My Professional Identity

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I am a passionate lifelong learner, dedicated professional, and innovative leader committed to transforming financial aid operations for the benefit of both staff and students. Through the Master’s of Education in Applied Digital Learning program at Lamar University, I stepped beyond my comfort zone to learn how to represent with purpose, create meaningful solutions, and use innovation to drive impactful change. As a financial aid professional and now a master’s graduate, I blend strategic thinking with empathy to build systems that empower others. My learning philosophy focuses on the belief that staff work best when they are supported with efficient, intuitive processes that reduce administrative burdens and maximize service to students. I believe that innovation happens with empathy and that intentional leadership is key to driving positive, lasting change (Fullan, 2014). I value balance and reflection to find joy and purpose in both my work and personal life. Ultimately, I am someone who thinks deeply about what effective learning, working, and leading should look like for everyone.

 

My Starting Point

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When I reflect on the beginning of the ADL program, I felt excited to pursue my master’s degree, a goal I had for years, but I was also unsure of how to turn my ideas into real, impactful solutions. I knew I had a passion for improving financial aid processes to better serve students and reduce staff burnout, but I lacked the framework to translate vision into implementation. I needed to rethink what learning and innovation should look like for myself as a professional and leader (Harapnuik et al., 2018). I certainly had the heart for change but needed the tools and models to move forward (Fullan, 2013). I was eager to learn, yet nervous about balancing coursework with my demanding professional responsibilities. Looking back now, I feel proud that I leaned into challenges and trusted the process. I have grown to foster a growth mindset in myself and my team, viewing challenges as opportunities to innovate and improve (Dweck, 2006). This journey has been one of the most purposeful and meaningful learning experiences of my career.

 

The People Who Supported Me

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From the very beginning, I was supported by an incredible network. My professors set high expectations while fostering encouragement, and my classmates (Lydia McDonald, Julia Cochran, Shaqueta Lewis, Jana Keifer, and Michael Harrell) became a trusted team for collaboration and feedback. This community reminded me that growth is a collective journey (Wenger, 1998). Through discussions, shared struggles, and celebrations of success, I learned that collaboration fuels deeper learning. These connections strengthened my work and made the entire journey richer and more impactful.

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Challenges and Triumphs

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Throughout the program, I experienced many highs and lows. A major high point was seeing my innovation plan to automate Banner processes come together. It felt empowering to design a solution that could reduce repetitive tasks for financial aid staff, increase accuracy, and improve student services. I knew automation would create meaningful efficiencies, and seeing my ideas take shape confirmed the real-world relevance of this work.

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However, I also faced challenges, particularly in balancing coursework with full-time responsibilities and navigating new technologies and frameworks. There were moments of self-doubt when developing automation workflows or tackling complex implementation barriers. Time management was a constant obstacle. Yet, every challenge made the successes sweeter, revealing my resilience and ability to problem-solve with purpose and confidence.

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My Achievements

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Through this program, I created a comprehensive innovation plan to automate critical Banner processes in financial aid, aiming to streamline packaging, disbursements, and compliance verifications. I built an action research project to assess the impact of automation on staff efficiency and accuracy, created a robust ePortfolio to document my journey, and developed literature reviews to ground my work in research-based best practices. Each project strengthened my skills as a designer of impactful solutions.

I met my course goals by designing significant learning and working environments using CSLE + COVA, adapted to professional contexts, to foster ownership, voice, choice, and authentic opportunities (Harapnuik et al., 2018). I learned how to lead change initiatives, gather data to guide decisions, and implement processes that empower staff to focus on what truly matters: student success (Kotter, 2012).

 

Keys to My Growth

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What helped me most was staying connected to my learning community. Seeking feedback and multiple perspectives enhanced every aspect of my work (Costa & Kallick, 2008). Reflective practice was also key, though if I could improve one thing, it would be capturing reflections earlier and more consistently throughout each project phase. This would have illuminated even deeper insights about my growth and design decisions.

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Lessons I Learned

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This program taught me that leadership is not about having all the answers; it is about creating systems and environments where people feel supported to innovate and thrive (Harapnuik et al., 2018). True leadership is rooted in empathy, flexibility, and collaboration rather than rigid control (Fullan, 2014). I learned how to develop an automation proposal grounded in stakeholder input and best practices, supported by a literature review and a 4DX strategy for implementation. These experiences shaped me into a professional who leads with intention, data-driven insights, and purpose (Horn & Staker, 2015).

 

Where I Stand Today

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Today, I feel confident, equipped, and excited to lead the implementation of Banner automation for financial aid operations. I plan to create efficient workflows that empower staff to work smarter, not harder, while delivering timely and accurate support to students. My vision is to continue innovating, mentoring others in process improvement, and collaborating with institutional leaders to create impactful change.

 

My Future Focus

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I am deeply interested in pursuing roles focused on process improvement, instructional design for staff training, or digital transformation within higher education. I want to help teams integrate automation strategically, communicate change empathetically, and design with clarity and purpose. My passion lies in creating systems and learning environments that are efficient, empowering, and transformative (Harapnuik et al., 2018).

 

My Path Forward

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As I conclude my ADL journey, I carry forward a deep commitment to lead with empathy, innovation, and intention. I plan to continue designing and implementing automation processes in financial aid to drive efficiency and accuracy while supporting staff well-being and student success. I believe change begins with one person willing to try something new, and I am ready to be that person, leading by example to inspire meaningful, lasting improvements. Real leadership is about inspiring others to act on what matters most (Fullan, 2014), and my mission is to help financial aid staff thrive so they can focus on what they do best – supporting students’ educational dreams.