Effectiveness requires psychological safety: Musings for higher education

Team work is not a new concept but is likely taking on greater significance in the 21st century.  Working in teams is needed not only to understand and address the complexity of the issues facing society today but to recognize the importance of and to engage actively with diverse perspectives in the conversation. The key to success is the effectiveness of these teams as investigated by Google in their study of team effectiveness and described in the Guide: Understand Team Effectiveness in 2015.

Although it is important to have particularly knowledgable individuals on the team, the “who is on a team matters less than how the team members interact, structure their work, and view their contributions”.  The study revealed the following five key factors were important to successful and effective teams:

  • Psychological safety – feeling safe to take risks and be vulnerable
  • Dependability – getting work done on time and meeting expectation
  • Structure and clarity – having clear goals and roles
  • Meaning of work – meaningfulness and personal
  • Impact of work – work matters and positive change

Google found that the psychological safety was the most important key factor and the foundation for the others.

Higher education can take lessons from these findings as we conduct much of our work in teams throughout the university (e.g., faculty research teams, task forces and committees, administrative units pursuing strategic goals, organizations and associations, and more).  In addition, the context of the 21st century university lends itself to an interactive and innovative learning environments at the core of our mission.

The “work” in higher education is often undertaken in teams or in collaborations with others. The “work” as demonstrated through the missions of the university (e.g., teaching, research and service) and seen in our outcomes (e.g., education/degrees, research findings) must be meaningful and relevant not only to the individual(s) but to society as well. Inasmuch as colleges and universities are preparing the next generations of professionals, it is important that we do so as global citizens who will work in an increasingly more collaborative contexts.  As I have argued before, the university (especially the 21st century university) is a social institution with responsibility to society and therefore our “work” must matter and be about positive change.

Following in the spirit of academic freedom and liberal education for students, U.S. universities tend to subscribe to principles that guide our words and actions (e.g., principles of community) and actively promote inclusion and diversity.  Universities must actively encourage inclusive pedagogy and ways in which to undertake the difficult dialogues.  Although challenged by the rhetoric and divisiveness that appears in society today, institutions of higher education must continue to situate themselves to provide a welcoming and affirming environment for all where differences are respected and valued. Further, colleges and universities have an obligation to create a “space” where all (faculty, staff, students and administrators) know that diverse perspectives are valued and feel safe about taking risks, being vulnerable and learning from failure.  Innovation and creativity depend upon this and our universities must become futurisktic in our thinking and our actions.

Higher education should build and sustain a strong sense of community and adopt a philosophy of “thriving” not simply surviving. To do so, requires leadership (throughout the university) that in words and actions demonstrates that it values diverse perspectives, actively encourages the sharing of differing views and welcomes individual voices to the table.

And of course, we must continue to value and respect independent work and scholarship and at the same time value collaboration and teamwork.  The relevance of universities today depends upon the meaningfulness of our “work” and how well and effectively we work individually and together in teams and through interdisciplinary and innovative collaborative environments.

Edward Bouchet: Changing U.S. higher education forever

Sometimes there are individuals who by the nature of being oneself and moving forward make history and influence change. One such individual is Edward A. Bouchet, PhD (1852-1918).

Higher education in the United States prior to the early 1800s was accessible primarily to white males of some social and financial privilege.  Women’s colleges (e.g., Oberlin, 1837) would be founded in the early19th century.  Two HBCUs (Cheyney University of Pennsylvania,1837; Lincoln University in Pennsylvania, 1854) were established for blacks before the American Civil War although the vast majority of the Historically Black Colleges and Universities (HBCUs) were established post civil-war.  The Land Grant university was developed in 1862 and shortly thereafter land grant universities were established throughout the United States including the addition of the 1890 HBCU institutions in the formerly segregated South.  As is evident above, very few individuals of color and women were provided access to seek higher education let alone an opportunity to earn a Doctor of Philosophy (Ph.D.) prior to the 1870s.  Edward A. Bouchet would change that history.

Edward A. Bbouchetouchet was born on September 15, 1852 in New Haven, Connecticut.  According to Dr. Curtis Patton, Edward Bouchet “became a man of exceptional intellectual and emotional courage, undaunted by the barriers of the day”.  He attended the Artisan Street Colored School and New Haven High School prior to entering the Hopkins School in 1868 where he studied the “classics, Latin, Greek and Greek history, geometry and algebra and graduated valedictorian”.  Bouchet entered Yale in 1870 to study physics and mathematics and graduated with highest honors in 1874.  Two years later, he earned a Ph.D. in physics from Yale becoming the first African American in the U.S. to earn a Ph.D.  He was one of the first African Americans to be elected to Phi Beta Kappa Honor society.

In 2005, Yale University and Howard University established the Edward Alexander Bouchet Graduate Honor Society (Bouchet Society) to recognize outstanding scholarly achievement and promotes diversity and excellence in doctoral education and the professoriate . As the co-founding chapters, Yale University and Howard University succeeded in honoring Dr. Bouchet’s pioneering contributions to doctoral education and established an ever increasing network of scholars and advocates for students who have been historically underrepresented in the professoriate. Since the founding, additional chapters have been established (Cornell University, Rutgers University, the Chicago School of Professional Psychology, the George Washington University, University of California, Los Angeles, University of California, San Diego, University of Miami, University of Michigan, University of Wisconsin, Madison, Virginia Polytechnic Institute and State University, Washington University, St. Louis) and many deserving emerging scholars and faculty have been inducted to membership. At Virginia Tech, we are honored to have been recently invited to develop a chapter and induct VT PhD candidates as members.  This year, VT President Timothy Sands delivered the keynote address at the 11th Annual Edward A. Bouchet Forum at Howard University and received the Legacy Award.

Edward Bouchet lived during a challenging time period for African Americans and he persevered. He expected much of himself and achieved even more. In addition to the Bouchet Graduate Honor society, his achievements and legacy are celebrated through numerous fellowships and awards such the Bouchet undergraduate fellowship at Yale, Promising Scholars fund, Bouchet Leadership award, American Physical Society Bouchet Award, and more.

Edward Bouchet served as a role model throughout his life and does so today. His legacy continues through the work of the Bouchet Society and especially the fellows selected annually by the chapters for their academic excellence, leadership, character, service and commitment to inclusion and diversity in the academy.  Challenges still exist today and there is much work to be done. The scholarship conducted by the Bouchet Fellows gives great value and meaning to society and their commitment to an inclusive academy helps continue the change that Bouchet started more than century ago.

Understanding stress in context to thrive in graduate school

Graduate school should be challenging but doesn’t need to be overly stressful. Stress can come in many forms. Many graduate students will likely say that they experience stress in graduate school and that’s just part of being a graduate student.  As a graduate dean, I hear this frequently and understand but it is time to change the paradigm from surviving to thriving.

A quick “google” search easily reveals a number of blogs, books and articles on tips for surviving even thriving in graduate school.  One example is the blog entitled Graduate Student Way and a recent post with advice from three PhD students.  It is worth a quick read to understand that one is not alone and the feelings are common among graduate students.  It also points out that warning signs of stress should not be ignored but understood and addressed.

Other examples include an article on 12 tips for surviving and surviving in grad school, a self-published book by David Nguyen which offers some basic tips for surviving graduate school and an archived site from University of Oregon called Survive Grad School that contains some valuable information.  Many Graduate Schools today offer resources and guidance for graduate student success on their websites, at orientations and workshops and through social media (e.g., UNL, UBC, GMU).

Lots of good advice and tips are available but I wish to encourage actions of a more personal nature that are often de-emphasized during graduate education. Here, I pull from the advice offered by University of California at Berkeley (UCB) regarding stress and graduate school.  Please read and consider the four primary points that are encouraged: make yourself a priority, take control of your life, avoid procrastination through time management, and look for social support.  These tend to go counter to the perceived “survival” nature required for graduate school and the toughness and persistence at all costs needed for success. Rather, I would argue that taking time for oneself is critical.  Although a graduate student can sometimes feel as if one doesn’t have control, it is important to exercise one’s agency and control over one’s life.  Further it is important to learn to say “no” and to establish some balance between graduate study and personal life. Of course, time management is crucial to academic progress and when there’s lots of work to do and deadlines, managing one’s time becomes even more important. As is a key component of the VT Graduate School’s experience, establishing a community (communities) and social networks for support are critical.  These are essential within the academic setting as well as beyond the university setting.

In my welcome remarks to incoming graduate students, I share four conditions for graduate study: academic quality, time to fiddle, a baggy idea of truth, and a sense of community.  I encourage the graduate students to reflect upon these throughout their graduate study and to realize that failure is a part of the learning process.  I also encourage them to work hard and to play as well.  To thrive in graduate school is to enjoy the challenge and to pursue opportunities as they present themselves.

One additional thought.  Keep a sense of humor because it helps to keep one grounded and attentive to the richness of the graduate experience.  Visit PhD comics.

Thriving in Graduate School

Thriving has not been the typical term used to describe the graduate education experience; rather “surviving” has been the term associated with earning a graduate degree. But now it is time to question this existing paradigm and move from surviving to thriving through the implementation of affirming, and yet still challenging, environments for advanced learning and research. High expectations and quality standards can be and should be maintained but the academic bullying (subtle or overt) and questionable professional behaviors must be eliminated.

Based upon their research of faculty conduct with graduate students, Braxton, Proper and Bayer (2011) derived a “normative structure” that includes “inviolable norms” and “admonitory norms”. The inviolable norms included disrespect for student efforts, misappropriation of student work, harassment of students, whistle-blowing suppression, and directed research malfeasance. The admonitory norms were identified as neglectful teaching, inadequate advising/mentoring, degradation of faculty colleagues, negligent thesis/dissertation advising, insufficient course structure, pedagogical narrowness, student assignment misallocation, and disregard for program.  As a result of their work, we can better understand these broad categories of faculty behavior and can provide “guidelines of appropriate and inappropriate behaviors” for graduate education.

To address and counter these “norms” found in graduate education, we need a cultural shift and commitment of faculty and departments as well as the graduate school to encourage strategies that foster an affirming environment for graduate education.  Examples might include (but are not limited to):

  1. Development of quality mentoring programs and recognition for faculty who engage in mentoring (e.g., outstanding mentor award, mentor of the month)
  2. Professional development programs for faculty and graduate students (e.g., Transformative Graduate Education) in the roles and responsibilities of a 21st century faculty member including teaching/learning, advising/mentoring, directing thesis/dissertation, lab management, and more.
  3. Graduate teaching assistantship training programs (e.g., GTA workshop, Academy for GTA Excellence) and recognition for graduate teaching excellence (e.g., GTA awards)
  4. Emphasis upon inclusion and diversity especially inclusive pedagogy and affirming diverse environments. Workshops and education to understand unconscious biases and eliminating micro-aggressions (see Tool_Recognizing_Microaggressions)
  5. Building graduate community within and beyond departmental/college boundaries; Graduate Schools can play a significant role and assume responsibility here as well.
  6. Utilization of holistic admissions process and ongoing inclusive retention strategies
  7. Annual progress review with honest constructive feedback; equitable appeal process
  8. Establishment of an Office of the Graduate Student Ombudsperson
  9. Establishment of an honor code, ethics requirement, graduate student handbooks and expectations for graduate study
  10. Engage and work closely with graduate students in creating positive learning environments
  11. Communicate directly and work closely with faculty to create academic environments in which graduate students can thrive
  12. Celebrate achievements and graduate student success

Thriving not surviving.  Please join me in the conversation.

Expectations for Graduate Education: Virginia Tech Graduate School

The Virginia Tech Graduate School is committed to providing a “rich learning environment” for graduate students and a quality graduate education experience.  To do so requires clear communication about policy and procedures and especially the expectations for graduate study.  The VT Graduate School’s commitment is articulated in the “Expectations for Graduate Education at Virginia Tech.”

Originally created by graduate students and faculty in 2003, the expectations document was revised in 2011 and highlights the “vital elements of 21st-century graduate education, including ethics, civility, professional and academic development, teaching/learning, and inclusive community”.  The document describes the graduate environment promoted at VT and articulates expectations for graduate students, faculty, departments (programs, schools) and the Graduate School.  The document also includes a section on mentoring and a section on complaints and the appeals process.  A summary of the expectations are shared in a printable format as well.

The expectations are discussed in relation to major components of graduate education: progress toward degree, research and ethics, teaching and training, professional development, assistantships and financial aid, and community.  Although written in 2011, the expectations still provide relevant guidelines for graduate education today. Examples include the following:

  • Clear communication about departmental and Graduate School policy and procedures
  • Regular communication between faculty advisor and student
  • Understand and adhere to responsible conduct of research and scholarly endeavors
  • Discuss and agree upon requirements and expectation for authorship
  • Ensure that graduate programs conform to the highest academic standards and remain relevant through appropriate curriculum
  • Adherence to professional codes of conduct, student conduct and honor codes
  • Provide appropriate teacher training and professional development opportunities
  • Provide annual feedback to students and provide opportunity for students to correct academic deficiencies
  • Ensure fair and equitable treatment of students
  • Provide a safe and collegial work environment; respect work-life balance and working conditions
  • Provide pertinent resources and mentoring for degree completion
While the information seems fairly straightforward and common sense, it is valuable to have the expectations clearly identified and shared with the graduate students and faculty in order to provide the foundation for a quality graduate education experience at the beginning of one’s graduate study and to remind faculty, departments and the Graduate School of our collective responsibility for quality graduate education. The goal of graduate education should be to provide the academic context(s) and mentoring that allows graduate students to demonstrate their ability to achieve, their desire to succeed and their commitment to future professional contributions.
Unfortunately, academic bullying and questionable professional behavior are still prevalent in higher education.  And as I mentioned in the previous blog entitled Academic Bullying and graduate education, these must be eliminated from graduate education and replaced with a challenging yet affirming academic environment.

Academic bullying and graduate education

A recent study by Gentry and Whitely (2014) entitled “Bullying in Graduate School: Its Nature and Effects” concluded that although graduate students did experience ‘aggressive and exclusionary’ behaviors associated with traditional definition of bullying they tended to reject the use of “bullying” to describe their experiences. (see The Qualitative Report 2014 Volume 19, Article 71, 1-18 http://www.nova.edu/ssss/QR/QR19/gentry71.pdf).  The behaviors were experienced were as more “covert and indirect” rather than typical images of playground bullying.  These behaviors could also be described under the umbrella of micro aggressions, incivilities, and acts based upon unconscious bias.  To emphasize the importance of understanding these behaviors, how they manifest  themselves in graduate school, and the significant impact that they can have on graduate students, I have written about and will continue to use the terminology of “academic bullying“.

Academic bullying manifests itself in many different ways and can include intimidation, humiliation, belittlement, embarrassment and undermining one’s authority.  Academic bullying also includes behaviors or comments that indicate disregard of one’s concerns, ignoring contributions, minimize one’s efforts in the eyes of colleagues, and other means of exclusion or withholding information.  Expectations of unreasonable workload, limiting earned vacation and prohibiting graduate student’s own agency for professional choices and personal decision could also be inappropriate.  As is well known, comments or behaviors that are sexist, racist, homophobic, xenophobic and more are unacceptable and can fall under the umbrella of academic bullying and should not be tolerated.  Academic bullying occurs throughout the academic or professional space; in the classroom, in meetings, at conferences, in the laboratory setting, in face-to-face interactions, and of course through email and social media.

Essentially, the behaviors and actions described above would be considered unprofessional and could be considered as “misconduct”. In their book entitled Professors Behaving Badly: Faculty Misconduct in Graduate Education, the authors (Braxton, Proper & Bayer, 2011) provide some more specific examples based upon their study including the following (more discussion in a later blog post):

Professors behaving badly

• Publishing an article without a graduate student among the authors who made significant contributions to the study.

• Prohibiting graduate students from expressions differing viewpoints.

• Requiring additional hours of work per week regularly beyond that of the assistantship and on nights, weekends and vacation times.

While it is important to understand what constitutes academic bullying, it is just as important to understand the context for graduate education and what would not be considered as academic bullying.  Graduate school should be challenging and is sometimes difficult and frustrating.  Graduate school should not be demoralizing although students might occasionally question their ability to perform.  Graduate students need to understand the conditions for graduate study set by the Graduate School and the department or faculty.  Obviously there are policies and procedures that need to be followed.  Academic freedom is valued and respected for graduate students and faculty.  Freedom of speech is a right but must be exercised in an atmosphere of respect for others. Disagreements are likely and emotions will be expressed but must be civil.  To read about the VT Graduate School’s description of the graduate environment, link here.

Communication and clarity are key to success in graduate school.  The next blog will focus on expectations for graduate study and ways in which we can move the conversation about graduate school from surviving to thriving.

Academic bullying

Academic bullying. In what ways does it manifest itself?  When does it occur? Why does it exist?  And most importantly, how can bullying be eliminated and an affirming environment for graduate education be enhanced?  The questions are many, the answers actually complex.

Academic bullying has become increasingly more visible in the past few years and might even to aProfessors behaving badlyppear as being more tolerated in higher education today.  One comprehensive study was conducted and the results published in 2011 by John M. Braxton, Eve Proper, and Alan E. Bayer entitled Professors Behaving Badly: Faculty Misconduct in Graduate Education.

 

Several other books on bullying have been written in the last few years. Articles, reports and coverage within the higher education media (see articles in Chronicle of Higher Education, InsideHigherEd) occur with some frequency.faculty incivility workplace bullying in HE Bullying in Ivory tower Bullying exists in higher education and Graduate Schools must assume a leadership role in addressing the concerns for graduate education and graduate students.

Although the terminology of ‘academic bullying’ is recent, the emphasis upon quality of and for graduate education extends back to at least the 1990s including prominent examples from AAU and the AAUP.  The Association of American Universities (AAU) established the Committee on Graduate Education and issued its report calling on universities to examine graduate education programs (AAU GradEd report).  Shortly thereafter in 1999, the AAUP established policy about graduate education and resources for graduate students.  Mentoring, collegial relationships and affirming education + equitable employment conditions were important and remain so. Civility should be the expectation and bullying should not be tolerated.

Today, most if not all of the U.S. Graduate Schools now have statements and documents in which they articulate the established principles for graduate education frequently referred to as principles or guiding principles, codes, or expectations. Even though the terminology of ‘academic bullying’ might not be specifically mentioned, the intent of these documents is to articulate the expectations for quality graduate education and an affirming climate for graduate students.  This is the approach taken by the Virginia Tech Graduate School.  We entitled our document Expectations for Graduate Study in which the expectations for graduate students, faculty, departments/programs and the Graduate School were articulated.  A website was created along with a summary of the expectations Expectation_Glance_2011.

The VT Graduate School is committed to enhancing the graduate education experience and providing opportunities for graduate students to thrive.  We are changing the paradigm from survival, silence and acceptance of status quo to transforming graduate education. The conversation about academic bullying will continue.  Watch for additional blog posts, information about models and promising practices, and ways to share concerns anonymously.

Blogging in graduate education

Blogging has a role in 21st century higher education including graduate education.

Although blogging and blogs have been around for more years, Gardner Campbell (currently Vice Provost for Learning Innovation and Student Success at Virginia Commonwealth University) was on the Virginia Tech faculty and passionately advocated for the use of blogs for the undergraduate students in the VT Residential Honor’s College. In August 2011, he wrote that blogging could “catalyze learning” through the framework of “narrate, curate, and share”.  His efforts inspired me as Vice President and Dean for Graduate Education to establish my own blog and to incorporate blogging in Graduate School administrative activities and more importantly as an integral part of the Transformative Graduate Education (TGE) initiative. (Note: currently we are also engaged in other types of social media [e.g. Facebook, Twitter, LInkedIn] but the focus here is blogging).

For the past several years, blogging-as-pedagogy2blogging has become an integral part of several graduate courses offered within the Graduate School’s Transformative Graduate Education (TGE) initiative including GRAD 5104 Preparing the Future Professoriate, GRAD 5114 Contemporary Pedagogy (GEDI), GRAD 5214 Diversity and Inclusion in a Global Society and GRAD 5014 Ethics and Scholarly Integrity.  Embracing “blogging as pedagogy” in these courses, graduate students are encouraged to “reflect, read, write and share” with their colleagues on topics related to not only preparing the future professoriate but current issues facing higher education.  Although some expressed initial hesitancy to blog and were new to blogging, most of the graduate students became actively engaged with blogging.  Many commented that they enjoyed learning a new skill and found it valuable.  Indeed, blogging is an important aspect of modern learning.

Beyond its use in graduate courses, blogging was introduced to the faculty and graduate students associated with interdisciplinary graduate education at VT specifically through the Interdisciplinary Graduate Education program (IGEPs).  Each IGEP has created a blog that feeds into the “mother blog” hosted on the website which provides the shared space for cross IGEP discussion.  Another example is the use of blogs with the Global Perspectives Program organized through the VT Graduate School.  The “grandmother blog” for the Global Perspectives program gathers and shares blog posts from several “mother blogs” including GPP Switzerland, GPP Chile, GPP alumni, and from the graduate deans experience.  This provides but one example of how individual blogs can feed into a common space for collective reflection on global perspectives and engage colleagues around the world.

Blogs are but one form of communication in today’s academic world.  In sharing and disseminating our scholarship, we have typically used publications (articles, books, exhibits and more) and presentations. Technology used in our connected world allows for other ways of sharing today.  Blogs use a different voice and often reach different audiences in different ways but represent a valuable tool for scholars and practitioners.  Graduate students as the future faculty and career professionals need to gain these skills as part of their graduate degree and preparation for the 21st century workforce.

“I”, “T”, and “Pi” as metaphors for graduate education

In my role as Vice President and Dean for Graduate School at Virginia Tech, I have thought a lot about transforming graduate education in general and more specifically about preparation in an academic area as well as preparation for career(s) after degree completion.  The graduate dean should think about these things and create opportunities and programs for graduate students to enhance their preparation for success in the career options they can pursue following degree completion. Academic area mentioned above does not mean simply discipline or department but rather encompassing departments, programs and includes multi-, inter- and transdisciplinary areas of study.  And careers refer to academic and careers outside academe and the fact that graduates should expect a lifetime of career changes.

Many of us in higher education often make reference to the “I” educated or the “T” educated individuals. The “I” has been used to refer to depth in the discipline and the “T” offering breadth beyond the depth within the discipline. Breadth can be understood in terms of going beyond one’s discipline moving toward multi or interdisciplinary thinking.  Breadth can also be interpreted as moving toward a more holistic education that of a well rounded person.  Although applicable to graduate education, this breadth has been associated more commonly within the undergraduate experience; education in a discipline plus educational opportunities beyond one’s major(s).

I have reflected on the “I” and the “T” in the context of and advocating for interdisciplinary graduate education.  In a blog post entitled “interdisciplinary thinking, Pi and adaptive innovators”, I introduced the Pi symbol as a visual representation of interdisciplinary thinking and adaptive innovators.

Pi is primarily understood as a mathematical constant or a Greek letter.  Much has been written about Pi in those contexts but I use it here as a symbol of and metaphor for interdisciplinarity.   As shown above, the symbol Pi includes three lines: two vertical lines and one line across the top of the two vertical lines.  Beyond the straight line, each of these lines has an additional feature at one end.

I find the visual compelling in its simplicity.  Interdisciplinary thinking and education requires depth in one of more disciplines of study and the ability to integrate across the disciplines.  There must be a firm foundation (wider base) grounded in the knowledge within a discipline and a strong connection (anchor, hook) into the academic field(s) of study.  The horizontal line provides the link between the academic pillars.  Specifically, this line represents the link that facilitates meaningful connections between (among) the academic areas of study, integrates knowledge and understanding across the disciplines and extends beyond the pillars of the disciplines to situate knowledge and understanding in the societal context.

Societal context is important.  Academic leaders need to acknowledge and confirm the underlying principle and purpose of higher education “to educate” but we must also be mindful of the need to implement programs that incorporate the knowledge, skills and abilities for success in the work place. Reports from the Council of Graduate Schools (CGS) support and encourage interdisciplinary graduate education. Two additional reports from Educational Testing Services (ETS) and Council of Graduate Schools (CGS)  articulate clearly the responsibility of Graduate Schools to prepare graduates for the professoriate and careers outside academe.report pathreportcover

 

 

 

 

In our ongoing efforts to transform graduate education (and higher education), academic leaders should continue to support “I” and “T” education and we must definitely encourage more “Pi”-educated individuals.  The universities for the 21st century need scholars who have the depth, breadth, and integrated interdisciplinary perspectives to address the complex problems facing us in 21st century.

Doodles and other musings of the mind

Some years ago now, a colleague of mine wrote about conditions for graduate study which not only influenced my thinking in the 1980s but still resonate today.  I have recalled these conditions and used to share them often with others especially new graduate students. But hadn’t thought much about their influence until recently when I was reflecting on the topic of this blog post.

William Harper (1980) wrote “Some conditions for graduate study” which was published in the academic journal entitled Quest (Vol. 32 Issue 2, p174).  Harper argued that there were at least four conditions for graduate study: academic quality, time to fiddle, a baggy idea of truth, and a sense of community.  The words themselves seem readily apparent in meaning and informative of that which should be a part of graduate education.

As a graduate dean, I’m often in a position to welcome incoming graduate students and encourage them along the journey through graduate study.  I have used words such as expect academic rigor and quality, demand excellence and to hold high expectations of oneself and others.  I have encouraged graduate students to work hard but to play as well (hopefully keeping a balance). I have been and continue to be a strong advocate for building a diverse and inclusive graduate education community.  In reflecting upon these phrases, there is a definite connection back to Harper’s writings for which I am grateful and wish to acknowledge.

So what about doodles?  According to Wikipedia, a doodle “is an unfocused or unconscious drawing made while a person’s attention is otherwise occupied. Doodles are simple drawings that can have concrete representational meaning or may just be abstract shapes”.  The Wikipedia entry provides interesting historical information and names of some notable doodlers.  A recent feature on Sunday Morning provided an entertaining and informative overview of “the higher purpose of doodling“.

In addition to the meaning articulated in Wikipedia and visualized on CBS, doodles are defined in multiple ways.  Doodle can be used to schedule meetings or gatherings.  And even Google has its own version of doodles – Google Doodles – doodles that are essentially re-drawings of the Google logo.

Just as there are multiple meanings of the word doodle, I consider ‘doodling’ and ‘fiddling with ideas’ as similar concepts. Even more so, the concepts underlying doodles and doodling include reflection, contemplation, and other forms of musings of one’s mind. An exciting part of graduate education is the lively and intense engagement with ideas. This can become apparent in and through our writings (including blogging) and our academic conversations ranging from the quiet moments of dialogue as well as to the noisy passionate debates.

For graduate education, academic quality is a must.  A sense of community (or communities) remains important for sharing space and place for graduate study in today’s social media rich global society.  Taking time to fiddle (to play and to play with ideas) remains critical to finding solutions to problems and preparation for the grand challenges of tomorrow.  Innovation and creativity must be at the core of scholarly inquiry and thereby keeping a “baggy idea of truth”.
All of us should find the “time to fiddle” with ideas and to engage with a “baggy idea of truth”.  Progress toward transformation and changes in higher education are dependent upon the musings of our minds especially as manifest through innovation and creativity.  What are your musings? your contemplations? your doodles?  Time to doodle.