Welcome to the Department of Curriculum & Instruction
The Department of Curriculum & Instruction (C&I) offers unique opportunities for both preservice and in service teachers. Our traditional Teacher Education & Licensure Program includes Undergraduate and Post-bacc option in elementary and secondary education. Our secondary education content areas are English, Foreign Language, and Social Studies. Those interested in secondary Math and Science will complete the UCCSTeach program, an inquiry-based program modeled after the highly successful UTeach program. Our Alternative Licensure Program (ALP) is offered for secondary licensure (English, Foreign Language, Math, Science, and Social Studies) with online course availability and a Master of Arts in Curriculum & Instruction option. C & I is also home to a variety of certificates, endorsements, and Masters programs.
The Department of Curriculum & Instruction consists of dedicated faculty with extensive teaching experience. We offer programs that prepare educators to embrace equity, model and foster inquiry, and utilize innovative practices that engage students and support them in reaching their fullest potential. We serve current and prospective teachers who seek licensure, endorsements, certificates, and/or graduate level study.
Curriculum & Instruction Faculty
Front row left to right: Greg Button, Beth Cutter, Nancy Blackwell, Curtis Turner, Leslie Grant
Middle row L to R: Kornrattha (Dao) Henry, Monica Yoo, Barbara Frye, Linda Button, April Lanotte, Vickie Newkirk, Pat McGuire, Bobby Gagnon
Back row: Tim Callahan, Stephanie Dewing, Mark Malone, Jason DaLee
Not pictured: Angela Bell, Barbara Swaby, Laura Tuthill
We endeavor to be the foremost regional College of Education, fostering a just and inclusive global society.
We prepare teachers, leaders, and counselors who embrace equity, inquiry, and innovation.
The mission and goals of the College of Education and the Department of Curriculum & Instruction guide graduate students to not only develop and enhance the knowledge and skills expected in graduate study, but also to provide a meaningful structure for supporting the essential elements of each program. The model assumes that professional educators will serve as instructional leaders within their school lettings and that learning to teach is a developmental process. Teachers enhance their instructional leadership skills by increasing the professional knowledge base and reflecting on practice.