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USI campus to reopen, classes resume, January 28

Change is never easy, and we know this is a challenging time as you navigate recent announcements affecting programs and operations at Oakland City University. We want you to know that your educational journey doesn’t have to pause.

At the University of Southern Indiana, we are fully committed to helping you transition seamlessly so you can stay on track with your education journey. We’ve designed this dedicated page specifically for you to explore our programs, access resources, learn about credit transfers and continue your education with minimal interruption.

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Program Objectives and Student Outcomes

Teacher Education

The mission of the University of Southern Indiana Teacher Education Department is to prepare reflective practitioners who know and understand the communities in which they work, their students, and their subject areas and who utilize research-based pedagogical practices that promote well-being in diverse and global settings.

The vision of the University of Southern Indiana Teacher Education Department is to empower innovative leaders in their schools, their professions, and their communities.

Derived from the Interstate Teacher Assessment and Support Consortium (InTASC) model core teaching standards, undergraduate program goals include realizing outcomes associated with the following four categories:  Learner and Learning, Content and Content Pedagogical Knowledge, Instructional Practices, and Professional Responsibilities.

Undergraduate Program outcomes include the following:

The Learner and Learning

  1. Candidates will design and implement learning experiences demonstrating an understanding of how learners grow and develop.
  2. Candidates will enable each learner to meet high standards demonstrating an understanding of individual differences and diverse culture.
  3. Candidates will create learning environments that encourage positive social interaction and active engagement in learning.

Content Knowledge

  1. Candidates understand the central concepts, tools of inquiry, and structures of the discipline he/she teaches.
  2. Candidates create learning experiences that make the discipline accessible and meaningful for learners.
  3. Candidates engage learners in critical thinking, creativity, and collaborative problem solving related to real world issues.

Instructional Processes

  1. Candidates use multiple methods of assessment to monitor learner progress and to guide instructional decision-making.
  2. Candidates plan instruction that supports every student in meeting rigorous learning goals drawing upon knowledge of content, curriculum, pedagogy, and knowledge of learners and the community context.
  3. Candidates use a variety of research-based instructional strategies appropriate for the content and the learner.

Professional Responsibilities

  1. Candidates engage in ongoing professional learning.
  2. Candidates evaluate and reflect on his/her practice and adapt practice to meet the needs of learners.
  3. Candidates collaborate with colleagues, parents, and other stakeholders.
  4. Candidates seek appropriate leadership roles and opportunities.

Master of Science in Education – Educational Leadership and Administration

Program Outcomes

Graduates of the Master of Science in Education with an emphasis in educational leadership and administration will:

  1. demonstrate an understanding of the varied dimensions of the relationship between schools and their surrounding community, as well as the ability to use that understanding to ensure equitable and respectful treatment of all stakeholders and develop and implement a collaboratively developed mission and vision for a school;
  2. critically evaluate research on educational issues such as pedagogical practices, student learning, and educational policies and engage in action research to advance student learning;
  3. employ data literacy, data analysis, and technology to plan for the improvement of professional practice, the improvement of school organization, and/or program effectiveness;
  4. demonstrate an understanding of ethical and legal considerations and practices surrounding curricular, instructional, and operational decision-making appropriate for their roles in education;
  5. apply theories and best practices of curriculum, instruction, and assessment relevant to their roles in education; and,
  6. demonstrate leadership in planning and decision-making related to human, fiscal, and physical resources.

Master of Science in Education - Curriculum and Instruction

Program Outcomes

Graduates of the Master of Science in Education with an emphasis in curriculum and instruction will:

  1. demonstrate an understanding of the varied dimensions of the relationship between schools and their surrounding community, as well as the ability to use that understanding to ensure equitable and respectful treatment of all stakeholders and develop and implement a collaboratively developed mission and vision for a school;
  2. critically evaluate research on educational issues such as pedagogical practices, student learning, and educational polices and engage in action research to advance student learning;
  3. employ data literacy, data analysis, and technology to plan for the improvement of professional practice, the improvement of school organization, and/or program effectiveness;
  4. demonstrate an understanding of ethical and legal considerations and practices surrounding curricular, instructional, and operational decision-making appropriate for their roles in education;
  5. apply theories and best practices of curriculum, instruction, and assessment relevant to their roles in education; and,
  6. engage in reflection and critical inquiry to explore educational issues related to curriculum and instruction.

Master of Science in Education – Secondary Mathematics Teaching

Program Outcomes

Graduates of the Master of Science in Education with an emphasis in secondary mathematics teaching will:

  1. demonstrate an understanding of the varied dimensions of the relationship between schools and their surrounding community, as well as the ability to use that understanding to ensure equitable and respectful treatment of all stakeholders and develop and implement a collaboratively developed mission and vision for a school;
  2. critically evaluate research on educational issues such as pedagogical practices, student learning, and educational polices and engage in action research to advance student learning;
  3. apply theories and best practices of curriculum, instruction, and assessment relevant to their roles in education;
  4. engage in reflection and critical inquiry to explore educational issues related to curriculum and instruction;
  5. demonstrate knowledge of advanced mathematics in the areas of mathematics typically taught in grades 9-12; and,
  6. apply mathematics processes in their own learning of advanced mathematics.

Ed.D. Program Outcomes

 

1.       Prepare leaders who demonstrate an understanding of the varied dimensions of the relationship among schools, community well-being, and the overall effectiveness of democracy by proposing solutions to community-based problems.

2.       Prepare leaders who cultivate and utilize a range of curricular and instructional resources available in all communities.

3.       Prepare leaders who effectively solve problems associated with planning, administration, professional practice, and school/organization improvement by analyzing data, synthesizing information, and applying critical thinking skills. 

4.       Prepare leaders who demonstrate skills for designing, critiquing, and implementing relevant research to affect practice, advance social justice, and enact effective organizational change.

5.       Prepare leaders who effectively manage issues surrounding school policy and improvement including, coaching, teacher leadership, and best practices in community-based teaching and learning.

6.       Prepare leaders who demonstrate an understanding of ethical and legal considerations of leadership.

7.       Prepare leaders who demonstrate an understanding of the complex interplay of sociocultural variables that can affect traditional measures of school achievement by explaining these variables to lay audiences.

8.       Prepare leaders who demonstrate leadership behaviors such as effective strategic thinking/planning, collaboration, problem solving, reflection, and consensus building.

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Teacher Education

(812) 465-7044