COVA Reflection & Application
Embracing Choice, Ownership, and Voice Through Authentic Learning: My Journey with the COVA Model
Reflection on my COVA Journey
When I first entered the Applied Digital Learning (ADL) program, I had no idea how much it would push me to rethink what learning could and should look like for myself and my organization. Early on, it became clear that this wasn’t going to be a traditional, lecture-type program. The moment I first realized I had choice, ownership, and voice in my learning came during one of the early assignments when we were tasked to design a learning manifesto and innovation plan based on problems I was passionate about. That freedom initially felt overwhelming, but it also sparked something in me. For the first time in a long time, I wasn’t just completing assignments, but I was solving real problems that mattered to me and my organization.
Taking ownership of my learning wasn’t immediate. I had been so conditioned to wait for instructions, seek out rubrics, and play it safe. When I was asked to choose my own direction, I hesitated. Was I ready? Not completely. But I knew I had to lean into the discomfort to grow. So I started asking different kinds of questions, not just “What is the right answer?” but “What does my organization need?” and “How can this make a real difference for my colleagues in financial aid?”
Adjusting to this style of learning meant shifting my mindset from compliance to creative leadership. I stopped viewing learning as consumption and began seeing it as design. Looking back, I would have taken even more risks earlier on and leaned into storytelling, added more multimedia, or conducted interviews to strengthen my innovation plan. Now I know that meaningful learning is messy, iterative, and deeply personal.
One of the biggest challenges was finding and using my own voice. I was so used to writing for professors or hypothetical audiences that speaking directly to my organization—financial aid staff, leadership, and stakeholders required a mindset shift. But once I found my voice, it became easier to advocate for change and bring others into the vision.
Initially, I wasn’t sure if I was prepared to take on the role of leading change. I worried that others wouldn’t take me seriously or that my ideas might be too ambitious. But as I worked through each course, backed by the Six Sources of Influence, 4DX, crucial conversations, and significant learning environments, I developed more confidence. I’ve come to see myself not only as a learner but as a leader of learning in my workplace.
My innovation plan to bring automation into Banner systems for financial aid processing wasn’t just created to fulfill a course requirement. It’s deeply authentic, tied to real pain points and inefficiencies that impact students and staff every day. I’ve already started having conversations with IT, administrators, and fellow advisors to begin piloting the process. This isn’t just a “student project,” but this is my real work now.
The COVA approach and the CSLE model deeply align with my learning philosophy. I believe people learn best when they feel empowered, trusted, and supported. The more control we give learners over their path, the more invested they become in the outcome. My philosophy has evolved from “teach to transfer knowledge” to “facilitate environments where learners can own their transformation.” This reflects the idea that individuals learn best when they have time to reflect, independence, and opportunities to change how they see things (Cranton, 2006).
Applying the COVA and CSLE Approaches in My Organization
Now that I’ve experienced the power of the COVA model firsthand, I’m committed to using it to create significant learning environments within my organization. I plan to apply the COVA approach in professional development for financial aid staff by focusing on authentic problems, offering freedom in how solutions are explored, and encouraging individual voice and reflection throughout the process.
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Instead of dictating a rigid professional development format, I will offer choice, where staff can select which process to improve (packaging, verification, disbursement), and how they want to present their solutions (guides, process maps, screencasts). I’ll provide clear outcomes, but let them decide the path to get there.
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Ownership will come through self-directed projects where staff are encouraged to experiment with new automation tools or workflows, document their findings, and recap their processes. These will be connected directly to their day-to-day work, making the experience meaningful and actionable. Individuals are more motivated to learn when their experiences are relevant, self-directed, and applicable to real challenges (Merriam & Bierema, 2014).
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Voice will be amplified through feedback sessions, team trainings, and collaborative reflection. Everyone will have the opportunity to share successes, failures, and lessons learned, which fosters a culture of collective growth rather than compliance.
To help financial aid staff embrace this approach, I'll begin by modeling openness and sharing my journey from the ADL program. I’ll highlight how COVA helped me develop real solutions and how it can empower them, too. Supporting a growth mindset can help individuals embrace challenges and push through discomfort, which is important in shifting to learner-centered environments (Dweck, 2006). Change is uncomfortable, so I’ll also provide support through goal-setting templates, coaching, and small pilot projects to ease the transition and build confidence.
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I’m realistic that challenges will arise. Some team members may resist the openness or feel unsure about taking control of their learning. Time constraints and the fast-paced nature of financial aid work can also hinder sustained reflection. To address this, I’ll start small and build momentum, showing early wins and gradually shifting our professional development culture.
Final Thoughts
The ADL program has transformed how I view learning, leadership, and change. I’m leaving with more than an innovation plan; I’m leaving with a learning philosophy grounded in trust, empowerment, and relevance. The COVA model has not only helped me grow but also given me a framework to help others thrive. As I move forward, I will continue to advocate for environments where people are given the freedom to learn, the space to lead, and the voice to be heard.
References
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Cranton, P. (2006). Understanding and promoting transformative learning (2nd ed.). Jossey-Bass.
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Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
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Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. Jossey-Bass.