麻豆传媒社区

Juneteenth

Administrative offices will be closed on Wednesday, June 19, in observance of the Juneteenth Independence Day.

Quality first. All of our degree programs surpass the accepted standards established by experts in the field.

麻豆传媒社区 is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC) to award associate, baccalaureate, masters, educational specialist, and doctorate degrees. 麻豆传媒社区 also may offer credentials such as certificates and diplomas at approved degree levels. Questions about the accreditation of 麻豆传媒社区 may be directed in writing to the Southern Association of Colleges and Schools Commission on Colleges at听1866 Southern Lane, Decatur, GA 30033-4097, by calling (404) 679-4500, or by using information available on SACSCOC鈥檚 website ().

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SACSCOC Resources

Information on institutional accreditation standards, polices, and procedures are available via .

Useful SACSCOC resources include:

麻豆传媒社区 Academic Programs:听听
For federal reporting needs, SACSCOC requires that the University maintains as list of approved academic programs with associated CIP codes. UC鈥檚 list is linked below.听

Additional Accreditation Resources

Learn more about the programs and organizations that feature their own industry specific accreditations.听

麻豆传媒社区鈥 Education programs are further state accredited through Kentucky's Educational Professional Standards Board (EPSB), 100 Airport Road, 3rd Floor, Frankfort, KY 40601, Phone: 502.564.4606, Fax: 502.564.7080.

The Council for the Accreditation of Educator Preparation (CAEP) is responsible for the oversight of accredited programs and ensures the proper teaching and administrator standards are fully implemented for its accredited programs. Learn more by reading our CAEP Accountability Measures.听

The听Associate Degree nursing program at听the Forcht School of Nursing at the听麻豆传媒社区 located in听Williamsburg, KY is accredited by the:
Accreditation Commission for Education in Nursing (ACEN)
3390 Peachtree Road NE, Suite 1400 Atlanta, GA 30326
(404) 975-5000

The RN-BSN degree program at 麻豆传媒社区 is accredited by the Commission on Collegiate Nursing Education听, 655 K Street, NW, Suite 750, Washington, DC 20001, 202-887-6791.听

The MSN-FNP degree program at 麻豆传媒社区 is accredited by the Commission on Collegiate Nursing Education , 655 K Street, NW, Suite 750, Washington, DC 20001, 202-887-6791.

The Hutton School of Business at 麻豆传媒社区 has received specialized accreditations for its business programs through the International Accreditation Council for Business Education (IACBE) located at 11960 Quivira Road in Overland Park, Kansas, USA.听For a list of accredited programs please refer to our IACBE .听

Effective October 25, 2022, the 麻豆传媒社区 Physical Therapy Program has been granted Candidate for Accreditation status by the Commission on Accreditation in Physical Therapy Education (3030 Potomac Ave., Suite 100, Alexandria, Virginia 22305-3085; phone: 703-706-3245; email: accreditation [at] apta.org (accreditation[at]apta[dot]org)). If needing to contact the program/institution directly, please call 606.539.4251 or email: physicaltherapy [at] ucumberlands.edu (physicaltherapy[at]ucumberlands[dot]edu).听

Candidate for Accreditation is an accreditation status of affiliation with the Commission on Accreditation in Physical Therapy Education that indicates the program may matriculate students in technical/professional courses. Achievement of Candidate for Accreditation status does not assure that the program will be granted Initial Accreditation.

Candidacy is considered to be an accredited status, as such the credits and degree earned from a program with Candidacy status are considered, by CAPTE, to be from an accredited program.听 Therefore, students in the charter (first) class should be eligible to take the licensure exam even if CAPTE withholds accreditation at the end of the candidacy period. That said, it is up to each state licensing agency, not CAPTE, to determine听who is eligible for licensure.听 Information on licensing requirements should be directed to the Federation of State Boards of Physical Therapy (FSBPT; www.fsbpt.org)听 or听specific state boards (a list of state boards and contact information is available on FSBPT's website.听

CAPTE Timing and the Licensing Exam

The DPT program will be evaluated for Initial Accreditation status in the second year of the first cohort (2024). Notification regarding Initial Accreditation is anticipated to be received prior to graduation of the first cohort which will be December 2024. Based on Rule 7.2 (see below), graduates of the first cohort will be able to take the National Physical Therapy Examination (NPTE) as early as January 2025.听

Program Accreditation Contingency Plan听听

The 麻豆传媒社区 (UC)听DPT program received Candidate for Accreditation status on October 25, 2022.听The UC DPT program will submit documentation for initial accreditation to CAPTE before the first cohort graduates,听anticipating that the program will achieve initial accreditation in the Fall 2024/Spring 2025 cycle.听Should the program fail to achieve initial accreditation, UC and the program will strive to resolve all concerns and provide necessary documented evidence to CAPTE for reconsideration.听All current and prospective students will receive timely notification of the program鈥檚 accreditation status upon receipt from CAPTE.听

The institution has developed听a contingency plan for students if Initial Accreditation status is听not achieved.听听In July 2020, the U.S. Department of Education ruled that听Candidacy听is a pre-accreditation status for institutions recognized by a national or regional accrediting body.听听UC is听regionally听accredited by SACS.听 Therefore, students who graduate from听the first cohort听will be considered graduates of an accredited program and eligible to sit for the FSBPT licensure examination according to the rules within their respective states.听Students in the first cohort must successfully complete the program in the original time frame scheduled for their graduation, i.e., the twelve-month period following the date of the action听initial听accreditation听is not received.听

If initial accreditation is not received, students听in later cohorts听are not deemed听eligible to sit for the FSBPT licensure examination.听These students听are offered a teach-out plan,听that听may听lead to听(1)听a听Master鈥檚听degree in Health and Human Performance听from the 麻豆传媒社区. This听degree听does听not lead to licensure听as a physical therapist.听Alternatively, students may choose to听(2)听transfer to another major at the 麻豆传媒社区;听or听(3)听withdraw from the university.听听听Enrolled students in these later cohorts will be provided听with听a list of听accredited DPT听academic programs offered by other institutions.听听Students will be informed that UC cannot assist students in securing admissions into other accredited programs, nor can UC assure that these other programs will accept UC students into their program.听听听

Prospective students听will be informed听of this contingency plan听in application materials and will sign to acknowledge听awareness听of the program鈥檚 candidacy status. This acknowledgment will note听that if initial accreditation is not received听before听the student听starting the program,听they will听be notified accordingly.听听

The 麻豆传媒社区 will do everything possible to ensure the program achieves initial听accreditation but听cannot guarantee an accreditation outcome. The 麻豆传媒社区 will not refund students for expenses related to the UC DPT program if听initial accreditation is not achieved.听

Complaints to the Commission on Accreditation of Physical Therapy Education

The Commission on Accreditation in Physical Therapy Education is a nationally recognized accrediting agency by the U.S. Department of Education and the Council for Higher Education Accreditation. CAPTE grants specialized accreditation status to qualified entry-level education programs for physical therapists and physical therapist assistants. The only mechanism through which CAPTE can act on an individual鈥檚 concerns is through a formal complaint process. For more information please visit the

The process for filing a complaint with CAPTE is available .听

Program Complaint Processes are available .听

麻豆传媒社区听has been named a听National Center of Academic Excellence in Cyber Defense (CAE-CD) by the National Security (NSA) and the Department of Homeland Security (DHS). There are just over 200 universities nationwide with CAE-CD designation, and only two other universities in Kentucky included in this elite group. Learn more about our Cyber Security Center for Academic Excellence.

The CACREP Council accredits the Clinical Mental Health Counseling program, Addiction Counseling program, PhD in Counselor Education & Supervision, and the related Doctorate of Educational Leadership Online (EdD) Program. CACREP is a specialized accrediting body recognized by the Council for Higher Education Accreditation (CHEA) that accredits counselor-preparation graduate degree programs. For more information, visit听.听

CACREP Outcomes for the Department of Counseling at University of Cumberlands:

Vital Statistics:2017,听,听,听

Program Evaluation Outcomes Report:

麻豆传媒社区 Physician Assistant Programs:听

Williamsburg Program

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

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听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听Standards听and ARC-PA policy.

The program鈥檚 accreditation history can be viewed on the听.听

Northern Kentucky Program

The ARC-PA has granted听Accreditation-Provisional听status to the听麻豆传媒社区 Northern Kentucky Campus Physician Assistant Program听sponsored by听麻豆传媒社区.

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鈥檚 ability to meet the ARC-PA听Standards听or when a program holding Accreditation-Provisional status appears to demonstrate continued progress in complying with the听Standards听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.

The program鈥檚 accreditation history can be viewed on the ARC-PA website at听.

Council on Social Work Education (CSWE) COA approved Benchmark 1 and granted the program Candidacy status for the BSW.听
In March 2024, the 麻豆传媒社区 Social Work Program was granted Year 2 Candidacy Status. The program will begin preparing for Initial Accreditation.

Strategic Plan

The 2025 Strategic Plan provides measurable goals and builds on the universities mission and values.

Students wearing cap and gown
Large globe statue in front of campus building

Assessment of Student Achievement

University of the Cumberland identifies, evaluates, and publishes goals and outcomes for student achievement.

State Authorization

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Kentucky is a member of the State Authorization Reciprocity Agreement (SARA).听University of the听Cumberlands听is an approved SARA institution. SARA allows institutions to offer distance education courses and programs to other SARA participating institutions and ensures adherence to national standards for postsecondary distance education.听The University works听through SARA processes听and with states to ensure that when authorization or licensure of online programs is necessary, required approvals are secured.听

It is the student鈥檚 responsibility to understand the current status or special requirements related to the authorization of distance education in their state of residence.鈥 For more information about SARA, please visit鈥.听

To determine if the online听program is听available听in a specific state,听please refer to the document.听

Requirements and restrictions change frequently, so check back often for the status of offerings in听specific state.听

While听University of the听Cumberlands听(UC)听strives to be in compliance with听state听licensure requirements where听University听programs are offered,听UC听cannot confirm whether the course or program meets requirements for professional licensure in听a听student鈥檚 state听of residence. Licensure requirements are established by each state鈥檚 respective board(s) and must be met to be licensed. The student is advised to contact their applicable licensing board(s) to determine听if听the program meets requirements for licensure in the听student鈥檚 state of听residence.听鈥疉lthough a program may be available in听a specific state, there may be additional obligations required by the institution.听University of the听Cumberlands听has the right to determine if program will be available in听each听state.鈥

Though SARA authorizes the University to offer its programs in member states, there is the possibility that other state requirements not covered by SARA (such as requirements from state licensing boards) could necessitate the restriction of certain programs in certain states. Please note that should听a student听choose to enroll in a restricted program in a particular state, there may be restrictions that could affect听the student.听听

Examples could include:听

  • inability听to sit for local licensing in that state听
  • ineligible for consumer protection that state听
  • A student听may not be able to complete field placements (practicum, internship, clerkship, etc.).听This could affect licensure or recognition of the degree to meet particular听requirements.听

Additionally, if听a听student听moves听during the course of听his/her听studies to a state where听his/her program is restricted, please be aware that听the student is听 taking a risk听and may听not be able to complete that program or use any of the credit earned听towards听licensing in that field听of study in the new state of residence.鈥疨lease note that the risks listed above are not exhaustive. Please verify with听an individual听state鈥檚 professional licensing board听to ensure听plans are not impacted by these risks.听

A full list of all applicable state board contact information can be found at:鈥.听

CAEP Accountability Measures

The Council for the Accreditation of Educator Preparation (CAEP) is responsible for the oversight of accredited programs and ensures the proper teaching and administrator standards are fully implemented for its accredited programs. CAEP accreditation is widely considered as the top educator preparation program-specific accreditation. 听The School of Education at 麻豆传媒社区 complies with all CAEP standards across School of Education programs at the initial and advanced levels.

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Data from various sources here provide a snapshot of the School of Education programs at the 麻豆传媒社区 and is intended to assist prospective and current candidates, faculty, accrediting bodies, and the public.

The following programs were reviewed and approved by CAEP during our Spring 2020 accreditation visit:

  • Bachelor of Arts (BA) in Education
  • Bachelor of Science (BS) in Education
  • Master of Arts in Teaching (MAT)
  • Master of Arts in Education 鈥 Teacher Leader, Literacy Specialist, and School Counseling (MAED)
  • Educational Specialist in School Counseling and School and District Administration (EdS)
  • Rank I in School and District Administration
  • Endorsement in ESL and Teacher Leader

Measures of Program Impact

Measure 1: 听(Initial and Advanced) Completer Effectiveness and Impact on P-12 Learning and Development (CAEP Component R4.1)

Our completers are employed in several districts in Kentucky and surrounding states. To get a snapshot of the teaching effectiveness and impact of p-12 learning and development of our completers, we examine data from various sources including completer case studies.听 Case studies include observation of our completers in years 1 and 3 in initial and initial graduate programs.听 Classroom assessment data are collected and analyzed as part of the case studies. We were unable to complete classroom observations as part of our case studies in 2020-2021 because of limited access to schools due to COVID.听 For 2020-2021, we analyzed pre- and post-test data provided by partnering schools. The data were collected for both teacher-made tests and a variety of standardized tests including MAP, iReady, and ACT.听 Our Graduating Senior Survey, and Completer Surveys were also analyzed to determine effectiveness and impact of our completers.听 Analysis of data from all three sources show our completers to be effective and employers are satisfied with our completers.

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Measure 2: (Initial and Advanced) Employer Satisfaction and Stakeholder Involvement (CAEP Component R4.2, R5.3, R4.1)

Through our Employer Satisfaction surveys, employers report their satisfaction of our completers in initial, graduate initial, and advanced programs. 听Employers across all programs indicate an overall satisfaction with our candidates. 听The majority of responding employers report they are satisfied with completer preparation and anticipate completers will reach employment milestones. Data are gathered during in-person P-12 stakeholder meetings and with electronic surveys.

In addition to employer surveys, many local administrators serve on our Education Preparation Advisory Committee and our P-12 Advisory Committee.听 Through this stakeholder involvement, employers and other stakeholders participate in a beneficial partnership with the School of Education providing valuable feedback used in continuous program improvement.听 Both groups meet twice per year, in the fall and spring, to receive department and program updates, discuss practical application of knowledge and skills for candidates, and provide programatic feedback.听 The Educator Preparation Advisory Committee votes on proposed policy and procedure changes and candidate action plans.

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Measures of Program Outcomes

Measure 3: 听(Initial and Advanced) Completer Competency at Completion (CAEP Component R3.3)

Completers demonstrate competency at completion by taking the Praxis required for each program. 听Completers consistently score above the cut score on all exams except health and physical education in the initial and initial graduate programs and above state average in all programs. Advanced programs completers consistently maintain a first-time pass rate of 85% and higher in all programs.听 Initial program completers consistently score 3 or higher on a 4-point scale on Kentucky Teacher/InTasc standards.听 They consistently score the highest on Standards 3, Learning Environment, and 9, Professional Learning and Ethical Practice.

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麻豆传媒社区鈥 completers are employed throughout Kentucky and surrounding states with the highest number employed in Jefferson, Jessamine, and Fayette counties.听 Employment tracking is completed with personal contacts, EPSB data, and reports generated at the state level.听 Nearly 70% of our completers are employed in Kentucky three years after graduation and are earning a median annual income of approximately $50,000.

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听听

  • Bachelor of Arts (BA) in Education
  • Bachelor of Science (BS) in Education
  • Master of Arts in Teaching (MAT)
  • Master of Arts in Education 鈥 Teacher Leader, Literacy Specialist, and School Counseling (MAED)
  • Educational Specialist in School Counseling and School and District Administration (EdS)
  • Rank I in School and District Administration
  • Endorsement in ESL and Teacher Leader

Measure 1: 听(Initial and Advanced) Completer Effectiveness and Impact on P-12 Learning and Development (CAEP Component R4.1)

Our completers are employed in several districts in Kentucky and surrounding states. To get a snapshot of the teaching effectiveness and impact of p-12 learning and development of our completers, we examine data from various sources including completer case studies.听 Case studies include observation of our completers in years 1 and 3 in initial and initial graduate programs.听 Classroom assessment data are collected and analyzed as part of the case studies. We were unable to complete classroom observations as part of our case studies in 2020-2021 because of limited access to schools due to COVID.听 For 2020-2021, we analyzed pre- and post-test data provided by partnering schools. The data were collected for both teacher-made tests and a variety of standardized tests including MAP, iReady, and ACT.听 Our Graduating Senior Survey, and Completer Surveys were also analyzed to determine effectiveness and impact of our completers.听 Analysis of data from all three sources show our completers to be effective and employers are satisfied with our completers.




Measure 2: (Initial and Advanced) Employer Satisfaction and Stakeholder Involvement (CAEP Component R4.2, R5.3, R4.1)

Through our Employer Satisfaction surveys, employers report their satisfaction of our completers in initial, graduate initial, and advanced programs. 听Employers across all programs indicate an overall satisfaction with our candidates. 听The majority of responding employers report they are satisfied with completer preparation and anticipate completers will reach employment milestones. Data are gathered during in-person P-12 stakeholder meetings and with electronic surveys.

In addition to employer surveys, many local administrators serve on our Education Preparation Advisory Committee and our P-12 Advisory Committee.听 Through this stakeholder involvement, employers and other stakeholders participate in a beneficial partnership with the School of Education providing valuable feedback used in continuous program improvement.听 Both groups meet twice per year, in the fall and spring, to receive department and program updates, discuss practical application of knowledge and skills for candidates, and provide programatic feedback.听 The Educator Preparation Advisory Committee votes on proposed policy and procedure changes and candidate action plans.




Measure 3: 听(Initial and Advanced) Completer Competency at Completion (CAEP Component R3.3)

Completers demonstrate competency at completion by taking the Praxis required for each program. 听Completers consistently score above the cut score on all exams except health and physical education in the initial and initial graduate programs and above state average in all programs. Advanced programs completers consistently maintain a first-time pass rate of 85% and higher in all programs.听 Initial program completers consistently score 3 or higher on a 4-point scale on Kentucky Teacher/InTasc standards.听 They consistently score the highest on Standards 3, Learning Environment, and 9, Professional Learning and Ethical Practice.






Measure 4: (Initial and Advanced) Ability of Completers to be Hired听

麻豆传媒社区鈥 completers are employed throughout Kentucky and surrounding states with the highest number employed in Jefferson, Jessamine, and Fayette counties.听 Employment tracking is completed with personal contacts, EPSB data, and reports generated at the state level.听 Nearly 70% of our completers are employed in Kentucky three years after graduation and are earning a median annual income of approximately $50,000.