Annotated Transcript
This annotated transcript reflects my learning journey through the MAET program at Michigan State University. While the official course descriptions outline the intended learning outcomes, these annotations summarize each course through my own experience, highlighting the work I completed, what I learned, and how each course contributed to my professional growth. Rather than presenting the courses chronologically, I have organized them to reflect the learning journey I experienced throughout the program. Together, they tell the story of my growth as an educator through the MAET program.
Using the buttons below to navigate between the sections.
-
CEP = Counseling, Educational Psychology, and Special Education (the Michigan State University course prefix for the MAET program).
-
Course titles are hyperlinked to the official Michigan State University course descriptions.
Foundations of Learning
Fall 2024 - CEP 810: Teaching for Understanding with Technology
Deborah McHorney- Enokian
CEP 810 explored theories of learning, conceptual change, and the TPACK framework, encouraging us to think critically about how technology, pedagogy, and content work together to support meaningful learning. Throughout the semester, I designed TPACK-based lessons, explored the role of professional learning networks and AI, and reflected on my learning through blog posts and essays. The course challenged me to think beyond my own classroom and consider how teachers learn to integrate technology, recognizing that while many teachers are experts in pedagogy and content, developing the expertise to use technology purposefully is a different kind of learning altogether. This shifted my perspective from thinking about how I integrate technology to thinking about how teachers learn to integrate technology, laying the foundation for my later interest in instructional coaching and professional learning.
Spring 2026 - CEP 800: Psychology of Learning in Schools and Other Settings
Dr. Kristine Alberts
CEP 800 explored major theories of learning, including behaviorism, cognitivism, social learning theories, critical theories, and adult learning, encouraging us to examine how different perspectives explain the complexity of learning. Throughout the course, I reflected on these theories through discussions and written reflections before developing a personalized Theory of Learning that synthesized my beliefs about how people learn. The course challenged me to move beyond identifying with a single learning theory and instead develop my own Theory of Learning, recognizing that no single theory can fully explain the complexity of how people learn. Developing my own Theory of Learning continues to influence my work by providing a framework for designing meaningful learning experiences for both students and teachers, recognizing that effective learning is shaped by context, curiosity, and the needs of the learner.
Designing Meaningful Learning
CEP 811 explored how innovative technologies can enhance learning through purposeful design, creativity, and reflection. Throughout the course, I explored a range of emerging technologies before selecting augmented reality as the focus of an innovative learning experience, using the Merge Cube to design and refine the lesson through peer feedback and multiple iterations. The course challenged me to move beyond choosing technology because it was engaging and instead to intentionally evaluate whether it enhanced learning through frameworks such as Universal Design for Learning and intersectionality. This experience strengthened my confidence in exploring unfamiliar technologies and reinforced the importance of purposeful design, iteration, and reflection when integrating technology to enhance learning.
Fall 2025 - CEP 813: Electronic Assessment for Teaching and Learning
Dr. Katie Baleja
CEP 813 explored the theory and practice of assessment, examining why we assess, the different purposes assessment serves, and how technology can support meaningful assessment practices. Throughout the course, I explored a range of assessment approaches, including self-assessment, peer assessment, AI-resilient assessment design, and designing assessments within purposeful constraints. The course challenged me to make my assessment decisions more intentional by examining the beliefs and purposes that underpin effective assessment, leading me to develop a clearer assessment philosophy. Designing assessments within different constraints became one of the most valuable experiences of the course, strengthening my ability to create meaningful, authentic assessments that align with my beliefs about learning.
CEP 811 explored how innovative technologies can enhance learning through purposeful design, creativity, and reflection. Throughout the course, I explored a range of emerging technologies before selecting augmented reality as the focus of an innovative learning experience, using the Merge Cube to design and refine the lesson through peer feedback and multiple iterations. The course challenged me to move beyond choosing technology because it was engaging and instead to intentionally evaluate whether it enhanced learning through frameworks such as Universal Design for Learning and intersectionality. This experience strengthened my confidence in exploring unfamiliar technologies and reinforced the importance of purposeful design, iteration, and reflection when integrating technology to enhance learning.
CEP 811 explored how innovative technologies can enhance learning through purposeful design, creativity, and reflection. Throughout the course, I explored a range of emerging technologies before selecting augmented reality as the focus of an innovative learning experience, using the Merge Cube to design and refine the lesson through peer feedback and multiple iterations. The course challenged me to move beyond choosing technology because it was engaging and instead to intentionally evaluate whether it enhanced learning through frameworks such as Universal Design for Learning and intersectionality. This experience strengthened my confidence in exploring unfamiliar technologies and reinforced the importance of purposeful design, iteration, and reflection when integrating technology to enhance learning.
Leading Educational Change
CEP 812 explored problems of practice through the lens of Warren Berger's A More Beautiful Question, encouraging us to investigate complex educational challenges before proposing solutions. Throughout the course, I identified a problem of practice around supporting differentiation within a competency-based curriculum, researching the issue through blog posts, a Wicked Problem presentation, and iterative peer feedback. The course challenged me to move beyond using questioning as a classroom strategy and instead use it as a tool for examining my own practice, recognizing that better questions often lead to more meaningful solutions. This experience continues to influence my approach to educational challenges by reminding me to define problems thoughtfully, gather evidence, and ensure I am asking the right questions before designing solutions.
Growth and Reflection
MAET Program Timeline
Although the courses above are organized around the themes that shaped my learning, the timeline below shows the chronological progression of the MAET program.
🍂 Fall 2024
-
CEP 810 – Teaching for Understanding with Technology (Deborah McHorney)
-
CEP 811 – Adapting Innovative Technologies to Education (Colin Gallagher)
🌱 Spring 2025
-
CEP 812 – Applying Educational Technology to Issues of Practice (Nicole M. Zumpano)
-
CEP 822 – Approaches to Educational Research (Dr. Cary Roseth & Sheza Mansoor)
☀️ Summer 2025
-
CEP 815 – Technology and Leadership (Kyle Shack)
🍂 Fall 2025
-
CEP 813 – Electronic Assessment for Teaching and Learning (Dr. Katie Baleja)
-
CEP 818 – Creativity in Teaching and Learning (Anne Heitz)
🌱 Spring 2026
-
CEP 817 – Learning Technology through Design (Anne Heintz & Kiera Zhou)
-
CEP 800 – Psychology of Learning in School and Other Settings (Dr. Kimberly Alberts)
☀️ Summer 2026
-
CEP 807 – Capstone Seminar (Dr. Matthew Koehler)