Reflections: A TIE Year

James Truong, TIE 2003, thought a lot about his year in TIE. "Studying at Harvard was unlike studying at any program in this country, maybe the world. I was truly blessed to be part of that community, if even for only one year."

It was a year full of special moments. But it passed quickly, sometimes almost a blur of activity. To help current students navigate this intense learning experience, James recruited classmates Allyson Knox, Ge Vue, and Lori Weiss to address eight questions – "key decisions" that students face during the academic year. Here are questions four, five, and six; the last two (about jobs and commencement) will be posted in the spring semester.

1. Should I tackle all my courses with the same intensity, or immerse myself in some and cut back on others?

James: Balancing my courseload and the corresponding project load was a great challenge at Harvard. There was no limit to my ambition here and being surrounded by equally ambitious students only raises this bar. Still, it is fair to say that I didn't devote equal time to each class project, choosing instead to focus on those projects and classes that advanced my thinking and creativity the most. Those projects that captivated my interest had me immersed days, sometimes weeks, at a time. And – this might be terrible to say – in some cases the class itself played a secondary role in my learning experience. I could more easily, for instance, describe to you the evolution of my understanding of technology's role in education based on the projects that I completed or the papers that I wrote. The content of the course was no doubt important, but my learning was guided by what I chose to do with that knowledge base – i.e., my project choice.

Allyson: Selecting one of my courses to throw myself into became a necessary reality. At times it seemed that there was no way that I could do all the reading for all the classes in a thorough manner. While it's true that some professors really didn't “check” to see if you had read, many of my classes required online discussions about the readings and so I really needed to spend some time on certain material. I guess I thought about my long term career plans while I figured out how to allocate my time. Which course material did I want to know cold, which essay might I show to prospective employers, which professor did I want to spend quality time with? Obviously having a long term strategy doesn't always evolve exactly how you planned, but I think it is helpful to have.

Lori: I agree with Allyson in that there are simply not enough hours in the day to give each course the full attention it deserves at all times. The allotment of my time to my coursework was dependent, for the most part, on my level of interest in the specific topics and projects assigned within each course. Similar to James, as I became more engrossed in a particular class project, my other courses would fall to the background temporarily. I can relate to Ge's experience in that whenever I was able to make a connection between a particular course and my passion for mathematics education, I would then spend more time seeking to gain a better understanding of that connection, as well as applying that connection to my work within that course.

Ge: In choosing a course, I thought deeply about why I wanted to take it and what I wanted to get out of it. As the semester unfolded, I discovered new ideas in a course that fascinated me and naturally spent more time exploring those ideas in greater depth. For example, first semester I took a module on “Talking with Children about Complex Systems.” I became so intrigued by what I learned that I continued exploring ideas from the course on my own long after completing all the assignments required for it. Fortunately, I was able to turn my interests in systems thinking into a final project for another course. This enabled me to spend even more time exploring ideas that I truly felt passionately about. For me, particular ideas in a course, not necessarily the whole course content, greatly influenced how I allocated my time.

2. How should I go about "engaging with" the Harvard (and surrounding) community? And how much? Where is the balance between informal learning, social life, and coursework?

James: I was advised by an alum prior to my matriculation to HGSE to "take advantage of all the resources Harvard has to offer." Taking advantage of these resources can take on a different meaning for different students. For me, it meant engaging in the intellectual community, attending "brown bag" presentations from leaders in the EdTEch field, participating in conferences at the Business School, and listening to campus speakers – I saw Jon Stewart speak at KSG along with other notables such as Rod Paige and Robert McNamara (all for free). Of course it also meant attending TIE potlucks and cultivating a community within TIE itself. But overall, I found quickly enough that Harvard was a place where varying ideas converge, a place to take intellectual risks. The people I met, the kinds of conversations I had, the events I attended – these were the reasons I invested in a Harvard degree.

For instance, I was able to tap into my interest in entrepreneurship and technology by joining TECH (Technology and Entrepreneurship Club at Harvard). A bi-weekly club that met to discuss the basic tenets of entrepreneurship, TECH was actually an undergraduate club that brought in leaders in the field of entrepreneurship, many from the Harvard Business School others from outside of Harvard, to speak to students interested in starting a company in the biotech field. The information generated from this club was, of course, applicable to anyone interested in entrepreneurship. I continued to explore this interest at two conferences held annually at the Harvard Business School, one on general entrepreneurship and the other on social entrepreneurship. These kinds of experiences greatly influenced my decision to attend business school after HGSE, where I am now studying entrepreneurship and hope to apply these skills in an edtech-related company.

Lori: There is so very much that the Harvard community has to offer, that it was necessary for me to pick and choose the activities that would provide the greatest academic enrichment, opportunities to make social connections, and a healthy balance in my life. To enrich my academic experience at Harvard, I regularly attended a seminar series on Mathematics Education, as this has and continues to be my primary interest within K-12 Technology, Innovation, and Education. To develop a stronger connection with members of HGSE, and more specifically the TIE community, I attended all of the TIE potluck events. These social gatherings were a wonderful opportunity to learn about fellow students? interests and backgrounds, as well as to develop special friendships that, in some cases, will last for many years to come. In order to maintain a healthy balance of academic and non-academic activities, I took advantage of the Dance Program open to all Harvard students. My weekly courses in jazz and modern dance were challenging but relaxing, freeing my body and mind of academic-related stresses. In addition, attending Office of the Arts dance performances offered a temporary escape from the academic world, as I became immersed in the beauty of movement.

Allyson: Although the title "Harvard University" sounds like one place, it really is a bunch of little schools connected by one Harvard name. Each school – the Kennedy School, Business School etc. – is its own little world and hosts their "outside the classroom" programs. These programs are unbelievable. The night before the US initiated war in Iraq, I listened to former members of Congress and Middle Eastern experts debate our impending actions. How do you learn about these programs? I found that I needed to check each school's website. For example, the "forum" at the Kennedy School hosts acclaimed speakers on variety of topics, but to learn about who's coming you need to go to http://www.ksg.harvard.edu/iop/. You are always invited to attend.

There were key moments when I would meet a person whose background or work experience blew my mind or when a student would say something in class and triggered something in me (negatively or positively). I knew at that moment I had a choice. I could either initiate a conversation with this person or stick to my path. It can feel a little awkward asking someone you don't know, "What did you mean by that?", because, you know, you're at Harvard and everyone's smart, busy, driven, focused on their work. But these people and the conversations I had became my way to learn about professions I sometimes didn't know existed, countries I probably will never visit in my lifetime, and viewpoints that I will just never possess. Plus, I had time! I didn't need to get "back to the office," because my school schedule was must more flexible than my work schedule.

Here's an example: One evening I attended a multi-school dinner program. Inevitably, one person said, "So what are you studying?", and each of us answered. One guy's response was, "I study smell." And the conversation went to the next person. It was one of those moments where I knew I had choice of whether or not ask him what he was talking about. Finally, I said to him, "I'm sorry, what did you say?" And he proceeded to explain that he was a neurology student studying the process of how people smell. The group got into it. How does the brain recognize the smell of lemon? What part of the brain differentiates what smell is which? Why is this research important? This guy and the conversation is an example of how I think of "the Harvard Community."

Ge: If you receive an invitation to a conference, if a particular speaker sounds interesting, and/or if someone in the community is doing great work that interests you, take advantage of those opportunities. My active participation in a three-day conference on scaling up educational reforms held at HGSE ranks as one of my most valuable learning experience at Harvard. You cannot take full advantage of what Harvard has to offer by hiding behind your books.

3. Most of my courses require final projects. How should I decide on a project topic, and – if it's a team venture – is there a savvy way to pick partner(s)?

James: One of my early fears coming into TIE was that my weak multimedia editing skills would restrict my software creation goals. Fortunately, I learned early on that developing fully functional software pieces was not necessary in any of my classes. Knowing this eased my anxiety considerably, but I still found it advantageous to team up with students who were technologically proficient. I was also glad that lab classes were offered to teach basic Dreamweaver, Flash, and Coldfusion skills.

It wasn't clear to me early on how integral project work would be to my learning experience. The projects I attached myself to and the people I chose to work with largely determined the direction of my learning for each class. For instance, I spent the first few weeks in the Educational Software Design class floating from group to group, from idea to idea, trying to find the best fit for my interests and learning goals. In the end I chose the topic of mathematics over reading and helped design a role-playing software piece entitled Math Rules that taught word problems using real-world settings. Not only was I deeply interested in the topic area, but I was also fortunate to work with two wonderfully talented, hard working, and organized students.

In Online Learning Environments, however, I made the mistake of choosing a topic area, plyometrics (the science behind vertical leaping), that did not hold my interest. And while there was a period where I considered switching projects, my partner and I eventually chose to stick with it despite our reluctance. Though the end product was still of high quality, the process of developing the product was less enjoyable than the aforementioned Math Rules. I learned a valuable lesson in the first semester – that is, attaching myself to a project that you are passionate about should be my number one priority. The best case scenario, however, was to find someone who also shared my deep interest in a topic area, regardless of their technological proficiency.

Allyson: I think the way you pick a project should relate to your long-term strategy. Given the type of work you would like to do in the future or the kind of employer you would like to work with – what kind of project would you like to present to them? Maybe you want to focus on the content of the project or maybe demonstrating that you possess specific skills is more important to you. Know what your agenda is – then pick your project – then lead your team.

No matter what project you get involved with, make sure that your team has some kind of work plan that is written down (even if it's not perfect) and some specified way of communicating. The team that I enjoyed working with the most also was the one that I communicated the most with. We not only emailed each other every couple of days to provide honest assessments of where we were individually, but we also passed around a document via email and kept resaving it with new titles like “Draft 1 – AT” then “Draft 2 – BD.” Although this simple process may sound like a very obvious thing to do, I was shocked at how much time some teams spent just figuring out who had which version of a document. We sometimes set aside Sunday night as pizza night, and we would just hang out to do the project work together. My teammates and I became good friends, and I think it's because we set realistic expectations of one another and what our project would accomplish, we communicated regularly, and we also had some fun.

Ge: Coming up with a quality idea for a final project is one of the hardest and most rewarding part of a graduate course. Since you will be spending a large chunk of your time on the final project, really challenge yourself to come up with a project idea that uses what you will be learning from the course and at the same time is personally and professionally meaningful.

For the most part, I had very positive experiences working on team projects and learned as much from my peers as I did from the instructor. Your classmates have a wealth of professional experiences and particular skills to contribute to the project. Working together enables all of you to create something that is truly fabulous.

Two things that may help your team work together more smoothly: Establish multiple means of communicating and collaborating. As the semester progresses, it becomes increasingly difficult and at times almost impossible to schedule time to meet face-to-face, especially if a team member has a family or lives far from campus. I've found that synchronous, groupware tools such as TappedIn2, three-way phone conversations, and email are also effective means of communicating and each offers unique advantages.

Take the time to think through what parts of the projects need to be done as a team and what parts can be done individually. I've seen teams that tried to do everything together and ended up spending more time discussing than working. Likewise, teams that split the tasks among each other quickly often struggled with how to put it all together at the end. Some tasks such as brainstorming, analyzing data, or editing a rough draft can be done as a team. Other tasks such as writing the first draft of a large report or creating a template/layout may be more efficiently done individually.

Lori: It was my experience that with each course I gained a deeper level of knowledge about my final project topic than any other aspect of the course content, because my topic choices influenced what I read and researched for each course. Therefore, in choosing a project topic, I believe it is most important to consider what you are passionate about and want to pursue in depth. For me, this focus was mathematics education.
Although my courses ranged in scope from neuropsychology in education, to cognition and instruction, to educational television, each of my final projects related in some manner to my deep interest in the learning and teaching of math. I had the opportunity to research mathematical learning disabilities, design a software environment to aid in the understanding of rational numbers, design a teacher's manual for a middle school unit on mathematical properties, and develop a proposal for a children's television program aimed at developing fundamental mathematical concepts through multicultural contexts. I gained both a deep and wide-ranging understanding of mathematics education through my final project choices.

Question 4. It's already time to decide on my last courses! How can I learn from my experience in the fall to make good (better) decisions? How (if at all) should I think differently about course choices for the spring?

James: My overall learning experience during the second semester was much more robust than the first, and this was in large part due to both my understanding of the Harvard system and my gaining a better sense of my interests and goals. In retrospect I would define my first semester as an exploration period. It was a period during which I tested many of my ideas about Technology, Innovation, and Education, only to realize how immature my understanding was of the challenges of Technology, Innovation, and Education. With that first semester of exploration under my belt, I was more able to refine my goals and choose classes that related to my new interest of educational reform via technology. And quite honestly, it was only during this second semester that I began to develop a stronger, more realistic vision for the future of technology use in education.

Allyson: Second semester for me was all about opening myself up and taking academic risks. My decision-making process went something like this: listen to students I respected about courses they were excited about, take courses that relate in some way to my long term plan, and take courses where I was out of my comfort zone.

The process worked but it wasn't always an easy or predictable experience. For example, I took a policy course at the Kennedy School that had only 10 people in it and it was definitely not an area of my expertise. At times, I had no idea what the professor was talking about. But I got through it, and I think about issues such as “power” and “influence” very differently than I did before the class.

Lori: I have always been fascinated by science museums--taking traditional math and science concepts and making them fun and exciting for children. So what more ideal place could there be for me to pursue my interests in non-traditional math education! This is something that I had thought about long before I ever entered HGSE, but I was well aware of just how difficult it can be to land a position in a place such as The Museum of Science, Boston. I knew that if I ever wanted to be a part of such an exciting learning environment I would have to figure out a way to get my foot in the door. Harvard afforded me that opportunity. I was able to get an internship in the hands-on computer exhibit in the Museum of Science. While the work that I did in the exhibit was not directly related to my future goals, it gave me the opportunity to meet and make connections with various members of the Museum of Science community. These connections undoubtedly played an important role in my eventual employment at the museum following graduation. Therefore, my general advice is, if there is a specific environment in which you would like to work following graduation, use the opportunities afforded to you as a Harvard student to get your foot in the door.

Ge: Second semester I had a better context in which to evaluate and choose my classes. I found it easier to see connections between what I would be learning second semester and what I had done during first semester.

5. Should I seek an internship in the spring? Is it worth the tuition price? How do I parlay an internship into a job?

James: I personally chose not to do an internship during my year at Harvard. That's not to say that you shouldn't – it's certainly a great place to get some hands-on experience in the professional world and can supplement your classwork very well if you choose the right internship. I just thought that with so many interesting classes at Harvard to choose from, doing an internship would take away from my Harvard experience. In doing so, however, I realized that I was turning down a great opportunity to work closely with some very notable edtech companies. But with only two semesters – one, really, if you count the first as a transitional period – I just couldn't put in the research time to find the right internship. Had the TIE program been two years instead of one, I am certain that I would have done an internship.

Allyson: I am a HUGE proponent of work-based learning. My two internships were critical to my Harvard experience. I knew that this would be the only time in my life where I could call any company or any professor that I was interested in working and say that I was a Harvard student who would like to gain some experience with them for 10-20 hours per week. Think about this – anyone.

A professor once said to me, “Allyson you could work for free for anyone at any time in your life. When you have Harvard courses at your fingertips – why now?” My response, “Because I have the time and I have access.”

I knew that when I interviewed for a future job that most likely employers wouldn't ask me about specific courses I took but would be interested in something I did in the “real world.” I also had time. Having worked for ten years before going to Harvard, I all of the sudden had the TIME to devote myself to projects, organizations, ideas that I had wanted to get involved with but because of working 50+ a week just couldn't.

Without a doubt, going the route of creating your own internship takes forethought and a willingness to go through possible extra adminstrative hoops to set it all up. But it's worth it. First, knowing that one day I might want to get a PhD and that publications/research are the most important aspects to an academic career, I decided to talk with a professor who was doing research in an area that I was really interested in. We struck a deal – I would work on one of his publications for 20 hours a week and if it got published my name would appear on it. Plus I would receive academic credit for it. I set this up in the internship office of HGSE and wrote up a work contract which the professor had to sign.

Honestly, the research was tough and I spent an incredible amount of time on the project. But the process was rewarding and I think I understand more about what it takes to be an academician.

Lori: I have always been fascinated by science museums--taking traditional math and science concepts and making them fun and exciting for children--what more ideal place could there be for me to pursue my interests in non-traditional math education! This is something that I had thought about far before I ever entered HGSE, but I was well aware of just how difficult it can be to land a position in a place such as The Museum of Science, Boston. I knew that if I ever wanted to be a part of such an exciting learning environment I would have to figure out a way to get my foot in the door.

Harvard afforded me that opportunity. I was able to get an internship in the hands-on computer exhibit in the Museum of Science. While the work that I did in the exhibit was not directly related to my future goals, it gave me the opportunity to meet and make connections with various members of the Museum of Science community. These connections undoubtedly played an important role in my eventual employment at the museum following graduation. Therefore, my general advice is, if there is a specific environment in which you would like to work following graduation, use the opportunities afforded to you as a Harvard student to get your foot in the door.

Ge: Initially, I wanted to do an internship during Spring semester. However, I was not able to find one that was compelling enough to replace one of my classes. However, I did volunteer a few Saturdays to help with Invention Studio at the MIT Museum and the Invention at Play exhibit at the Museum of Science. I learned a great deal from both experiences.

6. I've gotten close to a small group of people. Should I concentrate on building friendships with them, or keep pushing to broaden my circle? Is it realistic to think about establishing friendships that will continue beyond graduation?

James: I blinked and it was over. The year went by in a flash, my first semester so distinct from my second – the friends, the classes, the relationships. It's fair to say that my year at Harvard was a bit of a bubble, once popped left everyone scurrying to make a career of it or at the very least moving on to their next big conquest. Truth be told, there are but a few friends that I remain in contact with. Those others that I met, that played such an important role in my learning experience, almost seem like ghosts from my past. Most I will never see again.
I found that what makes Harvard so distinct from most all other schools is that during my stay I met the most accomplished, most talented and intellectually curious set of students in one setting that I will likely ever meet. The impressions I have of these encounters will stay with me, I am sure, for the rest of my living days – even if I never see them again. Forging friendships was clearly a priority for me, but I never thought I would lose touch with so many so quickly. The TIE potlucks, the community, the cheap meals at Grendel's – all were part of this flash, Harvard experience, all part of a faint recollection.

All this is to say that with only a year of study, making and sustaining relationship for the long-term was a great challenge for me. My five or six email addresses and three or four phone numbers have left me wondering whether I could have done a better job at balancing friendship and fellowship with my need to acquire new knowledge.

Allyson: I like what James said, “I blinked and it was over.” Well said. I put a high premium on my social relationships; so I spent quite a bit of time bringing people together at my house for pizza and discussions, facilitating parties, and just making time for going out for coffee etc. Maintaining these relationships, just like in other areas of life, also takes time. But it's time that I think is well spent. I'm a “social learner” – I love to learn by listening and spending time with people who are thinking about new ideas, etc. Hence, the people I developed relationships with at Harvard really, in essence, very much became what my Harvard experience was all about.

Ge: I really enjoyed the company of my TIE peers. Everyone was genuine, sociable, and welcoming. I looked forward to the monthly potlucks. It was easy for me to set aside time from my busy schedule for friends because they were as eager to do the same. Looking back, I do wish I had made stronger effort to get to know more students outside of TIE. During the career day in Washington, DC, I did get a chance to mingle with other HGSE students. They were neat individuals, and I learned a great deal talking with them about their different pathways in life. I only wish I had done that sooner.

Lori: Reading my classmates responses brought back so many wonderful memories of late night study groups, TIE potlucks, HGSE happy hour events, chatting with classmates during the few minutes before a professor began her/his class, and just passing friends on Appian Way, in Conroy Commons, or in Gutman. The HGSE community is made up of so many compassionate, interesting, driven individuals with some truly amazing experiences under their belts. It was most definitely all of those random opportunities to spend time with these great people that made my experience so fulfilling and memorable. I would definitely advise an incoming student to try to meet as many people as possible while at Harvard. It may seem that we have a limited amount of time together, and so we should want to build closer relationships with fewer individuals. But, just because I have graduated from Harvard, does not mean that I have to stop making time for the people I met while I was there. With cell phones and email so easily accessible, it takes only the slightest bit of effort to keep in touch with these wonderful people. So I say get a head start on developing as many potentially long-lasting friendships as possible!

7. When should I start looking for a job? How should I go about the research? What are the best three things to do to promote myself in the job market?

Ge: When James called me a few days ago to ask how I was doing, I sarcastically responded, “I'm still unemployed and useless.” It is the third week of September, and I just started looking for employment. When should one start to look for a job? Well, it really depends on ones personal circumstances. For the past five years, I've been devoted to developing myself professionally and attending Harvard was a continuation of that. Instead of jumping into the job market right away after graduation, I felt that it was best for me to spend quality time with people who are dear to me, in particularly, my father who has been ill for some time. I'm truly grateful I did that. I spent two memorable weeks with him before he passed away.

Since I've only begun my job search, it is counter intuitive for me to offer insights. However, Allyson has some sound ideas. In fact, I hope she will accept my invitation for dinner so I could pick her brains some more.

James: Fortunately, I had made up my mind to attend business school after graduation and did not have to do a job search, but those students who intended to find a job after graduation were challenged to squeeze in this effort during their second semester or chose to wait until after graduation before really digging deep into possibilities. I think you run the risk of detracting from your one-year Harvard experience if you spend too much time worrying about work after school. That said, you have to pay the bills.

Allyson: This is a tough question because a true job search can take up as much time as one course. I think checking the HGSE Career Online Recruiting Board consistently is important to do. Think of every course and every project as part of your “career portfolio” and do them well.

One strategy that might prove to be helpful is to keep a running record of the people, organizations, and ideas that you explore during the year that you might want to work with in the future. As you are writing a paper, attending a conference, working as an intern write down contact names, website addresses, organizations that connect to your interests and plan to follow-up with each in some way in the future.

Finally, most Harvard professors are connected to a larger network of professionals that they have worked with for years. If you are doing well in a class, have made an effort to get to know your professor, and have a sincere interest in their specific field – explore their professional network with them. If you think there might be a fit between you and this network ask your professor if they might connect you to these professionals so that you can discuss career options with them.

Lori: My primary thought on job searching is that if there is a particular job or environment for which you have a strong passion, go after it as soon as possible. I had always dreamed of working at a science museum. Upon starting my internship at the Museum of Science, Boston, I began making connections with staff members and spoke frequently with the Human Resources personnel about potential employment opportunities. In addition, I attended a brown bag session in which various staff members talked about their involvement in an initiative to enhance the math learning experiences available in science centers. All of these activities played an important role in my eventual employment at the museum. So, if you have a passion, or a dream-job, get yourself involved and go for it! Let the employers know you are out there and that you have something great to offer them!

8. What's the best way to enjoy Commencement? When should my family and friends come? Which activities are actually fun and/or rewarding?

James: It's worth stating that I am not the ceremonious type. I received my college diploma in the mail and skipped out on half of my high school graduation. And I was very close to not attending the morning ceremony at Commencement, the one with all of the graduates. Thankfully, a good friend of mine convinced me to go and despite the impending rain it was definitely one of my quintessential Harvard moments. Seeing all of the students in one setting – the culmination of a zillion hours of hard work and dedication – listening to the commencement speeches, and watching the traditional graduate ceremonies with all of the administrative leaders at Harvard (among other surprises) – all of these continue to inspire me. It was the perfect book-end to my Harvard experience.

Ge: My family and I enjoyed the TIE evening gathering the day before graduation. It was great mingling with professors for one last time and meeting the family members behind the wonderful people I've spent the year with. Your family and you should definitely attend that.

Someone advised me to bring cell phones to the morning exercise so that my family and I could call and locate each other among the masses of people in Harvard yard. Everyone seemed to have the same idea. When we got to our seats, everyone flicked opened their cell phone to call and locate their family. It was fun to hear my mom's excited voice when I pretended I spotted her hand frantically waving among the crowd all of whom were proudly waving their hands so that their graduate could catch a glimpse of them as well.

Lori: I should also admit that, like James, I am not one to get excited about ceremonies. So for me, it was not the actual commencement ceremony that was as special as the gatherings of family and friends. The TIE reception meant a great deal to me, as I was able to introduce my family to my professors for whom I have such a deep respect and appreciation, and to the many friends who supported me and collaborated with me along the way. The HGSE reception the evening before commencement was equally special. Smiling on the dance floor with my 90-year-old grandmother grooving on one side of me and my TIE friends on the other was a special and rare moment that I will never forget!

Allyson: This is a simple one – go. It's fun. Email your family as much information as possible before all the ceremonies including a map showing where things take place. Tell them it will be long, to wear comfortable shoes, and to expect any kind of weather. It's worth it.

The university-wide graduation is a sight to be seen. Imagine this: You're walking through Harvard Square, and you see hundreds of students, clustered by school, walking in straight lines toward Harvard Yard. This is exactly what happens, and the tradition has been going on since the 1600's! I felt a sense of history and community that morning that was great. Plus you get to listen to brilliant students comment on relevant and interesting topics, and you get to hang out (possibly for the last time) with friends you've made throughout the year.

The HGSE ceremonies were also memorable for me but in a different way. When the HGSE Dean kicked it off – she unified HGSE by saying something like, “We are all here at HGSE because we see education as the prime vehicle for righting social injustices.” Her broad vision united the various specializations within the college, and I felt challenged us to keep working toward this broader vision. Plus, it was really special for me when one of my favorite professors handed me my degree. Again, community.