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Time Management for Faculty http://tinyurl.com/q52rzz8

Time Management for Faculty http://tinyurl.com/q52rzz8 . Chris Price Center for Excellence in Learning and Teaching. Frequently experiencing overload and lack of time to get work done is: . Normal Enjoyable Admirable Necessary Unsustainable.

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Time Management for Faculty http://tinyurl.com/q52rzz8

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  1. Time Management for Facultyhttp://tinyurl.com/q52rzz8 Chris Price Center for Excellence in Learning and Teaching

  2. Frequently experiencing overload and lack of time to get work done is: • Normal • Enjoyable • Admirable • Necessary • Unsustainable

  3. I decided to attend this session today because: • I am looking for some new time management strategies but am not in any sort of trouble because of the way I manage my time • I know how to manage my time but don’t seem to be able to follow through • I am concerned that the quality of my work is suffering due to the way I manage my time • I am concerned that the quality of my personal life is suffering due to the way I manage my time • I am concerned that my mental health is suffering due to the way I manage my time

  4. Which of the following most resonates with you? • We don’t have too little or too much time, we just have the time that is • Everyone gets the same amount of time • We manage the activities that we fit into the time available, not the time itself • We don’t find time or make time, we use it effectively • We give time to what we value (our priorities)

  5. Determine Priorities • Make a list of 6-10 things on your current to-do list • Add to this list things you were asked to do this past week that were not on a to-do list • Add to this list anything that you either do on a regular basis or expect to be doing that is not covered in the first two bullets (can include more “personal” things that affect your work time)

  6. Determine Priorities Important A: B: D: C: Urgent Not Urgent Not Important

  7. Determine Priorities Important A Do it yourself now B Plan to do it yourself later Urgent Not Urgent D Drop it C Delegate or do it if time allows, later Not Important

  8. Robertson’s Rules • Be efficient • Give time to what you value • Share responsibility • Be mindful of time and place • Balance quality and quantity of interactions • Refer students to relevant support services

  9. 1. Be efficient • Clearly communicate “lines in sand” to students • Use technology effectively • Don’t over-prepare for courses! (Boice) • Set early deadlines • Avoid binge prep sessions • Sketch out informal ideas during brief periods of free time • Prepare in brief, regular sessions • Know when to stop

  10. 2. Give time to what you value • Identify major areas of your faculty work and assign weights • Figure out how much time you have to devote to your faculty work • Do the math • 50 hours per week • Teaching/advising 50% = 25 hours • Research: 30% = 15 hours • Service: 10% = 5 hours • Professional development: 10% = 5 hours

  11. 3. Share responsibility • Don’t over-teach (Noyd) • Balance challenge and support • Use mindful interventions • Utilize NIFs (non-teacher instructional feedback) • Peer • Self • Technology

  12. 4. Be mindful of time and place • Do the math again for teaching • 25 hours per week • Course prep = 6 hours • Classroom time = 9 hours • Evaluation/feedback = 6 hours • Office hours/advisement = 4 hours • Adjust to rhythm of the semester • Find the right place to conduct each activity

  13. 5. Balance quality and quantity of interactions • Be smart about how you use email • Do not provide immediate access outside of open door periods • Communicate with students how they should communicate with you

  14. 6. Refer students to relevant support services • Don’t be a counselor • Don’t be a copy editor • Don’t be a technology support person • Don’t be a librarian

  15. “Right now I’m having amnesia and déjà vu at the same time. I think I have forgotten this before.” –Steven Wright

  16. Resistance to Change • Think about one change you would like to make in how you you manage your time • What is the main barrier to making that change? • What is the guiding assumption behind this barrier? • Is this assumption true? • If it is true, does its value give it priority over changing how you manage your time?

  17. Concluding Thoughts • What has most struck you during this session? • Is there anything we have not discussed? • Is there anything that is still unclear or unanswered? • What could have made this session more effective or efficient?

  18. References Boice, R. (2005). Advice for New Faculty Members: NihilNimus. Boston: Allyn & Bacon. Noyd, R.K. “Applying Aristotle’s Golden Mean to the Classroom: Balancing Underteaching and Overteaching.” From Tomorrow’s Professor Msg.#640, http://ctl.stanford.edu/Tomprof/postings/640.html Robertson, D.R. (2003). Making Time, Making Change. Stillwater, OK: New Forums Press.

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