EPSB - University of the Cumberlands

Summary of Findings for Initial Teacher Preparation:Table 4c.2.1 referenced on page 76 of the IR indicates the demographics of the candidates in theinitial programs and the area served by the institution. The diversity of candidates is indicativeof the diversity in the region. The unit works with the admissions office to recruit diversecandidates by visiting targeted high schools and coordinating campus visits for urban and diversepopulations. Interviews with the admission and education unit professionals also indicate aconcerted effort to improve diversity among candidates. The annual reports submitted to EPSBindicate a rise in the number of foreign students as a result of these efforts. International tripstaken by some of the faculty members may have also contributed to more foreign studentsenrolling.Summary of Findings for Advanced Teacher Preparation and/or the Preparation of OtherSchool Professionals:Table 4c.2.1 referenced on page 76 of the IR indicates the demographics of the candidates in thegraduate programs in the area served by the institution. The percentages of candidates in theseprograms are close to the ones for the initial teacher preparation programs.4d. Experiences Working with Diverse Students in P-12 SchoolsExperiences Working with Diverse Students in P-12 Schools –Initial Teacher PreparationExperiences Working with Diverse Students in P-12 Schools –Advanced PreparationAcceptableAcceptableSummary of Findings for Initial Teacher Preparation:Field and clinical experiences required for all the initial teacher preparation candidates ensurethat they are exposed to diverse students in P-12 schools. Candidates visit Laurel Day Centerand participate in activities with students who are at risk due to behavioral and/or legal issues.Candidates plan activities for the students in this location. The interviews with faculty,candidates, and the facility director reveal collaboration among and appreciation of all involvedin the process. School visits also indicated a good coordination among faculty and one of theESL instructors in P-12 partner schools.Candidates’ participation with diverse students in P-12 schools was also highlighted in thereports generated by the database that showed data from the “Field ExperienceReporting/Timesheet.” These reports allow the unit to track candidate placements, therebyassuring that they work with diverse populations.Summary of Findings for Advanced Teacher Preparation and/or the Preparation of OtherSchool Professionals:Experiences for this group of professionals range from working with ELL to other special needsstudents. Tables on page 77 of the IR highlight school district demographics as well as means of21