TIME

Folks:

In Message # 83, Linking Teaching and Research, I quoted from the "Teacher - Scholar Report," by faculty focus group at Brigham Young University.

Here is another interesting excerpt from the report on making trade-offs in the use of faculty time. The full report can be found at http://www.byu.edu/tmcbucs/fc/tsreport.htm#teachingresearch

Regards,

Rick Reis

UP NEXT: Reinventing Undergraduate Education

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MAKING TRADE-OFFS IN USE OF FACULTY TIME

Successful teacher/scholars tend to jealously protect portions of their time; they each have ways of seeking out personal time that is renewing for them. However, these faculty members also allow students considerable access. In general they seem less willing to engage in "community-building" activities on campus and collegial encounters that are not specifically tied to teaching or research. This ties to other research that shows effective faculty avoid administrative positions and limit committee work. We noted that all seemed to stress the importance of family support for their work activities.

Although these faculty members appear to have well-defined goals and focus, not all put in long work weeks, differing from the research that indicates long hours are a defining characteristic of effective faculty. Newer faculty tended to view longer hours as a necessary investment in establishing their careers than mid-career faculty.

GENERAL STRATEGIES

*Many effective teacher/scholars are able to compartmentalize their work, allowing them to focus on the task at hand.

*Several indicated that it’s hard to juggle multiple tasks, but even when they have a heavy teaching load, they can take care of some of the mechanical and organizational tasks relating to research. By staying close to their research, these faculty are able to jump right in without much delay when a block of time becomes available.

*One faculty member’s experience highlights the value of "multiplying effects." "When you have a win/success in some area, it tends to multiply. I look for activities and tasks which have the potential for those multiplying effects. I wrote a paper that was accepted, and so I was asked to edit a special issue of a journal which then led to editorial contacts with a number of people. The momentum in research tends to build, as you get some wins, you establish a beach head, and you’re able to go on. " These faculty members try to identify those things which they do well, and then try to channel resources into those areas.

*"Small successes tend to generate multiple opportunities in other areas if you manage them well. For new faculty, I think publishing their dissertation is a good starting strategy, then create a research agenda that builds on their strengths. "

*Some faculty appear to waste valuable time upgrading computer equipment and programs that have minimal impact on their ability to get work done. These teacher-scholars make sure that improvements they take on in the name of efficiency are worthwhile.

*Several of these faculty members will sometimes not answer their office door. In so doing they are trying to limit distractions and dedicate portions of uninterrupted time to serious scholarship. "Part of working smart is you’ve got to quit doing all the stuff that doesn’t matter. I see so many of my colleagues, and I fall into this trap myself, spending too much time reading the paper, reading the magazines, upgrading their software, surfing the net, whatever it might be.

"Sometimes say to yourself, ‘I’m not going to answer the phone. I’m going to put a please-do-not-disturb sign on the door.’ If you avoid opening the door when it has a do-not-disturb sign showing, people will learn that if the sign is up, they should come back another time. The word will spread. If on the other hand, you always answer the door, no one will obey the directives you might leave on the door."

*Several individuals recommended setting aside personal time. For some, an hour each day was sufficient. For others, extended vacation during teaching breaks was the best strategy. One faculty member stated, "Every day, I have an hour which is mine. Nobody can take it from me. I might use that time to read or exercise, or do nothing at all. But I don’t let anybody or anything take that hour from me. I find that hour really helps keep me feeling refreshed and alive."

*Family support seems crucial to these teacher-scholars. "Enlist the support of your family and have a schedule that helps you use time efficiently. Put people first and things second . . . Get some life priorities, because the faculty members whom I’ve seen fail, some of them have had problems with support of the spouse, the schedule, etc. "

MAXIMIZING TEACHING AND RESEARCH TIME

*These faculty members felt that the life of an academic can be like having more than two full-time jobs. For them, teaching and research would take as much time as is available. They believe it’s important to establish some priorities for how much time and effort to devote to these responsibilities.

*One faculty member offered, "If possible, try to schedule classes at times in the day when you’re better at teaching, and avoid scheduling classes during times when you’re a productive writer and thinker. In order for this to work, you really have to know yourself. Experiment a little and before long you will know how to best schedule your day’s activities. "

*Course improvements can often require big time investments. These faculty tended to wait during the term breaks to take time to assess how the class went, and identify some changes that would improve the course. Then they would implement those changes. This strategy allows them to make improvements in their courses without having to sacrifice other activities (e.g., research projects, grant proposals, etc.).

*Organize yourself and be realistic. There really is no trick. There is no magic pill that you’re able to take that suddenly allows you to teach a full load and write two articles every semester without a lot of hard work."

*Using class time to present their research activities and ideas helps them to reduce their class preparation time and provide important feedback on the paper or presentation that they are working on.

*One suggestion was to somehow optimize the time available for class preparation. "You could spend all day thinking of ways to make your class better or attending committee meetings. You have to make a conscious choice, ‘This is where I stop.