Fall 2013
EAD 861 – Adult Learning
Dr. William Arnold
EAD 861 was a theories-based course that examined adult learner characteristics and development in the classroom setting as well as informal settings beyond. I was challenged to articulate my preconceptions regarding adult learners and to confront my own understanding of myself as a learner. Through literature research, collaborative case studies, and class discussion, I became familiar with effective methods for engaging adult students. I also had the opportunity to research a population of interest, college students, and I was able to draw several important comparisons between college-aged and adult learners. My study of college students in EAD 861 has served as an important foundation for much of the work I completed later in my MAED program.
Dr. William Arnold
EAD 861 was a theories-based course that examined adult learner characteristics and development in the classroom setting as well as informal settings beyond. I was challenged to articulate my preconceptions regarding adult learners and to confront my own understanding of myself as a learner. Through literature research, collaborative case studies, and class discussion, I became familiar with effective methods for engaging adult students. I also had the opportunity to research a population of interest, college students, and I was able to draw several important comparisons between college-aged and adult learners. My study of college students in EAD 861 has served as an important foundation for much of the work I completed later in my MAED program.
Spring 2014
EAD 866 – Teaching in Postsecondary Education
Dr. Ann Austin, Inese Berzina-Pitcher, Heather Johnson
In EAD 866, our focus was effective teaching at the college level or beyond. We began by examining our own perceptions about teaching and learning, and by considering the characteristics of adult learners. Eventually, we moved to the study of methods and strategies utilized by some of the most effective college teachers. During this course, I was given the opportunity to interview a colleague I deem to be a highly effective teacher. I also practiced and reflected upon several literature-backed instructional strategies through a “micro-teaching” project. By the end of this course, I was ultimately able to articulate a well-developed and coherent teaching philosophy, one which still holds true today.
Dr. Ann Austin, Inese Berzina-Pitcher, Heather Johnson
In EAD 866, our focus was effective teaching at the college level or beyond. We began by examining our own perceptions about teaching and learning, and by considering the characteristics of adult learners. Eventually, we moved to the study of methods and strategies utilized by some of the most effective college teachers. During this course, I was given the opportunity to interview a colleague I deem to be a highly effective teacher. I also practiced and reflected upon several literature-backed instructional strategies through a “micro-teaching” project. By the end of this course, I was ultimately able to articulate a well-developed and coherent teaching philosophy, one which still holds true today.
Summer 2014
ED 800 – Concepts in Educational Inquiry
Dr. Steven Weiland, Dr. Nathan Clason
ED 800 was an introductory theories-based course evaluating several literature supported methods to study teaching and learning. Research methods included practitioner inquiry, participant observation, biography, and even information technologies. Throughout this self-paced experience, I read and synthesized the work of important educational philosophers and theorists. I also had the opportunity to practice some of the research methods examined, for example, by serving as a participant observer through the use of film. The introduction this course provided to the work of theorists and a variety of educational perspectives formed effective groundwork upon which to base some of my more recent learning.
CEP 800 – Learning in School and Other Settings
William Cain, Joshua Rosenberg
CEP 800 drew from recent learning theories and consideration of the background knowledge or misconceptions learners bring to a learning experience to examine how and what students learn. Technology and its potential to impact what students learn also formed an integral facet of this course. I was given the opportunity to investigate student misconceptions about a content area, and to evaluate the power of a digital simulation to address the misconceptions I discovered. I also had my first experience with video editing in this course, as I contrasted traditional learning methods with inquiry-based methods in the science laboratory.
Dr. Steven Weiland, Dr. Nathan Clason
ED 800 was an introductory theories-based course evaluating several literature supported methods to study teaching and learning. Research methods included practitioner inquiry, participant observation, biography, and even information technologies. Throughout this self-paced experience, I read and synthesized the work of important educational philosophers and theorists. I also had the opportunity to practice some of the research methods examined, for example, by serving as a participant observer through the use of film. The introduction this course provided to the work of theorists and a variety of educational perspectives formed effective groundwork upon which to base some of my more recent learning.
CEP 800 – Learning in School and Other Settings
William Cain, Joshua Rosenberg
CEP 800 drew from recent learning theories and consideration of the background knowledge or misconceptions learners bring to a learning experience to examine how and what students learn. Technology and its potential to impact what students learn also formed an integral facet of this course. I was given the opportunity to investigate student misconceptions about a content area, and to evaluate the power of a digital simulation to address the misconceptions I discovered. I also had my first experience with video editing in this course, as I contrasted traditional learning methods with inquiry-based methods in the science laboratory.
Fall 2014
TE 861B – Inquiry, and the Nature of Science
Sarah Riggs Stapleton
TE 861B examined science education by first considering the true nature of scientific process. Science extends beyond the step-wise experimental method often cited, and depends upon a multitude of integral practices, such as communication and supporting claims with evidence. To improve our science instruction, we used the Next Generation Science Standards as a guide. Although I was familiar with the nature of science from my Biology background, the NGSS were new to me. As a part of a semester-long project, I investigated student misconceptions about convergent evolution and science in general. Based on those misconceptions, I chose several Science Practices from the NGSS, and overhauled an ineffective lab exercise to address confusion and engage students in authentic scientific process. I found, through design and execution of the lab, that NGSS has applicability not only in the K-12 setting, but also in my introductory-level college setting.
Sarah Riggs Stapleton
TE 861B examined science education by first considering the true nature of scientific process. Science extends beyond the step-wise experimental method often cited, and depends upon a multitude of integral practices, such as communication and supporting claims with evidence. To improve our science instruction, we used the Next Generation Science Standards as a guide. Although I was familiar with the nature of science from my Biology background, the NGSS were new to me. As a part of a semester-long project, I investigated student misconceptions about convergent evolution and science in general. Based on those misconceptions, I chose several Science Practices from the NGSS, and overhauled an ineffective lab exercise to address confusion and engage students in authentic scientific process. I found, through design and execution of the lab, that NGSS has applicability not only in the K-12 setting, but also in my introductory-level college setting.
Spring 2015
EAD 877 – Program Planning and Evaluation in Postsecondary Education
Dr. William Arnold
This course provided an in-depth study of the educational program planning process from defining the context of a program and the needs of the learners, through development of comprehensive evaluation measures, appropriate instructional methods, and examination of a wide array of logistical concerns. Through a semester-long project, I focused on course planning, justifying and outlining the modifications necessary to transform a standard laboratory exercise into an inquiry-based sequence. More broadly, I learned that program planning is a complex process that begins long before logistics are ever considered. I also left the class with improved confidence in my ability to design courses in the future.
Dr. William Arnold
This course provided an in-depth study of the educational program planning process from defining the context of a program and the needs of the learners, through development of comprehensive evaluation measures, appropriate instructional methods, and examination of a wide array of logistical concerns. Through a semester-long project, I focused on course planning, justifying and outlining the modifications necessary to transform a standard laboratory exercise into an inquiry-based sequence. More broadly, I learned that program planning is a complex process that begins long before logistics are ever considered. I also left the class with improved confidence in my ability to design courses in the future.
Summer 2015
TE 831 – Teaching School Subject Matter with Technology
Jon Wargo
TE 831 delved into the recent classification of modern students as “digital natives”, and the implications of this classification on 21st century education. We were introduced to educational theories like SCOT, TPACK, and even Universal Design, in order to examine the appropriate integration of technology and pedagogy to improve student learning. In this course, I was challenged to investigate unfamiliar technologies and to envision the potential such technologies hold in the realm of education. I worked to “remediate” the assessment portion of a laboratory exercise using digital media, and found that my once pessimistic view of classroom technology had transformed into one of enthusiastic support.
CEP 840 – Policy, Practices, and Perspectives in Special Education
Dr. Carol Sue Englert, Heather Schmitt
This course examined the education of students with disabilities in the K-12 classroom, focusing on effective methods to provide accessible learning. Some of the methods covered included Universal Design for Learning and assistive technologies. Our goal was to create a website offering educators resources to enhance the learning of a target population. Because I teach outside of the K-12 setting, Dr. Englert allowed me to focus on college science students as my target population. My final website examined Universal Design for Learning at the college level, assistive technologies and strategies to enhance scientific literacy among college students with learning disabilities, and possible laboratory accommodations for science students with disabilities in general.
Jon Wargo
TE 831 delved into the recent classification of modern students as “digital natives”, and the implications of this classification on 21st century education. We were introduced to educational theories like SCOT, TPACK, and even Universal Design, in order to examine the appropriate integration of technology and pedagogy to improve student learning. In this course, I was challenged to investigate unfamiliar technologies and to envision the potential such technologies hold in the realm of education. I worked to “remediate” the assessment portion of a laboratory exercise using digital media, and found that my once pessimistic view of classroom technology had transformed into one of enthusiastic support.
CEP 840 – Policy, Practices, and Perspectives in Special Education
Dr. Carol Sue Englert, Heather Schmitt
This course examined the education of students with disabilities in the K-12 classroom, focusing on effective methods to provide accessible learning. Some of the methods covered included Universal Design for Learning and assistive technologies. Our goal was to create a website offering educators resources to enhance the learning of a target population. Because I teach outside of the K-12 setting, Dr. Englert allowed me to focus on college science students as my target population. My final website examined Universal Design for Learning at the college level, assistive technologies and strategies to enhance scientific literacy among college students with learning disabilities, and possible laboratory accommodations for science students with disabilities in general.
Fall 2015
ED 870 – Capstone Seminar
Dr. Matthew Koehler, Spencer Greenhalgh, Sarah Keenan, Joshua Rosenberg
EAD 870 represents the culmination of my MAED experience. This course provided me with an opportunity for deep reflection on my MAED journey, and the ways in which that journey shaped my present career goals and vision for the future. This online portfolio forms the product of my reflections. It illustrates the integration of my teaching experiences, my educational study through the MAED program, and my experiences as a biologist. Using the Internet as a dynamic platform, I have produced this professional representation of my unyielding identity as a science educator and lifelong learner.
Dr. Matthew Koehler, Spencer Greenhalgh, Sarah Keenan, Joshua Rosenberg
EAD 870 represents the culmination of my MAED experience. This course provided me with an opportunity for deep reflection on my MAED journey, and the ways in which that journey shaped my present career goals and vision for the future. This online portfolio forms the product of my reflections. It illustrates the integration of my teaching experiences, my educational study through the MAED program, and my experiences as a biologist. Using the Internet as a dynamic platform, I have produced this professional representation of my unyielding identity as a science educator and lifelong learner.
Spring 2016
EAD 850 – Issues and Strategies in Multicultural Education
Dr. Riyad Shahjahan, Annabelle Estera
This spring, as the final course toward my MAED degree, I am taking EAD 850. This course will investigate cultural diversity and the interplay of identity, privilege, power, and other issues in educational settings. The goal of the course is to develop knowledge of cultural and social dynamics in education and wider society. My current institution is growing increasingly diverse, and within the next five years, international enrollments are expected reach thirty percent. I feel this course will improve my awareness of cultural difference and its importance in the educational environment. Ultimately, I hope to grow in my ability to provide all of my students with a positive, meaningful learning experience.
Dr. Riyad Shahjahan, Annabelle Estera
This spring, as the final course toward my MAED degree, I am taking EAD 850. This course will investigate cultural diversity and the interplay of identity, privilege, power, and other issues in educational settings. The goal of the course is to develop knowledge of cultural and social dynamics in education and wider society. My current institution is growing increasingly diverse, and within the next five years, international enrollments are expected reach thirty percent. I feel this course will improve my awareness of cultural difference and its importance in the educational environment. Ultimately, I hope to grow in my ability to provide all of my students with a positive, meaningful learning experience.