ACADEMIC CATALOG - Purdue University Calumet

School of Education
Robert H. Rivers, Dean. Faculty: H. R. Adesiyan (Emeritus); R. D. Bechtel (Emeritus); C. A. Bell; M. J. Benus;
L. T. Brandon; K. L. Brown; R. Brusca-Vega; J.A. Buckenmeyer; R. J. Colon; L. M. Crawford; J. E. Davis
(Emeritus); S. E. Degges-White; D. J. Delph (Emeritus); M. J. Didelot; P. M. Frampton; W. V. Giddings (Emeritus);
S. E. Gorski (Emeritus); K. E. Griswold (Emeritus); R. C. Hayes (Emeritus); L. A. Hollingsworth; H. S. Jancich;
D. E. Johnson (Emeritus); T. Mihail; S. D. Paravonian (Emeritus); R. H. Rivers; R. L. Roames; W. H. Smead (Emeritus);
J. O. Smith (Emeritus); G. F. Schultz; A. C. Trimble (Emeritus); G. Velez-Rendon; E. L. Vockell; M. W. Weinhold;
L. W. Zimmerman
The SCHOOL OF EDUCATION, in collaboration with other professional educators and agencies, prepares and supports
education professionals and related specialists who:
apply the appropriate knowledge, skills, and attitudes in developing diverse approaches to educational
strategies that are constructive, consistent, and reflective of sound practice.
are prepared to use current information and technology to empower the people they serve; and
are sensitive and responsive to the unique needs of themselves, of others, and of the diverse society
in which they practice;
are advocates and models of quality education and lifelong learning;
The Education faculty is committed to providing the human and technological resources necessary to enable students
to construct knowledge, develop practices, and foster relationships.
The faculty in the department of Teacher Preparation seeks to prepare students in teacher education in accordance with
the following nine program standards:
1. Instructional Planning, Preparation and Implementation. The educational professional effectively prepares and
implements instruction that reflects a variety of instruction and assessment strategies and motivates students to
actively engage in learning.
These instruction and assessment strategies meet the needs of learners who are diverse (e.g., culture, ethnicity,
race, language, special needs, sexual orientation, gender, religion, socioeconomic status, and geography).
2. Content Knowledge. The education professional understands and applies the central themes, concepts and skills
associated with his/her teaching major in a diverse community and the relationship between this major to other
subject areas
3. Problem-Solving. The education professional understands and uses a variety of problem-solving heuristics when
planning for instruction and in fostering students' critical thinking abilities, being aware of and responsive to
differences in culture, ethnicity, race, language, special needs, sexual orientation, gender, religion, socioeconomic
status, and geography.
4. Educational Research. The education professional understands current trends in educational research and critically
examines this research in relationship to classroom application and the needs of a community whose learners are
diverse.
5. Technology. The education professional understands the central concepts related to educational technology and
effectively and appropriately implements this technology into classroom preparation and instruction for students
of diverse backgrounds and with diverse characteristics.
6. Special Needs. The education professional understands various special needs and exceptionalities, understands how
these may be manifested in learning situations, and adapts instruction to ensure success for all learners and their
families regardless of differences in culture, ethnicity, race. language, special needs, sexual orientation, gender,
religion, socioeconomic status, and geography.
7. Diversity. The education professional understands the nature of diversity in the human community; how culture,
ethnicity, race, language, special needs, sexual orientation, gender, religion, socioeconomic status, and geography
can affect learning, and creates an environment that protects the individuality and dignity of all learners.
8. Communication. The education professional uses knowledge of appropriate verbal, nonverbal, and written communication
in preparing instructional materials and effectively communicates with all stakeholders within the educational
community.
9. Community. The education professional understands the dynamics of educational, geographic, and school communities;
effectively participates within these communities; and fosters a learning environment that respects all learners
regardless of differences.
The Teacher Education programs include a general education component, a major in elementary education or teaching
subject areas and electives. The professional education courses begin with exploratory activities in the freshman year and
culminate with a full-time supervised teaching experience.
The Teacher Education programs include a general education component, a major in elementary education or teaching
subject areas and electives. The professional education courses begin with exploratory activities in the freshman year and
culminate with a full-time supervised teaching experience.
Departments and Schools
Departments / Schools
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