Beta has arrived for Doctor or Doctress?

 Digital history, Happenings, On the move  Comments Off on Beta has arrived for Doctor or Doctress?
May 122014
 

As April rolls into May, our (now named!) digital history project is now in its beta testing phase.  We are sending it off to our project advisors and to The Pew Center for Arts & Heritage (our grant funders) for some feedback.  We’re especially excited to hear back from all the students and teachers who have tested out our story content and site functionality over the past three years.  While we still have some kinks – design-wise and interface-wise – to work out, we can say that we’re happy with the outcome, albeit exhausted.

More news about “Doctor or Doctress?” coming in September as we plan for our ‘official’ launch.  For more project and grant information, see our earlier blog, Playing with the Past: A Digital History Toolkit, or visit the interpretation planning section of our website here.

 

Almost beta: High school students and our (yet unnamed) digital history project

 Digital history, Happenings  Comments Off on Almost beta: High school students and our (yet unnamed) digital history project
Feb 132014
 

Well before (okay, at least a few months before) our digital history project will be launched, we visited two Philadelphia-area high schools last month to test our website in its beginning stages.  We focused on one story: “Two Women, Two Paths: Eliza Grier and Matilda Evans.” (An earlier blog post about testing the story content can be found at: Two Women, Two Paths.)  Our goal was to find out how the students navigated our as-of-yet rather basic site, and to make changes to the design, navigation, and user interface based upon our results.

As of now, our story includes about five ‘core documents,’ the ones we rely on as evidence; several ‘related documents,’ meant to enrich the content; a ‘background,’ which tells the story and gives general historical context pertaining to it; questions to consider while browsing through the documents; and a teaser video.  Each core document has attached to it a brief description, an image of the original, a transcript of the excerpted sections and audio to complement it, questions for discussion, and a ‘why it matters’ section, designed to let users know why this document is important as evidence to the story (or in general!).

Whew! Not too much content to fit into one page (for the stories)…or a pop-up window (for the documents), correct?

So several of the staff members here, along with a colleague from the Drexel Library, set out to see how students interacted with the page, knowing that the feedback might mean a lot more work, but in the end would create a better user experience.

Not surprisingly, many students watched the video first.  Some felt it was too short; the video was only 60 seconds.  Others felt the video was “too general” and would have liked it to provide more information about the story.

Students also seemed to like having the transcript and the audio for the documents.  They questioned the placement of the audio player, and some didn’t know the transcript was underneath the player.  Other students found the navigation on the viewer to be troublesome.  However, a lot of students commented they enjoyed being able to see the original document, and that the transcript and audio made it easier to figure out the handwriting and follow along.

Because our project is still in its early development phases, students had various comments about navigation: they found it hard to scroll from horizontally, as an example.  Many students said the pictures and the videos caught their eyes first; this is what we kind of expected, although it’s good to have confirmation.  Another rather common comment was that they way the content was presented felt a bit overwhelming; they wanted a cleaner layout with more visual components and one that was more aesthetically pleasing.

Overall, we found that students enjoyed going through the stories, and may wanted to “know more.” (Ah, the nature of archival material!)  Although they enjoyed using it, most said they wouldn’t visit the site unless it was for an assignment, which isn’t too surprising.  They found the questions and the ‘why it matters’ section useful for hypothetical assignments, although many admitted they wouldn’t bother with those if they were just browsing out of interest; again, not surprising.

While we have much feedback to wade through and changes to be worked out, it was fantastic seeing students enjoying seeing all this “old stuff” and really digging the images of original documents.

Guest post from intern Tracy Ulmer

 Archival procedures, From the collections, Happenings  Comments Off on Guest post from intern Tracy Ulmer
Jan 302014
 

 by intern Claire (Tracy) Ulmer
This article is also posted on the HCI-PSAR blog. 

This fall I processed two collections as part of the HCI-PSAR Internship Pilot Program, facilitated by the Historical Society of Pennsylvania’s Hidden Collections Initiative for Pennsylvania Small Archival Repositories (HCI-PSAR). As part of this project I received guidance and supervision from professional archivists at the Drexel University College of Medicine Archives & Special Collections where I processed the Jessie Laird Brodie, M.D. papers and at the Chestnut Hill Historical Society, where I processed the Philadelphia Canoe Club records.

The end goal of this internship pilot program was to make better known and more accessible the hidden archival collections held at the numerous small repositories throughout the five-county Philadelphia area (as well as to work out any kinks in the program!). While I certainly aided in this end goal, it was not the end goal I had for myself.

Other than an assignment for an archival studies class at Drexel University where I processed a collection of just 50 pages, I had no experience in processing archival collections. Sure, I had all the theory, knew all the lingo… but processing a comparatively small-scale class assignment and an actual collection are two very different things! This internship was a chance for me to merge my knowledge with experience.

I first processed the personal papers of Jessie Laird Brodie, M.D. and then the organizational papers of the Philadelphia Canoe Club. Over the months I learned first-hand what I recall discussing in all of my archival studies classes: what one wants to accomplish following archival theory is very different from what one might be capable of accomplishing given situational circumstances! It is theory versus reality, and it can be as frustrating as all get out.

Jessie Laird Brodie, MD collection before processing

Time, of course, is always a limiting factor, and my biggest challenge as I felt the pinch while processing both collections, particularly when I had to remind myself that I did not have time for minutia. Time versus thoroughness became my internal mantra. This factor inevitably led to compromise between the ideal and reality. For example, for the Jessie Laird Brodie, M.D. papers I was not able to organize or describe the 800 some odd 35 mm slides beyond, “The slides appear to be of Brodie’s travels outside the United States and are generally labeled with the country shown in the slides, but do not always have a date.” While frustrating, I had to accept that this area of the collection was simply not going to receive as much attention in terms of physical or intellectual arrangement.

Limiting how much attention I could give the two collections was a particular difficulty for me. The desire to get into every nook and cranny, figuratively speaking, was immense. As someone looking to enter the archival profession, where such detailed work is generally not possible due to time constraints, funding, and backlogs, pulling back from the minute was something I had to remind myself of every day I worked on the collections. Certainly starting with a collection of personal papers this was more difficult, but working on an organizational collection at the Chestnut Hill Historical Society was comparatively much easier. Folder labels were typically obvious and straightforward; for the most part I did not have to spend time double-checking that the contents of a folder were what the folder title purported them to be.

Jessie Laird Brodie, MD collection after processing

After working with two types of archival collections, there were two key principles I have since taken in mind: there are numerous ways to process any given collection; time and experience will help me to ferret out the best way to process various types of collections in the shortest amount of time possible. Also: always double check to make sure you pull all of the boxes belonging to one collection so you do not end up with a surprise box at the end when you go to put the collection away!

 Posted by on January 30, 2014

PACSCL Hidden Collections comes to DUCOM

 Happenings  Comments Off on PACSCL Hidden Collections comes to DUCOM
Jan 072014
 

Hahnemann Medical College records

Funded through the Council of Library and Information Resources (CLIR) and the Andrew W. Mellon Foundations Grant, the Philadelphia Area Consortium of Special Collections (PACSCL) has begun its second venture into uncovering the “hidden collections” of Philadelphia area repositories. Here at the Legacy Center, our PACSCL processors will be delving into the records of Hahnemann Medical College, one of the predecessors of the Drexel College of Medicine.

Hahnemann Medical College, ca. 1890

Hahnemann Hospital and Nurses’ Building, 15th Street, ca. 1910

 

 

 

 

 

 

 

The Homeopathic Medical College of Pennsylvania was founded in Philadelphia in 1848 by Constantine Hering, Jacob Jeanes, and Walter Williamson. Homeopathy was becoming a somewhat popular alternative to traditional medicine, and the school was one of the first homeopathic medical schools in the United States. The College continually faced financial problems, and in 1867, Hering resigned his position after additional conflicts about the pathology and diagnostics department, and opened a new school, the Hahnemann Medical College. The two colleges merged in 1871 as Hahnemann Medical College. The College continued to focus its education on homeopathy until the 1920s and 1930s, when it began teaching traditional medicine. In 1941, Hahnemann Medical College began admitting women.

Drs. Charles Bailey and Joseph DiPalma

 

In the 1960s, Hahnemann rid itself completely of its homeopathic past and focused on the mid-20th century medical practices prescribed by the American Medical Association and the Association of American Medical Colleges. The faculty organized and directed laboratory work and clinical research programs, and implemented the modern teaching methods of the second half of the 20th century. Hahnemann was re-inventing itself as a nationally known academic medical center with prominence in cardiac surgery and cardiology, oncology, transplantation, training of non-physician health professionals, community health and community mental health. In 1981, it became a university with four fully accredited schools: the School of Medicine, Graduate School, School of Allied Health Professions, and School of Continuing Education.

In 1995, Hahnemann University merged with the Medical College of Pennsylvania (formerly Woman’s Medical College of Pennsylvania) under the Allegheny Health Education and Research Foundation. In 1998, with bankruptcy looming near for AHERF, Drexel University began operating the school as MCP Hahnemann University School of Medicine, and in 2002, it became the Drexel University College of Medicine.

The Legacy Center’s Hahnemann Medical College records include the papers from former deans, faculty members, and academic departments. To learn more about the Hidden Collections project, visit “About the Project”. Meet our hard-working processors, Steve and Annalise, on the “Project Team” section.

Interested in reading more about Hahnemann Medical College? Check out An Alternative Path by Naomi Rogers.

Constantine Hering: The Father of American Homeopathy

 Education and outreach, From the collections  Comments Off on Constantine Hering: The Father of American Homeopathy
Dec 102013
 


Constantine Hering, M.D., the father of homeopathy in America, was born on January 1, 1800 in Oschatz, Saxony, in Germany. In 1817, he began studying medicine at a surgical academy in Dresden. By 1820, he was enrolled at the University of Leipzig and during his studies there, he turned to homeopathy after injuring himself during a post-mortem examination. Refusing the traditional treatment of the time – amputation – he turned to homeopathy and was healed. Hering became a practitioner of homeopathy and was a great advocate for Samuel Hahnemann, the father of homeopathic medicine. In 1826, he graduated from the University of Wurzburg with a doctor of medicine. He then spent the next 7 years in South America researching zoology and botany on the orders of the King of Saxony. Hering, however, continued working in homeopathic medicine at hospitals and a leper colony. In 1833, he immigrated to the United States and opened his own medical practice.

A homeopathic medicine case, likely Hering's

Homeopathy is based on the principle that ‘like cures like’ – so a substance which causes symptoms in large doses will treat those same symptoms in small doses. Just as drinking several cups of coffee might make you stay up all night, taking the essence of coffee in small, highly diluted doses will help you sleep more easily. While this may sound counter-productive, the concept of ‘like cures like’ is sometimes used in traditional medicine, like using small amounts of pollen to de-sensitize a person allergic to it.

The idea of treating like with like dates as far back as Hippocrates, an ancient Greek physician who lived from 460 to 377 B.C.E. He is known as the father of western medicine. When Samuel Hahnemann discovered this method of treatment in the 19th century, he embraced it as an alternative the harsh medical treatments of the time, which often included blood-letting and purging. It is not difficult to see why Constantine Hering turned to homeopathy when he was at risk of losing a limb.

 

Hering, ca. 1850s

Once in Philadelphia, Hering founded the Hahnemannian Society of Philadelphia. He promoted the use of homeopathic medicine and, in 1835, along with several other doctors, he founded the North American Academy of Homeopathic Medicine in Allentown, Pennsylvania – the first homeopathic medical school in the United States. The Allentown Academy remained open until 1842. In 1838, the Homeopathic Medical Society of Philadelphia was founded. The Homeopathic Medical College of Pennsylvania opened in 1848 and in 1867, Hahnemann Medical College opened, both in Philadelphia. The two schools merged in 1871. Constantine Hering also published several scholarly journals, including the American Journal of Homeopathy (1835) and the Philadelphia Journal of Homeopathy (1852). He wrote several books as well, like his The Logic of Homeopathy (1860s). Hering continued practicing homeopathic medicine until his death in 1880.

 

Hering in his study, ca. 1870s


The Legacy Center holds Hering’s papers as well as those of his son-in-law, Calvin Knerr, who took over Hering’s practice after his death. The finding aid for this collection can be found here: Constantine Hering and Calvin B. Knerr Family Papers. In addition to the family papers, the Legacy Center has Hering’s collection of the works of Paracelsus, a 16th-century Swiss German physician who founded the discipline of toxicology. A PDF catalogue listing of the works in the collection can be found here: Paracelsus catalogue.

Timelines as exhibits?

 Digital history, On the move  Comments Off on Timelines as exhibits?
Nov 202013
 

One of the features we hope to have as part of our digital history project is an interactive timeline.  We want our users to be able to use the timeline to explore the stories – none of these static, boring, text-only timelines most of us are familiar with.  Browsing the depths of digital exhibits and collections on the web – not to mention history websites – has led us to discover some pretty cool timelines.  Here are 3 of our favorites:

For example, Neatline offers the ability to connect your timeline with a map and with documents plotted on that map.  Mousing over the documents gives the user the title, and clicking on it brings up a lightbox containing whatever metadata your heart desires: it could be a transcript, a detailed description, or something as basic as a catalog record.

Neatline is a great tool; the problem is that it only plays nicely with Omeka, and it’s unlikely we would have the means necessary to create something from scratch with the same functionality.  However, it’s still fun to play around with!

We’ve also been checking out Chronozoom.  It has really a nice zoomability feature, and clicking on an event from the timeline zooms in to what reminds me of a Prezi presentation, with several ‘slides’ for each event.  We haven’t looked into whether it will work well with Islandora, but this could be an interesting way to present the stories, with each one being its own event on an overall timeline.  Some events have videos included, so it’s great knowing we would have that capability.

 

Finally, there’s also Timeglider.  This one also has a nice zooming ability feature, and we like the document thumbnails featured at the top of the timeline.  It seems like the events can be categorized, which is an attractive feature; perhaps one color for a story, and one for general, contextual events.  Like Neatline, Timeglider also provides a nice little lightbox when clicking a document or a link, but doesn’t seem to have a mouse-over feature.  Again, we haven’t looked into how (or if) Timeglider would work with Islandora, but we’re excited to find out.

It’s hard to narrow down our choices in which timelines to explore further; these 3 are just a few that seemed fun, interesting, and engaging.  Over the next few months, we’ll be putting more thought into this part of our project.  Questions we’ll need to answer include: “What works best for our audience?  What’s the best way to integrate/implement a timeline and map into our stories?  How big of a feature do we want this to be?”  And of course, the most sensible question, “Can we do it?”

Mary Putnam Jacobi: Still famous after 150 years

 Education and outreach, From the collections  Comments Off on Mary Putnam Jacobi: Still famous after 150 years
Nov 132013
 

Mary Putnam Jacobi, undated

 

The New York Times ran a recent article entitled “Honoring Female Pioneers in Science” (see link below) – and one of Woman’s Medical College of Pennsylvania’s graduates was recognized. Although this woman graduated nearly 150 years ago, it seems that Dr. Mary Putnam Jacobi is still highly regarded today for her work in the field of medicine.

Dr. Mary Putnam Jacobi was born in 1842 in London, England, to American parents. She and her family returned to the United States in 1848 and she grew up in New York. She studied under Dr. Elizabeth Blackwell, the first woman to receive a medical degree (from Geneva Medical College in 1849), attended lectures at New York Medical College, and studied anatomy. In 1861, Dr. Jacobi became the first woman to earn a degree from the New York College of Pharmacy.

The matriculation book for Woman’s Med, October 14, 1863. Jacobi is the fifth name down, under her maiden name Putnam.

 

 

Thesis, 1864, “Theorae ad lienis officium”

She entered the Female (later Woman’s) Medical College of Pennsylvania in October of 1863, and after some conflict with Dean Edwin Fussell over the fulfillment of graduation requirements, Dr. Jacobi graduated in spring of 1864. Her thesis was written entirely in Latin – a great feat even back in the mid-nineteenth century, and certainly uncommon. It is titled “Theory on the Function of the Spleen” (or Theorae ad lienis officium) and can be viewed in our digital collection here.

After graduating from the Female Medical College, Dr. Jacobi worked for a brief time at the New England Hospital for Women and Children, and then set off for Paris, where she finally gained entrance to the École de Médecine of the University of Paris in order to further her studies. She was the first female student accepted into the school, and, in 1871, became the second woman to graduate. She then returned to the United States and opened her own medical practice in New York.

An 1883 newspaper clipping, praising women physicians

 

In 1872, Dr. Jacobi became the first woman to gain membership into the Academy of Medicine and also organized the Association for the Advancement of the Medical Education of Women, of which she was president from 1874 to 1903. In 1876, Harvard University awarded her the Boylston prize for her essay “The Question of Rest for Women during Menstruation.” Her essay argued against the belief that women were limited physically during menstruation, and provided scientific evidence to support her statements, including data on pulse rate and other statistics concerning the the stability of a woman’s health, strength, and agility throughout her monthly cycle. In 1886, she opened a children’s ward in the New York Infirmary. Her final essay, “Description of the Early Symptoms of the Meningeal Tumor Compressing the Cerebellum. From Which the Writer Died. Written by Herself,” was published in 1905, shortly before she died in June of 1906.

The Legacy Center holds not only historic photographs of Dr. Jacobi, but also her thesis, news clippings, biographical information, and publications by and about her. You can access our digital materials about Dr. Jacobi here.

The New York Times article, “Honoring Female Pioneers in Science: ‘Extraordinary Women in Science and Medicine’ Offers Up Little-Known Details,” can be viewed here.

Early Women in Homeopathy: A Resource Guide

 Education and outreach, From the collections  Comments Off on Early Women in Homeopathy: A Resource Guide
Oct 152013
 

– Chrissie Perella, Archives Assistant

Woman's Southern Homeopathic Hospital, 739 S Broad Street, Philadelphia. Founded 1896.

Just like any other profession in the 19th and early 20th centuries, women in medicine struggled for the right to formal education and recognition as professionals.  Even in the field of homeopathy, which was considered ‘eclectic,’ early women physicians had to put forth a great deal of effort if they wanted to be acknowledged as their male counterparts were.  In Philadelphia, the Female Medical College of Pennsylvania (later Woman’s Medical College of Pennsylvania) was the first school to grant women medical degrees; it was founded in 1850.  Several other medical colleges which awarded degrees to women soon followed, in Boston, New York, and Chicago. 

However, formal homeopathic training was even harder to come by – there were only two schools by 1870, one in New York and one in Cleveland, which allowed women to study homeopathy and earn degrees or certificates.  At the Homeopathic Medical College of Pennsylvania (which merged with Hahnemann Medical College of Philadelphia in 1871), women were repeatedly turned down for admission, although they were granted the right to attend lectures in 1865 – provided they sat behind screens.

It was common practice for women in the early days of homeopathy to receive medical degrees from schools such as the Woman’s Medical College of Pennsylvania (Philadelphia) or New England Female Medical College (Boston), and then move to Chicago, Cleveland, Baltimore, or Boston, where they could receive formal training in homeopathic medicine. 

We have been working on compiling a list of resources from our collections – and some from elsewhere – about the brave early women homeopaths.  You can find our subject guide at Early Women in Homeopathy Resources.  And here’s a sneak peek of three women homeopaths who practiced in the Philadelphia area:

 

Dr. Mary Branson

Mary Branson, Woman’s Medical College of Pennsylvania, 1873

Mary Branson studied homeopathy for several years after receiving her degree from Woman’s Med, although it is not known where.  She was a founding member and the president of the Woman’s Southern Homeopathic Hospital. She was also a member of the American Institute of Homeopathy, the Pennsylvania State and Philadelphia County Homeopathic Medical Societies, and the Woman’s Medical Club.

 

 

Dr. Harriet Schneider French

 Harriet Schneider French, Pennsylvania, 1864

Harriet French was born in Philadelphia and received her medical degree in 1864.  She was the president of the Women’s Christian Temperance Union of Philadelphia as well as president of the Women’s Homeopathic Society of Pittsburgh.  She was also on the Board of Censors for the Homeopathic Medical Society of Pennsylvania.  Harriet French, along with Harriet Judd Sartain and Mercy Jackson, was one of the first women to be admitted to the American Institute of Homeopathy in 1871.

 

 

Dr. Harriet Judd Sartain

Harriet Judd Sartain, Philadelphia; Eclectic Medical Institute (Cincinnati, Ohio), 1854

Harriet Judd Sartain was born in Connecticut and studied medicine in both Philadelphia and Cincinnati.  She married Samuel Sartain (the son of the famous engraver, John Sartain) not long after graduating from Cincinnati and moved to Philadelphia.  She was the first woman member of the Homeopathic Medical Society in 1870, and in 1871 she was elected to the State Homeopathic Society.  Harriet Sartain, along with Harriet French and Mercy Jackson, was one of the first women to be admitted to the American Institute of Homeopathy in 1871.

On The Move … Again

 Digital history, Happenings, On the move  Comments Off on On The Move … Again
Jul 182013
 

The Legacy Center is once again contemplating a move but this time it’s a virtual one.  As part of a wider digital history project to encourage young students’ understanding and interpretation of history through primary documents, the Center is adopting a new software called Islandora to manage and preserve its repository.  Islandora

Developed at the University of Prince Edward Island, Islandora is an open-source software designed to preserve and manage the data that is associated with an institution’s collection. Since Islandora’s creation in 2006 it has been installed at over 60 institutions around the world, ranging from small research labs to university libraries to major museums.

Having looked at other possibilities such as Collective Access or building onto our existing custom system, we were attracted to Islandora because of its integration with Drupal. We had considered Fedora in the past but found it cumbersome.  Because Islandora works with Drupal’s content management system, not only does it manage objects, it makes it easy to preserve their digital form.

Legacy Center Digital Collections

Our current digital collections interface

We are still at the early stages of this process. Working with our colleagues at the Drexel Libraries,  we are just starting to learn what Islandora can do for us and how we can customize it to meet our needs. So far we have learned how to add objects like images and multi-page objects such as books and small pamphlets, add metadata, and view and modify datastreams.

We’ve encountered a few challenges so far. One of our biggest tasks is not related to the software directly but critical to our project nonetheless: prioritizing our objectives. How do we make the best use of our budget?  How do we incorporate the needs of our diverse user group, from academic researchers to high school students? Do we focus on just the digital history project initially or the entire collection?

One of our top priorities is ensuring we make the best use of our budget. Since this project is grant funded by Pew’s Heritage Philadelphia Program we have pretty strict rules about how we spend our money. Even though the software is open source we’re working with Discovery Garden (DGI), Islandora’s development and client solutions team, for the initial installation and some training. We’re still determining what other project components we’ll outsource and what we’ll manage in-house.

Another challenge we face is in understanding error messages and how to fix them.  Some of the metadata we have entered for objects seems to disappear. Thankfully, between DGI, our library colleagues, and the Islandora Google Groups forum we are confident that we can troubleshoot the problem.

Our goal is to have Islandora ready for testing in late fall, populated with all our digital history project items as we prepare for a full migration of our digital database. Eventually we hope to expand the number of resources available digitally and continually offer new ways for users to interact and explore primary documents. Stay tuned as the project evolves and we learn more about Islandora. To learn more about the digital history project, visit: http://archives.drexelmed.edu/ip_home.php

 Posted by on July 18, 2013

Internship Experience

 Education and outreach, From the collections  Comments Off on Internship Experience
Jun 202013
 

by N. Robinson and T. Witherspoon, interns from Mastery High School

Mastery Interns with amputation kit

At Mastery Charter school all 10th graders have to complete a 16-week internship. Our internship coordinator set up three interviews for us to go on and Drexel was one of them. The interview went well for both of us and Drexel became our top placement choice.  In February we were told that we were placed at Drexel University College of Medicine for our internship site for the rest of the school year.

The time gap between the interview and being notified of our placement was very long and we forgot what our goal was. When we came to Drexel the first day of the internship we didn’t know what to expect. But when we arrived we were told that we would be working in the archives department and would soon be interviewing medical students as well as faculty members during the course of this internship.

As the weeks progressed we focused on our main project, which was to create a Google map of all the community service sites from 1996-2002. Through this project we learned new computer skills. (See the project map below.)

Mastery interns with interviewee Mary Ellen Bradley

Despite all of our computer work we began to branch out of the office and start our interviews. We interviewed Mary Ellen Bradley and Dr. Zarro first; the objective of these interviews was to learn about the history of community service at Drexel University College of Medicine. From these interviews we learned that community service wasn’t always a part of the curriculum.  We also received insight on the first community service projects that we set up. Weeks later we interviewed two medical students, Blake Bowden and Lola Adekunle, who are currently enrolled at Drexel University College of Medicine. The students gave us advice about our future careers as doctors by telling us the college courses they were required to take audio clip.

Mastery Interns with 19th century box of bones

Overall, this internship was a learning experience. We came into this not knowing what to expect but now we are leaving with new skills that we have acquired over these past week that can be applied later in life. For instance, we learned new computer skills, and added to our communication skills all because of this internship. We also found out information involving college that will be applied later in life. Before this experience we viewed an internship as something that had little to no meaning, but all of the things that we are leaving with proves that it actually has some significance.

 

Drexel University College of Medicine Community Service Map 1996 – 2002
(work-in-progress)

View Drexel College of Medicine Community Service Map in a larger map

 Posted by on June 20, 2013