EDCI Mission Statement

Dept., Undergrad, Graduate

 

EDCI Mission Statements

Department Mission Statement

The mission of the Department of Curriculum and Instruction is to develop exemplary teachers who engage in student-centered teaching practices, ethical behaviors, and the continuous study and improvement of learning and teaching.

Mission of Undergraduate BSIS/BAIS Programs

To provide, through a collaborative commitment, relevant field-based teacher education and staff development programs in a way that integrates research supported, innovative teaching and assessment practices with technology so that educators share a common vision of improving the learning and achievement of all students. To carry out the mission of this teacher preparation program, six goals have been established: 

1. design pre-service teacher education as a comprehensive field-based program;

2. increase the use of technology for instruction;

3. integrate technology with best teaching practices in a more effective manner;

4. improve the quality and relevance of staff development; and

5. maximize EC-12 student learning by addressing the needs of a culturally diverse population (Field-Based Teacher Education Handbook, July 2007, p. 4).

Mission of Graduate Programs

The Department of Curriculum and Instruction holds as its central mission the study of curriculum and instructional design and its implementation at all levels of education. To realize a broad range of curricular aims and goals, the department engages in rigorous study of teaching and learning to enhance teaching effectiveness in five strands of emphasis:

1. master’s and doctoral degree programs;

2. active involvement in the public schools for mutually beneficial purposes, i.e., updating and enhancing skills of current teachers while allowing departmental faculty to remain current with public school trends and issues;

3. offering doctoral programs that develop effective teacher educators, researchers, curriculum designers, and coaches for public schools and other settings through research and intensive study of learning paradigms and instructional strategies;

4. promoting within faculty and students rigorous scholarship as they participate in basic and applied research, educational program development, and implementation and dissemination of knowledge in enlightening and utilitarian ways; and,

5. providing courses to support teaching certification at the graduate level. (Graduate Catalog-2006-2007, pp. 138-39)