EPSB - University of the Cumberlands

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I. INTRODUCTIONThe University of the Cumberlands (UC), rising along the banks of the Cumberland River inWilliamsburg, Kentucky, is a private university affiliated with the Southern Baptist Church.Beginning in 1889 as the Williamsburg Institute, morphing into Cumberland College and then onJuly 1, 2005, becoming the University of the Cumberlands, UC enjoys a long history ofeducating and preparing leaders for service. Residents of southeastern KY have been theprimary focus of the university; however, its reach is now extending into other states and nations.SACS accreditation has been continuous since 1964.The Department of Education is responsible for designing, then implementing all programsoffered for initial and advanced preparation of teachers and other school personnel. The unitconsists of 17 full-time faculty, 17 faculty full-time at the institution but part-time in the unit, and37 faculty part-time to the institution. Leadership is provided by a department chair, an associatechair, program director of undergraduate education, and program director of graduate initialeducation. The Teacher Education Admissions Committee (TEAC) and the Graduate EducationCommittee (GEC) actively participate in all decision making in the unit. These committeesinclude collaborators from the P-12 school community.All courses for the undergraduate initial programs are provided on the UC campus. Tables in theIR accurately summarize specific information regarding enrollment, program admissions, andprogram approval.All courses for the graduate programs, whether they result in initial or advanced certification, areoffered online. There are no face-to-face advanced course offerings. Tables accuratelysummarize specific information regarding enrollment, program admissions, and programapproval.As a result of changes made to 16 KAR 5:010 Section 12, areas for improvement will not becited for the Master of Arts in Education programs (MAED) although the context of the narrativewill identify program limitations.One month prior to this state accreditation team visit, the BOE chair who had participated in thepre-visit resigned from the team due to health issues. This had little or no impact on the conductof the visit.II.CONCEPTUAL FRAMEWORKThe mission of the University of the Cumberlands is to offer promising students of allbackgrounds a broad-based liberal arts program enriched with Christian values. The Universitystrives for excellence in all of its endeavors and expects from students a similar dedication to thispursuit. Its commitment to a strong academic program is joined with a commitment to a strongwork ethic. UC encourages students to think critically and creatively so that they may betterprepare themselves for lives of responsible service and leadership. Programs nurture critical andcreative thinking in pursuit of a “life-more-abundant” for both the individual and society. At4
UC, graduate study prepares professionals to be servant leaders in their disciplines andcommunities, linking research with practice and knowledge with ethical decision making.Seeking consistency with the institution’s mission and realizing the desire for professionaloutcomes that include a well-developed philosophy and understanding of education as well aspositive dispositions that help all children learn, the unit has developed the following missionstatement:The unit will provide strong initial and advanced academic programs to teachercandidates and other school personnel that instill in them a commitment to a strong workethic and prepare them for lives committed to excellence, professional integrity, andleadership that will impact student learning. By being Reflective Constructors of QualityLearning Experiences through Critical Thinking, graduates will possess the knowledge,skills, dispositions, and spiritual values that will serve the needs of a diverse learningcommunity.The unit has identified four different types of knowledge that serve as the foundational themes ofthe conceptual framework: Conceptual Knowledge, Strategic Knowledge, EvaluativeKnowledge, and Communicative Knowledge. The unit embraces a constructivist theory oflearning through reflection, believing that learners build upon prior knowledge, experience,attitudes, and social interactions to construct understanding of new knowledge.Candidates in all programs are expected to demonstrate the professional behaviors found in theKentucky Teacher Standards (KTS), the appropriate specialized professional associationstandards (SPAs), and the dispositions defined by the unit. The unit has incorporated these asStandard 11 - Strong Work Ethic, Caring, and Critical and Creative Thinking and Standard 12 -Excellence and Professional Integrity. Standard 11 and Standard 12 are incorporated into itsassessment system.The conceptual framework theme and the four dispositions are embedded in the initial andadvanced programs. The unit’s continuous assessment is structured around six pillars thatprovide checkpoints for the assessment of candidates.5
Page 1 and 2: BOARD OF EXAMINERSReportBoard of Ex
Page 3: SUMMARY FOR PROFESSIONAL EDUCATION
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 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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