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What have you gained from your learning experience in this program thus far? So far, my experience in the Applied Digital Learning Master’s program has been incredibly rewarding, providing me with both practical skills and a deeper understanding of how technology can enhance learning in higher education. I have gained hands-on experience with various digital tools and platforms, such as using Wix to building my portfolio, learning how to integrate them effectively into my learning environments. Additionally, the program has helped me refine my ability to critically assess and adapt emerging technologies to meet the needs of diverse learners. Through collaboration with peers and engaging in real-world case studies, I have also developed a stronger understanding of the challenges and opportunities in digital learning. How will you incorporate elements of the COVA model into your ePortfolio? I plan to incorporate elements of the COVA (Choice, Ownership, Voice, and Authenticity) model into my ePortfolio to create a personalized and reflective showcase of my learning journey. By offering choices in how I present my work, I will allow for a variety of media that best reflect my strengths and interests. Ownership will be needed through my documentation of the projects and accomplishments I’ve taken responsibility for, demonstrating the progress I’ve made in my learning. I will ensure my voice is heard by writing authentically about my experiences, challenges, and growth, giving insight into my personal and professional development. Finally, I will have authenticity by showcasing work that is meaningful and represents my genuine learning process. What factors would contribute to ePortfolio persistence beyond your program of study? First, maintaining a clear sense of purpose and relevance is a must. By continuously updating my ePortfolio to reflect my evolving career goals, personal achievements, and professional projects, it will remain a valuable tool for self-reflection and career advancement. Also, integrating feedback from mentors, peers, and colleagues will keep the content dynamic and aligned with institutional trends. The practice of regularly revisiting and fine-tuning the ePortfolio will ensure it stays current and showcases my continued growth. Also, establishing the habit of using my ePortfolio for networking and job opportunities will help me keep it alive and utilized as a living document throughout my career. What is the most valuable lesson you have learned thus far in the program? The most valuable lesson I have learned thus far is the importance of persevering through tough times while keeping my eye on the ultimate goal. There have been moments of challenge and frustration, but I’ve realized that resilience is key to navigating these obstacles. By maintaining a growth mindset, I’ve learned to embrace setbacks as opportunities for growth rather than roadblocks. This shift in perspective has allowed me to stay motivated, adapt, and find solutions even when faced with difficulties. Understanding that growth is a continuous process has helped me remain focused on progress rather than perfection, ultimately empowering me to push through challenges and stay committed to my academic and professional goals.

A learning network is crucial because it provides a supportive environment for personal and professional growth. It connects individuals with diverse perspectives, resources, and expertise, facilitating collaboration, idea exchange, and mutual learning. By engaging with a learning network, you can gain insights and knowledge that you may not have access to on your own, broadening your understanding of various topics and challenges. Being part of a learning network in higher education can be highly beneficial as it fosters collaboration, knowledge-sharing, and continuous growth. In a university or academic setting, a learning network connects students, faculty, and professionals, enabling access to a wealth of resources and expertise. I have joined numerous learning networks to enhance and grow my knowledge within my field. Following are a list of communities I am involved in: Texas Association of Collegiate Registrars and Admissions Officers (TACRAO):  Texas Association of Collegiate Registrars and Admissions Officers is a professional organization that represents individuals involved in higher education administration, particularly in the areas of student registration, admissions, and enrollment management. TACRAO's mission is to support its members by offering professional development opportunities, fostering best practices, and advocating for policies that enhance the student experience. TACRAO is important because it provides a platform for networking, collaboration, and knowledge-sharing among higher education professionals. Through conferences, workshops, and other events, members can stay updated on the latest trends, policies, and technologies in admissions and enrollment. The association also plays a key role in shaping state and national education policies, offering guidance on issues such as student privacy, transfer policies, and academic records management. By facilitating collaboration and supporting professional growth, TACRAO helps ensure that higher education institutions in Texas run more efficiently, providing better services and experiences for students. Texas Computer Education Association (TCEA): The Texas Computer Education Association (TCEA) is a nonprofit organization that focuses on supporting educators in Texas through the integration of technology in the classroom. TCEA provides resources, professional development, and advocacy for teachers, administrators, and technology specialists, with the goal of enhancing education through the effective use of technology. The association hosts conferences, workshops, and webinars to help educators stay up-to-date with the latest technological tools and educational strategies, and it also provides a network for educators to share ideas and best practices. I have recently also joined their Facebook Group, ChatGPT and AI for Educators , where they post information regarding how to navigating utilizing digital tools within education. TCEA is beneficial because it helps bridge the gap between technology and education, ensuring that educators have the skills, knowledge, and resources necessary to effectively teach in a digitally-driven world. By promoting the use of technology, TCEA helps improve student learning experiences, increase engagement, and prepare students for the technology-centric demands of the future workforce. Additionally, TCEA advocates for policies that support the integration of technology in schools, working to ensure that educational institutions have access to the tools and infrastructure necessary for success in a modern, digital society. Leadership Educators in Higher Education - Facebook Group: The Leadership Educators in Higher Education Facebook group is a vibrant community of professionals who are dedicated to developing leadership programs and initiatives within higher education. Being part of this group has been incredibly beneficial as it provides a platform to connect with like-minded individuals, share ideas, and gain insights into best practices for leadership development. The group offers valuable resources, including articles, videos, and discussions on the latest trends and challenges in higher education. It also fosters collaboration by allowing members to ask questions, seek advice, and learn from the experiences of others in the field. Being part of this community has helped me expand my knowledge, stay informed about emerging leadership strategies, and grow my professional network, all of which contribute to enhancing my own leadership development and that of the students I work with. Being part of a learning network allows me to both consume and contribute valuable resources, knowledge, and insights that enhance my personal and professional growth. By engaging with others in the network, I am able to consume different perspectives, access relevant articles, research, and best practices, and stay informed about the latest trends in my field. This continuous flow of information helps me broaden my understanding and stay current. At the same time, I contribute by sharing my own experiences and insights, offering support, and providing feedback to fellow members. This exchange creates an environment where everyone can learn from each other, foster collaboration, and enhance problem-solving skills. Currently, I am actively engaged in collaboration within higher education by participating in professional development workshops, attending conferences, and connecting with colleagues across departments to share insights and ideas. This involvement allows me to stay informed about emerging trends, contribute to discussions on key issues, and work collectively towards improving student experiences and academic outcomes. Feedback vs. Feedforward Preparing my receivers for feedforward involves creating an environment where feedback is seen as a tool for growth and improvement, rather than criticism. To make feedforward work effectively in my learning environment, I ensure that I establish trust and open communication, setting the stage for constructive and forward-focused conversations. I encourage a mindset shift from focusing on past mistakes to looking ahead at actionable steps for future success. Additionally, I provide clear, specific guidance on how feedforward can be implemented, offering suggestions that are practical and aligned with the receiver's goals. I also ensure that there is a collaborative aspect, allowing the receiver to actively participate in the process by asking questions and providing input. By making feedforward a positive and integral part of the learning culture, I help create a space where continuous improvement is encouraged and supported.

Being a self-differentiated leader will greatly enhance my ability to communicate effectively with people in the organization and lead the organizational change process. By remaining clear about my own values and beliefs while being open to differing perspectives, I can engage in more authentic, respectful, and empathetic conversations with employees at all levels. This self-awareness allows me to navigate difficult or emotionally charged discussions without becoming defensive or reactive, creating a safe environment for others to voice concerns and ideas. In the context of organizational change, this ability to stay grounded and focused on the bigger picture helps me organize and present change initiatives in a way that connects with people on a deeper level. As a result, I can lead the change process with confidence, rallying support, addressing resistance constructively, and ensuring that the entire team feels heard, valued, and motivated to embrace the transformation. To become a self-differentiated leader, I will need to address several key factors, including self-awareness, emotional regulation, and the ability to maintain clarity and integrity in challenging situations. A self-differentiated leader is one who can stand firm in their values and beliefs while remaining open to differing opinions, managing their emotional responses, and building healthy relationships. Implementing the Crucial Conversations  methodology is important to this process, as it teaches how to engage in high-stakes, emotionally lead discussions in a way that promotes understanding, collaboration, and mutual respect. By using this framework, I will be able to manage tension and conflict more effectively, ensuring that all voices are heard while keeping the focus on the desired outcome. Also, incorporating Crucial Conversations  into my leadership strategy will not only improve my ability to lead difficult conversations but will also help in developing a culture where open, honest, and respectful communication is valued—critical for aligning teams and driving organizational success. References Patterson, K., Grenny, J., & Swizler, A. (2012). Crucial conversations: Tools for talking when stakes are high. (2nd ed.). Callibrain. (2015, August 20). Video review for crucial conversations by Kerry Patterson [Video]. YouTube. https://www.youtube.com/watch?v=EFaXx3pgaxM Camp, J. (n.d.). Friedman's theory of differentiated leadership made simple [Video]. YouTube. Retrieved from https://youtu.be/ixEI4_2Xivw

Implementation Outline October 2, 2024 | EDLD 5305 | Fall 2024 I'm a paragraph. Click here to add your own text and edit me. It’s easy. Just click “Edit Text” or double click me to add your own content and make changes to the font.

Growth Mindset December 10, 2024 | EDLD 5302 | Fall 2024 "Starting each day with a positive mindset is the most important step of your journey to discovering opportunity." Growth Mindset: Why Is It Important? A growth mindset is crucial because it creates resilience, adaptability, and a love for learning. People with a growth mindset believe that abilities and intelligence can be developed through effort, practice, and perseverance. It is particularly important in higher education because it encourages students to embrace challenges, persevere through difficulties, and continuously improve. A growth mindset is essential for me to utilize in both daily life and while pursuing my Master’s degree because it fosters flexibility and a continuous desire to learn. Embracing this mindset means viewing challenges not as roadblocks but as opportunities for growth and improvement. In my daily life, a growth mindset helps me approach obstacles with optimism, knowing that effort and perseverance lead to progress and success. In the context of graduate school, it is particularly important as I navigate difficult assignments, research, and the demands of graduate-level expectations. A growth mindset encourages me to embrace setbacks as learning experiences, seek out feedback, and continuously fine tune my skills and knowledge. By maintaining this mindset, I can stay motivated, overcome difficulties, and ultimately achieve both personal and academic success. To communicate the power of "yet", it is essential to emphasize how this simple word can transform someone's mindset and academic journey. By adding "yet" to statements about what I can't do, I remind myself and others that abilities and skills can develop with time and effort. For example, instead of saying, "I can't understand this concept," I can say, "I can't understand this concept yet." This simple shift fosters resilience and openness to growth. In my daily life and throughout graduate school, I can use this mindset to approach challenges with patience and persistence, embracing the process of learning rather than focusing solely on immediate outcomes. When faced with academic difficulties or personal setbacks, the power of "yet" helps me maintain a positive outlook, stay motivated, and continue working toward my goals with the understanding that progress takes time and effort. The Message of "Yet" Carol Dweck's 4 Simple Steps To develop my growth mindset, I can apply Carol Dweck’s four simple steps on how to change my mindset. First, I can embrace challenges by stepping out of my comfort zone and taking on tasks that push my limits, viewing them as opportunities to learn rather than risks of failure. Second, I will focus on the effort I put into tasks, understanding that consistent hard work, rather than innate ability, leads to growth. When faced with setbacks, I can use the third step of learning from criticism and failure by seeing them as constructive feedback that helps me improve, rather than viewing them as discouragements. Lastly, I will celebrate progress and persistence, recognizing and appreciating the small wins and continuous improvement, rather than only focusing on the final outcome. By actively practicing these steps, I will cultivate a mindset that thrives on learning, resilience, and continuous self-improvement. To promote a growth mindset within higher education, I can start by creating an environment that emphasizes effort, determination, and learning from mistakes rather than focusing solely on outcomes. One effective approach is to provide constructive feedback that highlights progress and areas for improvement, using language that encourages students to view challenges as opportunities to grow. I can also share examples of how perseverance and a willingness to learn have led to success, both from my own experiences and from others. Promoting collaboration among students, where they can learn from one another and share strategies for overcoming obstacles, can also foster a growth mindset. Finally, regularly reminding students that intelligence and abilities are not static, but can evolve with effort, will help them embrace challenges with confidence, and encourage a deeper engagement with their academic work. The Influence Promoting a Growth Mindset Promoting a growth mindset in my daily routine should be a consistent practice, ideally integrated into every aspect of my day. By regularly reinforcing this mindset, I can ensure it becomes a natural way of thinking and responding to challenges. This means actively reminding myself to embrace challenges, learn from critiques, and view loses as opportunities for growth. It's important to incorporate this mindset throughout my daily life, from tackling work tasks to personal goals, so that I can develop resilience and stay motivated even when faced with minor or major problems. The more often I practice it, the more ingrained it will become, helping me remain adaptable and stay focused on continuous improvement. In both my personal life and academic pursuits, consistently promoting a growth mindset is crucial for maintaining long-term progress, boosting my confidence, and fostering a lifelong commitment to learning. (As someone who plans to pursue a Doctorates, it's definitely needed!) Growth Mindset Resources Below are materials that go into depth regarding Growth Mindset and how it can be promoted to students, how staff/faculty can utilize it within higher education, and ways to improve your own growth mindset in your daily life Can you go through this paper | Mindset change activity Play Video Developing a Growth Mindset with Carol Dweck Play Video Growth Mindset for College Students Play Video Growth Mindset: Micheal Jordan Play Video Growth Mindset Watch Now Share Whole Channel This Video Facebook Twitter Pinterest Tumblr Copy Link Link Copied Share Close Below are links to articles by institutions that explain Growth Mindset and checklist they have their staff/faculty utilize to promote growth mindset within their classrooms: University of North Texas Standford University Below is a link to a program called "Growth Mindset for College Students" developed by Perts. This evidence-based program is utilize to help increase college students' success by laying the foundation for growth mindset. Click Here References Dweck, C. (2014). Developing a Growth Mindset. YouTube. https://youtu.be/hiiEeMN7vbQ?si=gDAcpHG5l3V88gsp Briceno, E. (2012). The power of belief–mindset and success. TEDx Talks: YouTube. https://youtu.be/pN34FNbOKXc?si=v76SkEm6KNlWzL-Lm6KNlWzL-L Harapnuik, D. (2013, April 5). Fixed Vs Growth Mindset = Print Vs Digital Information Age. It's About Learning Creating Significant Learning Environments. Retrieved October 17, 2024, from https://www.harapnuik.org/?p=3627

Influencer Strategy December 11, 2024 | EDLD 5304 | Fall 2024 "Educators are the architects of the future, shaping minds and igniting the flame of knowledge." Results The goal is to leverage more digital resources, such as interactive checklists and artificial intelligence, to enhance outreach and engagement with both prospective and continuing college students. By integrating these tools, we can provide personalized, efficient communication and offer a more responsive experience. However, it’s crucial to maintain the personable touch that colleges value, ensuring that students feel heard, supported, and connected to the institution. The balance between innovative technology and human interaction will foster a more dynamic and effective approach to student engagement, making it easier for students to navigate their college journey while still feeling like they are part of a community. The effectiveness of digitalized outreach tools can be measured by comparing the number of college applicants from previous years to the current year, as an increase in applications could indicate that the tools are resonating with prospective students. Also, gathering student feedback through surveys provides valuable insights into how well these digital tools are engaging students and meeting their needs. This feedback allows for a deeper understanding of students' experiences and can highlight areas for improvement. By combining these quantitative and qualitative measures, we can assess the impact of digital outreach efforts and make informed adjustments to enhance future engagement. Changing Vital Behaviors The vital behaviors I aim to change in higher education focus on embracing a more dynamic and tech-savvy approach to student engagement, while still prioritizing personal connection and support. I want to encourage a shift towards utilizing more digital tools, such as interactive platforms, prospective student portals, and data-driven outreach, to enhance the student experience. At the same time, it's essential to ensure that these technological advancements do not replace human interaction, but rather complement it, so that students still feel valued and personally connected to the institution. Organizational Influencers More creative, tech-savvy, and out-the-box thinkers would be my key organizational influencers because they possess a deeper understanding of how to effectively leverage technology and digital tools to engage with students. Their familiarity with current technological trends and platforms makes them better equipped to connect with the younger generation, who are often more accustomed to interacting through digital means. These staff members can help drive innovation within the institution by designing engaging, user-friendly digital experiences that resonate with today’s students. Their insights and adaptability are crucial for shaping outreach strategies that align with the expectations and preferences of the modern student body, ensuring that the institution stays relevant and effective in its engagement efforts. Senior staff members may not be the best choice as organizational influencers for the adoption of digital outreach tools because many of them (not all!) hold the belief that technology could undermine the personal experience that is central to the institution's culture. Their long-established focus on traditional, face-to-face interactions with students may make them hesitant to embrace digital solutions fully, viewing them as a potential replacement rather than a complement to human connection. This mindset could limit their effectiveness in driving the adoption of new technologies, as they may prioritize preserving the status quo over exploring innovative ways to enhance the student experience through digital tools. Six Sources of Influence