College of Education

Administration
Brooke Kandel, PhD, Dean; Nicholas Abel, EdD, Associate Dean of Graduate & Adult Learning Programs; Kelli Esteves, EdD, Associate Dean; Angela Mager, MS, Assistant Dean

Professors
Susan Adams, PhD; Kathryn Brooks, PhD; Kelli Esteves, EdD; Ryan Flessner, PhD; Shelly Furuness, PhD; Brooke Kandel, PhD; Thomas Keller, EdD; Suneeta Kercood, PhD; Brandie Oliver, EdD; Catherine Pangan, EdD

Associate Professors
Nicholas Abel, EdD; Susan Adamson, PhD; Mindy Welch, PhD

Assistant Professors
Lori Desautels, PhD; Brian Dinkins, EdD; Monique Harris, PhD; Brooke Harris Garad, PhD; Tom Parry, PhD

Senior Lecturers
Erin Garriott, EdD; Angela Mager, MS; Theresa Knipstein-Meyer, MS

Lecturers
Eric Heagy, MS; Undraa Maamuujav, PhD; Ashley Mack-Jackson, MA; Danielle Madrazo, EdD; Chloe Moushey, MS; Melissa Sherman, PhD; Felicia Williams, MA

Chair of Education
Susan Adamson, PhD

Director of Counseling Programs
Chloe Moushey, MS

Director of EPPSP
Brian Dinkins, EdD

Director of Kinesiology
Tom Parry, PhD

College Website
www.butler.edu/education

Vision, Mission, and Shared Commitments

The Butler University College of Education was created in 1930 when Butler’s Department of Education, established in 1919, and the Teachers College of Indianapolis, founded in 1892, combined. The College of Education has two major purposes:

Preparing teachers, counselors, and administrators for positions in elementary education (PreK-6) and middle/secondary education
Providing services to schools and allied professionals, educational organizations, agencies, and the general community through surveys, consultative services, research, cooperative studies, and clinical services

Vision

The College of Education envisions a world where educators serve as inclusive collaborators and agents of change toward a just society. We work toward a world in which the histories and strengths of individuals and their communities are valued, respected, and integrated into the education of all.

Mission

The mission of the College of Education is to provide accessible, meaningful, and expansive professional preparation that enables educators to create conditions for individuals to reach their full potentials and for schools and communities to thrive.

Shared Commitments

As faculty and staff members in the College of Education, these Shared Commitments represent our histories as well as our opportunities to learn and grow in our beliefs and practices. We understand we make mistakes and engage imperfectly in this work. By learning from and with one another and with diverse communities, we use our strengths alongside these mistakes and imperfections to stoke our professional curiosities, provide provocations for improvement, and ensure that we avoid complacency in our work and in our world.

Pursue a Just and Equitable Society. We aspire to embody and enact anti-racist and identity-affirming teaching, scholarship, and professional practices. This means providing maximum access and opportunities to notice, name, and interrogate our own practices and those of others. We commit to dismantling systems and policies which have historically been used to marginalize and which persist in denying full educational access to all learners. Simultaneously, we uphold, strengthen, and create systems and policies that promote just and inclusive practices.
Learn from, Contribute to, and Apply Theory and Research. We work to integrate theory and research to inform, interrogate, and renew our professional practices. We are intentional and transparent in engaging with research to assess what is working within our practices while also challenging who we are and changing our practices to interrupt inequitable systems for all learners. Using the research we create and seek, we confront what is difficult in our individual and collective work to transform ourselves and impact communities.
Embody Inclusive and Responsive Teaching, Learning, and Mentoring. We demonstrate transparency in the ongoing and intentional development of our professional identities through self-examination and self-transformation. We are engaged and active contributors to our professional practice through collaboration and solution-focused advocacy. We commit to keeping our teaching practices relevant and engaging for all students across all identities. Our teaching and mentoring must reflect what we hope to see revealed in our students’ professional practices.

Student Learning Outcomes

As aligned with our vision, mission, and shared commitments, College of Educations students will:

● learn from and apply theory and research-informed professional practices with their area(s) of study.

● use critical reflection as a basis for the ongoing and intentional development of their professional knowledge, dispositions, and practices.

● demonstrate professional knowledge, dispositions, and skills that enable them to work collaboratively to promote just and inclusive practices.

Undergraduate Programs

At the undergraduate level, the College offers curricula leading to the Bachelor of Science Degree in Elementary Education, Bachelor of Science Degree in Kinesiology, Bachelor of Science Degree in Middle/Secondary Education, and Bachelor of Science Degree in Youth and Community Development. The programs in teacher education include field and clinical experiences throughout the curriculum, with the capstone experience being integrated laboratory and student teaching or internship. Butler University teacher education programs are accredited by the Indiana Office of Educator Effectiveness and Licensing (OEEL) and the Council for Accreditation of Educator Preparation (CAEP).

Graduation Requirements

All undergraduate students who plan to be licensed to teach in an elementary, middle, or high school or who plan to work in community settings must complete the bachelor’s degree. These candidates must satisfactorily complete a minimum of 126 semester hours of college course work. They also must meet all requirements listed under respective program areas.

At least 40 of the 126 semester hours needed for graduation must be in upper-division courses-courses numbered 300 or above.

Student teaching is required for initial licensure programs; internship is required for non-licensure paths.

Graduate Programs

At the graduate level, the College offers curricula leading to the Master of Science Degree in School Counseling, Master of Science Degree in Clinical Mental Health Counseling, and Master of Science Degree in Education Administration (Experiential Program for Preparing School Principals). The College also offers certificate programs and pathways to licensure in Alternative Special Education, Licensed Mental Health Counseling, Teachers of English Learners, and Applied Educational Neuroscience.