ITCC 112 (Advanced Technology and Project Management) - First Meeting

More than two decades after I graduated from college at the University of the Immaculate Conception, Davao City, I made a pivotal decision to pursue a graduate degree. Life after college had taken me through many experiences in both the private and public sectors, but the desire for further education always lingered at the back of my mind. Now, I find myself enrolled in the Master in Information Technology Program (MIT) at the University of Southeastern Philippines (USEP), also located in Davao City. The decision wasn’t easy, as going back to school after more than 20 years posed its own challenges—both personal and professional. However, the desire to expand my knowledge and enhance my career potential outweighed any doubts. The moment I attended the Graduate School orientation for the College of Information and Computing at the university’s AVR (Audio-Visual Room), I knew that I had made the right choice.

As I headed to my very first graduate school class, ITCC 112 (Advanced Technology and Project Management), a mix of emotions coursed through me. It felt like stepping into a new phase of my life. The atmosphere in the class was charged with excitement, curiosity, and perhaps even a touch of shyness as my classmates and I took our seats around an oval table in the Conference Room. There was a subtle air of anticipation, as though we were all silently acknowledging that this was the beginning of something transformative. Our instructor, who preferred to be referred to as a facilitator, took his seat at one end of the table, greeting us with a relaxed demeanor that immediately set everyone at ease.

One of the first things our facilitator made clear was that he did not want to be addressed as "Sir", a formality common in many educational institutions. He even went so far as to say that being called "Doctor" was sacrilegious, explaining the meaning behind the word. Instead, he requested that we call him by his first name. He explained that this not only made him feel young, but it also created a more open and equal environment. This immediately broke down the usual barriers that can sometimes exist between students and instructors, allowing us to feel more comfortable and open to discussions. His informal yet professional approach encouraged us to engage, share, and participate actively. As someone returning to school after many years, this was a refreshing change for me. It felt like I was being treated not just as a student, but as a peer, someone with valuable experiences to contribute.

As the introductions began, it became clear that our class was a diverse group. Each of us had unique stories, educational backgrounds, and career experiences to share. Some were employed in the private sector, while others worked for government institutions. Listening to my classmates talk about their work and their reasons for pursuing a graduate degree was both inspiring and humbling. Everyone was there for different reasons, some for career advancement while others for personal growth. We all shared the common goal of wanting to expand our knowledge in the field of information technology. I found myself looking forward to learning not just from the course materials, but also from the experiences and perspectives of my peers.

One key point our facilitator emphasized was his preference for face-to-face interaction. Despite the university’s flexibility in allowing hybrid or online classes, he made it clear that he wanted to meet us in person as much as possible. "I want to always see my class," he said, stressing that face-to-face interaction encourages a more effective learning environment. After spending some time working remotely or in hybrid setups during the COVID-19 pandemic, I knew the value of in-person communication. There’s something about being physically present in a classroom that promotes deeper connections and a more engaging learning experience. Our facilitator is also highly experienced as he mentioned that some of the current instructors at USEP had been his former students. It was comforting to know that we were in the hands of someone who is a master of the course.

Before the class even began, we were asked to complete an online survey. The survey aimed to gauge our knowledge and experience in both project management and technology. We were asked to rate ourselves on a scale of 1 to 5, with 1 signifying "No Knowledge" and 5 representing "Expert." Personally, I found myself somewhere in the middle, not completely new to the field, but certainly far from being an expert. The survey also asked us to articulate our expectations for both the course and the facilitator. For me, the hope was to gain a deeper understanding of advanced project management methodologies and tools, learning how to apply these concepts in practical, real-world scenarios. Additionally, I wanted a facilitator who would guide us through the complex subject matter with practical insights and hands-on experiences. Thankfully, the first meeting already indicated that our facilitator was exactly the kind of guide we needed.

One of the most insightful moments during our first meeting was when the facilitator asked us to share our motivations for pursuing graduate school. When it was my turn, I spoke about my more than 15 years of experience working with NGOs and in the private sector. For the longest time, a college degree had seemed sufficient, as practical experience had always been more highly valued in my field. However, when I transitioned to working in the government sector, it became clear that a higher education was necessary in order for me to be promoted and earn a higher salary. Listening to my classmates, I noticed that many of them were also motivated by career advancement, but our facilitator encouraged us to see beyond just the financial rewards. "This shouldn’t be about money," he said. "It’s about gaining more knowledge." His words made a deep impact with me. Going back to school after more than 20 years wasn’t a decision I made lightly. My decision to pursue a Masters Degree in Information Technology is also fueled by my desire to expand my knowledge and improve my skills in the fast-paced world of information technology and apply my learnings in my current profession.

As we moved forward, the facilitator provided us with a brief overview of the course content and objectives. To my relief, he informed us that there would be no traditional quizzes or exams in ITCC 112. Instead, our grades would be based on final projects, such as video blogging, written blogs, and industry immersion. I appreciated this approach as by allowing us to immerse ourselves in practical activities, the facilitator was setting the stage for us to truly grasp complex concepts and apply them in our respective fields. This, to me, was a much more effective way of learning.

Our facilitator also took time to introduce the university's rules and regulations, ensuring that we understood what was expected of us as graduate students. While the atmosphere was relaxed, there was an emphasis on professionalism and maintaining a high standard of work. As someone who had been out of school for so long, this was a welcome reminder of the discipline required to succeed in an academic setting.

Looking back at that first meeting, I am filled with a sense of optimism for what lies ahead. ITCC 112 promises to be both challenging and rewarding, pushing me to grow not only as a project manager but also as an IT professional. I look forward to collaborating with my classmates, learning from their experiences, and sharing my own journey with them. This graduate school experience is about more than just earning a degree, it’s about reigniting my passion for learning and setting the foundation for the next chapter of my professional life. With the guidance of our experienced facilitator and the support of my peers, I am confident that this journey will be transformative in every sense.