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4DX Plan December 11, 2024 | EDLD 5304 | Fall 2024 "Digital education tools have the potential to democratize and globalize education like never before." What is a 4DX Plan? A 4DX (Four Disciplines of Execution) plan for implementing digital outreach tools and resources into higher education focuses on ensuring clear, measurable outcomes through structured steps. Here’s how it can be applied: WIG : Increase student engagement and applications by implementing digital outreach tools and resources that enhance communication and personalize student experiences. This goal should be narrow, clear, and focused on measurable outcomes. The core objective is to improve student interaction and enrollment through technology while maintaining the institution's commitment to personalized support. One: Focus on the Wildly Important Goals (WIG) Two: Act on the Lead Measures Lead Measures: Implementation of Digital Tools: Launch interactive platforms (e.g., AI-driven chatbots, interactive checklists, and digital application trackers) within specific timelines. Training and Development: Provide training to staff on how to use these tools effectively, including best practices for maintaining a personal connection through digital means. Student Engagement Metrics: Monitor early indicators like click-through rates, response times, and engagement on digital platforms to assess initial adoption and effectiveness. These lead measures are controllable actions that directly impact the success of the WIG. For instance, ensuring staff are trained and that students are using the digital tools in their outreach process is critical for success. Scoreboard: Track and display engagement metrics (e.g., application submissions, interactions with digital tools, survey responses from students) in real-time for both internal teams and the broader community. Include clear indicators like the number of prospective students using digital resources, the reduction in application processing time, and improvements in feedback scores related to student outreach. The scoreboard keeps everyone accountable and motivated, showing progress in real-time toward achieving the WIG. It ensures that everyone knows how well they’re doing and can make adjustments accordingly. Three: Keep a Compelling Scoreboard Four: Create a Cadence of Accountability Cadence of Accountability: Weekly Team Meetings: Hold regular check-ins with teams involved in the outreach process to review progress on the lead measures and resolve any obstacles. Regular Reviews: Continuously assess digital tool performance by evaluating metrics, gathering student feedback through surveys, and identifying areas for improvement. Adjust Strategies: Based on feedback and results, adjust outreach strategies, tools, or methods to increase effectiveness, ensuring that both the technological aspect and the human touch are balanced. This creates a structured routine of accountability that keeps the initiative on track, helps identify and address issues promptly, and allows for continuous improvement. By following this 4DX strategy, higher education institutions can successfully integrate digital outreach tools, enhance student engagement, and create an ongoing cycle of improvement and accountability. The 4DX strategy and the Influencer Strategy are both focused on driving change, but they approach it in different ways. The 4DX strategy is a structured, results-driven framework designed to execute specific goals through clear accountability and measurable lead measures. It emphasizes focus, discipline, and continuous tracking of progress, ensuring that everyone in the organization is aligned and motivated towards achieving a single, wildly important goal. On the other hand, the Influencer Strategy is more centered around leveraging key individuals within an organization who have the power to inspire and drive change. These influencers are typically individuals with expertise, credibility, and the ability to motivate others to embrace new behaviors, such as adopting digital outreach tools. While 4DX emphasizes a systematic approach to execution, the Influencer Strategy focuses on creating social influence and harnessing the power of relationships to inspire transformation. Both strategies can be complementary: 4DX provides the framework and discipline for execution, while the Influencer Strategy helps drive enthusiasm, adoption, and engagement across the organization.

New Culture of Learning January 23, 2025 | EDLD 5313 | Spring 2025 "The supreme art of the teacher is to awaken joy in creative expression and knowledge." Introduction A shift toward creating a significant learning environment can dramatically enhance learning by fostering engagement, creativity, and adaptability in students. According to Thomas and Brown (2011), traditional educational models often focus on standardized, passive learning, which fails to prepare students for the rapidly changing world. They argue that learning should be a dynamic, social, and immersive process that encourages exploration and discovery. In a significant learning environment, students are not just recipients of information but active participants in their learning journeys. As an academic advisor in higher education, I plan to integrate fundamental ideas from A New Culture of Learning into my approach by focusing on fostering creativity, collaboration, and adaptability within my advising practices. Thomas and Brown emphasize the importance of creating environments where students are not just passive recipients but active participants in their learning process. I will encourage students to take ownership of their academic journeys by connecting them with resources, opportunities for exploration, and peer networks. I’ll also focus on creating a supportive space that values their imagination and unique learning styles, helping them navigate a rapidly changing academic and professional landscape. By fostering open communication and engaging students in problem-solving discussions, I aim to help them develop the critical thinking and adaptability skills essential for success. Fundamental Ideas from a New Culture of Learning The Challenges One of the main challenges I anticipate in implementing ideas from A New Culture of Learning is shifting students’ mindset from traditional, passive learning to more active, self-directed learning. Thomas and Brown (2011) stress that in a new learning culture, students need to take ownership of their learning, which can be difficult for those accustomed to structured, lecture-based environments. To address this, I will start by providing clear guidance on how to engage in self-directed learning and offer consistent feedback to help students build confidence in their abilities. Another challenge is creating a truly collaborative and networked learning environment, especially in a diverse classroom where students have varying levels of comfort with technology. To overcome this, I’ll provide a mix of in-person and online collaboration opportunities and encourage peer support, fostering an inclusive atmosphere where students feel comfortable sharing and learning from each other (Thomas & Brown, 2011). Lastly, fostering creativity in a high-stakes academic environment can be tough, but by integrating more open-ended assignments and emphasizing the value of innovative problem-solving, I hope to create a safe space for students to take risks without the fear of failure. Getting people to think more broadly or holistically requires creating an environment that encourages curiosity, open-mindedness, and connections across different disciplines. As Thomas and Brown (2011) suggest, learning should be dynamic and interactive, inviting individuals to explore diverse ideas and viewpoints.In practice, this could look like group projects that combine concepts from multiple subjects or discussions that highlight the real-world relevance of what students are learning. Additionally, fostering a growth mindset and encouraging experimentation without the fear of failure helps people embrace uncertainty and be more open to new ways of thinking. By continuously challenging assumptions and making room for diverse ideas, we can help people expand their thinking and see the bigger picture. I believe my perspective is broad enough to serve as a foundational influence on my learning philosophy and actions in higher education. By embracing the principles outlined by Thomas and Brown (2011), I recognize the importance of cultivating an environment that fosters creativity, collaboration, and adaptability. This holistic approach not only enhances the learning experience for my students but also aligns with my belief that education should prepare individuals for a constantly changing world. I’m committed to integrating diverse viewpoints and interdisciplinary approaches into my teaching, which will allow me to model the kind of expansive thinking I hope to instill in my students. By continuously reflecting on my practices and remaining open to new ideas, I can ensure that my actions are guided by a philosophy that values exploration and meaningful connections, ultimately enriching both my own learning and that of my students. Thinking and Prospective Conclusion In conclusion, a shift toward a significant learning environment not only makes learning more engaging but also prepares students to thrive in an unpredictable world. By creating imagination, collaboration, and adaptability, such environments offer the opportunity for students to learn in ways that are deeply meaningful and applicable to the challenges of the 21st century. References: Thomas, D., & Brown J. S. (2011). A New Culture of Learning: Cultivating the imagination for a world of constant change. (Vol 219) Lexington, KY: CreateSpace.

Action Research Design Outline April 6, 2025 | EDLD 5315 | Spring 2025 "The goal of digital education is to create learning experiences that are engaging, personalized, and accessible to all." Outline Assignment Document 1. What is the focus of your action research? The focus of this study is on applying AI-based student platforms to automate and improve admissions and academic advising functions in higher education. The research seeks to identify how such platforms can streamline tracking of applications, document handling, course guidance, and academic status monitoring. 2. Why is your study being conducted? The purpose of this study is to examine the effectiveness of AI-driven student platforms in improving the efficiency of the admissions process and the quality of academic advising. This research will explore how these platforms impact student engagement, reduce administrative workload, and enhance decision-making for both students and advisors. This includes whether AI-based advising tools result in increased retention of students as a result of more accurate course recommendations, better prediction of challenges in academics, and real-time information on academic standing. 3. What is your basic research question? This study seeks to answer the question: How does the implementation of an AI driven student platform influence the efficiency of admissions, the effectiveness of academic advising, and student retention rates in higher education? 4. What is your research design? Qualitative, quantitative both (mixed-methods) Why? A mixed-methods research design will be used, incorporating both qualitative and quantitative approaches. The quantitative aspect of the study will focus on collecting statistical data related to admissions processing time, accuracy of advising recommendations, and student satisfaction levels. The qualitative component will involve gathering insights from students and advisors through interviews and focus groups to better understand their experiences with the platform. The mixed-methods approach is ideal because it allows for a comprehensive analysis, combining numerical data with personal perspectives to assess the platform’s overall impact. 5. What is the most appropriate type of data to collect? To evaluate the effectiveness of the AI-driven platform, the study will collect both quantitative and qualitative data. Quantitative data will include student and advisor satisfaction survey results, admissions processing times before and after the implementation of the platform, the accuracy rates of AI-generated advising recommendations, and student engagement metrics such as frequency of usage and course selection decisions. Qualitative data will also be collected through focus groups and interviews to elicit personal experiences, feedback, and perceived benefits or challenges of the platform. 6. What measurement instruments will you employ? A variety of measurement instruments will be employed to evaluate the effectiveness of the platform. Pre- and post-implementation surveys will be administered to measure student and advisor satisfaction. System-generated analytics will monitor the usage of the platform and measure its effect on admissions processing time and advising accuracy. Case studies will be created to examine the experience of students using the platform for academic planning. Semi-structured interviews with admissions staff and academic advisors will provide further insight into how the platform influences their workflow and student interactions. 7. What is the focus of your literature review? This literature review will consider how artificial intelligence fits into higher education, focusing particularly on student services, including admissions and advising. It will assess best practices of integrating AI with such functions as well as how students and faculty view AI-based platforms. A number of case studies on similar institutions and analyses of the resulting impacts on engagement, accuracy, and retention for these institutions are also part of this review.

Literature Review January 24, 2025 | EDLD 5305 | Spring 2025 "Technology can become the “wings” that will allow the educational world to fly farther and faster than ever before – if we allow it.” Want to read the full paper? View the full paper here or click the button below to download the full Literature Review. Literature Review The Problem As an Admissions Specialist, I noticed that so many prospective students struggle with the college application process. It can be intimidating and overwhelming. From figuring out academic programs and admission requirements to juggling deadlines and gathering documents, the amount of information can leave students feeling confused and stressed. B.H. Chiu, in The Mindful College Applicant: Cultivating Emotional Intelligence for the Admissions Process, highlights how anxiety plays a huge role for students navigating college admissions (Chiu, 2019). All these challenges can leave students feeling lost and isolated, showing just how important it is to have supportive resources to guide them through this big life transition. Since transitioning to Advising, I’ve seen firsthand how much stress students experience when dealing with uncertainty about their major, fear of graduating late or worrying about struggling in a course. Many feel overwhelmed by the pressure to succeed and aren’t sure who to turn to for help or what department to go to. Whether it’s not understanding degree requirements, being unsure about their career goals, or feeling like they’re falling behind, these fears can quickly pile up and take a toll on their confidence and motivation. “Student portal service provides users with channels of information and resources needed for their studies; this includes access to library service, course information, and materials. (Hussain et al., 2018). Online portals and interactive checklists and portals are a major advance for prospective students. They put everything you need in one spot, making the whole college process a lot easier to navigate. These platforms give you all the details on academic programs, campus life, and extracurriculars. Plus, it can include tools like virtual campus tours, student stories, and side-by-side comparisons of schools to help you picture what your college life could look like. You can even connect directly with admissions representatives through these sites to get personalized advice and answers to all your questions. It’s like having a college guide at your fingertips! For continuing students, having digital resources tailored to students’ needs could make a huge difference in helping them pick the right courses and stay on track to graduate. Imagine a platform tailored to each student’s major, academic progress, and career goals, showing exactly what classes they need, when to take them, and how they fit into their overall plan. It could include features like a degree progress tracker, course recommendations based on prerequisites and availability, and alerts for registration deadlines. The Tech The Benefits “The challenge of a portal strategy is no less than the challenge of bringing higher education fully into the new wave of technology” (Katz, 2002). The benefit of Operation Outreach is that it centralizes essential resources, allowing students to explore a wide range of colleges and universities with ease. AI could assist students make wiser decisions about their courses, find resources easier, and get personalized advice on everything from the application process to class schedules to career paths. According to Christensen et al. (2011), disruptive innovations like AI have the potential to deliver better quality and affordability in education, helping students access the support they need at a fraction of the cost. In The Innovative University, Christensen and Eyring (2011) also argue that new technologies can transform higher education by making it more efficient and accessible, reducing the complexity that often overwhelms students. By integrating these technologies, colleges could better support students at every step of their journey, from application to graduation.

Organizational Change Implementation December 12, 2024 | EDLD 5304 | Fall 2024 "Change is the end result of all true learning." What is the Change? I aim to shift the focus towards a more dynamic and tech-forward approach to student engagement, while still prioritizing personal connection and support. I want to promote the use of digital tools, such as interactive platforms, artificial intelligence, and data-driven outreach, to streamline communication and elevate the student experience. At the same time, it's vital to ensure that these technological advancements enhance, rather than replace, human interaction, so students continue to feel valued and connected to the institution. Additionally, creating a culture of ongoing feedback and responsiveness to student needs is crucial for improving engagement and ensuring that higher education remains both relevant and accessible to everyone. I believe my purpose in life is to be a source of support and guidance for those who need it most. Whether it's offering help to those facing challenges, mentoring individuals seeking direction, or simply being a reliable presence for those without a support system, my goal is to make a positive difference. I am motivated by the desire to help others navigate difficult times, empower them to grow, and be a steady, supportive presence they can count on. Through providing guidance, encouragement, and care, I aim to create meaningful change in the lives of those I encounter. I work in higher education because I am passionate about supporting students as they pursue goals they may have once thought impossible. There is nothing more rewarding than helping them recognize their potential and guiding them through the challenges they face along the way. I also take great joy in being a compassionate listener, offering students a safe, welcoming space where they feel heard and valued. By creating such an environment, I help foster both their academic and personal growth. The opportunity to positively impact their lives and contribute to their success is incredibly fulfilling for me. Foundation of the Change: The "Why" How Can this Change Be Made More creative and tech-savvy staff 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. The implementation of digital tools is a key focus, involving the launch of interactive platforms such as AI-driven chatbots, interactive checklists, and digital application trackers, all within specific timelines. These tools are designed to streamline communication, enhance student engagement, and provide a more efficient way for students to interact with the institution. By integrating these technologies, we aim to improve the overall student experience and ensure that all interactions are both seamless and accessible. Training and development will be essential for ensuring the success of these digital tools. Staff will receive comprehensive training on how to effectively use the platforms, with an emphasis on best practices for maintaining a personal connection with students through digital means. This training will not only ensure that the tools are used efficiently but also help staff navigate how to balance technological interactions with the essential human touch that is critical for student support. To gauge the success of these efforts, student engagement metrics will be closely monitored. Early indicators such as click-through rates, response times, and engagement on digital platforms will be tracked to assess the initial adoption and effectiveness of the digital tools. These metrics will provide valuable insights into how well students are engaging with the new systems and where improvements may be needed to further enhance their experience. The goal is to harness digital resources, such as interactive checklists and artificial intelligence, to improve outreach and engagement with both prospective and current college students. By incorporating these tools, we can deliver personalized, efficient communication, streamline administrative processes, and create a more responsive experience. However, it's essential to preserve the personal touch that colleges are known for, ensuring that students continue to feel heard, supported, and connected to the institution. Striking the right balance between innovative technology and human interaction will foster a more dynamic and effective approach to student engagement, helping students navigate their college journey while still feeling part of a welcoming community. The effectiveness of these digital outreach tools can be measured by comparing the number of college applicants from previous years with the current year. An increase in applications would suggest that the tools are resonating with prospective students. Additionally, collecting student feedback through surveys provides valuable insights into how well these digital tools are engaging students and addressing their needs. This feedback offers a deeper understanding of student experiences and can identify areas for improvement. By combining both quantitative and qualitative data, we can evaluate the impact of our digital outreach efforts and make informed adjustments to improve future engagement. The Result of the Change Additional Information and Resources Take a look at more in-depth information regarding my organizational change implementation: "What's Your Why?" Influencer Strategy 4DX Plan Take a look at the blog pages related to my organizational change implementation: Self-Differentiated Leadership My Learning Manifesto: The Extended Version

PL Call to Action June 21, 2025 | EDLD 5389 | Summer 2025 "Education is the most powerful weapon which you can use to change the world." The Why: Backstory and Motivation As someone who works in higher education, I’ve witnessed firsthand how traditional professional learning (PL) often misses the mark. Much of the PL offered to faculty and staff is passive, disconnected from our day-to-day work, and lacks meaningful follow-up. It's usually a one-size-fits-all model that doesn’t take into account our specific institutional needs, job roles, or long-term growth. This disconnect has motivated me to rethink how PL is approached—not just for compliance or content delivery, but for real transformation. Throughout my graduate program, I’ve been introduced to the power of constructivist, learner-centered practices like the COVA model (Choice, Ownership, Voice, and Authentic learning). These concepts have reshaped how I view learning—for students and professionals alike. I realized that if we truly want to support student success, we must start by equipping educators, advisors, and staff with professional learning that is relevant, ongoing, and empowering. We must model the same kind of learning culture we hope to see in our classrooms and campuses. This presentation was born from that conviction. It’s not just a call to change what we do in PL—it’s a push to change why and how we do it. If we don’t evolve our professional learning models, we risk becoming stagnant, disconnected from our students, and unable to meet the demands of a rapidly changing academic environment. To bring my vision to life, I created a presentation titled “Evolving Professional Learning in Higher Education: Why the Change is Urgent.” This multimedia piece is structured using Duarte’s storytelling arc and is aligned with the five key principles of effective professional learning. The presentation is designed as a conversation-starter—not a formal training—so it can be easily adapted for faculty meetings, departmental retreats, onboarding sessions, or future PL planning discussions. The content starts by painting the current landscape of professional learning in higher education—highlighting the challenges of outdated, one-off approaches. It then contrasts that with a vision of what professional learning could look like: meaningful, relevant, and rooted in sustained growth. Each slide builds on the previous one, guiding the audience through not just what effective PL entails, but why it’s essential to shift now. Throughout the deck, each of the five key PL principles—duration, implementation support, engagement, modeling, and specificity—are contextualized for higher education settings. The visuals are intentionally minimal and clean, in line with Presentation Zen design principles, keeping the focus on the message rather than clutter. Speaker notes are embedded throughout to provide deeper narrative guidance for whoever is presenting it. I’ve also included current research from Darling-Hammond, Desimone, and Gulamhussein to ground the content in evidence-based practice. This presentation isn’t just an academic assignment—it’s a tool I genuinely plan to use in professional spaces. It’s also easily revisable, which allows me to adapt it as institutional needs evolve or when different campus audiences require slightly different framing. The What: The Presentation Product The How: Creative Process and Execution Creating this presentation was both a reflective and strategic process. I began by outlining the core message I wanted to convey: that professional learning in higher education must shift from performative to purposeful. Using Duarte’s “what is vs. what could be” structure, I mapped out a story arc that would build urgency, present a solution, and end with a call to action. To ensure alignment with best practices, I revisited key readings like Darling-Hammond et al. (2017) and Desimone (2009), using them as anchors for each of the five principles of effective PL. I then translated those ideas into accessible language, imagining myself speaking directly to campus stakeholders—faculty, staff, and department leads—who may be resistant to change but care deeply about student success. Visually, I kept the design minimal and clean to reflect principles from Presentation Zen. Instead of overloading slides with bullet points, I used brief, impactful phrases that could support a conversation rather than dictate it. The slide deck was created using Microsoft PowerPoint and formatted with consistent fonts, color accents, and white space to enhance readability. Speaker notes were added to each slide to guide the delivery and emphasize key points. I also made sure the presentation is modular and reusable. Whether it's presented in full or broken into segments for training modules, its structure allows for flexibility. The final product was exported as a .PPTX file and can be embedded into a digital portfolio, used during professional development sessions, or submitted alongside program materials as part of a capstone showcase. Creating this project helped me practice what I preach—designing with authenticity, voice, and intentionality. It’s not just about checking a box; it’s about modeling the kind of learning culture I want to help build in higher education. References Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development. Learning Policy Institute. Desimone, L. M. (2009). Improving impact studies of teachers’ professional development. Educational Researcher, 38(3), 181–199. Fullan, M. (2016). The New Meaning of Educational Change (5th ed.). Teachers College Press.Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381–391. Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Developing Significant Learning Environments. https://www.learningspaces.org Kolb, D. A. (1984). Experiential Learning. Prentice-Hall. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge. Teachers College Record, 108(6), 1017–1054. Steele, G. E. (2016). Technology and Advising. NACADA Clearinghouse. Vygotsky, L. S. (1978). Mind in Society. Harvard University Press. Wenger, E. (1998). Communities of Practice. Cambridge University Press. Wiggins, G., & McTighe, J. (2005). Understanding by Design (Expanded 2nd ed.). ASCD.

Measurement Strategy May 4, 2025 | EDLD 5315 | Spring 2025 "Technology can become the “wings” that will allow the educational world to fly farther and faster than ever before – if we allow it.” Access Research Plan Here View the full paper here or click the button below to download the full assignment. Enhancing Student Services Through AI: An Action Research Plan Introduction Higher education is changing quickly, leading to creative, tech-driven solutions that accommodate institutions' and students' evolving needs. The use of artificial intelligence (AI) to improve student engagement and operational efficiency is one of the most exciting developments. More specifically, time-consuming data management, inconsistent communication, and repetitive manual procedures frequently limit the fields of academic advising and admissions. Higher education institutions can expedite these procedures, offer prompt assistance, and enhance the overall student experience by implementing AI-powered solutions like chatbots, predictive analytics, and virtual advising assistants (Global Admissions, n.d.; Gonzaga University, 2024). This action research study assesses the effects of AI-driven platforms on student satisfaction and institutional performance while examining how they can be successfully applied in these crucial areas.

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