Q: I just graduated and feel a ridiculous void! What should I do?

— Destitute Without Dissertation

A: A well-known motivational truism proclaims that the most dangerous time is when you’ve reached a goal. This maxim may explain why many doctoral candidates experience Post-Parting Depression (PPD). You’ve been pushing so hard for so long. You’ve been preoccupied with the intensity and innumerable details of the work itself. And now, after graduation, you suddenly realize that you no longer have to spend every moment (other than eating and just a little sleep) on the dissertation. You feel an inexplicable void.

Most clients I’ve helped in my dissertation editing and coaching practice experience such feelings. For a year or usually more, they say, they’ve wished for nothing but to finish the durn thing. Now that they’re done, somehow, and to their shock, they miss it—and get depressed.

If this sounds familiar and you want to avoid PPD, try one of the strategies below. They can help you make the transition to what may approximate a normal life again and even resume your career.

Celebrate

Whether you decide on a big bash or a quiet dinner with some special people, take the time to celebrate. You deserve it! Others close to you, who may have lived through the ordeal, will want to celebrate with you. Let them. And enjoy it.

Take a Break

You deserve this too! Your break can be a day, a few days, a week, a few weeks. Some new doctors go on long-postponed vacations with their families. Others catch up on the (excusably) neglected essentials: cleaning the house, the refrigerator, the car, your desk. Liberating the dining room table and floor from all the books, articles, note cards, and old takeout cartons. Visiting relatives. Loading up on paper goods at the local discount warehouse. Lounging in the backyard hammock with a trashy novel.

Set a Date and Revisit Your Dream

Decide on the day or date you’ll resume serious business. Don’t take too long or you’ll lose your momentum. The secret now is to remind yourself why you chased the doctorate in the first place: perfect academic position, perfect new business, perfect office, perfect clients, perfect colleagues, perfect compensation . . . .

Even do a paragraph or two on what your perfect position will look like: type of institution or business, colleagues, clients (if applicable), schedule, activities you love, how you’ll apply what you learned from the dissertation. Such journaling helps you discover new facets to your dream, refine it, and even bring it about.

Make a List: Many Academic Avenues

Next, so you don’t loll in the hammock for too many months, make a master list of what you need to do now to reach that dream. Granted, this is another project, but now (I assume) the dissertation gave you practice in dissecting the parts and mowing them down.

For example, many of us get doctorates to go into or stay and advance in academia. A helpful and still timely book is Kelsky’s (2015) The Professor Is In.

So now, instead of mining the literature reviews, mine the Internet for universities and colleges you’re interested in, both on-campus and virtual. Spruce up your vita. Draft introductory letters to prospective department chairs or administrators.

Subscribe also to the newsletters of associations in your field—they often have listings of job openings. Plan to attend several professional conferences; most have employment prospects sections and informal gatherings. These are great places to meet ‘n greet—and get leads.

Ask your chair and committee members (don’t forget former professors) for leads too. Make appointments and interviews to impress them with your knowledge and passion, and how much you’ve really learned from the dissertation. Request letters of recommendation. (After all, they owe you for your Acknowledgments.)

Talk to current faculty members or employees at your desired institutions. Notify everyone else you know and tell them you’re interested. Talk to colleagues who are teaching. As a start, consider part-time campus or online adjuncting.

Make a List: Consulting

Or, if this is your dream, take steps to start your own business. Look at the websites of others in the field and contact them. If you approach them right and offer cross-referrals, they won’t see you as competition. (I maintain contact with several other editors. We each specialize in different aspects of editing and send each other potential clients.) Create your own website or hire an expert (they can save you a lot of time and grief). Draft a letter or flyer describing your services and even ask a colleague or two for feedback. Look at all your contacts and send them this letter.

Make a List: The Article

And of course, start thinking about that article (or multiples) that’s loitering in your dissertation. Publication is still a major road to academic advancement and can enhance your standing in your business too. Besides, you deserve recognition as well as additional benefits from all you’ve invested.

Your chair or a committee member may have already suggested publication, so make a little plan for working on your article. Sometimes joining a writing group is beneficial. See Harris’s (2017) reasons for joining an academic writing group and a good (and often entertaining) introductory book by Silvia (2014). Also see the highly recommended book by Belcher (2019), Write Your Journal Article in 12 Weeks. Gee (2024) has an excellent newer book on article writing, complete with essays by journal editors. And browse in the Textbook and Academic Authors Association blog Abstract for seminars and pieces on article writing.

Sanity

With all these suggestions, it may sound like you’ve never really stopped. So pace yourself. Choose a few actions that make the most sense, depending on your career goals. If one of them is promotion in your present company or institution, you won’t need much time for job-hunting or resume sprucing. But you may want to concentrate on your article. If your postdoc goal is establishing an online business, you’ll want to devote more of your time to the steps that get it off the virtual ground.

Look At Your “Later List”

When, as my doctoral candidates begin their dissertations, they come to the bald realization that the work will consume them for a year or more, I advise them to make a “Later List.” We’ve been talking about yours too, whether it’s in a file or in your head. The list initially assuages your guilt about all the projects and events and chores you’ve wanted to do (or should) and people you’ve been avoiding and know you won’t get to for many months.

Now your Later List has another function. Right after your dissertation is safely bedded in ProQuest, you may have the relative “leisure” and psychological space to peek at it, or write it down. You’ll easily see whether your priorities and desires have changed. Maybe you already gave away your old bread maker and don’t want to start a sourdough business or no longer feel the need to write your memoir about your first traumatic summer camp. Maybe new priorities have surfaced.

When Lucas, a client of mine who had just graduated, looked up from his literature review article files, he realized his three kids were suddenly teenagers. At the top of his Later List, he wrote, “Now—spend more time with them!” Other clients, in addition to their new career-enhancing moves, have resumed weekly dates with their families, poetry writing, crocheting, volunteering, camping, aesthetic welding.

But guard against feeling you must conquer the whole Later List in a frenzy of doing. As you may already know, the sun always rises and to-do lists never end. We’re also supposed to enjoy our activities (at least some of them). If you haven’t already, add some purely fun things you’ve deprived yourself of for so long to your Later List—a fancy lunch with a friend, poking around the new fake-quaint mall, cheering at drag races or drag contests, binging on four successive first-run movies at the multiplex and munching nonstop from one of those huge horrible popcorn buckets.

Reflecting

Award of your doctorate is a huge achievement. Especially to avoid PPD, take the time to celebrate yourself and rejuvenate. Then reacquaint yourself with your post- doctoral dreams and most meaningful and fun activities. Make choices that feel good. And bask in your doctorhood and look forward to your new title and life without Post-Parting Depression.

References

Belcher, W. L. (2019). Write your journal article in 12 weeks: A guide to academic publishing success (2nd ed.). University of Chicago Press.

Gee, G. C. (2024). You can publish your journal article: advice from editors to help you succeed. Sage.

Harris, M. (2017, June 19). Five advantages to write more with a writing group. http://higheredprofessor.com/2017/06/19/five-advantages-write-writing-group/

Kelsky, K. (2015). The professor is in: The essential guide to turning your Ph.D. into a job. Three Rivers Press.

Silvia, P. J. (2014). Write it up: Practical strategies for writing and publishing journal articles. APA LifeTools.

Textbook and Academic Authors Association. http://www.taaonline.net/

Dissertation coach, nurturer, bolsterer, handholder, and editor; scholarly and mainstream writing consultant; author of writing craft, spiritual, and academic articles; and spiritual and motivational counselor, Noelle Sterne has published many pieces in print and online venues, including Author Magazine, Chicken Soup for the Soul, Children’s Book Insider, Graduate Schools Magazine, GradShare, InnerSelf, Inspire Me Today, Transformation Magazine, Unity Magazine, Women in Higher Education, Women on Writing, Writer’s Digest, and The Writer. Noelle’s ninth story for Chicken Soup for the Soul appears in June 2025 in the volume Self-Care Isn’t Selfish. With a Ph.D. from Columbia University, Noelle has for 30 years helped doctoral candidates wrestle their dissertations to completion (finally). Based on her practice, her Challenges in Writing Your Dissertation: Coping with the Emotional, Interpersonal, and Spiritual Struggles (Rowman & Littlefield Education, 2015) addresses students’ often overlooked or ignored but crucial nonacademic difficulties that can seriously prolong their agony. See the PowerPoint teaser here. In Noelle`s Trust Your Life: Forgive Yourself and Go After Your Dreams (Unity Books, 2011), she draws examples from her academic consulting and other aspects of life to help readers release regrets and reach lifelong yearnings. Following one of her own, she is currently working on her third novel. Visit Noelle at www.trustyourlifenow.com

The post Dear Dr. Noelle: Post-Parting Depression? appeared first on Abstract.

Q: What strategies do you use to fit writing time into your schedule? How much time do you spend writing each day?

A: Kristen Carioti, author of  Introduction to Personal Finance: A Step-by-Step Guide to Financial Freedom (1e), and winner of a Most Promising New Textbook Award:

“I was fortunate to receive a semester sabbatical from my University. Sabbaticals really help, but writing a textbook will stretch out much longer than one semester. I also had my fourth baby at the end of that sabbatical, which created a hard deadline for completing my first draft! Writing brings me balance and joy, so I’m motivated to prioritize it. I fit writing in by blocking time on my calendar, using winter and summer breaks, and hiring a sitter for weekend writing time blocks since my husband works weekends.

I bring my Mac with me everywhere. It’s always in my purse, so no matter where I am, I can write (if I feel like it!). I’ve gotten quite a bit of words down in my minivan, the Nordstrom women’s lounge sofa, and in the gym lobby while my baby was at the gym childcare.”

A: James Foulds, co-author of Data Mining, 5th edition and winner of a Textbook Excellence Award (co-authored by Ian H. Witten, Eibe Frank, Mark A. Hall, Christopher J. Pal, James R. Foulds):

“I discovered that carving out the time to write a textbook while holding down a full-time tenure-track job is very difficult. I stayed up late and worked on it after my wife and cats (and colleagues, and graduate students!) had gone to bed. I focused on it during the breaks between semesters as well. During the semester, I chipped away at it for 1-2 hours each day.”

A: David Tong, author of Lectures on Theoretical Physics (volume 1: Classical Mechanics, volume 2: Electromagnetism, volume 3: Quantum Mechanics, volume 4: Fluid Mechanics) 1e, and winner of a Textbook Excellence Award:

“I’m not the right person to ask about this. My intended strategy was to get up at 6 and get a couple of hours in before the day started. Then I’d get carried away and realise it was lunchtime and I’d missed meetings.”

A: Paige Allen, co-author with Oreta M. Samples of McCurnin’s Clinical Textbook for Veterinary Technicians and Nurses, (11e) and winner of a Textbook Excellence Award:

“I had several different strategies I used during the editing process.  I was working on this near my retirement date so I had to balance work, editing, private life.

• Time Blocking: Specific slots were reserved on a calendar to ensure work happened every day.
• Deliberate Balancing: Time was intentionally managed to balance editing with a professional career (near retirement) and private life.
• Incentivizing Progress: Milestones in the process were celebrated with “something special” to maintain motivation.
• Reader-Centric Review: Chapters were reviewed from the perspective of a new learner to ensure clarity and logical flow.
• Daily Time Commitment: My work was limited to a few hours each day. This specific duration was chosen to ensure focus remained sharp and the quality of the content didn’t suffer from fatigue.”

A: Regina Luttrell, co-author of Social Media and Society: An Introduction to the Mass Media Landscape (2e) (co-authored with Adrienne A. Wallace), and author of Social Media: How to Engage, Share, and Connect (5e) and winner of the Textbook Excellence Award:

“First, writing a book really takes a village. I could not do what I do without the support of the people at home. My husband and children, their encouragement, patience, and help make it possible for me to dedicate the time and energy that a project like this requires.

I also rely on being highly organized. Because my schedule is busy, I have to be very intentional about protecting writing time. I tend to get up early and do most of my writing in the morning, when my mind is freshest and there are fewer distractions. For me, consistency matters more than any single long writing session. Even when I cannot spend an entire day writing, making steady progress through regular, focused work helps keep the project moving forward.”

A: Chad Painter, co-author of Media Ethics: Issues and Cases (11e) and winner of a McGuffey Longevity Award (co-authored with Erin Schauster, Lee Wilkins, Philip Patterson):

“I’m currently a department chair, making my writing time quite limited. So, I set aside one day per week (for me, it’s Thursdays) as a research day where I stay away from campus and its many distractions and concentrate on writing. Each of the four co-authors comes from a media background (i.e., newspapers, advertising), so we’re all deadline-driven writers. We basically determine the manuscript due date with our editor, and then we work backwards on a timeline to ensure that every chapter is completed before that deadline. We also try to put in a little slack in case something breaks late. For example, the 10th edition of the book was due in February 2021. The book basically was finished minus some fine-tuning by the beginning of January, which was fortuitous for us when the January 6 riots happened and we could dedicate the time to figure out the best way to approach it in the book.”

A: Heather Miller Kuhaneck, co-author of Case-Smith’s Occupational Therapy for Children and Adolescents (9e) and winner of the Textbook Excellence Award (co-authored with Jane Clifford O’Brien):

“I am not able to start and stop in short bursts so I schedule entire writing days or at least 1/2 days, as often as I am able and then get fully immersed in it for the entire time I have. If I plan well, I can usually get to write one day a week (although that is sometimes on rainy weekends).”

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Sullivan: You call yourself a higher education “futurist”. What does that mean to you?

Alexander: “This means I help clients think more creatively and strategically about the future.  To do this I conduct continuous research into a wide range of topics, from technology to demographics, macroeconomics to university finances. I use that work to create scenarios and analyses, which I then share through scholarly books, videos, newsletters, podcasts, social media, virtual and in-person presentations, and consulting, plus by teaching seminars at Georgetown University.”

Sullivan: What are two emerging or potential AI uses in the textbook world?

Alexander: “One attaches AI to a text or corpus, allowing the user to interact with it via chat conversation, creating concept maps, generating podcast conversations, and so on. Another is on the production side, where authors use AI to develop their work through AI-enabled research, brainstorming, review, data crunching, and more.”

Sullivan: How are you using AI in your authoring?

Alexander: “In several ways. I ask AI to generate an ‘official narrative’ of a given topic, which is very useful. I run drafts by NotebookLM to see what it makes of my writing, which is like having a bright and eccentric colleague on tap. Additionally, I load up a NotebookLM instance with documents I’m producing and reading, to see what connections it makes. I also use image generators for slideshow visuals.”

Sullivan: Share an example of opposition you have heard around academic author use of AI, and how you have responded to it.

Alexander: “One argument is that AI writing is very bland or uninspired. My reaction is twofold. First, don’t rely on the bot to make your writing; use conversations to advance your own thought. Second, this is where human creativity comes in!

A second is the fear of a tidal wave of low-quality AI-generated stuff. I don’t have a full answer to this, but do urge people to criticize such material.”

Sullivan: You plan to share several scenarios for possible textbook futures. Could you share an overview of one of those possible textbook futures?

Alexander: “AI-generated official textbooks. Governments, companies, and nonprofits use AI to create training materials for their strategic purposes. Over time new administrations set aside the old textbooks and build new ones as their interests and ideas shift.”

You can learn more about the possibilities of AI at Alexander’s keynote presentation “How the AI Revolution is Impacting the Future of Textbook & Academic Publishing”, at the 2026 TAA Virtual Institute on Textbook and Academic Authoring, which will take place June 12-13. Register here. Get $50 off registration with code MAW26.

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The 2026 TAA Institute for Textbook and Academic Authors will be held June 12 and 13, and is aimed at providing both new and veteran textbook and academic authors a deep dive into topics such as AI and authoring, navigating DEI issues, contracts, publishing in the modern age, and more. Get $50 off registration with code DP26.

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We asked 2026 Textbook Award winners some questions about their authoring experience. Two respondents, Peter Copeland and Janok Bhattacharya, co-authors of

Q: Why did you decide to write your textbook?

Janok: “The idea was actually my co-author’s, Pete Copeland. Neither of us were that happy with the current textbooks on Earth History. They were mostly written for Geology majors, versus as a general elective course. We decided a narrative approach that tells the great stories of Earth History might be more appealing. Pete and I had written a paper together and we both thought we would work well with each other.”

Peter: “I decided to write this book after teaching the class a few times and realizing I was telling stories that were not in the book. So I decided to write a book that was centered around stories.”

Q: How did you decide which publishers to approach with your textbook idea? Can you share any tips for selecting a publisher?

Janok: “Pete approached Cambridge University Press (CUP) in 2016 and they seemed keen about our idea. We wrote two sample chapters, a preface, and an outline. CUP sent these to potential adopters and received positive feedback, following which we signed a formal contract in 2018.”

Peter: “Ten years ago, publishers still sent reps around to faculty offices to promote books and to encourage faculty to write books. I got a good response from Cambridge.”

Q: What strategies do you use to fit writing time into your schedule? How much time do you spend writing each day?

Janok: “Luckily I had a sabbatical leave from July 1 2019 to June 30, 2020 and given that COVID barred travel, I was able to devote a lot of time to work on the book. I typically work at home at least one day a week and spend that time writing and editing. In addition to writing, some topics in the book required research, especially in areas that I was not an expert. Rather than every day, I tended to write in blocks of time, especially days that I did not have classes to teach.”

Peter: “Writing a book was much like writing anything else. I find time between the things that have a close deadline.”

Q: Which pedagogical elements in your textbook are you most proud of?

Janok: “I was surprised at how good the figures looked. CUP insisted we pick a relatively narrow range of colors and this gives a feeling of coherence to the book. CUP also insisted we include learning objectives, Key Points, a point form summary, and review questions. We were a bit resistant to these at first, mostly because we were worried it would make the book too long. They originally told us we had to keep the words down to 130,000, but at about 180,000 in the final version we kept the book to the original target of 400 pages and at an affordable price point. In the end it really forced us to consider what we really want students to get out of each chapter.”

Peter: “I think the thing I’m most proud of is the concept behind the book. I think this is better done when the topic is explained from many angles.”

Q: What did you learn in the process of writing a textbook that you wish you had known before you started?

Janok: “I was surprised that it took 9 years from the proposal to final publication. CUP insisted that we take the time to get the book right, even though that delayed publication by three years. In retrospect, I believe taking the extra time paid off, as indicated by the awards we have already won. Although Pete and I had both taught Earth History many times, I did not appreciate the much higher and in-depth degree of knowledge required to write an authoritative textbook, versus give a 50-minute lecture. I learned a lot in the process of writing, and this forced me to read the primary literature in areas outside of my research expertise.”

Peter: “I learned more about the process of publishing, which was interesting. Because the text we wrote covers many topics, the research we did was very educational for the authors. I know all of these topics much better now than when I proposed to write the book.”

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DP&L Episode 282: How AI Is Impacting Scholarly Publishing: An Interview with Bryan Alexander

In this episode, host Christine Tulley interviews Dr. Bryan Alexander about how AI is reshaping textbook and academic publishing. Alexander is a futurist, Georgetown senior scholar, and keynote speaker for the TAA Summer Institute for Textbook and Academic Authors (“How the AI Revolution is Impacting the Future of Textbook & Academic Publishing”). He offers a broad, forward-looking view, beginning with the larger forces already destabilizing higher education: shifting demographics, changing economics, enrollment pressures, and evolving cultural attitudes toward the academy. He then surveys the technological landscape — the maturation of ebooks, the ongoing challenge of mobile-friendly scholarship, extended reality, and open access — before zeroing in on AI’s multifaceted impact.

Topics include the spectrum of ways authors are using AI to write (from full generation to light assistance), the thorny intellectual property questions surrounding AI training data and publisher licensing deals, the flood of AI-generated or AI-assisted content entering publishing pipelines, and unresolved questions around disclosure and verification. Alexander also highlights tools like NotebookLM as a virtual colleague for writers and acknowledges the deep divide within academia between AI enthusiasts and those who want it kept out of scholarly work entirely. He closes by arguing that academia is uniquely positioned to lead society’s broader reckoning with AI by drawing on expertise across psychology, economics, computer science, and history, and that this moment represents both a challenge and an opportunity for scholarly writers and publishers.

Play

DP&L Episode 263: Interview with Brenda Ulrich, Academic Publishing Attorney

In this episode, host Christine Tulley interviews Brenda Ulrich, a publishing attorney and TAA board member.

She highlights her upcoming 2026 TAA Institute presentation on publishing contract negotiation, “Top 10 Tips for Negotiating A Publishing Contract, 2.0,” which will be an updated version covering both fundamental negotiation strategies and new considerations brought about by generative AI and changing industry practices, including how content is increasingly fragmented, bundled in subscription services, and distributed through platforms like inclusive access.

The session is designed to benefit both new authors who need to understand contract basics and veteran authors facing new amendments, contract updates, or navigating an evolving publishing landscape where books from 1992 are being moved to much longer and more complex modern contracts.

Play

DP&L Episode 276: Textbook and Academic Authoring Careers

In this episode, host Christine Tulley interviews Dr. Wendy Tietz from Kent State University and Dr. Tracie Miller from Franklin University to talk about textbook authoring careers. This is a path many academics never consider, yet one that can become a defining and decades-long creative endeavor. Both guests share how they stumbled into their first textbook deals not through deliberate planning, but through candid feedback at the right moment. Together, they explore how textbook writing differs from other scholarly genres — particularly its collaborative, audience-driven nature and the constant cycle of revision, edition-planning, and storytelling required to justify each new release to publishers. They also tackle the human side of the work: managing co-author transitions, navigating editor turnover, sustaining a brand, and balancing it all alongside full-time faculty roles. They will share their expertise on these and other topics during their Institute Veteran Textbook Author Learning Lab, “Pulling Back the Curtain: What It Really Takes to Sustain a Textbook Authoring Career”.

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DP&L Episode 277: Interview with Dr. Pat Goodsen author of Keep Writing

In this episode, host Christine Tulley interviews Dr. Pat Goodson, health education professor turned prolific academic writing coach, to explore practical strategies for building a sustainable writing life. Dr. Goodson shares how her journey into academic writing began not from an English background, but from listening to struggling graduate students and eventually developing a university writing support program called POWER (Promoting Outstanding Writing for Excellence in Research). Both provide encouragement to listeners approaching summer as a chance to revisit and strengthen their writing routines, and they give a preview of Dr. Goodson’s upcoming Learning Lab, “It Takes a System,” at the TAA Institute.

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DP&L Episode 280: Interview with Dr. Greg Lewbart about Textbook Authoring

In this episode of Defend, Publish, and Lead, host Christine Tulley interviews Dr. Greg Lewbart, a veterinarian and board-certified zoological medicine specialist at NC State, about his three-decade journey as a textbook author and editor. Lewbart traces his path from working as a corporate fish veterinarian in the 1980s to publishing his first book on fish clinical cases in 1998 — now in its third edition — and editing contributed volumes on topics like invertebrate medicine, where he coordinates roughly 40 specialist contributors.

He reflects on how the publishing landscape has changed, shares practical advice for aspiring textbook authors on crafting proposals, identifying publishers, and managing contributors (including the wisdom of preferring an upfront “no” over a missed deadline), and discusses his long involvement with the Textbook & Academic Authors Association (TAA), which he discovered in 2005 after winning a Texty Award. The episode closes with a preview of Lewbart’s upcoming New & Aspiring Textbook Author Learning Lab at the TAA Summer Institute, “The Textbook Author’s Journey: Developing, Proposing, and Publishing Your Book,” where he’ll guide attendees through the full textbook authoring journey, along with a time management tip drawn from his experience as a marathon runner: chip away consistently in small sessions rather than waiting for large blocks of time.

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