Today’s the 30th anniversary of the day when the University Registrar weighed five copies of my signed dissertation, stamped it with a red smiley face, and said, “Congratulations, Dr. Wansink.” Within 20 minutes I was shifting my Mercury Lynx into 5th gear on the 3000 mile, unairconditioned, cross-country drive to start teaching the next Tuesday. All I needed was a t-shirt that said “Yesterday I couldn’t even spell ‘Perfessor,’ and today I are one.”
I annually celebrate this signature day with good steak, good wine, and having good friends over for a dinner party. I also celebrate it by writing down the best lessons I learned over the past year. Usually, they're the lessons I learned the hard way.
Over 30 years, I’ve written down a ton of annual lessons in 30 different notebooks. Some is advice people gave me, and some is based on my own experience – things that are useful to me and might be useful to students and friends. Maybe it will give them a boost or save them some pain.
In the spirit of counting to 30 today, here’s a sample of some of these that might be a boost or save a stumble
Advice to Graduate Students
1. “The ‘P’ in PhD stands for Perseverance.” – The smartest and most talented people in PhD programs aren’t always the ones who graduate.
2. “It’s an N-period game.” When I had to find a new advisor and defend a new dissertation proposal with four months notice, the game theory economist who gave me this advice was implying that there are a lot of second and third chances in academia as long as you keep swinging. Related to this . . .
3. “Choose your best friend as your advisor.” I heard this from a Med School professor friend who then said “And choose your older brother to be your second committee member, and choose your favorite uncle to be your third.” We tend to choose our dissertation committee based on who’s most famous. Consider which professors most want you to graduate. [Read more]
4. Be a Visiting Professor. Suppose you don’t get a good offer when you graduate from your PhD program (or you get turned down for tenure). If you “settle” for a tenure-track at a school you’re not crazy about, you’ll be perceptually anchored to that type of school by both you and by others. Being a 1- or 2-year visiting professor keeps you from getting anchored, gives you more time to strengthen your vita, and lets you swing again.
5. Do solution-focused research. Developing theory is prestigious, but coming up with a solution to an everyday problem is super gratifying. (Again, this is totally my personal preference and advice to myself.) [Read more]
6. Go to a different conference outside your field every year. Even if it’s an on-campus mini-conference in anthropology, you’ll learn a lot and it will keep you humble.
7. Leave town for your sabbatical. Moving is a hassle and there are 100 great reasons why you should spend your sabbatical at home (your spouse’s job, your kids, your doggy, your home, and so on). But I’ve never know anyone who went away for their sabbatical and who didn’t claim it was a career highlight. I’ve also never known anyone who spent their sabbatical at home and remembered anything about it two years later.
8. Writing a book is useful. Almost all academic authors are disappointed their books aren't cited more or sell more. Still, writing a book is worth it because it motivates you to organize, distill, and share what you understand about your topic, and then clarify the gaps you might want to fill in next.
9. A Leave-of-Absence is Transforming. Again, this is about moving away and clearing your head. Leaving town to take a 1- or 2-year paid leave of absence is incredibly revitalizing to every single person I've known. It either gives you amazing confidence that you can also be hugely succeed at something else, or it gives you amazing appreciation for academia. Maybe both.
10. Being fired is a temporary setback. Whether you don’t get tenure or whether something else in your career goes haywire, they say life is 10% what happens to you and 90% how you respond. If things are looking too dark, contact me and I’ll help you, or I'll find you some help.
11. Never retire. One of the great beauties of academia is you can always keep doing the parts of it you love most -- even if you don't go into work. (Here are some ideas on doing it without having later regrets.)
12. 90% of reviewers are great coaches. Reviewers have either made my papers better or they‘ve made me a better researcher. If it wasn’t for reviewers, some of my papers would have never been read by anyone other than me.
13. Create a Best Practices Guide for writing journal articles. – Find 30-40 favorite papers written by other researchers and list out the different strategies, tactics, and words you see them use (perhaps unconsciously) in their abstract, their opening-line, their first paragraph, their introduction, their background, theory section, tables, and so forth. When you’re finished distilling this, you’ll have a Best Practices guide that’s personalized to what you like in a paper and will be your writing guide. When I did this, my acceptance rate almost tripled. Also, papers became a lot easier and more fun for me to write.
14. Use a 2-2-2 strategy to unclog your pipeline. If a manuscript gets desk-rejected, I try to send it to the next journal within 2 days. If it gets conditionally accepted, I revise it and send it back within 2 weeks. If it gets a revise-and-resubmit that doesn’t require any additional studies, I send it back within 2 months.
15. Field studies are worth the hassle. They’re messy, hard to coordinate, inefficient, error-riddled, and harder to publish than lab studies. Still, they are usually memorable and impactful.
16. “Ideas are cheap. Execution is what pays.” Even a mediocre brainstorming session will generate 3-4 publishable ideas, and almost none will be followed up on. Edison said something like “Publishing in the Journal of [insert favorite journal here] is 1% inspiration and 99% perspiration.” Executing is what matters.
17. “You can either read a lot or you can write a lot, but you can't do both.”
18. "Write the first two hours of every day." The guy who told me this, pretty much said it like a command: no email, no breakfast, no class stuff. Before breakfast and before the kids wake up. It sets a productivity vibe for the whole day. [Read more]
19. Write down the 3 specific things you'll finish each day. Better to have three things completed than 20 things pushed ahead an inch. [Read more]
20. "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.
21. "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 them as the "ten-years-from-now" person they'll be, we’ll be teaching them something they couldn’t just learn from an online class.
22. 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, you’ll be adding variety to their educational buffet.
23. Hold class previews for participation classes. Non-native English speakers and shy students have a hard time participating in class, but class previews can 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]
24. 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.
25. “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]
Fun, People, and Things
26. “Fun people accidently say stupid things. Don’t beat yourself up.” Some academics over-edit everything they say before they speak. If you have a more spontaneous personality, you won't be happy if you have to over edit everything you do. Small accidents will happen (but we get used to it).
27. Dress-up and show-up early for Meetings. This is one way to show respect for the profession and for my colleagues. (Again, this is totally my advice to myself.) Like a US Marine Colonel once told me, "Early is on time. On time is late."
28. Don’t apologize for who I am or hide from it. I’ve had senior colleagues give me well-meaning advice that I should never mention to anyone that I shop at Walmart, play sax in a rock band, go to church, host board game nights, do stand-up comedy, or go thrifting. What you love doing isn’t worth being self-conscious over. If those things are that big of a deal at your school, you’d probably be happier at a different school anyway. [Read more]
29. The more 1-on-1 fun stuff I do with different colleagues outside of work, the more I love my job. The crazier the stuff we do, the more we both seem to love it and remember it.
30. “Max out your TIAA-CREF retirement contribution. Then add more.” The guy who told me this was a retired English professor -- who had two very nice homes. It’s not flashy or cool to save money instead of spending it, but no one over 50 regrets having done so.
Having an academic mind is a Blurse. It's both a blessing and a curse. It's a blessing because we are almost always looking for better ways to learn or to improve. It's a curse because we're not always very open to what others have found. We feel we have to do it ourselves, or discover it ourselves. If we hear advice from someone else, we might think it doesn't apply or that we're the exception.
Ten of the lessons I mentioned are advice someone gave to me. The main reason their advice stuck with me was because I had just finished really screwing up doing it My Way:
• #3 only registered when I was told I was being kicked out of the PhD program
• #17-18 were only great ideas after I was fired for not publishing enough
• #20-21 were brilliant the day I got the second lowest teaching ratings in the school
• #26 resonated only after I'd been hissed at in class after making an unfunny comment
Hopefully these might give you a boost, save you a stumble, or lead to your own self-discovered list.
Being a scholar and an academic is an unbelievably great calling. Good luck having many, many great years -- each more amazing than the one before. Let me know how I can help.
On a late afternoon about 20 years ago, I stepped into a slow elevator with my college’s most productive, famous, and taciturn senior professor. After 10 seconds of silence, I asked, “Did you publish anything yet today?” He stared at me for about 4 seconds and said, “The day’s not over.” Cool . . . very Clint Eastwood-like.
Most of us have some super-productive days and we have some bad days, but most lie in-between. If we could figure out what leads to great days, we might be able to trigger more of them in our life. For instance, if you want to write a whole lot, there might be a way to set up your day so that this happens with a surprising amount of ease.
Think of the most recent “great day” you had. What made it great, and how did it start?
For about 20 years, every time somebody told me they had a great day, I’d ask “What made it great? How did it start out? About 50% of the time its greatness had to do with an external “good news” event like something great happening at work, great news from their kids or spouse, a nice surprise, or nice call or email from a grateful person or an old friend. The other 50% of the time, the reason for “greatness” was more “internal.” They had a super productive day, they finished a project or a bunch of errands, or they had a breakthrough solution to a problem or something they should do.
External successes are easy to celebrate with our friends. Internal successes are more unpredictable. What made today a great day and what sabotaged yesterday?
When people had great days, one reoccurring feature was that they started off great. There was no delay between when they got out of bed and when they Unleashed the Greatness. People said things like, “I just got started and seemed to get everything done,” or “I finished up this one thing and then just kept going.”
One of the most productive authors I've known said that got up six days a week at 6:30 and wrote from 7:00 to 9:00 without interruption. Then he kissed his wife good-bye and drove into school and worked there. When I asked how long he had done that he said, “Forever.”
About a year ago, I started toying with the idea that "Your first two hours set the tone for the whole day."
Think of your last mediocre day. Did it start out mediocre? That would also be consistent with this notion.
We can’t trigger every day to be great, but maybe we have more control than we think. If we focus on making our first two hours great, it might set the tone for the rest of the day.
What we need to decide is what we can we do in those first two hours after waking that would trigger an amazing day and what would sabotage it and make it mediocre. For me, it seems writing, exercise, prayer, or meditation are the good triggers, and it seems answering emails, reading the news, or surfing are the saboteurs.
Here’s to you having lots of amazing days. One’s where you can channel your best Clint Eastwood impression and say, “The day’s not over.”
(This is an edited version of the "Shirking or Working from Home" blog
I wrote as the Executive Director of Research for VitalSmarts).
Working from home is one of the 5,000 great benefits of being an academic. But it can also turn into too much of a good thing.
Before the coronavirus, a lot of schools were hesitant to let staff work from home. “Working from home” rhymes too closely with “Shirking from home.” It includes surfing, posting, grazing, running errands, crushing Candy Crush, calling your brother “just because,” rereading online stories about the coronavirus, updating your vita, and spacing out on conference calls.
But what if working from home looked different? What if working from home made you 13% more productive, made you feel more satisfied with your job, and made you half as likely to send your vita off to another school?
This is in line with what was found in a 2015 Stanford study of a large Chinese travel firm called CTrip. Researchers randomly split 249 call center employees from Shanghai into two groups. For nine months, half of them kept working at their desks as usual, and the other half were told to work from home four days a week (one day a week they came into the office). Then the researchers measured everything from the number of calls they made, to job satisfaction, to breaks taken, to sick days… everything but Facebook Likes and Candy Crush scores.
One conclusion: Working from home can make people more productive.
But wait. Before you move all of your books back home, there’s a huge caveat from this study (aside from country, culture, and industry): These workers had very specific measures of productivity—phone calls per minute and the amount of time spent on the phone.
Since working at home requires a discipline muscle that many of us need to strengthen, it’s easy to let our first days or weeks at home be structured by meetings and not our mission. That is, we might view the phone or web meetings on our calendar as the “Big rocks” of our day instead of seeing our biggest projects as our biggest rocks. After you conduct a weekly review of the projects that are most pressing, these suggestions might help.
• Identify the three biggest project tasks you need to complete each day (not including meetings).
• Make a promise to complete these tasks and deliver results to another person (boss or coworker).
• Check in for a follow-up after making the delivery.
This is the productivity side of working at home. But there’s another side to working at home that has been widely ignored. It’s the human side.
There’s a story of three people who find themselves stranded on an uncharted desert island. Sort of like Gilligan’s Island, but without commercials. After years of learning how to smoothly work together to survive, the trio one day finds a bottle with a genie in it. The genie grants each person a wish. The first wishes to be back home in California, and—poof—she’s gone. The second wishes to be reunited with his family in Texas, and—poof—he’s gone. The third person looks around the empty island and says to the genie, “You know, I miss my two friends. I wish they were back.”
Here’s the rest of the story about the Chinese workers.
After nine months of working at home, the study was over. The workers were told they could continue working from home four days a week or they could come back and grind it out in-office for the full five. Slightly more than half of these workers wanted to come back and work in the office. They reported they were too “lonely.”
There’s a human side to working at home. We can use our VitalSmarts tools to strengthen our communication muscle and our productivity muscle, but we might still feel like something is missing.
Leaning in (versus spacing out) during meetings might help, and checking in or following up after finishing a project piece might help. But this human solution will need some personal thought and personal tailoring for each of us. If we’re feeling restless after 4 days at home, the human side is where we might want to look.
And maybe call your brother “just because.”
There are 100 things on your mental To-Do list. There are daily duties (like email and office time) and pre-scheduled stuff (like classes and committee meetings). But what still remains at the end of the day are the things that are easy to put off because they don’t have hard or immediate deadlines – things like writing an intro to a paper, submitting an IRB proposal, drafting a grant, completing some analysis tables, and so on. At the end of the year, having finished all of these might be what makes the difference between an exceptional year and another “OK” one.
But these projects are also the easiest things to put off or to only push ahead 1 inch each week. If you push 100 projects ahead 1 inch each week, you’ve made 100 inches of progress at the end of the week, but your desk is still full and you’re feeling frustratingly resigned to always be behind. This is an incremental approach.
A different approach would be to push a 50-inch project ahead until it is finished and falls off the desk; then you could push a 40-inch project ahead until it falls off; and then you can spend the last of your time and energy pushing a small 10-inch project off your desk. This is the “push-it-off-the-desk” approach.
Both approaches take 100-inches of work. However, the “push-it-off-the-desk” approach changes how you think and feel. You still have 97 things left to do, but you can see you made tangible progress. For about 12 years, I tried a number of different systems to do this – to finish up what was most important for the week. Each of them eventually ended up being too complicated or too constraining for me to stick with.
Eventually I stopped looking for a magic system. Instead, at the end of every week, I simply listed the projects or project pieces I was most grateful to have totally finished. Super simple. It kept me focused on finishing things, and it gave me a specific direction for next week (the next things to finish). It’s since evolved into something I call a “3-3-3 Weekly Recap.”
Here’s how a 3-3-3 Weekly Recap works. Every Friday I write down the 3 biggest things I finished that week (“Done”), the 3 things I want to finish next week (“Doing”), and 3 things I’m waiting for (“Waiting for”). This ends up being a record of what I did that week, a plan for what to focus on next week, and a reminder of what I need to follow up on. It helps keep me accountable to myself, and it keeps me focused on finishing 3 big things instead of 100 little things. Here’s an example of one that’s been scribbled in a notebook at the end of last week:
Even though you’d be writing this just for yourself, it might improve your game. It focuses you for the week, it gives you a plan for next week, and it prompts you to follow-up on things you kind of forgot you were waiting for.
Sometimes I do it in a notebook and sometimes I type it and send it to myself as an email. It doesn’t matter the form it’s in or if you ever look back at it (I don’t), it still works. I’ve shared this with people in academia, business, and government. Although it works for most people who try it, it works best for academics who manage their own time and for managers who are supervising others. They say it helps to keep the focus on moving forward instead of either simply drifting through the details of the day or being thrown off course by a new gust of wind.
If you work with PhD students or Postdocs, it could help them develop a “Finish it up” mentality, instead of a “Polish this for 3 years until it's perfect” mentality. It’s also useful as a starting point for 1-on-1 weekly meetings. If they get in the habit of emailing their 3-3-3 Recap to you each Friday, you can share any feedback and perhaps help speed up whatever it is they are waiting for. Especially if it’s something on your desk. Ouch.
Good luck in pushing 3 To-Dos off your desk and getting things done. I hope you find this helps.
Fun, useful, or wacky experiences about getting tenure, teaching better, publishing more, and having an incredibly rewarding career.
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