The faculty in the "Unit" are committed to preparing candidates in diverse and inclusive classrooms at the early childhood, childhood, middle childhood and adolescent levels. The education unit also serves to continue to develop the teaching skills, knowledge base and professional commitments of post-baccalaureate students and in-service teachers.

The mission of the Unit is echoed in its strong commitment to pedagogical practice that is inclusive and constructivist. The Unit aims to prepare teacher candidates to work with diverse populations by remaining committed to the deep seated disposition that all students can learn. Candidates are encouraged to model a constructivist view of knowledge and see learning as a self-regulated process (Twomey Fosnet, 1996). The mission of the Unit, ultimately however, is to prepare Caring, Curious, Competent, Committed, and Community-active professionals (the five C's) who:

Demonstrate a strong foundation in the liberal arts and sciences that affords students the skills and intellectual knowledge base upon which mature and in-depth study can be undertaken; value experiential learning and interdisciplinary study; possess content knowledge (knowledge about the subject they are teaching), pedagogical knowledge (knowledge of general instructional strategies), pedagogical content knowledge (knowledge of specific strategies for teaching a particular subject), and context knowledge (knowledge of community, district, and school); possess an unwavering respect for learning, diversity, cultural difference, and multicultural education;strive to differentiate instruction so that all students can learn at their own pace;personify an ethic of caring; uphold the ideals of justice, equity, and opportunity for all people; think creatively, reflectively, and critically in grappling with a panoply of educational challenges; act collaboratively and professionally; maintain high standards of excellence for themselves and for their students; and honor critical life-long learning.

To these ends, the Unit offers baccalaureate and graduate programs that support and develop the above-stated principles. To actualize these ideas, the Unit affirms that:

All teacher education candidates pursue either a 36 credit (11 unit) liberal arts/science discipline or major in their content discipline providing them with a strong knowledge base. All teacher education candidates are prepared with a strong knowledge base of child development and instructional and assessment strategies linked to "best practice." Teacher education candidates undergo field experiences and clinical preparation in inclusive classrooms. Teacher candidates are assessed with respect to student learning as a dynamic and ongoing process that is used to inform the effectiveness of the "Unit" and to strengthen and renew the program it sponsors.Teacher education is viewed as a lifelong process.

Thus, all faculty - general education, content, and pedagogical - resident and adjunct - within the "Unit" must be adequately prepared to embrace the challenges defined by the mission of the "Unit." To meet this mission, each faculty member remains committed to:

1. Teaching and Learning - are enhanced through reflective practice and a commitment to lifelong learning.
2. Research and Scholarly Activities - are valued as fundamental to the deepening professionalism of each member within the education unit. There is an expectation that each faculty member engages in research related to the practice of education. The primary purpose is to share this research with teacher candidates as well as with the broader community of learners.
3. Service - faculty are encouraged through their courses to reach out to the community of learners and scholars within the college as well as to those who are part of the geographical community.

The Department of Education pursues meaningful and on-going collaborative professional relationships with internal constituencies (within the College at all levels) and external constituencies (local community, including schools, regional, state, and national agencies). Individually and collectively, Department of Education faculty members (resident and adjunct) develop close working ties with local and state organizations and academic and social communities.