Recently, Jason Samenow of the Capital Weather Gang published this piece in The Washington Post on storm chasing ethics, which caught my attention for a couple of reasons.
First, I would have never thought about putting the terms storm chasing and ethics together, though I would have readily considered many of the issues raised in the article.
Second, it caught my attention because five years ago this month, back in May 2011, I went on a storm chasing trip as part of my meteorology coursework at ValpU.
Storm chasing definitely is in the neighborhood of extreme and risky activities, though there's a continuum of how people approach it.
Scientific researchers chase storms every spring to get a better understanding of how severe storms form, especially those that produce tornadoes As much as knowledge of the atmosphere has advanced in the past few decades, there's so much meteorologists still don't fully understand--for example, they still don't know why some storms form tornadoes and others don't. Their studies will hopefully one day lead to more accurate forecasts for tornadoes--a very worthy aim.
Then there are the thrill seekers who want to the adrenaline rush of getting up close to a tornado, and certainly those who created the Tornado-Intercept Vehicle (TIV) intended it to be a fortification against the fury of nature while capturing footage of a tornado up close, while bolted down in its path.
Extreme weather events make clear that we humans are no match against Mother Nature's fury. And there will always be people seeking thrills and trying to get as close to a violent storm as possible, even without any kind of scientific purpose for observing the storm. The media, always looking to hype things up, no doubt plays a role in pushing the extremes of the envelope. I'm not certain that footage of people getting up close to violent storms is going to encourage increasing numbers of people to let their guard down and get close, or even closer, because the urge to seek a thrill is embedded in personality to an extent.
In my own experience of storm chasing, we were headed out for educational purposes of learning how the atmosphere works in forming storms. With this in mind, our professor emphasized safety above all. There were many instances when we were out, and our professor would have us move into a different position to get out of the most intense areas of the storm--and certainly radar technology was crucial in making those determinations. However, we still had to sign paperwork before our departure not holding him liable if something happened, because despite the best efforts to stay out of harm's way, extreme weather can make sudden changes that leave us unable to escape, whether a person had intentions of getting in a storm's most violent areas or not.
Regardless of individual inclinations to approach storms at close range, we ultimately must learn to respect the extremes of weather that we encounter on Earth. As for how close to get, it's probably better to err on the side of caution and maintain a healthy sense of distance, as a way of showing respect for the mighty power of storms.
Tuesday, May 31, 2016
Monday, May 30, 2016
A Place of Many Roads
This weekend is the Indy 500 Race, #43 on my 200 Indiana Bicentennial Year list, in Indianapolis.
It's fitting that there is a car race of such prominence in the state dubbed "The Crossroads of America"--this nickname being #44 on my list.
There are many interstates that converge in Indiana. I have been on a number of them while headed toward and coming home from locations in the Mid-Atlantic and Mid-South regions.
#45: Interstate 80/90, the Indiana Toll Road, which cuts across the northern part of the state, making way toward the Ohio Turnpike
#46: Interstate 65: it's a major north-south artery through Indiana. It may be flat along the drive, but those fields are the heart of America's agricultural might.
#47: Plus, the decorative bridge at the exit for Columbus really stands out as such.
#48: Interstate 69
#49: Interstate 70
#50: Interstate 64
#51: Interstate 74
#52: Interstate 465, which runs in a loop around Indianapolis, which is #53 on list.
There's also US Route 41 (#53), running down the western edge of the state. I traveled it five years ago this month while headed on a storm chasing trip, and it was a great drive through the state. We passed through cities like Terre Haute (#54), Vincennes (#55), and Evansville (#56).
Vincennes has the George Rogers Clark National Historical Park (#57), commemorating an American victory over the British in the American Revolutionary War.
Additionally, the famed Lincoln Highway runs the northern part of Indiana (#58).
Indeed, Indiana is a happening place with its network of the convergence of all these roads, and so is a big part of keeping America moving.
It's fitting that there is a car race of such prominence in the state dubbed "The Crossroads of America"--this nickname being #44 on my list.
There are many interstates that converge in Indiana. I have been on a number of them while headed toward and coming home from locations in the Mid-Atlantic and Mid-South regions.
#45: Interstate 80/90, the Indiana Toll Road, which cuts across the northern part of the state, making way toward the Ohio Turnpike
#46: Interstate 65: it's a major north-south artery through Indiana. It may be flat along the drive, but those fields are the heart of America's agricultural might.
#47: Plus, the decorative bridge at the exit for Columbus really stands out as such.
#48: Interstate 69
#49: Interstate 70
#50: Interstate 64
#51: Interstate 74
#52: Interstate 465, which runs in a loop around Indianapolis, which is #53 on list.
There's also US Route 41 (#53), running down the western edge of the state. I traveled it five years ago this month while headed on a storm chasing trip, and it was a great drive through the state. We passed through cities like Terre Haute (#54), Vincennes (#55), and Evansville (#56).
Vincennes has the George Rogers Clark National Historical Park (#57), commemorating an American victory over the British in the American Revolutionary War.
Additionally, the famed Lincoln Highway runs the northern part of Indiana (#58).
Indeed, Indiana is a happening place with its network of the convergence of all these roads, and so is a big part of keeping America moving.
Thursday, May 19, 2016
Post-College: Three Years
So much happens in my life and in the world around me that my reflective side relishes the chance to stop and think about its broader meaning. This blog has provided many wonderful opportunities for such musings, and it was inspired by the day three years ago today when I graduated from Valparaiso University with my Bachelor of Science degree.
Recalling this occasion takes me back to good times on the fields of Valparaiso. In keeping with my list of 200 notable things about Indiana on my blog for the state's bicentennial celebration, here's some notable things about Valparaiso University:
#21: Heritage Hall, set in the western part of the campus, is the oldest building, which has had many uses over the years, and currently is the lawyering skills center
#22: The Brauer Museum of Art has some notable works of art on display, and it is set in the Valparaiso University Center for the Arts (VUCA), where theatrical and musical performances take place.
#23: The Christopher Center for Library and Information Resources is a pretty amazing library building, evoking a sense of "wow" upon entering. I especially like going up the fourth floor, which has an outdoors terrace that offers splendid views of the campus, especially the Chapel, and beyond to the south and east.
#24: The Linwood House is a neat place set on the southern edge of campus, where
#25: the Lilly Fellows, a very notable academic organization, has their offices, and is part of the noted Linwood neighborhood.
#26: The Linwood neighborhood is where
#27: the Cottons lived, the first African-American family to move to Valparaiso, IN.
#28: The meteorology department has a radar tower in the western part of campus, which I was fortunate enough to have the chance to tour.
#29: Kallay-Christopher Hall is one of the newer buildings on campus, housing the meteorology and geography departments, with a fine weather center that has some great technological resources. The center serves as a focus point for meteorology students for studying and also hanging out. Its new design is pretty swell, as is the case with many of the new buildings on campus, like the Arts and Sciences Building.
#30: WVUR is the university's radio station. I was fortunate to give weather broadcasts on the station during my junior and senior years.
#31: The Torch is the student newspaper, and has won some awards for the best Indiana college weekly newspaper. I served on the news staff for a couple of years, and then served as co-weather columnist.
#32: The Gellersen Engineering and Mathematics Center has many superb amenities for the engineering students, which I am aware of because I interacted with engineering students often in classes pertaining to my meteorology major.
#33: The Chapel of the Resurrection has a labrynith with Jesus's "I AM" references.
#34: Otto Paul Kretzmann, whose name is on the main administration building, served for nearly 3 decades as Valparaiso University's president, and persists as a legendary figure to this day.
#35: Christ College is one of the oldest honors college programs in the country, and offers a interdisciplinary, humanities-based program that compliments any academic program well--it certainly provided a new balance to my scientific studies.
#36: The Christ College Freshmen Production is a wonderful annual tradition that takes place in the Mueller Hall Refectory. It's always great to how the new freshmen display their creativity.
#37: ValpU has many distinguished faculty members, and one I want to highlight is Walt Wangerin, who is a prolific author on Christian themes. I was delighted to have a class with him on Creation Narratives.
#38: The Lutheran University Association is the organization that was formed which acquired the university in 1925 when it experienced financial hardships.
#39: The Lutheran Deaconess Association has its offices in a place that basically has the feel of a home.
#40: ValpU also has the Confucius Institute.
#41: Outside the Chapel of the Resurrection is the Brandt Campanile, which rings on the quarter-hours, and also rings ceremoniously at the conclusion of the Opening Convocation to signal the start of a new academic year. It is topped by a cross, signifying that ValpU is a university "under the cross".
#42: The Valparaiso University Men's Basketball team, from what I know, is one of the best around. Back in 2013, it earned a spot in the NCAA March Madness Bracket.
#41: Outside the Chapel of the Resurrection is the Brandt Campanile, which rings on the quarter-hours, and also rings ceremoniously at the conclusion of the Opening Convocation to signal the start of a new academic year. It is topped by a cross, signifying that ValpU is a university "under the cross".
#42: The Valparaiso University Men's Basketball team, from what I know, is one of the best around. Back in 2013, it earned a spot in the NCAA March Madness Bracket.
Yes, many memories come back to my mind on this occasion. I was thinking about this a few days ago while watching parts of the 2016 graduation ceremony. One of the graduates gave a speech reflecting on all they had experienced in their four years, and all that's happened in the world. He mentioned how during their freshmen year, the Mayan calendar prediction of the end of the world in December 2012 and the Boston Marathon bombing in April 2013 occurred, which took me back to my senior year, when those things happened.
As I watched, I realized that the graduating students were freshmen during my senior year at ValpU. Upon graduating myself, they were the last real link I had to the student body, and now they are off into the next stage of their lives. It marks a shift of sorts in how I relate to ValpU. I now share with all my fellow student friends there the status of alumni. We now together don't have a physical presence on campus, but still we share a bond of community, having spent part of our lives there, and had significant experiences there.
This occasion also makes me think about what's happened in my life since I ceased to be a ValpU student and became an alumnus. I've reveled in opportunities to be involved in my community in Oak Park, fueled by the passions I fostered on the fields of Valparaiso. I've certainly gotten very involved in my home parish community of Ascension, channeling my zeal for faith by handing it on to the next generation in Religious Education classes.
I also now have another degree, MLIS. I didn't really think I would go back to school on this day three years ago, but in the process of discernment, it was clear for many reasons that this path was the right fit for me.
It's been interesting to compare both Dominican and Valparaiso Universities. The former has buildings with a more historic feel, while the latter has buildings with a more modernistic feel. The feel of graduate school was also different. Like many of my classmates, I commuted to campus, and had involvements elsewhere, rather than focusing my life on campus. Certainly this was the case for many of my classmates who have children and full-time jobs. Library and Information Science as a field has a lot of breadth, even with its idiosyncrasies. Like at ValpU, I found a close-knit environment, even though I wasn't on campus all that much, and there were many adjunct instructors who had jobs elsewhere. One of the distinguishing aspects of Dominican's LIS program is that all the regular faculty members have had work experience elsewhere before coming to teach at Dominican. I certainly appreciated how their work experience enhanced their ability to teach us about librarianship.
It's been interesting to compare both Dominican and Valparaiso Universities. The former has buildings with a more historic feel, while the latter has buildings with a more modernistic feel. The feel of graduate school was also different. Like many of my classmates, I commuted to campus, and had involvements elsewhere, rather than focusing my life on campus. Certainly this was the case for many of my classmates who have children and full-time jobs. Library and Information Science as a field has a lot of breadth, even with its idiosyncrasies. Like at ValpU, I found a close-knit environment, even though I wasn't on campus all that much, and there were many adjunct instructors who had jobs elsewhere. One of the distinguishing aspects of Dominican's LIS program is that all the regular faculty members have had work experience elsewhere before coming to teach at Dominican. I certainly appreciated how their work experience enhanced their ability to teach us about librarianship.
Dominican and Valparaiso Universities are also values-based environments. There were many factors that drew me to study at Dominican, but the values of the school was definitely an important one that helped seal the deal for me, and was influenced by my experience at ValpU. There, the values were about helping students to engage in those practices which lead to a life of service. In some ways, I feel that made it such a welcoming environment for me when I was a prospective student, and then came to campus as a freshman. I sensed everyone there really cared about me, and wanted me to be successful. That made me want to strive to attain higher purposes. My education wouldn't just be about studying, and then graduating and getting a job--just following motions. I was getting an experience there that helped me see what my purpose in life is, to glorify the God in serving others, remembering that He has loved me so much, even through other people. Indeed, my studies could allow me to accomplish something much greater, and being in a values-based environment provided that important perspective to help me keep the right focus. Dominican University upholds truth and love, as it seeks for the members of its community to work for "the creation of a more just and humane world" as stated on the webpage about the University Mission. Entering into a place that upholds such principles further invigorated my sense of purpose in life, to be grounded in truth, and driven to live it out in love for God and for others. Notably, I graduated from ValpU on Pentecost Sunday--just as the class of 2016 graduated on Pentecost--an occasion that provides rich context as I muse on this anniversary. The occasion celebrates when the Holy Spirit descended upon the disciples and empowered them to do the work of God and fulfill their life's vocation. Furthermore, being at ValpU was the first time I more seriously pondered the conception of "vocation", which encompasses our whole lifestyle, which includes work, family, and community involvements.
So while I've faced many challenges in these past three years, and still do on this day, I also find myself living a very vibrant life, because I have a clear sense of purpose. I found it while at ValpU, and have continued to foster it, especially in graduate school, and most certainly being involved in church ministries, especially teaching Religious Education. The latter especially sets the context to drive me to give thanks and praise to God, Who through these experiences, has granted me my ultimate purpose in life.
So while I've faced many challenges in these past three years, and still do on this day, I also find myself living a very vibrant life, because I have a clear sense of purpose. I found it while at ValpU, and have continued to foster it, especially in graduate school, and most certainly being involved in church ministries, especially teaching Religious Education. The latter especially sets the context to drive me to give thanks and praise to God, Who through these experiences, has granted me my ultimate purpose in life.
Wednesday, May 11, 2016
Capping it off: Master of My Destiny: Installment 9
To my list of academic accomplishments, I now have the satisfaction of adding my master's degree in library and information science (MLIS).
The four semesters I spent in graduate school packed a punch with all that I learned. I laid a foundation of the principles of librarianship, especially ethical issues. I gained a sense of how libraries have developed from exclusive institutions to those that serve society at large today, as well as other special libraries. My coursework also helped me consider how they'll change in the future to maintain relevancy in society. I grew in understanding of the practices of library operations, especially what materials are available, and how to manage the resources of materials and people. I also engaged in some meaningful learning about the nature of information and the tools that facilitate access to it, especially technology, and the broader implications of both information and technology in society at large. Through it all, I found an academic program of study that allowed me to channel my passions for seeking information and knowledge, which definitely made this program a good fit for me. It was especially nice that I had the opportunity to select a variety of classes toward my degree that allowed me to explore my various interests in LIS. I enjoyed the opportunity to be a student again for this approximately year and a half time period, because of the enjoyable aspects of learning in a formal setting, and to experience a different pace in life.
I capped off my graduate studies in grand style when I put on all my regalia and celebrated my newfound achievement at the graduation ceremony on Sunday, May 8, together with all those earning Master's degrees from the various graduate programs at Dominican University. (It was fitting to add this occasion to the other milestones I recently celebrated: a quarter century since both my birth and baptism.)
As I walked in to the waiting area with my fellow MLIS graduates, I was handed honor cords. I'm not entirely sure why I got them, but it's likely due to the very good grades I got. Such grades are certainly an accomplishment in graduate school, but in many ways, the nature of the work in the classes made it more feasible. My graduate studies were mostly lots of reading and then writing discussion posts and essays, with some other hands-on-type projects, which gave me opportunities to go out and interact with people to further my learning, which I enjoyed. And there were very few tests, too, which made the end of the semester time frame much less stressful than when I was an undergraduate, as did the classes in which the work was front-loaded, tapering off towards the semester's end.
As we waited for the ceremony to start, it was nice to catch up with old classmates and even meet people from online classes. I liked having the ability to choose both online and in-person classes, which provided a good balance in my schedule. The nature of graduate school and its classes meant I wasn't on campus as much, and didn't allow me to spend as much time getting to know my classmates as when I was an undergraduate. Nevertheless, I had some enjoyable interactions with my classmates, especially those I engaged with regularly--like those who sat near my in classes--and I was able to build good relationships with some of my classmates. This happened especially when we did partner and group work, and even those times when we gave presentations in front of class helped in building relationships. (Interestingly, I met up with a couple of classmates I knew in K-12 schooling in graduate school.)
I was fortunate to have a stellar LIS program nearby. It was especially nice to be part of the Dominican University community, which is a values-based environment, the kind of place where I thrive. The values that Dominican upholds prevailed throughout the graduation ceremony, especially in the remarks offered by the various speakers.
Karen Snow, one of my professors, spoke, as part of her winning the Follett Excellence in Teaching Award (see picture below). Hearing her speak about cataloging took me back to the classes I've had with her, especially Cataloging and Classification this past semester. She immediately put a humorous spin on cataloging by recounting the story of a student who had a dream about attempting to catalog a puppy.
She then offered some profound remarks about cataloging, saying there's a danger of marginalizing a group of people, or some other entity, by putting them into a category. Certainly catalogers are humans who, ultimately, are making a subjective decision about how to label something. The implications are immense, because the way the categories are assigned influences how easy or challenging it is to access information.
In that light, Professor Karen made a call for us to stand up for what's right and just, like the students who petitioned for a change in Library of Congress subject headings so there would no longer be use of the term "illegal alien" for noncitizens. They wanted to take away the negative connotations, as people are not "illegal". She said we can use our voice to influence society at large, just as LIS professionals are involved in work to facilitate access to information resources, which has much great influence.
Professor Karen's speech was a great way for me to cap off all that I learned and experienced in my studies, as well as an opportunity for my family and friends present to get a glimpse into what I've been learning in my studies. (It definitely sparked much interest among them.)
The main speaker was Sister Donna Markham, OP, PhD, the president and CEO of Catholic Charities (see picture below).
She stated her main message of 8 words expressing 4 principal ideas: "Seek truth. Make peace. Extend mercy. Reverence life." She exhorted us to be agents who do good in the world by being fearless in engaging in those difficult conversations about what's wrong in the world to do what's right, and fostering reconciliation. She reminded us that we are to care for all people in God's creation, heeding the cries of the poor, because we're all interconnected. She said this in light of the current Jubilee Year of Mercy, when Pope Francis is calling all in the church to embrace mercy anew, which reveals God Himself to us and our world. It was also apt to have her as a speaker because this year is the Jubilee celebrating 800 years since the Dominican Order's founding in 1216.
Then came the presentation of diplomas. I wasn't fully aware that the MLIS graduates would be the first to walk across the stage, which caught me off guard to an extent, leaving me without sufficient time to be ready to take in this moment.
Nevertheless, it was a grand moment when, at approximately 4 PM, Professor Janice Del Negro called out my name, and I walked across the stage to accept my diploma from President Donna Carroll (see picture below), and exchange handshakes with her and Kate Marek, Dean of the Graduate School of Library and Information Science.
As I made my way towards the stage's stairs, I thought back upon the experiences I had in the amazing journey I had undergone to reach this moment:
An important moment in this journey happened back during my senior year of college when I attended the 2013 AMS Annual Meeting. I met a representative of the group Atmospheric Science Librarian International. This woman had studied meteorology as an undergradute, then studied for her MLIS, and then went to work as a scientific librarian at a university in Iowa. This encounter planted a seed, giving me the idea that I could combine my interest in science with my penchant for libraries. Indeed, I have thoroughly enjoyed going to the library ever since I was a young child, making frequent visit to the Maze Branch of the Oak Park Public Library. (Two memorable early visits were field trips with my classes in Kindergarten and 1st grade, during one of which I got my library card.) I spent many summers passing the time away with books as a participant in the children's summer reading program. When I reached my teen years, I continued my involvement at the library, and gave back by volunteering during the summers. It seems appropriate that my encounter at the AMS Meeting led me full circle back to the institution that was a big part of making me who I am.
So when I was hired to work as a shelving aide at the Oak Park Public Library last year, it was almost like a dream come true, to have the opportunity to work at this important institution in my community, and continue serving it, while working with some great colleagues. I enjoy being among the materials, and interacting with the patrons who come to the library, as fielding their questions has helped me be a person who uses knowledge in ways that help others, and is one way this job has helped me grow as a LIS professional.
Indeed, my work has given me the opportunity to engage in the practices and principles of librarianship I learned in classes. I'm grateful for my professors who helped instill these in me, as well as my classmates who played a role in helping me learn.
My practicum at Argonne was also a major part of my professional development. It gave me the opportunity to work in a specialized library setting, learning about how the library there works through projects I did, and spending time with my wonderful colleagues there.
Being in a scientific setting took me back to my undergraduate days, when I was studying the science of meteorology. But I gained much more from my days at ValpU than my bachelor's degree. The values-based environment there, very much like that at Dominican, encouraged me to think more deeply about my ultimate purpose in fulfilling my life's vocation, serving others and glorifying God. Furthermore, the ways my faith flourished when at ValpU enhanced my strides toward more fully embracing my life's vocation, and brought me into such vibrancy, especially participating in the ministry of St. Teresa's. It was indeed fitting to have Dan and Ann Ruggaber at the master's graduation ceremony as a visible, living reminder of the impact St. Teresa's had on me.
Thinking about my faith and my vocation also invokes one of the most significant experiences of my life: teaching RE classes. I see so many parallels between LIS work and teaching RE, as in both, I'm helping people encounter information and use it for meaningful benefit. In the case of RE, I was helping my wonderful students encounter God and grow in faith. (I even had the opportunity at a Confirmation retreat back in September to share about a piece of my studies. The DRE gave a talk on the gifts of the Spirit, one of which is knowledge. Because I mentioned on a whim before the retreat started that I was writing an essay for Knowledge Management class on what is knowledge, when she got to the part about knowledge during her talk, she handed me the microphone in front of 50-60 young people and had me share about knowledge. So I shared the premise of that essay, which is that knowledge is information in action. That moment was a clear intersection of both my roles in RE and as an MLIS student.)
I was glad to be both a student and a teacher at the same time, because it helped focus my life on what matters most, how we give of ourselves in service to others to the glory of God. It has demonstrated I don't have to wait to get my career started to find a sense of purpose in life. I've found it in teaching RE, because of the ways I've given of myself to serve others, to help them embrace the fullness of life found in faith, which is the fulfillment of my life's vocation, and in it, I have felt such a sense of vibrancy and true joy. (Hearing my fellow graduates talk about their children made me think about the wonderful relationships I built with my students, and that they could witness me in this stage of my life.)
Yet thinking about life, faith, and vocation takes me back even further, to the days I was at Percy Julian Middle School. Notably, my MLIS graduation came exactly 10 years and 11 months to the day after my 8th grade graduation from Julian. Back in 2005 on May 8, which fell on a Sunday, as it did this year 2016, I was a month away from graduation. My 8th grade graduation was like a crown upon my experience there that had a profound effect in forming me as the person I am, unlike any other experience I had in my growing up years. For the first time in my life I realized that going to school was about more than just that: While I didn't have the words to conceptualize it at the time as a middle schooler, those years were all about helping me attain my life's vocation, living a lifestyle that is about something larger than myself.
One of my former teachers is retiring at the close of this school year, and I went to pay her one last visit at Julian the Friday before my graduation, as that was the day that worked out for it to happen. It was so fitting to have the opportunity to return to Julian to be reminded of the impact those years had on helping me attain my life's true purpose. It was also an opportunity for me to take stock of where I've been on this amazing journey through life, especially in a long conversation I had with another one of my former teachers during my visit there.
So yes, this graduation ceremony was a grand moment for me, but not one that I attained alone. All these experiences were right there with me. (In fact, in the couple of weeks leading up to graduation, I took my master's degree hood around to show it in RE class to my students, when I visited Julian to show it to my former teachers, and to work to show it to my colleagues at the Oak Park Public Library. And I carried mementos with me from these important experiences of my life in the pockets of my suite that I wore for the ceremony.)
As I looked ahead to my graduation, I was well aware it was scheduled on Mothers' Day. My Mom remarked that it was a wonderful coincidence, for her to see me graduate on this occasion. And certainly, I revel in the wonderful support I received from family and friends, especially in the ways they showed interest in my studies. My parents also were my biggest cheerleaders throughout this process, as they have been throughout life. Sometimes it seems their enthusiasm for my studies was greater than my own. Even my brother sent me an interesting online article about trends in LIS careers. Indeed, it was great to see the presence of people I hold dear in my heart come out for my graduation, to witness my receiving my diploma, and then the next big moment, when, at approximately 4:35 PM CDT, President Donna Carroll pronounced the conferral of the degrees upon all the graduates. It was also so wonderful to see them all at home afterwards, enjoying a celebratory dinner of food catered from Grape Leaves.
There was another important occasion that fell on the same day as my graduation: And as happened in 2005, that inestimable year when I celebratorily capped off the experience of middle school, Ascension Sunday fell on May 8 this year. On this momentous religious feast, we celebrate Christ returning in glory to the Father in Heaven, after commissioning the Apostles to be witnesses to Him to the world. Once Jesus went to Heaven, the Apostles found themselves in a kind of "What now?" moment. They had just had an incredible experience of a lifetime participating in Christ's earthly ministry. Upon His return in glory to Heaven, with Christ now no longer having a literal, physical presence on Earth, it was up to them to continue on His work. But He would remain with them in a new and glorious way: He Who was glorified by His Ascension would continue to be glorified as they did His work.
In the midst of the excitement of finishing my class work and graduating, I find myself in a kind of "What now?" moment. A new phase in my life has just started, with a blank slate in front of me. It's a little concerning not knowing how it's going to be filled. But there's also a sense of excitement in thinking about what will fill it.
Looking back upon what I've experienced so far in the journey of my life leading to this moment, it's incredible to think of everything that's happened. And I rejoice that I have attained my purpose in life, fulfilling my vocation of serving others, in helping them grow in knowledge. As incredible as the journey has been so far, it's still not over. And it will be great one, as I continue fulfilling my life's vocation, serving others, to the glory of the One Who is ultimately Master of my Destiny.
The four semesters I spent in graduate school packed a punch with all that I learned. I laid a foundation of the principles of librarianship, especially ethical issues. I gained a sense of how libraries have developed from exclusive institutions to those that serve society at large today, as well as other special libraries. My coursework also helped me consider how they'll change in the future to maintain relevancy in society. I grew in understanding of the practices of library operations, especially what materials are available, and how to manage the resources of materials and people. I also engaged in some meaningful learning about the nature of information and the tools that facilitate access to it, especially technology, and the broader implications of both information and technology in society at large. Through it all, I found an academic program of study that allowed me to channel my passions for seeking information and knowledge, which definitely made this program a good fit for me. It was especially nice that I had the opportunity to select a variety of classes toward my degree that allowed me to explore my various interests in LIS. I enjoyed the opportunity to be a student again for this approximately year and a half time period, because of the enjoyable aspects of learning in a formal setting, and to experience a different pace in life.
 |
| Here I am sitting in one of my graduate school classes, taken by one of my classmates. |
I capped off my graduate studies in grand style when I put on all my regalia and celebrated my newfound achievement at the graduation ceremony on Sunday, May 8, together with all those earning Master's degrees from the various graduate programs at Dominican University. (It was fitting to add this occasion to the other milestones I recently celebrated: a quarter century since both my birth and baptism.)
As I walked in to the waiting area with my fellow MLIS graduates, I was handed honor cords. I'm not entirely sure why I got them, but it's likely due to the very good grades I got. Such grades are certainly an accomplishment in graduate school, but in many ways, the nature of the work in the classes made it more feasible. My graduate studies were mostly lots of reading and then writing discussion posts and essays, with some other hands-on-type projects, which gave me opportunities to go out and interact with people to further my learning, which I enjoyed. And there were very few tests, too, which made the end of the semester time frame much less stressful than when I was an undergraduate, as did the classes in which the work was front-loaded, tapering off towards the semester's end.
As we waited for the ceremony to start, it was nice to catch up with old classmates and even meet people from online classes. I liked having the ability to choose both online and in-person classes, which provided a good balance in my schedule. The nature of graduate school and its classes meant I wasn't on campus as much, and didn't allow me to spend as much time getting to know my classmates as when I was an undergraduate. Nevertheless, I had some enjoyable interactions with my classmates, especially those I engaged with regularly--like those who sat near my in classes--and I was able to build good relationships with some of my classmates. This happened especially when we did partner and group work, and even those times when we gave presentations in front of class helped in building relationships. (Interestingly, I met up with a couple of classmates I knew in K-12 schooling in graduate school.)
I was fortunate to have a stellar LIS program nearby. It was especially nice to be part of the Dominican University community, which is a values-based environment, the kind of place where I thrive. The values that Dominican upholds prevailed throughout the graduation ceremony, especially in the remarks offered by the various speakers.
Karen Snow, one of my professors, spoke, as part of her winning the Follett Excellence in Teaching Award (see picture below). Hearing her speak about cataloging took me back to the classes I've had with her, especially Cataloging and Classification this past semester. She immediately put a humorous spin on cataloging by recounting the story of a student who had a dream about attempting to catalog a puppy.
She then offered some profound remarks about cataloging, saying there's a danger of marginalizing a group of people, or some other entity, by putting them into a category. Certainly catalogers are humans who, ultimately, are making a subjective decision about how to label something. The implications are immense, because the way the categories are assigned influences how easy or challenging it is to access information.
In that light, Professor Karen made a call for us to stand up for what's right and just, like the students who petitioned for a change in Library of Congress subject headings so there would no longer be use of the term "illegal alien" for noncitizens. They wanted to take away the negative connotations, as people are not "illegal". She said we can use our voice to influence society at large, just as LIS professionals are involved in work to facilitate access to information resources, which has much great influence.
Professor Karen's speech was a great way for me to cap off all that I learned and experienced in my studies, as well as an opportunity for my family and friends present to get a glimpse into what I've been learning in my studies. (It definitely sparked much interest among them.)
The main speaker was Sister Donna Markham, OP, PhD, the president and CEO of Catholic Charities (see picture below).
She stated her main message of 8 words expressing 4 principal ideas: "Seek truth. Make peace. Extend mercy. Reverence life." She exhorted us to be agents who do good in the world by being fearless in engaging in those difficult conversations about what's wrong in the world to do what's right, and fostering reconciliation. She reminded us that we are to care for all people in God's creation, heeding the cries of the poor, because we're all interconnected. She said this in light of the current Jubilee Year of Mercy, when Pope Francis is calling all in the church to embrace mercy anew, which reveals God Himself to us and our world. It was also apt to have her as a speaker because this year is the Jubilee celebrating 800 years since the Dominican Order's founding in 1216.
Then came the presentation of diplomas. I wasn't fully aware that the MLIS graduates would be the first to walk across the stage, which caught me off guard to an extent, leaving me without sufficient time to be ready to take in this moment.
Nevertheless, it was a grand moment when, at approximately 4 PM, Professor Janice Del Negro called out my name, and I walked across the stage to accept my diploma from President Donna Carroll (see picture below), and exchange handshakes with her and Kate Marek, Dean of the Graduate School of Library and Information Science.
As I made my way towards the stage's stairs, I thought back upon the experiences I had in the amazing journey I had undergone to reach this moment:
An important moment in this journey happened back during my senior year of college when I attended the 2013 AMS Annual Meeting. I met a representative of the group Atmospheric Science Librarian International. This woman had studied meteorology as an undergradute, then studied for her MLIS, and then went to work as a scientific librarian at a university in Iowa. This encounter planted a seed, giving me the idea that I could combine my interest in science with my penchant for libraries. Indeed, I have thoroughly enjoyed going to the library ever since I was a young child, making frequent visit to the Maze Branch of the Oak Park Public Library. (Two memorable early visits were field trips with my classes in Kindergarten and 1st grade, during one of which I got my library card.) I spent many summers passing the time away with books as a participant in the children's summer reading program. When I reached my teen years, I continued my involvement at the library, and gave back by volunteering during the summers. It seems appropriate that my encounter at the AMS Meeting led me full circle back to the institution that was a big part of making me who I am.
So when I was hired to work as a shelving aide at the Oak Park Public Library last year, it was almost like a dream come true, to have the opportunity to work at this important institution in my community, and continue serving it, while working with some great colleagues. I enjoy being among the materials, and interacting with the patrons who come to the library, as fielding their questions has helped me be a person who uses knowledge in ways that help others, and is one way this job has helped me grow as a LIS professional.
Indeed, my work has given me the opportunity to engage in the practices and principles of librarianship I learned in classes. I'm grateful for my professors who helped instill these in me, as well as my classmates who played a role in helping me learn.
My practicum at Argonne was also a major part of my professional development. It gave me the opportunity to work in a specialized library setting, learning about how the library there works through projects I did, and spending time with my wonderful colleagues there.
Being in a scientific setting took me back to my undergraduate days, when I was studying the science of meteorology. But I gained much more from my days at ValpU than my bachelor's degree. The values-based environment there, very much like that at Dominican, encouraged me to think more deeply about my ultimate purpose in fulfilling my life's vocation, serving others and glorifying God. Furthermore, the ways my faith flourished when at ValpU enhanced my strides toward more fully embracing my life's vocation, and brought me into such vibrancy, especially participating in the ministry of St. Teresa's. It was indeed fitting to have Dan and Ann Ruggaber at the master's graduation ceremony as a visible, living reminder of the impact St. Teresa's had on me.
Thinking about my faith and my vocation also invokes one of the most significant experiences of my life: teaching RE classes. I see so many parallels between LIS work and teaching RE, as in both, I'm helping people encounter information and use it for meaningful benefit. In the case of RE, I was helping my wonderful students encounter God and grow in faith. (I even had the opportunity at a Confirmation retreat back in September to share about a piece of my studies. The DRE gave a talk on the gifts of the Spirit, one of which is knowledge. Because I mentioned on a whim before the retreat started that I was writing an essay for Knowledge Management class on what is knowledge, when she got to the part about knowledge during her talk, she handed me the microphone in front of 50-60 young people and had me share about knowledge. So I shared the premise of that essay, which is that knowledge is information in action. That moment was a clear intersection of both my roles in RE and as an MLIS student.)
I was glad to be both a student and a teacher at the same time, because it helped focus my life on what matters most, how we give of ourselves in service to others to the glory of God. It has demonstrated I don't have to wait to get my career started to find a sense of purpose in life. I've found it in teaching RE, because of the ways I've given of myself to serve others, to help them embrace the fullness of life found in faith, which is the fulfillment of my life's vocation, and in it, I have felt such a sense of vibrancy and true joy. (Hearing my fellow graduates talk about their children made me think about the wonderful relationships I built with my students, and that they could witness me in this stage of my life.)
Yet thinking about life, faith, and vocation takes me back even further, to the days I was at Percy Julian Middle School. Notably, my MLIS graduation came exactly 10 years and 11 months to the day after my 8th grade graduation from Julian. Back in 2005 on May 8, which fell on a Sunday, as it did this year 2016, I was a month away from graduation. My 8th grade graduation was like a crown upon my experience there that had a profound effect in forming me as the person I am, unlike any other experience I had in my growing up years. For the first time in my life I realized that going to school was about more than just that: While I didn't have the words to conceptualize it at the time as a middle schooler, those years were all about helping me attain my life's vocation, living a lifestyle that is about something larger than myself.
One of my former teachers is retiring at the close of this school year, and I went to pay her one last visit at Julian the Friday before my graduation, as that was the day that worked out for it to happen. It was so fitting to have the opportunity to return to Julian to be reminded of the impact those years had on helping me attain my life's true purpose. It was also an opportunity for me to take stock of where I've been on this amazing journey through life, especially in a long conversation I had with another one of my former teachers during my visit there.
So yes, this graduation ceremony was a grand moment for me, but not one that I attained alone. All these experiences were right there with me. (In fact, in the couple of weeks leading up to graduation, I took my master's degree hood around to show it in RE class to my students, when I visited Julian to show it to my former teachers, and to work to show it to my colleagues at the Oak Park Public Library. And I carried mementos with me from these important experiences of my life in the pockets of my suite that I wore for the ceremony.)
 |
| In the center of this picture, you can see me ascending the stairs to the stage platform. I am the second person to the left of the banner that appears to the left of the podium. |
As I looked ahead to my graduation, I was well aware it was scheduled on Mothers' Day. My Mom remarked that it was a wonderful coincidence, for her to see me graduate on this occasion. And certainly, I revel in the wonderful support I received from family and friends, especially in the ways they showed interest in my studies. My parents also were my biggest cheerleaders throughout this process, as they have been throughout life. Sometimes it seems their enthusiasm for my studies was greater than my own. Even my brother sent me an interesting online article about trends in LIS careers. Indeed, it was great to see the presence of people I hold dear in my heart come out for my graduation, to witness my receiving my diploma, and then the next big moment, when, at approximately 4:35 PM CDT, President Donna Carroll pronounced the conferral of the degrees upon all the graduates. It was also so wonderful to see them all at home afterwards, enjoying a celebratory dinner of food catered from Grape Leaves.
There was another important occasion that fell on the same day as my graduation: And as happened in 2005, that inestimable year when I celebratorily capped off the experience of middle school, Ascension Sunday fell on May 8 this year. On this momentous religious feast, we celebrate Christ returning in glory to the Father in Heaven, after commissioning the Apostles to be witnesses to Him to the world. Once Jesus went to Heaven, the Apostles found themselves in a kind of "What now?" moment. They had just had an incredible experience of a lifetime participating in Christ's earthly ministry. Upon His return in glory to Heaven, with Christ now no longer having a literal, physical presence on Earth, it was up to them to continue on His work. But He would remain with them in a new and glorious way: He Who was glorified by His Ascension would continue to be glorified as they did His work.
In the midst of the excitement of finishing my class work and graduating, I find myself in a kind of "What now?" moment. A new phase in my life has just started, with a blank slate in front of me. It's a little concerning not knowing how it's going to be filled. But there's also a sense of excitement in thinking about what will fill it.
Looking back upon what I've experienced so far in the journey of my life leading to this moment, it's incredible to think of everything that's happened. And I rejoice that I have attained my purpose in life, fulfilling my vocation of serving others, in helping them grow in knowledge. As incredible as the journey has been so far, it's still not over. And it will be great one, as I continue fulfilling my life's vocation, serving others, to the glory of the One Who is ultimately Master of my Destiny.
 |
| Here I am, on my way into the new phase of life before me, with my newly-earned MLIS degree. |
(Note: the pictures of speakers at the ceremony are mine. Those pictures from the ceremony in which I appear were taken by my brother Eric, and I thank him getting these great shots.)
Friday, May 6, 2016
Master of My Destiny: Installment 8
Having spent much of my time in the program laying the foundation of librarianship principles and engaging in broader, even more philosophical, examinations of the nature of knowledge and information, this semester focused on more technical details involved in LIS work.
My two classes this semester were Cataloging and Classification, which met in-person, and Metadata for Digital Resources, which was online. They were both with the wonderful Professor Karen Snow. In addition, my third collection of three credits was my practicum at Argonne National Laboratory's Research Library.
In metadata class, we started out learning about metadata, which is information about resources. For example, think of a book: It has a title, an author, a publisher, and other information. But that information is not the book itself, but is about the book--and that's the essence of metadata. The information like the title, author, and publisher helps us identify the book, and so that information is meaningful as such. If you ever search for a book in a library catalog, you use metadata like the book's title to find the book itself.
Our focus in the class was learning about specific schemes used to encode metadata for digital resources so that it can be entered into computers, and make those resources accessible to others. The major schemes we learned about, and practiced in exercises, were Dublin Core (both simple and qualified), MODS, and VRA Core, which is geared for art objects. One major assignment we had was to write about other metadata schemes in a report: I wrote about Metadata Encoding and Transmission Standard (METS) and Encoded ARchival Description (EAD). Our final project was to work in a group to create metadata for a collection of photos.
Cataloging and Classification built upon what we studied in Organization of Knowledge class, one of the core classes I did in my first semester. In that class, we learned about principles for organizing resources, like Functional Requirement for Bibliographic References, as well as how to do Machine-Readable Code (MARC) formatting for cataloging books. Throughout that semester, Professor Karen constantly referred to material she was teaching in Cataloging and Classification class, which she referred to as "Advanced Cataloging". I was really intrigued by the idea of learning more about cataloging, and to see how the "advanced" class would take it a few steps further.
We hit the ground running in that regard by learning how to catalog other types of materials besides books. Our first major assignment was a portfolio, for which I cataloged a book, a DVD, a digital resource, a musical item, an audiobook, and a kit. Some of her lectures early on focused on how to do the coding for these other types of resources, which can get quite involved. We also learned about creating name authority records, which are authorized forms of a name of a person or other entity that are used in catalog records.
We then learned how to construct call numbers, according to both the Dewey Decimal Classification system, and the Library of Congress classification system. This led to our last major assignment: We were given books from a collection donated by a woman to the school, which all focused on folklore and fairy tales. We had to create catalog records that included determining subjects of each book (known as subject analysis), and then using those subjects to create both Dewey and LC call numbers. We also worked in groups to create a subject guide that would explain to users of the collection how to do subject analysis and create call numbers for our types of materials.
In addition to learning these technical procedures, we also learned about issues related to quality and ethics of cataloging. We were given the opportunity to pick an issue and explore it in-depth through a research essay, and reading several professional journal articles, I learned more about my issue of choice.
My practicum was spent at Argonne National Laboratory's Research Library. I was there for 12 weeks--so most, but not all, of the semester. My time was divided between projects and learning from the staff there about the specific tasks of their work. One major project I had was creating LibGuides. These are basically webpages that list resources of use to the scientific researchers, and they're organized and designed in a way to make it easy for the scientists to know what to look for as they do their work. One LibGuide I created was on funding resources, as the scientists there typically get grants and other funds to do their research. Another LibGuide I created was on physics resources, which is a large part of the research done there.
I also did some copy cataloging work, which entailed entering information about books, reports, and other resources into the library's computer catalog system, and then place the appropriate marks and stickers in the items so they could be ready for shelving and use in the library. I also went through a huge stack of old reports, checking to see if they were in the library's computer system already. They were on topics like environmental impact assessment of proposed new runways at air force bases and building a golf course at an army installation in Okinawa. Before starting all this cataloging work, I spent some time with the cataloging person, who explained the procedures to me.
I also learned about the process by which the library staff clears scientific research for publication approval, which is a huge part of their work, and involves checking references and ensuring all legal agreements are in place. I also spent some time with the librarian staff learning about interlibrary loan processes, the maintenance of the collection, and reference materials they use. There were times I even helped shift materials around on the shelves to create more space. I even shelved materials that had been recently checked in, which gave me the opportunity to learn how to shelve in the Library of Congress system, rather than the Dewey, which I use at the Oak Park Public Library.
I also spent time learning about records management processes, how records are created, maintained, and then discarded. One of my final tasks was to review the draft of a policy on record management for the laboratory.
My main days there were Thursdays for each of those 12 weeks, which was there when they had their all-departmental staff meetings. These meetings were an invaluable opportunity to learn about how they do their work, and the challenges they face, and how it all takes places within the context of the laboratory. There was indeed something grand about working at a US government facility, which added to the great experience I had learning and doing actual library work, practicing principles I had learned about in classes.
Indeed, I had plenty of opportunity this semester to engage in practice of library work, even down to the nitty-gritty technical details of cataloging and metadata. At times I felt like pulling my hair out over some of these details. But overall, I liked the opportunity to see this side of librarianship work, and I'm certain open to doing it in my career. And there were parts of it that were certainly enjoyable, like when Professor Karen talked about name authority files for Socks the presidential cat and metadata for Moby Dick, and exercises in which we created Dewey call numbers for books on growing rice with artificial lighting. I also had some interesting titles in my selection of books for the Ellin Greene project. And whenever Interstate 55 ever backed up when it was time to head out to Argonne or come back home, I had the opportunity to explore some interesting areas of Chicago's Southwest Suburbs, which made for a very nice drive--especially when it involved going through the lovely suburb of Riverside.
Certainly doing this kind of work in my classes and my practicum has poised me well upon finishing my studies in this "S" semester for my next job in the field of library and information science. I've indeed gotten myself ready for doing good work with my master's degree as I head into the next part of my vocational journey, for the Glory of the One Who is Master of My Destiny.
Note: This is my final post in my blog series "Master of My Destiny" specifically focused on my progress through graduate school studies. But there will be another reflection on the whole of the experience and my graduation ceremony coming up on May 8.
My two classes this semester were Cataloging and Classification, which met in-person, and Metadata for Digital Resources, which was online. They were both with the wonderful Professor Karen Snow. In addition, my third collection of three credits was my practicum at Argonne National Laboratory's Research Library.
In metadata class, we started out learning about metadata, which is information about resources. For example, think of a book: It has a title, an author, a publisher, and other information. But that information is not the book itself, but is about the book--and that's the essence of metadata. The information like the title, author, and publisher helps us identify the book, and so that information is meaningful as such. If you ever search for a book in a library catalog, you use metadata like the book's title to find the book itself.
Our focus in the class was learning about specific schemes used to encode metadata for digital resources so that it can be entered into computers, and make those resources accessible to others. The major schemes we learned about, and practiced in exercises, were Dublin Core (both simple and qualified), MODS, and VRA Core, which is geared for art objects. One major assignment we had was to write about other metadata schemes in a report: I wrote about Metadata Encoding and Transmission Standard (METS) and Encoded ARchival Description (EAD). Our final project was to work in a group to create metadata for a collection of photos.
Cataloging and Classification built upon what we studied in Organization of Knowledge class, one of the core classes I did in my first semester. In that class, we learned about principles for organizing resources, like Functional Requirement for Bibliographic References, as well as how to do Machine-Readable Code (MARC) formatting for cataloging books. Throughout that semester, Professor Karen constantly referred to material she was teaching in Cataloging and Classification class, which she referred to as "Advanced Cataloging". I was really intrigued by the idea of learning more about cataloging, and to see how the "advanced" class would take it a few steps further.
We hit the ground running in that regard by learning how to catalog other types of materials besides books. Our first major assignment was a portfolio, for which I cataloged a book, a DVD, a digital resource, a musical item, an audiobook, and a kit. Some of her lectures early on focused on how to do the coding for these other types of resources, which can get quite involved. We also learned about creating name authority records, which are authorized forms of a name of a person or other entity that are used in catalog records.
We then learned how to construct call numbers, according to both the Dewey Decimal Classification system, and the Library of Congress classification system. This led to our last major assignment: We were given books from a collection donated by a woman to the school, which all focused on folklore and fairy tales. We had to create catalog records that included determining subjects of each book (known as subject analysis), and then using those subjects to create both Dewey and LC call numbers. We also worked in groups to create a subject guide that would explain to users of the collection how to do subject analysis and create call numbers for our types of materials.
In addition to learning these technical procedures, we also learned about issues related to quality and ethics of cataloging. We were given the opportunity to pick an issue and explore it in-depth through a research essay, and reading several professional journal articles, I learned more about my issue of choice.
My practicum was spent at Argonne National Laboratory's Research Library. I was there for 12 weeks--so most, but not all, of the semester. My time was divided between projects and learning from the staff there about the specific tasks of their work. One major project I had was creating LibGuides. These are basically webpages that list resources of use to the scientific researchers, and they're organized and designed in a way to make it easy for the scientists to know what to look for as they do their work. One LibGuide I created was on funding resources, as the scientists there typically get grants and other funds to do their research. Another LibGuide I created was on physics resources, which is a large part of the research done there.
I also did some copy cataloging work, which entailed entering information about books, reports, and other resources into the library's computer catalog system, and then place the appropriate marks and stickers in the items so they could be ready for shelving and use in the library. I also went through a huge stack of old reports, checking to see if they were in the library's computer system already. They were on topics like environmental impact assessment of proposed new runways at air force bases and building a golf course at an army installation in Okinawa. Before starting all this cataloging work, I spent some time with the cataloging person, who explained the procedures to me.
I also learned about the process by which the library staff clears scientific research for publication approval, which is a huge part of their work, and involves checking references and ensuring all legal agreements are in place. I also spent some time with the librarian staff learning about interlibrary loan processes, the maintenance of the collection, and reference materials they use. There were times I even helped shift materials around on the shelves to create more space. I even shelved materials that had been recently checked in, which gave me the opportunity to learn how to shelve in the Library of Congress system, rather than the Dewey, which I use at the Oak Park Public Library.
I also spent time learning about records management processes, how records are created, maintained, and then discarded. One of my final tasks was to review the draft of a policy on record management for the laboratory.
My main days there were Thursdays for each of those 12 weeks, which was there when they had their all-departmental staff meetings. These meetings were an invaluable opportunity to learn about how they do their work, and the challenges they face, and how it all takes places within the context of the laboratory. There was indeed something grand about working at a US government facility, which added to the great experience I had learning and doing actual library work, practicing principles I had learned about in classes.
Indeed, I had plenty of opportunity this semester to engage in practice of library work, even down to the nitty-gritty technical details of cataloging and metadata. At times I felt like pulling my hair out over some of these details. But overall, I liked the opportunity to see this side of librarianship work, and I'm certain open to doing it in my career. And there were parts of it that were certainly enjoyable, like when Professor Karen talked about name authority files for Socks the presidential cat and metadata for Moby Dick, and exercises in which we created Dewey call numbers for books on growing rice with artificial lighting. I also had some interesting titles in my selection of books for the Ellin Greene project. And whenever Interstate 55 ever backed up when it was time to head out to Argonne or come back home, I had the opportunity to explore some interesting areas of Chicago's Southwest Suburbs, which made for a very nice drive--especially when it involved going through the lovely suburb of Riverside.
Certainly doing this kind of work in my classes and my practicum has poised me well upon finishing my studies in this "S" semester for my next job in the field of library and information science. I've indeed gotten myself ready for doing good work with my master's degree as I head into the next part of my vocational journey, for the Glory of the One Who is Master of My Destiny.
Note: This is my final post in my blog series "Master of My Destiny" specifically focused on my progress through graduate school studies. But there will be another reflection on the whole of the experience and my graduation ceremony coming up on May 8.
Subscribe to:
Posts (Atom)