Department Mission Statement

To prepare traditional and nontraditional students to assume educational leadership roles in community colleges, universities, public schools, public libraries and related educational settings through active scholarship, reflection, professional discourse and interdisciplinary programs of study based on the integration of theory and practice.


The following values are reflected in the actions, courses and programs offered through the department:

  • Commitment to developing sensitivity to multicultural, diversity, and gender issues
  • Development of leadership ability and capacity for students and faculty
  • Reflection of moral and ethical principles that address social justice, fairness, inclusion and concern for others in learning, teaching and dealing with students and others
  • Modeling personal and interpersonal leadership qualities
  • Holding and communicating high standards for self, students and colleagues
  • Performing effectively in a self-directed environment
  • Challenging old assumptions and seeking new learning
  • Practicing inclusive, learning-centered planning, decision-making and actions


The following vision statements reflect the department's responses to trends, challenges, and opportunities envisioned for the next two to five years.

  • Departmental programs and services model exemplary, state-of-the-art practices.
    • Campus-based and off-campus based programs meet or exceed the expectations of students, faculty and employers
    • Program and course competencies reflect the knowledge, skills and values students need to succeed in work, additional education, and life-long learning
    • Technology support and use in learning and teaching reflects effective learning theory, conditions and results
    • Learning outcomes of programs enhance student opportunities for employment and additional education
  • Departmental programs are responsive and proactive to the needs of students, employers and relevant accreditation and licensure standards.
    • Programs accommodate and address external requirements such as program accreditation regulations and proactively seek to balance external requirements with the professional knowledge and expertise of faculty and current research
    • The department research agenda is designed to promote and expand theory and practices in program areas offered
    • Strong student writing, group skills, collaborative abilities and basic research skills are reflected in the department's course offerings and program requirements
    • Program requirements and course content reflect the integration of theory and practice
  • Department faculty model the competencies (i.e. teaching, advisement, planning, writing, research, technology etc.) students are expected to attain through programs.
    • Faculty work collaboratively to strengthen courses and programs within primary areas of responsibility as well as in other program areas
    • Faculty are proactive in recognizing problems and needs and collaborating to identify and implement effective solutions
    • Faculty recognize reality without being limited by it and seek alternatives for improvement by anticipating and responding to change