It was September 20, 2025, a Saturday, and our second face-to-face session. I arrived with a mix of familiarity and anticipation. The first meeting had already set the tone, but the second one carried more weight because it meant going deeper into what was expected from us. There was no more room for introductions or simple overviews. This time, the direction felt clearer, and the expectations more concrete.
The session started with a review of the course syllabus. Even though we had already gone over it before, revisiting it was necessary. It was like being reminded of a roadmap, something I needed to keep glancing at so I would not lose track of where I was headed. The syllabus laid out everything plainly: the capstone project plan in the form of a video blog, the industry analysis report, and the series of blog reflections. It felt structured yet demanding. Hearing the details again allowed me to connect the dots more clearly. It was not just about complying with requirements. It was about understanding how each task was tied to my growth as both a student and a professional.
The capstone project plan stood out immediately. A video blog documenting the plan might seem simple at first glance, but when I thought about it more carefully, I realized it meant translating technical ideas, a flow, a structure and a plan into something presentable and clear. That in itself was a challenge. Using project management tools to show deliverables and milestones required discipline, not only in planning but in actual execution. As an instructor, I often told my students the importance of visualizing their tasks, yet here I was facing the same test in my own work. The difference now was that I was not just giving advice. I had to apply it myself.
The industry analysis report also carried weight because it was something we had to do as a team. Working with others meant balancing different perspectives and finding common ground. In my professional life, I have worked both independently and in groups, and I know very well how teamwork can be both rewarding and frustrating. People bring their strengths, but they also bring their flaws. The challenge is always in blending those differences into something cohesive. The reminder of this requirement made me reflect again on how I handle collaboration, whether in the classroom, with colleagues, or in projects.
The blog entries, such as this one, might seem like a smaller task, but I realized they hold a deeper role. Writing reflections after every meeting forces me to process the lessons instead of letting them pass by. Without this, I might attend the sessions, nod in agreement, and then forget what was said as soon as I left. The act of writing pins down the insights and makes them more permanent.
What struck me during this meeting was when the topic of leadership surfaced. It was assumed that we had already decided on our project leader and industry focus. True enough, we had chosen a leader, though the industry was still being weighed. There was guidance given on how to approach it, tips that were both practical and grounded in real experience. That, for me, mattered because I respect advice that comes from someone who has been through the same path.
Another strong point of the discussion was the emphasis on the Data Privacy Act of 2012 and the importance of disclaimers and disclosures. It was a reminder we truly needed. In today’s world, information is both powerful and dangerous. In my line of work, whether in teaching or web design, I always encounter situations where confidentiality matters. Handling data carelessly can easily break trust. I remembered instances when clients would give access to sensitive materials, and how cautious I had to be in keeping those secure. Being reminded of this law and its practical impact tied directly to my professional practice. It was not just theory. It was part of the ethical foundation I had to carry into every project.
One of the highlights of the meeting was a simple yet striking question: “Why do projects fail?” At first, it seemed like a question with obvious answers. Some classmates said it could be due to incompetence, unclear scope, lack of resources. Those answers were all valid, but I felt there was something deeper. In my own experience, projects often failed because people became complacent. I have seen teams ignore early stages, thinking there was enough time, only to be overwhelmed later by deadlines.
I remember vividly a project I handled where everyone agreed on what to do, but nobody moved right away. We all thought we had weeks to prepare, so the urgency did not kick in. Then suddenly, the deadline loomed, and other tasks piled on top of it. That project ended in chaos, with rushed outputs that did not reflect our actual capabilities. It was not because we lacked skills. It was because we delayed action until it was too late. That is why the phrase “failure to plan” resonated with me during this session.
The facilitator pointed out that it is not merely failing to plan but actually planning to fail when we refuse to act early. That hit me hard. Planning without action is like writing a map and never taking the journey. In our capstone project, we were reminded that finishing in two years meant starting the groundwork now. No amount of last-minute effort could replace consistent, early action.
This insight tied directly to my work as an instructor. I prepare lessons, quizzes, and exams, but there have been times when I did things last minute. The results were never as good as I wanted. Students noticed when a lesson lacked clarity because I had rushed it. That taught me that procrastination is not just about my own discomfort. It affects the people who depend on me. The same applies to my industry experience in web design and management. Clients can easily see when a project was rushed. Starting early, on the other hand, often produced results that were appreciated and respected.
I imagined a scenario where a deadline was set a month away. If I delayed, thinking I had time, I would eventually face overlapping responsibilities. Suddenly, I would be juggling tasks, confused about what to prioritize, and stressed because I had failed to take the opportunity earlier. That lesson from the meeting was clear: being forward-looking and managing time wisely is not an option. It is a necessity.
Another interesting part of the discussion was when we were asked what IT means. Naturally, my first thought was Information Technology. I hesitated because I wondered if there was a trick to the question, but it turned out to be straightforward. Still, the follow-up question about the equation of IT made me pause. When prompted with a clue, I guessed “hardware,” and it was correct. IT was then described as hardware plus software. Expanding further, IS or Information Systems was explained as IS = HW + SW + PW.
That equation left a mark on me. It reminded me that technology is not just machines and programs. Without people, none of it works. This applies in all aspects of my professional life. I can build websites and design systems, but without people to use them, evaluate them, or benefit from them, they remain useless. In the classroom, knowledge only has meaning when it is shared and applied. That is where peopleware comes in. It is the human factor that completes the system.
The discussion also touched on leadership roles, with six technical aspects highlighted. There was even an example shared to us by our facilitator from years back where students used Gantt charts, Excel sheets, and systematic processes to finish a project. Watching that example gave me a feeling of déjà vu. I have been a project leader several times in the past during my undergraduate studies. It was not always smooth. Every project tested my patience, creativity, and ability to manage different personalities. Yet those experiences shaped the kind of leader I am today.
It made me reflect on what type of leader I am now. According to Henry Mintzberg, leadership has three social aspects: interpersonal, informational, and decisional. Thinking about it, I realized I naturally lean into those three. I value collaboration because ideas are richer when shared. I recognize the importance of information because no single person knows everything. And I acknowledge that decisions must be made for progress to happen. That combination has guided me in both academic and professional settings.
There was also a study shared about leadership in state universities, which revealed that leadership roles in IT were dominated by women. I was not surprised. From my own observations, women often take initiative more quickly. They are more vocal about what needs to be done, and they bring attention to details others might overlook. That does not mean men lack these qualities, but I have seen more women consistently stepping up in ways that inspire me. I thought about colleagues and even students I have worked with, and many of the strongest leaders I encountered were women who were confident enough to speak and act decisively.
As I processed the entire meeting, I realized how everything tied back to my current professional practice. The reminders about planning, leadership, teamwork, and time management were not abstract. They reflected the very challenges I face daily. As an instructor, I am responsible not only for imparting knowledge but also for modeling discipline. If I am careless with planning, my students see it. If I fail to collaborate, my colleagues feel it. If I neglect time management, my clients suffer.
This second meeting pushed me to reassess how I am applying these lessons now. Am I truly forward-looking in how I handle my workload? Do I balance leadership with collaboration, or do I sometimes impose decisions without enough discussion? Do I give enough weight to data privacy and ethical considerations in my projects? These questions are not easy, but they are necessary.
To sum it up, second meeting was more than a continuation of the first. It was something like a dive into the realities of what lies ahead. I left with a renewed understanding of why planning, leadership, and ethical responsibility matter not only in the classroom but also in professional practice. This reflection itself is proof that writing helps me process lessons better. Looking back on that Saturday, I realized that growth comes not from hearing ideas alone but from connecting them to lived experience.