When I applied for full time studies as a Master of Science student at Syracuse University's School of Education's Instructional Design, Development, and Evaluation (IDD&E) program, I sought to learn about educational theory and its practical application in the design, development, and analysis of educational programs.  My passion, I stated, was to combine solid theoretical knowledge about adult educational principles with practical application of these theories in immersive, authentic experiences and to research and analyze the results to contribute to the educational literature.  After having completed almost all of my course work and reviewing the project deliverables for inclusion in this online portfolio, I feel competent as a trained instructional designer and confident that I have achieved the goals I set out to reach.

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      My path forward continues as I embark upon doctoral studies in IDD&E.  Through my course work and exploration of my research interests, I now see the alignment between ID principles and the educational research process.  They are both approached systematically and systemically. They both follow a linear progression, infused with constant opportunities for evaluation and revision.  They both strive to identify a gap (in performance or in knowledge) that can be studied and gap-closing suggestions that can be made.  There is now a more sophisticated theoretical knowledge for me to master in my doctoral studies and many more opportunities to practically apply this knowledge and skills in research activities.

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      I also have been given the valuable opportunity to work as a graduate teaching assistant, assuming responsibility for undergraduate Inclusive/Special Education students enrolled in IDE 201, Introduction to Technology in the Classroom.  The course that I inherited from previous TA's is rich and well-designed.  The freedom that current TA's and I have been given to emphasize or minimize, include or omit, or change or maintain any of the instructional components has given me excellent opportunities to practically apply what I am learning in my courses.  I love teaching!  If students have indicated on end-of-course evaluations that I am enthusiastic about teaching this course, I would not disagree in the slightest.  It is an honor to work as a TA and I will strive to continuously improve my practice as I embark on another year as a graduate teaching assistant.

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    This journey as a Master's student has also caused me to question my professional identity.  Having worked for over 12 years as a Standardized Patient Educator (SPE), immersing myself in the field's professional organizations, and maintaining my credentials as a Certified Healthcare Simulation Educator, I have felt - and still feel - dedicated to my identity as a SPE.  My studies and work in instructional design, however, have opened my mind to the endless possibilities in which I could share my newly acquired knowledge and skills in myriad educational settings.  Rather than feeling pigeonholed into a single professional identity, I can see the value of each and the numerous ways in which the fields are interrelated.  My strengths in verbal, non-verbal, and written communications; inter-professional relationship building; organization; and creativity feel to be valued in IDD&E and SP Methodology alike. 

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    I created the word cloud, below, while conducting a comparison of what I judge to be the hallmarks of SP Methodology and the hallmarks of IDD&E.  Four themes emerged: 1) communication skills, 2) feedback, 3) assessment & evaluation, and 4) technology.  From these themes, I developed this list of "what I want to be an expert in:"

• Feedback conversations: oral & written

• Assessing communication skills

• Non-medical simulations

• Immersive learning/experiential learning

• Simulation vs. role play

     This list is certain to change and grow and I continue my studies in IDD&E.