EPSB - University of the Cumberlands

5c. Modeling Best Professional Practices in ScholarshipModeling Best Professional Practices in Scholarship – InitialTeacher PreparationModeling Best Professional Practices in Scholarship – AdvancedPreparationAcceptableAcceptableSummary of Findings:The university and unit definition of scholarship is consistent with the primary commitment ofthe institution, which is quality teaching. The university Policies and Procedures Handbookdescribes the scholarly work expected of faculty as “publications, presentations, attendance atconferences, professional memberships, etc.” (Policies and Procedures, Addendum for Faculty,p. 15). Scholarship is one of five areas that is reviewed for tenure and promotion of faculty.Unit faculty demonstrate a diverse array of scholarly activities, as documented through facultyvitae, on-site exhibits, faculty self-evaluations, and annual institutional reports (e.g., Serving AsExamples booklets, which highlight faculty and staff professional activities each year). Themajority of full-time and part-time faculty has engaged in scholarship. Examples of scholarlyactivities include publishing in refereed journals; presenting papers at state, regional, national,and international conferences related to their areas of expertise; serving as keynote or guestspeakers at various state and national events; serving as reviewers for forthcoming publications;and attending conferences and participating in other professional growth activities. A few unitfaculty members have published books or have assisted in editing published volumes. Datasources that were reviewed indicate that most unit faculty are actively involved in professionalorganizations related to their fields of expertise.5d. Modeling Best Professional Practices in ServiceModeling Best Professional Practices in Service – Initial TeacherPreparationModeling Best Professional Practices in Service – AdvancedPreparationAcceptableAcceptableSummary of Findings:All faculty at the institution are required to provide both institutional and community service. Asnoted in the institutional report (p. 86), “The mission of the professional education unitincorporates the institutional mission by emphasizing the importance of leadership andcommunity service as a moral and ethical duty.” Table 5d.2.1 documents the vast array ofservices provided by unit faculty. These include membership on various unit and campuscommittees, serving in a variety of administrative roles within the unit, and voluntary service in anumber of civic, professional, and religious organizations. As documented through faculty vitaeand the annual Serving as Examples publication, faculty service includes (but is not limited to)KEA-SP advisor; KTIP teacher educator; various state task forces and advisory committees;local councils; invited guest presentations; school consultant; school volunteer; church volunteer.25