CEP 815: Technology & Leadership
In this course we identified how to integrate educational technologies to enhance learning experiences, focusing primarily on the need for the technologies and how to incorporate these applications into lesson plans. Often emerging technologies are selected on their potential alone without consideration of the original purpose of the technology selection: to help advance student understanding within a particular subject, concept or lesson plan. The fundamental concepts of technology integration such as assessment, project management, user acceptance and the impact on the student population were addressed over the semester.
Nick Sheltrown, Ph.D.
EAD 876: Budgeting & Finance in Higher Education
The rising cost of higher education is often a focal point of news outlets and online discussion. This course addressed many factors in the financial sector of higher education: the need-based vs. merit-aid argument for financial aid, the role of federal and state governments in higher education funding, the financing of higher education in private and public institutions, and the key questions administrators focus on when addressing the affordability of higher education for potential students. Through this course, I was able to understand the relationship between revenues and expenditures in financing future higher education initiatives within a post-secondary institution and the relative rising costs that is driven by student demand. Lastly, this course linked the financial aspect of higher education to the complex admissions decisions, administrative planning and evaluation of financing operations at a post-secondary institution.
Brendan Cantwell, Ph.D.
ED 800: Concepts of Educational Inquiry
What is the purpose of education and what are our goals for learning? In this course we explored the foundations of educational inquiry, the problems that we face as teachers/learners, and the methods installed to better understand the purposes of education. Starting with John Dewey's educational philosophies, this course evolved to analyze the evolution and practice of education in the classroom, and then on to the integration of educational technologies into a learning setting. Additional elements such as resources for teachers, administrators and management in higher education were also a focal point of understanding the relationships between these constituents on campus.
Steven Weiland, Ph.D.
CEP 800: Learning in School & Other Settings
In this course, participants focused on how students learn both in the classroom and in other social settings, to better understand the various methods of teaching. Through implementation in our own educational settings, we were able to put the concepts covered in this course into practice. I focused on understanding the non-verbal cues demonstrated in students' learning and how body language can define a student's willingness or receptiveness to learning. Focusing on the human element of learning and psychological non-verbal communication allowed me to better understand the layers of instruction that teachers encounter on a daily basis.
Danah Henriksen, Ph.D.
EAD 877: Program Planning & Evaluation in Postsecondary Education
The purpose of designing programs and the evaluative methods to assess their effectiveness were the fundamental concepts covered in this course. In turning theory to practice, students planned, designed and developed our own programs to implement in our own post-secondary education settings. Our designs focused on understanding the political factors involved in drafting an academic program, while also addressing the elements of 'power' in understanding the political landscape across campus. Through research on successful programs and different approaches to implementation, our designs were crafted with these considerations in mind, to address the social and political hurdles we encounter when rolling out new initiatives on campus.
Will Arnold, Ph.D.
CEP 820: Teaching Students Online
This course analyzed the functions of learning management systems (LMS) and the subsequent design components for developing a successful platform for online student learning. Through creation of my own LMS in Weebly, I was able to identify key components that allow for rich teaching and learning experiences, such as lesson plan development, self-evaluation and student collaboration. Use of a developer notebook within the Google application framework also allowed course designers to draft, create and reflect on their own experiences with online course development. The value of rich digital learning experiences and adapting online lesson plans to the needs of the student learners were also addressed in this nationally recognized course.
Anne Heintz, Ph.D.
CEP 813: Electronic Portfolios & Assessment
Historically, at the completion of a successful academic career, students have composed a transcript of course titles, course numbers and grades as a representation of learning. However, these transcripts fail to identify the student learning through the students' perspectives and do not capture the skills and knowledge learned along their respective journeys. Through designing an electronic portfolio in the Canvas learning management system in this course, I was able to design a prototype for students to assess their own learning through course reflections. This course also addressed how educators can assess student learning through the development of electronic portfolios and self-evaluations in order to analyze student understanding.
Michelle Schira Hagerman, Ph.D.
CEP 817: Learning Technology through Design
Through the use of the Stanford University Design Model (derived from the Stanford Design School), this course analyzed the purpose of design with an emphasis on cycling through the design model to develop a final product. With the students' needs and purpose for the design driving the model, the course addressed each stage within the design model (empathy, define, ideation, prototype, test) as we designed our own project to address an identified need in our professional practice. These design activities gave the student a sense of the challenges in design, the importance of failure in the project, and the need for cyclical design iterations.
Danah Henriksen, Ph.D.
CEP 807: Proseminar in Educational Technology
The summation of the MAET journey came together in this course as I was able to reflect on my own learning processes over the last three and half years. Through the creation of an electronic portfolio (composed of digital artifacts, projects and reflections), I was able to assess my own understanding of the purpose of educational technology integration, the needs of our learners, and the purpose of design. The creation of a digital portfolio also allowed me to demonstrate my learning in a more comprehensive manner than a traditional transcript (or diploma) can offer. While the work highlighted in this portfolio captures a fraction of my learning at Michigan State, this portfolio only acts as the beginning to future learning that lies ahead in my career.
Matthew Koehler, Ph.D.
CEP 822: Approaches to Educational Research
This course analyzed various approaches in understanding educational research and how to address these problems facing higher education via a research proposal. The course addressed critiquing published research studies and understanding educational statistics as we analyzed today's issues in higher education.
Paul Morsink, Ph.D.
Course Subject Legend: CEP = Counseling & Educational Psychology EAD = Educational Administration ED = Education