The MAET program has had a significant impact on both how I approach my work today and what I envision my work will look like in the future. I would describe my experience in this program as a series of inspirations. First, I was inspired by the theories of education that drive the thoughtful development of learning methodology. Second, I was inspired to better understand how these theories were developed, and to become involved in the process of developing methodologies that further the field of education. Third, I was inspired to engage as a leader in my current professional context, driving positive change through thoughtful adoption of technology and implementation of proven learning methodologies. 

As I have described previously, one of my primary goals when applying for the MAET program was to learn more about the science of learning. CEP800: Psychology of Learning in School and Other Settings, was an excellent introduction, both to the program and to the science of learning. The crux of this course was a survey of the different theories generated by psychologists and education scientists about how learning happens. One of the most powerful elements of the course was the introductory assignment, where I was asked to explain how I thought learning occurs. I didn’t realize at the time, but this assignment would place a magnifying glass directly over the gaping hole in my knowledge of education psychology. In my initial essay, I demonstrated that gap well: first by indicating that I didn't think it was necessary for a teacher to be involved with the student’s knowledge exposure in order for the student to learn; second by voicing that I didn't believe testing was necessary in order for a person to learn. 

One of the most valuable lessons I learned from the course was that the science of education has made some incorrect assumptions about how learning occurs. A specific example can be found in Benny's conception of rules and answers in IPI mathematics (Erlwanger, 1973). In this study, a student had been given a series of math lessons and they were asked to work through the lessons independently. Correct answers on the tests were given positive reinforcement - classical behaviorism. The issue was that, without teacher intervention, the student had manufactured his own mechanisms for calculating the correct answers. Oftentimes, his strategies led to correct answers, but his understanding of the actual principles for calculating the answers was incorrect. This student was considered generally successful in light of the rubric developed by the independent study program; it was only after Erlwanger began interviewing the student that his misunderstandings became apparent. This study established for me the significance of testing; rather, the importance of assessment. I had always thought of assessment as a way for students to demonstrate what they had learned, but I hadn't really considered that assessment helps a teacher to know whether a student correctly understands a concept. 

Two additional theories of learning covered in this course were impactful to my work: schema theory and social constructivism. Schema theory (Piaget, 1952) describes the process of how a person builds a personalized understanding about a subject. It highlights the importance of the role of a teacher in the learning process. Acting as the expert on a subject, a teacher is able to assess the students schema and determine whether it is well constructed or needs to be further developed. 

Social constructivism (Piaget, 1964) describes how a person learns through their experiences, specifically via interaction with others. As researchers continued to explore the theory of social constructivism, they showed how a student working with his or her peers provides them with insights into where their schema may be faulty. 

All of these theories have influenced my personal schema for how learning happens, and they impact how I approach my role as an instructional designer. As I work with faculty to develop learning activities, I always highlight the importance of using formative assessments, not only for students check their knowledge but also for the instructor to be cognizant of where gaps or misunderstandings may have occurred, enabling them to adjust their teaching in order to remediate faulty schemata. Additionally, I have worked to build activities where students work with their peers to develop knowledge together, whether it is in think-pair-share activities, peer feedback in lab settings, or in the creation of learning artifacts. 

CEP800 sparked for me a deeper interest in how to apply learning theories to my professional context, and this interest was rewarded through courses like CEP810: Teaching for Understanding with Technology, where we explored how technology can either benefit or diminish the learning process, or CEP813: Electronic Assessment for Teaching and Learning, where we studied assessment as a form of technology and considered how to mindfully incorporate assessment into the learning process, promoting its affordances and reducing constraints. 

Where CEP800 taught me what are generally accepted theories of learning, CEP822: Approaches to Educational Research showed me how I could participate in the research that informs the field of education. I felt excited for this course early in the MAET program, as I was often flummoxed by the lexicon used to describe research methodology. Prior to CEP822, my schema for understanding how research is organized and described was poorly developed, inhibiting my ability to critique the research articles I was reading; terms like t-test, p-value, and ANOVA were completely mysterious. I realized that without this knowledge, I was making broad assumptions that the work I was reading was well developed and vetted. 

The course did a wonderful job at bringing me up to speed on the technical aspects of research. At the same time, it provided me with opportunities to apply my newfound understanding of quantitative and qualitative research methodologies toward hypothetical scenarios related to the application of technology in education. I enjoyed the process of developing research questions related to my professional practice, such as, “What are faculty perceptions of accessibility requirements and remediation methods?” and, “how does a new formative assessment technology improve or diminish student outcomes?” Further, developing methods for exploring these questions, testing hypotheses, and interpreting results felt more like a game of strategy then an assignment. One assignment in particular was extremely beneficial to me in how I utilized it for later courses. We were asked to develop a question interview protocol and then work through the protocol with a colleague. The preparatory readings and peer feedback opportunities for this assignment gave me insights into why the decisions related to survey question order and verbiage are significant in how respondents interpret the questions you are asking.  Without considering these elements, the responses you receive can be unintentionally influenced, thereby corrupting your data. I have used the lessons learned from that assignment multiple times since, both in developing survey questions for other projects in the MAET program and also in developing surveys for professional purposes.

CEP822 also introduced me to the concept of action research. In traditional research frameworks, the scientist is dispassionate and uninvolved with those he is observing. Action research is predicated on the idea that the researcher has a relationship with those she is observing, and frames her research process in order to better understand how to serve those she works with - the research is working toward understanding how to take action. This concept of action research fits well with my professional interests. Though I have considered pursuing a PhD because of my interest in research, I have generally ruled it out because I don’t feel it is the right time in my life to work toward that. However, armed with a template for how to incorporate research into my professional context, I am excited to utilize action research methodologies to test and analyze our educational strategies, ultimately improving how our college serves its students. 

CEP822 highlighted for me how to participate in the development of learning theories, looking for opportunities to augment elements of my professional context for the good of our students. CEP815: Technology and Leadership took that process of change to the next logical step, showing me how to foster change as a leader in my place of practice. 

In CEP815, we were prompted to view ourselves as leaders, no matter our current role. First, we considered the difference between a leader and a manager. This reflection on the differences between management and leadership was significant to me, as prior to my role as an instructional designer I had managed a team supporting classroom technology. While I found the role enjoyable, I felt like I was constantly scrambling to keep people organized and continuously putting out fires. There wasn’t a lot of time to reflect on our present state, determining what wasn’t working well, and to imagine what our future state might look like. On occasion, I was asked by supervisors and administrative peers to participate in vision-casting sessions; those periods were extremely gratifying, as they offered an opportunity to cast a vision for our enterprise. CEP822 explored that latter aspect of leadership - casting a vision for change in the organization "and helping them cope as they struggle through it," as described by John P. Kotter in the Harvard Business Review. 

The significance of vision casting was made even more concrete in a later unit, where we explored why vision is necessary for an organization to implement change. This was initially described in terms of a vision vector, originally developed by Dr. Nick Sheltrown - identifying where our organization is now, and where we are going. To determine where we are now, we must reflect on who we serve, how we serve them, and what we know about the people who primarily provide the service. From there, we must consider our goals for what the future of our organization will look like; this could be informed by other organizations, but should also be informed by what our personal mission statement is, and what we imagine the world might look like based on how our organization impacts it. Finally, we explored how, without a vision (or other critical components of change, as described by the “Managing Complex Change model” created by Dr. Mary Lippitt), change can be derailed. This insight was especially impactful to me in my professional context as I have been involved in several workgroups where we are trying to implement organizational change, and we are often derailed by a lack of vision or other key elements of change. 

A final example of how this course was impactful to me was when we were asked to consider who we are and what we need to become effective leaders. As part of this, we developed a Personal Masters in Education Leadership, or PMEL, based off the Personal MBA, developed by Josh Kaufman. This exercise was informative for me as I identified some of my future goals that I hope to work toward after I complete this program. 

Ultimately, CEP815 was a beautiful course to have at the close of my master’s program. It provided for me inspiration on how I was going to utilize all of the knowledge I had gained - theories of learning, thoughtful implementation of technology in curriculum development, and active engagement in the improvement of student outcomes. 

The MAET program has provided me with the tools I need - knowledge about the science of learning, protocols for testing new learning methods as a means of continuous improvement, and strategies to promote change when new learning methods are adopted. Above all, the MAET program has inspired me to think about myself as a thoughtful, knowledgeable educator, trained in the use of technology to promote positive student outcomes, and prepared to contribute to the work of teaching the next generation. I am more than ready for the work, and I am excited to use the lessons I've learned in this program in my current and future roles.