Student Journal

Entries by Molly Shaw. Molly is a student in the Higher Education master's program.

• May 13, 2008
• April 15, 2008
• March 8, 2008
• February 14, 2008
• December 21, 2007
• December 12, 2007
• November 29, 2007
• November 19, 2007
• October 25, 2007
• October 18, 2007
• October 11, 2007
  

A Week in the Life of an HGSE Professor

May 13, 2008
Ever wonder what it might be like to be a Harvard professor? Over the last nine months, I have found myself asking that question quite a bit – not because I’m seriously considering a career in academia, but because I continue to wonder, “How do they do it all?” When I decided to attend HGSE, I thought about access to top professors – teaching in the classroom and meeting during office hours to discuss papers and research topics. But it never crossed my mind that Ed School professors would be constantly engaged with HGSE students – attending lectures together, organizing conferences, and hosting dinners. Those seem like the activities of professors at a small, liberal arts college.

You can imagine my surprise when I found that HGSE professors extend themselves well beyond their classrooms and offices, and far beyond their course schedules, set syllabi and assigned papers and projects. Here’s a brief look at how one professor, Fernando Reimers, Ford Foundation Professor of International Education and Director of the International Education Policy (IEP) program, recently spent his time:

On Friday, April 4, Professor Reimers hosted a screening and discussion of a film about how high school students approach the teaching of Math and Science. Afterwards, he and students attended a seminar on the Purposes of Education and discussed alternative roles for education across the globe until 9:00 p.m. The next day, Saturday, April 5, at 8:00 a.m., Professor Reimers and students attended a day-long International Development Conference at the Harvard Kennedy School where he served on a panel discussing the role of Latin American education foundations. On Monday, April 7, Professor Reimers attended the HGSE Admitted Students event where he spoke on the faculty panel, engaged with admitted students, and connected them with current students. He also attended his bi-weekly IEP seminar – he had arranged for former Wellesley and Duke President Nan Keohane to speak with students about the challenges facing new leaders. Two days later, on Wednesday, April 9, Professor Reimers traveled to Sao Paolo, Brazil, to meet with several HGSE graduates and attend a conference with other experts in education reform.

Dr. Reimers’ schedule symbolizes the deep dedication of HGSE faculty to ensuring that teaching, research, and support permeate all aspects of graduate student life. And he is not the only professor whose outreach regularly extends beyond the classroom. Higher Ed students raved after Professors Judy McLaughlin and Jim Honan organized a surprise class visit from former Harvard President Derek Bok – a response to student requests to meet and speak with the University legend. The hallways in Gutman buzz in anticipation of and after student dinners hosted by Professors Terry Tivnan for the Human Development and Psychology and Mind, Brain, and Education cohorts and Tom Hehir for the School Leadership program. Professor Jerry Murphy included members of his class in an organized weekend workshop called “Getting Unstuck” – learning a technique for accessing one’s inner knowledge, or intuition, through a process called Focusing. International Development Professor Haiyan Hua attended a day-long student conference about Adaptive Approaches to Education, while Karen Mapp, Lee Coffin, Mark Warren, Janice Jackson, and Lee Teitel attended and participated in the annual Alumni of Color Conference.

So, it’s not what I imagined when I thought about what it might be like to “work” with HGSE professors. It’s more time and more dedication, more opportunity and more support. It’s bigger. It’s better. And I still don’t know how they get it all done.
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Good Company

April 15, 2008
This time last year, I was sitting in the waiting room of a car dealership when I opened my email and found my acceptance letter from Barbara Selmo, Director of HGSE Admissions.

Amidst the diesel fumes and oil-stained carpet, I silently celebrated and wondered what the next year of my life might be like. Making the decision to attend the Ed School was actually pretty easy; I knew that HGSE’s combination of practice, policy, and research was the right fit for me, and I relished the idea of an opportunity to learn from expert professors, work with a diverse range of professional colleagues, gain experience through a graduate internship, and tap the unlimited resources of the University.

What I failed to consider was where I might be sitting one year later. Thinking about the prospect of finding a job didn’t enter my head last April. Instead I was focused on the idea of leaving my job, moving to Cambridge and enrolling in classes. Yet one year later, here I am, looking ahead again and wondering what the next year of change might look like.

The good thing is I have a lot of support. Unlike last year, this time, everyone around me is experiencing the same feeling. Each friend and classmate has entered his/her own job search, we share position postings and interview tactics, and we all commiserate on how we’ll balance these next five weeks of paper writing and exam taking, job fairs and cover letters. Our program directors and professors are equally as invested in our job searches. I receive frequent emails from Judy McLaughlin highlighting the latest employment opportunities, and HGSE faculty members are happy to meet with students to discuss ideas, provide career guidance, and share contact information for alumni and colleagues in the field. We also rely heavily on the Career Services Office staff to meet with us personally, run informative workshops, and keep us abreast of which organizations will be on campus and when.

Spring Break this year was not exactly the sun-soaked, sleep-filled respite I had remembered from undergrad days. Instead, thanks to HGSE, it was an invigorating tour of Washington, DC and her many educational organizations. “Career Days” is a 2-3 day experience organized by the Career Services Office that gives students the opportunity to visit with alumni at their professional organizations in DC, San Francisco, and New York, and receive an insider’s look at their work.  I spent time at the Gates Foundation and the US House Committee on Education and Labor, while others visited the Children’s Defense Fund and local public and private schools.

While I’m a bit apprehensive to think about another big change, I feel differently than I did a year ago. This time, I’ll make the change armed with the knowledge I’ve gathered at HGSE, and I’ll prepare for the transition with allies on each arm – the company of colleagues, and the guidance of top-notch faculty and an experienced Career Services staff.
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Taking a Breath

March 8, 2008
Ask HGSE students what they do in their free time and you might get the answer: “What free time?” Yet even though we are busy attending class, writing papers, working at internships, and studying in the library, the truth is we do have free time; our quandary is how to best use the time we take to come up for air. While we may sometimes feel overwhelmed, much of that sentiment stems from the fact that there are so many options of things to do outside the Ed School. Here is just a glimpse at some of the many places and activities available to HGSE students.

Beyond Appian Way lies the entire University campus. Take a gander at the Harvard Gazette and you’ll find numerous opportunities for speaker engagements, entertainment events, art exhibits, outings, and service opportunities. Besides boasting its own selection of nationally renowned museums and libraries, Harvard athletics includes 39 sports teams and many intramural activities. Popular Harvard Square serves as a frequent hangout for students who want to eat, drink, shop, attend a play, take in a classic film or watch the latest movie on new release.

Walk (or take the T, Boston’s subway system) a bit further, and you’ll find yourself entering Central, Kendall, Porter, Davis and Inman Squares – each stop filling its own niche with unique restaurants, live music venues and retail shops. Expand your exploration a bit more into Boston and suddenly the opportunities for culture, arts, and cuisine expand indefinitely. This semester, the Museum of Fine Arts offered a day of free admission to its Napoleon exhibit. Two weeks ago, I met friends in Chinatown for Sunday afternoon dim sum and caught the tail end of a local parade. Special nights out often include jaunts to South End trendy restaurants or North End Italian Eateries. You can laze away a sunny day in the Boston Common, explore the Faneuil Hall Marketplace and the Black Heritage Trail, or take an exciting, amphibious Duck Tour of the city and Charles River.

Venture beyond the city proper for beach trips in the fall and spring, and northern winter getaways. In January, I explored Moosehead Lake with friends and holed up in a tiny cabin with a wood burning stove to study for exams. Later that month, members of the Higher Ed and Education Policy and Management cohorts headed to Sunday River ski resort to hit the slopes. Right now, we’re making plans for Provincetown in April, and perhaps a jaunt to New York City (studying on the train can’t be beat).

Yes, free time is limited and options are not but, as a student, it’s essential to take a breath every now and then and venture beyond the HGSE campus. Some of the experiences beyond the Ed School leave lasting impressions and facilitate lifelong friendships that were started back on campus. Once you find the time and set out on each new adventure, you never look back.
Note: HGSE does not endorse any of the attractions, services, or locations mentioned above.
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Confer About This

February 14, 2008
You probably won’t be surprised to hear that HGSE students are conferencing. Yes, it’s true – despite returning to classes, hitting the books, reviving old clubs and student groups, revving up new ones, attending career workshops, and beginning our job searches, HGSE students are also planning conferences. There are two major events on the calendar: the Alumni of Color Conference and the Student Research Conference. Both conceptualized, organized, and run by students.

The sixth annual Alumni of Color Conference kicks off February 22. Over the course of two days, alumni and current students will explore this year’s theme: Raising Our Voices: Framing Conversations About Race and Education. Keynote speakers and panel members will challenge mainstream thought and rhetoric regarding race and education. Through presentations such as “Speaking Back to the Achievement Gap,” “Targeting Arab/Muslim/South Asian Americans: Criminalization and Cultural Citizenship,” and “Dismantling the School-to-Prison Pipeline: Questioning the ‘Colorblindness’ of School Disciplinary Practices,” to name just a few, the conference creates dialogue about pivotal issues in education, encourages sharing of diverse perspectives and experiences, fosters relationships between alumni and current students, and strengthens student commitment to improving education for people of color.

March 14 marks the start of the Student Research Conference, an opportunity for students from across the country and at different stages of their graduate careers to present their research, discuss initial ideas about a project, or fine-tune their presentations for upcoming national conferences. HGSE students organize the conference, review proposals, and select presenters to speak about wide-ranging theoretical and/or empirical topics. This year’s theme, The Power of Education Research: Translating Research into Action, hopes to promote and inspire research as a steppingstone for change through review of school intervention projects, human development studies, learning and teaching methods, educational administration ideas, and policy and planning research.  

As we prepare to tackle the awaiting real world, HGSE students are constantly reminded how much the Ed School offers and how well it’s preparing us. We study and discuss, read and research, brainstorm and play, and learn and grow. Our experiences take place in the classroom and library, professors’ offices and lecture halls, over email, and through our internships. And still, another opportunity exists to enrich our time at HGSE – conferences. They’re one more opportunity to hone our organizational skills, sharpen our creativity, encourage us to think about the big picture of relevant educational issues, and expose us to viewpoints and people from around the globe.
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Go Ahead, Test Me

December 21, 2007
There is an actual buzz of excitement surrounding finals at HGSE. Yes, it’s true, many Ed School students are secretly looking forward to taking exams, writing final papers, and presenting our research in semester-end classes. It may sound crazy but when you’ve been living, breathing, reading, and talking education for weeks, you feel prepared for the end of the semester and excited to pull together all you’ve learned.

Part of the reason we’re looking forward to tackling our finals is the promise of a diverse set of capstone projects; the range of assignments has made for an interesting end to the semester. Last week, I handed in a group paper for my Higher Education and the Law course, taught by Harvard’s General Counsel, Bob Iuliano. Three classmates and I developed and drafted a college alcohol policy, meeting frequently at each others’ homes over coffee and snacks. We felt a bit like a group of college deans debating clauses of the policy and trying to strike a balance between institutional liability and our desire to create a college environment in which students personally develop and grow.

Tom Tritton’s course on Social Justice ended with five team-taught classes. Each group selected reading assignments, summarized ideas and developed discussion questions.  Bridget Terry Long handed out her take-home exam for the Economics of Higher Education, giving us five days and the flexibility to consult notes, readings and former papers. Earlier this semester, Higher Education director, Judy McLaughlin, encouraged each of us to begin thinking about whether we wanted to write a research-centered or interview-based final paper, which is due this week. Having a choice enabled us to focus our strengths and cultivate an early interest in the paper topic.

With little time left in the semester, we are both looking ahead to the spring and reviewing the incredible amount of knowledge we gained during the fall. It is amazing how much we’ve covered and how closely each class informs and influences the others.  Discussing, formulating, and writing down ideas feels less like a test and more like an opportunity. We feel less need to prove ourselves to others and more desire to show ourselves how far we’ve come.
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One Year Later

December 12, 2007
This time last year, I was a bit overwhelmed.  Balancing work and applying to grad school seemed to take every ounce of energy, and the anticipation of a major life change added to my stress.  I knew I wanted to attend HGSE and, as of December, I had taken the GRE, requested letters of recommendation, updated my resume and was beginning to think about my Statement of Purpose – the piece that would prove that the Ed School and I were the right fit.

As I sat down to write, I thought about all the reasons I wanted to spend the next year at HGSE: studying education at the nation’s premiere higher education institution; taking courses from professors who are academic world leaders; interacting with classmates from diverse backgrounds and professional experiences; participating in an internship that would fuse class theory with applied work; the ability to cross-register for classes at the Kennedy School of Government, Business School, Law School and Faculty of Arts and Sciences; and gaining access to unprecedented university resources (e.g., libraries, lectures, arts events, student groups).  There was no doubt in my mind that HGSE was the place for me; I just needed to convince the Ed School that I was right for it.

Passion is key.  Every student on campus is truly engaged and fervent about the power of education to change lives and the world. We come to campus to focus that passion and, while we may not know exactly where we’ll end up, we do know why we want to be here – which program fits our interests, those classes that call out to us, and how we will enrich our cohort and courses by bringing different ideas and fresh perspectives. In my opinion, a Statement of Purpose should convey your passion as well as your voice. It’s a way to tell your story (or, at least, the first few chapters). I think it’s important for HGSE to see that your presence at the Ed School is a natural progression, and that HGSE will play an integral role in helping you complete your ideal narrative.

One year later, I no longer feel overwhelmed. While gearing up for exams and final papers can be a bit daunting, knowing that I’m at a place that “fits” makes all the difference. I look forward to finishing this semester with a series of papers and exams that will encourage me to synthesize what I’ve read, heard and discussed at HGSE. Finals are part of this greater student experience that is helping me develop, move forward and prepare for my own next chapter.
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Sweet Street

November 29, 2007
A few days ago, I heard Professor Katherine Boles describe the academic experience at HGSE as “a candy bowl.” The contents are good, the selection is vast, and no matter what you reach in and take, you’re bound to be pleased.  Professor Boles is right on the money (or is it mars bars?) with her analogy, and I would say it also extends to classes and professors. It’s hard to find anything to complain about on Appian Way. There isn’t any bad candy in this bowl.

At the beginning of the year, my classmates and I wondered how eight classes taken over nine months would prepare us for future work or study. We took our time, shopped for classes, and dipped into the overflowing bowl of choices. Since then, we’ve realized that the work load, rigor, high level of discourse and subject relevance sustains us. I have never worked harder, and I have never wanted to work more. Every reading and each paper is a bite that leaves us wanting another. Each is an opportunity to apply knowledge, consider experience, and learn more about how education is changing and how we can use education to change the world.

If classes are candy, then the key ingredients are educational practice, policy, and research. Yet just like any good candy bowl, the contents are diverse -- each class is a basic recipe with a twist. Eleanor Duckworth adds a pinch of Piaget and a dash of Inhelder insight as she creates teaching courses that look at intellectual development and pedagogy. Mica Pollock combines studies in racial difference, discrimination, and fairness in school and community settings when conceiving the recipe for her classes.  Jerry Murphy whips leadership and management skills into his courses on organizations. And Judy McLaughlin stirs at least one live President-in-residence into her Higher Education seminar.

Each student selects and samples courses based on taste and preference.  We savor the flavors throughout each semester, as we sit in class, study in Gutman Library, and discuss issues with cohort members. And as the semester ends, we smile as we look ahead and see the bowl refilling. Another semester of delectable courses awaits us. Life is sweet.
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Winding Our Way

November 13, 2007
Why do we study education, and why is that study so important now?  Education shows us the way to social justice and enables us to prepare people to deal with the developing challenges within this country and throughout the world. Trained, thoughtful and creative policy makers, administrators, researchers, teachers and other leaders are needed now as never before as increasingly complex and daunting issues confront us.

At HGSE, we confront these issues and work to tease out the root causes of problems, find solutions, and examine the complexity of each challenge within the educational system. Studying education feels like embarking on a thrilling yet arduous journey. Our mission is clear: the attainment of additional knowledge and understanding as well as creative thinking and problem solving skills so we can tackle the issues more efficiently and with better information. Yet the path is not always straightforward; around each corner lies a potential obstacle. Some may be surmountable with a bit of creative thought while others require much more attention, energy and innovation.

There’s no better place to study education than the Ed. School. A resident expert guides us through each topic. Whether it’s Bridget Terry Long discussing access in higher education, HiroYoshikawa conducting research regarding the effects of public policy on child psychology, or Kitty Boles empowering teachers to promote school change from within the classroom, these and other HGSE faculty researchers, practitioners and teachers collaborate with us to overcome obstacles and redirect us when we veer off course. We learn from each other as we move forward.

Throughout the HGSE journey, we find that the answer to one question leads to a series of other seemingly unanswerable inquiries.  Sometime we get stuck.  But HGSE professors are here for us – they encourage the questions, take time to step back and look at the problem from another perspective, and offer new solutions. Even they don’t have all the answers, but the collective power of students and professors works to bring us closer to solutions. The accessibility to professors is key to the HGSE experience, and office hours, after-class discussions, and email availability help create an environment where no issue seems unconquerable.

Now is an interesting and imperative time to study education, and there’s no better time than now to be at HGSE.
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The Power of the Collective

October 25, 2007
Before coming to Harvard, I had never participated in a study group, written a group paper or team-taught a class. After this semester, I will add all three to my experiential resume and walk away with a new zest for group learning.

HGSE is a tight-knit community, buzzing with students who are eager to learn from diverse resources.  We value the stellar faculty, and we value each other.  Every student brings new perspectives and thoughtful insight. As we acquire knowledge and develop skills through reading and class time, we also continue conversations, delve a little deeper, and practice what we’ve learned outside of class with each other.

Last week, I worked with three other students in my Economics of Higher Education class to develop a presentation about admissions policies at colleges and universities. In the weeks leading up to the presentation, we brainstormed, researched, discussed and organized over hummus and pita chips, and cookies and hot cocoa at the Cronkhite center. We debated, compromised and gave each other feedback. Each one of us contributed in a different way and pushed the group to create a presentation that was better than we could have individually imagined.  I learned four times as much about the subject matter as I would have if I had worked alone, and I learned a lot about teamwork.

There are many avenues for learning at HGSE. Traditional discussion-based classes, professorial lectures, and individual reading and papers all give us an excellent base of knowledge.  Extending this education beyond the classroom with a cohort of smart and passionate people, gives us a fresh set of ideas. We learn more about the material, more about each other, and more about ourselves.
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Harvard Around Every Corner

October 18, 2007
On the first day of classes, I made a promise to myself: No matter how busy I feel or how much work I have to do -- I will take advantage of what Harvard University has to offer. I started by adding the Harvard Gazette website to my “favorites” list and each day reviewed upcoming speakers, plays, art exhibits, and sporting events. A campus tour acquainted me with “the yard” (site of Harvard College), other graduate schools, and numerous libraries.  I picked up tickets at the Harvard Bookstore for lectures and presentations by renowned national and international figures.

During my first week on campus, I attended a talk by Jonathan Kozol, educational author and activist.  He was unlike any speaker I have ever heard -- unique in his child-centered point of view, telling stories so simple yet defining.  His dedication to education was inspiring, and I left Harvard’s Memorial Church invigorated and thinking "this is what being at Harvard is all about." Then classes started.  

All of a sudden, I've found myself repeating the same thought I had after listening to Jonathan Kozol.  Every professor and every class is energizing.  Each day new questions arise, and we work to tease out problems and tackle solutions.  It’s addictive, and I relish time spent studying on the second floor of Gutman Library and discussing with classmates on the sidewalk of Appian Way. 

Keeping my promise has been a bit tougher than I’d originally imagined – only because the wealth of opportunities and activities seems endless. There are so many possibilities for us inside and out of the classroom, and each avenue leads to a new perspective, a fresh look at learning. It takes a bit of balance, and it’s worth every bit.
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The Beauty of Shopping

October 11, 2007
Three weeks into the Higher Education program, my expectations have been exceeded.  After moving from North Carolina and settling into my apartment in Cambridge, I waited anxiously for orientation at HGSE (though most of us now refer to it as just “the Ed. School”).

We gathered in the Gutman Library Conference Center as Dean McCartney welcomed us and Admissions Director Barbara Selmo assured us that HGSE Admissions did not make “any mistakes” when reading applications; we all belonged at the Ed. School.  We learned about the action-packed orientation schedule, including what may be one of the greatest ideas ever: Course Shopping.

I didn’t know about course shopping until this summer.  It was not one of the reasons I picked HGSE, but had I known about it last fall, I would have been even more sure that the Ed. School was the place for me.  Course Shopping occurs over two days at the beginning of each semester.  Every professor takes 40 minutes to discuss his/her class – some review a syllabus, others speak off-the-cuff about the course topics. 

It’s a chance to learn more about the class, its expectations, and the professor’s style.  Not only did we get a small taste of required courses, we were able to sample classes across programs.  I may never be able to take Jerry Murphy’s “Leading and Managing Organizations,” but I’ll always remember that his course incorporates the study of “mindfulness” into the seminar.  It is a time to get excited about the upcoming semester and think ahead about what classes to take come January.  A brilliant idea with only one problem:  you may shop ‘til you drop and end up overspending (or over enrolling, in my case).  It’s a good thing tuition covers unlimited classes and the only thing I might run out of -- is time!
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