Student Experiences

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Each student has a story, shaped by personal and professional experiences, that led them to the  program. They come with individual goals and leave with a stronger sense of purpose and confidence in their skills and teaching methods.

Stevie Lundell

I teach Russian to adult working professionals in Maryland. My teaching is very “customer focused” as these professionals are taking time out their busy work schedules to improve their language skills. The M.Ed. program at Concordia has taught me more efficient methods of course design and delivery by combining appropriate technology with effective unit planning. By far, the most important takeaway, and the concept that has inspired me most throughout the program, is the notion of teaching social justice and intercultural communicative competence (ICC) through world language instruction. This concept has enabled me to realize that teaching is not just a profession, but a calling. The opportunity we have as educators to transform the way people perceive and interact with the world is astounding.

William Shofner

I teach first-year high school Spanish at Granite City High School, Granite City, Illinois (near St. Louis, Missouri). I have previously taught all four levels of high school Spanish throughout my ten-year career at different schools.
The program introduced a variety of resources and technology, and the confidence to use them which helped tremendously when teaching remotely during the pandemic. The program helped me plan units and lessons with purpose and guided me when I created content-based units which increased interest in lessons, engaged students, and stimulated thoughtful discussions. Finally, the connection with my classmates and instructors has proven to be invaluable. Not only do colleagues at all levels and backgrounds of education help each other and encourage each other, but it provides a network for additional resources and experienced educators.

Jessica Dietz

Spanish teacher, Jessica Dietz entered the Master of Education program with both years of teaching experience in the classroom at at El Lago del Bosque at Concordia Language Villages. Despite the knowledge and experience with which she entered the program, she found that her confidence as a teacher grew exponentially.
Initially, Dietz admits to being apprehensive about the hybrid nature of the program and being asked to be physically present for several weeks of coursework in the summer. She underscores that after starting the program, this aspect is actually one of the main strengths of the programs and highly recommends it.
"I have made a great friend from another state, and I have gained quality contacts for resources and support in my curriculum development and also in compilation of authentic resources."
Another highlight for Dietz was the scaffolded approach to the coursework and its direct application to her own work in the classroom. "Each course led beautifully into the next to support my acquisition of new ideas and gave me ample practice opportunities to incorporate the methodology into my classroom." She was able to utilize all of the assignments in her own classroom allowing for "experiential learning of each topic.
Dietz asserts that this program has helped her to realize that she is a "great teacher". In her capstone project, Self Assessment and Reflection for Relaxed Alertness, she wrote, "I have never felt so confident about my ability as an educator as I do today."