EPSB - University of the Cumberlands

1.8 Demonstrates professional,courteous behaviors in all aspects ofthe course, including developingoriginal products, eschewingplagiarism, adhering to copyrightguidelines, maintaining student &colleague confidentiality, and usingappropriate language use in oral andwritten communications.KTS 1, 6, 7, 11, 12,IRA/NCTE 1, 3, 4, 5, 6, 7, 8, 9,11, 126.1, 6.2, 6.3Cooperative Chats, Chatpresentations, Discussionpostings, written reflections,6-day unit*, field experienceobservations & interviewsThe second area for improvement was cited in Standard 4: Diversity:(Initial and Advanced) Evidence does not indicate that all candidates interact withdiverse faculty members.The unit is committed to ensuring that at least one course in each program is taught or co-taughtsolely by diverse faculty. While we have not yet achieved that goal, we are gradually focusingthe work of diverse faculty members toward it. The following chart shows the courses whichhave at least 50% of their sections taught by diverse faculty.Course Taught by DiverseFaculty member(s) 2011-2012ADOL 634Programs in Which the Course is LocatedInstructional Leadership, Superintendent, Directorof Special EducationELMS 335 Initial Licensure Undergraduate Middle School 100%EDOL 639 All MAT Programs, Rank I Teacher 75%ADOL 637 Director of Special Education, Superintendent 50%EDOL 643 MAED Teacher Leader, Rank I Teacher 100%EDOL 562 MAED Teacher Leader 100%ADOL 632Instructional Leadership, Director of PupilPersonnel, Director of Special Education, Supervisorof InstructionEDOL 537 MAED Middle School, MAT Middle School 100%EDOL 547 Rank I Teacher 100%EDOL 542 MAED Teacher Leader, Rank I Teacher 100%Percentage of Sections ofthe Course Taught ByDiverse Faculty 2011-201267%75%From the above, it can be seen that current candidates in some programs cannot complete theprogram without interactions with one or more diverse faculty members. These include theMAED Teacher Leader program, Rank I Teacher programs, MAED and MAT Middle Schoolprograms, and the Undergraduate Middle School program. In several other programs 50% ormore of the sections of at least one required course are currently taught by diverse faculty. Theseinclude all MAT programs, the Instructional Leadership – Principal programs (MAED and56