Search Results

Operation Outreach Empowering Your Academic Journey from Application to Graduation WELCOME Operation Outreach's mission is to enhances the college experience for all students, whether it's their first time in college, returning back, or completely online. We encourage colleges to implement interactive digital outreach tools and online academic resources for a more effective process in a students' academic journey. Explore my creative portfolio to see how we can make a difference. Learn More Hi, I'm N'Kima! Before transitioning into advising, I worked as an Admissions Specialist, where I supported recruiting efforts and assisted prospective students with their applications. Through my experience in both departments and working closely with continuing students, I've seen firsthand how many of them become frustrated by the complexities of starting and navigating through college. "Operation Outreach" is an innovative plan to implement interactive outreach tools designed to support both incoming and continuing students. This initiative aims to simplify the process and provide personalized guidance, helping students feel more confident and connected as they progress through their academic journey. Learn more about N'Kima Blogs Don't miss out—check out our latest blog for fresh insights and updates! Embracing COVA and Creating Significant Learning Environments: My Capstone Reflection Contributions to My Learning Community: Unified Reflection for EDLD 5315 & EDLD5317 Reflection: My Growth within the Graduate Program Get in Touch Text : (903) 408-3945 Email : nbrowning1@lamar.edu LinkedIn : linkedin.com/nkimabrowning First Name Last Name Email Message Send Thanks for submitting!

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.

Instructional Design Assignment June 21, 2025 | EDLD 5318 | Summer 2025 "Education is the most powerful weapon which you can use to change the world." AI Platform Training for Higher Education Representatives The instructional design focuses on training higher education staff/faculty members in the effective use of AI-driven student platforms within a higher education institution. These platforms support the admissions process by automating application tracking and document verification and enhance advising by providing data-driven course recommendations, graduation projections, and academic standing alerts. This professional development training targets staff members at varying levels of technical proficiency and aims to build their confidence and competency in leveraging AI tools ethically and efficiently to improve student outcomes. Key institutional documents influencing this design include the institution’s staff training policy, technology integration guidelines, and accreditation standards emphasizing digital literacy and ethical use of data. Instructional Video Syllabus Supporting Documents 3 Column Table Implementation Outline References Baartman, L. K., & de Bruijn, E. (2011). Integrating knowledge, skills and attitudes: Conceptualising learning processes towards vocational competence. Educational Research Review, 6(2), 125–134. https://doi.org/10.1016/j.edurev.2010.12.002 Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). McGraw-Hill Education. Fain, P. (2020). The promise and pitfalls of AI in higher education. Inside Higher Ed. https://www.insidehighered.com/digital-learning/article/2020/02/24/promises-and-pitfalls-artificial-intelligence-higher-education Pellegrino, J. W., & Hilton, M. L. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press. Reigeluth, C. M., & Carr-Chellman, A. A. (2009). Instructional-design theories and models: Building a common knowledge base (Vol. 3). Routledge.

Publication Rough Draft April 13, 2025 | EDLD 5317 | Spring 2025 "The goal of digital education is to create learning experiences that are engaging, personalized, and accessible to all." Rough Draft Document (Click Here) Team 9 Peer Review Rubric Abstract This article explores the critical role of integrated student portals in higher education and how they can enhance the student experience by streamlining application processes and supporting academic advising. By offering real-time access to application status, personalized course planning, and graduation progress, these digital platforms empower students to take control of their academic journey while enabling institutions to provide more efficient and proactive support. As colleges and universities continue to adapt to changing student needs, modernizing digital infrastructure is no longer a luxury; it’s a necessity. Introduction For today’s students, navigating college isn’t just about attending classes and studying. It’s about juggling application deadlines, choosing the right courses, meeting degree requirements, and figuring out how to graduate on time. While higher education institutions have long supported students through these processes, the traditional methods often fall short. Paper checklists, delayed advisor meetings, and fragmented information systems can create confusion and unnecessary barriers. This article argues that one of the most powerful ways to improve student success is through the integration of smart, user-friendly online portals. When done well, these platforms bring everything a student needs into one place—from tracking application documents to planning courses and predicting graduation timelines. This not only simplifies the student experience but also allows institutions to operate more efficiently and offer more meaningful support. Intended Outlets for Publication This article is being prepared with the submission requirements of the following publications in mind: Educause Review, which focuses on how technology is reshaping higher education. The Journal of Research on Technology in Education (JRTE), which emphasizes research-driven insights on tech-enhanced learning and systems. Education Next, which provides a platform for innovative practices and policy solutions in education. Each of these journals reaches educators, administrators, and technology leaders who can benefit from and act on the strategies discussed here. The Case for Student Portals A student portal isn’t just a convenience, it’s a centralized system that can radically improve the way students interact with their institution. At its core, a well-designed portal serves as a digital dashboard, offering students access to application updates, degree planning tools, academic records, and communication from advisors. When these systems are fully integrated with admissions and advising processes, they support a more seamless, personalized experience. For example, students applying to a college can immediately see which documents have been received and what steps remain. Once admitted, that same portal can suggest course sequences based on their major, previous credits, and institutional requirements. As they progress, students can view their path to graduation in real time, reducing uncertainty and promoting on-time completion. Supporting Advising Through Automation One of the most valuable features of student portals is their ability to support, not replace, academic advising. These platforms can take over the routine tasks: showing students what courses are required, flagging missing prerequisites, or alerting them when they’re off track. This allows advisors to spend less time answering logistical questions and more time having meaningful conversations about career goals, academic interests, and life after graduation. Portals can also help institutions identify students who may be at risk of falling behind, using data to trigger early interventions. By keeping everything in one place, these systems create a clearer, more proactive advising experience. Benefits for Students and Institutions The benefits of student portals extend across the entire academic ecosystem. For students, they offer a sense of control and reduce stress by making information accessible and easy to understand. For advisors, they save time and improve the quality of support. For institutions, they offer cleaner data, stronger retention strategies, and a modernized student experience that meets the expectations of today’s digital-native learners. When students don’t have to wonder whether their transcript arrived, whether they picked the right class, or when they might graduate, they’re more likely to stay engaged and succeed. Lessons Learned from Implementation The successful implementation of a student portal depends on three things: usability, integration, and ongoing support. The system must be intuitive and mobile-friendly; it should connect seamlessly with admissions, registration, advising, and records; and it must be supported by training and feedback from students and staff alike. One common mistake is launching a portal that tries to do too much, too soon, without enough student input. Institutions that approach the process incrementally (building and refining as they go) tend to see the most success. Digital Resources and Real-World Examples The article will include snapshots of successful implementations, including visual walkthroughs of dashboards that track application steps, course progression, and graduation planning. It will also link to tools and research that support portal integration, including resources on user experience design and digital transformation in education. For example, the Purdue OWL site provides foundational tools for structuring digital content accessibly, while recent studies like Hennessy and Forrester’s (2014) work on feedback frameworks offer insights on how students interact with academic tools online. Conclusion As colleges and universities work to retain students and improve outcomes, investing in digital infrastructure is key. Integrated student portals are not only an efficient solution, they’re an essential part of the modern academic experience. By giving students one place to manage their application documents, track their academic progress, and connect with advisors, institutions can remove barriers and build a culture of support. The future of higher education is digital, and with the right tools, it can also be more personal, more supportive, and more student-centered than ever before.

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

Innovation Proposal: Operation Outreach January 23, 2025 | EDLD 5305 | Spring 2025 “Innovation in education is not about the latest gadget; it’s about using technology to enhance learning outcomes.” Want to read the full letter? Click the button below to read the full Innovation Proposal Letter sent to the Vice President of Operations at Tyler Junior College. Innovation Proposal Letter What is Operation Outreach? "Operation Outreach" is an initiative designed to enhance both recruitment and academic success for students through the implementation of digitalized tools. For prospective students, the initiative will introduce a user-friendly, AI-driven platform that helps them explore programs, connect with admissions teams, and track their application progress in a more personalized way. For continuing students, the initiative will provide an online portal that recommends courses based on their academic history and interests, while also offering projections for their anticipated graduation dates. The benefits of "Operation Outreach" include improved recruitment by providing prospective students with immediate access to relevant information, increasing their engagement and likelihood of applying. For current students, the digital platform offers a clear academic roadmap, helping them stay on track for timely graduation and make informed decisions about their course selection. Ultimately, this initiative will foster a more streamlined, efficient, and supportive experience for all students. Recruiting Technology: Implement an AI-driven platform that personalizes communication with prospective students, automates application tracking, and offers virtual resources like campus tours. This platform should provide an easy-to-navigate portal that allows prospective students to engage with our institution through live chats and video calls with their admissions recruiter and FAQs for questions that need immediate answers. Digital Advising Resources: Develop and integrate digitalized advising tools for continuing students, which will offer specific course recommendations based on academic performance, interests, and career goals. This tool can also display anticipated graduation dates and suggest adjustments to students' academic plans if necessary. Student Portal Enhancements: Update the student portal to include real-time academic tracking features, which will allow students to view their progress towards degree completion and anticipate their graduation date based on their current course load. For prospective students, real-time tracking would include tracking of their applications, transcripts, and necessary documentation such as shot records and test scores. Specific Actions Benefits Enhanced Recruitment: With AI-driven technology, we can offer a more personalized and engaging experience for our students, making it easier for them to access relevant information and feel connected with our institution. This can lead to increased application rates and higher student satisfaction. Improved Academic Planning for Continuing Students: The digital advising tools will provide students with the ability to better understand their academic trajectory, facilitating timely graduation and reducing confusion or delays in course selection. Additionally, students will have the flexibility to adjust their schedules based on data-driven insights. This is very beneficial for those students who are unsure or in-between majors. Operational Efficiency: By automating certain aspects of recruitment and advising, our institution can significantly reduce administrative burdens, allowing staff to focus on more strategic initiatives and one-on-one interactions with students, giving them a more personable experience. Financial Investment : Funding for the development and implementation of the technology-powered recruiting platform and digital resources, including software development costs, licensing, and technical support. Staffing : A team of IT professionals, data analysts, and student success advisors and recruiters who will work together to design and maintain the digital portal and advising systems. Training: Professional development for faculty and staff to ensure they are well-equipped to utilize and promote these new tools to students. Resources Request

Creating a Learning Philosophy January 28, 2025 | EDLD 5313 | Spring 2025 "Knowledge is power. Information is liberating. Education is the premise of progress, in every society, in every family." My Learning Philosophy My learning philosophy is deeply rooted in the belief that education is the cornerstone of personal and professional success. Having worked in the education field since high school and with a wide range of age groups, from elementary students to those in higher education, I’ve seen firsthand how transformative learning can be. Education shapes individuals, empowering them to realize their potential and navigate the world. I view educators as the key players in this process, as they are the ones who provide the knowledge and skills that all other professions are built upon. Without educators, no other career paths would be possible, because it is through teaching that knowledge is passed on and progress is made. I believe that every learner, regardless of age or background, deserves the tools, support, and resources to succeed. By fostering a positive, inclusive, and growth-oriented environment, we can help students not only master academic content but also develop the critical thinking, creativity, and resilience needed to thrive in the world. Ultimately, education is not just about transferring knowledge—it is about inspiring and guiding each individual to become the best version of themselves. I truly believe that learning is the key to everything in life. It’s not just about getting good grades or memorizing facts—it’s about growing, discovering new things, and becoming a better version of yourself. To me, learning is something that never stops. Whether 12, 22, or 52, there’s always room to expand your knowledge and skills. What’s amazing is that learning doesn’t just happen in a classroom. Every experience, every conversation, and every challenge teaches us something valuable. I also think that education is what lays the foundation for everything else in life. No other profession would exist without someone to teach how to do it. So, educators are the real heroes—they’re the ones who make all of this possible. I believe everyone deserves the chance to learn in a way that supports them, no matter where they’re at in their journey. Ultimately, learning is about more than just academics; it’s about shaping who we are and how we contribute to the world. Beliefs About Learning Relationship Between Learning and Teaching The relationship between teaching and learning is like a two-way street. Teachers provide the guidance, support, and tools needed for students to grow, but the magic really happens when students engage with what they’re being taught. It’s not just about giving information—it’s about creating an environment where students feel inspired to explore, question, and apply what they learn. A great teacher knows that learning isn’t a one-size-fits-all experience, so they adjust their approach to meet the needs of each student. This flexibility helps spark curiosity and encourages students to take ownership of their learning. On the flip side, teaching isn’t just about talking at students—it’s about being a part of their learning journey. Teachers learn from their students, too, through the questions they ask, the challenges they face, and the unique perspectives they bring. The best teaching happens when there’s a genuine connection between the teacher and the student. It’s not a passive process; both parties are active participants. When this dynamic is in place, teaching becomes a way to ignite a lifelong passion for learning, making it something that extends far beyond the classroom. Ultimately, teaching and learning go hand in hand, each one influencing and enhancing the other. As a learner, I’ve always been hands-on. I learn best when I can dive right into something, roll up my sleeves, and really experience it for myself. Sitting and listening or reading instructions only gets me so far—I need to see how things work, try them out, and figure out the details as I go. I thrive in situations where I can experiment and explore different angles, especially when I get to ask, “What if?” That’s one of my favorite parts of learning—exploring possibilities and finding out what happens when you try something new or approach a challenge in a different way. I’ve always been curious, and I think that curiosity fuels my love for learning. I enjoy breaking things down and figuring out how they work or why they happen the way they do. To me, learning isn’t just about finding answers—it’s about the process of discovery. I enjoy the trial and error, the problem-solving, and even the occasional failure because it all helps me grow. I believe that every learning experience, no matter how big or small, adds a new layer to who I am. Being a hands-on learner means I’m constantly exploring, questioning, and pushing myself to see things from new perspectives. Who am I as a Learner? Learning Philosophy vs. Teaching Philosophy: What's the Difference? A learning philosophy is all about the learner's experience and how they grow through the process of education. It’s centered on how people take in information, make sense of it, and turn it into something meaningful. It dives into things like curiosity, motivation, and what kind of environment helps someone feel confident and capable. It’s more about the journey of the learner—how they can thrive when they’re engaged, challenged, and allowed to explore at their own pace. It’s like looking at education through the lens of, "How do I grow and learn best?" A teaching philosophy, on the other hand, is about the person doing the teaching. It’s their approach to sharing knowledge, building connections, and inspiring students. It’s about figuring out how to make lessons stick, how to connect with diverse learners, and how to create a space where everyone feels supported. This is where educators think about the how—how to explain, how to encourage, and how to adapt so their students can succeed. It’s like stepping back and asking, "What kind of teacher do I want to be for my students?" Both philosophies are connected, but the focus is different. Learning philosophy is about the learner’s process, while teaching philosophy is about how to guide that process effectively. They go hand-in-hand, but each offers a unique perspective on education. I identify with Behaviorism because I believe in the power of clear structure, reinforcement, and measurable outcomes in learning. Behaviorism focuses on how people respond to their environment and how external factors—like rewards, punishments, or repetition—shape behavior. I can see the value in this approach, especially when teaching skills that require practice and consistency. Sometimes, people learn best when there’s a straightforward system: do this, get that. It’s practical, and it works, especially in situations where building habits or mastering specific behaviors is the goal. The main theorist tied to Behaviorism is B.F. Skinner, though John Watson was also a big name in this area. Skinner really focused on operant conditioning, which is about using rewards (positive reinforcement) or consequences (negative reinforcement) to encourage or discourage certain behaviors. His ideas are especially effective in structured environments, like classrooms or training programs, where clear expectations and consistent feedback are key. While I think learning is more complex than just responding to stimuli, I do appreciate how Behaviorism can simplify things and create a solid foundation for skill-building. Sometimes, a clear reward system is exactly what’s needed to motivate and guide learners. Learning Theory I Identify With Impact On My Innovation Plan My learning philosophy has a direct impact on how I approach implementing digital resources in higher education and my role as a change agent. At its core, my belief is that learning should be active, student-centered, and deeply connected to real-world applications. This shapes the way I design and advocate for innovation in education, particularly when it comes to integrating digital tools. I don’t see technology as just a flashy add-on—I see it as a way to empower students, encourage collaboration, and create personalized learning experiences that truly meet their needs. Since I align with Behaviorism, I focus on digital tools that provide structure, clear expectations, and immediate feedback to shape behavior and reinforce learning. Tools like learning management systems (LMS) with built-in quizzes, progress trackers, and automated feedback systems align perfectly with this approach. These tools can reward students for completing tasks, provide instant corrections to guide them toward mastery, and ensure consistent reinforcement of desired behaviors. Gamified learning platforms are another great example, as they motivate students through points, badges, and rewards for achieving specific goals. This structured, outcome-driven approach fits well with my belief in measurable progress and reinforcement as key to effective learning. As a change agent, my learning philosophy shapes how I approach resistance to change. I know that real innovation doesn’t come from just handing faculty and students a bunch of new tech tools—it comes from understanding their needs and showing them how these tools can enhance the learning process. My philosophy helps me frame innovation as an opportunity for growth, not an obligation. Whether it’s helping instructors rethink how they teach with digital resources or guiding students to take ownership of their learning, I aim to model how these tools can foster meaningful, lasting change. Ultimately, my learning philosophy keeps me focused on what matters most: the learners. Digital resources are just one piece of the puzzle, but when implemented thoughtfully and strategically, they can transform education into something more inclusive, engaging, and effective. It’s about balancing technology with pedagogy, and that balance is where real innovation thrives. Skinner, B. F. (1954). The Science of Learning and the Art of Teaching. Harvard Educational Review, 24(2), 86-97. In this paper, Skinner outlines his principles of operant conditioning, emphasizing how reinforcement shapes behavior. His ideas about positive reinforcement influenced my understanding of the importance of providing consistent feedback and creating structured learning environments, particularly when teaching foundational skills. Piaget, J. (1952). The Origins of Intelligence in Children. International Universities Press. This foundational text explores Jean Piaget’s theories on cognitive development, outlining how children progress through distinct stages of learning. Piaget emphasizes the importance of hands-on exploration and the active construction of knowledge. This resource strongly influenced my philosophy by reinforcing the belief that learning is not passive but rather an active, developmental process that builds on prior experiences. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press. Lev Vygotsky’s work highlights the role of social interaction and cultural tools in cognitive development. His concept of the Zone of Proximal Development (ZPD) emphasizes the importance of guided learning with the help of more knowledgeable individuals. This aligns with my belief that learning is enhanced through collaboration and scaffolding, making it central to my teaching and learning philosophy. Bruner, J. (1960). The Process of Education. Harvard University Press. Bruner discusses the spiral curriculum and the idea that any subject can be taught to any learner if it is structured appropriately. This book has influenced my philosophy by demonstrating the value of building knowledge progressively and revisiting concepts at deeper levels over time. His focus on discovery learning also resonates with my belief in fostering curiosity and active engagement. Dewey, J. (1938). Experience and Education. Kappa Delta Pi. John Dewey advocates for experiential learning and the importance of connecting education to real-life experiences. His ideas about the balance between traditional and progressive education inspired my belief in blending structure with flexibility to meet learners' needs. Dewey’s emphasis on reflection and problem-solving aligns with my view that learning should prepare individuals for practical and thoughtful action in the world. Freire, P. (1970). Pedagogy of the Oppressed . Continuum. Freire emphasizes the importance of critical pedagogy and empowering learners through dialogue and reflection. His views resonate with my belief that education should be transformative and learner-centered, giving students the tools to question and shape their world. This resource reinforces my commitment to creating inclusive, equitable learning environments. Harapnuik, D. (n.d.). Learning Philosophy. Retrieved from http://www.harapnuik.org/?page_id=95 This page outlines Dwayne Harapnuik’s personal learning philosophy, emphasizing learner-centered approaches that foster active engagement and the development of lifelong learning skills. Harapnuik advocates for experiential and authentic learning environments where students take ownership of their educational journeys. He highlights the importance of creating meaningful connections between what is learned and its application in the real world. This resource is valuable because it connects theory to practical strategies for enhancing student learning. It challenges educators to rethink traditional approaches and consider how they can empower students to become self-directed learners. Harapnuik, D. (n.d.). Educational Development Philosophy. Retrieved from http://www.harapnuik.org/?page_id=4639 In this piece, Harapnuik discusses his philosophy of educational development, emphasizing the role of educators as facilitators rather than mere providers of knowledge. He underscores the importance of innovation and adaptability in education, particularly in the integration of technology and other tools that support active learning. Harapnuik argues that educators should model the kind of critical thinking and problem-solving skills they want their students to develop. This page is significant because it highlights the need for continuous growth and adaptability in education, encouraging educators to focus on outcomes that truly benefit learners rather than adhering to outdated practices. Faculty Focus. (2013). Developing Students’ Learning Philosophies . Retrieved from https://www.facultyfocus.com/articles/teaching-and-learning/developing-students-learning-philosophies/ This article discusses the importance of helping students develop their own learning philosophies as a means to encourage deeper engagement and self-awareness in their educational experiences. It provides practical strategies for guiding students in articulating their beliefs about learning, such as reflective writing assignments and discussions about their personal goals. The article argues that when students have a clear understanding of their learning philosophies, they are more likely to take ownership of their education and approach challenges with a growth mindset. This resource is particularly useful for educators who want to inspire students to think critically about their roles as learners and how they can actively shape their academic success. Annotated Bibliography

Literature Review April 27, 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 Literature Review Here View the full paper here or click the button below to download the full Literature Review. Enhancing Higher Enrollment: The Impact of AI-Driven Platforms Introduction The use of artificial intelligence (AI) in colleges and universities has the power to change how admissions and academic advising work. These institutions face the challenge of more students wanting to enroll and the need to provide services that are both efficient and personalized. AI technologies help by streamlining operations and improving the overall student experience. These platforms offer automated support for application management, personalized course recommendations, and real-time academic tracking, reshaping how colleges and universities approach the enrollment journey.

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

Learning Manifesto December 10, 2024 | EDLD 5302 | Fall 2024 "True teachers are those who use themselves as bridges over which they invite their students to cross; then, having facilitated their crossing, joyfully collapse, encouraging them to create their own." Want to read more? Please visit my blog page to read the extended version of my Learning Manifesto. Read More

EDLD 5315: Assessing Digital Learning and Instruction Dr. Kristi Meeuwse | Spring 2025 By focusing on the learning as a first priority, the learning will drive the selection, implementation, and application of technology within the learning environment. This course will help educators assess the instructional impact the implementation of their innovation plans has on creating effective digital learning environments. Class Assignments Below are the completed assignments from EDLD 5315, showcasing the work and progress made throughout the course. These assignments reflect key concepts, research, and practical applications related to the course objectives. 01 Action Research Design Outline From the assigned module readings, the weekly discussions, and from your supporting research create an action research design outline. This outline must show how you will measure your innovation plan that you have developed in 5305 and updated in subsequent courses. The outline must also point briefly to the focus of your literature review and point to the higher level or broader perspective of your fully detailed action research plan which you will submit in the final week of this course. Please click the title to view the full webpage or click the button below to just view the assignment. Outline 02 Literature Review From the assigned module readings, the weekly discussions, and from your supporting research compile a literature review sharing what you have learned with your colleagues and community and that will help you to measure your innovation plan. Throughout the course discussions you have been collaborating with your peers and in particular, have been working with other classmates who have similar or related innovation plans. Please click the title to view the full web page or click the button below to just view the assignment. Literature Review 03 Measurement Strategy In this assignment you are required to create a detailed action research plan that includes or addresses the following: The topic of your action research The purpose of your study Your fundamental research question Your research design and research methods The type of data you will collect The measurement instruments will you use Your literature review Please click the title to view the full web page or click the button below to just view the assignment. Measure Strategy 04 Contribution to Your Learning Community This critical reflection allows you to evaluate your ability to be a self-directed learner by getting you to self-assess your contributions to your own learning and to the learning of your classmates. Learning to self-assess is an important part of your being a self-directed and lifelong learner. You will be self-assessing your contributions to your learning and to the learning community at the end of each course. Please click the button below to view the blog post. Blog Post

Media Project April 24, 2025 | EDLD 5317 | Spring 2025 "Education is the most powerful weapon which you can use to change the world." InnovateEd: The Future of Higher Ed In this project, I focus on the future of student success in higher education by introducing an innovation plan centered around AI-powered student portals. Through research, real-world interviews, and strategic planning, I explore how technology can streamline admissions, enhance advising, and ultimately improve student retention and graduation rates. My goal is to show that when human connection meets smart technology, we can build a more supportive, accessible, and successful educational experience for all students. The Message The core message of my podcast is that higher education must evolve to better support students through innovative, technology-driven solutions. By integrating AI-powered student portals into the admissions and advising processes, colleges and universities can provide real-time updates, personalized course recommendations, academic progress tracking, and overall enhanced communication. These improvements can help reduce student confusion, increase retention rates, and foster a more supportive, streamlined college experience. My goal is to emphasize that technology should not replace human connection—it should amplify it—allowing advisors and students to build stronger, more intentional relationships while navigating the path to graduation. Throughout my research and podcast, I used credible sources to highlight the need for change: According to the National Student Clearinghouse Research Center (2023), nearly 40% of college students never complete their degrees, often due to systemic confusion and lack of guidance. The EDUCAUSE 2023 Horizon Report found that 59% of higher education leaders believe AI tools can significantly boost student success outcomes. A McKinsey & Company Report (2023) indicated that institutions that implemented AI-driven systems saw improvements in both student satisfaction and on-time graduation rates. Georgia State University increased graduation rates by 5 percentage points after leveraging predictive analytics to proactively support students. These findings confirm that integrating AI technology into student support systems is not only innovative—it is necessary for the future of education. The Data The Planning Creating this podcast involved careful planning to balance storytelling, expert opinion, student perspective, and research data within a clear, engaging structure. First, I outlined the flow of the podcast, beginning with an introduction to the problem, followed by the presentation of my innovation plan. I then incorporated interview segments featuring both a professional (advisor) and a current student to provide real-world voices and strengthen credibility. Throughout the planning process, I made intentional choices about background music, visual slides, and overall pacing to maintain audience engagement. Finally, I ensured that the references were included to anchor the message in solid research, creating a thoughtful, well-rounded presentation that advocates for meaningful change in higher education.