I'm a ProGen Alumnus!

Twenty months ago, I started out on an adventure. It was--like all adventures--difficult and challenging at times. But it also was rewarding and self-improving and well worth my investment of time and effort.

I'm talking about ProGen: a formal, online book study course on the text Professional Genealogy: A Manual for Researchers, Writers, Editors, Lecturers, and Librarians, edited by Elizabeth Shown Mills (Baltimore: Genealogical Publishing Company, 2001). This course involves nineteen months of reading, research, and writing assignments, providing feedback to your cohort's assignments (and accepting it from them on yours), as well as a monthly chat with your cohort, coordinator, and a mentor who is a BCG (Board for the Certification of Genealogists) certified genealogist.

So why did I take this course? What all is involved? What are the benefits? What is the outcome? And where do I go from here?

Why I Took ProGen
First of all, I wanted to explore the possibility of becoming a certified genealogist through BCG. While I have had no formal training in genealogy, I have learned the research process through over twenty years of research experience, reading lots of how-to texts, and listening to lectures at conferences, in webinars, and on audio cassettes. Well-known genealogy courses available online through Boston University were not affordable for me, but I wanted something more involved and advanced than the excellent-but-basic National Genealogical Society's Home-Study course. I knew from ProGen's course description that there would be a focus on the business aspects of being a professional genealogist, something about which I was fairly ignorant. So I made my decision to go with ProGen.

What All is Involved
I started blogging about ProGen in The ProGen Study Group: Getting Started and The ProGen Study Group: Lesson One. There's a lot of good information in those posts which I won't repeat here, but which give you an idea of the intensity of the program. However, I decided not to continue posting about ProGen for several reasons. First of all, my time spent in blogging was getting eaten up pretty quickly by my ProGen assignments. Truly, you need to give yourself a good twenty hours a month to get it all done, and sometimes that wasn't enough! Secondly, I realized that giving too much detail about the program was not a good idea, ethically. Someone could take that information and create their own course.

I will give you an overview of some of the major projects, and my favorites. One of my favorite projects was compiling a list of our genealogy library (books, CDs, and other resources), as well as a wish list. We could present these lists in any type of format or media. Some chose to do it through Good Reads, some did Excel spreadsheets, while I chose my presentations as two Pinterest boards, here and here. Another fun project was creating locality guides for our geographic areas of research, local or ancestral. These included libraries, archives, courthouses, cemeteries, universities, genealogical and historical society collections, and any other research repositories in those areas. The guides listed details such as physical addresses, websites, contact information, hours, access restrictions, and practical considerations, such as nearby restaurants and hotels for out-of-town researchers. These guides have been compiled into an online list to which ProGen alumni have access for future projects.

Oddly enough, the toughest assignments were also my favorites. Some of them required two months to complete, with the first draft due one month, and a final draft due the next. However, they required me to dig deep into all the skills and knowledge I have thus far acquired, as well as challenged me to provide solid evidence for every assertion I made. Some of these assignments included research plans, proof arguments, and one-generation family narratives. You can read mine online at Google Drive. Please note that Google Docs do not always keep the same formatting as Microsoft Word when being uploaded to Drive; therefore, some of these may look "funny" when viewed online.

• Genealogy Research Plan for Berber Sjoerds deJong
• Proof Argument - Was Jeanne Marie Holst Also Jane Marie York? Confirming the Birth Identity of an Adoptee
• Family Narrative - Joseph Josiah Robbins of New York, Pennsylvania, and Michigan

The Benefits of ProGen
As I've already mentioned, ProGen challenged the way I had done things before. I couldn't simply rely on my memory or toss around probable factors. I had to stick with the facts and have them in order, use logic and reason, and come to sound conclusions. If I didn't, members of my cohort could easily pick apart my theories and conclusions. The cohort itself was one of the biggest benefits of the course; I had a group of people who, while having my back in supporting me through the course, weren't going to accept anything less than quality when it came to evaluating my assignments. I felt safe with their constructive criticism, and reciprocally, I knew they didn't think the worst of me when I pointed out their errors or asked for better evidence to support their conclusions. It's nice to know I can contact them again to ask them to be a second pair of editor's eyes for a research report or family narrative for a client. Meeting once a month with our mentors was also helpful. We could ask questions about their career experience or for help when we just didn't understand an assignment.

The Outcome of a ProGen Course
There are a lot of positive results that I brought away from ProGen. The first is having a better understanding of the business end of genealogy, such as contracts, mission statements, business plans, etc. Professional genealogists spend only a portion of their time doing research. A great deal of time is spent on business paperwork, such as client letters and contracts, as well as the writing of research plans, proof arguments, and research reports.

Many of the projects showed me where I lacked organization in my office or computer files for my own personal research, citations, or even the sources of where I had obtained my resources, documents, and photographs. Some of the assignments took much longer than they should have, because I had to put those things in place before I could even get started on the project. This has motivated me to start spending good chunks of time going through my office and computer files and my genealogy software to put those pieces in place. It has caused me to slow way down on the "research" part and spend more time on analyzing the information contained in those documents. The most wonderful result of this is that I have found many more clues to help me toward breaking down some brick walls that have stumped me for years. I've also found details to help flesh out my ancestor's lives and understand more of what they were like, personally; eradicating what I call the "telephone-book genealogy" of boring lists of names, numbers (dates), and places.

I was fortunate to have read a how-to-genealogy book years ago that emphasized keeping track of where I got my information. While it didn't teach how to formally cite sources, I did keep fairly good notes. Now it's important to me to put these notes into correct citation format, so that they are ready to use in formal genealogy documents such as research plans, proof arguments, research reports, or family narratives. It also will save me tons of time to help me be able to analyze the quality of evidence, as to whether it is original or derivative, primary or secondary, direct or indirect. It requires a huge amount of time to front load this, but definitely is worth it in the end.

The most important result of this course was to realize how much more I have to learn in this amazing field of genealogy, which seems to be constantly expanding in its depth and scope. Yet, it's perfectly acceptable to celebrate what I have accomplished thus far in my journey.

What's Next?
One of my early assignments was writing an education plan. Some of the things on that list included attending institutes such as GRIP (Genealogical Research Institute of Pittsburgh), SLIG (Salt Lake Institute of Genealogy) and/or IGHR (Institute of Genealogy and Historical Research) at Samford University. Eventually, I would like to attain my certificate in genealogy through the BCG. However, I have created some personal financial and non-genealogical career goals that must have priority for the next five or six years. These will allow me to have the freedom to pursue the above genealogical goals without hindrances later. In the meantime, I'll continue to monitor and participate in groups like the Transitional Genealogist Mailing List, and the Resources for Professional Genealogists group on Google+. I'll join groups like the Association for Professional Genealogists and the Genealogy Speakers Guild. I'll study formal journals like the New England Historic Genealogical Society's Register and the National Genealogical Society's Quarterly. I also would like to do another book study, this time on Tom Jones's Mastering Genealogical Proof.

I will continue to give presentations at workshops, seminars, and conferences; teach classes for the Community Colleges of Spokane; and am now taking on clients for research projects. If you are interested in having me speak to your group or do research, please email me, and I will send you a list of my topics or information outlining what my research services entail.

You can also email me or comment below with any further questions you have about ProGen. I sincerely encourage you to seriously consider taking this course to enrich, whether to satisfy your curiosity about the business aspects of the profession or to enhance your own personal research strategies and skills.

The ProGen Study Group: Lesson One

"The ProGen Study Group: Getting Started" can be read here.

We were supposed to have our first assignment posted January 1st. However, ProGen 18 was due to have their first online discussion that day and wanted to have a few days to look over their assignment in order to bring up any necessary questions during their chat. So our adminstrator posted the assignment a couple of days early for both groups, 18 and 19.

Our first reading assignment were two chapters in Professional Genealogy. Next there was supplemental reading on the topics of plagiarism and attribution which contained links to three online articles. To prepare for our online discussion at the end of this lesson, we were given the link to the Association of Professional Genealogists' Code of Ethics. The online discussion prep sheet listed ten questions we were to discuss and answer from the various reading assignments. Additionally, we were to read a chapter of Evidence Explained with some supplemental reading. Finally, two links to online articles on creating mission statements were included in the assignment instructions. So really, we had about half a dozen reading assignments in this lesson. I got started on the reading immediately.

We were given two writing assignments. The first was to craft a mission statement for our current business, future business, or genealogical endeavors if we do not have a business. The second was to properly cite eight sources which were given to us in image format. The written assignments were due January 25th and our feedback was due by the time our next online discussion was to take place on February 4th.

Feedback has to be more than just "good job" posted after each person's assignment. We were to be specific in critiquing our colleagues' mission statements; what we admired or suggested for change or improvement, and why. We also were required to give three constructive comments or suggestions on each of our fellow members' citation assignments.

Our first online discussion for my evening group was held on January 7th, the first Monday of the month, at 5:00 PM, Pacific Time. It was not related to the first lesson, but was more a time to practice finding and using the chat room, get a chance to meet each other online if we had not done so earlier with our mentor's chat on December 21st, and allow our leaders to address any questions we had about the website, or the reading or writing assignments. The chat room was held on the website and was a little tricky to find for some. It did not require any audio devices or microphone, but was a text-based chat forum. The chat lasted one hour.

Back when we were first accepted into ProGen, we were given an opportunity to volunteer to be a group leader. I decided my plate was pretty full and opted not to do that. The group leader generally leads the online discussion and creates a transcript. Having a copy of the discussion was very helpful for later reference.

As I mentioned above, there was a lot of reading required in this first lesson. What helped me out was to print everything up, even though I tend to be an online person who rarely prints up anything. Thus I was able to read, highlight, and study the texts as well as the printed supplemental readings while I was working one of my late afternoon jobs. I also started keeping a checklist at Trello.com for my assignments.

The mission statement was difficult and required some time. Because I currently do not have an official business, I wanted my mission statement to reflect my goal for a future business, but also incorporate what I do now on an informal basis: instruct, lecture, and write. I also wanted to leave room for the possibility of taking on paying clients to do research. Finally, I wanted to honor the cultural and heritage aspect of family history, especially since it was my growing up in a Native Alaskan community and my parents' efforts to teach me about my own Dutch heritage that influenced my genealogical interests.

The statement I eventually came up with was:

My two-fold mission is first to enable my clients to increase interest, satisfy curiosity, and instill pride in their family history and culture by providing accurate and thorough research. The second is to teach quality research skills in reliable resources to the genealogical community through instruction and my published works.

I received helpful feedback on this, especially when one member recommended I switch out the word "instill" for "develop," which was actually exactly what I had been trying to convey, although I couldn't come up with the correct word at the time.

In contrast to the mission statement, the citations assignment did not seem so difficult, but did take up a lot more time. I did a lot of studying of Evidence Explained. Citation writing is not an exact science; there is more than one way to do it properly. When I was satisfied with my work, I uploaded it to the website. Then I began feedback on others' mission statements and citation assignments.

Feedback was actually the most difficult part of all the assignments. On one hand, you must give an honest review of work done, but on the other hand, you don't want to offend someone or hurt their feelings, especially when you must collaborate with them for another eighteen months and also after knowing personally how much time and effort was invested into each assignment. I found three things to be helpful. The first was something I've learned as an educator: sandwich suggestions or constructive criticism between praise. This is especially important when you are doing critiques in an online manner because your audience cannot read your body language or hear the expression in your voice. It's so easy to be misinterpreted when you can't do this in person. The second was to cite various sections of Evidence Explained to back up my statements when pointing out errors in others' citations. The third was to graciously accept the critiques of others (remembering my first point above) and to notice and point out my own mistakes as I came across them. I have to say that in giving feedback to others on the citation assignment, I did find a number of mistakes in my own. In the process, I ended up rereading the citations reading assignment and highlighting it extensively. One of the best results was to gain some clarification as to why certain items were cited one way and other similar ones were cited differently.

Reading, working the assignments, writing them up, giving feedback, and the online discussion all do take quite a bit of time. It is not for nothing that twenty hours per month is the recommended time you allot yourself to work on each lesson. Although I am a fast reader, good writer, and prepared student, I did find that I probably spent at least twenty hours, if not more completing everything.

Finally, we had our online discussion on this first lesson on February 4th. Much of it centered directly on the subjects of the two ProGen chapters we had been assigned. One of the more interesting threads of conversation was about what to do when entrusted with a family history secret. Unfortunately, we did not get a transcript of this month's discussion.

The ProGen Study Group: Getting Started

If you follow me on Facebook, you'll see me make reference frequently to the ProGen Study Group that I began this year. A number of you have asked me questions about it, and I thought it would be a good idea to blog about the course, each month's lessons, and my progress. Perhaps you are merely curious, or perhaps you are actually interested in taking this course and would like some "inside information."

First let me explain what the ProGen Study Group (known hereafter as simply ProGen) is about...and what it isn't. ProGen is an 19-month book study of the text, Professional Genealogy: A Manual for Researchers, Writers, Editors, Lecturers and Librarians, edited by Elizabeth Shown Mills. Each month, members are assigned a chapter or two of the book to read, along with practical assignments related to the chapter(s). The assignments are posted online using a project management website. In addition to reading and assignments, members must provide feedback on others' assignments. Finally, the members gather once a month for an online discussion in a chat forum with their group's respective coordinator and mentor.

What ProGen is not is a course on learning genealogy research skills. As the ProGen website's home page states: "The ProGen study groups are for those who already have strong research skills and are ready to further develop their professional business, writing and analysis skills." And while members receive a Certificate of Completion, it is also not an accreditation course; in other words, taking this book study does not make you a certified genealogist. That is actually done by the BCG, the Board for Certification of Genealogists.

ProGen has an administrator as well as a number of certified genealogists have agreed to volunteer their time as mentors and many alumni serve as coordinators for the various groups. The first group was organized in April 2008. I am in the (so far) most recently organized group, ProGen 19.

So what made me decide to join ProGen? There isn't one particular, clear answer. I have a number of genealogy friends who have taken this course, and I followed their progress over the past couple of years with interest. I am still debating whether to become a certified genealogist, and am curious about the process and requirements, which this course investigates. Whatever my decision regarding certification, I want my current work--lecturing, instructing, writing and blogging, and perhaps researching for others later--to have a professional quality to it.

To get started, I had to go to the ProGen website and submit an application and join a waiting list. I did this on August 13, 2012. I received a response from the administrator and was told I might have to wait up to three months before being placed in a group, should my application be accepted. Additionally, I applied for a scholarship to cover the cost of the text, since it sells for about $60.00. On August 21st, I received an email from the Waiting List Coordinator, who had also been a ProGen Coordinator and a ProGen alumni. She told me that my application had been received and that I would hear from the administrator when a new group was ready to be formed.

On November 30th, I heard from the administrator that I was invited to register for either ProGen 18 or 19, both of which were scheduled to begin January 1, 2013. They had received so many applications, that they were starting two groups. Attached to the email were three documents: an organizing message listing the dates and times of the online discussion; a registration form in which to choose either ProGen 18 or 19; and a handbook outlining in detail the course requirements and member expectations, the history of ProGen, tips on using the Basecamp website, explaining the $95 participation fee (which pays for the website), and information about a scholarship for the fee. It was also recommended to have available a copy of Evidence Explained: Citing History Sources from Artifacts to Cyberspace by Elizabeth Shown Mills. I do own the first edition, published in 2007; a more recent edition was published in 2009.

From the organizing message, I learned there was only one choice for evening online discussions; all the others were during my work hours. So I decided to register for ProGen 19. I contacted my brother-in-law and his wife to see if they would loan me the money for the participation fee, but instead they very generously agreed to pay it as their Christmas gift to me. I also received an email on December 8th informing me that my scholarship application to cover the text had been accepted and that I was now a part of ProGen 19. My book arrived in the mail the following week.

On December 10th, I received an email with a list of all the members of ProGen 19, as well as the names of our coordinator and mentor (the latter is a certified genealogist). Besides myself, there were 15 other people signed up between the two morning groups and the one evening group.

The next day, I created an account at the website, loaded up a photo of myself, and then received a message to introduce myself to the other members of ProGen 19. As a group, we started to comment on others' introduction messages, finding many with similar backgrounds (a number of members have degrees in biology, for instance) and interests. We were also given a timeline of due dates for all the new assignment postings, assignment deadlines, feedback deadlines, and online discussion times.

Our mentor suggested that we get together for an informal chat just for fun on December 21st. About half the members (including myself) had some kind of holiday plans and couldn't make it, but the rest joined in. From what I gathered, it was an enjoyable chat and I was sorry that I had missed this first opportunity to get to know the other members a little better. Six more people were eventually added to the group, giving us a total of 22, including myself, plus our two leaders and our administrator. Eventually, we had a total of 26 members.

In my next ProGen post, I'll write about our first two online discussions and our first lesson and assignments.