I am Elizabeth Elie, a doctoral candidate in Educational Technology Leadership at New Jersey City University. My Professional Growth Plan is grounded in continuous self-assessment: honoring my strengths as an educator, confronting my growth areas with honesty, and turning both into a deliberate plan for leadership in the field.
Personal Growth Profile
My goals are linked directly to an honest evaluation of who I am as an educator and leader — what I do well, where I must grow, and how I will get there.
Technology does not transform education — educators do. My work is to lead people first, so that the tools we choose serve learning, equity, and human growth.Educational leadership philosophy · Elizabeth Elie
Capacities I actively put into practice and build upon.
Perceived weaknesses I address with a clear, deliberate plan.
Concrete commitments that turn reflection into growth.
Scholarly visibility I am building deliberately — before graduation, not after.
Develop the strongest of my doctoral papers — most likely the digital and media literacy curriculum work — into a manuscript for a peer-reviewed educational technology journal, with faculty mentorship through the revision process.
Target · before dissertation defenseSubmit proposals to conferences in educational technology and instructional design — among them NJEdge, ISTELive, AECT and the NJCU research showcase — to gain reviewed presentation experience while still in coursework.
Target · at least one per academic yearWork with Cohort 13 colleagues to track calls for proposals, co-author where our research overlaps, and share volunteering, reviewing, and publishing opportunities as they open — because this experience compounds only if it starts early.
Ongoing · cohort collaborationAbout me
Every artifact in this portfolio represents not what I submitted, but the best version of my work — revised, refined, and held to the standard of the field.
I am an educator committed to the thoughtful integration of technology in learning environments. My path began in health sciences, where I learned that clarity under pressure changes outcomes — a lesson that still shapes how I design instruction today.
As a member of Cohort 13 in NJCU's Ed.D. program in Educational Technology Leadership, I have developed expertise across the fundamentals of the field, its theory and practice, and the scholarship and research that move it forward.
What guides me
A tool earns its place only when it removes a barrier for a learner or an educator. I start with the human need, then choose the technology.
Decisions in my practice are grounded in research and data, and I hold my own assumptions to the same standard I ask of my students.
Equity is not a feature added at the end. Every design decision asks who might be left out, and what it would take to include them.
The path so far
Foundations in human anatomy, physiology, and public health — the subject matter I would later translate into interactive learning experiences.
Advanced study deepening my clinical and research literacy, and the beginning of my work presenting professional scholarship.
Cohort 13. Coursework across the three program domains, a qualifying portfolio, and dissertation research in educational technology.
Career goals
Each goal connects my self-evaluation to the objective of becoming a strong educator and leader in educational technology.
Pass the qualifying experience, advance to candidacy, and complete a dissertation that contributes meaningful research to the field.
Guide institutions through purposeful, equitable, research-based technology adoption and the professional development that makes it stick.
Hold leadership roles in professional organizations, present at conferences, and publish scholarship that supports fellow educators.
Keep developing interactive, standards-aligned experiences — like my educational game concepts — that make complex science accessible.
Give back to the academic community that shaped me, modeling the continuous self-assessment at the heart of my growth plan.
Continue translating clinical subject matter into learning design, where my health-sciences background gives my work a distinct voice.
Selected work
Scholarship that reaches practitioners, and learning design that reaches students.
The portfolio
Each page presents one dimension of my development as a scholar, practitioner, and leader.
Leadership in the profession and service to the academic community.
See evidence → 02Degrees earned, scholarship presented, recognition received.
View record → 03Every course artifact with its rationale, across three domains.
Open dossiers → 04Five educational games designed to teach anatomy and physiology.
Play through → 05A professional presentation on recognizing life-threatening bleeding.
Open the deck → 06The complete academic and professional record, ready to download.
Read the CV → 07Twenty years of emergency care, condensed to a single page.
Open the résumé →Get in touch
Download my CV, connect on LinkedIn, or explore the artifacts that document this doctoral journey.