The TREC model and philosophic statement reflect the faculty's view of itself and its constituents as a community of learners engaged in life-long learning. Faculty members share a strong commitment to the preparation of educators who will remain involved in professional growth, learning, and development. We define theory as any research based construct or theoretical framework that may generate laws and principles that, in turn, guide practice. Educational theories are platforms for the introduction of new knowledge and practices, which become a basis of on-going conversations among educators. Educational theories bridge the gap between realities and visions, between the actual and the possible.
Theories provide ways of understanding and reasons for action.
They consist of knowledge of educational foundations, content, learners and the learning process, modes of teaching, and emerging technologies. Research , an organized, systematic process of ascertaining effective practice, provides data that informs practice and leads to the development and validation of theories. Research engages reflective practitioners in problem-solving endeavors, in reflection upon what has been experienced, and in the reconstruction of meaning. Ideally, educators collaborate in and direct their research to uncover ways of improving teaching and learning. Research facilitates reform efforts and dissuades empty rhetoric.