Curriculum

The Education Department’s progressive, interdisciplinary curriculum connects the learning outcomes of all of the academic courses, both in the credentialing and master’s programs. It has been designed by the faculty with input from students and continues to emerge through robust engagement. Connected to these features are the dispositions which outline the intellectual, educational, and interpersonal expectations for both students and faculty.

Education Department Learning Outcomes

  1. Commitment to Systems Thinking
  • Identify and evaluate the interactions and interconnectivity of elements in a system

2.  Commitment to Currency

  • Identify, investigate, evaluate, and articulate past, current, and future    trends in the given field of study
  1. Commitment to Access
  • Evaluate theories and generate advocacy for social justice, diversity, leadership, community, and equity
  1. Commitment to Integration
  • Praxis: the relationship between educational theory and practice
  1. Commitment to Communication
  • Articulate concepts and understanding utilizing a variety of means of communication

Education Department Dispositions

NCATE (National Council for Accreditation of Teacher Education) defines professional dispositions as “Professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities. These positive behaviors support learning and development.” (NCATE, 2010.)

The literature on dispositions is grounded in the fields of philosophy and psychology, with strong connections between neurological, experiential, and reflective intelligence, which acknowledge the impact of dispositions on people’s thinking and judgments. (Thorton, 2006.) Dewey, Katz, Costa and others have described an array of behaviors that are necessary dispositions for individuals working in a community. Villegas (2007) argues that attending to issues of social justice in teacher education is appropriate and that assessing teacher candidates’ dispositions related to social justice is both reasonable and defensible.

In keeping with our mission, the following are key for the AULA Education Department. Faculty and students in our community strive to be:

Dedicated, optimistic (positive, enthusiastic), adaptive (flexible), patient, collaborative (cooperative), compassionate (empathetic), critical, principled (concerned with social justice), proactive, open-minded, creative, inquisitive and cosmopolitan.

For a detailed view of our academic offerings, please go to the section on Academics in the AULA Catalog to see our specific courses and structure.