educator collaborator mentor
Alex Schwartz
Spring 2014
EAD 830: Urban Education: Racial Achievement Gap
Chris Dunbar
The disparity of educational success between racial groups is a persistent problem in the realm of schooling. EAD 830 exposed the factors that contribute to the achievement gap, such as socio-economic standings, and subsequently pushed students to assess what can be done to combat the achievement gap in and out of schools. As our nation continues to push for equality, the achievement gap is an issue that every educator should be informed of and is working to limit. This class, along with EAD 822 (see below), helped to inspire me to revise my current social studies curriculum to be more inclusive for all cultures as well as ensure that I am providing the skills necessary for students to navigate a global world.
Summer 2014
EAD 867: Case Studies in Education Leadership
Marilyn Amey, Eric Jessup-Anger
Leadership takes heart, strength, and competency. This course sought to better each students’ understanding of leadership and provide students with skills to use in a variety of school-based scenarios. Emphasis was placed on synthesizing information using educational case studies and providing critical feedback to peers. This course pushed me to rethink how I approach guiding those who I interact with to positive change.
Summer 2014
ED 800: Concepts in Educational Inquiry
Steven Weiland
What is worth knowing and how do we best exchange that information? Questions such as these were the foundation of ED 800, a course devoted to the study of educational history, research-based classroom practices, and psychological theory. More than just a course based of of theory, the curriculum allowed students to apply theoretical knowledge to a range of educational settings and situations, fostering the connection between research and application. This course allowed me to see how much of my own pedagogy was influenced by past educators.
Fall 2014
Guiding student-athletes to success is as much if not more about the mental components of sport rather than the physical; motivation, anxiety, confidence all impact how student-athletes play and what they learn from their participation. This course helped students understand the psychological and sociological components of participating in athletics for young athletes. Focus points included visualization, team and individual assessments, and long-term growth plans, all of which help the coach build their teams’ mental-physical skills.
KIN 855: Psychosocial Bases in Coaching
Andy Driska
Spring 2015
Athletic directors and coaches attempt to provide the safest possible space for students to participate in athletics. To do this, countless information must be assessed each and everyday to ensure that all possible scenarios have been accounted for. Placing emphasis on proactive practices, this course imparts legal and practical knowledge to assist those who hold responsibility of their student-athletes and school in athletics. This course led me to revise my own personal and school's approach to communication with parents and student-athletes.
KIN 854: Legal and Administrative Issues of Coaching
Rick Atkinson
Summer 2015
In order to create opportunities for all students to succeed, educators must adjust their curriculum, teaching styles, and regard for who they serve and how they serving their communities. Using critical theory, this course enlightened students on social justice issues within the school and wider community setting, providing real-world case studies of local schools for each student. Students walk away from this course with a stronger connection to the students and families they serve and how to better serve them: through commitment and empathy. This course, along with EAD 830 (see above), helped inspire me to revise my current social studies curriculum to be more inclusive for all cultures as well as ensure that I am providing the skills necessary for students to navigate a global world.
EAD 822: Diverse Students and Families
Muhammad Khalifa
Summer 2015
Controlling the body, through movement, nutrition, cognitively, and more is vital to athlete success. KIN 856 added to a coach’s understanding of anatomy and physiology, biomechanics, energy systems, exercise physiology, and other factors that impact physical performance in sport. Moreover, students were asked to apply their learning, using athletes to practice and reflect with throughout the semester. For example, I created a nutrition guide to assist students-athletes' muscle and mental recovery after exercise.
KIN 856: Physical Bases of Coaching
Scott Riewald
Summer 2015
This course pushed teachers to hold all students accountable for finding success and growth in reading. From cultural and linguistic differences to neuropsychological differences, every student learns to read differently; it is the teachers job to use an arsenal of strategies to assess and instruct these students so that they can grow in literacy abilities. In addition to learning about the variety of factors that impact literacy, students were asked to design and use a comprehensive individualized instructional program for a specific student. This course broadened my writing-teaching strategies that I currently use in the social studies classroom.
Fall 2015
TE 846: Accommadating Differences in Literacy Learners
Amanda Smith
Essential to masterful teaching is the skill of reflection; ED 870 pushed students to synthesize their graduate career and communicate what they had learned via a multimedia platform. Furthermore, this creative form of reflection asked students to plan and set goals for the future, whether that be in their studies or in their classroom. By the end of this course, students not only have improved their use of technology, but they have also bettered themselves as professionals through their ability critically contemplate, communicate, and network. This course enhanced my knowledge in website creation, but also my ability to thoughtfully reflect about my own teaching and learning.
ED 870: Capstone Seminar
Matthew Koehler
Spring 2016
TE 848: Writing Assessment & Instruction
Jennifer VanDerHeide
Building off of TE 846, TE 848 examines writing pedagogy and how to build a climate that fosters writing growth for all. From expository to poetic, students’ enhance their ability to assess and instruct writing in the classroom setting. Students are asked to apply their knowledge, preparing and using lessons within their own classes to construct stronger practical applications.
