ANNOTATED TRANSCRIPT.
MAEd COURSEWORK
This course took a broad approach to studying leadership in organizations, colleges, and schools. The premise seemed almost too broad, however the depth and focus of each reading and writing assignment helped to hone in on the details and nuances of effective leadership. Similarly, the range of leadership in all three different sectors showed to be more similar than they differed. This course, above all else, challenged my own definition and redefinition of quality leadership.
DR. KOEHLER
ED 870:
MAEd Capstone Seminar
SPRING 2015
EAD 822:
Engaging Diverse Students and Families
This course operated on the healthy and necessary discomfort, which came from open and honest conversation around race, culture, class, and the present and past imbalance of all of these. The topics themselves are provocative and edgy in education no matter the era. Things, however, seem to be very timely for taking this course in such a hostile age in America and around the world. I appreciated most the honesty all students exhibited while surveying some rocky terrain.
DR. KHALIFA
MICHIGAN STATE UNIVERSITY
Master's of Arts in Education
Secondary & Postsecondary Leadership
FALL 2014
EAD 801:
Leadership and Organizational Development
DR. ARNOLD
ED 805:
Administration in Higher Education
This course challenged students to grow in understanding with the variety of institutional designs and operational values of postsecondary institutions. Ranging from four-year colleges and universities to community colleges and specialty programs, this course shed light on the variety of educational settings beyond high school. Furthermore, the course helped consider differences of each model and, thus, the strengths and limitations of each setting. Most importantly, this course incorporated some highly applicable readings on institutional leadership.
This course encouraged critical dialogue as each student approached the brink of a completed Master's in Education. The dialogue varied as we all developed our own digital portfolios. One week it may involve receiving a colleague’s opinion on the appearance and functionality of a website platform, and the next it may involve advice to wordsmith a resume for professional use. Either way, this course demonstrated what a cooperative group of supportive colleagues can accomplish together.
DR. CANTWELL
SUMMER 2014
EAD 867:
Case Studies in Educational Leadership
This course may be my most favorite course for one major reason: its hyper focus on direct application for each lesson. The professors challenged each student to work collaboratively to analyze each case study with depth and meticulousness. By the end of the course, each student had analyzed such a variety of studies with varying but all directly applicable elements. Beyond that, the case studies also varied in level and nature of educational setting to provide a more well-rounded experience in analysis.
DR. AMEY
DR. JESSUP-ANGER
KIN 856:
Physical Bases of Coaching Athletes
This course upheld to be highly technical in its teaching of the science of the body in athletic competition and training. Taught by a world-renowned sports performance guru, his insight was undeniable. A major plus this course was the application the course mandated for whatever coaching or involvement the student had with athletics at the time. So, it ended up benefitting my coaching as I approached our football season that fall.
DR. RIEWALD
SPRING 2014
CEP 800:
Psychology of Learning in School and Other Settings
This course familiarized me with a wide variety of psychological and educational theorists. The often conflicting and occasionally supporting perspectives helped shape a broadened scope of some of the ‘beginnings of education.’ Furthermore, these theories and perspectives proved relevant beyond the classroom. A critical portion of this course involved understanding the connection between these theories and their application in real world settings in both educational and non-educational settings.
DR. HENRIKSEN
DR. WEILAND
This course demonstrated to be the most highly theoretical course I completed in the MAEd program. Studying with less of an emphasis on application, and more of a focus on conceptual understanding of educational theory, I grew in understanding of many of the most influential educational minds. This course also pushed a consideration of the era and historical value of the development and progression of education. This course taught me much, but possibly nothing more important than how to develop my own sense and use of inquiry. I am grateful, now on this side of taking this course, for the instructors challenging me to dig for abstract understanding rather than literal, finite learning.
ED 800:
Concepts of Educational Inquiry
DR. GOULD
DR. GOULD
This course provided a great amount of time and focus on the managerial and logistical values of administering at the departmental, league, and team level. The aim of the course was to prepare coaches and athletic administrators for effective leadership in varying athletic roles. The most critical element of this course for me pertained to the improvement of a struggling athletic department or team culture. I have since found many ways in which I could apply some of the learning I gained in this course.
This course, one of the two courses I took with Professor Gould, challenged me in my pursuit of understanding effective coaching. It approached the topic of coaching with more breadth than I expected. The topics tackled are what made the course so appealing. Focusing on everything from leadership development to technical skills, it always kept in mind the ethical elements of coaching successfully. This course was timely in its support of me while I was entering my first season as a college football assistant coach, and I am exceedingly grateful.
KIN 857:
Promoting Positive Youth Development through Sport
KIN 855:
Psychosocial Bases of Coaching