ANNOTATED TRANSCRIPT
This annotated transcript provides a glimpse into the coursework I completed in Michigan State University's Master of Arts in Education program. Click the course titles for more information from the registrar's office. The courses I took span 4 departments: Counseling, Educational Psychology, and Special Education (CEP); Educational Administration (EAD); Education (ED); and Teacher Education (TE).
Fall 2017
Instructors: Dr. Spencer Greenhalgh and Colin Gallagher
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In this course, we studied the guiding principles behind assessment design with an emphasis on formative assessments. We used this knowledge to create a rubric for assessments to help us with evaluating and designing our own formative assessments. From a metacognitive position, we experienced these practices as students, engaging in peer feedback, self-reflection, and Understanding by Design. The course also had us consider how we could incorporate innovative technology, like the game Minecraft, in our assessments.
Instructor: Andrea Varricchione
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We thoroughly explored the Next Generation Science Standards' three dimensions (science and engineering practices, disciplinary core ideas, and crosscutting concepts) based on the National Research Council's framework for K-12 science education. We then used this work to analyze the Ambitious Science Teaching framework through a video observation series. From there, we incorporated our learning to design and teach an inquiry-based lesson. We wrapped up the course with case studies to support underrepresented students.
Spring 2018
Instructors: Dr. Carmen Richardson and Bret Staudt Willet
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We grappled with problems of practice in our work and used the Stanford d. school's model for design thinking to find innovative solutions to those problems. We started by concentrating our efforts on uncovering the root causes of our problems and the true needs of our stakeholders. After the empathize and define stages, we went on to generate ideas for solutions and create prototypes. Finally, we had our stakeholders test out and provide feedback on these solutions as a part of an iterative design cycle.
Instructors: Dr. Steven Weiland and Dr. Aaron Einfeld
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This foundational course explored the domains of educational inquiry at a self-guided pace. We began with an examination of the history and changes to educational philosophy. Next, we considered the role we play as teacher researchers and reflected on our practice. We then became ethnographers to observe education from another perspective before looking at the power of education through historical biographies. To close out the course, we analyzed the role of technology through our own experiences as students.
Summer 2018
Instructors: Dr. Melissa Usiak and Ian Kinkley
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Recognizing the differences between adult learners and K-12 students, we reviewed the foundations for strong learning cultures in this course. We surveyed and incorporated the needs of adult learners in our organizations to develop professional development plans to support our teams. Through course readings and group discussions, we studied different learning designs and protocols for effective development. Ultimately, we used this information to create comprehensive proposals and plans for staff learning to present to our respective leaders.
Instructor: Meenakshi Sharma
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We designed Next Generation Science Standards-aligned unit plans and lesson sequences centered on an anchoring event in science. We spent time diving into the Ambitious Science Teaching framework, which served as the basis for our unit planning. In particular, we spent time studying what makes a good scientific phenomenon to use as the core of our unit plans. From there, we practiced planning for discourse and generating questions that would help probe and push student thinking. This course supported us in developing a cohesive sequence of activities to deepen student understanding.
Fall 2018
Instructors: Dr. Anne Heintz and Haixia Liu
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In this course, we considered different models for technology integration: traditional classroom settings, blended learning, and fully online courses. We assessed different course management systems, reviewed the Universal Design for Learning Guidelines, and examined the impacts of synchronous and asynchronous learning. We also used a framework to clearly map our learning goals to the activities and assessments we planned for our students. Ultimately, we incorporated these best practices to create blended or fully online courses for a unit that we teach.
Instructor: Dr. Douglas Hartman
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We explored two major themes in this course: new technological tools for our classrooms and pedagogical theories to integrate that technology. Each student presented at least three tools to cultivate a library of tech tools for the class, and we also collectively utilized technology such as Twitter, VoiceThread, and Prysm. In our assignments, we contemplated how we could re-purpose technology to align with various frameworks. We focused on how technology could transform our work with students and how it interfaced with our pedagogical and content knowledge.
Spring 2019
Instructor: Dr. Jada Phelps-Moultrie
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We examined the impact and causes of the racial achievement gap in this course. Readings and group discussions opened my eyes to the ways in which I may have unconsciously contributed to systems of oppression as an educator. Using the lens of Culturally Responsive School Leadership (CRSL), we considered what we can do as leaders in our settings to support minoritized students. We developed our self-awareness and critical consciousness to incorporate CRSL practices in our settings.
Instructors: Dr. Matthew Koehler and Aric Gaunt
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This course served as the culmination of our experiences in Michigan State's Master of Arts in Education and Master of Arts in Educational Technology programs. We created digital portfolios that highlight our graduate work, reflections on our experiences, and future aspirations. Each week, we engaged in an iterative feedback cycle with our peers to strengthen our portfolio designs. We developed expertise in website design through this work.