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.
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
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.
Related work
ETL Cohort Hub Portfolio Pipeline, Part 2
The technical build here is the smaller half of the story — the harder part was closing the gap between "I know how to do this" and "someone with zero technical background can actually finish it without me in the room." Most of the real fixes came from watching an actual classmate get stuck, not from re-testing my own assumptions.
Designed and built a portal-embedded wizard that lets non-technical cohort members generate their own QE-compliant portfolio site prompt — no code, no cost, backed by Google Sheets instead of a database they'd have to learn.
Assessment 2: Leadership Principles Video
EDTC 802 | EDTC 6020
A short recorded speech, delivered without notes, articulating one's personal leadership values and principles.
Assignment 4: Constructing Visual Aids
EDTC 803 | EDTC 6030
A short memorandum report featuring a single data visualization built from publicly available federal data on a workforce, economic, or education trend.
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