I was listening to a podcast series by the National Association of Independent Schools called the Trustee Table (I highly recommend it by the way). A guest on one episode used the term “permanent whitewater” in regard to what he was experiencing in his field.
The phrase has really stuck with me since I heard it. It applies in so many ways to so many aspects of what we are all experiencing.
Whether you’re a seasoned scholar or you are just now embarking on your academic career, presenting at conferences can provide invaluable benefits and experience. For some, conference presentations are an important part of a well-rounded tenure and promotion portfolio. For others, these venues serve as a vital catalyst for connection and collaboration. Yet, despite the numerous benefits of presenting, there’s relatively little guidance on how to craft a compelling conference proposal.
Sure, there are scads of resources that promise to guide presenters through the process of assembling a knockout slide-deck or delivering a masterful speech. But what good are all of these resources if you can’t get out of the slush pile of proposals to begin with? To get on the program, you’ve got to get past the reviewers, and that’s no small feat.
Early career academics and newly minted PhDs in the humanities and social sciences often want to turn their dissertation into a book. While this is a laudable goal, it is important to keep in mind that university presses seldom publish unrevised or lightly revised dissertations. Instead, they seek books that grow out of dissertation projects and are substantially more developed. Margaret Puskar-Pasewicz’s TAA webinar offered terrific advice about the big picture of moving from dissertation to book. TAA members can review her webinar for an overview of the whole process.
Where most writers get stuck, I’ve found in my work coaching academics for the past decade, is in the early stage of reconceiving their project. Taking the following three steps can help you shake off the familiar old conception of your work that you’ve lived with for years and chart a new map for a truly book-worthy project.
A common theme has surfaced throughout this week in various places. Perhaps it’s that we’re at that point in January where many are giving up on their New Year’s resolutions. Perhaps it’s because in my academic circles most students are past the point of getting their money back for the semester. Perhaps it’s because there are so many reasons to quit and so many opportunities to start something new in the modern world. Whatever the reason, perhaps you’ve figured out that the theme that has emerged this week is perseverance.
Our collection of articles from around the web share this theme as well – whether you are working to finish an article or dissertation, are considering innovative research with inherent risks, or you’re battling bureaucratic obstructions in your pursuits. Whatever challenges you are facing this week – never give up – PERSEVERE!
Olympic gold medalist, Kerry Walsh, once said, “That wall is your mind playing a trick on you. You just need to say, ‘One more step, I can do this; I have more in me.’ You will be so proud of yourself once you push yourself past your threshold.” Happy writing!
Julie Peterson Combs is a Professor of Educational Leadership and Director of the Doctoral Program in Educational Leadership at Sam Houston State University. In addition to maintaining an active research agenda, she has written over 84 journal articles, seven book chapters, and co-authored four books including The Trust Factor: Strategies for School Leaders (Routledge).
Here Julie talks about the evolution of her writing practice and how ebb and flow and persistence can win the day.
TAA: With two decades of academic writing experience, how has your writing practice evolved and what have you learned?
Recently, we’ve seen shifts from print to digital, the rise of open educational resources and open-access journals, the consolidation of large publishers into mega-publishers, fundamental changes in how authors are compensated, and other significant changes to the nature of authoring. As we wait to see which of the ripples coming over the horizon dissipate and which become large—perhaps overwhelming—waves, what can we authors do to remain afloat?
Three main strategies can help academic and textbook authors continue to succeed as changes in textbooks, journals, or scholarly publications come along: vigilance, honing core skills, and agility.
