Master's of Arts in Education Transcript
Throughout my Master's program, I gained a thorough understanding of instruction while developing my teaching practices in many areas of the elementary classroom. The majority of the courses focus on literacy instruction and students with learning differences. On this page, you can gain a glimpse into each course. Please feel free to explore the course syllabus by selecting on the highlighted instructor's name. Unfortunately, at this time, I have not received permission to link all of the syllabus.
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Summer 2014
Capstone Seminar
Course Number: ED 870
Professor: Matthew Koehler
Description: In this culminating course, I had the opportunity to review, expand, connect, and synthesize my learning growth and development throughout my graduate experience. During this time, I incorporated my new-found knowledge to create a thorough portfolio. My website includes a brief synopsis of the courses I participated in, papers, and projects. This brief snapshot of my development serves as a detailed account of my masters experience.
Course Number: ED 870
Professor: Matthew Koehler
Description: In this culminating course, I had the opportunity to review, expand, connect, and synthesize my learning growth and development throughout my graduate experience. During this time, I incorporated my new-found knowledge to create a thorough portfolio. My website includes a brief synopsis of the courses I participated in, papers, and projects. This brief snapshot of my development serves as a detailed account of my masters experience.
Spring 2014
Writing Instruction and Assessment
Course Number: TE 848
Professor: Kati Macaluso
Description: This course redeveloped my understanding of the complex relationships among independent writing development, writing understanding, and writing instruction. I put on my writing hat as I engaged in the writing process with narrative, poetry, and nonfiction writing. Throughout this experience there were ample opportunities to reflect upon the writing emotions and complexities. The class concluded with the opportunity to develop and create a rationalized and theorized case study.
Course Number: TE 848
Professor: Kati Macaluso
Description: This course redeveloped my understanding of the complex relationships among independent writing development, writing understanding, and writing instruction. I put on my writing hat as I engaged in the writing process with narrative, poetry, and nonfiction writing. Throughout this experience there were ample opportunities to reflect upon the writing emotions and complexities. The class concluded with the opportunity to develop and create a rationalized and theorized case study.
Fall 2013
Developing Positive Attitudes toward Learning
Course Number: CEP 802
Professor: Evelyn Oka
Description: Motivation to learn is essential and this course challenged and pushed common misconceptions about learners by emphasizing the importance of motivation. The key of beginning to be in the right learning mindset begins with the desire to learn. I examined and theorized with many studies to determine the cause of the lack of motivation and to critically evaluate possible solutions or tools to help enhance motivation.
Course Number: CEP 802
Professor: Evelyn Oka
Description: Motivation to learn is essential and this course challenged and pushed common misconceptions about learners by emphasizing the importance of motivation. The key of beginning to be in the right learning mindset begins with the desire to learn. I examined and theorized with many studies to determine the cause of the lack of motivation and to critically evaluate possible solutions or tools to help enhance motivation.
Fall 2012
Literacy Instruction for Students with Mild Disabilities
Course Number: CEP 804a
Professor: Carol Sue Englert
Description: This course was filled with valuable insight into the best practices for literacy instruction for students with mild disabilities. I was given the guided opportunity to observe and assess students using a variety of frequently used benchmark assessments. From there I learned how to evaluate the results, develop and implement learning goals and curriculum, and reflect upon my instructional design. This was incredibly beneficial as a classroom teacher striving to support all students while gaining additional understandings of special education assessments and design.
Course Number: CEP 804a
Professor: Carol Sue Englert
Description: This course was filled with valuable insight into the best practices for literacy instruction for students with mild disabilities. I was given the guided opportunity to observe and assess students using a variety of frequently used benchmark assessments. From there I learned how to evaluate the results, develop and implement learning goals and curriculum, and reflect upon my instructional design. This was incredibly beneficial as a classroom teacher striving to support all students while gaining additional understandings of special education assessments and design.
Summer 2012
Concepts in Educational Inquiry
Course Number: ED 800
Professor: Steve Weiland
Description: This theological foundation course served as a basis into our educational world. Instruction was focused on inquiry. This included history of education developed through research, autobiographical and biographical accounts, and educational theories that have driven the educational system into what it is today. Many of these foundation topics and theorists were addressed and referenced in many of my preceding classes. It was helpful to already have a basic understanding before it was mentioned later on.
Elementary Reading Assessment and Instruction
Course Number: TE 842
Professor: Meghan Block
Description: This course broke down the important considerations in reading instruction and examined the different areas both independently and together. The mains areas of focus were literacy in the United States, instructional components, assessment features, reading comprehension, vocabulary, foundation reading skills, reading components, and effectiveness. This course required much independent thought and value. I designed a literacy instructional scope and sequence that aligned related units of grammar, writing, and reading to enhance higher-level thinking and relatedness value that I felt my current instructional schedule was missing.
Accommodating Differences in Literacy Learners
Course Number: TE 846
Professor: Erin Jurand
Description: Differentiation within literacy instruction is essential and this course emphasized the literacy differences among learners. There are many different factors to consider when thinking about your learners. This includes cultural, motivational, and neurophysiological variances. Teachers need to be able to consider and examine individual differences in order to accommodate all learners efficiently and effectively.
Course Number: ED 800
Professor: Steve Weiland
Description: This theological foundation course served as a basis into our educational world. Instruction was focused on inquiry. This included history of education developed through research, autobiographical and biographical accounts, and educational theories that have driven the educational system into what it is today. Many of these foundation topics and theorists were addressed and referenced in many of my preceding classes. It was helpful to already have a basic understanding before it was mentioned later on.
Elementary Reading Assessment and Instruction
Course Number: TE 842
Professor: Meghan Block
Description: This course broke down the important considerations in reading instruction and examined the different areas both independently and together. The mains areas of focus were literacy in the United States, instructional components, assessment features, reading comprehension, vocabulary, foundation reading skills, reading components, and effectiveness. This course required much independent thought and value. I designed a literacy instructional scope and sequence that aligned related units of grammar, writing, and reading to enhance higher-level thinking and relatedness value that I felt my current instructional schedule was missing.
Accommodating Differences in Literacy Learners
Course Number: TE 846
Professor: Erin Jurand
Description: Differentiation within literacy instruction is essential and this course emphasized the literacy differences among learners. There are many different factors to consider when thinking about your learners. This includes cultural, motivational, and neurophysiological variances. Teachers need to be able to consider and examine individual differences in order to accommodate all learners efficiently and effectively.
Spring 2011
Professional Roles and Teaching Practice II
Course Number: TE 803
Professor: Laura Andresen
Description: In this course, I developed my social studies and teaching skills. I familiarized myself with the core areas of elementary instruction. I also had opportunities to consider and evaluate accommodations to insure each individual student's growth. After careful consideration, I had the opportunity to create. teach, and evaluate a hands-on social studies unit in the area of economics.
Reflection and Inquiry in Teaching Practice II
Course Number: TE 804
Professor: Timothy Bennett
Description: This course focused on the importance of inquiry and science. I analyzed, critiqued, and evaluate science units and instruction. From there I created a science instructional unit and assessments to implement while student teaching. I applied and practiced inquiry based instruction.
Course Number: TE 803
Professor: Laura Andresen
Description: In this course, I developed my social studies and teaching skills. I familiarized myself with the core areas of elementary instruction. I also had opportunities to consider and evaluate accommodations to insure each individual student's growth. After careful consideration, I had the opportunity to create. teach, and evaluate a hands-on social studies unit in the area of economics.
Reflection and Inquiry in Teaching Practice II
Course Number: TE 804
Professor: Timothy Bennett
Description: This course focused on the importance of inquiry and science. I analyzed, critiqued, and evaluate science units and instruction. From there I created a science instructional unit and assessments to implement while student teaching. I applied and practiced inquiry based instruction.
Fall 2009
Reflection and Inquiry in Teaching Practice I
Course Number: TE 802
Professor: Kathryn Roberts
Description: In this foundational literacy course, I examined the learning that can occurring in, about, and through language and the relationship among these interconnected ideas. By examining the 3 different basic considerations of literacy instruction, I was able to produce and execute my first well rounded lengthy literacy unit. At this time, this was a major feat. The students were engaged and excited and through assessment, I was given proof of their internalization of their learning.
Course Number: TE 802
Professor: Kathryn Roberts
Description: In this foundational literacy course, I examined the learning that can occurring in, about, and through language and the relationship among these interconnected ideas. By examining the 3 different basic considerations of literacy instruction, I was able to produce and execute my first well rounded lengthy literacy unit. At this time, this was a major feat. The students were engaged and excited and through assessment, I was given proof of their internalization of their learning.