Am I frantically juggling when I should be letting things go off the edge of a cliff?

When I started my first faculty position at Georgia Tech, I felt like I was juggling as fast as I could; every time it felt like I was starting to get a hang of things, a new ball would get tossed in. I mentioned this at some point to someone there who said: the key is to remember that some balls are glass and some are rubber.

I was thinking about that juggling metaphor again recently because I was involved in a discussion with other faculty about how we all have too much to do. There was some discussion of the root causes of this, including a major decline in administrative support and more expectations. Obviously those are huge issues that are worthy of much more thought and systemic solutions. But there was also a discussion of what we can do individually in the short term as we all struggle with this. At some point, someone said something to the effect of, “you need to accept that you are never going to be able to do it all, and you have to accept that some things are just going to go off the edge of the cliff”.

In which my ink runs out and I realize there are lots of things that are interesting and important, and I cannot do them all

Last Monday, I faced a post-travel inbox filled with emails that needed replies. Some of them were invitations for things that would take up my time, but that seemed interesting or important or valuable or all three. And, then, of course, there were all the other things I needed to do as part of my job – editing manuscripts, writing letters of recommendation, sending emails to get people access to the lab, analyzing data, etc. And it was also the day where my post on seeing a therapist appeared, which led to lots of interactions on social media, via text, and through email. All of that led me to revisit a question that I am constantly asking myself, and that I surely will never stop asking myself: how should I spend my work time?

I couldn’t get this out of my head, and, as I walked to daycare, I realized that there are three questions I should consider as I evaluate whether to do something:

• Is it officially part of my job?
• Am I particularly good at it?
• Do I enjoy doing it?

I thought about how, ideally, I should try to prioritize things where the answer would be “yes” for all three. And I thought about how I spend a lot of time on things where the answer to all three of those questions is “no”.

When I got to daycare, I knew I wanted to think about this more, and was worried I would forget it. So, I pulled out my notebook in the daycare lobby, propped it on top of the stroller, and drew this:

Why I told a room of 300 people that I see a therapist

Last week, I had the honor of being a plenary speaker at the biology19 conference in Zurich. This is an annual meeting of Swiss organismal biologists, where most of the attendees are Swiss graduate students and postdocs. When I first thought about my talk, I debated whether to use the last part to talk about mental health in academia, especially since I am on sabbatical this year and some of my sabbatical projects relate to student mental health. But, when I prepared my talk, I decided to just stick with my normal research.

On the first day of the meeting, I had several conversations with people that veered towards student mental health, which made me wonder if I should have included mental health in my talk. Then, the afternoon plenary on the first day was given by Virpi Lummaa. She gave a really interesting talk about her research, but pivoted at the end to talk more about the human side of science. It was inspirational. So inspirational that I went back to the hotel and changed the end of my talk to focus on mental health in academia. When I decided to make that change, I made another decision: I would admit to a room full of hundreds of my colleagues that I see a therapist regularly, and that doing that is essential to my ability to do everything I do, including my science.

As a grad student, I didn’t challenge the idea that one should be willing to move wherever for a TT job. Now I do.

Two things recently came across my twitter feed that relate to academics moving. First, there’s this piece by Dan Hirschman noting that academics often make multiple long-distance moves (in contrast to most Americans, who live close to family as adults), and asking what effect all this dislocation has on the research people produce. Second, there’s this piece in Nature on how academics navigate tenure denial, which includes advice to seek job offers from other universities while one is up for tenure.

At some point in an Ask Us Anything post, someone asked about things where our views have changed a lot over our careers. As usual, I didn’t manage to answer it, because, for some unknown reason, I stink at AUAs. But here is my very belated response: as an undergrad and a grad student, I bought the idea that I should be willing to move anywhere if I wanted a career in academia. Now I don’t.

I couldn’t make it in academia without my invisible support network

I recently got some good work news. (Hooray!) When I heard, one of the first things I did was text a group of friends who are also academics. They have become an essential source of support for me. I wanted to tell them the good news, yes, but I also wanted to thank them. I had almost given up on this thing over the summer—I wasn’t sure it was worth the time I was investing in it, and thought it didn’t stand much of a chance. They told me it was worth it and gave me the encouragement to go forward with it. So, without them, this good thing may well not have happened.

And that’s just one example of a time when I benefitted from my invisible support network. Both in Atlanta and here in Michigan, I’ve benefitted immensely from this behind-the-scenes support. These networks help with specific situations: Is it worth applying for this thing? What do I do about this tricky work situation? I think this behavior by person X seems not okay—am I being overly sensitive? What do you think of the wording on this really important email—is it too strong? Did I screw up when I did Y? I can’t decide between A & B—can you help me think them through? There’s also the general venting and commiserating and celebrating and checking in on each other. These support networks aren’t visible to outsiders, but they feel essential to my ability to do what I do.

It’s possible that the title of this post is an overstatement—maybe I could make it without my behind-the-scenes support networks?—but I’m really, really glad I don’t have to. I don’t want people who will agree with everything I say, but I do want people who I know will be supportive, even if they’re challenging me.

Downsides of writing harder: musings on the need to pace myself

When I was thinking about whether to try to be more social about how I write, I thought about how I can run harder and further and faster and without it seeming so hard if I run with a friend. That was one of the things that led me to start a writing accountability group with some friends and to set up a write-on-site session once a week, as I described in Monday’s blog post. I think these changes have led me to write more. That’s a good thing, right?

In the weeks since adopting these new approaches, I’ve started to wonder about possible downsides. To go back to my running analogy: I can run further and faster and harder with a friend – but might end up getting hurt in the process if I push myself too much. Last week, I ran with a friend and was so distracted by our conversation that I didn’t notice that I had forgotten to put on a brace that I’m supposed to wear while I run. My back noticed, though, and that night it let me know that I had overdone it. I had to take a few days off from running afterwards to recover.

Clearly pushing myself harder while running can backfire – could the same be true of writing?

What if we make a class better for student learning but unsustainable for faculty?

I wrote a few years ago about our overhaul of Intro Bio at Michigan. We substantially reduced the amount of content we cover in the course (though I suspect current students would be surprised to realize that – it still feels like more than enough). We also added in more in class activities (clicker questions as well as other things such as in class short answer problems and exercises aimed at increasing students’ comfort levels with figures). And, most notably for this post, we added in frequent quizzing. Students are expected to take a quiz before every class, with more basic questions related to the readings for that day, as well as higher order questions related to previous classes. Writing the questions for the quizzes the first semester was overwhelming, but my hope was that, in future semesters, it would be much less work. While it’s been less work, it’s still quite a stressful part of the course for me. After teaching the course multiple times after the semester where we overhauled things, I still feel like I am crawling across the finish line at the end of the semester – and that’s with teaching only half the semester! When I teach Intro Bio the next time, I will teach the whole semester, and I am pretty concerned about what state I will be in by the end of the semester if I teach the course the same way we have in recent years. The current course does not feel sustainable.

In talking with others who use similar approaches, I know I’m not alone in this feeling. Teaching this way takes up a huge amount of time, and we still have our other responsibilities (mentoring students, keeping our research programs going, department service, editorial responsibilities, etc.) Lately, I’ve been in multiple conversations with others where we wondered: what do we do if we’ve made a course demonstrably better for student learning but, at the same time, not sustainable for the faculty teaching it?

There is Shit Going On but it’s not my story to tell

As I mentioned in my post last week, just before I headed to the airport, Terry McGlynn posted a list of topics that he wishes people would blog about. Given that I was already planning on doing some #airportblogging, this was really tempting! A couple of his ideas especially stood out to me. The first was about how graduate students can get experience that will prepare them for non-academic positions; I wrote about that last week. The second was this:

-Thoughts about parenting and doing science and academia. (I have written about being a parent and a spouse on the rare occasion, but at a very young age, my son asked for privacy about these matters, and I’ve respected this.) I realize I should be talking about being a parent-in-science more often, because this is a huge part of our lives, and keeping this sequestered just amplifies gender inequities.

I’ve written regularly about the juggling act of parenting and doing science and academia, so it wasn’t the first part that really caught my attention. It was the parenthetical bit. Something that I’ve been thinking about a lot lately is how quite a few people I know are juggling so many big things but, for the most part, only close friends or colleagues know about what they’re dealing with. A partial list of the issues includes personal health conditions; aging parents (or death of a parent); partners who have a chronic illness or major injury; non-trivial things with children; infertility; financial struggles; harassment and/or bullying; and major work upheaval.

Poll: What’s your preferred number of times to teach a particular course?

I recently had a conversation with someone who said he thinks the second year of a course is the best year and that, after three years, he wants to move on. But I’ve also had conversations with others who would be happy to teach the same course for eternity. And I know still others who initially wanted to teach the same course over and over and over, but who now prefer to switch more often.

Part of why I’ve been having these conversations is I’ve been thinking lately about how long I want to teach Introductory Biology, even though I’m not sure how much of an option I have in terms of how long I will teach it for – I don’t think I’d be forced to if I said I absolutely didn’t want to do it, but there is definitely pressure to stay in it. But, for reasons I’ll explain more below, I’ve been thinking a lot lately about how many times is the “right” number of times to teach a course and whether that number changes over the course of one’s career.

So, let’s start out with a poll. And, to be clear: I recognize that there are often things that take us away from what we’d prefer, and that, for some, some of these questions might feel like imagining what you’d do with an extra million dollars. (Yes, I sometimes wonder about that, too.)

#Readinghour: My plan to read more in 2018

A common theme that comes up when talking with other scientists and academics is that we wish we had more time to read. I’ve been trying to figure out how to do a better job of reading for years, and spent 2015 tracking my reading using #365papers. The goal of that was to read a paper every day – I wasn’t planning on reading work papers on weekends, but I thought there would be enough work days where I read more than one paper that it would offset it. I was wrong. I didn’t get anywhere near 365 (I got to 181), but it still motivated me to read more than I would have – at least, until teaching Intro Bio completely took over.

Having just completed another semester of teaching Intro Bio (and having it take over), I was thinking again about how to reprioritize reading. I decided that I would prefer to have a time goal (30 minutes per day) rather than a paper goal, since I felt like having a paper goal was distorting my reading habits in a way that wasn’t useful.