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Center for Educational development and Innovation


The mission of the Center for Educational Development and Innovation (CEDI) is to achieve the perpetuation of innovation and practices throughout the educational continuum by focusing the energy, expertise, and desires of its community of students, families, scholars, and the society at large to develop a unique perspective that what is taught and learned evolve beyond the current boundaries of practice. The Center is intent on improving teaching at all levels through seamless and innovative models that deliver the most current content and instructional knowledge and skills. Special emphasis will be given to bilingual content education with prominence to the critical national shortage areas of mathematics and sciences. The Center will promote the integration of basic research, applied research, and best practices to develop master teaching to excel the teaching and learning process. The Center will study the various interrelationships between education, natural and social sciences, health, and ethics to use its findings to solve local issues and their extension to similar national and international socio-cultural contexts.


The Center envisions the integration of basic and applied research that is cognizant of the social, physical, emotional, and educational well-being and needs of its citizens. It will endeavor to remove the isolation of practice through the integration of scientific and educational research. The Center itself must be involved in dialogue and cooperation with other national and international research centers to stay abreast of changes in practice and develop an anticipatory mindset that envisions future problems and their solutions in the field of education. At the same time, the Center will become a driver for UTB innovation in teaching and learning.

Concept of Master Teaching

Our conception of Master Teaching goes beyond the traditional idea that places the focus on teacher to the learning community. The latter involves the roles of the master teacher, master learner, master scholar, and master citizen in order to be capable of achieving excellence.

  • The master teacher is one that at all levels must learn how to combine pedagogy with emerging technologies such as e-learning, virtual and distance learning, learning management systems and is able to make decisions to choose the best technologies as they are created. They operate at the vibrant and timely intersection of technology development and learning theory.
  • The master learner at any level of education is active in the teaching-learning process and adopts lifelong learning through reflection, collaboration, investigation, scholarship, community involvement, and professional integrity. Master learners are particularly helpful in mentoring their peers to participate in class discussions, ask questions, challenge the teacher respectfully, write journals and essays--in short, engage successfully in sustained intellectual inquiry as a member of an educational community.
  • The master scholar is one that participates in documenting, analyzing, disseminating findings, and making recommendations to the solutions of complex academic and social problems. The scholar understands that the process for improvement will be undertaken in a social-cultural context that is key to developing appropriate support systems and solutions for learners and stakeholders at many levels.
  • The master citizen is one that understands the educational endeavor and its connection to the community at large. Master citizens are involved in committees, workgroups, boards, and organizations that influence the quality of education within the community at various levels. They operate under the context of educational improvement that best serves the students, teachers, educational organizations, and the community. Their influence is paramount to the operation of an educational enterprise whether it addresses the continuum from early childhood to higher education and beyond.

Present Initiatives involved in the Center

The Center draws upon a number of initiatives currently under way, including the doctoral program in curriculum and instruction. These initiatives are:

  • Transition to Teaching Technology Program
  • Teacher Quality Programs in Math, Sciences, Energy and Astrobiology for secondary instruction
  • Center for Early Childhood Studies

Total External Funding for Center Initiatives from 2005-Present

The College of Education teaching, service and research efforts of our faculty attracted since 2005 to the present, 14,855,932 dollars in external funding from different state and federal agencies.

Sources of Funding

  • U. S. Department of Education
  • National Science Foundation
  • Texas Higher Education Coordinating Board
  • Texas Education Agency
  • Work Force Solutions - Cameron
  • Private Foundations and other not-for-profit organizations

Funds leveraged

  • K-16 Special Line Item Funding
  • Texas Regional Collaborative for Excellence in Mathematics and Science Education
  • Texas Higher Education Coordinating Board Teacher Quality Program
  • Department of Education - Transition to Teaching Program
  • Cameron Works Demonstration Project
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