David A. Stone Associate Vice President for Research Associate Professor, Public Health Northern Illinois University [email protected] Vice President and President Elect NORDP ¡  ¡  Stone, DA and Gutierrez, RC, (forthcoming, 2014) “Research Funding: The Value of Positioning,” in The Handbook of Research Management (SSRC/Sage). Stone, DA, “Becoming a successful principal investigator,” Chronicle of Higher Education, July 7, 2010. ¡  Stone, DA. “How your grant proposal compares.” Chronicle of Higher Education, July 29, 2009. ¡  Stone, DA (forthcoming, 2014), Encyclopedia entry for “Transdisciplinarity,” in Ethics, Science, Technology, and Engineering: An International Resource, 2nd Edition. Stone, DA, (2013) Beyond Common Ground: A Transdisciplinary Approach to Interdisciplinary Communication and Collaboration, in O’Rourke M, Crowley S, Eigenbroad S, and Wul^orst JD (eds.), (pp. 82-‐102). Enhancing Communication and Collaboration in Interdisciplinary Research, Thousand Oaks, CA: Sage Publications. ¡  ¡  Stone, DA, “The Experience of the Tacit in Interdisciplinary Collaboration,” Phenomenology and the Cognitive Sciences (2013) 12:2, 289-‐308. ¡  Experience of being a research development professional §  Always strategic §  Always team focused §  The outside insider §  The inside outsider ¡  Diﬀerentiating from research administration §  Professional projection §  Making sense of what you do ¡  What is expertise? §  Not the ability to apply theory to individual cases (for RD or for investigators) ▪  Capacity to identify the important characteristics, elements, forces in a situation ▪  Capacity to diﬀerentiate this situation from myriad similar situations ▪  Capacity/skills to do what is called for by the situation ¡  ¡  What are research development situations? What are research development capacities and skills? Dreyfus, H. “From Socrates to Expert Systems: The Limits of Calculative Rationality," Philosophy and Technology II: Information Technology and Computers in Theory and Practice, Carl Mitcham and Alois Huning, Eds, Boston Studies in the Philosophy of Science Series, (Reidel, 1985). Interactional Expertise •  Contributory experts learn to make contributions to a given ﬁeld by accruing hands-‐on experience through physical immersion in a form-‐of-‐life (and in some cases formal training). •  Interactional experts, by contrast learn about a ﬁeld by talking with the people who have acquired contributory expertise. Nevertheless, interactional experts are people who are so skilled at “talking the talk” of a ﬁeld outside of their specialization we can characterize their ability as the capacity to “walk the talk!” •  The central element is the acquisition of elements of tacit knowledge that operate in a domain and the ability to absorb these solely through dialogue. ¡  Individuals with Interactional Expertise enhance collaborative dialogue in multidisciplinary teams by fostering the development of trading zones and other techniques for eﬀective cross-‐disciplinary conversation. ¡  The strategic development and use of Interactional Expertise may be helpful in allowing scientiﬁc teams to reach a high level of functional ability much more quickly than is ordinarily the case; it may also allow such teams to operate more eﬀectively than they would absent the capacity for interactional expertise. ¡  ¡  Polanyi: Things you know but cannot say. Forestructure of Understanding. Everything that has meaning for us comes pre (that is, pre-‐cognitive, pre-‐assertion) understood in the following ways: •  It comes to us from out of a wider context of involvements and signiﬁcances that helps give it meaning for us; •  It comes to us in the context of what we’re doing, that is we already have ‘a take’ on it; •  It comes (pre conceptual) •  •  •  Mathematizing (measurability): quantifying, making it available for measurement in unit terms, comparison, mathematical manipulation, and representation (extension into space in units, location in space on a uniform grid). Functionalizing: Cause-‐eﬀect, initial state-‐end state relation; making each object either a cause, an eﬀect, or both (Movement: how it got here, where it is at rest) Formalizing: abstracting in terms of measurable aspects, this permits: modeling, theorizing, generating laws These moves turn things encountered in the world into Objects, which in turn give rise to: Theories, Methods, Assumptions and Concepts. Ontology What something is vs. How something comes to be understood Mol, A. (2002). The body multiple: Ontology in medical practice. Duke University Press. ¡  Generalist vs Specialist ¡  Jane: §  Employs interactional expertise §  Attends to how meaning is forestructured §  Attends to how objects are thematized §  Recognizes how diﬀerent disciplines may be thematizing the same object diﬀerently §  Helps faculty engage with each other by learning to speak and listen from where each other is coming from ¡  Keep attending to your expertise: §  Develop your ability to talk the talk of other disciplines §  Develop your ability to hear where people are coming from §  Become the bridge between people with diﬀerent forestructures (not methodologies or languages) §  Develop your ability to see how diﬀerent disciplines thematize their objects and how their practices aﬀect how they think and talk about their objects §  Be open to their being multiple ontologies in play Questions?