My ADL Journey: Reflection, Learning and Leading Change
May 1, 2025
Download PDF version here.
About My Journey
When I started this program, I came in with a mix of emotions—excitement, curiosity, and a bit of uncertainty. I knew I wanted to grow, but I wasn’t exactly sure how that growth would unfold. What I did know was that something needed to change in how students engage with learning, and I was ready to explore what that could look like.
Throughout this experience, I had the support of a strong community. From my peers who were navigating the same challenges, to the thoughtful mentorship of Dr. Harapnuik, and the constant encouragement from colleagues and mentors—I never felt like I was doing this alone. Conversations with my course lead helped ground my ideas, and even informal feedback from my students reminded me who I was doing this for.
There were definitely highs—moments when everything clicked and I could see the direct impact of what I was building. Being able to apply new ideas to my Innovation Plan and watch them take shape was incredibly validating. On the flip side, there were also hurdles—especially when I found myself knee-deep in learning how to build a website from scratch. It was frustrating, but also empowering in hindsight. That process forced me to be resourceful and resilient.
Emotionally, it was a rollercoaster. There were moments of self-doubt, but also moments of real clarity and pride. This program pushed me to think differently, act intentionally, and keep moving forward—even when things felt uncomfortable or unfamiliar. And that’s where the most meaningful growth happened.
This page is just one snapshot of a much bigger story—one of learning, leading, and evolving as an educator. I'm proud of how far I’ve come and excited about where I’m headed.
What Have I Created or Accomplished
Throughout this program, I developed an Innovation Plan focused on implementing a blended, individualized rotation model in my classes. I wanted to help students—especially those struggling—engage more meaningfully and improve their performance. This idea became the foundation for my Action Research Project, which gave me a chance to collect real data and reflect on how my approach impacted learning.
As I moved through each course, I built an ePortfolio that became more than just a requirement—it became a space to reflect, share, and organize the work I’m proud of. I even started building one for my sister’s culinary career because I saw how powerful it could be.
I learned how to create a significant learning environment by applying the COVA (Choice, Ownership, Voice, and Authentic learning) model. These ideas pushed me to give students more control over their learning and helped me shift my own mindset in the process. I also grew to value the role of feedback, flexibility, and patience—lessons that weren’t always easy but were always worth it.
This journey taught me that meaningful change doesn’t happen overnight, but with persistence, collaboration, and a clear vision, it can start to take shape. I feel more confident in my ability to lead change, support my colleagues, and create learning experiences that actually matter to students.
Each project—from my innovation plan and professional development strategy to my publication and podcast—helped me become the kind of educator and leader I want to be: reflective, open to growth, and always focused on what helps students thrive.
Key Projects
​
-
Innovation Plan: Implementing Blended Learning in Anatomy & Physiology
-
A comprehensive plan to introduce an individualized rotation model to support student engagement and academic performance.
-
Action Research Project
Focused on measuring the impact of blended learning on students who previously struggled in traditional lab settings. -
Professional Learning Plan
Outlining a more intentional and meaningful approach to faculty development. -
CSLE + COVA Reflections
Exploring how choice, ownership, voice, and authentic learning shaped my mindset and instructional practices. -
ePortfolio Build + Impact
Not just a final product, but an ongoing process that allowed me to reflect, refine, and share. -
Redefining Leadership
A brief reflection on how leadership can shift from managing systems to empowering people. -
Collaboration + Knowledge Sharing
Highlighting my plans for professional development sessions like book clubs and strategy workshops.
Highs & Lows of My Learning Process and How I Felt Through It All
There were definitely moments when everything clicked—those were the highs. Seeing my Innovation Plan come to life, hearing positive feedback from colleagues, and realizing that my ideas had real potential felt incredibly validating. Completing the ePortfolio and seeing how much I had grown was also a major milestone. But the journey wasn’t without challenges. Balancing deadlines, navigating uncertainty, and pushing through self-doubt were tough. Time management was a constant struggle, and there were points when I felt overwhelmed or unsure of the next step. Still, every low point taught me something—about perseverance, learning through discomfort, and trusting the process.
What Worked for Me and What Can I Improve On
Throughout this journey, I found that implementing the COVA (Choice, Ownership, Voice, and Authenticity) model in my innovation plan was especially effective. The ability to give students autonomy and make learning more relevant to their lives has significantly enhanced engagement and motivation (Harapnuik, Thibodeaux, & Cummings, 2018). One aspect that worked well was the flexibility to adapt the course content and structure based on real-time feedback from students and colleagues. This iterative approach allowed me to continuously refine my practices and better meet student needs. However, one area I could improve on is time management. While I was able to meet deadlines, I often found myself rushing to finish tasks, which impacted the depth of exploration for some aspects of my projects (Garrison & Vaughan, 2008). Moving forward, I will focus on better planning and managing my time to allow for more thoughtful and thorough work.
Lessons that I Learned
The process of developing and implementing my innovation plan has taught me that learning is most impactful when it is meaningful, authentic, and student-centered. The COVA and CSLE (Creating Significant Learning Environments) frameworks have emphasized the importance of giving students the freedom to explore and take ownership of their learning (Harapnuik, Thibodeaux, & Cummings, 2018). Through this journey, I’ve learned that feedback and flexibility are critical to both student and teacher growth. My action research project, which focused on assessing the impact of blended learning in an Anatomy and Physiology course, highlighted the significance of data in driving informed decision-making (Means et al., 2010). Most importantly, I’ve learned that real growth occurs when we embrace discomfort and step outside our comfort zones, whether as educators or students.
Where Am I Now
At this point in my journey, I am confident in my ability to integrate digital tools into my teaching. My innovation plan for blended learning has become a foundation for my teaching practices, and I feel equipped to design learning environments that are not only engaging but also allow for deeper student involvement and ownership of their learning (Horn & Staker, 2014). Reflecting on my progress, I realize that I have transformed both as a teacher and as a leader. I no longer view my role as just an instructor; I see myself as a facilitator who empowers students to be active participants in their learning journey. As I move forward, I am committed to continuing my development, refining my practice, and learning alongside my students.
What Am I Interested In Doing
Looking ahead, I’m particularly interested in expanding my research into the effectiveness of blended learning models in my courses. I would also like to explore how to better integrate technology to support real-time feedback and self-assessment, which will help further personalize learning for students. Additionally, I’m interested in collaborating more closely with colleagues to explore new methods for professional development that foster innovation in teaching practices. By building a community of like-minded educators, I hope to create a supportive network where we can share best practices and continuously improve our approach to teaching and learning.
What Are My Next Steps and How Will I Change the Future
Moving forward, my next steps involve continuing to refine and implement my blended learning model while gathering more data to assess its impact on student outcomes. I also plan to expand my professional development initiatives, helping to guide my peers toward adopting innovative practices that enhance teaching and learning. By fostering a culture of continuous improvement and encouraging experimentation in the classroom, I hope to contribute to transforming the way education is delivered. My goal is to create a learning environment where students are empowered to take ownership of their learning, where faculty feel supported in their growth, and where educational practices are aligned with the demands of the future (Kotter, 2012).
Click on each image to learn more!
References
Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass.
​
Harapnuik, D., Thibodeaux, T., & Cummings, C. (2018). Creating significant learning environments (CSLE) with the COVA model. Retrieved from https://www.leadinglearning.com
Horn, M. B., & Staker, H. (2014). Blended: Using disruptive innovation to improve schools. Jossey-Bass.
Kotter, J. P. (2012). Leading change. Harvard Business Press.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U.S. Department of Education.