January 13, 2026

I’ve been thinking a lot about what it means to live in two worlds at once.

I come from the service industry, not just through my own work experience, but through my upbringing. I grew up watching my parents navigate long hours, customer expectations, and the quiet discipline that comes with showing up every day and doing the job well, whether or not anyone notices.

Now, I often find myself in conference rooms where bigger conversations are happening about strategy, systems, learning, and long-term impact. Rooms shaped by titles, frameworks, and forecasts.

Both worlds taught me how to work.

But they taught me different kinds of intelligence.

The service world teaches situational awareness, emotional regulation, and how to solve problems in real time with imperfect information. The corporate and academic worlds teach how to slow thinking down, how to name patterns, validate ideas with research, and design for scale.

As a first-generation contributor at the corporate level, I feel the tension between these spaces daily.

How do I advocate for people whose expertise was built through experience, not credentials, while also thinking like an executive responsible for outcomes?

How do I bring research-backed ideas into rooms that are not filled with academic learners, but with leaders who earned their seat through years of hard work, not citations?

I’ve learned that the answer is not choosing one voice over the other.

It is translation.

It is using research not as a weapon, but as a lens.

It is grounding theory in lived experience.

It is recognizing that a “sterile” academic perspective can miss the human realities of work, while experience alone can benefit from structure, language, and shared understanding.

Living in two worlds means I do not get the comfort of certainty, but I do get clarity.

I can ask better questions.

I can advocate with empathy and precision.

I can help ideas move from theory to practice without losing the people they are meant to serve.

That in-between space, the uncomfortable one, is where I’ve learned the most.

And it is where I’m choosing to stay.

- Bex

December 23, 2025

I’ve been thinking a lot about what it means to live in two worlds at once.

I come from the service industry, not just through my own work experience, but through my upbringing. I grew up watching my parents navigate long hours, customer expectations, and the quiet discipline that comes with showing up every day and doing the job well, whether or not anyone notices.

Now, I often find myself in conference rooms where bigger conversations are happening about strategy, systems, learning, and long-term impact. Rooms shaped by titles, frameworks, and forecasts.

Both worlds taught me how to work.

But they taught me different kinds of intelligence.

The service world teaches situational awareness, emotional regulation, and how to solve problems in real time with imperfect information. The corporate and academic worlds teach how to slow thinking down, how to name patterns, validate ideas with research, and design for scale.

As a first-generation contributor at the corporate level, I feel the tension between these spaces daily.

How do I advocate for people whose expertise was built through experience, not credentials, while also thinking like an executive responsible for outcomes?

How do I bring research-backed ideas into rooms that are not filled with academic learners, but with leaders who earned their seat through years of hard work, not citations?

I’ve learned that the answer is not choosing one voice over the other.

It is translation.

It is using research not as a weapon, but as a lens.

It is grounding theory in lived experience.

It is recognizing that a “sterile” academic perspective can miss the human realities of work, while experience alone can benefit from structure, language, and shared understanding.

Living in two worlds means I do not get the comfort of certainty, but I do get clarity.

I can ask better questions.

I can advocate with empathy and precision.

I can help ideas move from theory to practice without losing the people they are meant to serve.

That in-between space, the uncomfortable one, is where I’ve learned the most.

And it is where I’m choosing to stay.

- Bex

Reflections from my semester on digital literacy, access, and learning design in real-world work environments

December 17, 2025

With one semester left in my master’s program and graduation approaching this May, I’ve been spending time reflecting on how much my perspective has grown and evolved.

As emerging technology continues to move faster than ever, I’ve had the opportunity to observe how innovation impacts teams with varying levels of access, experience, and digital confidence. Research consistently shows that rapid digital transformation can unintentionally widen gaps for employees who face barriers related to language, access, or prior exposure to technology (Pew Research Center, 2021). Much of my professional background comes from residential property management, where I’ve worked alongside facilities and operations teams who bring incredible expertise to their roles while navigating challenges such as English as a second language, varied digital literacy, and access to technology. Being part of an organization that values learning has allowed me to better understand how thoughtful design and ongoing support can help bridge those gaps.

One of the biggest takeaways from my graduate program has been the importance of delivering learning experiences that serve a truly diverse workforce. Today’s organizations include employees at every stage of their learning journey, and adult learning research emphasizes that instruction is most effective when it is relevant, practical, and respectful of learners’ existing knowledge and experiences (Knowles et al., 2020). Designing training that acknowledges different starting points while still meeting business needs is more important than ever. When learning is accessible and inclusive, it not only supports growth and performance but also strengthens engagement, trust, and long-term commitment. These outcomes are closely linked to retention and organizational stability (Bersin, 2019).

Throughout this program, my focus has been on increasing digital literacy within my community while contributing to innovation wherever possible. Studies show that targeted, well-designed learning experiences, such as scenario-based instruction and clear, job-centered training, can significantly improve confidence and skill transfer for adult learners navigating new technologies (Clark & Mayer, 2016; Merrill, 2002). I began this journey recognizing a need for additional support and structure. I am entering my final semester with a strong sense of purpose and gratitude for the opportunities I’ve been given to learn, contribute, and grow.

This program has pushed me to engage with new ideas, tools, and challenges head-on, and I’m excited to see where this final semester leads, both in continuing to learn and in applying these insights to create learning experiences that support people as thoughtfully as they support progress. 

- Bex

References

Bersin, J. (2019). High-impact learning culture: The 40 best practices for creating an empowered enterprise. Deloitte Insights. https://www2.deloitte.com/us/en/insights/topics/talent/high-impact-learning-culture.html

Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed.). Wiley.

Knowles, M. S., Holton, E. F., & Swanson, R. A. (2020). The adult learner: The definitive classic in adult education and human resource development (9th ed.). Routledge. https://doi.org/10.4324/9780429155489

Merrill, M. D. (2002). First principles of instruction. Educational Technology Research and Development, 50(3), 43–59. https://doi.org/10.1007/BF02505024

Pew Research Center. (2021). Digital divide persists even as Americans with lower incomes make gains in tech adoption. https://www.pewresearch.org/internet/2021/06/22/digital-divide-persists-even-as-americans-with-lower-incomes-make-gains-in-tech-adoption/ 

August 16, 2025

This summer break has been a reminder that the human spirit isn’t built for constant motion. The urge to keep pushing, working, and learning is strong, especially in today’s economy where success and financial growth feel like the ultimate markers of worth. Add in social media’s endless stream of influencers telling us what we “should” be doing, and it’s easy to lose track of our own north star.

But stepping back these past few weeks has been a gift. My body has had the reset it desperately needed. I’ve spent real quality time with my family, binge-watched a show with my husband, and, most importantly, reconnected with myself. Slowing down has shown me that rest isn’t wasted time, it’s fuel for the next chapter.

Lessons From the Workplace

A year ago, my company transitioned to a new learning management system. It came with every bell and whistle you could imagine, but it also forced me to face something I hadn’t considered in a while: the overwhelming freedom of possibility.

When I asked, “What’s the right way to do this?” the response was often, “Well, there isn’t one.” In this space, there are no hard rules, just ideas, goals, and experiments. The processes I’ve relied on for years were simply someone else’s way of doing things, documented and passed down. Realizing that can be both liberating and paralyzing. It means there are a million ways to begin, but often no clear ending in sight.

Asking the Bigger Questions

This summer has given me space to reflect on my first year in instructional design. It’s pushed me to ask myself:

• What is my vision?

• What will make me stand out from those with more years of experience or sheer brainpower?
  
  

I don’t have all the answers yet, and maybe that’s the point. What I do know is this: if I approach my work with good intentions and a humble heart, the rest will follow.

Moving Forward With Intention

Taking time to pause has reminded me that success isn’t just about doing more, it’s about doing with purpose. As I look ahead, I want to carry forward this balance of ambition and self-kindness.

Here’s to a continued summer of rest, reflection, and renewal.

- Bex 

April 20, 2025

Group projects have always given me a bit of anxiety. It’s not the teamwork itself that gets to me—it’s the uncertainty. Will everyone do their part? Will the final product reflect the effort I put in? When you care deeply about a project, especially in a high-stakes academic setting, it's hard not to feel protective.

Recently, I found myself in exactly that situation. I was working on a group project where the expectations were high, and the outcome mattered. Early on, I realized I was holding onto a lot of doubt about whether my peers would follow through. I didn’t necessarily know that they wouldn’t—but I didn’t trust that they would. That anxiety festered and, unfortunately, led to conflict.

It wasn’t a dramatic blow-up, but there was definitely tension. Eventually, we talked it out. Open, honest communication helped clear the air. I shared where I was coming from, and they did the same. What I learned in that moment was more than just a lesson in teamwork—it was a lesson in trust, vulnerability, and letting go of the need to control every aspect of a shared outcome.

Working with others means believing in their capabilities just as much as your own. It means knowing when to lead and when to step back. And sometimes, it means sitting with discomfort long enough to give people the chance to surprise you.

This experience reminded me that collaboration isn’t just about dividing up tasks—it’s about learning how to work with people who bring different strengths, perspectives, and working styles to the table. And more importantly, it’s about learning how to trust again.

—Here's to continued growth and Learning to Let Go - Bex

February 10, 2025

Growing up, I was taught that when you arrive at a party, you go person-to-person, greeting everyone in the room. While I may not be meeting you all in person, consider this my way of saying hello—welcome to the party!

My name is Rebecca Weckwerth. I am a Latina woman, wife, mother, daughter, sister, friend, and, in due time, an online learning professional. With this long list of roles comes the challenge of balancing life while giving my passions everything I’ve got.

If you’re wondering, "Why are you doing this?" the answer is simple: I want to inspire other marginalized people to chase their dreams. I am living proof that everyday people, through hard work and perseverance, can build a better life. And with confidence, I can say—I am living that dream.

This blog is my way of documenting my journey as a graduate student in California State University, Fullerton’s MSIDT program (Master of Science in Instructional Design & Technology). More importantly, it’s about normalizing the path to higher education.

My hope is to inspire, reflect, and learn throughout this process. If sharing my story encourages even one person to step into the unknown and pursue their goals, then every word will have been worth it.

Thank you for being here—I hope you enjoy the ride!