The Master of Arts in Education program at Michigan State University is designed to provide educators with a flexible online format to enhance their professional knowledge related to teaching, learning, and leadership in P-12 schools and postsecondary contexts (e.g. community colleges, universities, community centers and the workplace).
I found the coursework to be engaging, and the instructors unparalleled in delivering their content. During my three years of study at Michigan State University I was able to complete one course every semester while working full time and raising a family. The program has proven invaluable in my career development, but even more importantly, it has driven my own personal development and shaped my philosophy within the realm of education.
I found the coursework to be engaging, and the instructors unparalleled in delivering their content. During my three years of study at Michigan State University I was able to complete one course every semester while working full time and raising a family. The program has proven invaluable in my career development, but even more importantly, it has driven my own personal development and shaped my philosophy within the realm of education.
EAD 850: Issues and Strategies in Multicultural Education
Spring 2018, Dr. Shahjahan
In this course we were challenged with approaching issues in multicultural education from a four-pronged approach:
“1) A deeper understanding of the nuances in difference and diversity, and how they are interconnected with issues of privilege, power, and oppression in the personal/professional educational context; 2) A deeper understanding of the interconnections between knowledge production, identity, meaning, and power, and how these may play out in educational settings and everyday practices; 3) Critical reflection towards existing diversity/multicultural practices and developing strategies to re-imagine these practices in one’s professional context; and 4) Critical policy analysis skills to unpack, challenge, and rewrite existing diversity policies in global contexts.”
Being my first course in the program and my first experience in a fully online learning environment, I could feel the pressures of the initial learning curve. Thankfully, throughout the semester the professor and Michigan State University’s professional education department were able to assist me and enable me to adapt to new learning formats. It was a fitting beginning to what proved to be a phenomenal year."
Being my first course in the program and my first experience in a fully online learning environment, I could feel the pressures of the initial learning curve. Thankfully, throughout the semester the professor and Michigan State University’s professional education department were able to assist me and enable me to adapt to new learning formats. It was a fitting beginning to what proved to be a phenomenal year.
TE 838: Children’s Literature in Film
Summer 2018, Dr. Apol
Looking back across the breadth of my entire master’s program I realize some courses were more demanding and philosophical in nature than TE 838. The main thing I remember about this experience was the joy in adopting new ways to introduce learners to timeless literature and films. It a short amount of time over one summer I felt my entire philosophy in teaching begin to change and adapt in ways I hadn’t fully expected. As always, the teaching and concept identification provided by the professor was top-tier, and I will always cherish the short time I spent learning new ways to introduce learners to engaging works of art.
ED 800: Concepts of Educational Inquiry
Fall 2018, Dr. Weiland
A question posed by this course is as follows:
“What are education’s purposes, traditions, characteristic activities, and its recurring problems and efforts at reform?”
This was my first introduction to what I would consider the true philosophy grounded in pedagogy. It began with a history of education in the United States of America. We learned about John Dewey and the emergence of progressive education. The thing I learned most about myself in this course was that I approach education not as a mere job I must do, but as a fundamental pursuit of knowledge and wisdom.
Spring 2018, Dr. Shahjahan
In this course we were challenged with approaching issues in multicultural education from a four-pronged approach:
“1) A deeper understanding of the nuances in difference and diversity, and how they are interconnected with issues of privilege, power, and oppression in the personal/professional educational context; 2) A deeper understanding of the interconnections between knowledge production, identity, meaning, and power, and how these may play out in educational settings and everyday practices; 3) Critical reflection towards existing diversity/multicultural practices and developing strategies to re-imagine these practices in one’s professional context; and 4) Critical policy analysis skills to unpack, challenge, and rewrite existing diversity policies in global contexts.”
Being my first course in the program and my first experience in a fully online learning environment, I could feel the pressures of the initial learning curve. Thankfully, throughout the semester the professor and Michigan State University’s professional education department were able to assist me and enable me to adapt to new learning formats. It was a fitting beginning to what proved to be a phenomenal year."
Being my first course in the program and my first experience in a fully online learning environment, I could feel the pressures of the initial learning curve. Thankfully, throughout the semester the professor and Michigan State University’s professional education department were able to assist me and enable me to adapt to new learning formats. It was a fitting beginning to what proved to be a phenomenal year.
TE 838: Children’s Literature in Film
Summer 2018, Dr. Apol
Looking back across the breadth of my entire master’s program I realize some courses were more demanding and philosophical in nature than TE 838. The main thing I remember about this experience was the joy in adopting new ways to introduce learners to timeless literature and films. It a short amount of time over one summer I felt my entire philosophy in teaching begin to change and adapt in ways I hadn’t fully expected. As always, the teaching and concept identification provided by the professor was top-tier, and I will always cherish the short time I spent learning new ways to introduce learners to engaging works of art.
ED 800: Concepts of Educational Inquiry
Fall 2018, Dr. Weiland
A question posed by this course is as follows:
“What are education’s purposes, traditions, characteristic activities, and its recurring problems and efforts at reform?”
This was my first introduction to what I would consider the true philosophy grounded in pedagogy. It began with a history of education in the United States of America. We learned about John Dewey and the emergence of progressive education. The thing I learned most about myself in this course was that I approach education not as a mere job I must do, but as a fundamental pursuit of knowledge and wisdom.
Master of Arts in Education: Year 2
Securely Developing My Philosophy At this point in my journey I felt I had a better grasp on what this program would mean to me in its entirety. The previous year had brought a lot of thoughtful consideration to the foreground of my consciousness that I hadn't realized existed before. |
EAD 866: Teaching in Postsecondary Education
Spring 2019, Dr. Dirkx
Grounded in a foundation of pedagogical philosophy it was now time to explore and hopefully zero in on what areas of education I found most useful for my own intrinsic purposes as well as how the MAED program could benefit me professionally. I had a suspicion at the time, but would only later realize, that this next year would fully shape where I saw myself as an educator and where I would eventually find myself in the future.
This course helped develop a better understanding in the divergence between adult and adolescent education. I was introduced to new theories and concepts I hadn’t encountered professionally before. It was refreshing to explore and observe new topics under the lens of adult and postsecondary education. Besides my teaching experiences with youths in Southeast Asia, I do often assist local governmental offices and the university I previously attended. This course proved invaluable in aiding and structuring my subsequent interactions with these organizations.
EAD 860: Concepts of a Learning Society
Summer 2019, Dr. McKeague
I realized I had a real interest in the history and philosophy of education. This was another course designed by Dr. Weiland and administered by Dr. McKeague. I enjoyed this as it was a familiar studying format with a fresh and dynamic approach.
In general, the course exposes the learner to the concepts of what it means to learn over the course of one’s lifetime. What we can observer as we move from primary learners into adulthood. What the past can teach us about the philosophy of pedagogy moving forward.
EAD 878: Education in the Digital Age
Fall 2019, Dr. Weiland
At this point I felt I was in a comfortable groove with my studies and I wanted to further my encounters with philosophical concepts. I also wanted to bridge into more tech focused studies. I wouldn’t at the time have considered myself any type of tech expert, but I had a real desire to expand my skillsets and how to bring better technical understandings and opportunities to the rural student body I was working with at the time.
This course provided the perfect structure for my intended benefits. I was introduced to concepts concerning the way we learn, and have learned, about technology both in contemporary times, and in our histories as a human civilization. This course provided a well-suited base for the upcoming year, which I had scheduled to be much more tech driven.
Spring 2019, Dr. Dirkx
Grounded in a foundation of pedagogical philosophy it was now time to explore and hopefully zero in on what areas of education I found most useful for my own intrinsic purposes as well as how the MAED program could benefit me professionally. I had a suspicion at the time, but would only later realize, that this next year would fully shape where I saw myself as an educator and where I would eventually find myself in the future.
This course helped develop a better understanding in the divergence between adult and adolescent education. I was introduced to new theories and concepts I hadn’t encountered professionally before. It was refreshing to explore and observe new topics under the lens of adult and postsecondary education. Besides my teaching experiences with youths in Southeast Asia, I do often assist local governmental offices and the university I previously attended. This course proved invaluable in aiding and structuring my subsequent interactions with these organizations.
EAD 860: Concepts of a Learning Society
Summer 2019, Dr. McKeague
I realized I had a real interest in the history and philosophy of education. This was another course designed by Dr. Weiland and administered by Dr. McKeague. I enjoyed this as it was a familiar studying format with a fresh and dynamic approach.
In general, the course exposes the learner to the concepts of what it means to learn over the course of one’s lifetime. What we can observer as we move from primary learners into adulthood. What the past can teach us about the philosophy of pedagogy moving forward.
EAD 878: Education in the Digital Age
Fall 2019, Dr. Weiland
At this point I felt I was in a comfortable groove with my studies and I wanted to further my encounters with philosophical concepts. I also wanted to bridge into more tech focused studies. I wouldn’t at the time have considered myself any type of tech expert, but I had a real desire to expand my skillsets and how to bring better technical understandings and opportunities to the rural student body I was working with at the time.
This course provided the perfect structure for my intended benefits. I was introduced to concepts concerning the way we learn, and have learned, about technology both in contemporary times, and in our histories as a human civilization. This course provided a well-suited base for the upcoming year, which I had scheduled to be much more tech driven.
Master of Arts in Education: Year 3
Embracing Previous Skillsets and New Technologies For my final year I wanted to achieve a few key elements. I wanted to take at least one course which varied drastically in content form my previous courses, but would also compliment my skillsets in a meaningful way. I found this in content in the Spring of 2020. Most importantly, I wanted to increase my understanding of how technology can be adapted to suit my philosophy of education and ideally bring about new experience for my learners moving forward. |
EAD 876: Budgeting and Finance in Higher Education
Spring 2020, Dr. Serna
Prior to my studies at MSU, I received my Bachelor of Science in Business Administration at Central Michigan University. I decided one thing I would like to include in my MAED program was a return to my own educational foundations. I have had both educational and corporate professional experience in management, finance, and accounting. This course provided everything I desired and more for this period of my learning path. I was able to grasp a better understanding of how financing in higher education affects postsecondary institutions both in relation to their induvial students and themselves as institutions in their own right. It was refreshing to return to familiar territory, but also view finance under the new lens of educational philosophy.
TE 831: Teaching School Subject Matter with Technology
Summer 2020, Dr. Hartman
I had always intended to set this course as late as possible in my master’s program. Technology moves too fast. Nearly everything becomes obsolete in the blink of an eye. I didn’t know it when I scheduled this course, but I couldn’t have picked a more fortuitous and opportune time to take TE 831. Depending on when you are reading this you may remember mid-year 2020 was the epicenter of the Covid-19 global pandemic. I was living in Southeast Asia at the time and my family and I were taking part in a serious, shelter-in-place, lockdown. The online technical approach to teaching provided in my entire MAED program and accurately in this course provided the perfect framework to model around these most serious of times. During this time, I engaged in one of my most memorable projects from studies; information about which can be found on my Project Showcase page.
EAD 861: Adult Learning
Fall 2020, Dr. Smith
This course was taken concurrently with the capstone course detailed below. The professor was a new addition to the program and a capable understudy of Dr. Dirkx. Although the focus was primarily on social issues in adult education in the United States, the literature provided the opportunity for educators to explore other areas of adult learning and development. I found the content related to cognitive development and intelligence in aging to be most relevant to my professional development.
ED 870: Capstone Seminar – Master of Arts in Education
Fall 2020, Dr. Koehler
This course was taught in conjunction with Professor Aric Gaunt. I found it to be timely and productive. The course itself resulted in the generation of this professional online portfolio. Without any prior experience in web development I was a bit intimidated at the outset, but I had faith in the expert content and professionalism I had grown to expect from Michigan State’s MAED program. The source and project did not fail to deliver, and I am most satisfied with the outcome. In combination with this course and my previous studies I feel I have attained a firm grasp on content knowledge, pedagogy, and technology-based ways of delivering content to my learners. I look forward to continuing my journey in education and the capstone course provided a superb foundation for my future development.
Spring 2020, Dr. Serna
Prior to my studies at MSU, I received my Bachelor of Science in Business Administration at Central Michigan University. I decided one thing I would like to include in my MAED program was a return to my own educational foundations. I have had both educational and corporate professional experience in management, finance, and accounting. This course provided everything I desired and more for this period of my learning path. I was able to grasp a better understanding of how financing in higher education affects postsecondary institutions both in relation to their induvial students and themselves as institutions in their own right. It was refreshing to return to familiar territory, but also view finance under the new lens of educational philosophy.
TE 831: Teaching School Subject Matter with Technology
Summer 2020, Dr. Hartman
I had always intended to set this course as late as possible in my master’s program. Technology moves too fast. Nearly everything becomes obsolete in the blink of an eye. I didn’t know it when I scheduled this course, but I couldn’t have picked a more fortuitous and opportune time to take TE 831. Depending on when you are reading this you may remember mid-year 2020 was the epicenter of the Covid-19 global pandemic. I was living in Southeast Asia at the time and my family and I were taking part in a serious, shelter-in-place, lockdown. The online technical approach to teaching provided in my entire MAED program and accurately in this course provided the perfect framework to model around these most serious of times. During this time, I engaged in one of my most memorable projects from studies; information about which can be found on my Project Showcase page.
EAD 861: Adult Learning
Fall 2020, Dr. Smith
This course was taken concurrently with the capstone course detailed below. The professor was a new addition to the program and a capable understudy of Dr. Dirkx. Although the focus was primarily on social issues in adult education in the United States, the literature provided the opportunity for educators to explore other areas of adult learning and development. I found the content related to cognitive development and intelligence in aging to be most relevant to my professional development.
ED 870: Capstone Seminar – Master of Arts in Education
Fall 2020, Dr. Koehler
This course was taught in conjunction with Professor Aric Gaunt. I found it to be timely and productive. The course itself resulted in the generation of this professional online portfolio. Without any prior experience in web development I was a bit intimidated at the outset, but I had faith in the expert content and professionalism I had grown to expect from Michigan State’s MAED program. The source and project did not fail to deliver, and I am most satisfied with the outcome. In combination with this course and my previous studies I feel I have attained a firm grasp on content knowledge, pedagogy, and technology-based ways of delivering content to my learners. I look forward to continuing my journey in education and the capstone course provided a superb foundation for my future development.