EPSB - University of the Cumberlands

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6c. PersonnelPersonnel – Initial Teacher PreparationPersonnel – Advanced PreparationAcceptableAcceptableSummary of Findings:The unit maintains an acceptable policy on the teaching load for undergraduate and graduatefaculty. A standard course load for initial undergraduate level faculty is twelve to fifteen hoursas indicated in the Policies and Procedures Addendum for Faculty. Most faculty with a terminaldegree teach only graduate (Advanced) courses and maintain nine hours each semester or nomore than eighteen for the fall and spring semester. Terminal degree faculty teaching acombination of both graduate (Advanced) and initial undergraduate typically teach nine hoursone semester and twelve hours the second semester. The majority of non-terminal degree facultyteaching at the initial undergraduate level teaches twelve hours each term. Summer teaching iscompensated by course and is not included in the faculty contract. Faculty course loads arereduced for serving in administrative positions and when supervising clinical practices.Supervisors of clinical practice normally do not exceed eighteen students for each full-timefaculty member per semester. This is based on a .67 faculty load ratio. P-12 educators assistfull-time faculty with the clinical supervision of candidates. Any overloads and reduction incourse load must be approved by the vice president of academic affairs. Faculty members, inaddition to their course loads, are required to have other responsibilities which include attendingdivision meetings, supervising advisees, and serving on advisory committees in the universityand the unit as demonstrated in the minutes and interviews. Faculty interviewed were preparedand were familiar with the conceptual framework and continuous assessment plan at each levelof the unit.The unit ensures that the use of adjunct faculty contributes to the integrity, coherence, andquality of the unit. They are hired based on qualifications including P-12 experience,scholarship, and potential service to the college. The adjunct faculty and graduate teachingassistants interviewed were enthusiastic regarding the support they received from the unit. Ininterviews adjunct faculty who teach in the initial graduate/advanced and other schoolprofessionals programs indicated that they communicate on a regular basis with the unit viaemail, phone calls, Skype, and face-to-face contacts. All full-time and adjunct faculty arerequired to participate in training on the Angel and Elluminate software prior to teaching online.This was verified in interviews with full-time and adjunct faculty and the information technologydirector.In 2002, the unit was cited with an area of improvement for Standard 6, indicating that the unitlacked adequate staff to support its data management needs at the initial and advanced levels. Inresponse to the area of improvement, since 2002 the unit hired a certification officer, a datamanagement administrative assistant, and an office manager. In 2005, the unit started theimplementation of LiveText, an electronic portfolio which provides additional assistance withdata management. In the 2006-2007 academic year, two full-time secretaries were employed,and two graduate assistants were hired part-time to provide clerical assistance. One graduateassistant position was upgraded to a full-time position. In 2007, a graduate online coordinator30
was hired. This position maintains communication with distance learners. In 2008, the supportstaff consisted of a certification officer, an office manager, a graduate online coordinator, adirector of admissions, three admissions counselors, and a public information officer. In 2009, aGraduate Advising Center was staffed by two individuals; a Graduate Admissions Center wasadded to recruit students into the graduate program; a data entry person was added to organizeand maintain all data; a mentor coordinator office staffed by two individuals with P-12administrative experience was created to observe candidates employed by school systems andtwo non-teaching graduate assistants were employed by the university. Documentation reflectedin the unit’s annual report from 2002-2009 indicated additional support staff was hired, andLiveText, an electronic portfolio, was implemented to assist the unit with data management.Reports also indicated additional financial resources were allocated to the unit and informationtechnology to support the growth of online programs as reflected in the IR on page 94. Thesupport personnel are adequate to meet the needs of the unit, thus meeting the area ofimprovement.6d. Unit FacilitiesUnit Facilities – Initial Teacher PreparationUnit Facilities – Advanced PreparationAcceptableAcceptableSummary of Findings:The IR on page 97 accurately describes the unit’s facilities as verified through documentation,interviews, and observations. These facilities -- classrooms, faculty offices, library/media center,and school facilities -- are adequate to support teaching and learning. Classrooms used by theunit are well equipped with projectors, laptops, smart technology, and DVD/VCR combos. Fulltimefaculty are provided their own offices and laptops. The needs for office space and computerusage for adjunct faculty are met as requested.6e. Unit Resources including TechnologyUnit Resources including Technology – Initial TeacherPreparationUnit Resources including Technology – AdvancedPreparationAcceptableAcceptableSummary of Findings:The unit provides state of the art technology for faculty and candidate use. The unit has madefinancial allocations for instructional support by adding a curriculum resource room withcomputers and a computer lab in the summer of 2010 for candidates. The lab houses 15 newcomputers and a copier. The unit also has access to two round tables which will enhance thecommunication between full-time and part-time faculty.The unit has access to numerous library resources, including scholarly databases with full textresources and electronic books as well as hard copies in the library. Students from all programs31
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 and 28: professional development experience
Page 29: of the minutes and other documentat
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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