College of Education and Leadership

School of Education

The School of Education of University of the Cumberlands continually strives to keep pace with current trends and development in teacher training to meet the needs of prospective teachers and to stimulate an increased interest in the improvements in teaching practices. The teaching profession, along with other professions, has the responsibility to ensure that the welfare of society is safeguarded and enhanced. The quality and dispositions of our teachers is of primary importance to the growth and preservation of our society. Consequently, both the public and the teaching profession demand that those who enter the profession be fully qualified to accept the responsibility of being a teacher. Therefore, the Teacher Education/Admissions committee reserves the right to recruit, admit and retain in the Professional Program, only those students who show evidence of being academically, physically, mentally and emotionally capable of performing in an acceptable and professional manner. The standards for admission to Teacher Education are inclusive of those for admission to the University and include other criteria outlined by the Educator Preparation Advisory Committee, (EPAC), and the Education Professional Standards Board. Therefore, admission to the University does not automatically guarantee that the student will be admitted to the Teacher Education Program.

Purpose Statement

The purpose of University of the Cumberlands’ School of Education is to develop entry level education students into highly qualified, knowledgeable, and caring teachers. Acknowledging that all children can learn, the School of Education’s responsibility is to provide training and experiences using best practices for teacher education candidates.

Program Goals

To offer undergraduate programs based upon a strong liberal arts background and to foster both reflective and critical thinking skills. The ultimate goal of the School of Education is to develop entry-level education students into highly qualified, knowledgeable and caring teachers who provide for diverse learners.
To provide students with the pedagogical instructional methods necessary to meet the Kentucky Teacher Standards and University of the Cumberlands’ Standards.
To develop each student’s abilities to critically reflect and assess their skills, thereby providing the opportunity for growth.
To continue to both foster and develop appreciation and refinement of ethical and Christian moral values in future teachers.
To develop oral, written and information literacy skills.

Admission and Retention in the Teacher Education Program

PLEASE NOTE: Because the Education Professional Standards Board (EPSB) has the sole authority of official certification and licensure, any changes in requirements must be adhered to within the effective dates determined by the EPSB, regardless of the student’s entry date or time on the program pursued. All students who plan to prepare for teaching are required to make an application through the Office of Teacher Education in the School of Education. This application should normally be done once the prerequisites are complete, usually in their sophomore year. Students who decide to enter Teacher Education later in their college career may be admitted. This late admission, however, may cause a delay in the actual student teaching experience and recommendation for eligibility for certification. For a thorough description of the guidelines, requirements and procedures related to admission and retention in the Teacher Education Program, see the Teacher Education Handbook available online. Students transferring to University of the Cumberlands or returning student who have not enrolled at the University any semester during the past three years must attend University of the Cumberlands for one full semester as a full time student or have completed twelve semester hours in consecutive semesters as a part-time student immediately prior to being considered for admission to Teacher Education. The School of Education Teacher Education Program established qualitative and quantitative requirements for the admission of candidates whose education preparation evidences the potential for a high-level performance.

Application Process

To be formally admitted to the Teacher Education Program, candidates must meet the following criteria:

File Review
- Completion of a formal file review with the Undergraduate Clinical Coordinator.
Academic Performance
- Minimum cumulative GPA of 2.75 in both content area (academic emphasis) and professional education coursework.
  - Exception: Candidates who meet all other admission criteria and present a minimum of cumulative 3.00 GPA in their content area may qualify under an alternate testing benchmark (see Criteria 4). These students must have completed their most recent 12 credit hours at University of the Cumberlands.
Course Grade Requirements
- A grade of ‘C’ or better is required in the following:
  - EDUC 235, EDUC 237, and SPED 233 (for all students except Interdisciplinary Early Childhood Education majors)
  - IECE 130, IECE 132, and IECE 233 (for IECE majors only)
  - All professional education and content area courses
  - ENGL 131 and ENGL 132 (including transfer grades)
Standardized Testing Requirements
- Candidates must submit qualifying scores from either the ACT or CASE exams. Two options are available:
  - Standard Benchmark Pathway:
    - ACT: Reading 20, English 18, Math 19
    - CASE: Reading 150, Writing 158, Math 144
    - Option 9 Candidates: Composite ACT score of 22
  - GPA-based Flexibility Pathway (for students with a 3.00 GPA or higher and 12 most recent credit hours earned at UC):
    - ACT: Reading 18, English 16, Math 17
    - CASE: Reading 147, Writing 155, Math 141
    - Scores must be from tests taken within the past five years
    - Students using the flexibility pathway must also:
      - Sign an acknowledgement agreement indicating that Praxis II exams may not be taken early and are only permitted during capstone cousrework with instructor approval.
      - Participate in targeted tutoring during the capstone semester for any content areas associated with below-benchmark test scores.
      - Complete all required tutoring prior to receiving permission to take licensure exams.
      - Understand that failure to meet these conditions may result in suspension of clinical experience days.
Documentation Requirements
- University of the Cumberlands Character and Fitness Form
- Kentucky Code of Ethics
- Declaration of Understanding
- Undergraduate Continuous Assessment Acknowledgement
Additional Requirements
- Current physical examination and TB test
- Orientation Quiz (for online students only), with a passing score of 80% or higher
- Submission of four required dispositions by professors, with a minimum average score of 3.00
- ePortfolio score of 2.75 or higher
- Pillar I Interview score of 2.75 or higher

Admission to the Teacher Education Program is completed by a review of the above documents and approval of the Education Preparation Advisory Committee (EPAC).

General Education Curriculum

Candidates pursuing teacher certification must complete the University’s General Education Curriculum detailed earlier in this catalog. Within this curriculum all candidates must take PSYC 131 Basic Psychology in fulfillment of Section IVb since this course is a pre-requisite of courses in the Professional Education curriculum. In addition, to fulfill Professional Education requirements, all teacher education candidates should complete COMM 230 - Introduction to Public Speaking and EDUC 130 - Technology in the P-12 Classroom to fulfill the requirements of Section VI.

Depending upon the certification area pursued, candidates should select other General Education courses which may also count towards completion of other Professional Education requirements, or towards Related Studies, Emphasis, or Specialization requirements. These requirements are outlined below for each certification area.

Advisors will assist candidates in selecting and completing all General Education and certification requirements in an efficient and timely fashion.

Professional Education Requirements

Any substitutions for curricular requirements detailed below must be recommended to the Registrar by the candidate’s advisor and by the Chair of the Education Department after consultation with appropriate departmental and content area faculty.

Professional Education Courses

Programs

Major

Elementary (P-5) Education, B.A.E.

Elementary (P-5) Education, B.S.E.

Interdisciplinary Early Childhood Education, B.S.

Middle School Education, B.A.E

Middle School Education, B.S.E

Minor

Elementary Education Minor

Other Programs

Secondary Education

Military Science

(Army Reserve Officers’ Training Corps (ROTC))

Purpose Statement

The Army Reserve Officers’ Training Corps (ROTC) is a two- to four-year program that combines military science courses, labs, and summer practicums to develop future Army leaders. Upon successful completion of the program, the President of the United States will appoint qualified graduates as Commissioned Officers (in the rank of Second Lieutenant) in either the active or reserve component of the U.S. Army.

Program Design

The Army ROTC Program is based upon a four-year model divided into two parts called the Basic Course (taken during the freshman and sophomore years) and the Advanced Course (taken during the junior and senior years). Students taking course in the Basic Course are under no military obligation (unless the student is under contract as a ROTC scholarship winner). However, students who complete the Advanced Course will incur a service obligation with the U.S. Army (four- to eight-years depending upon the component selected).

The Advanced Course is only open to “qualified” students who agree to contract with the U.S. Army to accept a commission, if offered, upon completion of their degree requirements. In order to be deemed “qualified” for the Advanced Course, students must be a U.S. Citizen, pass a physical fitness assessment, pass a medical screening, pass a criminal background check, and possess a 2.0 cumulative grade point average. Students contracted into the Advanced Course are also required to attend a four-week long practicum (Advanced Camp) at Fort Knox, Kentucky during the summer between their junior and senior years or between their first and second year of graduate school. In addition to the prescribed classes, labs, and practicums, Cadets (contracted students) must attend Physical Readiness Training (PRT). PRT is conducted every Monday, Wednesday, and Friday from 0600 - 0700 in front of the ROTC Building. A Cadet that is also a student athlete is not required to attend PRT while his / her athletic event is in season to avoid overtraining; however, he / she will conduct both a diagnostic and record APFT and ACFT every semester.

The Army ROTC Program has additional options for students to pursue and earn commissions as Army Officers outside of the traditional four-year model. For instance, a student who missed part or all of the Basic Course can qualify for the Advanced Course by attending a four-week practicum (Basic Camp) at Fort Knox, Kentucky during the summer before his / her junior year or first year of graduate school. Additionally, veterans may apply their military experience as credit toward the Basic Course. If the Professor of Military Science awards a veteran constructive credit for the Basic Course, he / she may skip to and enroll in the Advanced Course at the beginning of his / her junior year or first year of graduate school.

Program Goals

Develop the students’ understanding of the Army’s mission, organization, culture, and problem-solving techniques.
Develop the students’ leadership attributes and competencies in accordance with the Army’s Leadership Requirements Model (ALRM).
Produce Commissioned Officers in the United States Army.