Within this course,  I developed a stronger understanding of foundational assessment theories and how they inform instructional decision-making. The course emphasized critically examining assessment methods such as rubrics, portfolios, surveys, tests, and self-evaluations, particularly within digital learning environments. I explored how digital tools can be used to gather and analyze assessment data in order to support more intentional and informed pedagogical choices. This course pushed me to critically reflect on my teaching and rethink how my assessment choices impact student learning. 

In this award-winning course, I explored computational thinking through hands-on activities designed to make abstract concepts concrete and accessible. Using tools like MakeCode Arcade, I completed coding challenges, created videos demonstrating unplugged activities, and used interactive notebooks to organize my reflections and learning. The course encouraged me to apply computational thinking in creative ways such as decomposing dances, experimenting with algorithms through games and magic tricks, and thinking critically about how these strategies could be brought into K–12 classrooms. By combining technology, structured reflection, and collaborative sharing, I developed a deeper understanding of computational thinking and how to make it meaningful and approachable for learners with varying levels of computer science experience.

In CEP 822, I gained a foundation in both qualitative and quantitative research approaches and how they can be applied to real educational questions. The course guided me through identifying researchable problems, designing instruments and protocols, and interpreting data with attention to both descriptive and inferential statistics. I learned how to critically evaluate published studies and examine research design choices, which strengthened my ability to read research with a more questioning mindset. Developing my own research proposal grounded in professional context pushed me to consider how systematic inquiry can reveal patterns in teaching and learning and inform evidence-based decision-making in educational practice.

Within this course I developed a foundation in core programming concepts such as loops, conditionals, variables, and debugging. I worked across platforms including Python, Scratch, and Java. I designed lessons and tools intended for classroom use, requiring me to think intentionally about how students would engage with and apply programming concepts. This experience strengthened my ability to plan instruction that meaningfully integrates programming concepts into core content areas and supports student thinking in new ways. 

Some of my work for this course can be seen on the Showcase page of this website.

This course focused on understanding how learning actually works and why people learn the way they do. Throughout the course, I explored major learning theories such as behaviorism, cognitive and information-processing theories, social learning, sociocultural theory, and constructivism. A major takeaway was learning to view education as more than just a “mental process.” This course pushed me to consider the emotional and social factors that shape learning through reflection, discussion, and research. This course also emphasized learning beyond traditional classrooms, helping me better understand how learning happens in real-world contexts.

Some of my work for this course can be seen on the Showcase page of this website.

My time spent in this course was focused on the theory and practice of effective online teaching and learning. I learned how to design engaging online courses, facilitate meaningful interaction, and build strong virtual learning communities. The course increased my confidence in managing all aspects of online instruction, from content organization to group facilitation. This experience has been especially valuable for understanding how online learning can expand access and support diverse learners, including those in remote or nontraditional educational settings. 

Some of my work for this course can be seen on the Showcase page of this website.

Within this award-winning course, I explored how creativity and computing intersect across K–12 content areas, with a strong focus on cross-disciplinary learning and culturally relevant computing. The course was structured around the Creative Learning Spiral: imagine, create, play, share, and reflect. All of which guided both my learning process and the work I produced. Each unit began with creative computing challenges that pushed me to experiment with new tools and ideas, followed by deeper exploration of theory, mindset, and access in computer science education. Through reflection, collaboration, and iterative design, I created open-ended artifacts and learning experiences connected to my own teaching context.

Some of my work for this course can be seen on the Showcase page of this website.

This course allowed me to explore how developmental processes, instructional strategies, and assessment practices work together to support effective literacy learning. The course focused on adapting teaching methods to meet the diverse needs of individual readers and writers, encouraging me to think critically about how instruction can be differentiated. Through designing lessons and reflecting on instructional choices, I practiced applying these principles to create learning experiences that support growth for literacy learners. 

Within this course, I engaged in the design of educational tools and learning experiences with a strong emphasis on empathy and understanding learners’ needs. This work pushed me to slow down, consider multiple perspectives, and revise intentionally, reinforcing the idea that effective learning technology begins with empathy and grows through reflection and iteration. 

This course served as the culminating experience of the MAET program at Michigan State University, during which I designed and built a professional portfolio website that showcases my learning across the program. The course encouraged deep reflection on how my goals evolved over time, as well as how my thinking as both a student and an educator developed. Peer feedback played a key role in refining the content and structure of my site, reinforcing the importance of iteration and critique in professional work. Through this process, I applied web design principles to create a polished, intentional product that represents my skills, beliefs, and growth throughout the program.