Beginning a career in higher education can seem surprisingly unstructured. After spending 22 years in K–12 education, I had more freedom but less clarity on measuring progress. Some days ended with minimal writing and a nagging question: Did I achieve anything today? Over time, I developed practical systems to regain focus, build momentum, and feel daily success. Three strategies, in particular, aided my growth during my first year as a professor in an educational leadership graduate program.
Redefining productivity involves focusing on the process rather than the outcome. Tasks like projects, articles, and curriculum design often take weeks or months. One article I worked on took almost two months to write and another two months for a publishing decision. Long timelines can diminish motivation. I learned to break down long-term goals into small tasks, focus on the process, and celebrate completing each step. Now, I schedule at least two four-hour blocks weekly for scholarly activities. Achieving this means celebrating success.
John Wooden, the former UCLA basketball coach, emphasized setting a goal, planning to achieve it, and then focusing entirely on executing the plan. Productivity shouldn’t be measured by completion alone, but by consistently showing up to make progress.
I adopted a three-stage scholarship pipeline due to the lengthy process of writing, submitting, and publishing. Always have one piece you are actively writing, one under review, and one nearing publication or accepted. This approach keeps your writing consistent, as you build a portfolio and work towards publication. Even when results are delayed, a steady pipeline maintains productivity.
Creating a multi-layered mentorship network is crucial. Formal mentors can be invaluable. My university partnered me with our department chair for mentorship, providing opportunities to learn about finding suitable journals, documenting reviews, and navigating academia. Action step: Ask for a formal mentor and plan monthly meetings.
Informal mentors, like two professors I knew before joining Stetson, offer insights on pedagogy, course design, and tenure. They provide different perspectives and support. Action step: Pose targeted questions to trusted colleagues this week.
Peer mentors also play a role. During my interview process, I met professors and later asked to observe their teaching. Observing with a fresh perspective allowed me to learn and improve my craft. This year, I observed two colleagues, gaining insights into student teaching, which helped me connect better with graduate students. Action step: Initiate mentorship by asking, “Can I observe one of your classes?”
The first year in higher education may feel uncertain and isolating. However, with systems like clear processes, a steady writing pipeline, and purposeful mentorship, you can create structure. Start small by choosing one strategy to implement this week and build from there.
Andrew Olson, EdD, is an assistant professor of educational leadership at Stetson University and leads the Leadership Development Network. With over 20 years in K–12 education, his work focuses on leadership development, organizational systems, and practical performance improvement strategies.
Original Source: facultyfocus.com
