EPSB - University of the Cumberlands

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Faculty also serve on the Teacher Education Admissions Committee (TEAC), the GraduateEducation Committee (GEC), and on various other committees at the institution.5e. Unit Evaluation of Professional Education Faculty PerformanceUnit Evaluation of Professional Education Faculty Performance –Initial Teacher PreparationUnit Evaluation of Professional Education Faculty Performance –Advanced PreparationAcceptableAcceptableSummary of Findings:There is a systematic process in place for the evaluation of part-time and full-time unit faculty.Part-time faculty teaching is assessed through student evaluations, which are completed at theconclusion of every course. Course evaluations for on-line courses include additional items thatspecifically address criteria related to on-line teaching. The department chair then provides asummary statement to each faculty member based upon his or her course evaluations, along withadditional comments and recommendations.A similar form, which includes a summary statement based on course evaluations, faculty selfevaluations,and observations, is used for providing feedback to full-time unit faculty. ThePolicies and Procedures manual states that “Each department chair will select the courses to beevaluated for each member of his/her department. . . Faculty members who have been at theUniversity of the Cumberlands for two years or less are to be evaluated in every course taught inthe evaluation semester” (Policies and Procedures Addendum, p. 15). Full-time faculty membersare required to submit an annual self-evaluation that includes a discussion of their teaching,scholarship, and service, with accompanying objectives and an action plan for continuedprofessional growth. Page 88 of the institutional report documents a number of changes that havebeen made as a result of the faculty assessment and review process.5f. Unit Facilitation of Professional DevelopmentUnit Facilitation of Professional Development – Initial TeacherPreparationUnit Facilitation of Professional Development – AdvancedPreparationAcceptableAcceptableSummary of Findings:Faculty vitae and other exhibit room documents indicate that faculty routinely attendprofessional meetings and conferences in order to enhance their professional knowledge andskills and to meet the objectives outlined in their annual growth plans. The institution providesfull-time faculty with $800 annually to support their professional development goals. Thesefunds can be used for memberships in professional organizations, for professional travel, and forother scholarly activities such as the development of publications. A limited number ofImmersion Grants are available to support “more intensive and extensive research and26
professional development experiences during the summer” (Policies and Procedures Addendum,p. 12), such as expenses associated with research or course development, attending classes atanother institution, or international travel.Additionally, faculty have been provided with training to assist them with on-line instruction andstudent advising. For example, faculty have received extensive instruction in the use of ANGELand Elluminate software embedded in the iLearn portal, as well as training in the use of theSunGard data management system and the university’s My UC portal. A portion of eachdepartment meeting is devoted to professional development such as sharing an article or sharinginformation acquired at conferences.Overall Assessment of Standard:A systematic review and evaluation process is in place to assure that unit faculty meet highstandards in teaching, scholarship, and service. Full-time and part-time faculty members in theEducation unit are qualified for their professional roles and have expertise in their specificteaching assignments. Unit faculty model best pedagogical practice, encourage candidatereflection and critical thinking, and assess candidates using a variety of assessment measures.Professional education faculty model professional practices in scholarship as it is defined by theinstitution. Service to the institution and the broader community is expected, and evidencesuggests that unit faculty provide a variety of services to the institution and to various civic,professional, and religious organizations. The unit implements a comprehensive facultyevaluation system and provides opportunities for faculty to grow professionally so that theymight achieve their professional goals.Areas for Improvement and Rationales:AFIs from last visit: Corrected - NoneAFIs from last visit: Continued - NoneNew AFIs - NoneRecommendation for Standard 5Initial Teacher PreparationAdvanced PreparationMetMetCorrections to the Institutional Report:None27
Page 1 and 2: BOARD OF EXAMINERSReportBoard of Ex
Page 3 and 4: SUMMARY FOR PROFESSIONAL EDUCATION
Page 5 and 6: UC, graduate study prepares profess
Page 7 and 8: 1b. Pedagogical Content Knowledge a
Page 9 and 10: Table 1c.1.2 provides assessment re
Page 11 and 12: Professional Dispositions for All C
Page 13 and 14: Data Collection, Analysis, and Eval
Page 15 and 16: in the Reading Specialist program a
Page 17 and 18: directors of student teaching or MA
Page 19 and 20: AFIs from last visit: Continued - N
Page 21 and 22: Summary of Findings for Initial Tea
Page 23 and 24: Recommendation for Standard 4Initia
Page 25: 5c. Modeling Best Professional Prac
Page 29 and 30: of the minutes and other documentat
Page 31 and 32: was hired. This position maintains
Page 33 and 34: IV.SOURCES OF EVIDENCEDocuments rev
Page 35 and 36: 1b.3. Employer Survey1b.3. Table 1a
Page 37 and 38: 2a.1. Table 2a.1.7. Key Assessments
Page 39 and 40: 2c.2. Department Minutes, 10/29/082
Page 41 and 42: 3b.2. Table 3b.2.1 Field Experience
Page 43 and 44: 3c.4. Table 6.3 Unit Assessment Sys
Page 45 and 46: 4b.2. Table 4b.3.1 Faculty Demograp
Page 47 and 48: 6c.6. Faculty Development Funds6d.1
Page 49 and 50: Christopher LeskiwJames ManningJenn
Page 51 and 52: Russell Weedman, ArtAdjunct Faculty
Page 53 and 54: Recent GraduatesDana HaleSteven Mos
Page 55 and 56: 5.1, 5.2, 5.3, 5.4 field experience
Page 57: certification), and Rank I, Ed.S. a

EPSB - University of the Cumberlands

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