{"id":169,"date":"2007-04-30T10:40:52","date_gmt":"2007-04-30T15:40:52","guid":{"rendered":"https:\/\/www.nicholls.edu\/catalog\/2019-2020\/html\/college-of-education\/"},"modified":"2022-08-05T09:28:24","modified_gmt":"2022-08-05T14:28:24","slug":"college_of_education_and_behavioral_sciences","status":"publish","type":"page","link":"https:\/\/www.nicholls.edu\/catalog-2022-2023\/college_of_education_and_behavioral_sciences\/","title":{"rendered":"COLLEGE OF EDUCATION AND BEHAVIORAL SCIENCES"},"content":{"rendered":"

Scot Rademaker, Ph.D.<\/strong>
\nDean of the College of Education and Behavioral Sciences<\/strong>
\nOffice: 220 College of Education and Behavioral Sciences<\/strong>
\nPhone: 985-448-4325<\/strong><\/p>\n

Mission<\/h4>\n

The College of Education and Behavioral Sciences is dedicated to preparing high quality teachers, educational leaders, school and psychological counselors, school psychologists and human service professionals who effectively meet the diverse needs of Louisiana and the global community. The College is strongly committed to service in area school systems and community agencies. The mission of the College of Education and Behavioral Sciences is accomplished by a faculty committed to teaching, community service, professional service and research.<\/p>\n

Conceptual Framework<\/h4>\n

The College of Education and Behavioral Sciences, through the theme of “Responsible Leaders Engaging in Professional Practice,” supports the University’s mission within a conceptual framework that prepares candidates in the core knowledge and skills needed to educate candidates to develop and maintain the dispositions that promote positive change in the community and profession, who are open to diversity and innovation, and who are culturally responsive. The College’s core components and dispositions represent the University’s commitment to transforming the lives of students by working to ensure that all students become successful life-long learners. Responsible educators possess the knowledge and skills needed to study and use the cultural characteristics, experiences, and perceptions of the region’s diverse population as a means for effective educational practice. Through culturally responsive inquiry, educators are better able to build conceptual bridges over which they can lead their students to connect informal, locally situated knowledge with the formal, global disciplinary knowledge represented by the content area disciplines.<\/p>\n

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Unit Outcomes (Candidate Proficiency)<\/h4>\n

1. Candidates will demonstrate collaborative leadership in the school and the community to promote the healthy development of all students (Responsible Leaders).
\n2. Candidates will possess the knowledge, skills, and dispositions of their professional discipline and engage in lifelong learning (professional Practice).
\n3. Candidates will advocate in the school and the larger community to promote access, equity and success for all students (Promote Positive Change).
\n4. Candidates will respond effectively to the needs of diverse learners (Open to Diversity and Innovation).
\n5. Candidates will examine and modify their beliefs and practices in response to the emerging research and the changing context of schools and communities (Promote Positive Change).
\n6. Candidates will demonstrate an understanding of how cultural differences influence student development and accommodate for individual needs (Culturally Responsive).<\/p>\n

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DEGREES AWARDED<\/h4>\n