Finding another Voice

2013-01-12 10.40.15 am

Two years ago today my friend Elaine died of Lou Gehrig’s disease (ALS).

For years she was my closest friend in the department. As time passes I find myself missing her more, finding more things we ought to be talking about. Teaching is one of those things.

The Chronicle of Higher Education interviewed her in 2010 for this article and video about her technology-mediated teaching:

Elaine’s experience strengthened my conviction about two things (pertaining to teaching, anyway):

First, that my job as a liberal arts educator is not merely about fostering genteel well-roundedness; rather, it’s about the urgent, essential work of teaching and learning interdisciplinary ingenuity. We don’t have time to wait for other people to be geniuses. We don’t have the luxury of patiently applauding other people seeking creative solutions to complex problems like ALS.

Second, that my best work is done as a catalyst, even though I’m still figuring out how to do it right. Elaine’s teaching method described in the video is in many ways what I hope to achieve through approaches like quadblogging–devoting more of the course to the students’ own processing of knowledge. On one level I’m having them experiment with digital tools because it’s practical and important to their digital literacy; on another level the digital communication projects are far more deeply about tapping into more parts of their brain through multimodal inquiry and reflection and composition. I want them to think and write in 4D, not just 2D or even 3D. I want them to master the art of extracting useful and inspiring knowledge from dense verbal sources (Emerson called this “creative reading,” yes?) as well as from other media, and I want them to generate new, actionable insights for themselves and for the rest of us.

Elaine’s interviewer asks her to share some advice to faculty. She says we should look at ourselves and our practices really honestly, because so much of traditional pedagogy tends to be about performance and even to some extent about ego-gratification. Perhaps what she means is that we’re distracted by our own desire for students to like and admire us–or perhaps we just love hearing ourselves talk about our favorite subjects.

In my teaching I tend to always want students making something or experiencing something. I want them to dig into raw materials and discover things that will delight or intrigue or inspire them. I try to use my speaking time to make sure they know everything we’re doing is on purpose, that a scaffold is in place to increase our odds of finding cool stuff, even though I can’t predict what it will be. It’s a different motivation than the infamous “sage on the stage” mindset but might my approach still be about ego? Yes, in some ways I think so. Because at the end of the day I want them to share my giddy enthusiasm for our work and my inflated sense of personal agency. I want us to cure ALS in Honors Comp 2.

Toward Blogcraft

2013-01-10 08.23.19 pm

I remember somewhere around 50 pages into the first Twilight book thinking I couldn’t possibly bear any more of the writing. I winced at every new appearance of “his perfect marble skin” and though I soldiered through the rest of the chapters I realized the pop culture indulgence had become more of a crappy habit–like drinking bad coffee because it’s there in the pot on the way to the copy machine.

I had that same feeling this morning reading Reality Steve‘s blog. I don’t know why I read Reality Steve. Yes I do: I’m a fan of Survivor and of the gameplay forums on Television Without Pity and sometimes people in those forums mention Reality Steve so I click over to read what he’s saying. Also, he covers The Bachelor–an awful franchise but fascinating for people like me who study the social construction of gender roles. I cannot adequately describe how satisfying it is to juxtapose, say, The Bachelorette‘s Emily Maynard and RuPaul’s Drag Race contestant Willam or Chad Michaels; The Rose Ceremony vs. Lip Sync for Your Life. Endlessly, endlessy edutaining.

Unlike Twilight, which has no socially redeeming value, the Reality Steve blog in its way has seemed worth supporting. He’s a high profile spoiler and the legal cases against him are forcing relevant questions to the surface regarding intellectual property and media coverage and the preservation of “reality” narratives on these programs. I think Reality Steve’s spoilerage is doing important cultural work, actually. He refuses to treat “reality” as reality. There’s something to that.

But, honestly, his writing is so bad–well not “bad” but so very meh. He’s been blogging thousands of words for years and his writing has never improved. He seems to make no effort to be witty or entertaining to anyone but himself. He just rants through otherwise dry, wordy recaps. Reading his latest installment, I remembered an adage from a dance colleague: “practice makes permanent.” Doing lots of crappy writing with no attempt at craft yields lots more crappy writing and might even make you a crappy writer <– which is something I never like to call anyone, so how about “meh” writer. Yes, that’s a fair critique because a lot of meh writing is done by decent writers who are more committed to cranking out text than crafting text.

Yet that’s what I’m doing right now, isn’t it? I’m kvetching and ruminating and don’t intend to take the time to revise this blog posting. I probably blog this way all the time. So the lesson I’m learning from Reality Steve is the lesson I didn’t take the time to learn from Twilight: it’s time to pay more attention to my own blog writing. I don’t want to get hung up on craft to the point I’m too self-critical to post. But I do want to start paying more attention to the blog authors whose writing strikes me as especially well crafted. And I want to spend this semester, alongside my students,  noting and emulating some of the craftsmanlike moves made in blog writing.

disruption as storytelling device

I love this post from my new MOOC colleague for many reasons but perhaps most of all because it has us thinking about the MOOC itself as a narrative. My dear grad school mentor, Jim Corder, said, “Life is a narrative we make, or not, that only exists in our own little fictions.” Our EDC MOOC is an open learning space that we haven’t even entered yet. I don’t even remember how to get there–which will be somewhere in Coursera, though under the auspices of the University of Edinburgh. The MOOC student interaction right now is all over the Web (Facebook, Google+, Twitter, etc.) and the course doesn’t actually begin until the end of this month. We have all just built our own learning community sparked by our signing up for the MOOC and informally agreeing to interact ahead of time. I don’t even know how that started (my friend in the MOOC was doing early interaction and that sounded fun so here I am . . . wherever “here” is).

another space oddity

I was just listing to the radio briefly as I passed between rooms and heard a novelist in interview saying how she (and all creative writers) needs to construct a disruption in a situation in order to be able to go on to tell a story, and of course this rings true – we all know narrative technique well enough to know the importance of the initial ‘crisis’… but what interested me was how that obvious truism suddenly struck me as just as true of the sort of creative writing we are engaging in as students in this course, and how the course itself is an emerging narrative enabled by an initial discourse on how ‘disruptive’ the mooc is to everything and anything in higher education: it’s irrelevant whether we take it as ‘true’ or not, we simply need to suspend disbelief in order to engage in the joys of…

View original post 230 more words

Color Walks & Documenting Walkabouts

2013-01-05 10.28.39 am

I love working with Keri Smith‘s How to Be An Explorer of the World in my academic research and writing classes because it helps me reinforce the scholar adventurer dimensions of field research and the noticing deeply needed for imaginative learning and  precise writing.

But having the students share their findings can get a little tricky, especially when I try to integrate the explorations into digital kinds of sharing–ePortfolios, blogs, discussion boards. I’m trying to get them outside to practice & cultivate a keener awareness of the often-overlooked details (and potential sources of inspiration and insight) in their everyday surroundings and then to use various tools–sometimes digital (e.g., phone camera), sometimes not (e.g., rubbings with crayons)–to preserve their observations.

Thanks to one of my MOOC colleagues, I just found this blog post on Color Walking from RadioLab‘s episode on Color. Their multisensory exploration was inspired by William S. Burroughs’ Color Walking; Keri Smith  recommends it also. What I’m loving especially is the way they used the timeline tool to plot their findings. This is so much better than attaching a photo to a discussion board posting, in so many ways. The timeline communicates the journey so much better and the inclusion of multiple images and short textual descriptions of each encounter with the image/color-source captures the interpersonal aspect of the trek. Sometimes the color is on a person, not an object, so they don’t just snap the photo but ask permission first and include a snippet of that discussion (or an acknowledgement of it) in their caption–reinforcing so many important learning objectives regarding citation and scholarship as conversation and so forth. I’m really jazzed.

I was already planning to use a timeline tool in one of my classes–Tiki-Toki–but now I’m also going to look at the tool RadioLab used: Timeline JS. I can see the color walk assignment as a way to get the students comfortable with the timeline software in preparation for a larger, collaborative timeline we’ll be doing as a class.

I’m also thinking about how the timeline tool might work with one of my favorite ice breaker assignments, a mad libs style exercise based on George Ella Lyon’s poem, “Where I’m From.” In it, students compose poems that are litanies of significant artifacts and names from their personal histories. I’m wondering what it might look like to translate those metaphors into images on a timeline–what would be lost and gained through that translation or remediation.

Learning as Networking as Learning


As I watched Dave Cormier’s Success in a MOOC video I found myself making mental notes about how I might translate the learning-as-networking principles back into a f2f classroom. In so many ways I think these principles for online learning get overlooked in bricks-and-mortar classes. Despite all our efforts at engaged and experiential learning it seems to me that we don’t do a good enough job helping students experience networked learning in conventional on-campus environments.

For example, Cormier explains that once you’ve begun learning something in an online class the next step is to declare yourself by writing something about what you’ve learned in, say, a posting to your blog; then you deepen your learning by finding and making a connection to someone else’s learning by, e.g., posting a thoughtful reply to their blog.

In f2f and hybrid classes many of us try to do this through in-class conversation, short writing assignments, and/or postings outside class to an online discussion board or blog. The actions are analogous but relatively superficial. It’s just homework, in other words. Just an activity.  What’s missing is the [social] networking energy–the thing that makes it satisfying and even addictive to repeatedly visit, read, and comment on someone else’s thoughts. That’s the hook I’m wanting to activate, somehow, in all my courses–f2f, hybrid, and wholly online.

Also, when we declare ourselves online there’s an underlying assumption that we’re inviting a response–and, increasingly, that we’re not just saying one thing (i.e., one blog posting, one YouTube video) but sharing a body of work and inviting others to consider and respond to some or all of it. So Cormier’s MOOC video is the thing I’m looking at now, but YouTube tells me there are 118 more videos in his library, and I can subscribe to updates and comment on what I’m seeing. But in a f2f class a student composes one text at a time and the rest of us may never see anything else she has created on a kindred topic in the past nor in the future. We may glean some of her insights through class discussion but her body of work is invisible. I’m looking for ways to make all that other significant thinking and making more a part of the person we meet during our f2f semester. Like a multimodal portfolio of thoughts and experiences or a D&D style avatar that summarizes the diverse skills and traits likely to be activated during the course. Something that helps us better appreciate who is in the room (literally or figuratively) and how they have come to think and know what/as they do.

Digital Convergence (pun intended)

Rhetorical Gestures Mug

Despite our semesters apart this blog has remained my touchstone because in so many ways it is about the intersections of digital and material culture. I’ve decided to make it my home base for this month’s participation in a MOOC (a massively open online course) on e-learning and digital culture facilitated through the University of Edinburgh. Last I heard there were 32,000 people enrolled in this course, with a few dozen of us interacting on facebook and now quad-blogging together. I’ll get into all that later.

For now I just wanted to pause and mark my return.

In the past year I’ve done a lot of hands-on exploring–learning much more about the materiality of literacy by making books, paper, and other fiber arts in OKC and, most wonderfully, at the Penland School of Crafts; messing around with clay; experimenting with more digital storytelling tools (had a great experience at the Center for Digital Storytelling). I spent more time pounding the pavement and pondering the relationship between artifacts and public memory in Singapore, NYC, and OKC. 2012 was an interesting year. In 2013 I’d like to bring more of it into focus–for myself, for my students, and for anyone else who might make use of what we’re learning.

Going [Nearly] Non-Verbal

Wesch clip - A Vision of Students Today
As much as I genuinely appreciate the digital ethnography work done by Wesch and his students, I’m irritated by the smugness of this video–the sense that it’s somehow OK for students to dismiss books and classroom lectures as irrelevant so long as antiquated pedagogies take the blame.

I say all this, yet supposedly I’m one of the “good guys”: I teach small classes where we mostly sit in circles and discuss current events and view wacky-but-insightful websites and interrogate visual literacy and collaborate with community organizations doing field work and hands-on curatorial work and writing and arts-integrated experimental learning . . . yadda yadda yadda . . . . Like I said, my classroom is not the sort directly critiqued by the video.

And yet . . . And yet I just spent 3 hours reading a book on metaphor theory–a densely written, scholarly text with almost no pictures. I had to retrain my brain to concentrate on the writing, sometimes reading passages to my slumbering dog and using colored pencils to sketch out the complex ideas unfolding in the text. And it was glorious. If I assigned this book my students might not read it unless I somehow coaxed them through it and helped them read it page by page. My personal techniques with the colored pencils and so forth could serve as models but ultimately learning from the reading of dense text is about sitting down and wanting to figure out your own methods for learning from words. According to Wesch’s students (and they’re probably right) most of my students would not read the book just because I assigned it–even if class discussions and reading responses were part of the assignment my students might not read the whole book but rather just enough portions to get the gist of it. Does that mean my students are lazy or does it mean that they’re savvy consumers of text?  Neither. That’s my point. That’s my dilemma.

Of course, I could assign more interesting texts. And shorter texts. And texts composed as comic books. And podcasts. Yes I do all those things. But I’m still not convinced that reading 8 or fewer books per year is OK, or that I’m a good teacher if I exhibit empathy for students who believe books are an outdated source of relevant knowledge or entertainment.

We’re living in this transitional phase where highly motivated teachers are doing everything we can imagine to navigate the space between how students want to learn and what we believe they need to learn. (Notice I didn’t say the gap is between how they want to learn and how we want to teach. I’m operating under the assumption that we want to teach in whatever way will help them learn. An attachment to a particular pedagogy is not necessarily the problem here. I also didn’t say the gap is between what they want to learn and what we want to teach–though I do believe that’s part of the dilemma.)

One of the things I believe they need to learn is how to actively (not passively) learn–and active learning doesn’t only mean being entertained and engaged by the learning; it also means deliberately doing the learning. Among the things teachers like me need to learn are: how to teach them to be (and to want to be) active, deliberate learners of things–even things that might not appear to be immediately relevant to their personal lives; also we need to learn what is most important for them to learn–what things will spark their desire to learn more on their own, and how can we best equip them (intellectually, personally, and otherwise) to do that digging on their own?

So what does any of this have to do with books? A lot.

My background is in rhetoric and composition studies. I believe that writing helps us learn. I believe that reading helps us learn. For a dozen-odd years I’ve taught writing in ways that I hoped would help students learn. The raison d’etre of academic writing is that it helps students to learn what they’re studying and to communicate they’ve learned it. We don’t teach academic writing so that students will do academic writing for the rest of their lives (unless they become academicians). We teach academic writing because it helps students synthesize, interrogate, articulate, and otherwise engage and demonstrate what they’re learning. Reading good scholarly writing helps them get better at it. Reading any kind of writing generally helps them get at least somewhat better at doing their own writing. In turn, getting better at writing typically entails getting better at thinking through one’s ideas, composing them coherently, demonstrating knowledge. Our great hope is that compulsive Facebooking and texting will somehow also enable students to remain sufficiently literate (as readers and as writers and thinkers) to continue strengthening their abilities to digest, interrogate, communicate, and demonstrate knowledge derived from non-Facebook sources.

I’m a reasonably optimistic person. I’m willing to set aside my Postman-esque concerns about Farmville and Twilight and so forth for now.

So it’s within that context that I’m beginning this thought experiment: What if the purpose of first-year composition isn’t to teach academic writing? This isn’t a new question, really. Lots of us in rhet/comp do multimodal composition pedagogy–meaning we have integrated visual literacy and digital composition into our writing courses. What might be different about my thought experiment is that I’m removing the words altogether. If the purpose of the first-year composition course is to help students locate, synthesize, and demonstrate knowledge, could that be done entirely through the kinds of 3D assemblage my visual rhetoric students did last spring? Or via a primarily visual composition with a spoken or written explanation? Or via a community-engaged, applied learning project accompanied by reflection that might be spoken or written or sung?

The answer is No, to the extent that first-year composition is a service course to other academic disciplines expecting us to teach MLA/APA citation formats and grammar and the writing of literature reviews. But if our goal is to teach the acquisition of knowledge and the synthesis of ideas–would it become our job to teach composition as a cognitive act as well as a communication task? Would it require us all to learn how composition–the arrangement of information–connects with the acquisition and transmission of knowledge in all its forms?

What then?

And shouldn’t we already be teaching that?

A Pause Before Diving Back into the Blog

The academic year resumed and I dropped off-blog. I need to spend the next week or so catching up with the comments and reintegrating this writing into my day-to-day life. (Easier done once final grades are in.)

I’m wrapping up a spring first-year writing course with the theme “Genius” in which I attempted to establish a flexible space for exploring connections between academic writing, reflection, and the kinds of ingenuity that inspire us. I hoped that such an approach would enable my students and me to explore deeper and more diverse ways that a liberal arts education can help us tap our own creative potential.

As the years pass–I’ve now been teaching at this institution over 8 years–I find myself more committed than ever to the principle that what we do in first-year courses absolutely must include stimulating the creativity of our students. Some who share my commitment call it “critical thinking” rather than creativity. So be it. I’m using the word creativity right now because I need to emphasize a kind of openness, resourcefulness, ingenuity . . . playfulness too. These things aren’t always encompassed in definitions or discussions about “critical” thinking. What I’m looking for includes joyful discovery and an expectation of/faith in serendipity.

We don’t have time to wait for other people to be creative. We have diseases that need to be cured, an environment to heal, life-spans to extend, cycles of ignorance and brutality to halt and transform. We can’t think of ourselves as “not creative” for doing so just perpetuates our own mediocrity. This all seems so obvious to me and yet all around me I see people who may, at best, purchase tickets to a performance or watch a nifty video on YouTube. Art-integration is approached too passively, if at all. People keep missing the connection between art and personal agency. They miss opportunities to pay closer attention to what they see and how it might connect to their own lives and work and vision for the world.

There are so many things I would do differently with the “Genius” course next time around.

One thing that nags me is the sense that I didn’t do a good enough job of fostering ways for students to make meaningful connections between the creatives they admired and their own lives. We spent too much time wrestling with the notion of what “genius” is and looks like, not enough time doing things that would enable them to experiment with their own ways of knowing.

I keep thinking about that video about the use of origami by engineers.

What’s leading me back to it, I think, is my current situation: the semester is ending; I’m planning to take more art classes over the summer. One in design, another in sculpture, probably some more weaving. I’m exposing myself to as many media and techniques as possible so that during the school year, when any art-making must come from my own time and talent (such as it is) I’ll be better able to realize my vision.  There are things I need to make, compositions in 3D that have been calling me and that I just need to complete–get them out of my head and here on the table. But my skill set is limited. Heh. Not as limited as it was last year, though!

What studio artists and artisans have that everyday people don’t is this: an ability to conceive of copious, diverse uses for things beyond the customary ones. I’ve discussed this before elsewhere. The resourcefulness thing. Into that category of artists and artisans I would like to add engineers, mechanics, chemists, nurses, cooks . . . people who do problem-solving in three dimensions. I emphasize artists because they are trained to think imaginatively at a level that most others aren’t. It’s their job to create something astonishing out of nothing. It’s an intensification of creative purpose, almost an urgency. Musicians don’t just make sounds; they make music. It’s OK for them to just make nice music. But to some degree the musician won’t feel like she’s really doing her job if all the music she ever makes is merely nice or merely an accurate reproduction of the notes in an arrangement.

As someone who works with first-year college students every year within a liberal arts institution–the kind of place intended above all others to cultivate intellectual versatility for the betterment of our world–I can’t ignore the opportunity (heck, the civic responsibility) to develop courses that do their share to construct the scaffolding needed for further creative inquiry. My field, rhetoric and composition, is rooted in the western academic heritage. And yet I still worry about appearing to neglect the teaching of writing in order to do the teaching of thinking. I want to do a better job of teachings style and grammar–but those things aren’t all that I teach. I’m not teaching functional literacy; if anything, I’m teaching academic literacy. Academic literacy is about knowing why you are researching something, why you are writing about it, how it could matter (or not) and to whom. It’s also about preparing yourself to do consequential work as a researcher and writer–learning how to draw upon what’s known and make something new or different from it, and to generate more worth knowing.

Synthesis (more thoughts on writing as craft)

BH collage process-low res

My arts-immersion sabbatical concludes this weekend with a final digital photography workshop. Though my project continues I wanted to pause here to synthesize some of the important points I’ve discovered (or re-discovered) for framing an academic writing course as a course in wordcraft:

My Context
The principles I’m assembling are intended to be portable. Even though for now I’m approaching this work mainly as a way to enrich my own classroom experiences, I’m hoping to share what I’m learning with other teachers in the future. I realize that my teaching style tends to be much more hands-on and improvisational–an approach that has been supported by fairly privileged circumstances: most of my college teaching has been done at small, private universities where my administrators have been highly supportive of [responsible] experimentation, community-engagement, and arts-integration, and where my classes have been relatively small: 16 to 22 students.
I also periodically teach courses at an overseas institution with larger enrollments (now around 30 per class) and numerous restrictions (logistical and otherwise), but I’ve managed to retain my core approach there while also getting a “reality check” about how much of this stuff one can do as a normal, busy teacher with lots of writing students and not much time or help.
Right now I’m concentrating on incorporating this approach into a first-year composition course that meets in a conventional face-to-face classroom, supplemented by a web-based course site. But I’m also interested in adapting some of this work to my web-based teaching and as time goes by will discuss that in more detail.
Some Components of Craft
Here I should also mention that I’m deliberately culling these principles from sources outside the “craft of writing” genre. I have a stack of those books–some read long ago, others waiting for me to finish this stage of my work before cracking the covers. But I opted to ignore them temporarily in order to give myself as fresh a perspective as possible during my mostly-non-verbal sabbatical. In other words, I wanted to see what artisans in other fields had to say about learning their craft(s), ruminating on that to see where it would take me before reading likely-analogous observations by writers. This seemed especially important because as a word-person I’m so accustomed to turning everything into a metaphor for writing. It happens automatically. I needed to breathe in a different space.
So to the extent that I can isolate or sort of universalize the notion of craft, here’s what I found:
Craft has these components:
  1. Heritage
  2. Materials, Tools, and Instruments
  3. Rituals and Routines
  4. Techniques and Strategies
  5. A Community of Peers, Mentors, Apprenticeship, and Heroes
  6. A Making-Based Learning Structure
  7. Models, Counter-Models, and Radical Innovation
  8. Dispositions
  9. Habits of Mind
  10. Lots and lots of practice
The craft has a history. Even though individuals may discover a particular craft on their own (ex: a child whittling a stick or banging a pot like a drum) the activity itself has a heritage, often one that crosses many cultures and regions. Over time, the fortunate craftsperson encounters more and more of the lore and traditions connecting her work to that of many generations. This background also helps her understand why others did the work–for what purposes and audiences, and with what consequences.
Materials, Tools, and Instruments
Customary materials, tools, or instruments are associated with the craft. The craftsperson may work with alternative materials, tools, or instruments as well, but her craft is built on or enriched by experience in and with the fundamentals (as when a laptop-habituated writer learns to use a notebook and pencil for anywhere, anytime writing).
Rituals and Routines
Whether self-taught or required by mentors, certain processes are essential to work done well. Most often these processes are related to the preparation of the craftsperson herself and her workspace, particularly when sharing a space, tools, or materials with others. Sometimes the materials and tools themselves necessitate the ritual or routine (as in the grinding of ink for oriental calligraphy or spinning yarn for knitting or weaving or the tuning of a guitar). The quality of these preparations is manifested in the completed work.
Techniques and Strategies
The craft has its “best practices”–tried and true ways of working with the materials. Here as elsewhere, the innovative and “original” craftsperson is likely to have mastered the customary approaches as well as and prior to developing her alternative techniques and strategies.
A Community of Peers, Mentors, Apprenticeship, and Heroes
At some point the fortunate craftsperson encounters colleagues–historically in the artisan-apprenticeship arrangement or by birth into a family of craftspeople, today also in school, local organizations, or on the Web. This group becomes the craftsperson’s first creative circle or network, expanding over time, and it contains fellow novices with varying degrees of expertise as well as masters who become mentors. Some form of mentorship or apprenticeship enables the novice to be guided as she develops her skills, knowledge, and identification with the craft and its culture. Through this experience the craftsperson gains exposure to exemplary people and/or their works.
A Making-Based Learning Structure
Learning by doing. That is the heart of craftsmanship, whether learned alone or as part of a community. In either case, experimentation, trial-and-error, are key to improvement and understanding. When learning is done as part of a community or mentorship, the basic structure is likely to follow this process: demonstration and/or explanation, hands-on work or practice, critique by mentors and peers. Work is visible to others, often simply because they are sharing the space. Casual observation and feedback as well as more formal critique are habitual experiences that enable the craftsperson to benefit from other perspectives before, during, and after the creation of each work.
Models, Counter-Models, and Radical Innovation
Often done by the Heroes (see above), particular works serve as sources of inspiration for craftspeople. Novices learn by replicating the originals and experimenting with alternatives. The most conventional and revolutionary ideas often become the basis for a dialogue or dialectic regarding the nature, contexts, and significance of the craft itself.
Within the craftperson herself are three basic dispositional categories important both in terms of what she brings to the work and in terms of what her mentors will attempt to cultivate. (I culled the following directly from the book Studio Thinking by Lois Hetland et al. and will post a more complete citation later. Their work concentrates on visual artists working within a studio environment but translates well to other craft scenarios.) (1) abilities (both in handling tools/materials and in handling the planning and decision-making components of the work); (2) the craftperson’s intrisinsic and extrinsic inclination to use her abilities; (3) her alertness to opportunities for employing these abilities.
Habits of Mind
This component involves the craftperson’s approach to learning in general and to the craft in particular. It’s a collection of ways of engaging the world. Like everything else on this page, the habits overlap with and are influenced by one another and with the other 10 components. The following list is a synthesis from a variety of sources–interestingly, many of these can be found as characteristics of active learning in K-12 education–but the sources most influential to my current version of the list are: Lincoln Center Institute’s “Capacities for Imaginative Learning,” Hetland et al’s Studio Thinking (which uses the term “Habits of Mind”), Donald Schon’s Educating the Reflective Practitioner, and Keri Smith’s How to Be an Explorer of the World.
(Note: This is a very rough draft. I’ll need to return and re-synthesize this list to reduce its length and perhaps to separate those that are specifically about craftsmanship vs about the creative learning in general.)

Identifying with your work: approaching each project as an experience in which you are intentionally developing a craft and your own craftmanship.

Noticing deeply: making it a practice to observe your surroundings closely, expecting to see things worth seeing and when choosing something to observe, devoting substantial time to the experience, and returning to the site or object repeatedly to observe it from different perspectives noting new details.

Using all your senses: being open to your embodied experience of any source of inspiration, both in terms of how it affects you (ex: a delightful fragrance, a painful emotion) and in terms of how you can use your body to experience it more fully (ex: representing your experience through movement or using senses other than your eyes to encounter additional dimensions of it.

Questioning and dialogue: continuously questioning what something is what else it might be, being attentive to the ways it responds to your questions as well as to other sources of potential questions and responses.

Persistence and resourcefulness

Identifying patterns and making connections

Experimenting / envisioning possibilities

Experiencing, using, and exhibiting empathy: Seeing your work as having consequences for someone other than yourself—as a representation of social conditions, as an object to be used and/or enjoyed, as a product dependent on shared resources, as a touchstone for dialogue, etc.—and composing your work in a way that is responsible, ethical, and compassionate.

Synthesizing / making meaning

Taking action / expressing your insights and experiences

Reflecting and self-assessing

Contextualizing: Working in a way that is mindful of how your exploration and creation connect to works done by others and to sources of inspiration kindred to those informing or inspiring your own work.

Lots and Lots of Practice
Malcolm Gladwell explains it best in Outliers, but you’ll find the same criterion in numerous other sources: the baseline for mastery of anything is 10,000 hours of practice (around 4 hours per day, 5 days a week, for 10 years). One semester of college coursework is a drop in the bucket, but it’s also potentially 300+ hours of practice.