Coupling of my work responsibilities with my university courses

G R A D U A T E C A T A L O G

2020-2021

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ACCREDITATION

Institutional Regional Accreditation SACSCOC University of the Cumberlands is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award associate, baccalaureate, masters, education specialist, and doctorate degrees. Contact the Commission on Colleges at 1866 Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of University of the Cumberlands.

School of Business

IACBE The Hutton School of Business was awarded IACBE (International Assembly for Collegiate Business Education) accreditation in April 2017.

School of Social and Behavioral Sciences

CACREP The CACREP Council accredits the Clinical Mental Health Counseling program, Addiction Counseling program and the doctoral program in Counselor Education and Supervision for Accreditation of Counseling and Related Educational Programs (CACREP). CACREP is a specialized accrediting body recognized by the Council for Higher Education Accreditation (CHEA) that accredits counselor-preparation master’s degree programs. CACREP accreditation ensures that our programs meet national standards of quality and relevance to the profession.

School of Education

NCATE – National Accreditation University of the Cumberlands' School of Education was awarded NCATE (National Council of Accreditation for Teacher Educators) accreditation through the Council for Educator Preparation (CAEP), 1140 19th Street, NW, Suite 400, Washington, DC 20036 in October 2015.

KDE/EPSB – State Accreditation University of the Cumberlands' School of Education is further accredited through Kentucky's Educational Professional Standards Board (EPSB), 100 Airport Road, 3rd Floor, Frankfort, KY 40601. (502) 564-4606. Fax: (502) 564-7080.

Nursing

CCNE University of the Cumberlands’ Baccalaureate Degree Program in Nursing (RN to BSN) and Master’s in Family Nurse Practioner are accredited by the Commission on Collegiate Nursing Education (CCNE), 655 K Street, NW, Suite 750, Washington, DC 20001, 202-887-6791.

Physician Assistant Program

ARC-PA The Accreditation Review Commission on Education for the Physician Assistant, Inc. (ARC-PA) has granted Accreditation- Continued status to the Physician Assistant Program sponsored by University of the Cumberlands. Accreditation Continued is an accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards.

Accreditation remains in effect until the program closes or withdraws from the accreditation process or until accreditation is withdrawn for failure to comply with the Standards.

Main Campus: The Accreditation Review Commission on Education for the Physician Assistant, Inc. (ARC-PA) has granted Accreditation-Continued status to the University of the Cumberlands Physician Assistant Program sponsored by the University of the Cumberlands. Accreditation-Continued is an accreditation status granted when a currently accredited program is in compliance with the ARC-PA Standards. Accreditation remains in effect until the program closes or withdraws from the accreditation process or until accreditation is withdrawn for failure to comply with the Standards. The approximate date for the next validation review of the program by the ARC-PA will be 2029 March. The review date is contingent upon continued compliance with the Accreditation Standards and ARC-PA policy.

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NKY Campus: The ARC-PA has granted Accreditation-Provisional status to the University of the Cumberlands Northern Kentucky Campus Physician Assistant Program sponsored by University of the Cumberlands. Accreditation-Provisional is an accreditation status granted when the plans and resource allocation, if fully implemented as planned, of a proposed program that has not yet enrolled students appear to demonstrate the program’s ability to meet the ARC-PA Standards or when a program holding Accreditation- Provisional status appears to demonstrate continued progress in complying with the Standards as it prepares for the graduation of the first class (cohort) of students. Accreditation-Provisional does not ensure any subsequent accreditation status. It is limited to no more than five years from matriculation of the first class.

INSTITUTIONAL AUTHORIZATION

Kentucky University of the Cumberlands is licensed by the Kentucky Council on Postsecondary Education (CPE) as a postsecondary institution. This license is subject to annual maintenance and authorizes University of the Cumberlands to offer specific degree programs.

SARA The State Authorization Reciprocity Agreement (SARA) is an agreement among member states, districts and territories that establishes comparable national standards for offering postsecondary distance education courses and programs in other member states. SARA is overseen by the National Council for State Authorization Reciprocity Agreements (NC-SARA); Kentucky's participation is through the Southern Regional Education Board (SREB). University of the Cumberlands has been approved to participate in SARA and thus is authorized and meets the requirements and minimum educational standards established for degree-granting institutions within the 49 member’s states under that SARA agreement. (This excludes only California.)

Washington State

University of the Cumberlands is authorized by the Washington Student Achievement Council and meets the

requirements and minimum educational standards established for degree-granting institutions under the Degree-Granting Institutions Act. This authorization is subject to periodic review and authorizes University of the Cumberlands to offer specific degree programs. The Council may be contacted for a list of currently authorized programs. Authorization by the Council does not carry with it an endorsement by the Council of the institution or its programs. Any person desiring information about the requirements of the act or the applicability of those requirements to the institution may contact the Council at P.O. Box 43430, Olympia, WA 98504-3430 or by email at [email protected].

The transferability of credits earned at University of the Cumberlands is at the discretion of the receiving college, university, or other educational institution. Students considering transferring to any institution should not assume that credits earned in any program of study at University of the Cumberlands will be accepted by the receiving institution. Similarly, the ability of a degree, certificate, diploma, or other academic credential earned at University of the Cumberlands to satisfy an admission requirement of another institution is at the discretion of the receiving institution. Accreditation does not guarantee credentials or credits earned at University of the Cumberlands will be accepted by or transferred to another institution. To minimize the risk of having to repeat coursework, students should contact the receiving institution in advance for evaluation and determination of transferability of credits and/or acceptability of degrees, diplomas, or certificates earned.

NON-DISCRIMINATION POLICY The University does not unlawfully discriminate in its programs and activities on the basis of race, color, national or ethnic origin, sex, disability, age, religion, genetic information, veteran or military status, or any other basis on which the University is prohibited from discrimination under local, state, or federal law. As a non-profit Christian institute of higher learning, the University exercises its rights under state and federal law to use religion as a factor in making employment decisions. The University is required not to discriminate unlawfully on the basis of sex by Title IX of the Education Amendments Act of 1972 and its implementing regulations at 34 C.F.R. Part 106. This requirement extends to admission, except that the University may discriminate on the basis of sex in undergraduate admissions and is exempt from provisions of Title IX which conflict with the University's religious tenets. The University has grievance procedures to provide students, employees, or applicants an opportunity to file a complaint of illegal discrimination of any kind. In order to file a grievance, contact the appropriate person below or see the grievance procedures published in this handbook.

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The following person has been designated to handle inquiries or complaints regarding the disability non-discrimination policy, including compliance with Section 504 of the Rehabilitation Act of 1973:

Mr. Jacob Ratliff Disability Services Coordinator Boswell Campus Center, Student Services Office Suite (606) 539-3561; [email protected]

The following person has been designated to handle employee inquiries or complaints regarding the sex non-discrimination policy, including compliance with Title IX of the Education Amendments of 1972:

Dr. Quentin Young Chief Financial Officer and Title IX Coordinator Gatliff Administrative Building, Office 003 [email protected] 606-539-4597

The following person has been designated to handle employee inquiries or complaints with all other portions of the non- discrimination policy:

Mr. Steve Allen Human Resources Director Gatliff Administrative Building, Office 001 (606) 539-4219; [email protected]

The following person has been designated to handle student inquiries or complaints regarding the sex non- discrimination policy including compliance with Title IX of the Education Amendments of 1972, as well as all other portions of the nondiscrimination policy:

Dr. Emily Coleman Provost and Deputy Title IX Coordinator Gatliff Administrative Building, XXX (606) 539-4171; [email protected]

Complaints may also be submitted to the U.S. Department of Education Office for Civil Rights: 1-800-421-3481

MEMBER

American Council on Education

College Entrance Examination Board Association of Independent Kentucky Colleges and Universities

Kentucky Independent College Fund International Association of Baptist Colleges and Universities

Council of Independent Colleges The word “student” in any official University of the Cumberlands publication is defined to be all persons enrolled full or part- time in any course or program.

Failure to read this Catalog, the Student Handbook, or any other related program materials does not excuse students from the requirements and regulations described herein.

The University reserves the right to make necessary changes without further notice.

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WILLIAMSBURG, KENTUCKY 40769

“Serving the heart of Appalachia since 1888”

WELCOME FROM THE PRESIDENT Dear Student,

For more than a century, University of the Cumberlands has remained true to its mission of providing a quality, affordable education to promising students from all backgrounds.

Cumberlands is different by design. Our academic programs are rigorous yet student-centered. We believe a meaningful education offers a variety of learning opportunities – not just textbook instruction but relevant, hands-on application.

By blending the benefits of a liberal arts education with practical career skills, we provide a learning environment designed to give students the support needed to succeed as principled, ethical leaders.

Our approach to education is personal. We value each and every student and have a community of faculty and staff dedicated to providing support through every step of the academic journey.

Whatever your goals and ambitions, Cumberlands is committed to helping you succeed.

Sincerely,

Larry Cockrum President

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Table of Contents ACCREDITATION ....................................................................................................................................................................... 2

School of Business .............................................................................................................................................................. 2 School of Social and Behavioral Sciences .......................................................................................................................... 2 School of Education ............................................................................................................................................................. 2 Nursing ................................................................................................................................................................................ 2 Physician Assistant Program .............................................................................................................................................. 2

INSTITUTIONAL AUTHORIZATION .......................................................................................................................................... 3 Kentucky .................................................................................................................................................................................. 3 SARA ....................................................................................................................................................................................... 3 Washington State .................................................................................................................................................................... 3

NON-DISCRIMINATION POLICY .............................................................................................................................................. 3 MEMBER .................................................................................................................................................................................... 4 WELCOME FROM THE PRESIDENT ........................................................................................................................................ 5 MISSION STATEMENT ............................................................................................................................................................ 11 VISION STATEMENT ............................................................................................................................................................... 11 INSTITUTIONAL ACADEMIC PURPOSE STATEMENT ........................................................................................................ 11 PURPOSE AND PLAN OF THE GRADUATE PROGRAM ...................................................................................................... 11 HISTORY OF UNIVERSITY OF THE CUMBERLANDS ........................................................................................................... 12 THE CAMPUS .......................................................................................................................................................................... 12 CONTINUUM ............................................................................................................................................................................ 12

Masters Degrees ................................................................................................................................................................... 12 Master of Arts (M.A.) ......................................................................................................................................................... 12 Master of Arts in Teaching (MAT)...................................................................................................................................... 12 Master of Business Administration (MBA) ......................................................................................................................... 12 Master of Science (M.S.) ................................................................................................................................................... 12

Specialist Degree .................................................................................................................................................................. 13 Education Specialist (Ed.S.) .............................................................................................................................................. 13

Doctoral Degrees .................................................................................................................................................................. 13 Doctor of Business Administration (DBA) .......................................................................................................................... 13 Doctor of Education (Ed.D.) in Educational Leadership .................................................................................................... 13 Doctor of Psychology (Psy.D.) .......................................................................................................................................... 13 Doctor of Philosophy (Ph.D.) ............................................................................................................................................. 13

GRADUATE DEGREES OFFERED AT UNIVERSITY OF THE CUMBERLANDS................................................................. 13 POLICIES AND REGULATIONS FOR GRADUATE STUDENTS ........................................................................................... 14

University Regulations ............................................................................................................................................................ 14 The University Community .................................................................................................................................................... 14 Academic Dishonesty Policy ................................................................................................................................................. 14 Disability Accommodations ................................................................................................................................................... 14 Name and Contact Information Changes .............................................................................................................................. 15 Attendance Policy ................................................................................................................................................................. 15 Force Majeure ....................................................................................................................................................................... 15

SERVICES FOR GRADUATE STUDENTS .............................................................................................................................. 15 Hagan Memorial Library ........................................................................................................................................................ 15 Institutional Review Board (IRB) ........................................................................................................................................... 16

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Student Services ................................................................................................................................................................... 16 Special Services .................................................................................................................................................................... 16

PROCEDURES FOR APPLICATION, ADMISSION, AND EXIT ............................................................................................. 17 Admission to the University ................................................................................................................................................... 17 Exiting/Application for Graduation ......................................................................................................................................... 18 Continuous Enrollment Model ............................................................................................................................................... 18 Transfer Policies .................................................................................................................................................................... 19 Transfer Credit Related to Military Service ........................................................................................................................... 19 Transfer Credit to Other Institutions ...................................................................................................................................... 20

FINANCIAL INFORMATION .................................................................................................................................................... 20 Books .................................................................................................................................................................................... 20 Student Financial Account Record ........................................................................................................................................ 20 Graduation Financial Clearance ............................................................................................................................................ 20 Carrying Charge .................................................................................................................................................................... 20 Deferred Payment Option ...................................................................................................................................................... 20 Withdrawal Policy .................................................................................................................................................................. 21 Refund Policy ........................................................................................................................................................................ 21 Refund Schedule ................................................................................................................................................................... 21

Courses Fifteen Weeks or Greater in Length ................................................................................................................... 21 Courses Greater than Six Weeks but Less than Fifteen Weeks in Length ....................................................................... 21

Policy on the Return of Tuition Assistance (TA) ................................................................................................................... 22 Student’s Right to Cancel ...................................................................................................................................................... 22

STUDENT FINANCIAL AID ...................................................................................................................................................... 22 Tuition Assistance Course Approval Process ....................................................................................................................... 23 Satisfactory Academic Progress ........................................................................................................................................... 23 Treatment of Title IV Aid When a Student Withdraws ........................................................................................................... 24 Return of Other Sources of Financial Aid .............................................................................................................................. 24 Veterans Administration Educational Assistance ................................................................................................................... 24 Vocational Rehabilitation ......................................................................................................................................................... 24

ACADEMIC INFORMATION AND REGULATIONS ................................................................................................................ 25 The Commitment Needed to Succeed at University of the Cumberlands ............................................................................. 25 Academic Advising ................................................................................................................................................................ 25 Graduate Student Success (GSS) ........................................................................................................................................ 26 Department of International Graduate Studies (DIGS) ......................................................................................................... 26 Grading Systems and Grade Reports .................................................................................................................................... 26 Quality Points and Grade Point Average (GPA) ................................................................................................................... 26 Withdrawing from a Course ................................................................................................................................................... 26 Withdrawing from the University ............................................................................................................................................ 27 Verification of Enrollment ...................................................................................................................................................... 27 Repeating a Course .............................................................................................................................................................. 27 Academic Appeals ................................................................................................................................................................. 27 Classification of Students ...................................................................................................................................................... 28 Military Admission Recruitment Tactics Policy ...................................................................................................................... 29 Academic Standing Policy and Procedures .......................................................................................................................... 29 Readmission Following a Period of Active Military Duty ....................................................................................................... 30

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REQUIRED DOCUMENTATION AND PROCEDURES ........................................................................................................... 31 Verification of Enrollment ...................................................................................................................................................... 31 Degree Time Limit ................................................................................................................................................................. 31 Course Restrictions ............................................................................................................................................................... 31 Required Courses ................................................................................................................................................................. 31

POLICIES/PROCEDURES SPECIFIC TO THE EXECUTIVE FORMAT PROGRAMS ........................................................... 31 Programs Offered in Executive Format Option ..................................................................................................................... 31 Residency Requirement ........................................................................................................................................................ 31 Residency Attendance Policy ................................................................................................................................................ 32 Physical Attendance Records ............................................................................................................................................... 32 Application of Learning .......................................................................................................................................................... 32 Regulation Related to International Students ....................................................................................................................... 32

ADVANCED STANDING/ACADEMIC CREDIT THROUGH EXPERIENTIAL LEARNING .................................................... 33 Guidelines for Academic Credit through Experiential Learning ............................................................................................. 33 Credit for Prior Learning ........................................................................................................................................................ 34

PRIVACY RIGHTS OF STUDENTS ......................................................................................................................................... 35 ACADEMIC UNITS ................................................................................................................................................................... 37

PLASTER GRADUATE SCHOOL OF BUSINESS ............................................................................................................... 37 Program Mission/Vision .................................................................................................................................................... 37 Program Goals .................................................................................................................................................................. 37 Admission to the MS/MBA Programs ................................................................................................................................ 37 Programs ........................................................................................................................................................................... 37 Program Description ......................................................................................................................................................... 37 Program of Study .............................................................................................................................................................. 38 Course Descriptions .......................................................................................................................................................... 52

CHRISTIAN STUDIES DEPARTMENT ................................................................................................................................ 62 Program Mission/Vision .................................................................................................................................................... 62 Program Goals .................................................................................................................................................................. 62 Programs ........................................................................................................................................................................... 62 Course Descriptions .......................................................................................................................................................... 64 Course Schedule ............................................................................................................................................................... 67

SCHOOL OF COMPUTER AND INFORMATION SCIENCES ............................................................................................. 68 Center of Academic Excellence ........................................................................................................................................ 68 Program Mission ............................................................................................................................................................... 68 Program Vision .................................................................................................................................................................. 68 Program Goals .................................................................................................................................................................. 68 Programs ........................................................................................................................................................................... 69 Course Descriptions .......................................................................................................................................................... 76

CLINICAL COUNSELING (COUNSELOR EDUCATOR AND SUPERVISION) DEPARTMENT.......................................... 82 Department Mission .......................................................................................................................................................... 82 Masters Program Vision .................................................................................................................................................... 82 Masters Programs Overview ............................................................................................................................................. 82 Masters Program Goals .................................................................................................................................................... 82 Clinical Experiences .......................................................................................................................................................... 83 Licensure Information ........................................................................................................................................................ 83

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Programs ........................................................................................................................................................................... 84 Ph.D. Program Vision ....................................................................................................................................................... 85 Ph.D. Program Overview .................................................................................................................................................. 85 Ph.D. Program Goals ........................................................................................................................................................ 85 PhD, Counselor Education and Supervision ..................................................................................................................... 85 Course Descriptions .......................................................................................................................................................... 87

CRIMINAL JUSTICE DEPARTMENT ................................................................................................................................... 93 Program Mission ............................................................................................................................................................... 93 Program Vision .................................................................................................................................................................. 93 Program Goals .................................................................................................................................................................. 93 Admission to the Criminal Justice Department ................................................................................................................. 93 Programs ........................................................................................................................................................................... 95 Course Descriptions .......................................................................................................................................................... 98

SCHOOL OF EDUCATION ................................................................................................................................................. 103 Program Mission ............................................................................................................................................................. 103 Program Vision ................................................................................................................................................................ 103 Program Goals ................................................................................................................................................................ 103 Admission to the School of Education ............................................................................................................................. 104 Dispositions ..................................................................................................................................................................... 105 Exit Criteria ...................................................................................................................................................................... 105 Rank Change and Teacher Certification ......................................................................................................................... 106 Programs ......................................................................................................................................................................... 106 Course Descriptions ........................................................................................................................................................ 129

HEALTH AND HUMAN PERFORMANCE DEPARTMENT ................................................................................................ 144 Program Mission ............................................................................................................................................................. 144 Program Vision ................................................................................................................................................................ 144 Program Goals ................................................................................................................................................................ 144 Programs ......................................................................................................................................................................... 144 Course Descriptions ........................................................................................................................................................ 146

LEADERSHIP DEPARTMENT ............................................................................................................................................ 148 Program Mission ............................................................................................................................................................. 148 Program Vision ................................................................................................................................................................ 148 Program Goals ................................................................................................................................................................ 148 Program Structures ......................................................................................................................................................... 148 Programs ......................................................................................................................................................................... 150 Course Descriptions ........................................................................................................................................................ 154

SCHOOL OF NURSING...................................................................................................................................................... 156 Program Mission ............................................................................................................................................................. 156 Program Vision ................................................................................................................................................................ 156 Purpose Statement/Program Overview ........................................................................................................................... 156 Philosophy ....................................................................................................................................................................... 156 Program Goals ................................................................................................................................................................ 156 Program Outcomes ......................................................................................................................................................... 157 Values ............................................................................................................................................................................. 157 Admission to the Nursing Department ............................................................................................................................ 158

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Programs ......................................................................................................................................................................... 159 Course Descriptions ........................................................................................................................................................ 160

PHYSICIAN ASSISTANT STUDIES DEPARTMENT ......................................................................................................... 162 Program Mission ............................................................................................................................................................. 162 Program Vision ................................................................................................................................................................ 162 Program Goals ................................................................................................................................................................ 162 Admission to the Physician Assistant Studies Program .................................................................................................. 163 Programs ......................................................................................................................................................................... 164 Course Descriptions ........................................................................................................................................................ 168

SCHOOL OF SOCIAL AND BEHAVIORAL SCIENCES ..................................................................................................... 173 Program Mission ............................................................................................................................................................. 173 Program Overview/Vision ................................................................................................................................................ 173 Program Goals ................................................................................................................................................................. 173 Residency Requirements ................................................................................................................................................ 176 Programs ......................................................................................................................................................................... 176 Course Descriptions ........................................................................................................................................................ 179

PERSONNEL .......................................................................................................................................................................... 185 Board of Trustees ................................................................................................................................................................ 185

Term Expiring 2020 ......................................................................................................................................................... 185 Term Expiring 2021.......................................................................................................................................................... 185 Term Expiring 2022 ......................................................................................................................................................... 185 Term Expiring 2023 ......................................................................................................................................................... 185

Administrative Officers ..................................................................................................................................................... 186 Administrative Staff ........................................................................................................................................................... 186 Athletic Staff ...................................................................................................................................................................... 186 Faculty ................................................................................................................................................................................ 187

Campus Map .......................................................................................................................................................................... 188

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MISSION STATEMENT The mission of University of the Cumberlands is to provide a quality, affordable education to students from all backgrounds through broad-based academics. The institution is grounded in Christian principles and leadership through service.

VISION STATEMENT The vision of University of the Cumberlands is to be a university of distinction that encourages professional and intellectual growth in a student focused community. To do so, Cumberlands will:

1. Ensure access to underserved student populations. 2. Pursue excellence in teaching and learning. 3. Foster faith in action through a student focused community. 4. Innovate to improve student learning outcomes and career preparedness.

INSTITUTIONAL ACADEMIC PURPOSE STATEMENT

The purpose statement for the University of the Cumberlands is congruent with its mission in offering quality academic programs with Christian values to students of all backgrounds.

The foundation of all of our programs at the University of the Cumberlands is our desire to nurture an increased

awareness of the pre-eminence of the spiritual dimensions of human life through an appreciation of our historic Christian heritage, as well as through an understanding of Biblical truth and religious values as they apply to daily life. The University’s mission to offer “a broad-based liberal arts program enriched with Christian values” is evidenced in our graduate program.

Along with the University’s other programs, these curricula attempt to foster in students “a heightened awareness

and sensitivity to the search for truth and a deepened responsibility toward humankind.” Collectively, the University’s graduate programs are intended to provide a breadth of information, an understanding of critical concepts, and a mastery of skills to support a life-long pursuit not only of professional achievement but also of “responsible service and leadership.” These endeavors are rooted in an open exchange of ideas within and among academic disciplines and are framed by a Christian sense of responsibility toward self, toward society, and toward God.

PURPOSE AND PLAN OF THE GRADUATE PROGRAM

The Board of Trustees of Cumberland College, on January 8, 1981, voted to approve the establishment of a

Graduate Program in Teacher Education. The original charter of the college, as approved by the Kentucky Legislature on April 6, 1888, gave the College the authority to confer the degrees of Master of Arts in Education – Elementary, Middle Grades, Secondary Education and Special Education. Rank I offerings were approved in 1986, with the Master of Arts in Teaching degree approved in 2005.

In 2008, the Commission also authorized the granting of the M.B.A. degree, the Ed.S. degree, as well as the

institution’s first doctoral degree, the Ed.D. in Educational Leadership. SACSCOC approved the University’s master’s program in Professional Counseling in early 2009, its master’s program in Physician Assistant Studies in Fall 2009, its online masters in Christian Studies in Spring 2010, the MA/PhD in Clinical Psychology in Fall 2010, its online masters in Justice Administration and in Information Systems Security in 2012, the online masters in Clinical Psychology (based at the Northern Kentucky Campus) in 2014, and the Ph.D. in Leadership in 2014. In 2016, the University became a Level VI Institution with the addition of its fourth Doctorate degree, the Doctorate of Psychology (PsyD). The school also added the Master of Science in Nursing-Family Nurse Practitioner in 2017. Also in 2017, the University added the Ph.D. in IT, the Doctor of Business Administration, and the Ph.D. in Business.

The development of these programs and an off-campus site reflects the University’s commitment to academic

growth and regional service, while exercising sound stewardship of its resources both in the present and for the future. Originally as Williamsburg Institute, then as Cumberland College, and now as University of the Cumberlands (UC), the institution provides a quality education in a Christian environment with the vision that its graduates serve and become leaders in their communities.

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HISTORY OF UNIVERSITY OF THE CUMBERLANDS

In 1888, a group of Baptist ministers founded a small college in Kentucky known as the Williamsburg Institute for the purpose of preparing young adults for lives as servant leaders. In 1913, following the acquisition of Highland College, Cumberland College was born. The school became the University of the Cumberlands in 2005.

Undaunted by wars, economic depressions, social unrest and natural disasters, University of the Cumberlands has

continuously served students primarily, but not exclusively, from the beautiful Appalachian mountain regions of Kentucky, Tennessee, West Virginia, Virginia, Georgia, North Carolina, South Carolina, Ohio and Alabama. Now, thanks to the welcome addition of online learning, the University’s doors are open to students from all over the world.

The school’s vision for providing higher education in an underserved area caught the eye of men like John D.

Rockefeller and Andrew Carnegie, both of whom supported the institution. Cumberlands has produced two governors, five military generals, an admiral, five college and university presidents, a Congressman, ministers, missionaries, legislators, judges and more.

Ten presidents have served Cumberlands, including William James Johnson, E. E. Wood, John Newton Prestridge,

Gorman Jones, A. R. Evans, Charles William Elsey, James Lloyd Creech, J. M. Boswell, James H. Taylor and Larry L. Cockrum, current President.

THE CAMPUS

Williamsburg, Kentucky, the location of University of the Cumberlands, is in the southern part of the mountains of

Eastern Kentucky. It is about two hundred miles south of Cincinnati-about an equal distance from Louisville and about eighty miles north of Knoxville. It is on Highway 25W and Interstate 75.

The business section of the city lies in a small valley of the Cumberland River; the college and chief residence

section are situated on the surrounding hills. It is a place of natural beauty and healthful surroundings. Williamsburg is one of the older cities of the state. It has long been known for its large number of beautiful

residences, for its churches and schools, and for the hospitality of its people. Cumberlands’ main campus is situated on three hills which divide it into three distinct parts and afford a magnificent view

of the surrounding area. The College’s thirty-four buildings are situated on these hills, and a viaduct, spanning the south and middle hills, provides an easy and pleasant passageway to each part of the campus.

CONTINUUM

University of the Cumberlands’ offers degrees and experiences that suit the needs of learners across the continuum of professional careers. All masters level degrees are a minimum of 30 credit hours in length. Doctoral level degrees are a minimum of 60 credit hours in length.

Masters Degrees

Master of Arts (M.A.)

The Master of Arts (M.A.) provides intermediate-level graduate training which enhances professional knowledge and prepares students for further graduate study, if desired. The M.A. emphasizes practical application while offering strong academic content in all areas.

Master of Arts in Teaching (MAT)

The Master of Arts in Teaching (MAT) is offered through the Teacher Education Program and results in a Kentucky State Teaching Certificate. The MAT is also an introductory degree into teaching as it is an Initial Graduate degree, but this degree offers a Rank II in Kentucky’s Educational Professional Standards Program curriculum of study as it is a Master’s degree.

Master of Business Administration (MBA)

An MBA is a valuable credential in the business world and doubly so when it is from a respected institution that has been teaching tomorrow’s business leaders for 120 years. At the Hutton School of Business, preparing you for long-term career success is our number one priority.

Master of Science (M.S.)

The Master of Science (M.S.) degree is designed to accommodate both pre-professional students who wish to further their education and those already working in professional careers who aim to advance within their respective organization or agency. The M.S. develops individuals to be leaders in their fields of study.

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Specialist Degree

Education Specialist (Ed.S.) The Education Specialist (Ed.S.) is currently specific to the School of Education and provides advanced level graduate training, which enhances professional knowledge and prepares students for further graduate study, if desired. The Ed.S. is a continuing step toward building on one’s educational knowledge and usually provides a Rank I in Kentucky’s Educational Professional Standards Program curriculum of study as the student reaches sixty (60) hours of study at this juncture.

Doctoral Degrees

Doctor of Business Administration (DBA) The Doctor of Business Administration is designed to be an applied doctorate for working professionals who are driven to lead and innovate. The DBA enables students to develop advanced levels of competency in conducting applied research and in the comprehension of theoretical and applied literature in the discipline.

Doctor of Education (Ed.D.) in Educational Leadership

The Doctor of Education (Ed.D.) in Educational Leadership prepares students for advanced professional practice directed mainly toward the application or transmission of existing knowledge. The program of study leading to the Doctor of Education, as a professional degree, focuses on the utilization of research knowledge, rather than on the production of new research knowledge. Those who aspire to leadership positions as administrators, policy analysts, curriculum designers, or learning resource specialists, for example, would appropriately seek the Doctor of Education degree.

Doctor of Psychology (Psy.D.)

The Doctor of Psychology (Psy.D.) trains graduates for the general, integrative practice of clinical psychology with diverse populations, especially those that are traditionally underserved. The program also seeks to prepare students from underserved groups to become psychologists who reinvest by serving as clinical leaders in their local communities.

Doctor of Philosophy (Ph.D.)

The Doctor of Philosophy (Ph.D.) prepares students for advanced professional practice directed toward research as well as the transmission of existing knowledge.

GRADUATE DEGREES OFFERED AT UNIVERSITY OF THE CUMBERLANDS

A Master of Arts degree may be pursued in the following majors:

Addictions Counseling Christian Studies Clinical Psychology

Disciplinary Studies Education (MAED)

Mental Health Counseling Teaching (MAT)

A Master of Arts in Education (MAED) degree may be pursued in the following areas of certification: Literacy Specialist P r i n c i p a l

School Counseling Teacher Leader

A Master of Arts in Teaching (MAT) degree may be pursued in the following areas of certification: Elementary Education Middle School Education Secondary Education

Business & Marketing (5-12) P-12 Programs: Art, Music,

Health, PE

Special Education/LBD (P-12)

A Master of Science (MS) degree may be pursued in the following majors: Coaching Digital Forensics Global Bus. with Blockchain Tech. Justice Administration

Health and Human Performance Information Systems Security Information Technology Nursing Family Nurse Practitioner

Physician Assistant Studies Project Management Strategic Management

An Education Specialist (Ed.S.) degree may be pursued in the following areas of certification: Director of Pupil Personnel Director of Special Education

School Counselor School Superintendent

Supervisor of Instruction Principal

A Doctor of Philosophy degree may be pursued in the following areas: Business Information Technology

Clinical Psychology Leadership

Counselor Education and Supervision

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POLICIES AND REGULATIONS FOR GRADUATE STUDENTS

University Regulations

Students admitted to the University are subject to the University’s rules and regulations. Some of these may be found in the University’s Catalog and in the Student Handbook, both which are available online and in other formats through the Student Services, Academic Affairs, Admissions, and other offices.

While the information presented here is as accurate as possible as of the date of publication, the University reserves the

right to make changes as future circumstances may require. The Student Handbook contains information of great significance to the students of University of the Cumberlands.

Every University of the Cumberlands student should make himself familiar with the contents of this student handbook. Since this bulletin includes regulations with respect to student conduct, and since every student may avail himself of a copy, each student is expected to abide by the standards and regulations set forth in this publication.

Failure to receive a Student Handbook does not excuse the student from abiding by the rules and regulations as written

in the Handbook.

The University Community

University of the Cumberlands seeks to be a place of free inquiry and a community which searches for truth. As the University invites the infusion of student opinion, the University expects students to respect the opinions of others, including fellow students, faculty, staff, and members of the administration. Students are expected to express their opinions and thoughts in ways which are appropriate in this Christian academic community.

The University offers no sanctuary to any individual who condones, advocates or participates in behavior deemed inappropriate by the University. Any person who engages in such behavior will be disciplined. “Participation in” means being present at gatherings which include activities not sanctioned by the University, whether one is an active participant or not. Failure to obey orders of University officials during any type of situation may result in immediate suspension from school.

The University admits students who come here voluntarily, to continue their education, presumably with a full understanding of the rules and regulations. Once having entered this University, students are expected to abide not only by the policies and procedures of the campus, but by the laws of this nation.

Academic Dishonesty Policy

At a Christian liberal arts university committed to the pursuit of truth and understanding, any act of academic dishonesty is especially distressing and cannot be tolerated. In general, academic dishonesty involves the abuse and misuse of information or people to gain an undeserved academic advantage or evaluation. The common forms of academic dishonesty include:

• cheating – using deception in the taking of tests or the preparation of written work, using unauthorized materials, copying another person’s work with or without consent, or assisting another in such activities;

• lying – falsifying, fabricating, or forging information in either written or spoken presentations; • plagiarism – using the published writings, data, interpretations, or ideas of another without proper documentation.

Episodes of academic dishonesty are reported as appropriate to the Vice President for Academic Affairs. The potential penalty for academic dishonesty includes 1) a failing grade on a particular assignment, 2) a failing grade for the entire course, 3) suspension or expulsion, or (4) revocation of a degree.

Disability Accommodations

University of the Cumberlands accepts qualified students without regard to disabilities and provides reasonable accommodations in the classroom, housing, food service, or other areas for students with documented disabilities. The University’s obligation to reasonably accommodate any student’s disability ends where the accommodation would pose an undue hardship on the University or where the accommodation in question would fundamentally alter the academic program.

Mr. Jacob Ratliff, serves as the Disability Services Coordinator. For accommodations to be provided, a student must complete an Accommodations Application form (available online at https://inside.ucumberlands.edu/accommodations) and provide appropriate documentation of the disability. Documentation should include statements from a qualified professional, stating the disability, how the diagnosis was determined, description of functional limitations and specific accommodation recommendations. Accommodations records from a high school or previously attended educational institution may qualify as appropriate documentation, but supplemental documentation may be requested. Additional information regarding accommodations can be found in the Guidelines for Documentation (available online at https://inside.ucumberlands.edu/accommodations/downloads/documentation-guidelines.pdf).

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When all paperwork is on file, a meeting between the student and the Coordinator will be arranged to discuss possible accommodations before accommodations are formally approved. Students must renew academic accommodations at the start of each new term. Certifications for other accommodations are normally reviewed annually. All accommodations may be reviewed at any time at the request of the student or of the Disabilities Services Coordinator.

Name and Contact Information Changes

It is every student’s responsibility to keep the registrar informed of current contact information throughout their program and enrollment. Changes of name, address and telephone number must be reported within seven days of occurrence through the UC1 portal, https://ucumb-prd-pxes02.banner.elluciancloud.com:8093/StudentSelfService. Students are required to use the email address provided by the University. The University will not be held responsible for consequences incurred as a result of our inability to contact students in a timely manner due to contact information changes that were not reported to the registrar.

Attendance Policy

Course enrollment and participation will be monitored and verified for all students during the first two weeks of classes. Lack of participation during this time may jeopardize enrollment status. Each student is expected to meet course expectations by completing the coursework required each week. Active participation and staying abreast of the material is essential to success. Program specific attendance policies may still apply. The Vice President for Academic Affairs is the authorized agent to consider any exceptions to the above regulations.

Force Majeure The University may be required to shift its classes to an online format, or the University's administration may consider it necessary to move one or more classes to an online format, as a matter of health and safety or by reason of a force majeure. If a class moves to an online format, in most cases students will be required to continue the class online, make a timely withdrawal under the University's normal withdrawal policies, or request a grade of “Incomplete” if appropriate. If a class can neither continue in-seat nor be moved online, students will be allowed to withdraw from the course without any academic penalty and receive a full refund. If a student is required to isolate or quarantine, the student may be required to move to online instruction even if the class continues with in-seat instruction. Examples of circumstances considered in the nature of force majeure include fires, earthquakes, floods, windstorms, or other severe weather or "acts of God;" war, riots, or civil unrest; governmental orders, directives, or recommendations related to health or safety; or any similar situation beyond the University’s control. Except as specifically provided above, all withdrawals and refunds will be handled according to the University's normal policies included in this Catalog.

SERVICES FOR GRADUATE STUDENTS

Hagan Memorial Library

Hagan Memorial Library provides access to a variety of both print and electronic databases that support the University’s academic disciplines. The Library’s print resources include books, periodicals, music scores, media, and microforms. The electronic resources include ebooks, full text journals, databases, streaming music and video collections, citation guides, art images, government documents, and other information sources. Library users may access online resources on-campus or off-campus by providing their campus email username and password in the University Network Sign On Form that appears when the user clicks on a database or a link in UC MegaSearch.

The library staff support graduate student research through reference services, AsK A Librarian email service,

Chat, library instruction, and interlibrary loan services for on-campus and online students. The Library webpage includes links to UC MegaSearch for searching almost all of the Library’s resources, Research Guides developed to highlight specific resources for each academic discipline, A-Z Database list, UC CAT for print books and media and some ebooks, Journal Title Search, Citation Help, Interlibrary Loan Forms, and Library Orientation Session Registration.

The Library offers interlibrary loan services to faculty, students, and staff. Interlibrary Loan is a service that provides

journal articles and some other types of materials that are not available through the current Library resources at no charge to the patron. Students seeking interlibrary loan materials may request them online by accessing the forms located on the Library’s homepage. The Library Director coordinates timely delivery of interlibrary loan materials requested by graduate students. Delivery of these materials includes sending PDF copies of journal articles and other resources via email. Books requested through Interlibrary Loan may be self-service pickup at the Library by the student or mail delivery to the student’s home address, provided the student resides outside of Whitley County, but within the United States.

The library is open seven days a week during regular school terms. Additionally, the Hagan Memorial Library

maintains reduced summer hours. Library hours are posted on the front door and on the Library’s homepage.

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Institutional Review Board (IRB)

The UC IRB is a review committee established to help protect the rights and welfare of human research subjects. All educational research involving human subjects conducted by students, faculty and staff at the University of the Cumberlands must obtain prior approval from the IRB.

UC’s web-site, https://www.ucumberlands.edu/gradschool/irb provides orientation materials about research of

human subjects and the about IRB application process as well as the application and sample forms that will help students in the research process.

Questions beyond what is provided on the site can be directed to [email protected].

Student Services

All student services provided by the College are available to graduate students. The Office of Student Services,

located in the Boswell Campus Center, contains the offices of the Vice President for Student Services and the Dean of Student Life. These offices will assist all college students enrolled, full- or part-time.

Students who plan to live in campus housing may reserve rooms with the Dean of Student Life. Students who

plan to live off-campus may contact the Student Services Offices for a listing of local landlords and properties available. Student Services can be contacted through the departmental e-mail, [email protected].

Special Services

The Learning Commons - The Learning Commons offers free and convenient tutoring in all academic subjects to all University of the Cumberlands students. The Director and staff of trained tutors are available daily to provide courteous service to all students seeking to improve competencies through individualized or computerized assistance. All students are encouraged to take advantage of the opportunities available for tutoring early in each semester. Students can sign up for tutoring and other services by utilizing the forms found at https://www.ucumberlands.edu/academics/undergraduate/atr

Alumni Association – The Alumni Association was established to render service both to the University and to its former students. It is the purpose of the Association to aid in the growth and development of the college, to promote the best interests of alumni, and to enable alumni to maintain contact with the University and with each other.

Career Services – The Career Services Office provides a variety of services for all UC students. Individual appointments, seminars and class presentations are conducted to assist with: career interest and assessment, résumé writing, interview skills and job search tactics. Full-time job, part-time job, and internship opportunities are posted on-line at http:// inside.ucumberlands.edu/career/. We offer a variety of resources for students to use to assist with their own personal career development journey. Be it career assessment or exploration, job/internship information or postings, cover letter and resume writing, interview techniques, or opportunities to attend career fairs, we strive to meet your needs. Resources are available for current UC students and alumni. Both in-seat and on-line students may utilize our services. Platforms including Handshake, GoinGlobal and Big Interview are easily accessible, self -directed and user friendly. Should you need additional assistance, you may contact us at [email protected].

Counseling Center -- Free and confidential counseling services are available to University of the Cumberlands students. Services for a wide variety of concerns including, stress, adjusting to college, depression, anxiety, substance use, relationship struggles and more are provided. Services can be accessed as follows:

University of the Cumberlands’ Student Services collaborates with the School of Counseling to provide the Counseling Center. You may schedule your own initial appointment by emailing to [email protected] or by calling 606-539- 3566.

For additional information regarding counseling services, including assistance with scheduling appointments and/or information about other community resources, please contact Jodi Carroll, MSW, LCSW, Director of Behavioral Health: 606- 539-3553; [email protected].

If this is a life threatening emergency, please go to the nearest emergency room or call 911.

Health Services – Health services are available through the Campus Health Clinic and local physicians to serve the medical needs of the student. Any medical, dental or hospital bills incurred by the student are the student’s responsibility. All students are required to carry basic health insurance.

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Information Technology (IT) Services – The IT office, located at 810 Walnut Street, provides general help with technology related issues including: email, UC1, iLearn, and Internet connectivity. The hours of operation are Monday – Friday from 8:00AM to 5:00PM. Computer instruction and use are available to all University of the Cumberlands students through the web portal at https://inside.ucumberlands.edu/it/. Application packages are available for word processing, database management, spreadsheet, graphics, presentation management, desktop publishing, web design, project management, and statistical analysis in the Windows environment. Electronic mail and Internet services are also available to graduate students through both local and remote access.

Registration of Motor Vehicles - All motorized vehicles parked on the main campus, with the exception of vehicles belonging to commuting evening students, must be registered annually with the Office of Parking Control, located in the Gatliff Building. The Annual Parking Permit is valid from August 15 to August 15.

PROCEDURES FOR APPLICATION, ADMISSION, AND EXIT

Applications for admission originate in the Graduate Admissions Office. That office is located in the Cumberland Inn building in Adams Hall:

Graduate Admissions 649 S. 10th Street Suite C Williamsburg, KY 40769 [email protected] 800.343.1609 (x4390) 606.539.4390

Executive Format Program applications for admission originate in the Department of International Graduate Studies (DIGS). That office is also located in the Cumberland Inn building in Adams Hall:

Department of International Graduate Studies (DIGS) 649 S. 10th Street Suite B Williamsburg, KY 40769 [email protected] 800.343.1609 (x3577) 606.539.3577

The staff of the Graduate Admissions Office and the International Graduate Admissions Office assists students in the admissions process.

Admission to the University

The University of the Cumberlands has established qualitative and quantitative requirements for the admission of students whose education preparation evidences the potential for a high-level performance. All admissions materials must be received in the Graduate Admissions Office or the Department of International Graduate Studies (DIGS) office for Executive Format program students. Additional requirements for each program are contained within the School/Department sections. Academic departments may have varying GPA requirements. Please see academic department section for specific requirements.

Admission requirements shared among all programs are: 1. Completed Graduate Application with payment of required Application Fee. 2. Request that official transcripts of all undergraduate and graduate work be sent directly from the respective

institution(s) to: University of the Cumberlands Graduate Admissions 649 S. 10th Street Suite C Williamsburg, KY 40769

OR The DIGS office for Executive Format Program students: University of the Cumberlands Department of International Graduate Studies (DIGS) 649 S. 10th Street Suite B Williamsburg, KY 40769

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3. Transcript must include the degree and date on which it was conferred. All graduate work as verified by official transcripts:

a. Master’s degree admission requires a grade point average of at least 2.5* on a 4.0 scale from a bachelors’ degree or higher from a regionally or nationally accredited institution or an institution approved through the International Evaluation firms listed below.

b. Doctoral degree admission requires a cumulative grade point average of at least 3.5* on a 4.0 scale from the conferred master’s degree as well as in any subsequent graduate study. Admission to a Doctoral degree requires a master’s degree or higher from a regionally accredited institution, in a field related to the doctoral degree of application. For example, application to a Ph.D. in Information Technology would require a masters in Information Technology, Computer Science, Computer Information Systems, or closely related area. *Conditional admission may be applicable for certain programs for online students.

4. Students must be in good standing in order to be admitted into any program. a. If a student has been on probation for more than one semester in an unfinished program at the University of

the Cumberlands or has been suspended from a program at University of the Cumberlands or any other IHE, the student cannot be admitted into a new program at University of the Cumberlands.

b. Graduation from a program in which a student has been on probation causes those probation semesters to be forgiven in a newly admitted program.

5. Doctoral candidates will complete a writing sample illustrating graduate level writing skills and subject area mastery. (Waived for UC Alums who completed the masters degree (MA/MS/MEd) program with a 3.5 GPA.)

6. Documentation of language fluency for non-native speakers of English, such as a score report from the Test of English as a Foreign Language (TOEFL) or the 8 International English Language Testing System (IELTS). This requirement is waived for students who have completed a bachelor’s program in the U.S. or have completed at least nine hours of master’s level coursework in the U.S. at regionally accredited institution. The minimum acceptable TOEFL or IELTS scores for admission are:

a. Paper-based TOEFL (PBT) – 550 b. Internet-based TOEFL (IBT) – 79 c. IELTS – 6

7. Any international course work completed must have official transcript evaluations completed and submitted to the University by the evaluation firm. Evaluations MUST include a cumulative GPA and U.S. equivalency for admission. Approved Evaluation Firms are:

a. World Education Services (WES) b. American Association of Collegiate Registrars and Admissions Officers (AACRO), c. Educational Credential Evaluators (ECE) d. International Education Research Foundation (IERF) EvalDirect e. Educational Perspectives (EP)

*The transcript evaluation requirement is waived for any student who has completed at a bachelor’s degree in the U.S., or who has completed at least nine hours of master’s courses in the U.S.

Exiting/Application for Graduation

Application for graduation should be made during registration of the semester prior (not bi-term) to the semester the

student expects to complete his/her work. If, after the submission of the application, a student does not complete course work, he/she must reapply. Applications filed after the announced deadlines will automatically be placed with the next graduate list.

Specific requirements for each program are contained within the School or Departmental sections of this Catalog as well as on the web-site under Academic programs at https://www.ucumberlands.edu/.

Continuous Enrollment Model

University of the Cumberlands’ programs permit students to begin their studies in any term in which courses are offered. Classes are designed to facilitate the development of a community of learners that provide not only a sense of camaraderie but also a collegial academic support system.

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Transfer Policies

• University of the Cumberlands reserves the right to evaluate and accept or reject any transfer work from an accredited institution that is recognized by the US Department of Education or an international institution that is recognized by their country’s Ministry of Education. This evaluation will be done course by course in consultation with the appropriate department.

• All transfer credit must be approved prior to enrollment by the Academic Affairs office through the Registrar, by the Chair of the Department through the Director of the Program, and by the student’s faculty advisor through the Student Success Coordinator. The student must have earned a minimum grade of “B” on all graduate work transferred with grades of “B” being dependent upon the program. Grades of P will be accepted as passing for the purposes of transfer credit as long as the university the student is transferring credit from offers a key that relates the grade of “P” to a letter grade equivalent.

• To be eligible for admission to the University of the Cumberlands, all transfer students must not be currently on academic or social suspension and must be eligible to return to their previous institution.

• Students on academic probation or academic suspension cannot take a course from another institution for the purpose of subsequently transferring the credit in to a UC program.

• If a student is to take a course from another accredited graduate school concurrently while enrolled and taking coursework at the University of the Cumberlands, that transfer credit must be approved in advance before the course begins by the Chair of the department.

• A maximum of thirty-three percent (1/3) of graduate credit may be transferred from an accredited institution of higher learning and applied to an advanced degree program provided such credit meets the appropriate degree requirements of the University of the Cumberlands. Additional hours of credit may be accepted as transfer credit or credit by evaluation upon approval of the Vice President of Academic Affairs, following request and submission by the Director of the Program.

• Credit by evaluation is utilized for training and education received and properly documented by practitioners serving or who have served as employees of appropriately credentialed agencies or organizations. Credit by evaluation is performed by the Director of the Program and selected graduate faculty members. Training and education identified as being completed during an employee’s ‘in-service’ experience under the auspice of his/her own agency will not be accepted as credit.

• Students transferring to the University of the Cumberlands from another institution must provide an official transcript from that institution.

• Only grades earned at University of the Cumberlands will be used in calculating student grade point averages. • Articulation agreements and/or a Memorandum of Understanding (MOU) may delineate the transfer and/or evaluation of

credit between appropriately credentialed institutions or agencies and University of the Cumberlands. For more information on available articulation agreements/MOUs, students should contact the Office of Academic Affairs.

• Courses accepted for transfer or credits approved through evaluation must be reported on an official transcript (academic transcript or training record) when available, which must be provided to the UC campus either (1) in a sealed envelope originating from the original college/university of enrollment, organization, or agency, bearing the sending institution’s official seal and certifying official’s signature or (2) electronically via Clearinghouse or directly from the transferring institution to University of the Cumberlands.

Exceptions to this specific section may only be granted by the registrar in collaboration with the Vice President of Academic Affairs.

Transfer Credit Related to Military Service

Credit carried by all United States military veterans and personnel may be acceptable for application to a University

of the Cumberlands transcript. Some credits may not be applicable if the university does not offer comparable coursework. Credit may vary with regard to application to general electives. Final determination of credit awarded for course requirements and general electives will be determined by the office of the Registrar while major/minor requirements will be determined by collaboration with the appropriate department Chair and the Registrar.

Requirements for the acceptance of Military Credit:

1. An official copy of a JST (Joint Services Transcript) delivered to the Registrar’s Office directly from the Joint Services Transcript Office.

2. A student must request that JST credit be considered for general electives through the Registrar’s Office. 3. A student must request that JST credit be considered through the appropriate department Chair or program

Director. Determination of the type and amount of credit to be awarded will be assessed using ACE (American Council on Education, http://www2.acenet.edu/militaryguide/CourseSearch.cfm) recommendations according to the specifications mentioned above.

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Transfer Credit to Other Institutions

The transferability of credits earned at University of the Cumberlands is at the discretion of the receiving college, university, or other educational institution. Students considering transferring to any institution should not assume that credits earned in any program of study at University of the Cumberlands will be accepted by the receiving institution. Similarly, the ability of a degree, certificate, diploma, or other academic credential earned at University of the Cumberlands to satisfy an admission requirement of another institution is at the discretion of the receiving institution. Accreditation does not guarantee credentials or credits earned at University of the Cumberlands will be accepted by or transferred to another institution. To minimize the risk of having to repeat coursework, students should contact the receiving institution in advance for evaluation and determination of transferability of credits and/or acceptability of degrees, diplomas, or certificates earned.

As stated above, the process for determining the transferability of credits to other institutions is to contact the

receiving institution in advanced for evaluation and determination of transferability of credits and/or acceptability of degrees, diplomas, or certificates earned.

FINANCIAL INFORMATION

Tuition is established each spring for the following summer and fall terms. Graduate students may apply for William

D Ford Federal Direct Unsubsidized Loan to help with tuition expenses. Applicants must have a current Free Application for Federal Student Aid (FAFSA) on file to determine the amount of the loan assistance available to them. For more information contact the Financial Aid Office at 606-539-4220. It is important to note that Direct Loan assistance is available only to students who are seeking a degree.

A limited number of graduate assistantships are available. If you’re interested in pursuing a graduate assistantship, please contact the Student Employment Office.

Current information on tuition and fees is available from the Bursar’s Office, the Office of Financial Planning, and

from the program website. Bursar’s Office

606-539-4472 • [email protected]

Office of Financial Aid 606-539-4220 • [email protected]

Books

The cost of books will generally run $100 for each course. The Bookstore buys textbooks back at the end of

each semester; thus, some of this cost may be recouped.

Student Financial Account Record

All charges and payments for tuition, fees, room and board, and other charges are recorded on the Bursar’s Student Account Record. Bookstore charges and library fines are also transferred to this permanent financial record in the Bursar’s Office.

Graduation Financial Clearance Full payment of an account or satisfactory financial arrangements of an account for all charges for previous semesters are due on or before registration. No student having an unpaid account shall receive financial clearance for the release of an official report of grades, a transcript of credits, or a diploma. Students not in a position to pay the full amount of tuition at registration should contact the Bursar’s Office prior to enrollment.

Carrying Charge A carrying charge of 1.5% per month (18% per annum) will be added to the unpaid balance of any student who is no longer enrolled at the University of the Cumberlands.

Deferred Payment Option The Deferred Payment Option includes five equal payments each semester of the balance of tuition, room, and board costs less Financial Aid awarded. Other charges to the student account are due within 30 days after billing.

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Withdrawal Policy

Students must officially withdraw through the Office of Academic Affairs. Students who fail to officially withdraw forfeit all rights to a refund or reduction in fees. See the procedures for official withdrawal later in this catalog.

Refund Policy

Any student who does not cancel prior to their required deadline will be assessed a minimum fee of $150 for

classes. Deadline dates are posted with the Registrar Office and Bursar Office. Students must officially withdraw through the Office of Academic Affairs. Students who fail to officially withdraw

forfeit all rights to a refund or reduction in fees.

A student is NOT eligible for any financial aid prior to the first day of class attendance. No refund of tuition or fees will be applied for dropping a course after the last day to add a course for the term has expired.

Specific deadline dates for cancellation/refunds are posted to the Bursar’s Office webpage at https://www.ucumberlands.edu/payment.

Refund Schedule

Courses Fifteen Weeks or Greater in Length

Official Date of Withdrawal Charge Refund Last day to Register 0% 100% Week 2 of Classes 20% 80% Week 3 of Classes 40% 60% Week 4 of Classes 60% 40% Week 5 of Classes 80% 20%

After 5th Week of Classes 100% 0%

Courses Greater than Six Weeks but Less than Fifteen Weeks in Length Official Date of Withdrawal Charge Refund

Last Day to Register 0% 100% Week 2 of Classes 50% 50%

After 2nd Week of Classes 100% 0%

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Policy on the Return of Tuition Assistance (TA)

At University of the Cumberlands, Military Tuition Assistance (TA) is awarded to a student under the assumption that the student will attend school for the entire period for which the assistance is awarded. If a student withdraws, the student may no longer be eligible for the full amount of TA funds originally awarded. In compliance with Department of Defense policy, University of the Cumberlands will return any unearned TA funds on a prorated basis through at least the 60% portion of the period for which the funds were provided. TA funds are earned proportionally during an enrollment period, with unearned funds returned based upon when a student stops attending. Withdrawal and Refund by Week and Session 8 Week Course Withdraw Before or During Week 1 100% Return During Week 2 75% Return During Weeks 3-4 50% Return During Week 5 40% Return (60% of Course is Completed) During Weeks 6-8 0% Return 16 Week Course Withdraw Before or During Weeks 1-2 100% Return During Weeks 3-4 75% Return During Weeks 5-8 50% Return During Weeks 9-10 40% Return (60% of Course is Completed) During Weeks 11-16 0% Return For additional questions please contact: [email protected] or, [email protected]

Student’s Right to Cancel

If a student officially withdraws after the posted cancellation deadline and on or before the first day of the term, they will be charged a non-cancellation fee of $150 for tuition and $150 for room and board for the fall and spring term. There is no non-cancellation fee for the summer term(s).

If a student officially withdraws after the first day of classes, they will be charged an administrative withdrawal fee of

$100 for the fall and spring terms and $50 fee for the summer and bi-terms.

A student is not eligible for any financial aid prior to attending the first day of class. No Refund of Tuition or fees will be applied for dropping a course after the last day to add a course for the term has

expired.

STUDENT FINANCIAL AID

The Financial Aid Program at the University of the Cumberlands has been established to assist eligible students through scholarships, grants, loans and employment. University of the Cumberlands believes that the primary responsibility for financing a college education rests with the student’s family. This belief applies to all students. Financial aid from the University is viewed as supplementary to the efforts of the family.

UC recognizes that each family situation is unique; therefore, each application for financial assistance is carefully

analyzed. Since the applications for financial aid are confidential, students and parents are urged to answer all questions completely and explain fully all special circumstances. In most cases incomplete applications will be returned to the applicant for the needed information.

All students who need financial aid assistance should complete a FAFSA (Free Application for Federal Student Aid

online at www.fafsa.gov/. If you need additional assistance completing the FAFSA, please contact the Financial Aid Office. University of the Cumberlands strives to make a higher education affordable. The total amount of financial

aid granted to a student by any combination of sources shall not exceed the student’s direct cost plus an amount for books. Student loans may be added above this figure, not to exceed the total cost of attendance.

See the Student Handbook for information on complaint procedures regarding state financial aid. For more information concerning financial aid, please contact the Financial Aid Office.

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Tuition Assistance Course Approval Process Purpose: This policy is set forth to assist Service members in the pre-enrollment and Tuition Assistance (TA) course approval process. Policy: (1) Once an eligible Service member decides to use TA benefits to cover tuition expenses at University of the Cumberlands, it is in the best interest of the Service member to obtain approval of courses through their Educational Services Officer (ESO) and/or counselor within their Military Service branch, prior to enrolling in the courses. All Military TA benefits must be requested and approved prior to the start date of the course(s). (2) If the eligible Service member decides to enroll in course(s) prior to approval from their respective ESO, and/or counselor in their Military Service branch. The Service member is solely responsible for the tuition of these course(s). This does not indicate that Service Members may not enroll in courses prior to their respective start date, if the sole purpose of enrolling is to secure a spot in the course(s). However, the Service member could be responsible for this tuition, and it may or may not be covered by Tuition Assistance benefits.

Satisfactory Academic Progress

Federal regulations require that all students who receive federal or state financial aid make progress toward a

degree. Therefore, colleges establish policies that ensure students’ progress successfully towards degree completion both qualitatively (GPA) and quantitatively (hours attempted versus hours earned and time frame). At Cumberlands, we have established the following Satisfactory Academic Progress (SAP) Policy for all types of financial aid (federal, state, and institutional) that will be reviewed each semester, including the summer term.

Enrollment Graduate students must have at least 6 credit hours each semester to be considered full-time. Any student with less than 3 hours is considered less-than ½ time and is ineligible for financial aid. Enrollment status is determined at 5:00 p.m. on the last day to register for a class. This is called our “Census Date”. Most types of financial aid are dependent on enrollment status. For example, a student must enroll at least ½ time to be eligible for Federal Unsubsidized Student Loans. Enrollment status will not change after the Census Date for that term. Transfer credit counts as both attempted and earned hours.

Quantitative The maximum time frame in which a student must complete their degree cannot exceed 150% of the published length of the student’s degree program. Graduate programs at Cumberlands require different hours to complete each degree. For example, if the student’s program requires 30 hours to complete the degree, then the maximum number of attempted hours is 45 hours (30 x 150%) for financial aid eligibility. Any student who attempts hours beyond this mark is ineligible for financial aid. All semesters and credit hours attempted are used toward the maximum time frame allowance regardless of whether the student received financial aid. All repeated courses, failed courses, withdrawals, courses taken from a change in major, and transferred hours will count as credit hours attempted toward the maximum time frame.

In order to complete the necessary number of credit hours within the allowable time frame, all students must earn credits in 67% of all hours they attempt cumulatively. Grades of W, I, F, and transfer hours are counted as attempted hours, however, grades of W, I, and F will NOT count as earned hours.

Qualitative Students must also earn a certain cumulative Grade Point Average (GPA) to maintain SAP. All graduate students must maintain a cumulative GPA of at least a 2.0 on a 4.0 scale. Additionally, all students who have completed at least 15 credit hours must maintain a cumulative GPA of at least 3.0 on a 4.0 scale. Evaluation After each semester, a review will be made of all enrolled students to determine if they meet this policy. If the student fails to meet SAP after one semester, they will be automatically placed on “Financial Aid Warning”. The student will be eligible to receive aid for one semester. At the end of the warning semester, the student will be evaluated again. If they regain SAP, there is no further action, and they remain eligible for financial aid. For those students who fail to regain SAP, they will be placed in “SAP Suspension” and be ineligible to receive financial aid.

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Treatment of Title IV Aid When a Student Withdraws

The law specifies how each school must determine the amount of Title IV program assistance that students earn if they withdraw from school.

When students withdraw during the payment period or period of enrollment, the amount of Title IV program

assistance that the student has earned up to that point is determined by a specific formula determined by the Department of Education. If the student received (or the school received on the student’s behalf) less assistance than the amount that was earned and offered, the student may be able to receive those additional funds. If the student received more assistance than was earned, the excess funds must be returned by the school and/or the student.

The amount of assistance that the student earned is determined on a prorated basis. For example, if the student

completed 30% of the payment period or period of enrollment, the student earns 30% of the assistance s/he was originally scheduled to receive. Once the student has completed more than 60% of the payment period or period of enrollment, s/he has earned all the aid offered and accepted for the period.

If the student did not receive all of the funds that were earned, s/he may be due a post-withdrawal disbursement. If

the post-withdrawal disbursement includes loan funds, the school must get the student’s permission before it can disburse them. Students may choose to decline some or all of the loan funds so that they don’t incur additional debt. The school may automatically use all or a portion of the post-withdrawal disbursement for tuition and fees.

The requirements for Title IV program funds when withdrawn are separate from any refunds policy that the school

may have. Therefore, the student may still owe funds to the school to cover unpaid institutional charges. The school may also charge the student for any Title IV program funds that the school was required to return. To obtain a copy of the refund policy you may contact the Bursar office. The Registrar can also provide you with the requirements and procedures for officially withdrawing from school.

If students have questions about Title IV program funds, s/he can call the Federal Student Aid Information Center at

1-800-4-fedaid (1-800-433-3243). TTY users may call 1-800-730-8913. Information is also available on Student Aid on the Web at www.studentaid.ed.gov.

Return of Other Sources of Financial Aid

If a credit balance remains on the student account in the Bursar’s Office after the return of Title IV financial aid or a credit

balance remains for those students who have no Title IV aid that excess balance will be returned in the following order: • Alternative Loans • Institutional Loans • Outside Scholarships • Payment by Students

For Washington State residents seeking information and resources about student loan repayment or seeking to submit a complaint relating to your student loans or student loan servicer, please visit www.wsac.wa.gov/loan-advocacy or contact Student Loan Advocate at [email protected].

Veterans Administration Educational Assistance

The following degrees are approved for the enrollment of Veterans and eligible persons under the provisions of Chapters

30 (Montgomery GI Bill®), 31 (Vocational Rehabilitation), 32 (VEAP), 33 (Post 9/11), 35 (Dependents Educational Assistance), 1606 (Selected Reserve) and 1607 (REAP) under Titles 10 and 38 of the United States Code.

• All Bachelor level degrees • All Master’s level degrees • All Doctorate level degrees • Selected Graduate-level Certification programs

Veterans and other students eligible for Veterans Administration education assistance should contact the VA Certification

Officer located in the Office of the Registrar.

Vocational Rehabilitation

This program provides educational assistance for individuals with physical or mental disabilities. Eligibility is determined by a general medical examination from a medical doctor in accordance with the Vocational Rehabilitation Program. For further information on eligibility, consult your local Vocational Rehabilitation Office.

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ACADEMIC INFORMATION AND REGULATIONS

The Commitment Needed to Succeed at University of the Cumberlands

The length of programs at University of the Cumberlands is varied as each program is intentional in its specific preparation and each requires varied hours ranging from thirty (30) hours to sixty-six (66) as well as varied Field/Clinical Experiences. Hence, each program requires dedication and commitment to learning. Successful University of the Cumberlands’ students are self-disciplined individuals with a strong commitment to earn a degree—not just take courses. Handling a University of the Cumberlands’ course load requires dedication. Successful students typically spend an average of 15–20 or more hours per week on their studies, although they do have great flexibility in terms of when and where they study. Students should expect to put in substantial time and effort to realize their personal educational and career goals. Along the way, students can expect support from their faculty advisor, the Graduate Student Success Office or the Department of International Graduate Studies, and other individuals who, together, support an innovative learning environment and learning resources. This level of support ensures interactions between students and faculty as well as between students and staff and among other students.

Students may take up to 12 credit hours each Fall, Spring, or Summer semester with no exceptions or over-rides. Students are limited to 7 hours in each eight week session. Students on academic warning and probation are restricted to a maximum of 3 hours per eight week session.

Academic Advising

Upon acceptance into the Graduate Program, the student will be assigned a graduate advisor who has expertise in

the chosen field. While the faculty advisor’s contact information is provided at the time of assignment, students can contact the Graduate Student Success (GSS) office or the Department of International Graduate Studies (DIGS) to obtain that information again. The faculty advisor’s role is to work in concert with the GSS office or the DIGS office to assist students in successful progression through their program. Hence, student contact with the advisor will elicit a response within a reasonable timeline.

Trained personnel in the GSS office for all programs other than Executive format and the Department of

International Graduate Studies (DIGS) for Executive format programs work with students to develop a planned program/curriculum contract of work based on one of the following purposes:

• To improve the professional competency for the position covered by the initial degree. • To extend the scope of professional competency to an area not covered by the initial degree. • To obtain preparation-certification required for professional advancement to a higher position.

The planned program should also specify any deficiencies that must be corrected and the deadline for correcting

those deficiencies. An official planned program must be completed and submitted to the GSS office or DIGS before enrolling in the first course.

Program Advising Counselor M.A., Addictions Counseling Graduate Student Success M.A., Christian Studies Graduate Student Success M.A., Clinical Psychology Graduate Student Success M.A., Disciplinary Studies Graduate Student Success M.A., Education (MAED) Graduate Student Success M.A., Mental Health Counseling Graduate Student Success Master of Arts in Teaching, MAT Graduate Student Success Master of Business Administration (MBA) Dept. of International Grad. Studies (DIGS)/ Grad. Student Success M.S., Coaching Graduate Student Success M.S., Digital Forensics Dept. of International Grad. Studies (DIGS)/ Grad. Student Success M.S., Global Bus. with Blockchain Tech. Dept. of International Grad. Studies (DIGS)/ Grad. Student Success M.S., Justice Administration Graduate Student Success M.S., Health and Human Performance Graduate Student Success M.S., Information Systems Security Dept. of International Grad. Studies (DIGS)/ Grad. Student Success M.S., Information Technology Dept. of International Grad. Studies (DIGS)/ Grad. Student Success M.S., Nursing Family Nurse Practitioner Graduate Student Success M.S., Project Management Dept. of International Grad. Studies (DIGS)/ Grad. Student Success M.S., Physician Assistant Studies Graduate Student Success M.S., Strategic Management Dept. of International Grad. Studies (DIGS)/ Grad. Student Success Education Specialist (Ed.S.) Graduate Student Success Doctor of Business Administration (DBA) Graduate Student Success

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Ed.D., Leadership Graduate Student Success Doctor of Psychology (Psy.D.) Graduate Student Success Ph.D., Business Dept. of International Grad. Studies (DIGS)/ Grad. Student Success Ph.D, Information Technology Dept. of International Grad. Studies (DIGS)/ Grad. Student Success Ph.D., Clinical Psychology Graduate Student Success Ph.D., Counselor Education and Supervision Graduate Student Success Ph.D., Leadership Dept. of International Grad. Studies (DIGS)/ Grad. Student Success

Graduate Student Success (GSS)

The Graduate Student Success office provides advising assistance to graduate students, including an Orientation

Packet and Program Handbooks. The office, located at 649 10th Street, includes staff members whose job it is to help advise and register graduate students for their coursework.

Department of International Graduate Studies (DIGS)

The Department of International Graduate Studies provides assistance to students participating in the Executive format programs (EMS-ISS, EMS-DF, EMS-IT, EMSGBBT, EMBA, EMS-SM, EMS-PM, EPhD Leadership, EPhD Business, and EPhDIT). The office, located in the Cumberland Inn building, includes staff members whose job it is to help admit, advise, and register graduate students participating in the Executive programs (EMS-ISS, EMS-DF, EMS-IT, EMSGBBT, EMBA, EMS-SM, EMS-PM, EPhD Leadership, EPhD Business, EPhDIT).

Grading Systems and Grade Reports

The following grading system is used:

A- Excellent IP-In Progress B- Good I-Incomplete C Average S-Satisfactory (pass) F-Failure U-Unsatisfactory (failure) W-Withdrew

*A “C” is the lowest grade a graduate candidate can earn before failing the course. Grade of “D” are not given at the graduate level. A grade of “IP” in a dissertation class demonstrates appropriate/successful academic progress. A grade of “Incomplete” is assigned only in instances where a unit of work is not completed because of verifiable,

extenuating circumstances, such as illness, accident, death in the immediate family, etc. This grade may be removed by completion of the specific work missed. Under these conditions an “I” may not be removed by retaking the course. The “I” will be entered on the records upon filing a contract between the instructor and the student in the Office for Academic Affairs, with copies of the contract given to each party.

All attempts and grades received are recorded by the registrar on the permanent record (transcript). For purposes of grade point average, only the most recent earned grade is used.

Quality Points and Grade Point Average (GPA)

Quality points are earned in the following manner. A grade of:

A-results in four quality credits per semester hour in any course; B-results in three quality credits per semester hour in any course; C-results in two quality credits per semester hour in any course;

Thus, a three-hour course taken for a semester, with a grade of A, would yield twelve quality points; with a grade of B, nine quality points; and with a grade of C, six quality points. The GPA for a given term results from the total number of quality points earned divided by the total number of GPA credits attempted.

Withdrawing from a Course

A student may withdraw from a course with a “W” up until the last day to drop listed upon the Academic Calendar as long

as another grade has not been previously posted. A “W” has no impact upon a student’s GPA. No student may drop a course after the deadline posted on the Academic Calendar for the appropriate semester or bi-term.

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Withdrawing from the University

A student desiring to withdraw from University of the Cumberlands at any time must complete required paperwork and receive permission from the Vice President for Academic Affairs. The withdrawal process normally begins in the Office of Academic Affairs. The following policies and procedures govern withdrawal from the University for the current term.

1. The permanent record of a student who withdraws from University of the Cumberlands up until the last day to drop a class published on the Academic Calendar for that semester or bi-term will list a mark of “W” for all courses for which another grade has not been previously posted. A “W” carries no grade point penalty.

2. Students withdrawing after the last day to drop a course for the semester or bi-term will receive a grade as determined by the professor. In many cases this may be an “F.”

3. An administrative withdrawal will be posted when non-participation in classes results in an active schedule of less than 1 credit hour, with W’s or F’s posted on all other courses.

4. No student who withdraws from University of the Cumberlands is entitled to a grade report or transcript of credits until the student’s account is cleared by the Bursar’s Office.

5. The final date of active enrollment (more information below) will be used by the Bursar’s Office and the Office of Financial Planning to determine any adjustments involving financial aid and financial charges.

Medical/Emergency Withdrawal. Students who must withdraw from classes for medical reasons or because of dire personal circumstances may submit a written request to the Academic Affairs Office as soon as the student intends to stop participating in classes. This request must be supported by a letter from a medical professional or other source supporting the student’s request with specific information on the student’s diagnosis, current condition and continuing treatment requirements, or on the student’s personal emergency that necessitates the withdrawal request. If the medical/emergency withdrawal is granted, the student will receive a grade of “W” in all current classes. NOTE: Normally, partial medical/ emergency withdrawals are not permitted (that is, withdrawal from one or two courses while the student continues in others).

Administrative Withdrawal. A student may be withdrawn from all classes by administrative action based upon

1. Disciplinary action against a student confirmed by the Vice President for Academic Affairs, the Vice President for Student Services, or other university officer;

2. Failure of the student to confirm enrollment during the enrollment confirmation period at the beginning of a term. 3. Non-Participation in classes resulting in an active schedule of less than 1 credit hour and the posting of an F, W in

other classes.

Final Date of Active Enrollment. Whatever the circumstances, at the time of student withdrawal from the current term, the Registrar determines the final date of active enrollment (normally the last date of class attendance for in-seat classes or the withdrawal date for online courses). The final date of active enrollment is used by the Bursar’s Office and the Financial Planning Office to determine any eligibility for tuition refund and any requirement for return of financial aid.

Verification of Enrollment

A student must confirm enrollment at the beginning of each term during the Confirmation of Enrollment period established

by the Registrar and published on the Academic Calendar. For in-seat courses, Confirmation of Enrollment normally occurs by attendance in all courses on a student’s schedule at least once during the confirmation period. For on-line courses, Confirmation of Enrollment normally occurs via active participation in a learning activity in all courses during the confirmation period. With the assistance of other offices and all faculty, the Registrar’s Office administers the procedures by which enrollment is confirmed.

NOTE: Student Aid is not disbursed by the Financial Planning Office until enrollment is verified. A student’s receipt of aid confirms the student’s intent to complete all courses on the schedule for the semester. Once enrollment is confirmed and aid is disbursed, all policies and procedures described elsewhere are followed regarding tuition refund and aid remission should a student choose to drop individual classes or withdraw from all classes.

Repeating a Course

Students may repeat any course. The grade from the most recent attempt will be the grade of record and is the one

used in calculating the GPA. In such a case, the previous grade remains on the transcript but is taken out of the cumulative GPA calculation and replaced with most recent grade earned. If the student receives a passing grade in a course, they can only receive financial aid for one repeated attempt of that course.

Academic Appeals

Both undergraduate and graduate students have the right to challenge a grade. Before filing a formal appeal, the student

must discuss the grade with the course instructor and department chair. If discussions with the course instructor and department chair do not lead to a satisfactory conclusion, students may file a formal written appeal with the Vice President for Academic Affairs, who will forward the appeal to the chair of the Academic Appeals Committee.

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This formal written appeal to challenge a grade must be filed by the end of the 4th week of classes in the next regular term following the term in which the course in question was taken. The Academic Appeals Committee then gathers information from the student, the instructor, and any other relevant parties. The Committee will deliver its recommendation on the complaint to the Vice President for Academic Affairs. After reviewing this recommendation and concurring or amending it, the Vice President for Academic Affairs will inform the student and instructor of the disposition of the complaint no later than the last day of classes of the term in which the complaint was filed.

Records of all actions regarding academic grade appeals, including their final disposition, are maintained by the Vice

President for Academic Affairs and the Academic Appeals Committee.

Classification of Students Full-Time Students: Registration for six or more credit hours during any semester entitles a graduate student to full-time status.

Conditional Admittance: Candidates who do not have all paperwork in the Graduate Admissions Office by the third week of the term will be provisionally admitted to the University. Individuals who are admitted into the University without meeting all admissions requirements may take up to 12 hours of coursework, but are not officially a part of the Graduate Program.

Full Admittance: Once a student completes all admission requirements, the student is fully admitted into the program of choice.

Non- Degree Students: Non-degree students are those who are visiting students or students seeking certification only. Students not seeking a graduate degree must follow the applicable Admissions procedures in the Graduate Admissions Office. If the non-degree student later applies for and is granted admission into the Graduate Program for a degree, no more than twelve (12) hours taken while in the non-degree category may be used to fulfill degree requirements. No more than twelve (12) graduate hours may be applied to a Rank I or Rank II change or a degree program without the visiting student and their advisor developing a Planned Program.

Outlined below are the requirements and procedures for non-degree students wishing to enroll in graduate course at University of the Cumberlands.

• Visiting Student o Be in good standing in an accredited graduate school. o Submit all applicable admissions documents to the Admission’s Office. o Request a letter from the Registrar’s Office and forward it Graduate Admissions Office. o Meet the foundational prerequisite requirement of the course. o A visiting student who elects further graduate study at the University of the Cumberlands must fulfill all

requirements for admission to the Graduate Program. • Special Student

o Present a copy of transcript from an accredited undergraduate college or university indicating date of graduation.

o Complete a Graduate Application obtained from the Graduate Office. o Non-degree-seeking persons who elect further graduate study at the University of the Cumberlands must

fulfill all requirements for admissions to the Graduate Program. The process is outlined in sections Admission to the Graduate Program and The Application Process.

• Undergraduate Students o Under certain circumstances, seniors who have earned 96 hours or more may be allowed to take a limited

number of graduate courses (500-level only). Such students must see the Vice President for Academic Affairs for permission to take graduate courses.

Academic Standing: All students are expected to make satisfactory progress in their program by maintaining a GPA of 3.0 on a 4.0 scale.

Good Academic Standing: Students who conform to the following guidelines are considered in good academic standing: For degree students, a GPA of 3.0 or higher overall in all courses listed on the approved program of study and in all courses taken as a graduate student.

For non-degree students, a GPA of 3.0 or higher overall in all courses listed on the approved program of study and in all courses taken as a graduate student.

Satisfactory Academic Progress is related to financial aid and, as such, is discussed in Financial Planning below.

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Military Admission Recruitment Tactics Policy Purpose: This policy is set forth to eliminate and prevent any possible fraudulent and/or aggressive recruitment of students; including but not limited to veterans, Military Service members and their dependents or spouse. Policy:

(1) University of the Cumberlands will ensure compliance with regulations set forth by the Department of Education (34 C.F.R 668.71-668.75 and 668.14) related to restrictions on misrepresentation of the nature of the educational program, financial charges, employability of graduates, relationship with Department of Education and compliance with the student financial assistance program authorized by Title IV of the Higher Education Act of 1965, as amended (Title IV, HEA program) as they are related to the recruitment of Service members and prospective students.

(2) No university employee(s), third parties or agents may offer any inducement (including any gratuity, favor, discount, entertainment, hospitality, loan, transportation, lodging, meals, or any other item) to any individual for the purpose of securing enrollment of students, or gaining access to federal Title IV funds, federal Tuition Assistance (TA), and/or Veteran Affair (VA) benefits.

(3) No university employee(s), third parties or agents will be provided any commission, bonus, or other incentive for the sole purpose of securing enrollments, Title IV funds, TA funds, or VA benefits as it relates to the recruitment, admission, and enrollment of the veteran, Service member, and their dependents or spouse.

(4) No university employee(s), third parties or agents will engage in high pressure sales or recruitment tactics such as unsolicited contacts (3 or more) by phone, email, or in person, and will refrain from same day recruitment and registration for the purpose of securing Service member enrollments.

Academic Standing Policy and Procedures

Academic Probation: A student who has a cumulative grade point average (GPA) below a 3.0 will be placed on academic probation for the next semester. A letter will be sent to the student to inform them that their grades have fallen below the required standard. If the student improves their grades to a 3.0 cumulative GPA, they will be restored to full and active student status. Students may not continue on academic probation for more than two semesters of their enrollment. Students whose cumulative GPA has fallen below a cumulative GPA of 3.0 during two or more semesters of enrollment will be suspended from their graduate program. The occurrence for the second probationary semester does not have to be consecutive from the first occurrence. In the event that a student is enrolled in courses at the time of suspension notification, the courses of the upcoming enrollment will be dropped without course fee. Academic Suspension: Students who have been dismissed from their Graduate Program for the aforementioned academic regulations may appeal in writing using the Appeals Form to the Office of Academic Affairs. The written appeal to challenge academic suspension must be filed by the fifth (5th) business day following the end of the academic semester. The Academic Appeals Committee will review the appeal and gathers information from any relevant parties. The Committee will deliver its recommendation to the Vice President for Academic Affairs. After reviewing this recommendation and concurring or amending it, the Vice President for Academic Affairs will inform the student of the disposition of the appeal no later than the seventh (7th) business day following the end of the academic semester. Should a student appeal be granted, the student MUST earn a cumulative GPA of 3.0 GPA for all future semesters. Any future appeals will not be granted. Should a student appeal denied, students course registration will be dropped, without fee. Written appeals must be completed by using the following form: https://na2.docusign.net/Member/PowerFormSigning.aspx?PowerFormId=eb12a2e4-bcfe-4520-96d2-d8ed82fab899 Academic Department may have additional academic standing policies, as outlined within their department requirements in the Graduate Catalog. Readmission: Students must be in good standing in order to be admitted into any program. a. If a student has been on probation for more than one semester in an unfinished program at the University of the

Cumberlands or was suspended from a program at University of the Cumberlands or any other IHE, the student cannot be admitted into a new program at University of the Cumberlands.

b. Graduation from a program in which a student has been on probation causes those probation semesters to be forgiven in a newly admitted program.

College Regulations: All student violations of sufficiently serious nature to warrant the possibility of suspension or expulsion are subject to investigation by the Vice President of Academic Affairs. Such violations may include but are not limited to dispositions and characteristics reflecting anti-social or inappropriate comments or behavior, attendance, tardiness, or lack of scholarly professionalism.

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Readmission Following a Period of Active Military Duty

Policy Statement

The University of the Cumberlands recognizes the importance of contributions and the sacrifices made by our service members. In support of these students, the University has developed the following procedures to ensure maximum flexibility is afforded to assist these students. Students seeking readmission following a period of deployment/active duty for more than thirty (30) days, will be promptly readmitted into the next class or classes in the student’s program beginning after the student provides intent to reenroll.

Purpose

The purpose of this policy is to inform students receiving military tuition assistance of the required actions the University must take to comply with the Department of Defense Memorandum of Understanding (DOD MOU) when students are called to active duty.

Scope

This policy only applies to students in the National Guard Reserves and to some prior active duty personnel who may be called/recalled to active duty. Regulatory and Document Reference 34 CFR 388.18 Chapter 3, Volume 2 IFAP

Procedure

A student must give notification of intent to return to school. This notification should be given to the Department of Admissions. This notification may be oral or written and must be given within three (3) years of completion of the period of service. A student who is hospitalized or healing due to the need to recovery from an illness or injury must notify the University within two (2) years after completion of the period needed for recovery. Students who fail to apply for readmission within these time frames does not automatically forfeit eligibility for readmission, but would then be subject to the University’s general leave of absence practices. Students seeking readmission following a period of deployment/active duty for more than thirty (30) days, will be promptly readmitted into the next class or classes in the student’s program beginning after the student provides intent to reenroll. There is exception when the student requests a later date or unusual circumstances require the school to use a later admission date. Students are admitted

 to the same academic status, in the same program they were last admitted for. When the program is no longer available, the most similar to that program, unless the student chooses a different program;

 at the same enrollment status, unless the student wants a different enrollment status;  with the same number of credit hours previously completed, unless the student is readmitted to a different program

and the completed credit hours are non-transferable; and  with the same academic standing the student previously had.

If the student is readmitted to the same program, for the first academic year in which the student returns, the University will assess the tuition and fee charges the student was or would have been assessed for the academic year during which the student left the school. However, if the veteran’s education benefits or other service member education benefits will pay the higher tuition and fee charges other students in the program are paying for the year, the University may assess those charges to the student as well. If the student is admitted to a different program, and for subsequent academic years for a student admitted to the same program, the University will assess no more than the tuition and fee charges other students in the program are assessed for that academic year. The cumulative length of the absence and of all previous absences from the University for military service may not exceed five (5) years. Only the time the student spends actually performing service is counted.

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REQUIRED DOCUMENTATION AND PROCEDURES

Verification of Enrollment

A student must confirm enrollment at the beginning of each term during the Confirmation of Enrollment period established by the Registrar and published on the Academic Calendar. For in-seat courses, Confirmation of Enrollment normally occurs by attendance in all courses on a student’s schedule at least once during the confirmation period. For on- line courses, Confirmation of Enrollment normally occurs via active participation in a learning activity in all courses during the confirmation period. With the assistance of other offices and all faculty, the Registrar’s Office administers the procedures by which enrollment is confirmed.

NOTE: Student Aid is not dispersed by the Financial Planning Office until enrollment is verified. A student’s receipt of aid confirms the student’s intent to complete all courses on the schedule for the semester. Once enrollment is confirmed and aid is dispersed, all policies and procedures described elsewhere are followed regarding tuition refund and aid remission should a student choose to drop individual classes or withdraw from all classes.

Degree Time Limit

All graduate degrees must be completed within six (6) years of initial enrollment. Any student enrolled in an alternative

certification program within the School of Education, in which a Temporary Provisional Certificate is issued by the state, must complete the program within three (3) calendar years from the time of initial enrollment. This time limit is to include a one-year internship (K.T.I.P.). Accordingly, all students who are issued a Temporary Provisional Certificate dependent upon enrollment in an approved program at the University of the Cumberlands must be enrolled in a minimum of six graduate hours per semester.

Course Restrictions

Courses numbered 500 or above may be counted as credit toward a master’s degree, provided they are approved as part of the student’s planned program. Some 500-level courses are open to both graduates and undergraduates, whereas 600-level courses are open only to qualified graduate students. Courses cannot be counted toward both the undergraduate and graduate programs. A senior can take nine (9) hours of approved 500-level courses in the twelve (12) months preceding the student’s expected date of graduation, with a maximum of three (3) hours per semester.

Required Courses Consult the planned programs (curriculum contracts) of various programs for required courses in each emphasis. A minimum of eighteen (18) hours of 600 or above courses must be taken to meet the requirements for the completion of the Rank I program.

POLICIES/PROCEDURES SPECIFIC TO THE EXECUTIVE FORMAT PROGRAMS

Programs Offered in Executive Format Option

• Executive Master of Business Administration (MBA) • Executive Master of Science in Project Management (MSPM) • Executive Master of Science in Strategic Management (MSSM) • Executive Master of Science in Global Business with Blockchain Technology (MSGBBT) • Executive Master of Science in Information Systems Security (MSISS) • Executive Master of Science in Digital Forensics (MSDF) • Executive Master of Science in Information Technology (MSIT) • Doctor of Philosophy in Business (Ph.D. Business) • Doctor of Philosophy in Information Technology (Ph.D. IT) • Doctor of Philosophy in Leadership (Ph.D. Leadership)

Residency Requirement

Residency weekend sessions are mandatory. A student must attend all three-days (3) of the residency session to receive credit and fulfill immigration in-seat class component to retain F-1 Status. As such, requests to arrive late or leave early will not be approved. Absolutely no exceptions allowed. For details visit http://www.ucumberlands.edu/residency

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Residency Attendance Policy Attendance to each Executive Residency class session is mandatory. Students may make-up no more than one (1) residency session throughout the duration of their academic program. Missing a second residency will result in the student being dismissed from the University. Each student must be in attendance for the entire duration of the required residency weekend. Late arrivals and/or early departures are not permitted. Punctuality is important as each student is required to have the documented in-seat time per course requirements. A missed session will result in the student attending a make-up session, and paying a $300 Residency Make-Up fee. In addition, the student may be asked for documentation from the program department providing an explanation as to why the schedule residency session was missed. Make-Up sessions must be completed prior to the end of the term. Noncompliance with this policy will result in dismissal from the executive program.

Physical Attendance Records

As referenced in prior policy statements, any student enrolled in the Executive Format program must attend their assigned Residency Session as a component of their course enrollment. Due to course structure in the Executive Format program, a student cannot be successful in their residency courses without full physical attendance at the entire assigned residence each term. Please use the catalog attendance statements, course syllabus, and personal travel receipts for any documentation needed regarding physical attendance at assigned residencies.

To access your residency attendance report for Summer 2020 and beyond please log into your UC1 Portal. From there, you will choose “Attendance” on the top right corner. If your attendance is missing or does not appear to be correct, please contact your academic department.

For a tutorial on checking attendance in UC1, please watch the following video: Student Attendance Access Tutorial.

For attendance reports from Summer 2020 to Spring 2021 please click “Attendance Reports for Summer 2020 – Spring 2021” under “UC1 Links” on your UC Portal.

For attendance prior to Summer 2018, please refer to our general statement regarding the attendance policy in the executive format programs: Executive Programs Attendance Policy. For international students gathering “Request for Evidence” (RFE) documentation regarding Physical Attendance Records, please use the policy statements above, university transcripts demonstrating successful course completion, course syllabi, and personal travel receipts to verify physical course attendance. The aforementioned university specific documentation represents what the university can provide related to physical attendance records.

Application of Learning

The Computer and Information Sciences Department, the School of Business, and the Leadership graduate (Masters and Doctorate) executive format programs have an applied learning component (internship/practicum) that is an integral (essential) part of the established curriculum. These programs all require the student take part in an internship that is offered by the sponsoring employer through a cooperative agreement with the school.

Additionally, due to the advanced nature of these programs, students are required to participate immediately in an internship/practicum.

Regulation Related to International Students

“An F-1 student may be authorized by the DSO to participate in a curricular practical training program that is an integral part of an established curriculum. Curricular practical training is defined to be alternative work/study, internship, cooperative education, or any other type of required internship or practicum that is offered by sponsoring employers through cooperative agreements with the school.” Source: 2002 Final SEVIS Rule: 67 Fed. Reg. 76256 (December 11, 2002), amending 8 CFR 214.2(f) (10) (i)

Students who have received one year or more of full time practical training are ineligible for post-completion academic training. Exceptions to the one academic year requirement are provided for students enrolled in graduate studies that require immediate participation in practical training. A request for authorization for practical training must be made to the DSO. A student may begin practical training only after receiving his or her Form I–20 with the DSO endorsement

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INTR 599/799 – Applied Learning Practicum (1 credit hour)* In this Applied Learning Practicum course students will apply what they are learning in their other two courses to the real world via work or internship experiences.

The Applied Learning Practicum can be either (1) an alternative work/study, internship, cooperative education, (2) employment in an area directly related to the student’s course of study, or (3) a project conducted in collaboration with program faculty applying coursework to a professional setting.

Through this course, the University will have a Collaborative/Cooperative Agreement with all practicum or internship sites before the student is permitted to begin the field placement work. Department approval is required to determine if the placement aligns with the program of study. The course will be repeated in each semester of student enrollment. As an integral part of the executive formatted programs, this course is required every semester in which a student is taking courses.

INTR 899 – Applied Learning Practicum, Dissertation Phase (3 credit hours) INTR 899 is designed to enhance the educational experience of the dissertation phase for doctoral students. Students will utilize the course to maintain dissertation progress and ensure alignment of research topic with a professional setting within the student’s academic discipline and professional experience/interests.

Through this course, the University will have a Collaborative/Cooperative Agreement with all practicum or internship sites before the student is permitted to begin the field placement work. Department approval is required to determine if the placement aligns with the program of study. As an integral part of the executive formatted programs, this course must be taken every semester during the dissertation phase for executive-format students.

ADVANCED STANDING/ACADEMIC CREDIT THROUGH EXPERIENTIAL LEARNING

It is possible for a student to receive academic credit for certain types of innovative and meaningful work experience related to the student's academic program and objectives. An example might be satisfactory research experience in an organization or institution which does not give academic credit. The proposal for such academic credit must be approved in advance by the appropriate departmental chair and the Registrar, under the oversight of the Vice President for Academic Affairs. A determination of the credit awarded is made only after a thorough evaluation has been completed. (Policies and Procedures Addendum for Faculty, p. 41)

Guidelines for Academic Credit through Experiential Learning University of the Cumberlands is committed to quality education and recognizes that learners in higher education come with many experiences from varied backgrounds. Therefore, University of the Cumberlands has developed a process through which learners may earn college credit for prior learning experiences that do not fit into another category of recognized credit (e.g. external standardized credit-by-exam, articulated licensure, or certification).

Extra-institutional learning is defined as learning that is attained outside the sponsorship of legally authorized and accredited postsecondary educational institutions. The term applies to learning acquired from work and life experiences; independent reading and study; mass media; and participation in formal courses sponsored by associations, business, government, industry, the military, and unions. University of the Cumberlands recognizes extra-institutional learning through a portfolio assessment process. The guidelines presented are intended to provide a foundation for the experiential learning process, with an emphasis on learning outcomes and competencies that the learner will document in each portfolio. Credit proposed by the learner and granted by the evaluator will be course specific. Students may earn a maximum of 25% of the credit in the academic program for which they are enrolled through PLA.

At least thirty-three percent of the total semester hours in any degree requirement must be completed at the University of the Cumberlands (PLA will not meet this requirement).

Students will complete the following before they will be accepted to complete the Prior Learning Portfolio Process:

1. Review the PLA Information and Orientation Presentation found on the University website at

http://inside.ucumberlands.edu/academics/registrar/pla to gain an overview of the process and to self-assess eligibility for PLA.

2. Verify you meet the following qualifications for PLA, which includes being enrolled in a degree-seeking program at

University of the Cumberlands 3. Submit the completed Prior Learning Assessment Request to Pursue form (found at

http://inside.ucumberlands.edu/academics/registrar/pla) and submit to your Program Director or Department Chair.

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4. The PLA Coordinator will assure that your Request Packet is complete and meets basic criteria and will forward it to the appropriate Program Director/District Dean for approval to proceed with the PLA portfolio.

5. Once the program director approves your request to pursue PLA, the student must take the Prior Learning Assessment

Portfolio Development course. University of the Cumberlands provides a non-credit, online course called OLCP 500. Prior Learning Assessment and Career Portfolio Development. Students requesting PLA credit are required to take this course for the first portfolio, but may opt not to retake it for subsequent portfolio submissions. This course provides further explanation for PLA portfolio development through guided step-by-step instruction and instructor availability while the student prepares the first portfolio. This course can be taken by registering in Higher Reach and is provided as an “open entry/open exit” course.

6. Build the portfolio.

7. Pay PLA fee of $95. This is a nonrefundable fee. Submit the receipt with portfolio.

8. Submit the portfolio to the program director or district dean who approved your request packet. The evaluator will review

the documentation and complete the Evaluator Response/ Rating Rubric. Expect to receive the results in approximately six weeks.

Portfolio Rating and Credit

When credit is approved, the evaluator makes a recommendation to grant credit for the course requested and the student will receive a copy of the Evaluator Response/Rubric form from the Registrar’s office after credit has been posted to the student record. Alternatively, the evaluator may return the portfolio for minor explanation and/or documentation revisions. Large revisions will not be allowed. The determination regarding option to revise is based on the evaluator’s assessment of the portfolio via the Rating Rubric. If the portfolio is returned for minor revisions, a date of return will be listed on the Evaluator Response/Rubric form. The student must return the portfolio by the date listed or forfeit the credit with an automatic denial.

If credit is denied, the evaluator will provide feedback on the portfolio along with the Evaluator Response/Rubric. The student may appeal in writing to the Program Director or District Dean, who may determine whether to resubmit to another evaluator or make other recommendations to the student. All appeals must be requested within 30 days of the student notification mail-out date.

Credit for Prior Learning University of the Cumberlands recognizes that students entering or returning to college bring with them a wide variety of prior learning experiences Credit for Prior Learning (CPL) allows qualified students to earn credit for college-level learning outside of the classroom. The School of Computer and Information Sciences may consider accepting the following certifications as replacement for the corresponding courses for as Credit for Prior Learning. Validation and approval are required from the program director.

Course# Course Name Certification ISOL 633 ISOL 699

Or

Legal Regulations, Compliance, and Investigation Information Security Project

Or

(ISC)2 CISSP

MSDF 633 MSDF 699

Computer Crimes and Digital Forensics Digital Forensics Project

(ISC)2 CISSP

ISOL 633 ISOL 699

Legal Regulations, Compliance, and Investigation Information Security Project

ISACA CISM

ISOL 633 ISOL 699

Legal Regulations, Compliance, and Investigation Information Security Project

GIAC Information Security Professional (GISP)

MSDF 531 Windows Digital Forensics GIAC Certified Forensic Examiner or GIAC Certified Forensic Analyst

MSDF 633 MSDF 630 MSDF 699

Computer Crimes and Digital Forensics Digital Forensics Evidence Digital Forensics Project

Conferred Juris Doctorate Degree

The Department of Justice Administration may consider accepting the following certifications as replacement for the corresponding courses for as Credit for Prior Learning for the Master’s in Criminal Justice Administration degree. Validation and approval are required from the program director.

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Course# Course Name Certification CROL 663 CROL664 CROL 538

Criminal Justice Training & Education I Criminal Justice Training & Education II CROL538 Legal Issues in Justice Administration

Certified Law Enforcement Executive (CLEE)

CROL 663 CROL 664

CROL663 – Criminal Justice Training & Education I CROL664 – Criminal Justice Training & Education II

Certified Public Manager (CPM)

CROL550 CROL651 OR CROL663 CROL664

Additions and the Offender Populations Relapse Prevention OR Criminal Justice Training & Education I Criminal Justice Training & Education II

Licensed Alcohol and Drug Abuse Counselor (LADC)

CROL550 CROL651 OR CROL663 CROL664

Additions and the Offender Populations Relapse Prevention OR Criminal Justice Training & Education I Criminal Justice Training & Education II

Licensed Chemical Dependency Counselor (LADC)

CROL550 CROL651 OR CROL663 CROL664

Additions and the Offender Populations Relapse Prevention OR Criminal Justice Training & Education I Criminal Justice Training & Education II

Licensed Alcohol and Drug Counselor (LADC)

PRIVACY RIGHTS OF STUDENTS

The University is subject to the provisions of the Family Educational Rights and Privacy Act (FERPA). This federal

law affords students certain rights with respect to the student’s education records. These rights are:

1. The right to inspect and review the student’s education records within 45 days of the day the University receives a request for access. Students should submit to the Office of the Registrar written requests that identify the record(s) they wish to inspect. The Registrar will make arrangements for access and notify the student of the time and place the records may be inspected.

2. The right to request the amendment of the student’s education records that the student believes are inaccurate, misleading, or otherwise in violation of the student’s privacy rights under FERPA. Students may ask the University to amend a record. They should write the Registrar, clearly identify the part of the record they want changed, and specify why it is inaccurate, misleading, or a violation of their privacy rights. If the Registrar decides not to amend as requested, the Registrar will notify the student of the decision and advise the student of his or her right to a hearing regarding the request and will provide the student with additional information regarding the request and will provide the student with additional information regarding the hearing procedures.

3. The right to consent to disclosures of personal identifiable information contained in the student’s education records, except to the extent that FERPA authorized disclosure without consent. One exception which permits disclosure without consent is disclosure to school officials with legitimate educational interests. A school official is a person employed by the University in an administrative, supervisory, academic, research, or support staff position (including law enforcement unit personnel and health staff); a person or company with whom the University has contracted (such as an attorney, auditor, or collection agent) to perform a university function which would otherwise be accomplished by a university employee; a person serving on the Board of Trustees; or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official in performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility.

Upon request, the University discloses education records without consent to officials of another school in which a student seeks or intends to enroll.

The University may also disclose, without the student’s consent, “directory information”, unless the student has advised the Registrar in writing at least five days following registration that the student does not wish part or all of the directory information to be made public. Once filed, this instruction becomes a permanent part of the student’s record until the student instructs the University, in writing, to have the request removed. The primary purpose of directory information is to allow the University to include this type of information in certain University publications, the media, and outside organizations. The University has designated the following as examples of directory information: the student’s name, addresses including electronic mail address, telephone numbers, date and place of birth, major field of study, degree sought, attained class level, expected date of completion of degree requirements and graduation, degrees and awards received, picture, dates of attendance, full or part-time enrollment status, the previous educational agency or institution attended, class rosters, participation in officially recognized activities and sports, weight and height of athletic team members and denominational preference.

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The University may disclose education records without the student’s consent in certain other circumstances as allowed by law. Students may contact the Registrar with questions or complaints about the content or release of their education records.

4. The right to file a complaint with the U.S. Department of Education concerning alleged failures by the University to comply with the requirements FERPA. The name and address of the office which administers FERPA and to which complaints are to be sent is: Family Policy Compliance Office, U.S. Department of Education, 400 Maryland Avenue, SW, Washington, DC, 20202-4605.

University of the Cumberlands Graduate Catalog, 2020-2021 Page 37

ACADEMIC UNITS

PLASTER GRADUATE SCHOOL OF BUSINESS

Program Mission/Vision

The mission of the Hutton School of Business and the Plaster Graduate School of Business is to foster academic excellence and student achievement at both the undergraduate and graduate levels. Students are provided with a strong academic foundation in business, and are prepared to become productive, competent, and ethical professionals. The School of Business provides a learning environment that is characterized by student-oriented instructional methodologies and the development of leadership and life-long learning skills in its students.

Program Goals

1. Students will acquire the relevant disciplinary knowledge and competencies appropriate to their program of study.

2. Students will acquire effective business-related professional skills. 3. Students will assess their personal values and connect them to ethical behaviors appropriate to

their intended endeavors.

Admission to the MS/MBA Programs

Applicants that do not possess an undergraduate degree in business can be provided access to academic leveling courses. These academic leveling courses include: Principles of Accounting, Economics, Finance, Management, and Marketing, as well as Statistics. Academic leveling needed is determined by a review of the applicant’s transcript(s) and completion of the MBA Inbound Exam.

Students wishing to pursue the MBA Accounting concentration should have completed an undergraduate degree in accounting or demonstrate completion of accounting studies equivalent to the degree.

Programs

Master of Business Administration (MBA) All courses are three (3) hours unless otherwise noted

General MBA-31 credit hours; MBA Concentrations-37 hours

Program Description The MBA Program is designed to provide a practical professional development opportunity for individuals already engaged in full-time careers. This program will prepare individuals to embark upon and continue successful careers in business, government, and education.

MBA graduates will be able to:

1. Demonstrate well-developed case study problem-solving skills. 2. Examine the major theories and concepts in the areas of accounting, finance, management, and

marketing. 3. Integrate their findings from the major theories and concepts in the areas of accounting, finance,

management, and marketing to organizational decision making. 4. Analyze the opportunities and challenges of legal, social, economic, and global business issues. 5. Apply standards of ethical behavior in business to managerial decision making. 6. Utilize appropriate technological and quantitative methods and tools to the solution of practical business

problems. 7. Demonstrate advanced professional business communication skills. 8. Demonstrate well-developed organizational, leadership, and teamwork skills. 9. Integrate theory and practical application across business functional areas for the purpose of strategic

analysis, planning, implementation, and control.

Students can earn the MBA in either a fully online format or an executive format combining online and on- site study. The Executive format program requires attendance at weekend residency classes. Further, the Executive MBA Program meets the needs of international graduate business students. This program provides both in-seat and online coursework. Graduate students joining the Executive MBA program will be employed or conduct projects in business-related positions and participate in Applied Learning Practicum, in which students apply what they are learning in their program to the real world via work or internship experiences.

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Program of Study

General MBA The general MBA is comprised of twenty-one (21) credit hours of core courses, nine (9) hours of business elective courses and one (1) additional credit hour for a Capstone styled course or Applied Learning Practicum. Core Courses (21 hours). Twenty-one hours in the degree are earned through seven courses that explore various aspects of the business manager’s role in nurturing a sound environment and healthy culture in the organization.

BACC 531 Managerial Accounting BADM 533 Marketing Management BADM 534 Managerial Finance BADM 535 Managerial Economics BADM 577 Business Sustainability, Corporate Governance, and Organizational Ethics BADM 582 Business Analytics for Strategic and Organizational Performance BADM 638 Strategic Decision-Making

Business Electives (Nine hours)

The MBA Business Electives are designed to develop competent business professionals who are knowledgeable in the various areas of professional practice.

Business Electives (Nine hours) BADM 538 Management of Investments BADM 539 Research and Report Writing BADM 631 Managing in a Global Environment BADM 632 Advanced Human Resource Management BADM 690 Special Projects in Business and Related Subjects Other 500- or 600-level business electives as approved by MBA Program Director

Applied Learning Practicum (1 hour) INTR 599 – Applied Learning Practicum (1 credit hour)* *The Computer and Information Sciences Department, the School of Business, and the Leadership graduate (Masters and Doctorate) executive format programs have an applied learning component (internship/practicum) that is an integral (essential) part of the established curriculum. Due to the applied learning component required for the degree program, executive format students must enroll in INTR every term of enrollment.

All candidates completing the Master of Science in Business degree will complete a written Comprehensive Examination in the last semester of their academic program as a graduation requirement.

MBA Concentrations The MBA concentration curriculum is comprised of fifteen (15) credit hours within a concentration, twenty-one (21) hours of core required credit hours and one (1) additional credit hour for a Capstone styled course or Applied Learning Practicum. Content Concentration (15 hours) Fifteen hours are earned in courses in one of the concentrations: accounting, project management, strategic management, entrepreneurship, healthcare administration, or marketing. Content Concentrations are taken in place of the Business Electives listed above.

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MBA-Accounting Concentration (15 hours) The MBA Program Accounting Concentration is designed to develop competent accounting professionals who are knowledgeable in the various areas of professional practice. Students completing the concentration in Accounting will be prepared to sit for the CPA examination.

In addition to the learning outcomes provided within the core of the MBA, students completing the concentration in Accounting will be able to:

1. Utilize their knowledge of the professional practice of accounting. 2. Develop advanced analytical and critical thinking skills to evaluate information, solve problems, and make

sound ethical decisions in the different areas of accounting. 3. Conduct research on issues and questions relevant to the accounting profession. 4. Interpret the ethical and legal responsibilities of professional accountants.

Accounting Electives (15 hours) BACC 537 Taxation of Business Entities BACC 539 Advanced Accounting Information Systems BACC 632 Advanced Governmental and Not-for-Profit Accounting BACC 635 Advanced Accounting Theory BACC 637 Tax Research and Practice BACC 638 Advanced Assurance Services BACC 690 Special Projects in Accounting and Related Subjects

MBA-Project Management Concentration (15 hours) The concentration in Project Management is designed to develop competent business professionals who are knowledgeable in the various areas of project management. Students completing the concentration in Project Management will be prepared to manage projects within an organization. In addition to the learning outcomes provided within the core of the MBA, students completing the concentration in Project Management will be able to:

1. Utilize advanced knowledge of the project management process, including planning the project, initiating the project, executing the project, monitoring the project, and controlling the project.

2. Develop advanced analytical and critical thinking skills to evaluate information, solve problems, and make sound ethical decisions in the different areas of project management.

3. Conduct research on issues and questions relevant to the project management practice. 4. Examine the ethical and legal responsibilities of project managers.

Project Management Electives (15 hours) BADM 623 Project Management Processes BADM 627 Project Risk and Quality Management BADM 628 Project Human Resources and Stakeholder Management BADM 633 Planning the Project BADM 634 Initiating the Project BADM 635 Executing the Project BADM 636 Monitoring/Controlling and Closing the Project BADM 637 Strategic Application in Project Management

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MBA-Strategic Management Concentration (15 hours) The concentration in Strategic Management is designed to develop competent business professionals who are equipped with the core concepts, frameworks, and techniques of strategic management. Students completing the concentration in Strategic Management will be prepared to step into a management or leadership position within an organization.

In addition to the learning outcomes provided within the core of the MBA, students completing the concentration in Strategic Management will be able to:

1. Utilize advanced knowledge of management. 2. Develop advanced analytical and critical thinking skills to evaluate information, solve problems, and

make sound ethical decisions in the different areas of management. 3. Formulate management strategies designed to allow the organization to achieve its objectives. 4. Examine the ethical and legal responsibilities of managers.

Strategic Management Electives (15 hours) BADM 624 Competitive Strategy BADM 625 Mergers and Acquisitions BADM 626 Management Consulting BADM 631 Managing in a Global Environment BADM 632 Advanced Human Resource Management BADM 645 Strategic Leadership BADM 692 Special Projects in Strategic Management

MBA-Entrepreneurship Concentration (15 hours) The concentration in Entrepreneurship is designed to develop competent business professionals who are equipped with the core concepts, frameworks, and techniques of entrepreneurship. In addition to the learning outcomes provided within the core of the MBA, students completing the concentration in entrepreneurship will be able to:

1. Utilize advanced knowledge of entrepreneurship. 2. Develop advanced analytical and critical thinking skills to evaluate information, solve problems, and make

sound ethical decisions in the different areas of business. 3. Formulate a plan for the creation of a new venture. 4. Examine the ethical and legal responsibilities of entrepreneurs.

Entrepreneurship Electives (15 hours) BADM 631 Managing in a Global Environment BADM 632 Advanced Human Resource Management BADM 643 Sales and Customer Relationship Management BADM 644 New Venture Development BADM 645 Strategic Leadership BADM 648 Entrepreneurial Strategy BADM 694 Special Projects in Entrepreneurship and Related Subjects

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MBA-Healthcare Administration Concentration (15 hours) The concentration in Healthcare Administration is designed to develop competent business professionals who are knowledgeable in the various areas of business with specific application to healthcare administration. Students completing the concentration in Healthcare Administration will be prepared to pursue a management or leadership position within an existing or new healthcare organization.

In addition to the learning outcomes provided within the core of the MBA, students completing the concentration in Healthcare Administration will be able to:

1. Utilize advanced knowledge of healthcare administration. 2. Develop advanced analytical and critical thinking skills to evaluate information, solve problems, and

make sound ethical decisions in the area of healthcare administration. 3. Formulate healthcare administration strategies designed to allow the organization to achieve its

objectives. 4. Examine the ethical and legal responsibilities of healthcare administrators.

Healthcare Administration Electives (15 hours) BACC 661 Healthcare Accounting BADM 662 Customer Satisfaction Measurement BADM 663 Healthcare Marketing BADM 664 Healthcare Finance BADM 665 Healthcare Policy and Economics BADM 667 Legal and Ethical Issues in Healthcare BADM 668 Strategic Management in Healthcare Administration BADM 696 Special Projects in Healthcare Administration and Related Subjects

MBA-Marketing Concentration (15 hours) The concentration in marketing is designed to develop competent business professionals who are equipped with the core concepts, frameworks, and techniques of marketing. In addition to the learning outcomes provided within the core of the MBA, students completing the concentration in marketing will be able to:

1. Utilize advanced knowledge of marketing. 2. Develop advanced analytical and critical thinking skills to evaluate information, solve problems, and

make sound ethical decisions in the area of marketing. 3. Formulate marketing strategies designed to allow the organization to achieve its objectives. 4. Examine the ethical and legal responsibilities of the marketing profession.

Marketing Electives (15 hours) BADM 643 Sales and Customer Relationship Management BADM 644 New Venture Development BADM 655 Advanced Brand Management BADM 656 Business-to-Business (B2B) Marketing BADM 657 Logistics and Supply Chain Management BADM 658 Marketing Decision Making BADM 662 Customer Satisfaction Measurement BADM 663 Healthcare Marketing BADM 695 Special Projects in Marketing and Related Subjects

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Master of Science, Global Business with Blockchain Technology The Master of Science in Global Business with Blockchain Technology will instruct students to be business leaders though the application of Blockchain technologies. As a discipline, Blockchain was originally developed as the accounting method for the virtual currency Bitcoin. Currently, Blockchain is being used as a distributed ledger technology solving complex problems in diverse fields. With the combination of the ubiquitous nature of stored information and the associated risks of fraud, the field of Blockchain technology can fill a critical need for almost every organization. The proposed master’s program in Blockchain Technology prepares candidates for the advanced practical role of the use of Blockchain technologies to identify potential novel applications of the technology in the fields of accounting, human resources, marketing, banking, voter registration, and real estate.

Upon graduation students are encouraged to take the internationally recognized Certified Blockchain Professional (C|BP) certification exam. It is the program’s overall goal to equip students with skills and an industry certification to maximize their marketability with employers. The program’s primary goals are for the students to succeed in their careers along with providing the highest quality candidates for organizations.

Students completing the M.S. in Global Business with Blockchain Technology will be able to:

1. To develop programming code to implement crypto assets and perform Blockchain data mining with foundational terminology.

2. Students will implement database solutions in the context of Blockchain technology. 3. To analyze the technology’s impact on different aspects of business. 4. To address specific needs and challenges in the field of Blockchain Technology.

Students can earn the MS, Global Business with Blockchain Technology in either a fully online format or an executive format combining online and on-site study. The Executive format program requires attendance at weekend residency classes. Further, the Executive MS, Global Business with Blockchain Technology Program meets the needs of international graduate business students. This program provides both in-seat and online coursework. Graduate students joining the Executive MS, Global Business with Blockchain Technology program will be employed or conduct projects in business-related positions and participate in Applied Learning Practicum, in which students apply what they are learning in their program to the real world via work or internship experiences. Degree requirements include: Core Courses (30 hours)

BLCN 531 Introduction to Blockchain and Cryptocurrencies BLCN 532 Blockchain Development BLCN 533 Finance and Blockchain BLCN 534 Fundamentals of Database Systems BLCN 535 Cryptography* BLCN 631 Blockchain Implementation BLCN 632 Data Mining** BLCN 633 Global Marketing and Blockchain BLCN 634 Human Resource Mgmt. and Blockchain BLCN 635 New Technologies for Business Leaders

*BLCN 535 Cryptography currently taught as ISOL 535 Cryptography **BLCN 632 Data Mining currently taught as ITS 632 Introduction to Data Mining Capstone or Applied Learning Practicum (1 hour) BLCN 699, Capstone OR INTR 599, Applied Learning Practicum*

* The Computer and Information Sciences Department, the School of Business, and the Leadership graduate (Masters and Doctorate) executive format programs have an applied learning component (internship/practicum) that is an integral (essential) part of the established curriculum. Due to the applied learning component required for the degree program, executive format students must enroll in INTR every term of enrollment.

All candidates completing the Master of Science in Business degree will complete a written Comprehensive Examination in the last semester of their academic program as a graduation requirement.

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Master of Science, Project Management The Master of Science in Project Management is designed to develop competent business professionals who are knowledgeable in the various areas of project management. Students completing this degree will be prepared to manage projects within an organization.

Students completing the M.S. in Project Management will be able to:

1. Utilize advanced knowledge of the project management process, including planning the project, initiating the project, executing the project, monitoring the project, and controlling the project.

2. Develop advanced analytical and critical thinking skills to evaluate information, solve problems, and make sound ethical decisions in the different areas of project management.

3. Conduct research on issues and questions relevant to the project management practice. 4. Examine the ethical and legal responsibilities of project managers.

Students can earn the MS, Project Management in either a fully online format or an executive format combining online and on-site study. The Executive format program requires attendance at weekend residency classes. Further, the Executive MS, Project Management Program meets the needs of international graduate business students. This program provides both in-seat and online coursework. Graduate students joining the Executive MS, Project Management program will be employed or conduct projects in business-related positions and participate in Applied Learning Practicum, in which students apply what they are learning in their program to the real world via work or internship experiences.

Degree requirements include:

Core Courses (6 hours)

BADM 532 Organizational Behavior BADM 537 Legal/Ethical/Social Environment

Project Management Courses (24 hours)

BADM 623 Project Management Processes BADM 627 Project Risk and Quality Management BADM 628 Project Human Resources and Stakeholder Management BADM 633 Planning the Project BADM 634 Initiating the Project BADM 635 Executing the Project BADM 636 Monitoring/Controlling and Closing the Project BADM 637 Strategic Application in Project Management

Practical Experience (1 hour) INTR 599, Applied Learning Practicum* *The Computer and Information Sciences Department, the School of Business, and the Leadership graduate (Masters and Doctorate) executive format programs have an applied learning component (internship/practicum) that is an integral (essential) part of the established curriculum. Due to the applied learning component required for the degree program, executive format students must enroll in INTR every term of enrollment.

All candidates completing the Master of Science in Project Management degree will complete a written Comprehensive Examination in the last semester of their academic program as a graduation requirement.

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Master of Science, Strategic Management The Master of Science in Strategic Management is designed to develop competent business professionals who are equipped with the core concepts, frameworks, and techniques of strategic management. Students completing this degree will be prepared to step into a management or leadership position within an organization.

Students completing the M.S. in Strategic Management will be able to:

1. Utilize advanced knowledge of management 2. Develop advanced analytical and critical thinking skills to evaluate information, solve problems, and

make sound ethical decisions in the different areas of management. 3. Formulate management strategies designed to allow the organization to achieve its objectives. 4. Examine the ethical and legal responsibilities of managers.

Students can earn the MS, Strategic Management in either a fully online format or an executive format combining online and on-site study. The Executive format program requires attendance at weekend residency classes. Further, the Executive MS, Strategic Management Program meets the needs of international graduate business students. This program provides both in-seat and online coursework. Graduate students joining the Executive MS, Strategic Management program will be employed or conduct projects in business- related positions and participate in Applied Learning Practicum, in which students apply what they are learning in their program to the real world via work or internship experiences.

Degree requirements include:

Strategic Management Required Courses (24 hours) BACC 532 Strategic Management Accounting BADM 624 Competitive Strategy BADM 625 Mergers and Acquisitions BADM 626 Management Consulting BADM 631 Managing in a Global Environment BADM 632 Advanced Human Resources Management BADM 645 Strategic Leadership BADM 698 Strategic Management (Capstone) Business Required Courses (6 hours) BADM 652 Strategic Organizational Design BADM 677 Business Ethics, Corporate Governance and Social Responsibility

Practical Experience (1 hour) INTR 599, Applied Learning Practicum* *The Computer and Information Sciences Department, the School of Business, and the Leadership graduate (Masters and Doctorate) executive format programs have an applied learning component (internship/practicum) that is an integral (essential) part of the established curriculum. Due to the applied learning component required for the degree program, executive format students must enroll in INTR every term of enrollment.

* All candidates completing the Master of Science in Strategic Management degree will complete a written Comprehensive Examination in the last semester of their academic program as a graduation requirement.

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Doctor of Business Administration (DBA) The Doctor of Business Administration at University of the Cumberlands is designed to be an applied doctorate for working professionals who are driven to lead and innovate. The DBA enables students to develop advanced levels of competency in conducting applied research and in the comprehension of theoretical and applied literature in the discipline. The program consists of four components: 1) Core courses; 2) Specialization courses; 3) Research courses; and 4) the Dissertation. Through this course structure, the Doctor of Business Administration Program seeks to prepare candidates:

1. To synthesize and integrate current research and literature to problems found in the areas of accounting,

finance, economics, management, and marketing. 2. To construct research-based, strategic, effective, and ethical solutions to optimize organizational

performance (both domestic and international). 3. To develop advanced communication, collaboration, research, and critical thinking skills. 4. To execute rigorous research and present scholarly work that contributes to the professional body of

knowledge of business and provides linkages to practical business applications. Core Courses – 21 Credit Hours Required

BACC 731 Advanced Managerial Accounting BADM 733 Strategic Marketing: Research and Practice BADM 734 Corporate Finance: Fiscal Management in a Global Climate BADM 735 Comparative Economics BADM 737 Managerial Ethics and Social Responsibility BADM 838 Strategic Thinking, Decision-Making, and Innovation LEAS 835 The Change Process

Professional Research– 21 Credit Hours Required

DSRT 734 Inferential Statistics DSRT 837 Professional Writing and Proposal Development DSRT 736 Dissertation Seminar DSRT 839 Advanced Research Methods DSRT 930 Dissertation DSRT 931 Dissertation Choose from: LEAR 850 (Qualitative research) or CROL 685 (Qualitative Methods) or CROL 674 (Advanced Statistical Methods)

Content Specialty Courses– 24 Credit Hours Required

Content Specialty courses may not be populated exclusively by doctoral students. However, doctoral students taking these courses will engage in learning activities beyond those expected of masters-level students. These learning activities are detailed on course syllabi. Other courses, including courses offered for transfer credit, may be certified by the Registrar as doctoral-level Content Specialty courses if documentation of the learning experiences noted above can be offered through the syllabus, a portfolio of student work, or a detailed statement by the course professor.

Content Specialty Area

Twenty-four (24) hours are earned in courses in one of the following business-related disciplines. Classes available include but are not limited to those listed below. DBA – Specialty in Accounting (24 hours) In addition to the learning outcomes provided within the core of the DBA, students completing the Specialty in Accounting will be able to:

1. Utilize advanced knowledge of accounting. 2. Develop advanced analytical and critical thinking skills to evaluate information, solve problems, and

make sound ethical decisions in the different areas of accounting. 3. Conduct research on issues and questions relevant to the accounting profession. 4. Interpret the ethical and legal responsibilities of professional accountants.

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Accounting (24 hours) BACC 537 Taxation of Business Entities BACC 539 Advanced Accounting Information Systems BACC 632 Advanced Governmental and Not-for-Profit Accounting BACC 635 Advanced Accounting Theory BACC 637 Tax Research and Practice BACC 638 Advanced Assurance Services BACC 690 Special Projects in Accounting and Related Subjects 6 hours 600-level business electives DBA – Specialty in Entrepreneurship (24 hours) In addition to the learning outcomes provided within the core of the DBA, students completing the Specialty in Entrepreneurship will be able to:

1. Utilize advanced knowledge of entrepreneurship. 2. Develop advanced analytical and critical thinking skills to evaluate information, solve problems, and

make sound ethical decisions in the different areas of business. 3. Conduct research on issues and questions relevant to the different areas of business. 4. Formulate a plan for the creation of a new venture.

Entrepreneurship (24 hours) BADM 631 Managing in a Global Environment BADM 632 Advanced Human Resource Management BADM 643 Sales and Customer Relationship Management BADM 644 New Venture Development BADM 645 Strategic Leadership BADM 648 Entrepreneurial Strategy BADM 694 Special Projects in Entrepreneurship and Related Subjects

6 hours 600-level business electives DBA – Specialty in Strategic Management (24 hours) In addition to the learning outcomes provided within the core of the DBA, students completing the Specialty in Strategic Management will be able to:

1. Utilize advanced knowledge of management. 2. Develop advanced analytical and critical thinking skills to evaluate information, solve problems, and

make sound ethical decisions in the different areas of management. 3. Conduct research on issues and questions relevant to the different areas of management. 4. Formulate management strategies designed to allow the organization to achieve its objectives.

Strategic Management (24 hours) BADM 631 Managing in a Global Environment BADM 632 Advanced Human Resource Management BADM 624 Competitive Strategy BADM 625 Mergers and Acquisitions BADM 626 Management Consulting BADM 645 Strategic Leadership BADM 692 Special Projects in Strategic Management 6 hours 600-level business electives DBA – Specialty in Project Management (24 hours) In addition to the learning outcomes provided within the core of the DBA, students completing the Specialty in Project Management will be able to:

1. Utilize advanced knowledge of the project management process, including planning the project, initiating the project, executing the project, monitoring the project, and controlling the project.

2. Develop advanced analytical and critical thinking skills to evaluate information, solve problems, and make sound ethical decisions in the different areas of project management.

3. Conduct research on issues and questions relevant to the different areas of project management. 4. Examine the ethical and legal responsibilities of project managers.

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Project Management (24 hours) BADM 623 Project Management Processes BADM 627 Project Risk and Quality Management BADM 628 Project Human Resources and Stakeholder Management BADM 633 Planning the Project BADM 634 Initiating the Project BADM 635 Executing the Project BADM 636 Monitoring, Controlling, and Closing the Project BADM 637 Strategic Application in Project Management DBA – Specialty in Healthcare Administration In addition to the learning outcomes provided within the core of the DBA, students completing the Specialty in Healthcare Administration will be able to:

1. Utilize advanced knowledge of healthcare administration. 2. Develop advanced analytical and critical thinking skills to evaluate information, solve problems, and

make sound ethical decisions in the different areas of healthcare administration. 3. Conduct research on issues and questions relevant to the different areas of healthcare administration. 4. Formulate healthcare administration strategies designed to allow the organization to achieve its

objectives. Healthcare Administration (24 hours) BACC 661 Healthcare Accounting BADM 662 Customer Satisfaction Measurement BADM 663 Healthcare Marketing BADM 664 Healthcare Finance BADM 665 Healthcare Policy and Economics BADM 667 Legal and Ethical Issues in Healthcare BADM 668 Strategic Management in Healthcare Administration BADM 696 Special Projects in Healthcare and Related Subjects 3 hours 600-level business electives DBA – Specialty in Marketing (24 hours) In addition to the learning outcomes provided within the core of the DBA, students completing the Specialty in Marketing will be able to:

1. Utilize advanced knowledge of marketing. 2. Develop advanced analytical and critical thinking skills to evaluate information, solve problems, and

make sound ethical decisions in the different areas of marketing. 3. Conduct research on issues and questions relevant to the different areas of marketing. 4. Formulate marketing strategies designed to allow the organization to achieve its objectives.

Marketing (24 hours) BADM 643 Sales and Customer Relationship Management BADM 644 New Venture Development BADM 655 Advanced Brand Management BADM 656 B2B Marketing BADM 657 Logistics and Supply Chain Management BADM 658 Marketing Decision Making BADM 662 Customer Satisfaction Measurement BADM 663 Healthcare Marketing BADM 695 Special Projects in Marketing and Related Subjects

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Doctor of Philosophy (PhD) in Business

The PhD in Business at University of the Cumberlands is designed to be a research doctorate for those wishing to teach and research in higher education. The Ph.D. in Business enables students to develop advanced levels of competency in conducting applied research and in the comprehension of theoretical and applied literature in the discipline.

The program consists of four components: 1) Core courses; 2) Specialization courses; 3) Research courses; and 4) the Dissertation. Through this course structure, the PhD in Business seeks to prepare candidates:

1. To synthesize and integrate current research and literature to problems found in the areas of accounting,

finance, economics, management, and marketing. 2. To construct research-based, strategic, effective, and ethical solutions to optimize organizational

performance (both domestic and international). 3. To develop advanced communication, collaboration, research, and critical thinking skills. 4. To execute rigorous research and present scholarly work that contributes to the professional body of

knowledge of business and provides linkages to practical business applications.

Students can earn the PhD in Business in either a fully online format or an executive format combining online and on-site study. The Executive format program requires attendance at weekend residency classes. Further, the Executive PhD in Business Program meets the needs of international graduate business students. This program provides both in-seat and online coursework. Graduate students joining the Executive PhD in Business program will be employed or conduct projects in business-related positions and participate in Applied Learning Practicum, in which students apply what they are learning in their program to the real world via work or internship experiences. Professional Sensitivity: While the program’s schedule requires considerable independent learning and preparation on the part of the candidate prior to each session, the schedule nevertheless enables in-depth, active learning based on critical and reflective thinking. The format allows assignments to be handled comfortably, while candidates maintain their continuing professional responsibilities. The program is designed with an applied learning component that is an integral (essential) part of the established curriculum. This allows students the opportunity to apply their studies to their place of employment. Degree requirements include:

Degree requirements include:

Core Courses – 21 Credit Hours Required BACC 731 Advanced Managerial Accounting BADM 733 Strategic Marketing: Research and Practice BADM 734 Corporate Finance: Fiscal Management in a Global Climate BADM 735 Comparative Economics BADM 737 Managerial Ethics and Social Responsibility BADM 838 Strategic Thinking, Decision-Making, and Innovation LEAS 835 The Change Process Professional Research – 21 Credit Hours Required DSRT 734 Inferential Statistics DSRT 837 Professional Writing and Proposal Development DSRT 736 Dissertation Seminar DSRT 839 Advanced Research Methods DSRT 930 Dissertation DSRT 931 Dissertation Choose from: LEAR 850 (Qualitative research) or CROL 685 (Qualitative Methods) or CROL 674 (Advanced Statistical Methods) Professional Application: INTR 799/899 Applied Learning Practicum For executive format students, the applied learning component (internship/practicum) is established as an integral (essential) part of the established curriculum. Due to the applied learning component required for the degree program, executive format students must enroll in INTR every term of enrollment.

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Content Specialty Courses– 24 Credit Hours Required Content Specialty courses may not be populated exclusively by doctoral students. However, doctoral students taking these courses will engage in learning activities beyond those expected of masters-level students. These learning activities are detailed on course syllabi. Other courses, including courses offered for transfer credit, may be certified by the Registrar as doctoral-level Content Specialty courses if documentation of the learning experiences noted above can be offered through the syllabus, a portfolio of student work, or a detailed statement by the course professor. Content Specialty Area Twenty-four (24) hours are earned in courses in one of the following business-related disciplines. Classes available include but are not limited to those listed below.

PhD – Specialty in Accounting (24 hours) In addition to the learning outcomes provided within the core of the PhD, students completing the Specialty in Accounting will be able to:

1. Utilize advanced knowledge of accounting. 2. Develop advanced analytical and critical thinking skills to evaluate information, solve problems, and

make sound ethical decisions in the different areas of accounting. 3. Conduct research on issues and questions relevant to the accounting profession. 4. Interpret the ethical and legal responsibilities of professional accountants.

Accounting (24 hours) BACC 537 Taxation of Business Entities BACC 539 Advanced Accounting Information Systems BACC 632 Advanced Governmental and Not-for-Profit Accounting BACC 635 Advanced Accounting Theory BACC 637 Tax Research and Practice BACC 638 Advanced Assurance Services BACC 690 Special Projects in Accounting and Related Subjects 6 hours 600-level business electives PhD – Specialty in Entrepreneurship (24 hours) In addition to the learning outcomes provided within the core of the PhD, students completing the Specialty in Entrepreneurship will be able to:

1. Utilize advanced knowledge of entrepreneurship. 2. Develop advanced analytical and critical thinking skills to evaluate information, solve problems, and

make sound ethical decisions in the different areas of business. 3. Conduct research on issues and questions relevant to the different areas of business. 4. Formulate a plan for the creation of a new venture.

Entrepreneurship (24 hours) BADM 631 Managing in a Global Environment BADM 632 Advanced Human Resources Management BADM 643 Sales and Customer Relationship Management BADM 644 New Venture Development BADM 645 Strategic Leadership BADM 648 Entrepreneurial Strategy BADM 694 Special Projects in Entrepreneurship and Related Subjects 6 hours 600-level business electives

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PhD – Specialty in Strategic Management (24 hours) In addition to the learning outcomes provided within the core of the PhD, students completing the Specialty in Strategic Management will be able to:

1. Utilize advanced knowledge of management. 2. Develop advanced analytical and critical thinking skills to evaluate information, solve problems, and

make sound ethical decisions in the different areas of management. 3. Conduct research on issues and questions relevant to the different areas of management. 4. Formulate management strategies designed to allow the organization to achieve its objectives.

Strategic Management (24 hours) BADM 631 Managing in a Global Environment BADM 632 Advanced Human Resource Management BADM 624 Competitive Strategy BADM 625 Mergers and Acquisitions BADM 626 Management Consulting BADM 645 Strategic Leadership BADM 692 Special Projects in Strategic Management 6 hours 600-level business electives PhD – Specialty in Project Management (24 hours) In addition to the learning outcomes provided within the core of the PhD, students completing the Specialty in Project Management will be able to:

1. Utilize advanced knowledge of the project management process, including planning the project, initiating the project, executing the project, monitoring the project, and controlling the project.

2. Develop advanced analytical and critical thinking skills to evaluate information, solve problems, and make sound ethical decisions in the different areas of project management.

3. Conduct research on issues and questions relevant to the different areas of project management. 4. Examine the ethical and legal responsibilities of project managers.

Project Management (24 hours) BADM 623 Project Management Processes BADM 627 Project Risk and Quality Management BADM 628 Project Human Resources and Stakeholder Management BADM 633 Planning the Project BADM 634 Initiating the Project BADM 635 Executing the Project BADM 636 Monitoring, Controlling, and Closing the Project BADM 637 Strategic Application in Project Management PhD – Specialty in Healthcare Administration (24 hours) In addition to the learning outcomes provided within the core of the PhD, students completing the Specialty in Healthcare Administration will be able to:

1. Utilize advanced knowledge of healthcare administration. 2. Develop advanced analytical and critical thinking skills to evaluate information, solve problems, and

make sound ethical decisions in the different areas of healthcare administration. 3. Conduct research on issues and questions relevant to the different areas of healthcare administration. 4. Formulate healthcare administration strategies designed to allow the organization to achieve its

objectives. Healthcare Administration (24 hours) BACC 661 Healthcare Accounting BADM 662 Customer Satisfaction Measurement BADM 663 Healthcare Marketing BADM 664 Healthcare Finance BADM 665 Healthcare Policy and Economics BADM 667 Legal and Ethical Issues in Healthcare BADM 668 Strategic Management in Healthcare Administration BADM 696 Special Projects in Healthcare Administration and Related Subjects 3 hours 600-level business electives

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PhD – Specialty in Marketing (24 hours) In addition to the learning outcomes provided within the core of the PhD, students completing the Specialty in Marketing will be able to:

1. Utilize advanced knowledge of marketing. 2. Develop advanced analytical and critical thinking skills to evaluate information, solve problems, and

make sound ethical decisions in the different areas of marketing. 3. Conduct research on issues and questions relevant to the different areas of marketing. 4. Formulate marketing strategies designed to allow the organization to achieve its objectives

Marketing (24 hours) BADM 643 Sales and Customer Relationship Management BADM 644 New Venture Development BADM 655 Advanced Brand Management BADM 656 Business-to-Business (B2B) Marketing BADM 657 Logistics and Supply Chain Management BADM 658 Marketing Decision Making BADM 662 Customer Satisfaction Measurement BADM 663 Healthcare Marketing BADM 695 Special Projects in Marketing and Related Subjects

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Course Descriptions

BACC 531 Managerial Accounting (3 hours) This course focuses on managerial accounting concepts, including costing, budgeting, forecasting, planning, and control. Emphasis is on preparing and using financial statements as well as various managerial reports for decision-making. BACC 532 Strategic Management Accounting (3 hours) In this course, students will learn to use a range of analytic tools for costing, decision making, planning and control and consider their applicability within the context of strategic management. Topics for discussion will include: the role of accounting information in management decision making; workflow and process analysis; measuring and reporting sustainability; an introduction to cost terms and inventory costing; product and service costing; cost behavior; activity based costing and activity-based management; pricing decisions and customer- profitability analysis; budgeting; direct cost variances and management control; balanced scorecard; and strategic profitability analysis. BACC 537 Taxation of Business Entities (3 hours) This course focuses on a study of business entity taxation and the tax laws governing corporate taxpayers and their shareholders (who may or may not be individuals). Transactions and issues associated with taxation of entities such as regular C corporations, S corporations, limited liability companies, partnerships, and others. BACC 539 Advanced Accounting Information Systems (3 hours) This course focuses on advanced study topics in accounting information systems. Within the course, conceptual models and practical application of accounting information systems will be addressed. Students will utilize applicable information technologies to analyze, design, and implement accounting systems along with relevant internal controls. BACC 632 Advanced Governmental and Not-for-Profit Accounting (3 hours) This course provides for an advanced, intensive study of the accounting and financial reporting procedures for governmental and not-for-profit entities. BACC 635 Advanced Accounting Theory (3 hours) This course is an intensive study of recent developments, research, and literature in accounting theory. A focus of this course is critical analysis of current and emerging issues in accounting practice and theory as reflected in accounting literature. BACC 637 Tax Research and Practice (3 hours) This course expands on concepts related to the federal income tax system as it applies to individuals, corporations, S corporations, partnerships, limited liability organizations, estates/trusts, and not-for-profit organizations. Research of tax issues is an emphasis of the course. BACC 638 Advanced Assurance Services (3 hours) This course focuses on advanced study of selected topics in auditing and assurance services. Internal/external auditing, the impact of the Sarbanes-Oxley Act, and risk assessment will be addressed. This course will include an examination of current academic literature relevant to auditing and assurance services. BACC 661 Healthcare Accounting (3 hours) This course focuses on the application of accounting and financial management concepts to healthcare organizations. This course serves as an elective for students pursuing the MBA Healthcare Administration Concentration. Prerequisite: Admission to the MBA Program or permission of MBA Director or Chair of Graduate School of Business. BACC 690 Special Projects in Accounting and Related Subjects (3 hours) This course is designed to allow students to conduct in depth investigation, research, and analysis of current topics or specialized study in accounting. The course may be retaken under different subtopics for a cumulative total of 6 hours. BACC 731 Advanced Managerial Accounting (3 hours) This advanced accounting research seminar course will provide students with principles and core concepts of managerial accounting. Students will conduct a study of various managerial accounting processes and systems used by managers to ensure organizational goals and strategies are implemented as intended. Topics include job and process costing, activity- based costing, cost- volume profit relationships, operating budget planning and control, capital budgeting, and pricing decisions among others. The final project in the seminar will be the development of a scholarly research paper analyzing a contemporary managerial accounting problem.

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BADM 532 Organizational Behavior (3 hours) This course is the study of individual and group behavior within diverse organizations. Examination of organizational structure, processes, norms and values is included. Emphasis is given on the topics of leadership, management styles, organizational fit and change, motivation, group dynamics, and business process efficiency. BADM 533 Marketing Management (3 hours) This course acquaints the student with the seminal concepts and models appropriate for marketing management. Course content and experiences will allow students to develop the knowledge base and skills necessary for devising and implementing strategic marketing plans which complement organizational goals. BADM 534 Managerial Finance (3 hours) This course focuses on the advanced study of financial topics, including capital budgeting, risk and cost of capital, capital structure of the firm, financial analysis, leverage, and time value of money. It provides students practical decision‐making and problem solving using real world examples. BADM 535 Managerial Economics (3 hours) This course focuses on case analysis using microeconomic theory and statistical techniques to aid in decision‐ making processes. Topics include demand and cost analysis, pricing in different market and risk conditions, forecasting methods and constrained optimality. BADM 537 Legal, Ethical, and Social Environment (3 hours) This course is a study of the appropriate roles of business in society, the constraints placed on business by the legal system and government regulation, and the ethical responsibilities of managers. It provides students with an understanding of how the law and the political process affect business strategy and decision making, including the various means and procedures for resolving legal disputes in business matters. The course highlights ethical conflicts and dilemmas, and provides plausible frameworks for dealing with those conflicts. BADM 538 Management of Investments (3 hours) This course focuses on the study of the principles of investments, including the supply of and demand for investment funds; types of stocks, bonds, and other investments; the functions of securities markets; the analysis of different types of securities; and the government regulation of the securities market. The course focuses on investment management decisions and their impact on other functional business elements. BADM 539 Research and Report Writing (3 hours) This course focuses on developing skills to engage in research, write persuasive and informative business documents, and create and deliver effective presentations. Students will have opportunities to work individually and collaboratively. BADM 577 Business Sustainability, Corporate Governance, and Organizational Ethics (3 hours) This course explores corporate governance and the ethical issues at an organizational level that are relevant to the development of sustainable business practices. The course covers drivers and sources of business Sustainability, emerging issues in sustainability performance, reporting, and assurance, fundamentals of corporate governance, and emerging business ethics issues. BADM 582 Business Analytics for strategic and Organizational Performance (3 hours) This course is designed to provide the fundamental concepts and broad-based foundation needed to understand the role of business analytics in organizations. By the end of this course, students will develop a sufficient understanding of processes, methodologies, and tools needed to apply business analytics to solve business problems and inform business decisions and actions. Emphasis is placed on applications and interpretation of results, rather than the taxonomy of models and their statistical properties. BADM 623 Project Management Processes (3 hours) This course provides for a scholarly study of project management and is a foundational overview of the discipline through the processes of the “project life cycle”. Students will learn about project management in its entirety from the initiation of the project to its closing, and will examine all “knowledge areas” as noted in PMBOK, a leading source in the field of project management. This course serves as one of the requirements for students pursuing the MBA with a concentration in project management or the M.S. in Project Management. This course will also serve as an informational guide for students seeking professional certification in project management areas as offered by PMI (Project Management Institute).

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BADM 624 Competitive Strategy (3 hours) This course is designed to provide the core concepts and frameworks for competitive strategy. The course is designed around two main questions: (1) Why are some companies more successful than others; and (2) what can we learn from their experiences to identify key drivers of superior performance? BADM 625 Mergers and Acquisitions (3 hours) This course explores mergers and acquisitions as a viable mode of corporate development. The emphasis of this course is the comprehensive framework for executing mergers and acquisitions from initiation to implementation. BADM 626 Management Consulting (3 hours) This course is designed to provide a framework for the management consulting profession. Emphasis is placed on developing proficiencies in a range of skills required to practice consulting. In this course, students will become familiar with the typical phases in a consulting project. BADM 627 Project Risk and Quality Management (3 hours) This course is designed to provide students with a study of two vital areas of knowledge within project management (PM): Project Risk Management and Project Quality Management. Students will learn how to assess, address, and manage risk in order to attain project success and avoid project failure. Students will also learn the importance of project quality through the utilization of project quality tools and quality management planning. This study involves applicable quality concepts that aid in the planning, managing, and controlling of processes. This course is essential for aspiring project managers and will provide the risk management and quality management tools that are needed for effective project management. BADM 628 Project Human Resource and Stakeholder Management (3 hours) This course is designed to address the management of human resources and stakeholders within the framework of projects and their life cycles. While other knowledge areas within project management may often times provide concrete solutions and predictable outcomes, nothing can be more elusive to a project manager than the ability to plan projects where human resource capital and stakeholders are to be identified, selected, analyzed, communicated with, assigned roles, and managed. Project success depends on appropriate human resource allocation and full stakeholder engagement. This course will provide students with the processes and mechanisms to accomplish those same goals. BADM 631 Managing in a Global Environment (3 hours) This course provides a study of the involvement of American firms in the international community with special emphasis on the impact of foreign competition on domestic markets, management of multinational enterprises and decision-making in the international environment. BADM 632 Advanced Human Resource Management (3 hours) This course is the study of contemporary topics related to effective management of human resources, and emphasizes in- depth research and analysis of the interrelationship of the human resource function in a dynamic business environment. BADM 633 Planning the Project (3 hours) This course examines topics in project management with specific attention to issues and skills of project planning. BADM 634 Initiating the Project (3 hours) This course examines topics in project management with specific attention to issues and skills of project initiation. BADM 635 Executing the Project (3 hours) This course examines topics in project management with specific attention to issues and skills of project execution. BADM 636 Monitoring/Controlling and Closing the Project (3 hours) This course examines topics in project management with specific attention to issues and skills of project monitoring, controlling, and closing. BADM 637 Strategic Application in Project Management (3 hours) This course examines topics in project management with specific attention to issues and skills that managers needs to effectively manage multiple projects. The course overviews/reviews key concepts of project management through the case study method. Prerequisites: BADM 633, BADM 634, BADM 635, BADM 636.

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BADM 638 Strategic Decision-Making (3 hours) This capstone course integrates the knowledge learned from all functional areas in business into a strategic plan. In addition to reviewing key concepts of business and corporate strategy, the course addresses traditional approaches to industry and competitor analysis and competitive advantage, and contemporary extensions and refinements of these concepts. Analytical tools and techniques are demonstrated through case studies focusing on the relationship between an organization and its environment, competition, market entry, vertical integration, diversification, global competition, and strategic alliances. Prerequisites: Managerial Accounting, Organizational Behavior, Marketing Management, Managerial Finance, and Managerial Economics. BADM 643 Sales and Customer Relationship Management (3 hours) This course provides for an advanced study of sales force issues and the management of the overall customer relationship effort in an organization. Emphasis is placed on identifying approaches for making decisions that lead to a more customer-centric business model. This course serves as an elective for students pursuing the MBA Entrepreneurship Concentration. Prerequisite: Admission to the MBA Program or permission of MBA Director or Chair of the Graduate School of Business. BADM 644 New Venture Development (3 hours) This course is designed to provide the knowledge and skills necessary to launch a business or social venture. There are three components of the course: (1) Feasibility - Identification of a replicable framework and process for exploring the feasibility of start- up ideas; (2) Planning - Development of the requisite analytics to bring the start-up to market; and (3) Financing - Identification of sources of funding. This course serves as an elective for students pursuing the MBA Entrepreneurship Concentration. Prerequisite: Admission to the MBA Program or permission of MBA Director or Chair of Graduate School of Business. 3 Credit Hours BADM 645 Strategic Leadership (3 hours) This course provides for the study of leadership issues and constructs required for managers. Emphasis is placed on negotiation, conflict resolution, mediation, communication, ethical reasoning, problem-solving, and decision-making. BADM 648 Entrepreneurial Strategy (3 hours) This course provides for an advanced study of entrepreneurial strategy formulation. Emphasis in the course is the development of a comprehensive business plan. This course serves as an elective for students pursuing the MBA Entrepreneurship Concentration. Prerequisite: Admission to the MBA Program or permission of MBA Director or Chair of Graduate School of Business. 3 Credit Hours BADM 652 Strategic Organizational Design (3 hours) This course focuses on organizational strategy and the competitive advantage of organizational design. Special emphasis will be placed on contemporary organizations and the concepts, strategy, and design driving their success. BADM 655 Advanced Brand Management (3 hours) As products, pricing, promotion, and distribution increasingly become commodities, the new competitive arena is brand value, which creates long-term profitable brand relationships. Building brand equity involves managing brands within the context of other brands, as well as managing brands over multiple categories, over time, and across multiple market segments. This course is designed to provide the knowledge and skills necessary to build, measure, and manage a brand. This course serves as an elective for students pursuing the MBA Marketing Concentration. Prerequisite: Admission to the MBA Program or permission of MBA Director or Chair of the Graduate School of Business. BADM 656 Business-to-Business (B2B) Marketing (3 hours) This course is designed to provide in-depth study of issues related to industrial or business-to-business marketing. Many B2B marketing executives indicate that many traditional marketing concepts and principles do not apply in B2B. B2B marketing requires a unique set of marketing concepts and principles versus consumer marketing. Another focus of the course will address a major difference between consumer and business-to- business marketing, namely the amount of people involved in the sale: from both the seller’s firm and the purchasing firm. In consumer selling, the user is generally the purchaser. In B2B marketing, both the selling firm and the buying firm includes members of other disciplines (engineering, transportation, warehousing, finance, and others) from the beginning of the process to the time of actual purchase. The addition of these people fosters strong ties between the two firms but also lengthens the time and complexity of the sale.

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BADM 657 Logistics and Supply Chain Management (SCM) (3 hours) In this course, students will understand that successful Supply Chain Management (SCM) requires cross- functional integration of key business processes within the firm and across the network of firms that comprise the supply chain. The challenge is to determine how to successfully accomplish this integration. In this course, the distinction between logistics and supply chain management is identified and a framework for SCM is presented. Class time is also devoted to each of the eight supply chain processes. This course serves as an elective for students pursuing the MBA Marketing Concentration. Prerequisite: Admission to the MBA Program or permission of MBA Director or Chair of the Graduate School of Business. BADM 658 Marketing Decision Making (3 hours) In this course, students will enhance their knowledge regarding the marketing decisions of product, price, place, and promotion. Students will develop an understanding of consumer behavior, market research, social and cultural factors affecting marketing. By the end of the course, students should be able to develop effective marketing plans for products and services. This course serves as a general elective and an elective for students pursuing the MBA Marketing Concentration. BADM 662 Customer Satisfaction Measurement (3 hours) This course provides for a comprehensive study in determining how to measure customer satisfaction. In this course, students will present customer satisfaction strategies which are consistent with an organization’s broader goals. This course serves as an elective for students pursuing the MBA Healthcare Administration and Marketing Concentrations. Prerequisite: Admission to the MBA Program or permission of MBA Director or Chair of the Graduate School of Business. BADM 663 Healthcare Marketing (3 hours) This course is designed to provide knowledge of the following issues relevant to healthcare marketing: 1) Nature of healthcare markets; 2) Concept of strategic marketing of healthcare organizations; 3) Marketing strategy and planning tools in the healthcare setting; 4) Healthcare customers and consumer behavior; 5) Application of 4Ps of marketing to healthcare marketing; and 6) Research in healthcare marketing. This course serves as an elective for students pursuing the MBA Healthcare Administration and Marketing Concentrations. BADM 664 Healthcare Finance (3 hours) This course focuses on the application of finance theory, principles, and concepts to healthcare organizations. This course serves as an elective for students pursuing the MBA Healthcare Administration Concentration. Prerequisite: Admission to the MBA Program or permission of MBA Director or Chair of Graduate School of Business. BADM 665 Healthcare Policy and Economics (3 hours) This course applies general theoretical principles of economics to the healthcare sector. The basic approach is to recognize the importance of scarcity and incentives, allowing for differences particular to healthcare. The demand and the supply for health and medical care are examined theoretically and practically. In addition, the competitiveness of these markets, the relationship with health insurance and the role of government are explored. A focus of the course is decisions made by consumers, providers (physicians, hospitals), insurers, or the government in the area of healthcare. This course serves as an elective for students pursuing the MBA Healthcare Administration Concentration. Prerequisite: Admission to the MBA Program or permission of MBA Director or Chair of Graduate School of Business. 3 Credit Hours BADM 667 Legal and Ethical Issues in Healthcare Administration (3 hours) This course addresses the legal aspects, code of ethics and policy issues relevant to healthcare. Emphases of the course include confidential communications, advanced directives, consents, professional liability, medical malpractice, release of information, case studies, and the professional code of ethics for medical professionals. The course includes discussion relevant to concepts of professional credentialing and responsibility, liability, and working within legal/ethical boundaries. This course serves as an elective for students pursuing the MBA Healthcare Administration Concentration. BADM 668 Strategic Issues in Healthcare Administration (3 hours) In this capstone course, students will synthesize and apply concepts learned in the Healthcare Administration concentration. The focus of this course requires case analysis to integrate the components of organizational strategy development and execution. Using the provided healthcare case study, students will assess the situation, identify the problem, and develop strategic alternatives in order to recommend a proposed solution. This course serves as an elective for students pursuing the MBA Healthcare Administration Concentration.

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BADM 677 Business Ethics, Corporate Governance, and Social Responsibility (3 hours) This course focuses on corporate governance and covers the complex environment in which managers confront ethical decision-making. It draws heavily on examples of high-profile organizations and uses cases to illustrate the integration of corporate governance, corporate social responsibility, and ethics into key strategic business decisions. Upon completion of this course, students will learn how to develop an ethical corporate culture and make decisions that reflect organizational values and the expectations of stakeholders. BADM 690 Special Projects in Business and Related Subjects (3 hours) This course is designed to allow students to conduct in-depth investigation, research, and analysis of current topics or specialized study in a specific area of business. Special Projects may be retaken under different subtopics for a cumulative total of six (6) hours. BADM 692 Special Projects in Strategic Management (3 hours) This course is designed to allow students to conduct in depth investigation, research, and analysis of current topics or specialized study in strategic management. The course may be retaken under different subtopics for a cumulative total of 6 hours. BADM 694 Special Projects in Entrepreneurship and Related Subjects (3 hours) This course is designed to allow students to conduct in depth investigation, research, and analysis of current topics or specialized study in entrepreneurship. The course may be retaken under different subtopics for a cumulative total of 6 hours. BADM 695 Special Projects in Marketing and Related Subjects (3 hours) This course is designed to allow students to conduct in depth investigation, research, and analysis of current topics or specialized study in marketing. The course may be retaken under different subtopics for a cumulative total of 6 hours. BADM 696 Special Projects in Healthcare Administration and Related Subjects (3 hours) This course is designed to allow students to conduct in depth investigation, research, and analysis of current topics or specialized study in healthcare administration. The course may be retaken under different subtopics for a cumulative total of 6 hours. BADM 698 Strategic Management (Capstone) (3 hours) A capstone investigation of how strategy interacts with and guides an organization within its internal and external environments. The focus of the course is on corporate- and business unit-level strategy, strategy development, strategy implementation, and the overall strategic management process. Topics include organizational mission, vision, goal setting, environmental assessment, and strategic decision making. Techniques such as industry analysis, competitive analysis, and portfolio analysis are presented. Course discussion addresses strategic implementation as it relates to organizational structure, policy, leadership, and evaluation issues. The ability to “think strategically” and to weigh things from the perspective of the total enterprise operating in an increasingly global market environment is emphasized. Case analyses and text material are used to integrate knowledge and skills gained through previous study. BADM 733 Strategic Marketing: Research and Practice (3 hours) This advanced marketing research seminar course will provide students with principles and core concepts of strategic marketing. Students will conduct a study of various strategic marketing concepts and practices used by managers to ensure organizational goals and strategies are implemented as intended. Topics include marketing strategies such as customer segmentation and creation of customer, company and collaborative value, marketing tactics such as managing products services, brand, and price, and managing marketing positions, new products, sales growth and product lines among others. The final project in the seminar will be the development of a scholarly research paper analyzing a contemporary strategic marketing problem. BADM 734 Corporate Finance: Fiscal Management in a Global Climate (3 hours) This advanced corporate finance research seminar course will provide students with principles and core concepts of corporate finance as it relates to fiscal management in a global environment. Students will conduct a study of various global corporate finance concepts and practices used by managers to ensure organizational goals and strategies are implemented as intended. Topics include the environment of global finance, foreign exchange risk management, global financing strategy, global investment strategy, and global reporting and controlling decisions among others. The final project in the seminar will be the development of a scholarly research paper analyzing a contemporary global corporate finance problem.

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BADM 735 Comparative Economics (3 hours) This advanced research seminar course will provide students with principles and core concepts of comparative economic systems. Managers in a global economy need to be acutely aware of the different systems of economic organization including capitalism, socialism and mixed economy. Students will conduct a study of various economic organization concepts and practices in order to ensure optimal efficiency in meeting organizational goals and strategies in various countries that have different economic models. The final project in the seminar will be the development of a scholarly research paper analyzing a contemporary comparative economic problem. BADM 737 Managerial Ethics and Social Responsibility (3 hours) This advanced management research seminar course will provide students with principles and core concepts of managerial ethics and social responsibility. Managers need to be sensitive to issues of social responsibility and ethical behavior. This sensitivity is often a result of pressures from the public, various interest groups, governmental entities, and media coverage. Students will conduct a study of various managerial ethics and social responsibility concepts and practices used by managers to ensure organizational goals and strategies are implemented as intended. Topics include ethical decision-making, corporate culture, corporate social responsibility, ethics and marketing, and business and environmental sustainability among others. The final project in the seminar will be the development of a scholarly research paper analyzing a contemporary ethical management and social responsibility problem. BADM 838 Strategic Thinking, Decision-Making and Innovation (3 hours) This advanced research seminar course will provide students with principles and core concepts for strategic thinking, decision-making and sustainable innovation within an organization. Students will conduct a study of various theories and practices including the aspects strategic theories, strategic thinking versus strategic planning, strategic thinking learning process, role of culture in strategic thinking, role of analysis in strategic decision-making, and creating sustainable innovation within an organization, among others. The final project in the seminar will be the development of a scholarly research paper analyzing contemporary strategic thinking, decision-making and innovation issues within organizations. BLCN 531 Introduction to Blockchain and Cryptocurrencies (3 hours) This course explores the fundamentals of the public, transparent, secure, immutable and distributed database called Blockchain. Blockchains can be used to record and transfer any digital asset not just currency. This course will introduce students to the workings and applications of this new technology. Its potential impact on financial services, government, banking, contracting, and identity management will be discussed. This course provides the background necessary to be able to separate fact from fiction when reading claims about Bitcoin and other cryptocurrencies. Presents conceptual foundations required to engineer secure software that interacts with the Bitcoin network. Integrates ideas from Bitcoin and other cryptocurrencies in applied learning projects. BLCN 532 Blockchain Development (3 hours) This course introduces blockchain on the practical level. The student will get a detailed picture of the components and structures of blockchain business networks, such as ledgers, smart contracts, consensus, certificate authorities, security, roles, transaction processes, participants, and fabrics. The student will also receive experience working with a blockchain to model, build, and test a business network that can query a ledger through programming. Finally, the student will learn how to create a blockchain network. BLCN 533 Finance and Blockchain (3 hours) This course covers digital currencies, Blockchains, cryptographic tokens, and related topics in the FinTech (Financial/Technical) area, perhaps the most significant innovation in the financial world since the advent of double-entry bookkeeping centuries ago. The technology appears to represent an existential challenge for major parts of the finance industry. It is now commonly suggested by experts that commercial banks and stock exchanges may no longer exist, or may become much smaller, within the next 10 to 20 years, with increasing volumes of payments and exchange taking place on a peer to peer basis. New financing channels such as initial coin offerings have the potential to upend segments of entrepreneurial finance. BLCN 534 Fundamentals of Database Systems (3 hours) Emphasis on the concepts and structures necessary to design and implement a database management system. Topics covered will include data models, normalization, query facilities, file and index organization, security, and database programming. BLCN 535 Cryptography (3 hours) The course examines methods and techniques for concealing data for security purposes. Cryptography plays a major role in securing blockchain technologies. Topics covered will include cryptographic techniques, approaches and technologies. (Course currently taught as ISOL 535)

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BLCN 631 Blockchain Implementation (3 hours) This course will provide an overview of the structure and mechanism of Bitcoin, Ethereum, Hyperledger and multi-chain blockchain platforms. The student will learn to setup his/her own private blockchain and deploy smart contracts on Ethereum. The student will also learn to deploy the business network using Hyperledger Composer and be able to setup a private multi-chain environment. (Prerequisite: BLCN 531) BLCN 632 Data Mining (3 hours) The goal of the course is to introduce students to the current theories, practices, tools and techniques in data mining. Because many topics and concepts in data mining are learned most efficiently through hands-on work with data sets, we will spend time with software analyzing and mining data. The goal is to gain a better understanding of how data mining is applied and what is involved in data mining projects. (Course currently taught as ITS 632) BLCN 633 Global Marketing and Blockchain Technology (3 hours) This course will research how leveraging high “Velocity” data — such as data from mobile devices — has unearthed knowledge that has helped firms better understand their customers. The significant potential of high “Variety” data — data that is unstructured in the form of text, images, videos, and so on — to make better predictions has been documented in numerous academic studies. Blockchain technology will be used to address the limitation of issues related to the accuracy, reliability, and transparency of the data itself. BLCN 634 Human Resource Management and Blockchain (3 hours) This course will explore how HR will be disrupted by Blockchain technologies. Current disruptions include HR solutions moving to subscription-based models on cloud platforms; organizations emphasizing mobile-first strategies; and employees expect consumer-grade digital services. BLCN 635 New Technologies for Business Leaders (3 hours) This introductory course is developed for high level business people (and those on their way) who want a broad understanding of new Information Technologies and understand their potential for business functions (e.g. marketing, supply change management, finance). From Blockchain over Artificial Intelligence to Virtual Reality technologies: This course will empower business leaders to embrace the concepts and bring the state of the art information technologies into their organizations to improve client and customer engagement and ultimately the bottom line of their businesses. Instead of digital disruption, the new technologies and management methods will become the foundation of a Digital Transformation journey for better customer relationship management and client satisfaction. This course is not a deep technical curriculum, but rather is focused on helping executive grasp the technologies’ potential in their own area of expertise. BLCN 699 Capstone (1 hour) This course will provide an opportunity to demonstrate his/her cumulative knowledge obtained in the program. The student will be asked to create a business use case that has a problem that can be solved by blockchain technologies. The student will then create and implement a comprehensive solution for the problem. CROL 674 Advanced Statistical Analysis (3 hours) This course focuses on building a greater understanding of the theoretical underpinnings and tools for applying linear models and related techniques to social scientific data analysis. Learners will explore the workings of multiple regression and problems that arise in applying it, as well as delving deeper into the theory of inference underlying regression analysis. Consideration will also be given to the analysis of binary and count data, emphasizing the need to fit appropriate models, as well as factorial designs. Prerequisite: Currently enrolled PhD in Leadership student. CROL 685 Qualitative Methods in Criminal Justice (3 hours) This course provides the foundation for professional criminal justice research with a specific focus on qualitative methods, including participant observation, ethnography, interviews, historical analysis, and case studies. The course will explore the uses, strengths, and weakness of qualitative approaches to criminal justice research. Prerequisite: Currently enrolled PhD in Leadership student. DSRT 734 Inferential Statistics in Decision-making (3 hours) This course focuses on the descriptive and inferential statistics commonly used in organizational administration. Course activities include the application of statistical methods to research design, as well as an investigation of how these methods can contribute to school improvement. Specific concepts include measures of central tendency and variability, probability theory, estimation and significance, and correlation and regression.

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DSRT 837 Professional Writing and Proposal Development (3 hours) This course is an introductory overview of writing and organizational skills necessary for completion of a dissertation and submission of articles for publication. It includes components of research design. DSRT 736 Dissertation Seminar (3 hours) This course provides guided instruction on the design and writing of a dissertation proposal focused on organization- based research. Course activities are intended to strengthen skills in writing, project design, and research methods. Prerequisite: DSRT 734 and DSRT 837 DSRT 839 Advanced Research Methods (3 hours) The course is designed to provide doctoral students with an in-depth analysis of the methods and procedures of research used in the various subfields of education. Topics include conceptualizing research designs, writing research proposals, constructing measurement instruments, collecting and analyzing qualitative and quantitative data, and drawing inferences. Special attention is given to making sound decisions regarding the selection of appropriate designs and methods for investigating research questions. The student will develop a proposal that will, upon approval of the student’s advisor and program director, serve as the first three chapters of student’s dissertation. Prerequisites: DSRT 734, 837 and 736. DSRT 930, 931, 932 Dissertation (3 hours each) These courses are an independent application of research, design, and methodology that leads to the completion of an original research study under the guidance of the student’s Dissertation Director. Subject to the final approval of the Dissertation Director and evaluators, the degree candidate writes the dissertation and prepares for its oral defense. DSRT 930 and 931 are taken consecutively for 3 credits each. Prerequisites: all coursework, including those in the content specialty area, needs to be completed; Comprehensive exams need to be successfully passed; and IRB approval must be secured. Advisor approval is also necessary to register for the 930 sequence; if the dissertation is not completed at the end of DSRT 931, the candidate enrolls in DSRT 932 as needed, for 3 credit hours each term, until the dissertation is completed and defended. Prerequisites: satisfactory completion of all program course work and passage of the Comprehensive Examinations. INTR 599 Applied Learning Practicum (1 hour) This course provides students enrolled in a master's program an opportunity to apply professional applications to their respective academic coursework. The Applied Learning Practicum can be either a practicum or internship in an area directly related to the student's course of study, or a project conducted in collaboration with program faculty applying coursework to a professional setting. Through this course, the University will have a Collaborative/Cooperative Agreement with all practicum or internship sites before the student is permitted to begin the field placement work. Department approval is required to determine if the placement aligns with the program of study. The course will be repeated in each semester of student enrollment. As an integral part of the executive formatted programs, this course is required every semester in which a student is taking courses. INTR 799 Applied Learning Practicum (1 hour) This course provides students enrolled in a master's program an opportunity to apply professional applications to their respective academic coursework. The Applied Learning Practicum can be either a practicum or internship in an area directly related to the student's course of study, or a project conducted in collaboration with program faculty applying coursework to a professional setting. Through this course, the University will have a Collaborative/Cooperative Agreement with all practicum or internship sites before the student is permitted to begin the field placement work. Department approval is required to determine if the placement aligns with the program of study. The course will be repeated in each semester of student enrollment. As an integral part of the executive formatted programs, this course is required every semester in which a student is taking courses. INTR 899 Applied Learning Practicum, Dissertation Phase (3 credit hours) INTR899 is designed to enhance the educational experience of the dissertation phase for doctoral students. Students will utilize the course to maintain dissertation progress and ensure alignment of research topic with a professional setting within the student’s academic discipline and professional experience/interests. Through this course, the University will have a Collaborative/Cooperative Agreement with all practicum or internship sites before the student is permitted to begin the field placement work. Department approval is required to determine if the placement aligns with the program of study. As an integral part of the executive formatted programs, this course must be taken every semester during the dissertation phase for executive-format students.

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LEAS 835 The Change Process (3 hours) The course offers an interdisciplinary approach to the management of the change process with respect to individuals, groups, local community, and the American society. Drawing on concepts from the psychology of learning, human resource management, and sociology, the course looks at how educators and various social and political forces, including government policies and court decisions, interact with local culture to impact individual and corporate human behavior. LEAR 850 Qualitative Research Methods (3 hours) The course is designed to provide doctoral students with an in-depth understanding of qualitative methods and procedures of research. Topics discussed will include epistemology, the use of logic and drawing conclusions, the role of deduction, detection of logical fallacies and false argumentation, and the forms of qualitative study: Narratives, phenomenologies, ethnographies, grounded theory, and case studies, conceptualizing research designs, the collection and analyzing data/research, and drawing inferences. Special attention is given to making sound decisions regarding the selection of appropriate designs and methods for investigating research questions.

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CHRISTIAN STUDIES DEPARTMENT

Program Mission/Vision

Through the Master of Arts in Christian Studies, the Department of Missions and Ministry of University of the Cumberlands seeks to develop Christian ministers who can competently interpret and communicate biblical truths; creatively serve in the local church, denominational agencies, or parachurch organizations; and engage in a lifetime of spiritual growth, service, and leadership.

Program Goals

1. To prepare Christian ministers and lay people who are familiar with the Bible & its interpretation, competent in theology, & able to convey biblical truth to people in the 21st century.

2. To prepare Christian ministers and lay people who understand & can employ educational theory and methods in leading and teaching in an organized program that helps individuals grow spiritually.

3. To prepare Christian ministers and lay people who are aware of the challenges of ministering in the 21st century and able to minister creatively and effectively.

4. To prepare Christian ministers and lay people who can integrate biblical, theological, and ministerial skills to address specific needs and challenges in Christian ministry.

Programs

Master of Arts, Christian Studies (MACS) 30 hours

All courses are three (3) credit hours unless otherwise noted.

Program Description The Master of Arts in Christian Studies at University of the Cumberlands focuses on understanding the Bible, theology, education, our contemporary culture, and ministry strategies to prepare individuals to minister effectively in the 21st century. The program emphasizes practical application while offering strong academic content in all areas.

Program of Study The Master of Arts in Christian Studies is comprised of the following eighteen (18) hours of core required credit hours, and twelve (12) hours in electives as follows:

Core Courses (Required 18 hours) MMOL 531 Old Testament Survey I MMOL 532 Old Testament Survey II MMOL 533 New Testament Survey I MMOL 534 New Testament Survey II MMOL 535 Christian Theology I MMOL 536 Christian Theology II The core courses do not have to be taken in the above sequence. As an example, Old Testament Survey II can be taken before Old Testament Survey I. Students can also take advanced courses before completing all core courses. Electives (12 hours required) Four additional courses must be taken to complete the required 30 semester hours. Those courses may be from any of the other courses in the program the student has not taken but wants to take because the courses will help in his or her ministry and ministry plans. If a student wishes, he or she can take MMOL 639 Ministry Project. This course must be arranged through the Program Director at least one term before the student desires to take the course. The student must have a definite plan for a ministry project and a professor must be available to direct the project. Biblical Studies (Choose two from the following) MMOL 631 Focused Study of the Old Testament MMOL 632 Focused Study of the New Testament BHOL 531 Introduction to Biblical Hebrew BGOL 531 Introduction to Biblical Greek

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Christian Education MMOL 537 Christian Education (required) Plus one from the following MMOL 538 The Church and Contemporary Culture MMOL 634 Christian Leadership Development MMOL 635 Church Administration MMOL 539 Interpreting and Teaching the Bible MMOL 636 Christian Missions and Evangelism MMOL 638 Youth and Family Ministry Church Planting MMOL 637 Planting High Impact Churches (required) Plus one of the following: MMOL 537 Christian Education MMOL 538 The Church and Contemporary Culture MMOL 539 Interpreting and Teaching the Bible MMOL 633 Pastoral Ministries MMOL 634 Christian Leadership Development MMOL 635 Church Administration MMOL 636 Christian Missions and Evangelism MMOL 638 Youth and Family Ministry Youth Ministry MMOL 638 Youth and Family Ministry (required) Plus one of the following: MMOL 537 Christian Education MMOL 538 The Church and Contemporary Culture MMOL 539 Interpreting and Teaching the Bible MMOL 634 Christian Leadership Development MMOL 635 Church Administration MMOL 636 Christian Missions and Evangelism Pastoral Ministries MMOL 633 Pastoral Ministries (required) Plus one of the following: MMOL 537 Christian Education MMOL 538 The Church and Contemporary Culture MMOL 539 Interpreting and Teaching the Bible MMOL 634 Christian Leadership Development MMOL 635 Church Administration MMOL 636 Christian Missions and Evangelism MMOL 637 Planting High Impact Churches MMOL 638 Youth and Family Ministry Christian Missions and Evangelism (all four courses required) MMOL 636 Christian Missions and Evangelism MMOL 640 The Minister's Spiritual Life MMOL 642 Evangelistic Preaching MMOL 644 Developing an Evangelistic Church NOTE: The concentrations listed above are examples. Students can develop their own concentration based on courses that would be most beneficial in their ministry.

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Course Descriptions

BGOL 531 Introduction to Biblical Greek (3 hours) The course introduces the basic principles of Biblical Greek grammar. The course surveys the verb system; explains the use of cases; discusses the syntax of nouns, adjectives, and prepositions; emphasizes vocabulary building; and lays the groundwork for using Biblical Greek to enrich personal Bible study and the preparation of sermons and Bible studies. Offered 2nd Bi-Term in the summer of odd-numbered years. BHOL 531 Introduction to Biblical Hebrew (3 hours) The course introduces the basic principles of Biblical Hebrew grammar. The course surveys the verb system; introduces the syntax of nouns, adjectives, and prepositions; emphasizes vocabulary building; and lays the groundwork for using Biblical Hebrew to enrich personal Bible study and the preparation of sermons and Bible studies. Offered 2nd Bi-Term in the summer of even years. MMOL 531 Old Testament Survey I (3 hours) The course provides an introduction to the Pentateuch and the former prophets (Joshua, Judges, Samuel, and Kings). The course provides an historical, literary, and theological examination of the books and sections. Students will learn about the various analytical methods used in studying these books and the major issues in the formation and interpretation of the books. Students will also examine the content and theology of the books. Offered 2nd Bi-Term each fall. MMOL 532 Old Testament Survey II (3 hours) The course provides an introduction to the latter prophets (Isaiah, Jeremiah, Ezekiel, and the Twelve) and the Writings of the Old Testament. The course provides an historical, literary, and theological examination of the books and sections. Students will learn about the various analytical methods used in studying these books and the major issues in the formation and interpretation of the books. Students will also examine the content and theology of the books. Offered 2nd Bi-Term each spring. MMOL 533 New Testament Survey I (3 hours) The course provides an introduction to the Gospels of the New Testament. The course provides an historical, literary, and theological examination of the books. Students will learn about the various analytical methods used in studying these books and the major issues in the formation and interpretation of the books. Students will also examine the content and theology of the books. Offered 1st Bi-Term each fall. MMOL 534 New Testament Survey II (3 hours) The course provides an introduction to the Book of Acts, the letters of Paul, the general letters, and the Book of Revelation in the New Testament. The course provides an historical, literary, and theological examination of the books and sections. Students will learn about the various analytical methods used in studying these books and the major issues in the formation and interpretation of the books. Students will also examine the content and theology of the books. Offered 1st Bi-Term each spring. MMOL 535 Christian Theology I (3 hours) The course begins with an examination of the method and language of theology and a discussion of theology in the postmodern period. The course then focuses on the doctrines of God, creation, humanity, and sin. Offered 1st Bi-Term each summer. MMOL 536 Christian Theology II (3 hours) The course focuses on the doctrines of Jesus Christ, the Holy Spirit, the Trinity, salvation, the Church, and eschatology. Offered 2nd Bi-Term each summer. MMOL 537 Christian Education (3 hours) The course provides a study of the biblical, theological, and historical basis for the educational ministry of a church. The course also provides a study of the nature and functions of a New Testament church, especially as they relate to education and outreach. Students will learn about the church’s educational programs, and become acquainted with principles for planning for and administering those programs. Students will explore means for selecting, training, and utilizing church staff and volunteer leaders for effective educational ministry through the church. Offered 1st Bi-Term in the fall of even-numbered years.

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MMOL 538 The Church and Contemporary Culture (3 hours) The course examines cultural trends, their impact upon the Church and evangelism, and various means of effectively interacting to promote church planting and growth. The course focuses on the challenges and processes of communication cross-culturally, especially in encountering different worldviews and in meeting the challenges provided by language and actions. The course also provides the student with the necessary tools to understand and reach the people of various cultures and worldviews. Offered 2nd Bi-Term in the fall of even- numbered years. MMOL 539 Interpreting and Teaching the Bible (3 hours) The course provides a study of the basic principles of biblical interpretation and application. The student will learn how to prepare, organize and teach biblical truth for life change. Offered 1st Bi-Term in the fall of odd-numbered years. MMOL 630 Special Topics in Christian Studies (3 hours) This course provides a study of a particular issue, discipline, topic, or area of concern within biblical, theological, or religious studies. Possible topics include surveys of particular periods in church history, a study of world religions, and an examination of the non-canonical works. The course may be repeated once as long as the subject matter is different. Offered twice each academic year. MMOL 631 Focused Study of the Old Testament (3 hours) The course focuses on one section of the Old Testament writings. For the purposes of the course, the Old Testament has been broken into the Pentateuch, history of Israel, Prophets, and Psalms and Wisdom. Within a two-year cycle of the course, at least one offering of the course would cover each of the four sections of the Old Testament. A student pursuing the Biblical Studies track of the M.A. in Christian Studies may take the course three times as long as each offering focuses on a different section of the Old Testament, but to meet the requirements of the Biblical Studies track a student must take MMOL 632 Focused Study of the New Testament at least once to provide a more balanced in-depth study of the Bible. Prerequisite: MMOL 531 Old Testament Survey I, MMOL 532 Old Testament Survey II, or permission of instructor. Offered 1st Bi-Term in the spring of even numbered years. MMOL 632 Focused Study of the New Testament (3 hours) The course focuses on one section of the New Testament writings. For the purposes of the course, the New Testament has been broken into the Synoptic Gospels, the writings of Paul, the Johannine Gospel and letters, and the General Epistles and Revelation. Within a two-year cycle of the course, at least one offering of the course would cover each of the four sections of the New Testament. A student pursuing the Biblical Studies track of the M.A. in Christian Studies may take the course three times as long as each offering focuses on a different section of the New Testament, but to meet the requirements of the Biblical Studies track a student must take MMOL 631 Focused Study of the Old Testament at least once to provide a more balanced in-depth study of the Bible. Prerequisite: MMOL 533 New Testament Survey I, MMOL 534 New Testament Survey II, or permission of instructor. Offered 1st Bi-Term in the summer of even-numbered years. MMOL 633 Pastoral Ministries (3 hours) The course assists students in acquiring the knowledge and skills for effective pastoral ministry in the local church. Students will study the purpose of preaching/teaching and will examine the practical steps necessary for communicating the gospel. Students will also examine the functions of pastoral care as it relates to counseling, visiting the sick, and ministering during times of crisis and grief. Additionally, special emphasis will be given to the importance of caring for one’s physical, emotional, mental, social, and spiritual health. Offered 1st Bi-Term in the spring of odd-numbered years. MMOL 634 Christian Leadership Development (3 hours) The course explores leadership from a biblical and theological perspective. The tasks or functions of leadership will be addressed in regard to para-church and local church ministry. Students will assess their own leadership and relational styles. Offered 2nd Bi-Term in the spring of even-numbered years. MMOL 635 Church Administration (3 hours) The course provides a study of the process of administration as applied to a church. The course also provides a biblical and theological basis for church administration and examines the basics of administration and how to organize a church. In addition, the course surveys and applies the administrative functions to the ministry of a church. Students will also examine several administrative styles as related to administration in a church. Offered 1st Bi-Term in the summer of odd-numbered years.

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MMOL 636 Christian Missions and Evangelism (3 hours) The course is an introduction to Christian missions and evangelism that provides a biblical basis and theological foundation for ministry. Students will understand contemporary strategies and trends with a focus on their practical application. Offered 2nd Bi-Term in the spring of odd-numbered years. MMOL 637 Planting High Impact Churches (3 hours) The course provides a comprehensive introduction to the principles and methods used in starting high impact churches. The course focuses on the biblical mandate for starting high impact churches, the process of determining need and location, the organization and financing of the new church, and the launch of the new church. (Prerequisite: MMOL 538 The Church and Contemporary Culture or permission of instructor). Offered 1st Bi-Term in the summer of odd-numbered years. MMOL 638 Youth and Family Ministry (3 hours) The course provides an overview of ministry to youth and their families. The course provides a synopsis of contemporary culture, especially as it affects youth and family ministry. Special attention will be given to calling and being a Christian leader, to the biblical foundation for youth and family ministry, to special issues in regard to youth and their families, and to the recruiting and training of leaders. Offered 2nd Bi-Term in the fall of odd- numbered years. MMOL 639 Ministry Project (1-3 hours) Students have the option of selecting a project subject that can be applied to their current field of service or desired field of service in lieu of an elective course. Each student will work closely with a professor in the Master of Arts in Christian Studies program who specializes in the chosen area. The proposed project is subject to the approval of the Program Director and the faculty member who will work with the student on the project. Projects must be approved during the bi- term before the bi-term in which the course is to be taken. The final project will be reviewed by the directing professor and the grade will be assigned by the directing professor. Offered as needed. MMOL 640 The Minister's Spiritual Life (3 hours) The course focuses on developing the minister's own walk with God through the practice of spiritual disciplines. The course recognizes that a minister must focus on his or her own spiritual life to effectively nurture others and to address the varying situations in ministry and life. MMOL 642 Evangelistic Preaching (3 hours) The courses focuses on developing the necessary skills to prepare and deliver an evangelistic sermon that leads individuals to find faith in Christ. While the course focuses on preaching, the course also helps develop skills in extending an effective invitation. MMOL 644 Developing an Evangelistic Church (3 hours) The course focuses on developing the minister's skills in leading his or her church to understand the importance of evangelism and to engage in more effective evangelistic outreach and discipleship.

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Course Schedule The Master of Arts in Christian Studies at University of the Cumberlands is composed of 30 semester hours of credit. Each course counts 3 semester hours. Courses are taught in 8-week bi-terms (two in the fall, two in the spring, and two in the summer). Courses are asynchronous in format meaning there is not a set time during the week that professor and students will have to be online together.

The core courses in the program and when they are offered each year are:

Course Prefix Course Title Semester Bi-Term MMOL 531 Old Testament Survey I Fall 2nd MMOL 532 Old Testament Survey II Spring 2nd MMOL 533 New Testament Survey I Fall 1st MMOL 534 New Testament Survey II Spring 1st MMOL 535 Christian Theology I Summer 1st MMOL 536 Christian Theology II Summer 2nd

These core courses must be taken to complete the program. If you have taken one or more of these courses at another accredited graduate school, we can transfer in nine semester hours but no more. You must then take an additional four courses. Those courses and when they are typically offered is as follows:

Course Prefix Course Title Semester Bi-Term MMOL 537 Christian Education Fall (Even Years) 1st MMOL 538 The Church and Contemporary Culture Fall (Even Years) 2nd MMOL 539 Interpreting and Teaching the Bible Spring (Odd Years) 1st MMOL 630 Special Topics in Christian Studies At least once each year MMOL 631 Focused Study of the New Testament At least once each year MMOL 632 Focused Study of the New Testament At least once each year MMOL 633 Pastoral Ministries Spring (Odd Years) 1st MMOL 634 Christian Leadership Development Spring (Even Years) 2nd MMOL 635 Church Administration Fall (Odd Years) 1st MMOL 636 Christian Missions and Evangelism Fall 1st MMOL 637 Planting High Impact Churches Spring (Even Years) 1st MMOL 638 Youth and Family Ministry Fall (Odd Years) 2nd MMOL 639 Ministry Project At least once each year MMOL 640 The Minister’s Spiritual Life Spring (Odd Years) 1st MMOL 642 Evangelistic Preaching Fall (Even Years) 2nd MMOL 644 Developing an Evangelistic Church Spring 2nd BGOL 531 Introduction to Biblical Greek Summer Summer (Even Years) 1st BHOL 531 Introduction to Biblical Hebrew Summer (Odd Years) 1st

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SCHOOL OF COMPUTER AND INFORMATION SCIENCES

Center of Academic Excellence University of the Cumberlands (UC) was recently named a National Center of Academic Excellence in Cyber Defense

(CAE-CD) by the National Security Agency (NSA) and the Department of Homeland Security (DHS). According to the NSA website, the overall objective of CAE-CD designations is to reduce national vulnerability by “promoting higher education and research in cyber defense” and by producing professionals with cyber expertise.

Program Mission

The School of Computer and Information Sciences strives for excellence in creating, applying, and imparting

knowledge in information technology through comprehensive educational programs, research in collaboration with industry and government, dissemination through scholarly publications, and service to professional societies, the community, the state, and the nation.

Program Vision

Graduates of the School of Computer and Information Sciences will be recognized as innovative leaders in the field of

information technology by their work in a myriad of application areas, and through their work in advanced study and research. The faculty will continue to be known for their passion for teaching these students and for their knowledge, expertise, and innovation in advancing the frontiers of knowledge in information technology.

Program Goals

1. To prepare information technologists with the knowledge to properly secure facilities, equipment and software. 2. To prepare information technologists with the knowledge to create and implement a plan to provide for disaster

prevention and recovery. 3. To prepare information technologists with the proper techniques for implementing security plans that insures

compliance with various laws and identifying and investigating breaches in compliance. 4. To prepare information technologists to address specific needs and challenges in the field of Information Security.

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Programs

Master of Science, Information Systems Security (MSISS)

31 Hours All courses are three (3) credit hours unless otherwise noted.

Program Description

The Master of Science in Information Systems Security at University of the Cumberlands focuses on information systems security challenges relating to mitigating the risk of loss or disclosure of data. With the combination of the ubiquitous nature of electronic information and the associated security risks, the field of information security has become a critical need for every organization.

Students can earn the MS, Information Systems Security in either a fully online format or an executive format combining online and on-site study. The Executive format program requires attendance at weekend residency classes. Further, the Executive MS, Information Systems Security Program meets the needs of international graduate business students. This program provides both in-seat and online coursework. Graduate students joining the Executive MS, Information Systems Security program will be employed or conduct projects in business-related positions and participate in Applied Learning Practicum, in which students apply what they are learning in their program to the real world via work or internship experiences.

Program of Study

The Master of Science in Information Systems Security is comprised of the following thirty-one (31) required credit hours:

Core courses (30 hours) ISOL 531 Access Control ISOL 532 Telecommunications and Network Security ISOL 533 Information Security and Risk Management ISOL 534 Application Security ISOL 535 Cryptography ISOL 536 Security Architecture and Design ISOL 631 Operations Security ISOL 632 Business Continuity Planning and Disaster Recovery Planning ISOL 633 Legal Regulations, Compliance, and Investigation ISOL 634 Physical Security Capstone or Applied Learning Practicum (1 hour) ISOL 699 Information Security Project (1hr)

OR INTR 599 Applied Learning Practicum*

* The Computer and Information Sciences Department, the School of Business, and the Leadership graduate (Masters and Doctorate) executive format programs have an applied learning component (internship/practicum) that is an integral (essential) part of the established curriculum. Due to the applied learning component required for the degree program, executive format students must enroll in INTR every term of enrollment.

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Master of Science, Digital Forensics (MSDF) 31 hours

All courses are three (3) credit hours unless otherwise noted.

Program Description

The Master of Science in Digital Forensics program at University of the Cumberlands prepares candidates for the advanced practice role of recovering and investigating data lost to computer crime, fraud, abuse, or other illegal activities. In addition to nurturing the skills necessary for digital forensics, the program offers a curriculum based upon need within the industry.

Students can earn the MS, Digital Forensics in either a fully online format or an executive format combining online and

on-site study. The Executive format program requires attendance at weekend residency classes. Further, the Executive MS, Digital Forensics Program meets the needs of international graduate business students. This program provides both in-seat and online coursework. Graduate students joining the Executive MS, Digital Forensics program will be employed or conduct projects in business-related positions and participate in Applied Learning Practicum, in which students apply what they are learning in their program to the real world via work or internship experiences.

Program of Study

The Master of Science in Digital Forensics is comprised of two specializations: Cybersecurity and Criminal Justice.

Master of Science in Digital Forensics with a Cybersecurity Specialization The Master of Science in Digital Forensics with a Cybersecurity Specialization contains the following eighteen (18) credit hours of core courses, nine (9) credit hours of required elective courses, three (3) hours in an approved elective course, and one (1) additional credit hour for a Capstone styled course or Applied Learning Practicum:

Core Courses (18 credit hours) MSDF 530 Digital Forensics Tools and Techniques MSDF 531 Windows Digital Forensics MSDF 534 Wireless Security and Forensics MSDF 630 Digital Forensics Evidence MSDF 633 Computer Crimes and Digital Forensics MSDF 634 Web Browser Forensics

Required Elective Courses (9 credit hours): MSDF 532 Windows Registry Forensics MSDF 631 Malware Analysis and Mitigation MSDF 632 INFOSEC Leadership and Communications

Students are required to complete three (3) credit hours from the following approved courses: ISOL 532 Telecommunications and Network Security ISOL 534 Application Security ISOL/BLCN 535 Cryptography ISOL 631 Operations Security ITS 530 Analyzing and Visualizing Data ITS/BLCN 632 Introduction to Data Mining BLCN 631 Blockchain Implementation Capstone or Applied Learning Practicum (1 hour) MSDF 699 Digital Forensics Project (1hr)

OR INTR 599 Applied Learning Practicum* * The Computer and Information Sciences Department, the School of Business, and the Leadership graduate (Masters and Doctorate) executive format programs have an applied learning component (internship/practicum) that is an integral (essential) part of the established curriculum. Due to the applied learning component required for the degree program, executive format students must enroll in INTR every term of enrollment.

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Master of Science in Digital Forensics with a Criminal Justice Specialization

The Master of Science in Digital Forensics with a Criminal Justice Specialization contains the following eighteen (18) credit hours of core courses, twelve (12) hours in two of three available Criminal Justice blocks, and one (1) additional credit hour for a Capstone styled course or Applied Learning Practicum: Core Courses (18 credit hours) MSDF 530 Digital Forensics Tools and Techniques MSDF 531 Windows Digital Forensics MSDF 534 Wireless Security and Forensics MSDF 630 Digital Forensics Evidence MSDF 633 Computer Crimes and Digital Forensics MSDF 634 Web Browser Forensics Capstone or Applied Learning Practicum (1 credit hour) MSDF 699 Digital Forensics Project (1hr) OR INTR 599 Applied Learning Practicum (1hr)* * The Computer and Information Sciences Department, the School of Business, and the Leadership graduate (Masters and Doctorate) executive format programs have an applied learning component (internship/practicum) that is an integral (essential) part of the established curriculum. Due to the applied learning component required for the degree program, executive format students must enroll in INTR every term of enrollment.

Students are required to complete twelve (12) credit hours from the following approved blocks be selecting two of the three blocks listed: Block One CROL 532 Criminological Theories in Justice Administration CROL 537 Leadership Fundamentals Block Two CROL 635 Legal and Ethical Issues in Homeland Security CROL 636 Critical Issues in Homeland Security Block Three CROL 621 Sex Crimes: Myths & Motives CROL 641 Violent Offenders: Crimes & Psychology With the approval of the Program Director, MSDF 690 Special Topics may substitute for one required core course in the program.

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Master of Science, Information Technology (MSIT) 31 hours

All courses are three (3) credit hours unless otherwise noted.

Program Description The Master of Science in Information Technology at University of the Cumberlands focuses on the advanced practice

role of the use of predictive analytics to identify cyber threats, employ big data analytics to improving healthcare, and empower smart cities in making data-driven policy changes critical for societal well-being. This program is designed to meet the aggressive demand for qualified data scientists in virtually every sector of the economy, with classes in computer science, data intelligence, analytics, and security.

Students can earn the MS, Information Technology in either a fully online format or an executive format combining

online and on-site study. The Executive format program requires attendance at weekend residency classes. Further, the Executive MS, Information Technology Program meets the needs of international graduate business students. This program provides both in-seat and online coursework. Graduate students joining the Executive MS, Information Technology program will be employed or conduct projects in business-related positions and participate in Applied Learning Practicum, in which students apply what they are learning in their program to the real world via work or internship experiences.

Program of Study The Master of Science in Information Technology is comprised of eight-teen (18) hours of core required credit hours, twelve (12) hours in department or related field elective courses (i.e., Information Technology, Cybersecurity, Digital Forensics, Blockchain), and one (1) additional credit hour for a Capstone styled course or Applied Learning Practicum:

Core Courses (18 hours) ITS 530 Analyzing and Visualizing Data ITS 531 Business Intelligence ITS 532 Cloud Computing ITS 630 Organization Leadership and Decision Making ITS 631 Operational Excellence ITS 632 Introduction to Data Mining Capstone or Applied Learning Practicum (1 hour) ITS 699 Information Security Project (1hr)

OR INTR 599 Applied Learning Practicum*

* The Computer and Information Sciences Department, the School of Business, and the Leadership graduate (Masters and Doctorate) executive format programs have an applied learning component (internship/practicum) that is an integral (essential) part of the established curriculum. Due to the applied learning component required for the degree program, executive format students must enroll in INTR every term of enrollment. Electives: Twelve (12) hours in department or related field elective courses (i.e., Information Technology, Cybersecurity, Digital Forensics, Blockchain): With the approval of the Program Director, ISOL 690 Special Topics may substitute for one required course in the program.

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Doctorate of Philosophy, Information Technology (PhD IT) 60 hours

All courses are three (3) credit hours unless otherwise noted.

Program Description

The Doctorate of Philosophy in Information Technology at University of the Cumberlands focuses on the advanced practice role of the use of predictive analytics to identify cyber threats, employ big data analytics to improving healthcare, and empower smart cities in making data-driven policy changes critical for societal well-being. This program is designed to meet the aggressive demand for qualified data scientists in virtually every sector of the economy, with classes in computer science, data intelligence, analytics, security, strategic planning, governance and global economy.

Students can earn the PhD, Information Technology in either a fully online format or an executive format combining online and on-site study. The Executive format program requires attendance at weekend residency classes. Further, the Executive PhD, Information Technology Program meets the needs of international graduate business students. This program provides both in-seat and online coursework. Graduate students joining the Executive PhD, Information Technology program will be employed or conduct projects in business-related positions and participate in Applied Learning Practicum, in which students apply what they are learning in their program to the real world via work or internship experiences.

Program of Study

The Doctorate of Philosophy in Information Technology is comprised of the following eighteen (18) hours of core required credit hours, at least twenty-one (21) hours of professional research courses, and twenty-one (21) hours in a content specialty.

Program Sensitivity

While the program’s schedule requires considerable independent learning and preparation on the part of the candidate prior to each session, the schedule nevertheless enables in-depth, active learning based on critical and reflective thinking. The format allows assignments to be handled comfortably, while candidates maintain their continuing professional responsibilities. The program is designed with an applied learning component that is an integral (essential) part of the established curriculum. This allows students the opportunity to apply their studies to their place of employment.

PhD IT Program Requirements

Research Students will formally identify a dissertation topic and write the review of the literature in fulfillment of the requirements for DSRT 736-Dissertation Seminar. The remaining sections of the first three chapters of the dissertation will be written while enrolled in DSRT 839- Advanced Research Methods. Candidates will carry out their research to complete the dissertation.

Comprehensive Exam Candidates sit for the Comprehensive Examination prior to enrolling DSRT 930. The specific content, structure, and scheduling of this examination is determined by the Program Director. Tailored to each student’s program of study, questions on the Comprehensive Examination are generated by the program’s four content-related goals:

• Goal 1: Expand information sciences through advanced study. • Goal 2: Promote critical thinking and problem-solving skills to include leadership at the organizational and system level

and the ability to evaluate and improve the quality and safety of Information Sciences. • Goal 3. Afford structured and supervised research experiences so that students develop the technical, conceptual and

communication skills that are required to conduct high quality, independent research. • Goal 4: Provide training in basic and advanced information systems theory and practice so that students master the

technical and conceptual tools needed for conducting high quality research. • Goal 5: Instill ethical leadership, service, and values

The Comprehensive Examination is normally completed in one four-hour session scheduled during the operating hours of the department. It is graded by contributing members of program faculty, with passing marks required on all sections of the examination before a candidate can graduate. A student failing any or all parts of the Comprehensive Examination has one opportunity to retake these sections within one month of the original testing date. A student who fails the exam or a portion of it a second time must sit out for 16 weeks before taking it a third time. Students failing the exam a third time must retake relevant courses. Once the student has successfully retaken relevant courses, the cycle of testing begins anew.

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The Dissertation

The dissertation is the capstone experience in the PhD program of Information Technology. A dissertation is a research- based project that may use a wide-range of statistical, quantitative, and qualitative methods. However, in the University’s practitioner-focused program, the dissertation is conceived as a reality-based project in which the candidate engages in authentic professional problem-solving to extend best practices in the field. Specific details on dissertation requirements are included in the Dissertation Handbook.

All program features highlighted above combine to make the doctoral program at the University of the Cumberlands a rigorous academic experience focused on strengthening the skills of information technology professionals.

Core Courses (18 hours): ITS 831 Information Technology Importance in Strategic Planning ITS 832 Information Technology in a Global Economy ITS 833 Information Governance ITS 834 Emerging Threats and Countermeasures ITS 835 Enterprise Risk Management ITS 836 Data Science and Big Data Analytics

Professional Research (21 hours): DSRT 734 Inferential Statistics DSRT 837 Professional Writing and Proposal Development DSRT 736 Dissertation Seminar DSRT 839 Advanced Research Methods DSRT 930 Dissertation DSRT 931 Dissertation Students will choose from LEAR 850, CROL 685, or CROL 674 or department approved electives OR INTR 799/899 Applied Learning Practicum For executive format students, the applied learning component (internship/practicum) is established as an integral (essential) part of the established curriculum. Due to the applied learning component required for the degree program, executive format students must enroll in INTR every term of enrollment.

Content Specialty Area (21 hours): A content specialty area of at least twenty-one hours must be earned in one of the four (4) disciplines: Information Systems Security, Information Technology, Digital Forensics, and Blockchain.

Digital Forensics:

MSDF 530 Digital Forensics Tools and Techniques MSDF 531 Windows Digital Forensics MSDF 532 Windows Registry Forensics MSDF 534 Wireless Security and Forensics MSDF 630 Digital Forensics Evidence MSDF 633 Computer Crimes and Digital Forensics MSDF 631 Malware Analysis and Mitigation MSDF 632 INFOSEC Leadership and Communications MSDF 634 Web Browser Forensics

Information Securities:

ISOL 531 Access Control ISOL 532 Telecommunications and Network Security ISOL 533 Information Security and Risk Management ISOL 534 Application Security ISOL 535 Cryptography ISOL 536 Security Architecture and Design ISOL 631 Operations Security ISOL 632 Business Continuity Planning and Disaster Recovery Planning ISOL 633 Legal Regulations, Compliance, and Investigation ISOL 634 Physical Security

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Blockchain Specialization

BLCN 531 Introduction to Blockchain and Cryptocurrencies BLCN 532 Blockchain Development BLCN 533 Finance and Blockchain BLCN 534 Fundamentals of Database Systems BLCN 535 Cryptography BLCN 631 Blockchain Implementation BLCN 632 Data Mining BLCN 633 Global Marketing and Blockchain BLCN 634 Human Resource Mgmt. and Blockchain BLCN 635 New Technologies for Business Leaders

Information Technology:

ITS 530 Analyzing and Visualizing Data ITS 531 Business Intelligence ITS 532 Cloud Computing ITS 535 System Analysis and Design ITS 536 Human Computer Interaction and Usability ITS 537 Information Technologies and Mobile Applications ITS 538 Database System ITS 630 Organization Leadership and Decision Making ITS 631 Operational Excellence ITS 632 Introduction to Data Mining

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Course Descriptions BLCN 531 Introduction to Blockchain and Cryptocurrencies (3 hours) This course explores the fundamentals of the public, transparent, secure, immutable and distributed database called Blockchain. Blockchains can be used to record and transfer any digital asset not just currency. This course will introduce students to the workings and applications of this new technology. Its potential impact on financial services, government, banking, contracting, and identity management will be discussed. This course provides the background necessary to be able to separate fact from fiction when reading claims about Bitcoin and other cryptocurrencies. Presents conceptual foundations required to engineer secure software that interacts with the Bitcoin network. Integrates ideas from Bitcoin and other cryptocurrencies in applied learning projects. BLCN 532 Blockchain Development (3 hours) This course introduces blockchain on the practical level. The student will get a detailed picture of the components and structures of blockchain business networks, such as ledgers, smart contracts, consensus, certificate authorities, security, roles, transaction processes, participants, and fabrics. The student will also receive experience working with a blockchain to model, build, and test a business network that can query a ledger through programming. Finally, the student will learn how to create a blockchain network. BLCN 533 Finance and Blockchain (3 hours) This course covers digital currencies, Blockchains, cryptographic tokens, and related topics in the FinTech (Financial/Technical) area, perhaps the most significant innovation in the financial world since the advent of double-entry bookkeeping centuries ago. The technology appears to represent an existential challenge for major parts of the finance industry. It is now commonly suggested by experts that commercial banks and stock exchanges may no longer exist, or may become much smaller, within the next 10 to 20 years, with increasing volumes of payments and exchange taking place on a peer to peer basis. New financing channels such as initial coin offerings have the potential to upend segments of entrepreneurial finance. BLCN 534 Fundamentals of Database Systems (3 hours) Emphasis on the concepts and structures necessary to design and implement a database management system. Topics covered will include data models, normalization, query facilities, file and index organization, security, and database programming. BLCN 535 Cryptography (3 hours) The course examines methods and techniques for concealing data for security purposes. Cryptography plays a major role in securing blockchain technologies. Topics covered will include cryptographic techniques, approaches and technologies. (Course currently taught as ISOL 535) BLCN 631 Blockchain Implementation (3 hours) This course will provide an overview of the structure and mechanism of Bitcoin, Ethereum, Hyperledger and multi-chain blockchain platforms. The student will learn to setup his/her own private blockchain and deploy smart contracts on Ethereum. The student will also learn to deploy the business network using Hyperledger Composer and be able to setup a private multi-chain environment. (Prerequisite: BLCN 531) BLCN 632 Data Mining (3 hours) The goal of the course is to introduce students to the current theories, practices, tools and techniques in data mining. Because many topics and concepts in data mining are learned most efficiently through hands-on work with data sets, we will spend time with software analyzing and mining data. The goal is to gain a better understanding of how data mining is applied and what is involved in data mining projects. (Course currently taught as ITS 632) BLCN 633 Global Marketing and Blockchain Technology (3 hours) This course will research how leveraging high “Velocity” data — such as data from mobile devices — has unearthed knowledge that has helped firms better understand their customers. The significant potential of high “Variety” data — data that is unstructured in the form of text, images, videos, and so on — to make better predictions has been documented in numerous academic studies. Blockchain technology will be used to address the limitation of issues related to the accuracy, reliability, and transparency of the data itself. BLCN 634 Human Resource Management and Blockchain (3 hours) This course will explore how HR will be disrupted by Blockchain technologies. Current disruptions include HR solutions moving to subscription-based models on cloud platforms; organizations emphasizing mobile-first strategies; and employees expect consumer-grade digital services.

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BLCN 635 New Technologies for Business Leaders (3 hours) This introductory course is developed for high level business people (and those on their way) who want a broad understanding of new Information Technologies and understand their potential for business functions (e.g. marketing, supply change management, finance). From Blockchain over Artificial Intelligence to Virtual Reality technologies: This course will empower business leaders to embrace the concepts and bring the state of the art information technologies into their organizations to improve client and customer engagement and ultimately the bottom line of their businesses. Instead of digital disruption, the new technologies and management methods will become the foundation of a Digital Transformation journey for better customer relationship management and client satisfaction. This course is not a deep technical curriculum, but rather is focused on helping executive grasp the technologies’ potential in their own area of expertise. BLCN 699 Capstone (1 hour) This course will provide an opportunity to demonstrate his/her cumulative knowledge obtained in the program. The student will be asked to create a business use case that has a problem that can be solved by blockchain technologies. The student will then create and implement a comprehensive solution for the problem. DSRT 734 Inferential Statistics in Decision-making (3 hours) This course focuses on the descriptive and inferential statistics commonly used in organizational administration. Course activities include the application of statistical methods to research design, as well as an investigation of how these methods can contribute to school improvement. Specific concepts include measures of central tendency and variability, probability theory, estimation and significance, and correlation and regression. DSRT 837 Professional Writing and Proposal Development (3 hours) This course is an introductory overview of writing and organizational skills necessary for completion of a dissertation and submission of articles for publication. It includes components of research design. DSRT 736 Dissertation Seminar (3 hours) This course provides guided instruction on the design and writing of a dissertation proposal focused on organization- based research. Course activities are intended to strengthen skills in writing, project design, and research methods. Prerequisite: DSRT 734 and DSRT 837 DSRT 839 Advanced Research Methods (3 hours) The course is designed to provide doctoral students with an in-depth analysis of the methods and procedures of research used in the various subfields of education. Topics include conceptualizing research designs, writing research proposals, constructing measurement instruments, collecting and analyzing qualitative and quantitative data, and drawing inferences. Special attention is given to making sound decisions regarding the selection of appropriate designs and methods for investigating research questions. The student will develop a proposal that will, upon approval of the student’s advisor and program director, serve as the first three chapters of student’s dissertation. Prerequisites: DSRT 734, 837 and 736. DSRT 930, 931, 932 Dissertation (3 hours each) These courses are an independent application of research, design, and methodology that leads to the completion of an original research study under the guidance of the student’s Dissertation Director. Subject to the final approval of the Dissertation Director and evaluators, the degree candidate writes the dissertation and prepares for its oral defense. DSRT 930 and 931 are taken consecutively for 3 credits each. Prerequisites: all coursework, including those in the content specialty area, needs to be completed; Comprehensive exams need to be successfully passed; and IRB approval must be secured. Advisor approval is also necessary to register for the 930 sequence; if the dissertation is not completed at the end of DSRT 931, the candidate enrolls in DSRT 932 as needed, for 3 credit hours each term, until the dissertation is completed and defended. Prerequisites: satisfactory completion of all program course work and passage of the Comprehensive Examinations. ISOL 531 Access Control (3 hours) The course provides an in depth study of the three main security principles: availability, integrity and confidentiality. The course examines mechanisms used to control what resources an entity can access, and the extent of the entity’s capabilities to interact with the resource. The course also examines approaches to auditing how the entity interacts with the resource. ISOL 532 Telecommunications and Network Security (3 hours) The course provides fundamental concepts of networking including: examination of public and private communication systems, networking topologies, devices, protocols, and remote access. It additionally explores strategies on identifying areas for security vulnerabilities on networks.

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ISOL 533 Information Security and Risk Management (3 hours) The course provides a methodology to identify an institution’s information technology assets, the proper way to determine the necessary level of protection required, and techniques for developing budgets for security implementations. ISOL 534 Application Security (3 hours) This course discusses methods to increase the security of application development and thwart attacker attempts to manipulate code. It also explores the software lifecycle and change control to reduce the probability of poorly written applications that allows an attacker to exploit coding errors. Database development models will be introduced focusing on choosing the best model to increase security. ISOL Cryptography (3 hours) The course examines methods and techniques for concealing data for security purposes. Topics covered will include cryptographic techniques, approaches and technologies. ISOL 536 Security Architecture and Design (3 hours) The course focuses on the concepts and standards for designing and implementing secure software systems. ISOL 631 Operations Security (3 hours) The course examines controls over personnel, hardware, software, and systems. It also covers possible abuse channels and proper countermeasures. ISOL 632 Business Continuity Planning and Disaster Recovery Planning (3 hours) The course examines the preservation of business activities when faced with disruptions or disasters. It involves the processes that are used to create a business continuity and disaster recovery plan and strategies for critical resource recovery. ISOL 633 Legal Regulations, Compliance, and Investigation (3 hours) This course helps students understand the various types of cybercrimes, and law enforcement’s responses to them through digital forensics. The legal environment of cyberspace will be unpacked as the student becomes familiar with how technology facilitates social relationships between deviants and criminals. From hacking and online fraud to sexual exploitation, intellectual property theft, cyberbullying, and even cyber-terrorism and warfare, digital forensics investigations, cybercrime policies, and legislation are presented as strategic solutions to make the world wide web and its users secure. ISOL 634 Physical Security (3 hours) The course examines risks, threats, and countermeasures to secure data, personnel and hardware. This involves facility creation and selection concerns, facility access control methods, and safety issues. ISOL 690 Special Topics (3 hours) The course presents special topics of interest in the domain of information security and information governance. Topic areas might include business continuity planning, legal and regulatory compliance issues and operations security. ISOL 699 Info Security Project Info Systems Security (1 hour) All students are required to demonstrate the ability to demonstrate the ability to clearly evaluate a particular information security need, identify potential solutions, evaluate the alternatives, and implement the best solution. This project will draw upon portfolio case assignments completed in previous courses to produce a complete solution for the assigned problem. It will be evaluated using the same rubric that was used to assess the individual course portfolio assignments. Credit, 1 hr. ITS 530 Analyzing and Visualizing Data (3 hours) This course is intended to introduce students to modern programs and technologies that are useful for organizing, manipulating, analyzing, and visualizing data. We start with an overview of the R language, which will become the foundation for your work in this class. Then we’ll move on to other useful tools, including working with regular expressions, basic UNIX tools, XML, and SQL. ITS 531 Business Intelligence (3 hours) This course covers theories and applications of business analytics. The focus is on extracting business intelligence from firms' business data for various applications, including (but not limited to) customer segmentation, customer relationship management (CRM), personalization, online recommendation systems, web mining, and product assortment. The emphasis is placed on the 'know-how' -- knowing how to extract and apply business analytics to improve business decision- making.

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ITS 532 Cloud Computing (3 hours) This course is designed as a primer for cloud computing which many believe is the third major wave of computing, after mainframe and client-server computing. The course examines this technology from a business perspective. The course is designed to deliver a holistic and balanced view of business model, technological infrastructure, and security issues of cloud computing useful for the technology student to understand the business challenges and the business student to understand the technology challenges. ITS 535 System Analysis and Design This course provides a detailed overview of system analysis and design methodologies. You will examine techniques to develop systems more efficiently, such as the system development life cycle (SDLC) and other processes. System requirements, functional design, display, and end-of-project conclusions and analysis are studied and practiced through a variety of activities. ITS 536 Human Computer Interaction and Usability This course takes an interdisciplinary approach to the study of Human Computer Interaction (HCI), viewing it from multiple angles to understand its implications in organizational and societal contexts. Students explore design principles of HCI and learn best practices for the evaluation and implementation of interactive computing systems designed for human use. This course takes beginner students all the way up to advanced concepts. ITS 537 Information Technologies and Mobile Applications In this course, students uncover the technologies, devices, operating systems and tools behind mobile apps. The course focuses on mobile app development software and students practice creating apps for different devices and on a range of operating systems such as Android and iOS. ITS 538 Database Systems In this course, you will learn about the basic models and capabilities of standard database management systems (DBMS) packages. Included in the course is an overview of database principles, file-level models, data-level models, operation. The course also emphasizes implementation, maintenance and security considerations. You will study and use methods of DBMS selection and evaluation to implement the design for your proposed database project solution. ITS 630 Organization Leadership and Decision Making (3 hours) One of the most important skills a business leader needs to have concerning technology involves effective decision making and governance. This class will consist of a case study approach presenting different scenarios that require decisions to be made on technology issues that are relevant to today’s business environment. Students will develop the skills for understanding the components and elements of these technology decisions, and assess associated risks. This course will draw upon a cross section of technology, finance, security, project management, leadership, and other aspects of effective decision making. ITS 631 Operational Excellence (3 hours) This course focuses on the skills & knowledge to guide an organization in its best use of technology to achieve its business goals and objectives. Although technical knowledge & skills are essential for technology professionals, this course focuses on the development of more general leadership skills. The ability to communicate with a broad set of stakeholders is essential & this course will offer exercises in skills such as negotiation, persuasion, agility, coaching & facilitation through case studies, role playing and simulation. Technology leaders must also understand the elements of developing & implementing an overall IT Strategy for the organization. This course will review the various levels of strategy & how strategy is implemented. ITS 632 Introduction to Data Mining (3 hours) The goal of the course is to introduce students to the current theories, practices, tools and techniques in data mining. Because many topics and concepts in data mining are learned most efficiently through hands-on work with data sets, we will spend time with software analyzing and mining data. The goal is to gain a better understanding of how data mining is applied and what is involved in data mining projects. ITS 699 Information Technology Project (1 hour)* Students are required to demonstrate ability to clearly evaluate a particular information technology need, identify potential solutions, evaluate the alternatives, and implement the best solution. *Successful completion of 1 hour in INTR 599/799 will replace ITS 699

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ITS 831 Information Technology Importance in Strategic Planning (3 hours) This course focuses on the information technology leader’s collaborative roles working with an organization’s senior leadership, including aligning business strategy with IT strategy, acting as an equal contributor to the formation of organizational strategy, and integrating ethical policies and practices into an organization. Learners evaluate multidisciplinary research and practices related to leadership, organizational structures, and culture. Through the lens of complexity/chaos and change theories, learners analyze information technology’s role in contributing to organizational resiliency. ITS 832 Information Technology in a Global Economy (3 hours) This course covers theory, development and impacts of national and international policy on IT. It explores how frequent shifts in public policy require IT businesses to adjust rapidly to adhere to regulations. Students will develop sophisticated strategies to be able to adapt to the changing environment including new technologies, global transfer and analysis. ITS 833 Information Governance (3 hours) This course presents key issues related to the discipline of information governance and how it is being applied to electronic document and records management, email, social media, cloud computing, mobile computing, and, in fact, the management and output of information organization-wide. IG leverages information technologies to enforce policies, procedures and controls to manage information risk in compliance with legal and litigation demands, external regulatory requirements, and internal governance objectives. Information Governance: Concepts, Strategies, and Best Practices reveals how, and why, to utilize IG and leverage information technologies to control, monitor, and enforce information access and security policies. ITS 834 Emerging Threats and Countermeasures (3 hours) This course covers security issues and current best practices in several applicative domains, ranging from the enterprise to the military. Discusses emerging security threats and available countermeasures with respect to the most recent network and computing technologies, including wireless networks, computer-controlled physical systems, and social networks. Concludes by presenting current trends and open problems. ITS 835 Enterprise Risk Management (3 hours) This course goes beyond looking at risk management from the confines of quantitative topics to cover the full spectrum of risks that may emerge in enterprises. It covers a more holistic approach that includes the decisions and actions of employees in an active enterprise. It uses case studies to demonstrate the issues and challenges in total risk management. Finally, the course explore techniques for balancing enterprise risk and reward to enable performance optimization. ITS 836 Data Science and Big Data Analytics (3 hours) In this course the students explore key data analysis and management techniques, which applied to massive datasets are the cornerstone that enables real-time decision making in distributed environments, business intelligence in the Web, and scientific discovery at large scale. In particular, students examine the map-reduce parallel computing paradigm and associated technologies such as distributed file systems, no-sql databases, and stream computing engines. This highly interactive course is based on the problem-based learning philosophy. Students are expected to make use of technologies to design highly scalable systems that can process and analyze Big Data for a variety of scientific, social, and environmental challenges. MSDF 530 Digital Forensics Tools and Techniques (3 hours) The student becomes familiar with the practical methodologies of digital forensics in this course. We discuss real world cases in the exciting, burgeoning field, and processes such as digital forensics triage, investigations, and the prominent techniques and tools deployed in the profession. Learn about up-to-date free and open source digital forensics tools. In this course, the learner not only gains experience using digital forensics tools but also will understand the “why” behind the “how” when analyzing a Windows system. The course includes lessons about data acquisition and analysis of USB devices, a key topic in digital forensics especially useful in workplace cases of the bring-your-own-device nature that are on the rise. MSDF 531 Windows Digital Forensics (3 hours) This example-driven course instructs the student to build a skillset in order to perform digital forensics examinations in the Windows environment. The core skills necessary to perform forensic analysis of digital data will be covered. We will learn how to acquire and analyze data from a Windows system. Many digital forensics tools and techniques will be used in this course. MSDF 532 Windows Registry Forensics (3 hours) In this course the student is guided through advanced forensic investigations of the Windows Registry system. From the Registry’s background to its basic topics—e.g., hive files, information in keys and value—to discovering the trove of available data, the learner will be prepared to prove that a specific user performed specific actions in a Windows platform.

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MSDF 534 Wireless Security and Forensics (3 hours) This course examines the acquisition and analysis of digital information existing on mobile devices along the investigatory process. Students will learn the process with an underlying focus on the legal admissibility and effective communications of information gathered. From triaging the most prolific mobile platforms to chip-off analyses, the industry’s best practices are explained to future forensics leaders in law enforcement and private practice domains. MSDF 630 Digital Forensics Evidence (3 hours) This engaging course introduces the learner to critical legal knowledge as designed, written, and taught by legal experts. When a civil or criminal case may end up in court, all of the digital forensics skills that IT professionals bear are at risk unless the chain of custody is maintained and the rules of evidence are followed. Understanding evidence law, therefore, prepares the information security professional to put into full force her or his digital forensics analyses and to effectively serve their corporate, private, or governmental principal with utmost professionalism. MSDF 633 Computer Crimes and Digital Forensics and this course complement each other to place the learner at a great competitive advantage over peers who tend to leave the law to the lawyers. MSDF 631 Malware Analysis and Mitigation (3 hours) This course focuses on malware in Windows environments. The student will understand the various techniques used to analyze different types of malware programs such as Trojan horses, botnets, and rootkits. As other MSDF courses do, so too does this course provide the student with useful tools to perform digital forensics, here focused on analyzing and mitigating malware. MSDF 632 INFOSEC Leadership and Communications (3 hours) Without effective and efficient leadership in the security domain, both informational and physical, all of the analyses may be for naught. In this unique course offering among otherwise hard skills instruction in the MSDF program, the student will gain an advantage among professional peers by becoming an excellent communicator, and developing leadership skills. Technology professionals require both technological toolkits and “soft skills” abilities in order to inform and support law enforcement, executives, and similar lay-stakeholders. The ability to translate jargon into concise, actionable business actions results in added value. MSDF 633 Computer Crimes and Digital Forensics (3 hours) This course helps students understand the various types of cybercrimes, and law enforcement’s responses to them through digital forensics. The legal environment of cyberspace will be unpacked as the student becomes familiar with how technology facilitates social relationships between deviants and criminals. From hacking and online fraud to sexual exploitation, intellectual property theft, cyberbullying, and even cyber-terrorism and warfare, digital forensics investigations, cybercrime policies, and legislation are presented as strategic solutions to make the world wide web and its users secure. MSDF 634 Web Browser Forensics (3 hours) In this unique course, the student will be provided with the knowledge, skills, and abilities to comprehensively understand web browser vulnerabilities. The approach taken includes becoming aware of browser-based risk by embracing tutorials designed by experienced browser hackers. Through this perspective, you will learn how hackers target Internet Explorer, Chrome, and Firefox web browsers, and therefore how to fight back against such attacks. MSDF 699 Digital Forensics Project (1 hour)* The proverbial rubber hits the road in this practical course where the student applies the knowledge and tools attained and obtained through successful completion of at least seven MSDF courses. While the student will likely be concurrently taking up to two other MSDF courses he or she will work with an assigned faculty member(s) to design a cybersecurity incident, draft and implement a response plan, acquire and analyze relevant data, and report the results in a mock attorney meeting with the goal of having the case picked up for prosecution. *Successful completion of 1 hour in INTR 599/799 will replace MSDF699

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CLINICAL COUNSELING (COUNSELOR EDUCATOR AND SUPERVISION) DEPARTMENT

Department Mission

The mission of the Department of Counseling is to provide excellence in innovative academic programs grounded in service & leadership to develop professional counselors and counselor educators to serve diverse populations.

Masters Program Vision

The mission of the Masters programs is to develop counselors with a strong professional identity and demonstrated specialized knowledge, skills, and dispositions to serve diverse populations.

Masters Programs Overview

The UC Department of Counseling programs prepare professionals who are committed to integrity of the individual, client- centered counseling, diversity, social justice, and academic excellence. Our faculty distinguish themselves in areas of research, scholarship, professional integrity, evidence-based practice, as well as both local and international collaborations. They are dedicated to impacting our profession to effect positive change in our communities. The Department’s faculty, students, and alumni are actively engaged in connecting families and communities; serving the community’s needs through our work in schools, organizations, and centers within the community; and designing and delivering specialized training to professionals and families in surrounding communities. Through its Master of Arts in Clinical Mental Health Counseling and Addiction Counseling programs, University of the Cumberlands offers a graduate program for those students aspiring to become Licensed Professional Counselors or Licensed Addiction Counselors in Kentucky. These programs are designed to serve both recent baccalaureate graduates and other professionals who desire to broaden their expertise as mental health counselors and addiction counselors in community settings. These programs are a 60-hour master’s degree program.

Masters Program Goals

Program goals for the Master of Arts in Clinical Mental Health Counseling and Addiction Counseling programs include the following:

CACREP STANDARDS CMHC and AC OBJECTIVES Professional Orientation and Identity

To prepare counselors who are knowledgeable about the philosophy, history, and current and future trends in the counseling profession

Social and Cultural Diversity To train counselors who can recognize, understand, and respond to social and cultural differences and change in our society

Human Growth and Development

To train counselors who have a foundation for understanding human behavior and development; To prepare counselors who are able to design, implement, and evaluate developmentally appropriate counseling interventions and programs

Career Development To prepare counselors who are knowledgeable and skilled in helping clients make life and career decisions

Helping Relationships To train counselors who are knowledgeable and skilled in the helping/counseling process; To prepare counselors who are able to apply knowledge, theory, and skills to work effectively with clients in a variety of modalities (individual, group, family) and to use crisis intervention, brief counseling, and long term approaches

Group Work To train counselors who are knowledgeable and skilled in providing group counseling

Assessment To prepare counselors who are knowledgeable and skilled in gathering, analyzing, interpreting, and presenting data about individuals; To prepare counselors who are knowledgeable and skilled in the use of assessment techniques, including diagnosis, with individuals and groups

Research and Program Evaluation

To prepare counselors who are knowledgeable about research and program evaluation; To prepare counselors who are able to read, critique, utilize and contribute to professional research literature and who are able to engage in program evaluation

Program Areas (Clinical Mental Health, Addiction)

To prepare counselors who meet additional curricular objectives for their specialization area in the areas of service, prevention, treatment, referral, and program management

Professional Practice To develop, through supervised practicum and internship experiences, an integration of the knowledge and skills needed to be successful as practicing counselors

Personal Growth and Understanding

To develop, through self-reflection and insight, an understanding of oneself and the use of self in the counseling process. Develop a personal approach to counseling and client advocacy with a clear understanding of counselor functions.

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Clinical Experiences

Clinical experiences provide students the opportunity to do therapy under the supervision of a licensed mental health professional. Through the field placement experience, practicum and internship, students will apply what has been learned in class and grow in their counseling skills, knowledge, and confidence. Finding a good site/experience along with a good on-site supervisor is important to maximize the experience.

Students will normally begin their clinical experiences in their second year of full-time study. The first clinical experience is a practicum, which requires 100 hours of which 40 are direct client-contact hours and 60 are indirect hours. After the Practicum has been successfully completed, a student will participate in two (2) Internship experiences. An Internship experience requires a minimum of 300 hours, 120 of which must be direct client-contact hours and 180 indirect hours. State requirements for the minimum number of internship hours vary, so students need to review the requirements for the state in which they will seek licensure to make sure they complete the minimum.

Students may begin the Practicum semester after a minimum of 18 semester hours, depending on their individual Plan of Study (POS). Students will be able to begin the Practicum after the following steps have been successfully completed:

• Promotion to Candidate Status • Cumulative GPA of 3.0 or better • Submit Practicum/Internship Application and related paperwork. Note a new application is required for each

semester of practicum and internship respectively. • Successful completion of prerequisites:

o COUN 530 Intro to the Counseling Profession o COUN 533 Legal and Ethical Issues in Counseling o COUN 536 Human Growth and Development o COUN 537 Etiology and Diagnosis of Mental Disorders o COUN 539 Counseling Theories o COUN 630 Counseling Techniques for CMHC or COUN 639 for AC o COUN 637 Group Counseling

• Continued good standing in the program.

Complete information about clinical experiences can be found in the Practicum and Internship Handbook. Some of the information will include how to find a site/experience, what satisfies the requirements for a site/experience, and who can be an on-site supervisor. In the semester prior to beginning practicum, the student needs to complete all the work necessary to be ready to begin the practicum experience on the day that the course starts.

For more information about clinical experiences, please consult the Practicum and Internship Handbook.

Licensure Information

The CACREP-accredited Master of Arts in Clinical Mental Health Counseling and Master of Arts in Addiction Counseling are designed to lead to professional licensure as outlined by individual state boards of counseling. Before enrolling in a counseling program, students are encouraged to consult the rules and regulations regarding Professional Counseling in their particular state. Graduation in these programs do not guarantee licensure as a professional counselor in all states or other jurisdictions. Students are responsible for meeting all academic and professional requirements for graduation. Further information regarding these academic and professional requirements is outlined in this handbook. Students enrolled in the Master of Arts in Clinical Mental Health Counseling and Addiction Counseling programs are responsible for knowing the material outlined in this handbook. Further, it is the sole responsibility of the student, not the program, to obtain information regarding prerequisites for licensure as outlined by their particular state counseling licensure board.

Specifically, students should make note of the following:

• State regulations regarding licensure opportunities if an applicant has a previous felony conviction. • State regulations regarding the type and number of academic courses and practicum/internship hours. • The state accreditation requirements for educational institutions. • The state regulations and requirements for online graduate education programs.

*To obtain a state’s web address, view State Licensure Boards

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Programs

Master of Arts, Clinical Mental Health Counseling

All courses are three (3) credit hours unless otherwise noted.

Core Courses COUN 530 Introduction to the Counseling Profession COUN 533 Legal and Ethical Issues in Counseling COUN 534 Lifestyle and Career Development COUN 535 Psychological Assessment in Clinical Practice COUN 536 Human Growth and Development COUN 537 Etiology and Diagnosis of Mental Disorders COUN 539 Theories in Counseling COUN 632 Advanced Clinical Assessment COUN 633 Counseling during Grief and Crisis COUN 636 Theory and Practice of Multicultural Counseling COUN 637 Group Counseling COUN 638 Research Methods and Program Evaluation COUN 639 Theories & Techniques for Treatment of Process Addictions & Substance Abuse COUN 645 Counseling Practicum (100 hours) COUN 646 Counseling Internship I (300 hours) COUN 647 Counseling Internship II (300 hours)

Specialization Courses

COUN 630 Process and Techniques in Counseling COUN 631 Private Practice and Clinical Supervision COUN 634 Marriage and Family Counseling COUN 635 Child and Adolescent Counseling

Master of Arts, Addictions Counseling

All courses are three (3) credit hours unless otherwise noted.

Core Courses COUN 530 Introduction to the Counseling Profession COUN 533 Legal and Ethical Issues in Counseling COUN 534 Lifestyle and Career Development COUN 535 Psychological Assessment in Clinical Practice COUN 536 Human Growth and Development COUN 537 Etiology and Diagnosis of Mental Disorders COUN 539 Theories in Counseling COUN 632 Advanced Clinical Assessment COUN 633 Counseling during Grief and Crisis COUN 636 Theory and Practice of Multicultural Counseling COUN 637 Group Counseling COUN 638 Research Methods and Program Evaluation COUN 639 Theories & Techniques for Treatment of Process Addictions & Substance Abuse COUN 645 Counseling Practicum (100 hours) COUN 648 Addiction Counseling Internship (300 hours) COUN 649 Addiction Counseling Internship II (300 hours)

Specialization Courses

COUN 640 Psychopharmacology and Addictions COUN 641 Motivation and Change COUN 642 Family Therapy in Addiction Treatment COUN 643 Spirituality and Values in Counseling

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Ph.D. Program Vision

The mission of the Ph.D. program is to develop counselor educators and supervisors who are innovative in their contributions to the profession through research, leadership, advocacy, and advanced clinical excellence.

Ph.D. Program Overview

The Ph.D. in Counselor Education and Supervision (CES) is an advanced degree within Department of Counseling in the School of Social and Behavioral Sciences of University of the Cumberlands. The degree builds on a completed 60- hour CACREP Master’s degree with another 66 hours totaling a minimum of 126 semester hours of graduate-level credit. Sixty-six credit hours must be completed at the 700-900 course levels. The focus of the CES degree is to provide graduates with the knowledge and skills necessary for a career in counselor education, advanced leadership, behavioral health administration and by delivering advanced clinical training that will prepare them to function in private practice settings or other innovative clinical environments. Attainment of the doctorate with a specialization in counselor education and supervision is among the most respected accomplishments in the field of counseling.

Ph.D. Program Goals

1. To provide the student with the knowledge necessary for teaching and andragogy in Counselor Education. 2. To provide the student with the knowledge necessary for Counselor Supervision. 3. To provide the student with the resources to develop a professional identity to become leaders in, and strong

advocates for, professional counseling. 4. To provide instruction through state-of-the-art technology to prepare students for today’s challenges in

andragogy of Counselor Instruction in a multicultural and pluralistic society. 5. To instruct, monitor and assure that graduates of the program possess advanced clinical expertise. 6. To increase students’ knowledge and skills as researchers, scholars and professional writers. 7. To give the student the opportunity to develop, implement and evaluate their own research project through the

doctoral dissertation.

PhD, Counselor Education and Supervision All courses are three (3) credit hours unless otherwise noted.

An outline of the courses required to complete the 27-hour core, 12-hour specialization, 9-hour Clinical, and 18-hour research foundation are presented below:

CES Core (27 hours)

CES 715 Online Counseling and Supervision CES 730 Andragogy in Counselor Education and Supervision CES 731 Multicultural Issues in Counselor Education and Supervision CES 733 Ethical and Legal Issues in Counselor Education and Supervision CES 735 Advanced Counseling Theories and Skills CES 831 Theories and Techniques of Clinical Supervision CES 833 Leadership & Advocacy in Professional Counseling CES 835 Online Teaching & Learning in Counselor Education CES 837 Neuroanatomy & Behavioral Medicine for Professional Counseling

Clinical Coursework (9 hours)

CES 931 Advanced Clinical Practicum CES 953 Advanced Clinical Internship CES 955 Advanced Clinical Internship II

Research (18 hours) Eighteen hours of the degree are earned through a series of courses focusing on research methods and research activities. The capstone of these courses and of the entire EdD/PhD program is DSRT 930, enrolled in for a minimum two semesters to contribute a total of at least six credit hours. CES 839 Advanced Educational Research CES 734 Inferential Statistics CES 736 Dissertation Seminar CES 850 Qualitative Research Design CES 950 Dissertation CES 951 Dissertation

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Content Specialty Area (12 hours) Twelve hours are earned in courses in one of these disciplines: Addiction, Advanced Counseling, Leadership.

Addiction COUN 640 Psychopharmacology COUN 641 Motivation and Change COUN 642 Family Therapy in Addiction Treatment COUN 643 Spirituality and Values in Counseling Advanced Counseling COUN 540 Human Sexuality COUN 538 Play Therapy CES 710 Mindfulness Based CBT Counseling CES 737 Trauma Counseling: Etiology, Treatment and Interventions Leadership LEAS 730 Politics of Educational Decision Making LEAS 732 Program Planning and Assessment LEAS 835 The Change Process Leadership Elective

NOTE ON DISSERTATION CREDITS AND PROCEDURES:

The candidate must file Intent to Graduate at beginning of term of intended completion; must schedule Oral Dissertation Defense at least six weeks prior to Intended Date; and must file approved dissertation with Program Director at least two weeks prior to graduation.

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Course Descriptions

CES 715 Online Counseling and Supervision (3 hours) Course provides the knowledge and skills necessary to effectively counsel and supervise counseling online. Instruction includes a survey of the history of counseling; types of online counseling environments, supervision strategies, and methods and best practices of counseling and supervising online. CES 730 Andragogy in Counselor Education and Supervision (3 hours) This course investigates best practice in Counselor Education. It will explore how to best educate the diverse adult learner and those who pursue the counseling field as a career. This course further explores the various settings and platforms in which learning takes place. CES 731 Multicultural Issues in Counselor Education and Supervision (3 hours) This course is a study of the personal, social, political, affective, and behavioral considerations of diversity, explored through critical reflection. The course utilizes a broad view of diversity which includes factors such as culture, ethnicity, nationality, age, gender, sexual orientation, mental and physical characteristics, education, family values, religious and spiritual values, socioeconomic status and unique characteristics of individuals, couples, families, ethnic groups, and communities. Multicultural competencies (awareness, knowledge, and skills) in counseling are emphasized. Awareness is centered on understanding the multiple value systems and worldviews that shape a complex and multi-faceted cultural identity. Emphasis is placed on insight gained into one's own cultural socialization and biases. Knowledge focuses on acquiring accurate understanding of the various cultural groups within our society. Skills relate to providing counseling services to reduce the risk of indirectly or directly oppressing or showing bias in the counseling relationship. Efforts will be made to provide counselors with practical skills, strategies and techniques for use when working with students and clients from a variety of cultural backgrounds. This course is designed to invite and encourage students to become ethical; effective advanced multiculturally competent counselor educators, supervisors, and researchers. CES 733 Ethical and Legal Issues in Counselor Education and Supervision (3 hours) This course examines the professional identity of mental health counselors, counselor educators and supervisors. Students will gain an understanding of professional functioning in a variety of settings. Legal, ethical, and best practice issues encountered by professional counselors will be examined. The ethical standards of the profession will be explored as outlined in the American Counseling Association (ACA) code of ethics. CES 734 Inferential Statistics This course focuses on the descriptive and inferential statistics commonly used in educational administration. Course activities include the application of statistical methods to research design, as well as an investigation of how these methods can contribute to institutional improvement. Specific concepts include measures of central tendency and variability, probability theory, estimation and significance, and correlation and regression. Credit, 3 hours. Students will define and describe the essential characteristics of quantitative research. Students will apply inferential statistical tests on problems requiring parametric and non-parametric analyses. Students will identify potential research designs for various problems. Students will analyze and critique statistical information in the professional literature on a topic related to their own research project. Prerequisite: CES 839 CES 735 Advanced Counseling Theories and Skills (3 hours) This course focuses on the integration of theory and practice for advanced counseling students. Critical analysis of several major theories of counseling/personality will be completed. The course will provide a contextual background for advanced clinical work, understanding of theoretical material, and the ability to conceptualize and apply counseling theory specific to client history, diagnosis and presentation. CES 736 Dissertation Seminar This course provides guided instruction on the design and writing of the literature component of a dissertation proposal. Issues or topics should appeal to unit, institution or region-based research of an academic nature. Courses activities are intended to strengthen skills in writing, project design, and critical assessment of evidence. Prerequisite: Successful completion of Doctoral Comprehensive Examination. CES 737 Trauma Counseling: Etiology, Treatment, and Interventions (3 hours) This is an online course that will provide an overview of trauma counseling, treatment, and interventions. It will cover topics including neuroscience of trauma, trauma and related assessments, psychopharmacology, and treatment for various populations and trauma histories. Additionally, it will address significant research findings related to the Adverse Childhood Experiences Study (ACES) and comorbid diagnoses. This course will require students to engage in a weekly class meetings and discussions in an online format. Students will need to be a licensed counselor, doctoral student, or a master’s student. Prerequisites include a master’s level course in counseling theory, ethics, and techniques.

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CES 831 Theories and Techniques of Clinical Supervision (3 hours) This course will examine clinical supervision theory and techniques currently used in counseling while introducing students to supervision as a specialty. Focusing on developmental issues of both supervisors and clinicians, this course will study methods that can be used to enhance counselor competency, and issues related to supervising utilizing multiple counseling models. CES 833 Leadership & Advocacy in Professional Counseling (3 hours) This course is a study of various theories and models of professional leadership and advocacy. Students will utilize the knowledge gained to design and implement a structured, criterion--focused advocacy plan addressing a current, topical, political issue effecting professional counselors and the clients they serve. Implementation of the plan will require direct advocacy through face-to-face contact with legislative representatives on behalf of the profession and related stakeholders CES 835 Online Teaching & Learning in Counselor Education (3 hours) This course provides the knowledge and skills necessary to effectively develop curriculum and deliver it online. Instruction includes a survey of the history of the distance education movement; types of online learning environments, instructional design strategies, and methods and best practices of teaching and learning online. Discussion is also provided on learning management systems (LMS) and communication management software. CES 839 Advanced Educational Research The course is designed to provide doctoral students with an in-depth analysis of the methods and procedures of research used in the various subfields of education. Topics include conceptualizing research designs, writing research proposals, constructing measurement instruments, collecting and analyzing qualitative and quantitative data, and drawing inferences. Special attention is given to making sound decisions regarding the selection of appropriate designs and methods for investigating research questions. The student will develop a proposal that will upon approval of the student's advisor and Program Director, serve as the first three chapters of student's dissertation. CES 850 Qualitative Research Design The course is designed to provide doctoral students with an in-depth understanding of qualitative methods and procedures of research. Topics discussed will include epistemology, the use of logic and drawing conclusions, the role of deduction, detection of logical fallacies and false argumentation, and the forms of qualitative study: Narratives, phenomenologies, ethnographies, grounded theory, and case studies, conceptualizing research designs, the collection and analyzing data/research, and drawing inferences. Special attention is given to making sound decisions regarding the selection of appropriate designs and methods for investigating research questions. Prerequisites: CES 736 Dissertation Seminar; CES 839 Advanced Research Methods. Prerequisite: CES 839 CES 931 Advanced Clinical Practicum (3 hours) A 100-clock-hour doctoral level supervised clinical placement in which 40 hours are in direct service with clients. The program may allow a variety of placement options. However, all placements must be approved by the student's advisor prior to initiation. See the CES Student Handbook for further specifics and necessary practicum documentation materials. Prerequisite: CES 735 CES 950 Dissertation This course is an independent application of research, design, and methodology that leads to the completion of an original research study under the guidance of the student's advisors. In collaboration with the student's Case Study Director (CSD) and at least two other graduate faculty members appointed by the CSD, the student completes a written research project and provides an oral defense of the methodologies, conclusions, and implications of the report. In addition, while enrolled in the first session of the CES 950, students must pass the program's Comprehensive Examination. Credit, 3 hours. Students must earn a minimum of six hours in CES 950. Prerequisite: CES 736 CES 951 Dissertation This course is an independent application of research, design, and methodology that leads to the completion of an original research study under the guidance of the student's advisors. In collaboration with the student's Case Study Director (CSD) and at least two other graduate faculty members appointed by the CSD, the student completes a written research project and provides an oral defense of the methodologies, conclusions, and implications of the report. In addition, while enrolled in the first session of the CES 950, students must pass the program's Comprehensive Examination. Credit, 3 hours. Students must earn a minimum of six hours in CES 950. CES 953 Advanced Clinical Internship I (3 hours) Internship I continues the field experience for the counselor education and supervision student. The clinical experience is designed to provide the student with a real-world experience that will create the necessary bridge between training and leadership in the profession. Students are expected to complete hours in clinical practice, supervision, teaching, and research. Prerequisite: CES 730, CES 731, CES 835, CES 733, CES 831, CES 931

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CES 955 Advanced Clinical Internship II (3 hours) Internship II continues the field experience for the counselor education and supervision student. The clinical experience is designed to provide the student with a real-world experience that will create the necessary bridge between training and leadership in the profession. Students are expected to complete hours in clinical practice, supervision, teaching, and research. Prerequisite: CES 833, CES 734, CES 850, CES 953 COUN 530 Introduction to the Counseling Profession (3 hours) This course is an overview and examination of the counseling profession including sub-specializations of mental health counseling, school counseling, addiction counseling and rehabilitation counseling. It is designed to assist the student in developing his/her professional identity as a counselor. The course will examine historical, philosophical, and social/political influences on contemporary counseling practices, as well as equip the student with an introduction to the practical aspects of a counseling practice (treatment planning, developing the helping relationship, collaboration/referral, etc.). An in-depth examination will be made into the organizations of professional counselors as well as their credentialing and licensing. COUN 533 Legal and Ethical Issues in Counseling (3 hours) Legal and ethical issues and practices are integral to the professional counselor. This course will examine topics such as confidentiality, ethical competence, professional relationships, testing and malpractice as outlined in the American Counseling Association (ACA) code of ethics and the counseling profession. Emphasis will be placed upon critical thinking and the development of skills in evaluating and resolving ethical dilemmas encountered in a mental health counseling practice. COUN 534 Lifestyle and Career Development (3 hours) A thorough examination of major theories of career development and use of career assessment instruments will help equip students in evaluating and applying approaches to career counseling. This course will explore the relationship between career choice, individual skills, and lifestyle, and explore career/occupational resources available to a counselor in order to empower clients to make effective career/lifestyle choices. COUN 535 Psychological Assessment in Clinical Practice (3 hours) This course will provide an exploration of the structure, administration, interpretation and uses of various psychological tests typically utilized in a counseling practice. Specific assessment procedures will include (but are not limited to) testing: cognitive ability, personality dynamics, achievement, aptitude, adaptive behavior, and emotional characteristics. Special attention will be paid to helping students develop awareness of the process of conducting a comprehensive assessment, interpreting assessment results and how to communicate those results to clients. COUN 536 Human Growth and Development (3 hours) This course will focus on human development from conception through adulthood. This course will provide an overview of development in the following areas: physical, cognitive, psychological, social-emotional, and moral. The five areas of development will be examined through various developmental theories with applications to therapeutic settings. Students will examine developmental crises that may be the source of problems that become the focus in a counseling setting. COUN 537 Etiology and Diagnosis of Mental Disorders (3 hours) One of the primary roles of counselors in community settings is to recognize the diagnostic criteria for mental disorders, understand its possible causes, and begin to develop appropriate treatment or referral plans for addressing the problems associated with psychopathology. This course is designed to provide students with a comprehensive study of the etiology of abnormal behavior. In addition, students will learn how to facilitate the diagnostic process. This will include intimate familiarity with the Diagnostic and Statistical Manual of Mental Disorders, and other tools for facilitating accurate mental health diagnoses and treatment plans. COUN 538 Introduction to Play Therapy (3 hours) Introduction to Play Therapy provides the student with instruction in history, theories, and applications of play therapy consistent with APT requirements for educational instruction in these areas, and as such, will provide 20 Continuing Education (CE) hours towards the mandatory 150 required for RPT certification. COUN 539 Theories in Counseling (3 hours) This course provides a comprehensive overview of the various theories of counseling. The student will critically examine the historical/theoretical frameworks that the major theories of counseling use. Attention is given to personality structure and individual behavior from which these are derived.

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COUN 540 Human Sexuality (3 hours) This course will provide information to counseling professionals whose work will bring them into contact with clients experiencing problems and concerns with their sexuality. It is designed to develop 1) students’ knowledge related to human sexuality, 2) an understanding of the varied sexuality issues which may be found in professional practice, 3) students’ assessment and intervention skills with sexuality issues, and 4) increased awareness of personal perceptions, attitudes and affect related to sexuality issues. Course material will address identifying, assessing and intervening with human sexuality related counseling issues. COUN 630 Process and Techniques in Counseling (3 hours) Includes an examination of the clinical interview including the process and techniques of different schools of thought in current counseling practice. In addition, the student will understand the implications of culture on the counseling experience and the importance of counselor self-awareness. Prerequisites: COUN 530 and COUN 539 COUN 631 Private Practice and Clinical Supervision (3 hours) This course is designed to help the student conceptualize their own private practice and give them the knowledge and tools to be a successful entrepreneur. This course will focus on the business-related aspects of professional counseling. Additionally, this course presents conceptual and empirical literature on counseling supervision, including models, approaches/techniques, relationship and process issues, and ethical and legal considerations. COUN 632 Advanced Clinical Assessment (3 hours) This course is designed to instruct the student in advanced concepts and applications of clinical and personality assessments. This course is intended to provide a thorough understanding of theory and concepts relevant to objective clinical assessment, as well as to build skills needed to administer, score, and interpret well-known personality inventories and other clinical assessment instruments. Prerequisites: COUN 535 COUN 633 Counseling during Grief and Crisis (3 hours) This course will provide a basic overview of theory and interventions used when working with clients who seek out counseling during times of crisis. Crisis interventions address urgent situations that are triggered by a specific life event. Course material will address social/emotional problems associated with mental illness (depression, OCD, suicide, etc.), bereavement, or other social losses (health/chronic illness, divorce, unemployment, etc.) and how the counselor can intervene to prevent ongoing impairment or distress for clients. COUN 634 Marriage and Family Counseling (3 hours) This course provides an overview of the field of marriage and family therapy. Students will be introduced to family systems theory, explore their own family dynamics and be exposed to a wide range of skills and techniques designed to help couples and families cope with or overcome emotional, relational or behavioral problems. Students will be given opportunities to practice facilitating mock-family sessions to sharpen their skills as a therapist. COUN 635 Child and Adolescent Counseling (3 hours) This course examines issues related to the counseling of children and adolescents. Focus is on the application of counseling principles and theories to this specific population. Techniques for interviewing children and their families, methods for designing and evaluating treatment plans, age-appropriate assessment procedures, and ethical standards and legal requirements will also be addressed. COUN 636 Theory and Practice of Multicultural Counseling (3 hours) This course is designed to provide students with a comprehensive study of the skills, techniques, and information necessary to facilitate a counseling process in a cross-cultural counseling relationship. Students will be encouraged to develop self-awareness of their own cultural biases as well as awareness of many other cultures. Special attention will be given to dimensions of culture, ethnicity, lifestyle, religion, socioeconomic status, and gender issues and how those factors affect the counseling relationship and the choice of treatment processes. COUN 637 Group Counseling (3 hours) This course is designed to provide students with a comprehensive overview of the various group counseling theories. In addition, this course will help students link various theoretical perspectives in group dynamics to its practice in therapeutic settings. Students will learn how to assess interpersonal and group dynamics, identify and practice group facilitation skills, manage group process and recognize how and when group treatment may or may not be a beneficial treatment process for particular individuals or problems. Prerequisites: COUN 530, COUN 536, COUN 539, COUN 630

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COUN 638 Research Methods and Program Evaluation (3 hours) This course will provide an introduction to research methods and statistical procedures that are necessary to the design, application, and evaluation of current research in the field of counseling. Generating independent research proposals and analyzing published empirical findings will be emphasized in the course. Topics will include descriptive and inferential statistics, quasi-experimental designs, correlational research methods, nonparametric statistics, APA writing style, program evaluation and independent research proposal development. COUN 639 Theories & Techniques for Treatment of Process Addictions & Substance Abuse (3 hours) This course is designed to provide students with a framework to assess and treat clients with addictive disorders. This course will cover advanced strategies and techniques for working with issues of substance abuse and process addictions. Students are given the practical application of managing a client’s case from initial diagnosis through discharge and aftercare. In addition, the student will explore the relatedness of these strategies with current ethical and professional issues in the field. Prerequisites: COUN 530 and COUN 539 COUN 640 Psychopharmacology and Addictions (3 hours) This course provides a broad understanding of psychopharmacology theories of drug abuse, addiction, and treatment. The student is introduced to the basic principles of pharmacology, anatomy, and physiology as applied to the major classes of drugs of addiction. The course will also examine the effects of various drugs on human behavior. The course introduces medications that have been developed to support drug treatment such as methadone, suboxone, naloxone and others. Emphasis is placed on basic principles of drug ingestion, distribution, elimination, dose response relationships, neurotransmitter chemicals, and synaptic activity. COUN 641 Motivation and Change (3 hours) The course will focus on the theory and evidence based practice of Motivational Interviewing (MI) by engaging resistant individuals in the process of change. The student will learn to help their clients explore and resolve their ambivalence by enhancing intrinsic motivation for change. Motivational Interviewing will be explored as a standalone intervention, as a method of increasing client adherence to other intervention approaches or as a general counseling approach underlying all client interactions. Given the wide variety of application, this class is appropriate for those who are interested in substance abuse and addiction practice or in adapting these methods and theory to guide counseling for other behaviors and populations. COUN 642 Family Therapy in Addiction Treatment (3 hours) This Addiction specialization course involves an exploration of family issues in abuse and addiction. Topics include system theory and family dynamics, codependency, abuse issues, the family life-cycle, developmental issues in families, the role of culture in families, co-occurring disorders including medical and psychological disorders, and models of family therapy. COUN 643 Spirituality and Values in Counseling (3 hours) This course is designed to help mental health and school counseling students integrate spirituality into their professional counseling practice. The course is designed to encourage individual exploration of the cultural topic. The approach to the topic of spirituality is from a multicultural perspective, understanding spirituality/religion as a cultural aspect of all people. The didactic and experiential learning experiences are designed to encourage awareness, knowledge and skills related to spirituality. Course content will focus on the following topics in addition to those selected by students: distinction between religion and spirituality, world religions & worldviews, ethical issues and spirituality, assessment and spirituality, and faith development models. COUN 645 Counseling Practicum (3 hours) The practicum is a class that allows candidates to promote their development as a skilled practitioner capable of applying the knowledge base in counseling in an ethical, reflective, and culturally responsive manner. This course is intended to provide candidates with faculty supervision of direct counseling experience at placement sites and supplements the on- site and on-line supervision experience. Prerequisites: COUN 530, COUN 533, COUN 536, COUN 537, COUN 539, COUN 630, COUN 637 COUN 646 Counseling Internship (3 hours) Internship I continues the field experience for the counseling student. This clinical experience is designed to provide the student with a real-world experience that will create the necessary bridge between training and professionalism. Candidates are expected to function per the expectations of other full-time employees and counseling staff at the internship site. Internship experiences must follow a successful practicum experience. Prerequisite: COUN 645

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COUN 647 Counseling Internship II (3 hours) Internship II is the final field experience for the counseling student who desires to practice as a licensed professional. This clinical experience is designed to provide the student with additional real-world experiences that will create the necessary bridge between training and professionalism. Candidates are expected to function per the expectations of other full-time employees and counseling staff at the internship site. Internship II must follow a successful completion of the practicum and Internship I experience. Prerequisite: COUN 647 COUN 648 Addiction Counseling Internship – 3 credit hours Internship I continues the field experience for the counseling student. This clinical experience is designed to provide the student with a real-world experience that will create the necessary bridge between training and professionalism. Candidates are expected to function per the expectations of other full-time employees and counseling staff at the internship site. Internship experiences must follow a successful practicum experience. Prerequisite: COUN 645 COUN 649 Addiction Counseling Internship II – 3 credit hours Internship II is the final field experience for the counseling student who desires to practice as a licensed professional. This clinical experience is designed to provide the student with additional real-world experiences that will create the necessary bridge between training and professionalism. Candidates are expected to function per the expectations of other full-time employees and counseling staff at the internship site. Internship II must follow a successful completion of the practicum and Internship I experience. Prerequisite: COUN 648 COUN 710 Mindfulness-Based Cognitive Behavioral Interventions in Mental Health Counseling (3 hours) The course will focus on the theory and evidence based practice of Mindfulness-Based Cognitive Behavioral Therapy (MBCBT) by engaging mental health clients in the process of change. The student will learn to help their clients explore and resolve their ambivalence by enhancing intrinsic motivation for change. MBCBT will be explored as a stand-alone intervention, as a method of increasing client adherence to other intervention approaches, or as a general counseling approach underlying all client interactions. Given the wide variety of application, this class is appropriate for those who are interested in substance abuse and addiction practice or in adapting these methods and theory to guide counseling for other behaviors and populations. COUN 715 Introduction to Online Counseling and Supervision (3 hours) This course provides advanced education and learning experiences in providing counseling services and clinical supervision online. This course will cover the history, goals, benefits and drawbacks for providing clinical services online. Current research, ethics and technology will be explored. This course will require the student to provide clinical services in an online format. Students will need to be a licensed counselor or a master’s student in a practicum or internship experience. COUN 837 Neuroanatomy & Behavioral Medicine for Professional Counseling (3 hours) This is an online synchronous course that will provide an overview of the anatomy of the brain as related to cognitive function, dysfunction, and dysregulation. An understanding of mental health diagnosis from an endogenous perspective will be taught. While professional counselors do not prescribe medications, and this course will not advocate for any prescriptive privileges for professional counselors, it remains the practice that counselors are often the first to notice and to detect indications of side effects, client concerns, and lack of adherence related to psychotropic medications. Etiology and treatment of anxiety disorders, mood disorders, thought disorders will be addressed. Also, the recognition of medical emergencies and chronic conditions related to medications will be addressed. Classes of psychotropic medications each of these disorders will be addressed.

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CRIMINAL JUSTICE DEPARTMENT

Program Mission

The Master of Science in Justice Administration (MJA) program is designed to serve recent baccalaureate graduates and in-service professionals who wish to secure further training in and credentials for effective service and leadership in justice administration. The program’s features and course rotation described below enable a candidate to complete the MJA degree easily within 12-24 months.

The Criminal Justice Specialization of the Ph.D. in Leadership degree is designed to serve master’s graduates who wish to secure further education for purposes of attempting to secure positions or promotions in the area of criminal justice and/or higher education, as a result of completing a Specialty area reflective of effective learning and leadership in advanced criminal justice study

Program Vision

The Master of Science in Justice Administration program provides pre-professionals a strong foundation in the knowledge, skills, and critical thinking attributes required in the various careers served by this discipline. It also prepares in-service professionals for leadership, management, and administration positions in their sub-field of choice. For all of its candidates, the program nurtures essential professional attributes, providing a broad knowledge base of the criminal justice system while also fostering the professional dispositions and ethics required for successful leadership in justice administration.

Program Goals

The program seeks to: • Prepare students for professional careers and advancement within the criminal justice system. • Provide students with a comprehension of the theoretical and philosophical principles of the courts, law

enforcement, corrections, juvenile justice, and other essential disciplines connected to the criminal justice system in the 21st century.

• Enhance critical thinking and communication skills through the application of statistics and social science research methods.

• Prepare students for leadership positions within criminal justice agencies at the local, state, and federal levels, as well as in the private sector.

Admission to the Criminal Justice Department

Admission to the Master of Science in Justice Administration program will be based on evidence that the applicant has demonstrated academic proficiency and the capability for success at the graduate level.

Full Admission

Documentation for the following items must be received before an admission decision is made:

• Completion of Supplemental Questions focusing on the applicant’s academic preparation, professional experience and aspirations in pursuing an Online Master’s in Justice Administration

• Successful completion of an interview with the Program Director or the Program Director’s designee.

Failure to fulfill these conditions or any other terms of admission by the end of two (2) semesters (or 12 credit hours of course work) will result in suspension from the program. (See additional discussion of Academic Standing later in this document.)

Advanced Standing

Students seeking the MJA degree may begin the MJA program with ‘Advanced Standing’ if, upon enrollment, they have completed educational courses or earned educational certifications through the Kentucky Law Enforcement Council (KLEC) or any other appropriately credentialed professional agency outside of Kentucky.

Students admitted with Advanced Standing will receive up to twelve (12) hours of transfer credit in either CROL 661 or CROL 662, CROL 663, CROL 664, CROL 665, or CROL 667 (see course descriptions) depending upon the advanced education they have completed through the Kentucky Law Enforcement Council (KLEC) or through another appropriately credentialed professional agency or organization (including out-of-state agencies/organizations).

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Formal documentation of these educational hours must be filed with the Director of Graduate Studies and are subject to submission and review by the Registrar before credit is awarded for CROL 661, CROL 662, CROL 663, CROL 664, CROL 665, or CROL 667. These KLEC education programs, or their equivalent, cannot be combined with nor substituted by any other KLEC course(s) for MJA credit. Candidates who have already been fully admitted to the program and wish for KLEC or an outside agency education credits to fulfill their degree requirements must apply to the Director of the program for purposes of having their prior course work evaluated by the Director and MJA graduate faculty.

NOTE: Any written communication between a Justice Administration faculty or staff member, the UC Registrar, or an employee of the UC Registrar’s office and a currently enrolled or formerly enrolled University of the Cumberlands criminal justice student regarding acceptance or approval of courses included in a transfer credit/credit by evaluation application does not constitute an official transcript.

ASSESSMENT

In an effort to ensure the MJA Policy and Procedure regarding transfer of credit and credit by evaluation is working effectively the Director of Graduate Studies and the University Registrar meet at least once annually for the specific purpose of reviewing awards of credit and to collaboratively determine if adjustments to the MJA Policy and Procedure are warranted.

TRANSFER AND COURSE CREDIT PROCEDURES

• Upon Admission into the MJA Program a student will notify the Director of Graduate Studies in writing of

a willingness to have prior credit posted to his or her MJA degree plan. • The Director of Graduate Studies will respond to the student in writing indicating specific documents the

student must arrange to have delivered to the Director for the evaluation process to commence. • Upon receipt of all applicable documents pertaining to the student’s request, the Director of Graduate Studies

and a minimum of one (1) graduate faculty member will review the documentation presented and reach a collaborative decision as to the award or non-award of academic credit that may be utilized for MJA degree credit (in instances other than when precedent or Articulation Agreements/MOUs serve as the frame of reference).

• The Director will then forward the recommendation for award of credit to the University Registrar for review and, upon final approval, posting of the recommended credit to the student’s degree plan and official transcript.

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Programs

Master of Science, Justice Administration

31 hours All courses are three (3) credit hours unless otherwise noted.

The Master of Science in Justice Administration is comprised of 31 credit hours. All candidates complete a Common Core of coursework, Specialization hours, and a Capstone Course.

The Master of Science in Justice Administration requires the following:

1. Completion of a minimum of six (6) of the Common Core courses (18 credit hours). Required courses have

a ** designation. CROL 531 Foundations in Justice Administration** CROL 532 Criminological Theories in Justice Administration CROL 533 Research, Design and Analysis** CROL 534 Statistical Applications in Justice Admin** CROL 535 Ethical Issues in Justice Admin** CROL 536 Human Resource Management CROL 537 Leadership Fundamentals CROL 538 Legal Issues in Justice Administration

2. Completion of a minimum of 12 credit hours from the following Specializations: A. Law Enforcement (6 hours) CROL 631 Law Enforcement Administration CROL 632 Critical Issues in Law Enforcement: Race and Gender B. Corrections (6 hours) CROL 633 Corrections Administration CROL 634 Critical Issues in Community Based Corrections C. Homeland Security (6 hours) CROL 635 Legal and Ethical Issues in Homeland Security CROL 636 Critical Issues in Homeland Security D. Juvenile Justice (6 hours) CROL 637 Juvenile Justice Administration and Management CROL 639 Family Violence E. Investigations (6 hours) CROL 621 Sex Crimes: Myths & Motives CROL 641 Violent Offenders: Crimes & Psychology F. Addiction Studies (6 hours) CROL 650 Addiction and the Offender Population CROL 651 Recovery and Relapse G. Criminal Justice Education (all 12 hours required to earn Specialization) CROL 674 Advanced Statistical Analysis CROL 677 Applied Leadership CROL 681 Proseminar in Criminal Justice CROL 691 Drugs and Crime H. Cybersecurity (all 12 hours required to earn Specialization) ISOL 533 Information Security and Risk Management ISOL 536 Security Architecture and Design ISOL 631 Operations Security ISOL 633 Legal Regulations, Investigations, and Compliance I. Digital Forensics (all 12 hours required to earn Specialization) MSDF 530 Digital Forensics Tools & Techniques MSDF 531 Windows Digital Forensics MSDF 534 Wireless Security and Forensics MSDF 633 Computer Crimes and Digital Forensics J. KLEC or equivalent (one of the following for a minimum of 6 hrs. credit) CROL 661 KLEC Law Enforcement Officer Training (6 cr. hr.) CROL 662 KLEC Law Enforcement Manager Training (6 cr. hr.) CROL 663 Criminal Justice Training and Education (6 cr. hr.) CROL 664 Criminal Justice Training and Education II (6 cr. hr.) CROL 665 KLEC Executive Decision Making (6 cr. hr.) CROL 667 KLEC Fundamental Leadership (3 cr. hr.)

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3. Capstone Course CROL 699 Capstone Course in Justice Administration (1 hour)

Capstone Course

The Capstone Course (CROL 699) is an especially noteworthy component in a professional leadership program like the Master of Science in Justice Administration. Although CROL 699 is only a one-credit course, it provides an essential bridge between class experience and real world professional experience. During this course, students who have completed at least twenty-four (24) credit hours toward their degree complete assignments based upon their work completed during the program. This course entails, at minimum: 1) Synthesis and analysis of scholarly literature on a topic/issue in the field of criminal justice or justice administration as approved by the professor. 2) Evaluation of an historical or contemporary prevailing philosophy in the field of criminal justice. 3) Completion and submission of MJA program post-test. Student performance in the MJA Capstone Course will provide an important summative evaluation of learning that will be used as part of the program’s overall assessment process.

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Ph.D. in Leadership, Criminal Justice Specialization The Criminal Justice Specialization for the Ph.D. in Leadership provides master’s degree holding students the knowledge, skills, and critical thinking attributes required to successfully complete the Specialization requirement for the Ph.D. in Leadership degree at the University of the Cumberlands. Completion of the Criminal Justice Specialization in conjunction with successful completion of the Ph.D. in Leadership degree requirements will allow degreed graduates to become highly-qualified candidates for professional positions in criminal justice and academia. For all of its candidates, the Criminal Justice Specialization in the Ph.D. in Leadership degree nurtures essential professional and academic attributes, providing a broad knowledge base of the criminal justice system while also fostering the professional dispositions and ethics required for successful leadership in criminal justice and higher education.

The Criminal Justice Specialization seeks to:

• Prepare students for professional careers and advancement within the criminal justice system and within higher education.

• Provide students with a comprehension of the theoretical, ethical, philosophical, practical, and research principles of the criminal justice system in the 21st century.

• Enhance critical thinking and communication skills through the application of statistics and social science research methods.

• Prepare students for leadership positions within criminal justice agencies at the local, state, and federal levels, as well as in the field of higher education.

Specialization Overview

The Criminal Justice Specialization of the Ph.D. in Leadership degree is designed to serve master’s graduates who wish to secure further education for purposes of attempting to secure positions or promotions in the area of criminal justice and/or higher education, as a result of completing a Specialty area reflective of effective learning and leadership in advanced criminal justice study.

Criminal Justice Specialization Requirements

The Criminal Justice Specialization requires successful completion of eighteen (18) hours from the following list of advanced graduate coursework:

CROL 631 Law Enforcement Administration CROL 632 Critical Issues in Law Enforcement CROL 633 Corrections Administration CROL 634 Critical Issues in Community Based Corr. CROL 635 Legal and Ethical Issues in Homeland Sec. CROL 636 Critical Issues in Homeland Security CROL 637 Juvenile Justice Administration and Mgmt. CROL 641 Violent Offenders: Crimes & Psychology CROL 651 Recovery and Relapse CROL 681 Proseminar in Criminal Justice CROL 683 Criminal Justice Program Evaluation CROL 685 Qualitative Methods in Criminal Justice CROL 687 Legal Research and Analysis CROL 689 Life-Course Criminology CROL 691 Drugs and Crime

The courses listed below may be taken and, if successfully completed, applied toward the six (6) hours of elective credit required for the Ph.D. in Leadership degree:

CROL 674 Advanced Statistical Analysis CROL 677 Applied Leadership CROL 685 Qualitative Methods in Criminal Justice

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Course Descriptions

CROL 531 Foundations in Justice Administration (3 hours) This course is an overview of all the knowledge and skills of an administrator in the justice system. These skills include the ability to budget an organization with monetary limitation, the aptitude to know what needs the public has at a given time, and the resources to form professional integration and evaluation plans for new policy. This course will also be an overview of professional administrative ethics and morals, and an analysis of effective managerial processes as it pertains to civil liability.

CROL 532 Criminological Theories in Justice Administration (3 hours) This course provides an overview of the founding principles of the major criminological theories, including sociological, biological, economic, environmental, and psychological theories about the etiology of crime. Theories can be empirically validated and translate their principles into policy will be examined, also in terms of the context in which they were presented and their implications on the justice administrative system.

CROL 533 Research, Design and Analysis (3 hours) This course examines the different research design theories as applied to crime, criminal justice as a whole, and criminal justice organization administration. This course will discuss research analysis methods such as sampling, experimental and quasi-experimental design, survey and case studies. This course is designed to serve as a basic overview of holistic research and design methods. CROL 534 Statistical Applications in Justice Administration (3 hours) This course provides an overview of the use of statistics in the management of a criminal justice organization. This course will have several different areas of focus. The first focus is the role of statistical application in criminal justice administration, where students will learn to use statistical research in public management. The second focus of this course is where students will learn about how to report criminal justice agency statistics. The third, and final, focus is on the use of statistics in planning agency decisions. CROL 535 Ethical Issues in Justice Administration (3 hours) This course explores personal, situational, and professional ethical issues and boundaries in Justice Administration. The discussion will weave through various points of interest such as corruption, codes of ethics, race/gender discrimination, ethical, moral and design flaws in research settings, and use of force. The course will stay to the point of ethical issues faced by criminal justice professionals in today’s society, and how administrator’s decide to handle with the results of each predicament. CROL 536 Human Resource Management (3 hours) This course offers an in-depth examination of the administration and practices of the human resource cabinets of different agencies. This course will also discuss sound management principles, the selection process, training and education, transfer/discharge and performance evaluation as it relates to criminal justice organizations. Reasons for motivation within a company, as well as worker satisfaction and salary administration will also be discussed. CROL 537 Leadership Fundamentals (3 hours) This course explores conceptual and theoretical leadership fundamentals in a criminal justice setting so that the students may apply these learned leadership skills and principles to where they may work or administrate. The course material will best show how to apply lessons learned from leaders past and present in the current work place. The students will be educated on the use of various management models as they relate to criminal justice. CROL 538 Legal Issues in Justice Administration (3 hours) This course examines broad legal issues across the criminal justice system and within the confines of justice administration. Contemporary issues, policies, and laws that justice administrators have to deal with on a daily basis will also be at the center of this course, with a particular focus on seminal and recent federal case law applicable to all areas of criminal justice. CROL 621 Sex Crimes: Myths & Motives (3 hours) This course provides a legal, sociological, and psychological examination of sex crimes and sex offenders. Drawing from theory, real-life cases, and sex offender typologies, the course explores the myths and motives among a variety of sex crimes and the people who commit them. The student will encounter topics such as sex offender recidivism, sex offending over the life-course, sex offender registration and community notification, and the collateral consequences. Additional topics including sex offender treatment programs and internet-based sex offending are also discussed.

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CROL 631 Law Enforcement Administration (3 hours) This course examines the best way to enforce the law, policing administration, internal affairs as it relates specifically to policing institutions, and managing special units. Students will also learn about the trends in community policing, restorative justice programs and crime prevention, and contemporary issues in policing structure as it relates to administrative purposes. (3 credit hours) CROL 632 Critical Issues in Law Enforcement (3 hours) This course discusses all aspects of policing. From the history and different theories of policing, to restorative policing, to community policing, a holistic view of police life and obligation will be shown to the student. Contemporary police problem- solving theories and theory application will be covered. CROL 633 Corrections Administration (3 hours) This course provides an overview of the most significant issues to correctional facilities, administrators, officers and those within the criminal justice system. This course seeks to provide an examination of the harsh realities afforded by corrections systems, physical and mental health problems within the corrections system, gangs and their separate issues, and women in prison. The privatization of prisons is also a topic that will be discussed, along with the use of contemporary technology in the corrections system. CROL 634 Critical Issues in Community-Based Corrections (3 hours) This course provides an overview of the most significant issues to correctional facilities, administrators, officers and those within the criminal justice system. This course examines the harsh realities afforded by corrections systems, physical and mental health problems within the corrections system, gangs and their separate issues, and women in prison. The privatization of prisons is also a topic that will be discussed, along with the use of contemporary technology in the corrections system. CROL 635 Legal and Ethical Issues in Homeland Security (3 hours) This course offers a broad-based examination of all aspects that govern and give power to U.S. national security. The legal framework included in Common Law, the U.S. Constitution and legal opinions within the branches of government will be discussed as it pertains to how different branches within the U.S. government share national security powers. There will also be a focus on the legality and ethical considerations relevant when organizing counterterrorism efforts, as well as a general discussion over investigating terrorism and the evolution of terrorist efforts and counterterrorist technology. CROL 636 Critical Issues in Homeland Security (3 hours) This course offers an examination of anti-terrorism/extremism theories in contemporary law enforcement. It will provide an analysis of terrorist behavior, different terrorist typologies and extreme behavior as the foundation for all terrorist activity. The industry of homeland security and the misunderstood role of homeland security organizations will be discussed, as well as contemporary reasons for terrorist exploits. The legality of acts taken within the U.S. will be discussed in detail, as well as an unraveling of U.S. domestic terrorism policy. (3 credit hours) CROL 637 Juvenile Justice Administration and Management (3 hours) This course explores the juvenile justice system, focusing on the responsibilities of being a public manager of a juvenile justice organization. The focus of this course is to build the knowledge base of the student on contemporary juvenile justice issues and to teach the student how to apply theories of management to public systems as they pertain to juvenile justice. The extent of juvenile gangs in the U.S., drug rings and other contemporary issues will be covered. CROL 638 Critical Issues within the Juvenile Justice System (3 hours) This course explores the complexities involved in dealing with juveniles as a subsystem of the criminal justice system. Issues such as mental health, physical health, gang membership and juvenile peer pressure theories will also be discussed. CROL 639 Family Violence (3 hours) This course is a comprehensive examination covering the major types of family violence across the lifespan, including child maltreatment, intimate partner violence, and elder abuse. Students will learn legal, sociological, and psychological approaches involved when encountering and attempting to resolve violent encounters between family members.

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CROL 640 Race, Ethnicity, Gender, and Crime (3 hours) This course will examine unique issues raised by race, ethnicity, and gender when analyzed in relationship to crime and the criminal justice system. Students will examine theoretical frameworks that attempt explain the linkage between race, ethnicity, gender and crime. Issues related to minority status and law enforcement, courts, and corrections will be analyzed and explored. Policy implications that arise from studying race, ethnicity, gender, and crime will be examined. Students will also analyze how social, economic, and political forces impact crime and the administration of justice in 21st century America. CROL 641 Violent Offenders: Crimes & Psychology (3 hours) This course explores and reviews serious violent offenses including: homicide, rape, robbery, murder, aggravated assault, serial killing, and arson. Students will explore and analyze the psychological similarities and differences of the perpetrators of each type of offense and how the public and the criminal justice system are impacted by the processing of violent crime cases. CROL 650 Addiction and the Offender Population (3 hours) This course is designed to explore the dynamics of addiction counseling, with a focus on the offender population; and with a particular emphasis on motivational interviewing and stages of the addiction treatment process. This course will also examine diagnosis and the components of the treatment process including the development of treatment plans, goal setting, and appropriate referrals to treatment modalities. Students will explore differences in working with the offender population particularly as it relates to sanctions necessary for effective supervision and support from the criminal justice System. Professional pitfalls will be clarified. Students will also acquire basic knowledge of the pharmacology and neurobiology of drugs and setting up meaningful urine testing programs. CROL 651 Recovery and Relapse (3 hours) This course is designed to introduce the student to recovery and relapse processes. The student will learn the stages of change and the various phases of the recovery process. Students will be able to recognize the behavioral criteria for someone who is in stable recovery, versus instability and relapse potential. Included in this course is an exploration of the psychological causes and manifestations of craving, treatment strategies in relapse prevention planning, nutritional variables that contribute to relapse, relapse issues among various populations, and support factors to maintain a healthy recovery. CROL 661 KLEC Law Enforcement Officer Training (6 hours) Advanced Standing credit is awarded upon documentation of successful completion of Intermediate Law Enforcement Officer/or Advanced Deputy Sheriff (total 160 hours of training) plus Completion of Advanced Law Enforcement Officer (160 hours of training). Documentation of this training from the Kentucky Department of Criminal Justice Training DOCJT must be reviewed by the Program Director and the Registrar and is kept on file by the Registrar with other student records. CROL 662 KLEC Law Enforcement Manager Training (6 hours) Advanced Standing credit is awarded upon documentation of successful completion of 2 of the following tracks: Law enforcement Supervisor (160 hours of training) Law Enforcement Manager (200 to 400 hours of advanced training) Law Enforcement Executive or Law Enforcement Chief Executive (120 to 200 hours training). Documentation of this training from the Kentucky Department of Criminal Justice Training DOCJT must be reviewed by the Program Director and the Registrar and is kept on file by the Registrar with other student records. CROL 663 Criminal Justice Training and Education (3 – 12 hours) Advanced Standing credit is awarded upon receipt of documentation of successful completion of criminal justice professional training and education received from a properly recognized and credentialed criminal justice agency or organization (total 320 hours of training and education). Documentation of this training must be reviewed by the Program Director and the Registrar and is kept on file by the Registrar with other student records. CROL 664 Criminal Justice Training and Education II (6 hours) Advanced Standing credit is awarded upon receipt of documentation of successful completion of criminal justice professional training and education received from a properly recognized and credentialed criminal justice agency or organization (total 320 hours of training and education). Documentation of this training and education must be reviewed by the Program Director and the Registrar and is kept on file by the Registrar with other student records. (6 credit hours) Prerequisite: CROL 663

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CROL 665 KLEC Executive Decision Making (6 hours) Advanced Standing credit is awarded upon documentation of successful completion of two of the following Certifications in the Management career track: Law Enforcement Executive (160 hours of training) and Law Enforcement Chief Executive (160 hours of advanced training). Documentation of this training from the Career Development Program mandated by the Kentucky Justice Cabinet must be reviewed by the Program Director and the Registrar and is kept on file by the Registrar with other student records. (6 credit hours) CROL 667 KLEC Fundamental Leadership (3 hours) Advanced Standing credit is awarded upon documentation of successful completion and certification in the following track: Law Enforcement Training Officer (total 160 hours of training). Documentation of this training from the Career Development Program mandated by the Kentucky Justice Cabinet must be reviewed by the Program Director and the Registrar and is kept on file by the Registrar with other student records. (3 credit hours) CROL 674 Advanced Statistical Analysis (3 hours) This course focuses on building a greater understanding of the theoretical underpinnings and tools for applying linear models and related techniques to social scientific data analysis. Learners will explore the workings of multiple regression and problems that arise in applying it, as well as delving deeper into the theory of inference underlying regression analysis. Consideration will also be given to the analysis of binary and count data, emphasizing the need to fit appropriate models, as well as factorial designs. Prerequisite: Currently enrolled PhD in Leadership student. CROL 677 Applied Leadership (3 hours) This course is an advanced leadership course with a focus on developing leaders’ abilities to critically assess and evaluate different leadership styles, with a focus on self-examination for purposes of applying techniques and skills to the practice of leadership in the field. Prerequisite: Currently enrolled PhD in Leadership student. CROL 681 Proseminar in Criminal Justice (3 hours) This course is a review of classical and recent literature in criminal justice. Trends and issues that transcend the components of the criminal justice system will be researched, analyzed, and evaluated. Prerequisite: Currently enrolled PhD in Leadership student. Credit: 3 hours CROL 683 Criminal Justice Program Evaluation (3 hours) This course will focus on the key concepts and methods available for performing analysis of field-level criminal justice programs. Students will be exposed to primary principles of analyzing and existing criminal justice programs for purposes of determining efficacy and feasibility, whether before a program is launched or during post-implementation. Quantitative and qualitative forms of program evaluation will be discussed and utilized. Prerequisite: Currently enrolled PhD in Leadership student. CROL 685 Qualitative Methods in Criminal Justice (3 hours) This course provides the foundation for professional criminal justice research with a specific focus on qualitative methods, including participant observation, ethnography, interviews, historical analysis, and case studies. The course will explore the uses, strengths, and weakness of qualitative approaches to criminal justice research. Prerequisite: Currently enrolled PhD in Leadership student. CROL 687 Legal Research and Analysis (3 hours) This course examines traditional legal research methods, providing the student the tools necessary to successfully research and properly document the history of case law in the United States. Prerequisite: Currently enrolled PhD in Leadership student. CROL 689 Drugs and Crime (3 hours) This course focuses on the nature and scope of the relationship between drugs, alcohol, and crime, and the effect of anti-drug legislation on the criminal justice system in an historical and contemporary context. Literature affirming or denying the relationship between drugs and crime will be analyzed and evaluated, with various methods for accumulating data being examined and utilized. Prerequisite: Currently enrolled PhD in Leadership student.

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CROL 691 Life-Course Criminology (3 hours) This course provides an exploration of crime and deviance based on the life course theoretical perspective. The theoretical underpinnings, research methodologies, and empirical research of this framework will be studied. Issues to be discussed include: the development of criminal careers, the cessation and evolution of criminal behavior over the life course (specifically trajectories, transitions, and turning points), and qualitative and quantitative research methodologies specific to life course criminology. Also, this course will examine criminal justice policy implications and applications related to life course criminology. Prerequisite: Currently enrolled PhD in Leadership student. CROL 699 Capstone Course in Justice Administration (1 hour) During this one credit hour course, students complete assignments designed with a focus upon prior work completed in one or more previous MJA courses. Students normally enroll in this 1-credit hour semester course during the semester after they have earned at least 24 credit hours toward the degree.

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SCHOOL OF EDUCATION

Program Mission

The School of Education will provide strong initial and advanced academic programs to teacher candidates and other school personnel that instill in them a commitment to a strong work ethic and prepare them for lives committed to excellence, professional integrity, and leadership that will impact candidate learning. By being Reflective Constructors of Quality Learning Experiences through Critical Thinking, graduates will possess the knowledge, skills, dispositions and spiritual values that will serve the needs of a diverse learning community.

Program Vision

The School of Education will prepare teacher candidates and other school personnel to be Reflective Constructors of Quality Learning Experiences through Critical Thinking and subsequently provide them with academic and practical experiences. Graduates will possess well-developed philosophies that will reflect conceptual, strategic, evaluative, and communicative knowledge as well as an understanding of technology that will help them meet the needs of diverse populations.

Purpose and Plan of the Graduate Program

The Board of Trustees of Cumberland College, on January 8, 1981, voted to approve the establishment of a Graduate Program in Teacher Education. The original charter of the college, as approved by the Kentucky Legislature on April 6, 1888, gave the College the authority to confer the degrees of Master of Arts in Education – Elementary, Middle Grades, Secondary Education and Special Education. Rank I offerings were approved in 1986, with the Master of Arts in Teaching degree approved in 2005 with the Ed.S. added in 2008.

The University of the Cumberlands presents a plan of studies for those candidates who are

interested in a career in teaching. The Master of Arts in Education is designed for candidates who currently hold teaching certificates and who wish to further their education by earning a Master’s degree. The Master of Arts in Teaching degree is an alternate route to teacher certification and offers graduate programs for initial certification for those who currently do not hold a valid license in the desired content area.

Graduate courses are offered during the regular fall and spring terms and in the summer. A well-

trained faculty dedicated to quality teaching and individual candidate attention is available. Rank II and Rank I programs, which meet Kentucky Certification standards for professional advancement, are available as well as the traditional degree of Master of Arts in Education. The previous Master of Arts in Elementary, Middle Grades, and Secondary was replaced with the new Teacher Leader Program for the Master of Arts in Education in 2011. Any master’s degree program option also provides a foundation for doctoral study in a related field for those candidates who wish to continue studies beyond the master’s level. Other certification programs offered are Instructional Leadership: Principalship, Literacy Specialist, Special Education Certification, School Superintendent, Director of Pupil Personnel, Director of Special Education, Supervisor of Instruction, Rank 1 Special Education – LBD, ESL Endorsement, School Counseling Standard Certification, and Master of the Arts in Teaching degree.

Program Goals

The overall goal at the School of Education supports the University’s goal to provide learning experiences that enable graduates to become leaders in moral deliberation, to use their reflective-critical thinking and problem- solving skills to become productive members of a democratic society. With this in mind, the Education Department has adopted the motto, “Reflective Constructors of Quality Learning Experiences through Critical Thinking,” as the foundation of its mission and vision.

▪ Graduate programs leading to the completion of certification or degree will provide an extensive awareness of current issues and trends within its field of study.

▪ Graduate programs leading to the completion of certification or degree will provide academic and practical experiences to develop the knowledge, skills and dispositions within its field of study.

▪ Graduate Programs will train qualified, ethical teachers and administrators in competencies leading to certification-licensure in approved programs that serve the technological and diverse demands of public and private schools.

▪ Graduate programs instill leadership qualities within graduate candidates that may effectuate meaningful educational change.

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Admission to the School of Education

The University of the Cumberlands has established qualitative and quantitative requirements for the admission of candidates whose education preparation evidences the potential for a high-level performance. All admissions materials must be received in the Graduate Admissions Office.

Application Process for:

Master of Arts in Teaching (MAT) 1. MAT degree admission requires a grade point average of at least 2.75 on a 4.0 scale 2. Submit one copy of the appropriate standardized test score sheet (PRAXIS CASE or GRE).

a. Successful completion of the Praxis Core Academic Skills for Educators (CASE) I. Reading (5712) - 156; II. Writing (5722) - 162; and

III. Mathematics (5732) - 150. OR

b. Successful completion of the Graduate Record Exam (GRE) administered by the Education Testing Service with the following corresponding scores on the corresponding sections:

I. Verbal Reasoning - 150; II. Quantitative Reasoning - 143; and

III. Analytical Writing - 4.0. 3. Submit three letters of recommendation (one from past or present professors and/or professional

associates and one from an employer) on the Disposition Survey form. 4. Completed Background Check. 5. Admission to the Graduate Program is completed by a review of the above documents and approval of

the Education Preparation Advisory Committee (EPAC).

Application Process for:

Master of Arts in Education (M.A. Ed.) Rank I Certification Programs Educational Specialist (Ed. S.)

1. MAED, Rank I and administrative certification, or degree admission requires a grade point average of at

least 3.00 on a 4.0 scale. 2. Submit one copy of the Provisional/Valid Teaching Certificate OR Statement of Eligibility

All applicants must be certified teachers and have an adequate number of years experience, if applicable. (See program requirements for more information)

3. Submit one copy of the appropriate standardized test score sheet per the candidate’s program. 4. Submit three letters of recommendation (one from past or present professors and/or professional

associates and one from an employer) on the Disposition Survey form. 5. Documentation of Teaching Experience (3 years for all programs other than School

Counseling) and/or Administrative Experience (2 years) depending upon the program.

Admission Status: Conditional Admittance:

• Candidates who do not have all paperwork in the Graduate Admissions Office by the third week of the term will be provisionally admitted to the University. Failure to complete the required paperwork by the fourth week will result in a candidate being dropped from all coursework. The candidate may not continue in the program until all paperwork is received.

• Individuals who are admitted into the University without meeting all admissions requirements may take up to 12 hours of coursework, but are not officially a part of the Graduate Education Program.

Full Admittance to the University: • Candidates who meet all the above requirements and who have successfully completed the

application process may be fully admitted to the university with admission to the Graduate Education Program pending Graduate Education Committee approval.

Full Admittance into Teacher Education Program (Certification):

• All documents must be on file in the Graduate Admissions Office prior to the beginning of the term. Failure to complete the above requirements will result in a candidate being dropped from all coursework.

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• Once a candidate completes all admission requirements for Teacher Education, the EPAC reviews those documents and votes to admit the candidate into the Teacher Education Program. At that time, the candidate receives a letter from the Dean of the School of Education and is in good standing to continue taking coursework. After notification of acceptance, the candidate will complete a Planned Program and enroll in coursework. An advisor will be assigned by the Graduate Student Success office.

• A completed and signed Planned Program must be on file prior to enrolling in the first course. All graduate candidates who are beginning a new program must reapply for subsequent programs. A candidate who has just finished a Master’s degree, for example, must reapply before beginning a Rank I program.

Statement of Support/Memorandum of Understanding

For programs within the School of Education (SOE) that require clinical experiences, the department must formalize a statement of support or memorandum of understanding (MOU) between the partnering district and the School of Education. This document will delineate the professional responsibilities between the collaborating entities to enhance support for the candidate during clinical experiences. A database of existing MOUs is maintained within the SOE; please check with staff at the end of your first semester of enrollment on the status of your particular site.

Dispositions

A candidate’s dispositions are refined throughout the graduate experience. There is a continuous assessment of a candidate’s progress toward increased characteristics reflecting a candidate’s attitudes and behaviors that will enable development into a more successful teacher. This assessment is accomplished through a systematic and supportive process. There are three specific disposition collection points throughout the program: (1) letters of recommendation at entrance; (2) dispositions surveys from professors at midpoint.

During the candidate’s tenure at the University of the Cumberlands, his/her professors will discuss the progress of the particular candidate during faculty meetings or conferences with the Chair of Graduate Education. If concerns arise, an Individual Action Plan will be completed by the concerned faculty/instructor. The forms are given to the Chair of Graduate Education. At the discretion of the Chair, the Educator Preparation Advisory Committee will be convened for the purpose of resolving the disposition concern(s). The candidate can meet with the Committee for the purpose of clarification of issues, providing an opportunity to hear the candidate, to share any concerns and to provide assistance. The Graduate Education Committee may make the following recommendations concerning the graduate: (1) Referral to the Academic Vice President, or (2) A conference with faculty for the purpose of resolving the disposition concern.

Exit Criteria

Program Post-Test Candidates in all School of Education programs will complete a post-test similar to the pre-test taken at the beginning of each program. The post-test is designed to evaluate the candidate’s growth of knowledge and skills within the program.

The purposes of the post-test are (a) to fulfill the requirement of the Graduate School to provide the knowledge and skills required for the candidate’s certificate program, and (b) to evaluate the ability of graduate candidates to synthesize the materials presented in educational coursework to be able to be recommended for the associate certificate program. The post-test is given in the capstone course of each programs. During all coursework and exit requirements, graduate candidates are expected to demonstrate professional competencies.

Capstone Project/Portfolio The ePortfolio/Professional Portfolio is both a formative and summative evaluation representing the culmination of the Master of Arts in Teaching (MAT) and all advanced programs. The Portfolio consists of the development and submission of a Portfolio through I-Learn. The items (artifacts) in the portfolio demonstrate that the candidate can meaningfully analyze, synthesize, evaluate and apply the knowledge gained from graduate courses taken to real life education experiences while demonstrating proficiency in data literacy, use of research, collaboration, use of technology, and ethical leadership. The Portfolio will document how candidates meet the appropriate Standards.

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The Capstone Project is a formative and summative evaluation representing the culmination of the Education Specialist (Ed.S.) programs. The Capstone Project consists of the completion of a project through the development of specific pieces through the coursework, culminating in a holistic project. The Capstone Project demonstrates that the Ed.S. candidate can meaningfully analyze, synthesize, evaluate and apply the knowledge gained from graduate courses taken to real life education experiences. More information about the Capstone Project is found in the Graduate Education Handbook.

Rank Change and Teacher Certification

Certification of all candidates completing an education program at University of the Cumberlands is vested by the Education Professional Standards Board (EPSB) and is contingent upon satisfactory completion of requirements (which vary somewhat from state to state). Specific requirements are available from each State Education Department (addresses are available in the Office of Teacher Certification).

When a candidate finishes a program leading to initial certification, a teaching endorsement, or a rank change, it is his/her responsibility to notify the Office of Teacher Certification so documentation can be submitted to the Education Professional Standards Board. Applications for rank change and certification for Kentucky and Tennessee may be obtained from the Office of Teacher Certification in the Education Department. Applications from other states must be obtained by the candidate from the appropriate State Department.

Candidates who are employed on an emergency basis contingent upon enrollment must submit the appropriate documentation verifying employment in order to apply for a temporary certificate from the EPSB. Candidates must complete a CATP application for a new Temporary Provisional Certificate each year of their three-year alternative program. See also Degree Time Limit section.

Guidelines for submitting applications for rank change are as follows: 1. An Official Planned Program and Intent to Graduate must be on file in the Registrar’s Office. 2. The account in the Bursar’s Office must have a zero balance. 3. All course work (including transfer work) must be posted on the University of the Cumberlands transcript. 4. If a program of endorsement is pursued, a copy of the Planned Program must be on file in the Graduate

Office. 5. If pursuing a Master's Degree, written documentation that the comprehensive examinations or Capstone

Project have been passed must be on file in the Registrar’s Office and the Graduate Office. 6. If certification is sought in another state, it is the candidate’s responsibility to supply the appropriate forms

used.

Candidates enrolled in initial certification programs must be admitted into the Teacher Education Program by a vote of the Education Program Advisory Committee. All the documentation listed in the Application Process is essential for this procedure.

Programs

Master of Arts in Teaching (M.A.T.)

This degree is designed for those candidates who presently hold a bachelor’s degree from an accredited institution in an area other than education. It may be used as an Alternative Certification Program for those candidates who are seeking certification in a content area. Programs may be pursued individually or simultaneously, depending on a candidate’s eligibility for each program. Each program leads to initial certification in a content area.

• Elementary (P-5) • Middle School (5-9)

o English, Math, Science, and/or Social Studies • Secondary (8-12)

o Biology, Chemistry, Earth Science, English, Mathematics, Physics, Social Studies • 5 – 12

o Business and Marketing • P – 12

o Special Education: Learning and Behavior Disorders o Art, Integrated Music, Health and Physical Education

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Master of Arts in Education (M.A.Ed.)

This degree is designed for those candidates who have been awarded a bachelor’s degree in education from an accredited institution, who hold at least a valid teacher certificate, and who wish to acquire a Master’s degree in education. (The exception to this is School Counseling, which does not require teacher certification.) This degree does not lead to initial certification but can provide certification in Reading and Writing and School Counseling, and Teacher Leader.

• Teacher Leader (P-12) • Literacy Specialist (P-12) • School Counseling (P-12) • Principal (P-12)

Ed. S. Program

The Educational Specialist (Ed. S.) degree is an administrative degree program requiring 30 graduate hours above the MAEd. or M.A.T. degrees. The Ed. S. degree provides an advanced candidate certification. Candidates must have attained supervisor of instruction Level II or school principal Level II prior to beginning the superintendent coursework in the Ed. S. program. Superintendent certification requires a minimum of two years administration experience.

• School Counseling • Director of Pupil Personnel • Superintendent • Supervisor of Instruction • Principal (P-12)

Non-Degree Programs: Administration Certification Programs (P-12)

• Director of Pupil Personnel • Director of Special Education • Superintendent • Supervisor of Instruction

Rank I: The Kentucky Rank I program consists of a total of 30 hours beyond Master’s Programs.

Master of Arts in Teaching (M.A.T.) Elementary (P-5 Certification); 42 hours

All courses are three (3) credit hours unless otherwise noted. Degree Requirements – 42 hours EDOL 520 Clinical I (2 credit hours)1 EDOL 523 Introduction to Educational Technology (2 credit hours) 1 EDOL 630 Research Methods in Education EDOL 539 The Modern Elementary School1 EDOL 541 Clinical II1 EDOL 621 Educational Psychology (2 credit hours) 1 EDOL 639 Seminar: Methodology of Teaching1 SPOL 530 Characteristics, Identification, and Instruction for Students with Disabilities1 SPOL 635 Classroom Behavior Management for Special Student Populations1 REOL 531 Reading and Writing Foundations* 1 REOL 534 Methods and Materials for Teaching Language Arts K-5 Education1 HIOL 530 Methods and Materials of Social Studies1 MAOL 532 Methods and Materials for the Teaching of Math1 SCOL 530 Methods and Materials for the Teaching of Science1 EDOL 699 Clinical III: Professional Experience (for Option 6)1, 2 OR EDOL 698 Clinical III: Professional Experience1, **, 2

1 Course requires Field/Clinical Experience Hours *Pre-requisite to all READ courses ** Candidates not currently teaching in an elementary classroom 2Passing scores on PRAXIS content must be received by UC before enrollment in the course. ***Candidates who are currently employed with a Temporary Provisional Certificate and working in an

elementary classroom must have a TB skin test, a physical, and a background check before their admittance to the MAT Program. Passing scores on PRAXIS content must be received by UC before enrollment in the course.

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Master of Arts in Teaching (M.A.T.) Middle School (5-9 Certification); 33-36 hours

All courses are three (3) credit hours unless otherwise noted. Professional Education – 33-36 hours EDOL 520 Clinical I (2 credit hours)1 EDOL 523 Introduction to Educational Technology (2 credit hours) 1 EDOL 630 Research Methods in Education EDOL 537 The Middle School1 EDOL 621 Educational Psychology (2 credit hours) 1 EDOL 541 Clinical II1 EDOL 639 Seminar: Methodology in Teaching1 REOL 531 Reading and Writing Foundations (English Concentration) 1 OR REOL 533 Teaching Reading in the Content Areas (All other Concentrations) 1 SPOL 530 Characteristics, Identification, and Instruction for Students with Disabilities1 SPOL 635 Classroom Behavior Management for Special Student Populations1 EDOL 699 Clinical III: Professional Experience (for Option 6)1, 2 OR EDOL 698 Clinical III: Professional Experience1, **, 2

Area Of Specialization: 3 hours for each area (Candidates may choose to specialize in one OR two content areas.)

1. Candidates must have a major or 30 hours in a single content area within that specialization for one specialty area or 24-27 hours in each of two specialty areas. 2. Additional graduate or undergraduate hours may be required of the candidate. 3. The decision regarding the requirement of additional coursework will be made by the Chair of Graduate Education during the admissions process.

ENOL 532 Methods and Materials for Teaching English OR MAOL 532 Methods and Materials for the Teaching of Math OR HIOL 530 Methods and Materials of Social Studies OR SCOL 530 Methods and Materials for the Teaching of Science

1 Course requires Field/Clinical Experience Hours ** Candidates not currently teaching in an elementary classroom 2Passing scores on PRAXIS content must be received by UC before enrollment in the course. ***Candidates who are currently employed with a Temporary Provisional Certificate and working in an

elementary classroom must have a TB skin test, a physical, and a background check before their admittance to the MAT Program. Passing scores on PRAXIS content must be received by UC before enrollment in the course.

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Master of Arts in Teaching (M.A.T.) Secondary (8-12) – English, Math, Social Studies, Biology, Chemistry, Earth Science,

Physics, 33 hrs. All courses are three (3) credit hours unless otherwise noted.

Professional Education 30 hours EDOL 520 Clinical I (2 credit hours)1 EDOL 523 Introduction to Educational Technology (2 credit hours) 1 EDOL 630 Research Methods in Education EDOL 538 The Modern Secondary School1 EDOL 541 Clinical II1 EDOL 621 Educational Psychology (2 credit hours) 1 EDOL 639 Seminar: Methodology of Teaching1 REOL 531 Reading and Writing Foundations (English Concentration) 1 OR REOL 533 Teaching Reading in the Content Areas (All other Concentrations) 1 SPOL 530 Characteristics, Identification, and Instruction for Students with Disabilities1 SPOL 635 Classroom Behavior Management for Special Student Populations1 EDOL 699 Clinical III: Professional Experience (for Option 6)1, 2 OR EDOL 698 Clinical III: Professional Experience1, **, 2

Area of Specialization: 3 Hours Requirement: Candidates must have 30 undergraduate hours OR a major within their area of specialization. Also, additional graduate or undergraduate hours in Chemistry, Biology, Physics or Earth Science may be required of the candidate. The decision regarding the requirement of additional coursework will be made by the Graduate Admissions Office during the admissions process.

SCOL 531 Methods & Materials for Teaching Science at the Secondary Level OR ENOL 532 Methods & Materials for Teaching English OR MAOL 532 Methods & Materials for the Teaching of Math OR HIOL 530 Methods & Materials of Social Studies

1 Course requires Field/Clinical Experience Hours ** Candidates not currently teaching in an elementary classroom 2Passing scores on PRAXIS content must be received by UC before enrollment in the course. ***Candidates who are currently employed with a Temporary Provisional Certificate and working in an

elementary classroom must have a TB skin test, a physical, and a background check before their admittance to the MAT Program. Passing scores on PRAXIS content must be received by UC before enrollment in the course.

University of the Cumberlands Graduate Catalog, 2020-2021 Page 110

Master of the Arts in Teaching (M.A.T.) Special Education (P-12 Certification); 42 hours

All courses are three (3) credit hours unless otherwise noted. Professional Education 42 Hours EDOL 520 Clinical I (2 credit hours)1 EDOL 523 Introduction to Educational Technology (2 credit hours) 1 EDOL 541 Clinical II1 EDOL 547 Diversity in a Multicultural Society1 EDOL 630 Research Methods in Education EDOL 621 Educational Psychology (2 credit hours) 1 SPOL 530 Characteristics, Identification, and Instruction for Students with Disabilities1 SPOL 533 Collaborative Curriculum and Transition Planning1 SPOL 631 Special Education Assessment and Evaluation1 SPOL 635 Classroom Behavior Management for Special Student Populations1 SPOL 637 Methods, Materials, and Inst. Design for Students with Learning and Behavioral Disabilities1 SPOL 638 Legal Aspects, Rules and Regulations of Special Education1 REOL 531 Reading and Writing Foundations1 MAOL 531 Teaching Math to Learners with Disabilities1

EDOL 699 Clinical III: Professional Experience (for Option 6)1, 2 OR EDOL 698 Clinical III: Professional Experience1, **, 2

1 Course requires Field/Clinical Experience Hours ** Candidates not currently teaching in an elementary classroom 2Passing scores on PRAXIS content must be received by UC before enrollment in the course. ***Candidates who are currently employed with a Temporary Provisional Certificate and working in an

elementary classroom must have a TB skin test, a physical, and a background check before their admittance to the MAT Program. Passing scores on PRAXIS content must be received by UC before enrollment in the course.

University of the Cumberlands Graduate Catalog, 2020-2021 Page 110

Master of Arts in Teaching (M.A.T.) Business & Marketing, 5 – 12 (5-12 Certification); 36 hours

All courses are three (3) credit hours unless otherwise noted. Professional Education – 33 Hours EDOL 520 Clinical I (2 credit hours)1 EDOL 523 Introduction to Educational Technology (2 credit hours) 1 EDOL 541 Clinical II1 EDOL 537 The Middle School1 EDOL 538 The Modern Secondary School1 EDOL 621 Educational Psychology (2 credit hours) 1 EDOL 630 Research Methods in Education EDOL 639 Seminar: Methodology of Teaching1 SPOL 530 Characteristics, Identification, and Instruction for Students with Disabilities1 SPOL 635 Classroom Behavior Management for Special Student Populations1 REOL 533 Teaching Reading in the Content Areas1

EDOL 699 Clinical III: Professional Experience (for Option 6)1, 2 OR EDOL 698 Clinical III: Professional Experience1, **, 2

Area of Specialization: 3 hours

Requirement: Candidates must have 30 undergraduate hours OR a major within their area of specialization.

BADM 531 Methods &Materials for the Teaching of Business

1 Course requires Field/Clinical Experience Hours ** Candidates not currently teaching in an elementary classroom 2Passing scores on PRAXIS content must be received by UC before enrollment in the course. ***Candidates who are currently employed with a Temporary Provisional Certificate and working in an

elementary classroom must have a TB skin test, a physical, and a background check before their admittance to the MAT Program. Passing scores on PRAXIS content must be received by UC before enrollment in the course.

University of the Cumberlands Graduate Catalog, 2020-2021 Page 111

Master of Arts in Teaching (M.A.T.) Art, Integrated Music, Health, PE (P – 12) (P-12) – Art, Integrated Music, Physical Education, Health; 33 hours

All courses are three (3) credit hours unless otherwise noted. Professional Education – 30 Hours EDOL 520 Clinical I (2 credit hours)1 EDOL 523 Introduction to Educational Technology (2 credit hours) 1 EDOL 540 The P-12 Classroom1 EDOL 541 Clinical II1 EDOL 621 Educational Psychology (2 credit hours) 1 EDOL 630 Research Methods in Education EDOL 639 Seminar: Methodology of Teaching1 SPOL 530 Characteristics, Identification, and Instruction for Students with Disabilities1 SPOL 635 Classroom Behavior Management for Special Student Populations1 REOL 533 Teaching Reading in the Content Areas1

EDOL 699 Clinical III: Professional Experience (for Option 6)1, 2 OR EDOL 698 Clinical III: Professional Experience1, **, 2

Area of Specialization: 3 hours

Requirement: Candidates must have 30 undergraduate hours OR a major within their area of specialization.

AROL 5311 Methods & Materials for Teaching Art1 OR HEOL 530 Methods & Materials for Teaching Health1 OR MUOL 5331 Methods & Materials for Teaching Music1 OR PEOL 530 Methods & Materials for Teaching Physical Education1

1 Course requires Field/Clinical Experience Hours ** Candidates not currently teaching in an elementary classroom 2Passing scores on PRAXIS content must be received by UC before enrollment in the course. ***Candidates who are currently employed with a Temporary Provisional Certificate and working in an elementary

classroom must have a TB skin test, a physical, and a background check before their admittance to the MAT Program. Passing scores on PRAXIS content must be received by UC before enrollment in the course.

Master of Arts in Teaching (M.A.T.): Option 6 Program

The Option 6 programs are University of the Cumberlands’ Alternative Certification program. Candidates in this program follow the same coursework as the traditional MAT candidates with the exception of the Professional Experience course as shown on the program guides above. The programs mirror the programs above:

• MAT, Option 6: Elementary • MAT, Option 6: Middle School • MAT, Option 6: Secondary • MAT, Option 6: Business/Marketing (5 – 12) • MAT, Option 6: Special Education (P – 12) • MAT, Option 6: Art/Integrated Music (P – 12)

The Option 6 programs are for individuals enrolled concurrently with employment as a teacher.

Candidates in the Option 6 programs follow Track B for Continuous Assessment, while candidates in the Traditional MAT programs follow Track A for Continuous Assessment.

University of the Cumberlands Graduate Catalog, 2020-2021 Page 112

CONTINUOUS ASSESSMENT FOR ALL MAT PROGRAMS Entrance to University Requirements General:

o Application to University o Bachelor’s Degree from accredited IHE o Cumulative GPA 2.75 (or 3.0 in last 30 hours)

Specialized to Program:

o Three References/Dispositional Surveys o Signed copy of Kentucky Code of Ethics o Character and Fitness

Entrance to Unit Requirements (Pillar IV)

o Successful completion of Entrance Exam: CASE (Reading, 156; Writing, 162; Mathematics, 150) or GRE (Verbal, 150, Quantitative, 143; Writing, 4.0)

o Cumulative GPA 2.75 o Content GPA of 3.0 or higher o Professional GPA of 3.0 or higher o Signed Ky. Code of Ethics o Character and Fitness o State/Local Background Check:

Midpoint Requirements (Pillar V):

o Successful completion of PRAXIS II Content o Cum. GPA 3.00 o Content GPA 3.00 o Professional GPA 3.00 o Two (2) Favorable Dispositions o Completion of Clinical I and II o Signed Ky. Code of Ethics o Character and Fitness o FBI Background Check o Successful completion of Pillar V ePortfolio o Successful completion of Field & Clinical Hours (Track A) o Successful completion of Observation/Mentoring Hours (Track B) o Completed Planned Program on File

Exit Requirements (Pillar VI):

o Twenty-one (21) Hours Completed at UC o Cum. GPA 3.00 o Content GPA 3.00 o Professional GPA 3.00 o Two (2) Favorable Dispositions o Completion of Clinical III o Signed Ky. Code of Ethics o Character and Fitness o Successful completion of Pillar VI ePortfolio o Successful completion of Field & Clinical Hours (Track A) o Successful completion of Observation/Mentoring Hours (Track B) o Graduation Application Completed o Six (6) Year Time Limit Not Exceeded o CA-1 or CA-TP Completed

University of the Cumberlands Graduate Catalog, 2020-2021 Page 113

Master of Arts in Education (M.A. Ed.), Literacy Specialist (P-12 Certification); 30 Hours

All courses are three (3) credit hours unless otherwise noted. Educational Foundations (Core) – 9 Hours EDOL 547 Diversity in a Multicultural Society EDOL 630 Research Methods EDOL 634 Curriculum Management and Assessment

Area of Specialization – 15 Hours Required ENOL 531 Writing Instruction for the Content Areas REOL 530 Reading and Writing Foundations (Pre-requisite to all REOL courses) REOL 632 Strategies for Reading Programs REOL 630 Diagnosis of Reading and Writing Problems REOL 533 Teaching Reading in the Content Areas

Professional Courses – 6 Hours Required REOL 633 Literacy Leadership EDOL 647 Teacher Leader in the Professional Learning Community

M.A. Ed., Teacher Leader (P-12), School Community Leader 30 Hours

(All courses are three (3) credit hours unless otherwise noted.) Teacher Leader Core Curriculum – 12 Hours REOL 533 Teaching Reading in the Content Areas EDOL 630 Research Methods EDOL 643 Best Practices for Coaching and Mentoring Teachers (Required First Course) EDOL 647 Teacher Leader in Professional Learning Communities (Final Course)

Teacher Leader Endorsement Curriculum – 18 Hours ADOL 631 School Program Improvement ADOL 653 Assessment if and for Student Learning ADOL 655 Team Leadership EDOL 542 Change, Professional Development and Teacher Improvement EDOL 562 Theories of Teaching and Learning EDOL 634 Curriculum Management and Assessment

*This area of specialization in the Teacher Leader Program will NOT change the area a candidate is certified to teach*

M.A. Ed., Teacher Leader (P-12), Business & Marketing

30 Hours All courses are three (3) credit hours unless otherwise noted.

Teacher Leader Core Curriculum – 12 Hours REOL 533 Teaching Reading in the Content Areas EDOL 630 Research Methods EDOL 643 Best Practices for Coaching and Mentoring Teachers (Required First Course) EDOL 647 Teacher Leader in Professional Learning Communities (Final Course)

Teacher Leader Endorsement Curriculum – 18 Hours BADM 532 Organizational Behavior BADM 533 Marketing Management BADM 535 Managerial Economics BADM 537 Legal and Ethical Environment BADM 631 Managing in a Global Environment BADM 690 Special Projects in Business

*This area of specialization in the Teacher Leader Program will NOT change the area a candidate is certified to teach*

University of the Cumberlands Graduate Catalog, 2020-2021 Page 114

M.A. Ed., Teacher Leader (P-12), English 30 Hours

All courses are three (3) credit hours unless otherwise noted. Teacher Leader Core Curriculum – 12 Hours REOL 533 Teaching Reading in the Content Areas EDOL 630 Research Methods EDOL 643 Best Practices for Coaching and Mentoring Teachers (Required First Course) EDOL 647 Teacher Leader in Professional Learning Communities (Final Course)

Teacher Leader Endorsement Curriculum – 18 Hours ENOL 534 British Literature ENOL 534 British Literature (Repeat with Different Topic) ENOL 535 Studies in Modern Literature ENOL 535 Studies in Modern Literature (Repeat with Different Topic) ENOL 550 Creative Writing REOL 536 Young Adult and Children’s Literature *This area of specialization in the Teacher Leader Program will NOT change the area a candidate is certified to teach*

M.A. Ed., Teacher Leader (P-12), Health & Physical Education

30 Hours All courses are three (3) credit hours unless otherwise noted.

Teacher Leader Core Curriculum – 12 hours EDOL 630 Research Methods REOL 533 Teaching Reading in the Content Areas EDOL 643 Best Practices for Coaching and Mentoring Teachers (Required First Course) EDOL 647 Teacher Leader in Professional Learning Communities (Final Course)

Teacher Leader Endorsement Curriculum –18 hours HHP 533 Health and Fitness Psychology HHP 534 Exercise Physiology HHP 536 Foundation of Physical Activity in Health Promotion HHP 630 Health Promotion through Physical Activity HHP 632 Current Issues in Health Promotion HHP 635 Youth Health and Fitness HHP 637 Applied Sports Medicine HHP 638 Admin. & Management Strategies HHP 639 Special Topics *This area of specialization in the Teacher Leader Program will NOT change the area a candidate is certified to teach*

M.A. Ed., Teacher Leader (P-12), Interdisciplinary Studies, P-5 30 Hours

All courses are three (3) credit hours unless otherwise noted. Teacher Leader Core Curriculum – 12 Hours REOL 533 Teaching Reading in the Content Areas EDOL 630 Research Methods EDOL 643 Best Practices for Coaching and Mentoring Teachers (Required First Course) EDOL 647 Teacher Leader in Professional Learning Communities (Final Course)

Teacher Leader Endorsement Curriculum – 18 Hours REOL 534 Methods and Materials for Teaching Reading in Elementary ADOL 653 Assessment of and for Student Learning EDOL 539 The Modern Elementary School1 SPOL 635 Classroom Behavior Management for Special Student Populations REOL 531 Reading and Writing Foundations EDOL 542 Change, Professional Development and Teacher Improvement

*This area of specialization in the Teacher Leader Program will NOT change the area a candidate is certified to teach*

University of the Cumberlands Graduate Catalog, 2020-2021 Page 115

M.A. Ed., Teacher Leader (P-12), Math 30 Hours

All courses are three (3) credit hours unless otherwise noted. Teacher Leader Core Curriculum – 12 Hours REOL 533 Teaching Reading in the Content Areas EDOL 630 Research Methods EDOL 643 Best Practices for Coaching and Mentoring Teachers (Required First Course) EDOL 647 Teacher Leader in Professional Learning Communities (Final Course)

Teacher Leader Endorsement Curriculum – 18 Hours

MAOL 530 Topics in Mathematics I1 MAOL 530 Topics in Mathematics I1 (Repeat with Different Topic) MAOL 630 Topics in Mathematics II1 MAOL 630 Topics in Mathematics II1 (Repeat with Different Topic) MAOL 631 Topics in Geometry1 MAOL 631 Topics in Geometry1 (Repeat with Different Topic)

1Repeatable course

*This area of specialization in the Teacher Leader Program will NOT change the area a candidate is certified to teach*

M.A. Ed., Teacher Leader (P-12), Social Studies 30 Hours

All courses are three (3) credit hours unless otherwise noted. Teacher Leader Core Curriculum – 12 Hours REOL 533 Teaching Reading in the Content Areas EDOL 630 Research Methods EDOL 643 Best Practices for Coaching and Mentoring Teachers (Required First Course) EDOL 647 Teacher Leader in Professional Learning Communities (Final Course)

Teacher Leader Endorsement Curriculum – 18 Hours

HIOL 531 Selected Topics HIOL 531 Selected Topics HIOL 531 Selected Topics HIOL 531 Selected Topics HIOL 531 Selected Topics HIOL 531 Selected Topics

*This area of specialization in the Teacher Leader Program will NOT change the area a candidate is certified to teach*

M.A. Ed., Teacher Leader (P-12), English as a Second Language 30 Hours

All courses are three (3) credit hours unless otherwise noted. Teacher Leader Core Curriculum – 12 Hours REOL 533 Teaching Reading in the Content Areas EDOL 630 Research Methods EDOL 643 Best Practices for Coaching and Mentoring Teachers (Required First Course) EDOL 647 Teacher Leader in Professional Learning Communities (Final course)

Teacher Leader Endorsement Curriculum – 18 Hours ADOL 653 Assess. of and for Student Learning ESLO 610 Teaching ESL in a Multicultural Society ESLO 615 Phonology for ESL Teachers ESLO 620 Methods and Materials for Teaching ESL ESLO 630 Methods and Materials for English as an International Language ESLO 635 Teaching ESL through Reading and Writing

*This area of specialization in the Teacher Leader Program will NOT change the area a candidate is certified to teach*

University of the Cumberlands Graduate Catalog, 2020-2021 Page 116

CONTINUOUS ASSESSMENT FOR ALL MAED LITERACY SPECIALIST AND TEACHER LEADER PROGRAMS

Entrance to University Requirements

o Application to University o Bachelor’s Degree from accredited IHE o Cumulative GPA 3.0 o Three (3) Letters of Recommendation o Signed copy of Kentucky Code of Ethics o Valid Teaching License

Entrance to Unit Requirements (Pillar IV)

o Cumulative GPA 3.0 o Signed Kentucky Code of Ethics o Signed Character & Fitness o UC Contract of Understanding o Completion of Program Pre-Test within first course taken after admission to program

Midpoint Requirements (Pillar V)

o EDOL 630 Taken o Cumulative GPA of 3.0 o Completed Planned Program on File o Two More Favorable Dispositions o Signed copy of Kentucky Code of Ethics o Signed Character & Fitness

Exit Requirements (Pillar VI)

o Fifteen (15) hours of 600 level courses completed o Twenty-one (21) Hours Completed at University of the Cumberlands o Cumulative GPA 3.0 or Higher o Two more Favorable Disposition Assessments (4 total) o Degree Graduation Application Completed o Comprehensive Portfolio Completed o CA-1 Submitted to UC Certification Office o To Submit for Literacy Specialist (P-12) Certification Candidate Must Pass Appropriate Kentucky Required

Praxis II Exam. www.ets.org/praxis o Six (6) Year Time Limit Not Exceeded Twenty-one (21) Hours Completed at UC o Completion of program Post-Test

University of the Cumberlands Graduate Catalog, 2020-2021 Page 117

M.A.Ed., School Counseling 45 Hours

All courses are three (3) credit hours unless otherwise noted.

Degree Requirements 45 Hours EDOL 630 Research Methods in Education EDOL 631 Advanced Human Behavior Development and Learning SPOL 530 Issues and Trends in Special Education COOL 530 Introduction to School Counseling1 COOL 531 Social and Cultural Foundations (Theory and Practice of Multicultural Counseling) COOL 536 Psychological Assessments COOL 538 Counseling Individuals with Diverse Needs COOL 630 Introduction to Addiction Counseling COOL 631 Legal and Ethical Issues in Counseling COOL 632 Advanced Clinical Assessment COOL 634 Group Counseling COOL 636 Counseling aspects of Grief and Loss COOL 637 Counseling Practicum (For Teachers)

OR COOL 638 Counseling Internship (For Non-Teachers) COUN 539 Lifestyle and Career Development

1Prerequisite to all COOL courses

CONTINUOUS ASSESSMENT:

Entrance to the University

o Bachelor’s Degree from accredited IHE o G.P.A. of 3.0 or higher on a 4.0 scale o Three letters of recommendation supporting favorable dispositions

Entrance to the Unit (Pillar IV)

o Cumulative G.P.A. of 3.0 or higher on a 4.0 scale o Signed Kentucky Professional Code of Ethics o Signed UC Character and Fitness

Midpoint Requirements (Pillar V)

• Minimum 3.0 Cumulative GPA • Professional School Counselor PRAXIS Exam (#421) with a minimum score of 156 (Required before enrolling in

COOL 637 or COOL 638 • COOL 637/COOL 638 Application Discussion • Signed Kentucky Professional Code of Ethics • Signed UC Character and Fitness • Completed Planned Program on File • Completion of Field/Clinical Experience hours • Two Favorable Disposition Assessments • Completion of coursework through Counseling Practicum/Internship

Exit Requirements (Pillar VI)

o Thirty-three (33) hours completed at University of the Cumberlands o Cumulative graduate GPA of 3.0 on a 4.0 scale o Two more Favorable Disposition Assessments (4 Total) o Successful completion of ePortfolio/Clinical Binder including Work Samples o Successful Quality Check/Visit with Practicum/Internship Supervisor o Successful completion of COOL 637, Counseling Practicum or COOL 638, Counseling Internship o CA-1 Completed o Six (6) year time limit not exceeded o Application for Graduation Submitted o Post-Test Completed

University of the Cumberlands Graduate Catalog, 2020-2021 Page 118

MAED Principal (P-12) Administration Certification: Level I-30 hours

All courses are three (3) credit hours unless otherwise noted. Level I Certification ADOL 636 School Law I ADM 650 Introduction to School Leadership ADM 661 The School Principal’s Role in Improving School Climate and Culture ADM 662 School and Community Relations ADM 670 Resource Allocation: Strategic Management and School Budgeting ADM 671 The School Principal’s Role in Curriculum Leadership ADM 672 The School Principal’s Role in Assessing Instructional Program & Monitoring Student Performance ADM 675 The School Principal’s Role in Creating Organizational Structures and Operations ADM 676 Human Resource Leadership ADM 679 Research and Development: Capstone Project (Last Course)

CONTINUOUS ASSESSMENT: Admission to University o Bachelor’s degree from an accredited institution of higher education o G.P.A. of 3.0 or higher o Qualify for KY teaching certificate o Three letters of recommendation o Three years of full-time teaching experience o Valid Teaching Certificate

Admission to EPP

o Signed Kentucky Code of Ethics o Signed UC Character and Fitness o UC Contract of Understanding o Written statement documenting skills and understandings in specific areas o Statement of Support from a School District signed by the Superintendent/Designee o Completion of Pre-test during first course

Admission to Capstone o GPA 3.0 o Two Favorable Disposition Assessments o Application to Enroll in Capstone Course

Exit Requirements o Thirty (30) hours of 600 Level courses o At least twenty-one (21) hours completed at University of the Cumberlands o Successful Capstone Project o Cumulative GPA of 3.0 o Two more Favorable Disposition Assessments (4 total) o Completion of 165 Field and Clinical Experience Hours o Six (6) year time limit not exceeded o Application for Graduation submitted o Professional Portfolio submitted o Completion of Program Post-test

Required for Certification

o CA-1 Submitted Passing Score on EPSB Required Exam

University of the Cumberlands Graduate Catalog, 2020-2021 Page 119

Master of Arts in Education (MAED) – Special Education: LBD, P-12 30 hours

All courses are three (3) credit hours unless otherwise noted. Curriculum (30 hours) EDOL 544 Creating the Effective Inclusive Classroom (First Course) MAOL 531 Teaching Math to Learners with Disabilities REOL 531 Reading and Writing Foundations SPOL 530 Characteristics, Ident., & Instruction for Students with Disabilities (Pre-requisite to all SPOL courses) SPOL 533 Collaborative Curriculum and Transition Planning SPOL 631 Special Education Assessment and Evaluation SPOL 632 Consultation and Collaboration for Curriculum Design SPOL 634 Working with Parents (Last Course) SPOL 635 Classroom Behavior Management for Special Student Populations SPOL 637 Methods, Materials, and Instructional Design for Students with Learning and Behavioral Disabilities

CONTINUOUS ASSESSMENT: Entrance to the University

o Bachelor’s Degree from accredited IHE o Cumulative GPA of 3.0 or higher o Three letters of recommendation supporting favorable dispositions o Valid Teaching License

Entrance to the Unit

o Cumulative GPA of 3.0 on a 4.0 scale o Kentucky Professional Code of Ethics signed by candidate o UC Character and Fitness signed by candidate o UC Contract of Understanding o Completion of Program Pre-Test within first course

Midpoint Requirements (Pillar V):

o GPA 3.0 or higher o Planned Program on file o Two Favorable Disposition Assessments o Kentucky Professional Code of Ethics signed by candidate o UC Character and Fitness signed by candidate

Exit Requirements (Pillar VI): o Fifteen (15) hours of 600 level courses completed o At least Eighteen (18) hours completed at University of the Cumberlands o Cumulative graduate GPA of 3.0 or higher o Two more favorable disposition assessments (4 total) o Professional Portfolio Completed o Field and Clinical Hours Completed o Post-test completed

Required for Certification

o CA-1 Submitted o Passing Score on EPSB Required Exam

University of the Cumberlands Graduate Catalog, 2020-2021 Page 120

Literacy Specialist Endorsement 12 Hours

All courses are three (3) credit hours unless otherwise noted.

Required courses (12 hours) ENOL 531 Writing Instruction for Content Areas REOL 630 Diagnosis or Reading and Writing Problems REOL 533 Teaching Reading in Content Areas REOL 633 Literacy Leadership

CONTINUOUS ASSESSMENT:

Entrance to University

o Application to University o Master’s degree from accredited IHE o Cumulative GPA of 3.0 o Three letters of recommendation o Signed copy of KY Code of Ethics o Valid teaching license

Entrance to Unit

o Signed Kentucky Code of Ethics o Signed Character and Fitness o UC Contract of Understanding o Pre-test completed during first course

Midpoint

o Cumulative GPA of 3.0 o Completed Planned Program on file o Two favorable disposition assessments o Signed KY Code of Ethics o Signed Character and Fitness

Exit

o Twelve hours completed at the University of the Cumberlands o Cumulative GPA of 3.0 or higher o Two more favorable disposition assessments (4 total) o Six-year time limit not exceeded o CA-1 Submitted to UC Certification Office o To submit for Literacy Specialist Endorsement, candidate must pass appropriate KY required Praxis II Exam. o Post-test completed

University of the Cumberlands Graduate Catalog, 2020-2021 Page 121

ESL Endorsement 15 Hours

All courses are three (3) credit hours unless otherwise noted.

Required courses (15 hours) ESLO 610 Teaching ESL in a Multicultural Society ESLO 615 Phonology for ESL Teachers ESLO 620 Methods and Materials for Teaching ESL ESLO 630 Mentoring for Teaching English as an International Language ESLO 635 Teaching ESL through Reading and Writing

CONTINUOUS ASSESSMENT: Entrance to University

o Application to University o Bachelor’s degree from accredited IHE o Cumulative GPA of 3.0 o Three letters of recommendation o Signed copy of KY Code of Ethics o Valid teaching license

Entrance to Unit

o Signed Kentucky Code of Ethics o Signed Character and Fitness o Pre-test completed during first course

Midpoint

o Cumulative GPA of 3.0 o Completed Planned Program on file o Two favorable disposition assessments o Signed KY Code of Ethics o Signed Character and Fitness

Exit

o Fifteen hours of 600 level courses o Minimum of nine hours completed at the University of the Cumberlands o Cumulative GPA of 3.0 or higher o Two more favorable disposition assessments (4 total) o Six-year time limit not exceeded o CA-1 Submitted to UC Certification Office o Candidates must pass the English to Speakers of Other Languages portion of the Praxis II Exam. o Post-test completed

University of the Cumberlands Graduate Catalog, 2020-2021 Page 122

Standard Certificate in School Counseling 6 Hours

All courses are three (3) credit hours unless otherwise noted.

This certificate is issued to holders of a provisional certificate in School Counseling with completion of one (1) year of full- time employment as a provisionally certified school counselor (two years if no previous teaching experience) in a public school or non-public school that meets the state performance standards as established in KRS 156.160.

Renewal of Provisional Certificate (6 hours)

Candidate will choose the appropriate number of hours from the following courses in order to be recommended for the Standard Certificate in School Counseling:

COOL 630 Intro to Drug and Alcohol Counseling COOL 632 Advanced Clinical Assessment COOL 633 Child and Adolescent Counseling COOL 635 Leadership, Advocacy, and Accountability in School Counseling COOL 636 Counseling Aspects of Grief and Loss

In order for candidates to be eligible for the Standard Certificate, the candidate’s Master’s Degree Program must contain courses similar in content to the following:

COOL 530 Intro to School Counseling COOL 531 Theory and Practice of Multicultural Counseling OR COOL 536 Psychological Assessment COOL 538 Counseling Individuals with Diverse Needs COOL 539 Lifestyle and Career Development COOL 540 Counseling Theories and Techniques COOL 631 Legal and Ethical Issues in Counseling COOL 634 Group Counseling in Public Schools COOL 637 Counseling Practicum OR COOL 638 Counseling Internship

CONTINUOUS ASSESSMENT: Entrance to University

o Master’s degree from an accredited IHE with at least 30 hours o G.P.A. of 3.0 or higher on a 4.0 scale o Three letters of recommendation supporting favorable dispositions (Screening to determine existing skills and

dispositions in leadership) Entrance to the Program (Pillar IV)

o Cumulative G.P.A. of 3.0 or higher on a 4.0 scale o Signed Kentucky Professional Code of Ethics o Signed UC Character and Fitness o Two favorable disposition assessments

Midpoint Requirements (Pillar V):

o Completed Planned Program on File o Minimum 3.0 Cumulative GPA o Two favorable dispositions o Signed Kentucky Professional Code of Ethics o Signed UC Character and Fitness

Exit Requirements (Pillar VI):

o Six (6) hours completed at University of the Cumberlands o Six (6) year time limit not exceeded o Two more favorable disposition assessments (4 total) o Cumulative graduate GPA of 3.0 on a 4.0 scale o CA-1 Completed

University of the Cumberlands Graduate Catalog, 2020-2021 Page 123

Education Specialist (Ed.S.) School Counseling (Candidates with Masters of less than 45 hours)

(Standard Certificate); 30 Hours All courses are three (3) credit hours unless otherwise noted.

Degree Requirements: 30 Hours

ADOL 630 Intro to Educational Administration ADM 662 School and Community Relations COOL 536 Psychological Assessment COOL 539 Lifestyle and Career Development COOL 540 Counseling Theories and Techniques COOL 630 Intro to Addiction Counseling COOL 632 Advanced Clinical Assessment COOL 633 Children and Adolescent Counseling COOL 635 Leadership, Advocacy, and Accountability in School Counseling COOL 636 Counseling during Grief and Crisis COOL 639 Counseling Theories and Techniques II

CONTINUOUS ASSESSMENT:

Entrance to University

o Master’s degree from an accredited IHE with at least 30 hours o Entrance Exam: PRAXIS #421 Professional School Counselor (Passing Score of 156) o G.P.A. of 3.0 or higher on a 4.0 scale o Three letters of recommendation supporting favorable dispositions (Screening to determine existing skills and

dispositions in leadership) Entrance to Program (Pillar IV)

o Cumulative G.P.A. of 3.0 or higher on a 4.0 scale o Signed Kentucky Professional Code of Ethics o Signed UC Character and Fitness o Completion of Program Pre-Test within first course taken after admission to program

Midpoint Requirements (Pillar V):

o Completed Planned Program on File o Minimum 3.0 Cumulative GPA o Two favorable disposition assessments o Signed Kentucky Professional Code of Ethics o Signed UC Character and Fitness

Exit Requirements (Pillar VI):

o Eighteen (18) hours of 600 level courses o Eighteen (18) hours completed at University of the Cumberlands o Six (6) year time limit not exceeded o Successful Completion of Capstone (COOL 635) o Cumulative graduate GPA of 3.0 on a 4.0 scale o Two more favorable disposition assessments (4 total) o CA-1 Completed o Completed Graduate Application o Completion of program post-test unless taken previously in MAED

University of the Cumberlands Graduate Catalog, 2020-2021 Page 124

Education Specialist (Ed.S.), Director of Special Education Administration Certification Level I-18 hours; Level II-30 hours

All courses are three (3) credit hours unless otherwise noted. Level I: 18 hours Required – Certification Only ADOL 630 Introduction to Educational Administration ADOL 632 Human Resource Management & Supervision ADOL 636 School Law I SPOL 632 Consultation and Collaboration for Curriculum Design SPOL 636 Advanced Assessment Strategies and Prescriptive Writing ADOL 668 Practicum: Director of Special Education

Required for EdS: 12 hours ADOL 633 Applied Research in Education* ADOL 634 Business Management in Public Schools ADOL 637 School Law II** ADM 662 School and Community Relations

* Pre-requisite is EDOL 630 Research Methods in Education ** Pre-requisite is ADOL 636 School Law I

CONTINUOUS ASSESSMENT:

Admission to University o Holds Rank II o Cumulative GPA 3.0 o Three letters of recommendation measuring dispositions o Valid Special Education or School Psychologist license o Qualify for Kentucky Teacher or Kentucky School Psychologist Certification o Three (3) years teaching experience to include a minimum 1 yr. teaching exceptional children or as School

Psychologist Admission to EPP o Signed copy of Kentucky Code of Ethics o Signed UC Character and Fitness o UC Contract of Understanding o Completion of Program Pre-test during first course in program unless previously taken in MAED

Admission to Practicum o Minimum GPA of 3.0 o Two favorable disposition assessments o Application for Practicum submitted

Exit Requirements o Thirty (30) hours of 600 level courses completed o A minimum of twenty-one (21) hours completed at University of the Cumberlands o Cumulative graduate GPA of 3.0 o Two more favorable disposition assessments (4 total) o Six (6) year time limit not exceeded o Completion of 155 Field/Clinical Experience Hours o Professional Portfolio Submitted o Post-test completed o Application for Graduation Submitted Required for Certification o CA-1 Submitted o Passing Score on EPSB Required Exam

University of the Cumberlands Graduate Catalog, 2020-2021 Page 125

Education Specialist (Ed.S.), School Superintendent All courses are three (3) credit hours unless otherwise noted.

Level I: 12 hours Required - Certification Only ADOL 644 Introduction to District Leadership ADOL 672 School Administration and Regulation ADOL 671 Instructional Leadership: School Superintendent ADOL 669 Professional Clinical Experience: Administrative Superintendent

Required for EdS: 18 hours ADOL 631 School Program Improvement ADOL 643 Special Education and School Leadership ADOL 628 Professional Learning Communities ADOL 632 Human Resource Management in Public Schools ADOL 634 Business Management in Public Schools EDOL 547 Diversity in a Multicultural Society

CONTINUOUS ASSESSMENT:

Admission to University

o Rank II and Master’s Degree in Education from an accredited IHE o Cumulative GPA of 3.0 or higher o Three letters of recommendation supporting favorable dispositions o Three (3) years teaching experience o Two (2) years educational administration experience o Valid Teaching License o Level II Principal or Supervisor of Instruction Certification

Admission to EPP

o Cumulative GPA of 3.0 or higher o Signed copy of Ky Code of Ethics o UC Character and Fitness Completed o UC Contract of Understanding o Letter of recommendation from a supervisor or education/agency representative o Admission Portfolio Submitted o Admission Interview Completed o Completion of Program Pre-test during first course

Admission to Practicum

o GPA 3.0 or higher o Application for Practicum o Two favorable disposition assessments o Review of Professional Growth Plan with District Mentor

Exit Requirements

o Minimum of twenty-one (21) hours completed at UC o Completion of 115 Field and Clinical Experience hours o Two more favorable disposition assessments (4 total) o Professional Portfolio submitted o Capstone Presented o Review of Professional Growth Plan with District Mentor o Post-test completed o Application for graduation submitted

Required for Certification

o CA-1 Submitted o Passing Score on EPSB Required Exam

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Education Specialist (Ed.S.), Supervisor of Instruction Administration Certification Level I-18 hours; Level II-30 hours All courses are three (3) credit hours unless otherwise noted.

Level I: 18 hours – Certification Only ADOL 630 Introduction to Educational Administration ADOL 631 School Program Improvement ADOL 632 Human Resource Management and Supervision ADOL 636 School Law I ADOL 639 The Supervisor ADOL 665 Practicum: Supervisor of Instruction

Required for EdS: 12 hours ADM 662 The Politics of the School Community EDOL 634 Curriculum Management and Assessment EDOL 636 Problems in Education EDOL 547 Diversity in a Multicultural Society

CONTINUOUS ASSESSMENT:

Admission to University

o Holds a Rank II o Cumulative GPA of 3.0 or higher o Three letters of recommendation supporting favorable dispositions o Three (3) years teaching experience o Qualify for Kentucky Teacher Certificate o Valid Teacher License

Admission to EPP

o Signed Kentucky Code of Ethics o Signed UC Character and Fitness o UC Contract of Understanding o Completion of Pre-test during first course

Admission to Practicum

o GPA 3.0 or higher o Two favorable disposition assessments o Practicum Application submitted

Exit Requirements

o Twenty-seven (27) hours of 600 level courses completed o A minimum of twenty-one (21) hours completed at University of the Cumberlands o Completion of 155 Field/Clinical Hours o Cumulative GPA of 3.0 or higher o Two more favorable disposition assessments (4 total) o Six (6) year time limit not exceeded o Professional Portfolio Submitted o Application for Graduation submitted o Completion of Program Pre-test

Required for Certification

o CA-1 Submitted o Passing Score on EPSB Required Exam

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Education Specialist (Ed.S.), Principal Administration Certification: Level I-30 hours; Level II-6 hours All courses are three (3) credit hours unless otherwise noted.

Level I: 30 hours ADM 650 Introduction to School Leadership1 ADM 661 The School Principal’s Role in Improving School Climate and Culture 1 ADM 662 School and Community Relations1 ADM 670 Resource Allocation: Strategic Management and School Budgeting1 ADM 671 The School Principal’s Role in Curriculum Leadership1 ADM 672 The School Principal’s Role in Assessing Instructional Program & Monitoring Student Performance1 ADM 675 The School Principal’s Role in Creating Organizational Structures and Operations1 ADM 676 Human Resource Leadership1 ADM 679 Research and Development: Capstone Project* ADOL 636 School Law I Level II: 6 hours Required - Certification Only ADM 677 Seminar on Educational Change: Instructional Leader ADM 678 The School Principal: Instructional Leader and Curriculum and Climate 1 Course requires Field/Clinical Experience Hours

CONTINUOUS ASSESSMENT: Admission to University o Master’s degree from an accredited institution of higher education o G.P.A. of 3.0 or higher o Qualify for KY teaching certificate o Three letters of recommendation o Three years of full-time teaching experience o Valid Teaching Certificate

Admission to EPP

o Signed Kentucky Code of Ethics o Signed UC Character and Fitness o UC Contract of Understanding o Written statement documenting skills and understandings in specific areas o Statement of Support from a School District signed by the Superintendent/Designee o Completion of Pre-test during first course

Admission to Capstone o GPA 3.0 o Two Favorable Disposition Assessments o Application to Enroll in Capstone Course

Exit Requirements o Thirty-six (36) hours of 600 Level courses o At least twenty-seven (27) hours completed at University of the Cumberlands o Successful Capstone Project o Cumulative GPA of 3.0 o Completion of 205 Field and Clinical Experience Hours o Six (6) year time limit not exceeded o Application for Graduation submitted o Professional Portfolio submitted o Completion of Program Post-test

Required for Certification

o CA-1 Submitted o Passing Score on EPSB Required Exams

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Education Specialist (Ed.S.), Director of Pupil Personnel Administration Certification Level I-18 hours; Level II-30 hours All courses are three (3) credit hours unless otherwise noted.

Level I: 18 hours – Certification Only ADOL 630 Introduction to Educational Administration ADOL 631 School Program Improvement ADOL 632 Human Resource Management ADOL 641 School System Administration SPOL 530 Characteristics, Identification, and Instruction of Students with Disabilities ADOL 667 Practicum: Director of Pupil Personnel

Required for EdS: 12 hours ADOL 636 School Law I ADOL 637 School Law II ADM 662 Politics of School Community ADM 670 Strategic Management in Education

CONTINUOUS ASSESSMENT:

Admission to University

o Holds Rank II o Cumulative GPA of 3.0 or higher o Three letters of recommendation supporting favorable dispositions o Valid teaching license o Qualifies for KY teaching certificate o Three years of verified teaching experience

Admission to EPP

o Cumulative GPA of 3.0 on a 4.0 scale o Kentucky Professional Code of Ethics signed o UC Character and Fitness o UC Contract of Understanding o Completion of pre-test during first course in program.

Admission to Practicum

o GPA 3.0 or higher o Application for Practicum Completed o Two Favorable Disposition Assessment

Exit Requirements

o Twenty-seven (27) hours of 600 level courses completed o At least Twenty-one (21) hours completed at University of the Cumberlands o Cumulative GPA of 3.0 or higher o Completion of 155 Field/Clinical Experience o Two more Favorable Disposition Assessments (4 total) o Professional Portfolio Completed o Application for graduation submitted o Post-test completed o Six (6) year time limit not exceeded

Required for Certification

o CA-1 Submitted o Passing Score on EPSB Required Exam

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Course Descriptions

ADM 650 Introduction to School Leadership (3 hours) This course provides aspiring school leaders with an introduction to the roles and responsibilities of school leaders and practical application at the district, school, and community levels. The leadership and management function and duties of the principal are examined. This class is designed to introduce the theories, concepts, and skills needed for school leaders to be highly effective including curriculum and instruction, assessment of instructional programs, human resource management, school climate and culture, organization structures and operations, and school and community relations. ADM 661 The School Principal’s Role in Improving School Climate and Culture (3 hours) This course is intended to provide the principal candidate with an understanding of the educational relevance of involving the greater community (parents, neighborhoods, businesses, etc.) to enhance and support student achievement; organizational relationships between schools within and outside schools; power, multicultural awareness; major opinion leaders; vision and mission articulation; and interpersonal skills. The content of the course emphasizes the following concepts: the importance of diversity in developing and implementing curriculum; strategies to reinforce norms of behavior and to promote effective change; elements of and impact of school culture; the use of data to influence school culture; the value of active partners/stakeholders; individual and collective accountability; modeling professional ethics; and equity and diversity. Module1: Organizing and Managing Shared Work within a Professional Learning Community. Module2: Developing and Reflecting on Professional Learning Communities. Module e: Assessing and Sustaining Professional Learning Communities. ADM 662 School and Community Relations (3 hours) This course is designed to help develop candidates understand the knowledge, dispositions, and performance ability to promote success of all students by exercising visionary, cultural, ethical and political leadership. The focus of this course is on facilitating the development, articulation, implementation, and stewardship of a school vision. The purpose of this course is to provide strategic approaches to interact with the political and social forces in order to shape educational decisions. During the course, candidates will analyze the impact of school decisions on school and community relations. ADM 670 Resource Allocation: Strategic Management and School Budgeting (3 hours) This course analyzes the principles, practices, policies, revenues, and expenditures of strategic management and planning, school budgeting, and school resource allocation at the building level. Prerequisite: Candidate must have successfully completed Level 1 Certification in Principalship. ADM 671 The Principal’s Role in Curriculum Leadership (3 hours) This course examines the principles and practices essential to developing and administering curricular programs, including knowledge and understanding about measurability, scope and sequence, taxonomy, program designs, and the fit between a planned program and a taught or implemented one. Module 1: Analyzing Curriculum Documents; Module 2: Analyzing Student Work- Instruction and Learning Interventions; Module 3: Providing Excellence in Curriculum for All. ADM 672 Assessing the Instructional Program & Monitoring Student Performance (3 hours) This culminating course in the principal preparation program is designed to aid the principal candidate in predicting, understanding, and controlling the fundamental principles of learning and assessment as they apply to the role of the principal. Relevant readings, analysis of sample assessment processes, and use of protocols will provide principals an understanding of those assessment strategies needed to evaluate the instructional program, support teacher effectiveness, and monitor students’ performance, thus improve student learning. This course includes: Course Introduction: From the Classroom to the Nation’s Capital: Aligning and Assessing the Impact of the CIA (Curriculum, Instruction, and Assessment). Module 1: Using Unit of Study/ Lesson Plan Monitoring to Improve Student Achievement; Module 2: Legal Aspects and Budgetary Issues Associated with Assessing the Instructional Program and Monitoring Student Performance; Module 3: Signature Assessment: Capstone Conferencing. ADM 675 The School Principal’s Role in Creating Organizational Structures & Operations (3 hours) This course integrates the predominate approaches to leadership, management theory, and operations management concepts to structure competitive organizations, shape organizational behavior, enhance organizational effectiveness, and foster an organizational culture that adapts and capitalizes on change. Analyzes the interaction of individual, group, and organizational dynamics that influence human behavior in an organization and determines appropriate management approaches to foster a productive work environment. Module 1; Module 2; Module 3. ADM 676 Human Resource Leadership (3 hours) This course is a study of the role of the school leader in the dimensions of the personnel function: planning, recruitment, selection, placement, development, and supervision of school faculty and staff. In addition, a focus of this course includes legal and ethical aspects of federal, state, and local personnel policies and procedures. Module 1: Obtaining Positive and Proactive Personnel; Module 2: Obtaining Proper Paperwork; Module 3: Applying the Principles of a Positive, Proactive Culture and Climate; Module 4: Legal Considerations Regarding Employment and Dismissal. Prerequisites:

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ADM 677 Seminar on Educational Change: Instructional Leadership (3 hours) This course focuses on the leadership challenges presented by today’s dynamic education environment and examines the organizational change process as it relates to educational settings. Emphasis is on management and leadership strategies and behaviors that facilitate effective change and transformation efforts. Prerequisite: Candidate must have successfully completed Level 1 Certification in Principalship. ADM 678 The School Principal: Instructional Leadership and Culture and Climate (3 hours) This course is designed to provide authentic learning experiences that incorporate an understanding of the School Principal as an Instructional Leader in creating appositive culture and climate. The course focuses on understanding the school as an organization with systems, structures and operations which impact school culture; identifying, assessing and shaping school culture; identifying, defining and recognizing critical elements of school culture; and identifying, addressing barriers to positive school culture. Course content will connect to prior knowledge gained during Level 1 to extend that learning and build capacity of new principals. Module 1: Understanding the Impact of School Culture; Module 2: Knowledge and Understanding of the Impact of Professional Learning Communities on School Culture; Module 3: Understanding How to Improve Family and Community Partnerships to Make a Positive Impact on School Culture. Prerequisite: Candidate must have successfully completed Level 1 Certification in Principalship. 3 semester hours. ADM 679 Research and Development: Capstone Project (3 hours) This course provides field experiences and opportunities for candidates pursuing Level 1 Principal Certification to complete the Capstone Project. The University Advisor and University Mentor will work with the aspiring candidate on the development of this research project in preparation for the committee presentation. ADM 701 School/District Turnaround Project (3 hours) This course provides the instructional leader with current school and district improvement and turnaround school research as well as strategies for leading and evaluating staff in low performing schools, building and sustaining the Professional Learning Community, leading positive school culture and directing intervention programs for students in the achievement gap. An emphasis will be placed on working to transform education through research on effective staffing strategies, use of research and data to pinpoint instructional needs, SWOT analysis, intensive professional development to address adversity and diverse perspectives as well as incorporating an enriched curriculum including the arts. Each candidate will have direct diverse experiences in both university and school settings and with diverse populations. ADM 702 School/District Turnaround Project II (3 hours) This course provides additional field experiences that address strategies for effective school turnaround and reform. It incorporates the use of the action research collected and analyzed in ADM 701 and includes effective use of 21st century technology, education accountability, and the driving principles that underpin school reform. Candidates continue to develop and complete a leadership portfolio that demonstrates a depth of understanding of turnaround school research and the ISLLC standards, Dimensions and Functions, and Technology Standards for School Administrators. At the culmination of this study, candidates will present their portfolios to an Evaluation Committee comprised of higher education and public school partners. ADOL 561 Leadership for Educational Professionals (3 hours) This is the study of modern leadership theories, practices, and techniques in school leadership and responsibilities, with emphasis on facilitating leadership to create a work climate supportive of excellence in teaching and learning. ADOL 628 Leading the Professional Learning Community (3 hours) This course offers effective ideas, strategies and tools to improve instructional practice and raise student achievement through the use of Professional Learning Communities (PLC). Using literature from today’s educational leaders, you will study the PLC process including: how to establish effective PLC in your school, process and structure of PLC meetings, the use of data to drive PLC decisions, and the benefits of using a collaborative approach to improving instructional practice. Utilizing PLC empowers all educational stakeholders to embrace and maximize a collaborative, trusting, environment to increases academic achievement. A focus of the course is the superintendent’s role in organizing, leading and supporting Professional Learning Communities at the district and school levels. ADOL 630 Introduction to Educational Administration (3 hours) This course reviews the theories of administration and practice at the district and community levels. This class is designed to introduce the candidate to the theories and concepts of administration including personnel, finance, law, school organization and curriculum. Research studies which have been completed by state and regional administrative groups and frequent seminars in administration are held.

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ADOL 631 School Program Improvement (3 hours) This course identifies some of the innovative research and programs driving school improvement. Initiatives currently in place in America’s schools will be discussed and examined. Further, the course provides the candidate with ways to access current educational conditions at the school and district level as well as provide suggestions regarding instituting change. ADOL 632 Human Resource Management and Supervision (3 hours) This course is a study of the role of the school administrator in managing the human resource function. Included in this course is a study of the organizational dimensions of the personnel function, along with planning, recruitment, selection, placement, development, and appraisal of the individual. This course also deals with the school administrator in his/her capacity as supervisor of the human resources of the school. In addition, the legal aspects of Human Resource Administration are discussed. Five Field/Clinical Experience Hours required. ADOL 633 Applied Research in Education (3 hours) The interpretation, synthesis, and analysis of educational research findings as they relate to action research and program management. The emphasis is placed on conducting applied research or program evaluation, including the development of instruments, collection and interpretation of data, and presentation of findings. Prerequisite: EDOL 630 ADOL 634 Business Management in Public Schools (3 hours) This course analyzes the principles, practices, policies, revenues and expenditures of school funds and school resource allocation at the district and school level. Special attention is given to school budgeting. Other topics in this course may be discussed featuring – but not limited to – finance formulas, financial accounting, purchasing and supply problems, school construction, school equipment, and school insurance. ADOL 636 School Law I (3 hours) A course that is designed to provide basic legal information to the educational professional. Candidates in this course examine court decisions at both the federal and state level. Topics examined in this class include teacher dismissal and non-renewal, the rights of candidates and teachers, religious expressions in the school, etc. ADOL 637 School Law II (3 hours) This course continues the goals of ADOL 636 and places additional emphasis in specific areas of school law including Special Education, government requirements such as the Americans with Disabilities Act (ADA), Occupational Safety Health Administration (OSHA), and other state and federal requirements. Candidates in this class will additionally conduct research on a legal issue of their choosing. ADOL 639 The Supervisor (3 hours) This course examines the role of the school supervisor at the three levels of public schools. The course provides an analysis also of the duties and responsibilities of supervisors assigned to specific subjects and grade levels. ADOL 640 Introduction to District Administration (3 hours) This course reviews the theories of administration and practice at the district and community levels. This class is designed to introduce the candidate to the theories and concepts of administration including leadership theory and development; including impact of board leadership on student learning; community engagement focused on student learning; capacity building; district management; culturally responsive leadership; ethics; and professional development. Instructional Leadership at the chief executive officer (CEO) level is the subject of this standards-based course. The application of strategic planning skills to enhance teaching and learning; to ensure alignment among curriculum, curriculum resources, and assessment; and to support the collection and use of multiple measures of success are promulgated through the requirements of this course. Emphasis is placed on skills designed to advocate, nurture, and sustain an instructional program and a culture that supports student learning and staff professional growth. Staff evaluation, improving staff performance, and effective models of supervision are emphasized. ADOL 641 School System Administration (3 hours) This course examines and analyzes the daily job responsibilities of a public school superintendent including areas such as financial management, instructional support and improvement, the management of and planning for school facilities and federal program management. ADOL 642 Strategic Management in Education (3 hours) This course is designed to prepare the master teacher and practicing school administrator for developing, evaluating and managing curricula. It will also examine the national, state, district and school roles in curricular matters including data analysis based on schools’ continuous improvement plan. Further, this course will address the importance of the school portfolio as an effective way to exhibit a school’s goals, achievements, and vision for improvement.

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ADOL 643 Special Education and School Leadership (3 hours) The administration of the special education program in public and private schools is a significant component of an administrator’s duties. This course seeks to familiarize prospective school administrators with the laws of special education and other laws related to handicapped children in schools. Three legislative enactments IDEA, Section 504, and the Americans with Disabilities Act (ADA) will be addressed. The course also focuses on related topics including; (1) due process hearings, (2) remedies available to parents and school districts, (3) school records, (4) the identification and evaluation of children with disabilities including the process for evaluations, individualized education plans, placement, notice and consent, (5) discipline and (6) best practices for establishing a working relationship with parents of special education candidates. Five Field/Clinical Experience Hours required. ADOL 644 Introduction to District Administration (3 hours) This course reviews the theories of administration and practice at the district and community levels. This class is designed to introduce the candidate to the theories and concepts of administration including leadership theory and development; including impact of board leadership on student learning; community engagement focused on student learning; capacity building; district management; culturally responsive leadership; ethics; and professional development. Instructional Leadership at the chief executive officer (CEO) level is the subject of this standards-based course. The application of strategic planning skills to enhance teaching and learning; to ensure alignment among curriculum, curriculum resources, and assessment; and to support the collection and use of multiple measures of success are promulgated through the requirements of this course. Emphasis is placed on skills designed to advocate, nurture, and sustain an instructional program and a culture that supports student learning and staff professional growth. Staff evaluation, improving staff performance, and effective models of supervision are emphasized. ADOL 653 Assessment of and for Student Learning (3 hours) This course will provides an introduction to research in education, including the purpose of research, basic statistics, identification of appropriate research methods, interpretation of findings, research report development and ethical and legal considerations pertinent to the professional educator. The course also provides an introduction to the design and implementation of evaluations of educational programs. Students will be introduced to the theory and practice of educational evaluation by focusing the research review on evaluation reports and papers. The work is contextualized in key issues in k – 12 and higher education, including assessment of the educational performance of students, schools, and teachers, the impact of educational policies, measurement of the efficacy of specific instructional programs and materials, and exploration of the relationships between teacher education and teacher quality. Required of all Master Degree programs and must be taken within the first fifteen (15) semester hours. (It is highly recommended that this course is taken in the first nine (9) semester credit hours.) ADOL 655 Team Leadership (3 hours) This course provides the candidate with the basic concepts and the essential skills of leadership that are required to lead and manage others. The course is designed to provide an examination of theories, concepts, research and practices in teacher leadership and conflict resolution. It is designed to promote creative, innovative leadership among emerging leaders in the education professions. The class will also examine approaches to building group and team competencies, paying particular attention to effective decision-making and communication in conflict resolution. Finally, the course will focus special attention on diagnosing the intentional and hidden dynamics that support and sometimes undermine team effectiveness. ADOL 665 Practicum: Supervisor of Instruction (3 hours) Supervised practicum designed to provide experiences at the elementary, middle, and high school level. The student, acting under the supervision and direction of one or more supervisors for 100 hours, will perform all the normal functions of a Supervisor of Instruction, including program evaluation and improvement. The 100 hours will be divided between two different schools. Formal documentation is required. The college professor will direct the practicum and provide in-class time for study, analysis, and reflection. This course has a $75 fee. This course should be taken at the end of the program. Permission of Department Chair required. 3 semester hours. ADOL 667 Practicum: Director of Pupil Personnel (3 hours) Supervised practicum designed to provide experiences at the elementary, middle, and high school level. The candidate, acting under the supervision and direction of one or more supervisors for 100 hours, will perform all the normal functions of a Director Pupil Personnel including program evaluation and improvement. The 100 hours will be divided between two different school districts. Formal documentation is required. The college professor will direct the practicum and provide in- class time for study, analysis, and reflection. This course has a $75 fee. This course should be taken at the end of the program. Permission of Chair of Graduate Education required. 3 semester hours

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ADOL 668 Practicum: Director of Special Education (3 hours) Supervised practicum designed to provide experiences at the elementary, middle, and high school level. The candidate, acting under the supervision and direction of one or more supervisors for 100 hours, will perform all the normal functions of a Director of Special Education, including program evaluation and improvement. The 100 hours will be divided between two different school districts. Formal documentation is required. The college professor will direct the practicum and provide in-class time for study, analysis, and reflection. This course has a $75 fee. This course should be taken at the end of the program. Permission of Chair of Graduate Education required. 3 semester hours ADOL 669 Practicum: School Superintendent (3 hours) Supervised practicum designed to provide experiences at the elementary, middle and high school level. The candidate, acting under the supervision and direction of one or more supervisors for 100 hours, will perform all the normal functions of a superintendent including program evaluation and improvement. The 100 hours will be divided between two different school districts. Formal documentation is required. The college professor will direct the practicum and provide in-class time for study, analysis and reflection. This course has a $75 fee. This course should be taken at the end of the program. Permission of Chair of Graduate Education required. ADOL 671 Instructional Leadership: School Superintendent (3 hours) This course provides candidates with the understanding and skills to facilitate rigorous curriculum, engaging instruction, professional development, and a comprehensive assessment system; implement of an aligned, rigorous, standards-based curriculum in every school which prepares all students to be globally competitive for postsecondary education and work; collaborate with district staff and school leaders to coordinate a system of support that ensures engaging and relevant instruction in every classroom; ensure that a comprehensive assessment system is appropriately used at the district, school, and classroom level for informed decision making that improves learning; work with district and school staff to develop and implement a coordinated system of student academic support for students whose achievement does not meet established benchmarks; and ensure that the school system has an articulated design for preschool, early childhood, middle childhood, adolescent, and adult education that represents research and best practice. ADOL 672 School System Administration and Regulation (3 hours) This course address the federal, state, and local laws governing school system administration with an emphasis on the following school functions: finance; personnel; food service; facilities; transportation; school safety; and school-based councils. These critical areas will be studied from a systems perspective of developing and coordinating all system services in the support of high performance schools. The nature of the superintendency and other district-level administrative positions requires that the district administrator interacts continually with many different people and agencies in complex and dynamic relationships. The human relations skills and the processes with which the administrator must be competent to work effectively with people will also be examined. The other personal and professional competencies required for effective school system leadership will also be discussed in the context of a shared decision making environment and a comprehensive school improvement planning process.

ART 530 Studio Problems (3 hours) A study concentrated on creative projects in a selective media. Six (6) hours conference and laboratory per week. A strong background in art or instructor permission required. May be repeated. ART 531 Methods and Materials for Teaching Art (3 hours) This course focuses on the basic techniques and methods for planning, teaching and assessing art P-12. National, state, and visual arts guidelines of a comprehensive art education program will be reviewed. The course emphasizes various hands-on activities for use of tools, materials, and methods for creating a variety of P-12 art studio projects. Five Field Experience Hours Required. ART 532 Topics in Art & Music (3 hours) An examination in philosophical aesthetics; analysis/reflective understanding of the aims, nature, and value of art and music. Topics will include: art and representation; art and the emotions; beauty, form, and aesthetic experience; the definition of art and music. BADM 530 Specialized Studies in Accounting, Business Administration, and Secretarial Practice (3 hours) Directed study in the areas of accounting, business administration, and/or secretarial practice. May be repeated. BADM 531 Methods and Materials for the Teaching of Business (3 hours) This class is designed to prepare candidates to become instructors of business education. Methods and assignments employed in the class are designed to develop techniques of classroom management, motivation, planning, and evaluation of instructional experiences. Five Field/Clinical Experience Hours required.

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BADM 532 Organizational Behavior (3 hours) This class is designed to assist candidates in developing an understanding of individual behavior within diverse organizations; developing an understanding of group behavior within diverse organizations; and examining the structures, processes, norms and values within organizational structures. BADM 533 Marketing Management (3 hours) This course focuses on candidates developing an understanding of seminal concepts of managing marketing; developing the ability to use models to manage marketing; and devising and implementing strategic marketing plan aligned to organizational goals. BADM 535 Managerial Economics (3 hours) This course assists candidates in developing an understanding of how to conduct case analysis using microeconomic theory and developing an understanding of how to use statistical techniques in the decision-making process. BADM 537 Legal and Ethical Environment (3 hours) In this course, candidates will develop an understanding of the appropriate roles of business in society; constraints placed on business by the legal system and government regulation; ethical responsibilities of managers; the effects of the law and the political process on business strategy and decision-making; and means and procedures for resolving legal disputes in business. BADM 631 Managing in a Global Environment (3 hours) In this course, candidates will develop an understanding of the involvement of American firms in the international community with special emphasis on the impact of foreign competition on domestic markets; and an understanding of management of multinational enterprises and decision-making in the international environment.

COOL 530 Introduction to School Counseling (3 hours) This course is the introductory course in the school counseling program and provides a basic introduction to school counseling at the K-12 level. This course is designed to give candidates an overview of current trends in school counseling, on both a local and national level. Topics to be covered include: Historical basis for school counseling, assessing school guidance needs, and planning, implementing, and evaluating a guidance program based on the National School model. This course is a prerequisite for ALL other counseling courses. Five Field/Clinical Experience Hours required. COOL 531 Social and Cultural Foundations of Counseling (3 hours) This course provides an understanding and application of the social and cultural foundations associated with school counseling. This course is also designed to emphasize various cultural factors, poverty, ethnicity, ageism and disabilities and how those factors impact and affect cognition, emotion, behavior and social interactions in both the school and community. Ethical issues related to multicultural aspects of counseling will be addressed as well. COOL 536 Psychological Assessments (3 hours) The course is intended to provide a survey of key areas of relevance in psychological assessment across a variety of settings. As an introduction to psychological assessment, the course focuses on the fundamental goals and principles of psychological assessment in both applied and theoretical contexts. Ability, interest, personality, vocational, marital and clinical tests will be examined. COOL 538 Counseling Individuals with Diverse Needs (3 hours) This course is designed to help prepare school counselors to provide the collaborative services for individuals with diverse needs in elementary, secondary and post-secondary educational settings. The course includes topics including IDEA, Section 504, learning disabilities, identification of candidates suspected of having a disability, transition planning, working with parents and collaboration with related service specialists. Five Field/Clinical Experience Hours required. COOL 539 Career Development (3 hours) The purpose of this course is to introduce candidates wishing to become school counselors to various career development theories, career counseling procedures and techniques, career assessment tools, career development program planning, and sources of occupational information. Emphasis is placed on empirically-based theories, theoretically based counseling interventions, and current issues in the world of work and vocational counseling. Five Field/Clinical Experience Hours required. COOL 540 Counseling Theories & Techniques I (3 hours) This course is an introduction to the theories and techniques supporting counseling. Theories of personality and the causes and severity of abnormal behavior will serve as frameworks for therapeutic intervention strategies. Particular emphasis will be placed on applying theory to professional practice in each of the three disciplines, as well as exploring the diverse responsibilities the counselor must demonstrate in each of these roles.

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COOL 630 Introduction to Addiction Counseling (3 hours) Candidates in this course explore the fundamental concepts and issues necessary to gain an understanding of drug/alcohol counseling. Participants will be able to define chemical dependency and describe the various models of addiction. Criteria for Substance Abuse Disorders will be examined and applied to illustrative case studies. Participants will also be able to identify and discuss the unique clinical issues involved in treating the rising population. These include: denial and defenses, stages of recovery, relapse and relapse prevention counseling, shame and guilt, co-occurring disorders, effects on the family, intervention, and 12-Step groups. Modalities of treatment and treatment practices will also be discussed. The participants will gain an understanding of the knowledge, skills, and abilities required to be an effective counselor. The participants will be introduced to a code of ethics for the professional and will be able to discuss its importance. Five Field/Clinical Experience Hours required. COOL 631 Legal and Ethical Issues in Counseling (3 hours) This course provides an overview of the school counseling profession with an emphasis on the application of ethical and legal processes to current school issues. The course explores the basics of ethics, values, and morals against the backdrop of school counseling. Ethical and legal issues are analyzed including: informed consent, confidentiality and privileged communications, records, technology and, professionalism and malpractice, resolving legal and ethical issues, codes of ethics and standards of practice. COOL 632 Advanced Clinical Assessment (3 hours) This course is designed to introduce advanced candidates to the concepts and applications of personality assessment with a specific focus on objective assessment methods. This course is intended to provide a thorough understanding of theory and concepts relevant to objective personality assessment, as well as to build skills needed to administer, score, and interpret well-known personality inventories. COOL 633 Children and Adolescent Counseling (3 hours) This course provides specialized knowledge and skills training in counseling children and adolescents. Students will learn to assess behavior and incorporate developmentally, ethnically, legally, and gender appropriate strategies and techniques to meet the needs of counseling children and adolescents. Students will examine various theoretical, behavioral, and play therapy techniques for counseling children and adolescents. COOL 634 Group Counseling (3 hours) Candidates investigate group dynamics processes related to counseling theory and participate in group counseling demonstrations. Group counseling will be clearly differentiated from group guidance. Potential uses of group counseling in schools and methods of organizing group counseling sessions are addressed. Candidates are expected to arrange a visit to a school or agency to observe an actual group at the level for which they are seeking certification or the age groups with which they will be involved. Five Field/Clinical Experience Hours required. COOL 635 Leadership, Advocacy, and Accountability in School Counseling (3 hours) A comprehensive study is made of contemporary practices of leadership, advocacy, and accountability in the school counseling profession. The course includes study of the transformation of the role of the professional school counselor, comprehensive guidance programs and the National Model, accountability measures, leadership qualities and styles, legal and ethical practices, and multiculturalism in the schools in the 21st century. COOL 636 Counseling aspects of Grief and Loss (3 hours) This course will address the relevant knowledge and skill base needed to provide the school counselor to work effectively with individuals and families coping with a range of experiences life transitions, divorce, physical health changes, foster placement, as well as death and bereavement experiences. Candidates will explore the dynamics of attachment and loss, life cycle reactions and needs of the dying and bereaved. The grief process and factors to consider in work with grieving children, adolescents and adults will be introduced. The assessment of complicated grief reactions and social work roles and tasks in facilitating the grief process will also be presented. COOL 637 Counseling Practicum (3 hours) The practicum is a class that allows candidates to promote their development as a skilled practitioner capable of applying the knowledge base in counseling in an ethical, reflective, and culturally responsive manner. This course is intended to provide candidates with faculty supervision of direct counseling experience at placement sites and supplements the on- site and on-line supervision experience. COOL 638 Counseling Internship (3 hours) The internship is the culminating field experience of the Masters of Arts in Education School Counseling program. The internship is designed to provide the advanced candidate with an on-site placement in a public or private school setting that will create the necessary bridge between training and professionalism. Candidates are expected to function per the expectations of other full-time employees and counseling staff at the internship site. The internship is the final course in the prescribed program and must follow a successful practicum experience. 3 semester hours

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COOL 639 Counseling Theories and Techniques II: This course will provide an advanced look into the major theories of counseling. The student will go beyond the basics of each theory and take their theoretical foundation and build on it through the use of advanced techniques. Each student will be able to use methods and concepts from each theory but also the freedom to develop their own eclectic model of treatment that can fit the client's theory of change. EDOL 520 Clinical I (2 hours) This is the introductory course in the Masters of Art program and provides a basic introduction to the Clinical Experiences within the program. This course is designed to give candidates an overview of current trend in teaching, on all levels – elementary, middle, and high – and within the various roles within education. This is a sixteen week course taught through a hybrid of traditional face to face/chat and an asynchronous format with the Professor, University Mentor Coordinator, University Mentor and District Based Mentor to offer instruction, guidance and support. EDOL 532 Evaluation, Measurement, and Assessment (3 hours) A survey of materials and procedures in the diagnosis of pupil needs and difficulties; the place and use of measurement in guidance, instruction, and evaluation; types of tests, test construction, rating techniques, and the measurement of aptitudes and abilities EDOL 523 Introduction to Educational Technology (2 hours) This class is a survey of the field of educational technology. It surveys the pedagogical applications of widely used media, materials and technology that form part of the knowledge and skills that modern teachers should possess to instruct candidates in the classroom. Reviewing websites, selecting software, surfing the internet, construction of classroom web pages and using other Internet protocols and software to supplement classroom instruction are all possess that modern teachers should be familiar with and be able to handle well to enhance their teaching skills. EDOL 537 The Middle School (3 hours) Provides candidates with a conceptual framework and a practical guide for teaching in the middle school. The objectives of this course are to understand the differences between middle school and junior high; to explore the history of the Middle School Movement; to become familiar with defining characteristics of middle schools; and to study the behaviors and learning of middle school candidates. Five Field/Clinical Experience Hours required. EDOL 538 The Modern Secondary School (3 hours) This course provides candidates with a conceptual framework and a practical guide for teaching a variety of courses at the secondary school level. The course features a study of current methods and materials for approved subject areas in secondary school. Emphasis is placed on planning for instruction, the selection and implementation of appropriate teaching models, instructional materials, instructional delivery, and evaluation techniques. Five Field/Clinical Experience Hours required. EDOL 539 Modern Elementary School (3 hours) This course seeks to explore and analyze contrasting strategies for the instruction and assessment of elementary school candidates as well as to examine the infusion of technology and software applications into candidate instruction and assessment. Candidates will research and compare and contrast curriculum standards for Kentucky and other states. New and innovative practices for effective and appropriate classroom, school-wide, and district policies will also be examined. Attention will focus on reducing the achievement gap between sub-populations. Required for all elementary majors. Five Field/Clinical Experience Hours required. EDOL 540 The P-12 School (3 hours) This course provides candidates with a conceptual framework and a practical guide for teaching a variety of levels and a variety of subjects. The course seeks to explore and analyze contrasting strategies for the instruction and assessment of P-12 school candidates. Emphasis is placed on planning for instruction, the selection and implementation of appropriate teaching models, instructional materials, instructional delivery, and evaluation techniques, and on reducing the achievement gap between sub-populations. EDOL 541 Clinical II (3 hours) This course provides a forum for observation, participation and implementation of coursework learning within the P-12 classroom prior to the traditional Practicum/Student Teaching semester. This course is designed to give candidates an understanding of current trends in teaching, on all levels – elementary, middle, and high – and within the various roles within education.

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EDOL 542 Change, Professional Development and Teacher Improvement (3 hours) This course is intended to provide advanced candidates with an overview of various planning and decision-making models that are appropriate for district and campus planning. Focus will be placed on the complex roles and responsibilities of the teacher leader at the elementary, middle and secondary levels. The course provides a framework for new visions of learning and strategies for restructuring classrooms and schools with professional development while remaining mindful of the need for stakeholder engagement. Instructional methodology will include site-based experiences, group discussions and simulations, electronic communications, research studies, identification of effective practices, interaction with practitioners in administration, and personal reflection. EDOL 544 Creating the Effective Inclusive Classroom (3 hours) This course focuses on enhancing teachers’ abilities to engage a diverse body of candidates, including those often described as reluctant learners, marginalized, or at risk of failure within our school system. Teachers will develop their capacity to increase candidate motivation through an examination of various theories linked to practical applications. For example, using principles of critical pedagogy, teachers will link curriculum to issues candidates face in their daily lives. Strategies learned will include those aimed at helping candidates build self-determination as they take responsibility for and think critically about their learning. Teachers will hone their pedagogy to enhance teacher-candidate relationships, maximize learning opportunities through cooperative and collaborative learning, differentiate instruction, and create an environment where all candidates can be successful. Five Field/Clinical Experience Hours required. EDOL 547 Diversity in a Multicultural Society (3 hours) This course is designed for classroom teachers and other school personnel to explore the role that culture plays and has played in our lives, classrooms, city and country. The impact of race, class, gender, sexual orientation, and other aspects of social group identities on teaching and learning as they relate to contexts both in and out of schools will be examined. Candidates will analyze the nature and manifestations of culture, the concepts of cultural contact, and the history of cultural diversity in the United States and particular in the classroom. Dynamics of prejudice and biases are studied, and emphasis is placed on delineating curriculum and practices that honor, motivate, and empower all candidates. Examination of personal biases and identification of areas of deficient knowledge is encouraged. EDOL 548 Internet and Web Design for the Modern Teacher (3 hours) This course will allow learners to develop, implement, and produce a plan to create a functional and informative Web site that they will publish on the Internet. Candidates will analyze ways Web publishing can foster interaction among candidates and identify differences between administrative and instructional uses of a Web site. Candidates will also employ various strategies to design a Web site and use tools needed to publish on the Web. EDOL 562 Theories of Teaching and Learning (3 hours) This course will provide a current and comprehensive overview of research and theory related to human learning. The course will emphasize major concepts of learning theory but will also cover relevant motivational, developmental, and classroom management theory. Standardized testing, test interpretation, college readiness and use of results are stressed through studies of principles of development of assessment tools. Intelligence, language learning motivation and persistence are included. EDOL 630 Research Methods in Education (3 hours) Introduction to research in education; the purpose of research and ethical considerations; identification of appropriate research methods and interpretation of findings. Standards for written reviews of literature. EDOL 621 Educational Psychology (2 hours) Introduction to current issues in educational psychology. Topics include, but are not limited to: child and adolescent development, learning, motivation, information processing and evaluation. Includes study of the exceptional child and understanding of multicultural education. EDOL 631 Advanced Human Behavior (3 hours) Study of the lifespan from conception to young adulthood is studied with emphasis upon biological, intellectual, and psychosocial development. Also included are units on exceptional pupils and understanding of multicultural education. Required for all Master’s Degree programs. EDOL 632 Instructional Design and Curriculum (3 hours) Focuses on lesson plan development and design. Included are teaching strategies for diverse populations, accommodations for special needs candidates. This course will also incorporate the use of current Kentucky Teacher Internship Program’s Teacher Performance Assessment documents. Particular attention will be paid to KERA Initiatives, Program of Study Core Content, and curriculum alignment from Objectives, activities, and procedures through assessment. 3 semester hours.

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EDOL 633 Instructional Leadership in Technology (3 hours) Technology is constantly expanding and changing the way we teach and learn. Instructional leaders are called upon every day to make ethical and important decisions about what technology to use and how to use it in the classroom. Consequently, courses in educational technology are becoming critical part of teacher education programs across the curriculum. By completing this course, candidates will be equipped with skills that they need to meet the challenges posed by technology in a modern classroom. EDOL 634 Curriculum Management and Assessment (3 hours) This course is designed to prepare the master teacher and practicing school administrator for developing, evaluating and managing curricula. It will also examine the national, state, district and school roles in curricular matters including data analysis based on schools’ continuous improvement plan. Further, this course will address the importance of the school portfolio as an effective way to exhibit a school’s goals, achievements, and vision for improvement. 3 semester hours EDOL 635 Classroom Management and Discipline (3 hours) This course is designed to assist teachers in learning the theoretical foundations and practical application of effective classroom management and discipline systems. Learning activities will direct participants toward assessing classroom behavior management needs and planning for progress based on the application of concepts and skills presented in the course. In collaborative teams, discussion and group activities, participants will clarify course concepts and consider how they are or are not appropriate for their own teaching situations. Course participants will also be directed to compare and contrast Glasser’s Choice Theory to other well-known models of classroom management. Participants will then determine which approach, or combination of approaches; best fits their teaching situation. Five Field/Clinical Experience Hours required. EDOL 636 Problems in Education (3 hours) An examination of principles and practices, changing goals and processes in Education. Analysis of topical problems faced by society in shaping educational programs in the school. May be taken more than once. 3 Semester Hours EDOL 639 Seminar (3 hours) A seminar approach to the methods of teaching, providing students with an opportunity to explore in-depth particular problems associated with methodology; individual demonstration, oral reports, and group discussion pertinent to areas of specialization. An emphasis of study of the Reflective Model and the Kentucky Internship Program is included. EDOL 643 Best Practices for Coaching and Mentoring Teachers (3 hours) The purpose of this class is to equip teacher leaders with the theoretical understanding, knowledge and skill necessary to coach and/or mentor first and second year teachers as well as other teachers wishing to examine their practice. This course will focus on the development of the knowledge and skills to assist teachers in developing a cycle of reflective practice and improving their pedagogy. Teacher leaders will also learn and apply key features of adult learning and development. Additional topics will include building rapport among colleagues, conducting classroom observations, developing effective listening and questioning skills, providing constructive feedback to colleagues, and fostering a collaborative working environment among all stakeholders. The course will seek further to engage and seek input from local school districts regarding specific areas of concern derived in part from formal and informal teacher observations. EDOL 647 Teacher Leader in Professional Learning Communities (3 hours) This course places teachers in a position to understand the critical role they play in creating a climate of continuous, systemic improvement in schools through the establishment of professional learning communities and the development of Teacher Leader. Candidates will gain understanding of how the relationships among the development of learning communities, Teacher Leader, school effectiveness, college readiness standards, and site-based accountability can positively improve schools. Prerequisites: ADOL 631 School Program Improvement; ADOL 653 Assessment of and for Student Learning; ADOL 655 Team Leadership; EDOL 562 Theories of Teaching and Learning; EDOL 630 Research and Evaluation; ADOL 561 Leadership for Educational Professionals; ADOL 633 Applied Research; EDOL 542 Change, Professional Development and Teacher Improvement; EDOL 634 Curriculum Management and Assessment; EDOL 643 Best Practices for Coaching and Mentoring Teachers. EDOL 698 Practicum/Student Teaching: Clinical III (3 hours) Actual classroom teaching under supervision of cooperating schools in elementary, middle or secondary area. The college professor will direct the student teaching and provide in-class time for study, analysis, and reflection. This course has a $200 fee. Pre-requisite: Pass appropriate PRAXIS scores, GPA 3.0. EDOL 699 Clinical III, Practicum in Education (3 hours) This practicum course is designed for those candidates completing the MAT degree and currently working in a public or private elementary, middle or secondary school. The college professor will direct the practicum and provide in-class time for study, analysis, and reflection. This course has a $75 fee. Pre-requisite: Passing appropriate PRAXIS scores; GPA 3.0.

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ENOL 531 Writing Instruction for the Content Areas (3 hours) This course teaches strategies for including writing activities and project based learning into all content areas. The intent is to show teachers in fields other than English that writing can become an integral academic component in their fields in grades K-12. Students will study research in the field of writing across the curriculum and develop a variety of daily and unit plans that incorporate writing experiences. Clinical experience hours required. ENOL 532 Methods and Materials for Teaching English, Language Arts, 6-12 (3 hours) This course is the study of methods and materials suitable for teaching English at grades 6-12 in public/private schools. The intent is to introduce teachers to the burgeoning theories of teaching the various elements of the English Language Arts curriculum. Students will study research in the field of English instruction, develop a variety of daily and unit plans that incorporate new techniques and theories, practice writing evaluation, and be introduced to other aspects which enter into the English teacher’s classroom situation. Field Experience Hours Required. ENOL 534 British Literature (3 hours) This course offers an in-depth study of a specific period, author, and/or genre of British literature. The particular focus of the course will change from year to year. Common topics may be Romantic literature and Victorian fiction. Other potential topics could be non-Shakespearean Renaissance drams, Restoration drama, the eighteenth-century novel, the works of John Milton, and Victorian poetry. Students will produce a research paper/project commensurate with the program’s standards for graduate level classes. Offered every fall semester. May be repeated for up to nine hours if topic changes. ENOL 535 Studies in Modern Literature (3 hours) This course examines a varied combination of English, American, and world literature of the twentieth century. The specific focus will change from year to year. A given course may be organized according to genre (fiction, poetry, or drama), topic (e. g. Southern Renaissance, expatriate literature of the 1920’s, Joyce, Yeats, and Eliot. or Williams, Miller, O’Neill). Students will produce a research paper/project commensurate with the program standards for graduate level classes. Students will critique works by English, American, and/or other authors. Students will contrast works of fiction, poetry, and drama. Students will investigate the various genres written during a given period or by given authors. Offered every spring semester May be repeated for up to nine hours if topic changes. ENOL 550 Creative Writing (3 hours) Students in this course will be introduced to the fundamentals of writing literary fiction, poetry, and creative nonfiction through the analysis of technique in published work and through the development and revision of original creative writing. This course is appropriate for absolute beginners and for writers who have worked well in one or more genres and want to expand their range. Students will produce a portfolio that includes a self-analysis and work in three genres: fiction, creative nonfiction, and poetry. ESLO 610 Teaching ESL in a Multicultural Society (3 hours) The focus of this course is the examination of how people do and do not learn an additional language. It is the introductory course for candidates pursuing a master’s degree in English as a Second Language (ESL) and/or K-12 certification in either English to Speakers of Other Languages (ESOL) and/or Languages Other Than English (LOTE)—French and Spanish. Candidates examine the major theories of second language acquisition and discuss their implications for the second and foreign language classroom. The primary goals of this course are (a) to familiarize candidates with major theoretical issues in second/foreign language learning in formal and informal situations; (b) to provide candidates with opportunities to observe and reflect on language learning situations and language learners in second and foreign language learning contexts; more skillful at making appropriate teaching decisions that will nurture language learning among all students and especially among the culturally and linguistically diverse. ESLO 615 Phonology for ESL Teachers (3 hours) This course explores many of the classic and current topics in sound patterns of the world’s languages, and the theories and skills used to analyze them. Further, this course is an introduction to phonology and its application to the teaching of English as a second or foreign language. Students learn the phonological structure of the English language, analyze examples from language learner data, diagnose pronunciation difficulties experienced by English language learners (ELLs) from different first languages, and identify instructional strategies for assisting ELLs to perceive and produce challenging English sounds. ESLO 620 Methods and Materials for Teaching ESL (3 hours) This course is designed for ESL educators and classroom teachers working with students for whom English is a second or other language. Candidates will explore the relationship of culture to language learning as well as non-linguistic cultural issues such as the concept of time/space, the role of the teacher, and concepts of health and common medical practices. They will learn ways to support learners’ adaptations to new schools and settings. Increased knowledge of language acquisition and function will help refine curriculum structures and instructional strategies that support effective language learning.

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ESLO 630 Methods for Teaching English as an International Language (3 hours) This course is ESL educators and classroom teachers working with students for whom English is a second or other language. Course participants will explore the relationship of culture to language learning as well as ways to support learners’ adaptations to new schools and settings. Increased knowledge of language acquisition and function will help course participants refine curriculum structures and instructional strategies that support effective language learning. ESLO 635 Teaching ESL through Reading and Writing (3 hours) This course focuses on current approaches to the teaching and learning of reading and writing in English as a Second Language. The relationship of second language reading and writing to language learning, including oral development. A critical evaluation of existing literacy materials available for second language learners. This course is designed to give Masters -level language and content-area teachers (or future teachers) background on and experience in providing effective literacy instruction for ESL students. Candidates will read and write throughout the course, and reflect on the readings, class presentations, and assignments. Mastery of course content will be demonstrated through the work completed. HEOL 530 Methods and Materials for Teaching Health (3 hours) This course is designed to provide candidates with the necessary skills to plan and implement a variety of health promotion lessons and methods in elementary, middle and secondary school classrooms. Emphasis will be on facilitating prepared units/lessons to respective target. Five Field/Clinical Experience Hours required. HEOL 531 Topics in Health and/or Exercise and Sport Science (3 hours) An examination and critical analysis of current trends and issues in the area of health, exercise and sport science. Topics may include obesity and physical inactivity, health care delivery system, gerontology and other related topics. May be repeated. HIOL 530 Methods and Materials for Teaching Social Studies (3 hours) An analysis of content area, methodology, and instructional techniques; application of methods to the skill and content area of social studies. Five Field/Clinical Experience Hours required. HIOL 531 Studies in History (3 hours) Different topics will be offered on a specific period of history. The course may be repeated for up to six hours credit and upper class undergraduates may take the course with permission of the Chair of Graduate Education. MAOL 530 Topics in Mathematics I (3 hours) Topics are selected from arithmetic and number theory, statistics in research, geometry, and other topics. May be repeated. MAOL 531 Teaching Math to Learners with Disabilities (3 hours) The overall context in which these teaching approaches are considered are the national curricular reforms in mathematics. This course focuses on pedagogy and its relationship to subject matter, curriculum, and pedagogical knowledge. The roles of learners within the context of the school are also considered. Specific attention is provided in this course to the teaching that responds to the reform recommendations identified by the NCTM and higher standards in mathematics in education. MAOL 532 Methods and Material for Teaching Math (3 hours) The study of the methods and materials suitable for teaching Mathematics at various public/private school grade levels. The intent is to introduce teachers to the ever-increasing theories of teaching the elements of mathematics in the curriculum. Candidates will take an active approach to teaching mathematics to learners. All candidates will study current relevant research in the field of mathematics instruction, develop a variety of daily and unit plans that incorporate new and current techniques and theories, practice evaluation techniques and to be introduced to other aspects which is appropriate for a mathematics instructors classroom. Five Field/Clinical Experience Hours required. MAOL 630 Topics in Mathematics II (3 hours) Topics are selected from statistics, calculus, and Mathematical structure and analysis. May be repeated. MAOL 631 Topics in Geometry (3 hours) Designed for both the candidate in the field of education and for the candidate pursuing further study in mathematics. The candidate is provided the opportunity to study Euclidean Geometry as an axiomatic system and the work completed in this course is intended to serve as resource material for teaching geometry in the public school, for teaching geometry in the junior college or college and in further mathematics study. MUSC 530 Opera Workshop (3 hours) Designed to develop the candidate’s knowledge and experience in characterization and stage movement necessary for opera. Offered on-site only.

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MUSC 537 Music Theatre Production (3 hours) Designed to give candidates knowledge, skill, and experience in all aspects of musical theatre production. Offered on-site only. MUOL 531 Applications of Music Theory (3 hours) Designed to help the candidate develop a broad knowledge of various pedagogical and analytical approaches toward music theory, develop an understanding of various interdisciplinary approaches to learning and teaching music-related topics, and to develop a bibliography of sources for various theoretical concepts. MUOL 532 Advanced Music Literature (3 hours) Analysis of solo vocal and choral music literature of all historical periods with emphasis on compositional techniques and repertoire of composers. MUOL 533 Methods and Materials for Teaching Music (3 hours) This course is focused primarily on the preparation of classroom teachers to effectively use and teach music concepts and skills to elementary, middle and secondary candidates, regardless of their prior musical background. Pre-service teachers will learn to design and deliver lessons in music that include singing, movement classroom instrument performance, simply music note reading, and listening to enhanced conceptual learning for candidates. Candidates will examine such issues as music curricula, goals and objectives of the music program and the different aspects involved in teaching music. Five Field/Clinical Experience Hours required PEOL 530 Methods and Materials for Teaching Physical Education (3 hours) The purpose of this course is to prepare candidates to plan, organize and conduct a physical education program for candidates in grades P-12. Candidates will be provided background knowledge about physical education content, skill themes and movement concepts. Candidates will acquire knowledge and skills in various individual and team sports including life sports. Five Field/Clinical Experience Hours required. PEOL 531 Topics in Physical Education and/or Exercise and Sport Science (3 hours) An examination and critical analysis of current trends and issues in the area of physical education, exercise and sport science. Topics may include movement fundamentals, physiology of fitness, biomechanics, fattening of America and other related topics. May be repeated. PLOL 531 Studies in Political Science (3 hours) Different topics will be offered as a specific area of Political Science. The course may be repeated for up to six hours credit and upper-class undergraduates may take the course with permission of the Chair of Graduate Education. REOL 531 Reading and Writing Foundations (3 hours) This course is designed as an introductory course in reading. Basic skills in readiness, word recognition, comprehension, study skills, and rate will be emphasized. Different approaches to the teaching of reading (basal, LEA, linguistics, and integrated literature content area reading). This course is a required prerequisite to ALL READING COURSES. (Exception: candidates who have satisfactorily completed ELEM 331 and ELEM 338 or their equivalents.) REOL 533 Teaching Reading in the Content Areas (3 hours) This course will look at the processes, principles and practices that support literacy development in the content area classroom. Candidates will learn effective strategies for integrating reading/writing instruction in the content areas for diverse populations. Clinical experience hours required. REOL 534 Methods and Materials for Teaching Language Arts K-5 (3 hours) This course is the study of methods and materials suitable for teaching reading and writing at various public/private school K-5 grade levels. The intent is to introduce teachers to the burgeoning theories of teaching the various elements of the elementary school reading and writing curriculum. Candidates will study research in the field of reading and writing instruction, develop a variety of daily and unit plans that incorporate new techniques and theories, practice writing evaluation, and be introduced to other aspects which enter into the elementary teacher’s classroom situation. Clinical experience hours required. REOL 536 Young Adult and Children’s Literature (3 hours) This course is designed to encompass all grade levels. Children’s books and young adult novels with varying topics and maturity levels will be examined with a focus on how to incorporate them into the K-12 curriculum. Candidates will have the opportunity to discover a study on the importance technology plays in teaching literature. Clinical experience hours required.

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REOL 630 Diagnosis of Reading and Writing Problems (3 hours) This course is the study of current research in the implementation of standardized and informal diagnostic procedures for the appraisal of reading and writing problems. Candidates will conduct a case study focusing on struggling readers and writers across diverse populations. Prerequisite: REOL 531. This course is a prerequisite to REOL 632. Clinical experience hours required. REOL 632 Strategies for Reading Programs (3 hours) The study of incorporating literacy standards in English/Language Arts classrooms as well as content areas. Emphasis is on non-traditional, high interest materials used in innovative procedures as well as techniques and materials appropriate for the correction of reading disabilities. Pre-requisite: READ 531 and READ 630. Prerequisite/Co-requisite: READ 631 REOL 633 Literacy Leadership (3 hours) This is the final core course in the Reading and Writing Program. It is an intensive and comprehensive investigation of problems related to reading and writing as well as a review and practice of current teaching methods and innovative approaches to develop a comprehensive building-level literacy plan. A Diversity/Multicultural Reflection is also a part of the coursework. Clinical experience hours required. SCOL 530 Methods & Materials for Teaching Science at the Elementary Level (3 hours) Designed as a survey of selected basic principles from earth/space science and the physical and biological sciences, this course provides a body of content essential for the teaching of science in the elementary school. Five Field/Clinical Experience Hours required. SCOL 531 Methods & Materials for Teaching Science at the Middle and Secondary Levels (3 hours) Designed as a survey of selected fundamental principles from the physical and biological sciences, this course will be education specific and provide effective strategies for teaching science at the middle and secondary levels. Five Field/Clinical Experience Hours required. SCOL 630 Science Topics: Principles, Applications, and Implications (3 hours) Surveys selected basic principles from earth and space science, physical and biological sciences. This course provides a body of science content essential for the teaching of science in the public schools. (May be repeated). SPOL 530 Characteristics, Identification, and Instruction of Students with Disabilities (3 hours) This is a course of directed study designed to explore each federal disability category. Teacher candidates will be exposed to the federal laws and regulations regarding special education as well as the identification process. Additionally teacher candidates will be able to describe current practices including Response to Intervention and research-based, specially designed instruction. This course is a pre-requisite for all other courses in the Special Education program. SPOL 533 Collaborative Curriculum and Transition Planning (3 hours) Review of all levels of transition (P-12) for students with disabilities. Exploration of resources and strategies to implement transition planning at all levels with a focus on collaboration among school personnel and other professionals in the areas of curriculum and transition. (10 Clinical hours associated with this class.) SPOL 535 Early Childhood Special Education (3 hours) Prepares teachers to develop and manage programs of specially designed instruction for preschool children that have been identified as at-risk, or with disabilities, or having developmental delays. This course of study includes assessment, criteria, curricula and material modifications for pre-school children with disabilities. Topics include development of interdisciplinary, trans- disciplinary, or multidisciplinary service delivery systems and IFSP/IEP development. SPOL 630 Inclusive Classrooms: Strategies for Effective Instruction (3 hours) Surveys knowledge and skills of effective instruction and classroom management skills that are prerequisites for providing programs for individuals with disabilities who are within inclusive classrooms today. This course provides strategies that promote success for the candidate identified as eligible for special education as well as those candidates with learning needs related to culture, race, etc. (diversity). Skills are developed that enable special educators to align candidates’ IEP objectives with the regular education curriculum within the academic areas (literacy, mathematics, science) as well as, addressing the areas of social skills, vocational and career education, and special areas of art, music, and physical education. SPOL 631 Special Education Assessment and Evaluation (3 hours) Principles of evaluation regarding academic, social and personal characteristics of individuals with disabilities. Students will use assessment and evaluation as a basis of program design and management. (15 Clinical hours associated with this class.)

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SPOL 632 Consultation and Collaboration for Curriculum Design (3 hours) This course is designed to assist teachers in collaborating and consulting with colleagues regarding specially designed instruction for individuals with disabilities. Knowledge and skills include designing, adapting, and evaluating materials, methods, and resources for individuals with a variety of characteristics. Teaching the core curriculum is included. Various models of instruction including strategic teaching are explored. Communications skills and barriers to professional relationships are discussed. Assistive technology, adaptive devices and equipment are discussed. Five Field/Clinical Experience Hours required. SPOL 634 Working with Parents of Candidates with Disabilities (3 hours) This course is designed to prepare teachers to interact appropriately with parents of candidates with disabilities. The course includes the development of competencies in conducting parent conferences, interviews, home-family assessments, and parent training programs. SPOL 635 Classroom Behavior Management for Special Student Populations (3 hours) This course is designed to prepare teachers to collect and analyze data on various behaviors resulting in a functional behavior assessment and a behavior intervention plan. Other topics include Social Skills instruction and reinforcers. SPOL 636 Advanced Assessment Strategies and Prescriptive Writing (3 hours) This course contains advanced preparation in assessment foundations, techniques, procedures, data interpretation, and writing of prescriptive programs of specially designed instruction for individuals with learning and behavior disabilities. SPOL 637 Methods and Materials of Instructional Interventions for Students with Learning and Behavior Disabilities (3 hours) This method course content focuses on classroom-based assessment and delivery of specially designed, research-based instruction including strategies for RTI, co-teaching and collaboration, and content areas. Field experience hours required. SPOL 638 Legal Aspects Rules and Regulations of Special Education (3 hours) Analysis of legislation, litigation, and administrative rulings related to special education. The course will emphasize on the development of legally sound policies and procedures to ensure a free and appropriate education for students with disabilities.

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HEALTH AND HUMAN PERFORMANCE DEPARTMENT

Program Mission

The Master of Science in Health and Human Performance focuses on understanding health and wellness at all levels. Particular attention to prevention and intervention through lifestyle choices and physical activity will address chronic health diseases, which are considered a global problem but controllable. This program targets health and fitness promotion professionals in preparing to implement strategies appropriate to diverse populations.

The Master of Science in Coaching focuses on how to coach, teach, and influence individual or team performance by developing an ethical and effective leadership style. This program targets sport and performance professionals preparing to reach their goals by emphasizing practical application while offering strong academic content.

Program Vision

The purpose of the Masters in Health and Human Performance Program at the University of the Cumberlands is to serve recent baccalaureate graduates and individuals already working in the areas of health promotion, fitness, and coaching who wish to secure further training in and credentials for areas within health and performance.

Program Goals

This program seeks to: • Prepare candidates to analyze the role of lifestyle behaviors including physical activity on general health

and chronic disease. • Prepare candidates to implement health and fitness assessment, intervention, and planning appropriate to

diverse populations. • Prepare candidates to select and adapt ethical and effective leadership strategies in physical activity from

fitness to competitive sport levels. • Prepare candidates for communication with and education of participants over programming,

behavior changes, assessment procedures and results.

Programs

Master of Science, Health and Human Performance 30 hours

All courses are three (3) credit hours unless otherwise noted.

The Master of Science in Health and Human Performance is comprised of 30 credit hours. All candidates complete eighteen (18) hours in core of courses, six (6) hours in a concentration, and six (6) hours in elective courses.

The Master of Science in Health and Human Performance requires the following:

Core Courses (18 hours) HHP 530 Research Methods HHP 531 Applied Statistics HHP 532 Applied Nutrition HHP 533 Health and Fitness Psychology HHP 534 Exercise Physiology HHP 535 Exercise Testing and Prescription

Concentration courses (6 credit hours): HHP 536 Foundations of Physical Activity in Health Promotion HHP 630 Health Promotion through Physical Activity

Elective courses - (6 credit hours): HHP 537 Coaching and Fitness Leadership HHP 631 Advanced Coaching and Fitness Leadership HHP 632 Current Issues in Health Promotion HHP 633 Current Issues in Coaching and Fitness Leadership HHP 634 Strength and Conditioning HHP 635 Youth Health and Fitness HHP 636 Plant Based Nutrition HHP 637 Applied Sports Medicine HHP 638 Administrative and Management Strategies HHP 639 Special Topics

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Master of Science, Coaching 30 hours

All courses are three (3) credit hours unless otherwise noted.

The Master of Science in Coaching is comprised of 30 credit hours. All candidates complete eighteen (18) hours in core of courses, six (6) hours in a concentration, and six (6) hours in elective courses. The Master of Science in Coaching requires the following:

Core requirement (18 credit hours): HHP 530 Research Methods HHP 532 Applied Nutrition HHP 534 Exercise Physiology HHP 535 Exercise Testing and Prescription HHP 633 Current Issues in Coaching and Fitness Leadership HHP 638 Administrative and Management Strategies Concentration courses (6 credit hours): HHP 537 Coaching and Fitness Leadership HHP 631 Advanced Coaching and Fitness Leadership

Elective courses (6 credit hours): HHP 531 Applied Statistics HHP 533 Health and Fitness Psychology HHP 536 Foundations of Physical Activity in Health Promotion HHP 630 Health Promotion through Physical Activity HHP 632 Current Issues in Health Promotion HHP 634 Strength and Conditioning HHP 635 Youth Health and Fitness HHP 636 Plant Based Nutrition HHP 637 Applied Sports Medicine HHP 639 Special Topics

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Course Descriptions HHP 530 Research Methods (3 hours) This is an introduction to the research process to provide practical tools to understanding, planning, conducting, assessing, and presenting research. HHP 531 Applied Statistics (3 hours) The focus of this course is to teach basic statistical and evaluative techniques, computer application skills in data analysis, and effective communication of results for research, reports, and presentations. HHP 532 Applied Nutrition (3 hours) Fundamental and diverse nutritional education and practices will be addressed in the framework of allied health professionals working with various populations of active individuals. HHP 533 Health and Fitness Psychology (3 hours) Various psychological principles associated with health and fitness will be covered. Topics may include psychological variables that hinder or heighten performance, factors influencing adherence to exercise, behavior change, and injury recovery. HHP 534 Exercise Physiology (3 hours) This is a study of various factors that affect human performance to include regulatory mechanism, adaptations, and changes as a result of physical activity. HHP 535 Exercise Testing and Prescription (3 hours) This course studies the principles of exercise testing and prescription for healthy and diseased states. This course will assist in the preparation for any personal trainer exam and the ACSM EP-C (Certified Exercise Physiologist) test for national certification. HHP 536 Foundations of Physical Activity in Health Promotion (3 hours) This course will be a comprehensive examination of classic and contemporary global studies showing the influence of physical activity on chronic disease. This information can be used in leading individuals, communities, and global society toward improved health and quality of life. HHP 537 Coaching and Fitness Leadership (3 hours) This course develops a theoretical base for teaching sport and exercise skills and to be used for practical application. The course includes the development of a leadership philosophy, with an emphasis on ethics and establishing a leadership style. An examination of the contemporary trends and issues in this area will be included. HHP 630 Health Promotion through Physical Activity (3 hours) In this course, students will demonstrate their competencies of health promotion program planning and evaluation. This course will assist in the preparation for the ACSM/NPAS for Physical Activity in Public Health Specialist Certification exam. HHP 631 Advanced Coaching and Fitness Leadership (3 hours) This course provides an in-depth study of the influence on individual and team performance in sport and exercise settings. There will be a focus on interpersonal aspects such as cohesion and leadership along with topics such as communication, management, skill acquisition, and risk management. Prerequisite: HHP 537 HHP 632 Current Issues in Health Promotion (3 hours) This course investigates current issues and trends in the areas of health and fitness. HHP 633 Current Issues in Coaching and Fitness Leadership (3 hours) This course investigates current issues and trends in the areas of sport and exercise. HHP 634 Strength and Conditioning (3 hours) This course is designed to study the principles and methods of training and conditioning in sports and exercise. The focus is to develop holistic training programs that include exercise and nutrition. This course will assist in the preparation for the NSCA-CSCS (Certified Strength and Conditioning Specialist) test for national certification. HHP 635 Youth Health and Fitness (3 hours) The course is designed to explore the health and developmental benefits of fitness training on youth. This course will also assist in the understanding of safe, age-appropriate exercise, fitness assessment, and program design. This course assists in the preparation for a youth fitness specialist certification.

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HHP 636 Plant Based Nutrition (3 hours) This course will investigate eating practices exclusively or heavily based on plant consumption. Various concepts across the spectrum of plant-based diet patterns will be examined as well as factors influencing this dietary choice. Benefits and challenges to optimal performance and health will be addressed through nutritional recommendations. HHP 637 Applied Sports Medicine (3 hours) This course will overview prevention, recognition, and management of sport and exercise injuries and other conditions influencing human performance and safety. HHP 638 Administrative and Management Strategies (3 hours) The course will study basic concepts, theories, and practical application pertaining to administration and management of sport and fitness programs. Topics may include organizational structure and function, program development and administration, human resource management, financial management, information management, and legal considerations. HHP 639 Special Topics (3 hours) The course is designed to provide information that is of particular interest to the fields of Health and Human Performance. Topics will vary. Course may be repeated with different topics.

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LEADERSHIP DEPARTMENT

Program Mission

The mission of the doctoral program in Leadership is to prepare professional educators to make valuable, cutting-edge contributions in a variety of academic and organizational leadership roles. Through their own research, professional activities, and public service, and especially through their implementation of the EdD/PhD curriculum, faculty members are committed to providing degree candidates the opportunity to deepen their professional knowledge and their understanding of educational theory, including those pertaining to adults, to extend their mastery of research and its application to strategic problem-solving, and to strengthen their commitment to professional service and ethical decision-making. Thus, the EdD/PhD program seeks to produce graduates with the capacity for critical and creative thinking necessary to meet the complex demands placed on business and community organizations as well as academic units in higher education environments.

Program Vision

The doctoral tracks in leadership extend the University’s long-standing mission to prepare students for “lives of responsible service and leadership.” Curricular options in the doctoral program allow students to develop advanced practitioner skills applicable to community settings, businesses, and higher education organizations; particular emphasis is on academic leadership in collegiate level business, criminal justice, and English, as well as health science, history, information technology, math, religion, and student personnel services departments.

Program Goals

In pursuit of this mission, the Ed.D./Ph.D. in Leadership curricula serve the following program goals:

Goal 1: To develop critical and reflective thinking to facilitate institutional problem-solving and organizational or college improvement. Goal 2: To nurture effective and ethical professional leadership at the college, organization, or unit-level. Goal 3: To strengthen the research, analytical and communication skills necessary for professional decision- making. Goal 4: To strengthen content knowledge in a specialty area. Goal 5: To promote public service and ethical leadership in professional and community settings.

Unifying these diverse curricular goals is the concept of situational leadership. Such leadership is based on an understanding of andragogic research and sound theories of organizational management. However, these academic ideals must be tempered by the realities of experience and focused by a commitment to professional service to the community rooted in sound ethical principles. The Ed.D./Ph.D. curricula are hence designed to mold general theory and knowledge into professional expertise and ethical practice.

Program Structures

The EdD track in Educational Leadership consists of sixty post-master’s credit hours. The design of the program includes several features for practitioners that enable degree candidates to complete all coursework as well as the dissertation while continuing with their full-time responsibilities.

The PhD track in leadership is generally seen as more theory and research intensive than a practitioner’s degree, such as an EdD. Students pursuing the PhD in Leadership must complete the curriculum established for the EdD in educational leadership plus six additional hours distributed as follows: one graduate course in which leadership theories and concepts in a non-academic environment is a central theme and one course in which non-academic statistics or research methods is the focus. The PhD in Leadership, therefore, requires a minimum of 66 hours beyond the master’s degree. Although a PhD student may pursue applied research as a dissertation topic, it is expected that an approved dissertation will be built upon a more thorough theoretical foundation than a similar project that culminates in an EdD dissertation. As a leadership program, a dissertation topic must satisfy the program’s goals and appeal to its philosophy; program assessment, or other themes stressed in one or more of the core classes, may also be considered as a dissertation topic. A full-time faculty member in the Department of Leadership Studies must have an interest in a proposed dissertation topic and assume responsibility for directing the study.

Professional Sensitivity. While the program’s schedule requires considerable independent learning and preparation on the part of the candidate prior to each session, the schedule nevertheless enables in-depth, active learning based on critical and reflective thinking. The format allows assignments to be handled comfortably, while candidates maintain their continuing professional responsibilities. The program is designed with an applied learning component that is an integral (essential) part of the established curriculum. This allows students the opportunity to apply their studies to their place of employment.

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Course Scheduling. Courses are organized so that those taken in a given term complement one another. In addition, courses are arranged sequentially from term to term in order to prepare the candidate for the major research tasks and checkpoints of the dissertation. Thus, embedded in the coursework of a cohort’s first and second years are activities intended to assist the degree candidate in exploring topics and research strategies for the dissertation. Students write drafts of the dissertation’s first three chapters in courses prior to enrollment in DSRT 930 Dissertation. Because writing and analytical skills are necessary in the DSRT sequence of classes, they must be taken in the following order: DSRT 837, DSRT 736, DSRT 839, and DSRT 930, DSRT 931, and, if needed, DSRT 932. It is required that students complete DSRT 734 and DSRT 837 before enrolling in DSRT 736; moreover, administrative classes in the Core, specifically the Change Process, Leadership in Theory and Practice, Program Planning and Assessment, and Learning in Adulthood need to be completed before enrolling in DSRT 736.

Second-and-Third Year Research. During the fall term of the second year, the student will formally identify a dissertation topic and write the review of the literature in fulfillment of the requirements for DSRT 736-Dissertation Seminar. In the spring term of the second year, the student will write the remaining sections of the first three chapters of the dissertation while enrolled in DSRT 839-Advanced Research Methods. Candidates for the EdD/PhD degree will then carry out their research during the third year.

Comprehensive Examination. Candidates normally sit for the Comprehensive Examination at the end of their second full year in the program (i.e., at the end of their second fall semester). The specific content, structure, and scheduling of this examination is determined by the Program Director in consultation with the full-time program faculty. Tailored to each student’s program of study, questions on the Comprehensive Examination are generated by the program’s four content- related goals:

• Goal 1: To develop critical and reflective thinking to facilitate institutional problem-solving and organizational

or college improvement. • Goal 2: To nurture effective and ethical professional leadership at the college, organization, or unit-level. • Goal 3: To strengthen the research, analytical and communication skills necessary for professional

decision- making. • Goal 4: To strengthen content knowledge in a specialty area.

The Comprehensive Examination is proctored and graded by contributing members of program faculty, with passing marks required on all sections of the examination before a candidate can graduate. Students failing the exam a third time must retake relevant courses. Once the student has successfully retaken relevant courses, the cycle of testing begins anew.

The Dissertation. The dissertation is the capstone experience in the EdD program in Educational Leadership as it is in the PhD track in Leadership. A dissertation is a research-based project that must satisfy the program’s goals and be related to program assessment, or other themes stressed in one or more of the core classes as considerations for a dissertation topic. A full-time faculty member in the Department of Leadership Studies must have an interest in a proposed dissertation topic and assume responsibility for directing the study. Faculty biographies are available on the University’s web-site through the Directory.

All of the program features highlighted above combine to make the EdD and PhD tracks at University of the Cumberlands a rigorous academic experience focused on strengthening the skills of administrators and hence on enhancing andragogy in organizations and colleges.

Additional information on some of these features may be found in the Leadership Program’s Handbook.

Writing and Analytical Skill Development. The doctoral program at University of the Cumberlands places a premium on helping students develop effective analytical and writing skills. As described earlier, Goals 1 and 3 speak directly to those important functions of the program. To help students succeed in developing those skill sets, a number of courses in the program have embedded assessments in them. The assessment process is designed to assist faculty in evaluating the program’s success in helping students develop their writing and analysis skills. Any student who has demonstrated deficiencies in writing or analysis skills will be required to participate in tutoring services. Students assigned to a tutor will be evaluated and presented with a remediation plan that must be satisfied before they can register for any or subsequent DSRT courses. Analysis skills refer to higher levels of learning as described by Benjamin Bloom in his cognitive domain. A basic restatement of one or even two perspectives on a topic is not considered sufficient analytical skills necessary to meet proficiency in regard to higher level analytical aptitude. Students must be able to identify distinct factors in complex issues, separate them, and then synthesize salient factors to arrive at a non-biased evaluation of numeric data and other forms of evidence.

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Remediation and Program Continuance. Critical thinking and writing skills are essential attributes of successful doctors of leadership. Any of the EdD/PhD faculty can refer a student to mentoring. Students referred to mentoring must coordinate their entrance into and out-of-mentoring with the Office Manager. Please note that placement in mentoring is not an optional assignment; it is mandatory. Only those mentored students who have successfully completed an individualized remediation plan will be allowed to continue beyond certain points in their respective programs. For instance, provisionally admitted students who were referred to tutoring cannot register for more than 12 hours until they have met their individualized remediation requirements. Other students referred to remediation may not register for DSRT 930 until they have satisfied their remediation plan.

Programs

EdD/PhD in Leadership All courses are three (3) credit hours unless otherwise noted.

An outline of the courses required to complete the twenty-four (24) hours of strategic administration and curriculum and culture courses, eighteen (18) hours of professional research courses, and eighteen (18) hours specialty area courses are presented below:

Strategic Administration & Curriculum and Culture (24 hours for EdD/27 hours for PhD) LEAC 731 Learning in Adulthood LEAS 730 The Politics of Organizational Decision-Making LEAS 732 Program Planning and Assessment LEAS 830 Leadership in Theory and Practice LEAS 833 Higher Education in America LEAS 835 The Change Process LEAC 835 Teaching and Learning Online LEAC 834 Leadership in Historical Context PhD students will select one approved leadership/management electives

Professional Research (18 hours for EdD/21 hours for PhD) DSRT 734 Inferential Statistics in Decision-making DSRT 837 Professional Writing and Proposal Development DSRT 736 Dissertation Seminar DSRT 839 Advanced Research Methods DSRT 930 Dissertation DSRT 931 Dissertation PhD students will select one approved research electives

Content Specialty Area (18 hours)

Criminal Justice CROL 631 Law Enforcement Administration CROL 632 Critical Issues in Law Enforcement: Race & Gender CROL 633 Corrections Administration CROL 634 Critical Issues in Community Based Corrections CROL 635 Legal and Ethical Issues in Homeland Security CROL 636 Critical Issues in Homeland Security CROL 637 Juvenile Justice Administration and Management CROL 641 Violent Offenders: Crimes & Psychology CROL 651 Recovery and Relapse CROL 674 Advanced Statistical Analysis (PhD Elective hours only) CROL 677 Applied Leadership (PhD Elective hours only) CROL 681 Proseminar in Criminal Justice CROL 683 Criminal Justice Program Evaluation CROL 685 Qualitative Methods in Criminal Justice (PhD Elective or CJ Spec hours) CROL 687 Legal Research and Analysis CROL 689 Life-Course Criminology CROL 691 Drugs and Crime

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Education Courses in the following Masters will matriculate as the Doctoral specialty if the program is completed as a second Masters: Literacy Specialist School Counseling Teacher Leader

Courses in all Ed.S. programs matriculate as the Doctoral specialty ADOL 631 School Program Improvement ADOL 633 Applied Research ADOL 636 School Law I ADOL 637 School Law II ADOL 647 Special Education And School Leadership ADOL 655 Team Leadership ADM 662 School Community Relations EDOL 631 Adv. Human Development EDOL 632 Consultation And Collaboration For Curriculum Design EDOL 634 Curriculum Management And Assessment EDOL 636 Problems In Education EDOL 647 Teacher Leader In Professional Learning Communities

English ENGL 534 Studies in British Literature ENGL 535 Studies in Modern Literature ENGL 550 Practice of Creative Writing Approved electives

Health Science HHP 532 Applied Nutrition HHP 533 Health and Fitness Psychology HHP 534 Exercise Physiology HHP 535 Exercise Testing and Prescription HHP 536 Foundations of Physical Activity in Health Promotion HHP 537 Coaching and Fitness Leadership HHP 630 Health Promotion through Physical Activity HHP 631 Advanced Coaching and Fitness Leadership HHP 632 Current Issues in Health Promotion HHP 633 Current Issues in Coaching and Fitness Leadership HHP 634 Strength and Conditioning HHP 635 Youth Health and Fitness HHP 636 Supplementation for Health and Human Performance HHP 637 Applied Sports Medicine HHP 638 Administrative and Management Strategies HHP 639 Special Topics BADM 663 Healthcare Marketing BADM 665 Healthcare Policy and Economics BADM 667 Legal and Ethical Issues in Healthcare BADM 668 Strategic Management in Healthcare Administration

History HIST/HIOL 531 Selected Topics Approved electives

Mathematics MATH 530 Topics in Math MATH 630, Topics in Math II Approved electives

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Nursing NURS 510 Theoretical Basis for Advanced Nursing Practice NURS 520 Issues in Advanced Practice NURS 530 Epidemiology NURS 532 Healthcare Technologies and Informatics in Advanced Nursing Practice NURS 550 Advanced Nursing Research and Evidence Based Practice NURS 590 Advanced Pharmacology NURS 592 Advanced Health Assessment NURS 594 Advanced Pathophysiology NURS 670 FNP Advanced Practice I (6 hours) NURS 672 FNP Advanced Practice II (6 hours) NURS 674 FNP Advanced Practice III (6 hours) NURS 690 FNP Advanced Practice Internship (6 hours)

Religion/Ministry MMOL 537 Christian Education MMOL 538 The Church and Contemporary Culture MMOL 639 Ministry Project

Approved electives: MMOL 531 Old Testament Survey I OR MMOL 532 Old Testament Survey II MMOL 533 New Testament Survey I OR MMOL 534 New Testament Survey II

One of the following 600-level courses: MMOL 631 Focused Study of the Old Testament MMOL 632 Focused Study of the New Testament MMOL 635 Church Administration MMOL 637 Planting High Impact Churches

Student Personnel Services EDOL 631 Advanced Human Behavior LEAC 781 Higher Education and Student Personnel Services LEAC 782 Higher Education Enrollment Management LEAC 783 Higher Education Law and Policy in Student Services BADM 533 Marketing Management COUN 539 Counseling Theories & Techniques OR COUN 633 Counseling During Grief and Crisis

Business Courses in the following Masters will matriculate as the Doctoral specialty if the program is completed as a second Masters: MBA Master of Science in Global Blockchain Tech. Master’s in Project Management Master’s in Strategic Management Or other approved electives

Information Systems Courses in the following Masters will matriculate as the Doctoral specialty if the program is completed as a second Masters: MSDF MSIT MSISS Or other approved electives

Additional Coursework for the PhD In addition to the courses listed for the EdD track, PhD candidates must also complete the following as part of their core hours: Three hours selected from: LEAR 850 – Qualitative Research Methods, CROL 674 – Advanced Statistical Analysis, 685 Qualitative Methods

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Three hours selected from: BADM 532 Organizational Behavior, CROL 677 Applied Leadership Techniques, BADM 632 Advanced Human Resource Management, LEAC 781, Higher Education and Student Personnel Services, LEAC 782 Higher Education Enrollment Management, BADM 623, Project Management Processes, BADM 645 Strategic Leadership, BADM 838 Strategic Thinking, Decision-Making, and Innovation, or ADOL 655 Team Leadership For executive format students, the applied learning component (internship/practicum) is established as an integral (essential) part of the established curriculum. Due to the applied learning component required for the degree program, executive format students must enroll in INTR every term of enrollment. In addition to the required course enrollment, successful completion of three (3) hours of INTR 799/899 may replace one PhD. elective with approval of the Department Director and/or Chair. NOTE ON DISSERTATION CREDITS AND PROCEDURES: DSRT 930 and 931 are taken consecutively for 3 credits each. If the dissertation is not completed at the end of DSRT 931, the candidate enrolls in DSRT 932 as needed, for three (3) credit hours each term, until the dissertation is completed and defended. The candidate must file Intent to Graduate at the beginning of the term of intended completion; must schedule Oral Dissertation Defense at least six weeks prior to Intended Date; and must file the approved dissertation with the Program Director at least two weeks prior to graduation.

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Course Descriptions

DSRT 734 Inferential Statistics in Decision-making (3 hours) This course focuses on the descriptive and inferential statistics commonly used in organizational administration. Course activities include the application of statistical methods to research design, as well as an investigation of how these methods can contribute to school improvement. Specific concepts include measures of central tendency and variability, probability theory, estimation and significance, and correlation and regression. DSRT 837 Professional Writing and Proposal Development (3 hours) This course is an introductory overview of writing and organizational skills necessary for completion of a dissertation and submission of articles for publication. It includes components of research design. DSRT 736 Dissertation Seminar (3 hours) This course provides guided instruction on the design and writing of a dissertation proposal focused on organization- based research. Course activities are intended to strengthen skills in writing, project design, and research methods. Prerequisite: DSRT 734 and DSRT 837 DSRT 839 Advanced Research Methods (3 hours) The course is designed to provide doctoral students with an in-depth analysis of the methods and procedures of research used in the various subfields of education. Topics include conceptualizing research designs, writing research proposals, constructing measurement instruments, collecting and analyzing qualitative and quantitative data, and drawing inferences. Special attention is given to making sound decisions regarding the selection of appropriate designs and methods for investigating research questions. The student will develop a proposal that will, upon approval of the student’s advisor and program director, serve as the first three chapters of student’s dissertation. Prerequisites: DSRT 734, 837 and 736. DSRT 930, 931, 932 Dissertation (3 hours each) These courses are an independent application of research, design, and methodology that leads to the completion of an original research study under the guidance of the student’s Dissertation Director. Subject to the final approval of the Dissertation Director and evaluators, the degree candidate writes the dissertation and prepares for its oral defense. DSRT 930 and 931 are taken consecutively for 3 credits each. Prerequisites: all coursework, including those in the content specialty area, needs to be completed; Comprehensive exams need to be successfully passed; and IRB approval must be secured. Advisor approval is also necessary to register for the 930 sequence; if the dissertation is not completed at the end of DSRT 931, the candidate enrolls in DSRT 932 as needed, for 3 credit hours each term, until the dissertation is completed and defended. Prerequisites: satisfactory completion of all program course work and passage of the Comprehensive Examinations. LEAC 731 Learning in Adulthood (3 hours) Course investigates the adult as learner with special attention given to the impact that aging has on cognition, visual acuity, auditory ability, social interactions, and self-perceptions. The course further explores the various settings and platforms in which learning takes place. Special attention is given to teaching and leading adults. LEAC 834 Leadership in Historical Context (3 hours) The course examines the practical application of leadership throughout history. It places special emphasis upon the contextual actions of leaders and the dynamics of time and place. This course exposes students to a wide range of historical leaders, their leadership techniques, and the consequences of their leadership decisions. Students will evaluate the classical understanding of leadership, particularly from a Greco-Roman perspective. LEAC 835 Teaching and Learning Online (3 hours) Course provides the knowledge and skills necessary to effectively develop curriculum and deliver it online. Instruction includes a survey of the history of the distance education movement; types of online learning environments, instructional design strategies, and methods and best practices of teaching and learning online. Discussion is also provided on learning management systems (LMS) and communication management software. LEAR 850 Qualitative Research Methods (3 hours) The course is designed to provide doctoral students with an in-depth understanding of qualitative methods and procedures of research. Topics discussed will include epistemology, the use of logic and drawing conclusions, the role of deduction, detection of logical fallacies and false argumentation, and the forms of qualitative study: Narratives, phenomenologies, ethnographies, grounded theory, and case studies, conceptualizing research designs, the collection and analyzing data/research, and drawing inferences. Special attention is given to making sound decisions regarding the selection of appropriate designs and methods for investigating research questions.

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LEAS 730 The Politics of Organizational Decision-Making (3 hours) This course provides an overview of how political activities at the federal, state, and local levels impact the administrative decision-making in an organizational setting. It explores strategies for managing institutional politics to make these activities a constructive component of administration. LEAS 732 Program Planning and Assessment (3 hours) The course examines the development, delivery, and assessment of academic programs. Emphasis is placed on identifying needs and developing courses relevant to organizational and unit mission statements. Methods of assessing program effectiveness are also examined. LEAS 830 Leadership in Theory and Practice (3 hours) In this home-based project, the candidate applies adult learning theories and leadership principles to an initiative within the home institution or in an educational setting approved by the instructor. The course culminates in a written project that assesses the types of learning and or leadership models used in the initiative as well as the outcome. The paper should be at least 20 pages in length. LEAS 833 Higher Education in America (3 hours) Course provides an overview of the missions of contemporary higher education institutions, including community colleges; private liberal arts colleges; church affiliated universities, public regional and land-grant universities, historically black colleges, as well as proprietary colleges and universities. Particular attention is given to the roles played by various administrative units operating on college campuses, including academic affairs, student-personnel services, and financial affairs and plant operations. LEAS 835 The Change Process (3 hours) The course offers an interdisciplinary approach to the management of the change process with respect to individuals, groups, local community, and the American society. Drawing on concepts from the psychology of learning, human resource management, and sociology, the course looks at how educators and various social and political forces, including government policies and court decisions, interact with local culture to impact individual and corporate human behavior.

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SCHOOL OF NURSING

Program Mission

The University of the Cumberlands’ Nursing Program Mission, Philosophy, Goals, Program Outcomes, and Values, reflect and support the University’s mission and vision. Our mission is to provide accessible and innovative higher education to shape the profession of nursing and the health care environment by developing leaders in education, research, and practice.

Program Vision

The vision of the Masters Nursing program is that the faculty, focusing on the application of clinical reasoning, research, evidence-based practice, collaboration, and leadership skills, will produce graduates that are prepared to become leaders, educators, researchers and clinicians in the nursing profession and to work in collaborative teams in a variety of settings including universities, health service organizations, primary care facilities, research centers, case management and political/legislative settings.

Purpose Statement/Program Overview

The master’s program in Nursing prepares candidates for the advanced practice role and certification as advanced practice nurses in Family Nurse Practitioner licensure. In addition to nurturing the assessment skills necessary for nurse practitioners, the program offers a curriculum based upon state board requirements, the CCNE Essentials of Master’s Education in Nursing, and curriculum guidelines provided by the Criteria for Evaluation of Nurse Practitioner Programs (NTF, 2016). The program integrates clinical skills, nursing theory, nursing research, advanced pathophysiology, pharmacology and health assessment, striving to provide the knowledge base and training required for those who wish to become nurse practitioners.

Philosophy

The philosophy of the Master of Science in Nursing-Family Nurse Practitioner program is based on the premise that advanced practice nurses provide an avenue for access to healthcare for millions of Americans, especially rural populations, through health promotion, prevention and management of disease of individuals across the lifespan. Family Nurse Practitioners utilize a unique blend of clinical practice expertise with evidence-based practice, current practice guidelines, as well as holistic care in order to provide health management, promote wellness and relieve suffering. Advanced practice nurses impact global healthcare by providing diverse and culturally-sensitive medical care to all populations through a comprehensive approach integrating theory, research, technology, inter-professional collaboration and evidence-based practice. In the Family Nurse Practitioner concentration, students builds upon Baccalaureate education and acquire theoretical and specific knowledge to meet health care needs and expand their scope of practice. The Master of Science in Nursing program establishes a foundation for doctoral education in nursing and for continued personal and professional development, as well as empowering the student to recognize the ethical, legislative, economic, regulatory and political aspects that define the scope of professional nursing practice. The curriculum provides the student with a theoretical foundation to practice respectful and sensitive, professional nursing within the primary family practice setting.

The University of the Cumberland’s Department of Nursing upholds that Family Nurse Practitioners can effectively be utilized to empower individuals, families, groups and communities to achieve their highest levels of self-care competence. The nursing faculty are committed to planning and implementing a quality graduate program for registered nurses that promotes intellectual, personal, ethical and cultural development and the ability to think critically through knowledge and experience.

Students in the MSN-FNP program are adult learners. As such, students are viewed as self-directed, active learners who can identify their needs for knowledge, select the strategies that best facilitate their learning, link new knowledge with their current knowledge and utilize faculty feedback to improve their learning.

Program Goals

The Goals of the MSN program are to: • Expand the integration of scientific findings from nursing, science, humanities, biopsychosocial fields, and

organizational science in caring for individuals, families, groups, and communities across the lifespan and the continuum of healthcare environments

• Promote application of research and foster advanced knowledge in translating and integrating scholarship into evidence-based nursing practice

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• Expand critical thinking, problem-solving, and ethical decision-making skills to include servant leadership and the ability to evaluate and improve the quality and safety of healthcare

• Impact healthcare outcomes through development of collaboration skills, effective communication, and proficient data management through the use of nursing informatics and healthcare technologies

• Develop nursing leaders who will meet the needs of the healthcare community as well as impact health policy through advocacy, promote clinical prevention and population health, and model inter-professional collaboration

Program Outcomes

Upon successful completion of the MSN program, graduates will be able to: • Integrate nursing theory, concepts from humanities, and related sciences into the delivery of advanced nursing

care for diverse populations and the advanced practice role. • Apply leadership skills and decision making in the provisions of culturally responsive, safe, high quality nursing

care. • Implement evidence-based plans based on data to quantify the impact of quality and safety and improve health

outcomes across the continuum of care, system, and organization. • Integrate theory, research, and inter-professional perspectives to improve practice, healthcare delivery and

systems, and health outcomes for patient aggregates. • Use information and communication technologies to support the organization, integrate and coordinate care, and

improve health outcomes. • Analyze how healthy policy and advocacy influence the structure of healthcare delivery, financing of health care,

and health outcomes. • Use effective communication strategies to develop, participate, and lead inter-professional teams to improve

healthcare delivery and advance nursing practice. • Integrate clinical prevention and population health concepts in the development of culturally competent care for

improving health of patient aggregates. • Demonstrate the professional standards of moral, ethical, and legal conduct of the advanced practice role. • Collaborate with other healthcare professionals to improve systems of care and to optimize patient and population

health outcomes. • Conceptualize and incorporate an evolving personal nursing philosophy based on professional advanced nursing

standards, practice, accountability and life-long learning.

Values The core values of the Nursing program are caring, diversity, integrity, leadership, collaboration, respect, and excellence. The values are defined as follows:

• Caring-offering of self (intellectual, psychological, spiritual, and physical aspects one possesses as human beings)

to attain a goal. In nursing the goal is to facilitate and enhance the patient’s ability to do and decide for themselves

• Diversity-embraces not only ethnic groups and people of color, but also other marginal or vulnerable people in society. Response to diversity is the nurse’s ability to recognize, appreciate, and incorporate differences (individuality, spiritual, cultural, ethnicity, family configurations, values, socioeconomic status, beliefs) into provisions of care

• Integrity-acting in accordance with appropriate professional code of ethics and accepted standards of practice • Leadership- seen as a role of influence, not just as a position of authority. Leadership is the development of skills

that allow the leader to coordinate, guide and direct groups through transformational approach-emphasizing a positive work environment, using change effectively, rewarding staff for expertise and performance, and development of staff awareness

• Collaboration- interdisciplinary and interdisciplinary effort among health care providers, patients and families, in which there is mutual trust and understanding that each partner contributes to the relationship toward achieving optimal, realistic goals

• Respect for students as autonomous adult learners • Excellence-develops nursing workforce that surpasses ordinary standards of care

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Admission to the Nursing Department

A baccalaureate degree with a concentration in nursing is required for admission into the graduate program. Entry-level applicants must (i) have graduated from a regionally-accredited or state-approved institution of higher education and earned a four-year baccalaureate degree in nursing; and (ii) hold a current and unencumbered Registered Nurse license.

Secondary-track applicants must (i) have attended a postgraduate program at a regionally accredited or state-approved institution of higher education and earned a master’s degree in nursing; and (ii) hold a current and unencumbered Registered Nurse license.

All applicants must submit the following information:

• Completed application and $30 application fee • Transcripts of all undergraduate and graduate coursework from all colleges and universities attended. A minimum

cumulative grade point average (GPA) of 3.0 for all prior coursework is required for full admission. A conditional admission will be considered for applicants with a cumulative grade point average (GPA) of 2.75. If conditional admittance is granted, a GPA of 3.0 is expected with the completion of 12 hours of coursework.

• A 500-700 word Statement of Purpose for graduate study. • Two Letters of Reference from individuals commenting on the applicant’s academic and professional potential. • Evidence of a current and unencumbered Registered Nurse license • Completion of a three hour graduate or undergraduate course in statistics with a grade of C or higher. A

conditional admission may be granted if the applicant is unable to submit evidence of prior completion but this requirement must be met within the first 12 hours of coursework.

Students may be admitted into this Master’s program on one of two licensure tracks:

• Students with a baccalaureate degree in Nursing are admitted into the 2 Year Entry-Level Track. • Students who have already earned a master’s degree in Nursing in another concentration (ex. Nursing

Administration or Nursing Education) may be admitted into the 18 month Secondary Track.

Entry-Level Track (2 Years). Students who have graduated from a regionally accredited or state-approved institution of higher education with a baccalaureate degree in Nursing would begin the MSN Family Nurse Practitioner in this track.

This full 48-semester-hour curriculum may be completed in two years and includes online courses and 720 clinical hours (including the final practicum). There are 24 credit hours of didactic courses that are offered in an eight-week, bi-term format. Eighteen credit hours will be offered through blended learning requiring online didactic course work with the addition of onsite clinical practice with a University approved clinical preceptor. The remaining six hours of the curriculum will be completed through the concentrated Clinical Practicum. The master’s degree is conferred upon successful completion of all coursework and the Clinical Practicum.

Secondary Track (1 Year). Students who have attended a postgraduate program at a regionally-accredited or state- approved institution of higher education and earned a master’s degree in nursing with a different concentration (ex. Nursing Administration or Nursing Education) would begin the MSN Family Nurse Practitioner in Secondary track in order to be eligible to test for Advanced Practice Board Certification.

Students will be required to complete the 33 hours of curriculum specific to a MSN Nurse Practitioner concentration: Advanced Pharmacology, Advanced Health Assessment, Advanced Pathophysiology, FNP Advanced Practice I, II, and III as well as 360 hours of supervised clinical and an additional 360 hours of supervised clinical internship (total of 720 clinical hours for the program). Students will be required to take any course required by the University of the Cumberlands that they did not complete successfully at their previous institution. Up to 15 semester hours of transfer credit are permitted from a regionally-accredited institution of higher education. The 33-hour curriculum includes online courses, 360 hours of supervised clinical, and an additional 360 hours of supervised clinical internship (total of 720 clinical hours for the program).

In addition, 100% of the didactic hours of the curriculum can be completed online. The remainder of the curriculum is delivered through completion of the Clinical Practicum requirements utilizing University approved preceptors and clinical sites. The post master’s certificate is conferred upon successful completion of all coursework and the Clinical Practicum.

University of the Cumberlands Graduate Catalog, 2020-2021 Page 159

Programs

Master of Science, Family Nurse Practitioner 48 hours

All courses are three (3) credit hours unless otherwise noted.

The FNP program will be made up of a 48 credit hour curriculum (24 didactic and 18 credit hours blended learning didactic and clinical, and 6 hours for clinical practice internship). The total number of clinical hours upon completion of the program is 720. Prior to admission to clinical, students will need to complete their basic MSN/FNP courses: NURS 510, NURS 520, NURS 530, NURS 532, NURS 550, NURS 590, NURS 592, and NURS 594. Students will experience a blended learning approach with both didactic online classwork in the addition of completion of 120 clinical hours per course in the courses NURS 670, NURS 672, and NURS 674. The course NURS 690 will provide a 360 clinical hour concentrated clinical internship. A listing of course titles and credit hours per course is listed below.

NURS 510 Theoretical Basis for Advanced Nursing Practice NURS 520 Issues in Advanced Practice NURS 530 Epidemiology NURS 532 Healthcare Technologies and Informatics in Advanced Nursing Practice NURS 550 Advanced Nursing Research and Evidence Based Practice NURS 590 Advanced Pharmacology NURS 592 Advanced Health Assessment NURS 594 Advanced Pathophysiology NURS 670 FNP Advanced Practice I (6 credit hours) NURS 672 FNP Advanced Practice II (6 credit hours) NURS 674 FNP Advanced Practice III (6 credit hours) NURS 690 FNP Advanced Practice Internship (6 credit hours)

The blended learning courses NURS 670, 672, and 674 will take place on a 16 week schedule and will require didactic online learning in addition to the completion of 120 clinical hours per course. Students must maintain satisfactory grades in the didactic portion of the course in addition to satisfactory clinical performance in order to obtain successful progression. A satisfactory grade is defined as a grade of A or B on a traditional grading scale of A = 90-100, and B = 80- 89.

The clinical course NURS 690 FNP Advanced Practice Internship is a 6 credit hour course required for successful completion of the program. This course will be offered on a 16 week schedule and will provide a concentrated clinical internship and will require 360 clinical hours for satisfactory completion of the course. Students must have all other coursework completed with satisfactory grades prior to the completion of the Internship.

Clinical Experience

The nursing program provides 720 hours of clinical experience to students enrolled in the MSN-FNP program. Students should reference the MSN-FNP Practicum Handbook for clinical policies and forms.

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Course Descriptions

NURS 510 Theoretical Basis for Advanced Nursing Practice (3 hours) This course examines the theoretical foundation of nursing practice, research, and evidence based-practice. The course explores the philosophies, theories and history of the science of nursing. Significance is placed on examination of a variety of theories and frameworks, including nursing and ethical theories, as a basis for advanced nursing practice. Pre- Requisite: Admission to the MSN program NURS 520 Issues in Advanced Practice (3 hours) In this course students will evaluate how policy shapes healthcare systems, determines accessibility, affordability, and access to care and impacts health outcomes. Students will examine advocacy, professional issues, and the advanced practice role in the improvement of safety and quality delivery of care. Professional issues and the advanced practice role will be addressed. Additional topics will include recognition of how organizational and systems leadership foster promotion of high quality and safe patient care across the lifespan. Pre-Requisite: Admission to the MSN program NURS 530 Epidemiology (3 hours) In this course students will study the distribution/determinants of disease, injury, and disease surveillance. Implementation of clinical prevention and population health activities will be addressed along with the core competencies in health promotion and disease prevention in the individuals, families, communities, and aggregates/clinical populations. Pre- Requisite: Admission to the MSN program NURS 532 Healthcare Technologies and Informatics in Advanced Nursing Practice (3 hours) This graduate level course introduces healthcare professionals to the use of information technology, data, and systems in health care delivery. The objective of the course is to give healthcare professionals a practical understanding of current technology in the evolving discipline of health informatics. Emphasis is placed on developing technology and information literacy competency and the advanced nursing practice role. The student should gain a solid understanding of health informatics so as to maximize the use of information and systems in the delivery of efficient, high quality healthcare outcomes. Pre-Requisite: Admission to the MSN program NURS 550 Advanced Nursing Research and Evidence Based Practice (3 hours) The course focuses on the research process and the analysis and evaluation of research. Critical appraisal and evidence synthesis provide the basis for research utilization and evidence based practice. Emphasis is on the identification of clinical issues/questions, synthesis of evidence, and translation of current evidence into practice. Pre- Requisite: Admission to the MSN program NURS 590 Advanced Pharmacology (3 hours) In this course Family Nurse Practitioner students will learn appropriate application of pharmacologic and therapeutic principles and skills to the treatment and management of various health conditions across the patient lifespan. Pre- Requisite: Admission to the MSN program NURS 592 Advanced Health Assessment (3 hours) In this course the student will master knowledge and clinical skills in health history and physical examination of diverse individuals including: infants, children, adolescents, adults, pregnant females and geriatric clients across the lifespan in the primary care setting. The comprehensive course covers how to obtain subjective data (client's health history), and perform objective data (physical examination skills, health promotion techniques, and clinical assessment tools). It enables students to practice critical thinking and therapeutic communication as well as assessment and psychomotor skills. Pre-Requisite: Admission to the MSN program NURS 594 Advanced Pathophysiology (3 hours) In this course students will study the advanced concepts of pathophysiology and their application to the identification and treatment of illness and disease across the lifespan within the scope of practice of an advanced practice registered nurse. Pre-Requisite: Admission to the MSN program NURS 670 FNP Advanced Practice I (6 hours) This course provides the theoretical and diagnostic knowledge necessary to confront problems relevant to the health care of culturally diverse individuals/families across the life span. The course will focus on health promotion, disease prevention, minimization of risk to patients, and management of common health problems. Emphasis will be placed on the clinical areas of women’s health and mental health in the primary care setting. A total of 120 clinical hours will be completed during this course. Prerequisite: Admission to MSN program, NURS 510, NURS 520, NURS 530, NURS 532, NURS 550, NURS 590, NURS 592, NURS 594, Note: This course follows the traditional 16 week schedule.

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NURS 672 FNP Advanced Practice II (6 hours) This course provides the theoretical and diagnostic knowledge necessary to confront problems relevant to the health care of culturally diverse individuals/families across the life span. The course will focus on health promotion, disease prevention, minimization of risk to patients, and management of common health problems. Emphasis will be placed on the clinical areas of neonatal and pediatric health in the primary care setting. A total of 120 clinical hours will be completed during this course. Prerequisite: Admission to MSN program, NURS 510, NURS 520, NURS 530, NURS 532, NURS 550, NURS 590, NURS 592, NURS 594, NURS 670, Note: This course follows the traditional 16 week schedule. NURS 674 FNP Advanced Practice III (6 hours) This course provides the theoretical and diagnostic knowledge necessary to confront problems relevant to the health care of culturally diverse individuals/families across the life span. The course will focus on health promotion, disease prevention, minimization of risk to patients, and management of common health problems. Emphasis will be placed on the clinical areas of Adult Gero and Family/Across the Lifespan in the primary care setting. A total of 120 clinical hours will be completed during this course. Prerequisite: Admission to MSN program, NURS 510, NURS 520, NURS 530, NURS 532, NURS 550, NURS 590, NURS 592, NURS 594, NURS 670, NURS 672. Note: This course follows traditional 16 week schedule. NURS 690 FNP Advanced Practice Internship (6 hours) This course serves as the program capstone course and allows demonstration of the synthesis of theoretical, diagnostic, and clinical knowledge in care of patients across the lifespan in the primary care setting. Emphasis is placed on the FNP role which includes preventative healthcare as well as the assessment, diagnosis, and treatment of acute and chronic illness and preventative healthcare for individuals and families across the lifespan. Pre-Requisites: NURS 670, NURS 672, NURS 674

University of the Cumberlands Graduate Catalog, 2020-2021 Page 162

PHYSICIAN ASSISTANT STUDIES DEPARTMENT

Main Campus Northern Kentucky Campus

Program Mission

The mission of the Physician Assistant Program is to educate and prepare competent, compassionate, and committed Physician Assistant leaders who, as integral members of the modern professional healthcare team, are driven by academic excellence and will be servant leaders in their communities. The faculty and staff of the Physician Assistant Program will provide academic and clinical excellence in an environment of compassion and team cooperation, seeking to prepare clinicians for a lifelong commitment to continuing education, leadership, and medical service.

Program Vision

The University of the Cumberlands Physician Assistant Program at both the Williamsburg and Northern Kentucky campuses, as well as its students, aspires to be recognized for the quality of care they render through academic and professional excellence, moral character, integrity, empathy, team effort, and service to those in their communities.

Program Goals

Main Campus Northern Kentucky Campus In pursuit of this mission, the Program has established these goals:

In pursuit of this mission, the Program has established these goals:

Goal 1: To recruit students from medically underserved regions — in Appalachia and across the country — who have demonstrated commitment to academic and professional excellence.

Goal 2: Provide the graduate with the requisite fund of medical knowledge, in accordance with the NCCPA Blueprint, in order to provide evidence-based medical care in all settings.

Goal 3: Provide the graduate with the clinical and technical skills necessary to provide competent medical care. Goal 4: Provide the graduate with the interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families and other health professionals.

Goal 5: Provide the graduate with the knowledge and skills necessary to work collaboratively in interprofessional patient-centered teams.

Goal 6: Provide the graduate with the knowledge and skills to provide medical care regarding issues that affect diverse populations.

Goal 1: Demonstrate ethical behavior and integrity in medical practice. Goal 2: Exhibit attributes of engaged citizenship and philanthropy. Goal 3: Support effective and sensitive communication skills with patients and members of the health care team. Goal 4: Perform a complete physical exam and organize, integrate, interpret and present clinical data in a clear, concise manner. Goal 5: Apply knowledge of basic science concepts to facilitate understanding of medical sciences. Goal 6: Illustrate a comprehensive approach to normal human health and development, both physical and mental. Goal 7: Integrate diagnostic assessment skills with knowledge of patient presentation and pharmacology to formulate appropriate treatment plans. Goal 8: Demonstrate mastery of basic clinical procedures performed by a PA entering into clinical practice. Goal 9: Demonstrate refined critical thinking skills and intellectual inquiry to evaluate sources of information and generate new and evolving medical knowledge. Goal 10: Incorporate skills involving the teaching of colleagues, the community, patients and their families. Goal 11: Collaborate effectively as a member of an inter- professional health care team. Goal 12: Promote commitment to provide effective, accessible, continuous, comprehensive and personalized primary and specialized medical care to all populations Goal 13: Apply knowledge of study designs and statistical methods to the appraisal of clinical studies on diagnostic and therapeutic effectiveness and integrate evidence from scientific studies related to patients’ health problems. Goal 14: Demonstrate the ability to participate as PA leaders at the local, regional, state and national levels, shaping future policy and legislation to advance the PA profession. Goal 15: Enter the workforce as a gainfully employed PA with job selection skills and knowledge to obtain and maintain PA state licensure.

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Admission to the Physician Assistant Studies Program

All applicants must submit the following information: • Completed CASPA application • Completed PA Supplemental application • An earned bachelor’s degree with an overall minimum cumulative grade-point average (GPA) of 3.0 on a scale of

4.0 • Main Campus: A minimum average of 3.0 on a scale of 4.0 in required pre-requisite courses with a minimum of a

C in all prerequisite courses • NKY Campus: A minimum of a C in all prerequisite courses • Main Campus: A minimum of 3.0 average on a 4.0 scale in the sciences as figured by Central Application

Service for Physician Assistants (CASPA) • NKY campus: • A minimum Biology-Chemistry-Physics (BCP) GPA average of 3.0 on a 4.0 scale calculated by

Central Application Service for Physician Assistants (CASPA) • Ability to fulfill any university admission requirements • Successful completion, with a minimum letter grade of “C” or better, within ten years prior to admission of the

following undergraduate or graduate science courses: ▪ Anatomy with lab (Human required at NKY campus; Human preferred at Main campus) - 3 semester hours

or more ▪ Physiology with lab (Human required at NKY campus; Human preferred at Main campus) -3 semester hours

or more ▪ Microbiology with lab - 3 semester hours or more ▪ Medical Terminology ▪ Biology electives- 6 credit hours (Must be upper level Biology courses, highly recommend genetics,

molecular biology, histology, immunology) ▪ General Chemistry 1 and 2 with labs- 3 semester hours or more ▪ Organic 1 or Biochemistry ▪ Psychology (Abnormal or developmental preferred)- 3 semester hours or more ▪ Statistics- 3 semester hours or more

• Direct Patient Contact Hours (minimum of 500 hours of paid employment or volunteer hours; must include a minimum of 50 hours PA shadowing)

• Completion of the GRE (Score of 300 or higher, which is at or above 50th percentile, is considered competitive) • Main Campus: applicants may either complete the GRE or the PA CAT entrance exam for consideration • Submission of 3 letters of recommendation (Acceptable references: MD, DO, PA, or NP as well as academic

advisors) ▪ Required at NKY campus: At least one from a physician (MD/DO) or PA

• Successful completion of an interview with and positive recommendation from program faculty

University of the Cumberlands Graduate Catalog, 2020-2021 Page 164

Programs

Master of Science in Physician Assistant Studies (MSPAS) – Main Campus

The Master of Science in Physician Assistant Studies Degree (MSPAS) is earned through the continuous twenty-seven- month program of studies consisting of Masters level credit hours. These hours are divided into sixty-eight credit hours of classroom focused instruction and forty-five credit hours of clinical rotations and professional courses. A complete list of courses with course descriptions is located in the curriculum section. No transfer credits are normally accepted toward degree requirements.

Professional Phase Curriculum

The courses offered by the MSPAS program have been specifically designed and sequenced to prepare students to administer health care to patients. Students are expected to complete all course assignments as outlined in the individual course syllabus and to meet the university’s academic standards as outlined in this manual. Students will be given updates to these standards as they occur.

Didactic Year, Semester 1 # Course title SCH ARC-PA Standard(s) MPAS 510 Human Anatomy 5 B1.02, B2.02 MPAS 520 Human Medical Physiology 4 B1.02, B1.03, B2.02, B2.03, B2.06 MPAS 530 Introduction to Patient Assessment 3 B1.05, B1.08, B2.04, B2.05, B2.07

B2.12, B2.13, B2.15, B.217 MPAS 540 Foundations to Clinical Medicine 2 B1.01, B1.04, B1.09, B2.02, B2.03,

B2.05 MPAS 550 Introduction to the PA Profession 1 B1.03, B1.05, B1.08, B2.13, B2.14,

B2.16, B2.17 Total 15

Didactic Year, Semester 2 # Course title SCH ARC-PA Standard(s) MPAS 501 Integration Seminar I 1 B1.01, B1.02, B1.03, B2.02, B2.03,

B2.04, B2.05, B2.06, B2.07, B2.08, B2.11, B2.12, B4.01

MPAS 521 Medical Pathophysiology I 2 B1.02, B1.03, B2.02, B2.03 MPAS 531 Patient Assessment I 3 B1.01, B1.02, B1.03, B1.04, B1.06,

B1.07, B1.09 MPAS 541 Clinical Medicine I 5 B1.01, B1.02, B1.03, B1.04, B1.06,

B1.07, B1.09, B1.10, B2.02, B2.03, B2.05, B2.06, B2.08 MPAS 571 Pharmacology and Therapeutics I 3 B1.02, B1.03, B1.06, B1.07, B1.08

MPAS 581 Health Care Issues I 2 B2.04, B2.06, B2.12, B2.15 MPAS 591 Research, Epidemiology, and Stats 1 B1.07, B1.08, B2.05, B2.10, B2.12

Total 17

Didactic Year, Semester 3 # Course title SCH ARC-PA Standard(s) MPAS 502 Integration Seminar II 1 B1.07, B2.13 MPAS 505 Medical Procedures and Surgery I 3 B2.07 MPAS 522 Medical Pathophysiology II 2 B1.02, B1.03, B2.02 MPAS 532 Patient Assessment II 3 B2.04, B2.05 MPAS 542 Clinical Medicine II 5 B1.02, B1.03, B1.05, B1.06, B1.07,

B1.08, B2.03, B2.04, B2.05, B2.06 MPAS 572 Pharmacology and Therapeutics II 3 B1.02, B1.07, B2.02, B2.13 MPAS 582 Health Care Issues II 1 B1.06, B2.06, B2.08, B2.09

Total 17

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Didactic Year, Semester 4 # Course title SCH ARC-PA Standard(s) MPAS 503 Integration Seminar III 1 B1.01, B1.02, B1.03, B2.02, B2.03,

B2.04, B2.05, B2.06, B2.07, B2.08, B2.11, B2.12, B4.01

MPAS 506 Medical Procedures and Surgery II 3 B1.02, B1.03, B1.07, B2.02, B2.03, B2.07, B2.09

MPAS 523 Medical Pathophysiology III 2 B1.02, B1.03, B1.06, B2.02, B2.03, B2.06

MPAS 533 Patient Assessment III 2 B2.04, B2.05 MPAS 543 Clinical Medicine III 5 B1.01, B1.02, B1.03, B1.04, B1.06,

B1.07, B1.09, B1.10, B2.02, B2.03, B2.05, B2.06, B2.08 MPAS 544 Emergency Medicine 2 B1.01, B1.02, B1.03, B1.04, B1.05, B1.06, B1.07, B1.08, B1.09, B1.10, B2.02, B2.03, B2.05, B2.06, B2.07

MPAS 573 Pharmacology and Therapeutics III 3 B1.02, B1.03, B1.06, B1.07, B1.08 Total 18

Clinical Year, Semester 5 *Clinical Rotations may not occur in this same order as listed # Course title SCH ARC-PA Standard(s) MPAS 600 Family Medicine I - Clinical Rotation 4 B1.01a-d, B2.06a-f, B2.14, B3.03a,

B3.03b, B3.04c MPAS 605 Family Medicine II - Clinical Rotation 4 B1.01a-d, B2.06a-f, B2.14, B3.03a,

B3.03b, B3.04c MPAS 610 Emergency Medicine- Clinical Rotation 4 B1.02, B1.03, B1.06, B2.15, B3.02,

B3.03a MPAS 620 Internal Medicine I - Clinical Rotation 4 B1.01a-d, B2.06a-f, B2.14, B3.03a,

B3.03b, B3.04b, B3.04c MPAS 692 CAPSTONE I 2 B2.10

Total 18 Clinical Year, Semester 6 # Course title SCH ARC-PA Standard(s) MPAS 625 Internal Medicine II - Clinical Rotation 4 B1.01a-d, B2.06a-f, B2.14, B3.03a,

B3.03b, B3.04b, B3.04c MPAS 630 Pediatrics - Clinical Rotation 4 B1.01a-d, B2.06a-f, B2.14, B3.03a,

B3.03b, B3.04c MPAS 640 Psychiatry- Clinical Rotation 4 B1.01a-d, B2.06a-f, B2.14, B3.03a,

B3.03e, B3.04c MPAS 650 Surgery- Clinical Rotation 4 B1.01a-d, B2.06a-f, B2.14, B3.03a,

B3.03b, B3.03d, B3.04c Total 16

Clinical Year, Semester 7 # Course title SCH ARC-PA Standard(s) MPAS 660 Women’s Health- Clinical Rotation 4 B1.01a-d, B2.06a-f, B2.14, B3.03a,

B3.03c, B3.04d MPAS 670 Clinical Elective - Clinical Rotation 4 B1.01a-d, B2.06a-f, B2.14, B3.03a-e,

B3.04a-d MPAS 680 Professional Development 1 B2.04, B2.07, B2.13, B2.14 MPAS 693 CAPSTONE II 2 B2.04, B2.10, C3.01, C3.04

Total 11

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Master of Science in Physician Assistant Studies (MSPAS) – Northern Kentucky Campus The Master of Science in Physician Assistant Studies Degree (MSPAS) is earned through the continuous twenty-seven- month program of studies consisting of 113 Masters level credit hours. These hours are divided into sixty-eight credit hours of classroom focused instruction and forty- five credit hours of clinical rotations and professional courses. A complete list of courses with course descriptions is located in the curriculum section. No transfer credits are normally accepted toward degree requirements.

Professional Phase Curriculum The courses offered by the MSPAS program have been specifically designed and sequenced to prepare students to administer health care to patients. Students are expected to complete all course assignments as outlined in the individual course syllabus and to meet the university’s academic standards as outlined in this manual. Students will be given updates to these standards as they occur.

Didactic Year, Term 1

# Course Title SCH ARC-PA Standard(s) MPAS 510 Human Anatomy 5 B2.02a MPAS 520 Human Medical Physiology 4 B1.01c, B1.01d, B2.02b MPAS 540 Foundations to Clinical Medicine 2 B1.01c, B1.01d, B2.07a,c-f, B2.08 a-c

Total 11 Didactic Year, Term 2 # Course Title SCH ARC-PA Standard(s) MPAS 501 Integration Seminar I 1 B2.05 MPAS 521 Medical Pathophysiology I 2 B1.01c, B1.01d, B2.02c MPAS 530 Introduction to Patient Assessment 3 B2.04, B2.07 MPAS 541 Clinical Medicine I 5 B1.01c, B1.01d, B2.03, B2.07, B2.08a-c MPAS 550 Introduction to the PA Profession 1 B2.19, B2.10a-b, B2.17, B2.18, B2.20 MPAS 571 Pharmacology and Therapeutics I 3 B1.01c, B2.02d

Total 15 Didactic Year, Term 3 # Course Title SCH ARC-PA Standard(s) MPAS 502 Integration Seminar II 1 B2.05 MPAS 522 Medical Pathophysiology II 2 B1.01c, B1.01d, B2.02c MPAS 531 Patient Assessment I 3 B2.04, B2.05, B2.07 MPAS 542 Clinical Medicine II 5 B1.01c, B1.01d, B2.03, B2.07, B2.08a-c MPAS 572 Pharmacology and Therapeutics II 3 B1.01c, B2.02d MPAS 581 Health Care Issues I 2 B2.05, B2.06, B2.10, B2.04, B2.08a-

b,d-e, B2.11, B2.12, B2.15, B2.16a-b, Total 16

Didactic Year, Term 4 # Course Title SCH ARC-PA Standard(s) MPAS 503 Integration Seminar III 1 B2.05 MPAS 505 Medical Procedures and Surgery I 3 B2.08a-c,e, B2.09 MPAS 523 Medical Pathophysiology III 2 B1.01c, B1.01d, B2.02c, B2.02e MPAS 532 Patient Assessment II 3 B2.04, B2.05, B2.07 MPAS 543 Clinical Medicine III 5 B1.01c, B1.01d, B2.02e, B2.03,

B2.07, B2.08, B2.11a-b,d-g MPAS 573 Pharmacology and Therapeutics III 3 B1.01c, B2.02d MPAS 582 Health Care Issues II 1 B2.05, B2.06, B2.10, B2.14, B2.15,

B2.16c-d Total 18

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Didactic Year, Term 5

# Course Title SCH ARC-PA Standard(s) MPAS 506 Medical Procedures and Surgery II 3 B2.08a-c,e, B2.09 MPAS 533 Patient Assessment III 2 B2.04, B2.05, B2.07 MPAS 544 Emergency Medicine 2 B2.08a-b,d MPAS 591 Research, Epidemiology and Stats 1 B1.01c, B1.01d, B2.13, B2.15

Total 8

Clinical Year, Term 6 # Course Title SCH ARC-PA Standard(s) MPAS 6XX Clinical Rotation 1 4 B3.03, B3.04 MPAS 6XX Clinical Rotation 2 4 B3.03, B3.04

Total 8

Clinical Year, Term 7 # Course Title SCH ARC-PA Standard(s) MPAS 6XX Clinical Rotation 3 4 B3.03, B3.04 MPAS 6XX Clinical Rotation 4 4 B3.03, B3.04 MPAS 6XX Clinical Rotation 5 4 B3.03, B3.04 MPAS 6XX Clinical Rotation 6 4 B3.03, B3.04 MPAS 692 CAPSTONE I 2 B2.13

Total 18

Clinical Year, Term 8 # Course Title SCH ARC-PA Standard(s) MPAS 6XX Clinical Rotation 7 4 B3.03, B3.04 MPAS 6XX Clinical Rotation 8 4 B3.03, B3.04 MPAS 6XX Clinical Rotation 9 4 B3.03, B3.04 MPAS 6XX Clinical Rotation 10 4 B3.03, B3.04 MPAS 693 CAPSTONE II 2 B2.13

Total 18

Clinical Year, Term 9 # Course Title SCH ARC-PA Standard(s) MPAS 680 Professional Development 1 B2.17a,c-d

Total 1

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Course Descriptions

MPAS 501 Integration Seminar I (1 hour) This course helps the student developing analytical skills to assess patients’ conditions and use clinical laboratory data to develop a differential diagnosis and treatment plan. Working as a group, students learn to work through a case from diagnosis to therapy to expected outcomes. Case based integration is a longitudinal course (meaning that it runs concurrently with the system courses) during the second, third and fourth term of the PA program. It consists of a series of small group case exercises and multidisciplinary conferences. This course integrates dermatology, HEENT, cardiology and pulmonology systems. MPAS 502 Integration Seminar II (1 hour) This course helps the student developing analytical skills to assess patient/s conditions and use clinical laboratory data to develop a differential diagnosis and treatment plan. Working as a group, students learn to work through a case from diagnosis to therapy to expected outcomes. Case based integration is a longitudinal course (meaning that it runs concurrently with the system courses) during the second, third and fourth terms of the PA program. It consists of a series of small group case exercises and multidisciplinary conferences. This course integrates gastroenterology, nephrology, endocrinology, neurology, musculoskeletal, infectious disease, rheumatology, and hematology/oncology. MPAS 503 Integration Seminar III (1 hour) This course helps the student in developing analytical skills to assess patient/s conditions with the use of clinical laboratory data to develop a differential diagnosis and treatment plan. Working as a group, students learn to work through a case from diagnosis to therapy to expected outcomes. Case based integration is a longitudinal course (meaning that it runs concurrently with the system courses) during the second, third and fourth terms of the PA program. It consists of a series of small group case exercises and multidisciplinary conferences. This course integrates special populations: women and men’s health, pediatrics, psychiatry, and geriatrics. MPAS 505 Medical Procedures and Surgery I (3 hours) In this course, students employ knowledge, skills, and techniques learned in Patient Assessment to evaluate surgical patients. Students learn to perform procedures such as hand washing, sterile technique, intravenous insertions, SQ and IM injection technique, suturing, wound care, nasogastric tube placement, and Foley catheter insertion. MPAS 506 Medical Procedures and Surgery II (3 hours) This course is a continuation of MPAS 505 Medical Procedures & Surgery I. Students will learn to perform procedures such as casting and splinting, surgical scrub, gloving and gowning, minor surgical procedures and chest tube placement, ET intubation as well as the principles of surgery, including pre-operative, intra-operative and post-operative care. MPAS 510 Human Anatomy (5 hours) In this course, the student will build upon his/her current knowledge base of human anatomy through an intensive laboratory phase. During this phase, virtual dissections will be achieved using an Anatomage table and will be supplemented with the use of pro-sections and gross anatomy dissections, when applicable. The student/s will expand upon their knowledge of basic anatomy concepts. The student/s will develop, upon completion of this course, a vast knowledge in the understanding and application of human anatomy. MPAS 520 Human Medical Physiology (4 hours) The goal of this course is to provide an introduction to human physiology. The students learn to recognize and explain the basic concepts that govern each organ and organ system and their integration to maintain homeostasis. This course will focus on homeostatic control systems, function of individual organs and organ systems, and integration of organ systems in the intact organism. MPAS 521 Medical Pathophysiology I (2 hours) In this course, students learn integrative human physiology and pathophysiology involving concepts of the HEENT, dermatology, cardiovascular and pulmonary systems, with an emphasis upon homeostatic mechanisms and etiologies of disease. Students learn the interrelationships of function and dysfunction at the molecular, cellular, tissue, organ, and systemic levels. MPAS 522 Medical Pathophysiology II (2 hours) In this course, students learn integrative human physiology and pathophysiology involving concepts of renal, endocrine system, gastroenterology, neurology, infectious disease, hematology/oncology, rheumatology and musculoskeletal system with an emphasis upon homeostatic mechanisms and etiologies of disease. Students learn the interrelationships of function and dysfunction at the molecular, cellular, tissue, organ, and systemic levels.

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MPAS 523 Medical Pathophysiology III (2 hours) In this course, students learn integrative human physiology and pathophysiology involving neuropsychiatric and genitourinary concepts with an emphasis upon homeostatic mechanisms and etiologies of disease. Students learn the interrelationships of function and dysfunction at the molecular, cellular, tissue, organ, and systemic levels. In this course, the student studies the disorders and diseases of the following: psychiatry, preventive medicine, genetics, women and men’s health, pediatrics, geriatrics, and complementary/alternative medicine. These disorders are presented by system and specialty as well as augmented with clinical therapeutics. MPAS 530 Introduction to Patient Assessment (3 hours) This course is designed to introduce students to patient history taking, documentation, and communication skills. The content includes medical vocabulary, professional conduct, patient interviewing, how to take and record medical history, and develops clinical reasoning based on the chief complaint. Students will begin using diagnostic equipment as they develop the skills needed to perform complete and focused physical examinations. Students will also receive OSHA and HIPAA training during the course. MPAS 531 Patient Assessment I (3 hours) This course teaches foundational skills and techniques required to gather a complete medical history and perform a thorough physical examination. The course introduces the student to the practice of history taking and physical examinations of the skin, HEENT, lungs and heart. During the course, integration of the student’s knowledge of the structure and function of the human body is coupled with laboratory sessions emphasizing the proper use of diagnostic equipment and techniques for performing a comprehensive physical examination. MPAS 532 Patient Assessment II (3 hours) In this course, the student will build on the knowledge and foundational skills and techniques learned in MPAS 531 Patient Assessment I, in the performance of a thorough physical examination and medical history. The student will integrate the knowledge obtained in MPAS 542 Clinical Medicine II to emphasize the proper use of diagnostic equipment and technique for performing a comprehensive physical examination. The course topics will include the endocrine system, gastroenterology, renal, infectious disease, hematology/oncology, rheumatology, neurology and musculoskeletal system. MPAS 533 Patient Assessment III (2 hours) This course is a continuation of MPAS 532 Patient Assessment II. Students will learn the components of a physical exam, recognize abnormal and normal findings, and communicate the information in written and oral forms. The following patient populations will be focused on during this course of study: pediatric, men and women’s health, psychiatric and geriatric related fields. Students must be able to demonstrate full physical assessments at the conclusion of this course. This course will also include an OSCE which the students will be required to pass before advancing to the clinical phase of this program. The students will be exposed to a real life clinical environment through a brief clinical clerkship experience as deemed appropriate/accessible. MPAS 540 Foundations to Clinical Medicine (2 hours) This course provides an introduction to the clinical medicine courses. Students will build a foundation on pertinent topics discussed later in the didactic phase. Topics for the course will include the following: laboratory medicine, nutrition, medical terminology, basic pharmacology, basic imaging interpretation, and prescription writing. MPAS 541 Clinical Medicine I (5 hours) The purpose of the Clinical Medicine I course is to introduce the student to clinical conditions commonly encountered in practicing primary care medicine. Lectures will emphasize the epidemiology, pathophysiology, presentation, and disease course, diagnostic, and treatment modalities of each medical topic. Topics for the course will include the following: dermatology, HEENT, pulmonary and cardiology with EKG interpretation. MPAS 542 Clinical Medicine II (5 hours) This course builds on the pathology of disease presented in MPAS 541 Clinical Medicine I, and continues with the presentation of the following: endocrinology, gastroenterology, neurology, hematology/oncology, infectious disease, rheumatology, musculoskeletal, and renal systems. These disorders are presented by system and specialty as well as augmented with clinical therapeutics. MPAS 543 Clinical Medicine III (5 hours) This course builds on the pathology of disease presented in MPAS 542 Clinical Medicine II and continues with the presentation of the following areas: psychiatry, preventive medicine, genetics, women and men’s health, pediatrics, geriatrics and complementary/ alternative medicine. These disorders are presented by system and specialty as well as augmented with clinical therapeutics.

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MPAS 544 Emergency Medicine (2 hours) In this course, students learn treatment of trauma and medical disorders commonly presenting to the emergency department. Taught in a case-based format, the emphasis is on the priority of stabilizing patients with life-threatening trauma or illness and selecting appropriate diagnostic and therapeutic measures. Students are required to become ACLS (Advanced Cardiac Life Support) certified or recertified in anticipation of clinical rotations. MPAS 550 Introduction to the PA Profession (1 hour) This course provides an historical perspective of the physician assistant profession, as well as an investigation of current trends and issues. The course stresses the importance of biomedical ethics and professional responsibilities in relation to the physician assistant’s role as a health care provider. Content relating to physician assistant professional organizations, program accreditation, graduate certification and re-certification, employment considerations, and professional liability is included. This course also includes Service-Learning, an educational method in which the participants perform service work and actively learn from it. MPAS 571 Pharmacology and Therapeutics I (3 hours) In this course, the student will be introduced to pharmacodynamic, pharmacokinetic and pharmacotherapeutic principles that provide a foundation for the study of pharmacology and therapeutics. Combined lecture and active learning exercises are designed to develop the pharmacologic and therapeutic skills that a physician assistant will need to enhance patient care in clinical practice. Topics this semester will emphasize on the following areas: dermatology, HEENT, pulmonary and cardiology diseases. Antibiotic coverage for specific illnesses will also be covered. MPAS 572 Pharmacology and Therapeutics II (3 hours) In this course, the student will build upon the knowledge and skills obtained in MPAS 571 Pharmacology and Therapeutics I. Combined lecture and active learning exercises are designed to aid the student in demonstrating the pharmacologic and therapeutic skills that a physician assistant will need to enhance patient care in clinical practice. Topics this semester will focus on the following areas: renal, endocrine, gastroenterology, neurology, infectious disease, hematology/oncology, rheumatology, and musculoskeletal. The student will use clinical literature and evaluate patient cases as they relate to pharmacology. MPAS 573 Pharmacology and Therapeutics III (3 hours) In this course, the student will learn the pharmacologic and therapeutic skills that a physician assistant needs to enhance patient care in clinical practice focusing on psychology, women and men’s health, alternative/complementary medicines as well as pediatric dosing and multi-drug management in geriatric patients. The student will use clinical literature to evaluate patients in relation to pharmacology. MPAS 581 Health Care Issues I (2 hours) In this course, physician assistant students will gain a greater appreciation for and comprehension of the socio-behavioral aspects of medical practice. Students learn effective counseling and preventive education strategies for enhancing treatment compliance, promoting positive health patterns, and enhancing positive response to illness. MPAS 582 Health Care Issues II (1 hour) In this course, students build upon concepts in patient care discussed in MPAS 581 Health Care Issues I by learning ethical concepts as they relate to practical decision-making and problem-solving. Students study risk management strategies and the legal definitions of, and their responsibilities toward, informed consent and confidentiality. Students examine health care policy, nationally and locally, as it impacts health care delivery, the practice of medicine as a physician assistant, and the socioeconomic factors pertaining to relevant health care decision making. MPAS 591 Research, Epidemiology, and Stats (1 hour) In this course, students receive instruction in research methods and application in the clinical setting. They integrate basic concepts of epidemiology and statistics as these concepts relate to medical practice. Students critically read published reports of clinical research and identify strengths and weaknesses in the structure and presentation of data and conclusions in those reports. They interpret and search evidence-based literature related to clinical problems encountered in physician assistant practice. Students will choose a proposal topic that will then be developed during the clinical year in the Capstone I course. Students will be given the opportunity to select from a menu of possibilities. This includes the following: Quasi-experimental study with data gathering and analysis, case based study, evidence-based medicine project with comprehensive literature review, and community-based research. MPAS 600 Family Medicine I - Clinical Rotation (4 hours) The four-week rotation provides practical experience in general primary care through outpatient medicine. Students engage in all aspects of patient care, including history taking, physical examination, treatment plan design, and evaluation. Students’ application of patient and family education to treatment and preventive measures is emphasized.

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MPAS 605 Family Medicine II - Clinical Rotation (4 hours) The four week rotation provides practical experience in general primary care through outpatient medicine. Students engage in all aspects of patient care, including history taking, physical examination, treatment plan design, and evaluation. Students’ application of patient and family education to treatment and preventive measures is emphasized. MPAS 610 Emergency Medicine- Clinical Rotation (4 hours) The four-week rotation provides practical clinical experience in emergency medicine. Students engage in all aspects of patient care, including history-taking, physical examination, treatment plan design and evaluation. Students’ application of patient and family education to treatment and preventive measures is emphasized. MPAS 620 Internal Medicine I - Clinical Rotation (4 hours) The four week rotation provides practical clinical experience in internal medicine through outpatient and/or inpatient medicine. Students engage in all aspects of patient care, including history-taking, physical examination, treatment plan design, and evaluation. Students’ application of patient and family education to treatment and preventive measures is emphasized. MPAS 625 Internal Medicine II - Clinical Rotation (4 hours) The four-week rotation provides practical clinical experience in internal medicine through outpatient and/or inpatient medicine. Students engage in all aspects of patient care, including history-taking, physical examination, treatment plan design, and evaluation. Students’ application of patient and family education to treatment and preventive measures is emphasized. MPAS 630 Pediatrics - Clinical Rotation (4 hours) The four-week rotation provides practical clinical experience in pediatric medicine through outpatient and/or inpatient medicine. Students engage in all aspects of patient care, including history-taking, physical examination, treatment plan design and evaluation. Students’ application of patient and family education to treatment and preventive measures is emphasized. MPAS 640 Psychiatry- Clinical Rotation (4 hours) The four-week rotation provides practical clinical experience in psychiatric medicine through outpatient and/or inpatient medicine. Students engage in all aspects of patient care, including history-taking, physical examination, treatment plan design, and evaluation. Students’ application of patient and family education to treatment and preventive measures is emphasized. MPAS 650 Surgery- Clinical Rotation (4 hours) The four-week rotation provides practical clinical experience in general surgery through outpatient and/or inpatient surgery based patients. Students engage in all aspects of patient care, including history-taking, physical examination, treatment plan design, surgical assisting and follow up care. Students’ application of patient and family education to treatment and preventive measures is emphasized. MPAS 660 Women’s Health- Clinical Rotation (4 hours) The four-week rotation provides practical clinical experience in women’s health. Students engage in all aspects of patient care, including history-taking, physical examination, treatment plan design and evaluation. Students’ application of patient and family education to treatment and preventive measures is emphasized. MPAS 670 Clinical Elective - Clinical Rotation (4 hours) The four-week rotation will allow the students to choose a specialized area of medicine to explore. Types of rotations can be areas of medicine such as cardiology, radiology, orthopedics, dermatology, plastic surgery, anesthesiology, CT surgery, occupational medicine, rehab medicine, etc. Instead of an EOR exam, the student will be expected to present a Medical Interest Presentation on a pre-approved topic. MPAS 680 Professional Development (1 hour) This course will be held at the end of clinical year and will address the technical skills of PA practice. Students will submit their individual completed Master Competency List, a PASS/FAIL assessment required for progression through the program. Students will also take part in training/workshops regarding credentialing, licensure, employment strategies, contract negotiation, professional curriculum vitae building, and malpractice issues. Interviewing skills will be taught and practiced in role-playing activities. Networking with community health care and other affiliated professional resources will be continually emphasized. In addition, students will participate in a PANCE review course chosen by the Program. Students will receive credit for their attendance at the review course upon submitting proof of satisfactory completion of the course.

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MPAS 692 Capstone I (2 hours) This course will build upon the concepts presented in the Research, Epidemiology, and Stats course. The student will be required to develop a Capstone project potentially based upon the previously developed research proposal. The project is selected from a menu of potential approaches, such as a traditional quasi-experimental study, an evidence-based medicine question, case report, and comprehensive literature review. The student will formally present the findings to the University community during the Capstone II course. This course takes place during the clinical year and involves students meeting with the course coordinator and advisor periodically throughout the year. MPAS 693 Capstone II (2 hours) This course provides each student the opportunity to present results of their individual Capstone project or research topic, to synthesize previous study and work experience, and to demonstrate an understanding of the program and profession's principles. Students must also demonstrate the knowledge and skills obtained during the program through successful completion of a summative OSCE (Objective Structured Clinical Examination) evaluation and a summative written exam.

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SCHOOL OF SOCIAL AND BEHAVIORAL SCIENCES CLINICAL PSYCHOLOGY DEPARTMENT

Program Mission

The focus of the Psy.D. in Clinical Psychology program is to train graduates for the general, integrative practice of health service psychology with diverse populations, especially those that are traditionally underserved. The program also seeks to prepare students from underserved groups to become psychologists who reinvest by serving as health care leaders in their local communities.

Program Overview/Vision

The Psy.D. in Clinical Psychology program resides as one entity within University of the Cumberlands’ Graduate School, which in turn forms a part of the larger university structure. University of the Cumberlands’ commitment to servant- leadership is the foundation from which the university’s graduate programs are built. We believe that graduate education is most effective when the relationship between students and faculty is characterized by mutual respect, responsibility, collaboration, and dedication to excellence. We value individual and cultural diversity, strong relational skills, and commitment to service to others.

We offer a blended-format Psy.D. program with 73 credit hours (70.8%) of coursework being offered in the executive weekend format (once monthly on Friday-Saturday-Sunday), 16 credit hours (15.5%) of coursework being offered in the online bi-term format, and 5 credit hours (4.85%) of coursework being offered in the online, full semester format. An additional 9 credit hours will be offered for the pre-doctoral internship in clinical psychology. We use the Scholar- Practitioner Model of training to prepare graduates who are competent in linking science with ethical practice and in serving their local communities as leaders.

We follow a competency-based model of education as outlined by the American Psychological Association’s Commission on Accreditation Standards of Accreditation. Students must demonstrate knowledge in the science of psychology and competency across areas of psychological practice.

Discipline specific knowledge must be demonstrated for research, history and systems, developmental bases of behavior, biological bases of behavior, social bases of behavior, and affective and cognitive bases of behavior. Health Service Psychology profession-wide competencies include research, ethical and legal standards, individual and cultural diversity, professional values and attitudes, communication and interpersonal skills, assessment, intervention, supervision, and consultation and interprofessional skills.

Our curriculum and training experiences are designed to promote development of the following aims, objectives, and competencies.

Program Goals

• AIM 1: To prepare graduates for the practice of health service psychology as evidenced by their content mastery of the discipline specific knowledge that serves as the foundation of psychological science.

o Objective 1A: Students will demonstrate discipline specific knowledge of the origins and development of major

movements in the history of psychology that inform the profession of health service psychology. ▪ Competency 1A1: Students will demonstrate foundational knowledge of History and Systems of

Psychology.

o Objective 1B: Students will demonstrate broad and general knowledge of psychological science that serves as required for the establishment of identity in and orientation to health service psychology.

▪ Competency 1B1: Students will demonstrate foundational knowledge of Affective bases of behavior. ▪ Competency 1B2: Students will demonstrate foundational knowledge of Biological bases of behavior. ▪ Competency 1B3: Students will demonstrate foundational knowledge of Cognitive bases of behavior. ▪ Competency 1B4: Students will demonstrate foundational knowledge of Developmental bases of

behavior. ▪ Competency 1B5: Students will demonstrate foundational knowledge of Social bases of behavior.

• AIM 2: To produce graduates who will have profession wide competencies required for entry level practice in health service psychology and a strong professional identity as a health service psychologist.

o Objective 2A: Students will demonstrate knowledge and application of ethical principles and the legal standards of

practice in health service psychology. ▪ Competency 2A1: Students will demonstrate knowledge of ethical principles that guide the practice of

health service psychology.

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▪ Competency 2A2: Students will demonstrate knowledge of the legal standards that guide the practice of health service psychology.

▪ Competency 2A3: Students will demonstrate the application of ethical principles and legal standards required for the practice of health service psychology.

o Objective 2B: Students will demonstrate core knowledge and the application of professional competencies that

inform the science of health service psychology. ▪ Competency 2B1: Students will demonstrate critical evaluation of research and professional literature in

guiding their activities in health service psychology. ▪ Competency 2B2: Students will apply the clinical science base of health service psychology in activities

related to interpersonal interactions, individual and cultural diversity, ethics and legal foundations, and professional identification.

o Objective 2C: Students will demonstrate awareness, sensitivity, and respect in communicating and engaging in

interpersonal interactions required in the performance of responsibilities in health service psychology ▪ Competency 2C1: Students will demonstrate adherence to professional values and attitudes including

integrity, compassion, and personal responsibility. ▪ Competency 2C2: Students will demonstrate professional behaviors including openness to feedback, self-

care, and self-awareness. ▪ Competency 2C3: Students will demonstrate sensitivity to the welfare, rights, and dignity of others as a

priority in the performance of their duties in health service psychology. ▪ Competency 2C4: Students will demonstrate effective verbal, nonverbal, and written communication skills. ▪ Competency 2C5: Students will demonstrate the ability to develop and maintain positive relationships with

peers, faculty, staff, and supervisors.

o Objective 2D: Students will demonstrate competence in conducting psychological assessments, interpreting results accurately, and rendering diagnoses.

▪ Competency 2D1: Students will demonstrate competence in the selection of evidence-based assessment and evaluation procedures that are appropriate for the referral question and the client/patient.

▪ Competency 2D2: Students will demonstrate competence in the administration, scoring, and interpretation of results used to inform conceptualization.

▪ Competency 2D3: Students will demonstrate the ability to use a multicultural lens that includes the impact of intersectionality on the development and maintenance of the individual’s presenting problem(s).

▪ Competency 2D4: Students will demonstrate competence in applying assessment and evaluation data in the formulation of diagnoses and recommendations.

▪ Competency 2D5: Students will demonstrate the ability to produce a written comprehensive psychological report in communicating results that answer the referral question.

o Objective 2E: Students will demonstrate competence in selecting and conducting interventions that are

appropriate for client/patient assessed goals, situation, and resources. ▪ Competency 2E1: Students will demonstrate competence in addressing informed consent issues (e.g.,

limits of confidentiality, treatment boundaries, payment for services rendered, etc.) in a professional manner.

▪ Competency 2E2: Students will demonstrate competence in the development of evidenced based treatment plans, selecting interventions that are appropriate for the client/patient and situation.

▪ Competency 2E3: Students will demonstrate competence in applying interventions with skill, knowledge, and appropriate attitude.

▪ Competency 2E4: Students will demonstrate the ability to build and maintain professional relationships with their clients/patients.

o Objective 2F: Students will demonstrate foundational knowledge of supervision, consultation, and interprofessional

practice. ▪ Competency 2F1: Students will demonstrate knowledge of supervision models and practices. ▪ Competency 2F2: Students will demonstrate knowledge of consultation models and practices. ▪ Competency 2F3: Students will demonstrate knowledge of the roles and perspectives of other healthcare

professionals in communicating with other health service providers. • AIM 3: To produce graduates who will have the discipline specific knowledge and competencies to promote scientific

inquiry, the linkage of science with practice, and critical thinking required for entry level practice in health service psychology.

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o Objective 3A: Students will demonstrate the broad and general knowledge of psychological science that serves as the basis for health service psychology.

▪ Competency 3A1: Students will demonstrate foundational knowledge of Research Methods for the statistical analysis of psychological data.

▪ Competency 3A2: Students will demonstrate foundational knowledge of Psychometric theory as applied to assessment and psychological measurement.

▪ Competency 3A3: Students will demonstrate the ability to integrate discipline specific knowledge from a variety of areas (e.g., cognitive, developmental, social psychology, quantitative methods, etc.) in hypothesis formulation and application of scientific methodologies in their educational and learning experiences.

o Objective 3B: Students will demonstrate the ability to conduct research and engage in other scholarly activities.

▪ Competency 3B1: Students will demonstrate the ability to critically evaluate scientific literature. ▪ Competency 3B2: Students will demonstrate the ability to critically evaluate both qualitative

and quantitative research designs and methodologies. ▪ Competency 3B3: Students will demonstrate the ability to develop, implement, and disseminate

the results of an original research project. ▪ Competency 3B4: Students will demonstrate the ability to write scientifically using APA style

for disseminating their scholarly research before professional societies and the general public.

▪ Competency 3B5: Students will demonstrate the ability to develop a professional presentation that is grounded in psychological science.

o Objective 3C: Students will demonstrate knowledge of Evidence Based Practices of Health Service Psychology.

▪ Competency 3C1: Students will demonstrate knowledge of Evidence Based Practices in psychotherapy and assessment.

• AIM 4: To train graduates, in furthering their identification with health service psychology, who demonstrate

competence in Individual and Cultural Diversity for 12 the amelioration of health care disparities, with special emphasis in under-resourced communities and Appalachian sectors.

o Objective 4A: Students will demonstrate foundational knowledge in Individual and Cultural Diversity.

▪ Competency 4A1: Students will demonstrate knowledge of the literature and research associated with Individual and Cultural Diversity.

▪ Competency 4A2: Students will demonstrate knowledge of abnormal behavior that is respectful of individual and cultural diversity.

▪ Competency 4A3: Students will demonstrate the ability to integrate domain specific knowledge (e.g., affective, cognitive, developmental, social psychology, etc.) in the conceptualization of cases involving individual and cultural diversity.

▪ Competency 4A4: Students will demonstrate attention and sensitivity to individual and cultural diversity in performing their responsibilities as required for health service psychology.

o Objective 4B: Students will demonstrate the ability to work effectively within under-resourced communities

by advocating for and serving as leaders within rural Appalachian sectors. ▪ Competency 4B1: Students will demonstrate knowledge specific to the strengths and challenges

of under-resourced communities. ▪ Competency 4B2: Students will demonstrate efficacy in their work with under-resourced communities. ▪ Competency 4B3: Students will demonstrate efficacy in working with innovative interventions for

the delivery of health service psychology (e.g. telehealth to rural Appalachian communities).

o Objective 4C: Students will demonstrate a commitment to life-long learning through their scholarly activities in health service psychology.

▪ Competency 4C1: Students will demonstrate a commitment to life-long learning in health service psychology.

▪ Competency 4C2: Students will demonstrate a commitment to their identity with health service psychology, for example, by securing their clinical training statistics through services such as Time2Track for future use for professional purposes (e.g., licensure, board certification, etc.) and engagement in continuing education.

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Residency Requirements

Doctoral study in professional psychology requires a substantial investment of time, energy, and resources on the part of students and faculty. In addition to formal course work and training experiences, a crucial aspect of doctoral study involves close interaction with faculty and other students over a sustained period of time. To ensure that all students are sufficiently immersed in the professional training experience, every student is required to meet a physical residency requirement at the Northern Kentucky Campus as specified by full attendance and participation during the weekend course meetings.

The Psy.D. program is offered in a blended-format with 73 credit hours (70.8%) of coursework being offered face-to- face in the executive weekend format (once monthly on Friday-Saturday-Sunday), 16 credit hours (15.5%) of coursework being offered in the online bi-term format, and 5 credit hours (4.85%) of coursework being offered in the online, full semester format. An additional 9 credit hours will be offered for the pre- doctoral internship year. Students will have a total of three years in physical residency at the Northern Kentucky Campus.

Programs

Psy.D., Clinical Psychology All courses are three (3) credit hours unless otherwise noted.

The doctoral degree in Clinical Psychology is comprised of 103 semester credit hours of coursework. All coursework is required.

Course Number Course Title Hours PSYC 501 Professional Development Seminar 0 PSYC 531 Ethical and Legal Issues in Psychology 3 PSYC 532 Lifespan Development 3 PSYC 533 Personality Theories in Clinical Practice 3 PSYC 536 Research Methods in Psychology 3 PSYC 537 Etiology and Diagnosis of Abnormal Behavior 3 PSYC 539 Social Bases of Behavior 3 PSYC 540 Statistics 3 PSYC 541 Biological Bases of Behavior 3 PSYC 542 Psychometrics 3 PSYC 631 Theory and Practice of Psychotherapy 3 PSYC 641 Cognitive and Affective Bases of Behavior 3 PSYC 633 Group Psychotherapy 3 PSYC 635 Child and Family Systems Therapy 3 PSYC 640 Fundamentals of Clinical Interviewing and Psychotherapy 3 PSYC 650 Health Psychology 3 PSYC 733* Personality Assessment 3 PSYC 735* Cognitive Assessment 3 PSYC 744 Cognitive and Behavioral Approaches to Treatment 3 PSYC 759 Pre-Practicum 1 PSYC 760 Practicum in Psychotherapy I 3 PSYC 761 Practicum in Psychotherapy II 3 PSYC 764 Practicum in Assessment I 3 PSYC 765 Practicum in Assessment II 3 PSYC 862 Practicum in Psychotherapy III 3 PSYC 870 Advanced Practicum 3 PSYC 843 Supervision, Management, and Consultation 3 PSYC 930 Psychodynamic Approaches to Treatment 3 PSYC 940 History and Systems of Psychology 3 PSYC 990 Doctoral Project 3 PSYC 991 Doctoral Project 3 PSYC 992 Doctoral Project 1 PSYC 993 Doctoral Project 1 PSYC 994- 997

Extended Doctoral Project Research **1 Credit hour each course as needed for doctoral project completion

1**

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Take any 2 of these 3 credit hour courses to meet the 6 hour

PSYC 830 Grief and Crisis Interventions PSYC 738 Existential Humanistic PSYC 939 Clinical Applications PSYC 736* Comprehensive Assessment PSYC 842 Advanced Psychopharmacology PSYC 831 Clinical Neuropsychology

6

requirement PSYC 946 Forensic Psychology PSYC 639 Advanced Human Sexuality PSYC 835 Human Diversity and Multicultural Psychology

PSYC 999 Clinical Internship (3 credit hours each) x 3 semesters

9

105 *Students enrolled in the assessment course series will be charged a fee for each assessment course to cover the cost of those test protocols and other consumables that will be used by students. The fee is currently $75 per assessment course and will cover the cost of a packet of scoring sheets and protocols that will be provided for use in the assessment courses.

Master of Arts, Clinical Psychology

The M.A. in Clinical Psychology is implemented in two tracks:

• Track 1: A 30-hour minimum curriculum that includes all online courses delivered in an executive/bi-term, asynchronous format. Students may elect to complete a thesis.

• Track 2: A 45-hour minimum curriculum designed for students wanting to pursue LPA licensure in KY. All courses, with the exceptions provided, will be offered online in an executive/bi-term, asynchronous format. PSYC 735: Cognitive Assessment will require one full day of intensive face to face study at the Northern Kentucky Campus. (Alternative arrangements may be made in extenuating circumstances.) Thesis and practicum courses will be offered asynchronously online, but will be 16 week courses. The licensure track will also require 600- hours of clinical practicum, including one practicum in psychotherapy (300 hours) and one in assessment (300 hours).

Students who obtain 45-hour M.A. degree will be eligible to apply to practice psychology in Kentucky as a Licensed Psychological Associate (LPA). An LPA may practice under the supervision of a psychologist permanently or may in five years of supervised practice apply for an independent license.

Track 1, 30 hour program (One specialization)

Course Number Course Title Hours PSYC 531 Ethical and Legal Issues in Psychology 3 PSYC 532 Lifespan Development 3 PSYC 536 Research Methods in Psychology 3 PSYC 530 Sport and Exercise Psychology OR 3 PSYC 537 Etiology and Diagnosis of Abnormal Behavior 3 PSYC 539 Social Bases of Behavior 3 PSYC 540 Statistics 3 PSYC 541 Biological Bases of Behavior 3 PSYC 641 Cognitive and Affective Bases of Behavior 3 PSYC 631 Theory and Practice of Psychotherapy 3 PSYC 535 Sport and Exercise Psychology II OR 3 PSYC 744 Cognitive and Behavioral Approaches to Treatment 3

Track 1 with two specializations, 36 hour program Course Number Course Title Hours PSYC 531 Ethical and Legal Issues in Psychology 3 PSYC 532 Lifespan Development 3 PSYC 536 Research Methods in Psychology 3 PSYC 530 Sport and Exercise Psychology 3 PSYC 537 Etiology and Diagnosis of Abnormal Behavior 3 PSYC 539 Social Bases of Behavior 3 PSYC 540 Statistics 3 PSYC 541 Biological Bases of Behavior 3 PSYC 641 Cognitive and Affective Bases of Behavior 3 PSYC 631 Theory and Practice of Psychotherapy 3

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PSYC 535 Sport and Exercise Psychology II 3 PSYC 744 Cognitive and Behavioral Approaches to Treatment 3

Track 1 with one specialization and Thesis Option, 33-39 hour program Course Number Course Title Hours PSYC 531 Ethical and Legal Issues in Psychology 3 PSYC 532 Lifespan Development 3 PSYC 536 Research Methods in Psychology 3 PSYC 530 Sport and Exercise Psychology OR 3 PSYC 537 Etiology and Diagnosis of Abnormal Behavior 3 PSYC 539 Social Bases of Behavior 3 PSYC 540 Statistics 3 PSYC 541 Biological Bases of Behavior 3 PSYC 641 Cognitive and Affective Bases of Behavior 3 PSYC 631 Theory and Practice of Psychotherapy 3 PSYC 535 Sport and Exercise Psychology II OR 3 PSYC 744 Cognitive and Behavioral Approaches to Treatment 3 PSYC 599 Thesis Research* 3

*Thesis can be taken once or repeated each semester of program

Track 1 with two specializations and Thesis Option, 39-45 hour program Course Number Course Title Hours PSYC 531 Ethical and Legal Issues in Psychology 3 PSYC 532 Lifespan Development 3 PSYC 536 Research Methods in Psychology 3 PSYC 530 Sport and Exercise Psychology 3 PSYC 537 Etiology and Diagnosis of Abnormal Behavior 3 PSYC 539 Social Bases of Behavior 3 PSYC 540 Statistics 3 PSYC 541 Biological Bases of Behavior 3 PSYC 641 Cognitive and Affective Bases of Behavior 3 PSYC 631 Theory and Practice of Psychotherapy 3 PSYC 535 Sport and Exercise Psychology II 3 PSYC 744 Cognitive and Behavioral Approaches to Treatment 3 PSYC 599 Thesis Research* 3

*Thesis can be taken once or repeated each semester of program

Track 2, 45-hour LPA Program Course Number Course Title Hours PSYC 531 Ethical and Legal Issues in Psychology 3 PSYC 532 Lifespan Development 3 PSYC 536 Research Methods in Psychology 3 PSYC 537 Etiology and Diagnosis of Abnormal Behavior 3 PSYC 539 Social Bases of Behavior 3 PSYC 540 Statistics 3 PSYC 541 Biological Bases of Behavior 3 PSYC 641 Cognitive and Affective Bases of Behavior 3 PSYC 631 Theory and Practice of Psychotherapy 3 PSYC 744 Cognitive and Behavioral Approaches to Treatment 3 PSYC 733 Personality Assessment 3 PSYC 735 Cognitive Assessment 3 PSYC 760 Practicum in Psychotherapy I 3 PSYC 764 Practicum in Assessment I 3 PSYC 530 Sport and Exercise Psychology I 3

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Course Descriptions

PSYC 530 Sport and Exercise Psychology I (3 credit hours) This course provides an overview of the foundations and applications of sport psychology and examines human behavior in sport and exercise settings. It examines personality, motivation, competition, group and team dynamics, and communication. This course also explores the basic concepts and principles of sport psychology and how they can be applied to consulting and therapy, teaching, coaching, and fitness instruction. In addition, it investigates the latest research and practice in sport and exercise psychology.

PSYC 531 Ethical and Legal Issues in Clinical Psychology (3 hours) Legal and ethical issues and practices are integral to clinical psychology and APA code of ethics. This course will examine topics such as confidentiality, ethical competence, professional relationships, and what constitutes malpractice. Emphasis will be placed upon rights, duties, and professional responsibilities under the law. Exercises are used to develop critical thinking and skill in evaluating and resolving ethical dilemmas encountered in a mental health practice. Course assignments will focus on utilization of the ethics code, applying ethical decision making models, and legal issues in the context of clinical practice. PSYC 532 Lifespan Development (3 hours) This course will focus on human development from conception through adulthood. This course will provide an overview of development in the following areas: physical, cognitive, psychological, social-emotional, and moral. The five areas of development will be examined through various developmental theories with applications to therapeutic settings. Students will examine developmental crises that may be the source of problems that become the focus in a clinical setting. Students will learn about evidence-based practices applicable to clients presenting with developmental life problems. PSYC 533 Personality Theories in Clinical Practice (3 hours) This class will cover an in-depth examination into historical and current psychological theories of personality. These will include psychoanalytic, humanistic, behavioral, cognitive and trait theories. The student will be given the opportunity to interpret the strengths and weaknesses of each of these models, and integrate learning toward creating tools for effective psychotherapy. PSYC 535 Sport and Exercise Psychology II (3 credit hours) This course examines performance enhancement through psychological skills training, including imaging, mindfulness, and goal setting. It also explores enhancing health and well-being by responding effectively to athletic injuries, addictive behavior, and burnout. This course explores advanced concepts and principles of sport psychology and how they can be applied to consulting and psychotherapy, teaching, coaching, and fitness instruction. It also investigates the latest research and practice in sport and exercise psychology. PSYC 536 Research Methods in Psychology (3 hours) This course will provide an introduction to research methods and statistical procedures that are necessary to the design, application, and evaluation of current research in the field of health service psychology. Generating independent research proposals and analyzing published empirical findings will be emphasized in the course. Topics will include descriptive and inferential statistics, quasi-experimental designs, correlational research methods, nonparametric statistics, APA writing style, and independent research proposal development. PSYC 537 Etiology and Diagnosis of Abnormal Behavior (3 hours) One of the primary roles of clinicians in community settings is to recognize the diagnostic criteria for abnormal behavior, understand its possible causes, and begin to develop appropriate treatment or referral plans for addressing the problems associated with psychopathology. This course is designed to provide students with a comprehensive study of the etiology of abnormal behavior. In addition, students will learn how to facilitate the diagnostic process. This will include intimate familiarity with the Diagnostic and Statistical Manual of Mental Disorders (DSM), and other tools for facilitating accurate mental health diagnoses. Students will be provided mock cases for which they must make a diagnosis using the most current version of the DSM and ICD. PSYC 539 Social Bases of Behavior (3 hours) Social psychology is the study of how human behavior is influenced by the real or imagined presence of others. This course will provide a comprehensive overview of the theories, research methods and scientific findings in the field of social psychology. Social psychology topics covered include social influence theory, attitude formation and change, social cognition, interpersonal perception and stereotyping, aggression and altruistic behavior. Emphasis will be placed on thinking critically about human behavior in the context of both micro and macro social environments.

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PSYC 540 Statistics (3 hours) This course offers an introduction to statistical methodology for the mental health professions. The course provides a solid foundation in statistical inference, statistical significance, and hypothesis testing. Topics covered include presentation of data, descriptive statistics, basic concepts of probability, estimation of parameters, hypothesis testing, simple linear regression, correlation, and the analysis of attribute data. Examples used in the course and assignments given will focus on clinical application and statistics used in measuring clinical outcome to assess the effectiveness of clinical practice.

PSYC 541 Biological Bases of Behavior (3 hours) This course explores the biological bases of behavior, including sensation and perception, the regulation of hunger and thirst, physiological psychology, comparative psychology; learning, memory, and the role of hormones, pheromones and neurotransmitters in regulating human behavior and emotion. PSYC 542 Psychometric Theory and Test Construction (3 hours) This course is designed to introduce students to psychometric theory and provide the basic skills necessary to evaluate the merits of psychological tests and the interpretations of inferences from these measures. Moreover, students should obtain a basic foundation in understanding test development. The material will cover research, theories, and applications of a wide range of psychological testing concepts, including Classical Test Theory and Item Response Theory. Best practices for reliability and validity testing of psychological measures will be discussed and practiced within the course. Prerequisite(s): PSYC 536, PSYC 540. PSYG 599 Thesis Research (3 credit hours) In this course, degree candidates engage in the independent application of research, design, and methodology that leads to the completion of an original research project under the guidance of the candidate’s thesis project director. Subject to the final approval of the thesis project director and committee members, the degree candidate writes the thesis and prepares for its oral defense. Initially candidates receive a grade of “IP” with a letter grade awarded after the thesis project is completed. PSYC 631 Theory and Practice of Psychotherapy (3 hours) This course provides an overview of various theories of psychotherapy. The course is designed to critically examine the historical/theoretical frameworks that the major forms of psychotherapy utilize. Some of the theoretical perspectives will include (but are not limited to): Psychodynamic, Person-Centered (Humanistic), Existential, Adlerian, Behavioral, Cognitive-Behavioral, Gestalt, Multimodal, and Systems theory. PSYC 633 Group Psychotherapy (3 credit hours) This course is designed to provide students with a comprehensive overview of the various group psychotherapy theories. In addition, this course will help students link various theoretical perspectives in group dynamics to its practice in therapeutic settings. Students will learn how to assess interpersonal and group dynamics, identify and practice group facilitation skills, manage group process and recognize how and when group treatment may or may not be a beneficial treatment process for particular individuals or problems. Focus will be on learning to implement evidence-based clinical group practice. PSYC 635 Child and Family Systems Therapy (3 hours) This course surveys the fundamental knowledge in the field of child psychotherapies and family systems psychotherapy. The purpose of this course is to cover theoretical models of marriage, family, and child psychotherapies. Students are introduced to family therapy concepts and practice basic models of family therapy. Students will learn systems theory, various therapy approaches with children and the diverse factors relating to successful outcomes. The course will combine theoretical study with recent empirical findings and experiential learning activities. Prerequisite(s): PSYC 532. PSYC 640 Fundamentals of Clinical Interviewing and Psychotherapy (3 hours) This course will help students refine the fundamental skills of therapeutic relationships and clinical interviewing. Specific foundation skills of psychotherapy will be covered including skills in forming a therapeutic alliance, the mastery of empathic listening skills, and termination procedures. Various styles of approaching the clinical interview and mental status exam will be presented. Students engage in role-plays and submit audio-taped and video-taped examples demonstrating mastery of skills. Focus will be on the use of evidence-based clinical interviewing and relationship skills. Students will be introduced to psychological screening instruments used in primary care and other health psychology settings. PSYC 641 Cognitive and Affective Bases of Behavior (3 hours) This course explores the study of the cognitive-affective bases of behavior including learning, thinking, motivation, and emotion. Integration of affective and cognitive domains and the implications for individual well-being will be a point of focus. Students will learn how motivation, emotion, and thought processes intersect in a variety of clinical problem areas.

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PSYC 650 Health Psychology (3 hours) This course will explore the bidirectional relationship between psychological processes and physical health and how this relationship affects individual well-being. This course will also discuss how individuals cope with stress, the predictors of recovery from chronic illness, and interdisciplinary models of health behavior change. The course will have a specific focus on the role of clinical psychologists in healthcare. Empirical literature related to effective psychological practice in primary care and other behavioral health venues will be reviewed. Prerequisite(s): PSYC 541. PSYC 733 Personality Assessment (3 hours) This course will provide an overview of the assessment of personality and will include training in objective, self-report personality inventories and projective methods of assessing personality. Students will administer, score, and interpret psychological tests and practice integrating test results in written psychological reports. Tests receiving special attention are the PAI and MMPI2 RF (or most current version) with consideration of ethnic, cultural, and gender factors. Psychometric theory, test construction, and measurement will be discussed. To successfully complete this course, students must demonstrate competence in the administration, scoring, and interpretation of standardized personality tests into an integrated and comprehensive psychological report. PSYC 735 Cognitive Assessment (3 hours) This course will provide hands-on training for a variety of cognitive assessment tools. In addition, the course offers an overview of theories of intelligence, followed by intelligence test development and practice in administering, scoring, and interpretation of widely used tests for assessing child and adult intelligence and learning disabilities. Practical focus will be on the administration, scoring, and interpretation of tests that measure cognitive ability and on the writing of integrated and comprehensive psychological reports that include standardized testing. PSYC 744 Cognitive-Behavioral Approaches to Treatment (3 hours) This course offers practical training as well as a theoretical foundation for the implementation of Cognitive-Behavioral Therapy in a clinical practice. Concepts and theories will be offered to supplement the knowledge base of the student as they acquire skills fundamental to the style of Cognitive-Behavioral Therapy. Focus will be on the application of CBT in clinical practice. PSYC 759 Pre-Practicum (1 hour) The student in this course will be exposed to a clinical laboratory exploring the methods of psychological intervention and roes of the professional psychologist in preparation for beginning practicum training. The student at this level of training will engage in an experiential clinical experience where the student will engage in role play scenarios with subjects who present with a variety of mental health problems and/or other roles in which the student may be involved in a clinical environment. Students can expect to observe and participate in the treatment process including assessment, treatment planning, psychological intervention, and the multi-disciplinary team process. These experiences will be supplemented with group discussions that will bridge the students’ academic knowledge and emerging professional identity. Successful completion of this laboratory experience prepares the student to begin his/her first practicum placement. PSYC 760 Practicum in Psychotherapy I (3 hours) This course involves a supervised experience at a placement site approved by the Director of Clinical Training. Emphasis is on the refinement of various skills involved in therapy, consultation, diagnosis, assessment, program management, and supervision. The doctoral practicum consists of a minimum of 18-20 hours per week on site. Students must concurrently participate in a weekly practicum seminar and are required to make case presentations. Prerequisite(s): PSYC 531, PSYC 537, PSYC 631, PSYC 759. PSYC 761 Practicum in psychotherapy II (3 hours) This course involves a supervised experience at a placement site approved by the Director of Clinical Training. Emphasis is on the refinement of various skills involved in therapy, consultation, diagnosis, assessment, program management, and supervision. The doctoral practicum consists of a minimum of 18-20 hours per week on site. Students must concurrently participate in a weekly practicum seminar and are required to make case presentations. Prerequisite(s): PSYC 760. PSYC 764 Practicum in Assessment I (3 hours) This course involves an advanced supervised field experience at a placement site approved by the Director of Clinical Training. Emphasis is on the refinement of various skills involved in diagnosis and assessment. The doctoral practicum consists of a minimum of 18-20 hours per week on site. Students must concurrently participate in a weekly practicum seminar and are required to make case presentations. Prerequisite(s): PSYC 733, PSYC 735, PSYC 761. PSYC 765 Practicum in Assessment II (3 hours) This course involves an advanced supervised field experience at a placement site approved by the Director of Clinical Training. Emphasis is on the refinement of various skills involved in diagnosis and assessment. The doctoral practicum consists of a minimum of 18-20 hours per week on site. Students must concurrently participate in a weekly practicum seminar and are required to make case presentations. Prerequisite(s): PSYC 764.

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PSYC 862 Practicum in Psychotherapy III (3 hours) This course involves a supervised experience at a placement site approved by the Director of Clinical Training. Emphasis is on the refinement of various skills involved in therapy, consultation, diagnosis, assessment, program management, and supervision. The doctoral practicum consists of a minimum of 18-20 hours per week on site. Students must concurrently participate in a weekly practicum seminar and are required to make case presentations. Prerequisite(s): PSYC 765. PSYC 870 Advanced Practicum (3 hours) This advanced course involves a supervised field experience at an approved placement site. Emphasis is on securing an advanced level of skills in the delivery of professional psychological services. Advanced practicum may involve directed experience in a specific area of practice, supervision, program development, program evaluation, consultation, research, and/or other services as approved by the program. The advanced practicum consists of a minimum of 18-20 hours per week on-site. Opportunities are provided for students to further refine and hone professional competencies related to the specialty practice areas in which clinical psychologists are often involved such as administration, management, program development, program evaluation, consultation, and supervision. Graded Satisfactory/Unsatisfactory. Prerequisite(s): PSYC 862. PSYC 843 Supervision, Management, and Consultation (3 hours) This course will cover an examination into current psychological theories and practices of consultation methods in health service psychology. Assessment, motivation, performance, and the classic Hawthorne Effect shall be investigated. Additionally, students will learn the purpose and methods of conducting clinical supervision and consultation. Several theories of supervision and consultation will be presented. The focus will be on foundational preparation of students to provide supervision to other clinicians, consultation as part of clinical practice, and clinical leadership in the healthcare environment. PSYC 930 Psychodynamic Approaches to Treatment (3 hours) This course explores the theoretical underpinnings of modern psychoanalytic theory and modern conceptualization of the psychodynamic approach. Students will be exposed to the significant contributors that have influenced the modern psychodynamic perspective. Special emphasis will be placed on evidence-based, time-limited dynamic approaches. PSYC 940 History and Systems of Psychology (3 hours) This course will cover a historical overview of the major theories and meta-theoretical paradigms in the field of psychology. It will survey the historical connections to current approaches in professional psychology. Through consideration of core issues in the philosophy of science, students develop the ability to critically evaluate different theoretical approaches in professional psychology. PSYC 990 Doctoral Project Prospectus (3 hours) This course provides guided instruction on the design and writing of a doctoral project proposal and introductory chapter. Course activities are intended to strengthen skills in writing, project design, and research methods with focus on clinical application. Prerequisite(s): PSYC 536, PSYC 540. PSYC 991 Doctoral Project Literature Review (3 hours) This course provides doctoral students with guidance in gathering resources as well as planning and implementing a coherent research design for the proposed doctoral project. Special attention is given to making sound decisions regarding the research design and methodology for the proposed doctoral project. Prerequisite(s): PSYC 990. PSYC 992 Doctoral Project Research I (1 hour) In this semester-long course, degree candidates continue an independent application of research, design, and methodology that leads to the completion of an original research project under the guidance of the candidate’s doctoral project director. Subject to the final approval of the doctoral project director and committee members, the degree candidate writes the doctoral project and prepares for its oral defense. Initially candidates receive a grade of “IP” with a letter grade awarded after the doctoral project is completed. Prerequisite(s): PSYC 991. PSYC 993 Doctoral Project Research II (1 hour) In this semester-long course, degree candidates continue an independent application of research, design, and methodology that leads to the completion of an original research project under the guidance of the candidate’s doctoral project director. Subject to the final approval of the doctoral project director and committee members, the degree candidate writes the doctoral project and prepares for its oral defense. Initially candidates receive a grade of “IP” with a letter grade awarded after the doctoral project is completed. Prerequisite(s): PSYC 992. PSYC 994 Extended Doctoral Project Research (1 hour) If the doctoral project is not completed at the end of PSYC 993, the candidate enrolls in PSYC 994 through PSYC 997 as needed, for 1 credit until the doctoral project is completed and defended. Initially candidates receive a grade of “IP” with an “S” awarded after the doctoral project is completed. Prerequisite(s): PSYC 993.

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PSYC 995 Extended Doctoral Project Research (1 hour) If the doctoral project is not completed at the end of PSYC 993, the candidate enrolls in PSYC 994 through PSYC 997 as needed, for 1 credit until the doctoral project is completed and defended. Initially candidates receive a grade of “IP” with an “S” awarded after the doctoral project is completed. Prerequisite(s): PSYC 994. PSYC 996 Extended Doctoral Project Research (1 hour) If the doctoral project is not completed at the end of PSYC 993, the candidate enrolls in PSYC 994 through PSYC 997 as needed, for 1 credit until the doctoral project is completed and defended. Initially candidates receive a grade of “IP” with an “S” awarded after the doctoral project is completed. PSYC 995. PSYC 997 Extended Doctoral Project Research (1 hour) If the doctoral project is not completed at the end of PSYC 993, the candidate enrolls in PSYC 994 through PSYC 997 as needed, for 1 credit until the doctoral project is completed and defended. Initially candidates receive a grade of “IP” with an “S” awarded after the doctoral project is completed. Prerequisite(s): PSYC 996. PSYC 999 Clinical Internship (3 hours) This course involves an 1800-hour supervised clinical experience in an organized health service training program over a 12-month (full-time) to 24-month (half-time) period. The internship is required for Psy.D. students after successful completion of all doctoral coursework, comprehensive examinations, and residency requirements. Internship placements must be approved by the Director of Clinical Training and may include a variety of clinical settings such as hospitals, community mental health centers, federal and state prisons, V. A. medical centers, university counseling centers, substance abuse treatment facilities, and group practices. Any approved site must have a strong emphasis on evidence- based practice. Prerequisite(s): Completion of coursework, comprehensive exams, and doctoral project proposal along with approval from the Director of Clinical Training. Elective Courses PSYC 639 Advanced Human Sexuality (3 hours) The purpose of this course is to familiarize students with contemporary theory, research, and practice related to human sexuality including normal sexual development and reproduction, sexual trauma, gender identity, and sexual dysfunctions/paraphilic disorders. Students will explore the biological, cognitive, socioemotional, cultural, and spiritual dimensions of sexuality and sexual/gender identity. Current issues and controversies related to human sexuality will also be discussed. PSYC 736 Comprehensive Assessment (3 hours) This course will provide an understanding of the integration and application of multiple assessments included in a comprehensive assessment battery. Students will become familiar with interpreting and integrating intellectual, achievement, emotional, behavioral, and specialized assessments into a comprehensive report. Report writing styles will be explored and applied. Specialized assessment in forensic, health, neuropsychological, and educational testing will be reviewed. Students will be able to approach psychological assessment in a comprehensive way and provide reports to answer specific referral questions encountered in applied practice. Students will learn evidence-based practices in psychological report writing. Prerequisite(s): PSYC 733, PSYC 735. PSYC 738 Existential-Humanistic Approaches to Treatment (3 hours) This course offers practical training as well as a theoretical foundation for the implementation of existential-humanistic psychotherapy in clinical practice. Concepts and theories will be offered to supplement the knowledge base of the student as they acquire skills fundamental to the style of existential-humanistic psychotherapy. Attention will be given to evidence which supports these interventions and the application to culturally diverse people. PSYC 830 Grief and Crisis Interventions (3 hours) This course will provide a basic overview of theory and interventions used when working with clients who seek out psychotherapy during times of crisis. Crisis interventions address urgent situations that are triggered by a specific life event. Course material will address social/emotional problems associated with mental illness (depression, OCD, suicide, etc.), bereavement, or other social losses (health/chronic illness, divorce, unemployment, etc.) and how the psychologist can intervene to prevent ongoing impairment or distress for clients. Students will be required to apply an evidence-based crisis intervention model in their work with a mock client.

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PSYC 831 Clinical Neuropsychology (3 hours) Clinical neuropsychology will introduce students to understanding human brain-behavior relationships. Emphasis will be placed on commonly used approaches in the assessment and measurement of human behavior and how the human brain is responsible for cognition, language, memory, spatial processing, emotion, and personality. Various diseases of and trauma to the central nervous system will also be explored. Students will gain an understanding of principles of brain organization, individual differences, and professional and clinical issues in clinical neuropsychology. Prerequisite(s): PSYC 541, PSYC 736. PSYC 835 Human Diversity and Multicultural Psychology (3 hours) This course is designed to emphasize development of multicultural competence in work with diverse populations. Empirical literature related to topics such as privilege, oppression, power, micro-aggressions, and identity development will be reviewed. Aspects of individual diversity and the influence of social factors will be explored. Students will be presented with the opportunity to explore the process of developing cultural humility as they self-reflect and examine their values and biases related to the diversity of humanity. Prerequisite(s): PSYC 539. PSYC 842 Advanced Psychopharmacology (3 hours) This course examines the biochemistry and the therapeutic effects of prescription psychotropic medication. Psychotropic drugs used in the treatment of psychological disorders and their biochemical properties will be studied in-depth. Beyond the knowledge obtained through course content, the primary goal of this course is to prepare the doctoral student in clinical psychology to work with clients who are taking psychotropic medication and monitor them for therapeutic outcomes, side effects, and contraindications for the purposes of communicating with professional prescribing partners. Secondly, this course should be considered a comprehensive introduction and preparation for post-doctoral training in clinical psychopharmacology. The relationship between psychotropic medication and psychotherapy will be examined as well as ethical and cultural considerations. Methods of working with diverse medical personnel are included. Prerequisite(s): PSYC 541. PSYC 939 Clinical Applications (3 c hours) This course covers a special topic concerning the diagnosis and/or treatment of a mental health issue. All assignments will require clinical application of the topic. PSYC 946 Forensic Psychology (3 hours) This course is designed to provide foundational knowledge regarding the role of the forensic psychologist. Course content will focus on the intersection of psychology and the law and the role of the forensic psychologist in the legal context. Topics addressed will include the role of the forensic psychologist in civil and criminal cases including those involving competency, insanity, psychological injury, child abuse, and child custody issues. Additionally, students will learn about the role of the forensic psychologist with regard to expert testimony, forensic psychological assessment, and trial consultation and jury selection. Prerequisite(s): PSYC 531.

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PERSONNEL

Board of Trustees

Term Expiring 2020 Mr. Samuel Davies Barbourville, Kentucky Dr. Marion Forcht Williamsburg, Kentucky Mr. David Knock Liberty Township, Ohio Mr. David Lewis Jeffersonville, Indiana Mr. J. Hunt Perkins Lexington, Kentucky Mr. Donnie Rains Williamsburg, Kentucky Mr. Lonnie Walden Williamsburg, Kentucky

Term Expiring 2021

Mr. Larry Brandstetter Lexington, Kentucky Dr. Paul Estes Williamsburg, Kentucky Mrs. Georgetta Gannon Moun t S ter l ing , Kentuck y Dr. Oliver Keith Gannon M o u n t S t e r l i n g , K e n t u c k y Dr. French Harmon Somerset, Kentucky Mrs. Lori Lewis Je f fe rsonv i l l e , I nd iana Dr. Dallas Petrey Grayson, Georgia

Term Expiring 2022

Mr. Phillip Armstrong Eatonton, Georgia Mr. Lee Bryant Williamsburg, Kentucky Mr. Bill Gullett Cincinnati, Ohio Mrs. Cookie Henson Manchester, Kentucky Mr. John Stewart LaGrange, Kentucky Dr. John Mark Toby Scottsville, Kentucky

Term Expiring 2023 Dr. Tony Hancock Lexington, Kentucky Mr. Michel Mountjoy Louisville, Kentucky Mr. Donnie Patrick Williamsburg, Kentucky Dr. Carolyn Petrey Grayson, Georgia Mr. Paul Steely Williamsburg, Kentucky Mr. Scott Thompson Oneida, Tennessee Mr. Jon Westbrook Buckner, Kentucky

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Administrative Officers Larry L. Cockrum, B.S, M.S.Ed., Ed.D. ..................................................................................................................President Emily Coleman, B.S., M.Ed., Ph.D. .................................................................. Provost/Vice President for Student Services Chris Leskiw, Ph.D. ..............................................................Vice President for Academic Affairs and Dean of the University Donnie Grimes, B.S., M.S., Ph.D. .............................................................................Vice President for Information Services Jerry Jackson, B.A., M.A., Ed.D. ............................................................Vice President for Enrollment and Communications Quentin Young, B.S., C.P.A., M.B.A. ...................................................... Vice President for Finance, Chief Financial Officer

Administrative Staff

Steve J. Allen, B.S. ...................................................................................................................... Director of Human Resources Lisa Bartram, B.S. ………………………………………………..…………………………………Director of Student Activities Rocky Brown ...............................................................................................................................Director of Mountain Outreach Benjamin Clayton, Ph.D. ………………………………………………………………Director of Graduate Student Success Nathaniel Clouse. M.S. ................................................................................................. Director of UC Online Student Success Lindsey Cockrum, B.S., M.A.T……………………..……………………………Executive Director for Residency Programing Nicholas L. Cockrum, M.B.A. ......................................................................... Associate Dean for Academic Affairs (Online) Jo Dupier, B.S. ................................................................................................................................................................. Bursar Ian Freyberg, M.B.A……………………………………..…..………………………….…..……………Director of Financial Aid Brad Hall, B.S. . .................................................................................................................................. Assistant to the President Erica Harris, B.S. ............................................................................................................. Executive Director of Alumni Relations Jamirae Holbrook, Ed.D. …………………………………………………………… Executive Director of Extended Services Trey Jarboe, Ph.D. …………………………………………………………… Associate Vice President for Online Enrollment Jessica Jones, M.A. .......................................................................................................................Director for Academic Affairs Chris Kraftick, P.G.A. ......................................................................................................................................... Athletic Director Maeghen Kuhn, M.B.A., PhD..................................................................................................................... Director of UC Online Brandy Martin....................................................................................................................Director of Undergraduate Enrollment Kathryn McCune, B.S., M.B.A,............................................................................................................................................ Registrar Derek McIntosh, M.Ed……………………………………………………………………………………..….Director of Student Accounts Andrew Powell, B.A.....................................................................................................Director of Communications and Marketing Shonda Powers, M.S. .............................................................................................Director of Graduate and Online Admissions Leslie Ryser, B.A., MBA…………………………………………………………………………Director of University Relations Jennifer Simpson, Ed.D......................................................................................................... Associate Dean of Academic Affairs Pamela Smith, B.S., M.A., Ph.D………………………..………………………….Director of International Graduate Studies Bill Stohlman, B.A., C.F.R.E…………………….……….…………………………..………………….Director of Development Andrew Underwood, B.S. ........................................................................................................................... Dean of Student Life Travis Wilson ...........................................................................................................................................Director of Operations Janice Wren ………………………………………………………………………………………………….… Director of Library Andrew Wolfe, B.S………………………………………..….……………………………….Director of Advancement Services Cindy Wood, B.S., M.B.A……………………………………………………………………….Director of Finance and Budget

Athletic Staff

Kelly Buikus, B.A. .............................................................................................................................. Women’s Lacrosse Coach Don Butcher, M.A. ................................................................................................................................ Men’s Basketball Coach Pete Campbell, B.S. ............................................................................................................................... Men’s Lacrosse Coach Tommy Chasanoff, B.S.....................................................................................................................Sports Information Director RJ Conroy…………….............................................................................................................................. Cheerleading/Dance Coach Jordan Countryman, B.S., M.S. .............................................................................................................. Men’s Wrestling Coach Bailey Dillender, M.B.A. .......................................................................................................................................Softball Coach Randy Greer, B.S. ......................................................................... Men’s and Women’s Track and Cross-Country Coach Steve Hamilton, M.S. ........................................................................................................................ Women’s Soccer Coach Kathryn Hart, B.S., M.A.Ed. .............................................................................................................. Women’s Volleyball Coach Peggy Haus, M.A., A.T.C. .......................................................................................................................... Head Athletic Trainer Rick Reeves, B.S., M.A.E................................................................................................................. Women’s Basketball Coach Chris LeFevre, B.S., M.S.………....................................................................................................................Men’s Soccer Coach Kevin Reigle, M.A.Ed. ............................................................................................................ Men’s & Women’s Bowling Coach Matt Rhymer, B.S., M.A.T. ..................................................................................................................................Football Coach Brad Shelton, M.A. .................................................................................................................................. Men’s Baseball Coach Eric Skelly, B.S., M.S. ........................................................................................................... Men’s & Women’s Swimming Coach Donald Stephens, B.S. .....................................................................................................................Women’s Wrestling Coach Kris Strebeck, B.A., MAT.............................................................................................................. Men & Women’s Archery Coach Chin Teck Tan, M.B.A., Ed.D. ..............................................................................................Men’s and Women’s Tennis Coach Aaron Watkins........................................................................................................................................................... Golf Coach

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Faculty Listed on the web-site with their academic department (https://www.ucumberlands.edu/) as well as in the directory (https://www.ucumberlands.edu/directory).

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Campus Map