Fall 2014
TE 831 – Teaching School Subject Matter with Technology
Instructor: Dr. Douglas Hartman
The first class that I took for the Master of Arts in Education (MAEd) program was daunting for a couple reasons but one of the biggest was that I was going to have to learn about a large number of the technological sites and applications that I largely tended to avoid. While I still don’t use Twitter, Facebook, or many of the other tools we used to complete various projects much, there were many valuable discussions on etiquette regarding the responsible use of social media and proper digital citizenship. This course also introduced me to valuable large scale concepts, such as the National Educational Technology Standards for Teachers (NETS*T) and Technological Pedagogical and Content Knowledge Theory (TPACK), as well as the single most interesting educational concept I have encountered during my program – flipping the classroom. Most importantly, this course ensured the myth of technology as a panacea for education was not propagated and provided ways to ensure the successful integration of technology in the classroom to aid student achievement.
Instructor: Dr. Douglas Hartman
The first class that I took for the Master of Arts in Education (MAEd) program was daunting for a couple reasons but one of the biggest was that I was going to have to learn about a large number of the technological sites and applications that I largely tended to avoid. While I still don’t use Twitter, Facebook, or many of the other tools we used to complete various projects much, there were many valuable discussions on etiquette regarding the responsible use of social media and proper digital citizenship. This course also introduced me to valuable large scale concepts, such as the National Educational Technology Standards for Teachers (NETS*T) and Technological Pedagogical and Content Knowledge Theory (TPACK), as well as the single most interesting educational concept I have encountered during my program – flipping the classroom. Most importantly, this course ensured the myth of technology as a panacea for education was not propagated and provided ways to ensure the successful integration of technology in the classroom to aid student achievement.
Spring 2015
ED 800 – Concepts of Educational Inquiry
Instructor: Dr. Steven Weiland and Nathan Clason
One of my favorite classes, ED 800 was the foundational course for the MAEd program, covering a wide variety of topics in education. Beginning with the comparison of the two main philosophies of education – conservatism versus progressivism, and then moving to the role of the teacher in society, the impact of the interaction between society and education was examined through analysis of prominent historical figures, in my case, J. Robert Oppenheimer. This interaction was further examined in cultures outside of America by observing the Maori in New Zealand as depicted in the movie “Whale Rider” before being brought up to present day where current issues in education were surveyed. These present day topics included the evolving idea of what it means to be educated, the importance or need for certain facets traditionally bound to the idea of education, and, finally, technology’s impact on education due to its increasing importance in society.
Instructor: Dr. Steven Weiland and Nathan Clason
One of my favorite classes, ED 800 was the foundational course for the MAEd program, covering a wide variety of topics in education. Beginning with the comparison of the two main philosophies of education – conservatism versus progressivism, and then moving to the role of the teacher in society, the impact of the interaction between society and education was examined through analysis of prominent historical figures, in my case, J. Robert Oppenheimer. This interaction was further examined in cultures outside of America by observing the Maori in New Zealand as depicted in the movie “Whale Rider” before being brought up to present day where current issues in education were surveyed. These present day topics included the evolving idea of what it means to be educated, the importance or need for certain facets traditionally bound to the idea of education, and, finally, technology’s impact on education due to its increasing importance in society.
Summer 2015
TE 861C – Action Research in the K-12 Science/Mathematics Classroom
Instructor: Elizabeth de los Santos
This course introduced me to the concept of action research – research undertaken by everyday practitioners (teachers, coaches, etc.) outside the realms of traditional academic research. Two of the biggest problems with traditional academic research are its language (often dense and technical) and its relevance (how does it relate to my situation?). The concept of action research looks to fill the gap between personal, one-off observations and traditional academic research. This is important because it can yield current and highly relevant results to a problem or theory that affects a local contingent of practitioners. This course culminated in setting up a personal action research project – in my case, regarding the potential effectiveness of utilizing a flipped classroom for an upper-level, high school mathematics class.
Instructor: Elizabeth de los Santos
This course introduced me to the concept of action research – research undertaken by everyday practitioners (teachers, coaches, etc.) outside the realms of traditional academic research. Two of the biggest problems with traditional academic research are its language (often dense and technical) and its relevance (how does it relate to my situation?). The concept of action research looks to fill the gap between personal, one-off observations and traditional academic research. This is important because it can yield current and highly relevant results to a problem or theory that affects a local contingent of practitioners. This course culminated in setting up a personal action research project – in my case, regarding the potential effectiveness of utilizing a flipped classroom for an upper-level, high school mathematics class.
Fall 2015
TE 855 – Teaching School Mathematics
Instructor: Dr. Michael Weiss
The struggle to differentiate learning mathematics versus understanding mathematics was a central theme throughout this course. Stanley Erlwanger’s famous study on “Benny” was the prime example used to illustrate the point that one can learn to do math while not actually understanding it at all. This concept was further extended through reviewing solutions provided by the public to math problems on Yahoo Answers and then providing answers of our own that would foster understanding instead of simple learning. Many other case studies comparing and contrasting various classroom and teaching practices were examined in order to extract lines of effort that would result in increased student understanding. The course culminated by researching a topic that might help increase understanding and its effectiveness (or not) in doing so, in my case, teacher professional development programs.
Instructor: Dr. Michael Weiss
The struggle to differentiate learning mathematics versus understanding mathematics was a central theme throughout this course. Stanley Erlwanger’s famous study on “Benny” was the prime example used to illustrate the point that one can learn to do math while not actually understanding it at all. This concept was further extended through reviewing solutions provided by the public to math problems on Yahoo Answers and then providing answers of our own that would foster understanding instead of simple learning. Many other case studies comparing and contrasting various classroom and teaching practices were examined in order to extract lines of effort that would result in increased student understanding. The course culminated by researching a topic that might help increase understanding and its effectiveness (or not) in doing so, in my case, teacher professional development programs.
Spring 2016
KIN 854 – Legal and Administrative Issues of Coaching
Instructor: Rick Atkinson
Each of my Kinesiology courses was very enlightening, beginning with this one. Throughout the course, I argued positions from sample case studies. Starting with the overarching topic of risk management, the course enhanced my ability to identify problems such as safety standard and Americans with Disabilities Act compliance issues and highlighted the importance of emergency action planning. The focus then shifted to negligence and liability concerns and how to protect one’s organization from them before moving on to the responsibilities that the coaches and administrators of sporting organizations are held to. Discipline and hazing, about which I drafted sample policies, were two key areas of emphasis for coaches while Title IX and employment/discrimination law was looked at for administrators. Finally, the course touched on ethics and the importance of dealing with the previous subjects in an ethical manner.
Instructor: Rick Atkinson
Each of my Kinesiology courses was very enlightening, beginning with this one. Throughout the course, I argued positions from sample case studies. Starting with the overarching topic of risk management, the course enhanced my ability to identify problems such as safety standard and Americans with Disabilities Act compliance issues and highlighted the importance of emergency action planning. The focus then shifted to negligence and liability concerns and how to protect one’s organization from them before moving on to the responsibilities that the coaches and administrators of sporting organizations are held to. Discipline and hazing, about which I drafted sample policies, were two key areas of emphasis for coaches while Title IX and employment/discrimination law was looked at for administrators. Finally, the course touched on ethics and the importance of dealing with the previous subjects in an ethical manner.
Summer 2016
KIN 856 – Physical Bases of Coaching
Instructor: Dr. Scott Riewald
Another fascinating course that taught me so many different things, the class started by examining the field of sport science and its importance to sporting organizations as well as its importance to coaches and athletes. The operation of the human body followed as muscular and skeletal anatomy was examined followed by biomechanics and physiology, focusing on the impact that nutrition, supplements, training, and recovery has on the body’s various energy systems. The act of physical conditioning came next as the benefits of various exercises, such as flexibility, endurance, strength, and power was compared and contrasted. Finally, the idea of periodization, or breaking a training cycle down into specific components to ensure optimal benefit to an athlete, was tackled followed by research into an area of our choice, for me, researching injury prevention in youth soccer players.
Instructor: Dr. Scott Riewald
Another fascinating course that taught me so many different things, the class started by examining the field of sport science and its importance to sporting organizations as well as its importance to coaches and athletes. The operation of the human body followed as muscular and skeletal anatomy was examined followed by biomechanics and physiology, focusing on the impact that nutrition, supplements, training, and recovery has on the body’s various energy systems. The act of physical conditioning came next as the benefits of various exercises, such as flexibility, endurance, strength, and power was compared and contrasted. Finally, the idea of periodization, or breaking a training cycle down into specific components to ensure optimal benefit to an athlete, was tackled followed by research into an area of our choice, for me, researching injury prevention in youth soccer players.
Spring 2017
CEP 805 – Learning Math with Technology
Instructor: Dr. Ralph Putnam and Brittany Dillman
This course was similar in many ways to TE 831 but focused on technological tools specifically meant to enhance the understanding of mathematics. Beginning with a comparison of instrumental and relational understanding, in other words, being able to follow rote directions to solve a problem versus the ability to strategize multiple approaches, the class illustrated the various advantages that tech tools can present. Different teaching and learning standards were introduced, such as Common Core, the Principles and Standards of School Mathematics (PSSM) from the National Council of Teachers of Mathematics(NCTM), and the book “Adding It Up” from the National Research Council. A framework for evaluating the general usefulness of various math tech tools, in addition to their ability to assist in meeting the above standards, was derived and applied to a number of tools in a variety of subjects within the field of mathematics. The popular mathematics programs Dragonbox and GeoGebra were introduced and discussed due to the diverse opinions about their ability to promote relational understanding and the class concluded with the creation of a personal website highlighting valuable math tech tools, complete with personal and peer reviews.
Instructor: Dr. Ralph Putnam and Brittany Dillman
This course was similar in many ways to TE 831 but focused on technological tools specifically meant to enhance the understanding of mathematics. Beginning with a comparison of instrumental and relational understanding, in other words, being able to follow rote directions to solve a problem versus the ability to strategize multiple approaches, the class illustrated the various advantages that tech tools can present. Different teaching and learning standards were introduced, such as Common Core, the Principles and Standards of School Mathematics (PSSM) from the National Council of Teachers of Mathematics(NCTM), and the book “Adding It Up” from the National Research Council. A framework for evaluating the general usefulness of various math tech tools, in addition to their ability to assist in meeting the above standards, was derived and applied to a number of tools in a variety of subjects within the field of mathematics. The popular mathematics programs Dragonbox and GeoGebra were introduced and discussed due to the diverse opinions about their ability to promote relational understanding and the class concluded with the creation of a personal website highlighting valuable math tech tools, complete with personal and peer reviews.
Summer 2017
EAD 801 – Leadership and Organizational Development
Instructor: Dr. BetsAnn Smith and Ian Kinkley
Perhaps the most valuable course for me in terms of relating to my current career, this class started with an examination of the behaviors demonstrated by those with various leadership orientations. Bruce Avolio’s Full Range Leadership model was studied to learn the many aspects of transactional versus transformational leadership and the effects on individuals and organizations the various ranges incur. The concepts of adaptive conflict (positive performance brought on by successfully navigating a struggle) and organizational cultures were examined before moving on to Ronald Heifetz’s concept of adaptive leadership. Diagnosing technical versus adaptive problems (simplistically, solving surface issues versus root causes) and sources of organizational conflicts were internalized through analysis of a conflict in our current profession. The notion of formal versus informal authority and leadership (derived from a title versus derived from credibility – although not mutually exclusive) was looked at to identify ways to manage organizational changes and to design interventions to alleviate resistance to changes and ensure their success, again, applied to a challenge we were currently facing.
Instructor: Dr. BetsAnn Smith and Ian Kinkley
Perhaps the most valuable course for me in terms of relating to my current career, this class started with an examination of the behaviors demonstrated by those with various leadership orientations. Bruce Avolio’s Full Range Leadership model was studied to learn the many aspects of transactional versus transformational leadership and the effects on individuals and organizations the various ranges incur. The concepts of adaptive conflict (positive performance brought on by successfully navigating a struggle) and organizational cultures were examined before moving on to Ronald Heifetz’s concept of adaptive leadership. Diagnosing technical versus adaptive problems (simplistically, solving surface issues versus root causes) and sources of organizational conflicts were internalized through analysis of a conflict in our current profession. The notion of formal versus informal authority and leadership (derived from a title versus derived from credibility – although not mutually exclusive) was looked at to identify ways to manage organizational changes and to design interventions to alleviate resistance to changes and ensure their success, again, applied to a challenge we were currently facing.
Fall 2017
KIN 855 – Psychosocial Bases of Coaching
Instructor: Dr. Andrew Driska
The last of my three Kinesiology classes, this course started by examining the importance of coaches engaging in reflective practices, taking the time to think about how to become a better coach and then putting a plan into place for the coach to grow his knowledge base in order to get there, in the form of a personal concept map. The effect of different communication styles and coaching behaviors on players was studied, with eye-opening results from an analysis of myself. Coaching ethics and various theories on motivation followed, which was most applicable to my current profession. Group dynamics, team cohesion, and sport psychology focusing on the use of imagery, self-talk, and goal setting rounded out the curriculum. I especially enjoyed the portion on goal setting and the introduction of the GROW model of communication (Goal, Reality, Options, Wrap Up) as it is very relevant to my Air Force career, in addition to coaching where I was able to practice applying it with a player on one of my soccer teams who was interested in promoting to the local travel team.
Instructor: Dr. Andrew Driska
The last of my three Kinesiology classes, this course started by examining the importance of coaches engaging in reflective practices, taking the time to think about how to become a better coach and then putting a plan into place for the coach to grow his knowledge base in order to get there, in the form of a personal concept map. The effect of different communication styles and coaching behaviors on players was studied, with eye-opening results from an analysis of myself. Coaching ethics and various theories on motivation followed, which was most applicable to my current profession. Group dynamics, team cohesion, and sport psychology focusing on the use of imagery, self-talk, and goal setting rounded out the curriculum. I especially enjoyed the portion on goal setting and the introduction of the GROW model of communication (Goal, Reality, Options, Wrap Up) as it is very relevant to my Air Force career, in addition to coaching where I was able to practice applying it with a player on one of my soccer teams who was interested in promoting to the local travel team.
Spring 2018
ED 870 – Capstone Seminar
Instructors: Dr. Matthew Koehler, Sarah Keenan-Lechel, Spencer Greenhalgh, and Brittany Dillman
The final course in the MAEd program, this class was designed to integrate everything from the program together in order to judge student’s mastery of the content. The main product of the course was a web-based portfolio showcasing various exhibits from throughout the program – from the courses taken, to a sample of my work in the various classes, to essays reflecting on my time in the program. Honest self-reflection and providing solid, actionable feedback was vital to the success of the course by giving students the opportunity to mold their own and their peer’s portfolios in preparation of the final obstacle. The course culminated with an exhibition of the student’s website to an instructor and group of fellow classmates.
Instructors: Dr. Matthew Koehler, Sarah Keenan-Lechel, Spencer Greenhalgh, and Brittany Dillman
The final course in the MAEd program, this class was designed to integrate everything from the program together in order to judge student’s mastery of the content. The main product of the course was a web-based portfolio showcasing various exhibits from throughout the program – from the courses taken, to a sample of my work in the various classes, to essays reflecting on my time in the program. Honest self-reflection and providing solid, actionable feedback was vital to the success of the course by giving students the opportunity to mold their own and their peer’s portfolios in preparation of the final obstacle. The course culminated with an exhibition of the student’s website to an instructor and group of fellow classmates.