Description: This was my first graduate school class. Throughout our time together, we learned about the various theories of how people learn and then composed our own theory of learning through a semester-long iterative process of feedback and revision. Dr. Dillman really pushed me to become a better writer and more succinct in the expression of my thoughts. At the time, I was frustrated about having to continually revise my previous work in order to clarify my writing, but in retrospect, it is partly because of the "crucible of 800" that I have developed the comfort with writing that I now have.

Description: Citing the works of others in a responsible and effective way is key to expressing oneself in academia. This was one of the key lessons I learned (and practiced) through this class. We learned about copyrights, and fair use, and remixing, and more. We created interesting artifacts that creatively demonstrated the main points of the concepts or skills which we were learning. This was one of my first opportunities with video recording, editing and posting to YouTube, a process which I now use very frequently.

Description: This was a fascinating foray into the world of being an agent of change. By definition, technology implementation requires change from the ways that things previously had been done. Sometimes the changes are accepted and welcomed, but sometimes the changes are resisted and fought tooth and nail. Throughout the activities of our class, we put ourselves in the position of decision makers with the power to enact changes. We worked through some of the theories of leadership and looked forward to our own growth as a leader.

Description: I probably worked harder in this class than I have in any other class I have ever taken at any level, but the experience was one that I would not trade. In my own teaching, I tend to be someone who expects a lot out of my students, simultaneously challenging them and encouraging them to question what "their best" really is. Similarly, our instructor pushed us to iteratively improve our work and challenged us to thoroughly examine our beliefs about what it means to understand something. I always tell my students that when they look back on their school years, they will thank the teachers who pushed them because they prepared them for real life. We did a lot of writing and creative projects and I feel that my teaching practice has dramatically improved because of my experiences in this class.

Description: One concept that rose to central prominence in this class was the concept of play and as an extension, the distinction between "playpen" activities and "playground" activities. A playpen activity is one where students try out new things within strictly defined parameters and often with pre-planned results. A playground activity is one where students are given general instructions and then allowed to discover largely on their own. The end result of playground activities can vary widely, but if implemented well, these are the experiences from which the most growth happens. There is a time and a place for both such activities and each have their challenges in implementation and in assessment. 

Description: In this class, we practiced our skills in research, working on surveys, reading the research products of others, and learning about statistical measures. Since I teach computer science, I investigated the factors that tend to detract students from studying CS. I found that the "socially-awkward nerd" stereotype present in the minds of many students makes many decline to even try a computer science class since they do not see themselves fitting in with that image nor do they want to be associated with it. As a result, I have totally redesigned the decorations and feel of my CS classroom seeking a more neutral and welcoming space.

Description: I originally signed up for CEP 814, but due to low enrollment, I was asked to choose a different class. This class was a challenge due to the professor stepping down for personal reasons and the need to reboot. The major project of the class was to be an examination of metagaming, but none of us really understood the concept as it was being defined. I ended up doing an extensive research project on gameful design and its role in increasing student motivation. As a fortunate side effect, this was where my focus on game design and its implementation as a teaching tool and curriculum organizing idea began.

Description: This class centered around the concept of the wicked problem. These types of problems whose solutions are difficult, if not impossible, due to the multitude of variables involved and the fact that the situation is constantly changing. Solutions to wicked problems will always be custom designed and no two wicked problems will have the same solution. Solutions are not “best” or right or wrong. They are just “better” or “worse.” We learned to ask better questions and not jump to easy solutions.

Description: I took this class as an independent study. As I mentioned above, I originally wanted to take this class last semester but was forced to choose another. Although I was familiar with all of the concepts covered in the class, I took it as an opportunity to really dive into the concepts and skills that are a part of computational thinking. I realized that in the current classes that I teach, I do a good job of introducing abstraction and systematic thinking, but I could do better in giving my students chances to develop skills in decomposition and the creation of algorithms. I did also increase my abilities as a programmer due to the programming challenges present at the end of each unit. I chose to work on adaptions of the assignments in Lua, which is a gaming programming language that I am using for my first-year programming class.

Description: And we have reached the end. Since the portfolio is web-based, I have increased my skills in web design and in the production of graphics and videos. The class has also made me consider my goals for the future and how I want to use the lessons that I have learned as a result of the MAET program.