Fall 2011
Course: TE 843 - Secondary Reading Assessment & Instruction
Instructor: Laurel Disney
Description: This was my first concentrated encounter with reading instruction. We addressed topics including, but not limited to, contemporary issues affecting literacy in the high school environment, how to best measure the progress being made by our students, and what best practices are available to us as educators to best meet the literacy needs of students that we teach. Coming from a visual arts background I initially found this content overwhelming but was grateful to find that what complicates the comprehension of literary concepts closely parallels those factors that are addressed in when teaching visual literacy.
Course: TE 846 - Accommodating Differences in Literacy learners
Instructor: Laurel Disney
Description: In this course we were provided the opportunity to work with directly with students in our local schools to assess their literary needs and provide content appropriate interventions to improve their reading and writing performance. Working with English Language Learners we addressed the process of language acquisition as well as motivating factors the inhibit their achievement in mastering the language. Within my curriculum traditional literacy and language acquisition are supported by the visual arts but not often directly addressed. This class allowed me to step outside of my content area and expand my understanding of what I can do for my student to better serve their complete educational needs.
Spring 2012
Course: ED 800 - Concepts of Educational Inquiry
Instructor: Steven Wieland & Nathan Clason
Description: Through this course we took a comprehensive look into how we as individuals and educators acquire knowledge. I found this course to be refreshing both personally and professionally. Traditionally this course would serve as the introduction to the MAED program. While preparing us to be inquiring minds discovering questions and seeking the resources to answer them, the experience that I take with me is a new perspective on how we seek and accept knowledge in a scholastic environment and within our personal lives. This was the first course that I have participated in with looked at the broad concept of being a life long learner and the role that we have as educators to facilitate this pursuit in our students and ourselves.
Course: TE 818 - Curriculum in its Social Context
Instructor: Kyle Greenwalt
Description: Within this course we investigated what it means to have a curriculum and how that curriculum is utilized in contemporary schooling. Each class member established a blog to record our reflections of among other things, looking into what constitutes a curriculum, how the content is established and who has the authority to create curriculum. This course provided my first venture into self publishing and a link to my blog is available here.
Summer 2012
Course: CEP 815 - Technology and Leadership
Instructors: Nicholas Sheltrown & Luke Rapa
Description: This course was directed to guide our understanding of the educational role of technology and how we could best advance our own practice in leading innovative solutions for incorporating technological advancements within our schools. The most impacting aspect of the course for was gaining an understanding that knowing technology and using technology in within the classroom is not equivalent to successfully teaching with the aid of technology. Our students can have great access to all modern advancements in personal computing and networking but without a structured goal and curriculum in place to support the use of technology the ultimate outcome will be empty. As educators we need to be teaching the students to both use technology as a level of basic content knowledge in addition to guiding their understanding of the most applicable implementation for technologies within their educational experiences.
Fall 2012
Course: EAD 860 - Concepts of a Learning Society
Instructor: Riyad Shahjahan
Description: Within this course we addresses the idea what it means to be a part of a collective learning environment. Addressing both how we gain knowledge from both a formal and informal setting. As a modern society moving through a digital age we studied how learning can be a collaborative effort in both professional and personal environments. In a collaborative effort we detailed how technology effects learning and interaction between members of society. While ultimately technology has become an pervasive aspect to our lives, as evident through the course focus and design of the MAED program, a collaborative response to the concept of how technology effects our living and learning within contemporary society can be found here.
Course: TE 849 - Methods and Materials for Teaching Child and Adolescent Literature
Instructor: Bevin Roue
Description: Of all the classes that I had the privilege of participating in while in the MAED program this course was the one that I looked forward to the most prior to enrollment and subsequently the course that offered me the most guidance in reshaping my teaching methods within my curriculum. Coming from a visual arts background I was surprised to see just how much of what I was already teaching my art students corresponds with teaching child and adolescent literature. From the begging of the course where we addressed picture books and breaking down the messages that were embedded in the illustrations (visual literacy!) to looking at the authenticity of the author and questioning who has the symbolic right to create works of literature and should the author be considered when analyzing a story parallels the process for breaking down and interpreting the visual arts. Culminating with an analysis of story telling over multiple formats (linked in my showcase page) from the written to the animated completed the bridge from traditional literacy to visual literacy.
Spring 2013
Course: EAD 830 - Issues in Urban Education: Racial Achievement Gap
Instructor: Christopher Dunbar
Description: In this course we looked to understand the root causes of achievement gap that exists between those of Caucasian middle class students and their peers whom are members of the non-dominate social culture. Addressed we factors including, but not limited to, socio-economic status, family structure, parental involvement, cultural traditions, and the schools that serve these students. My comprehensive essay detailing these factors and how they are interconnected can be found here.
Course: EAD 850 - Multicultural Education
Instructor: Riyad. Shahjahan
Description: What I took away most from this course was the concept of power and how that balance between those that have it and those that do not greatly impacts our perspective of education. This relationship is expressed in a collaborative visual essay created by myself and my group members detailing the relationship between Power, Communication, and the Individual. A link to the .pdf of this presentation can be found here. From a visual arts perspective this is especially important to address as those who possess the power have the ability to shape the perception of those receiving the image. Our students need to be taught the skills to decode what is being shown to them with respect and understanding of there that image may be coming from, who the intended audience may be, as well as deciphering the overt and subvert meaning of these messages.
Summer 2013
Course: ED 870 - Capstone Portfolio
Instructors: Matthew Koehler, Andrea Zellner, Joshua Rossenberg, & William Cain
Description: At the conclusion of the MAED program this course is the final culmination and reflection upon the educational experiences gained over the past two years. This web page is the ultimate product of having completed the required courses and will serve as a unifying collection and record of my educational experience through Michigan State University. This course provided me the opportunity to investigate self-publishing a website which I have previously not experienced, while providing insight to how to best represent myself and accomplishments in a digital setting.
Course: TE 843 - Secondary Reading Assessment & Instruction
Instructor: Laurel Disney
Description: This was my first concentrated encounter with reading instruction. We addressed topics including, but not limited to, contemporary issues affecting literacy in the high school environment, how to best measure the progress being made by our students, and what best practices are available to us as educators to best meet the literacy needs of students that we teach. Coming from a visual arts background I initially found this content overwhelming but was grateful to find that what complicates the comprehension of literary concepts closely parallels those factors that are addressed in when teaching visual literacy.
Course: TE 846 - Accommodating Differences in Literacy learners
Instructor: Laurel Disney
Description: In this course we were provided the opportunity to work with directly with students in our local schools to assess their literary needs and provide content appropriate interventions to improve their reading and writing performance. Working with English Language Learners we addressed the process of language acquisition as well as motivating factors the inhibit their achievement in mastering the language. Within my curriculum traditional literacy and language acquisition are supported by the visual arts but not often directly addressed. This class allowed me to step outside of my content area and expand my understanding of what I can do for my student to better serve their complete educational needs.
Spring 2012
Course: ED 800 - Concepts of Educational Inquiry
Instructor: Steven Wieland & Nathan Clason
Description: Through this course we took a comprehensive look into how we as individuals and educators acquire knowledge. I found this course to be refreshing both personally and professionally. Traditionally this course would serve as the introduction to the MAED program. While preparing us to be inquiring minds discovering questions and seeking the resources to answer them, the experience that I take with me is a new perspective on how we seek and accept knowledge in a scholastic environment and within our personal lives. This was the first course that I have participated in with looked at the broad concept of being a life long learner and the role that we have as educators to facilitate this pursuit in our students and ourselves.
Course: TE 818 - Curriculum in its Social Context
Instructor: Kyle Greenwalt
Description: Within this course we investigated what it means to have a curriculum and how that curriculum is utilized in contemporary schooling. Each class member established a blog to record our reflections of among other things, looking into what constitutes a curriculum, how the content is established and who has the authority to create curriculum. This course provided my first venture into self publishing and a link to my blog is available here.
Summer 2012
Course: CEP 815 - Technology and Leadership
Instructors: Nicholas Sheltrown & Luke Rapa
Description: This course was directed to guide our understanding of the educational role of technology and how we could best advance our own practice in leading innovative solutions for incorporating technological advancements within our schools. The most impacting aspect of the course for was gaining an understanding that knowing technology and using technology in within the classroom is not equivalent to successfully teaching with the aid of technology. Our students can have great access to all modern advancements in personal computing and networking but without a structured goal and curriculum in place to support the use of technology the ultimate outcome will be empty. As educators we need to be teaching the students to both use technology as a level of basic content knowledge in addition to guiding their understanding of the most applicable implementation for technologies within their educational experiences.
Fall 2012
Course: EAD 860 - Concepts of a Learning Society
Instructor: Riyad Shahjahan
Description: Within this course we addresses the idea what it means to be a part of a collective learning environment. Addressing both how we gain knowledge from both a formal and informal setting. As a modern society moving through a digital age we studied how learning can be a collaborative effort in both professional and personal environments. In a collaborative effort we detailed how technology effects learning and interaction between members of society. While ultimately technology has become an pervasive aspect to our lives, as evident through the course focus and design of the MAED program, a collaborative response to the concept of how technology effects our living and learning within contemporary society can be found here.
Course: TE 849 - Methods and Materials for Teaching Child and Adolescent Literature
Instructor: Bevin Roue
Description: Of all the classes that I had the privilege of participating in while in the MAED program this course was the one that I looked forward to the most prior to enrollment and subsequently the course that offered me the most guidance in reshaping my teaching methods within my curriculum. Coming from a visual arts background I was surprised to see just how much of what I was already teaching my art students corresponds with teaching child and adolescent literature. From the begging of the course where we addressed picture books and breaking down the messages that were embedded in the illustrations (visual literacy!) to looking at the authenticity of the author and questioning who has the symbolic right to create works of literature and should the author be considered when analyzing a story parallels the process for breaking down and interpreting the visual arts. Culminating with an analysis of story telling over multiple formats (linked in my showcase page) from the written to the animated completed the bridge from traditional literacy to visual literacy.
Spring 2013
Course: EAD 830 - Issues in Urban Education: Racial Achievement Gap
Instructor: Christopher Dunbar
Description: In this course we looked to understand the root causes of achievement gap that exists between those of Caucasian middle class students and their peers whom are members of the non-dominate social culture. Addressed we factors including, but not limited to, socio-economic status, family structure, parental involvement, cultural traditions, and the schools that serve these students. My comprehensive essay detailing these factors and how they are interconnected can be found here.
Course: EAD 850 - Multicultural Education
Instructor: Riyad. Shahjahan
Description: What I took away most from this course was the concept of power and how that balance between those that have it and those that do not greatly impacts our perspective of education. This relationship is expressed in a collaborative visual essay created by myself and my group members detailing the relationship between Power, Communication, and the Individual. A link to the .pdf of this presentation can be found here. From a visual arts perspective this is especially important to address as those who possess the power have the ability to shape the perception of those receiving the image. Our students need to be taught the skills to decode what is being shown to them with respect and understanding of there that image may be coming from, who the intended audience may be, as well as deciphering the overt and subvert meaning of these messages.
Summer 2013
Course: ED 870 - Capstone Portfolio
Instructors: Matthew Koehler, Andrea Zellner, Joshua Rossenberg, & William Cain
Description: At the conclusion of the MAED program this course is the final culmination and reflection upon the educational experiences gained over the past two years. This web page is the ultimate product of having completed the required courses and will serve as a unifying collection and record of my educational experience through Michigan State University. This course provided me the opportunity to investigate self-publishing a website which I have previously not experienced, while providing insight to how to best represent myself and accomplishments in a digital setting.