Making Time, Making Change

• DEDICATION iii
• ACKNOWLEDGEMENTS xiii
• ABOUT THE AUTHOR xv
• CHAPTER 1: TOWARD DISMOUNTING THE DEAD HORSE 1
  • Avoiding Overload as Boundary Management 2
  • Control/Flow Paradox 4
  • Background 5
  • Intended Audiences 7
  • Objectives 7
  • Overview 8

PART I: MAKING TIME 9

• CHAPTER 2: BE ABLE TO BE EFFICIENT IN ALL THINGS 11
  • Related Overload Adaptation
  • Teaching Applications 12
  • Know Your "Lines in the Sand" and State Them Clearly, Early, and Often 12
  • Interact with Students with Intentional Time and Depth 14
  • Use Technological Tools in Course-Related Scholarship 14
  • Use Technological Tools to Check for Plagiarism 16
  • Use Robots to Score and Record Tests 17
  • Digitize Everything that You Can 17
  • Word Process Written Feedback 17
  • Use Group Feedback Thoughtfully 18
  • Remember that Perfect Is Not Beautiful 19
  • Do Not Permit Handwritten Student Work 19
  • Parse Your Time and Set Appropriate Expectations 20
• CHAPTER 3: EXPRESS YOUR VALUES IN HOW YOU USE YOUR TIME 21
  • Related Overload Adaptation
  • Teaching Applications 22
  • Identify the Major Areas of Your Life 22
  • Assign Times for Each Area 23
  • Identify the Major Areas of Your Faculty Work 25
  • Assign a Weight to Each Area 26
  • Do the Math 26
  • Keep Doing the Math 26
  • Use Discretion in Disclosing the Details 27
• CHAPTER 4: DON'T HOARD RESPONSIBILITY, SHARE IT 31
  • Related Overload Adaptation
  • Teaching Applications 32
  • Employ NIFs 32
  • Students 33
  • Mastery Learning Programs 36
  • Outside Experts 38
  • Research Data Bases 39
  • Require Students to Download and Print Course Materials 41
  • Required Students to Monitor Their Own Completion of Course Assignments 42
  • Require Students to Prepare Their Own Study Guides
• CHAPTER 5: FOR EVERY ASPECT OF YOUR TEACHING, FIND A TIME AND PLACE BEFITTING IT 45
  • Related Overload Adaptation
  • Teaching Applications 47
  • Identify the Major Activities of Your Teaching Work 47
  • Allocate Time to Each Type of Work 47
  • Create a Place Befitting Each Activity 48
  • Be Able to Block Access to You 49
  • Leave the Office 51
  • Work at Home if You Can 52
  • Know Your Campus Options 53
  • Know Your Community Options 54
• CHAPTER 6: BE SHORT WITH MANY SO THAT YOU MAY BE LONG WITH A FEW 57
  • Related Overload Adaptation
  • Teaching Applications 59
  • Frame Asynchronous Communication Tools as Your Personal Staff 59
  • Be Proud of Your Personal Staff 60
  • Do Not Provide Immediate Access to You except during "Open Door" Periods 61
  • Teach Your Students Your Communication System 62
  • Create a Time and Place to Process Asynchronous Communication 63
  • Interact Electronically in Correspondence with the Time Available 64
• CHAPTER 7: STICK TO YOUR KNITTING, REFER TO OTHER HELPERS WHEN POSSIBLE 67
  • Related Overload Adaptation
  • Teaching Applications 67
  • Do Not Try to Be a Counselor 67
  • Do Not Take on Being a Composition Teacher 70
  • Do Not Attempt to Be the Computer Support Desk 72
  • Do Not Think that You Need to Be a Librarian 73
  • Become Familiar with Pertinent Campus and Community Resources 74
  • Have a Current Referral Sheet and Use It 74

PART II: MAKING CHANGE 77

• CHAPTER 8: COMPETING COMMITMENTS AND CHANGE 79
  • Assumption Hunting 80
    • Step 1: State the Change Commitment 80
      • Commitment Task 80
      • Commitment Examples 80
    • Step 2: Discern What You Are Doing to Prevent the Change from Happening 82
      • Interference Task 82
      • Interference Examples 83
    • Step 3: Identify the Competing Commitment 83
      • Competing Commitment Task 83
      • Competing Commitment Examples 84
    • Step 4: Discover the Big Assumption Behind the Competing Commitment 85
      • Big Assumption Task 85
      • Big Assumption Examples 85
  • Assumption Testing 87
    • Step 1: Observe Yourself in Relation to Your Big Assumption 88
      • Observation Task 88
      • Observation Example 88
    • Step 2: Search for Evidence that Undermines Your Big Assumption 88
      • Countervailing Evidence Task 88
      • Countervailing Evidence Example 88
    • Step 3: Construct a Biography of Your Big Assumption
      • Big Assumption Biography Task 89
      • Big Assumption Biography Example 89
    • Step 4: Conduct Mini-Experiments that Test Your Big Assumption 89
      • Mini-Experiment Task 89
      • Mini-Experiment Example 89
• CHAPTER 9: NETWORKS AND CHANGE 91
  • Networks 92
  • Home Department 93
    • Step 1: List All of Your Colleagues in Your Department 93
  • Home Institution 93
    • Step 2: List All of the Members of Work Groups at Your Institution with Whom You Feel that You Meet Frequently, besides Your Department 93
    • Step 3: List Any Other Colleagues at Your Institution with Whom You Feel You Have a Relationship 93
  • Outside Professional Communities 96
    • Step 4: List All of Your Colleagues Outside of Your Institution with Whom You Feel You Have a Relationship 96
  • Sex and Number 96
    • Step 5: Beginning with Your Home Department List, then Home Institution List, and Finally Outside Professional Communities List, Designate the Sex of the Person and Enumerate the Relationship 96
  • Mattering 96
    • Step 6: For Each Relationship in General, Indicate How Much What that Person Thinks, Feels, or Does Matters to You 96
  • Mapping 98
    • Step 7: Sector by Sector (Department, Institution, Communities), Place Each Relationship on the Network Map in the Ring that Corresponds with How Much that Relationship Matters to You 98
  • Change 99
  • Desired Change 99
    • Step 8: Identify the Desired Change(s) in Your Professional Practice 99
  • Force Field Analysis 99
    • Step 9: For Each Relationship in General, Indicate whether You Think that if the Person Knew about Your Desired Change in Your Professional Practice that Person Would Support or Resist Your Making It 99
  • Force Field Mapping 100
    • Step 10: For Each Relationship, Place the Appropriate Support or Resistance Symbol (+, -, +/-, or blank) next to the Person's Numbered Circle or Square on the Network Map 100
  • Observing 100
    • Step 11: Examine Your Map and Take Note of Whatever Stands Out to You as Important 100
  • Change Strategies 100
    • Step 12: Determine Strategies for Increasing the Support in Your Networks and Decreasing the Resistance, PARTICULARLY IN YOUR INNER CIRCLES 100
• CHAPTER 10: BLESS ITS HEART 103
• REFERENCES 105
• INDEX 113
• ACKNOWLEDGEMENTS
• About the Author

Douglas Reimondo Robertson (Ph.D., Syracuse University, 1978) is Director of the Teaching and Learning Center and Professor of Geography and Educational Leadership at Eastern Kentucky University in Richmond, Kentucky. He has authored over 70 scholarly publications and presentations, including a well-received book on intentional change in adult life, which has entered its 3rd printing (Self-Directed Growth, 1988). Professor Robertson has helped to start three university faculty development centers (Portland State University, University of Nevada - Las Vegas, and Eastern Kentucky University), and has served as founding director at two of the centers (UNLV and EKU). He is the Senior Editor of the book series on college teaching published by New Forums Press. Recently, he was named to a four-year term as Editor of  To Improve the Academy (two years as Associate Editor and two years as Editor). He sits on the Editorial Board of the Journal on Excellence in College Teaching, as well as providing frequent guest reviews for Innovative Higher Education. He is a founding member of the Editorial Board for a new electronic and print journal, The Kentucky Journal on Excellence in College Teaching and Learning. In addition, he has served on the Awards Committee for the Professional and Organizational Development (POD) Network in Higher Education and has chaired its Regional Organizations Sub-Committee. An active consultant since the 1970s, Dr. Robertson has provided over 110 trainings or consultations to a wide range of educational, health care, human service, governmental, and business organizations. Recently, he received a five year appointment as a Fulbright Senior Specialist and will be providing consultations for overseas universities through the J. William Fulbright Foreign Scholarship Board (FSB), Bureau of Education and Cultural Affairs of the Department of State (ECA), and the Council for International Exchange of Scholars (CIES).