I was recently chosen as a Spring 2018 Featured Teacher by The Ohio State University Center for the Advancement of Teaching. As a featured teacher, I wrote a blog post for UCAT. The final UCAT version is a more polished and succinct, but I thought I would post the original, longer version here. Enjoy!
From Distracted to Productive: Time Management Lessons for Students… and Us
I recently said to my husband, “I don’t think I could have gotten my Ph.D. if I had had a smart phone! Or tenure for that matter.” Digital distraction is a real thing, and most of our undergraduate and graduate students suffer from it, as does our staff, lecturers, and faculty – actually, just about everyone privileged enough to have digital devices suffers from digital distraction. When we consider non-content related skills that our students need, we often discuss critical thinking and writing skills. But perhaps the most significant non-content related skill that our students need to learn is how to deal with digital distraction and procrastination so that they can focus on learning and achieving their goals.
This spring, I decided teach my students to deal with digital distractions and procrastination by giving them ALL of my own strategies that I use to be productive. My husband and I both work full-time at OSU, and we have four sons between ages 5 and 14. Because I don’t like to work all of the time and I enjoy reading books, watching TV, and hanging out with my family, I read a lot of books, articles, and podcasts about productivity and accountability. Over winter break, I read a book that I highly recommend to everyone: Small Teaching by James Lang. In this book, I learned that to cement my course material into my students’ long-term memories, they were going to need to be forced to recall that material. I decided to add in a cumulative midterm and final to my course HDFS 2200, Family Development, and as such, I also decided that I needed to give my students non-content related skills for studying so that they would be successful! This led me to take stock of the strategies I use to be productive, and I realized that most of my strategies would also work for my students. I created a video script, then recorded a video, and posted the script, to my online and in-person courses. I required students to watch/read the script and held them accountable by quizzing them over the content. I called it “How to Succeed in HDFS 2200.” I also created a generic version of the script called How to Succeed in College.