Welcome from the Dean

Welcome from Dean Matthew Smith, College of Education

I am pleased to welcome you to the College of Education at Tennessee Tech.TTU Farr_bldg

It is our intent to provide you with the highest quality university experience and access to a wide range of rewarding career opportunities.

From cutting-edge teacher education, training and licensure programs to counseling, exercise science and wellness, art, fine craft and music, the College of Education and its departments offer exciting and diverse programs of study for undergraduates, graduates, and Ph.D. candidates.

In addition to traditional degree pathways, we provide convenient degree opportunities through our 2 + 2 programs in partnership with regional community colleges, plus online courses and programs.

The college’s faculty and staff are dedicated to helping you navigate through your educational journey. We offer a variety of student support services with our Education Advising Center, the Learning Support Program, and the Learning Resource Center.

I encourage you to take advantage of the wealth of resources and opportunities provided through the College of Education and throughout the university. 

Be inspired as you build your future – and we can help. Please feel free to contact my office, 931-372-3124, or the College of Education Advising Center for assistance.

Sincerely,

Matthew Smith, Dean
College of Education 

 

COE

 

College of Education
Mission | Structure | Goals

Mission Statement

Through the collaborative efforts of the five academic departments and the five support units, the College of Education maintains a continual focus upon a five-point mission:

  • Preparing caring, competent professionals for a diverse, technological society through the domains of performance, dispositions and knowledge.
  • Providing high quality preparation programs for undergraduate and graduate candidates that are focused upon improving P-12 teacher effectiveness and student performance.
  • Providing a model early childhood development laboratory.
  • Providing resources and opportunities for professional development that benefit school districts, teachers, and students throughout the TTU service region.
  • Supporting educational organizations and events through the Upper Cumberland, the state, and the region.

Organizational Structure

Since the founding of Tennessee Technological University in 1915, teacher education has been recognized as a vital component of the institution. The organizational structure of the College of Education at Tennessee Technological University has evolved significantly over the years, and it is currently configured into the following academic departments and support units:

Academic Departments

  • Department of Art
  • Department of Counseling and Psychology
  • Department of Curriculum and Instruction
  • Department of Exercise Science, Physical Education, and Wellness
  • Department of Music

Support Units

  • College of Education Advising Center
  • Child Development Laboratory
  • Learning Resource Center
  • Learning Support Program
  • Office of Teacher Education

2012-2013 Goals

Implementing a college-wide comprehensive assessment system

Redesigning teacher education through the Ready 2 Teach initiative

  • Innovative marketing and recruitment efforts
  • Proposing three new program concentrations
  • Conducting a feasibility study for new potential programs
  • Preparing for two academic auditsEnhancing P-12 partnerships
  • Streamlining operations
  • Revising the Learning Support Program
  • Facilitating moves of the Child Development Laboratory and the Art Department

 

College of Education Conceptual Framework
Committed to Education, Educators & Education Professionals

Competent, Caring Professionals for a Diverse, Technological Society

The College of Education at Tennessee Technological University is committed to the preparation of educators and other school professionals who will work in P-12 schools at the initial, continuing, and advanced licensure levels. The central theme of conceptual framework describes a graduate as a Competent, Caring Professional for a Diverse, Technological Society supported by the domains of knowledge, performance, and dispositions.Conceptual Framework_LOGO

  • The knowledge domain includes the general education courses reflecting theoretical and practical knowledge in communication skills, humanities and the arts, social science and culture, science and technology, and mathematical concepts and applications and subject matter or discipline-specific courses. 
  • The performance domain emphasizes professional and pedagogical knowledge, the understanding of the affective needs of students in the learning environment, the teacher's role in improving student performance in the classroom, the collection and analysis of assessment data, and the teacher's ability to provide and adapt instruction to meet the needs of individual students. 
  • The dispositions domain reflects the values, commitment, and professional ethics of the candidate and includes scholarship, communication, collaboration, responsibility, respect, and reflection. 

Institutional Standards

The institutional standards provide the guiding network for the collection of evidence that prepares candidates for teacher, school counselor, school psychologist, school library information specialist, reading specialist, and educational administrator licensure who:

  • Demonstrate scholarship in subject matter, understand tools of inquiry, and effectively integrate learning across the curriculum. [knowledge, performance]
  • Communicate effectively, using verbal, nonverbal, and media techniques to foster active inquiry, collaboration, and supportive interaction in the classroom. [dispositions]
  • Demonstrate positive relationships and collaborate effectively with partners in the educational process. [performance, dispositions]
  • Accept the responsibility to provide a supportive, safe, and technologically integrated environment and to facilitate learning in ways that promote critical thinking, problem solving and intellectual growth. [knowledge, performance, dispositions]
  • Establish an atmosphere of respect and create an environment conducive to learning that considers the values, backgrounds, and learning needs of individual learners. [performance, dispositions]
  • Engage in reflection that leads to appropriate professional behavior, effective educational decision-making and a commitment to lifelong learning and professional growth. [dispositions]

 

 

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