Stephen Preacher, DBA, Dean
The mission of the Southern Wesleyan University Benson School of Business is to encourage students to realize their purpose and equip and empower them as servant leaders who influence business and communities with Christian values in a changing, global marketplace.
The Benson School of Business will be the educator of choice for innovative Christian business education in the markets we serve.
Focused on students
Innovative in thinking
Relevant in teaching
Ethical in behavior
Developing in community
Upbeat about the future
Graduate Program Learning Outcomes
- Critical and Analytical Thinking: Apply theoretical concepts to management situations focused on evidence-based solutions.
- Communication and Collaboration: Communicate effectively orally and in writing.
- Ethical Awareness: Demonstrate a clear perception of management ethics based on Christian principles.
- Servant Leadership: Model Christian servant leadership principles in the development of innovative solutions to organizational problems.
- Analytical Problem Solving: Identify and solve business problems using data, various analytical tools and technology.
Master of Business Administration (MBA) with
Master of Science in Management and Leadership (MSML) with
Doctorate in Business Administration (DBA)
Doctorate of Business Administration
Sandra McLendon, EdD, Dean
VISION OF THE SCHOOL OF EDUCATION
In keeping with the vision of Southern Wesleyan University, the School of Education seeks to produce educators who have instilled principles related to faith, living, learning, and professionalism in order to significantly and positively affect student achievement.
MISSION OF THE SCHOOL OF EDUCATION
The mission of the School of Education is to prepare men and women to become Christian educators by fostering scholarship and a Christian ethic of care in the image and nature of Jesus so as to produce teachers who are leaders and world changers within the education profession.
The mission statement of Southern Wesleyan University refers to preparing students “by educating them with excellence, by equipping them for service, by fostering spiritual growth and maturity, and by mobilizing them as leaders and world changers. In accord with the mission statements and its basic tenets, the School of Education has adopted as the theme statement, “Educators who demonstrate scholarship within a Christian ethic of care.”
Accordingly, courses in the School of Education seek to integrate the following dispositions:
- The teacher candidate demonstrates an ethic of care towards self by exhibiting a biblical approach to life that is demonstrated by a passion for learning.
- The teacher candidate demonstrates an ethic of care towards diverse individuals by displaying an enthusiasm about teaching as demonstrated by compassionate and respectful interactions with learners.
- The teacher candidate demonstrates an ethic of care towards colleagues by engaging in collaborative work practices as demonstrated by compassionate and respectful interactions with colleagues.
- The teacher candidate demonstrates an ethic of care towards the community by recognizing the community as an integral part of the learning process as demonstrated by valuing its pluralist nature.
PURPOSE OF THE TEACHER EDUCATION PROGRAM
In keeping with the ultimate mission of the University to integrate faith, learning, and living, the School of Education, along with other Divisions of the College of Arts and Sciences offering teacher certification, seeks to instill principles related to faith, living, learning, and professionalism within those pursuing an education degree with the intention of obtaining teacher certification and becoming a classroom instructor who impacts the learning of PK-12 learners.
GOALS OF THE TEACHER EDUCATION PROGRAM
Standard #1: Learner Development
The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences
The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Standard #3: Learning Environments
The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
Standard #4: Content Knowledge
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
Standard #5: Application of Content
The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Standard #6: Assessment
The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Standard #7: Planning for Instruction
The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard #8: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Standard #9: Professional Learning and Ethical Practice
The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Standard #10: Leadership and Collaboration
The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
Principle #11: The teacher demonstrates dispositions that promote scholarship within a Christian ethic of care. (not INTASC)
All teacher candidates should see the School of Education Teacher Candidate Handbook for specific goals and objectives for individual education programs. (Not an INTASC Standard)
PURPOSE OF THE DOCTOR OF EDUCATION IN CURRICULUM AND ASSESSMENT
The Ed.D. in Curriculum and Assessment is designed for education professionals aspiring to be curriculum and assessment experts who can impact student achievement in any educational system through purpose, scholarship and community that is Christ-centered. The student will gain scholarly expertise in the latest innovative research and best practices in learner-centered curriculum and instructional design, instructional strategies, program evaluation and student assessment. Using real-life settings, the student will learn to think critically about ways to drive innovation and change at the systemic level and apply ethical strategies that can affect quantifiable improvement in schools. The student will thrive in a connected body of learners.
College of Arts and Sciences
Randolph Johnson, PhD, Dean