So Long, Farewell: Reflections + Takeaways From My Diversity Fellowship at Cornell University

Art by @grlpwrgang

My diversity fellowship at Cornell University has been such a transformative journey, with so many opportunities to learn, grow, and expand as an academic librarian. I spent the first six months of my fellowship working as an Assistant Archivist in Rare and Manuscript Collections (RMC). During this time, I worked with the Human Sexuality Collection (HSC), cataloging visual resources to improve access and description for researchers and community members, processing collections, and working alongside the curator, Brenda Marston, to grow the HSC’s Instagram presence. Serving on RMC’s Diversity, Inclusion, and Belonging Task Force, I also co-authored a 40-page report on recommendations and best practices on our commitment to social justice (something I am passionate about and see as an integral common thread to all of our work).

I spent the rest of my fellowship working as an Instruction and Outreach Librarian at Albert R. Mann Library, Cornell’s library serving the College of Agriculture and LIfe Sciences students, staff, and faculty. Here, I rediscovered my passion for teaching (especially with zines!) and put my community organizing background and skills to use through creative outreach strategies and innovative programming. For example, I founded and facilitated a makers night for women, transgender, and femme makers – communities that have often been excluded from and left out by Makerspaces – at the mannUfactory (Mann Library’s Makerspace). This biweekly event introduced students to our Makerspace to build their skills (and confidence) as makers. I directly sought out the expertise and experiences of LGBTQ+ students on campus so we could plan projects they were enthusiastic and excited about, such as a gender-inclusive fashion night. I also built interdisciplinary, cross-campus, collaborations with staff, faculty, and graduate students to bring together a diverse array of skillsets, knowledges, and experiences. 

Another project I undertook was co-founding the Equity and Empowerment Reading Group, a social justice reading group for librarians and library workers, with two of my amazing colleagues, Eliza Bettinger and Wendy Wilcox. Together, we created a set of collective guidelines to facilitate our discussions, picked an initial topic (recruiting diverse candidates for library jobs) and selected a few articles, booked a room, ordered food, and sent out an invitation to the library’s listserv. At the end of our first meeting and discussion, we solicited feedback from everyone about topics they’d like to read about and discuss in the future. Before COVID closed down our campus, we met at Olin Library, with anywhere from a dozen to twenty librarians and library workers trekking across campus to meet each month. Since then, we’ve begun meeting and facilitating the reading group via Zoom, which has been a successful experiment and transition. Together, we’ve been able to create a community within our library system that pulls people together around social justice across physical and disciplinary boundaries. I’ve had the opportunity to present on topics ranging from zines as an intervention in trauma recovery to queer worldmaking through art, as well as to teach webinars on trauma-informed librarianship and supporting survivors in libraries. And of course, to blog here at the ACRLog as a First-Year Academic LIbrarian blogger. During my year blogging here, I’ve explored topics such as trauma-informed librarianship, dealing with rejection, and radical vulnerability and empathy in libraries. As my year blogging at the ACRLog comes to a close, I want to reflect on – and share with you – the lessons I’m taking with me from my fellowship to wherever I may land next (I’m on the job market and excited about instruction, outreach, and student success positions in the Northeast).

Art by @hellokitty

Lesson #1: Ask for help

Asking for help is a sign of bravery, strength, and wisdom. I want to acknowledge that asking for help is really hard to do, especially as academics. However, I’ve found the benefits of reaching out for support far outweigh the challenges, both personally and professionally. Whether you’re having a hard time learning a new technology or struggling with your mental health, it’s important to reach out and ask for the support you need – and deserve. 

For example, during the month of October, my post-traumatic stress disorder always worsens. Last year, I asked for help before the month started by reaching out to a person I felt safe and comfortable with, my supervisor, about getting accommodations for my disability. Not only was I able to get the help I needed to succeed professionally, my supervisor also looped in colleagues (with my consent) to set up a collective care document to help me through the month. Instead of just surviving that month at work, I was able to truly thrive as an academic librarian.

None of us can do this work all on our own, alone, or in isolation. I believe wholeheartedly in interdependence, which is one of the ten principles of disability justice. In an interview with writer and organizer Mia Mingus, she states that interdependency is “thinking about how […] we build relationships and how […] we build in such a way that really pushes back against the myth of independence and this myth that we can and should be able to do everything on our own. Or even this myth that that’s what everybody wants to do, that that’s what everybody desires, is to be independent.” Approaching our work and lives through the lens of interdependency acknowledges that we all bring unique experiences, wisdoms, and knowledges to the table, that we all have things to offer, and that we value everybody – because as people, we are inherently valuable. As I often remind my friends and colleagues (and myself!), you are not your productivity.

Art by @quotesbychristie

Lesson #2: Find your niche

When I started my diversity fellowship at Cornell, I had no idea what I wanted to do, outside of being an academic librarian. My past work experiences included managing an LGBTQ+ resource library, organizing library and information science conferences, and making my university’s special collections accessible as digital collections. It wasn’t until after I started teaching and doing outreach at Cornell that I realized that was what I wanted to do! I had always loved teaching but stopped pursuing an education degree due to my identity as a (gender)queer disabled femme after learning the realities of what queer, trans, and disabled K-12 teachers experience. Working as an Instruction and Outreach Librarian helped me rediscover my passion for teaching. 

My background as an interdisciplinary artist and zinester led to me teaching classes from a variety of disciplines, ranging from communications courses to pre-med ones, using creative instructional tools and feminist pedagogies. I ended up receiving tons of instruction requests based on my reputation as the “zine librarian” at Cornell. This, in turn, led to receiving paid opportunities to educate professors about using zines as feminist pedagogical tools within their college classrooms.

Within my professional community, I began taking courses on and writing about trauma-informed librarianship. My work is informed both by my experiences as a survivor and by my education and professional research. Talking, writing, and even tweeting about trauma-informed librarianship led to paid speaking opportunities, such as webinars for professional library organizations. Having a niche can lead to a plethora of opportunities, including ones I hadn’t imagined for myself. Who thought I’d receive honorariums to talk about topics I love and am deeply passionate about? I certainly hadn’t!

Art by @amberibarreche

Lesson #3: Build community

As an early-career librarian, it’s been especially important to build communities of practice and support. Twitter has been an invaluable tool in connecting with other librarians for me. While I was earning my MLIS, I knew that lots of librarians were active on Twitter, so I began following folks doing research I was interested in, who had jobs that seemed like something I wanted to pursue, and/or who shared identities with me and could relate to some of the struggles of being in this profession as someone who is trans, queer, and/or disabled. I reached out to folks, tweeted regularly, and built relationships, even friendships, with other librarians who have continued to help me as my career shifts, transforms, and evolves. As my fellowship comes to an end, so many other librarians have sent me relevant job opportunities, offered to help me practice interviewing, and edit cover letters, my CV, and so on. It’s easy to feel isolated within academia. Having a community, even an online one, is incredibly important. 

Art by @nikkimiles_

Lesson #4: Explore the world outside of your bubble

Establishing your niche is important – but so is getting outside of your bubble! Academic librarianship can be so siloed; it can sometimes be difficult to break outside of our expertise or speciality area. I’ve found some of the best learning and professional development opportunities I’ve had, though, have happened when I stepped outside of my comfort zone to try something new. 

If you have the funding available, make a case to explore a conference, class, or workshop outside of your area. I’ve found attending conferences like Creating Change, an organizing and skill-building conference for the LGBTQ+ community and our allies, and Allied Media Conference, a conference focused on relationship-building across issues, identities, organizing practices and creative mediums, to be incredibly useful for shaping my practice as an academic librarian. (Bonus: the Allied Media Conference typically has a Radical Libraries, Archives, and Museums track too!) If attending a conference outside of your field is out of the question, try exploring an offering at a conference you’re already attending that sparks joy or interest for you. 

Unfortunately, many of us are having our professional development funding gutted or  lack this crucial resource altogether. If you’re in a similar boat, I suggest checking out blogs, articles, or Twitter chats on topics that may not seem to be directly “relevant” to your work but are something you care about. Jessica Dai, a Resident Librarian at West Virginia University, has graciously put together a directory of free webinars and trainings for academic librarian workers, organized by topic, that you can learn from as well! 

My fellowship has taught me so much – and I hope that I’ve been able to teach my amazing colleagues at Cornell a few things too.

Thank you all for reading along with my adventures – and struggles – this incredible year at both the ACRLog and Cornell. I want to leave you with a quote from one of my favorite writers, Anaïs Nin:

“And the day came when the risk to remain tight in a bud was more painful than the risk it took to blossom.”

Clarinets and crafts: Observations from my apartment

Seven weeks ago, I wrote about week one of teleworking. A lot was changing then, and a lot has changed since. By this point, many of our semesters are wrapping up, we’ve taught at least once in this remote setting, and we’ve found new routines that govern our day-to-day. For me, I’ve led an online student showcase, judged research posters for a virtual undergraduate research exhibition, conducted four virtual interviews for my research project, and sat in on way too many Zoom calls. My eyes are much more likely to go cross-eyed these days and if I don’t need to be on camera, I’ll turn it off. Somedays I’m really jazzed on Zoom meetings, other days, I just don’t have the energy to engage. 

As I experienced seven weeks ago when writing my teleworking diary blog post, it’s hard to know what to say when you’re in a moment. My thoughts on that first week have changed the longer we stay in this holding pattern. I don’t have any big takeaways to share because we’re still in this experience. Instead, I want to talk about two types of experiences I’ve been having, both outside the immediate scope of librarianship, but both informing how I move forward with my own work, in an online environment, during this time. 

Clarinet & the research process

This is the fifth semester I’ve played in the Penn State Clarinet Choir. It’s a choir made up of clarinet undergraduate music education and music performance students, music minor students, one graduate student, and me, your resident librarian. I’ve played the clarinet for over a decade and when I started working a 9-5 librarian job, I emailed the clarinet instructor and asked if there was a way to play. The professor invited me to a rehearsal and ever since I’ve been a (relatively) faithful member of the group. As you might expect, the music folks scrambled in the move to remote, but I would say they know more about sound quality with Zoom than anyone else. The students in the clarinet choir still take lessons, performed for each other at two studio recitals, and are currently in the middle of recording their jury pieces.

In turning everything online, the clarinet choir got interesting. Since we can’t all play together, Tony, the professor, has been using this weekly time to discuss other elements of playing the clarinet. From how to run your own studio, to the qualities of a good reed, I’ve been learning a lot about an instrument I honestly only know a little about. But what I’ve loved the most about these weekly meetings, is seeing their research process.

Traditionally, when I show up to things beyond clarinet choir rehearsal, like a senior recital, my view of their research are the program notes I pick up and read several times throughout the concert. Sometimes there are sources, cited at the bottom, in a variety of citation styles. Those notes don’t really show me how this research influenced the student’s ability to play the pieces or what they thought about in approaching these works. We’ve now had two clarinet sessions where we dissect a classic piece in the clarinet repertoire. We talk about the historical context for the composer and piece, the urtext (original, authoritative intention from the composer) versus the other published editions, difficulties with the piece, how to teach others to play it, and important recordings that shape our understanding of the piece. It’s the research process I know well, just adjusted for the discipline I don’t know as well. In those meetings, I stay muted but in my head, I’m like this GIF.

via GIPHY

These online clarinet choir meetings are exposing me to the field of clarinet studies and I’m here for it. It’s nice to see these students, in their natural environments. They change their Zoom display names, wrap themselves up in blankets, eat dinner while we discuss Mozart, and have incredibly oversized posters of the clarinet (we love this).  

Crafts and Readings Via Zoom

I’ve always been a craft person. Homemade birthday cards, elaborate scrapbooks from that one summer between fifth and sixth grade, origami animals for a summer library display, and these days, zines and embroidery. Crafting has been a good way to keep my hands busy. Pre-pandemic, I crafted alone, or with a small group of gals. These days, technology comes into play. I took an online embroidery class from Spacecraft in Seattle, made a zine with Malaka Gharib, stitch with a friend in Cinncinati every Saturday afternoon, and bring friends together to make a zine every Tuesday. All of these moments showed me different ways of teaching and building community in online spaces. Especially for tackling new crafts, how do you help people who are not physically next to you? How do you build a sense of community in an hour-long Zoom call? What’s so comforting about doing the same thing as someone else and why do these virtual calls feel so different from the Zoom meetings that consume my Mondays through Fridays? These calls have become a foundation for these weeks in a way I wasn’t expecting. A small choice to set up a regular time to create has given me markers to help me through each week.

Beyond crafts, I’ve also been seeking out any literary reading events. I don’t know about you, but I’m struggling to get into books these days. Readings are the type of event that can kickstart me again, either into reading or just writing (which eventually leads to me wanting to read). I’ve now attended a couple of readings, each one using a different streaming platform. Some have been better than others, but that’s true, in-person or online. Again I’m struck by the ways people organize these events and how authors navigate talking to a screen, versus talking to a live, in-person audience. I’m curious if the format and organization of the event leads me to be more engaged or bored (and therefore, tempted to leave). Regardless of how much I enjoy it, it’s nice to have something on the calendar to simply attend, and not have to do any preparation before joining the call.

I assume I’ll publish another post in six to seven weeks. I can’t even imagine what things will be like, or what I’ll be writing about next. Just have to wait and see. What about you? What things have you noticed during the past two months? Anything that has surprised you?  

Chatting with Penn State’s Student Engagement & Outreach Intern

This school year myself and our Outreach Coordinator had the opportunity to hire a Student Engagement & Outreach intern. We had been wanting to have an intern for a while, both to help us plan programming and also to give us some insight into the world of a Penn State undergraduate. In the work we do with student engagement and outreach, we talk about how we are student-focused and student-centered and want to collaborate with other folks who feel the same way. It only seemed appropriate to have an intern working with us and helping us stay true to being student-centered. We were so lucky to have found Lily, who has a ton of enthusiasm for the job and the library, and is interested in librarianship. I thought it would be neat to start 2019 off with a little interview with her for the blog and hear about her thoughts on working in the library so far.


Hailley: Hello Lily, thanks so much for doing an interview with ACRLog. Can you tell the readers a little bit about yourself?

A picture of Lily standing next to a poster
Lily at an internship showcase, fall 2018

Lily: Hi! I’m a Junior at Penn State studying History and Women’s, Gender, and Sexuality Studies. I hope to head right to grad school after undergrad and get my degree in Library Science! In my (tragically infrequent) free time I like running and knitting.

Hailley: Excellent! It definitely has been fun talking about librarianship with you throughout this internship. Now that the readers know you a little bit, can you tell them what sort of things have you been up to as our Student Engagement & Outreach intern?

Lily: So, I’ve been doing a whole variety of things. Broadly, I work with academic and non-academic organizations on campus to plan events that include library resources. In the fall I planned an LGBTQ+ Movie Night in collaboration with the LGBTQA Student Resource Center; before the movie, we showed a Powerpoint of scanned images and files I had found in our Special Collections Library on local queer history. I also facilitated a feminist book club with a student club. Aside from event planning, I’m also helping to develop and reimagine the Leisure Reading Collection by adding books that are independently published and/or deal with more “diverse” themes, like LGBTQ+ and cultural studies.

Hailley: You have definitely kept yourself busy and have accomplished a lot in your first semester as our intern. In the time you’ve been our intern, what’s something you have learned (about the library or about student engagement and outreach, or both)?

Lily: I’ve learned that, sometimes, working in large organizations can be frustrating. There are lots of things and people you have to work with and through to do pretty much anything. Large organizations, like this library, can be really neat though. There are lots of people with lots of expertise in lots of things, and it’s cool being surrounded by that.

Hailley: Ah yes, you’re exactly right about the hoops we have to jump through, but also the great people we can work with. Sort of along those lines, what has been the most surprising thing you’ve learned while in this internship?

Lily: I guess I was kind of surprised to see how much personality and passion lives in the library. Often, people think about the library as a static and boring building, useful only for book borrowing; during my time here, though, I’ve met so many interesting and driven people who do a lot more than scan books and shush students. It has, in a way, solidified my interest in librarianship, because I can see myself, someone who is passionate and driven, working somewhere like this library.

Hailley: Yes, there is always a lot happening the library, whether you realize it or not. So Lily, to wrap this interview up, can you leave the readers with a preview for what you’re working on in 2019?

Lily: I’m super excited to be planning a Women’s, Gender, and Sexuality Studies (WGSS) Wiki Edit-a-thon, set to take place this March. I get to use my knowledge in two areas, the Library and Women’s Studies, and work with  variety of people, planning something I’m really passionate about; the goal is to “diversify” the subjects and editors of Wikipedia pages. I’ve already made some professor connections and everyone involved seems to be really excited. I’m so thankful that I can get this kind of experience at my internship, because not only is this event really awesome, it’s also the perfect way for me to try my hand at librarianship.

Hailley: Yes, the Edit-a-thon should be great, along with all the other things you’ll be up to. Thanks for chatting with me for the ACRLog!

Navigating uncharted territory: Short Edition at Penn State

So, you might have heard of a machine that disenspers short stories. You’ll find these dispensers at airports, hospitals, gig cities, malls, and community spaces. With a press of a button, you can print off 1, 3, or 5 minute short stories or poetry. These dispensers are made by Short Edition, a company based in France whose mission is to “propel literature” and share short stories and poetry with as many people as possible. Their machines have been featured stories at Mental Floss, LitHub, The New Yorker, and The New York Times.

There definitely is something novel about the machines; I’m actually writing this post while sitting near one in our library. Penn State got several dispensers in spring 2017 and PLA just finished up their Courage writing contest, and I can only assume some more libraries will be getting their own dispensers in the next several years. I love watching students approach the dispenser, some not quite sure what they are all about. They press the button and the machine whirls a bit, gearing up to print the story. It spits the story out, the five minute stories always my favorite to watch because it’s always longer than you’d expect. They smile when they pull it out of the dispenser, folding it carefully while they walk away. My favorite comment to hear is, “Can you actually read that story in one minute?”

Short Edition started in 2011 and the company created their dispensers in 2015. Libraries have gravitated towards these dispensers and the mission behind the company, we seem like a natural fit. When Penn State first got our dispensers, they were fun machines we had in our library and in spaces across campus. But we wanted to do more than just have students print out stories; we wanted to build a program that could showcase student, faculty, and staff writing. I became part of the group tasked with building this program in fall 2017. In the past year, I have learned a lot — about Short Edition, the creative writing scene at University Park and the campuses, and how to take a fuzzy vision for a program and turn it into something a bit more defined.

I got involved because our administration had felt strongly there should be students involved with the editorial process and naturally, the Student Engagement Librarian knows some students. Other than some loose guidelines from the Editorial Board at Short Edition, we really had the chance to create what we wanted. While the machines themselves are “easy” (just plug them in and let them print), there is much more beneath the surface, and at the complimentary website, where the magic really happens in converting community content into something you can print off on the dispensers. There was definitely a learning curve and when we’ve got a contest running, I email my contacts at Short Edition at least once a week. We’re currently running our second writing contest, around the theme of Lost & Found. Running these contests seem like the best way to get content onto our website and our dispensers — having a broad, general theme (and prize money) seems to attract more writers than a rolling submission process. Sometimes, I have gone up to the group of students printing off stories and ask, “Did you know you can submit your own stories to this dispenser?” The students often chuckle and shake their heads, “I just like reading the stories, I don’t write” they respond. We’ve got a little hurdle right now — finding folks who not only enjoy the machines, but also want their stories and poems to be the ones getting printed out.

The other aspect about this project is now that we have some consistency around contests, our Editorial Board and guidelines, we are adding other elements to the program. Community members in Centre county can now add their content to our website and dispensers, we are adding dispensers to some of our campuses across the state of Pennsylvania, and working locally with the high school to see what their program could look like. It’s a lot of juggling and deciding what is urgent, what decisions will be strategic, and what elements we can hold off on until we are more ready. In that way, this program is elastic, willing to bend in what direction we think is best, at the time.

In all of this, when you chart uncharted territory, people look to you for advice or ways forward. Since our Penn State Short Edition project has taken off, I’ve received emails from a whole host of librarians, all interested in what we’re up to. I send along documentation, neatly packaged in a Box folder, explaining some of the unique elements of our program. In these email exchanges, I receive my favorite compliment, “Wow, this is thorough.” I’m curious to see how many other academic libraries invest in Short Edition in the next few years. Maybe, in the future, we can find a way to connect them, in a contest or through our Editorial Boards.

The biggest thing I’ve learned since taking on this project is that you sometimes just have to do the thing, even if you’re not 100% sure it will work. I’m someone who craves feedback and seeks a lot of permission first; spearheading the Short Edition project has definitely challenged that side of me. I’ve gotten a little better at just doing the thing and being confident in whatever decision I’ve decided to make. There’s so much room to grow, experiment, and take this project to another level so onward we go, charting new territory and propelling literature forward.


Note: If you’re interested in seeing some of our documentation for Short Edition or learning more, feel free to send me an email at hmf14@psu.edu.

 

 

Question Everything: Librarian Research and #IRDL

How is the fall semester already in swing, but I’ve not yet shared my amazing research experience as an IRDL Scholar this summer?

IRDL stands for the Institute for Research Design in Librarianship.  It is itself the product of an IMLS grant-funded research project to develop librarians’ research skills specifically as researchers (in addition to our role as providers of research support).  Its primary investigators, Marie Kennedy and Kris Brancolini, co-direct this project with grant matching funds from their home institution, Loyola Marymount University William H. Hannon Library.  Their direction in partnership with the San José State University School of Information, the Statewide California Electronic Library Consortium (SCELC) and others are what make this life-changing experience for librarians possible. A 9-day workshop on the LMU campus (aka beautiful Los Angeles, CA!) kicks off the institute, but the experience continues for an entire year with progressive networking, mentoring, and collaboration opportunities built in to prepare researchers for disseminating their work.

When this opportunity first came to my attention, the timing of the proposal deadline fell (like so many others seemed to) way too late for me to pull anything together.  With ambivalent hope, I added this to my calendar and annual goals to apply for the following year.  Turns out, as I began approaching my application, I realized what great timing (falling from December to January) the call for proposal offers. Besides the usual window of downtime in academia, just the difference between a month-long window for proposals, as opposed to a single application deadline, is the kind of careful thought and facilitative detail that permeate everything about the IRDL experience and what set it apart.


I admit, there’s kind of a weird mixture of both honor and humility in becoming an IRDL Scholar.  We are by design:

“a diverse group of academic and research librarians who are motivated and enthusiastic about conducting research but need additional training and/or other support to perform the steps successfully”.

It takes an uneasy bit of vulnerability to recognize your own limitations in a skill so necessary for your field.  Maybe this opportunity seems natural and reasonable for librarians at the beginning of their career, or someone changing library specialization (say from public to academic).  The Institute’s generous interpretation of a novice researcher includes new librarians for sure, but also recognizes the variation and barriers that exist for library research support.  That could be in the variety of institutional resources, MLS program strengths, or even research methods education undertaken too many years and paces-of-change ago to adequately support today’s research needs.  What about librarians who have already published research?  Yes!  That too!  And we can call it all into question, which is a good thing.

At the same time that IRDL scholars recognize these limitations, we also must recognize — and are recognized for — the fact that our research is worth pursuing and generously supporting.   My unique brand of novice researcher stems from working primarily in technical services and leadership positions, on and off the tenure track, and directly involved a lot of organizational restructuring and change.  This has meant wide variation in available time, focus, and research methods application. Ever- “motivated and enthusiastic” however, I’ve sought out countless webinars, brown bags, mentor conversations, e-forums, and conference sessions on making time for research, developing research questions, networking for publication, and more. Yet nothing has been as effective as what I took away from IRDL.

The secret sauce (*winks to Marie*) that IRDL offers library researchers includes:

First, other motivated and enthusiastic scholars like you with the same (and yet unique) gaps in trying to cross their own research bridge.  You learn from others in a way you can’t learn in just a textbook, or webinar, or conference session.  Part of that is because the learning frames a specific and applicable need. But the other part is the community of expertise IRDL provides and how it includes the expertise of the novice researchers.  As these ITLWTLP blogging librarians discovered, it’s an important distinction between needs based learning (aka problem based learning) and critical pedagogy.   Taking the skills learned at IRDL, I am certainly more confident in my ability and ways to help my colleagues’ research.  However, I don’t approach this in a teach-the-teacher way, but as true peer researchers – vulnerabilities, strengths, and all.  This peer dynamic is what I think  we expect to happen professionally between colleagues,  but somehow haven’t always managed to achieve.

Secondly, IRDL intentionally builds real and ongoing research network relationships. Not just talking about networking or giving networking tips. Not just one kind of research network, or mentor, or just colleagues you know who are also responsible for research.  I mean a variety of differently strength-ed researchers in your network who are committed themselves to a network of research relationships, as well as committed to improving the design, methods, and impact of published library research literature.

Finally, IRDL (in true California style) offers the value of reflection. Throughout the week together with my IRDL cohort, we reflected on our research as it changed dramatically from day to day; reflected as a group as we learned and struggled to learn together; and reflected individually about our experiences, needs, and interpersonal growth.  Now we have begun reflecting on our progress and ultimate goals with an expanded network of IRDL scholars and mentors as we continue this year-long (life-long) endeavor.

If you are interested in applying to become a IRDL scholar, I encourage to follow @IRDLonline  and set a goal for preparing your 2019 proposals.  You won’t regret it and I will be delighted to meet you!