June 24, 2017
June 24, 2017
June 28, 2017
New Engineering Educators
Faculty work includes a wide range of responsibilities and long lists of tasks. Some of these tasks have more immediate deadlines and necessitate frequent attention, while other responsibilities are longer-term projects. For example, teaching preparation can consume a large proportion of a new faculty member’s time; however, one’s research and journal manuscript writing cannot be neglected. New faculty in particular may be faced with teaching, research, and service activities all requiring their time and attention at an intensity level that they might not have encountered before. This can lead to a faculty member feeling overwhelmed and trigger self-doubt.
This paper presents a research-based, holistic framework and strategies for time management, with an emphasis on taking an intentional approach to allocating time and effort to high priority activities that require both immediate and sustained, long-term attention. Another goal of this time management framework is supporting one’s well-being, which can often be neglected. The PRIDE framework consists of five components: Priorities, Reflection, Implementation, Deadlines, and Emotions. These five components are considered when making decisions about individual tasks and setting plans for each day, week, or semester, or for a complex project.
The audience of this paper includes new faculty, faculty at all experience levels who are looking to tune-up in their time management practices, and faculty who have assumed additional administrative roles.
Chan Hilton, A. B. (2017, June), Time Management for Faculty: A Framework for Intentional Productivity and Well-Being Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--29030
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