Strategies to Publish More for Busy Professors

1. State the focus of the workshop and its relevance to the science teacher education.

This professional development workshop is focused on CAREER DEVELOPMENT for Science Teacher Educators, particularly those scholars in academic settings who have job responsibilities in the domain of published scholarship.

If one’s academic career goal is do a better job of writing peer-reviewed articles, writing conference abstracts, or creating winning grant proposals, you need time-tested, action-oriented, get-it-done, productivity strategies to create dedicated time to think and write, and get the writing done correctly and efficiently the first time. Unquestionably, if professors want to enhance their credibility, visibility, and value across the academic community, writing and publishing more is the fastest way to do this. Whether right or wrong, professors who have more words in print are afforded more opportunity than those professors who write less. Prolific authors are more often those who are solicited to serve on the most productive committees, highest profile national task forces, field-shaping federal agency grant proposal review boards, and for influential professional society leadership positions. A well-rounded curriculum vita and performance report includes a varied portfolio of writing that includes: top-tier, peer reviewed journals; 2nd-tier, peer reviewed journals; books and book chapters; professional conference proceedings; newsletter contributions for professional societies and organizations; newspaper columns; university alumni magazines; magazine articles not intended for professional peers, but for the public; and textbooks that are potentially read by thousands of college students and their professors.
Moreover, in the not so distant past, the guaranteed pathway to promotion and tenure at colleges and universities world-wide was simply to publish refereed journal articles. In recent years, that pathway has become convoluted with tenacious questions of a published paper’s actual impact including specific journal quality rankings, the paper’s relative impact on the scholarly landscape, the number of pages printed, a scholar’s citation rate, along with volatile h-, g-, m-, i10-, and eignenfactor impact indices. This hands-on, career development workshop will demystify some of the ranking systems in publishing and help you set up systems to increase the impact scores of your published work(s) no matter if you have one paper or one hundred papers. Bring a laptop to the workshop, along with an electronic copy of a curriculum vita CV.

2. Explain who within the ASTE membership would be most interested in your presentation (e.g., methods instructors, educational researchers, curriculum developers, etc.) and why.

The target audience for this workshop are tenure-line academics who have scholarly goals of publishing. Participants will find this workshop useful in that they will gain new time management skills.

3. Describe the expertise/experience of the workshop presenters to present in the topic area.
Timothy F. Slater, Ph.D. is the University of Wyoming Excellence in Higher Education Endowed Chair of Science Education. He is the Editor-in-Chief for the Journal of Astronomy & Earth Sciences Education and, along with Andrea Burrows, the Co-Editor for the CITE Contemporary Issues in Teacher Education – Science journal, the Senior blogger for the Society of College Science Teachers (www.scst.org/blog) and the author of the time management book The Busy Professor: Ten Easy Time Management Steps for Getting Your Academic Life Under Control (ISBN: 1986156281). He has co conducted hundreds of professional development workshops for college and university faculty over the past two decades, including highly popular workshops at ASTE.

4. List the learning objectives of the workshop and how you will assess whether participants met those objectives.

-As a result of this workshop, participants will have a/an:
-Increased awareness of additional publishing venues for their scholarly work
-Understanding of how the scholarly ranking system works for academic journals
-Enhanced set of skills to increase their academic citation rates
-Expanded toolkit of action-oriented, get-it-done, time management and productivity strategies

The achievement of these learning objectives will be assessed using an end-of-workshop survey.

5. Provide a description of the workshop activities/ instructional strategies you will be using to meet the objectives.

This 2-hr workshop uses an interactive, seminar-style format. Participants will be invited to bring along their laptop computers and complete several exercises that will immediately position themselves to have enhanced curriculum vitae.

6. Describe how you will make yourself available/offer support to the participants for continuing their learning and collaboration after they return to their home institutions.

The lead presenter runs a website, TheBusyProfessor.com, where participants can meet with “The Busy Professor” and discuss with one another challenges and solutions to increasing their academic productivity, at no cost.

7. If appropriate, provide a pertinent reference list. (Reference list does not count as part of the proposal word limit.)

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