The Two Timelines of an AOEU Master’s Degree (Ep. 510)

What does it really look like to earn your Master’s Degree from AOEU?

In this episode of Art Ed Radio, Tim sits down with two educators who took very different paths through the Master of Arts in Art Education program at The Art of Education University. One moved slowly and steadily over several years, while the other accelerated through the program in a much shorter timeframe.

Through the stories of Riki Atkins and Mary Donlon, you’ll hear how earning a master’s degree can transform your teaching—whether you’re balancing family life and a full schedule or taking advantage of a season where you can move through your courses quickly.

If you’ve ever considered going back to school but weren’t sure how it could fit into your life, this episode offers honest insights, practical advice, and plenty of encouragement.

Full episode transcript below.

Resources and Links

• • Learn more about the Master’s of Arts in Art Education
  • What’s it like to take a course at AOEU?
  • See all of the available courses
  • You can also request information or meet with an admissions counselor
  • Check out a Week in the Life of an AOEU Grad Student

Transcript

Welcome to Art Ed Radio, the podcast for art teachers. This show is produced by The Art of Education University, and I’m your host, Tim Bogatz.

Today’s episode is all about professional growth—what it looks like when art teachers go back for their master’s degree and become students again.

At The Art of Education University, the Master of Arts in Art Education program was built for art teachers who want to deepen their practice, expand their creativity, and strengthen their voice as educators.

In this episode, we’re going to hear directly from two graduates about their experiences earning that degree, the different timelines they took, and how their learning continues to shape their teaching.

Our first guest is Ricky Johnson Atkins, a high school teacher in Arlington, Texas. Ricky took a longer path through the program, balancing coursework with teaching ceramics and life outside the classroom. Her story is one of persistence and transformation—how the degree became a slow-burning influence that changed her classroom over time.

We’ll also hear from Mary Donlon, who teaches in Illinois. Mary completed her degree on a shorter timeline, moving quickly through the program while teaching K–8 students. Her perspective shows how immediately the ideas and strategies from the program can be applied.

Together, these two journeys illustrate the flexibility and power of AOEU’s master’s program—no matter your timeline or stage of career.

Let’s start with Ricky.

Tim: Ricky, welcome to the podcast! Can you give us a quick introduction—who you are, where you teach, and anything else you’d like to share?

Ricky: My name is Ricky Johnson Atkins—my students call me Ms. Artkins. I’m a high school teacher in Arlington, Texas. I teach Art I, all of the ceramics classes, and AP 3D portfolio.

Tim: That definitely keeps you busy. Can you tell us about your master’s degree experience—when you started, the path you took, and what you learned along the way?

Ricky: I started in 2020, but really the journey began when I started teaching in 2018. I was searching for help because I had never taught before, and that’s when I found The Art of Education.

I realized there’s a big difference between being an artist and teaching art. I had gone through an alternative certification program, which was great, but it wasn’t tailored to electives. I needed something specific to art education.

When the pandemic hit and AOEU waived the application fee, I thought, “There’s no time like the present.” I wanted to learn more about lesson planning, classroom management, and how to really teach art.

Tim: When you started, did you plan to take a longer path through the program?

Ricky: A little bit of both. I’d love to say I wanted to move quickly, but I’m a mom, a wife, and a full-time teacher. I needed flexibility.

I even tried doubling up on classes, but it just wasn’t realistic. The program being pay-as-you-go also meant my husband and I had to budget carefully. Taking it slower worked out perfectly.

Tim: What were the benefits of taking that slower, more deliberate path?

Ricky: I could immediately implement what I was learning. For example, the classroom management course was huge for me.

At one point, I was teaching K–12 in a private school, and each age group needed something different. I was able to test strategies in real time—creating charts, helper boards, and routines tailored to each group.

Even something like an art cart for kindergarten—I made a simplified helper chart attached to it so students knew exactly what to do. That time between classes allowed me to refine everything.

The Designing Your Art Curriculum course also helped me map out my year by grade level. I could take a class, apply it, then move on when I was ready.

Tim: Did you ever feel discouraged along the way?

Ricky: Yes—two main challenges. I have ADHD, which makes academic work more difficult, especially things like APA formatting, which I had never really used before.

But the structure of the classes helped a lot—assignments due Wednesday, Friday, Sunday. That rhythm kept me on track.

The professors were incredibly supportive. If I didn’t understand something, they were quick to offer help through Zoom or phone calls.

The hardest moment was failing my initial capstone readiness exam—just because of APA formatting errors. That was really discouraging. But with support from family and instructors, I fixed everything and passed.

Also, having a five-year timeline helped. That structure gave me a clear goal and pushed me to finish.

Tim: What advice would you give to educators considering a longer, flexible path?

Ricky: If you think you don’t have time—this is for you. You do have time.

The schedule has just the right amount of rigor. Once you take your first course, you’ll realize, “Okay, I can do this.”

The flexibility is a huge advantage. You can decide when to take more classes or when to slow down.

And remember—it’s a sacrifice for your future and for the students you’ll impact.

After hearing Ricky’s long-term journey, I also wanted to explore the other side—what it’s like to move quickly through the program.

Let’s hear from Mary.

Tim: Mary, welcome! Can you introduce yourself?

Mary: My name is Mary Donlon. I live in Arlington Heights, Illinois, and I teach in Barrington District 220.

In the mornings, I teach an advanced middle school art class (grades 6–8), and in the afternoons, I teach elementary (K–5). I’m in my fourth year of teaching and just earned tenure.

Tim: What motivated you to pursue your master’s, and why did you move through it quickly?

Mary: I discovered AOEU through coworkers. I knew I wanted the pay bump, but more importantly, I felt like I missed out on key learning during student teaching because of COVID.

I wanted stronger skills in classroom management and instructional strategies—and I also wanted more creative opportunities.

As for the timeline, I felt like this was the right moment in my life. I don’t have dependents and still live at home, so I thought, “Strike while the iron is hot.”

Tim: How did you manage balancing teaching and coursework at a fast pace?

Mary: I used my summers strategically. I started in summer 2023 and took two classes at once.

I learned quickly that pairing a studio course with a writing course works better than taking two studio classes at once.

During the school year, I built routines. I’d go to a “third space”—like a coffee shop, brewery, or library—right after school for an hour to focus.

Also, I’d plan my week every Sunday and chip away at assignments daily instead of procrastinating.

Tim: How has the program impacted your teaching?

Mary: One of the biggest things was confidence.

As art teachers, we’re often asked to justify our subject. This program gave me the knowledge to advocate for art education clearly and confidently.

It also helped me center my students more. Early in my career, I focused on what I wanted to teach. AOEU helped me reflect and incorporate student voice and feedback.

For example, I taught a portrait lesson inspired by Kehinde Wiley. Students weren’t engaged at first, but when I incorporated iPads and digital tools, engagement skyrocketed.

That shift—centering students—made a huge difference.

Tim: What advice would you give to teachers considering a fast-track approach?

Mary: First, check if your district offers tuition support—that helped me a lot.

Second, use your summers. That’s how I finished early.

And finally, build consistent habits. Even just one hour a day makes a huge difference. Don’t let everything pile up—it will catch up to you.

What’s clear from both conversations is that the Master of Arts in Art Education at AOEU is more than just a degree.

For Ricky, the program unfolded over years, gradually shaping her teaching and allowing her to refine her practice.

For Mary, the faster pace meant immediate transformation in her classroom.

Both paths are valid—and both demonstrate how a master’s degree can empower you to grow in meaningful ways.

Thank you to Ricky and Mary for sharing their experiences.

If you’ve been thinking about earning your master’s degree, now is a great time to take that next step. Whether you prefer a long-term, flexible approach or a fast-paced, immersive experience, AOEU can meet you where you are.

To learn more, reach out to an admissions counselor at AOEU. They can help you find the path that’s right for you, your classroom, and your teaching journey.

Art Ed Radio is produced by The Art of Education University.

Thank you for listening!