The self-assessment instrument utilized throughout the IDD&E program is a structured worksheet based on the ADDIE model and widely recognized professional standards for instructional designers. It systematically lists various competencies within key areas such as ongoing professional development, planning and analysis, design and development, implementation and evaluation, and management and leadership. For each listed standard, the instrument prompts for a self-rating on a three-point scale—Low (aware), Medium (experience/building skills), and High (practicing regularly/full competence)—and requires a brief note providing specific examples or experiences to support the chosen rating. This consistent format across assessments allows for a clear tracking of perceived growth over time.

Comparing my initial self-assessments from September and December 2024 to the final one completed in May 2025 reveals a significant trajectory of growth on experience rather on level. I had a period of rapid skill acquisition and increased confidence in applying instructional design principles across various domains. The shift from merely being “aware” or “building skills” to “currently practicing regularly” in numerous areas confirms the impact of the intervening period of study and practice.

The IDD&E program at Syracuse University has been the primary catalyst for this demonstrable growth in competencies. The coursework provided theoretical foundations in learning and design, while various projects offered practical opportunities to apply these theories. As noted in the assessments, experiences such as participating in course-based projects, applying formal analysis techniques in hands-on programs, designing and co-designing instructional models and materials, and engaging in real-world research programs have been crucial. These practical applications, combined with learning specific tools, strategies, and ethical standards within the program, directly contributed to my increased confidence across a wide range of instructional design practices.

Engaging in this repeated self-assessment process throughout the program has been incredibly useful. It served as a valuable tool for metacognition, prompting me to pause and critically evaluate my developing skills against established professional standards at different points in my learning journey. By requiring specific examples to justify each rating, the instrument encouraged reflection on concrete experiences and the identification of areas where further growth was needed (“still learning,” “need to improve”). This process not only provided a tangible record of my progress over time but also helped to consolidate my understanding of the comprehensive skillset required of an instructional design professional.