I'm taking a break from the gigantasaurus I call the DP, short for Dissertation Proposal. You thought I whined a lot during the concept paper. That was banana cream cake compared to this. The concept paper is to tell the Graduate School what you are thinking of doing. The Dissertation Proposal is to tell them what you plan on doing, down to the most minute detail. There are three chapters in the proposal. Chapter 1 introduces the idea, Chapter 2 justifies it and situates it in the existing body of knowledge. Chapter 3 is a blueprint of the study. When I say blueprint, I am being precise. I must plan every breath, every grunt, every fart. All this planning is starting to get tedious. The more specific I get, the more I want to just say F--k it, just let me wing it! It's qualitative, for gawd's sake. Another word for herding cats.
For a closet optimist I don't really put a lot of store in the future. I pretty much figure we're all going to hell in a handbasket (thus the name of this blog), that it's all hopeless, meaningless, and not a little ridiculous. Why plan for a future that will inevitably suck? But I must write a detailed plan for my dissertation study, as if there will be a tomorrow, and a tomorrow after that.
I rebel at the thought of having to follow a written plan. I'm a go-with-the-flow kind of gal. I'm the pot-stirrer who lobs a rock in the pot to see what will happen. I don't write up a hypothesis before I take an action and then dutifully measure the outcome. I just throw the rock (or the comment) and stand back to watch. This is how I run my classes. Some instructors prepare daily written lesson plans. The copy machine spits out these little gems of efficiency while I'm checking my mailbox. I turn away with a sigh. If only I were that dedicated. If only I cared. I know what chapter I'm supposed to cover, that's the best I can do. I just start asking them questions and let the process unfold. I don't check to see if they learned anything. That is what the test is for.
This morning I attended a Webinar on using “icebreakers” to help a class connect and learn. It was sort of fun. All my learning at the rinky-dink online school I attend has been asynchronous, meaning I have no real-time contact with anyone. There are no team projects. Everyone moves at his or her own pace, struggling through the assignments in isolation. Now and then someone will post a desperate plea in the discussion folder: Help! What is the ANOVA assignment all about? Can someone please explain statistics to me in brief and simple terms? So being online with 900+ other learners listening to some woman explain her PowerPoint show made me feel like I was riding something large, rocking along with a crowd of enthusiastic educators toward a bright and shiny future. These were people who really cared about teaching.
Not really my people. Another story for another day. My head is pounding in rhythm with my neighbor's bass line. I finally took pity on my cat, who is trying to sleep in the next room, and turned off New Order. Just like I have to write this dissertation proposal, planning in excruciatingly detailed every move I will make when and if the day comes I actually implement this study, just like that I have to bend over and take what the universe gives me today. Take two Advil and grab your ankles. This may hurt a bit.
