Finally . . . A Candid, Open Discussion About the Dysfunction in Academia, How it Impacts YOU, and What You Can Do to Thrive and Enjoy Your Career
It’s Over – But It’s Not Too Late!
This teleconference was a unique FREE virtual event, and it’s not too late for you to get the benefit of 11 experts who clarify what just doesn’t work in academia, and also give you action steps to help you accomplish what you came to do.
What an opportunity! Listen to interviews with authorities who know the academic experience inside out, from varied vantage points. Hear the candid opinions of experts like Scott Jaschik, founder of Inside Higher Ed, Mary Deane Sorcinelli, nationally-recognized leader in faculty development; and Ken Bain, author of the prize-winning book, What the Best College Teachers Do.
Here are the details:
Register now in the green box on the right — registration is free, there’s no obligation to buy, and after you register, you’ll learn more about this amazingly honest and useful content.
Let’s start the kind of communication that creates a more effective and empowering environment. My goal is to help you take charge of your academic career. Learn what you can do now to position yourself for success.
|I loved the interview I heard yesterday.Can’t wait for more today. I’m so thankful that I bought the series of interviews; I imagine listening to all of them more than once.
Kelly P. Beischel PhD, RN, CNE
School of Nursing
Some issues that may be messing with your mind:
- Your department has unclear guidelines for achieving tenure or promotion
- You can’t find a job
- As a woman or under-represented minority, you face subtle discrimination
- Critical colleagues, reviewers, or advisors leave you feeling unmotivated or worse
- You work way too much, and yet you don’t do enough
- You don’t have the right kind of mentoring, whatever that would be
- You can’t write, but you don’t know why
- You’re wondering if you should leave academia
Here’s just some of what you’ll learn about in this virtual teleconference:
- Specific actions you can take to maximize your chances of getting tenure
- The myths and downright lies that you will be exposed to from the minute you arrive in grad school (if you don’t know them, they control you)
- What to do if you’re in a grad program in a field where there are few jobs
- Steps to improve your chances of getting a grant funded
- How to cope mentally, so you’re not ground down, chewed up and spit out
- How to handle adjunct positions
- The skills that you’re NOT taught as an academic (even though they are vital to career success), and how to learn them anyway
- How your faculty development center can make a major difference in your career
- What to do if you’re a grad student or professor thinking of leaving academia
- How to have a life and still be an academic
- How to be a more prolific and creative researcher (hint – it’s not “work more hours”)
- The biggest stumbling blocks for pre-tenure professors and how to avoid them
- Science funding challenges and how they even affects the humanities
- Valuable ideas for developing your professional networks
- Ways in which chairs, deans and provosts can support faculty better
- Mindset shifts and how they make all the difference in survival
- The problems with the autonomy that academia provides and how to cope
- How to become a productive writer who gets published
- Anxiety-provoking lack of guidelines or road maps
- The multi-faceted plight of adjuncts
- The new consumerist attitude on the part of students and their parents
- Teaching unprepared students
- Ideas for getting students focused on the deeper issues that you teach, and not just their class grade
- Resources, organizations, on-campus support, and independent consultants or coaches who can help you.
Here are the speakers you’ll be hearing from:
Hillary Hutchinson has been an academic and career coach for 9 years. She has specialized in helping academics who suffer from intense overwhelm and chronic disorganization, especially in regards to their writing. She helps academics with major transitions, such as grad students who are finishing their degree and searching for academic work, new professors struggling with issues around relocation, marriage and parenthood, and life/career balance. She also helps academics who want to leave academia.
Mary McKinney, Ph.D. is a clinical psychologist who has counseled graduate students, post docs and faculty for almost two decades. Through her coaching practice, SuccessfulAcademic.com, she has helped hundreds of academics finish their dissertations, get academic jobs, and achieve tenure. She has also taught seminars and given workshops at the Universities of Michigan, North Carolina and Virginia, among others. Before getting a doctoral degree in psychology, she worked as a news cameraman and editor for CBS and ABC, and as a magazine journalist in Thailand and Australia. She specializes in helping academics write more prolifically and improving their life/work balance. www.SuccessfulAcademic.com
Scott Jaschik, Editor, is one of the three founders of Inside Higher Ed. With Doug Lederman, he leads the editorial operations of Inside Higher Ed, overseeing news content, opinion pieces, career advice, blogs and other features. Scott is a leading voice on higher education issues, quoted regularly in publications nationwide, and publishing articles on colleges in publications such as The New York Times, The Boston Globe, The Washington Post, Salon, and elsewhere. He has been a judge or screener for the National Magazine Awards, the Online Journalism Awards, the Folio Editorial Excellence Awards, and the Education Writers Association Awards. Scott served as a mentor in the community college fellowship program of the Hechinger Institute on Education and the Media, of Teachers College, Columbia University. He is a member of the board of the Education Writers Association. From 1999-2003, Scott was editor of The Chronicle of Higher Education. Scott grew up in Rochester, N.Y., and graduated from Cornell University in 1985. He lives in Washington.
Dr. Paula Chambers, Founder of Versatile PhD, has dedicated her life to helping graduate students and early-career PhDs discover how versatile they are and how interesting non-academic careers can be. After a brief first career in the film business, Dr. Chambers earned a PhD in Rhetoric and Composition (Ohio State, 2000) and chose of her own free will to pursue a non-academic career, becoming a successful grant writer. In 1999, while still in grad school, she started the first ever online community for humanities PhDs seeking non-academic careers, to provide a safe space where that subject could be discussed helpfully and supportively. She eventually devoted herself completely to that community, which has now expanded to all of the research disciplines (humanities, social science and STEM) and now thrives as part of her larger creation, Versatile PhD.
Versatile PhD (www.versatilephd.com) is a web-based resource that helps graduate students and early-career PhDs identify, prepare for and excel in non-academic careers. Supported by institutional subscriptions, Versatile PhD provides a plethora of information about non-academic careers from the unique perspective of PhDs actually inside those careers. All content is by PhDs, for PhDs and is 100% original, unavailable elsewhere. Over 70 fine research institutions currently subscribe, with more being added all the time.
Dr. Chambers is also a popular speaker on the university circuit. In her talk, “You Are Versatile,” she describes the state of the academic job market for different disciplines, points out the many skills that PhDs have (even if they don’t know it), and delivers key strategies for preparing for many possible employment outcomes at the end of one’s academic training. Her keen understanding of and deep concern for the stresses, anxieties and insecurities that academics feel when they contemplate leaving the academy comes across throughout her compassionate, encouraging talk and is the heart at the center of her work.
Dr. Morgan Giddings started her career with degrees in physics and computer science, then went on to become an early pioneer in the field of bioinformatics – combining computers and biology. After getting her PhD from Univ Wisconsin Madison, she went on to do postdoc work in the burgeoning field of proteomics. After receiving a prestigious “Genome Scholar” award, she focused on combining the fields of genomics and proteomics, which led her to a faculty position at UNC Chapel Hill in the departments of Microbiology & Immunology, Biomedical Engineering, and Computer Science. She became involved in decoding the human genome as part of the Encyclopedia of DNA Elements project (ENCODE) and also studying the links between genomics, proteomics, and breast cancer as part of the NCI’s CPTAC program. During that time, she was involved in five different startup companies, including a company that was turning recycled plastics into kayaks, a chemical separations instrument manufacturer, and a bike shop.
In 2012, her grant-writing book “Four Steps to Funding” became a bestseller on Amazon, and in 2013 she decided to focus full-time efforts on her current business helping faculty and entrepreneurs get success quickly, without working all the time.
Dr. Meggin McIntosh has been called “an educational treasure.” When she was a professor, she won every teaching award for which she was eligible – at the dorm, college, university, system, and national level. Meggin moved quickly from assistant to associate to full professor and founded the Excellence in Teaching Program at the University of Nevada, Reno, working with professors who wanted to increase their teaching expertise. Sometimes this involved exploring new teaching techniques and other times, it involved better time and project management! In 2003, to the surprise of many but not the surprise of everyone, Meggin decided to leave the University to start her own company, Emphasis on Excellence, Inc. Since then, she has worked with faculty and other professionals around the globe. In particular, Meggin coaches, consults, and teaches faculty members who want to learn ways to sustain lives of peaceful, predictable productivity.
Gina Hiatt, PhD is a clinical psychologist, and the founder and president of Academic Ladder® Inc, a company whose mission is to help graduate students and faculty excel in their career, especially in terms of writing productivity, completion of their dissertation and achieving tenure and promotion.
The flagship service of Academic Ladder is its Academic Writing Club, a phenomenally successful online tool and support system that allows participants, as members of small online groups, to log their writing progress on a daily basis, track their progress visually, interact with their group and coach, and join in on teleclasses and coaching groups. This is offered directly to faculty and grad students at http://academicwritingclub.com, and also on an institutional basis. Thousands have participated in the Academic Writing Club, and many dissertations and published scholarly books give thanks to the Academic Writing Club in their acknowledgments!
Gina has talked or given highly-rated programs using the Academic Writing Club methodology at UCLA, Brown, University of Massachusetts Amherst, University of California, Berkeley, Smith College, Emory University, Caltech, and USC, among others.
Mary Deane Sorcinelli
Dr. Mary Deane Sorcinelli is Associate Provost, Director, Center for Teaching & Faculty Development, Professor of Educational Policy, Research, and Administration at the University of Massachusetts Amherst, and the 2013-14 Distinguished Scholar in Residence at the Weissman Center for Leadership, Mount Holyoke College. Prior to joining UMass Amherst, she served as Director, Office of Faculty Development, Indiana University Bloomington.
The Center for Teaching and Faculty Development s (CTFD) supports the professional development of faculty across all career stages and disciplines with a wide range of programs and resources focused on teaching, mentoring, scholarly writing, career advancement, and work/life balance. For over two decades, through her work in the Center, Mary Deane has served early career, midcareer, and senior faculty, departments and colleges, and has advanced the teaching culture of the campus.
Under Mary Deane’s leadership, the CTFD is the proud recipient of The Professional and Organizational Development (POD) Network in Higher Education’s 2011 Robert J. Menges Award for Outstanding Research in Educational Development. The Center also was cited as a Model Faculty Development Program in the U.S. and Canada (2006), was awarded three Innovation Awards from the POD Network for work on faculty scholarly writing, mentoring and diversity (2013, 2007, 2002), and a 2000 national Hesburgh Award for Faculty Development to Enhance Undergraduate Teaching and Learning.
Mary Deane is a well-known researcher in the areas of academic careers, faculty professional development, teaching and learning, and the evaluation of teaching. She has written over 100 articles, book chapters, and books in a wide range of sources.
Mary Deane has directed a number of externally grant-funded projects aimed at promoting educational innovations at UMass Amherst. She is currently Co-PI of a second $400,000 grant from the Andrew W. Mellon Foundation to support a campus-wide Mutual Mentoring Initiative. She is an external evaluator and advisory board member of two NSF ADVANCE grants and an NSF CCLI grant. She also has directed grants on instructional initiatives from Microsoft, William and Flora Hewlett Foundation, Carnegie Foundation for the Advancement of Teaching, and Pew Charitable Trusts.
Mary Deane has participated actively in her profession. In 2006 she was honored with the Bob Pierleoni Spirit of POD Award for outstanding lifetime achievement and leadership in the enhancement of teaching, learning, and faculty development. She also served as President/Executive Board Member of the POD Network, 2000-04, and as Senior Scholar to the American Association for Higher Education.
Mary Deane has provided faculty development teaching and consultations in international settings that include Canada, China, Egypt, England, Germany, Greece, Ireland, Puerto Rico, Saudi Arabia and Taiwan. She visited the American University in Cairo, Egypt as a Distinguished Visiting Professor, and was awarded a Whiting Foundation Fellowship to the National University of Ireland Galway.
Kathryn Temple, J.D., Ph.D., Associate Professor and Chair (for the last five years) of the Georgetown University Department of English, where she focuses on eighteenth-century studies and legal cultural studies. She is currently completing her second book, Loving Justice: William Blackstone and the Origins of Anglo-American Law. Interested in the relationship between affect and institutional structures, she has published essays in such venues as Eighteenth Century Fiction, Eighteenth-Century Theory and Interpretation and Law, Culture and the Humanities.
She has served as an elected representative on the MLA Division for Restoration and Eighteenth-Century Studies, the chair of the Macaulay Prize Committee for the American Society for Eighteenth-Century Studies, and as a consultant to the College Board and to local law firms. She is the President of the local division of the American Society for Eighteenth-Century Studies. At Georgetown, she serves as Vice-Chair of the Executive Faculty. She received a J.D. from Emory University School of Law in 1981 and a Ph.D. in English from the University of Virginia in 1994. She has been at Georgetown since 1994.
Other projects include outreach to non-traditional students through her website, altstudentsuccess.com. Her next book, about the relationship between narratives of survival, affect and identity politics, is entitled Culture of Survival. Using her knowledge of institutions and how their structure affects us emotionally, and also her inside knowledge of academics from many levels, she is able to explain how academia ended up the way it is today, and of course what you can do to cope and be successful.
Kerry Ann Rockquemore
Kerry Ann Rockquemore, PhD, is President and CEO of the National Center for Faculty Development & Diversity. Her scholarship has focused on interracial families, biracial identity, and the politics of racial categorization. She is author of two important books: Beyond Black and Raising Biracial Children, as well as over two dozen articles and book chapters on multiracial youth. After Dr. Rockquemore became a tenured professor, her focus shifted to improving conditions for pre-tenure faculty by creating supportive communities for writing productivity and work/life balance. Her award-winning work with under-represented faculty led to the publication of her most recent book: The Black Academic’s Guide to Winning Tenure Without Losing Your Soul. Dr. Rockquemore provides workshops for faculty at colleges across the U.S., writes an advice column for Inside Higher Ed, and works with a select group of faculty each semester in the Faculty Success Program.
Ken Bain President, Best Teachers Institute, Ken Bain is the author of What the Best College Teachers Do, from Harvard University Press, 2004, which won the 2004 Virginia and Warren Stone Prize for an outstanding book on education and society, and has been one of the top selling books on higher education. It has been translated into twelve languages and was the subject of an award-winning television documentary series in 2007. It is based on a 15-year study of what the best educators do.
He has also written a sequel, What the Best College Students Do, also from Harvard University Press. This won the Virginia and Warren Stone Prize in 2012, and has become an international best seller.
Ken Bain spent much of his academic career at Vanderbilt, Northwestern, and NYU, before becoming Provost and Vice President for Academic Affairs, and Professor of History and Urban Education (National Center for Urban Education), University of the District of Columbia, a post he left in July 2013. He was the founding director of four major teaching and learning centers at NYU, Northwestern, Vanderbilt and Montclair University. He is the President of the Best Teachers Institute.
His historical scholarship centers on the history of U.S. foreign policy in the Middle East, but he has long taken an interest in teaching and learning issues and in recent years has contributed to the scholarship in that area. His learning research has concentrated on a wide range of issues, including deep and sustained learning and the creation of natural critical learning environments.
He has won four major teaching awards and a 1990 national publication named him one of the best teachers in the United States.