Presentation on theme: "Time Management for Faculty Chris Price Center for Excellence in Learning and Teaching."— Presentation transcript:
Time Management for Faculty Chris Price Center for Excellence in Learning and Teaching
Frequently experiencing overload and lack of time to get work done is: A.Normal B.Enjoyable C.Admirable D.Necessary E.Unsustainable
I decided to attend this session today because: A.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 B.I know how to manage my time but dont seem to be able to follow through C.I am concerned that the quality of my work is suffering due to the way I manage my time D.I am concerned that the quality of my personal life is suffering due to the way I manage my time E.I am concerned that my mental health is suffering due to the way I manage my time
Which of the following most resonates with you? A.We dont have too little or too much time, we just have the time that is B.Everyone gets the same amount of time C.We manage the activities that we fit into the time available, not the time itself D.We dont find time or make time, we use it effectively E.We give time to what we value (our priorities)
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)
Determine Priorities A:B: D:C: Not Important Not UrgentUrgent Important
Determine Priorities Not Important Not UrgentUrgent Important A Do it yourself now B Plan to do it yourself later D Drop it C Delegate or do it if time allows, later
Robertsons Rules 1.Be efficient 2.Give time to what you value 3.Share responsibility 4.Be mindful of time and place 5.Balance quality and quantity of interactions 6.Refer students to relevant support services
1. Be efficient Clearly communicate lines in sand to students Use technology effectively Dont 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
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
3. Share responsibility Dont over-teach (Noyd) – Balance challenge and support – Use mindful interventions Utilize NIFs (non-teacher instructional feedback) – Peer – Self – Technology
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
5. Balance quality and quantity of interactions Be smart about how you use Do not provide immediate access outside of open door periods Communicate with students how they should communicate with you
6. Refer students to relevant support services Dont be a counselor Dont be a copy editor Dont be a technology support person Dont be a librarian
Right now Im having amnesia and déjà vu at the same time. I think I have forgotten this before. –Steven Wright
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?
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?
References Boice, R. (2005). Advice for New Faculty Members: Nihil Nimus. Boston: Allyn & Bacon. Noyd, R.K. Applying Aristotles Golden Mean to the Classroom: Balancing Underteaching and Overteaching. From Tomorrows Professor Msg.#640, html html Robertson, D.R. (2003). Making Time, Making Change. Stillwater, OK: New Forums Press.