Students benefit from a highly sequenced, integrated, and interdependent program in which early and continuous field-based and clinical experiences, as well as appropriate time to reflect on those experiences, are fully integrated into the program. Didactic, laboratory, field-based and clinical experiences are all essential components of an effective instructional sequence in the preparation of educators. The development of conceptual clarity and an opportunity to practice skills with feedback are essential prerequisites for meaningful, effective field-based and clinical experiences. Concurrent didactic, laboratory, and field-based and clinical experiences are carefully articulated for effective learning. Because early and continuous field-based and clinical experiences are critical to acquiring pedagogical skills, they are incorporated to the maximum extent possible into the curriculum.
Students actively use technology to manage, evaluate and improve instruction.
Faculty of each program model the creative use of technology so that their students will have experienced the beneficial effect that technology can have on learning when integrated into well-designed instruction. Full citizenship in the emerging information society requires competence in the application of technology to problems in the world of practice. The future of the University requires the development and maintenance of excellence in the schools and the university. Content specialization and related pedagogical courses should motivate educators to think, learn, and challenge ideas if they are to become creative and self-reflective learners and leaders committed to continuous quality improvement. The notion of continuous quality improvement is exemplified in the College, where the continuous professional development of our students and faculty are both encouraged and ensured.