Relative to professional environment we believe that:

• a viable learning community is one that embraces the professional and personal growth of its faculty, staff and students by promoting collaboration within the school, university and community at large.
• the College of Education should respect and encourage the multiple voices of human diversity and provide innovative ways to create meaningful and nurturing learning environments for all.
• the College of Education's reputation should be established as accessible, valuable and useful by modeling delivery systems, creating conditions for conducting and implementing research, and participating in the politics of power through advocacy and change agentry.
• the College of Education faculty and staff have a responsibility to exert leadership in the region and in the national and international community.

Relative to teaching/learning we believe that:

• diversity is a critical part of the teaching/learning process and that education involves valuing cultural, gender, language, political, philosophical and pedagogical differences.
• the social context of the teaching/learning process must be addressed and that socio-political critique is part of the educative function.
• education is a transformational teaching/learning process and that it is dynamic, ongoing and developmental for all people at any age.
• the teaching/learning process should prepare students to fulfill their roles as educators with distinction, incorporating the values of scholarship, professional service and leadership for advocacy and change agentry.
• professional education incorporates students and faculty as colleagues in the teaching and learning process.
• the teaching/learning process should promote reflective practitioners who examine beliefs, values and demands of local and global citizenship.

College of Education

Dedicated to the development and support of wise, reflective professional educators who . . .

• Possess rich subject matter knowledge
• Use sound pedagogical judgment
• Have practical knowledge of context and culture
• Are sensitive to the relativism associated with variations in the values and priorities of both their peers and their students
• Are comfortable with the uncertainty of the outcomes of instructional decisions