College of Education and Professional Studies

Dean: Dr. Kimberly Gaiters-White
Associate Dean: Dr. Nilufer Guler
CEPS Complex, Dean’s Suite

The College of Education and Professional Studies (CEPS) prepares professionals and leaders at every level – from preschool to college – equipping graduates with the knowledge, skills, and dispositions to make a positive impact from the moment they begin their career. Tracing our roots back to the creation of the university as a teaching institution, our college is recognized for its long history of preparing the best first-day ready educators in the State of Alabama. Additionally, graduates of our professional studies programs are highly esteemed for their outstanding performance and contributions in their career fields. 

Departments:

  • Career Technical Education and Professional Studies
  • Teacher Education
  • Professional Counseling and Leadership
  • Office of Accreditation, Certification and Partnership Initiatives

Vision: The College of Education and Professional Studies envisions itself as a hub of teaching and learning that couples its long-standing tradition of producing highly qualified professionals with a spirit of collaboration and innovation to attract, prepare and retain candidates prepared for today’s stakeholders and workplaces. Through the lens of continuous program improvement, candidate engagement, shared governance, and strategic initiatives, we are laser focused on graduating individuals from programs of study that prepare them to make a positive impact, become effective leaders within a diverse community, and make significant contributions that improve their fields.

Creative Decision-Makers Conceptual Framework:

As a thriving learning community, the College of Education & Professional Studies (CEPS) is committed to developing Creative Decision Makers across all programs. This model equips candidates with a structured framework to guide decision-making that is efficient, prompt, purposeful, and continuous.

At the heart of this framework is a commitment to preparing candidates in three core areas: knowledge, skills, and professional dispositions. Effective professional practice is built upon a conceptual framework rooted in diverse values, experiences, and rigorous preparation for teaching, learning, and leadership.

R – Reach

The "Reach" component of the RED Model emphasizes foundational knowledge and intentional planning. CEPS candidates are grounded in the principles of theory, content, strategy, and assessment, enabling them to develop well-informed, data-driven action plans that align with stakeholder goals and priorities.

E – Engage

The "Engage" component emphasizes professionalism and meaningful relationships. CEPS candidates must be reflective practitioners who foster inclusive, welcoming, and professional environments, using data and assessment to drive ongoing improvement.

D – Discover

The "Discover" component centers on innovation and the creation of empowering learning environments. CEPS candidates are equipped to foster spaces that promote collaboration, inquiry, creativity, and exploration through effective communication and integration of digital tools.

Education 

ED 104  Teaching for the Future: STEAM in P-12  (3)  
Prepare students for integrating STEAM and new technologies into the P-12 curriculum. Emphasis will be placed on introducing 21st Century Skills (communicating, collaborating, creating, problem-solving and critical thinking), project and inquiry-based learning, quality questioning, and ISTE standards.
ED 302  Introductory Foundations in Teacher Education (WI)  (3)  
This course introduces candidates to the teaching profession and explores historical foundations, trends, and issues in education. The course also prepares candidates to be unconditionally admitted to the Educator Preparation Program (EPP) and is a requirement for all initial education candidates (those seeking a Class-B teaching certificate). Observations in public schools are required. (Writing Intensive Course)
ED 408  Internship in Applied Teaching and Learning  (3)  
This is a course for teacher candidates whose edTPA submissions do not meet the professional performance standards as defined by the Alabama Department of Education. This course will include an internship experience coupled with support and guidance for retakes of the edTPA. Enrollment in ED 408 requires permission of the Department Head and approved edTPA retake planned designed by the candidate and the assigned academic program faculty mentor.
ED 455  Classroom Management in Teacher Education  (3)  
This course provides an introduction to the major theories related to classroom management with appropriate application of these theories to a K-12 learning environment. Incorporation of appropriate classroom management considerations will be addressed to ensure candidates are able to design instruction and a classroom environment which reflects intentional responsiveness to students. This course will also equip candidates with various strategies to manage student populations in a K-12 classroom.
ED 495  Internship in Education  (6)  

Prerequisite(s): All general studies, professional, and teaching field courses must be successfully completed; approval of the academic advisor is required; all exams required for certification in a student’s teaching field/major must be passed prior to beginning Internship (this does not include edTPA, as this assessment must be completed during Internship). Pass/Fail only.

Corequisite(s): ED 496. Pass/Fail only.

Internship is a semester-long teaching experience in an approved school setting. Students will work under the supervision of a cooperating teacher and a university supervisor. The education degree candidate is required to take six (6) hours of internship. The internship semester is the final semester in each of the education programs. Grades: Pass/Fail only.
ED 496  Reflective Practices in Education (WI)  (3)  

Prerequisite(s): All general studies, professional studies and teaching field courses, and approval of academic advisor.

Corequisite(s): To be taken concurrently with ED 495.

This seminar course is intended to serve as a support mechanism and bridge between methods courses and the internship experience. Class activities involving readings, reflective journals, group discussions, portfolio development, and successful completion of a culminating teacher performance assessment will be used to facilitate individual growth and professional development. Grade of Pass/Fail only. (Writing Intensive Course)