Loyola Marymount University Bulletin 2013-2014
School of Education
In this section:
Dean: Shane P. Martin
Associate Dean, Business Services: Kathleen Ash
Associate Dean, Faculty: Mary McCullough
Assistant Dean, Strategic Partnerships: Manny Aceves
Assistant Dean, Academic Services: Annette Pijuan
Assistant Dean, Enrollment and Business Services: Eric Young
Office Location: University Hall 2100
The School of Education offers graduate programs in the following areas of study: Administration, Bilingual Education, Catholic Inclusive Education, Catholic School Administration, Reading Instruction, Educational Studies, School Psychology, Elementary and Secondary Education, Counseling, and Special Education. The School of Education also offers a doctorate in Leadership for Social Justice.
The high quality of the education program is confirmed through its accreditation by the California Commission on Teacher Credentialing, the National Association of School Psychologists, the National Council for Accreditation of Teacher Education, and Western Association of Schools and Colleges.
Mission of the School of Education
In accordance with the Mission of Loyola Marymount University, the faculty, staff, and students of the School of Education understand and declare our purpose to be the encouragement of life-long learning and academic excellence, the education of the whole person, and the promotion of service and justice for all. We commit ourselves to serving public and private education by fostering excellence inspired by the Jesuit and Marymount traditions of Catholic education.
Goals of the School of Education
The faculty, staff, and students of the School of Education strive to work collaboratively in a student-centered environment to be professionals who act to:
We recognize the existence of social inequity, marginalization, and the different faces of oppression, and we commit ourselves to work actively for the establishment of a just and equitable society. While it is important to understand critically the structures, practices, and discourses that cause and perpetuate injustice, we also aim to nurture transformative structures, practices, and discourses that actively promote greater equity. This commitment challenges us to think with a global perspective, to embrace the notion of a preferential option for the poor, and to act with a conviction of equity.
We recognize diversity as a strength, and we commit ourselves personally and professionally to serve culturally and linguistically diverse populations. These populations include those who represent cultural diversity broadly defined, including race, ethnicity, socio-economic status, gender, religion, sexual orientation, ability, and age. Among other valuable theories and approaches, we utilize sociocultural and constructivist perspectives in teaching and learning. We value these and other perspectives that promote active participation in learning as well as meaningful and authentic instruction and assessment and emphasize students’ cultural and linguistic background experiences.
We strive to unite theory and practice in a reciprocal relationship that mutually informs each other. We are a community of reflective practitioners, guided by critical inquiry and social responsibility. We actively engage in educational research, including faculty/student collaboration. We affirm the use of technology in education as authentic, meaningful, and accessible to all learners.
We are committed to the preparation of educators who will be leaders in the field and who reflect high standards of ethics and values. We seek to be, and to encourage others to be, women and men who have the intellectual skills to critically evaluate educational issues, have the moral conviction to respond as agents of change, and exhibit an ethic of care in the service of others.
We believe in the value of working collaboratively with the districts, schools, parents, and students of the communities we serve to successfully educate all learners. We recognize, support, and promote the gifts and talents of community members and encourage their participation in decision-making processes.
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