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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.

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! Reflection: My Growth within the Graduate Program Learning Networks Self-Differentiated Leadership 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!

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

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

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

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

Aligning Outcomes, Assessment, and Activities February 20, 2025 | EDLD 5313 | Spring 2025 "Higher education should provide an environment to test new ideas, debate theories, encounter challenging information, and figure out what one believes." Supporting Documents 3 Column Table Situational Factors Formulating Significant Goals Big Hairy Audacious Goal (BHAG) To create a transformative, student-centered advising environment that leverages digital tools and personalized guidance to empower every student to navigate their academic journey with confidence, clarity, and purpose—ensuring equitable access to resources, fostering lifelong learning skills, and increasing student retention and success. Learning Outcome 3 Column Table Situational Factors in my Learning Enivronment 1. Specific Context of the Teaching/Learning Situation Number of Students: The course is designed for undergraduate and graduate students, with class sizes ranging from 20 to 40 students per section. Course Level: Higher education, applicable to both undergraduate and graduate students, especially those in education, instructional design, or technology-related programs. Class Meetings: The course will run for a 15-week semester, with weekly sessions lasting 60–90 minutes. Delivery Method: The course will be delivered in a blended format, combining asynchronous online modules (covering theoretical concepts) and live sessions (for discussions, demonstrations, and practical applications). It will incorporate elements of a flipped classroom, where students engage with materials before class and apply them in discussions and projects. Physical Environment Factors: Some sessions will take place in computer labs or smart classrooms, ensuring access to technology for hands-on activities. Remote students will need access to a stable internet connection, digital tools, and an LMS (Learning Management System). Technology & Networking Issues: Students may face challenges with internet access, device compatibility, or platform navigation. Training modules and tech support resources will be provided to minimize barriers. 2. General Context of the Learning Situation Institutional Expectations: The course aligns with the university’s mission to integrate digital literacy and innovative teaching methods in higher education. Departments expect students to be proficient in digital tools for curriculum design and instructional delivery. Professional Expectations: Education professionals are increasingly expected to integrate digital platforms to enhance student engagement and personalize learning. This course prepares future educators, administrators, and instructional designers to meet these demands. Societal Expectations: Society emphasizes technology-driven education, requiring educators to adapt to virtual classrooms, AI-driven learning tools, and data analytics for student success. This course ensures students develop future-ready teaching strategies. 3. Nature of the Subject Combination of Theory and Practice: The course blends theoretical concepts (e.g., learning theories, digital pedagogy, and technology adoption models) with practical applications (e.g., using LMS platforms, designing digital lesson plans, and analyzing learning analytics). Convergent & Divergent Thinking: While some aspects (e.g., understanding LMS functionalities) require convergent thinking, others (e.g., designing digital learning experiences) promote divergent thinking by encouraging creativity and experimentation. Current Trends & Controversies: The rapid growth of AI, adaptive learning, and data privacy concerns are shaping the landscape of digital education. Ethical considerations, digital equity, and student engagement challenges are ongoing areas of debate. 4. Characteristics of the Learners Diverse Life Situations: Learners may include traditional undergraduates, working professionals, K–12 educators, and instructional designers looking to integrate digital platforms into their teaching. Their backgrounds vary in terms of socioeconomic status, cultural diversity, and tech proficiency. Prior Knowledge & Experiences: Some students may already have experience with LMS platforms and online learning, while others may be new to digital tools. Their attitudes toward technology range from enthusiastic adopters to reluctant users. Learning Goals & Expectations: Students expect hands-on experience, practical strategies, and real-world applications for using digital platforms. They seek to enhance student engagement, streamline course delivery, and improve learning outcomes through technology. 5. Characteristics of the Teacher Beliefs & Values about Teaching: The instructor believes that education is the key to success and that technology should enhance—not replace—effective teaching. The goal is to create engaging, interactive learning environments while ensuring digital equity. Attitude toward Subject & Students: The instructor is passionate about integrating technology in meaningful ways, ensuring students feel supported in their learning journey. They recognize that some students may feel overwhelmed by new technologies and aim to build confidence through guided practice. Knowledge & Familiarity with the Subject: The instructor has extensive experience in higher education advising, instructional technology, and digital pedagogy. They stay current with emerging trends, tools, and research to provide students with relevant and applicable knowledge. Teaching Strengths: Strengths include hands-on learning approaches, real-world problem-solving, and adaptability to different learning needs. The instructor fosters a collaborative and inclusive classroom environment, encouraging exploration and innovation. Formulating Significant Goals What key information (e.g., facts, terms, formulae, concepts, principles, relationships, etc.) is/are important for students to understand and remember in the future? Digital Literacy & Navigation : Understanding how to effectively use digital platforms (e.g., learning management systems, academic advising tools, degree planning software) to access resources, track progress, and make informed decisions. Academic Planning & Progress Tracking: Knowing how to evaluate degree requirements, course sequencing, and credit hours to stay on track for graduation. Data-Driven Decision-Making: Understanding how to analyze and interpret academic performance metrics, career outcomes, and institutional policies to make informed choices about courses, majors, and career paths. Self-Advocacy & Resource Utilization: Recognizing the importance of seeking support from academic advisors, faculty, and online tools to enhance decision-making. Long-Term Impact of Choices: Understanding how academic decisions (such as course selection, major changes, and extracurricular involvement) affect future opportunities like internships, job prospects, and graduate school admissions. What key ideas (or perspectives) are important for students to understand in this course? Empowerment through Technology: Digital tools are not just administrative conveniences—they are powerful resources that can help students take control of their academic journeys. Informed Decision-Making is a Skill: Making sound academic choices requires critical thinking, research, and reflection, all of which can be developed through practice and digital support systems. Adaptability in a Digital Age: Higher education and the workforce are increasingly reliant on digital platforms, and students must embrace technology to remain competitive and informed. Lifelong Learning Mindset: The ability to use digital tools to make decisions is not just relevant in college but is a skill that will benefit students in their careers and personal growth. Collaboration & Support: While digital platforms provide autonomy, they should complement—not replace—human interaction with advisors, mentors, and peers for a well-rounded decision-making process. Foundation Knowledge Application Goals What kinds of thinking are important for students to learn? All of them! Critical Thinking: Analyzing academic and career pathways to make informed decisions. Evaluating course options, degree requirements, and the impact of choices on future opportunities. Assessing the credibility of digital tools and resources to ensure they are using accurate and relevant information. Creative Thinking: Exploring innovative ways to use digital platforms for personalized learning and academic planning. Finding alternative pathways to achieve academic and career goals, such as combining majors, minors, or certificates. Utilizing technology creatively to enhance engagement, collaboration, and efficiency in their academic journey. Practical Thinking: Applying digital tools to solve real-world academic challenges, such as scheduling conflicts, degree progress tracking, and career planning. Making strategic decisions about course loads, extracurricular involvement, and time management. Using digital advising platforms effectively to streamline academic and career planning. What important skills do students need to gain? Digital Literacy: Navigating academic advising platforms, learning management systems, and career planning tools. Decision-Making: Weighing options and selecting courses, programs, and opportunities that align with long-term goals. Problem-Solving: Addressing academic challenges such as changing majors, course scheduling conflicts, and adapting to unforeseen obstacles. Self-Advocacy: Seeking and utilizing academic support resources, including digital tools, advisors, and faculty. Time Management: Effectively balancing coursework, extracurricular activities, and personal responsibilities. Data Interpretation: Understanding and analyzing academic progress reports, degree audits, and career outlook data. Do students need to learn how to manage complex projects? Yes! Managing their academic careers is, in itself, a complex, multi-year project. Students need to: Plan long-term academic goals while adjusting to short-term challenges. Break down major goals (graduation, career readiness) into manageable steps (course selection, internships, networking). Use project management skills such as scheduling, setting milestones, and tracking progress—many of which digital platforms can facilitate. Adapt to changes and unexpected challenges, such as switching majors, transferring credits, or adjusting plans based on new career interests. What connections (similarities and interactions) should students recognize and make…: - Among ideas within this course? The Relationship Between Digital Tools and Decision-Making: Students should see how different digital platforms (e.g., advising systems, degree audits, career planning tools) work together to support informed academic choices. The Balance Between Technology and Human Support: While digital platforms provide valuable insights, students should recognize the importance of combining technology with guidance from advisors, mentors, and peers. Short-Term vs. Long-Term Planning: Understanding how daily academic decisions (course selection, study habits) impact long-term goals (graduation, career opportunities). - Among the information, ideas, and perspectives in this course and those in other courses or areas? Interdisciplinary Application of Decision-Making: The ability to analyze, evaluate, and make informed choices is crucial in all fields, from business to STEM to the arts. Technology in Other Disciplines: Digital platforms are used in nearly every profession (e.g., project management software in business, data analytics in healthcare), reinforcing the need for digital literacy. The Impact of Education on Career Development: Connections between academic choices and future career success, emphasizing how skills from various courses (critical thinking, communication, research) contribute to professional growth. - Among material in this course and the students' own personal, social, and/or work life? Decision-Making Beyond Academics: The ability to analyze options, seek relevant information, and make informed choices applies to personal life (e.g., financial decisions, job offers, graduate school applications). Digital Literacy in Everyday Life: From using online banking to navigating job applications, digital competency is a life skill. Networking and Collaboration: Recognizing the role of technology in connecting with advisors, faculty, and professional networks for long-term success. Integration Goals Human Dimensions Goals What could or should students learn about themselves? Their Decision-Making Style: Students should recognize how they approach academic and career decisions—whether they rely on intuition, data, or external guidance—and learn strategies to improve their decision-making process. Their Strengths and Growth Areas: By using digital platforms to track academic progress and career planning, students can identify areas where they excel and areas where they may need extra support or skill development. Their Ability to Adapt and Self-Advocate: Students should realize that they have control over their academic journey and that seeking support (advisors, mentors, digital tools) is a strength, not a weakness. Their Learning Preferences and Work Habits: By engaging with digital tools, students may discover how they best absorb information, manage their time, and stay organized, leading to better academic performance and personal development. Their Future Goals and Aspirations: Exposure to academic planning and career resources can help students clarify their long-term aspirations and take intentional steps toward achieving them. What could or should students learn about understanding others and/or interacting with them? The Value of Diverse Perspectives in Decision-Making: By engaging with advisors, faculty, and peers, students will see how different viewpoints can enhance their academic and career choices. Effective Communication in Digital and In-Person Settings: Since digital platforms are a major part of education and the workplace, students should learn how to communicate professionally and effectively through email, discussion forums, and virtual advising sessions. Collaboration and Networking: Students should recognize that academic success is not a solo journey—building relationships with advisors, professors, and classmates can provide valuable support and opportunities. Empathy in the Academic and Professional World: Understanding that everyone has different educational paths and challenges can help students develop empathy and become better team members, leaders, and problem-solvers in their academic and career endeavors. What changes/values do you hope students will adopt? 1. Feelings Confidence in Decision-Making: Students should feel empowered to make informed academic choices without fear of uncertainty or regret. A Sense of Ownership Over Their Education: They should feel that their academic journey is within their control and that they have the tools to navigate it effectively. Reduced Anxiety About the Future: By having access to digital resources and planning tools, students should feel more at ease about their academic progress and career prospects. Excitement for Learning: Rather than viewing academic planning as a chore, students should feel motivated by the opportunities their choices create. 2. Interests Engagement with Digital Tools for Learning and Planning: Students should develop an interest in using technology to enhance their education, rather than seeing it as just a requirement. Lifelong Learning & Self-Improvement: Encouraging curiosity about personal and professional growth beyond the classroom. Career Exploration: Students should become more interested in researching potential career paths, internships, and opportunities that align with their goals. 3. Values Responsibility & Accountability: Recognizing that their academic success depends on the choices they make and the effort they put into planning their future. Proactive Decision-Making: Valuing the ability to seek information, evaluate options, and take initiative rather than waiting for guidance. Adaptability & Growth Mindset: Understanding that plans may change and that flexibility is key to long-term success. Collaboration & Seeking Support: Appreciating the role of advisors, mentors, and peers in their educational journey and being open to feedback and guidance. Ethical Use of Technology: Developing a sense of integrity in using digital tools responsibly, whether for academic planning, research, or collaboration. Caring Goals Learning "How-To-Learn" Goals What would you like for students to learn about: - How to Make Informed Academic Decisions Use digital platforms to explore degree requirements, course options, and career pathways. Evaluate the impact of academic choices on long-term goals (graduation, career readiness, graduate school). Analyze data from degree audits, academic progress reports, and career outcome statistics. - How to Navigate and Utilize Digital Tools for Academic Success Effectively use academic advising platforms, learning management systems, and career planning software. Leverage technology to track progress, set academic goals, and plan coursework strategically. Use online resources to research career opportunities, internships, and graduate programs. - How to Develop a Personalized Academic and Career Plan Identify personal strengths, interests, and career aspirations. Align course selection and extracurricular activities with long-term goals. Adjust academic plans when necessary while staying on track for graduation. - How to Manage Time and Prioritize Tasks Effectively Balance coursework, extracurricular activities, internships, and personal responsibilities. Create study schedules and set realistic milestones for academic progress. Use productivity and organization tools to manage deadlines and commitments. - How to Seek Support and Advocate for Themselves Communicate effectively with academic advisors, faculty, and support staff. Recognize when to seek help and utilize available academic resources. Build a professional network through mentorship, internships, and peer collaboration. - How to Adapt to Change and Overcome Challenges Navigate academic setbacks, such as failing a course or switching majors, with resilience. Develop problem-solving skills to adjust plans based on new opportunities or obstacles. Embrace lifelong learning and adaptability in an evolving academic and professional landscape.

EDLD 5315: Creating Significant Learning Environments Dr. Kelly Grogan | Spring 2025 By focusing on learning as a first priority, the learning will drive the selection, implementation, and application of technology within the learning environment. This focus allows technology to be put into its proper place where it enhances learning as opposed to a directive tool that can potentially limit learning. Class Assignments Below are the completed assignments from EDLD 5313, showcasing the work and progress made throughout the course. These assignments reflect key concepts, research, and practical applications related to the course objectives. 01 New Culture of Learning In this assignment, I created my response to A New Culture of Learning and outline how I will move toward creating significant learning environments. Please click the title to view the full webpage 02 Learning Philosophy In this assignment, I outlined and discuss my beliefs and practices about learning. Dwayne Harapnuik's Learning Philosophy focuses first on the learning and argues that he is a learning facilitator rather than a teacher. Regardless of your position on learning and teaching, creating a learning philosophy will force you to think through and define your beliefs about learning and your role in creating significant learning environments. Please click the title to view the full web page. 03 Aligning Outcomes In this assignment, you will need to create a Learning Outcomes 3 Column Table for a course, a unit, or some other instructional component of your innovation plan. It is important to remember when building planning documents that provide a foundational view of your learning environment, the development of effective learning goals/outcomes, and the alignment of those outcomes/goals to assessment and activities is the priority. Please click the title to view the full web page. 04 UbD Design Template In this assignment, you will create a UbD Template and reflect on how the design process adds to your innovation planning. It is important to remember that building planning documents provide an overview or gestalt of your learning environment. The UbD Template also provides a design framework that can be used to check the alignment of the outcomes/goals, assessments, and activities and to see how this unit or course fits into a larger context. Please click the title to view the full web page. 05 Growth Mindset Plan I created a detailed implementation outline for my innovation plan, mapping out the first three years of its development and execution. Please click the title to view the full web page.

"What's Your Why?" December 10, 2024 | EDLD 5304 | Fall 2024 "If we want to feel an undying passion for our work, if we want to feel we are contributing to something bigger than ourselves, we all need to know our WHY." Why? My purpose is to support and guide students to fully understand how to navigate through higher education and provide them with the tools and resources to be successful. How? I invest in each student's success by understanding their goals, challenges, and aspirations. I create a supportive, open environment where students feel heard and empowered to take ownership of their education. My goal is to help them build confidence, make informed decisions, and reach their full potential. What? Students are able to make informed decisions about their education and career pathway. 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 assistance to those facing challenges, mentoring individuals who seek direction, or simply being a dependable presence for those without a support system, my goal is to make a positive impact. I am driven by the desire to help others navigate through difficult times, to empower them to grow, and to be a steady hand they can rely on. By offering guidance, encouragement, and care, I strive to create meaningful change in the lives of those I encounter. I work in higher education because I am deeply passionate about supporting students as they strive to achieve goals they may have once thought were out of reach. There is nothing more fulfilling than helping them realize their potential and guiding them through challenges they face along the way. I also find great joy in being a listening ear for students, offering them a safe and welcoming environment where they feel heard and valued. Creating such spaces allows students to grow both academically and personally. The opportunity to make a positive impact in their lives and contribute to their success is incredibly rewarding for me. Why: The Purpose How: The Process As an academic advisor, I stand out by truly investing in the success and well-being of each student I work with. I take the time to understand their unique goals, challenges, and aspirations, and tailor my guidance to help them navigate their academic journey. I am approachable and dedicated to creating a supportive, open environment where students feel comfortable discussing their concerns. Every day, I prioritize active listening, empathy, and clear communication, ensuring that students not only receive the academic advice they need but also feel empowered to take ownership of their educational path. My goal is to help students build confidence, make informed decisions, and realize their full potential. An academic advisor at college plays a crucial role in guiding students through their academic journey, helping them make informed decisions about course selection, degree requirements, and career goals. Advisors provide personalized support by understanding each student's strengths, challenges, and interests, ensuring they stay on track toward graduation. Through regular meetings, advisors help students navigate academic policies, troubleshoot any obstacles, and connect them with resources on campus. This support enables students to set realistic goals, manage their time effectively, and make thoughtful choices about their education, ultimately empowering them to succeed both in the classroom and beyond. I know I've completed my job as an academic advisor when I see students confidently moving forward with their academic and career goals. This happens when they not only understand their degree requirements but also feel empowered to make decisions about their education and future. Successful outcomes, such as students staying on track to graduate, overcoming challenges, and utilizing resources effectively, indicate that I’ve made a positive impact. Additionally, when students express a sense of accomplishment, improved confidence, or gratitude for the guidance and support they received, I know I’ve fulfilled my role in helping them navigate their academic journey. What: The Result

About Me: N'Kima Browning "Technology will never replace great teachers, but technology in the hands of great teachers is transformational." About Hi everyone! I'm N'Kima. I was born and raised in Tyler, TX. I graduated from Chapel Hill High School, where I participated the Early College Program, enabling me to earn my Associate's degree from TJC before I even received my high school diploma. I continued my education at the University of North Texas, where I received my Bachelor's in Interdisciplinary Studies, EC-6. After graduating, I worked for an amazing organization, Communities in Schools of North Texas, where I served as a Site Coordinator for an after school program at an elementary school. Although I love working with little ones, I had a desire to try something new. After a year, I decided to move back to Tyler and work in higher education. I received a position at Tyler Junior College as an Admissions Specialist, where I assisted with recruitment and the admissions process for our institution. I have currently been promoted and now work as an Academic Advisor, where I assist students with scheduling their courses. These experiences have made me who I am today, fueling my love learning and creativity. On the more fun side of things, my hobbies include reading, playing tennis, and tattooing. I have two fur babies named Drake (Terrier Mix) and Rawlo (Standard Poodle). Education Harvard University Tyler Junior College May 2017-August 2017 HUMA - Masterpiece of World Literature Jan. 2016 - May 2019 General Studies, AA Lamar University University of North Texas August 2019 - May 2022 Interdisciplinary Studies, BS August 2024 - December 2025 Applied Digital Learning, MA

UbD Template February 26, 2025 | EDLD 5313 | Spring 2025 "Learning is the cornerstone of growth; it empowers us to shape our futures with knowledge and confidence." Supporting Documents UbD Template Stage 1 – Desired Results Established Goals: Implement a comprehensive digitalized platform in higher education to optimize the admissions and advising process. Increase efficiency by automating administrative tasks such as document submission, student tracking, and appointment scheduling. Enhance student engagement by providing a user-friendly interface, real-time chat support, and personalized academic planning tools. Improve accessibility through mobile-friendly design and integration with assistive technologies. Ensure data security and compliance with FERPA and other regulations regarding student information. Enduring Understandings: A digitalized platform can significantly reduce processing times for admissions applications and streamline advising interactions. Students benefit from a more transparent and accessible admissions and advising experience through digital self-service tools. Integrating AI-powered chatbots and predictive analytics can enhance personalized student guidance and intervention strategies. Effective implementation requires stakeholder collaboration, continuous feedback, and iterative improvements. Essential Questions: How can a digitalized platform transform the efficiency and effectiveness of the admissions and advising process? What are the key features that must be included to ensure usability for students, faculty, and administrators? How can data analytics be leveraged to provide proactive and personalized advising? What challenges might arise during implementation, and how can they be mitigated? Students Will Know: The functionalities of the digital platform, including document submission, appointment booking, and academic planning tools. How to access and interpret automated advising reports and predictive analytics. Best practices for engaging with virtual advisors and AI-driven support systems. Students Will Be Able To: Navigate the digital admissions system to complete applications, upload required documents, and track application status in real time. Use the platform to schedule advising appointments, communicate with advisors, and access personalized academic roadmaps. Utilize AI-driven recommendations to make informed decisions about course selection, financial aid, and career pathways. Provide feedback on platform usability and suggest improvements for future iterations. ______________________________________________________________________________________ Stage 2 – Assessment Evidence Performance Tasks: Conduct a mock admissions application process using the digital platform and evaluate its ease of use and efficiency. Participate in a simulated advising session utilizing AI-generated course recommendations and predictive analytics. Develop a case study analysis of how the digital platform improves student engagement and retention. Other Evidence: Surveys measuring student and advisor satisfaction with the platform. Analytics tracking the reduction in processing times and error rates in admissions and advising. Feedback reports highlighting areas for improvement in platform functionality. ______________________________________________________________________________________ Stage 3 – Learning Plan Learning Activities: Interactive training workshops for students, faculty, and staff on using the digital platform. Hands-on demonstrations with guided exercises for completing common admissions and advising tasks. Peer-to-peer knowledge-sharing sessions where students share their experiences and best practices. Resources & Materials: Step-by-step video tutorials and an online knowledge base for troubleshooting. AI-powered chat support for real-time assistance with admissions and advising queries. A comprehensive FAQ section addressing common concerns and potential roadblocks. Instructional Strategies: Scenario-based learning where students navigate real-life admissions and advising cases using the digital platform. Role-playing activities where faculty act as advisors and students utilize digital tools for problem-solving. Continuous monitoring and feedback loops to adapt the platform based on user needs. Understanding by Design (UbD) Template for Learning Environment Comparing the UbD Template with Fink’s 3-Column Table, both frameworks support structured curriculum design but focus on different aspects: UbD emphasizes backward design, ensuring alignment between goals, assessments, and activities. It starts with learning outcomes and works backward to build instruction. Fink’s 3-Column Table integrates significant learning experiences, focusing on foundational knowledge, application, and integration. It considers student engagement and motivation as primary components. Each method is effective in different scenarios: UbD is beneficial for structured curriculum planning, ensuring consistency and clarity in instructional goals. Fink’s model is more flexible and exploratory, making it ideal for innovative and interdisciplinary learning experiences. By using both models, I can create a dynamic learning environment that blends structured outcomes with meaningful student engagement. The process has enhanced my ability to design innovative, student-centered educational experiences, ensuring that the digitalized admissions and advising platform remains intentional, engaging, and adaptable to the evolving needs of higher education institutions. The integration of AI-driven features, data analytics, and automation ensures that this platform will be a transformative tool, fostering efficiency, accessibility, and student success in higher education. Reflection on Design Process & Innovation Planning