Inspired by Andrea’s Half-MSI post, here’s a list of things I’ve actually learned about in the first half of the MSI program. The program is pretty much a bust so far. Anyways, as a student of information I’ve learned (in alphabetical order):
- a bunch of information metaphors, for whatever they’re worth,
- a little more Python,
- a lot about wiki,
- domain-specific language economists use to shout into the abyss,
- domain-specific language the nonprofit sector uses to discuss amongst itself,
- how to emit and chase down invoices,
- how to use LaTeX + KOMA-Script + BibTex to get gorgeous text, and how to use LyX to abstract away all the \{} gunk and just write,
- not to sell myself too short even though the work is fun,
- that pressing ⌃⌥⌘8 inverts your display, helpful for bright rooms and/or tired eyes,
- what I can do to make RecentChanges better,
- what it’s like to work inside nonprofits of varying bulk, an MSO, a foundation, etc.,
- why a certain class of person always wanders around mentioning “communities of practice” and related terms at tech conferences or on wiki pages or what have you, a class of person heavily armed with a controlled vocabulary and steely gaze: these CoP people know what they’re doing, which gives them the confidence to write their crazy moon language “situated learning” stuff on session proposals and to work it into every conversation — they do this, and now I’ve learned why.
There’s probably more than that, such as the interesting people I’ve connected with along the way. But the real surprise for me is how little of the above came out of the curriculum, rather than whatever else I happened to be doing at the time.
Murph | 28-Aug-06 at 7:48 am | Permalink
But the real surprise for me is how little of the above came out of the curriculum, rather than whatever else I happened to be doing at the time.
Honestly, that’s always been my advice for new urban planning students. “Yeah, sure, some of the classes are pretty good, but, really, grad school is a time for sliding by in your classes, doing as little as you have to there so that you can spend more time doing really interesting stuff.” Just because the degree is based on your in-class projects doesn’t mean that’s where the learning comes from.
(I think I developed this attitude from spending too much of my undergrad and between-school years around PhD students, for whom class is just hurdles they have to jump through to work on what they want to. If that way for them, why not for me?)
Andrea | 28-Aug-06 at 6:49 pm | Permalink
Aw, sorry to hear it’s a bust for you so far… At least now we get to pick all of our classes!
But now that I think on it, most of what I’ve learned has been a result of my own initiative. Maybe originating from classes in places (such as a pair of articles in press for Boxes & Arrows, and the conference paper I’m presenting in October) but generally, it’s been a lot of extra work on my part outside of coursework to make most of these things happen.
I use classes as an excuse to work on projects that interest me, too…
Alex Schröder | 05-Sep-06 at 4:45 pm | Permalink
I agree with previous posters: Most of what I learnt and the reason I suggest people should go to university is because they get to spend time on stuff besides work. Everything interesting is extra-curricular and doesn’t get you grades. But it’s the only thing that makes you a better human being. :)