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"Advice for New Professors?" - Choose your audience

4/7/2022

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​Last week a former student told me he had just gotten married, had a daughter, finished his PhD, and got a tenure-track job at a university.   Busy day.   He also wanted to set up a time to chat about how to be a successful new assistant professor.
 
After thinking about this for a couple days, here was the most important piece of advice I was planning to tell him.
 
If you’re starting a new professor, the most important thing you need to do is to look at your next 40 years and decide who your main audience is going to be.  I think there are four types of audiences that you can have as a professor:  1) Your school, 2) your field, 3) your mission 4) yourself.  You might be thinking you can serve multiple masters and split your attention to all four, but this is very, very difficult.  People who try to satisfy two masters often end up to two unhappy masters.
 
1. Your School.  As a new professor, you can focus on your school.  If you do this, your audience is the administrators, students, and other professors at your school.  You can aim at being a charismatic teacher, a go-to committee member, a friendly-to-all colleague, and a tenurable researcher.  The upside is you can be very successful at your school and grow a strong and appreciated community around yourself.  However, most of your investment will have been in “institutional capital.”  The downside is you may not be especially movable to other schools.  
 
2.  Your Field.  Some professors can focus on their field.  Their audience is other professors in their same field.  As graduate students, we grow to admire the famous people in our field or the ones who wrote the key papers we based our dissertation on.  Some new professors want to mainly focus on their field and to contribute to it in our own way.  This involves doing the right types of research and publishing it in the right types of journals.  If all goes well, you will have opportunities to more attractive schools.  But sometimes this doesn’t have an end. That’s the downside of a field-focus.  Some people can really grind themselves down trying to publish more and more, but it might frustratingly never be enough to satisfy whatever's driving them.
 
3.  Your Mission.  Some new professors focus on a specific mission that involves changing something.  Some might be driven to  change the criminal justice system, social justice, how companies operate, what people eat, how children are raised, and so on.  This offers a very satisfying mission because you can focus your research, teaching, and outreach at activities you think can change a corner or your specific world, and you can become a go-to expert in that area. Also, the impact you can have is more unique and more permanent in many ways.  The downside is that a mission-focus takes a while before it starts getting traction and having impact.  As a result, you’ll probably have to move around and change schools to eventually find the right school that most appreciates what you’re doing. 
 
 
4.  Yourself.  Still other professors focus on themselves.  This “March to my own drummer” approach sounds like the perfect ideal of academic freedom – doing what you want, when you want, wherever your muse leads you.  The downside of this approach is that focusing on yourself doesn’t always lead to tenure, the next promotion, job offers other schools, or to being appreciated and valued by your colleagues. 
 
 
Choosing one of these four audiences usually isn’t a conscious decision by most new professors, but it will probably be the track you’re on until you retire.  It’s like choosing a North, South, East, or West road out of town from your PhD School.  Once you’ve driven on that road for few years, you can’t go back, and it’s super hard to change roads. 
​• “I’m going to focus on my field, then focus on myself.”  After doing this for the 12 years it will take to become a full professor, your values and your work habits will probably not let you change the road without losing your reference group or feeling like you’re now “dead wood.”  
 
• “I’m going to focus on my school and getting tenure, then I’ll focus on my mission.”  After you get tenure, then you’ll want to put it off until you’re a full professor, then until you finish your time as department chair, or as associate dean, or until you retire.  Once you lose your research or outreach momentum, it’s hard to get it back.  The immediate, short-term strokes you’re getting from your school will seem much more attractive than the delayed gratification of muscling up to pursue a perhaps faded mission. 

​To summarize these thoughts I had, when my former student friend got on the call, I was planning on emphasizing just three points:
 
1. Choose your audience carefully because you’ll probably have it for 40 years
2. Here’s the pluses and minuses of each audience
3. Realize it’s really difficult – either practically or psychologically – to change your audience down the road
 
 
That was the plan . . . but of course that wasn’t what happened during the call.   When I said the biggest piece of advice for a new professor is to carefully choose who your audience is going to be, he said, “Oh, yeah, yeah, that’s really important.”  Then we started talking and laughing about other stuff.
 
To then return and say “This is going to be a 40-year decision you make,” seemed like a heavy thing to say when we’re high-fiving each other about his new degree, new family, and new job -- and all in one day!
 
He doesn’t start his new job for another four months.  We’ll have time to talk again before he before he‘s shifting into fifth gear.

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How to Teach Better

3/3/2022

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1.  "Imagine your brother, daughter, or younger self in the front row of your class."  This will lead you to give your class sessions more context and more “So what?”  It’s also help you cut loose a bit and give the class more punch, fun, and humor.
 
2. "Teach for where a student will be in 10 years."  The guy who told me this is a legend.  The idea is to try to get students to visualize their most successful self in 10 years.  If we can teach to that ten-years-from-now person, we’ll be teaching them something they couldn’t just learn from an online class. 
 
3.  Education is a buffet; be something unique.  Some courses are meaty and some are refreshing;  some professors are fiery and others are more chill.  You don't need to be like everyone else.  By being your best genuine, earnest self, and you’ll be adding variety to their educational buffet.

4. Hold class previews for participation classes.  Non-native English speakers and shy students have a hard time participating in class, but class previews help them. An hour before each class, I hold a class preview and we briefly discuss the day's discussion questions ahead of time.  Anyone’s welcome to show up. [Read more]

5. Ask good students who the “must-take” teachers are.  See if you can sit in on a couple of their class sessions (most are flattered and only 2 ever turned me down).  Take notes about the good teaching ideas you can use.  

6. “Don’t become a parody of yourself.”  Good teachers slowly start to exaggerate the things they’re good at, and they eventually take it over the top and become a parody of themselves.  Dramatic teachers will overfocus on drama. Entertaining teachers will overfocus on entertainment.  Cool professors teachers will overfocus on coolness, and so on. [Read more]

7. Have a good syllabus.  Here's an annotated example of one.  It doesn't matter what the course is, there are a lot of ideas you can use here from how to help non-native speakers to how reduce test anxiety to how to bring out the best in students. [Read more and download a template]
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How to Teach for Long-term Impact

2/2/2022

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There once was a legendary, larger-than-life professor.  If Marvel’s 137th movie of this year is named UltraProf, it would be based on John Shank.  He taught a dry subject (think Accounting), but his charisma and his orchestration of his class made each class session seem like 60-person David Mamet plays.  Every class had passion, drama, and some surprising reveal at the end that people still talked about ten  years later.  Here’s a quote:  

As a teacher John was at home at any level, and always brilliant. I could offer the testimonials of others, however, what brought his classroom performance home to me— and it was a performance in the truest sense of the word—was watching him at an Accounting Round Table at Pitt’s business school. He held 50 top financial officers in the palm of his hand while he presented his material. They were busy individuals with many things on their minds and schedules, but not a one left until John had answered their last question. I can assure you that their staying until the end was not out of courtesy (Bernberg 2008).
 

Although the opposite is true, some believed he was only about style. This is because he wore Brooks Brothers braces, walked with a MVP swagger, drove a Dartmouth green sports car, and he had a runway model wife who was like some VP of Finance somewhere.  His office was professionally-decorated with French draperies, super-thick Dartmouth green carpeting, and a massive 18th century French desk which sat in the middle of the room so his desk chair could face the doorway.   Even his two huge perfectly groomed dogs were effortlessly well-mannered. On Saturdays he’d come to work, and they’d sit on either side of his desk and face the door.  They were like lions on either side of a throne, and he was like Odin . . . or John Wick.  His dogs keep eternal vigilance. My dog wets on me and then licks my face.

This was 1992.  Because he had about the highest MBA teacher ratings at Dartmouth's Tuck School and I had about the lowest ratings, he let me sit in on his classes so I could suck less . . . so I could learn better teaching strategies and classroom management skills.  One Saturday during a Tuck alumni reunion, I stopped by his office and told him I had overheard some alumni who were still talking about what they had learned in a class they had taken with him 10 years earlier. 

He looked up over the top of his half-glasses, and said, “That’s what they’re supposed to do.  It means I’ve done my job.”  

He said his goal isn’t to teach students to get a great first job (or to, analogously, get a high score on the GRE or MCAT), his goal is to teach them to succeed for wherever they will be in 10 or 20 years.  Although he got outstanding teaching ratings, he brushed them off by saying that teacher ratings mainly measured the moment – they mainly measured the warm feelings a student had at the time.  Ratings might capture style (which he was very good at), but they may not always measure long-term substance.


Last week, the school year ended.  A lot of amazing teachers will take their course evaluation ratings and use them to improve their classes for next year. John’s view was that we need to also focus on the long-term impact of our courses. 

I regret that I never had the presence of mind to ask him how he did it -- how he knew what long-term impact to aim at.  Since he was on boards and did a lot of consulting with upper management, I suspect he taught his courses like he was teaching board members and upper management.   That is, when he was teaching, he treated them like they were high level managers.  That’s one way to do it.

A second way to try and teach for long-term impact might be to ask.  After they graduate, it will be more apparent to them whether your course helped them live a better life (more useful, meaningful, successful, or whatever), and how your course might be improved.  It’s easier to get this feedback than you might think. You’ve probably saved your class lists (somewhere)  from 5 years ago.  You might have their emails, or the alumni office will have both their emails and their snail mail addresses. 
You can simply ask them.  

[As an example of what your survey could look like, here’s a version of one I sometimes send out to former students a couple years after they graduate.  It asks them what they remember, what they found most useful, what they wish they’d learned, and what work-related anecdotes they might have.  It also lists the class sessions, and it asks them to circle their 3 most useful class sessions and to cross out their 3 least useful.  Sending the right type of email will help you get a great return rate.  The first page of the download has a bunch of wording you can use in your email or cover letter, and the second and third pages have example questions you could adopt for your courses.]

Download File
Ten or fifteen years after I left Dartmouth I was in Boston, and I rented a car to drive up to visit John.  I wanted to thank him for being so generous, and I wanted to prove to myself that his office, desk, and dogs were as amazing as I remembered them.  There was a different name on his door.  I was too late.  

I love the idea of trying to teach for a long-term impact.  It’s like trying to create long-term memories.  I sometimes think I can remember everything John said to me because he was always so intentional with every conversation.  Just like he was with his classes. 

At the next reunion, if his former student’s aren’t talking about what they learned 30 years ago, they’ll be talking about how hard he tried.  That itself was a great lesson. ​


Long-term Impact Survey for Class
​​
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How to Be a Happier Academic

11/19/2021

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Some scholars are truly amazing and heroic.  They’re self-made, and their career’s been flawlessly filled with perfect decisions and perfect timing.
 
Then there’s the rest of us.  The rest of us have succeeded because we were all raised, socialized, and helped by other people.  
 
Outside of academia, some of these people are obvious:  parents, close relatives, coaches, and some teachers.  But inside academia, not all of these people are as obvious.  They might be that undergraduate professor who recommended we go to one grad school versus another, or the one who helped get us our first tenure-track job, helped lend a hand during a difficult time, or saved us from a desert island that one time by paddling through shark infested waters using only their right arm.
 
With Thanksgiving coming up, it can be a nice chance to hit pause and think of 2-3 nonobvious people who might have done a small thing that made a big difference in your life.  Doing something as simple as this can do your soul good.  On one extreme, it reminds us that we aren’t the self-centered Master of our Universe as we might think when things are going great.  On the other extreme, it reminds us that there are a lot of people silently cheering for us when we might think things aren’t going so great. 
 
What do you suppose would happen if you tracked these people down and game them a call?  It’s four steps:
            
            1. Find their phone number and dial.
            2. “Hey, I’m ___; remember me? How are you?”
            3. “It’s Thanksgiving. I was thinking of you” or "It's not Thanksgiving, but I've been thinking of you."
            4.  “Thanks”
 
For about the past 30 years, I’ve tried to do this each Thanksgiving.  It used to be the same 3-4 people (advisors and a post-college mentor), then a couple more, and this year I’m adding a new one.    For some reason, I always look for an excuse why I shouldn’t make these calls. I always find myself pacing around before I make the first call.  Part of me thinks I might be bore them, or they already know it, or it’s interrupting them, or that it’s too corny. 
 
Yet even if I have to leave voice messages, I’m always end up smiling when I get off the phone.  I feel more thankful and centered.  I feel happier.  Maybe they feel differently too. 
 
Still, there’s some years I never made any calls, because I had good excuses.  Maybe it was too late in the day, or they were probably with their family, or I called them last year, or I didn’t really have enough time to talk.   I’m sure they had some good excuses – way back when – as to why they didn’t have time for me.  I’m thankful they didn’t use them. 
 
If you can think of 2-3 people you’re thankful for who might not know it, you don’t have to wait until Thanksgiving next year to tell them.  They won’t care that you’re a little bit late or a whole lot early.   It’s only 4 steps. 
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