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Project 2: Cohort Showcase (Individual Contribution Log)

Doctoral Assignment · July 2026

EDTC 801 | EDTC 6010

QE Rationale

This individual contribution log documents Kimberly's role on the Web/Development team for the K1 cohort showcase — a role she self-selected, drawing on her dual background as developer and project lead. Her contributions included building an intake form ahead of a formal process, flagging a cross-team dependency risk early, and making the call to pivot platforms mid-build when the original tool proved unworkable. The log's central reflection — on the tension between stepping in to unblock a team and quietly absorbing leadership responsibility that wasn't formally hers — demonstrates the kind of candid self-assessment the Fundamentals domain calls for.

Project 2: Cohort Showcase (Individual Contribution Log)

Contribution & Team: Web/Development team, self-selected — no one directed me to this role, but my background as both a developer and a project lead made it the clearest fit.

Strengths demonstrated: I moved early to unblock the team, building an intake form for team member content before we had a formal process, and proactively flagged the dependency risk of Creative and Content moving slowly against a fixed build timeline. When our chosen platform turned out to be a poor fit mid-build, I made the call to pivot rather than lose more time to trial and error — a call I'm confident in, even though it wasn't mine alone to make. I built the page templates so they could be duplicated cleanly instead of rebuilt eighteen times, which is the same instinct I bring to production work: build the reusable piece once, correctly, before scaling it.

Weaknesses & lessons learned: My biggest lesson was about assumption-setting, not tooling. I assumed a shared understanding of a process (how uploaded content should get organized and handed off) that turned out not to be shared at all, and I lost real time to that gap. The fix isn't "communicate more" in the abstract — it's specifying handoff steps explicitly, even when they feel obvious to me. I also noticed I was absorbing coordination work that wasn't formally mine, largely because a fully-loaded structure was more useful to the team than an empty one while we waited on decisions elsewhere. That's a real tension I want to get better at managing: stepping in to unblock a team versus quietly taking on a leadership role I didn't sign up for. Next time, I'd raise that tension explicitly and early, rather than resolve it by just doing the work.

**Tools: **Google Sites, Google Sheets, Claude Design, Figma, Imgur, Visual Studio Code

Ed Tech

Outcomes

  • Define practices of ethical leadership.
  • Reflect on personal and professional growth needs and take action for continuous improvement.
  • Articulate their philosophy of leadership including the responsibility for growth and effectiveness as a leader.
  • Illustrate their dedication to becoming an effective leader in an interdependent technology-rich world.
  • Appraise educational technology leadership issues from multiple perspectives and discuss them with intelligence, critical inquiry and insight.
  • Demonstrate sensitivity to and cultural competence with culturally and ethnically different people; actively listen and demonstrate other relationship, team-building, and community building behaviors.
  • Develop and articulate a personal vision of leadership.
  • Begin the process of developing a portfolio that provides evidence of attainment of leadership competence as defined by these outcomes.

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