Reflection on Contributions to Learning and the Learning Community: EDLD 5304 & EDLD 5315

Reflecting on the course journey in EDLD 5315 and EDLD 5304 has been a valuable personal and professional development experience. Working through the coursework, intentionally pairing the incremental development of a comprehensive, year-long action research plan alongside leadership strategies helped integrate ideas with practice. This course emphasized the need to work together, reframing the aim of an individual in focusing on self-evaluation and continuous growth as essential to personal improvement and the wider learning community. This reflection assesses my contributions to my learning and that of others and the opportunities for improvement.

Contributions in EDLD 5315: Structured Training for Program Directors

In EDLD 5315, I addressed a critical issue in surgical technology education: the high turnover of program directors. By designing an action research plan, I explored the impact of structured training programs on retention rates. Using the academic research/design cycle (Mertler, 2020), I refined my research question, developed a mixed-methods study, and outlined data collection tools to connect theoretical insights with practical challenges. My research focused on creating an organized training framework to equip program directors for their roles and identified key tools for future data collection and analysis (Vaughn, 2024a). Collaborating with stakeholders like Christy Bailey-Beyers from ARC/STSA and John Hadley, I gained valuable perspectives that enriched my study design, while active engagement with course materials strengthened the quality of my work.

While I excelled in many aspects, such as contributing to discussions and meeting deadlines, there were areas for growth. Missing a discussion post on “Clarifying the Problem” highlighted the need for better time management, which I aim to address through structured scheduling tools. Additionally, I recognized the importance of seeking clarification earlier when facing ambiguity. Despite these challenges, my efforts culminated in a well-rounded action research plan that combined quantitative and qualitative approaches to evaluate the effectiveness of structured training programs. This experience not only enhanced my understanding of action research but also prepared me to contribute meaningful, evidence-based solutions to improve program director retention.

Contributions in EDLD 5304: Implementing Leadership Strategies

In EDLD 5304, I explored leadership frameworks such as the Influencer Model and the 4DX strategy to address organizational challenges, applying these strategies to my innovation project focused on creating a structured training program for surgical technology program directors (Grenny et al., 2013; McChesney et al., 2016). By integrating these frameworks, I developed actionable plans to implement and sustain organizational changes. The 4DX framework guided me to focus on the “Wildly Important Goal” of reducing program director turnover, while the Influencer Model helped address motivational and structural factors, creating a comprehensive approach to achieving my objectives (McChesney et al., 2016; Vaughn, 2024b). Assignments like the Six Sources of Influence matrix reflected my ability to apply these strategies thoughtfully to practical challenges.

Collaboration was another key strength, as I worked with stakeholders like Heather Bieske from AST to align my strategies with industry standards and the specific needs of surgical technology educators. Active participation in course forums allowed me to provide research-supported feedback, enriching the learning experience for peers. However, there were areas for growth, such as a submission error on the Influencer Strategy assignment where I failed to attach Part A to Part B, underscoring the need for meticulous attention to submission guidelines. Moving forward, I aim to improve by proactively seeking clarification and ensuring greater attention to detail in such processes.

Integrating Lessons Across Courses

The synergy between EDLD 5315 and EDLD 5304 enhanced my ability to address complex organizational challenges. The action research framework from EDLD 5315 provided a foundation for investigating the root causes of turnover, while the leadership strategies from EDLD 5304 offered tools for implementing solutions. For instance, data on retention rates and competency assessments informed the design of training modules, which were further refined through motivational insights from the Influencer Model (Vaughn, 2024b; Grenny et al., 2013). This integration not only strengthened my innovation project but also demonstrated the value of connecting research with practical leadership strategies.

Collaboration played a crucial role in bridging the two courses. By working with stakeholders such as Christy Bailey-Beyers, Heather Bieske, and John Hadley, I was able to align my research and leadership strategies with the needs of the field. These interactions fostered a sense of shared purpose and enriched the learning community.

Personal Growth and Future Goals

This reflection has highlighted both my strengths and areas for improvement as a self-directed learner. My active participation in discussions, commitment to deadlines, and integration of course concepts demonstrate my dedication to personal and community learning. At the same time, the challenges I faced—such as missing a discussion post and misunderstanding submission requirements—emphasize the need for greater organization and proactive communication.

Moving forward, I will implement strategies to enhance my effectiveness, such as maintaining a detailed calendar and seeking timely feedback. These improvements will not only benefit my own learning but also enable me to contribute more effectively to the learning community.

Conclusion & Score

The experiences in EDLD 5315 and EDLD 5304 have been transformative, equipping me with the skills and insights to address organizational challenges in surgical technology education. By combining research with leadership strategies, I have developed a comprehensive approach to reducing turnover and improving program director retention. This journey has reinforced the importance of self-assessment, collaboration, and adaptability, laying the foundation for continued growth as a self-directed learner and leader. I grade my contributions as the following for each course:

EDLD 5315: 95

EDLD 5304: 93

References

Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The new science of leading change (2nd ed.). McGraw-Hill Education.

McChesney, C., Covey, S. R., & Huling, J. (2016). The 4 disciplines of execution: Achieving your wildly important goals. Free Press.

Mertler, C. A. (2020). Action research: Improving schools and empowering educators (6th ed.). SAGE Publications.

Vaughn, S. (2024a). Action research plan. EDLD 5315.

Vaughn, S. (2024b). Six sources of influence matrix. EDLD 5304.