Dr. Al-Malood shares a few unsung tips for faculty who are struggling to find time to write.  This episode was based on a short essay commissioned by the Chronicle of Higher Education back in March 2017.  

For a copy of the transcript that accompanies this episode, please visit: http://facultyworkshop.com/finding-time-to-write/

If you are finding this podcast helpful, please share it with other faculty. I would also love for you to head on over to iTunes leave a positive review as it helps others find the podcast more easily.

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Transcripts:

Hello and welcome to the FacultyWorkshop podcast, “THE" podcast for college educators.  I am your host Dr. Fawaz Al-Malood with another exciting episode. In today's show we're going talk about Finding Time To Write.

Before I get into the content of this episode, I wanted to share the background behind this topic. I was contacted by the Chronicle of Higher Education to write a short essay not to exceed 300 words on what I thought are a couple of good — or unsung — tips for faculty members who need help finding time to write and research. I typically write longer articles and essays, but I thought this would be a good exercise in attempting to provide some useful information in a concise soundbite. This episode is based on the essay that I wrote for the Chronicle and it will be a lot shorter than my usual episodes. So with that background story in mind, let’s just started with today’s episode!

Like most faculty, I first started seriously writing while I was in graduate school. At the time, I was working full-time during the day and working on my studies in the evening. I didn’t have the luxury of dedicating huge portions of my day to writing. What I did have was an academic goal and a graduation deadline. With this realization, I utilized two techniques that worked extremely well for me. The first technique was mirco-writing during the week.

I began writing whenever I could in increments of 5 to 15 minutes. I did this before going to work, during my coffee and lunch breaks, and before bed. Every spare, and sometimes odd, minute during the day counted towards my writing productivity. A sentence here and there eventually adds up to a paragraph and then a page. This meant that I took my notebook or laptop everywhere. The second thing that helped me was to be intentional about writing and making it a part of my daily routine rather than a chore.

I tend to do a lot of my writing early in the morning when my family is still asleep. I typically wake up at 4am, grab breakfast and then get to my computer to begin writing. Some may prefer to write in the evening, at a coffee shop, or library. The time and location do not matter as long as writing becomes a part of your daily schedule.

So start taking advantage of every spare minute and make writing a daily habit. You may be writing in sound-bites, which may feel different at first, but you will be writing and doing so regularly.

So to recap, here are the three things that you should do:

1. Practice micro-writing. Identify pockets of 5 to 15mins during daily schedule to make incremental writing.
2. Take a notebook, tablet or a laptop everywhere you go.
3. Be intentional about your writing. Make it a part of your daily routine and be consistent about writing something every day.

Dr. Al-Malood shares his techniques on screening and managing requests for student letters of recommendations, as well as what to include in your letters.

For a copy of the transcript that accompanies this episode, please visit: http://facultyworkshop.com/student-letters-of-recommendation/

If you are finding this podcast helpful, please share it with other faculty. I would also love for you to head on over to iTunes leave a positive review as it helps others find the podcast more easily.

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Transcripts:

 

As we approach the end of a semester or academic year, we are sometimes flooded with requests from students to write them letters of recommendation. I'm usually honored to be asked to write these letters, and I usually look forward to working on them but only if they are warranted and meet the criteria that I establish for the students requesting the letter.

 

As faculty, our duties and responsibilities extend way beyond the classroom, and while we are typically compensated for working 40 hours a week, many of us actually invest 60-80 hours or more engaging in campus related work. Due to our limited time, we need to be selective about who we write recommendations letters for and when.  

 

To manage these requests, I've developed a system to screen the requests and the people applying for them. The system is quite simple and includes two things:

1. A defined need
2. Ability to meet the screening criteria.

Defining The Need:

Let’s begin by discussing how I define the need for a letter of recommendation.

Some students will contact me and ask for a letter of recommendation without really knowing why they want it. They believe that it may be helpful to them, but they don't necessarily have a specific use for it. So, before entertaining the idea of writing a letter, I'll ask my students why they want the letter. The four most the common responses I receive are split between legitimate and non-legitimate needs.

The legitimate needs include these two responses:

1. “I need it for a scholarship application.”

or

2. “It is required for my transfer application.”

 

The non-legitimate needs include these responses:

1. “I don't know. I think it will help my transfer application.”

or

2. “I think it might help me get a job.”

 

I automatically reject the latter responses since there isn't a credible reason to warrant the letter. If a student has already been accepted into a transfer school, they don't need a letter of recommendation. And secondly, employers typically do not require a letter of recommendation unless the position is within an academic setting. Since my students are entering the hospitality industry, a letter of recommendation is practically meaningless for employment purposes.

Once the need for a letter has been defined or in other words once I have established that the student requesting the letter has a legitimate need for it, I then proceed to the second step in my system, which is to ensure the student requesting the letter meets my criteria.

 

If a student needs the letter of recommendation for a scholarship or transfer application, I'll consider writing the letter, if the student is able to meet the following criteria:

1. the student must have been in my classes for at least one academic year
2. the student must have completed all of my classes with a grade of B or higher
3. the student must have GPA of 2.5 or higher
4. the student must have met with me in person at least once for academic or career advisement
5. the student must include a current and detailed resume with their request
6. the student must have include a one page personal statement providing a summary of their background as well as their academic and professional goals.
7. the request must be submitted at least 2 weeks in advance

In addition to the seven criteria I have just listed, I will also assess my professional experience with the student requesting the letter. Just because a student meets the above criteria, it does not mean that I will automatically write a letter for him or her.

When I write a letter, I do my best to craft a strong and confident letter that achieves the objective for which it was designed. If the student needs the letter to get into a particular school or earn a scholarship, I want to make sure that I do everything I can to help him or her. I'm proud to say that to date each letter I have written has accomplished that objective.

There are times when a student will meet the criteria I've established, but it may be necessary for me to decline their request on other legitimate grounds. For instance, a student who has exhibited conduct that would compromise my confidence in them, such as: being unreliable, failing to meet certain obligations, alcoholism or drug addiction.  

If I have any reservations about a student, I will politely decline the request and recommend that the student ask another faculty.  The reason that I decline is because when I write a letter, I'm placing my professional reputation on the line to recommend someone, and I will never do so if I have no confidence in that person.  

Here's an example, I once had a student that met the criteria that I’ve established. The student was extremely intelligent, had a terrific personality, and was highly engaged in class and on campus. However, this particular student was also highly unreliable, had an atrocious attendance and punctuality record, as well as an addiction to marijuana and alcohol. There was no way I was ever going to write this student a letter. This student had a lot of potential, but I'd worked with her long enough to know that she was unwilling to acknowledge that she had a problem and, therefore, did not see the need to change her behavior or seek professional help.

That’s an example for a situation where I would decline a request even though the students met my criteria.  However, sometimes it may be necessary to decline requests for other reasons.

I was at a meeting on campus, and one of my colleagues sitting next to me had a look of frustration, and shared with me that a couple of students contacted her and requested a letter of recommendation and expected the letter within a couple of days. My colleague felt pressured and frustrated because she was already busy and did not have anytime in her schedule to write the letters; however, she felt obligated to do so. There was a feeling that the students’ entire future depended on these letters and failure to provide the letters meant that she, as their professor, was ruining their lives.

Some faculty view students as kids which is unfortunate because it sometimes creates an environment where some faculty take on a parental role and feel the need to shelter these so-called “kids” and protect them from some of their poor planning habits, rather than using it as a learning opportunity.

The students themselves are ultimately responsible for their own lives and destiny, not the faculty writing them the letter of recommendation. Students need to do a better job planning these requests and then need to bear the consequences of not doing so.  As the saying goes,

“Failure to plan on your part, does not constitute an emergency on my part.”

I'm not going to drop everything on a dime because a student did not have the foresight to request the letter within a reasonable amount of time.

So, when I get last minute requests, I typically decline them, especially since my criteria requires a two week advance notice. I love helping students, but I need to manage my limited time effectively and accepting these last minute requests often tend to sabotage my efficiency. Moreover, doing these last minutes requests seem to generate more of them. Students have a tendency to talk with one another and share experiences. If you agree to write a last minute letter of recommendation, before you can even blink, you'll start receiving requests from your other students who heard that you were kind enough to whip up a quick letter for Sally, and could you please write one for them as well.

Now if you decide to write your students a letter of recommendation, write it from the heart. If you're going to take the time to write a letter of recommendation, do your best to ensure that it achieves the purpose for which it will be used.  Avoid writing weak letters that are not heartfelt, lack details, or fail to instill confidence in a student’s ability or potential. Weak letters of recommendation may actually hurt a student's application.

Base the letter on your experiences with your students, and be sure to incorporate what they may have listed on their personal statement or resume. Be careful not to write anything in the letter that would violate any privacy laws.

There are tens of thousands of examples of letters or recommendations for students on the internet, so if you’d like to see some examples, just Google it!

I searched for the keywords, “sample letter of recommendation for students” on Google and the search result yielded over 57,000 samples. Modifying the search terms will yield even more samples. So rather than providing an example, I’ll simply share the things that I typically include in my letters of recommendation.

I tend to include the following five things about a student in the letter of recommendation:

1. how long I've known the student and in what capacity
2. my general observations of the student in class and of his or her performance in any extracurricular activities such as club events, competitions, or volunteer activities
3. a brief summary of his or her leadership, volunteer, or professional experiences
4. his or her academic and professional goals
5. why the student should be selected for admission into their transfer school or why the student deserves the scholarship he or she are applying for. This is also where I would include how the student could or would benefit the institution granting admission or the scholarship.

I usually conclude my letters with an affirmation of my confidence in the student and allude to the mutual benefit to the student and the institution receiving the letter. And that’s an outline of what I include in my letters.

So to recap, here are the four things that you should do before you consider a student's request to write a letter of recommendation:

1. Screen Requests: Determine whether there is a legitimate need for a letter.
2. Establish Criteria To Manage your Requests: I’ve shared that criteria that works for me; you’re welcome to adopt it or to develop a completely new list.
3. Decline Requests: If you have any reservations about writing a letter or receive a last minute request with an unreasonable deadline, it’s OK to decline the request.
4. Quality Recommendation: Write the letter from the heart. If you choose to write a letter of recommendation, write it from the heart and include specifics about the student based on your experiences and observation of the student.

 

 

Dr. Al-Malood shares 4 things to help you prepared for a teaching demonstration at a teaching job interview. For a copy of the transcript that accompanies this episode, please visit: http://facultyworkshop.com/howtoprepareforateachingdemonstration

If you are finding this podcast helpful, please share it with other faculty. I would also love for you to head on over to iTunes leave a positive review as it helps others find the podcast more easily.

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Dr. Al-Malood shares 7 tips on how to prepare for the writing assignment at a teaching job interview. For a copy of the transcript that accompanies this episode, please visit: http://facultyworkshop.com/writingassignment/

If you are finding this podcast helpful, please share it with other faculty. I would also love for you to head on over to iTunes leave a positive review as it helps others find the podcast more easily.

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In this epsiode Dr. Al-Malood discusses 6 tips to help you with your preparation for a college teaching interview. For a copy of the article that accompanies this podcast, head on over to http://facultyworkshop.com/preparingforateachinginterview

If you are finding this podcast helpful, please share it with other faculty. I would also love for you to head on over to iTunes leave a positive review as it helps others find the podcast more easily.

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Dr. Al-Malood discusses how to teach outside of traditional academia and shares 6 options that will help you get started. For a copy of the article that accompanies this episode, please visit http://facultyworkshop.com. The following links were included in this episode:

http://facultyworkshop.com/customeravatar 

http://facultyworkshop.com/uclaextension

If you are finding this podcast helpful, please share it with other faculty. I would also love for you to head on over to iTunes leave a positive review as it helps others find the podcast more easily.

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Dr. Al-Malood reveals the top 5 job sites for higher ed jobs and discusses why job seekers within academia need to be extremely diligent about their job search. For a copy of the article that accompanies this episode, please visit http://facultyworkshop.com

If you are finding this podcast helpful, please share it with other faculty. I would also love for you to head on over to iTunes leave a positive review as it helps others find the podcast more easily.

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Dr. Al-Malood shares his experience in establishing students expectations. He discusses the outcome of establishing low and high student expecations. For a copy of the article that accompanies this episode, please visit http://facultyworkshop.com

If you are finding this podcast helpful, please share it with other faculty. I would also love for you to head on over to iTunes leave a positive review as it helps others find the podcast more easily.

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Dr. Al-Malood shares three things you can do to get student excited about volunteering. For a copy of the article that accompanies this episode, please visit http://facultyworkshop.com

If you are finding this podcast helpful, please share it with other faculty. I would also love for you to head on over to iTunes leave a positive review as it helps others find the podcast more easily.

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Dr. Al-Malood share 5 quick time management tips for faculty who want to get organized and have a richer academic career. For a copy of the article that accompanies this episode, please visit http://facultyworkshop.com

If you are finding this podcast helpful, please share it with other faculty. I would also love for you to head on over to iTunes leave a positive review as it helps others find the podcast more easily.

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Dr. Al-Malood share 8 things you should to when assigning group projects.For a copy of the article that accompanies this episode, please visit http://facultyworkshop.com

If you are finding this podcast helpful, please share it with other faculty. I would also love for you to head on over to iTunes leave a positive review as it helps others find the podcast more easily.

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Dr. Al-Malood shares 5 tips on how to deal with disciplinary action. The resources mentioned in this episode can be found at http://facultyworkshop.com/teachingtools/. For a copy of the article that accompanies this episode, please visit http://facultyworkshop.com

If you are finding this podcast helpful, please share it with other faculty. I would also love for you to head on over to iTunes leave a positive review as it helps others find the podcast more easily.

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Dr. Al-Malood share 10 tips that will help faculty teaching online increase active participation and engagement betweeen you and your students and between students and themselves. To see a list of the resources that Dr. Al-Malood mentioned visit the Teaching Tools page.  For a copy of the article that accompanies this episode, please visit http://facultyworkshop.com

If you are finding this podcast helpful, please share it with other faculty. I would also love for you to head on over to iTunes leave a positive review as it helps others find the podcast more easily.

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Dr. Al-Malood discusses 4 thhings you should do before you assign group work in order to avoid some of the complaints and problems that come-up in group projects. For a copy of the article that accompanies this episode, please visit http://facultyworkshop.com

If you are finding this podcast helpful, please share it with other faculty. I would also love for you to head on over to iTunes leave a positive review as it helps others find the podcast more easily.

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Dr. Al-Malood share 3 ways to mitigate behaviorial student problems before the begin with these three 3 simple ways. For a copy of the article that accompanies this episode, please visit http://facultyworkshop.com

If you are finding this podcast helpful, please share it with other faculty. I would also love for you to head on over to iTunes leave a positive review as it helps others find the podcast more easily.

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Dr. Al-Malood shares 5 tips to help new faculty in planning their first course. For a copy of the article that accompanies this episode, please visit http://facultyworkshop.com

If you are finding this podcast helpful, please share it with other faculty. I would also love for you to head on over to iTunes leave a positive review as it helps others find the podcast more easily.

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Dr. Al-Malood introduces the podcast and talks about what to expect in future episodes. For a copy of the article that accompanies this episode, please visit http://facultyworkshop.com

If you are finding this podcast helpful, please share it with other faculty. I would also love for you to head on over to iTunes leave a positive review as it helps others find the podcast more easily.

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