EPSB - University of the Cumberlands

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4a.2. Table 4a.2.4 Diversity Components in Core Courses in Advanced Programs for Administrators and OtherSchool Professionals Supporting Knowledge Strands4a.3. Table 4a.2.1 Diversity Components in Core Courses in Initial Undergraduate Programs SupportingKnowledge Strands – CP-Conceptual, S-Strategic, E-Evaluative, CM-Communicative4a.3. Table 4a.2.2 Diversity Components in Core Courses in Initial Graduate Programs Supporting KnowledgeStrands4a.3. Table 4a.2.3 Diversity Components in Core Courses in Advanced Programs for Enhanced TeachingCredentials4a.3. Table 4a.2.4 Diversity Components in Core Courses in Advanced Programs for Administrators and OtherSchool Professionals Supporting Knowledge Strands4a.3. Table 4a.1.1 Crosswalk for Kentucky Teacher, ISLLC/TSSA, and KCS Targeting Diversity CompetenciesAligned with the Conceptual Framework (CP-Conceptual S-Strategic E-Evaluative CM-Communicative)4a.3. Table 4a.2.1 Diversity Components in Core Courses in Initial Undergraduate Programs SupportingKnowledge Strands – CP-Conceptual, S-Strategic, E-Evaluative, CM-Communicative4a.3. Table 4a.3.1 Key Assessment Alignment with Diversity Proficiencies – Initial Undergraduate Programs4a.3. Table 4a.3.2 Key Assessment Alignment with Diversity Proficiencies – Initial Graduate Programs4a.3. Table 4a.2.1 Diversity Components in Core Courses in Initial Undergraduate Programs SupportingKnowledge Strands – CP-Conceptual, S-Strategic, E-Evaluative, CM-Communicative4a.3. Table 4a.3.1 Key Assessment Alignment with Diversity Proficiencies – Initial Undergraduate Programs4a.3. Table 2a.1.4. Assessment Alignment and Processing at Transition Points – Initial Undergraduate Programs4a.3. Table 1a.4.5. Initial Graduate and Advanced Follow-up Surveys by KTS4a.3. Table 1d.2.3. KTS Indicators Related to Helping All Children Learn, Undergraduate4a.3. Table 4a.3.2 Key Assessment Alignment with Diversity Proficiencies – Initial Graduate Programs4a.3. Table 2a.1.5. Key Assessments Alignment for Initial Graduate Programs (MAT Alternative, Option 6)4a.3. Table 1a.4.5. Initial Graduate and Advanced Follow-up Surveys by KTS4a.3. Table 1d.2.4. KTS Indicators Related to Helping All Children Learn, Initial Graduate,Advanced4a.3. Table 4a.3.3 Key Assessment 4a.3. 4a.3. Alignment with Diversity Proficiencies – Advanced Programs4a.3. Table 4a.3.4 Key Assessment Alignment with Diversity Proficiencies – Other School Professionals4a.3. Table 1a.4.5. Initial Graduate and Advanced Follow-up Surveys by KTS4a.3. Table 1d.2.4. KTS Indicators Related to Helping All Children Learn, Initial Graduate and Advanced4a.3. Table 4a.3.4 Key Assessment Alignment with Diversity Proficiencies – Other School Professionals4a.3. Table 1a.4.5. Initial Graduate and Advanced Follow-up Surveys by KTS4a.3. Table 4a.2.1 Diversity Components in Core Courses in Initial Undergraduate Programs SupportingKnowledge Strands – CP-Conceptual, S-Strategic, E-Evaluative, CM-Communicative4b. Faculty Handbook4b. 4b.2.3 Course Hours Taught by Ethnic Minority Faculty4b.1. Table 4b.2.1 Unit Full-Time Faculty4b.1. Table 4b.2.2 Unit Part-time Faculty Diversity4b.1. 4b.2.3 Course Hours Taught by Ethnic Minority Faculty4b.1. Table 4b.3.1 Faculty Demographics 2009-20104b.1. Table 4b.2.1 Unit Full-Time Faculty4b.1. Table 4b.3.1 Faculty Demographics 2009-20104b.1. Table 4b.2.1 Unit Full-Time Faculty4b.1. Table 4b.2.2 Unit Part-time Faculty Diversity4b.1. 4b.2.3 Course Hours Taught by Ethnic Minority Faculty4b.1. Table 4b.3.1 Faculty Demographics 2009-20104b.1. Table 4b.2.1 Unit Full-Time Faculty4b.1. Table 4b.2.2 Unit Part-time Faculty Diversity4b.1. 4b.2.3 Course Hours Taught by Ethnic Minority Faculty4b.1. Table 4b.3.1 Faculty Demographics 2009-20104b.1. Table 4b.2.1 Unit Full-Time Faculty4b.1. Table 4b.2.2 Unit Part-time Faculty Diversity4b.1. 4b.2.3 Course Hours Taught by Ethnic Minority Faculty4b.2. Table 4b.2.1 Unit Full-Time Faculty4b.2. Table 4b.2.2 Unit Part-time Faculty Diversity44
4b.2. Table 4b.3.1 Faculty Demographics 2009-20104b.2. 4b.2.3 Course Hours Taught by Ethnic Minority Faculty4b.3. Table 4b.3.1 Faculty Demographics 2009-20104b.3. Table 4.b.3.2 Diversity Research Interests and Experiences of Faculty4b.3. 4b.2.3 Course Hours Taught by Ethnic Minority Faculty4c.1. Table 4c.2.1 Candidate Demographics4c.2. Table 4c.2.1 Candidate Demographics4c.3. E-mails showing recruiting & retention of diverse candidates4c.1. Table 5a.1.a Full-Time Faculty Qualification Summary4c.1. Individual Action Plan4d.1. Table 4d.2.1 Demographics on Sites for Clinical Practice in Initial and Advanced Programs4d.1. Laurel Day Center Pictures4d.1. Table 1d.2.3. KTS Indicators Related to Helping All Children Learn, Undergraduate4d.1. Table 4d.2.1 Demographics on Sites for Clinical Practice in Initial and Advanced Programs4d.1. Table 1d.2.4. KTS Indicators Related to Helping All Children Learn, Initial Graduate and Advanced4d.1. Table 4d.2.1 Demographics on Sites for Clinical Practice in Initial and Advanced Programs4d.2. Table 4d.2.1 Demographics on Sites for Clinical Practice in Initial and Advanced Programs4d.2. Table 1b.1.1. Mean Scores for KTS 2, 3, 4, and 6 from Key Assessments4d.2. Table 4b.2.1 Unit Full-Time Faculty5a.1. Table 5a.1.a Full-Time Faculty Qualification Summary5a.1. Table 5a.1.a. Full-Time Faculty Qualification Summary5a.1. 5a. 1.b. Faculty Full-time to University—Part-time to Unit5a.1. 5a. 1.b. Faculty Full-time to University—Part-time to Unit5a.1. Table 5a.1.3. Faculty part-time to Unit5a.1. Faculty part-time to Unit5a.2. Table 5a.1.a Full-Time Faculty Qualification Summary5a.2. Table 5a.1.a Full-Time Faculty Qualification Summary5a.2. Table 5a.1.3 Faculty part-time to Unit5a.3. Table 3b.5.1. Expertise of P-12 Supervisors Initial Undergraduate5a.3. Table 3b.5.2. Expertise of Option 6 District/School Based Mentors5a.3. Table 3b.5.3. Initial Graduate Clinical Semester P-12 Faculty 2008-20105a.4. Table 5a.1.a Full-Time Faculty Qualification Summary5b.1. Conceptual Framework5b.1. Table 2a.1.1. Alignment of Initial Undergraduate Education Courses with Standards, Knowledge Strands5b.1. Table 2a.1.2. Alignment of Initial Graduate Education Courses with Standards, Knowledge Strands5b.1. Table 2a.1.3. Alignment of Advanced Courses with Standards, Knowledge Strands5b.1. . Table 5b.1.a. Summary of how faculty instruction reflects the conceptual framework5b.2. Applied research project5b.2. Quality Enhancement Plan5b.3. Table 5b.1.a. Summary of how faculty instruction reflects the conceptual framework5b.4. University’s Course Portal – ILearn (web link)5b.4. ILearn Technical Support (web link)5b.4. Trainings and Tutorials (web link)5b.4. Unit Website (Graduate) (web link)5b.4. Unit Website (Undergraduate) (web link)5b.4. University of the Cumberlands (web link)5b.4. The OWL at Purdue (web link)5b.4. Record Mini-Lessons or Entire Classes Jennifer’s class recording (web link)5b.5. Heffern Memo July 95c.1. Handbook: Policies and Procedures Addendum for Faculty – Located on the Reference Table5c.2. Table 5a.1.a Full-Time Faculty Qualification Summary5c.2. Table 5c.2.1. Aggregated Scholarship Activities Engaged in by Full-Time Faculty 2008-20105d.1. Handbook: Policies and Procedures Addendum for Faculty5d.1. STANDING COMMITTEES OF UNIVERSITY OF THE CUMBERLANDS Committee Assignments5d.1. Faculty Self-Evaluation Report5d.1. Table 5d.2.1. Community, Institutional and Unit Service45
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 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: 3c.4. Table 6.3 Unit Assessment Sys
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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