A Brief How-to Guide to Public Engagement in #Academia.
📦in 10 tips . . .
1) Adopt a Healthy Mindset
Avoid public engagement burnout by deciding what amount of energy and time you want to invest. Don’t compare yourself to others by counting followers or bylines. Do as much or as little as you want, and lean into the aspects that bring you joy.
2) Understand What Makes Your Research Relevant
Public engagement is much more effective when you can articulate how your research relates to and informs questions that are of interest to families, communities, and the general public. Think purposefully about this connection.
3) Write in an Accessible Way
Even the most technical & specialized research can be described in terms that can be understood by the broader public. Do your best to write titles, abstracts, introductions, & conclusions in a way that is accessible to a non-academic audience.
4) Make It Easy to Find Your Research
Have a personal website where you list your research (no, not that awful faculty page with the outdated headshot). Post pre-published versions of your papers so your work does not languish behind paywalls. Join academic websites.
5) Translate Your Research to Reach Your Audience
Summarize your research in a policy memo, blog post or op-ed. Don’t stress about landing your piece in the most prestigious or widely read platforms. Just having a public-facing piece can make all the difference for policymakers.
6) Ask Your University & Networks to Amplify Your Work
Many departments, schools, universities, and professional orgs have comm teams that are eager to publicize the work of faculty/members but they rarely know when you release new work. Find these folks and tell them about it!
7) Engage in the Public Conversation
Social media can be a powerful platform for sharing your research & expertise. You can also learn about new studies, resources, & crowdsource advice. Make an engagement plan & stick to it to avoid the tempting habit of scrolling all day.
8) Pitch Your Research to Journalists
Go for it! You might not get a reply, but every so often your research will resonate & you’ll benefit immensely by having a professional writer translate your ideas for you. And be sure to always respond promptly if a journalist reaches out.
9) Time It Right
You can’t control when a topic you study will become front-page news, but you can be ready to respond when it does. That is the time to share your (even old) research with journalists & pen that op-ed. Prioritize projects that can inform emerging debates.
10) Track Your Engagement and Get Credit
Many universities value the public engagement of their faculty, but they rarely know about it. Track your efforts and share them in your annual reviews. Frame this as part of your service and get credit for the time you invest.
I encourage everyone to share your knowledge & passion with the world in the ways that work best for you. Policymakers & practitioners don’t have time to wait for the perfect polished idea or definitive answer. Believe in yourself & trust in your expertise.
Your voice matters.
Thanks to @AERA_EdResearch for inviting me to contribute to their Voices from the Field series.
I hope this attention elevates the importance of teachers' work and pushes us to reflect as a society about how we value and support the teaching profession.
Here are my three 🗣️ sound bites 🗣️ for framing this issue.
1. Teacher shortages are REAL, but they are not UNIVERSAL.
E.g. they occur (sometimes acutely) in pockets - in some regions, for some schools, for some position types. The overall degree of shortages can move up or down, but it is not broadly spread or distributed equally.
2. "Teacher shortages" 🚫
"Teacher shortages AT current wages and working conditions" ✅
Talking about teacher shortages in the abstract makes the problem sound intractable and implies supply is fixed. Existing shortages are of our own making and are within our ability to fix.
We often pay little attention to the dynamics of how schools assign teachers & students to classes. However, these decisions matter on multiple levels because relationships are at the core of education.
Our study unpacks the multidimensional effects of having a teacher twice.
/2
Having a repeat teacher is more common than we might think.
In TN, the context of our study, we find that 44% of students in grades 3-11 were taught by a teacher more than once during our eight year panel.
/3
I typically have between 6 to 12 undergrad RAs working with me at a time. Expectations are to work 5 to 10 hours a week w/ flexibility around midterms & finals. Students are paid an hourly wage set by University. I aim to have students be part of team for at least a year. 2/
Tip #1) Recruit students early (e.g. sophomores). There are large fixed costs to training RAs so the payoff to both prof. and students is much higher when students work with you for multiple years. 3/
"Apply DiD in context, not every 2x2, mostly event studies"
2. First, some framing. I study the economics of ed & ed policy. DiD is a bread & butter method in this context where there is large amounts of variation in policy adoption across states/districts/schools.
3. I’ve been collecting DiD method papers for well over a year, putting off a close read until finally my R&Rs all started to ask: but what about the new DiD lit?
I'm thrilled to share that our paper "The Big Problem with Little Interruptions to Classroom Learning" is forthcoming at @AeraOpen ensuring open access to policymakers & practitioners.
"Public address systems are the most malevolent intruder into the thinking taking place in public school classrooms since the invention of the flickering light. In the name of efficient management, they regularly eviscerate good teaching. . . "
2/n
"[Interruptions] are a symbol of misplaced priorities, of schools that fail to value conditions for serious intellectual activity."
3/n