My MAED Portfolio
GOALS & GROWTH
Learning to Teach What I Know
Entering the MAED Program
When I applied to the Master of Arts in Education program at Michigan State University, my goals were focused and practical. I had recently transitioned from more than twenty years as a funeral director and embalmer into a full-time teaching role in a Funeral Service Education program. While I was confident in my professional knowledge, I quickly realized there was a significant difference between doing the work and teaching it.
My primary goal entering the MAED program was to develop a strong foundation in postsecondary teaching so I could translate my experience into meaningful learning for my students.
Learning How to Teach in Postsecondary Education
One of my main goals was learning how to teach effectively in a postsecondary setting. Courses such as Foundations of Postsecondary Education and Teaching in Postsecondary Education helped me better understand pedagogy, course design, assessment, and institutional expectations.
Early in my teaching career, I struggled to balance my professional experience with accreditation requirements, curriculum standards, and licensing expectations. Through this program, I gained teaching strategies that helped me organize content more intentionally and think critically about why I teach certain material, not just how I present it. I now feel more confident designing courses that are structured, purposeful, and aligned with learning outcomes while still grounded in real-world practice.
Supporting Adult and Non-Traditional Learners
Another key goal was learning how to better support adult and non-traditional learners. Many of my students are returning to school for a second or third career and often bring anxiety about being back in the classroom.
The Adult Learning coursework helped me better understand the motivations, barriers, and lived experiences that shape how my students engage with learning. As a result, I’ve become more intentional about flexibility, communication, and support. I now approach my classroom with greater awareness of age gaps, learning differences, and the importance of scaffolding and reassurance alongside academic rigor.
Teaching high school students about mortuary science
Growing Confidence in Online and Blended Teaching
I also entered the program hoping to become more confident and effective with online and blended learning. During my first semester teaching, I was assigned a fully online course and struggled significantly. At the time, online instruction felt overwhelming and disconnected.
Through the Technology and Learning components of the MAED program, my goal shifted from simply surviving online teaching to intentionally designing learning experiences across modalities. While I still value in-person instruction, online teaching no longer feels like something to avoid. Instead, it feels like a modality I can thoughtfully return to when designed with purpose.
How My Goals Changed
Over time, my goals evolved. I entered the program focused on acquiring teaching strategies and technical skills. I leave the program thinking more broadly about learning design, student experience, and how modality, assessment, and empathy intersect.
The MAED program helped me move from asking, “How do I teach this?” to “How do my students learn, and how can I design for that?” This shift has been foundational to my growth as an educator and will continue to guide my teaching moving forward.