Fall 2022

 

ED 800 - Educational Inquiry (Required)

Professor Kristy Cooper Stein

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This course provided an overview of educational research methods such as quantitative and qualitative methodologies. I also gained knowledge on ethnographies, portraiture, historical analysis, indigenous research methodologies and how to construct my own educational philosophy. I learned the schools role as socializing institutions. Additionally, I dived into topics pertaining to social reproduction, educational activism, and culturally sustaining pedagogies.

EAD 863 - Training and Professional Development (Concentration)

Professor John Dirkx

 

​This course aimed to enhance adult training and professional development in various occupational settings. It encouraged students to assess and critique various training programs. Through this class, I was able to enhance my expertise and ability to lead and guide students. I also developed knowledge of best practices through collaborative learning and discussions with both small groups and the class as a whole.

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Spring 2023

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EAD 801 - Leadership and Organizational Development (Concentration)

Professor Kristy Copper Stein

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This course encouraged me to fully recognize my role in organizations and the leadership hats I wear in multi-faceted environments. We utilized Leadership and Organizational Theory

​to analyze concepts, theories and influences in leadership. We were also encouraged to analyze our own leadership values in the process. Through this course, I was able to  reframe my pre-conceived beliefs surrounding effective and ineffective leadership.

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CEP 801 - Psychological Development: Learner Differences and Commonalities (Elective)

Professor David Wong

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This course aimed to dispute normative standards in school learning and provided tools to assist in supporting students with exceptionalities. It promoted a strengths-based viewpoint and 

re-evaluated beliefs of cognitive development timelines for young learners. Not only did this course encourage the facilitation of open environments but it challenged limitations of standardized intelligence assessments in Western culture. This course provided new perspective to why children learn differently and how we can best meet their needs.

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Fall 2023
 

CEP 802 - Developing Positive Attitudes Toward Learning (Elective)

Professor David Wong

 

This course focused on students attitudes toward learning and uncovered reasons behind the lack of motivation to learn. It encouraged consideration of the difficulties children face in school. This  can include anxiety,  isolation, underachievement, and lack of focus. Instead of seeing a child's situation as a motivational problem, I was encouraged to take a multidimensional approach to assess motivation. I also devised intervention strategies to foster self-determination, and improve student interest in learning overall.

CEP 800 - Psychology of Learning in School and Other Settings (Elective)

Professor Blair Stamper

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This course aimed to explore and view learning through a new lens. Through a museum/gallery guidebook, I was able to dive deep into topics pertaining to behaviorism, cognitivism, social theories, critical theories, out of school learning and adult theories of learning. As a final project, I was able to apply what I have learned to create my own Theory of Learning. It highlighted my newly constructed beliefs in the thinking/learning process and helped me understand how learning and reflection is a process that is continuous.

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Spring 2024

CEP 815 - Technology and Leadership (Core)

Professor Kyle Shack

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This course was successful in merging technology, leadership and learning into one. Through this course, I improved my understanding of how teaching practices can advance from new technology. Conversely, the course also shed light on the obstacles faced by audiences who resist the integration of technology in the classroom. This brought debatable discussion towards the pros and cons  of technology and whether it benefits or hinders productivity for teachers and students.

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EAD 866 - Teaching in Postsecondary Education (Concentration)

Professor Justin Gutzwa

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This course aimed to provide a deeper understanding of the role of universities and sociopolitical structures of power in shaping  teaching and learning at the post-secondary level. We explored theories and instructional designs pertaining to teaching and learning. We also engaged in challenging discussions regarding traditional modes of learning and assessment. Lastly, we discussed unwellness as proposed by Khuc, and created our own podcast to share our thoughts regarding the method of ungrading.

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Fall 2024

TE 845 - Language Diversity and Literacy Instruction and Assessment (Elective) 

Professor Patricia Edwards

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This course aimed to develop one's knowledge and expertise when working with English Language Learners (ELL's) and English as a Second Language (ESL). While learning how to assess the impact of literacy policies and standards on first and second language minorities, I grew to understand the need for educators to reflect on internal bias. This includes reassessing our views on student intelligence and capabilities. I've learned that it is the educator's responsibility to ensure that equal opportunity is provided to each student. Thus, linguistic and cultural diversity should not be met with less rigorous activities. Moreover, a compassionate, open-minded and culturally sensitive environment is needed to foster engagement and growth amongst linguistic learners.

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ED870 - Capstone (Required)

Professor Matthew Koehler & Professor Megan Eikey

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For my Capstone, I have compiled my graduate coursework and showcasing my knowledge through my personal website. As I complete my weekly tasks, I am  engaging in the process of design, reflection, and revision to help me improve my work. I have consistently applied the feedback I have received from both professors and colleagues to make positive changes to my website and to help me improve my portfolio. This course is one of the final stepping stones I have before graduating and serves as reminder of the benefits of continuous reflective practices as well as the importance of taking valuable input into account.