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One of their assignments is to interview a researcher in their field. This year, since the students had a nice mix of majors from across the curriculum, we used reports from the interviews as an opportunity to analyze on how research traditions vary from one discipline to another and how these experts’ processes differ from those of non-experts.

One thing that many students remarked on as they reported on their interviews: the activities that define research are enormously varied from one discipline to another. The process a researcher goes through to examine the historical context in which Shakespeare wrote one of his history plays is a world apart from what a researcher does to develop a new vaccine or what an ethnographer does when studying an isolated culture in Brazil.

The scientists all had co-authors; the social scientists were a mix of solo and collaborative projects, and the humanists all performed solo acts. And yet, it became clear that all of them were working within an ongoing conversation. None of them was doing work that didn’t draw on and respond to the work of others.

The characteristics of “Flow” according to Czikszentmihalyi are: Completely involved, focused, concentrating – with this either due to innate curiosity or as the result of training Sense of ecstasy – of being outside everyday reality Great inner clarity – knowing what needs to be done and how well it is going Knowing the activity is doable – that the skills are adequate, and neither anxious or bored Sense of serenity Timeliness – thoroughly focused on present, don’t notice time passing Intrinsic motivation – whatever produces “flow” becomes its own reward

(http://austega.com/education/articles/flow.htm)

Intellectual challenge was measured by Csikszentmilhalyi’s theory of flow. (Source for the following http://www.cea-ace.ca/education-canada/article/sorting-students-learning)

Figure that out. If you can figure that out, you’re advocating for an idea, a goal, and a belief. A passion. If you can’t figure that out, you’re advocating for an outreach technique, a piece of software, this thing, that thing, or the other.

professional development is all about challenging legacy processes.

Put yourself in the right place at the right time, because you intended to be there, you worked hard to get there, and you made a plan to ensure you stayed there. You can’t just show up in your manager’s office door and say “we should have ebooks” and expect it to happen. You must have a plan. (I would, on behalf of all managers everywhere suggest that if you are the sort of person who shows up and says “we need ebooks” you might consider how that sounds to your audience, and consider how well it’s working for you.) A plan is key. Because I believe that, I’m going to assert that any goal can be project-managed, and I’ll also assert that any goal should be project-managed. Must be.  I’ll say it again: Change doesn’t just happen. Change happens because someone worked hard to put themselves in the right place, at the right time. Work to put yourself in that place, just at that time. Plan for brilliance, agitate for success.

Her conclusion is that students feel much more impassioned by the new literacy. They love writing for an audience, engaging with it. They feel as if they’re actually producing something personally rewarding and valuable, whereas when they write a term paper, they feel as if they do so only to produce a grade.

“The sad thing is, he’s now convinced there is brilliance in the art world, brilliance in the multimedia world, brilliance in the music world and that writing is boring,” Professor Davidson says. “I hated teaching him bad writing.”

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