Welcome to Dave's Place...

 

                                     

    This is me (on the right) participating                           Enjoying a weekend road trip with a few friends--

    is one of my favorite activities...                       I am on the right in the front. (Is it cheating to include two pics?)

    canyoneering!

 

5/23/08 Library Visit

I have visited several libraries on campus--Hoover library, GSB Jackson library, Bing Wing, Green Library, Meier Library, and I did not get a chance to visit a new one before I left town for 8 days (brother's wedding, work project, school project, acquisition diligence, family gathering, etc.)  I decided to use this assignment as a chance to go visit the new Salt Lake City Library in down town Salt Lake (and since this is where I am).  I had never been there (it is about 4 years old) although I have driven by several times.

 

The library blew me away in nearly every aspect.  It is striking from the street, with 5 and five story glass windows curving around the block.   See photo below:

 

 

As I walked in the curve of the walkway continued with an inside street vendor feel.  The cobblestone pathway was not what I had expected in a library.  It was lined with booths/shops each with a different focus--coffee shops, a deli, art galleries, an art studio, bookstores, etc.  It was vibrant and contemporary.  I found intersting curving staircases winding up the glass atrium to study tables lining the outer windows with the library itself in the inside of the atrium.  Five floors of books with incredible acccess to T1 lines, wireless, electric outlets, sofas, reading chairs, tables, etc. all in the most prime locations.  Near the stairs on each floor was a bulletin board with notices of free public classes, book clubs, writing workshops and other educational opportunities. 

 

A library by nature is a learning space, full of the world's accumulated knowledge.  I get a sense that this library aimed to become the focalpoint of the community and thereby have a greater learning impact by drawing in a larger audience.  It is a place that would be easy to spend a lot of time at given the wide variety of services available.  It is a place one might come even if not looking for a book or magazine.  This aspect of the library (in particular the free wireless internet and numerous window-adjacent tables) is a great sign that this library recognizes the value of putting information at people's fingertips whether physically or electronically and that it is truly prepared to move forward wtih today's technology.

 

 Out of curiosity I looked up the library's mission and here is what I found:

 

This mission would tell me that the libary has actively pursued this role that is so much greater than just being of a place of learning, as my observations implied.  Ironically, by expanding the mission to so much more than traditional learning and knowledge, the library has actually enhanced the opportunities that it can provide for the local community to learn within its walls.

 

Dan - Fantastic, thanks for sharing this.  I have heard that this place is great but haven't had a first hand report unitl yours.  I am interested in how many different activities that this institution packs under one roof.  For me, this is an excellent example of diversity in a learning space, people come in ther enot only from different background but to do different activities.  Some questions I have: Did the place feel crowded?  What kind of training does the staff have to work in that kind of space?

 

 

5/16/08  Field Trip to Y2E2 Building on Stanford Campus

I visited the Yang and Yamasaki Energy and Environment Building (Y2E2) on campus with my entire team.   I wasn't really sure what I would find, except that my expectations were high as I had heard great things about building and design.   I found the numerous study room with flexible workspaces, natural light and ventilation, and large whiteboards to be very stimulating.  However, I have to admit that I was a bit disappointed in the educational aspects of the building from a learning spaces perspective.  I had expected this aspect to be touted in an effort for people to appreciate the design and in an effort to educate people on what was done--essentially to make a shining example out of the building.  For whatever reason, this was not done to much extent (if at all really).  This might come from a desire to build a building like this without fanfare to show that it is the new standard, not an exception.  It could be that they are working out a few kinks before putting up the displays, or perhaps that the interior is just not finished yet, and that there will eventually be displays, etc educating visitors on the sustainable design of the building.

 

So, I thought I was supposed to learn about sustainable building design, but instead I primarily noticed the numerous and flexible work spaces.  I hope the new GSB does as good of a job with the workspaces.   However, I hope that the new GSB doesn't feel as sterile inside--that the walls will have more of a personality and that public spaces will be a place to educate visitors on any number of topics ranging from building design and sustainability to the history of the institution to the research and projects taking place inside its walls.  I imagine I am part of the primary learning audience--a student that may be visiting out of curiosity or out of necessity (class).  There was not really any way for a me as a visitor to interact with the building.  I even felt at times that I was somewhat of an intruder.  There are great ways for the students who use the building to interact--in the above mentioned study rooms and gathering areas (couches, tables, etc.). 

 

I thought that this space would contribute to our project in methods of exhibiting information, etc., but in actuality, its influence was very different.   As we noted the way the the windows and skylights were were covered and angled, we realized that our project, being outside, will also need to deal with the sun as a frequent element of any exhibit.  We should be sure to consider where the sun will be at different times of day and at different times of year in each exhibit and place exhibits, benches, shade, information panels, etc. in ways that will best utilize or minimize the impact that the sun will have.

 

Dan - Interesting reflections here, thanks for pointing out how the visit helped you in unexpected ways.  Like many others that visited Y2E2, you have pointed toward some tuning that needs to be done on the building to help it reach its full potential.  The concept about making the rationale and process clear through displays, activities or images is something that I hope shows up in your team project in some way.

 

4/24/08  A Few Thoughts on Learning Assessment

I just wanted to jot down a few thoughts that stood out to me from the assessment article:

• There are three elements of assessment--congnition, observation, and interpretation
• Any time you use an assessment for multiple purposes, each has been compromised to some degree, and it is important to understand how that assessment is compromised
• In assessing individuals, accuracy is essential, for program assessment, sampling can be done
• Interesting to note that long term memory should really be the goal of assessment instruments, although often it seems that short term or working memory is what is assessed
• Classroom assessment should be designed to assist the learning process, and can only be effective when assessing the process as well
• Technology does not alone improve assessment,  but rather can be used to more effectively link cognition, observation, and interpretation
• In particular, technology can extend the range and nature of problems that can be presented for assessment
• There is an opportunity potentially for a third party company or organization to develop new assessment technologies, tools, and materials

 

 

4/18/08 What I Have Learned in Graduate School

In thinking about this two types of thoughts come to mind.  The first is a long list of micro learnings--ideas, skills, tools, approaches, etc.  The second type is more of the macro take-aways for me.  When I take a step back and consider my graduate education, how am I different?  How has it changed me?  Here are my top three macro learnings:

 

1.  A proclivity to think bigger.  The motto of the GSB is to Change lives.  Change organizations.  Change the world.  At some places that might be just a nice motto; however, at the GSB I have come to understand that they really mean it and graduates are expected to really go out and change the world.  Interacting nearly every day with people that have done just that has rubbed off on me and I have expanded my own expectations for myself.

2.  An ability to make tradeoffs.   I essentially had a 4.0 in high school, graduated undergrad with a high GPA, joined a firm whose slogan was "zero defects", and worked in jobs where you were expected to get everything done--your load was your load and you couldn't really go home until it was done.  I had always really done it all, and done it all well.  Arriving at Stanford and realizing very quickly during that first quarter that there were more good things to do in one day than I could get done in a week really took a toll on me.  I tried to do it all as I had always done--and I tried to do it all well.  It didn't take very long to learn that I would have to prioritize and really put my time where there was high marginal value.  Learning to accept this fact and to become more practiced at making such tradeoffs has been one of the most valuable things that I have learned.  And, for the most part, I have been able to get done the things that really mattered to me and have had an incredible experience, even while some great things have not fit into my calendar and others have been done at less than 100%.

3.  A respect for diversity.  I was somewhat skeptical coming out to Stanford that the added diversity in the classroom would really be as beneficial as the marketing brochures proclaim.  And perhaps in a typical lecture style class it would not be.  However, in the standard GSB case type classes and in small groups and projects, I have really come to appreciate the value added by differing viewpoints, paradigms, and experience bases of those with backgrounds very dissimilar to mine.  In the future, this is something that I will continue to value and push for in organizations I am involved with.

 

 

 

 

4/11/08  A few thoughts from the Persona Class

After our observation of learning spaces, and the accompanying idea that many people walk right by without noticing, I decided that I was going to begin paying attention to learning spaces around me.  It didn't take long.  During our break, I noticed a placard just outside the door to bldg 160.  How many times have I walked right by?  How about you?  Given the nature of the plaque (bronze) and the location (on the side of an old building), we naturally assume that it says "erected in 190x by so-and-so..." and we pass by it.  In Heath's Made to Stick, he argues that if we tell people something that they think they already know they won't remember it or even listen.  This is a classic case.  If the plaque were neon green with pink polka dots, we would have no assumption of what it said and would probably take the time to read it.  Anyway, I digress.  I took a few minutes to read it an lo and behold it was interesting and I learned.  I won't tell you what I learned, but rather, I challenge you to do the same.

 

 Jessie- Dave, I had a very similar moment of relfection after class and will definitely keep an eye out for the plaque you are referring to...

 

 

4/4/08  Goals for Graduate School 

What are my goals for graduate school?

â–ª To increase my exposure to ideas, concepts and thinking that will influence the way I interact with others and lead in personal and professional settings

â–ª To interact with others in such a way that will increase my exposure to and experience dealing with others that are different than me

â–ª To learn from world class leaders, thinkers, and researchers on leadership and business concepts

â–ª To explore opportunities and decide on my next career move

 

What are my goals for this class?

â–ª To learn and practice good design principles

â–ª To stretch and exercise my mind creatively

â–ª To internalize and take those principles with me

â–ª To gain exposure to non-business concepts and find ways to incorporate them into future business settings

 

How do you see them intersecting?

✓ Business involves learning in many forms--corporate internal, client education, consumer marketing, employee training, etc.

✓ I see this as an opportunity to practice my creative skills and gain some insights as to how much creativity I will require in my next position

✓ I look forward to learning from the professor, the project partners, and the different class members and internalizing those thoughts and ideas into my world view

✓ This is an opportunity for me to work with a client/partner in a non-consulting, creative project and get a feel for how that process works and what the partners are really looking for

 

Dan - Thanks for sharing these thoughts Dave.  I appreciate your comments about working with different communities in this callss to reach outcomes that can contribute to your time at Stanford and beyond.  I also like your interest in internalizing some of the principles and experiences we will go through this quarter.  To support that internalizing,  I encourage you to document your thoughts using either this page or some other tool that works for you - but I promise that looking back on your thoughts after a period of time will be valuable for both you and for others that you might work with in the future.  Glad to have you in this class.

 

Lin - Hi Dave, Thanks for your story. I also want to learn how to work with other people who have different perspectives than mine and practice thinking creatively in this class as you mentioned. I think those two are the very crucial aspects in learnng and business environments. I hope you acheive your goals in this class and have fun during this quarter!

 

Rolf - Hi Dave, great goals for the class. I think you're last point really sounds true to what I took from the class last year. I think my best advice would be to take advantage of the freedom of the group project to really take some risks and be creative.

 

Lynn - I really like the way you articulated about your learning goals for this class.  I think that adding a creative mind, knowledge of design principles and in-depth understanding of how people learn to your keen business sense will make you a formidable business pioneer.  Good luck!