Why did you want to work in education? What inspired you?

I am often asked why I chose education as a career, what inspired me. A classroom is one of those spaces where all can be made to feel welcome, included, and important. Caring and compassionate teachers fostered the inclusion I felt in the classroom. Feeling included and important built confidence in me and motivated my learning. I became an educator so that I could do the same for others: create a safe and inclusive environment so that students might thrive.

Why did you choose Gardner-Webb University for your doctorate degree in curriculum and instruction?

When I began my search for a doctoral program, I had to consider family, employer, and financial obligations. Gardner-Webb offered a hybrid program that allowed me to complete coursework both online and face-to-face. The hybrid cohort provided the flexibility to enjoy my coveted family time and continue to teach full-time, all while not creating a financial burden. Additionally, I wanted to be inspired. As I read through the description of the program, I was struck by Gardner-Webb’s commitment to “ethical, inspired leadership”.

What skills did you gain or sharpen through your program at Gardner-Webb University and how do you use them today?  

Through the curriculum and instruction doctorate program I developed a critical understanding of instructional theory and its practical application to the classroom. Through the program I gained the skills necessary to assess a need within my school and with my cohort members developed a professional learning module to meet those needs. The module “Mentoring Relationships” continues to be used at my home school as a training tool for new mentors and beginning teachers. It was also selected for publication on Gardner-Webb’s IMPROVE platform. The ability to critically reflect on my practice not only improved my skills in the classroom but also provided me with confidence to engage thoughtfully with my colleagues about their practice.

How has your doctorate degree impacted you in terms of your current position or a position you would like to attain in the future?  

A doctorate in curriculum and instruction has afforded me the opportunity to act in a leadership capacity at my home school. In addition to teaching, I have taken a role as a building-level Teacher Leader. In this position I am able to provide professional development at both the building and district level. My degree also led me to higher education as an adjunct professor in an educator preparation program. Working with educators at the graduate level provides me a unique opportunity to continue to affect change in the classroom in a new capacity.

What was a challenge you faced during your doctorate program, and who or what helped you overcome it?

I lost my father to cancer during the first year of my doctorate program. The trauma of that loss was tremendous, and I doubted if I could continue my studies. The compassion extended to me by my professors and fellow cohort members gave me strength to endure. Collectively, they encouraged me through my grief and supported me through the daunting days that followed. The prayers and love extended sustained and carried me through to the end. I found more than colleagues and mentors during my time at Gardner-Webb; I found a family.

What was your biggest takeaway from your curriculum and instruction doctorate program?  

The curriculum and instruction doctorate taught me much about myself. I gained belief in my own expertise and a confidence to lead others in the field. My newfound confidence helped me take more risks and think more creatively about curriculum development and delivery. My students are more engaged and active in their learning, and they are successful as a result. Beyond the classroom, the skills and application practice provided by the program encouraged me to present at national conferences, something I would not have considered before my time at Gardner-Webb.

What would you tell (or what advice would you give) prospective students considering the Ed.D. curriculum and instruction degree program at Gardner-Webb University?  

I encourage anyone wanting a richer understanding of curriculum development and delivery to consider the curriculum and instruction doctorate program at Gardner-Webb University. The program offers an opportunity to build your own capacity as a collaborator and leader and think critically and reflectively about your own practice. Skill development is not all you can expect from the curriculum and instruction doctorate program. Program leaders create a space that welcomes, includes, and encourages each and every candidate. The support provided throughout the program is unmatched by any other program in which I have participated.

The post Alumni Spotlight: Amanda Whatley, Ed.D. in Curriculum & Instruction appeared first on Gardner Webb University.

Why did you want to work in education? What inspired you?

I still recall my first grade class. Looking back, resources were scarce, many students were from homes where illiteracy was the norm, and poverty was generational. Yet, within the walls of that class, none of that mattered. My teacher Mrs. McCarty’s actions and attitudes required every student to learn. So, I became a voracious learner. She taught me that with hard work, anything is possible. It is that gift that I strive to impart to students. Every student deserves to know there is no glass ceiling. Through teaching, I strive to make a positive difference in helping to create a better citizenry.

Why did you choose Gardner-Webb University for your doctorate degree in education?

I think Gardner-Webb University (GWU) initially chose me! While I was pondering where to pursue my doctorate, I found a flyer in my mailbox. Prior to seeing the flyer, I could not recall hearing about GWU. Subsequently, I did some research. Surprisingly, I discovered the values I hold dear where espoused by GWU. Additionally, GWU offered programs that were sufficiently flexible so I could hold a full-time job, yet study. For me, a hybrid program was ideal. I craved the face-to-face dialogues/interactions on different educational issues. Then too, in an era where technology is a permanent fixture, I also wanted the online experience. Hence, I chose GWU.

What skills did you gain or sharpen through your program at Gardner-Webb University and how do you use them today?

Whether I think of my leadership skills, critical thinking skills, or any of the other 21^st century skills I possess, I credit Gardner-Webb with honing these timeless skills. The practical nature of the courses encouraged the development of such skills. The courses encouraged professional engagements within my workplace. Moreover, I became more aware of the needs within my school and more proactive in addressing those needs. Subsequently, I now facilitate program area Professional Learning Communities (PLC). I also participate in different committees with an aim to increase student learning. Beyond that, I am more purposeful about creating opportunities for my students to develop and hone those same skills.

How has your doctorate degree in education impacted you in terms of your current position or a position you would like to attain in the future?

I am a more knowledge and competent educator after having completed my doctoral degree through Gardner-Webb University. In my program at GWU, promoting student learning was a mantra. This means I am equipped to provide equitable education to students. I am more intentional about the use of research-based teaching strategies and data to increase student learning. These practices will guide me as I aim to teach future teachers at the post-secondary level someday. At that point, my impact would transcend each student-teacher. The tentacles of such impact would touch a wider generation. Helping to create a generation of teachers who are passionate about student learning is the right step in creating a more competitive workforce.

What was a challenge you faced during your doctorate program, and who or what helped you overcome it?

Gathering information for the first three chapters in my dissertation was my biggest challenge at Gardner-Webb. Fortunately, my dissertation chair was superbly knowledgeable. Through her guidance and expertise, I was able to successfully navigate the dissertation process. I know her patience, knowledge, and ability to provide constructive feedback gave me much needed direction. When I sent her an email, I knew I would get a response within a day! This minimized the frustration that often plagues some students at other universities. Such direction was also pertinent in helping me to complete the program in less than three years.

What was your biggest take-away from your education doctorate program?

My biggest take-away was the insight I gained first-hand regarding the power of collaboration. Many assignments I completed to fulfill the requirements of my course necessitated collaborating with others. So, it was necessary to approach other educators within my school to establish committees within which I could complete projects like the Comprehensive Needs Assessment, Program Evaluation, and more. As my committee members and I identified relevant sources of data for each project, collected and analyzed data, and sought solutions to various challenges discovered in the data, I knew was experiencing the power of collaboration to foster more equitable education for all students.

What would you tell (or what advice would you give) prospective students considering the doctorate program in education at Gardner-Webb University?

A doctorate in education from Gardner-Webb University transcends your name on paper. It is a testament of genuine personal and professional growth. Beyond transferring content in relevant ways, I watched as many of my lecturers modelled the principles they taught. For example, I recalled several occasions when lecturers invited different gurus to teach specific topics within a course! To me, that was priceless. Additionally, many of the lecturers excelled in providing detailed yet timely feedback on assignments. Such feedback was crucial as it helped me to better understand the content. More importantly, it encouraged a growth mindset in me as I relied on such feedback to grow. Now, I live the said practices.

Is there anything else you would like to share?

Gardner-Webb University boasts a community of professionals. While the professors and the lecturers are great, the support staff exceeded my expectations! Whether I needed technological help or had questions about any of the processes within GWU, they always responded promptly. They were professional, kind, and caring. I knew they cared about my success as an individual. To me, the GWU community understands the value of creating an environment where all stakeholders feel valued. Such an environment left an indelible mark on me. The multiplying effect of such practices are endless as I seek to replicate them with those around me.

The post Alumni Spotlight: Coreen Anderson, Ed.D. in Education appeared first on Gardner Webb University.

Upon my acceptance, I followed all the precepts expected of a new student. With great excitement, I clicked through Blackboard, took the quiz, and evaluated the difficulty of my first course. However, another crucial requirement was viewing and analyzing the financial aid tab to investigate what I owed and how much I had paid. Looking at all of those figures was overwhelming, and being unfamiliar with how to pay for school, I immediately called Gardner-Webb’s financial aid office. They kindly instructed me to fill out my FAFSA form online and to call them back with any questions.

I called them after I completed the FAFSA form, discovering that my financial aid took care of the entire cost of school. The financial counselors walked me through how I would pay for each semester. I released all of the funds FAFSA gave me to Gardner-Webb, so that I could pay for the spring semester. From there, whatever refund I had, I gave back to the school to put toward my next semester’s tuition. Spring, summer, and fall went smoothly without a hitch.

However, I reached a small hiccup due to my lack of knowledge. In the financial aid world, a new year means a new application. I failed to reapply for financial aid, thinking that much like admission, you only fill out the application once. Despite this naïve mistake, Gardner-Webb was extremely patient and efficient with my case. I filled out the application and called them as soon as I clicked submit. From there, they ensured that I did not lose any classes and that everything went through on time. I was so grateful for their gracious efforts. This experience only emboldened my appreciation for the university and their standards.

While financial situations differ among the students attending Gardner-Webb’s programs, the constant is Gardner-Webb’s professionalism and compassion. Comparing the value of the education they offer and its long-term possibilities with the cost of the program proves the worth of the endeavor. Gardner-Webb alleviates the anxiety and dread associated with paying for school by conveying the necessity of timely payment from a gentle perspective, emphasizing the importance of your education and not the need to achieve their bottom line. Some might say that we are paying for this type of service, but there are some things that money just can’t buy.

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In the age of unending to-do lists, critical family obligations, and teaching careers where responsibilities accumulate faster than snow in Buffalo, one might chuckle at the idea of pursuing a master’s degree online. One might ask, “Can I do a master’s program while I teach?” As a teacher, one might research various North Carolina online Curriculum and Instruction programs, examining the course load to see whether or not it is feasible for his or her already bustling lifestyle. In my experience, earning my online Master’s in Curriculum and Instruction at Gardner-Webb University was absolutely attainable due to my implementation of organizational skills, time management, and boundaries.

How I Balanced My Time

Structuring my assignments into a to-do list and prioritizing family and work over school were major contributions to my success. Because I knew exactly what was necessary to complete, I was able to streamline the list into what I needed to be read, written, responded to, and the like. As a new mother during the fall semester, I would read my chapters to my daughter as I held her in one arm and my textbook in the other. At school, I would use part of my planning period to read and annotate parts of the text. However, if my daughter required more of me, I yielded her to needs. Moreover, if there was a meeting at school that demanded my immediate attention, I paused my reading and annotating to address the needs of my career.

In terms of managing time, one might find that reading can be more of a multitasking effort, while writing has to be done in solitude. Therefore, as previously mentioned, I would read in settings where I could also feed my daughter and, if at work, make copies. However, if I needed to begin writing in response to what I had read, I would need to wait until my daughter went to sleep. At work, I could easily use part of my planning to write because I did not have my kids at the time. On the other hand, peer responses could be done in a multitasking environment because of the familiarity with the reading and what I had already written as a response. The background knowledge, therefore, naturally combatted the need for seclusion.

Balancing My Master’s Program and Family Time

Finally, boundaries are essential when considering a North Carolina online Curriculum and Instruction degree. For example, I found that if I had work to do, I would chunk it, just like we teach our students to do when they read. According to my to-do list, I would decide to work on a bullet point for an allotted amount of time that was contingent on dinner being prepared, playtime with my daughter, and other things like going out of town, and family time. Therefore, the allotted time might have ranged from 30 minutes to two hours. I never worked longer than two hours on any assignment or project so as not to neglect my husband, family, or career.

If you find yourself on the fence about pursuing an online master’s in curriculum and instruction, do it. Although you might feel that you have enough on your plate, with no room for another commitment,  it will be equally rewarding if you organize, prioritize, and set boundaries.

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Why an Online Master’s Program Was Best for Me

Gardner-Webb’s masters in curriculum and instruction program is a North Carolina online master’s degree program for teachers who are seeking to enhance their effectiveness as an educator, whether that be in the classroom as a teacher, or outside of the classroom, in a myriad of other roles to which a masters in curriculum and instruction gives one access. After reading posts like this one, and performing other research, I chose Gardner-Webb. In making this choice, I understood that curriculum and instruction as a course of study would enrich my pedagogy as an educator, while also placing me in a role that would help intensify the instruction of those around me.

How the C&I Masters Can Advance Your Career

With a masters in curriculum and instruction, an educator can decide to remain in the classroom and simply lead their classroom in newfound instructional frameworks such as understanding by design (UbD) or action research. Perhaps the teacher will use his or her degree to improve the way in which they assess students. You can also serve in more formal roles such as, as a department head, or on the leadership team. The difference is that in a formal leadership role, the teacher is serving outside their capacity as a teacher. This makes them responsible for creating a rigorous curriculum for teachers of that content within and potentially outside of the school, while simultaneously ensuring that the instruction of that curriculum is properly implemented.

In my case, my master’s led to a promotion from teacher to teacher leader, which progressed my impact beyond my classroom, into my grade-level team, and the school at large. Upon earning my curriculum and instruction master’s degree online, I was immediately designated as a leader in professional development. More specifically, I was appointed to deliver professional development on collecting and utilizing data, as well as differentiation. Moreover, the master’s in curriculum and instruction permitted me to serve on the district’s English curriculum team, where we worked collaboratively to create a cohesive high school English curriculum for grades 9-12. Within my classroom, though, earning my curriculum and instruction master’s degree online allowed me to refine my practices with respect to assessment, differentiation, and overall planning and implementation of curriculum. I pursued a master’s in curriculum and instruction online to ultimately serve as an assistant superintendent of the state of North Carolina overseeing curriculum and instruction. Gardner-Webb’s program has sufficiently prepared me for the fundamentals of this role, and with the experience I gain, I am confident that my effectiveness as a classroom educator will follow me all the way to Raleigh.

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