I was wondering for some time what makes me (and others) passionate for some projects, but dread others. I think your framework makes a lot of sense!
I had a great experiencing interning at WiBotic last summer, and I think that's because the environment met all these criteria. I worked on developing test infracturucture and a CAN-ethernet adapter.
1. I felt this work was meaningful, because the test infrastructure was going to be used, and the adapter might wind up as part of some future product.
2. I was given a clear starting point. Requirements, constraints, work done by a previous intern, and examples of related work.
3. My work wasn't on the critical path. There wasn't an urgent need for better tooling and test infrastructure, so I had time to settle in, explore ideas, gain inspiration, and stay motivated.
On the other hand, I sometimes feel dread towards doing some school homework.
1. It may not be meaningful. If I believe I could learn the same thing quicker by just reading a book, I'm reluctant to do assignments.
2. Homework usually has a clear starting point, so that's a plus. Except for some essays. Maybe that's why I struggle so much with essays.
3. I guess from the perspective of the teacher, homework isn't on the critical path. But to students, it often feels like it due to the fear of getting bad grades.
Anyways, very cool post! I think this reasoning can be applied to a lot of things.
Thank you for the thoughtful comment! I'm glad to hear it seems to be applicable in reality for others, not just in my head haha. That project sounds like it was a lot of fun!
Also, that's a great point about homework. I wonder how it would be possible to adjust the "recipe" for homework assignments to make them more motivating in general...
On grades—one of my favorite professors wrote & shared an essay on the topic. The advice was (very roughly paraphrasing): "Ignore grades, engage with the material. Your knowledge is what matters." I'll have to ask if that professor is interested in sharing the full essay. It was a pretty different (but very thoughtful!) perspective on the purpose and meaning of grades.
I was wondering for some time what makes me (and others) passionate for some projects, but dread others. I think your framework makes a lot of sense!
I had a great experiencing interning at WiBotic last summer, and I think that's because the environment met all these criteria. I worked on developing test infracturucture and a CAN-ethernet adapter.
1. I felt this work was meaningful, because the test infrastructure was going to be used, and the adapter might wind up as part of some future product.
2. I was given a clear starting point. Requirements, constraints, work done by a previous intern, and examples of related work.
3. My work wasn't on the critical path. There wasn't an urgent need for better tooling and test infrastructure, so I had time to settle in, explore ideas, gain inspiration, and stay motivated.
On the other hand, I sometimes feel dread towards doing some school homework.
1. It may not be meaningful. If I believe I could learn the same thing quicker by just reading a book, I'm reluctant to do assignments.
2. Homework usually has a clear starting point, so that's a plus. Except for some essays. Maybe that's why I struggle so much with essays.
3. I guess from the perspective of the teacher, homework isn't on the critical path. But to students, it often feels like it due to the fear of getting bad grades.
Anyways, very cool post! I think this reasoning can be applied to a lot of things.
Thank you for the thoughtful comment! I'm glad to hear it seems to be applicable in reality for others, not just in my head haha. That project sounds like it was a lot of fun!
Also, that's a great point about homework. I wonder how it would be possible to adjust the "recipe" for homework assignments to make them more motivating in general...
On grades—one of my favorite professors wrote & shared an essay on the topic. The advice was (very roughly paraphrasing): "Ignore grades, engage with the material. Your knowledge is what matters." I'll have to ask if that professor is interested in sharing the full essay. It was a pretty different (but very thoughtful!) perspective on the purpose and meaning of grades.
Thanks for reading!