Transitioning to higher education can seem surprisingly unstructured. After spending 22 years in K–12 education, I had more freedom but less clarity on gauging progress. Some days ended with minimal writing and doubts about my achievements. Over time, I developed practical systems to enhance focus, build momentum, and achieve daily success. Three strategies were particularly helpful during my first year as a professor in an educational leadership graduate program.
Reimagine productivity by emphasizing the process rather than the outcome. Projects like articles and curriculum design can take weeks or months. I spent nearly two months on one article, followed by another two months awaiting publisher feedback. These lengthy timelines can dampen motivation. I learned to break down long-term goals into smaller, manageable tasks, focusing on completing each step and celebrating progress. Scheduling two four-hour weekly blocks for scholarly activities like article submissions or book projects became essential. Completing these blocks was a success worth celebrating.
John Wooden, a legendary UCLA men’s basketball coach, advocated setting goals, planning, and then focusing entirely on executing the plan. By consistently showing up, progress follows, even if productivity isn’t immediately visible.
Establish a three-stage scholarship pipeline to manage the extended timelines in writing and publication. Always engage in active writing, whether it’s a reflection piece or a scholarly article. Maintain one piece under review with a publisher, understanding that decisions can take weeks or months. Also, have a piece accepted or nearing publication to build your portfolio. This approach helps maintain consistency in writing and provides a sense of achievement, even when the ultimate goal of publication is months away.
Creating a steady pipeline ensures productivity despite delayed results.
Develop a multi-layered mentorship network. Formal mentors can accelerate success by replicating successful work habits. My university paired me with our department chair, providing opportunities to learn from her expertise. This formal mentorship taught me to find suitable journals, document annual reviews, and navigate higher education systems effectively. Arrange a formal mentor and schedule monthly meetings.
Informal mentors offer invaluable support. Before joining Stetson, I had established connections with two professors in my department. Their guidance on pedagogy, course design, and other aspects has been crucial. Ask trusted colleagues targeted questions this week.
Peer mentors also play an important role. During my interview process, I met many professors and later asked to observe their teaching. Observing two professors this year provided insights, like understanding the student teaching process better, enhancing my connection with graduate students. Initiate mentorship by asking specific questions, such as requesting to observe a class.
Intentional learning from others is the quickest path to growth.
The first year in higher education can feel unclear and isolating, but with proper systems like clear processes, a solid writing pipeline, and intentional mentorship, you can create structure. Start small by choosing one strategy this week and building from there. Andrew Olson, EdD, serves as 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 emphasizes leadership development and practical performance improvement strategies.
Original Source: facultyfocus.com
