Navigating the Impact of COVID-19: Advice from School Psychology Faculty with Experience in Administrative Roles

By Lindsay Fallon, University of Massachusetts BostonIn our previous posts this spring, we addressed the general concerns posed by COVID and those specific to research. On May 11, 2020, the SSSP ECF, led by Bryn Harris, hosted a Q&A session for early career faculty to explore perspectives of university administrators who are also school psychology scholars. Experienced department and college administrators answered questions from early career faculty about how to weather this time and what to expect in the months to come. Our panelists were Drs. Beth Doll (Professor and former Dean, University of Nebraska – Lincoln), Randy Floyd (Chair and Professor, University of Memphis), and Amity Noltemeyer (Chair and Professor, Miami University). Below, we synthesize their responses to the questions posed by early career participants.A note: The panelists recognized that institutions and circumstances vary widely and there is no one-size-fits all approach to working in the context of COVID-19 as an early career faculty member. Therefore, these ideas are intended only as a starting point for reflection, rather than a road map for success.How can early career faculty advocate for themselves with their administrators to get support for their professional and personal needs? 

• Be informed and participate in shared governance. If you are able, consider serving on the faculty senate (or other shared governance entity at your college or university). If you are unable to participate in shared governance actively, identify a colleague who can advocate on your behalf. This might be a more senior faculty member in your department who can suggest policy changes or request support to benefit you and other early career faculty members.
• Be strategic with requests for support when communicating with administrators. Your institution’s administrators may have certain priorities right now, impacting what they can (and are willing) to support. When making a request for support, ask for what you think you need at this moment, acknowledging there may be limited capacity to support your requests. 
• Be entrepreneurial if you can. Consider strategic opportunities that may benefit you now and in the coming year. An example of this is perhaps applying for a small grant to allow for a course buyout. If funded, this could offer you more time in the coming academic year to devote to other professional and personal responsibilities. 
• Build relationships with department, college and university administrators and leaders. It is helpful if these individuals know who you are and what you have accomplished. This may be especially important as administrators navigate the next steps of responding to COVID-19 at your institution (e.g., how to address budgetary losses).
• If time allows, continue to improve your skills. That is, if you’re able, consider spending time engaging in professional development activities (e.g., reading, strengthening statistical skills) to improve your skills as a researcher, teacher, and mentor.

The ramifications of COVID-19 will likely be extensive in all areas of academic work – teaching, research and service. Some universities have offered to stop the tenure clock for one year given these challenges. What things should early career faculty consider when determining whether or not to take this clock stoppage? 

• Every institution has its own set of traditions around promotion and tenure. Find out when you will have to make any decisions about pausing your tenure clock or delaying tenure. Determine if you must ask for it now or if you can ask for it in a year, two years, etc.
• Solicit advice from more senior faculty members in your unit. They should be able to tell you if you’re on the right path or if more time might be beneficial to you, considering their understanding of your institution’s guidelines. It may also be helpful to discuss such a decision with college-level leadership.
• Inquire if and what guidance will be given to external reviewers when considering tenure portfolios in the future. Specifically, you might ask departmental or college leadership if there will be a standard statement made to all reviewers about how to consider tenure packages in light of the impact of COVID-19.
• Do not feel badly if you’re not your most productive right now. Most people are not being highly productive at the moment. 

As COVID-19 may impact tenure decisions, annual reviews, and general evaluative processes, how might recent or future administrative action impact these processes? How might early career faculty advocate for themselves during these evaluative processes? 

• Most likely, COVID-19’s impact will be context-specific. That is, there will be variability across departments, colleges, universities, states, etc.
• Provide contextualization in reviews or review materials to give your Chair (or other evaluator) more detail about the materials submitted for review. Consider explaining changes to productivity or teaching evaluations, and convey how you continue to add value to the unit. 
• Know the policies of your college and university. If you feel like you’re being evaluated in a way that conflicts with the policy, ask about it, determine your rights, and consider engaging with your faculty union (if you have one). Again, be as engaged as possible in the decision-making at the department and college level to support you and other early career faculty. 
• Stay optimistic and strong. It is likely leaders will be taking context into consideration, care about the development of faculty, and will want to nurture a sense of goodwill within units.

Early career faculty are concerned about potential pay freezes and pay reductions. Recently, we have seen both of these scenarios become reality at multiple universities. What strategies might early career faculty consider in dealing with these financial challenges? 

• Pay cuts may be seen in various forms, and this is (and will likely be) highly varied by institution. Pay cuts may come in the form of furlough days, pay freezes, and a reduction of supplemental pay opportunities. The pay cuts may impact administrators and staff in more significant ways
• If pay freezes occur, they won’t last forever. Continue to think about showing your value, make yourself indispensable. 
• Know your limits. Know what you can do and what you can’t do. Don’t be taken advantage of.
• Know your options. For instance, if you are facing a 25% pay cut, perhaps look around for another position (including outside of academia), or if you’re finding that there are not viable options, consider if you can survive with the cut.
• Again, be entrepreneurial. Perhaps there are summer teaching opportunities that maybe you didn’t consider before that may be worth pursuing now.
• When the financial situation improves, you may be able to request support to increase your productivity. This might mean asking for additional graduate assistant hours or research funds (if possible or available).In sum, you picked a great field and there continues to be a need for school psychologists. It should give you a sense of optimism. You have skills as a school psychologist that professionals in many other disciplines do not have. There are always going to be opportunities for school psychologists (both inside and outside of academia).

Early career faculty may be asked to assume additional administrative tasks or an increased load next year and potentially beyond. What advice might you have for early career faculty as they navigate these additional responsibilities? 

• It is very possible that there will be changes in the future. There may be changes to how we evaluate teaching, research, and service. 
• If you have increased class sizes, consider how to adjust your teaching to continue to teach with high quality. This may involve being innovative. For instance, if you’re teaching an assessment course in which you traditionally had many protocols or review and grade, consider instead asking students to review each other’s work carefully and then for each student to submit an exemplar for grading. This would reduce your grading load.
• Start thinking now about how to move your coursework online for the fall (e.g., start locating videos, ancillary materials, online examples). This will help you prepare for distance or hybrid teaching.
• Think about untapped resources. For instance, consider if you can rely more on undergraduate students and offer an independent study. If you’re able to “delegate” to students, students may be able to learn from the opportunity and it will give you more time to do other tasks.
• Monitor distribution of service tasks among your unit and advocate for yourself if you feel you are doing more than your share of service.If possible, ask departmental leadership to give you no new course preps in the coming year to protect your time.
• Expect that this may not be your best year (per teaching evaluations, number of manuscripts submitted for review, etc.). That’s OK. You’ll learn a lot and be able to apply what you learn in future years.

What advice would you give new faculty as they potentially have fewer opportunities for collaboration (research/teaching/service), presenting, professional development opportunities, and travel or internal research funding (among others) while trying to establish themselves and launch their careers? 

• Take advantage of opportunities to be involved in online conferences and professional meetings. This will require little travel funding and allow you to engage in networking and professional development.
• Or, perhaps instead of focusing on conference posters and paper presentations, allow yourself more time to spend writing research briefs and/or full-length manuscripts. 
• Consider if you have contacts or colleagues interested in collaborating on (a) analyses of large existing datasets, (b) systematic literature reviews, (c) policy analyses, or (d) research with undergraduate students. 
• Consider if there are opportunities to engage in research about the impact of COVID-19 with school partners. Some of the most exciting research comes out of unanticipated circumstances.

What other advice do you have for early career scholars?

• Not everyone is in the same boat, but we’re all weathering the same storm.
• Look for allies in other academic units if you’re not being supported in your own unit (e.g., colleagues in social work, teacher education). They may be able to relate to your situation and provide advocacy in your unit, college, or university.
• If you need to advocate for yourself, use your consultation skills to guide your interactions with administrators (e.g., build rapport, reference facts/data). 
• Keep an updated CV so that you’re tracking your marketability and prepared for change, if needed.
• You may see pots of money (e.g., travel funds, indirect funds for a PI) being reallocated for more immediate needs. That is, reallocated funds may be protecting the jobs of more vulnerable university staff, so take that into consideration as you note changes.
• Access available resources from professional communities. For instance, TSP is archiving guidance and various forums related to supporting faculty in the era of COVID-19. Access these opportunities.
• Keep moving forward. Be well.

Thank you to our panelists and to everyone who joined us for the session. Do you have comments or questions? Post below. 

Resolutions to Improve Your Statistics Fitness This New Year

By Ethan Van Norman, Lehigh UniversityMany topics on this blog are dedicated to helping early career faculty identify, develop, and sustain a productive program of research. As with most things in academia, navigating this process seems to become easier with time as we learn strategies and habits to remain productive and free up our time. However, there is one arguable advantage that researchers just out of graduate school hold over more experienced faculty. Recent graduates are likely to have received the most up-to date training in cutting-edge statistical analyses. The more seasoned veteran may have not have run a given statistical test for well over half a decade or are using an expired SPSS license while the newest hire is explaining how R works to the rest of their colleagues. Fortunately, there are ways to ensure that your statistics muscles do not completely atrophy. The purpose of this post is to describe potential strategies, and associated considerations, to keep up to date with your quantitative training.Paid Seminars and Classes Demands from associate editors and reviewers for sophisticated quantitative analyses seems like an ever rising tide. Given that many researchers lack training in analytic approaches only recently made accessible via commercially available software for personal computers (e.g., Bayesian analysis, multilevel modeling, item response theory, etc.), many companies have stepped in to offer paid trainings on these analyses in a condensed class format. Often, you may required to pay upwards of multiple hundreds to thousands of dollars to enroll in a class to learn a given set of analyses. Course formats can be face-to-face, online, or hybrid. One such provider charges $1,295 to participate in a three day face-to-face training. Depending on your geographic location, there may be other options that are less expensive. For instance, there are training options that last two days face-to-face and start around $900. Sometimes you can receive a discount (sometimes upwards of $300) if you attend the training online rather than face-to-face. Another option is to check university websites as summer approaches, as many institutions offer statistical training over a 1-2-week period during breaks. Briefer trainings are frequently available in conjunction with annual meetings and conventions.In terms of paid online courses, many of the providers listed above will offer access to previously taped trainings or offer live-streaming synchronous options if you are unable to attend in person. A google search provides other online-only options for training.Things to ConsiderFirst, it is advisable to consider costs other than registration fees to attend such training, such as airfare, hotel, meals, and if applicable missed time from work when making your decision. Further, if the analyses you want to learn require specialized software, find out whether the software will be provided at the training or if you are expected to have purchased and downloaded the software prior to arriving. Some software packages cost more than the laptops you’re reading this post on. Using start-up funds to cover these costs may be a wise investment if the software is not something your unit, college, or university provides. Also, be sure to verify the level of familiarity with the software needed to participate in the training.It goes without saying that paid seminars and classes are expensive! Therefore, it is in your best interest to make sure that the training is worth your money and time. The best advice is to talk to colleagues about their impressions of trainings they have completed (please comment below!). In addition, it may be worthwhile to search reviews or message board posts about attendees’ experiences. Be sure to seek out information from websites unaffiliated with the company as a common marketing tactic is to selectively post positive testimonials from customers. Relatedly, make sure that the training you are considering is appropriately geared towards social scientists or educational researchers. Statistics training is a rather nebulous term and any topic can be approached with different levels of breadth and depth. While it may be nice to understand the matrix algebra behind a new-to-you analysis or to delineate each assumption associated with a given probability density function, this information may not be crucial to your needs. Ensure that you will be equipped to carry out the research you wish to pursue after completing the training.For any training that you pay to attend, make sure that course materials will be made available to you after the training has ended. In the midst of the all-day training you may feel extremely confident that you’re absorbing all of this new information without a problem. Once you come back to reality and are pulled in 100 different directions, it may be difficult—if not impossible—to retain all that new knowledge. Being able to revisit lecture notes, activities, and videos from that seminar will be invaluable to ensure you retain everything you have learned.Auditing/Sitting in ClassesAnother option may be to sit-in on a class being taught by a colleague at your university. This may be beneficial in that the content of the course is not condensed into a few rapid-fire daylong classes. As one can imagine, this option is dependent on you having a positive relationship with the instructor of the course. In addition, there may be other institutional considerations within the department or university at play. Generally, you can be clear this up by having a discussion with the instructor of the course.Things to ConsiderIt goes without saying that one of the biggest perks of our jobs as instructors is academic freedom. To that end, it is imperative that if you are to sit in on someone’s class you (a) ask them beforehand, (b) not take up space or resources that would otherwise be used for students paying tuition, and (c) not act in an evaluative manner regarding the instructors teaching. A little bit of perspective taking can go a long way. Ask yourself how you would feel if a colleague sat in on your course for an entire semester and act accordingly. If you are a more senior faculty member, recognize the power differential that may be at play if you make the request to a newer colleague. While they may have the option to decline, they may feel uncomfortable doing so to someone that holds a vote as to whether they will keep their job in the next few years.Another consideration relates to the method of delivery. Be sure that you have the time to dedicate to the course throughout the entire semester (to both make the scheduled class time and work needed outside of class). The optics of treating a class that your colleague has invested substantial time and energy into as a drop-in service can be a very bad look. In addition, if you truly want to get the most out of the course, be prepared to do any reading and assignments given to students. While it may not be possible to receive graded feedback from your efforts (again, think about how you would feel if you had another paper to grade from a non-student), actually practicing the skills being demonstrated is critical.Self-Study A third option is to engage in self-study. There are no shortage of textbooks covering novel statistical analyses. The most straightforward method would be picking up a book and working through it. Building upon the previous point, many faculty are willing to share a reading list or syllabus regarding an analytic method if attending a class is not feasible. Having an annotated bibliography can also help in conducting a self-assessment to determine where you may have more or less conceptual and procedural knowledge about a given approach.Things to ConsiderThe feasibility of engaging in sustained self-study is almost entirely driven by your level of personal accountability. Although you may buy a book with the best of intentions, without a clearly defined schedule for completing readings—and intentionally blocking out time each week to complete those readings—it is very likely that it will end up on your shelf collecting dust. In addition to finding a book geared toward a social science or educational audience, it may be beneficial to seek out textbooks written with the intent of self-study. That is, some authors have written resources in the prologue or foreword with recommended reading order and practice exercises with answers to assist in mastering the content. However, in this case, it is critical that you actually do the exercises. Building upon the broader open-science movement in psychology and educational research, some authors will record and distribute lectures from classes that the textbooks are based on for free. Again, creating and sticking to a pre-determined schedule to watch each lecture on a specified date and time will increase the probability of following through with the endeavor.Another strategy could be to engage in a book club in which colleagues with similar interests also read and work through the book on a common schedule. Having regular conference calls or discussions can help maintain accountability.Conclusion All of the options discussed thus far have a common shortcoming: each lack an expert instructor to actively monitor your mastery of the content and provide corrective feedback. The reality is, absent actually enrolling in graduate-level statistics classes, you are unlikely to be exposed to such a highly structured environment with frequent feedback to learn a new statistical analysis at this point in your career. For the vast majority of the readers of this blog, their PhD is their terminal degree. Therefore, before undertaking any endeavor to broaden your statistical toolbox, it would be wise to critically evaluate how acquiring this new skill will help further your career. That is, you should weigh the potential return on investment of learning a new statistical strategy. Will this new set of skills help maintain or propel your research agenda? Or is the desire to learn a new strategy driven by a one-off study? If the reason is the latter, your time may be better spent seeking collaborations with colleagues that have expertise in that analytic strategy. It goes without saying that being able to read, understand, and execute the statistical analyses underlying your research is crucial. However, it is important to remember there are multiple ways to contribute to a research project. What have been your experience with the approaches discussed here? Are there other factors to consider? Feel free to discuss these points in the comments section below!

Maintaining Academic Scholarship in Administrative Roles

Contributors: Lyndsay Jenkins, Ph.D. (Program Coordinator; Florida State University), Gregory Fabiano, Ph.D. (Associate Dean of Research, University at Buffalo), Mark Swerdlik, Ph.D. (Program Coordinator; Illinois State University), Daniel Gadke, Ph.D. (Interim Department Head, Mississippi State University).While few faculty end up in administrative roles, it is certainly not uncommon for school psychology faculty to end up somewhere on the administrative ladder (e.g., coordinator, head/chair, dean, clinic director, etc.). Relatedly, it is also not unheard of for junior faculty to be asked to serve as a program coordinator or in other positions earlier in their careers than might have been expected. One of the biggest concerns with taking on administrative roles, is their perceived inverse relationship with maintaining scholarship. In any position, the pursuit of scholarship needs to be purposeful and protected. Fortunately, the field of school psychology is ripe with examples of successful scholars who have spent much of their career in different administrative roles. Below, Drs. Lyndsay Jenkins, Gregory Fabiano, Dan Gadke, and Mark Swerdlik lend their advice on how to maintain scholarship across different administrative roles.What is your current (or previous) administrative role and duties?Jenkins: Currently I am the program director for a NASP-approved Ed.S. program. As a program director, I am responsible for program data collection (for accreditation purposes), managing current students in the program, recruiting new students, communicating and meeting with prospective students wanting more information about the program, organizing interview days and the overall admission process, and miscellaneous tasks ranging from updating the program website to thinking about future changes to the program.Fabiano: I serve as the Associate Dean for Interdisciplinary Research in the Graduate School of Education at the University at Buffalo. Duties include meeting with faculty to support the development of programmatic research, support faculty who are engaged in strong, programmatic research, and planning and implementing training workshops related to submissions for extramural funding.Gadke: I serve as the Interim Department Head for the Department of Counseling, Educational Psychology, and Foundations at Mississippi State University. In this role, I have a diverse set of responsibilities, which all focus on maintaining the overall health of the department. This largely includes, managing the needs of all programs (5 graduate program areas, 1 undergraduate program, 1 non-program area), supporting faculty and students, monitoring the budget, coordinating hiring procedures, etc. In the role of Interim, I also maintain a 1/2 teaching load and 100% of my research responsibilities.Swerdlik: I have served as program coordinator since 1987. In addition, from 1987-2005 I served as director of our on-campus Psychological Services Center (PSC). Primary duties associated with the school psychology program coordinator’s role includes serving as program advisor to all of our specialist degree students, coordinating recruitment activities for both degree programs, admissions and practicum placements for both programs, serving as the university supervisor for doctoral level internships, consulting with the chair about course scheduling and assignments, and chairing the policy making body for the program-the School Psychology Coordinating Committee (SPCC). The coordinator is also the “point person” and lead writer (with input from program faculty) for all internal and external program approval activities and reports. Over my career as coordinator, I have been involved in numerous internal reviews mandated by the Illinois Board of Higher Education, numerous reviews by the Illinois State Board of Education, six NASP program reviews, and five APA accreditation reviews (Wow, it just doesn’t seem like that many J ). I have compiled a detailed list of all of the job responsibilities associated with the school psychology coordinator position at ISU and would be glad to share it with others by contacting me at meswerd@ilstu.edu.At what point in your career did you take on your administrative role? What was involved in your decision making process?Jenkins: I took on the program director role as an assistant professor after the previous director unexpectedly left in the summer, which of course is not an ideal situation. Given the abrupt departure and other personnel factors, I honestly did not have too much of a choice about whether or not to take on the administrative role. I have enjoyed having a deeper understanding of the program and I do sincerely enjoy working closely with current and prospective students. The outgoing and incoming department chairs were both very aware of the challenge of having a pre-tenure faculty member take over an accredited program, but were, and continue to be, very supportive and often check on me.Fabiano: I started in my role as an Advanced Associate Professor when my Dean at the time asked me to serve in the position. I was a bit apprehensive as it was my first major administrative role, but I was far enough along in my own research that I could afford to dedicate some time to administration. I would not have taken it earlier in my time as an associate professor because at that time I really had to work on moving my own research agenda forward.Gadke: I took on the role as Interim Head my first year at the Associate rank. While I had always considered the pursuit of administrative roles, I did not think the opportunity would present itself so early in my career. The possibility of taking on the interim role was brought to me several months before the decision was made, which gave me a great deal of time to seek out mentorship. I spoke to the current department head at the time about the role and associated responsibilities, as well as his impressions regarding my goodness of fit for the duties. Beyond that, I spoke to my mentors in the field outside of the my university, many who were in administrative positions and knew me well. Another important point I took under consideration was the health of the department (i.e., what was in inheriting and being asked to do). Fortunately, I was being asked to take on a healthy department and at the very least, keep it steady - a very different task than taking on an unhealthy department. At the end of the day, given my goals, the collective mentorship I received, the health of the department, and my Dean’s commitment to support me in the, I decided to take advantage of the opportunity.Swerdlik: Even as a graduate student at Western Illinois University where program director Dr. Tom Fagan was my first school psychology mentor and at Michigan State University where I was mentored by then program director Dr. Harvey Clarizio, I was interested in program development and administration. As a graduate assistant for Dr. Clarizio one of my assignments was to assist him in the development of the school-based field work program for MSU specialist degree students modeled after my experiences at Western Illinois. Upon becoming a faculty member, I became a NASP program reviewer and took interest in the development of the early NASP training standards in which my graduate school mentor Tom Fagan played a major role. Dr. Grupe was also my academic mentor and she had always encouraged me to “take over for her” when she retired. Further, here at ISU all of the other program faculty were senior and close to retirement so when Dr. Grupe retired they were not interested in moving into the coordinator/PSC director’s role so it fell to me -an assignment which I gladly accepted and which has contributed to a very satisfying academic career of over 40 years.How do you work to maintain your role as a scholar while fulfilling your administrative duties?Jenkins: This balance can be quite tricky at times!! Many times the administrative duties (i.e., student emergencies, requests from deans/associate deans) take precedence over research because they have immediate deadlines or are an urgent need. Scholarly activities often do not have the same sense of urgency. There are a few things that have helped maintain this balance:

1. First and foremost, I have had to accept that there will be some seasons/months where one of these roles will take a back seat. For example, in the months of January and February of this year, I have primarily worn my administrative hat. I played a central role in the admission process for two different programs, served on a search committee to hire two faculty lines (i.e., 6 on campus interviews!), written numerous letters of recommendation, and had four work-related trips. Scholarly activities have been extremely limited and primarily consisted of me apologizing to co-authors and asking for extensions for submitting revisions to a manuscript. Once the admissions and hiring season has wrapped up, there will be more time to prioritize research and writing. However, this past summer, research was a top priority and I submitted two grants and a number of manuscripts. By acknowledging these “seasons” when scholarship or administrative tasks take a back seat, it helps me with not feeling guilty for not prioritizing them equally.
2. It is important to request appropriate support from your chair and/or dean. This could be financial support, course releases, graduate assistant support, extra travel funds, etc. I have an absolutely outstanding graduate assistant who solely supports the Ed.S. program. I give the GA tasks that are tedious and/or time consuming, but extremely important. These tasks include organizing data sets for our upcoming NASP report, sending out the annual alumni, employer, and supervisor surveys, reminding students of upcoming deadlines, and managing social media content.
3. I have worked extremely hard to block off one day per week for research. Sometimes these research days are for running analyses, writing, IRB applications, or exploring grant opportunities. I fit in all non-research tasks on the other days, but keep this sacred research day completely blocked off on my calendar.

Fabiano: When I took the job, one of the things my dean said was that I should be a good role model in the position. I have tried to continue to do that, and I have also found that my own research has benefited from the new connections and professional contacts I have gained through my administrative work.Gadke: My current role has its own ebb and flow of demands similar to my faculty position. That being said, I use many of the same strategies (i.e., working with graduate students, protected writing time, collaboration with colleagues, etc.) I used before in a non-administrative role to keep up with my scholarship. Also, I gave up responsibilities (e.g., courses, supervision demands) to trade out time, which helped with being able to keep up with my research. The biggest difference with my administrative role is that I am required to be on campus more often and there are more “invisible” daily demands that pop up throughout my week. At the end of the day, I have to work hard and remain diligent to ensure my days do not turn into simply crossing off daily checklists; but again, this is important in any role.Swerdlik: For me, my research/writing activities have been stimulated by my administrative role as coordinator. Early in my career my research and scholarly writing activities centered exclusively around psychometric topics (measurement, reliability and validity of cognitive ability tests) but as I matured in my role as coordinator I wrote more on topics related to  professional issues in school psychology (service delivery initiatives such as Response to Intervention and training issues like internships) and supervision of preservice trainees including addressing problems of professional competence. My role as coordinator of the doctoral program lead to my active involvement in the Council of Directors of School Psychology Programs (CDSPP) and long-standing membership in the Trainers of School Psychologists (TSP). My involvement in these two organizations lead to networking opportunities with many of the most active scholars in our field. This networking resulted in opportunities to collaborate with colleagues across the country on a number of research/writing projects. I do find time-management is a critical skill for maintaining ones’ role as a scholar while fulfilling administrative duties. For example, the majority of my work is collaborative and I plan well ahead to complete writing projects (although I am writing this blog on the day before it is due!). Also contributing to my ability to continue my research/writing activities while fulfilling my administrative role is that I have been fortunate to have administrative support throughout my years as coordinator. I have worked with very supportive department chairs including Drs. Larry Alferink, David Barone, and currently, Scott Jordan. By compiling the list of required tasks to be completed by the school psychology coordinator (referred to above) my department chairs have been well aware of the variety of administrative responsibilities associated with the coordinator role and have supported me by providing 25% released time each semester plus a $5000 summer stipend.  I have also worked with supportive program colleagues who have shared many of the tasks with me. As I approach retirement and the responsibilities, including for “mining, compiling and summarizing performance data for a variety of accrediting bodies have expanded significantly, current program faculty have been thinking that the position should be shared by two people which would allow more time for each to continue their scholarly work.What advice do you have for faculty considering moving into an administrative role who hope to remain active scholars?Jenkins:

1. Get support from your chairs and deans! I had frank conversations with my chair and associate dean about the concerns I had about being a program coordinator so early in my career. I specifically came to an R1 institution to be able to do more research and a year later I was asked to be a program coordinator. They know that research is important to me, so they have been extremely supportive so that I can continue to do research. Though their support did not include giving the coordinator position to someone else J, they have supported me in ways that have made the job easier.
2. I would recommend waiting until you receive tenure and promotion and have a strong publication record before taking on an administrative role. Many scholars want to apply for grants and a strong publication record is part of that. It would be very challenging to build your publication record and be in an administrative role simultaneously.

Fabiano: The main advice I would say is that the role should be consistent with one’s own personal priorities and values. I have been able to stay with the Associate Dean role because it is consistent with my own individual priorities as a faculty member. This alignment has made the job fun rather than burdensome.Gadke: Prior to taking on any administrative role I think there are a few things to consider. First, Is it something that you want to do or are interested in? While some of us may be put in a position where we might not feel as though we have much of a choice, if you do, you should strongly consider how it maps onto your own interests and long term goals. At the end of the day, if you have the choice and you absolutely do not want to do it - don’t. Second, what is the health of the system you are being asked to run? When asking me to serve as Interim, my dean (who is a Texan) said, “Dan, I am not asking you to get the ox out of the ditch, just keep it in the field.” I am pretty sure he was telling me he thought my department was in a good place and I just needed to keep the ship afloat. Taking on a system that is healthy, running well, etc., is much different than taking something over that is broken (or breaking) and needs a major overhaul. As a recently promoted faculty member, I would have been less likely to take this role if the latter were true of my department. Consider this carefully. Lastly, how will the system support you in your new role? Specifically, the administrative chain (heads, deans, provosts, etc.). Having a supportive administrative ladder is essential to the success of any administrator.Swerdlik: My advice would to keep your chair informed of your responsibilities as coordinator. As I reflect back on my 30 plus years as coordinator, I could have done more to involve faculty in completing tasks for which I took sole responsibility. I am sure if they had been asked they would have assisted. My rationale for assuming more responsibility was feeling that I was the one receiving the released time and summer stipend but I could have done more sharing of responsibilities which would have lessened my load allowing more time for scholarly activities and also facilitating the transition for a new coordinator.As I referenced above, networking and collaboration contributed to my efforts to remain active.  School psychology colleagues across the nation are a very supportive group and I have found many eager to collaborate on various projects. Many of you have no doubt already experienced this by participating in such events as the School Psychology Research Collaboration Conference (SPRCC). I have found the school psychology community of faculty who hold administrative positions and remain active scholars have the spirit of cooperation and collaboration rather than competition. This has certainly contributed to my feelings of gratefulness for my very satisfying academic career.If faculty are interested in pursuing administration, what steps would you suggest they take?Jenkins:

1. After tenure and promotion, if you still are interested in administrative responsibilities, you should consider the type of administration you would be most interested. Being a program director is a very different administrative role than being a department chair or dean.
2. You could ask to take on some administrative responsibilities to help you learn the ropes.  I know of someone who was interested in eventually being a program director and their program had an upcoming accreditation report. This person agreed to lead writing the report and received a course release in order to do it. They were able to learn more about the program and the way in which the curriculum and data systems were utilized to satisfy accreditation requirements.
3. Seek guidance from mentors or other faculty who have been an administrator. Discuss pros and cons and have them help you determine if this is the right time in your career to take on a new or expanded role.
4. If interested in program-level administration, attending CDSPP or coordinator/program reviewer events at NASP can be very insightful!!
5. Ultimately, if you are interested in pursuing administration, you should simply ask!! Maybe you could rotate the program coordinator role with someone or offer to be an assistant chair. If people know you have an interest, they will likely be able to involve you in projects to give you a taste of it!

Fabiano: I think the decision to take on administrative roles is a personal one, and one that should be weighed carefully by any individual. Decisions will also be impacted by stage of career, particular institution, how many other faculty are in the department/school, and personal priorities.  When in an administrative role, it is like many other aspects of work - you get out of it what you put into it and the best administrators make sure to listen to the other members of the department/school. For those interested in administration, beginning as committee members or in supportive roles may be helpful as a first step to ensure that they know for sure what they are getting into.Gadke: If you are interested in administrative roles, consider which ones? Coordinator? Clinic director? Head/Chair? Dean? Seek out mentorship from people in the field who are in the roles regarding their impressions of the job. Explore opportunities to better understand the duties and demands of role. Let individuals who can support you (e.g., current coordinator or department head) know about your interest so they can provide you with targeted mentorship opportunities. That being said, I would avoid these roles to whatever extent possible until you are through the tenure and promotion process and have a good handle on your own line of scholarship.Swerdlik: Based on my experiences I would recommend the following:

1. Benefit from mentoring. I have been fortunate throughout my career to have supportive mentors related to administration. Reach out to your current program coordinator/director and let them know of your interest and learn their roles and responsibilities.
2. Be sure the current coordinator has developed a list of coordinator tasks as referenced above.
3. If possible plan ahead and discuss your transition to coordinator well in advance with both your department chair, current coordinator and program faculty. Here at ISU we have been very fortunate to have a formal transition plan. As I approach retirement and with the strong support of the chair of our department the three senior faculty who are interested in assuming the position have or will each have a year to serve as co-coordinator. The chair is well aware of the complexity of the responsibilities of this role compared to other coordinators of graduate programs in the department primarily due to demands imposed by NASP and APA program approval/accreditation. Because of this need for a smooth transition the chair is providing to each co-coordinator during their year of service a one course release and we share the summer stipend. We will now have 3 additional program faculty in a position to take over as coordinator and who can also share in the workload in their roles as program faculty.
4. Attend TSP and CDSPP (if you are coordinating a doctoral program) meetings. I have found each to be most valuable in providing valuable ideas related to completing the responsibilities associated with being a program coordinator. Over the past several years, their conference programs have included an increased number of topics that reflect support of school psychology faculty assuming administrative roles. Further don’t hesitate to reach out (through phone or e-mail) to more veteran program coordinators for advice. I have certainly done this through the years and have found everyone very supportive and willing to share their ideas, forms, assessments etc. CDSPP, TSP, and NASP (as part of the Graduate Education Community) also frequently post these useful materials on their websites.
5. More personally, I am also certainly glad to support new program coordinators/directors.  Please do not hesitate to contact me if I can provide any advice or materials. I am eager to “pay it forward” to others as a way to show my appreciation for a most satisfying academic career that has combined the teaching role of a faculty member with the administrative role of program coordinator while still being able to continue to contribute to the field through research and writing.

Straight talk about faculty careers: Opportunities and strategies for success. (NASP 2019 Handout)

Access the handout here.Citation: Sullivan, A. L., Harris, B., & Gadke, D. (2019, February). Straight talk about faculty careers: Opportunities and strategies for success. Symposium accepted for presentation at the annual convention of the National Association of School Psychologists, Atlanta, GA.Description: This symposium provided an overview of faculty roles in school psychology and strategies to prepare for such roles as a graduate student or practitioner. The session was geared towards prospective faculty, including practicing school psychologists and graduate students, who would like to learn more about the diversity of faculty/graduate educator career options and opportunities in school psychology.

Hitting the ground running: Maximizing your early years in academia (NASP 2019 Handout)

Access the handout here.Session: Sullivan, A. L., Harris, B., & Gadke, D. (2019, February). Hitting the ground running: Maximizing your early years in academia. Special session at the annual convention of the National Association of School Psychologists, Atlanta, GA.Description: This symposium provided an overview of strategies for success for prospective and new faculty.

Methods matter: The promise of empirical research to inform practice (NASP 2019 Handout)

Access the handout here.Session: Pendergast, L. L., Hier, B. O., Klingbeil, D. A., & Ysseldyke, J. (2019, Feb.). Methods matter: The promise of empirical research to inform practice. E. R. Van Norman (Chair). Symposium presented at the National Association of School Psychologists Annual Convention, Atlanta, GASummary: The purpose of this symposium was to gain insight from early career scholars and a senior scholar regarding: (a) how to acquire the necessary skills to perform empirical research, (b) strategies to establish a productive line of research using various methodologies, (c) pitfalls to avoid when preparing manuscripts that use a given methodology, and (d) the outlook for research conducted using each of the methodologies discussed. The focus of the symposium this year included latent variable modeling techniques (led by Laura Pendergast from Temple University), randomized control trials (led by Bridget Hier from the University at Buffalo), and single-case experimental designs (led by Dave Klingbeil from the University of Texas-Austin). Given the positive response from this session, the ECF plans to submit another symposium that focuses on three different methodologies for NASP 2020. Please feel free to contact erv418@lehigh.edu to recommend specific methodologies you would like to see discussed.

NASP 2019 Save the Date! (and APA 2018 Handout)

The SSSP ECF is excited to announce the following NASP 2019 sessions and events:SS014 - Hitting the Ground Running: Maximizing Your First Years in Academia (special session)Tuesday, February 263:00-4:50 pmHyatt Regency Atlanta, Atrium/International Tower, Conference Center LL3, Peidmont RoomTarget audience: prospective faculty and individuals who have recently started or will soon be starting a faculty position.Format: 1-hour symposium followed by discussion in breakout groupsPA344 - Academic Parenthood: Perspectives from Early Mid and Senior Faculty MembersWednesday, February 27th4:30-5:20 pmHyatt Regency Atlanta Atrium/International/Conference Center Level LL3/MariettaTarget audience: prospective faculty, graduate students considering academic careers, pre and post tenure academics, faculty membersFormat: Panel Presentation with Q & ASY054 – Straight Talk about Faculty Careers: Opportunities and Strategies for Success (symposium)Thursday, February 288:00-9:20 amAtlanta Marriott Marquis, Atrium Level, A701Target audience: prospective faculty, including practicing school psychologists and graduate students, who would like to learn more about the diversity of faculty/graduate educator career options and opportunities in school psychology.Format: Symposium with Q&AEarly Career Faculty Lunch & Networking (free!)Thursday, February 2811:30 am - 1:00 pmTin Lizzy’s DowntownTarget audience: new and pre-tenure faculty, including those recently hired who’ll start their positions in the fall. You are welcome to join for all or part of the event.RSVP: https://ucdenver.co1.qualtrics.com/jfe/form/SV_82nDuNw5zWq4aS9SY017 - Methods Matter: The Promise of Empirical Research to Inform PracticeThursday, February 283:30pm - 4:50 pmAtlanta Marriott Marquis, Atrium Level, A701Target audience: prospective faculty, early career faculty, practicing schoolpsychologists, and graduate students who are interested in translating research to practice. Special emphasis will be placed on helping early career researchers ensure their research is understood by applied audiences and strategies to translate their research to practice.Format: Symposium with Q&AAlso, thank you to everyone who joined us at APA 2018 for the symposium, Acquiring Foundation and Non-traditional Grant Funds. You can download the handout here.

Hunkering Down to Boost Writing Productivity

I am not, nor do I ever anticipate being, one of those people who can or will write every day. As someone who reads (and occasionally writes) on faculty and early career development, and who follows many related listservs and groups, I realize this is regarded as heresy by some, and by their more forgiving acolytes, as an unfortunate and career-stifling dysfunction. Although I certainly appreciate others who’ve called out the performative misery of daily predawn writing and suggested more practical alternatives for daily writing, it just doesn’t work for me. The truth is, I write in large blocks—indeed, the largest uninterrupted blocks I can feasibly manage given the constraints of my energy (read: caffeination), attention span, and competing demands (advising, administration, parenthood, self-care, and so on). This is habitual. I wrote much of my dissertation during a two-week self-imposed sequestration in a dark cubicle in the back of windowless, musty office most other grad students avoided. This would set my habit for the next 15 years, though I can avail myself of much nicer spaces now. When the Minnesota weather allows, students and colleagues know they can often find me on our building’s rooftop deck, feet propped up, earbuds in, wifi off (i.e., no email), and very happily writing with only the occasional eagle overhead to distract me.During the academic year, I write once, maybe twice, a week, though more so in the summer if I strategize appropriately. During some weeks-long stretches of the academic year, I might not write at all, but my research agenda is sustained through meetings with colleagues and students to move emergent or in progress projects forward. This is especially true at the end of the spring semester when advising and administrative duties are heaviest. Since assuming the role of program director, I’ve found concentrated group writing time, what we here have called writing hunkers, to be particularly helpful in shifting back into writing mode and making substantial progress on stalled writing projects. For the past few years, our program has offered at least one hunker per summer for students with faculty leads and participants.What are writing hunkers? Simply, these are concentrated writing days dedicated to the process of preparing manuscripts. All students and faculty are invited, with advanced notice that the ideal hunker project is one for which data collection, analyses, and much of the background reading are done. Writers are encouraged to focus on a single project rather than toggling between multiple ones, and to focus on manuscripts rather than ancillary research products (e.g., presentations, materials, briefs). Generally, our hunkers are scheduled for four consecutive days of 6 to 7 hour blocks. This works well during the summer or other breaks, but regularly scheduled day-long or half-day hunkers throughout the semester or summer can also provide comparable opportunity and support. Sample schedules are provided here.During our hunkers, writers are instructed to plan to be engaged for the full time each day. We try to prevent distractions and other things that might take time away from writing by provide refreshments (coffee, snacks, lunch), reference books, ear plugs, and posted lists of what to do if stumbling upon a writing block. Whenever possible, we arrange for space outside of the building in which our offices and lab space is housed to minimize the likelihood of interruptions. That is, students and faculty alike recognized that if we were easy to find (and basically stationary for the duration of the hunker), it would be all too easy for well-meaning colleagues and students to drop by to ask questions or pull us into friendly chats during breaks, and that this would ultimately undermine our goals for the hunker. We’ve also been fortunate to reserve spaces that allow for each writer to organize their personal worktop to their needs. Some people want to work facing the corner or wall with earplugs in, others facing out the window with music flowing through earbuds. Still others might want to work face to face, the typist across the table spurring dedication to task. Individual tables allow each writer to spread as much or as little paper and books as they like without being concerned about intruding on others’ space.We generally follow the 4-day schedule here. On day one, we set group norms and individual goals, usually using the following form that will anchor each day’s work. Outside of the lunch discussions and afternoon consultation time, the expectation is that everyone will work quietly, avoid internet distractions, and only work on the specified goals. The presence of others creates accountability even though our interactions are limited. If nothing else, no one wants to be caught web surfing by a fellow writer. Each writer takes breaks as needed though, and some use task and time management tools (e.g., pomodoro technique and corresponding apps). At the end of the day we debrief, celebrating progress and troubleshooting challenges.The lunch discussions provide much needed interaction and downtime. Discussion topics are tailored to the needs and preferences of each unique group. Past topics at our hunkers have included general writing strategies, journal selection, peer review process, responding to reviewer feedback, handling rejection, getting over writer’s block, tailoring writing for specific audiences, and effective data presentation. Sometimes we also avail ourselves of various university resources, such as writing consultants who can provide feedback on style and mechanics or lead seminars on dealing with writing blocks. Other great options are inviting speakers from the IRB office or subject librarians to help develop reference skills and research consumerism.I love these writing hunkers and I am consistently pleased with the progress I make. Sure, most of us are wrung out by the end of the day since we’re largely unaccustomed to this intensity of work. Yet it’s also incredibly gratifying. Progress is reinforcing, as is the sense of being in a community of writers. I appreciate that the hunkers provide a space for students and faculty from throughout the program to discuss the writing process and its challenges, publication process, and developing productive writing habits. A common conversation is how to adapt the tools and approaches used in the hunker to our own continued writing practice, both for daily writers and others like me. The warmups and parking downhill exercises are especially valuable to writers of all types because they can be applied by both daily and intermittent writers to support quick transitions back into a writing project after time away. Though I am admittedly not a daily writer, I also appreciate the opportunity to talk openly with students about developing effective writing habits--whatever that means for them--with practice in application of strategies and tools during the hunker and beyond.Do you have ideas to share or questions about how to use writing hunkers to boost your productivity? Comment below or join us for a live chat November 29, 2018 at 1 pm PST/ 3pm CST/ 4pm EST. Sign up here for the chat.

Strategies for Optimizing Your Sabbatical for Professional and Personal Growth

By Dr. Bryn Harris, University of Colorado DenverIn 2016, I submitted my tenure dossier as well as my sabbatical application, hopeful that I would obtain both. I had been going, at what it felt like, warp speed while on the tenure track, constantly focused on getting out that next publication, updating syllabi, and the many other tasks that occupied my day but didn’t have a place on my vita. The idea of taking a sabbatical felt incredible—I could work on new projects and reflect on my career in a unique way. At the same time, taking a sabbatical felt overwhelming. How would I structure my time? What projects would I focus on? How could I reinvigorate my connection to academia? I also had two young children (ages 3 and 1) and felt a huge need to be more present in their lives during this time.For some assistant professors on the tenure track, like myself, the idea of taking a sabbatical might be a motivator to obtaining tenure. However, once an academic meets that milestone, they may struggle with organizing sabbatical in a way that increases productivity and recommitment to a career in academia. After obtaining tenure and approval for sabbatical, I started contacting colleagues to learn about their activities during sabbatical. I was searching for tips, strategies, and generally helpful advice that would increase my research productivity and also allow me some much-needed time to reflect on my career. The first emails I received were telling; I wasn’t the only person wondering how to best structure sabbatical. I received many “I didn’t think much about sabbatical, I wish I would have thought about it differently” and “I didn’t have a good plan and I wasn’t as productive as I could have been” emails. Most of the emails I received were people asking me to share what I learned about structuring a sabbatical. A quick google search reveals few resources available regarding this topic. This felt like a stark contrast to the mentorship opportunities that were available to me while on the tenure-track.I received a few recommendations from fellow academics regarding structuring sabbatical to optimize productivity. I also read multiple articles and resources pertaining to academic burnout, and how to avoid it. Based on these anecdotal and research-based resources, I am reflecting on the things that increased my productivity during sabbatical and beyond. Here are the recommendations I want to share with other scholars:1) Reflect. For me, reflecting on my career during this time was the most important aspect of sabbatical. I asked myself questions including (1) What are my favorite aspects of academia? Relatedly, how can I engage in these activities with more regularity?; (2) What skills am I lacking that could enhance my professional endeavors? How can I obtain these skills?; (3) How can I better integrate work-life realms?2) Recognize that everyone has diverse emotions regarding sabbatical. It is completely normal and understandable to feel such things as confusion, exhaustion, and lack of motivation when beginning your sabbatical. It is important to consider that a critical component of sabbatical should be self-care. Allow yourself to have those feelings, but also reflect on why you are feeling that way and seek solutions for returning from sabbatical in a different mindset. Allow yourself time to rejuvenate that does not include research, teaching, or service endeavors.3) Obtain mentorship. Sabbatical can be a wonderful time to start (or finally finish!) a new project, collaborate with a new colleague, or receive advice regarding future career planning. Seeking additional or new mentorship can be invigorating for your career and assist with accountability during a traditionally low-structured time.4) Create a schedule. One of the best pieces of advice that I received was to create a daily schedule, of which each day included time to spend on your sabbatical priorities. For me, this meant at least 1 hour of writing per day, often more, working out at least three times per week, and spending more time with my family in the evenings.5) Increase your visibility. During my sabbatical, I repeated the same activity I did my first year on the tenure track. That was to reach out to one new person per week in an effort to build research partnerships, create new connections with school districts, or forge relationships with state or local agencies or organizations. This activity contributed to being asked to keynote a presentation and a dual academic appointment on our medical school campus, among others.6) Remove yourself from activities that take you away from sabbatical goals. Don’t worry, your service responsibilities will be there when you get back from sabbatical. Take this time to disconnect from non-essential work. Plan in advance for this. This may mean saying “no” to sitting on a new committee or serving on a search committee and setting explicit periods of unavailability. Saying “no” may feel uncomfortable as many early career scholars must engage in certain service endeavors while on the tenure track. However, this work may take you away from other priorities, and leave you feeling less productive than you hoped.7) Do or learn something new. Reflect on the things that are holding you back from accomplishing more in your career. Sabbatical is a wonderful time to increase your knowledge in a particular area or challenge yourself in a new way. For me, this meant taking a biostatistics course (thank you, tuition benefit!) and going back to practice as a school psychologist one day per week. I also completed a certificate program in Research Leadership through the University of Pittsburg Medical School, something that would have been more challenging to complete during traditional semesters.8) Create a new plan. Many people obtain their first sabbatical soon after obtaining tenure. Often, we have a plan for working towards tenure, and when it is obtained we may think, Now what? Use some of your time to reflect on what the next period of your career may be. Seek mentorship if you are having difficulty creating this plan.If you had a productive sabbatical, that includes rest and rejuvenation, you will be a more productive scholar. What ideas do you have for structuring your sabbatical? What questions do you have about sabbatical? Join us Friday, October 26th, at 4:00 PM EST / 2:00 MST to chat about this topic. Sign up here for more info.

Questions on Tenure and Promotion: Perspectives from Full Professors

May 29, 2018

This is the second of our two part series of Q&As on tenure and promotion. In part one, a panel of associate professors answered readers’ questions on how they prepared for the tenure process. Here, three full professors respond to questions on preparing for the T&P process. Our respondents are Scott P. Ardoin of the University of Georgia, Matthew K. Burns of the University of Missouri, and Kent McIntosh of the University of Oregon.1. What are critical components of strong cover letters or personal statements? Many pre-tenure faculty report receiving little guidance or conflicting information about how to craft compelling materials and wonder if the letters/statements should be a narrative recitation of one’s CV, an argument for one’s impact in the field, or something else. Scott: I would not recommend regurgitating one’s vitae, as the committee will have access to the vitae. However, highlight your strongest pieces.  Help readers understand how your work is connected and that you have one or more clear lines of research.  Explain how their institution will enable you to extend upon your lines of research.  Focus on how you will be expanding your research.  Committees want to know that you have a reasonable  future research plan.Matt: The primary purpose of the personal statement is to tell your story. For research, that means that you discuss the themes of your research and use the statement to spell out your programmatic line. For teaching and service, you also want to show how you have been strategic and programmatic. If you have received feedback and/or training, then discuss what changes that you have made due to the training, and the results (e.g., higher student ratings). This is also the opportunity to discuss your teaching philosophy (e.g., research as pedagogy, community of learners, etc.). I would suggest that you exactly do not narratively recite your CV.2. Many scholars are stymied by the task of describing their teaching and service, particularly in institutions where research is the primary focus. What are your thoughts on how early career scholars can articulate and substantiate their teaching effectiveness beyond course evaluation data, as well as describe their contributions to institutional and professional service?Scott:  If you can have a colleague observe your teaching and provide you with a commentary/summary of your research you can include quotes from their summary.  If you are already at an institution make it clear that you have published with your students.  Instruction goes beyond the classroom.3. What are the most common mistakes you see among individuals preparing their tenure dossiers?Scott: Writing a good dossier requires one to be proud of their work. Point out all of the great things that you have done.  Be pompous.  This is one time that it is expected.  Some people make the mistake of thinking that others understand their research and will understand how their studies are tied to each other.  Help your readers to understand your work and the link between your publications.Matt: They emphasize quantity over quality. For example, a candidate might have 20 publications in lower-tiered journals, which would be a weaker case than 10 to 12 publications in top-tier journals. They also submit grants at the expense of writing articles. I suggest talking to your department chair and mentor about this, but I have told junior faculty to stop submitting grants and start writing up the data that they already have.

4. Candidates for tenure are often asked to identify potential external reviewers. What strategies do you recommend for creating a list of potential reviewers, particularly in light of university rules prohibiting reviews by senior scholars with whom the candidate has an existing relationship or mandating anti-tampering/non-contact with reviewers? Should tenure candidates include a mix of associate and full professors as potential reviewers? When is it appropriate for a candidate to request that individuals be excluded as reviewers and how might that be done? Scott: Talk to other senior level people in your department for suggestions and/or call your advisor for recommendations.  Good reviewers are key and some people simply are not all that nice.  You want to make sure you get someone who is nice.  Realize that your graduate advisor is still vested in you, so contact your advisor for suggestions and ask your advisor to review all of your materials for you.  Ask for assistance.5. Many pre-tenure faculty feel like they are sprinting for six to seven years in hopes of gaining tenure and promotion to associate professor. However, the next step, going from associate to full professor, seems an even more daunting process for many. Do you have any advice for early career scholars about things they can do now, to not only increase the likelihood that they will attain the rank of associate, but to carry that momentum forward to prevent being a ‘career associate’ or stalling out after achieving tenure?Scott: Don’t make the mistake of getting too involved in service work.  You have to get your research done. Make sure that you are conducting research that you love, this will help you to keep up your dedication to your research.  If you are doing your research because you love it instead of doing it to get tenured, you are not going to slow down.  Research should be fun.Kent: For me, it’s always been about establishing routines for getting research done. Some carve out big blocks of time and hold them sacred. I don’t usually have that luxury, so I break down my research/writing projects into small tasks and try to complete at least one done each day. I try to do it first thing in the morning, before I open my email. That way I know I will get it done.Matt: First, tenure should never be your goal. Researchers who see tenure as the goal wind up as a career associate professors. Second, find the faculty members in your department who always vote no (every department has them), and take them out for lunch. Ask them what a tenured member of the department looks like. Not, “how many pubs?” or “in what journals should I publish?” Instead, present it more generally. Then, during the same conversation, ask them to tell you about what a full professor looks like as well. Third, seek leadership opportunities. The primary difference, in my opinion, is leadership. Your scholarship will speak for itself. Don’t hesitate to promote your research (social media is great for that), but you should be strategic in other areas as well. In your 5th year and later, start looking for leadership opportunities. Don’t serve on committees, chair them.6. Some early career scholars may consider pursuing early tenure. What considerations would you offer for pre-tenure faculty who want to be evaluated for tenure before the end of their tenure clocks?Scott: My first suggestion would be not to do it.  What good is it going to be for you.  Your options for jobs will decrease with promotion and tenure (there are not many associate level faculty openings). If you go up early you are going to be held to higher standards because you are saying you are better than everyone else.  Just wait.  If you think your vitae is good enough to go up early, then you don’t need to be worried about tenure, so the rational that you just want to get over the pressure of tenure is not a rational one.  Just wait.   If you just want a raise, consider applying for a job elsewhere.  Maybe you will find there is a better job out there.  Getting an offer will help your university to recognize how valuable you are.Kent: Check your university policies and ask those who will be writing the departmental/college letter for you. Some university committees simply look at the total body of work and judge it regardless of the time period. Others will expect a lot more, and there is an institutional bias against those who go up early. If you doubt it in any way, it’s much better to go up on the regular timeframe, unless your case is stellar and you foresee a slowdown before then (e.g., having a baby).Matt: That is very difficult. Most universities have language that represents a potential early tenure case. At my university, the candidate must be “rare and exceptional,” neither of which are defined, but the terms imply an extremely high bar. I suggest talking to your department chair and mentor as soon as you think it is something that you want to consider.7. Some tenure candidates will be denied tenure and/or promotion at their institution. What recommendations do you have for dealing with this possibility and outcome should it occur?Scott: Consider going to a university that places greater value on teaching.We thank all of our panelists for sharing their perspectives on this topic! What other questions do you have on tenure and promotion?