Question 1

Question 1


Standard 6:  Unit Governance and Resources

The unit has the leadership, authority, budget, personnel, facilities, and resources, including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards.

6.1 How does the unit’s governance system and resources contribute to adequately preparing candidates to meet professional, state, and institutional standards?

Unit leadership and authority
The unit is responsible for coordinating all programs for teacher certification. Campbellsville University supports the unit’s efforts and provides the resources necessary for operations. The unit has the leadership, authority, budget, personnel, facilities, and resources, including information technology resources, to insure adequate preparation of candidates to meet professional, institutional, state, and professional standards. The unit is headed by the Dean of the School of Education, Dr. Brenda A. Priddy, who is responsible to the Vice President for Academic Affairs, Dr. Franklin D. Cheatham (organizational chart). The unit is the governance structure responsible for recommending candidates as they progress through the four-point assessment system at initial levels and through the three point assessment system at advanced levels, and for reviewing curriculum, setting policy, and making revisions in operating procedures. (Minutes of unit faculty meetings). The Dean and unit faculty work collaboratively with faculty in arts and science and music to insure candidates meet standards. The Teacher Education Committee (TEC), a standing academic committee, is comprised of representatives from all departments, representing certifiable majors, unit faculty, and an education student representative. The TEC meets monthly for both informational and advisory purposes.

Proposals for program additions are initiated by departments (and developed in collaboration with the unit) and proceed to the School of Education Faculty, the Curriculum Committee, and presented to the Faculty Forum for final vote. Program changes are also initiated by departments and/or the unit and proceed to the Curriculum Committee for final approval. All additions and/or revisions are cleared through appropriate chairs and deans, assuring program coordination. Further, all programs are approved through the Kentucky Education Professional Standards Board (EPSB). Both the Kentucky Council for Postsecondary Education and the Southern Association of Colleges and Schools are notified of all new teacher education programs.

Consistent with the conceptual framework, the unit works collaboratively with its partners in program design, implementation, and evaluation. A Teacher Education Advisory Council (TEAC) comprised of P-12 superintendents, principals, and area collaborative partners participate in program design, implementation and evaluation (TEAC minutes). Recently, the TEAC provided multiple perspectives on the development of the newly designed Teacher Leader Master of Arts in Education (TL/M.A.E.) and Rank I programs.

Undergraduate candidates are recruited by the admissions office personnel, individual contact with faculty and through programs such as preview days which gives prospects an opportunity to see the campus firsthand and to meet program faculty.  Prospective undergraduate and graduate candidates respond to promotional material in print, through media, and through the university website.  The Dean and faculty are in attendance and give presentations during college day events throughout the year and prospects often visit classes.  The university’s undergraduate recruitment and admissions policies are outlined in the Bulletin Catalog (2011-2013 edition) pages 15-20. Admission requirements for the School of Education (undergraduate) is found on pages 117-118 along with detailed curriculum guides for all unit programs.  Academic Calendars, catalogs, publications, grading policies, and advertising are accurate and current at the time of printing.  Course schedules are distributed throughout the campus prior to registration each semester.  The most current and accurate listing of course offerings and times is available through the university’s website (Tigernet).  Graduate/advanced candidates are recruited via personal contact by faculty, the CU/SOE website and through recruiting efforts by the Admissions office.  Many graduate candidates are undergraduate program completers from Campbellsville University.  Recruitment/retention activities are incorporated into the unit's strategic plan (2012-2017).

All candidates who declare teacher education as a major are assigned an education advisor. Candidates who declare a major with teacher certification are assigned an education advisor in addition to their major advisor. This insures that candidates have accurate teacher preparation information. Education faculty work collaboratively with major advisors in areas of mutual concern for candidates such as interviews, disposition and program assessments. Also, electronic and written communications occur to inform major advisors of key information and events (e.g., changes in Praxis II cut-off scores; requests for evaluation of candidates’ videos of teaching a lesson, etc.). These types of information are also regularly shared through the Teacher Education Committee since it has representatives from all certifiable areas. Faculty advisors are also available to discuss academic-related issues and campus resources. Further, all candidates receive copies of the University Student Handbook which lists specific offices and academic services available.  In addition, candidates are given the Campbellsville University Bulletin Catalog which includes campus services.  Both of these resources provide advising information.

Campbellsville University maintains three offices to support candidates who have various academic and personal needs.  The first is the Office of Academic Support that coordinates all advising/scheduling as well as assessment (i.e. Compass), major/minor advising, tutoring, and instruction in English, reading, math, and study skills.  A new facility, the Badgett Academic Support Center (BASC), was completed in 2010.  The Badgett Center provides space for tutoring, study groups, computer access and advising.  The second office supporting candidates’ needs is in the Office of Career Services, located in the Badgett Academic Support Center.  The Academic Support Center provides assistance for candidates in choosing a major, career planning, and preparing for employment during the educational process. Candidates may attend approved seminars offered by the BASC for PPD credit when appropriate. Finally, candidates may utilize the Office of Counseling Services which provides confidential counseling in a caring atmosphere to assist students in dealing with their innermost needs.

Unit Budget
The unit receives sufficient budget to support faculty teaching for the preparation of candidates to meet institutional, state, and professional standards.  The university’s budget process begins in February each year with the final budget approval by the Board of Trustees in April.  The budget process is the same for all programs. Each school dean submits a budget request in coordination with the Vice President for Academic Affairs that reflects the documented needs of that area.
As indicated in the table below, budget trends reflect steady support for the program.






Operating Budget





The total institutional operating budget for CU in 2010-2011 was $44,554, 685.00.  The budget for the institution is sufficient to meet the needs of the unit. An external resource, funded through a Department of Education Transition to Teaching Grant, provides funding for the Master of Arts in Special Education (MASE) alternative certification program and subsequent scholarships for alternative certification candidates. It is a five year grant awarded in 2007.  The allocation decreases over time in order for the institution to begin supporting the program independently.  Other scholarships for candidates in the TL/M.A.E. program are provided by a donation from the Pennebaker estate, set aside to assist TL/M.A.E. candidates who demonstrate a financial need and excellence in the classroom. The table below identifies the external grant from the Transition to Teaching Grant. Such funding has assisted and enhanced implementation of programs and facilitated collaboration with the P-12 education community.

External Resources





U.S. Department of Education (Transition to Teaching)









A budge comparison of comparable units at CU is provided.  The Carver School of Social Work and Counseling and the School of Nursing require clinical components. The table reflects other unit budgets for 2011-2012 and includes personnel and external funding sources, providing evidence of support for unit programs.

CU Unit Budget Comparison (similar units/clinical components)

Budget Item


School of Education

College of Arts and Sciences

Carver School of Social Work and Counseling

School of Nursing

School of Music

Faculty/Staff Salaries and Fringes






Operating Budgets






Non-university funding






Total Funds






% of Total Funds






Currently, there are 17 full-time faculty, one part-time faculty member (part-time to the unit; full-time to the university) and 31 adjunct faculty (adjunct include university supervisors).  The Unit Faculty Data Chart provides information concerning faculty rank, experience, scholarship and service. Unit faculty workload consists of the number of hours taught and some faculty teach a mixed load of graduate and undergraduate hours.  The teaching load of full-time undergraduate teaching is 12 hours and 10.5 hours for those teaching a combination of undergraduate and graduate courses.  Each faculty member also supervises one student teacher while teaching a full-time load.  The specific workload restrictions balanced by allowances for specific program administrative responsibilities limits individual obligations, permitting time for scholarship efforts, conference attendance, and handling an assigned list of advisees.

All faculty have access to professional development allocations funded through an institutional grant fund known as the Professional Faculty Development Fund.  This funding is designed to support any approved full-time faculty development proposal including travel, accommodations and fees for professional meetings, expenses in research or publication and other valid projects. The Professional Development Committee reviews applications, evaluates proposals, and awards grants for funding of faculty development using various sources. At present, the committee works with three main sources of funding. The grants are drawn from a university budget fund that has a built-in growth factor connected with matching grants supporting other awards (e.g., Appalachian College Association). The awards are made on a set limit by practice of granting up to 70% of expenses up to $500 or 100% up to $750 if presenting at a regional or national conference. This award structure is designed to stimulate wide participation, to guarantee that faculty make some personal investment, and to generate the most effective use of the fund.

Support services for the unit include one full-time secretary (dean’s office), one full-time data entry specialist, two full-time special education secretaries, one full-time IECE secretary, one half-time office assistance and six work study students.

Unit Facilities
The School of Education has a newly constructed building completed in 2010. The building is approximately 14,000 square feet housing 21 offices, four classrooms, 24-station computer lab with SMART board technology, seminar room, a student collaborative learning center, faculty workroom, and the Beulah Campbell Collection Room.  All classrooms are equipped with technology (multimedia computers, overhead projectors, DVD/CD/VHS players) and additional portable technology (video cameras, i-clickers, portable SMART board, laptop computers, iPads) is available to faculty and candidates. The new building also has a large conference room with SMART board technology and full-time unit faculty and staff offices are located within the new building.  One full-time faculty office is located within the Louisville Center facility.

The School of Education offers off-campus programs both face–to-face and online. Interdisciplinary Early Childhood Education (IECE), TL/MASE and Rank1 programs are approved for university sites in Elizabethtown (Severns Valley Baptist Church), CU Louisville Education Center and Somerset (housed at Somerset Community College).

The Montgomery Library provides support through its holdings, much of which specifically supports education. The library has approximately 150,000 book holdings and more than 500 print periodical titles.  It has access to 75+ electronic databases, 22,000+ E-journal titles and more than 75,000 E-books.  The Head Librarian serves as bibliographic/database instruction specialist who trains students in accessing information in both traditional and electronic formats. This training may range from basic library instruction to graduate-level research guidance.
Electronic database subscriptions in the field of education (including topics such as disabilities, exceptional/gifted children, child development, adult education, teaching methods, curriculum, current issues, school organization and administration) are as follows:
• ERIC: 1,000+ journal titles
• Education Full-text: 770+ journal titles
• Teacher Reference Center:  280+ journal titles
• Professional Development Collection:  520+ journal titles
• JStor:  130 journal titles in education
• Academic Search Premier: 826 journal titles in education
Access to electronic databases is available to students, faculty and staff wherever there is an internet connection. Montgomery Library also houses a Teacher Learning Resource Center (TLRC) that provides candidates access to materials that support the curricula of the unit.  The TLRC contains an extensive children’s book collection including Newberry and Caldecott award books, children’s periodicals, games/activity kits, laminator, plastic comb book binder, Ellison Press and any materials required to construct bulletin boards, and presentation posters.

In summary, evidence indicates that the unit has the leadership, authority, budget, personnel, facilities, and resources, including information technology resources, for the preparation of candidates to meet professional, state, and institutional standards.