Charcoal Drawing from Rushlight Literary Magazine (Wheaton College) via dspace.nitle.org

All the loves in the strip are unrequited; all the baseball games are lost; all the test scores are D-minuses; the Great Pumpkin never comes; and the football is always pulled away.

Superman #203
Superman #203

The SILS MSIS curriculum requires a master's paper or project and the professors of even the core required classes encourage the students to begin thinking early about likely topics. Fortunately, it's possible to review a database of previous master's papers from SILS graduates so you can gauge the scope and treatment of the topic areas. As a result, I'm always on the prowl for good topics, for others if not for myself (I may have my own gem of a topic, but it's too early to talk about it now). Earlier this year, I ran across the following Schneier on Security blog posting, on the public overreaction to rare risks, in response to the Virginia Tech shootings. It's a sobering testament to how human we are--which is a mixed blessing, in this case.

I was especially struck by the following comment on the post:

As a student of behavioral decision making, I see irrational decisions made on a regular (and unfortunately, in many cases, predictable) basis. And as you alluded to, the reactions to these can often lead to ridiculous policies and unproductive debate over preventing the effects, not the causes. However, there is something so human about these errors that seems to be impossible to overcome. The real next frontier, in my opinion, is to understand these biases better, and to use them (perhaps through policy) to aid in productive, positive decision making.

The world of economics has its own problems with this, since so many of its models assume rational consumers. Define "rational." (Today, I spent a half hour in Circuit City looking at stuff so I could spend a $25 gift certificate, only to find at the counter it was a Best Buy certificate.)

So, in relation to research for a master's paper, think about how much information does a user need to absorb before making a decision? But that topic has surely been done to death. However, even if you take in just enough information, not too much, when would information overrule emotion in the decision-making process? Can it ever? How can you measure the before and after of an emotional (ie, unconscious or reactive) decision? Or could you build an interface or algorithm that either allowed for users' unique mixes of rational/irrational, naive/experienced, emotional/logical, etc. or confronted them with the results of their choices? How to build in bias when the user wants it but leave it out when the user needs it to be left out?

As a child, Mr. Newman decided to pursue a career in bio-technology. This vision lasted until he landed a biotech internship the summer before college. “I soon discovered that this was a place where people told jokes with the punch line: ‘And that’s why they call it reverse-transcriptase,’” says Mr. Newman. “I was like: Get me out of here.”

So now listen up. We need to get these boxes the hell out of the warehouse. Meaning, if you are thinking of buying a set of figures, stop thinking, stop thinking immediately, and just do it. Feel, don’t think. Spend, don’t think. Be an American. Spend money you don’t have on something cool you don’t need. It’s only money. You’ll make more. I assure you, you will. But we might not make more of these Chinese-produced plastic hate effigies. Really, now, what would you rather be – safe, sane and sad, or devil-may-carefree and (momentarily) happy? Think about it. No wait, don’t think, stop, just do it!

Dreaming #27
Dreaming #27

Girls’ Love Stories #148
Girls’ Love Stories #148

At the Kilgour lectures, OCLC President Robert Jordan said some rather challenging things to the assembled SILS throng. As an MBA and business guy, he up front admitted that his ideas might rub people the wrong way (but then, so did Fred Kilgour’s).

One of his ideas that stuck with me was his notion that, since UNC SILS requires a student to take more hours and do more work than comparable programs, it’s reasonable to ask whether the degree will make you more money or give you a chance at a more prestigious institution when you graduate.

That idea rattles around in the back of my brain during my classes, even the fun intellectual ones I take. And then, so do articles like this one by Penelope Trunk, on what to do in college to be more successful in your career. Of course, she’s talking to twenty-somethings rather than forty-odders, but let’s see how much of it I can apply to my situation.

• Get out of the library. Hm, well, the point of my going to back to school is to get out of the office and spend time in a library (and it is a library school, after all). I have a lot of work and life experience, but I want the education to formalize what I know and give me a framework to learn new things.

• Get involved on campus. It’s tough to be involved with many school activities because I don’t live on-campus, parking is a joke, and I have to give up the hours I would normally work to be on campus for special events. I read somewhere that being involved in career-oriented organizations–like ACM or ASIS&T–are preferred over school-related ones, given the brief time I have to devote to extracurriculars. Also, although I’m plenty involved with outside groups, I’ve never been asked about such participations in an interview and I don’t put them on my resume. At this stage, I have plenty of career experience that takes precedence.

• Separate your expectations from those of your parents. I would amend this to include co-workers and friends. I would also amend this to yourself. Some older adults going back to school see the degree as the end-all and that the degree will, on its own, open doors to new opportunity. It won’t. My expectations are that my pursuit of the degree will open the doors–the hours spent studying, reading, thinking, meeting people, and so on. By the time the degree is handed to me on graduation day, I should already have plans in place for what happens the day after.

• Try new things you aren’t good at. Just going back to school is a big new thing. To me, any other new thing is a little new thing.

• Make your job search a top priority. Ye-e-es, I agree, to a point. If you hate your job, or don’t have a job, getting a job should be the most important thing. In my case, since I’m already working, I’m more concerned with meeting people affiliated with the school and its mission who are in a position to offer jobs. So I would say that meeting people and expanding my network is a top priority.

• Take an acting course. I used to act in community theater and in college; it’s a great place for meeting people. I think most people, though, would get more out of an improv comedy course: learning to think on your feet, under pressure, with people watching you, is a great experience to have. I took one at Dirty South Comedy Theater in January 2006 and it was a great experience. I actually felt my brain make new connections and re-shape itself. Bizarre. I’d like to take another course again.

• Get rid of your perfectionist streak. My goal in school is to get B or better grades so that I can 1) get tuition reimbursement from my employer and 2) not obsess over my schoolwork. As one of my managers drilled into me, “Just give me 80 percent. Your quality level is already high enough that it’ll be better than someone else’s 100 percent.” The key is to balance effort against value: if it’s a paper that only counts 10 points, it’ll get less attention than the presentation worth 30 points. Depend on your teachers/teammates for feedback indicating if the work isn’t good enough.

• Work your way through college. Heh. Next.

• Make to-do lists. I’m performing much better in school having spent the last 20 years learning about productivity and efficiency systems. My favorite methodology at the moment is Mark Forster’s book Do It Tomorrow. (Here is Mark’s website, filled to bursting with great and actionable ideas.)

Considering that I’m now juggling a full-time job, family, banjo practice, and school, efficiency and productivity help me keep it all together.

(originally posted 2007-08-19, updated for micro.blog)

Die Spinne #78
Die Spinne #78