Summer 2014
CEP 870 Capstone
Credits: 3
Section 730: 5/12/2014-8/14/2014
Instructor: Dr. M. KOEHLER
This course was a "wrap-up" of my MSU Master's degree program. In this course, students were asked to reflect and discuss what was learned and accomplished while studying for a Master's in Education. I was able to write three defining essays while in this course: Goal Reflection, Future as a Learner, and Synthesis Essays.
Spring 2014
CEP 805 Learning Mathematics with Technology
Credits: 3
Section 730: 1/12/2014 – 5/8/2014
Instructor: Dr. R. PUTNAM
In this course, we explored 5 specific mathematical content areas and different technology that supported or enhanced learning in the area. The class was designed to look at material for K-12 students. We learned how technology supports mathematical teaching and learning both cognitively and socially. the end project of this course was “ personalized on-line library of resources indexed to particular mathematics content and issues in teaching and learning.”
Spring 2013
CEP 816 Technology, Teaching and Learning Across the Curriculum
Credits: 3
Section 730: 8/27/2013 - 12/12/2013
Instructor: Dr. R. SPIRO
This course focused on understanding of how technology can be used to support and enhance learning throughout all core academic subjects K-12. Throughout the semester we worked together to combine the three topics of teaching, learning, and technology. Each of these topics had their own time of focus and were given emphasis of how new affordances and developing educational media were changing with the times. The goals of this course were to:
Summer 2013
CEP 815 Technology and Leadership
Credits: 3
Section 730: 5/12/2013 - 8/14/2013
Instructor: Dr. L. RAPA, J. ROSENBERG, L. WOLF
Professional development strategies, project management, planning, evaluation, relationship building, along with the ethical and social implications of technology integration will be examined.
This course focused on the multiple perspectives of the relationships between technology, learning, and teaching and examined the benefits and challenges with different age groups and demographics. We also learned :”Professional development strategies, project management, planning, evaluation, relationship building, along with the ethical and social implications of technology integration.” (MSU Masters of Education website, 2014)
CEP 850 Technology and Literacy for Students with Mild Disabilities
Credits: 3
Section 730: 6/9/2013 - 7/27/2013
Instructor: Dr. C. OKOLO
The focus of this course was to examine challenges in reading and how technology could be used to support their performance in literacy (specifically comprehension and accuracy). We looked at the impact these challenges have on students with mild disabilities and reviewed technology applications that could be used in the general education classroom. We also “examined a variety of technology-based applications online, choose applications that are relevant for the students they teach, and create a technology and literacy plan.” (MSU website, 2014)
TE 846 Accommodating Differences in Literacy Learners*
Credits: 3
Section 792: 5/12/2013 – 6/27/2013
Instructor: J. MEIER
As being the course required by the State of Michigan to receive your Professional Certificate, this class focused on meeting the needs of struggling readers and their learning needs in the general education classroom. The goals in this course were to study and integrate evidence-based literacy strategies in the areas of:
Summer 2012
CEP 840 Policies, Practices, and Perspectives in Special Education
Credits: 3
Section 730: 6/9/2012 - 7/27/2012
Instructor: Dr. C. ENGLERT, R. KOPKE
This course introduces the practice of special education in today's schools, with a focus on the United States. We will analyze characteristics of students with disabilities, including learning and behavior disabilities, autism spectrum disorders, and the implications of learner differences for the legal and instructional responsibilities of classroom teachers. We will survey general principles of instruction that can help improve students' access to the general education curriculum, including evidence-based practices, collaboration with other professionals, universal design for learning, response to intervention (RTI), PBIS, and assistive technology. Each of these topics is covered in more depth in later courses. We also address multicultural considerations in the instruction of students with disabilities. The overall goal of the course is to expand your expertise and confidence in providing an inclusive classroom that addresses the needs of the diverse population of students.
Summer 2011
ED 800 Concepts of Educational Inquiry
Credits: 3
Section 730: 8/27/2011 - 12/12/2011
Instructor Dr. S. WEILAND
"Questions such as these will stand behind our work: What are education’s purposes, traditions, characteristic activities, and its recurring problems and efforts at reform? What is most worth knowing and how are individual, institutional, and social views of schooling and the curriculum reconciled? How do we learn, what do we want from teaching, and from education outside of schools and beyond the years of formal schooling? How do conditions of contemporary life (e.g., globalization and new information and communications technologies) influence education? How has educational inquiry been defined and practiced, and how has it changed in response to new circumstances? What role does knowledge of human experience unlike our own play in inquiry? What resources are available for making inquiry part of teaching, administration, and leadership in schools and other educational institutions?" (MSU website, 2014)
Educational inquiry is very important in today's education. In this course, we practiced different forms of inquiry focusing on goals, methods, uses and meanings of inquiry in our classrooms. We studied a variety of authors and wrote a number of essays to help form are thinking on many different ideas in education.
TE 831 Teaching School Subject Matter with Technology
Credits: 3
Section 730: 8/27/2011 - 12/12/2011
Instructor: Dr. A. HORTON
Electronic Games - Real Learning and Playing Games
Electronic games hook students' interest and imagination in ways that most school tasks do not. While there's much about the content of electronic games that is problematic there is much to be learned about the teaching and learning principles embedded in these environments. What can we learn about what makes a 'good' electronic game and about how players engage with and interact with them that we can import to our classrooms?
Internet and WWW - Designing and Supporting E-Learning
Similarly, the internet/WWW has become commonplace in students' lives both as a source of and a place for communication. Though there is much in the Internet/WWW that can be objectionable, we need to take on the challenge of teaching students how to use these tools well and responsibly. We'll examine the learning opportunities that can be created for students as they surf the web or as they talk with virtual friends.
Video and Multimedia - Learning from and with Multimedia
From MTV to YouTube to vidoing with cell phones, students are growing up in a culture that constantly consumes and produces multimedia. Within this theme we'll study the following question: What are the challenges and possibilities of using multimedia in the classroom?
Spring 2011
CEP 832 Educating Students with Challenging Behavior
Credits: 3
Section 730: 1/12/2011 – 5/8/2011
Instructor: J. AUPPERLEE
During CEP 832 we were introduced to "positive classroom management strategies useful with "tough to teach" students." We investigated numerous types of behavioral problems and how they effect the general education classroom. With each problem we learned research-based practices that we could apply in our classrooms to support positive behavior. Throughout the course we examined building relationships with students' parents. The course project involved using these strategies in our own classroom throughout the semester and report to classmates.
CEP 870 Capstone
Credits: 3
Section 730: 5/12/2014-8/14/2014
Instructor: Dr. M. KOEHLER
This course was a "wrap-up" of my MSU Master's degree program. In this course, students were asked to reflect and discuss what was learned and accomplished while studying for a Master's in Education. I was able to write three defining essays while in this course: Goal Reflection, Future as a Learner, and Synthesis Essays.
Spring 2014
CEP 805 Learning Mathematics with Technology
Credits: 3
Section 730: 1/12/2014 – 5/8/2014
Instructor: Dr. R. PUTNAM
In this course, we explored 5 specific mathematical content areas and different technology that supported or enhanced learning in the area. The class was designed to look at material for K-12 students. We learned how technology supports mathematical teaching and learning both cognitively and socially. the end project of this course was “ personalized on-line library of resources indexed to particular mathematics content and issues in teaching and learning.”
Spring 2013
CEP 816 Technology, Teaching and Learning Across the Curriculum
Credits: 3
Section 730: 8/27/2013 - 12/12/2013
Instructor: Dr. R. SPIRO
This course focused on understanding of how technology can be used to support and enhance learning throughout all core academic subjects K-12. Throughout the semester we worked together to combine the three topics of teaching, learning, and technology. Each of these topics had their own time of focus and were given emphasis of how new affordances and developing educational media were changing with the times. The goals of this course were to:
- “Understand the overall affordances of technology for meaningful learning in K-12 settings; “
- “Understand how the affordances of technology intersect with current theories of learning;”
- “Understand some of the issues entailed in teaching with technology”
Summer 2013
CEP 815 Technology and Leadership
Credits: 3
Section 730: 5/12/2013 - 8/14/2013
Instructor: Dr. L. RAPA, J. ROSENBERG, L. WOLF
Professional development strategies, project management, planning, evaluation, relationship building, along with the ethical and social implications of technology integration will be examined.
This course focused on the multiple perspectives of the relationships between technology, learning, and teaching and examined the benefits and challenges with different age groups and demographics. We also learned :”Professional development strategies, project management, planning, evaluation, relationship building, along with the ethical and social implications of technology integration.” (MSU Masters of Education website, 2014)
CEP 850 Technology and Literacy for Students with Mild Disabilities
Credits: 3
Section 730: 6/9/2013 - 7/27/2013
Instructor: Dr. C. OKOLO
The focus of this course was to examine challenges in reading and how technology could be used to support their performance in literacy (specifically comprehension and accuracy). We looked at the impact these challenges have on students with mild disabilities and reviewed technology applications that could be used in the general education classroom. We also “examined a variety of technology-based applications online, choose applications that are relevant for the students they teach, and create a technology and literacy plan.” (MSU website, 2014)
TE 846 Accommodating Differences in Literacy Learners*
Credits: 3
Section 792: 5/12/2013 – 6/27/2013
Instructor: J. MEIER
As being the course required by the State of Michigan to receive your Professional Certificate, this class focused on meeting the needs of struggling readers and their learning needs in the general education classroom. The goals in this course were to study and integrate evidence-based literacy strategies in the areas of:
- cultural and linguistic differences,
- individual motivation differences,
- neuro-psychological differences,
- instructional arrangements to accommodate learning differences,
- core components of effective literacy instruction
Summer 2012
CEP 840 Policies, Practices, and Perspectives in Special Education
Credits: 3
Section 730: 6/9/2012 - 7/27/2012
Instructor: Dr. C. ENGLERT, R. KOPKE
This course introduces the practice of special education in today's schools, with a focus on the United States. We will analyze characteristics of students with disabilities, including learning and behavior disabilities, autism spectrum disorders, and the implications of learner differences for the legal and instructional responsibilities of classroom teachers. We will survey general principles of instruction that can help improve students' access to the general education curriculum, including evidence-based practices, collaboration with other professionals, universal design for learning, response to intervention (RTI), PBIS, and assistive technology. Each of these topics is covered in more depth in later courses. We also address multicultural considerations in the instruction of students with disabilities. The overall goal of the course is to expand your expertise and confidence in providing an inclusive classroom that addresses the needs of the diverse population of students.
Summer 2011
ED 800 Concepts of Educational Inquiry
Credits: 3
Section 730: 8/27/2011 - 12/12/2011
Instructor Dr. S. WEILAND
"Questions such as these will stand behind our work: What are education’s purposes, traditions, characteristic activities, and its recurring problems and efforts at reform? What is most worth knowing and how are individual, institutional, and social views of schooling and the curriculum reconciled? How do we learn, what do we want from teaching, and from education outside of schools and beyond the years of formal schooling? How do conditions of contemporary life (e.g., globalization and new information and communications technologies) influence education? How has educational inquiry been defined and practiced, and how has it changed in response to new circumstances? What role does knowledge of human experience unlike our own play in inquiry? What resources are available for making inquiry part of teaching, administration, and leadership in schools and other educational institutions?" (MSU website, 2014)
Educational inquiry is very important in today's education. In this course, we practiced different forms of inquiry focusing on goals, methods, uses and meanings of inquiry in our classrooms. We studied a variety of authors and wrote a number of essays to help form are thinking on many different ideas in education.
TE 831 Teaching School Subject Matter with Technology
Credits: 3
Section 730: 8/27/2011 - 12/12/2011
Instructor: Dr. A. HORTON
Electronic Games - Real Learning and Playing Games
Electronic games hook students' interest and imagination in ways that most school tasks do not. While there's much about the content of electronic games that is problematic there is much to be learned about the teaching and learning principles embedded in these environments. What can we learn about what makes a 'good' electronic game and about how players engage with and interact with them that we can import to our classrooms?
Internet and WWW - Designing and Supporting E-Learning
Similarly, the internet/WWW has become commonplace in students' lives both as a source of and a place for communication. Though there is much in the Internet/WWW that can be objectionable, we need to take on the challenge of teaching students how to use these tools well and responsibly. We'll examine the learning opportunities that can be created for students as they surf the web or as they talk with virtual friends.
Video and Multimedia - Learning from and with Multimedia
From MTV to YouTube to vidoing with cell phones, students are growing up in a culture that constantly consumes and produces multimedia. Within this theme we'll study the following question: What are the challenges and possibilities of using multimedia in the classroom?
Spring 2011
CEP 832 Educating Students with Challenging Behavior
Credits: 3
Section 730: 1/12/2011 – 5/8/2011
Instructor: J. AUPPERLEE
During CEP 832 we were introduced to "positive classroom management strategies useful with "tough to teach" students." We investigated numerous types of behavioral problems and how they effect the general education classroom. With each problem we learned research-based practices that we could apply in our classrooms to support positive behavior. Throughout the course we examined building relationships with students' parents. The course project involved using these strategies in our own classroom throughout the semester and report to classmates.