The College of Education’s first and most popular online program, the Master of Arts in Education, better known as the MAED, has helped more than 800 graduates meet their personal and professional goals since it launched in fall 2001. With six concentration areas available, students ?nd they can focus on the issues most relevant within their own careers and gain worthwhile knowledge about the broader ?eld of education.
The program is for nearly anyone—teachers, administrators, coaches, adult educators—working nearly anywhere in the world. Most students complete a 30-credit mix of rigorous courses, which are taught by MSU tenure-line faculty, from the comfort of their homes while successfully juggling full-time jobs and family responsibilities.
The MAED has been setting the bar for online education at MSU and beyond for 10 years now. Read these pages to learn what the program means to students, in their own words.
Location | Job Title | Concentration Area | What Did You Appreciate Most About the Program? | How Will Your MAED Experience Enhance Your Career? | |
| John Amosa | Johannesburg, South Africa; originally from New Zealand | Athletic director and head of physical education, American International School of Johannesburg (AISJ). | P–12 School and Postsecondary Leadership, and Sport Leadership and Coaching | Flexibility. I was able to go online and work through lectures and presentations around my program. It was difficult for me to get any time to do grad work throughout the day, so having the ability to get online in the evening worked really well for me. | I have used and created a number of materials to use as an athletic director. I re?ned my school’s drug/alcohol and supplement policy through Scott Riewald’s class, I rewrote my maintenance checklist after taking part in Aundrea Lyons’ sport law class and I got coaches to read a number of books as a professional piece of development after reading it in an education class (ead 801). I have already used the capstone course and development of an online professional portfolio to apply for other jobs and have been offered positions in Korea, China, Venezuela and Thailand. |
| Chris Cooke | Started the program in Mussoorie in Northern India, and has submitted assignments from parts of the United States and Canada, as well as Amsterdam. He now resides in Oudtshoorn, South Africa (his home country). | Part-time grade 10 English teacher and homeschooling his 11-year-old son. While in India, he was high school principal of Woodstock School. | P–12 School and Postsecondary Leadership | I am able to take the program wherever I am in the world. This flexibility and the ability to connect with so many people and resources on so many levels is what I appreciate the most. One is also able to experience different methods of instruction from the very hands-on to a self-paced format. I have been an educator for 21 years and am enjoying the opportunity to refresh and refine my educational perspectives. | My intention is to work internationally again soon and an MAED from MSU can only enhance my ability to be the best educator I can be. It is essential for an educator to be part of a learning community and to be a lifelong learner. This MAED will play a great part in enhancing my effectiveness as an educator. |
| Jillian Fay Davidson | West Branch, Mich. | Spanish teacher at Ogemaw Heights High School; also School Improvement Team chairperson and advisor to Student Council. | Literacy Education, and P–12 School and Postsecondary Leadership | If a person lives in a rural community, it can be very difficult to find opportunities to better themselves or their career. I especially valued this program because, while it was convenient to take classes via the Internet, I never felt like I wasn’t receiving a quality education. I never had the feeling of being detached from my professors or classmates, that I lacked research resources or that my program was less rigorous than one offered on campus. I received the complete Spartan experience from the comfort of my living room. | The MAED program has proven to be a catalyst for my future. It has given me the opportunity to develop a taste for educational leadership and curriculum as well as a passion to see positive change in our current educational system. From here, I plan to continue my education and seek out opportunities to be a part of the future of education at the school, district and/or collegiate level. |
| Xin Wang | Brooklyn, N.Y. | Part-time Chinese language instructor at various language institutions, including China Institute in Manhattan. | P–12 School and Postsecondary Leadership | The multicultural focus. As a language teacher, I consider myself a cultural bridge and these skills only magnify my ability to contribute to the multicultural education experience. I’ve also appreciated the opportunity to develop a much deeper understanding of the educators, activists and scholars that contribute to the greater endeavor of education. | Ultimately, the program has helped me to expand on the tools I have developed over the years in adult and multicultural education. In finishing up this master’s degree, I realize that I still want to explore a particular research topic in more depth—how to implement applied Chinese linguistics to help Adult Chinese Language Speaking learners learn more effectively. I have actually been thinking about pursuing a Ph.D. |
| Wade James | Ludington, Mich. | Mathematics instructor, Science and Mathematics Division, West Shore Community College, Scottville, Mich. | Science and Mathematics Education | The breadth and quality of course selections, specifically in the areas of math and science education. I was able to incorporate courses in physics education research and postsecondary mathematics education into my degree, which directly applied to my professional goals. The courses were taught by high-caliber faculty, who are actively contributing to current research and literal application in their areas of expertise. Exposure to world-class instruction combined with accommodating course concentrations ensured that the program was a phenomenal experience. | Students enrolled in my courses will experience instructional techniques emphasized by the MAED program, such as inquiry-based learning, technological applications and rigorous expectations. Sharing my MAED experience with colleagues will distribute contemporary professional knowledge while promoting collaboration. As my career advances, I’ll be able to contribute to local math and science education by extrapolating knowledge and experience provided by the MAED program. |
| Emily Dressler | Royal Oak, Mich. | Math teacher and student council advisor at Brandon High School in Ortonville, Mich. Teaches Advanced Placement statistics, geometry, introduction to algebra and student leadership. | Science and Mathematics Education | I appreciated the way professors made me feel like I was in a true community of learners, even though I never actually met any of my classmates . . . I also loved the MAED program for the flexibility. I run many extra-curricular activities and it was nice not to have to physically go to class, just log-in from wherever I was. This allowed me to uphold my professional responsibilities while still continuing my education. | While my concentration area was Science and Mathematics Education, the MAED experience also pushed me to learn new technologies since the program was online. It was like getting two for the price of one! I furthered my mathematical teaching practice while exploring new ways to connect to the 21st century learner through technology. |
| Vic Radcliff | North Augusta, S.C. | High school special education teacher, football and baseball coach at North Augusta High School | P–12 School and Postsecondary Leadership | The program allowed me to complete an MAED 100% online from a prestigious university, which allowed me the convenience of being in the classroom “virtually” 24/7. | I have gained a significant amount of applicable knowledge that I am already using in my classroom. I have a better perspective on the importance of having strong leadership in the building. Additionally, the program really helped me to mature as a teacher leader. The faculty members were some of the best that I have ever had as they pushed me to stretch my thinking and challenged me to develop my teaching strengths, abilities and weaknesses. |
| Becky Olsen | Ypsilanti, Mich. | Academic enrichment coordinator for the Center for Personalized Instruction and the Student Support Services trio Program at Madonna University in Livonia, Mich. Also an adjunct faculty member at Cleary University. | P–12 School and Postsecondary Leadership | The synthesis essay that I wrote for the program really sums up my experience with the MAED. “Even though I was not physically on campus, I feel as if, in many regards, I learned much about myself as a learner, my instructors and classmates in a way that I never would have imagined. I realized just how much learning means to me, and it does not matter where it takes place. Learning is everywhere even if we do not always realize it.” | I am able to take the skills that I have gained with my coursework and apply them in my career, whether I am teaching or working in student services. I want to be able to teach my students the skills necessary to become leaders, both in the classroom and in life. I will be able to give back to others who have given so much to me. |