William Henry Harrison Beadle

The life and legacy of William Henry Harrison Beadle: Champion of public education

William Henry Harrison Beadle was an American educator, lawyer, surveyor, and Civil War veteran whose lasting contributions to public education have cemented his place in the annals of American history. Born on January 1, 1838, in Parke County, Indiana, Beadle's journey was one of perseverance, service, and an unwavering commitment to the ideals of education. His accomplishments as Superintendent of Public Instruction for Dakota Territory and his role in safeguarding public school lands from speculative exploitation have had a profound and enduring impact on the American education system.

Early life and education

Beadle grew up in a pioneer family, experiencing the hardships of frontier life, which instilled in him a strong work ethic and a deep sense of responsibility. His parents emphasized education, and despite limited resources, Beadle pursued learning diligently. He attended a local common school before enrolling at the University of Michigan, where he earned a degree in civil engineering in 1857. Beadle later obtained a law degree from the same university in 1861.

Beadle’s early career was interrupted by the outbreak of the Civil War. Enlisting in the Union Army, he served with distinction as a captain in the 31st Indiana Volunteer Infantry. His wartime experiences, including the defense of critical strategic positions and enduring the trials of military life, shaped his leadership qualities and commitment to public service.



Transition to public service

Following the war, Beadle resumed his legal and surveying career, eventually moving to the Dakota Territory in 1869. His arrival in Dakota marked the beginning of his most significant contributions to public life. Beadle quickly became involved in territorial governance and education, assuming the role of Surveyor General for Dakota Territory in 1869. His work in this position highlighted his meticulousness and dedication to the orderly development of the region.

In 1879, Beadle was appointed Superintendent of Public Instruction for Dakota Territory, a role that would define his legacy. His appointment came during a critical time when the Dakota Territory was undergoing rapid settlement and development. The future of public education and land use in the territory rested on the decisions of its leaders.

Contributions as superintendent of public instruction

Beadle's tenure as Superintendent of Public Instruction for Dakota Territory was marked by a visionary approach to preserving public school lands. Under the federal land grants established by the Northwest Ordinance of 1787 and reinforced by subsequent legislation, the federal government allocated portions of public land to states and territories for the establishment of public schools. However, in many territories, these lands were often sold prematurely or mismanaged, leading to the loss of valuable resources intended to fund education.

Recognizing the potential for misuse, Beadle worked tirelessly to protect these lands from speculative interests. He championed the idea that school lands should not be sold hastily but rather leased or managed carefully to ensure they generated long-term income for education. Beadle's advocacy was instrumental in the drafting and adoption of the Dakota Territorial Constitution, which incorporated his principles for land preservation.

Beadle's policies laid the foundation for a stable and sustainable public education system in the territory. His influence extended beyond Dakota Territory, as his principles served as a model for other states in the American West. His work demonstrated the importance of foresight and responsible stewardship of public resources in achieving educational equity.

Beadle would eventually go on to serve as a professor of history. He passed away on November 15, 1915, while visiting his daughter in San Francisco, California. He is buried in Riverside Cemetery, located in Albion, Michigan, where he once practiced law.



Legacy and impact on public education

William Henry Harrison Beadle’s legacy as a champion of public education is deeply rooted in his unwavering belief in the transformative power of learning. His efforts ensured that the proceeds from public lands would fund schools for generations, allowing for the establishment of a robust public education system in South Dakota and beyond.

In recognition of his contributions, South Dakota erected a statue of Beadle in the state capitol, and he remains a celebrated figure in the history of American education. His ideas continue to resonate in contemporary discussions about public education funding and resource management.

Beadle also influenced broader educational policies. His work underscored the necessity of safeguarding resources intended for public welfare and demonstrated how dedicated individuals could shape institutional practices to benefit society.

Conclusion

William Henry Harrison Beadle's life and career reflect a profound dedication to public service and education. From his humble beginnings in Indiana to his leadership in Dakota Territory, Beadle exemplified the values of integrity, foresight, and commitment to the common good. His contributions as Superintendent of Public Instruction for Dakota Territory not only protected the resources necessary for public education, but also set a precedent for responsible governance. His legacy endures as a testament to the power of visionary leadership in shaping a better future for all.

Is college becoming obsolete?

How attending college or university may be becoming obsolete due to lower-cost alternatives with greater flexibility and targeted skill building.

Introduction

In the digital age, is college or university still a necessary part of life? With advancements in technology and online learning, is attending college becoming obsolete? It's a question that many parents, teachers, and students are asking as they consider their options for post-secondary education. Let's take a closer look at how this shift is taking place.

The shift to online learning

There has been an increase in the number of people enrolling in online courses and programs over the past few years. With the ease of access to high-speed Internet and more affordable tuition rates for online courses, it is becoming easier for students to pursue their educational and training goals without having to attend college or university. Online learning offers flexibility with the ability to work at your own pace, learn from anywhere in the world, and often times pay far less than traditional on-campus tuition.

Employers’ perspective on education

More employers are beginning to embrace alternative forms of education such as coding boot camps and specialized certifications that may be more applicable to their business needs. The reality is that higher education isn't always necessary when employers are looking for specific skills related to a particular role or industry. Employers often view these certifications as evidence that an applicant has mastered certain skills without having gone through traditional routes such as attending college or university.

Alternatives to college

Alternative educational programs such as coding boot camps have become popular among those who want to acquire valuable tech skills quickly without having gone through a four-year program at college or university. These boot camps provide hands-on experience, which makes them attractive options for those who want to get into tech faster than traditional educational methods can offer. In addition, there are apprenticeships available which allow individuals to learn while they earn money on the job. This gives young people who may not have had access to higher education another way of gaining knowledge and experience while earning income instead of spending money on tuition fees.

Conclusion

As technology evolves, so too does our approach towards education and career advancement opportunities evolve with it. Traditional paths such as attending college or university are being questioned by many because there are now more accessible alternatives available that don't require exorbitant amounts of time or money spent on tuition fees. Despite this shift towards alternative forms of education, one thing remains true - the need for hard work and dedication in order to succeed academically, no matter what route you take, remains unchanged!

Reasons for attending two-year college

The benefits of attending a two-year technical college or community college, as opposed to a four-year university

Introduction

Making the decision to attend college is an important one, especially for high school students. There are so many options - four-year universities, two-year technical colleges, and community colleges - so it can be overwhelming to know which path to take. Let’s explore why attending a two-year technical college or community college might be the right choice for you.

Cost savings

Perhaps the most readily obvious benefit of attending a two-year college is cost savings. Tuition at two-year schools is significantly lower than four-year universities, making them an appealing option for students who want to save money while still getting a quality education. Additionally, some two-year schools offer generous financial aid packages that can further reduce, even more so, the cost of tuition and other expenses.

Career preparation

Two-year technical colleges offer career training programs that provide students with the skills needed to enter the workforce in their chosen field. These programs typically focus on hands-on learning and provide practical experience in addition to classroom instruction. This means that graduates of two-year technical colleges are well-prepared for their chosen professions when they enter the job market.

Convenience

Many two-year schools have multiple campuses located throughout their state or region, making them more accessible than four-year universities. This makes them an ideal option for people who don’t want to move away from home or who need flexible scheduling options due to work and/or family commitments. Additionally, some two-year colleges offer online courses that allow students to complete their studies remotely if needed.

Conclusion

Attending a two-year technical college or community college can be beneficial in many ways - from cost savings to career preparation and convenience - making it an attractive option for many high school students and parents alike. If you are considering your educational options after high school graduation, be sure to keep this information in mind as you make your decision!

Aaron S. Robertson teaching philosophy

Aaron S. Robertson

January 2020

For me, it’s important that the teaching profession serves as an accurate and trustworthy map guiding the student between theory and practice and back; a bridge between what is taught in the classroom and what it’s really like out there in “the real world.” One always needs the other, and vice-versa.

Having spent my working career up to this point in various capacities in business and industry, I love working with high school and college undergraduate students on resumes, the interviewing process, developing job skills, career research and advice, and advice on scholarship applications.

I firmly believe it’s important to take a holistic approach and have a big-picture, interdisciplinary mindset when it comes to working with the students entrusted to our care. While my own areas of specialization are in the realm of business, I also understand that students struggling in their math, writing/grammar/communication/ELA, and even social studies courses are going to struggle in business courses, as well. The world of work and business is highly interdisciplinary in nature, drawing from economics, psychology, sociology, philosophy & ethics, math, law & government, and the language arts. That said, it’s critical to work collaboratively with colleagues in other disciplines, with parents, and with administration and support staff to seek meaningful solutions and resources that are ultimately going to benefit the whole student and prepare him or her for a successful and fulfilling life and career.

Where it concerns delivering content and lessons, incorporating a plethora of engaging tools, strategies, and media into lesson plans is critical for positive learning outcomes. Where appropriate, film, visuals, the Internet, small group work and discussion, larger class discussion, simulations and games, guest speakers, field trips, community partnerships, and personal reflection should be made use of.

Participation in co-curricular clubs and activities should be strongly encouraged at every opportunity. Clubs and activities are a great way to supplement in-class learning by developing or strengthening skills in areas like communication, negotiation, leadership, planning, budgeting, problem solving & critical thinking, and teamwork, among others. Beyond that, they can provide an opportunity for developing meaningful relationships with fellow students as they learn and grow together around common interests, goals, ideas, and values. These relationships can translate into lifelong friendships and valuable networking connections.

It’s important for both school districts and colleges / universities to partner with organizations and systems like the local chamber of commerce, the local technical college system, and with individual businesses directly to provide students with meaningful opportunities to bridge the theory of the classroom with the practical application in the world of work and business. It really does take a village to raise a child, and these community relationships are critical for success.

Every role within a school district or college / university is equally important. The successes and shortcomings of each role holder will have ripple effects throughout the entire institution, as students are sent along to the next grade level; the next school; the next group of teachers, administrators, support staff, and set of circumstances; or out into the workforce. That’s why it’s imperative that we all seek to build meaningful relationships with our students, our community’s families, and with one another as staff, and that we all do the best we can to collectively prepare the students entrusted to our care for the opportunities and challenges that lie ahead in life and career.

To close, nothing is more thrilling and fulfilling for me than to engage students on a level where the knowledge takes root. When that proverbial light bulb moment goes off, and you can see the student(s) pondering - that's what does it for me. It’s my sincere hope to be able to have a meaningful impact on the lives of tomorrow’s leaders. If students learned something from me that somehow better prepared them for life and career, then I fulfilled my own life's work.

Individualized learning

In the K-12 education field today, there's a real push to emphasize individualized learning, or, to use another term that may be thrown out there from time to time interchangeably, personalized learning - this notion that teachers should find more ways to encourage each student to learn on their own terms. To have students learn what they want or need and through the styles that they want or need - visual, audio, hands-on, projects, papers, etc. - is really the goal of this thing we're calling individualized, or personalized, learning.

But in the end, isn't all learning already individualized, whether we're talking structured environments or unstructured activities? And if so, is this movement nothing really more than just one of the latest fads, one of the latest buzzwords, in K-12 education? Now, full disclosure here - I've worked in private sector business all my life so far, and have only been dabbling in K-12 education for less than 1.5 years as a substitute teacher and instructional / special education aide. By no means am I a psychologist, career-long educator, or expert on learning and brain development. I'm merely raising the question based simply on my own observations and experiences over the years as a non-expert lay person and student myself, for whatever they're worth. Let's explore further. We're about to get a little philosophical here.

As I tried to make the case in a previous post, The double-edged sword of technology, each mind is truly unique, and that's what makes every individual truly unique. With that said, if that's the case, then each mind is going to learn, retain knowledge, and make connections in a truly unique, individualized way.

If you and me are in the same class on whatever - it could be business, math, English, history, any kind of elective, etc. - sure, we're both being exposed to the exact same lectures by our teachers, the exact same assignments, the exact same textbooks and materials, and so on. But, I ask, are they really the exact same? You and me are truly unique, so we're not going to learn, retain knowledge, and make connections in the same ways.

Some examples of where I'm trying to go with this:

You may find one of the course's lessons to be very fascinating. I don't know, maybe this lesson, you feel, is somehow really pertinent to a career you're exploring. Or you just simply find it interesting. Whatever. Meanwhile, I'm bored by that very same lesson and simply dismiss it. No offense to the teacher. I just find that the lesson doesn't mean anything for me. It happens.

I may find one strategy to problem solve that really works well for me, while you may find another strategy that really works well for you. Both strategies get us to the same answer or general conclusion, but we find the other's preferred strategy confusing.

Another, more concrete example here - writing a research paper. We're both given the exact same assignment - the rubric is the same, the general guidelines and overall topic or research questions are the same, and so on. But what I actually research (the sources I consult and cite, the search words I enter into Google or an article database, etc.) and how I write and assemble my paper in the end is going to look very different from yours. It's not the same assignment for us because we're not the same.

What you take away from an assigned reading could be very different from what I get out of the exact same reading. What I find meaningful and relevant from the reading, you downplay and forget about, and perhaps vice-versa.

Finally, high school diplomas and college degrees - we earned the same high school diploma from the same high school in the same year. We then earned the same college degree in the same major at the same university. We both have the same exact sheets of paper, the diplomas, to prove it. Only difference is our names on these sheets of paper. But in the end, we each received very different educations to get there because of all the previous examples discussed - and then some. You may have gotten far more out of your education than I did because you completed more of the assigned readings than I did. You also greatly enhanced your education by learning outside of the classroom, and you took networking far more seriously than I did, so your career prospects are looking a lot better than mine at the moment.

What are your own thoughts and observations here? Can you come up with any examples of your own to add to the discussion? Are there any teachers that want to weigh in? What am I missing? What am I not considering or factoring in?

Advice for high school and college students

Note: The following was originally published on DiscoverMuskego.com back in November 2017. I thought it was worth sharing here. Hope you enjoy and find it to be of some value. 

Advice for High School and College Undergrad Students

By Aaron S. Robertson

November 2, 2017

In addition to serving as publisher of DiscoverMuskego.com, the author serves as a board member of the Muskego Area Chamber of Commerce & Tourism and as president of Muskego’s Library Board. Currently a doctoral student at Milwaukee’s Cardinal Stritch University, he is the business manager for Estate Services, a remodeling contractor in Muskego. All views expressed here are strictly his own.

A few days ago, I wrote arguing that the partnership between the Muskego Area Chamber of Commerce & Tourism and the Muskego-Norway School District is one of Muskego’s best kept secrets, and that it goes a long way in enhancing Muskego’s workforce development efforts, and hence, its overall economic development. The partnership achieves this by providing students with opportunities to gain practical knowledge and insights into the world of work; in other words, it seeks to bridge theory (what is taught and learned in the classroom) and practice (how it’s applied in a work and business setting).

I’d like to follow up on that piece with some advice to high school and college undergraduate students meant to further prepare them for work and business.

1) If you’re still in high school, don’t rule out a technical college for your education, at least to start with. There are plenty of great, high-paying jobs available out there that don’t require a four-year degree. Get an associate’s degree in a proven skillset or trade first, and then you can always pursue a four-year bachelor’s degree and higher later on down the road. A bachelor’s degree in a business or management field, teaching, or an area that compliments and enhances the core of the associate’s degree, can all potentially pair very well.



2) It’s never too early to begin networking. Establishing and maintaining meaningful relationships in the community and in the world of work and business early on can provide you with a competitive edge when it comes time to enter the workforce, seek advancement, or start a business of your own. Not only will you have established connections that can serve as references or referral sources, but you will also be acquiring a wealth of practical knowledge and insights by learning from them.

3) Whether you’re in high school or college, get involved in clubs and activities. Participation in these co-curricular opportunities is a great way to supplement your in-class learning by developing or strengthening skills in areas like communication, negotiation, leadership, planning, budgeting, problem solving, and teamwork, among others. Another benefit to such participation, coming back to the second point, is that you have an opportunity here to begin developing meaningful relationships with fellow students as you learn and grow together around common interests, goals, and ideas. These relationships can translate into lifelong friendships and networking opportunities.

4) Set some SMART goals. The acronym SMART stands for Specific, Measurable, Achievable, Relevant, and Time bound. Specific, meaningful goal setting is so crucial to achieving the results you desire in any facet of life. And if they’re not written down, they don’t exist. Just saying to yourself, “Someday…” will never work, because, as one legendary band has taught us, someday never comes.



5) Don’t dismiss the jobs you’re doing now at your age as just “kid” jobs. What I mean by this is that, every job you hold is an opportunity to build new or strengthen existing skills and talents that can only enhance your future prospects. Don’t think because you’re working a fast food job, or cashiering in a grocery store, or stocking shelves right now that the experience will never mean anything ever again in a few years once you have your degree in hand and your first “real job”. Take your work seriously. Learn. You’re building skills in areas like customer service, problem solving, teamwork, communication, and technology, among others. And don’t forget about the networking value.

6) Keep up with news and trends in business and technology. Your next opportunity is waiting. Keep up with the business section of your local newspaper, seek out articles and content online, and maybe even get a magazine subscription or two.

7) Financial literacy. Learn all you can, and start now – credit cards, life insurance, long-term care insurance, retirement savings options, socking money away in an emergency fund, investments, loans, etc., etc. START NOW.

Follow this advice, and you’ll soon find that you’re becoming as badass as the tune “Green Onions”, the Booker T. & the MGs smash hit performed here by their friends, The Box Tops.



Here are some resources to help you get started:

Khan Academy
www.khanacademy.org

Launched by Sal Khan, a Harvard and Massachusetts Institute of Technology (MIT) –educated former hedge fund analyst, the Khan Academy is a free online education platform, with instruction by Khan himself, all by video. The site features courses in math, science and engineering, computing, arts and humanities, economics and finance, test prep, and more. Within the economics and finance course offerings, Khan has a subcategory devoted to entrepreneurship, featuring exclusive interviews and conversations he conducts with top entrepreneurs and business leaders.

TED Talks
www.ted.com

Featuring brief talks via video by a plethora of business leaders, entrepreneurs, educators, writers, philosophers, scientists, and subject matter experts of all kinds, TED bills itself as “Ideas worth spreading”.

From its Web site:

“TED is a nonpartisan nonprofit devoted to spreading ideas, usually in the form of short, powerful talks. TED began in 1984 as a conference where Technology, Entertainment and Design converged, and today covers almost all topics — from science to business to global issues — in more than 110 languages. Meanwhile, independently run TEDx events help share ideas in communities around the world.”

Credit Karma
www.creditkarma.com

A free resource allowing you to regularly monitor your credit via access to your credit reports, weekly updates to your credit scores, and alerts if something seems suspicious. Also features articles and tutorials on a wide array of personal finance subjects, and offers you customized recommendations on credit cards and loans based on your current scores. In the recent past, the site added a mechanism that allows you to directly dispute with the credit bureaus any negative listings on your credit reports with just a few clicks of the mouse.

Like a lot of young people, I had run into credit card trouble in college. I've managed to clean it all up since, and it's great to have a resource like Credit Karma at my disposal to help me stay on top of my credit. I have made use of the Direct Dispute tool recently to challenge three old negative listings on my credit reports, and have managed to have all of them removed, quickly and easily. I have also taken up a few of the customized recommendations on credit cards. I’ve had a Credit Karma account for a couple of years now, and I highly recommend it.

Partnerships between school districts and chambers of commerce

Note: The following was originally published on DiscoverMuskego.com back in October 2017. I thought it was worth sharing here. Hope you enjoy and find it to be of some value.

Partnership between Muskego’s chamber of commerce and school district one of the city’s best kept secrets

By Aaron S. Robertson

October 30, 2017

In addition to serving as publisher of DiscoverMuskego.com, the author serves as a board member of the Muskego Area Chamber of Commerce & Tourism and as president of Muskego’s Library Board. Currently a doctoral student at Milwaukee’s Cardinal Stritch University, he is the business manager for Estate Services, a Muskego home repair and remodeling contractor. All views expressed here are strictly his own.

A little shy of two weeks ago, on October 19, I had the immense privilege of participating in a luncheon at Muskego High School. The purpose of the event was to bring students and area business and community leaders together to discuss and reflect on the many career and educational paths that are available out there.

During this mentoring lunch, a joint effort between the Muskego Area Chamber of Commerce & Tourism’s Education and Mentoring Committee and Muskego High School, we broke up into two groups by gender, each in a separate classroom. From there, we broke up further into smaller tables, with one or two mentors joining a group of students for conversation and a pizza lunch. I was joined at my table by Rob Schopf, owner of the Indian Motorcycle of Metro Milwaukee dealership on Racine Avenue. Rob and I shared our stories of education, training, and work over the years with several young men that appeared genuinely interested in what we had to say. Likewise, we were certainly genuinely interested in what they had to say, and it was a great give and take of questions, talking, listening, and connecting.

After lunch and these small group discussions, the larger room joined together for elevator pitches, with each student and mentor standing up briefly and introducing themselves to the room. Mentors shared what they do, or did, for work, and offered meaningful career advice to the students. Students shared what they hope to study or do for work someday. After this, we broke up again into smaller groups for further conversation. This time, however, we changed the groups up in an attempt to match students and mentors around similar interests and work experiences based on what they shared in their elevator pitches.

The experience was as much of a learning opportunity for us mentors as it was for the students. We all became teachers and students of one another. For me, it was particularly rewarding to hear the stories of the other mentors. We had a diverse collection of talent assembled and backgrounds represented. Some of the mentors are college graduates, while others didn’t pursue formal education beyond high school. Some are still working, while others are retired. Some worked or are working for others, while others have pursued business ownership. Areas of expertise represented included sales and marketing, customer service, banking, engineering, trades, tech, police work, elected public service, office management, and entrepreneurship.

The partnership between the Muskego Area Chamber of Commerce & Tourism and the Muskego-Norway School District is one of Muskego’s best kept secrets. It’s critical that high school (and college) students are given these opportunities to bridge theory and practice and begin making connections to the world of work early on. This has become a particular area of interest for me over the last decade or so, since graduating college myself, and is one of the chief reasons why I recently started offering tutoring in Muskego. With work, technology, and education and training needs in a constant state of flux, communities that have these kinds of partnerships in place are going to be able to successfully navigate both the challenges and rewarding opportunities of workforce development, and hence, local economic development. While perusing the Waukesha Freeman on Thursday, October 26, I came across an article in the Greater Milwaukee Jobs section that grabbed my attention entitled, “Workforce Plans Put New Emphasis on Paid Internships, Apprenticeships,” written by Dan Zehr. One of the story’s interviewees was Andres Alcantar, chairman of the Texas Workforce Commission. Mr. Alcantar made the same case when he observed, “Occupations are being transformed, and it’s important we give students insight into what this means for them in terms of opportunities.”

In addition to this mentoring lunch, other events and activities that take place throughout the year in this powerful partnership include, among other items, mock job interviews and resume advice, interviewing skits, and career bus tours around town. And then of course, there’s the Chamber’s annual scholarship program.

If you’re interested in learning more about the work of the Muskego Area Chamber of Commerce & Tourism’s Education and Mentoring Committee, visit http://www.muskego.org/pages/EducationMentoring, or reach out to the Chamber office at 414-422-1155, where staff are always happy to connect with you and answer your questions.

Finding college scholarships

Best practices for finding and filling out scholarship applications

For more valuable information, ideas, and resources concerning college scholarships, browse our category, Scholarships.

As your high school career winds down, you may need to start thinking about ways to finance your post-secondary education. While student loans are a viable option in many cases, it's also worth seeking out and applying for scholarships to help ease the financial burden of continuing your education. Unfortunately, it's not always easy to find suitable scholarships in an endless sea of options, nor is it easy to define a winning strategy for filling them out. Below are some ideas that can help you overcome the challenges of finding and filling out scholarship applications.

Don't wait until the last minute. First things first, when starting your search for suitable scholarships to help fund your post-secondary education, don't wait until the last minute. The earlier you start, the less stressful the process will be. Once you do start your search, don't stop until you've found several scholarships that you qualify for. While you will likely eliminate many scholarships straight away because you don't meet the required criteria, with continued searching, you should have little trouble finding a variety of scholarships that you do qualify for. Once you've found several suitable scholarships, decide which ones you feel have the most potential, so you can begin narrowing down your options.

Don't just focus on the higher paying scholarships. As you're narrowing down your options, you may be tempted to focus your efforts solely on higher paying scholarships. This is a common mistake among scholarship applicants. Though obtaining a larger scholarship would undoubtedly be helpful, don't ignore the scholarships offering smaller rewards. Most likely, they have less competition, which increases the odds that you'll be selected as the winning applicant. Applying for scholarships with a range of monetary values is often a good way to maximize your chances of successfully obtaining a scholarship.

Regional, local, and school scholarships. In the same way that many lower value scholarships have less competition, so do many regional and local scholarships. While there's nothing wrong with applying for scholarships offered at the national level, you often have a better chance of securing some much-needed funds from regional and local scholarships because they generally have fewer applicants. Also, if you already attend or know which school you will be attending in the coming years, then definitely investigate the scholarships offered by the school, as well, because scholarships offered at the school level often have even fewer applicants than the regional and local ones.

Unique scholarships. While on the hunt for suitable scholarships, it is recommended that you also take note of any unique scholarships you qualify for. Depending on your personal characteristics and interests, you may qualify for such scholarships as the ones reserved for persons of tall stature (http://www.tallclubfoundation.org/scholarship-program.html), or bowling enthusiasts (https://www.bowl.com/scholarships), to name just two. While it can be harder to find unique scholarships matching your personal characteristics and interests, if you can manage to find one, it will likely have a limited pool of applicants, increasing your chances of success.

Following all instructions. When it comes time to start filling out your scholarship applications, always complete the applications in full and follow all provided instructions. Also, be sure to properly address your envelopes and affix enough postage to get your scholarship applications to their review committees by their stated due dates. The last thing you need to do is spend time completing a scholarship application, only for it to be misplaced in the mail or rejected on a technicality.

The essay. When filling out scholarship applications requiring essay submissions, take the time to craft a well-written piece deserving of the scholarship. After all, in many cases, the content of your essay will be more important to the scholarship committee than your academic record. As most scholarship applications with an essay portion provide a very specific word count to adhere to, stick to the specified word count so your application isn't rejected for failing to follow the essay guidelines. You should also have someone proofread your essay - and the rest of your scholarship application while they are at it - to ensure any errors are spotted and corrected before sending in your finished product.

Securing letters of recommendation. While certain scholarships don't require applicants to submit a letter of recommendation, many of the higher paying ones do. If a scholarship you are applying for asks for a recommendation letter, see if a teacher, coach, mentor, or employer will write one for you, as letters written by parents or other relatives may be considered biased by those judging the applications. If you are unable to acquire a suitable letter of recommendation, then only apply for scholarships that don't require one.

It's no easy feat to find and apply for educational scholarships. Despite the challenges of doing so, however, it's certainly worth the effort if it can help finance your continued education. While student loans are a viable option to cover the high costs of post-secondary education, scholarships - if you can get them - are often the superior choice because they won't later need to be repaid.

Technical college scholarships

A couple days ago, I had a phone conversation with a board member of a local chamber of commerce. She's actually my insurance and investment advisor, and I was calling her on business. I was a long-serving board member of this chamber, as well, until very recently, when I had to step away due to my work schedule.

Anyway, this chamber of commerce offers an annual scholarship - two actually, one for the four-year college/university path, and the other for the two-year technical college track. The scholarship is currently being advertised at the high school I work at.

She brought up a very good point that I want to share with you. We started chatting about the chamber's scholarship competition when I told her that I'm hearing it get a lot of great publicity at the high school in the school's daily announcements. I mentioned that I hope the technical college scholarship, in particular, gets a good number of applicants this year because of the so many great career opportunities available right now in the skilled trades. She agreed with me on that, but she added - finally getting to the point of this post here, I swear! - that there are many more opportunities available with a technical college education than just the trades.

See, there's so much talk right now about the trades - and rightly so - that we tend to forget about the many other wonderful, high-demand, good paying career paths that a technical college can set you on. They're unintentionally being overshadowed by all the trades talk going on.

We're talking culinary arts and hospitality management, dental hygienist, real estate and property management, graphic design, early childhood education, Web and digital media design, information technology (IT), criminal justice and law enforcement, nursing, paramedic and EMT, fire protection, truck driving, marketing and sales, funeral service, human resources (HR), cosmetology, you name it. Some schools may offer aviation. Countless more programs to choose from.

So much to explore in the technical college realm. So many viable options. And best of all? A lot of these technical college scholarships typically have very few applicants. And that makes for fantastic odds for you.

Still interested in the four-year bachelor's degree? As I explain in a previous post, "Manufacturing and the trades in schools, and I'll close on this thought:

Want the best of both worlds? I typically advise students these days to take a serious look at a technical college or vocational school education. Learn a provable hard skill or trade first, something that you're really going to enjoy. Enter the workforce with those skills and gain some practical on-the-job experience for a while. And then consider going for the bachelor's and perhaps even beyond, if that's something you'd like to do. Maybe get a bachelor's in a business/management/leadership program. Now, you have two good things going for you - first, you have that concrete, verifiable skill set. And you'll also have that bigger-picture education that can help you set the stage for a promotion into management or even off on your own as a business owner yourself some day.

For more information and resources on scholarships, check out the previous post, "Scholarships and financial aid resources."

I was a slacker in high school

I barely got out of high school on time, and I was either out of my mind or brilliant (or a little bit of both) for taking both the ACT and the SAT, because it was the SAT in the end that got me into my in-state college. At 36 and a Ph.D. student, I still have some regrets. Here's my story. Learn from me.

To use my own words, I was a total slacker in high school. A Slacker with a capital "S". It's been quite a while since I've seen any of the Back to the Future films, but whenever I do see any of them, I can imagine Principal Strickland speaking to me when he calls Marty McFly a slacker. These scenes, I joke, were made just for me.



I barely graduated high school on time. I had to make some credits up through mail order correspondence courses. How I got into college was a miracle. During spring semester of my senior year, I still did not have any schools lined up, because I slacked on applying to any. That was, until a recruiter from Cardinal Stritch University in Milwaukee came out our way to Muskego High School one day for a presentation. I saw a flier hanging on the wall by the guidance office advertising the session and inviting students interested in attending to stop by guidance for a pass. I don't remember what class I had during that time, but I do recall that, whatever it was, I really wanted to skip it. No kidding. I just wanted to get out of class. So, I went down to guidance for my pass. And the rest, as they say, is history. I was immediately sold on the recruiter's presentation. She did an awesome job, and I quickly arranged for a tour of the campus. But now came the tricky part - getting admitted!

Now, I don't remember if I had already taken the ACT and SAT tests (yep, as much as I was a slacker, I took the SAT test for the heck of it!) by the time I met with the Stritch recruiter, or after. I do recall waiting 'til the last minute and taking them during that spring semester of my senior year, though. But I'm thankful I did happen to take the SAT test, because my ACT score ended up being too low to get into Stritch. The school, which ideally preferred the ACT, had a conversion calculator to determine what I would have received on the ACT by taking the SAT, so they used that score. Many say the ACT is supposed to be the easier of the two tests, but I found the opposite to be true in my case. I kept running out of time for each of the sections, and because of that, I left a lot of questions unanswered. Things seemed a lot smoother and more relaxed with the SAT in my case. Anyway, I did well on the admissions essay, and I was ultimately accepted through the university's conditional acceptance program, which meant my grades would be closely monitored for at least my first semester and my participation in co-curricular activities limited for a while. In effect, I was entering the university on academic probation right off the bat.

"Instead of plotting my own destiny, I allowed myself to just sort of drift around in the wind for a while, landing wherever and whenever the wind stopped for a moment or two."

All these years later, Stritch still can't seem to get rid of me, I joke. I'm in the school's Ph.D. program, and I actually joined the student government again this past school year as a senator - at the age of 35. My recruiter still works for Stritch, and we continue to keep in touch from time to time. Wonderful school with a lot of great people. Many happy memories created over the years.

Anyway, I'm sharing all of this with you, first off, because I enjoy looking back in time and laughing at myself and how it's truly a miracle that I managed to get out of high school in time and into college, but most importantly, I really want this to be a teachable moment.

See, I just didn't care about much of anything when I was in high school. It's not that I didn't want to learn. I loved to learn. But on my own terms, I guess. There were a few classes that I really enjoyed and got a lot out of, but the majority of them were just kind of "blah" to me. I was just there because I had to be. I wasn't involved in any clubs or activities, either. I was up very early in the morning for the bus, and so by the time the school day ended and I got off the bus, a ride which seemed to last forever, I just wanted to watch a little TV, eat dinner, and doze off. Some years later, in college, a few of my professors would explain to me that I probably just wasn't engaged. They told me that I obviously had the smarts to get into college, and that they've seen some impressive work produced by me.

Whatever the reason or reasons for my lack of interest and effort in high school, though, I still have some regrets all these years later. I sometimes wonder what opportunities I missed out on - what paths I may have inadvertently closed - by not taking high school more seriously. Instead of plotting my own destiny, I allowed myself to just sort of drift around in the wind for a while, landing wherever and whenever the wind stopped for a moment or two. I got into college mostly by sheer luck. And as much as I love Stritch and feel that the school has certainly prepared me for success in life and career, I still occasionally ask myself, "What if?" What if I had just one more conversation with someone back then on career paths, and that one conversation was the one life-changer I needed? What if my grades and test scores were higher? What if I took more initiative to learn outside of the classroom back then, and, as a result, really found something to be passionate about?

Don't have those same regrets. Don't put yourself in the position of having to wonder about all of the what-ifs. Take advantage of this time you have during these high school years. Start giving some serious thought early on as to what you may want to pursue for a career. Start thinking about any particular training, experiences, and higher education you may need for those careers you're exploring. Network and talk. Have conversations with family, friends of your family, family of your friends, teachers, coaches, guidance counselors, business owners, tradespeople, etc., etc. about options after high school. Research and dive into any relevant volunteer opportunities that may give you an edge on your resume. Time is on your side at this age, but the time will also go quickly enough, so don't squander it.

I joke that I did so poorly in high school the first time around, that I was sent back. Hopefully, I get it right this time, not for me, but for the students and families I have the pleasure and responsibility of serving. Perhaps I finally found my true calling all these years later.

If you enjoyed this post, you may also find these previous posts, High school students and stress, Building a general foundation first, and Preparing for the ACT test, interesting and helpful.     

Building a general foundation first

A general foundation must be laid down before specialization can occur

Lately, I've been browsing a book when I have a little time entitled, Engaging 'Tweens and Teens: A Brain-Compatible Approach to Reaching Middle and High School Students, written by noted educator Raleigh Philp. It's a good read. In it, he raises an interesting point that I'd like to spend some time here discussing and reflecting on. Here's a passage from pages 67-68:

Forced to Be a Generalist

Believe it or not, the real world is actually kinder to the adolescent than the world of school. The real world allows for specialization. It's very unlikely that you would ask your mechanic questions about biology or your supermarket-checker how to treat a serious illness. In high school, we expect children to become generalists and learn everything equally well. For many youth, adolescence is the worst time of their lives because it is the one time that you are expected to excel at everything, from algebra to art.

The need to be good at everything becomes a significant issue during adolescence. It's not surprising that some teenagers drop out of school or have a great deal of difficulty meeting expectations. Noted child psychiatrist Mel Levine says, "I really believe that some mentally challenged teenagers who drop out of school may not have true learning disorders but may have something called 'highly specialized minds' that are going to thrive when allowed to practice their specialties."

First off, I fully agree with Mr. Philp's statement, and with Mr. Levine, too, for that matter. This is, in fact, perhaps the only time in your life when you're expected to be a generalist - learning everything and doing decent at everything. College will be like this, as well, but to a lesser extent - while you're specializing in a particular area through your chosen major or technical or vocational program, you'll still need to take a number of core (also known as "gen ed") courses, like math, English, and science. Of course, we can't forget that there's a little freedom and flexibility for further exploration and specialization to be found in the form of elective courses, at both the high school and college levels. But you get the point being made here. So in this regard, Mr. Philp is right when he says that the "real world" is easier and more friendly. When you get into a career track, there's a lot more specialization - things that you'll be doing because you really want to be doing them.

However, despite Mr. Philp and Mr. Levine being correct in their observations, we must also realize that we each need to build a general foundation first, before we can go off into the world and master our chosen specialties. No matter what field(s) we choose to get into, we're going to need some basic and universal skills, capabilities, and understandings. And that's why we're in school for all these years. We can't get to the specific until we have the general foundation laid down.



Whatever our chosen paths, we're going to need to know how to work in groups and teams to accomplish goals. We're going to need to know how to communicate effectively with others. We're going to have to comprehend what we read. We won't have to be experts at research, but we better know where and how to search when conducting research, and have a firm understanding of what qualifies as credible sources. We'll need to know how to think critically. We'll need to know at least a basic level of math to help us in everyday life and work. We'll want to know the basics of our system of government and politics, since the law touches every business and industry, and just about every aspect of our lives. You get the point. We can go on and on. Again, that's why we're in school for all these years. We can't get to the specific until we have the general foundation laid down.

I never went far in math in either high school or college. It's definitely not my strong suit, and I don't have much of an interest in it. But I'll tell you what - I remember my multiplication tables. I can easily add, subtract, and divide in my head, and if something gets too big or complicated, I know how to do the math on paper. I can usually figure out percentages in my mind pretty easily, as well. I rely on these skills every day in a variety of life and work situations. Every day, I also rely on what I've learned in my English/writing/communications courses in high school and college for my work in marketing and for my abilities to give effective presentations and easily build relationships through networking. I've always loved social studies and civics subjects, and having that understanding of government and politics, economics, history, sociology, and philosophy, and of my rights and responsibilities as a citizen, has certainly carried over to my work in business and entrepreneurship.

We need that general foundation. That's why we're in school for all these years. And let's be totally honest with ourselves and with each other here - we're not going to love every course and subject, and there may be some things we'll never need to know or want to think about again. On the other hand, though, we also never know what we're going to need or want to revisit many years down the road, either. But that's the beauty of learning, and that's why we're building that foundation.       

Student loan counseling

Understanding the Federal Student Loan Program: Entrance and Exit Counseling

It's a well-known fact that each year many Americans receive money from the federal student loan program. Less known, however, is that in order to receive a student loan, recipients must participate in entrance and exit counseling on the StudentLoans.gov Web site. So, what do the counseling sessions involve and how do they help students prepare for the responsibilities of accepting a student loan? Read on to find out.

Entrance counseling helps students better understand the obligations they'll be agreeing to when accepting their loan. Any student who has not previously received a loan through the federal government's Direct Loan Program or the Federal Family Education Loan (FFEL) Program (no longer available) must complete entrance counseling on the StudentLoans.gov Web site prior to receiving their loan. Topics covered during entrance counseling include understanding the loan, managing spending, planning repayment, avoiding loan default, and making finances a priority.

Exit counseling covers the necessary topics for preparing to repay a loan and must be completed each time the recipient drops below half-time enrollment, leaves school, or graduates. The topics covered during exit counseling are nearly identical to the topics explored during entrance counseling and include understanding the loan, planning repayment, avoiding loan default, and making finances a priority.

To complete the required entrance and exit counseling sessions, students must first log into their account on the StudentLoans.gov Web site using their verified Federal Student Aid (FSA) ID, then navigate to the appropriate counseling type (either entrance counseling or exit counseling) offered on the site. It is recommended that students give themselves plenty of time to complete each counseling session, as progress isn't saved if the recipient prematurely leaves the session. Each session typically takes twenty to thirty minutes to complete.

Because many Americans each year receive federally funded student loans, the government has created a program to provide students with the necessary tools to fully understand the obligations they are agreeing to when accepting a loan through the federal government's Direct Loan Program. By completing the required entrance and exit counseling sessions, recipients will leave with a better understanding of their loan and obtain the necessary financial knowledge to proactively manage their spending—both of which leaves them better prepared to begin the repayment process.

Choosing the right college program for you

Okay, so you know that you want to attend either a college or a university. That’s great, but now what? Well, from here we must decide upon the kinds of courses you’d like to take once you get there.

Choosing some interesting subjects is an important first step in the process of deciding just what area of study you’d like to take up in college or university. Without thinking this one over carefully, you could find yourself in a course or program that you really don’t care for, and for obvious reasons you probably won’t do so well in.

To give yourself a better chance at selecting the right courses for yourself, there are a few things you should consider when it comes time to apply:

• What are your likes?
• What are your dislikes?
• What were, or are, your favorite subjects in high school?
• Were there ones you’d rather avoid?
• What can you see yourself enjoying five years from now?

What are your likes?

So, you are stuck when it comes to deciding what kind of degree or other program you want to pursue, huh? Don’t worry about it. You certainly aren’t alone. This is a common challenge for many high school students, and even adults, trying to decide upon a new career.

Where should you look to for inspiration when it comes to what you might want to do in your future? Well, a good place to start is with your own hobbies, interests, and volunteer work. Think about something that you already do now. Something that you enjoy enough that you don’t even think about getting paid for it. Take a few moments out now and reflect on that.

Now, just imagine if you could do that same thing (or something very similar) and make a living at it. Wouldn’t that be perfect? You like cooking? Why not consider a path in the food service/hospitality/culinary arts arena? You like writing? Why not look into some courses in journalism and/or creative writing? What about helping people with their challenges? If you do, think about a career in social work.



Obviously, the choices are going to be very different for everyone. The most important thing to remember is that if you like it, and you like it enough to be doing it already, or you’ve always had a passion for it and wanted to do it in the future, that could be a good subject to look into for yourself.

What are your dislikes?

So, you haven’t been able to narrow down your choices enough just yet? That’s okay. We’ll just take a different approach to the subject and see what comes of it.

This time, instead of things you enjoy doing already, I now want you to think of things that you can’t stand. This way, you’ll know what kind of career paths you might rather avoid.

Now, if it’s the thing you dislike that is keeping you away from the subject you were thinking about enrolling in, is there a way that you can change the circumstances slightly, so that you can still do what you enjoy without doing the part that you’d dislike?

For instance, let’s say you really enjoy helping people learn new things, but you're not a fan of having to go to the front of the class where you are the center of attention. So, becoming a teacher is probably not for you, but how about something with fewer people? What about becoming a tutor or trainer? Now all you have to do is decide what subjects you’d like to help people in. Those subjects would then fall into a specific course or courses that you could apply for in college or university.

Again, everyone’s opinion as to what they like and dislike is going to be very different, so you are going to have to sit down for a while and really think about it before you come up with some answers.

What are (were) your favorite subjects in high school?

If you’re still stuck as to which courses to apply for in college or university, that’s certainly okay. I’m not giving up on you yet. I know you can do it! How about this - do you have any of your old report cards still kicking around somewhere? Better yet, can you remember how you did on them? I’m hoping you were able to answer, "Yes!" to at least one of those questions, because otherwise this next reflection exercise might not help you out too much.

Anyway, which subjects did you excel in? Could you be a history genius in the making? You never know, you could be. If you are enjoying (or did enjoy) it in high school, and didn’t do half-badly at it, perhaps a BA in History has your name written all over it. What about math, or auto shop, or computers? What was your "thing"? Chances are they have something along the same lines in college or university that will pique your interest.



What are the subjects you’d rather avoid?

Another approach to think about would be figuring out what you want to do, what you think you can do, and what you think you can’t do. Knowing the subjects that you just aren’t good at, or you would just rather avoid for whatever reason, is just as important as the ones that you do like and want to pursue. That way, if you have too many possibilities, utilizing this strategy can help to narrow down the list a little more.

Tip - If you are still stuck, a good place to look is to a college’s or university’s course calendar - many of these can be found online. Just search for institutions in your area and take a look at what they are offering. You can usually also find lists of all the courses offered and often the subjects that are required as prerequisites, if any.

What can you see yourself enjoying five years from now?

So, with all the choices you have before you - the old ones you thought up on your own, and the new ones you read about in either a course calendar or online at a college's or university's Web site, you may be wondering about some ways to narrow them down.

If that is the case, ask yourself this question - Can you see yourself in five years still liking the career path you’ve chosen? How about in ten years?

It’s certainly not the end of the world if you choose the wrong course/program for you your first time around. Many people do it. The only problem with that is tuition can be expensive, so making the best decision early on is always the ideal route to take, if possible. So if you really can't see yourself in a certain career five or ten years down the road, you might as well scratch it off the list now, instead of paying out thousands of dollars to decide halfway through the school term that the path really isn’t right for you.

You also have to take into account that the schooling itself for certain career paths runs the gamut when it comes to time frames to completion. While some degrees and programs may take as little as a year, other professions (for instance, law or medicine) can take quite a few years. So, if you really aren’t in it for the long haul, then perhaps it’s also best to think about other options.

Exploring engineering as a career

Are you a high school student considering engineering as a career some day? If so, you came to the right place to start gathering some initial information and to begin better organizing your thoughts.

Now, the term engineer or engineering may appear to be referencing just one type of field, industry, or career path, but it's a lot more complex than that. See, the world of engineering is immensely vast, with engineers touching just about every type of product, invention, and process that you can possibly imagine.

There are automotive engineers; mechanical engineers; electrical engineers; civil engineers; bio engineers, nuclear engineers - the list goes on and on, up to 21, according to this video:



But though all of these engineers work in different specialties, there are a number of certain characteristics that unite them all - skills and talents that every engineer needs. The characteristics that I often hear the most are:

• The ability to collaborate and work as a team
• Communication, both verbal and written
• Being able to think critically and creatively to solve problems
• An appreciation and understanding of math, science, and technology, and how they're all used in creating solutions

If you want to dive a little deeper into these different types of engineering specialties and get a better feel for education requirements and career advancement prospects, visit these links:

Engineer Careers List

Degrees & Careers in Engineering: How to Become an Engineer

Finally, browse the Web site of my friend, Charles Discasey. Casey, as he goes by, is a mechanical engineer here in the Milwaukee area. He also holds the designation of professional engineer, a testament to his mastery of engineering concepts and dedication to his craft and profession. He owns his own business, DKC Engineering LLC. Because Casey works for himself, he not only has to know engineering - he also has to know the skills that go with business ownership and entrepreneurship, as well.

I hope you found this information to be helpful. Thanks for dropping by, and best of luck to you as you continue exploring career options! There's an endless sea of possibilities out there. Don't be afraid to research and ask questions.    

What it is like to pursue a doctorate degree

Following are excerpts from a larger paper I wrote during the summer of 2017 as part of my studies in pursuit of a Ph.D. in leadership from Cardinal Stritch University. Each summer, students in Stritch's doctoral program attend what's called the Summer Institute. The SI features a variety of speakers, workshops, and individual and group assignments and activities.

Every so often, I'm asked by students - high school, undergraduate, and master's - what it's like to pursue a degree at this level. That said, I thought this was worth sharing. I hope you enjoy it and find it to be of some value to you.

The Practicality of Our Doctorate Program

The 2017 institute was a little more special than perhaps most others prior, in that it marked the twentieth anniversary of the university’s doctoral program. To celebrate the feat, all of the speakers brought in this year were alumni of the program. Tying into my assertion that all leadership is local, this particular institute, with all of the speakers being alumni, served to further reinforce for me the practicality of our program. I found it immensely inspiring and rewarding to learn what alumni are doing in their own communities – and, by extension, the broader region, country, and ultimately, world – to drive transformation, a word that we will return to shortly.

For me, practicality of the credential is very important. By practicality, I mean that the degree holder is working in the trenches, so to speak – in business; in K-12 education; in the non-profit sector; etc. – and not merely in the proverbial ivory tower often associated with academia. The alumnus of our program is a practitioner, connecting theory and practice; working to bridge the disconnect, however real or perceived it may be, between what is taught in the classroom, and what is needed in everyday social and economic life.

For my dissertation, I am researching organizational culture. I enjoy sharing ideas, resources, and meaningful conversations concerning what I am learning in both my dissertation research specifically, and the broader program curriculum more generally. I regularly work and interact with a plethora of community, education, and business leaders in my day-to-day dealings, and it brings me immense joy and satisfaction to be able to engage in meaningful dialogue with these leaders in ways that lead to two-way or small group learning, growing, and the bridging of theory and practice. Most recently, I had struck up a networking relationship with a business coach, and I have taken genuine interest in the exchange of ideas and resources with this coach, which have mostly been concentrated in the realm of culture and employee engagement, topics that we are both particularly passionate about. It is my sincere hope that these exchanges can, in some way, benefit this coach, and that, in turn, they can benefit his clients, most of whom are small business owners.

Transformation, Leadership, and the Doctorate

The overall theme of the institute was transformation. During the institute, I had the opportunity to enjoy a rich conversation with a classmate during a brief break in activity on the subject of transformation as it pertained to obtaining our doctorates. I explained to her that, for me, it feels like obtaining a doctorate in leadership presents a seemingly-odd paradox – on the one hand, each of us are building expertise in a particular area, to the point where we may be considered a top-of-the-line, go-to authority on that area. On the other, however, I realize, at this level, just how little I know about the world.

In this context, I look at it in this way: With an undergraduate degree, one begins the journey in acquiring a particular skillset or a particular body of knowledge. A master’s degree, then, is designed to further hone in, and continue to build on, the skillset or body of knowledge initially explored with the undergraduate degree. With a master’s degree, combined with significant practical work experience gained with the passage of time, the degree holder may be looked up to by colleagues as an authoritative source and an expert in a particular area, and rightly so, to a large extent. For many work environments, from a purely functional standpoint, this is indeed the case, as a master’s degree is usually the end of the road, so to speak, aside from any ongoing professional development, continuing (functional) education, licensing, and so on. The degree holder has essentially maxed out the need in his or her work environment to continue past this level of formal academic degree, and is on the top of his or her world, to continue to make use of vernacular here. Two master’s-level degrees that instantly come to mind here in this case are the Master of Business Administration (MBA) and Master of Fine Arts (MFA).

The doctorate degree, meanwhile, does two things, in my mind. First, it continues to build on that particular skillset or body of knowledge initially explored with the undergraduate degree and then further refined with the master’s degree. The holder has acquired expertise in the truest sense of the word, earning the right to make use of the honorary title of doctor and joining an elite 1-2% of the population that have also earned a degree at this level. Second, it tears down all of the knowledge and wisdom previously gained, rebuilding it all in a reimagined, reordered way. Where once the colleague in the office with a master’s degree and years of practical work experience was a master of his or her own small universe in the office, she or he now knows nothing by taking up the doctorate degree – while simultaneously, in a strangely paradoxical way, achieving what only an elite few in the world do. Such is my transformational journey in working toward a doctorate. I now realize how little I truly know, as studying at this level has opened my mind and eyes in ways that the two previous academic degrees can never do. It is difficult to go on explaining this feeling, for words cannot really articulate it.

And while it is true that I am building significant expertise in a particular field through obtaining an honorific that few in the world do, I realize that I am no more intelligent than anyone else. One’s lack of a doctorate is not proof of a lack in intelligence or capability at this level, nor is it proof of a lack of a highly-valued skill and/or expertise. A doctorate is merely one path out of many to build such skill or expertise. I am no better than a financial advisor with a bachelor’s degree in finance or economics, 15-20 or more years of work experience, and a slew of industry-recognized licenses and certifications. Nor am I any better than the farmer or the machinist, both of whom may have no more than high school educations and have been working in their respective fields their entire lives.

Finally, I find myself in genuine awe to be studying at this level, for I never imagined making it to this degree. Shortly before graduating with my undergraduate degree, I had joked with friends, family, and classmates at the time that I was done with school for good upon graduating, for it took me six years to graduate. I never changed anything – I merely kept adding to my studies, ultimately earning two minors and a 12-credit certificate in leadership in the end, as well. There were also semesters where I intentionally opted for a lighter course credit load, as well, because I was active in many student organizations and activities. Studying at this level is a great privilege and responsibility, one that I do not take lightly. It is my hope that what I am learning can be used to benefit others in their own work and service, and, by extension, the broader society.