How many conferences?

This is a question that plagues me. On the one hand, I have been told that conference papers do not a tenure case make. On the other hand, going to conferences enables you to meet people, perhaps impress them with your well-composed talk, and network, which does affect your ability to create a list of external tenure reviewers. For non-tenure-track folks, conferences also introduce you to people who might write letters for your job application or who might be in a position to hire you. So how many a year?

I sometimes wish that we gave papers like figure skaters or gymnasts delivered routines. You make one great paper per year and then go around delivering it to various audiences. Given how small many conferences are, this practice would perhaps be most useful. But given that we live in a different world, we can't (though people who have strategies for writing the same paper beneath different titles should chime in). So how many a year?

I say 2 or 3. Others can contradict me. But I also want to pre-warn interdisciplinary folks. I have gone to multiple conferences in the past year and I have never encountered audience overlap. A variety of perspectives is good, but you also need to establish a reputation in your primary field. Be strategic.

How many classes?

Creating classes takes time. Does this sound familiar? Get up. Write lecture. Teach said lecture. Go home. Write next lecture for other class. Teach said lecture. Etc. I'm amazed at my friends who teach 4-4 loads. I envision signage: Cruelty to Faculty.

A junior prof we know taught 14 new preps in three years. Her chair didn't realize her situation until she finally brought it to his attention (at which point he expressed horror). Some departments limit junior faculty to six new preps, which seems about right. Speak up! Remember to protect your time.

Strategies for protecting your time while also teaching fabulously:

1. Ask for a T/Th schedule
2. If you are lucky enough to have a T/TH schedule, prep your Th class on T and your T class on Th. Doing so lessens the anxiety of not finishing the prep work before the class and the likelihood of all-out brawls next to the copy machine.
3. If you are unlucky enough to be teaching MWF, don't make the mistake I made and plan lectures for all three days. Use films or Utube, group work (or if you have a large class, short group presentations), and research exercises on M and W. Friday should always be a discussion. They will thank you for breaking up the monotony of lecturing.
4. Involve your students in the process of teaching.
5. In the words of a wise assoc prof, each class has one point and three good visuals.
6. Remember that teaching is one of three jobs that you have. Great teaching doesn't happen when you are giving up your time in other areas to finish that damn power point.

So those are my strategies. They aren't perfect. What are yours?

How to Say NO

Saying no is perhaps the most important skill that a junior prof can learn. Women in particular have a harder time drawing professional boundaries. Learning to do so fast is essential. The book or article takes priority over Everything Else.

How not to say no:

1. Scream and run away
2. Drop drink in senior prof's lap
3. Apologize profusely
4. Say "Maybe"
5. Glare

Helpful strategies for honing your "No" Skills:

1. Call on associate prof to aid in defense.
2. Arrive with fictional child. If this does not work, use dog, dying grandmother, house fire, etc.
3. Invite colleagues generally to participate in the successful acquisition of your tenure.
4. Don't feel guilty under any circumstances
5. Practice smiling while saying No in front of mirror
6. Practice firm No with dog, fictional child, like-minded juniorprof
7. Remember that your book or article isn't a "personal" thing. This is your job.

Tell us about your experiences saying No.