Q&A with Megan Brannan-Pierce | MA in Special Education – Gifted

You were a teacher in your hometown of Lucedale, Mississippi, when you started your master’s with UA Online. How has your life changed since then?

During my studies, I transitioned to Galileo School for Gifted Learning in Sanford, Florida, where I worked during the remainder of my degree. Since then, I’ve earned a second master’s degree in instructional design and later moved into corporate learning and development, where I now create curriculum and training programs.

What was the tipping point for you to go back to school for your master’s?

As an educator, you reach a point where experience alone isn’t enough to serve your students effectively. You need deeper theoretical understanding and research-based strategies. I needed learning that would transform both my professional and personal understandings and knew the alignment between growth and passion would sustain me through graduate-level studies.

So why did you choose UA?

It wasn’t a decision I made lightly. Because I was pursuing an online program, I had the flexibility to research universities nationwide. I needed confidence that my investment would be in a department with strong faculty, rigorous academics and established credibility. UA consistently stood out for both its academic reputation and the quality of its professors. I had also never heard a single negative comment from other teachers I’d met that studied at UA. I’m proud to be a UA graduate, because the experience exceeded my expectations.

You’ve talked about the reputation of UA’s program. What would you say are its strengths that give it that strong reputation?

The University of Alabama has exceptional faculty. Throughout my program, I encountered only strong instructors. Even the graduate assistants displayed an impressive level of knowledge and were very supportive.

What was your experience being an online student?

UA faculty and instructional designers are thoughtful in the architecture of their courses. There was clearly intentional programming behind the content organization and delivery methods, something I haven’t always experienced in virtual classes at other universities. The approach was both hands-on and proactive, creating ongoing engagement despite the virtual format.

How has what you’ve learned in your classes made a difference personally as well as professionally?

At the time, I was navigating parenting challenges with a young child that has ADHD, a common condition presented in the gifted classroom. The parenting approaches that worked with my older child, who also has ADHD, weren’t effective with my second child. The research-based strategies I learned in my UA coursework provided breakthrough insights. Applying these techniques not only transformed my parenting immediately, they also provided knowledge and a tool set to help with my own ADHD struggles.

Professionally, the program’s focus on understanding diverse learning profiles is fundamental to my work. Studying learning differences and patterns taught me to analyze how different minds process information. In corporate training, I now instinctively consider multiple learning modalities, cognitive approaches and accessibility needs. The research on bias and differentiated instruction that I encountered at UA directly influences the quality and inclusivity of the learning experiences I design.

How has having the MA from UA empowered you to move forward?

The master’s degree from UA didn’t just enhance my existing skills, it changed my capacity to impact others. Every career decision I’ve made since has centered on helping people learn and grow more effectively. While the context has evolved from classroom to corporate, my core mission remains constant. The deeper I understand learning science, the more effectively I can support everyone I work with.

Which lesson have you taken with you into everyday life?

The program provided me with a lens for recognizing learning differences and barriers that others often miss. This perspective has created opportunities to advocate for learners who might otherwise struggle silently. I’ve learned to approach every learning challenge by asking, “How can we design this to be accessible and effective for all cognitive approaches?” This mindset drives innovation in my work.

I want to pull that thread. Can you talk about what kind of innovation?

Innovation doesn’t always require dramatic technological solutions. Sometimes the most impactful innovation is simplifying complex processes or removing unnecessary barriers. When others say, “We really want to achieve this outcome, but there are obstacles,” my training kicks in. I start analyzing. “What’s making this inaccessible? How can we redesign this approach?” The systematic problem-solving methodology I learned to support gifted learners translates directly to organizational challenges.

You said you’re in corporate now. Can you share more about that?

I currently work in the automotive industry but also have experience in hospitality and health care. Just like in the classroom, I design instruction for vastly different backgrounds. The educational principles to support learners that I learned from UA are essential to create training that accommodates all abilities and styles. It’s the same approach I used for differentiating instruction for gifted students.

How do you stay connected to UA and give back to the learning community that shaped you?

I serve as president of The University of Alabama National Alumni Association Orlando Chapter, which allows me to directly support other students and graduates. It’s about creating meaningful connections and removing barriers for current students and recent graduates.

What’s next for you?

I’m interested in expanding my current consulting in the learning and development field. I maintain a small practice now, but I’d like to grow my impact over time. The unique perspective I gained from my education — seeing organizational training through the lens of special education and learning differences — fills a gap in the market I’d like to further explore.

I also mentor teachers, offering educational guidance and career advice. Many people supported me during my development, so this feels like a natural way to give back. I help these teachers recognize how their pedagogical skills translate to corporate environments while supporting their mental health during the transition. I’m learning from each of them as well, because leaving the classroom doesn’t mean abandoning education. I actually plan to return to teaching when my children are older.

What advice do you have for anyone who is looking at The University of Alabama Online programs but hasn’t decided yet?

UA Online has done an excellent job at meeting the challenge of creating genuine connection and collaboration in virtual learning environments. If you need the flexibility of online education but want the rigor and support of a top-tier program, UA delivers on both fronts. The faculty consistently work to make the virtual experience as engaging and collaborative as possible, providing support without compromising academic standards.