From First Call to First Classroom

When I entered the Master of Arts in Education (MAED) program, I brought with me over 20 years of experience in the funeral service profession, but very little experience in how to actually teach it. I knew how to embalm, how to meet with families, and how to navigate the realities of the profession. What I didn’t know was how to translate that knowledge into meaningful learning experiences for students. I quickly realized that doing the work and teaching the work are two very different skill sets.

In my first years in the classroom, I often felt overwhelmed trying to figure out how to teach what had become second nature to me. I knew the expectations of the profession, but I struggled with how to break that down in a way that students could understand, apply, and carry forward. I found myself questioning whether I was explaining things clearly, designing effective learning experiences, or truly preparing students for what they would face in the field.

The MAED program challenged me to rethink teaching in a completely new way. It helped me move beyond relying on experience alone and pushed me to become more intentional, reflective, and student-centered in my approach. I began to see that teaching is not just about sharing what you know, it is about designing how others come to understand it. Throughout this program, I have learned how to bridge the gap between professional practice and effective teaching, and in doing so, I have grown into a more confident and thoughtful educator.

Learning to Be More Intentional

Concepts of Educational Inquiry was one of the first courses I took in the program, and it immediately shifted how I thought about teaching. Coming into the course without a formal background in education, I was introduced to many new terms and concepts that required additional effort to fully understand. Before this course, I associated inquiry with simply asking students questions or encouraging critical thinking. What I came to realize is that inquiry also involves how educators study their own practice and make informed decisions. This pushed me to begin thinking more intentionally about my role as an educator, not just as someone who delivers content, but as someone who reflects on and improves their teaching.

Through this course, I was introduced to multiple ways of understanding education, including philosophical, historical, and ethnographic perspectives. This helped me realize that teaching is not neutral. Every decision we make is shaped by our beliefs, experiences, and the systems we work within. It pushed me to reflect more deeply on my own teaching and the assumptions I bring into the classroom.

One of the biggest takeaways for me was learning how to synthesize information. The structure of the course, which required us to engage with readings, lectures, and multimedia content and then bring it all together in writing, strengthened my ability to connect ideas across different sources. This is something I now carry into my teaching. In my Microbiology and Pathology for Mortuary Science course, I present students with case studies and ask them to analyze the case from different perspectives depending on the topic we are covering. For example, one week they may be asked to determine the cause, manner, and mechanism of death, while another week they may focus on identifying possible pathogens or secondary infections based on outward presentation. Students work collaboratively in groups and then we come together as a class to discuss their reasoning, share real-world experiences, and ask questions. This approach encourages them to move beyond memorization and instead think critically, make connections, and apply their knowledge in meaningful ways.

Because of this course I began to see my classroom as a place of inquiry. Instead of simply asking, “Did students understand the material?” I now find myself asking deeper questions like, “Why did this activity work for some students but not others?” and “How can I adjust my approach to better support learning?” That shift—from teaching as delivery to teaching as inquiry has had a lasting impact on my practice.

Becoming a Designer of Learning

If Concepts of Educational Inquiry helped me rethink how I think, Learning Technology Through Design helped me rethink how I create. This course introduced me to the Stanford Design Thinking model, which includes the stages of empathize, define, ideate, prototype, and test. While I had already started incorporating hands-on and scenario-based learning in my classes, this course gave me a structured way to design those experiences more intentionally. It has continued to be a valuable resource that I have returned to on many occasions to help spark ideas.

The most important shift for me was learning to start with empathy. In funeral service education, students are preparing for a career that is both technically demanding and emotionally intense. Through the design thinking process, I became more intentional about considering my students’ experiences, challenges, and needs before designing assignments or activities. Beginning with empathy allowed me to view situations from multiple perspectives, not only as the instructor, but also as the student, a supervisor, someone unfamiliar with the subject, and even the grieving family. This shift helped me design learning experiences that are more thoughtful, realistic, and responsive to the complexities of the profession.

I also began thinking more carefully about how students experience simulations like first-call scenarios or case studies. Instead of focusing only on the technical skills they need to demonstrate, I now consider how these activities help them build confidence, navigate emotional situations, and prepare for real-world interactions with grieving families.

The iterative nature of design thinking also changed how I approach teaching. I no longer see a lesson or assignment as something that is “finished,” but rather as something that can be continuously refined based on feedback and student outcomes. This became especially clear through my work with a Problem of Practice (PoP) in this course. I initially began with one specific idea, but as I moved through the stages of empathy, ideation, and testing, my PoP evolved into something entirely different. That shift was a direct result of engaging in the iterative process and being open to feedback and new perspectives. This experience reinforced the importance of flexibility in both teaching and curriculum development, where continuous improvement is essential.

This course strengthened my ability to design learning experiences that are not only engaging, but also purposeful and responsive to student needs. It helped me move from simply delivering content to intentionally crafting experiences that prepare students for both the technical and human sides of their future profession.

Rethinking What It Means to Be Creative

Before taking Creativity in Teaching and Learning, I did not consider myself a creative person. I associated creativity with art, drawing, or painting, things I did not feel particularly strong in. This course completely changed that perspective. It was also one of the hardest classes I took. It pushed me to rethink what creativity actually is and showed me that sometimes you have to think a little outside the norm, even a little “crazy”, before you can land on something truly meaningful.

Through our work with Sparks of Genius and the “Sparks Notebook,” I learned that creativity is much broader than I had imagined. It includes skills like recognizing patterns, making connections, empathizing with others, and using intuition to solve problems. These are all things I was already doing in my teaching and professional life—I just had never labeled them as “creative” before.

One of the most impactful parts of this course was the requirement to create something new each week. At first, these activities felt random, but over time I realized they were pushing me to think differently and tap into ideas I would not have explored otherwise. This process pushed me out of my comfort zone and reminded me what it feels like to be a learner. Creativity can be uncomfortable, but it is also where some of the most meaningful learning happens.

This course has had a direct impact on how I design assignments and activities for my students. I have become more intentional about creating opportunities for them to think creatively, rather than just recall information. Whether through case studies, simulations, or interactive activities, I now aim to give students space to explore ideas, make connections, and approach problems in different ways.

It also reinforced the idea that creativity is essential in professional practice. In funeral service, no two situations are the same. Professionals must be able to adapt, think critically, and respond to the unique needs of each family they serve. By incorporating creativity into my teaching, I am helping students develop these same skills.

How the Program Changed My Thinking and Practice

While individual courses each contributed something unique, the MAED program as a whole transformed how I see myself as an educator. I no longer view teaching as simply delivering information or preparing students to pass exams. Instead, I see it as a dynamic process that involves inquiry, design, reflection, and continuous growth.

One of the biggest changes in my thinking is the shift toward being more intentional. I now think more carefully about why I choose certain teaching strategies, how I design learning experiences, and how I assess student learning. Courses like Teaching in Postsecondary Education reinforced the importance of aligning teaching, learning, and assessment for the college students that I interact with everyday.

I have also become more aware of the role of technology in education. Through courses like Teaching and Learning Online and Education in the Digital Age, I began to see technology not just as a tool, but as something that shapes how students learn and interact with the world. This has encouraged me to be more thoughtful about how I integrate technology, whether it is new or old, into my teaching, ensuring that it supports learning rather than distracts from it.

Another important shift has been in how I view my students. Through courses like Adult Learning and Training and Professional Development, I gained a deeper understanding of the unique needs and experiences that adult learners bring to the classroom. This has helped me become more empathetic and flexible in my teaching, recognizing that students are balancing many responsibilities and learning in different ways.

Overall, the program has helped me move from being a content expert to being a more well-rounded educator who considers the full learning experience. I am more reflective, more intentional, and more open to adapting my approach based on student needs and outcomes.

Moving Forward as an Educator

As I complete the MAED program, I feel more confident in my ability to not only teach, but also lead and innovate within my field. The skills and perspectives I have gained will continue to shape my work as an educator and future program director.

I am especially interested in continuing to develop curriculum that connects classroom learning with real-world professional experience, particularly in a hands-on field like funeral service. One area I want to continue improving is how we balance online, hybrid, and in-person learning in a way that still prepares students for the physical and emotional realities of the profession. The design thinking and inquiry-based approaches I have learned will help me create learning experiences that are flexible, yet deeply practical and engaging. I also look forward to growing in professional development by supporting other educators and contributing to my department.

As I look ahead, I am excited about the opportunity to continue this journey through doctoral study at the University of South Carolina. It feels like a natural next step in further developing my ability to lead, design, and improve education within my field.

Most importantly, this program reminded me that learning is never finished. I started this journey knowing how to do the work; now I know how to teach it with purpose.