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43:10 Typically, the interviews last about an hour and once they are recorded they are transcribed and time-stamped, so we know precisely where everything is on the “tape.” It’s all digital, of course, so there is no actual tape.

47:24 This technique makes moving snippets of the conversation around pretty easy.  An hour interview has to be pared down to a five- or six-minute story. And that is not easy.

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02:04 My name is Sue Halpern and I’m a scholar in residence at Middlebury College and the director of the Fellowships in Narrative Journalism or, as it’s popularly known, the “How Did You Get Here?” (HDYGH) project.

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10:15 I was at a College dinner about six years ago, and everyone was going around the table saying where they were from. “Tel Aviv. Berea. Kabul. Amman. Spokane. Kathmandu.” As they spoke, I found myself asking the same question over and over.

12:07 It was some variant of “How did you end up at this small college in rural Vermont?”

12:59 Three months later, I was talking with Matt Jennings, the editor of Middlebury Magazine, and he was saying that the magazine wanted to do more Web-based multimedia. As he was talking, I thought, “Why don’t we train students to make short audio portraits of their classmates that answer one simple question: How did you get here?”

15:37 I proposed “How Did You Get Here?” and Matt was game.

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Check out the 2013 “How Did You Get Here?” stories

48:42 I’d never done any audio before this. I am a writer and magazine journalist. But I know how to get a story and how to tell a story, and I know that this is something that can be taught.

52:05 I dislike grades. I’ve seen how grades, not learning, can become the goal, and I’ve also seen how sometimes students try to see how much they can get away with not doing. Because I knew that HDYGH was going to be a tremendous amount of work, I only wanted students who were passionate and fully committed.

39:00 Matt and I called it the Narrative Journalism Fellowship, and we put out a call for applications.

55:32 Experience was not necessary but strong writing skills were.

7:19 You get a very good sense of the range and diversity and uniqueness of the students who attend Middlebury from our pieces and from the journeys students take to get here.

11:14 I don’t have a favorite profile since I honestly believe all the stories are incredible. There’s a young woman who was smuggled out of Tibet in a box;  a competitive goat roper; someone who went to a secret school for girls in Kabul during the Taliban; I could go on. You should listen.

20:16 One of the most gratifying parts of the program, aside from the opportunity to tell these amazing stories, is to have created a cadre of very accomplished journalists and storytellers. The skills and competence they acquire in the program serve them well, whatever they do.

62:19 In May of the first year, the fellows mounted an exhibit in the Davis Family Library and provided iPods with a soundtrack of all their stories. Hundreds of people came to the opening; there were not enough iPods. Finally, with the blessing of the library staff, one of the pieces was broadcast over a set of speakers. Students who had been studying stopped what they were doing, got up from their chairs, and lined the balcony. Everywhere I looked, people were standing stock-still, just listening. And when the piece ended, they clapped and asked for more.

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Sue Halpern is a journalist, an author, and a Middlebury scholar in residence.

What is a story?  How do we experience stories in a world of increasing interconnectivity where traditional narrative lines are blurred, even nonexistent or redrawn according to a new set of rules that don’t yet make sense to us?

Stories have ancient roots. We’ve relied on this comforting fact. But if we look at the story’s transformation from Homer to Borges and Cortázar to Deena Larsen, Lev Manovich, and Peter Horvath we experience a monumental socio-cultural-technical shift that moves from the oral to the digital where we’re unsure what counts anymore.

We require new ways of making sense. “If we are entering a new world,” says David Weinberger in Small Pieces Loosely Joined, “then we are also becoming new people.”

New storytellers are engaged in remixing and translating, with great speed and compression, experiencing the story more as a gesture rather than a thick narrative with fully drawn characters navigating a linear plot line.  New storytellers appropriate from one another—and from the past and from other forms: painting, music, film, traditional texts, Web sites; they’re challenging boundaries and disciplines.

New storytellers are drawn to the freshness, the inventiveness that comes with “entering a new world” comprised of multiple selves—the public and the private, the digital and the physical, the psychological, emotional, and spiritual. The new storyteller is the translator of our complex—and subtle—novelty, working to obliterate distinctions between fiction and nonfiction, and our sense of space.

In 2011, half of Japan’s top ten best-selling novels were originally cell phone novels, typically love stories written in short, text message format.  Cell phone novels are the preferred medium of new age authors not out of preference, but out of necessity.

The new storyteller, like an apprentice, is always learning, morphing, adjusting to unstable conditions; this requires an extraordinary sense of audience, inviting the storyteller to sometimes incorporate the reader into the narrative—like receiving a short novel on your cell phone, a serial piece on Twitter, and a drama about how our brains work on RadioLab. All mediums count all the time, like instruments in a symphony orchestra.

In 2012, Margaret Atwood, who has written 13 novels, including The Handmaid’s Tale, went on Byliner, a web site that’s billed as a new platform for writers, and began a serial novel, Positron, where, for a few dollars, readers collaborated with her, commenting on scenes and episodes, and determining the direction of the narrative. Atwood compared her experience to improv comedy, to creating a story live before an audience.

In 1997, Janet Murray, in Hamlet on the Holodeck, predicted the coming of participatory television, the holodeck we, the audience, help create. I think we’ve arrived. Remember the science in Minority Report? Well, John Underkoffler is combining traditional tabular data with 3D and geospatial information manipulated through space, not via a keyboard. It’s here. Now.

We’ve changed.

Ralph Waldo Emerson, himself once a new storyteller, asks, “Why should we grope among the dry bones of the past, or put the living generation into masquerade out of its faded wardrobe?” New storytellers are responding to Emerson, carrying on his legacy.  “The sun shines to-day also…There are new lands, new men, new thoughts,” he says. “Let us demand our own works and laws and worship.”

In 1974, the Specification of Internet Transmission Control Program, a different sort of story written by three different kinds of storytellers, Vinton Cerf,  Yogen Dalal, and Carl Sunshine, used the term internet as shorthand for internetworking and our new storytellers were born. And here we are, moving, becoming something else by as early as tomorrow.

Hector Vila is an assistant professor of writing at Middlebury.

Nearly 60 seconds of silence had elapsed since I mentioned to John Schmitt that he must be inordinately proud of the young man sitting to my left. The awkwardness for me began around the, oh, 20-second mark, so my discomfort surely must have been palpable at this point. Schmitt had seemed ready to answer a few times, but each time he stopped. Finally, he said, “Aden’s intellect isn’t my doing. His work ethic isn’t my doing. His thoughtful approach to problem solving isn’t my doing. I’m delighted that he has these opportunities [after graduation], but pride is not something I can claim. Delighted. That’s what I feel.” I exhaled. My fear that I had misspoken was replaced by the revelation that this mathematician wanted to make sure he was precisely understood.

Let’s back up a moment. I was in Schmitt’s Warner Hall office, chatting with him and the aforementioned Aden, full name being Aden Forrow ’13, an exceedingly quiet, very pleasant young man from the Boston area. In a recent talk, Schmitt had referred to Aden as likely “the most mathematically gifted student I have ever taught.” For the past year or so, the two have been investigating a problem within the area of mathematics known as combinatorics. Schmitt explained that in combinatorics “we are given a finite set of objects and a set of rules placed upon the objects, and our two most basic questions are 1) does there exist an arrangement of the objects that satisfies the rules, and 2) if so, how many?” A Sudoku puzzle is a trivial combinatorial problem, Schmitt said. “But what is more interesting,” he added “is discerning the minimum number of clues that can be given while still providing for a valid puzzle.” The conjecture is 17, and recently an Irish mathematician designed a procedure to prove that no 16-clue puzzle could exist. Tricky thing is, it would take a standard desktop computer 300,000 years to complete the computation.

So Schmitt and Aden are trying to solve the problem using a tool known as the Combinatorial Nullstellensatz . . . and that’s pretty much all I will say about this tool. I asked Schmitt to explain it to me, and another silence arose. Aden quietly chuckled. Then, as polite as he could be, Schmitt attempted to tell me about the Combinatorial Nullstellensatz. Let’s just say that we subsequently both agreed that C. N. is not meant to be understood by a general audience. And, frankly, it’s beside the point.

The point, really, of our discussion was not how Aden and Schmitt were attempting to solve this problem, nor was it about whether they would actually solve it at all. (“One never knows how long it will take to solve a math problem, if you can solve it in the first place,” Schmitt would later say.) No, the reason we were talking that afternoon was because it was so unlikely to be having this discussion in the first place.

Before he met Aden, Schmitt had never found the need to provide a student in an enrolled course with his or her own set of problems, problems that were not a part of the course syllabus. But just one or two days into Aden’s participation in Math 247, Graph Theory, Schmitt knew he had to do something different. “He wasn’t challenged by the class. He picked up on subtleties, special cases that I’ve never seen an undergraduate recognize. There have been times when I’ve noticed disparities between talented students and the whole of a class, but this generally happens in introductory courses. Aden was on an entirely different level.”

So Schmitt decided he would seek out a problem for which he and Aden could apply the Combinatorial Nullstellensatz technique. (Using Sudoku came to him at breakfast one morning while he was having his granola.) “And we have been having an ongoing mathematical conversation that each of us has wanted to have. These conversations have been entirely outside of any syllabus; Aden receives no course credit.”

I asked Aden if this matched his recollection.

He thought for about five seconds and then said, “More or less.”

“Aden is very understated,” Schmitt added.

Aden smiled. “One of the things I like about Middlebury is the amount of attention professors give to their teaching and to their students,” he said. Schmitt mentioned that I could very easily be writing a story about Aden’s collaboration with Noah Graham, in the physics department, “but then you would have missed out on capturing my good looks.”

At this, Aden let out a loud, sustained laugh. It was startling, given how quiet he had been. It was a laugh one shares with a peer.

Aden Forrow ’13 will enroll in the mathematics graduate program at MIT next year. If he has an idea for the Sudoku project, he knows who he will call first.   
    

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