The School of Education through its two departments--Curriculum and Instruction and Dept. of Kinesiology--strives to participate in a tradition of broad-based education, seeking positive outcomes for the community, the church, the academic world, but primarily for its students. This commitment to student development includes providing opportunities, within a Christian environment, to develop scholarly skills; soundness of body, mind, and spirit; and the eventual attainment of professional roles in school and non-school settings.
The School of Education is guided in its actions by the following philosophical beliefs:
The importance of developing in students a greater understanding of themselves in order to grow as individuals and to make successful personal, social, and academic adjustments.
The nurturing of an awareness of and a respect for human dignity crucial to all moral behavior.
The pursuit of an intellectual independence that is free from ignorance, prejudice, and apathy.
The importance of preparing educators who engage in self-reflection, scholarly study of research and contemporary ideas, critical thinking, and creative endeavors.
The importance of preparing educators who are able to provide for individual needs of all learners
The importance of the principle of learning by doing in teacher education, as well as in all education.
The value of technology for enhancing teaching and learning.
The acquisition of knowledge, habits, and attitudes necessary for maintaining health and realizing the full potential of physical and emotional well being conducive to soundness of mind and body.
The necessary communication and collaboration among educators, professionals, and students.
The significance of a lifelong commitment to professional development.
The School of Education seeks to:
Provide courses, services, and experiences necessary to foster academic success and the mastery of mandated tests.
Model and engage students in critical inquiry, problem solving, decision-making, and creative thinking.
Develop the interpersonal skills to respond appropriately to people of varying cultures.
Provide theoretical and practical experiences which develop an understanding of the individual as a learner and the skills needed to meet individual needs in group situations.
Allow students to model appropriate professional behaviors and instructional techniques in a variety of campus and field-based settings.
Continue and expand the Professional Development Schools in collaboration with selected school districts.
Engage students systematically in active learning through the use of various instructional strategies including cooperative learning, simulations, and computer-assisted instruction.
Communicate with the McMurry community and other constituencies, such as the State of Board for Educator Certification, the Big Country Teacher Center, the Big Country Center for Professional Development and Technology, school districts, and other institutions instrumental in the process of education.
Model ethical and professional behavior consistent with the spiritual and moral philosophy of McMurry University.
Provide degree, licensure, certification, and professional development programs for educational practitioners.
In order to fulfill these goals, the School of Education commits itself to an ongoing process of self-examination and assessment.