#AcWriMo Wrap-Up

Sadly, AcWriMo 2015 is over. Delighted to report that it was another successful and supportive month, through some setbacks. As noted, I set both product and process goals; the latter was particularly helpful this time (i.e., scheduling writing for two hours per day on three days per week, one of these days at a coffee shop). My main product goal was to make progress on two manuscripts with undergraduate students, as those can get lost in the shuffle. 

Using the 2x3x(1/coffeeshop) method, I found myself more enthusiastic about these projects. I even snuck in some unscheduled writing on these, which I posted on using #unexpectedacwri. One stalled due to data analysis problems (as I want the student to lead that component), but I ended AcWriMo with a complete, nearly-polished draft of the other. My goal is to submit that one before Christmas. I also edited a paper/sent it to coauthors, applied for and received an internal grant for Intersession (January), and made a good deal of progress on an external grant application. And I reread Paul Silva's excellent How to Write a Lot, which doubled by resolve. I connected with some great people along the way, including @meganehatch, @llmunroe, and @EllieMackin. The mutual support of the community members really is what makes this event work so well. Thank you to everyone who participated, and to PhD2Published for hosting!

Admittedly, I did not truly tackle my huge revise-and-resubmit invitation, due in late January. I sat down to plan the revisions and realized that it's going to take more deep thinking than I anticipated (plus some additional analyses). So that one is on deck for the next few weeks.

Luckily, AcWriAdv is here! Via Twitter, I learned that a group of academics picked up on November 29th and will continue until December 24th (in "celebration" of Advent). The group is much smaller than the AcWriMo group, but following the hashtag is just as beneficial. This week, I made tables for the nearly-there manuscript, added to grant content, and got some much-needed feedback on a grant aims page. Goals for this coming week (finals week) are to finalize the manuscript and revise the aims, in the midst of grading. And I'll meet with my student to plan next steps for the second manuscript.

What's next? My institution has all of January off for Intersession.... perhaps I'll keep the ball rolling with #AcWriInt?

#AcWriMo and Writing Accountability - Nearly There!

A little more than halfway there! It's Day 22 of Academic Writing Month. As I've shared, I'm tracking progress for the blog Stylish Academic and updating on Twitter. I'm also participating in a faculty writing accountability group at my institution. With all of this external accountability, its about time for some deeper-than-140-characters reflection on progress thus far.

As someone who has been moderately productive to date, my interest in external accountability sources is more for the camaraderie than for the kick in the pants. (Though the kick definitely does help!) Specific to AcWriMo, breaking down my goals into concrete product and process steps has been particularly helpful. I teach three courses per semester and each course three days per week, so writing tends to happen in fits and starts, rather than regularly. And it's much too easy for me to prioritize my own work over collaborative work for which I'm not the PI. Probably not that unusual, but it holds up progress on multiple projects - particularly projects that involve undergraduate student co-authors. (Because those do exist.)

This year, I was in a good position to move these projects to the forefront. I submitted an NIH grant and major revisions to a manuscript in October, so I had cleared the way for the more careful thought needed toward the beginning of a manuscript. And I committed - to myself, my writing group, and the AcWriMo community - that I would make progress on two student co-authored manuscripts (in addition to my higher-priority work). Here is where we stand.

The bad news. This month started out well. I set aside time for writing both during the week and on the weekend, and I made it to a coffee shop during the first week. Then I was out of town for a conference; worked a bit while I was there, but picked up some awful throat-based plague from the airplane.* Came home to a raging throat/head cold that resulted in losing my voice for almost a week. In the middle of that week, I had longer-term medical issues to handle. (All VERY unusual for me - I'm pretty healthy!) So my process goal (two hours of writing per day on three days per week, at a coffee shop one day per week) was heavily disrupted during one of only two full weeks during the month. In addition, one of my student co-authors was supposed to make progress on our manuscript while I was gone. He ran into some roadblocks and ended up with no forward movement. That's life - we can't stop the unexpected. Fortunately, I learned a long time ago that flexibility wins the day.

The good news. On the bright side, I submitted an internal grant proposal and an IRB application this month, and my revision was accepted. Moreover, I've accomplished something that I've long struggled to make work for me. Many of us like (and are most productive when we have) large chunks of time to write. Makes sense, as this allows us to become immersed in the project and focused on its needs. With shorter time frames, we barely get our heads back into the project before we have to move on. But as my graduate mentor always told me, the most productive scholars are those who find ways to maximize 15-30 minute blocks for writing. I believed him, though I never saw myself as capable of achieving this zen-like writing flow.

Excited about 45 minutes of
unplanned writing.

In the past two weeks, however, I've done this several times; 30 minutes here, 45 minutes there, 15 minutes on data analysis if need be. I find that this actually minimizes the amount of time necessary to get my head back into the project. The more familiarity I have with the material, the less time it takes to orient myself, and the more I can get done in small chunks. Importantly, I'm also more enthusiastic about the project than I was when I procrastinated on it. This approach has allowed me to come close to finishing the first draft of a student co-authored manuscript, despite interruptions in my schedule. 

Finally, I had the opportunity to give a research presentation to the faculty at my institution yesterday. Preparing for, delivering, and answering questions during this event pulled some threads of my research program into sharper focus. And it seemed to go very well, which got me even more excited about finishing the semester strong.

Toward the AcWriMo finish line. My goals are to continue with my 2/2/2h + 2-at-a-coffee-shop approach for the final week of AcWriMo, focused on finishing that manuscript draft and progressing on a grant application. The second manuscript might have to move back down the priority list if the student isn't able to make progress; I'll help him avoid this as much as I can. Looking forward to the final update in just over a week.

Happy writing!

*Not surprising. Any time you fly to Orlando, you end up on a plane with sick children going to Disney World.

#AcWriMo 2015!

It's that time! November means Academic Writing Month (or #AcWriMo on Twitter). November is a difficult time for academic writing; we're in the thick of the semester, many of us have academic advisees who need attention, and many of us travel for Thanksgiving.* In solidarity, #AcWriMo allows academics to set goals, share them with each other online, encourage each other during the month, and hold each other accountable for progress. (Great timing with the writing group topic I've been posting on!)

Importantly, many participants set both product and process goals, or they emphasize the latter. The most difficult part about writing - especially when we're busy - is to stay in the habit. Setting and sticking to process goals dramatically increases the likelihood of meeting product goals. In contrast, focusing on the product could mean several very late nights at the end of the semester or exhausting bursts of writing that leave little energy for other commitments. As the best have repeated, writing consistently is a healthier (and better) way to get work done.

Weekend work at a local
coffee shop. Farmer casual today.

My #AcWriMo 2015. I was honored to be asked for an #AcWriMo-related guest post on one of my favorite blogs, Stylish Academic. (If you're an academic who likes fashion, this site is for you!) There, I describe why I love this event and what it did for me last year. In short, I was SUPER productive without killing myself. But please read the whole post for the full story, including this year's goals. As of today, I met a process goal and one product goal that I added at the last minute. Great way to start the month! (Above is visual evidence, in my weekend wear.)

More to come as I update on my progress throughout the month. If you haven't signed up yet, please join us for a great month!

*I have given up traveling during this very short break. Last year, I found myself refreshed for the end of the semester after spending time on both work and relaxation. I highly recommend taking the break, if you can.

Writing Accountability Follow Up, and Living the Dream

Follow-up on writing accountability. Last time, I wrote in anticipation of our first faculty writing accountability group meeting at my institution. As we have faculty of all levels and backgrounds participating, this session involved each member introducing him/herself, a research project or program, and goals for participating. I really enjoyed listening to my colleagues explain their interests and what they want help with during the program. (I'm a psychologist, so no surprise that I take pleasure in hearing about others' thought processes.)

Interestingly, I noticed that the facilitators described the accountability process as provoking "guilt and shame," which motivates us via avoidance of negative outcomes/negative reinforcement. The science certainly supports this statement, though there is a flip side. I study social comparison, which is inherent in any social activity; I've learned that some people respond positively to negative social experiences (i.e., those that induce guilt and shame), and others don't. And some people respond positively at certain times and negatively at other times. So in my partner- and group-based research, I encourage a mix of tough love, empathy, and positive reinforcement. (The latter actually works best for increasing the frequency of behavior, but the reward has to come quickly.)

As a clinician, I take the role of a cheerleader - I celebrate your success as often as possible (and encourage you to do the same, within reason). You should want to avoid disappointing me, but only if you're equally disappointed in yourself. If not, you won't keep up the behavior without my response. So I'm taking the same approach to my writing group/partner; I'll adjust if it seems as though my partner responds better to tough love.*

We're partnered up based on similar interests and goals, and we'll meet with our partners each week to check in. My partner is a professor of physical therapy who wants some support through finishing a large-scale and long-term research synthesis; I asked her to keep me on track and focused in the face of many, many active projects. Once per month, we'll meet with the whole group to report on our progress and discuss writing more broadly. If all goes well, there will be a writing retreat in the future. So overall, great start! More to come as we hold each other accountable.

Living the dream. In the last week or so, I had two extremely positive experiences related to my academic career. The first came almost at random. It was 7:30 on Monday morning; I was already on campus (as I am on all teaching days), with three classes, office hours, and grant writing ahead of me. (Not unique in this field, for sure.) I went down the hall to make coffee, and as I returned to my office, I looked at my little corner of campus: the name plate on my door, the bulletin board across from my office that displays my research and related news, my lab down the hall. It occurred to me, for the first time in a while, that I have what I worked so hard to get for many years. 

For the better part of a decade, I've worked 60+ hours per week and not taken real vacations, in pursuit of a secure academic position. I've put off some life goals in order to focus on establishing myself in the new position. There always is more to do and always another hurdle (tenure next). But I stopped to appreciate what I've built, and to be grateful for the ability to do what I love. I made it. Not everyone can say that. It was a spontaneous and wonderful moment, and since then, I've tried to return to that mental space whenever I've found myself in need of a boost.

I also had the chance to share this appreciation with the person most responsible for making it happen (other than me) - my graduate mentor. He was in town for the day to do some consulting work, and we met on my campus to catch up and discuss our ongoing projects. I got to give him a tour, show him my space, and walk him through a typical day. This incredibly successful person with a brilliant mind and a prestigious position gave me a chance to work for him ten years ago, and I got to show him the fruits of his labor. It was nerdy, exciting, and humbling all at the same time. 

This is your life moment of the week: There's always something to complain about. Stay connected to what you've accomplished and where you came from; it can remind you why you work as hard as you do.


*This is whole concept is much more complicated than I indicate here; perhaps fodder for a future post on this site or my research blog (drarigo.wordpress.com).

Faculty Writing Accountability at a Primarily Undergraduate Institution

Writing. It's critical to our success as academics, no matter where we are employed. And we all wish that we had more time for it, no matter how little time our universities or departments allocate to other activities. The pressure to produce has many documented negative outcomes, including poor sleep, mental health problems, and in some cases, data forgery. Though nowhere is the tension between writing and not-writing more acute than at primarily undergraduate institutions that have high standards for research. (And often also have very high standards for service.)

To be fair, undergraduate institutions often have a broad definition of "research" - not just producing papers or books, but conference presentations, supervision of student thesis projects, and generally involving undergraduates in the process. But many still emphasize papers or books as "real" productivity; these seem to get more attention (both inside and outside the institution), and they are necessary to be competitive for external funding.

So how do faculty with teaching loads of 3+ per semester make time for writing? Write in the morning, write every day, close your door, say no, etc. are well-known and well-used. But these are not always enough to ensure productivity when you have 100+ students each semester who all think they're paying for personal attention. Consequently, writing accountability groups have become popular: partners or small groups agree to produce written work by a deadline and push each other to stay on task. These groups tap into social processes known to work for other behavior change efforts (weight loss, increasing physical activity). 

For example, large-scale endeavors such as Shut Up and Write Tuesdays (#SUWT) allow participants from all over the world to write simultaneously, check in, and receive encouragement from others in the same boat. So you get opportunities for support, reinforcement, and social comparison all rolled into one. Similarly, there is a positive pressure via public commitment of goals. In smaller groups, the added benefit is that someone is supposed to hold your feet to the fire and not take any excuses for lack of productivity. 

But how does "holding someone accountable" actually work? I use all of these social principles in my interventions for health behavior change, with success thus far. But one challenge is helping partners/group members to be effective disciplinarians, without discouraging the participants they're supposed to he helping. To date, I've taught research participants to communicate with each other about what is and is not helpful. Some people want and respond well to a Jillian Michaels approach, whereas others need a softer touch. I've encouraged my participants to reflect on this and communicate their needs to their partners/groups, which seems like a decent place to start. 

But decades of psychology research show us that we don't always know what's best for us, or what will be most effective for instigating change. So how can we select the most effective accountability team for enhancing our productivity? I ponder this question in response to our upcoming writing group at my primarily undergraduate institution. Faculty from different disciplines, at different career levels, with different goals will try to help each other accomplish something over the next few months.

The group coordinators had the insight to ask for our preferences for partners, and I found myself unsure of how to respond. Would someone inside or outside my discipline provide the most useful feedback? Someone equally junior, or much more senior? Although I've been fairly successful so far, I know that I can learn a lot from those who have struggled; but what is it, specifically, that I need from them? What should I share about me that would be relevant for other members?

My current support network. I have an ongoing accountability agreement with a good friend from graduate school; we are immensely helpful to each other, but this happens in fits and starts, and I'd like to be more consistent about it. I'm starting another agreement with a friend from grad school whom I greatly admire, and I'm all about the positive-outcome social comparisons. I also have the privilege of writing alongside some excellent scholars on Twitter, whose success and encouragement motivate me (@iladylayla, @ATRWibben, @josephsonjyl). All of this has taught me that my ideal partner would be consistent, encouraging, and not take any excuses.

This is your life moment of the week: Our first writing accountability meeting at my institution is tomorrow. I need to prepare! Very much looking forward to it and to opportunities to reflect on group processes.

#AcWriMo - Academic Writing Month 2014 (Part 1)

It starts! November 1st marked Day 1 of Academic Writing Month - a month-long effort to set goals, work toward them, and hold yourself accountable. You can read the history and full instructions here; in brief, you set writing goals, identify your plan for accomplishing them, and check in each day using the publicly shared accountability spreadsheet. Many academics say that this burst of community-oriented writing invigorates them and increases their productivity. As this is my first year participating, it's a good time to (1) discuss goals, and (2) reflect on how to improve my writing process.

#1: Goals. November already is a busy month for me, so setting goals wasn't terribly difficult. Here are the ones I included on the accountability sheet:

• Finish and submit a teaching enhancement grant (i.e., a proposal to earn extra money for teaching equipment and other resources)
• Put the final touches on two nearly-done manuscripts, and submit both
• Complete requested major revisions to my dissertation manuscript, and resubmit
• Complete my first year faculty self-report (i.e., a summary of what I've done so far/why my institution should rehire me for year two/goals for next year)

The teaching grant and the self-report have hard deadlines, which are early and late in the month, respectively. (At the time of this post, I've already submitted the teaching grant. Hooray!) In the middle, I have two manuscripts that require a few hours each, and a set of major revisions that will take several days (at least). 

My plan is to focus one hour per day on writing, either all at once or split up into chunks. It's not much every day. But considering that teaching prep takes a good deal of time, and I have endless stacks of exams to grade this month, an hour every day will be an accomplishment. Writing here, counts, as well :)

#2: Process. I realized long ago that being a great writer takes more effort than I've been willing to give. For example, this excerpt from an advertisement for Hands On Writing sums up my process while in training (red = my edits):

This is how I (unrealistically) thought I would improve my academic writing back at the start of my PhD. Please feel free to laugh:

• I write something. I send the first un-revised draft to somebody (usually) more senior than me asking for feedback. 
• I will go to “track changes” and accept all of them automatically (so I save time). 
• Write some more and re-do the feedback accept-all-changes step. 
• Rarely - When the reviewer says it is good enough, read the document, try to find the 13498986 differences with my first draft so I can  learn some lessons for next time I have to write. 
• Forget everything quite a lot the next day.

I internalized some basics, like how NOT to use a colon and striving to keep sentences short. And my academic writing has improved dramatically over the past few years; I can tell when I read others' writing and I find ways to improve clarity. But I wonder how much better my writing would be today had I paid more attention to the process during training. 

These days, I still rely on others' feedback. I'm rubbish at finding the holes in my own logic and even worse at spotting typos. So a good friend and I trade documents and give each other comments, which has been helpful. I also include my undergraduate students in the process, by encouraging them to compare early- and late-stage cooperative pieces and asking them to proofread for me. And I read as much as I can. I often read about writing, of course. 

But I've also recommitted to reading books, for several reasons. One of which is that staying immersed in others' writing helps me stay in tune with what writing should (or shouldn't) look like. I'm partway through David Quammen's Spillover (about zoonotic diseases) and William Deresiewicz's Excellent Sheep (about problems with higher education). Both informative and timely for entirely different reasons. (More to come on these, I suspect.)

It's Day Four of #AcWriMo, and I'm going strong. Fingers crossed that we all keep it up!

Renewal and Reading

Wow x 2. It's been 24 hours, and I'm still affected by finding this blog yesterday. Not only was it long-forgotten, but it reappeared at the perfect time for me. I start my first independent academic position in August, which means that I have opportunities for new first impressions. It also means that, for the first time, I get to make my own decisions about my professional identity. My decisions will be informed by experience (see the previous post) and input from trusted colleagues, of course. But I'll get to make the final calls.

In light of this imminent transition, my newest hobby obsession is reading about becoming a productive and successful academic. I've gone through nearly the entire archives at Get a Life, Ph.D. and The Professor is In; I'm exploring related blogs about writing (e.g., Patter, Explorations of Style) and ProfHacker is on my to-do list. I also just finished New Faculty: A Practical Guide for Academic Beginners. This book has a wonderful mix of concrete suggestions (for teaching, scholarship, service, and navigating the environment), as well as thoughtful integration with abstract topics (deciding what success means to you, figuring out what you need to know about the environment). Thanks to the authors of these sources for their invaluable advice.

I've been saying for weeks that I seem to be procrastinating on actually being a productive and successful academic by reading about how others do it. I have two courses to prep and papers to write (as well as a house to pack), but I'm reading as voraciously as ever. I'm reading these sources the way I read novels, when I have the time to do so - spending hours thoroughly immersed. It's been a while since I've read "for work" in this way, which has bothered me for a while now. 

During the past few years, I have been pulled in so many different directions for projects that I haven't spent much time staying current in any one area. I look up what I need when I need it. This works in the very short-term, but it not a sustainable long-term strategy. I took the first step toward rectifying this problem yesterday, by blocking out time in my schedule to read a review article on social-psychological theories of body dissatisfaction in college women. I discovered something surprising - writing in 2011, the author calls for a specific next step in a research area. I answered that call in 2013, but didn't realize I was doing so! Although the manuscript was published, my arguments would have been even stronger if I had integrated this review. Another lesson learned!

Moving into an independent position affords greater control over my schedule and priorities, so I've already identified time for writing and reading in my weekly schedule. And I just established a writing accountability partnership with one of my best friends and collaborators - I'm excited to get started! Renewing this blog also has instilled accountability for reflecting on my own development. Sounds like I need to schedule time for blogging, as well....