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The following document is a record of the courses taken in the Master of Education Program at Michigan State University. The courses were selected to satisfy the requirements of the degree along with concentrations in Special Education & Science and Mathematics Education.
CEP 843: ASD CHARACTERISTICS AND IMPLICATIONS
Fall 2019
Dr. Tiffany Stauch, BCBA-D
This was my first course in the MAED program. This class focused on using the Diagnostic and Statistical Manual of Mental Disorders (DSM-V) and Individuals with Disabilities Education Act (IDEA) in order to evaluate whether a case study student qualified for special education under the exceptionality of ASD. The course then focused on generation a plan using evidence based practices in order to better serve our case study student, as well as the development of a professional development presentation to educate our fellow staff members about identification of individuals with ASD, as well as teaching strategies for these students.
CEP 832: EDUCATION STUDENTS WITH CHALLENGING BEHAVIOR
Spring 2020
Dr. Vasiliki Mousouli
CEP 832 focused on identifying challenging behaviors in the classroom as well as strategies to improve student behavior and engagement. I was able to complete a case study on one of my current students, and I decided to focus on his defiant/noncompliant behavior. The final project consisted of developing and implementing a behavior strategy with the target student. I implemented my strategies (token boards/spinners) and wrote a report synthesizing my data and revisions to the strategy.
ED 800: CONCEPTS IN EDUCATIONAL INQUIRY
Spring 2020
Dr. Steven Weiland
ED 800 course consisted of asynchronous, self-paced units through 6 books/movies/hypermedia. Each unit tackled a different aspect of inquiry in education and allowed me to analyze my thinking about education & learning in a highly self-reflective way. At the end of each unit, I was able to construct an essay in order to synthesize my thinking.
CEP 842: CONTENT INSTRUCTION FOR MILD DISABILITIES
Summer 2020
Erin Hamilton
CEP 842 covered a wide variety of topics from characteristics of students with learning disabilities (LD) to strategies to support students across subject areas. The main project in the course was a unit plan. In the first part of this project, I analyzed the students in my class and their unique learning needs based on their personalities and exceptionalities. After analyzing my class, I was able to construct a mathematics unit for my K-5 self-contained special education class related to solving word problems effectively. This plan also contained plans for assessment, data collection, and reflection.
EAD 822: EDUCATING DIVERSE STUDENTS AND FAMILIES
Summer 2020
Dr. Jada Moultrie
EAD 822 is a course designed to provide opportunities for self-reflection on issues of race, gender, class, disability and other intersections of society as it related to school culture and leadership. One of the course requirements was to synthesize units using graphic organizers. These visual representations help to build connections and understanding of different concepts such as critical race theory and intersectionality. The final project provided an opportunity to propose a plan addressing a problem of practice within our school environment, and I was able to create a project proposal to address the inequities of the individual education plan (IEP) process in my local school building.
TE 831: TEACHING SUBJECT MATTER WITH TECHNOLOGY
Summer 2020
Dr. Douglas Hartman
I registered for this course as soon as our schools went virtual during the COVID-19 pandemic. TE 831 focused on exploration of different technology tools and their applications in enhancing classroom content. This course introduced me to the Technological Pedagogical and Content Knowledge (TPACK) framework, and projects such creating a digital story or repurposing a lesson plan using technology allowed me to expand my idea of instructional technology as well as improve my technological literacy.
TE 855: TEACHING SCHOOL MATHEMATICS
Fall 2020
Dr. Kristen Bieda
TE 855 provided many opportunities to engage with new ways of thinking about mathematics instruction. Activities in this course included a whole-class book study on motivation within mathematics classes and a small group book study on Cognitively Guided Instruction (CGI) in early childhood education. The cumulative project for the course involved posing a mathematical situation or question and carrying the plan out in the classroom. In this project, I posed the question, “what would happen to my students counting skills if I introduced play-based centers into our mathematics routine?”
EAD 870: CAPSTONE PORTFOLIO COURSE
Fall 2020
Dr. Matthew Koehler
ED 870 required students to create a portfolio that reflects their work done within the MAED program. The goal of this portfolio was to create an artifact that could be used in a professional context to demonstrate competencies gained throughout the academic program. This portfolio included reflective essays, work samples, resumes, and personal artifacts that could be used in the future to network with other professionals as well as advance professional teaching career.
TE 861C: ACTION RESEARCH IN K-12 SCIENCE & MATHEMATICS CLASSES
Spring 2021
TBD
Course not yet completed.
CEP 850: TECHNOLOGY AND LITERACY FOR STUDENTS WITH MILD DISABILITIES
Spring 2020
TBD
Course not yet completed.