Time is Money: Pay it down, Part 2 of 2

by Josh Mathews

In the first post of this two-part topic, some parallels were drawn between the deficits of time and money that many of us experience. Returning to this "time is money" equation: I wonder, are there any principles that help in managing finances that can apply to time management as well?

Now I am neither a financial adviser nor the son of a financial adviser. However, it seems to me that, given some similarities between time and money, there is at least one practical bit of financial advice that works well with time management too.


Manageable Bills: Rapid Paydown


I once heard a finance expert say that the best way to pay down debt quickly is to start with the smallest bill and work up from there. Focus as much of your resources as possible on one debt at a time in order to pay it off completely. Getting one debt totally taken care of breeds extra motivation to keep going and pay off the next one, and the next one, and so on.... On the other hand, it's hard to get excited about making minimal payments on several bills only to make very gradual progress on each individual bill. This expert even admitted that, given interests rates and other factors, this approach does not always make the best sense mathematically. His point, however, was that with finance management, success fosters a sense that debt and bills are more manageable than they sometimes seem. And this perspective motivates further financial success.


A Manageable Agenda


An undergrad professor of mine had a rule of thumb for staying on top of the various teaching, administrative, writing, etc. duties and responsibilities that were on his desk each day. He would try to work on one thing at a time, giving it his whole attention until it was completely finished. Only then would he move on to the next thing. Just like the rapid paydown principle in finance management, this "system" of time management takes into account the negative effect of having so many things on our plate that, at times, we can get overwhelmed and bogged down.

Sometimes I've thought it would be better to make progress on the overall mass of responsibilities before me, committing time to several individual tasks in a given day in order to chip away slowly but steadily on all of them. While this may theoretically be a more efficient way to make progress on the overall sum of work to be done, it is not effective towards limiting and managing the number of tasks on the agenda. And I might speak for myself (though I doubt it) when I say that completely wrapping up a task is exciting and energizing. Even if I still have several things to do, it helps greatly to devote my attention to one task until it is finished before moving on to another thing.

Of course, this principle does not apply without exception. If the tasks on my agenda include, say, writing a monograph, teaching classes, applying for jobs, contributing to a blog, and being a husband and dad, the principle becomes a bit more complex. I can't focus all of my time on applications or the blog and leave the monograph revisions completely on the back burner. Large projects (dissertation much?) obviously require consistent attention, even though many other small responsibilities will come up before the large project is finished. And things like teaching, parenting, or "husband/wifing" cannot always flex around our plan for effective time management. On Thursday mornings, whether or not I'm finished with the small task I'm focusing on in order to finish it completely, I need to teach from 8-11 AM.

Taking into account these qualifications, it does seem to me that the rapid paydown principle of finance management may have some helpful application to time and task management.

Internet Accountability

by Sharon Warkentin Short

            I was shocked and horrified recently to learn that a highly esteemed academic colleague of mine had been arrested. Ripples of damage continue to spread to the institutions where he taught; the professional associations to which he belonged; the publishers of his writings; and students, faculty, administrators, and friends with whom he worked. If he is convicted, his career will be destroyed and his reputation ruined. Much is still unknown and the legal processes have barely begun, but even in these early stages it appears that illicit internet use brought about this dreadful downfall.

            This tragedy serves as a sobering reminder that not one of us is immune to the insidious lure of sin. If “the last person on earth” whom we would expect to commit a particular crime is found entangled in it, then we too could fall. Therefore we must all be aggressively intentional about avoiding even the appearance of evil and about building reliable warning and accountability structures into our lives.

            Specifically with regard to online practices, many of us are still far too naïve about the potential dangers of internet involvement and about the addictions that can result. We might think that we are safe because we are perusing sites and sending messages from the seclusion of our own homes or offices. The reality of course is that, in spite of all those “privacy policies,” the internet is anything but private. It quite literally is a worldwide web through which anyone in the whole wide world can potentially find out what any other person has been up to. The obvious application is to never view, post, download, “like,” or forward anything that we would not be equally willing to print in a newspaper, preach from a pulpit, paint on a billboard, or publish in a book, nor to say or do anything via the internet that we would not want anyone else in the whole world to know about. Recognizing the internet for the totally public information-sharing forum that it is will go a long ways toward deterring usage that could lead to immoral or illegal behaviors.

            Many of us are also unaware of the excellent safeguards that are currently available. It is possible to install software on our personal and work computers that records and reports to our designated accountability partners every image we view and every word we write. The prudent move of voluntarily submitting to accountability and surveillance software now—well before we encounter any actual temptation—could spare us, our families, and our associates incalculable grief in the future. 

Does Research Really Make A Difference?

By Steve Huerd

This morning I found myself trying to comfort a mother who was very concerned about passing along her faith to her emerging adult-aged children.  Fortunately, I knew that the latest research indicated that emerging adults are the least religious adults in the United States today due in part to all the transitions they encounter in the 18-23 year age group.  She and her husband had walked faithfully with the Lord and done everything they could to pass on their faith to their children, yet she had still had a sense of uncertainty.  Having just completed my dissertation examining the social factors affecting adolescent faith development, I was in a great position to speak of the latest social research findings to her.

Being three months down the road from finishing my research has given me opportunity to reflect back upon how research has shaped my thinking.  I’ve come up five observations as to how my life has been influenced thus far from engaging in scholarly research. 

First, I’d have to say is that the value of research has greatly increased in my thinking.   Coming from a highly pragmatic ministry background, I was steeped in the practical approach of “if it works, then let’s use it.”  Though well-intentioned and trained in successful ministry practices, I confess to rarely understanding or often even considering they “whys” behind why a certain practice was effective.  All one had to do was simply do it and you would get results.  Yet, now because of my research, I am able to explain why certain practices and effective and others are not, why many people respond the way they do, and others do not.  I can even suggest shortcomings in our understanding of certain phenomena which eventually could lead to new tools and strategies designed for greater effectiveness. 

Second, research helped reaffirm truths I‘ve lived by for years.  For example, the old saying, “students don’t care how much you know until they know how much you care,” is really a popular phrasing of the recent empirical findings indicating that the quality of relationships between a mentor and a mentee are of primary importance to mentoring effectiveness.

Third, research confirmed some foggy ideas floating in my thinking.  Research clearly spells out that programming in youth ministry is not nearly as important as developing relationships with the students.  I had essentially “come to the same conclusion,” years ago in my field ministry of trial and error, but no one had ever really confirmed this truth to me.

Fourth, and maybe the most profound, is that research helped me explain my own experience.  Let me explain.  One of the most important findings of my research dealt with how attachment theory related to adolescent spirituality.  Attachment theory is the emotional bond formed between a child and their primary attachment figure, a parent/guardian, etc. who cares for them.  If a child, for whatever reason, forms an insecure attachment with their parent/guardian, then they are more likely to experience a sudden conversion in adolescence.  If a child forms a secure attachment with their parent/guardian, then they more likely to become socialized into their parents’ religious views.  This helped me, in part, to explain why I experienced such a strong conversion to Christ in high school while others, who are brought up in Christian homes, often do not experience such sudden changes in their religiosity.

Finally, knowing the latest research findings liberates me from the false claims of others.  For example, many who claim that we are “losing our kids” or that this generation may be the last “Christian” generation may mean well, but research reveals that American teenagers largely adopt their parent’s religious views and are not dramatically less religious than former generations.

To someone who was initially somewhat skeptical of the value of empirical research toward ministry practice, I’ve come a long way in my thinking.  And while others may find many more compelling reasons justifying the value of empirical research, at least I know of one person’s thinking who has been changed.

On Not Quitting

by Sharon Warkentin Short

            Seven years ago, on my first visit to the campus where I eventually completed my Ph.D., I had the opportunity to sit in on one of the classes. It happened to be the first session of the term, and in his introductory remarks to the students the professor offered this simple counsel: The key to getting a Ph.D. is to not quit. I reflected on that bit of wisdom many times throughout my journey to graduation, and it occurred to me that it is equally valid advice for recent graduates like me who are in the process of building their academic careers. 

            Following graduation a little over a year ago, I launched a personal campaign to determine exactly what I wanted to do with my shiny new Ph.D., and to develop a plan for making my vision happen. After only a few months of concentrated full-time effort, my spouse was unexpectedly unemployed, and in order for us to make ends meet I had to take a wage-earning job immediately. I was frustrated and disappointed that so many hours of my days suddenly had to be devoted to work other than my academic career, and I was anxious for the day to come when I could get back to what I really wanted to do. The months wore on, and nothing changed.

            I finally realized that I did not need to, nor should I, wait until our lives were “back on track” before continuing to work on my own future career. Even if I could work on career development for only an hour a day—even if it should take two years instead of one to get started in a teaching job—even if my situation never returned to the ease that I had enjoyed before—even then, I could continue to build toward an academic profession. The key was simply to not quit. It sounds easy and obvious, but for me that realization was a terrific breakthrough. It freed me to stop waiting and get moving, to stop being discouraged and start being hopeful, to get excited again about the work I want to do.

            Now I am back in the process of creating a comprehensive plan for finding potential schools and programs, identifying and initiating contacts with key people at these institutions, preparing job search documents, and establishing my professional reputation through publications and presentations. The circumstances within which I am working on all these projects are not ideal, but then circumstances rarely are. The point is to keep moving forward in spite of setbacks and complications. This perspective carried me through a six-year doctoral program, and I am confident that it will bring me to a satisfying teaching career as well.

            Footnote: As part of my career development plan, I have joined the first cohort of The Academii, and this online mentorship is giving me great inspiration, support, and guidance!

ePortfolios for Assessment and Professional Job Opportunities

Promote Yourself As a Job Candidate Using an ePortfolio

  

Overview of 4 ePortfolio Platforms 

for Educators & Doctoral Students 

These below are used primarily for academic assessment

·         

     They also have limited application for professional purposes, which is also important (students may need to set those up separately if they used these educational tools, rather than using the resources listed in a recent Academii blog on Virtual CVs and similar resources)

1. Live Text

www.livetext.com   OFFICIAL SITE

https://www.livetext.com/overview/faculty-overview.html  FROM FACULTY’S PERSPECTIVE

https://www.livetext.com/overview/student-overview.html FROM STUDENT’S PERSPECTIVE

http://www.youtube.com/watch?v=gJJZNexRAiM&feature=related VIDEO

2. Mahara Open Source e-Portfolios

www.mahara.org  OFFICIAL SITE

http://www.youtube.com/watch?v=Y32NoAgN9Ik VIDEO, INFORMAL but INFORMATIVE

http://demo.mahara.org/ Demo/Try It Out

3. Task Stream

https://www.taskstream.com/pub/SubscriptionRates.asp INFO

http://www.5min.com/Video/TaskStream-Portfolio-Interview-Explained-247682672  USE

4. Nuventive Web Folio

http://www.nuventive.com/products_iwebfolio.html

http://www.uc.edu/honors/eportfolios/tutorials.html Example of university using iwebfolio

http://www.gonzaga.edu/academics/libraries/foley-library/ATASupport/iWebfolioSupport/iWebfolioFAQ.asp Example 2 of university using iwebfolio

 _________________________________________________________________

Analyzing and Evaluating ePortfolio Products 

(designed by iwebfolio, but still good)

http://www.nuventive.com/ElectronicPortfolioAnalysisTool.pdf

 

Additional Resources: 

Also see pages 27-31 in the WASC Resource Fair Guide at http://db.tt/dFpiS76J

Sales reps are willing to come to your academic campus if you’re interested in a test drive

Digital Tools for Promoting Your Curriculum Vitae, Part 1 of 2

Tools for Promoting Your CV in the Digital Age

As I work with scholars interested in advancing their careers in academe through the Academii service (www.academii.net), we seek out tools that help provide doctoral students and scholars with the horsepower to ensure their name can become known by colleagues in their respective academic field.  

In this two part series, a total of 10 Digital Tools for Promoting One's Curriculum Vitae (CV) are explored and highlighted by Academii Mentor, Dr. Freddy Cardoza. 

Digital Tools for Enhancing and Distributing Your CV

Freddy Cardoza

SLIDEROCKET 

This is my current favorite, even though it lacks some of the resources that LeadYou and GoogleSites has.  I would suggest using it WITH one of those two for a strong online presence.  I opened a full professional membership with them which isn't cheap, but I wanted what I think is the best.  Check out  Peter Richter's “Presume” at http://www.sliderocket.com/blog/2011/11/presentation-resume/.   That shows you the quality of this tool.  It's one of the ones I will suggest we all check into when we get to that point of our process.  You'll love it.

LEADYOU

LeadYou has a little ways to go, but has many of the e-portfolio enhancements that are needed for a strong digital presence.  It allows for different templates, includes CV like content, but also allows for audio (podcast-like clips), video embeds of speaking samples, etc., document linking (like teaching philosophy statements, etc.) and a host of other resources that make it has some value.  Examples are here: http://www.leadyou.com/main.php?action=plan_samples.  I need to work with it more and it can be a little overpowering with some of its colors, but it may be one that can be really useful.  www.leadyou.com

VISUAL CV

The Visual CV uses technology to deploy a digital version of one's CV, so in that sense it's "like" the Media Kit idea.  Most media kits include items that the Visual CV (VCV) platform may or may not be able to handle-- I haven't learned all of its capabilities yet.  I think I'd rank it as #3 or 4?? among the tools I've either used or am aware of. That doesn't mean not to have one-- it just means that there are limitations to it.  I think it's good to have it.  Here are some examples of it: http://www.visualcv.com/www/examples/#exec 

GIGTIDE

Gigtide is similar to VCV only it has some additional analytical tools that I "don't think" VCV has-- though, again, I've not fully researched VCV yet. You can take a look at it here: http://www.gigtide.com/tour/

GOOGLE SITES

Google Sites is a web-page based concept that allows you to essentially build a Table of Contents and different pages for various elements of a portfolio.  I think it has some advantages over some of these, because it is more diverse.  It's not perfect though and we would need to explore some of the pros and cons about it.  Though I'm not yet completely SOLD on it, I have used it some and think it has promise for media rich content. Simply go to www.google.com, log in, and go to "sites"

For more information on our organization, see www.academii.net or check out our free training videos at www.youtube.com/theacademii

Introducing The Academii Blogging Team

The Blogging Team of Academii represents a group of sharp leader-scholars that include representatives from:

• People Living in Two Continents (Africa, North America)

• People Living in Two Countries (United States, Kenya)  

• People Living in Several States (California, Washington, Minnesota, Texas, Georgia, North Carolina, New York)

• People holding numerous degrees including several doctorates

• People who study or have studied and graduated from 8 different doctoral programs

• People from many diverse nationalities, ethnicities, and cultures 

• Several are also currently teaching in higher education, but are using Academii to sharpen their axe.  

Each of these leaders will introduce themselves with a brief bio, along with some links to their professional networking sites and will then begin blogging in the months to come in order to help you with greater impact in your own career.

Welcome Scholars!

Introducing Academii: From the Founder and Mentor, Dr. Freddy Cardoza

At The Academii's You Tube Channel, you will get brief 2-4 minute pithy rants from Academii Mentor Freddy Cardoza, each of which is designed to help you quickly move to the top of the deck in academic job searches.

As a university administrator, department chair, and professor of 15 years, Freddy is a reliable guide to help you find your way through the labyrinth of expectations and pitfalls and make it through the maze and the haze to career success and impact.

Check it out!

Subscribe to our free videos at The Academii YouTube Channel.   
New content produced regularly!

Welcome to The Academii Blog

Academii is the new standard for academic career coaching.  

Through a sophisticated matrix of live video conferencing, asynchronous video training, digital and print resources, public discussion groups, blogs, wikis, portfolio projects, online classroom, and a national conference, Academii prepares scholars for positions in higher educational administration and teaching. 

The program of Academii is built on the foundation of excellence. It rests on four pillars of preparation presented in four phases of equipping and training.

Each of the four phases are 6 month intensives (January-June, then July-December).  The complete program of professional (not "academic" but professional) preparation, position candidating, and career acceleration lasts two years.  These two years provide enough time to build the necessary items of one's professional portfolio and to develop the credibility for strong recommendations while also providing the support group and mentoring needed for the arduous process of candidating for academic positions.  

The four preparation phases of Academii are as follows:

Phase 1: Embark 

• Month 1: Guru Status Masterminding for Exponential Impact
• Month 2: Institutional Types and Personal Best-Fit Analysis
• Month 3: Digital Media Strategy and Digital Blitzkrieg
• Month 4: Neo-Social Networking Strategy
• Month 5: Transformational Learning and CV/Resume Building Activities
• Month 6: Development of Philosophy of Teaching and Education

Phase 2: Emerge

• Month 1: Power Vitae Development
• Month 2: Power Vitae Completion
• Month 3: Killer Cover Letter and Recommendations
• Month 4: Doctrinal Statement Workshop
• Month 5: Media Kit Compilation
• Month 6: Sample Lectures Development

Phase 3: Ascend

• Month 1: Double-Down Comprehensive Search Strategy
• Month 2: Developing Your Professional Prowess
• Month 3: 'Eye of the Tiger' Interview Preparation
• Month 4: Academic Lecture Teaching Prep
• Month 5: Syllabus Design Theory and Praxis 
• Month 6: Syllabus Completion

Phase 4: Summit

• Month 1: The 90 Day Launch Document
• Month 2: Course Prep Planning Procedure
• Month 3: Orientation to the Academy
• Month 4: Career Contingency and Reboot
• Month 5: Leadership & World Domination Plan 
• Month 6: Networking Revisited

Through this process, our Academii Scholars-- already strong leaders in their own right-- are being built into powerful "knowers-doers" ready for the challenge of leadership in your institution.  

Consider subscribing to The Academii Blog below.

 Learn more Visit the Academii.