September 28, 2023 • 23 mins
Can you imagine returning to pursue your educational dreams after a 35 year gap? Denise Eaton, a recent Merrimack College graduate, defied the odds and did exactly that. Denise’s inspiring journey from a long hiatus to achieving her Bachelor's degree is the heart of our conversation. We explore her motivations, experiences, and the critical role of perseverance and self-confidence that transformed her life and career.
Education has evolved dramatically over the last three decades, particularly with the advent of online learning. Denise shares her insights about the convenience and flexibility of asynchronous online learning, which allowed her to seamlessly juggle work, life, and school. We delve deep into how this mode of learning is reshaping the educational landscape and why it's a game-changer for individuals seeking a more flexible educational path.
Denise's journey transcends academics, it’s a testament to personal growth and self-fulfillment. We explore her transition from classroom to the real world, highlighting the significance of networking and professional relationships. Denise’s story reaffirms that it's never too late to chase your dreams, age is just a number in the job market. Join us to hear Denise's incredible journey and get inspired to reignite your educational aspirations.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 2 (00:11):
Hello and welcome to another edition of the Leader
Brew.
I am Rick Arawood and I'm yourhost for today.
I'm looking forward to onceagain going back to former
students and learning abouttheir journey from the classroom
to the real world.
And today's guest is none otherthan Denise Eaton, who I met
through the Merrimack CollegeBachelor's Degree Completion
(00:33):
Program and I am excited to sayhashtag finish, which was our
slogan, if you will, for theentire class.
So I'm happy to say you havecompleted your bachelor's degree
from Merrimack College.
So congratulations is first inorder and second is welcome.
Speaker 3 (00:53):
Thank you so much.
I'm so happy to be here and,yes, I did complete it, and the
whole time I kept that hashtagfinish in my head.
Speaker 2 (01:02):
You know, I think it's.
It is something that served mewell and I just felt as though
it was seared in my forehead, onmy forehead, and that's really
what kept me going, becausecertainly there were the
transactional things that weneeded to do, right.
So, just like any other student, you have to go through
(01:23):
checking off the discussionboard, activities for the week
and the assignments and thereading, and it does become a
lot of little pieces, sort ofthe checklist, right.
But when you step back from it,it's genuinely a
transformational experience andI think that's one of the things
(01:43):
that honestly, I love about thebachelor's degree completion
program in particular, because Ithink it gives you a good
balance between that, okay,transaction side.
But now, as an adult student,maybe they take those take on a
little bit of a differentperspective.
(02:03):
You know why am I doing this?
And I think it emphasizes moremore of the why.
So I am curious to know.
It was 35 years ago that youstarted your degree.
Tell me what was going on inlife at that time and how did
you, how did you set out on thatjourney?
Speaker 3 (02:26):
So 35 years ago I started my education, my journey
and got an associate's degreeunder mental health but never
continued because life got busy.
I got married, had started afamily, was working, always
(02:47):
participated in you know and incontinuing my journey and what I
want on a professional level,but wasn't to the extent that I
kind of put it off because myfamily was first.
So I basically said, okay, I'mgoing to be put to the side and
then and focus on my children,make sure they get their
education, which I was veryproud to provide for them.
(03:09):
So you just keep puttingyourself aside and next thing,
you know, 35 years later come by.
It goes fast, it goes, you know,life speeds up.
And at that point I said, okay,well, it was always something
that I always preached about,said how the importance of being
educated and learning morethings and just it's so
(03:30):
invigorating.
But I never, I didn't do it.
I gave it to the opportunity ofeverybody else, but not for
myself.
And when this program came up,I I looked at and said this is
my opportunity.
It just happened to fit at thetime and I pursued it.
Speaker 2 (03:45):
That's wonderful when we you know, when I go back and
think about my beginning, Ialso did not follow a
traditional academic path offour years or five years,
followed by a master's degree,followed by a doctoral.
You know, I really went indifferent directions and it took
me a while to complete thatbachelor's degree and I suspect
(04:09):
that's part of my, my heart andmy passion for this program in
particular.
But I also remember justfeeling incomplete, I guess is
the best way to describe it,although I had great success
within my career trajectory inthose early days, I just always
(04:33):
ended my day with you, got tokeep at this, you got to keep
doing it, and then life did sortof take over and you know,
suddenly a year went by and thentwo years went by and then I
got my.
I got my law degree when I wasI entered at 37 years old and I
just finished my second doctorala couple of years ago.
(04:57):
So you know, it's not thattraditional path and I think
there's so many people out thereIn fact I was just looking up
earlier today that there'swhat's called some college and
no credential.
It's a population of 40 millionpeople who have some college
but not the credential and Ithought I'm glad I no longer
(05:20):
wanted those statistics.
But I go back and I wonder, Iwonder, did I just not have
enough motivation?
And I'm just not sure I have tostill sort of reflect on that.
Speaker 3 (05:33):
Yeah, I think for me it was more probably financial,
because you always could findwhere that money was gonna go.
It wasn't a priority for me, itwas, for you know, making sure
my kids had that degree, so thatmoney was going towards their
education or something else.
And to your point, yes, I have,you know, a very fulfilling,
you know, professional life.
(05:54):
I mean, I've been educated inother ways from the company that
I've worked for, but it wasn'tthat degree that I always that
it was something I personallywanted to achieve and it also
helped me to figure, you know,am I, you know, marketable?
Still, you know, you get to apoint in your age where you know
, especially at my age, whereyou're getting older and the
(06:17):
younger generation they have,you know, new skills that are
much more profound than maybe Iwas.
But if anything, going backjust gave me that confidence.
Yes, you know what I ammarketable.
I have a lot to offer and you'dbe surprised that I was
surprised at myself and how muchI was able to do and offer in
(06:39):
the classrooms and just from mylife experiences.
So I don't think it's, you know, whether it's a good timing,
bad timing.
There is no right time for it'swhat's right for you and I try
if any of them try and encouragepeople that.
If in doubt and you want to gofor it now, if this is a good
time for you, then go ahead andgo for it, because you will get
nothing but reward from it.
Speaker 2 (07:00):
And you'll be able to bring such value to the
classroom, whether that'sin-person classroom or online
classroom.
The value that you couldactually deliver in a discussion
board is unlike anything.
I think that's an absolutelyexcellent way to look at it.
(07:23):
You know, on the one end, Ilook back and I think in terms
of degree completion when I putthat on one in one bucket and
that I look at the completion ofall the achievements in a
person's life.
It's hard to sometimesunderstand the distinction
(07:49):
between the two.
I think because on the one end,we're achieving great things,
whether we're starting abusiness or rising up in the
ranks within the corporation,but there's still that gnawing
of I haven't achieved the degree.
Speaker 3 (08:10):
It is.
It was gnawing to me, alwayshas been, but it was more to
have a confidence.
Could I actually really do it?
Because then you get, okay, theworkload or just the basic
skills at doing research andwriting.
Oh, I had to have spell checkand was that a complete sentence
?
If you're not used to doingthose things and you're now
(08:33):
being graded and critiqued onthat, it's a little bit of the
confidence isn't there.
You get a little paranoid.
But I think once you get intoit and you realize, no, you
definitely can do it, youdefinitely can contribute, yeah,
(08:53):
then maybe sometimes you mayneed that spell check or
whatever.
Nobody's perfect, but I justwouldn't beat myself over it.
I would just say hashtag finish.
I just kept saying hashtagfinish.
And I will say you were thefirst class that I had.
So after 35 years I'm back intothe classroom and you were the
first class and the professor,and when you said the hashtag
(09:14):
finish and you made it socomfortable so that I didn't
have that anxiety, am I reallygoing to do that?
Because that was going to bethe class that was going to make
a break it for me?
I think it was going tocontinue or I was going to stop,
and it was because of how easyyou made me in the transition of
getting there and made me feelcomfortable that I said okay, I
(09:34):
can do this, I can do this, andI did and I did do it.
Speaker 2 (09:38):
And listen, that's our job, right?
I mean, yes, we are there toteach, we are there to deliver
the academic standards and therigor, but we also have to
understand that adult studentssometimes need a little bit
extra, just a little bit extraguidance, and I think that's a
good point, do you think I mean?
(10:00):
I go back to the Dewey Decibelsystem.
I will assure you thoselistening to us today have
absolutely no clue what theDewey Decibel system is and
those little cards that we hadto go and look up For those
interested.
Google it, you'll learn whatthe Dewey Decibel system
consisted of In my beginning.
I remember those days and Iremember the amount of time to
(10:25):
find the article that you werelooking for, and most of the
time it was on microfilm ormicrofiche, and I never knew the
difference between the two.
All of these concepts areabsolutely foreign to students
today and I just wonder, havingseen both methods of delivery
(10:46):
the Dewey Decibel system, goinginto a classroom physically,
being there, advancing up tothis online, asynchronous
environment do you think it'seasier or how would you describe
the differences?
Speaker 3 (11:06):
I felt, yes, I felt that you have information at
your fingertip at any moment,24-7.
You didn't have that.
You know, when I first got mydegree, you had to go to the
university, you had to go to alibrary, you had to get the
paper cuts.
I mean, it was very cumbersomeand more time consuming.
(11:27):
I'm not saying you're not goingto put the time in, because you
do put the time in.
You put as much effort as youwant.
But for me, I would put thetime in, but I would allocate it
, but I could do it.
It was convenient for me.
I still work full-time Plus, soI was able to get on and they
have that accessibility to beable to do that work.
To me it was amazing, it wasabsolutely amazing, and that
(11:51):
allowed me that freedom to beable to have the flexibility to
be able to do the courses at mytime, and that's what I really
liked about it.
It made it very, veryachievable.
So, yes, to me it was easier.
Speaker 2 (12:05):
That's wonderful.
I mean, I will say, in thebachelor's degree program
completion program at MerrimackCollege, a tremendous amount of
resources has been invested inthat asynchronous environment.
So as a faculty person, Ireally did benefit from the
amount of tools that they haveprovided, which ultimately, I
(12:27):
think, benefit the students aswell.
If you look at education todaycompared to education 35 years
ago, do you think it's more orless important?
Speaker 3 (12:46):
Again, I'm coming from a time where, if we're
looking at women in educationnot to be stereotyping or
whatever, but it was, I mean,our role it was different then.
Was it important to be educated?
Yes, but it wasn't as much sofor a man.
It was more important that theman was education because they
(13:07):
had to go.
Well, our role still had thatoh, you're going to have a
family, how much are you goingto be in the professional?
It started to turn at thatpoint when I was going into
college.
But still many chose not tofinish the degree to have the
families, and that's what theydid, not.
That it wasn't important, itwasn't a priority.
(13:29):
It's probably more is what Iwant to say.
Then, if a woman was to go offinto being a professional, then
they would be focused on thatparticular career versus just in
general getting a generaldegree.
I think it's very important now, more so that you need a
bachelor's degree.
(13:50):
You even need a master's or adoctorate, I mean, to get to
that level of professionalism.
It depends on where yourjourney is and what goals you
want to take.
But I do still feel thatstudents today jump right into
something because of theexpenses now to have that
(14:10):
education without knowing whatthat is.
The investment is very high.
I feel that sometimes some kidsare not ready.
They should take a year andwork, go see what it's like, get
an idea of what their path isgoing to be and then go from
there.
But where parents are so quickto rush them into college and
(14:31):
spending the money and sometimesthey're not fulfilled or they
don't get the degree that theywant.
So I can't say again it wasimportant then, but not as much
as I would say it's now, becausenow everyone whether you're
male, female, it doesn't matteryour gender, whatever everyone
needs that education.
Speaker 2 (14:51):
Online asynchronous education certainly has its
proponents set opponents rangingfrom elementary school all the
way to university, but I seeasynchronous learning as a great
equalizer, so that you can haveall of those things in life
(15:15):
that are presented to you, butyou can also do your education
at the same time.
I think, if anything, onlineeducation has helped us with
that work-life mental healthbalance, which I think is so
very important.
Speaker 3 (15:33):
Absolutely.
In my field of work I'm atrainer and educator for a
company who manufactures a brand.
Even for me, learning fromhaving to do mostly in-person,
face-to-face trainings have nowbecome online it has to be.
(15:56):
I think you have to have thatversatility if you want more
participation from your audiencebecause, again, life is tough,
so they have to work full-timeor they have to.
It has to be a balance of where, okay, I'm going to be able to
do this, but I can't take awhole day and be in class all
(16:16):
day when I have to work, and howam I going to pay for that and
everything else?
So I think the way the economyis, where money is tight, you
still have to have thateducation if you want to get to
that level of professionalismfor financial purpose.
Speaker 2 (16:34):
If you don't want to have that gnawing feeling inside
of you that I'm not completed.
Speaker 3 (16:40):
If you don't want that gnawing feeling, you're
going to have to work for that.
Speaker 2 (16:50):
Exactly.
Normally, at this point in theepisode I asked the question
what would you tell aseven-year-old girl about what's
ahead?
But I think I'm going to mix itup a little bit On this episode
.
I'm going to ask what would youtell someone who finds
(17:12):
themselves, 30 years later,still not achieving the degree,
the credential?
What would you say to thatperson?
Speaker 3 (17:26):
I mean, if they're talking about it to me as
something that they regret, Iwould say go for it right now.
Go for it right now becausethis conversation did happen to
me.
So I have a friend who wentthrough this course and she was
talking about it.
I said, you know, I keep, I'vebeen wanting, and she goes well,
what's preventing you fromdoing that?
I says really not.
(17:47):
Then I just is it necessary?
She goes of course it'snecessary, it's necessary for
you.
She goes this is theinformation, go for it.
And she's the one who, becauseshe went through it, she says
absolutely go for it.
I mean, I've met some nicepeople.
I learned some wonderful things, not only from just
academically, but also thathelps me in my professionalism,
(18:10):
that I've actually used, youknow, from my courses, and also
learned a lot about myselfpersonally.
So it's another, you know, it'sanother journey, and continue
on.
It doesn't matter how old youare when you do it, just when
you want to just do it, and Iwould definitely encourage them.
Speaker 2 (18:29):
It just keeps life interesting, doesn't it?
It keeps us going.
We're not stagnant, because youknow there have been times
where, yeah, I kind of feltstagnant.
I'm not that many because I'mconstantly doing something, but
I can get that where you know,that sort of feeling of am I
really going anywhere, am Ireally doing anything, and I
(18:50):
think that is one of thebenefits that the Bachelors
Degree Completion Program offers.
Speaker 3 (18:55):
Mm-hmm, it does.
And it's funny because somepeople like you know especially
you know as you get old somepeople say you know, when I said
I was going back to school, Ihad people who were supportive.
They were wonderful.
You know anything I can do tohelp you to relieve the low,
whether it was work, they weregreat.
And then there was some peoplethat say like, why would you
want to do that now?
Which road do you want to take?
(19:17):
Right, and just the fact thatthey said that aggravated me
even more to say you know what?
I'm going to do it because Iwant to.
Speaker 2 (19:25):
Sometimes you need that spark.
You know, sometimes that is it,that's the.
You know, I always talk aboutmotivation in the sense of I
tell people it's like a match,right, so you have the match
sitting there, it's just sittingthere, that's your.
Well, I should go back toschool I don't know if I should,
maybe and nothing happens.
And sometimes it takes someoneto lift up that match and light
(19:47):
it for you, and then from therethe flame occurs and you get
into this whole concept ofmotivation.
You know the intensity of theflame, the direction of the
flame, but I think, mostimportantly, and what I hear
from you and other bachelordegree completion students, is
(20:07):
persistence, tenacity, the grit.
Okay, so maybe it took a while,but that's okay.
You know, we are so accustomedto this quick gratification,
this microwave mentality, andyou know, sometimes it takes a
while, longer than we anticipate, and you know what.
(20:28):
That's okay too.
Speaker 3 (20:30):
That's okay too.
From this program it's just oneclass at a time, one class at a
time and it went by fast.
Before you know it was over.
I did it.
Really.
I was almost not that I wasdisappointed.
I was like I could have taken acouple more classes that I
wasn't able to take because itdidn't fit the timing.
(20:51):
I'm like I didn't get thoseclasses in but I still graduated
.
So yeah, it was a wonderfulexperience for me.
Speaker 2 (20:59):
What a great feeling.
That is right, I did it.
But then you know what comesnext.
Well, that's it, what's next?
I did it, I achieved it, andwe're human nature.
Human nature says, okay, what'snext?
And I think that's what keepslife so very, very exciting.
Speaker 3 (21:18):
Absolutely what's next.
You know what?
Whatever, I want it to be next.
Speaker 2 (21:23):
Well, I'll tell you what.
We will come back in a fewyears and we'll have you back on
the show and we're going tofind out what Nick's turned out
to be.
So we're going to keep thelisteners on edge until a few
years go by, which, as you saidso eloquently, we'll go by
quickly.
All right, Denise.
Thank you so very much forjoining us on the Leader Brew.
(21:44):
I look forward to, of course,as I always do with former
students, staying in touch andbeing part of their lives, and
thank you for letting me be partof your life.
Speaker 3 (21:54):
And thank you.
I really appreciate thisconversation and everything you
did for me and motivating me.
It was I hashtag finished.
Speaker 2 (22:01):
All right, hashtag finished.
It is All right.
Thank you once again for adelightful conversation with
Denise Eaton, and this has beenanother episode of the Leader
Brew, where we catch up withstudents and learn about their
journey from the classroom tothe real world.
Thank you and have a good day.
Speaker 1 (22:20):
Thank you for listening to the Leader Brew
podcast.
Please be sure to like,subscribe and share us with
others.
If you'd like to be a guest ora co-host, please reach out to
us at wwwdelederbrewcom or onour social media platforms.
Be sure to check out ourleadership courses at
wwwweleapforwardorg.
A special thanks to audioengineer Jared Zimerovsky for
(22:42):
making us sound great, and toNortheastern University and
Swinburne University.
From the classroom to the realworld.
We hope that today's LeaderBrew podcast ignited the
extraordinary leader within.
Thank you.
Hello and welcome to another edition of the Leader
Brew.
I am Rick Arawood and I'm yourhost for today.
I'm looking forward to onceagain going back to former
students and learning abouttheir journey from the classroom
to the real world.
And today's guest is none otherthan Denise Eaton, who I met
through the Merrimack CollegeBachelor's Degree Completion
(00:33):
Program and I am excited to sayhashtag finish, which was our
slogan, if you will, for theentire class.
So I'm happy to say you havecompleted your bachelor's degree
from Merrimack College.
So congratulations is first inorder and second is welcome.
Speaker 3 (00:53):
Thank you so much.
I'm so happy to be here and,yes, I did complete it, and the
whole time I kept that hashtagfinish in my head.
Speaker 2 (01:02):
You know, I think it's.
It is something that served mewell and I just felt as though
it was seared in my forehead, onmy forehead, and that's really
what kept me going, becausecertainly there were the
transactional things that weneeded to do, right.
So, just like any other student, you have to go through
(01:23):
checking off the discussionboard, activities for the week
and the assignments and thereading, and it does become a
lot of little pieces, sort ofthe checklist, right.
But when you step back from it,it's genuinely a
transformational experience andI think that's one of the things
(01:43):
that honestly, I love about thebachelor's degree completion
program in particular, because Ithink it gives you a good
balance between that, okay,transaction side.
But now, as an adult student,maybe they take those take on a
little bit of a differentperspective.
(02:03):
You know why am I doing this?
And I think it emphasizes moremore of the why.
So I am curious to know.
It was 35 years ago that youstarted your degree.
Tell me what was going on inlife at that time and how did
you, how did you set out on thatjourney?
Speaker 3 (02:26):
So 35 years ago I started my education, my journey
and got an associate's degreeunder mental health but never
continued because life got busy.
I got married, had started afamily, was working, always
(02:47):
participated in you know and incontinuing my journey and what I
want on a professional level,but wasn't to the extent that I
kind of put it off because myfamily was first.
So I basically said, okay, I'mgoing to be put to the side and
then and focus on my children,make sure they get their
education, which I was veryproud to provide for them.
(03:09):
So you just keep puttingyourself aside and next thing,
you know, 35 years later come by.
It goes fast, it goes, you know,life speeds up.
And at that point I said, okay,well, it was always something
that I always preached about,said how the importance of being
educated and learning morethings and just it's so
(03:30):
invigorating.
But I never, I didn't do it.
I gave it to the opportunity ofeverybody else, but not for
myself.
And when this program came up,I I looked at and said this is
my opportunity.
It just happened to fit at thetime and I pursued it.
Speaker 2 (03:45):
That's wonderful when we you know, when I go back and
think about my beginning, Ialso did not follow a
traditional academic path offour years or five years,
followed by a master's degree,followed by a doctoral.
You know, I really went indifferent directions and it took
me a while to complete thatbachelor's degree and I suspect
(04:09):
that's part of my, my heart andmy passion for this program in
particular.
But I also remember justfeeling incomplete, I guess is
the best way to describe it,although I had great success
within my career trajectory inthose early days, I just always
(04:33):
ended my day with you, got tokeep at this, you got to keep
doing it, and then life did sortof take over and you know,
suddenly a year went by and thentwo years went by and then I
got my.
I got my law degree when I wasI entered at 37 years old and I
just finished my second doctorala couple of years ago.
(04:57):
So you know, it's not thattraditional path and I think
there's so many people out thereIn fact I was just looking up
earlier today that there'swhat's called some college and
no credential.
It's a population of 40 millionpeople who have some college
but not the credential and Ithought I'm glad I no longer
(05:20):
wanted those statistics.
But I go back and I wonder, Iwonder, did I just not have
enough motivation?
And I'm just not sure I have tostill sort of reflect on that.
Speaker 3 (05:33):
Yeah, I think for me it was more probably financial,
because you always could findwhere that money was gonna go.
It wasn't a priority for me, itwas, for you know, making sure
my kids had that degree, so thatmoney was going towards their
education or something else.
And to your point, yes, I have,you know, a very fulfilling,
you know, professional life.
(05:54):
I mean, I've been educated inother ways from the company that
I've worked for, but it wasn'tthat degree that I always that
it was something I personallywanted to achieve and it also
helped me to figure, you know,am I, you know, marketable?
Still, you know, you get to apoint in your age where you know
, especially at my age, whereyou're getting older and the
(06:17):
younger generation they have,you know, new skills that are
much more profound than maybe Iwas.
But if anything, going backjust gave me that confidence.
Yes, you know what I ammarketable.
I have a lot to offer and you'dbe surprised that I was
surprised at myself and how muchI was able to do and offer in
(06:39):
the classrooms and just from mylife experiences.
So I don't think it's, you know, whether it's a good timing,
bad timing.
There is no right time for it'swhat's right for you and I try
if any of them try and encouragepeople that.
If in doubt and you want to gofor it now, if this is a good
time for you, then go ahead andgo for it, because you will get
nothing but reward from it.
Speaker 2 (07:00):
And you'll be able to bring such value to the
classroom, whether that'sin-person classroom or online
classroom.
The value that you couldactually deliver in a discussion
board is unlike anything.
I think that's an absolutelyexcellent way to look at it.
(07:23):
You know, on the one end, Ilook back and I think in terms
of degree completion when I putthat on one in one bucket and
that I look at the completion ofall the achievements in a
person's life.
It's hard to sometimesunderstand the distinction
(07:49):
between the two.
I think because on the one end,we're achieving great things,
whether we're starting abusiness or rising up in the
ranks within the corporation,but there's still that gnawing
of I haven't achieved the degree.
Speaker 3 (08:10):
It is.
It was gnawing to me, alwayshas been, but it was more to
have a confidence.
Could I actually really do it?
Because then you get, okay, theworkload or just the basic
skills at doing research andwriting.
Oh, I had to have spell checkand was that a complete sentence
?
If you're not used to doingthose things and you're now
(08:33):
being graded and critiqued onthat, it's a little bit of the
confidence isn't there.
You get a little paranoid.
But I think once you get intoit and you realize, no, you
definitely can do it, youdefinitely can contribute, yeah,
(08:53):
then maybe sometimes you mayneed that spell check or
whatever.
Nobody's perfect, but I justwouldn't beat myself over it.
I would just say hashtag finish.
I just kept saying hashtagfinish.
And I will say you were thefirst class that I had.
So after 35 years I'm back intothe classroom and you were the
first class and the professor,and when you said the hashtag
(09:14):
finish and you made it socomfortable so that I didn't
have that anxiety, am I reallygoing to do that?
Because that was going to bethe class that was going to make
a break it for me?
I think it was going tocontinue or I was going to stop,
and it was because of how easyyou made me in the transition of
getting there and made me feelcomfortable that I said okay, I
(09:34):
can do this, I can do this, andI did and I did do it.
Speaker 2 (09:38):
And listen, that's our job, right?
I mean, yes, we are there toteach, we are there to deliver
the academic standards and therigor, but we also have to
understand that adult studentssometimes need a little bit
extra, just a little bit extraguidance, and I think that's a
good point, do you think I mean?
(10:00):
I go back to the Dewey Decibelsystem.
I will assure you thoselistening to us today have
absolutely no clue what theDewey Decibel system is and
those little cards that we hadto go and look up For those
interested.
Google it, you'll learn whatthe Dewey Decibel system
consisted of In my beginning.
I remember those days and Iremember the amount of time to
(10:25):
find the article that you werelooking for, and most of the
time it was on microfilm ormicrofiche, and I never knew the
difference between the two.
All of these concepts areabsolutely foreign to students
today and I just wonder, havingseen both methods of delivery
(10:46):
the Dewey Decibel system, goinginto a classroom physically,
being there, advancing up tothis online, asynchronous
environment do you think it'seasier or how would you describe
the differences?
Speaker 3 (11:06):
I felt, yes, I felt that you have information at
your fingertip at any moment,24-7.
You didn't have that.
You know, when I first got mydegree, you had to go to the
university, you had to go to alibrary, you had to get the
paper cuts.
I mean, it was very cumbersomeand more time consuming.
(11:27):
I'm not saying you're not goingto put the time in, because you
do put the time in.
You put as much effort as youwant.
But for me, I would put thetime in, but I would allocate it
, but I could do it.
It was convenient for me.
I still work full-time Plus, soI was able to get on and they
have that accessibility to beable to do that work.
To me it was amazing, it wasabsolutely amazing, and that
(11:51):
allowed me that freedom to beable to have the flexibility to
be able to do the courses at mytime, and that's what I really
liked about it.
It made it very, veryachievable.
So, yes, to me it was easier.
Speaker 2 (12:05):
That's wonderful.
I mean, I will say, in thebachelor's degree program
completion program at MerrimackCollege, a tremendous amount of
resources has been invested inthat asynchronous environment.
So as a faculty person, Ireally did benefit from the
amount of tools that they haveprovided, which ultimately, I
(12:27):
think, benefit the students aswell.
If you look at education todaycompared to education 35 years
ago, do you think it's more orless important?
Speaker 3 (12:46):
Again, I'm coming from a time where, if we're
looking at women in educationnot to be stereotyping or
whatever, but it was, I mean,our role it was different then.
Was it important to be educated?
Yes, but it wasn't as much sofor a man.
It was more important that theman was education because they
(13:07):
had to go.
Well, our role still had thatoh, you're going to have a
family, how much are you goingto be in the professional?
It started to turn at thatpoint when I was going into
college.
But still many chose not tofinish the degree to have the
families, and that's what theydid, not.
That it wasn't important, itwasn't a priority.
(13:29):
It's probably more is what Iwant to say.
Then, if a woman was to go offinto being a professional, then
they would be focused on thatparticular career versus just in
general getting a generaldegree.
I think it's very important now, more so that you need a
bachelor's degree.
(13:50):
You even need a master's or adoctorate, I mean, to get to
that level of professionalism.
It depends on where yourjourney is and what goals you
want to take.
But I do still feel thatstudents today jump right into
something because of theexpenses now to have that
(14:10):
education without knowing whatthat is.
The investment is very high.
I feel that sometimes some kidsare not ready.
They should take a year andwork, go see what it's like, get
an idea of what their path isgoing to be and then go from
there.
But where parents are so quickto rush them into college and
(14:31):
spending the money and sometimesthey're not fulfilled or they
don't get the degree that theywant.
So I can't say again it wasimportant then, but not as much
as I would say it's now, becausenow everyone whether you're
male, female, it doesn't matteryour gender, whatever everyone
needs that education.
Speaker 2 (14:51):
Online asynchronous education certainly has its
proponents set opponents rangingfrom elementary school all the
way to university, but I seeasynchronous learning as a great
equalizer, so that you can haveall of those things in life
(15:15):
that are presented to you, butyou can also do your education
at the same time.
I think, if anything, onlineeducation has helped us with
that work-life mental healthbalance, which I think is so
very important.
Speaker 3 (15:33):
Absolutely.
In my field of work I'm atrainer and educator for a
company who manufactures a brand.
Even for me, learning fromhaving to do mostly in-person,
face-to-face trainings have nowbecome online it has to be.
(15:56):
I think you have to have thatversatility if you want more
participation from your audiencebecause, again, life is tough,
so they have to work full-timeor they have to.
It has to be a balance of where, okay, I'm going to be able to
do this, but I can't take awhole day and be in class all
(16:16):
day when I have to work, and howam I going to pay for that and
everything else?
So I think the way the economyis, where money is tight, you
still have to have thateducation if you want to get to
that level of professionalismfor financial purpose.
Speaker 2 (16:34):
If you don't want to have that gnawing feeling inside
of you that I'm not completed.
Speaker 3 (16:40):
If you don't want that gnawing feeling, you're
going to have to work for that.
Speaker 2 (16:50):
Exactly.
Normally, at this point in theepisode I asked the question
what would you tell aseven-year-old girl about what's
ahead?
But I think I'm going to mix itup a little bit On this episode
.
I'm going to ask what would youtell someone who finds
(17:12):
themselves, 30 years later,still not achieving the degree,
the credential?
What would you say to thatperson?
Speaker 3 (17:26):
I mean, if they're talking about it to me as
something that they regret, Iwould say go for it right now.
Go for it right now becausethis conversation did happen to
me.
So I have a friend who wentthrough this course and she was
talking about it.
I said, you know, I keep, I'vebeen wanting, and she goes well,
what's preventing you fromdoing that?
I says really not.
(17:47):
Then I just is it necessary?
She goes of course it'snecessary, it's necessary for
you.
She goes this is theinformation, go for it.
And she's the one who, becauseshe went through it, she says
absolutely go for it.
I mean, I've met some nicepeople.
I learned some wonderful things, not only from just
academically, but also thathelps me in my professionalism,
(18:10):
that I've actually used, youknow, from my courses, and also
learned a lot about myselfpersonally.
So it's another, you know, it'sanother journey, and continue
on.
It doesn't matter how old youare when you do it, just when
you want to just do it, and Iwould definitely encourage them.
Speaker 2 (18:29):
It just keeps life interesting, doesn't it?
It keeps us going.
We're not stagnant, because youknow there have been times
where, yeah, I kind of feltstagnant.
I'm not that many because I'mconstantly doing something, but
I can get that where you know,that sort of feeling of am I
really going anywhere, am Ireally doing anything, and I
(18:50):
think that is one of thebenefits that the Bachelors
Degree Completion Program offers.
Speaker 3 (18:55):
Mm-hmm, it does.
And it's funny because somepeople like you know especially
you know as you get old somepeople say you know, when I said
I was going back to school, Ihad people who were supportive.
They were wonderful.
You know anything I can do tohelp you to relieve the low,
whether it was work, they weregreat.
And then there was some peoplethat say like, why would you
want to do that now?
Which road do you want to take?
(19:17):
Right, and just the fact thatthey said that aggravated me
even more to say you know what?
I'm going to do it because Iwant to.
Speaker 2 (19:25):
Sometimes you need that spark.
You know, sometimes that is it,that's the.
You know, I always talk aboutmotivation in the sense of I
tell people it's like a match,right, so you have the match
sitting there, it's just sittingthere, that's your.
Well, I should go back toschool I don't know if I should,
maybe and nothing happens.
And sometimes it takes someoneto lift up that match and light
(19:47):
it for you, and then from therethe flame occurs and you get
into this whole concept ofmotivation.
You know the intensity of theflame, the direction of the
flame, but I think, mostimportantly, and what I hear
from you and other bachelordegree completion students, is
(20:07):
persistence, tenacity, the grit.
Okay, so maybe it took a while,but that's okay.
You know, we are so accustomedto this quick gratification,
this microwave mentality, andyou know, sometimes it takes a
while, longer than we anticipate, and you know what.
(20:28):
That's okay too.
Speaker 3 (20:30):
That's okay too.
From this program it's just oneclass at a time, one class at a
time and it went by fast.
Before you know it was over.
I did it.
Really.
I was almost not that I wasdisappointed.
I was like I could have taken acouple more classes that I
wasn't able to take because itdidn't fit the timing.
(20:51):
I'm like I didn't get thoseclasses in but I still graduated
.
So yeah, it was a wonderfulexperience for me.
Speaker 2 (20:59):
What a great feeling.
That is right, I did it.
But then you know what comesnext.
Well, that's it, what's next?
I did it, I achieved it, andwe're human nature.
Human nature says, okay, what'snext?
And I think that's what keepslife so very, very exciting.
Speaker 3 (21:18):
Absolutely what's next.
You know what?
Whatever, I want it to be next.
Speaker 2 (21:23):
Well, I'll tell you what.
We will come back in a fewyears and we'll have you back on
the show and we're going tofind out what Nick's turned out
to be.
So we're going to keep thelisteners on edge until a few
years go by, which, as you saidso eloquently, we'll go by
quickly.
All right, Denise.
Thank you so very much forjoining us on the Leader Brew.
(21:44):
I look forward to, of course,as I always do with former
students, staying in touch andbeing part of their lives, and
thank you for letting me be partof your life.
Speaker 3 (21:54):
And thank you.
I really appreciate thisconversation and everything you
did for me and motivating me.
It was I hashtag finished.
Speaker 2 (22:01):
All right, hashtag finished.
It is All right.
Thank you once again for adelightful conversation with
Denise Eaton, and this has beenanother episode of the Leader
Brew, where we catch up withstudents and learn about their
journey from the classroom tothe real world.
Thank you and have a good day.
Speaker 1 (22:20):
Thank you for listening to the Leader Brew
podcast.
Please be sure to like,subscribe and share us with
others.
If you'd like to be a guest ora co-host, please reach out to
us at wwwdelederbrewcom or onour social media platforms.
Be sure to check out ourleadership courses at
wwwweleapforwardorg.
A special thanks to audioengineer Jared Zimerovsky for
(22:42):
making us sound great, and toNortheastern University and
Swinburne University.
From the classroom to the realworld.
We hope that today's LeaderBrew podcast ignited the
extraordinary leader within.
Thank you.
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