EPSB - University of the Cumberlands

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Standard 6: Unit Governance and ResourcesThe unit has the leadership, authority, budget, personnel, facilities, and resources, including informationtechnology resources, for the preparation of candidates to meet professional, state, and institutionalstandards.Information reported in the Institutional Report for Standard 6 was validated in the exhibits andinterviews.X Yes □ No6a. Unit Leadership and AuthorityUnit Leadership and Authority – Initial Teacher PreparationUnit Leadership and Authority – Advanced PreparationAcceptableAcceptableSummary of Findings:The Professional Education Unit of the University of the Cumberlands consists of the initialundergraduate, initial graduate, advanced and school professionals programs. It is composed ofall programs which prepare teachers or certified school personnel in the colleges of Education.These include: Elementary P-5, Middle School 5-9, Secondary 8-12, P-12 Art, Music, PE,Health, Business and Marketing 5-12, Special Education- LBD, Reading and Writing, SchoolCounseling, Instructional Leadership Principal and Other School Administration/Leadership.Review of the documentation verifies the organizational structure of the unit. The organizationis led by the chair of the department who oversees all the education programs. The programdirectors, (3 individuals directing the initial undergraduate, initial graduate, advanced and otherschool professionals programs) who are appointed by the chair, oversee the education programsat all three levels. The program coordinators (10 individuals) supervise the various fields ofstudy within the unit. The next level of the organizational chart is the course managers whoensure that the syllabi have common objectives, key assessments, and outcomes.There are two governance bodies that oversee the policies and procedures. The TeacherEducation and Admission Committee (TEAC) is responsible for the traditional initialundergraduate programs. The Graduate Education Committee (GEC) is responsible for theinitial graduate, advanced, and other school professionals programs. These committees areresponsible for curricular areas such as curricular changes, new programs, assessment datareviews, admission and retention of candidates into the education programs, adoption,development, and review of the unit’s policies. The Graduate Education committee consists of14 members. There are representatives from the graduate education program, the vice presidentfor academic affairs, the vice president for student services, the registrar, the teacher certificationofficer, and a library representative. The education department chair serves as the director ofgraduate studies and is the chair of the committee. There is also a graduate assistantrepresentative. The composition of the TEAC is composed of 30 members including chair of theeducation department (committee chair), the registrar (assistant committee chair), and the fulltimefaculty members of the education department, the teacher certification officer, and the chairof the academic department. The committee selects its own student representative. The review28
of the minutes and other documentation recognizes that there is P-12 representation at themeetings. This is also verified through interviews with school level administrators andsuperintendents, as discussed in the IR on page 91.The unit ensures that candidates have access to student support services such as advising andcounseling. There is an advising process in place in all unit programs. Based on interviews withcandidates and faculty, there is a key faculty member identified to assign faculty advisors foreach initial undergraduate candidate. At the initial graduate, advanced, and other schoolprofessionals level, candidates are assigned faculty advisors by the Graduate Advising Center(GAC). The role of the GAC is to register candidates for their initial classes, teach candidateshow to manage their own online registration, and provide assistance and support to advisors. Asper the documentation, the GAC also sends an orientation packet to students upon admission tothe university.The unit publishes its recruiting polices and its admission, retention and exit policies in theUniversity of the Cumberlands catalog. Admissions and recruiting polices are described clearlyand consistently in publications and catalogues. Academic calendars, catalogues, publications,grading policies, and advertising are accurate and current.6b. Unit BudgetUnit Budget – Initial Teacher PreparationUnit Budget – Advanced PreparationAcceptableAcceptableSummary of Findings:The Education Department’s base budget in 2009-2010 was $4,895,657.00 compared to theuniversity’s $33,408,615.00. In all unit programs this represents 11.7% of the university’s totalannual budget. The unit also received $406,600.00 in private gifts, grants, and contracts in 2008-2009. This is a 6.2% increase since 2006-2007. The funding for the unit at all levels appearsadequate and comparable to that of other units.Financial reports indicate that the unit receives a budget for non-personnel costs which isallocated for items such as printing and equipment. The unit receives professional developmentmonies from an endowment fund which is separate from the unit budget. Each full-time facultymember receives $800.00 and part-time faculty receive $400.00 in all unit programs forconferences, workshops, and travel expenses. There is a separate budget allocated for unitpersonnel. The library provides the unit with two separate library allocations for theundergraduate and graduate levels. Faculty have input in how those monies are spent.Information was obtained through documentation and interviews.The recent changes to the budget clearly indicate an increase in the funding allocated foracademic expenses in the unit based on documentation and interviews. The unit added threefaculty positions in the summer of 2010 due to an increase in enrollment in the unit’s graduateand advanced programs. The budget allows all faculty to engage in professional development.29
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 and 26: 5c. Modeling Best Professional Prac
Page 27: professional development experience
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

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