Artefact 3
MAIS 602: Research Proposal
I wrote this proposal about halfway through my program, and it helped solidify my commitment to interdisciplinary inquiry and reflective practice. As both a nurse and an educator, I’ve experienced firsthand how journaling can shift from a burdensome task to a transformative tool for learning. This project allowed me to explore that transition with curiosity and purpose.
That said, I would not consider this my strongest work. I struggled during this course with an instructor who frequently changed deadlines to accommodate their other professional responsibilities. It was near the beginning of Covid and I am sure that factored into my feelings as well. I felt frustrated and rushed, especially at the end of the course, and submitted an assignment that I knew was incomplete; most notably, it was missing a critical section on methodology. If I were to revisit this project, I would incorporate a guiding theoretical framework to ground the research more intentionally, such as Mezirow’s Transformative Learning Theory which as I move through this portfolio, I have discovered I connect with more and more. This would help structure my methodology and data analysis.
I would also make a more explicit effort to connect the topic of reflective journaling to the broader goals and learning outcomes of the MAIS program. For example, the act of reflective journaling itself is a powerful tool for integrated learning, as it encourages students to synthesize insights from multiple disciplines and apply them to real-world challenges. It also speaks to social relevance by supporting learners in processing their educational experiences within wider social, cultural, and ethical contexts.
Moreover, journaling invites students to challenge paradigms by questioning the dominant narratives and structures that have shaped their thinking, allowing space to explore alternate perspectives. Finally, and perhaps most importantly, reflective journaling embodies self-critical thinking; it creates an opportunity for learners to interrogate their assumptions, identify internal contradictions, and evolve their own beliefs through thoughtful, informed reflection. Revisiting the project with these learning outcomes in mind would not only strengthen its academic value but also align it more closely with the transformational goals of the MAIS program.Despite its shortcomings, this proposal affirmed my belief that reflective journaling, when guided and supported, can enhance not only academic performance but also emotional resilience, professional development, and critical thinking. These are essential components of graduate education and lifelong learning as well as key skills to working in the healthcare field. This project helped me recognize my evolving role not just as a knowledge-provider, but as a facilitator of deeper, more personal learning for adult students navigating complex realities.
Over the past year, I’ve felt that insight deepen. Like many adult learners, I’ve faced setbacks and uncertainties, struggling to finish my degree amidst personal and professional challenges. At times, I felt untethered, unsure of who I was becoming or where I was heading. But in compiling this portfolio, I’ve been reminded of what I care about and why I began this journey in the first place.