DH’s company is ending a month early and I decide to stop putting off going up for full

DH’s job was supposed to end in December, but they lost a small contract (recession-related), so it is ending at the end of November (they are still paying for health insurance for another month).

DH has been baking a lot of bread.  But for the most part he seems fine.  I keep reminding him that he could actually just never work again and we will still be ok.  But I assume he’ll probably want to, knowing him.  And I can’t lie– I really really liked being high income and just not having to think about money AT ALL.

Having looked over our finances, I want more wiggle room.  I want to not have to draw down savings at all until DC1 is in college, even though we could go through quite a bit of savings and still be fine long-term.  I also want to do that without having to worry about cutting expenditures.

So what that means is that I need to make more money.

There will be no raises in the foreseeable future.  Except the 10% raise people get with promotion.  I sure could use another 10% raise.

I have been putting off going up for full for YEARS at this point.  Mainly I wanted an equity bump first (that finally came last year) because I figured it would be harder to get at full since there’s so much more variation in full professor salaries than associate professor (some people do just stop researching and are fine with that).  And then second mainly is that there are a LOT of committees that I am wanted on and a lot of committee leadership positions I will be tapped for once I’m a full professor.  I’m fresh meat and I actually get things done.  Specifically I’ve been avoiding heading the P/T committee because I wanted to wait until we were done with a likable junior faculty member who wasn’t doing great’s case.  But Covid has put that off another year.  I can’t wait hir out forever.  PLUS zie is doing a LOT better– after the dismal third year review, zie actually started getting new work done instead of shipping the same dissertation papers, and everything has been hitting, so it’s a less depressing (but potentially more contentious) case.  And at this point I’ve been put on so many committees that don’t require being full professor that it might be nice to swap out some of those.

I’m hoping not to head the curriculum committee because that involves a lot of herding cats.  The curriculum committee head very much wants me to take over.  One of the things I absolutely hate is trying to get other faculty members to answer emails for service reasons.  If I have to do something, I’d rather head P/T, mainly because I have been on SO MANY of these that I think I know how to write the letters at this point and I like the mentoring aspects.  I don’t think I would do as good a job as the current head who is a brilliant writer for these kinds of reports, but his three year term will soon be up again so someone would replace him anyway.

Another reason I delayed was because I had a little gap in my publications… not technically a gap, but I did a bunch of invited things that got easy pubs at second tier journals (literally 5 in one year, though it’s more spread out on my cv), and some other servicey stuff for a grant in higher education journals, and then a bunch of grant proposals and new work of opportunity including lengthy data collection, which meant … basically I hadn’t had a top field pub in like 3 years, which is embarrassing.  [And WAY too much service for the department, but that’s another post.] But I have a solid pub forthcoming (even though it should have published better than it did, but what can you do), I have 3 little papers under review, and I have one paper that just needs about a month more work and it should place in a top field journal (I may send it higher first)… and some other papers.  Basically what I’m saying is my pipeline was unbalanced but I’ve gotten through the clog, so I wouldn’t be embarrassed to have people look at my body of work and write letters at this point.  And my google scholar page looks impressive– all my highest cited works are single-authored.

Anyhow… money is not the stupidest reason to go up for full.  And presumably with DH at home I will not have to worry about what is for dinner or if the laundry needs to be done at all.

I should also work on some more grants, I guess.  If it weren’t for money, I would wait until I was done with my current backlog.  But I have two big grants coming to a close this year and only one small grant starting up.  So…

I guess DH being unemployed is theoretically good for my career?

 

Thoughts on academic journal editing again

  • I’ve gotten a couple of replies from authors I’ve rejected from the journal I’m an AE at thanking me and the reviewers for our excellent and helpful comments.  I didn’t know that was a thing people did.  (The last journal I was AE at the only replies I got were asking me to reconsider my decision!  I’ve only gotten one of those so far with this journal and it was a reject-and-resubmit in which there was a fatal flaw in the paper, none of the reviewers wanted to see a revision, and fixing it was doable but would create an entirely different paper and could fundamentally change the results… my letter specifically said that changing all the minor things was not enough, and yet, they sent back a response in which they fixed all the minor things and not the major and asked me to reconsider.  Don’t be those people.)  I think as editor I think a bit more fondly of the authors who have sent the thank yous than I did before they sent it… like it’s a little weird, but also, the reviewers and I *did* send super helpful comments in each of those cases.  So maybe I’ll start doing that, but only when the comments are helpful(!)  Though I’m pretty sure Larry Katz has already formed an opinion of me (the QJE provides the most helpful comments of any journal, in my experience).
  • I also didn’t realize until very recently that the journal I’m currently at doesn’t automatically send the final results to the reviewers, just the authors.  The last journal I was at did.  (They’re different systems with different pluses and minuses.)  So I went back and sent those out for everything I’d processed since December.  All the grad students I used replied with thank-you emails which I wasn’t expecting.
  • If you are an editor and you’re planning to send out to 3-4 reviewers, keep a list of graduate students and early assistant professors as you come into contact with them as well as their areas of expertise.  Reviewing helps them because generally they don’t have many journals listed on their cvs and if you send them the other reviews they learn about the reviewing process (also they’re more likely to say yes) and they tend to take it seriously.  For the most part they’ve done an excellent job in terms of comments.  I try to only have one or two though and have the remaining people with more direct experience with the topic of the paper.  I call my list, “Victims”.
  • My undergraduate advisor sent me a paper to review last month, so I sent her one this month.  She hasn’t accepted it yet.  I’ve started adding other editors to my victims list (not Larry Katz though!)
  • At the top field journal I edited for, people got reject/R&R about right.  At my current journal which is a lower tier journal, they over R&R by a LOT (we’re supposed to only R&R about 10% give or take– it’s not a hard and fast number, but if I just listened to reviewers I’d be R&Ring like 75% even when they note fatal flaws that might not be fixable and could fundamentally change the paper if fixable).  One of my colleagues who edits for a top journal says people reject too much.   I suspect there’s a nonlinear function that intersects at the top field journal level.  I know before I took this job I only recommended reject at this level of journal if I thought the paper was not publishable anywhere.
  • When I send to people with mixed experiences editing (so some with no experience and some at the journal I’m at, for example), I will often get nearly identical comments with completely different recommendations.  The words you use are much more helpful at the journal I’m currently at.
  • I like clearing my slate for editing as quickly as possible.  I worry that I’m getting sent more papers because of this.  :/
  • One thing I didn’t realize before I started editing is how draining just making the decisions in the process is.  Fortunately for this journal I don’t have to decide on desk rejects, but I do still have to decide who to send out to and then after I get their reports, how to translate them to whether or not the paper should be rejected.
  • I find it really helpful when reviewers explain in plain terms in their letter to the editor what the main concerns with the paper is (or alternately, why they think it should be given an R&R).  It’s much harder when reviewers only send the comments to the authors, because it’s harder to get a handle on which bits are the ones responsible for a decision of Reject (or alternately, why it should be revised if they don’t spend some time explaining that in the author letter).

How to write a referee report

Seriously cribbed from A Guide for the Young Economist.  This is how the majority (though not all) of economists do it, and when I’ve reviewed for other fields I’ve been complimented on the organization, so I don’t think you can go wrong using this format even if you’re not an economist.

The letter to the authors

Start with a paragraph called “Summary”.  There’s some disagreement if these are still needed or just waste time, but I think if you do the summary paragraph right, it can be useful to both the editor and the authors.  The summary should NOT just be a restatement of the abstract.  It should be a summary of what the actual paper is about, and not what the authors think it’s about.  So, for example, if it’s an experiment, you would have a sentence saying what you think the authors are trying to do (Ex. The authors explore the effect of salt water vs. fresh water on underwater basket weaving.)  Then you say briefly what they actually did.  (The authors did a randomized controlled experiment using a student population in which…)  You might end with a statement about how they extrapolate their claims to a broader issue.  Often the abstract doesn’t actually fit what the paper is about– it makes much larger claims about what happened.  The summary should be neutral and describe what the authors actually did.  This is helpful to the editor to know what the paper is actually about before they read through it, and helpful to the authors in case what your understanding of the paper is about is different than what they intended.  They can fix their writing to make the paper more clear.  I find it helpful to focus on the method section and tables only for this part.

Then create three sections:

Major:

Minor:

Minutia:

Major should include things that you think must be fixed before the paper is published.  If the paper is a reject, then this is where reasons for rejection would go.  If the paper is an R&R, these are the items that must be addressed for sure.

Minor:  This is where smaller questions go.  You might have things that need clarification, things that are incorrect, additional robustness checks that are not make-or-break but should be addressed, and so on.  It is helpful to include page numbers with these.

Minutia:  This is where all the typos, page proofing, etc. stuff should go.  You’re recognizing that they’re small mistakes that the authors will want to fix, but that they’re not big deals.  These definitely need page numbers.  (If one of your recommendations is “spellcheck” because there are multiple spelling problems, I would put that under minor, as opposed to saying “should it be here instead of hear on the first sentence of page 28?” which would be a minutia, but YMMV.)

Always be polite in your referee report, even if the paper is ridiculous.  Do not make a reject/R&R recommendation within the paper.  (Also:  as an editor I can say for certain that positive letters don’t always lead to R&R recommendations and negative letters don’t always mean the person recommended reject.  It’s insane how some people can say different things depending on the audience.)

Advice is generally that you do not have to spend as much time on reject papers as you do on R&R– some people will say just stating the major points is enough if you plan to reject.  As a reviewer I generally try to give advice for making the paper better should it go to another journal or should the editor disagree with my assessment, but sometimes a paper is just not publishable so it doesn’t matter if they never fix the typo in footnote 17 even if I found it.  I’ve found editing at a lower tier journal that reviewers tend to over recommend revise and resubmit (they’ll be like, “the paper says that correlation is causation, but if they could only get at causation, this would be a great paper, R&R”), and the explanations people give me are much more important than their actual recommendations.  My colleague who edits at a top journal says reviewers over reject (“this is the best paper I’ve ever read, Reject”), so the explanations are important.  When I was editing a top field journal, reviewers tended to get it “right” on average.

The letter to the editor

You will also generally have a letter to the editor.  I find the best editors letters provide a concise summary of the letter to the authors and possibly elaborate on the context of your comments– Basically reiterate the major points that led to your decision of reject, or explain what must be fixed before publishing.  If you don’t have much to say because it’s an obvious accept, use this space to fight for the paper.  You don’t have to be anonymous in the letter to the editor, so you can say more things that put it into context or explain what you’re not sure about because it’s not your area of expertise or what you are sure about because you are an expert.  If you’re not sure if it should be R&R or Reject, here is a good place to say so and explain why– what are the pros and cons?  These pros and cons should also be in your letter to the authors, but you can provide more context in your letter to the editor.  You can also put disclaimers in the letter to the editor like, “I didn’t realize when I accepted this paper that it was written by a former coauthor” or “I reviewed this paper for a top journal earlier and recommended it be sent to this journal instead.” Some dudes who read this blog think that there should never be anything said to the editor that isn’t in the letter to the authors, but I strongly disagree.  I appreciate the reiteration of the major points of the review (especially since some people don’t use must be fixed as their delineation between major and minor sections, but instead use difficulty of fixing etc.) and any context that I should know about (and I really don’t need to know about that typo on footnote 17 unless the paper is a revise and resubmit, but not everybody keeps those things to the minutia section).

Special topic:  Top journals

For top journals (for which I have not yet been an editor but have done a lot of reviewing), you may want to keep in mind the following points:

  1. Is it clean/well-done?  (This is the bare minimum)
  2. Is it Novel? (Doesn’t always have to be, but it helps a lot… though you can’t be too novel or it gets rejected because it’s “not economics” even if it actually is.  grrrr.)
  3. Does it make a major theoretical and/or empirical contribution to the field?  (Sometimes papers don’t need to add to empirics, but they do need to have a theory base even if not literally a theoretical model.)
  4. Is it Important/ of general interest? (This is highly subjective and where many of my papers strike out because it turns out they’re ahead of their time.  grrr.)

Update:  Here’s xykademiqz on the same topic for her science field.

Do you do a lot of referee reports?  How does your field handle them?

Ask the grumpies: Should economists not teach anything about race?

SLAC prof asks:

In a tweet, Trevon Logan says

The whole thread has more information.  It makes me want to give up.  He says economists do race all wrong.  What do you think?  And what does one need to do/know to be qualified to teach about race?

Ok, so first off:  I am not black.  Also I know and hugely respect Trevon Logan and his work (and I’m fairly sure we referee each other’s papers and I’ve always been impressed with his!)

But I disagree with him.  I think this is ok for two main reasons:

First, I have had a relatively large number of black (mostly female) students, many of whom have taken some of these cross-campus classes he discusses, and they have always asked me for more on race, not less.  You just cannot teach health economics without discussing disparities (and many of the big papers in this area are from epidemiologists and demographers, not economists).  You cannot teach labor economics without having a huge section on discrimination, and while many of the white male economists working in this area have blinders on, it is fairly easy (if you have been listening to people, or if you’re female/minority) to point that out and modify their theories into something more realistic and less bigoted.  Like, of course taste-based discrimination exists, we don’t have competitive markets, duh.  (And current US events during my last semester’s class made it very clear that discrimination can lead to monopoly power, not just be a consequence of it.)  Theories of statistical discrimination should include incorrect stereotypes because we don’t have perfect information, honest to FSM.  Your (not privileged white male) students can generally point out these flaws themselves just using their own experiences and common sense.  You cannot teach public finance without talking about the political economy of race and how these programs affect different groups.  Heck, Political Economy is less than half a class without discussing race.  Similarly, Law and Economics (even if you’re planning on limiting to patents and contract law, race is still a factor!).  Sports economics!  You just cannot do justice to any subject that affects money or people without discussing how race impacts it.  So I include these topics and every year my students have more ideas for things to add.  (Like yes, in health economics we do need to talk about how white doctors have used black women’s bodies and DNA without their permission, you are absolutely right.  That would be a great addition to the Tuskeegee paper we already discuss.)

Second, I have listened to the troubles of our young black female faculty across campus (I was on a university-level thing to improve things, which we sort of did but also mostly didn’t … in any case, we did a lot of listening in addition to convincing the university to allow salary equity bumps and a few other things) who primarily teach these classes that Dr. Logan is suggesting we send our econ majors to.  It is really unfair to them to inundate them with mostly white male econ majors who have been taught that it’s just fine to play devil’s advocate and haven’t really examined their implicit biases at all.  I have enough trouble breaking them in in my intro stats classes.  Can you imagine how disruptive they would be in a discussion based class with women and minorities from what they consider to be lesser majors?  That is going to have huge negative spillovers.

I have other reasons to disagree which may be less ok, and I would modify his advice some.  (Note that since I wrote this post– several other people in the comments of the twitter thread have made these or similar suggestions.)

First off, I agree with him 100% that most of the white dudes in econ who gatekeep and work on racial discrimination start from racist assumptions and for many of them, their main goal is to show how it is Black people’s fault (or women’s fault etc.) for not being more like White men.  It’s only recently that economics has started thinking that no, maybe Black people and women are rational, they’re just playing a different game.  This problem can easily be solved by just saying, “Don’t teach any papers on race by white men (or by Roland Fryer who may be black but has serious issues).”  You can even modify this advice to “Teach only papers on race by black scholars (except not Roland Fryer).”  There’s plenty of great work by black scholars and some by other minorities and women that don’t start with racist assumptions or trying to bend evidence to “prove” racist ideas.  There are even textbooks and summary articles that would be great for lower-level undergraduate classes (William Darity Jr. is a good author/editor to start with).

And there are a LOT of white economists who could themselves benefit from reading this work.  Maybe they should start with So you want to talk about race and/or White Fragility and following Black scholars on twitter.  Then they can move on to articles in academic journals.

In terms of whether or not economists think about discrimination incorrectly… some of them do, but I think we benefit from looking at how different social sciences deal with race and discrimination.  NONE of them give a complete picture.  The assumptions and questions asked are different.  We gain tremendously from thinking about these different viewpoints and different ways of modeling.  (I took Race and the Economy from an amazing Black woman and she incorporated overviews from other fields in the class.  It can be done.)  I could go into huge detail about this, but that would get too long… suffice to say that these different viewpoints complement each other; they are not substitutes.  An economist can learn a lot from how anthropology, sociology, psychology and other fields conceptualize discrimination and other questions involving race.  (Insert rant about irritating white male gate-keepers in labor economics here who think innovation and interdisciplinarity is incorrect.)

Maybe the better advice would be for economist professors themselves to take a few classes across campus, or at the very least, read a textbook from another field, before adding race to their classes.  They should also read up on how to make their classroom more inclusive so that students don’t feel scared to speak up when the professor screws up.

As for me, I have been including race in my classes since I started and I cannot imagine stopping now.  The more I teach, the more I listen to my students, and the more I learn from them, which helps students the next time I teach.  It is a learning process for everybody.  Did I have some cringeworthy moments when I first started, probably, but minority students have been gentle with me and each year I’ve learned more and gotten better and future students benefit from that.

Update:  The more I talk with my colleagues interested in adding a race unit in their classes, the more I’m convinced that my suggestion about only using papers written by minorities is the correct one.  I had no idea that people didn’t know Becker was a huge racist misogynist jerk(!)  I mean, I thought everybody knew that.  People knew it back when he was still young, like decades ago.  So no, DO NOT read Becker in the raw original.  Many of his theory structures are lovely, but read them with the sexist and racist assumptions removed by someone else; there are great minority scholars who have explained the baseline theories and added to them, so go with them.  (William Spriggs talks about some of the problems still inherent today.)

I swear, my colleagues are all going to give up and just end up covering Bertrand and Mullainathan, though I did convince one to try Quillian et al. (in PNAS) instead.  Look, it’s not that B&M isn’t a great paper, it is, but the really horrible overlying thing is that it got into the AER because everybody, including labor economists who should have known better, thought this was the first time a correspondence audit had been done, completely ignoring ALL of the correspondence audits done by Black scholars or non-Americans– I learned about them in my undergrad economics class on Race in the economy.  What I mean is, I’m fairly sure that racism is the reason those earlier audits by black people aren’t known at all.  Quillian and coauthors do a good job of collecting them and plotting their results over time.  (It should have been published in Science, but the racist editor overruled like 7 referees who all said it was must publish.)  Quillian is also white, but he’s a sociologist, so maybe he gets a pass?  Plus he’s very nice.  I’m not sure if there are any minorities in the “et al” portion.  (Plus the econometrics textbook we use has B&M as one of their datasets and students replicate all the ttests and regressions, so it’s not adding that much for our majors.)  Any time I explain this to a White labor economist they get really mad at me because B&M is somehow the first hardcore proof they’ve ever seen about racism against black people other than those small scale in-person audits from like the 70s that somehow Jim Heckman “disproved”  in the 1990s (spoiler:  he didn’t really).

Update 2:  Last night we talked to a number of students and alumni (mostly underrepresented minorities) and they said to be careful to make sure that the lesson is integrated into the curriculum, and to not just have it as a separate unit unconnected with the rest of the class.

Ask the grumpies: College sports and money

Rose asks:

How many College/University athletic programs are not fully supported by attendees at games. How many of them are paying the highest salaries on campus to sports coaches? How many are funding stadiums and special gyms for athletes by increased student funds over the past 20 years? What are the debt rates for such athletic programs?

Here’s a report from 2013 on how athletic programs are paid for.  Only a minority are self-supporting.  There are also graphs for increased funding and increased student funds.

Here’s some info on coach salaries from 2019.  I don’t know of any schools with football programs in which the highest salary isn’t a coach salary (though sometimes basketball), but I don’t have exact numbers.  Not all schools have football programs.  In 2018 the highest paid public employee in 39 states was a coach.

Here’s a 2017 article about sports debt from bloomberg.  Here’s another from 2018 from USA Today.

It will be interesting to see what happens in 2020.  I know that my school has said even if all classes are online, we will still have football.

Things I want at work to better help with the BLM movement

I’m a university professor.  Here’s places I think the university should be throwing resources.

  • Bystander training both for general situations for everybody and for what the professor can do in class.  I would very much like to expand my tool-box about what I can say when a student says something racist.  Especially when it’s something racist out of the blue.  I’m generally better at dealing with racist comments when I can guess what they’re going to be and am expecting them (like when I’m teaching something with common misconceptions that I can treat as such), but in the past I’ve been shocked at students out of the blue denying the fundamental humanity of immigrants, or interrupting a statistics lecture to go on a racist screed about Hispanic-Americans (that last guy has a restraining order against him and was escorted out by police the last time he visited the department and thankfully dropped my class before the midterm after not doing any of the homework meant he could not pass mechanically).
  • I want my colleagues to get training on how to make a comfortable environment for underrepresented people to speak.  Things like allowing time to write down the answer to a question before cold-calling.  How to sure cold-calls are evenly distributed, etc.
  • Another student climate survey.  The last one was done 4 years ago, generally every 5 years seems reasonable for these kinds of surveys, but so much has changed since then, it makes sense to do this one early.  Maybe even annually for a while.
  • A major problem is that there are a small number of faculty, mostly contract or untenured (but also me and one of my white male colleagues who just got tenured this year) who are getting the bulk of the emotional pressure from when our underrepresented students are treated poorly.  It is hard and we don’t get service credit for it and the contract and untenured folks are endangered by it.  I’m brainstorming with my chair and another chair they’re bringing in about this problem later this week, but either we need to spread this out somehow or we need to concentrate it into an ombuds-type position and give the faculty member service credit for it.
  • Before the Corona virus we’d had reports of several students across several sub-fields in several classes say horrific things that denied non-white-non-US-non-etc. their basic humanity.  (Things like, if it’s in the US’s best interests, shouldn’t the US government encourage dictators to genocide?  Also basic Fox news talking points about why children deserve to be in cages because their parents “broke the law” [sic].  )  When it gets to this level, it needs to be addressed somehow from a department-wide basis in order to show support for underrepresented students and to show bigoted students that their behavior is really not acceptable across the board (and not just in one class from one teacher).  But how?
  • Bringing in outside people as consultants who are not horrible, preferably minorities with consulting businesses who are probably going to (and should) be terribly expensive this coming year.  But it can’t just be “we brought in a consultant for a 3 hour training”– the training has to actually be more helpful than harmful.  And it shouldn’t just be an implicit bias training– our leaders need training on how to make systemic change, and we need advice on things like how to shut up white conservative Christians who have joined the student diversity committee to “provide the voice of victimized white conservative Christians” (have I mentioned again that we live in the heavily white Evangelical South?).  Given the Corona situation, I’m hopeful that some of these expensive consultants will make video trainings available, but we probably also need to have leadership talk with an expert about our specific situation.  And we need someone to tell the dean that having agendaless “conversations” to which everyone is invited (including white police officers?!) and given equal time is going to shut out underrepresented groups.
  • Getting rid of that last bigoted statue on campus and replacing it with the prominent black alum one they’ve been talking about since the 1990s WITHOUT requiring private donations to do it.  Come ON.  One of my colleagues just donated $500 for it and my dean wanted to make a big fundraiser among our faculty, but this is something the University should be doing.  I know we’re getting budget cuts and no raises for the foreseeable future, but this should have institutional weight behind it.  (That said, if an outside private donor wants to give the university a restricted donation, I’m aok with that.)

 

What else should I be suggesting?  What would help you at work to help your marginalized students/coworkers/etc.?

Ask the Grumpies: HOW DO I SWITCH TO VIRTUAL TEACHING???!???

AnonSLAC asks:

We JUST found out that classes are going to switch to online for the rest of the semester starting next week.  I teach one lecture class (two sections, chalk and talk with lots of diagrams and equations) and a discussion class.  I have in-class exams coming up.  What do I DOOOOOOOOO?!??!

Any help would be appreciated.

I feel you.  For my midterm on Monday, if school is cancelled (we’re still waiting to hear(!)), I’m planning on having them all sign into Skype or Zoom and I will virtually proctor them via video.  I can do this because they’re all required to have laptops.  I also know they all have smartphones so they will be able to scan in their exams and mail them to me as pdfs.  I am not looking forward to this outcome because I know there will be technical difficulties.  But I’m assuming it will be better than creating a take-home that’s more challenging and harder to grade… and I had cheating problems last semester so I can’t just trust them to do a timed take-home on their own without the monitoring.  (They do get a cheat sheet so this kind of cheating won’t be a problem.)  I’m trying to figure out what to do for people without printers– they could take the exam blue-book style, which is probably going to be the best option, otherwise they will have to pick up envelopes with exams from on campus.  I should scan in the probability distribution tables.

I think I’m just going to gut my discussion class.  We’re only going to do the major required points and cut out the “fun” day.  I’ll have the students record their voice over powerpoints (I need to figure out how to do this) and upload them … and then require each student to ask at least one question and answer the main points questions as homework.  For one of the weekly assignments they’ll comment on people’s discussions on blackboard instead of in person.  And I’ll have them answer all questions from the reading as homework somehow instead of as in-class discussion… not sure how to get them to read other people’s though.  May have to have a second homework as well.  SIGH.  Or I could just let it go.

For my chalk and talk lecture I’m torn between videotaping all my remaining lectures and letting them watch asynchronously vs. doing a virtual lecture with my apple pencil and some computer program on my iPad during our regular class time (I’ve been testing out zoom with the whiteboard, though everything has to get erased after each page).  I could cold call and have them chat for that.  It might not be so bad if I can figure out a good program for it.  I wish I could remember which meeting program that I used like 3 years ago to talk to a statistician was the one that made it easy to write via hand and have people comment.

Our business school recommended zoom for all their professors/students, which our university provides for free to us.  We’ve gotten no guidance yet, but it looks like if you don’t get the professional version from your school it cuts off at 40 min with the free version.

I have been scouring the interwebs for suggestions.

Here’s the chronicle of higher ed on how to go online in a hurry.  Here’s a thread from someone in China.  Almost all, possibly all, my students this semester are local so I’m hoping there won’t be internet problems.

Here’s a couple of different things on how to teach using the ipad Pro and Apple Pencil (note, if you do not have an Apple Pencil, you will need to get one that isn’t personalized since it took a while to get a personalized one from China even before the Corona Virus).  1. Scott Dawson.  2.  teachbetter.coExplain Everything looks promising for this set-up, though it is not free.  Google hangouts (free) and Google Classrooms (your uni needs to have a license) is being pushed by a friend’s university.  I’ll probably end up with Zoom since many of my students are already familiar with it since our university has a site license for it.  I really hope I don’t lose my apple pencil again.

But really I’m hoping that Grumpy Nation will have suggestions about what to do.  Because, like you, this is a brave new world for me.

Grumpy Nation– have any of you done online classes or hybrid classes?  Any suggestions either for lecture or discussion?

Challenge update: In which I fail

So this month’s February challenge, I said I was going to do two things:

  1. No devices in the morning.  (I added to this:  no social media in the morning, since getting up and going to my computer to check twitter isn’t great either)
  2. Write every morning

I did really well on the first.  And I think it helped.  I ended up spending less time on social media overall, which is good during my busy times.  I didn’t do as many phonecalls to politicians, but I think I still got the big stuff from activist emails and the short times I was on social media.

I crashed and burned on the second.  I did fine the first week, but then I didn’t have things to write because other things had to be done first before I could write and then I’d end up writing all day because the thing was due.  I’d have days filled with just teaching and service.  Early in February I had a melt-down in the hallway when my department head, after PROMISING there would be no more service this year given how much I’m already doing (and how little my next closest substitute is doing) asked me to do something again.  While I was in a faculty meeting last week I got 2 referee report requests and about 5 more things requiring attention.  I just don’t have the time or space right now to do regular writing in a fashion that makes sense.  I need space and time to set that up and that’s just not my life right now, even though it means I’m being more scattered and less productive flitting from thing to thing.  I sent out two referee reports, submitted an IRB, handled 3 editing jobs, was part of a grant, and submitted to two conferences… but none of that was in an orderly fashion and very little writing got done on any actual papers.  I have nothing under review right now which I HATE.

I’d like to try #2 again for March, but it’s March and all of my problems from February are still there.  I’m going to see what Spring Break brings.  Everything is still a mess.

I’m not sure what to do, but all that seems to have worked for me for February is to take things one day at a time based on next deadline.  I know that’s not efficient, but everything is so scattered that having a master plan just isn’t working because when any part changes everything else goes to heck.

February snuck up on me: February Challenge, gotta get some stuff out

I am so far behind on everything, Grumpy Nation.

But… for the first time since NOVEMBER, my computer desktop at work is finally fully functional.  Like, I can use dropbox and WinSCP and not get a BSOD 5 minutes after logging in.  So… that’s a miracle.

February is the best month for challenges, even if there’s an extra day this year.

I’m going to combine two previous annual challenges:

1. 2018’s No Devices In The Morning Challenge

and

2. 2017’s Write Every Morning Challenge

I will be taking one weekend day off for the write in the morning challenge, which is good since I didn’t realize February 1st was February 1st until Saturday afternoon.

Everything I said in that 2017 post is 100% true this February as well, up to and including the 8am office hours one day a week.

Work problem Part 2: Creating Good Habits: Trying out Atomic Habits

In my previous post, I discussed my work problem and how I’m trying to break some bad habits.

As a reminder, my bad habits were:

  1.  Surfing the internet instead of working in the morning and at work.
  2. Not being able to work from home, even during working hours.
  3. Not following my work schedule, instead binging on service/teaching tasks.
  4. Not using unexpected free time chunks wisely.

The laws of creating good habits are similar to those of breaking bad habits, but they have a lot more detail.

Make it Obvious

A.  Fill out the habits scorecard:  I opted not to do this as I want to fixate on specific work habits, not a complete life audit.  Instead I thought about problem points with work.

B.  Use implementation intentions for each habit.

  1. Surfing
    • On weekdays I will either snooze or get up/use restroom/brush teeth/get dressed/eat breakfast/leave when I am woken by DH’s showering.  I will not lie in bed with the internet.
    • I will work when sitting at a computer.  Playing/surfing will be relegated to the small iPad and my iPhone except during specific break-times when leechblock is off.
    • I will write for one hour when I get to work.
  2. Home
    • If I wake up in the middle of the night and using the restroom/trying to get back to sleep doesn’t help, I will get up and do work.  I will not surf the internet.
    • I will work when sitting at a computer.
    • I will continue to use my iPad pro only for reading/commenting on pdfs.
  3. Schedule
    • I will follow my schedule by prioritizing harder things in the morning and leave class prep/service/etc. for after 3pm (exceptions:  lunch break I can do whatever and getting reviewers for articles newly in my editorial box can happen whenever)
  4. Free time use
    • I will not consider half hour or more chunks to be small chunks of time, but rather larger ones in which tasks can be started.
    • I will have a list of things I can do with unexpected free time (email, cleaning out office, updating classes for next semester) for smaller chunks of time.  I will not binge through these over the course of a few days, but leave them to be spread out.

C.  Use habit stacking

  1. I have stacked the iPad to the restroom which is stacked to teeth brushing.  Other internet usage is stacked to breakfast which is stacked to getting out the door.
  2. I have stacked being at the computer with work.  Being awake at night with work instead of play.
  3. The schedule is a stack.  I just need to start following it.
  4. N/A

D.  Design your environment

Most of the things here were covered under bad habits.

Make it Attractive

A.  Use temptation bundling– give an immediate reward for working on or completing the habit

One of the examples in the book is to play podcasts or watch shows while exercising.  Unfortunately, the tasks I need to do require attention and so do the temptations.  I mean, I could eat chocolate while working, but that seems likely to be not good for me in other ways.  Post-rewards used to work for me, but lately I’ve been realizing that I can just give myself the reward any time I want to and I end up just, say, reading the entire novel.  I think this may have something to do with being financially independent– I seem to have lost a lot of that delayed gratification muscle.

B.  Join a culture where your desired behavior is the normal behavior

I mean, I do work at an R1, and I did start that weekly brown bag.  So I already kind of am in this culture, but I’m definitely not doing great.

C.  Do something you enjoy immediately before a difficult habit

This is what has gotten me into trouble in the first place, so not a good idea as the enjoyment part has been stretching out.

So I’ve kind of struck out on the “Make it attractive” step.  Any thoughts?

Make it Easy

A.  Reduce friction

  1.  Surfing.  Most of these things are covered under bad habits (increasing friction), but for writing in the morning I will plan ahead the day before to know what I will be working on writing.
  2.  Home.  Most of these things are covered under bad habits (increasing friction).
  3.  Schedule. I need to continue to plan the morning work the afternoon before.  I used to do this and it worked well.  One of the current problems is that even when I do this, I just ignore the schedule.  This started happening when things out of my control messed up my schedule too many times in a row.
  4. Free time.  I need to make a list of odds and ends that can be done in shorter amounts of time that is easily accessible.

B.  Prime the environment.

  1. Surfing. Leechblock and other things from bad habits
  2. Home.  Isolate particular areas of the house, specific machines, and specific times of day for work vs. play.
  3. Schedule.  Have a working computer.  Remember to take Vit D (possibly even schedule in the second pill?)
  4. Free time.  Have the list easily available.

C.  Master the decisive moment

Not sure what to do about this.  Maybe just be better about getting started on things?  (Though getting started isn’t my only problem– not getting distracted is also a problem.)

D.  Use the two-minute rule to downscale your habits until they can be done in two minutes or less

I think that doing this is part of the problem– it’s not the small habits I have trouble with, it’s the longer ones.

E.  Automate your habits.  Invest in technology and onetime purchases that lock in future behavior.

I’m not sure what to do here.  I could buy another computer, but that’s worthless if I just start using it for play.

Make it Satisfying

A.  Use reinforcement.

See above on “temptation bundling”

B.  Make “doing nothing” enjoyable– this actually belongs under getting rid of “bad habits”

C.  Use a habit tracker.  Keep track of your habit streak and “don’t break the chain”

I need to think about whether or not this is worthwhile for keeping track of writing or getting into work by a reasonable time.  In the past keeping track has been more of a pain than a help because I know if I’ve broken the chain or not without plotting it on a chart.  And plotting on a chart is another step that takes effort I’d rather use for something else.  But I can think more about good metrics.

One big problem with measurement is that when you measure, you tend to focus on the measurement rather than on the larger goal.  For example, with weightloss, you focus on the number which can lead to unhealthy behaviors and forget about the “why” (it’s not actually weightloss that’s the goal, but health or whatever– pounds is a really bad metric for that.  Even if fitting into your clothes better is the goal, pounds are not the right metric).  So I can see myself wasting time writing unnecessary stuff or coming into work completely sleep deprived just to hit some arbitrary metric when that actually hurts my true goal of getting stuff done.  So this is non-trivial.  What are good short-term metrics?  I don’t know.

D.  Never miss twice.  When you forget to do a habit, make sure you get back on track immediately.

I will try to be better about this.  Part of my problem has been multiple days of interruptions outside of my control.  But hopefully those will have settled down.

How do you keep up with good habits?  Any thoughts on how I could fit my desired habits into these laws of creating good habits?  Do you have any tricks to suggest?