While Due Diligence May Seem Like It Only Benefits One Party, The Fact Is That Due Diligence Helps Both

Derek McGrath

What Professional Development Assistance Do You Wish You Had?

This is a loaded question, and I’m interested in what answers it garners.

This is a loaded question, and I’m interested in what answers it garners.

I have 14 years of experience in both teaching in and administrative support in departments and programs in languages, literature, and the humanities. Since beginning my PhD, and even going back further to beginning my honors college education, I have tried to take up any opportunity I could to learn more about developing my skills in teaching, research, and publishing.

I’ve been fortunate to learn from presenting at and organizing conferences. (And I’ve enjoyed getting to share some of that advice here, such as on how to find conventions, how to submit to the call for papers, how to give the presentation, even how to pack and travel for the conference.)

And I’m continuing to improve upon syllabi for past and upcoming courses.

I also have valued the experiences I have had to foster more inclusive learning and working environments, including volunteering as a test proxy and notetaker for my university’s office for students with disabilities and completing a safe spaces program to support LGBTQ+ students and coworkers.

But part of that professional development in languages, literature, and the humanities depends on being aware of gaps in my expertise.

It is impossible for me to list every last bit of professional development that is necessary, especially as what is necessary varies: what skills and experiences you already bring to your scholarship, what your personal and professional goals are, what responsibilities are included in your job (and how that varies by discipline, location, and employer expectations), and what we continue to learn that alters how we prioritize the numerous skill-building endeavors we can take on.

Listing everything is impossible. We are fortunate there are so many other people out there who are willing to share how they improve at what needs to be done as a scholar. (This recently shared post on how to organize a literary review is very helpful.) And as I just said, what I prioritized in the past for my professional development is not the same as what I prioritize now, not only because, I hope, I have gotten enough of a handle on some of those skills to put them on the back-burner as I focus on other priorities, but also because, as time goes on, we recognize priorities we should have re-organized to better confront systematic barriers in education and society at large, many I overlooked until confronted by realities I was ignoring.

Therefore, I have two goals for this post.

First, I want to list three areas of professional development that I wish I had pursued earlier.

And second, I want to open this post to any feedback about what professional development you wish you had.

If you are advanced in your career, maybe it’s something you wish you had had in your undergraduate or graduate studies. If you are continuing your education, maybe it’s something you wish was offered right now. Or it could be something offered right now (by your department or program, or through HR at your institution, or available through an academic organization) that you have yet to pursue, or something flat-out missing at your institution.

I’m interested in any feedback received to get a sense of what people teaching, researching, and learning in languages, literature, and the humanities are seeking for their ongoing development in this profession.

Accessibility in Research, Learning, and Teaching

I have worked with colleagues with disabilities, and I have taught students with disabilities. But much of what I have learned as best practices to continue to improve accessibility in my classes has been by taking my own initiative. I cannot remember ever receiving outreach by a department or supervisor about improving upon accessibility in course content or workplace items, such as making texts OCR, adding subtitles to videos, adding alt-text to images, or making sure to describe aloud what appears in any slides I include in a PowerPoint presentation. Outside of my undergraduate experience, where I volunteer for my university’s office for students with disabilities, I cannot remember significant outreach or coordination by the colleges where I have learned, taught, and worked at and their own offices for accessibility and students with disabilities.

Navigating Regional Differences between Institutions

What goes into teaching in one part of the United States differs from another part of the United States, or elsewhere in the world. I know that sounds obvious, but it’s a point I haven’t appreciated enough when navigating differences between teaching in the South Florida, Long Island, New York City, and Western New York communities. Laws protecting union organizing and labor rights vary considerably.

Regions also have different rules regarding minimum requirements for teaching, not just at the college level but should graduate students want to teach K-12 classes while completing their degrees.

(Speaking of which, preparing graduate students for potential adjunct instruction while they are completing their PhDs would also be super: I had to learn the hard way that, upon entering my PhD program without a master’s degree, I had compromised my ability to seek additional teaching opportunities. As I did not have a master’s, I could not be hired for some teaching positions in writing and literature, and unlike other graduate departments, mine did not reward a master’s degree upon completion of the pre-dissertation qualifying exams.)

Furthermore, each region has its own expectations for its teachers, especially when addressing the demographics of its students in terms of their backgrounds, experiences, and post-course goals, such as finishing their degree, transitioning from an associate’s to a bachelor’s degree, and pursuing their personal and professional goals in further education and the workforce.

Teaching as Adjunct and Contingent Faculty

And to wrap this up by circling back to adjunct instruction, I wish during my grad student years that I had pursued more opportunities to attend university legislative meetings and adjunct/contingent faculty support group meetings, as well as engage more with adjunct and contingent faculty, to better understand the substantial changes when leaving graduate student teaching, graduating, and working in adjunct teaching. I think that earlier engagement would have lessened the shock of transitioning into adjunct teaching, including how best to protect time for myself, my office hours, my grading, my research, and my students and my service commitments. All of that also would benefit how much I think I can tackle in a class, in terms of the assignments offered, the time students need to commit to the assignments in class and for homework and that I need to commit to grading and follow-up with students, and designing a class that focuses on a core set of skills without making the course bloated with too much content and too many goals to address.

How to be more productive?

1. Set Clear Goals: Define what you want to achieve and break it down into smaller, achievable tasks. This helps you stay focused and motivated.

2. Prioritize Tasks: Identify the most important tasks and tackle them first. Use techniques like the Eisenhower Matrix (categorizing tasks based on urgency and importance) to prioritize effectively.

3. Manage Time Wisely: Plan your day and allocate specific time slots for different tasks. Avoid multitasking as it can lead to decreased productivity. Use techniques like Pomodoro Technique (working in blocks of time with short breaks) to stay focused.

4. Minimize Distractions: Identify and eliminate any distractions that hinder your productivity, such as notifications, social media, or cluttered workspaces. Consider using productivity tools or apps to help you stay focused.

5. Take Regular Breaks: Breaks are essential for maintaining focus and preventing burnout. Incorporate short breaks throughout your workday to recharge and rejuvenate.

6. Delegate and Outsource: Learn to delegate tasks that can be handled by others. This frees up your time to focus on more important or high-value tasks.

7. Maintain a Healthy Lifestyle: Ensure you get enough sleep, exercise, and eat nutrient-rich meals. Taking care of your physical and mental well-being enhances your productivity.

8. Learn to Say No: Avoid overcommitting yourself. Learn to say no to tasks or projects that don't align with your goals or priorities.

9. Continuously Improve: Seek ways to enhance your skills and knowledge. Constant learning and growth help you become more efficient and competent in your work.

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Savills report: Riyadh projected amongst top 15 fastest-growing cities by 2033

Riyadh is projected to be among the top 15 fastest-growing cities by 2033, reflecting its rapid economic development and urban expansion. The city's growth is driven by significant investments in infrastructure, housing, and various mega-projects aligned with Saudi Arabia's Vision 2030. This ambitious plan aims to diversify the economy, reduce reliance on oil, and transform Riyadh into a global metropolis with a focus on sustainability, culture, and technology.

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28.05: planning a three month long break; using a mug that's been lying on my shelf unused since forever; making some progress on my reading; creating my portfolio

i have about three months before my masters begins, and i want to use it extensively to learn subjects that i don't get to study academically or professionally. i'm also planning to learn sanskrit. i don't have a lot of confidence for it, but i'm gonna try anyway.

self study requires so much discipline. being a designer, my graduation in the design field didn't require me to "study" as much. in fact, i've not had a written exam in like 6 years. i did have a lot of presentations, case studies and juries though, which seems worse to me. but i think that's a classic case of the grass being greener on the other side.

my neurodivergent brain created a massive list of hobbies to pursue, subjects to learn and books to read. i'm really excited for the next three months though, it's all about how i plan and prioritise the things i want to do. (i won't, it's gonna be a chaotic hot mess but let's humour my enthusiasm).