This time it’s Joana writing on her own as for the past two years my life has been largely taken over by an enterprise in which Pál only plays a minor part. As much as I like popularizing anthropology I have discovered that I am even more enthusiastic about social entrepreneurship. Recently I read on this blog that anthropology was „leaning its trendy shoulder onto social media and new economy corporations“. Well, that is me and betterplace.org.

Starting betterplace.org

Three years ago when my family and I went on a trip around the world, we came across a number of local social initiatives, we really liked. There was one in particular – the Choki Traditional Arts School in Bhutan – which seemed to us to embody an alternative to the all too many ill-conceived or failed development projects the anthropological literature as well as other aid critics have documented.

The internet had already turned so many industries around by making the „the long tail“ of music or news visible, that it seemed timely to create a plattform for the long tail of help which matches local project managers with supporters/donors worldwide (many of the latter having serious doubts about the effectiveness and efficiency of large NGOs such as the German Red Cross.

Back in Berlin we linked up with another team, who had just began to conceive of a very similar plattform, whose head, Till Behnke became CEO of betterplace as well as an Ashoka fellow in 2008. Part of our team was also one of the founders and long-time CEO of eBay Germany, who brought highly valuable knowhow about online marketplaces to the table.

Crowdsourcing trust

As a plattform open to projects from all over the world (so far over 2.200 projects use betterplace, a figure which is growing by between 30-60 per week) one of the challenges was how to create trust mechanisms for the many grassroot projects. German donors knew UNICEF, which is not only a highly developed brand, but also registered as charitable by the German tax authorities. The Choki Traditional Arts School had no such references. But it had a number of individuals who knew and valued its work. In order to formalise bottom-up, crowdsourced trust mechanisms, we developed the „web of trust“: Every project on the plattform can be commented on and evaluated by its stakeholders; visitors can describe what they have seen on the ground, advocates can state why they believe in the project, beneficiaries can say whether the intenvention has had a positive impact on their lives (or not!). Donors looking for a project to support can thus get a much more differentiated impression of projects and make a more informed choice.

Shifting power-balances by giving beneficiaries a voice

I am very excited about the potential this bears: one of the reasons why so many social and development programmes fail has to do with the malfunctioning accountibility practices (especially towards beneficiaries) and we seriously hope that this can slowly be corrected by giving people a voice who have so far been mute.

Despite the obvious technological hurdles, we already see beneficiaries posting their own projects on the plattform. Let me give you one example: The small German NGO Twende Pamoja has been operating in Sansibar for many years, devising projects with their local counterparts. Last summer they organised a betterplace-workshop for their local partner organisation and shortly afterwards the Zanzibaris posted 2 projects themselves.

Increasing transparency by enabling easy feedback

Online donors can get in touch with project managers directly and collaborate with them, thus becoming co-creators and they get something back for their donations: direct feedback. In his blogpost about Social entrepreneurs Adam was asking how social entrepreneurs measure „para-economic value“. This is something we constantly ask ourselves: „what constitues success and how do we measure it?“ One answer we come back to is: „project needs fullfilled“ and „feedback received“, i.e. project managers are happy when they get money with which they can realise their projects and donors are satisfied if they get a story back, in writing, photos or videos. And we can proove that projects which give good feedback receive significantly more donations. (You may also want to take a look at Ashokas document on impact measurement in social entrepreneurship).

Enlarging the pie

It is important to us to reach groups who haven’t been socially active before. For example, the largest German online gaming website – Pennergame – invited its players to contribute to homeless-projects on betterplace, raising more than 27.000€ over the course of a few weekends. We also started a cooperation with Payback, a German loyalty card company with 20 million cardholders, who can now, instead of aquiring yet another frying pan or heating blanket, donate their points to a wide variety of small and large NGOs. Since we started the cooperation in mid December 2009 over 750.000€ were donated to social projects. Nearly all of this being „new money“.

Social Business

Our team currently consists of 30 people, from programmers to accountants and campaign managers and although many people volunteer for us, our young full-time employees need to be paid. The start-up capital was provided by us funders and we have since been able to attract a number of other high-powered individuals to support our work. Yet we need to be self-sustainable in the medium run and although we transfer 100% of all donations directly to project managers, we do charge commercial companies for their use of betterplace. Thus corporations such as Daimler pay us for our CSR-services, such as disaster relief actions. So far we are able to generate 1/3 of our income in this way.

Does any of this have to do with anthropology?

Writing Seeing Culture Everywhere was already a step away from deconstruction, as Pál and I really tried to think up very hands-on tools and rules which could help people critically interrogate the claims about culture they encountered in their workplaces and everyday lives.

At betterplace it’s all about application. But much of what I do is informed by what I learned as an anthropologist, from trying to give voice to a wide range of stakeholders to trying to inform donors about the many unintended consequences their donations may have. In contrast to my work as a writer, I love the way we can experiment with certain features, measuring their effects on project activity and donation volume, thus constantly testing our assumptions about how different people and groups act.

Call to action

I want to end this rather long post – sorry –  with asking you for support and advice:

Although betterplace.org mainly targets the German donation market, we have projects and visitors from all over the world . Among the ways we’d love to get anthropologists envolved, let me name just 3:

1. Tell us about organisations and projects you are excited about. We’ll contact them and invite them onto betterplace.
2. Visit projects already on the plattform while travelling and write down your impressions on the projects betterplace-page. This helps grow the Web of Trust.
3. Check out projects in categories you have some expertise in (health, education, good governance) and critically interrogate project managers on their theory of change etc.

Sourced from: Savage Minds

Andrew Flachs
1st Place Winner
Paper Title “The Capabilities Approach: Navigating Cultural Politics in Human Rights Discourse”
Oberlin College
aflachs@gmail.com
Prize $300

Amy Cooper
1st Runner up
Paper Title “The Preservation of Self in Everyday Life: Temporality and Personhood among Homeless Women in Chicago”
Department of Comparative Human Development
University of Chicago
coopera@uchicago.edu
Prize $100

Kathryn Bouskill
2nd Runner Up
Paper Title: “Practicing Neuroanthropology: Humor as a Coping Mechanism for Breast Cancer”
Emory University
kbouski@emory.edu
Prize $50

Kalfani N. Ture’
NAPA Student Representative

I was reminded of the importance of foreign language learning twice in the last week or so.  This morning I read a commentary in the New York Times about how poorly Americans do at foreign languages.  Several of the authors remind us that Americans have long done poorly at foreign language learning, and that demands for foreign language learning are declining in the United States, despite attempts by the Chinese government (and others) to get Americans into language classes.

I am also on a Facebook group emphasizing the importance of German language learning in the United States.  Last week, someone from the “Standup for German Language” Facebook Group sent me a message reminding me to re-emphasize the importance of that language.  Consider this post part of this re-emphasis!

The problem with language learning in the United States is that pragmatic Americans believe that science and math are the fields that have the greatest demand for jobs in the immediate future, and therefore schools are justified in beefing up math and science requirements, and canceling foreign language programs.  This may be true in the short-run.  But foreign language learning is not divorced completely from the development of cognitive abilities in other fields as well.

The best piece of evidence of this is that the countries which do best in various kinds of cross-national testing in math and science skills, like Finland, and South Korea, also have stiff requirements for foreign language learning.  Both require English in primary school, and push their children in to third and fourth languages as well, even as they cram on science and math.  While correlation does not always imply causation, it contributes to my belief that language learning as a cognitive process contributes to our abilities in other fields as well.

If nothing else, language learning also contributes to our sense of humility, too, which is always a good thing!

Sourced from: Ethnography.com

In 2007-08, the Practicing Anthropology Working Group (PAWG), with Shirley Fiske serving as an editor, began the “Profiles in Practice” column in Anthropology News. The purpose was to increase awareness of work being done by anthropologists outside of academia.  Eleven columns were published.  Subsequently, a permanent column was established titled “Anthropology Works.”  In 2008,  PAWG was  replaced by a permanent standing committee of the AAA, the Committee of Practicing, Applied and Public Interest Anthropology (CoPAPIA) .

The Profiles in Practice columns focused on the following questions: (b) What was your career path to getting to where you are?  (b) Why are anthropologists or anthropology critical or important?  (c) What are the challenges in your work and what are the challenges that a national association, such as AAA, can address?  (d) Are there ethical, gender, structural, or political dimensions to those challenges?

CoPAPIA is building upon past Profiles in Practice columns with an online interview series geared towards students interested in anthropology but uncertain about the career paths that await them following graduation.  Practicing anthropologists are interviewed about how they obtained their jobs, the usefulness of their anthropological training, important skills to have, etc.  The series is hosted by Ruth Sando, owner of Sando and Associates, who is a practicing anthropologist and former board member of the Washington Association of Professional Anthropologists.

The podcast series features interviews with:

• [Listen] Kevin Bialy, an international program officer at the National Institutes of Health
• [Listen] Megan Hawkins, a cultural resource specialist with the Research Corporation of the University of Hawaii, where she is working with the US Army
• [Listen] Lee Cerveny, a research social scientist at the US Forest Service
• [Listen] Cheryl Levine, a social science analyst at the Department of Housing and Urban Development.

If you have trouble listening to the podcasts, please try downloading Quicktime.

If you are interested in participating in this podcast series, please contact Brian Estes at bestes@aaanet.org.

Everyone loves end of year reviews, even if they’re a couple days late. And we’re no exception. Here are some of the most popular posts, notable moments, and contributors’ favorites from the past twelve months.

SM picked up on the world of anthropology- from Dustin’s great post on Human Terrain in Oaxaca, Ethnic Studies Under Attack, Tom’s breakdown of the UK anthropology rankings, the burgeoning Open Anthropology Collective and even the youtube hit The Anthropology Song.

Rex gave advice to graduate students, offering them insight into what professors look for in applications, which he updated in December, told grant-seekers to read Michele Lamont’s How Professors Think, and suggested resources for preparing for fieldwork.

We stocked up on our popcorn, either to watch vividly or to throw it at the screen. Of course, the colonial, anticolonial, racist, liberatory, best thing since sliced bread, worst film ever Avatar got both Rex and Kerim going, but let us not forget that there have been other notable movies in the history of cinema. Rex reviewed the Librarian series…twice! Plus, where to find free documentary films online, Tristes Tropiques, and films for teaching anthropology.

Of course, online technologies constitute our media of choice, and SM had plenty to say about that. From Finding Anthropology on Twitter, to Virtual Worlds as Area Studies, to the profitability of social networking sites and a rereading of Imagined Communities in the digital and multinational age. Plus, Chris gave a rowsing, ‘the internet is dead, long live the internet’ cheer in recounting how his book has faired in the online creative commons.

This year, SM is it unethical to say something about someone that they cannot understand? And could the Henry Louis Gates affair be considered an American rorschach test on race? And there were plenty of opinions. Chris took a dressed-up call for the dismantling of the university to task, while Rex crowned the worst postmodern titlemaker. And Kerim compared Mendeley and other bibliographical tools.

We were lucky to have a number of great guest bloggers this year. Adam Fish wrote on celebrity journalists in North Korea, communes and online communities. Parvis Mahdavi contributed on her work on the sexual revolution in Iran. Anne Allison wrote about precarious socialities of Japanese youth. Ken MacLeish posted on the wounds of war and the dilemmas of stereotype. And Olumide Abimbola wrote pieces on consuming second hand clothing and anthropology in Nigeria.

Finally, we remembered the lives and contributions of Dell Hymes, Epeli Hau’ofa, and of course the one to whom we will always be in debt for our name, Claude Lévi-Strauss.

Sourced from: Savage Minds

Responsibilities: • Arrange and present WES seminars and information sessions for immigrants and training

sessions for staff/volunteers of immigrant service organizations. • Develop/adapt seminar curriculum in response to community needs, specific partners and

settings, and conduct regular program evaluations. • Establish and implement communications strategy including programmatic and policy updates

for community partners and broader immigrant-services community. • Monitor and respond to requests from community organizations serving immigrants; liaise with

external organizations and associations; monitor and respond to requests from immigrant

clients; direct questions and concerns to appropriate WES staff. • Represent WES at community events held for immigrants and immigrant services agencies and

at meetings with partner organizations. • Coordinate involvement of other WES staff and outreach volunteers.

Minimum Qualifications: • Substantial experience working with a broad range of community organizations, academic

institutions, licensing boards, government agencies, etc. that serve immigrants • Familiarity with concerns and issues of diverse immigrant communities, esp. those affecting

educated/highly qualified immigrants. • Excellent communications skills, including strong public speaking. • Excellent research, relationship building and networking skills. • Strong intercultural communications skills; ability to speak at least one foreign language

strongly desired • Bachelors degree (or U.S. equivalent, if foreign-educated) • Solid computer skills including Excel, PowerPoint, Word and Outlook.

Application Procedure: Submit resume and cover letter to: Ronnie Schaffer, Human Resources Manager at rschaffe@wes.org

Application Deadline: January 30, 2010

Title: Lead Interaction Designer / Design Director

Our client’s Innovation Management Solutions help companies to determine the best products and services to deliver and the best features and functions to include in them. Their SaaS-based solutions cover the product lifecycle from collecting and assessing Voice-of-Customer/Voice-of-Market data through collaborative applications for product planning and requirements management. Their award-winning solutions (Excellence in Product Management Award from the Association of International Product Marketing and Management in 2006, 2007, and 2008) enables our customers to align corporate and product strategies with market needs, gain visibility and control in product planning and development, and thereby successfully execute strategies and plans.

Position

We are seeking a seasoned usability professional with proven track record of creating complex, high-quality enterprise software in a rapidly changing environment.

The role will provide leadership for the development and delivery of the successful software product, responsible for the overall usability of our client’s product suite. In this role, you must be able to understand end-user workflows and design user interfaces that are intuitive and optimize workflow.

We are looking for someone who is passionate about user-centered design and usability in general, with the ability to create both compelling concepts and work through complex details. You should have experience working in collaborative environments, integrating user-centered design, technology, business strategy, and managing clients. You will work closely with Product Management and other Engineering teams located here and abroad. This position reports to the VP of Engineering.

Responsibilities:

- Driving innovation and vision for user interface at the company.
- Creating designs for new functionality as well as revising and improving existing products.
- Designing, prototyping, critiquing, revising, and user testing client’s product user interfaces.
- Reviewing functional specifications, wireframes, and mock ups with product management.
- Work with the technology council to provide architectural leadership with respect to user interface.

Requirements:

- 10+ years of combined experience in large scale software development with
5+ years as lead interaction or usability designer
- Proven experience in designing efficient, scalable, flexible web-based or desktop applications
- Familiarity with modern browser-based user interfaces as well as application user interface guidelines
- Demonstrated ability to write clear technical and design documentation or rich deliverables
- An industry presence in the areas of interaction design, user research, and/or information architecture.
This could include conference presentations, publications, or papers.
- Strong interpersonal skills and oral and written communication skills
- Works independently with strong consultative and instructional skills
- Masters degree preferred in a related discipline (usability, psychology, anthropology, etc.)

Very nice to have:

- Designed products with social interaction issues
- Track record of products developed, known for excellent user experience
- Research into future user experience technology and applying new technologies (e.g. mobile,
multimedia, multi-touch, haptics, etc.)
- Worked for a respected design consultancy
- Determined a common design language for a suite of products

• Principals only. Recruiters, please don’t contact this job poster.
• Please, no phone calls about this job!
• Please do not contact job poster about other services, products or commercial interests.

Position responsibilities:

• Work closely with peers in User Experience, Product, and other teams to identify and understand research questions and construct qualitative and/or quantitative studies that will provide useful insights.
• Plan and design qualitative research studies, including scheduling, recruiting, and writing research plan that outlines study goals and methodology.
• Identify recruiting requirements, write screeners, and work closely with recruiters to obtain most appropriate users possible for research studies.
• Run qualitative research studies, both formal (e.g., lab, remote) and informal (e.g., person-on-the-street interviews).
• Analyze results from all types of qualitative research and report at various levels, from detailed identification of issues and recommendations for product teams to high level executive overview.  Present results of study as appropriate.
• Design, write, and report on quantitative research (surveys).  Work closely with Analytics team (who will run appropriate statistical analyses on data) to ensure data will yield what’s necessary to answer questions posed.
• Program surveys using survey tool (for internally run surveys) or coordinate with vendor for externally run surveys.
• Provide innovative, customer centric, information and visual design recommendations that contribute to an enhanced user experience.
• Contribute subject matter expertise in the areas of user behavior, usability testing, and industry standard user research best practices.
• Minimal overnight travel (up to 10%) by land and/or air.

• Performs other related duties as assigned.

Essential skills, knowledge and abilities:

• Proven ability to be a contributing member of a cross-functional team and inspire team confidence in and respect for the contributions of research to enhance user experience.
• Thorough understanding of best practices in user research, web design and user interface/information architecture conventions.
• Proven experience with techniques in qualitative research, including formal and informal usability testing, ethnographic research, contextual inquiry, etc.
• Proven experience with techniques in quantitative research, including survey construction, understanding results of website analytics and multivariate analysis, etc.
• Strong knowledge of task and use-case analysis, heuristic analysis, and user personas.
• Strong understanding of online design, marketing and advertising.
• Good understanding of the benefits and constraints of current Internet technologies.
• Bachelor’s degree must be in a qualitative research-related field such as Cognitive Psychology, Human-Computer Interaction, Experimental Design, Human Factors; plus a minimum of 8 years of user research experience for an established, heavily trafficked, consumer facing web site or equivalent combination of education and experience.

• Bachelor’s degree (B. A.) from four-year college or university; or four to six years related experience and/or training; or equivalent combination of education and experience.

Please apply online by clicking the following link: https://jobs-kbb.icims.com/jobs/2056/job

Lake Atitlan, Guatemala
May 28 – July 18, 2010

Environment, Heritage, Identity, and Globalization in Mayan Communities

Field school website: http://faculty.chass.ncsu.edu/wallace or through the NCSU Study Abroad Office website: http://studyabroad.ncsu.edu/

Objectives: Learn how to design, conduct and write-up your own independent research project while on the shores of a crystal lake framed by volcanoes! During the seven week program time, live and work with an indigenous Guatemalan family in the Lake Atitlán area of the Western Highlands. Whether you are an undergraduate or graduate student, training as an ethnographic researcher can prove to be beneficial for a variety of majors, such as anthropology, sociology, international affairs, history, education, textiles, natural resource management business and management, political science, psychology, and public health. All students are encouraged to apply, especially students interested in topics concerning the environment, globalization, social justice, tourism, conservation, language, development, poverty and health. Not sure how your interests may fit into the topics listed? The program is tailored individually to maximize the participant’s potential for understanding and developing the skills needed for ethnographic research.  Students also will have opportunities to pursue an applied, service-learning project in lieu of a research project.  Contact the Program Directors (tmwallace@mindspring.com; carla.pezzia@gmail.com) to discuss potential opportunities for your areas of interest.

The program and eligibility:
Within the supportive framework of the NC State Guatemala Program students learn the fundamentals of ethnographic fieldwork, including project design and management, data collection and report writing. Students also quickly improve their Spanish language skills through intensive, daily interaction with their home stay families and other community members. Guatemalans are friendly and outgoing with an ancient and rich, Mayan cultural heritage. The program is designed for 13-14 participants who may be either undergraduates, graduate students or post-baccalaureate students.  Students will learn how the contemporary Maya of the Lake Atitlán area are adapting to changing demographics, the effects of the global economic slowdown on traditional exports such as coffee and traditional textiles, as well as on the continuing presence of more and more tourists and foreign residents.  The program is not limited to students of NC State University and many previous participants have come from all over the US, Canada, the UK, and Guatemala.  Some Spanish language skills and some course work or familiarity with anthropology are desirable.

The Research Site
Lake Atitlán is one of the most majestic and scenic spots in all of Latin America. Ringed by active and extinct volcanoes and about a mile in elevation, the 55 sq. mi. lake was formed out of an ancient volcanic basin (crater). Dotting the shores of the lake are about a dozen small villages inhabited by the contemporary descendants of the ancient Maya. Panajachel (pop. 9000) is the largest town and will be the headquarters for the program. Students will be located in home stays in one of the ten other towns surrounding the lake shores. The view of the lake from Panajachel and the other towns is magnificent, and the attractive sunsets and views daily lure many tourists over the years. Yet, the region has retained much of their traditional Maya heritage. Guatemala has the largest indigenous population in Mexico and Central America. There are approximately 23 different languages spoken in Guatemala and three of them are spoken around Lake Atitlán (Kaqchikel, Tz’utujil and K’iche’). Despite conquests and civil wars, the Maya have survived for nearly two millennia. Lake Atitlán is one of the best places in Central America to learn about this amazingly durable and vibrant culture.

Six Course Credits (graduate or undergraduate):
ANT 419 Ethnographic Field Methods. (3 cr.) This is a field methods course that emphasizes practical training in ethnographic fieldwork and ethics. Applied research methods such as focus groups and rapid assessment procedures will also be demonstrated. Students learn research design, systematic observation, interviewing, fieldnote-taking, coding, ethics data analysis, report writing, etc.
ANT 431/531 Tourism, Change and Anthropology (3 cr.) This course focuses on tourism and the role of culture as it affects the interactions between hosts and guests. Students learn through seminar discussions and field work the problems underlying the achievement of sustainable tourism and maintenance of cultural traditions.
Graduate and Post-Baccalaureate students will be enrolled in ANT 531, Tourism, Change and Culture (3 cr.) and 610 Independent Study in Anthropology (3cr).
Note: English is the language of instruction, but Spanish is an invaluable tool for a full experience. The focus of all course work is the design, implementation and write- up of an independent research project with an applied focus.

Housing
In concert with each student’s research needs and personal preferences, participants will be housed with a local Mayan family in one of twelve communities around Lake Atitlan. Each student will receive room, breakfast, lunch and dinner and laundry services. Families also help students learn Spanish and establish networks in the community.

Program Costs
The cost of the seven-week program is only $3100. The single fee covers all expenses (except airfare) including:
•room, board (three meals/day), laundry
•tuition for six credits
•full coverage health insurance during stay abroad
•program fees and instruction
•local transportation costs and transfer fees
•national park entrance fees
•research supplies
•free rental of a cellphone (works both in-country and for inexpensive, international calls), and
•in-country excursions (Colonial Antigua, Indigenous markets at Chichicastenango, rituals in Patzún, climbing Volcán Pacaya, and the Mayan ruins of Iximché among others)

Airfare from most US cities is approximately $500-550. Students are strongly encouraged to bring a laptop word processor to the field. Other than a valid passport, US and Canadian citizens need no other documents to enter Guatemala for a stay of up to 90 days.

Applications
Students from any university or country, regardless of major – graduate, undergraduate, post-baccalaureate or post-graduate – may apply.  Applications may be accessed through the field school website: http://faculty.chass.ncsu.edu/wallace or through the NC State University Study Abroad Office website: http://studyabroad.ncsu.edu.  Please feel free to contact Dr. Tim Wallace, the program director (tmwallace@mindspring.com), or Carla Pezzia, the assistant director (carla.pezzia@gmail.com) for additional information or any type of inquiry about the program at 919-815-6388 (m) or 919-515-9025 (o). Fax no: 919-513-0866; E-mail: tmwallace@mindspring.com.  The applications are submitted online, but if you have any problems, please contact Ms. Kim Priebe at the NCSU Study Abroad Office, Box 7344, NC State University, Raleigh, NC 27695-7344 kim_priebe@ncsu.edu, 919-515-2087. The official deadline is February 12, 2010. Applications received after that date will be considered only if there are spaces still available.

Here we are in the 2nd half of the academic year. If the 1st half got off to a rocky start, maybe this is a good time to talk about time management. Not the “The 7 habits of that smugly overambitious go-getter” variety. This is aimed more at the “How can I squeeze school into my hectic schedule of procrastination and binge drinking” style. In other words, for the rest of us. This is not to ignore what I think is the real value of the university experience: the freedom to explore, to question, to learn what you never expected. If you go though school without some kind of an “Ah ha” moment, then you have to ask if you really took advantage of the opportunity. Time management is making sure you have the ability to explore those Ah Ha moments.

What does time management mean? It is simply developing a strategy that helps you set reachable and realistic goals that treats school as something akin to a job. School is not the same as a job, I know that. In the US, heading off to college represents all kinds of milestones and transitions towards adulthood including making a lot of really stupid mistakes. Since stupid mistakes are part of life, you may as well factor this in and manage the parts you can. But if you can put yourself into the mindset that school IS your fulltime job, it might help with things like procrastination (my all time largest problem in school). That part-time job you have in the library, or as a teaching assistant or else-where are something you have to do to make ends meet, but school is your fulltime job. (This is referring to fulltime students. Part time students are often already fighting a massive time management battle).

In addition to getting those “Ah Ha” moments that we all love, there are some very basic tangible goals you want to hit: Graduate in 4 years, 5 at the outside with the GPA, experiences, training and recommendations you need to take you next step, no matter what that may be. School is about more than the GPA and getting out, but school is also expensive and your GPA at the end matters, so it is in your best interest to keep that in the back of your mind.

First rule: Incompletes are bad debt. Very Bad Debt. No matter what else you take away from here, learn that taking an Incomplete at the end of a class should be seen as a last option. You would be amazed at how often someone’s college career gets derailed due to piling up incompletes. No, your instructor will not take pity on you because its 5 days to graduation and that one incomplete is in your way. When you have an incomplete, you have very little room to negotiate. You don’t even have the option to take a lower grade if the instructor decides you have to finish that paper or project to complete the course. Never take an incomplete? Well, that’s strategy isn’t it? It’s much better than an F or D or maybe a C, but if it is a class outside your major and you really don’t want to spend more time on it, would you rather have the B or the bad debt of an incomplete that can become an F? I once knew someone that took an incomplete to get an A+ instead of an A, maybe I am a slacker, but that is insane given how much riskier the Incomplete is. Also instructors talk, if people find out you are taking several incompletes, they are going to stop giving you that option. Remember that taking the Incomplete is not your choice, it is your instructors. They have no obligation to give you one because its it bad debt for them as well! They have to give you a grade, chase you down before it becomes an F and listen to your excuse because you keep putting off that paper or project you owe them. If you are piling up incompletes, you may need to lay out a semester just to get them off the plate. Having an incomplete is mentally the same as carrying over that (or those) class(es) into your next course load.

Oh hell, you already have an incomplete? Weren’t you just reading all that… ok, ok, fine. I’ll calm down. Either you have screwed up badly or some legitimate misfortune befell you at the last part of the semester. All we can do now is move forward. That incomplete is a big pile of rotting food in your kitchen and you have GOT to clean that up before it gets into the rest of the food and really stinks up the whole house. To start with, there is no easy solution that will not increase you workload unless you have some miracle deal with the instructor. You cannot “borrow time” from your existing work load. If you take that attitude you are looking at a domino effect of incompletes. Is it starting to sink in why this Incomplete of yours is a big friggin deal?

There is only one way out of this: give up your free time to finish the job. That it, the only solution.

You can’t take the time from the work you already have to do, like the 500 pages of reading you were assigned over the weekend that you weren’t going to do anyway. I KNOW how hard this is, I am a terrible procrastinator and we are the worse kind of people to have incompletes because the deadline is often vaguely out there, but not quite real. The longer you take, the better the final product is expected to be! Maybe this is one of those “screw it, I will do a little worse work and take a B for the paper” moments on this particular project. But you have to turn in something or risk getting a failing grade. I am not going to even say you are going to feel better getting it off your plate. Having to finish this Incomplete is going to put you behind on your other work that you will have to double up on to prevent it from going incomplete. By the way, if we are talking about a 10 page double spaced paper please don’t write and tell me. I will run screaming from the room. This blog entry is nearly four pages double spaced using Arial 10 point font. 10 pages is really not that big a deal.

Make a plan, set a drop dead date and make your idea realistic: What is the minimum you have to do to get the grade you want. My apologies to my faculty friends, but this is triage and the crass reality of it. Your goal is not to win the undergraduate award for writing, it’s to get the incomplete off you plate. Scale back as much as you can: do you really need 40 sources or will 10 do? Is the instructor looking for regurgitation of their pet ideas or original thought on your part? Being that challenging student during the class is great. But now it’s an incomplete, a pain in the ass and not the time to get clever. Have you got a draft? Great, drop it off at the professors office. You might not get comments, but it shows a good faith effort on your part towards meeting your commitment. If they do comment, you might lucky and they say “hey, if you just add a paragraph about X, we are good to go.” And please dear Lord, don’t drop off an idea they already rejected and this is that same dumbass, irrelevant, unrealistic idea that you stubbornly hung on to and got you that incomplete in the first place. LET IT GO. I have watched people do that very thing. I don’t know what insanity overtakes them, but for the love of Pete, knock that crap off.

Do that incomplete: Do it this weekend, do it over two weekends if you have to. Unless that paper is huge, two hard weekends can cover it.

If you currently have an incomplete, leave a comment with the date you commit to having it finished. Did you just finish an incomplete? Let us know in the comments. Motivation is a big part of getting it done so motivate each other!

Sourced from: Ethnography.com