College of Education

The College of Education Mission and Vision


The mission of the College of Education at Butler University is to prepare individuals to be highly qualified professionals who challenge the status quo and exemplify our core values by:

  • Engaging in interactive and intentional experiences that foster honoring differences and seeing similarities.
  • Creating a learning community that supports opportunities to model teaching, learning and mentoring by faculty, students and professional partners
  • Valuing the development of theoretical knowledge and its integration into practice in order to support the transformation of schools and society.
  • Developing a standard for professional dispositions that is based on an ethic of care rooted in both integrity and responsibility


We need a valid vision. We need the will.
With vision and will, everything is possible.

-Asa G. Hilliard III

The College of Education believes we must prepare our students for schools as they should be, not simply perpetuating schools as they currently exist. We must be willing to explore with our students the difficult issues of inequities that exist in our schools and society and to help them to become agents of change. This of course means that as faculty we must examine our own beliefs, be willing to keep our hearts and minds open to the ideas of others, live our lives with integrity, and model how great teachers take risks, challenge the status quo, and advocate for the rights of all students.

Ours is a college that continually changes because learning is a transformational experience. Members of the college embrace what Parker Palmer described as a "capacity for connectedness." Palmer stated:

Good teachers possess a capacity for connectedness.  They are able to weave a complex web of connections among themselves, their subjects, and their students so that students can learn to weave a world for themselves. (Courage to Teach, p. 11)

The College of Education's learning community presents transformational experiences that allow students to create their own tapestries. As an intention of their preparation, students invest in school-communities that differ from theirs. They are challenged to examine their assumptions about other people, how children from diverse experiences learn, and reflect about the responsibilities of innovative educators. Exemplary teachers mentor education students by modeling best practice, supporting leadership, and demanding courage.

Participants in the learning community engage in scholarship that supports teaching as inquiry. As investigators, they become constructors of knowledge that seek to connect theory with practice. As a function of scholarship, students use technology applications to discern strategies for learning, creating, modeling, and assessing. Faculty and students take advantage of opportunities to study abroad and have new experiences that help them become better global citizens.

As faculty and students weave their unique tapestries, they gather regularly to discuss instructional strategies and the implications of new research. We celebrate the successes of the learning community's participants and encourage them to reach new heights.