2011-2012 Undergraduate Catalog

School of Education and Public Service


Eric Cummings, Ph.D., Dean

Annette G. Allison, Ed.D.

Marjorie S. Anderson, Ph.D.

Katie Arnold, MAE, ATC

K. Charles Collier, Ed.D.

G. Dwayne Deering, MS

Stephen B. Finch, Ed.D.

Jason S. Grindstaff, Ph.D.

Josh Hayden, Ph.D.

James Holbrook, Ph.D.

Danna Johnson, MS, ATC

Scott T. Massey, Ph.D.

C. William McKee, Ed.D.

Daniel W. Rogers, MS, ATC

Mildred Saffell-Smith, Ph.D.

Bobbie Staley, Ed.D.

George Walker, D.A.

Debbie Whitaker, MAE, MSO

Mission Statement of the School of Education and Public Service

Through appropriate modeling of professional methods, advisement, clinical experiences, assessment and action research, ’s School of Education & Public Service will collaborate to create a viable learning community of distinction. Our mission is to prepare candidates to become competent, caring, qualified professionals and reflective practitioners. The program will provide candidates opportunities to learn the interrelated themes of the common body of knowledge that encompasses the essential skills, dispositions, and knowledge required by professionals in their fields of practice.


Athletic Training

Health and Human Performance*

Child Growth & Learning*

Special Education

Secondary Education w/another academic major*

* May lead to teacher licensure.

Specialized Requirements, Grading, and Testing Policies for Teacher Licensure

University students not seeking a Tennessee teaching license may complete a program of study by completing 12 semester hours of elective credit instead of student teaching. These credits must be approved by the student’s advisor and the Dean of the School of Education & Public Service and Public Service.

Note: All grades for candidates seeking teacher licensure from any program must be “C” or better with the exception of ED 301 (requires “B” or better).

The choice of which courses in the General Education Core may be taken by teacher licensure candidates is constrained to meet mandated state requirements for licensure.

Teacher Licensure Programs and Preparation

Cumberland University’s Education Programs and courses are refined when necessary to meet national and professional standards and the State of Tennessee’s licensure requirements for teachers. As a result, there may be changes in the course offerings and in the program requirements for candidates preparing to become teachers. Interested candidates should stay in contact with the School’s Licensure Officer in Bone Hall to be aware of any changes that may affect them.

The School of Education and Public Service offers undergraduate programs that fulfill the requirements for teacher licensure in the state of Tennessee. For a list of the types of licensure for which The School is authorized to recommend a candidate, visit https://www.k-12.state.tn.us/ihelicense/ProgramsList.asp.

Cumberland University’s programs leading to teacher licensure are approved by the Department of Education of the State of Tennessee (Office of Teacher Licensing, 5th Floor, Andrew Johnson Tower, 710 James Robertson Parkway, Nashville, TN 37243-0377, telephone number 615-532-4885).

Effective teachers must have a thorough knowledge of subject matter as well as a complete understanding of the principles of student growth and development, of diverse learning styles, and of effective teaching methods.

Candidates are prepared in each of the above domains through the combination of the General Education Core (GEC), major requirements, and the professional education core curriculum. Candidates receive a broad background in the liberal arts and sciences and a mastery of the subject matter in the major teaching field.

Candidates interested in teacher licensure must complete a professional semester of enhanced student teaching during the senior year. Each program that leads to licensure additionally requires field experience hours prior to student teaching in certain courses required for the major.

Teacher Education Progression Requirements

Candidates must meet licensure requirements in effect at the time of their program completion.

All details concerning the School of Education and Public Service, the Teacher Education Program, and academic programs (majors) can be found on the Cumberland University School of Education and Public Service webpages for Graduate and Undergraduate Academics.

Candidates must be formally admitted to the Teacher Education Progression, Phase I (TEP I) by completing requirements and an interview during their sophomore year.

Candidates must be formally admitted to the Teacher Education Progression, Phase II (TEP II) by completing requirements and an interview during their senior year prior to the professional semester of student teaching.

Requirements of the Teacher Education Progression phases include completing background checks, maintaining tort liability insurance, and maintaining a professional portfolio through an online program called LiveText. Each of these requirements has fees associated with them that are not associated with university fees, and must be paid for by the candidates themselves.

Candidates must be aware that Tennessee teacher licensure requirements include satisfactory completion of the Praxis I and II series of standardized assessments. Fees for these assessments are the responsibility of each candidate seeking licensure. For undergraduates, Praxis I scores are required for the TEP I interview. Praxis II scores are required for the TEP II interview. Graduate candidates’ GRE or MAT scores are accepted in lieu of Praxis I. Graduate candidates must take the Praxis II content knowledge test within two semesters of being accepted. See Graduate MAE Teaching & Learning website for details.

Candidates for Art or Music teacher licenses must work with a School of Music & the Arts advisor and a School of Education & Public Service advisor to ensure appropriate course selection. Methods courses in these areas are taught by faculty in the School of Music & the Arts. Please review courses of study carefully and work with advisors early and often to plan course selection.

Statement on Academic Discipline within the School of Education & Public Service

Candidates enrolled in the and Public Service are expected to conduct themselves in a professional manner at all times, both on and off campus. Candidates will be visitors in clinical settings at cooperating schools and facilities, and are expected to conduct themselves as representatives of their program, this School, and the university. Furthermore, candidates’ actions during field experiences or clinical practice are within the disciplinary reach of the School and the university. When any action of a candidate who seeks a degree from any program in the School of Education & Public Service does not reflect academic integrity and professionalism, that candidate shall be called before the Teacher Education Professional Standards Committee. Any action(s) which may be ethically or professionally questionable will be addressed by this committee. This committee will exercise its authority to resolve the matter, and its decision will be submitted to the Dean of Undergraduate Studies to be implemented. The right of appeal to appropriate University administrators is available.