This document provides information about the accreditation and authorization of University of the Cumberlands and its various programs. It outlines that the university and several of its schools are accredited regionally and by specialized accrediting bodies. It also discusses the university's authorization to operate in Kentucky and participation in SARA. Additionally, it provides contact information for various compliance coordinators and states the university's non-discrimination policy.
This official academic transcript from Northcentral University documents that Mohamed Benhalla earned a Master of Business Administration in Management of Engineering and Technology. He completed 33 credit hours with a cumulative GPA of 3.85. The transcript lists the courses taken, grades received, and conferred degree. It can be validated on the Credentials eScrip-Safe website to confirm its authenticity.
This document provides an overview of Columbus Technical College, including its mission, vision, accreditation, admissions policies, campus safety, library services, registration services, student rights and responsibilities, academic support services, health programs, financial aid, distance education, disability services, student organizations, calendars, and contact information. It outlines the college's commitment to teaching and developing a skilled local workforce while adhering to state standards. Key policies around course withdrawals, refunds, and nondiscrimination are also summarized.
Columbia Southern University University Catalog 7AD.docxMARRY7
Columbia Southern University | University Catalog 7
ADMISSIONS
Columbia Southern University (CSU) has an open admission
policy. Applications and enrollments are accepted throughout the
calendar year.
Admission Requirements
Undergraduate Programs
Unconditional admission requires applicants to self-certify
on the CSU application for admission and provide evidence
of graduation from an approved high school program, or the
equivalent, deemed acceptable to CSU. Acceptable evidence
includes a copy of an official high school transcript indicating the
date of high school graduation, a GED certificate indicating state
required passing scores or score sheet indicating state required
passing scores, a DD-214 indicating successful completion of
high school or a post-secondary transcript indicating the date
of graduation from an approved high school program. To meet
Federal Student Aid (FSA) eligibility requirements at CSU,
applicants must be admitted unconditionally.
Conditional admission allows applicants who have self-certified
graduation from an approved high school program, or the
equivalent, on the CSU application for admission to enroll
in a program for twelve (12) semester hours pending the
receipt of evidence of high school completion as required for
unconditional admission.
• Homeschooled students must demonstrate successful
completion of homeschooling at the secondary level as
defined by state law. A detailed guide for meeting the
CSU admission requirements is available in the CSU
Homeschooled Admission Guidelines located at http://www.
columbiasouthern.edu/admissions/homeschool.
• International students must self-certify as to successful
completion of the equivalent of Grade 12 in a U.S.
secondary school and provide an appropriately
authenticated official transcript issued by a governmental
authority that attests to the successful completion of a
program considered to be equivalent to an accredited high
school diploma or GED certificate. A detailed guide for
meeting the CSU admission requirements is available in the
CSU International Admission Guidelines located at http://
www.columbiasouthern.edu/admissions/international.
Verification and Exceptional Cases
All documents submitted for review to determine admission
status are subject to verification. If an applicant is selected by
CSU to verify successful high school completion, the applicant
must provide evidence of high school graduation deemed
acceptable by CSU. Applicants may use the CSU Transcript
Request Service and CSU will request the transcript on behalf
of the student. Verification may also be required if the U.S.
Department of Education selects a student for verification and
requests validation of high school graduation.
In the event that an applicant is not able to obtain an official
high school transcript due to natural disaster, the Registrar will
review an admission petition to determine admission eligibility.
In these ca ...
This official academic transcript from California University of Pennsylvania summarizes the academic record of Devon Cataldi. It shows that Cataldi earned a Master of Science degree in Exercise Science and Health Promotion in August 2015. The transcript lists the courses taken each semester, grades received, grade points earned, and overall GPA of 3.639. It verifies that the transcript was requested, created and released by California University of Pennsylvania to the intended recipient, cat4784@calu.edu, in accordance with applicable laws.
This report summarizes data on North Carolina's Career and College Promise (CCP) program and Cooperative Innovative High School (CIHS) programs from 2012-2022. It finds that in 2021-2022, 32% of high school graduates enrolled in at least one dual enrollment course through CCP. It also provides data on CCP course enrollment, credit attainment, pathways, and costs. Additionally, it lists all current CIHS programs and provides school performance data and student outcome measures for CCP and CIHS students as required by state law.
United States Board for Education Standardization (USBES) Accreditation services help students feel comfortable about their academic credentials by obtaining degrees from accredited institutes and universities.
Southern California University of Health Sciences - Consumer Information Guidewilliamwoods03
SCU distributes this Consumer Information Guide which includes a notice of the availability of information required pursuant to specific requirements under the Higher Education Opportunity Act. Read this PDF and know SCUHS consumer information guide.
This official academic transcript from the University of Phoenix documents Kimberlee Richardson-Gross's academic record. It shows that she earned a Master of Arts in Education/Teacher Leadership degree in 2012 with a cumulative GPA of 4.0. Her coursework included classes in education leadership, e-learning, reading methods, and action research. The transcript is verified and can be validated on the Credentials eScrip-Safe website.
This official academic transcript from Northcentral University documents that Mohamed Benhalla earned a Master of Business Administration in Management of Engineering and Technology. He completed 33 credit hours with a cumulative GPA of 3.85. The transcript lists the courses taken, grades received, and conferred degree. It can be validated on the Credentials eScrip-Safe website to confirm its authenticity.
This document provides an overview of Columbus Technical College, including its mission, vision, accreditation, admissions policies, campus safety, library services, registration services, student rights and responsibilities, academic support services, health programs, financial aid, distance education, disability services, student organizations, calendars, and contact information. It outlines the college's commitment to teaching and developing a skilled local workforce while adhering to state standards. Key policies around course withdrawals, refunds, and nondiscrimination are also summarized.
Columbia Southern University University Catalog 7AD.docxMARRY7
Columbia Southern University | University Catalog 7
ADMISSIONS
Columbia Southern University (CSU) has an open admission
policy. Applications and enrollments are accepted throughout the
calendar year.
Admission Requirements
Undergraduate Programs
Unconditional admission requires applicants to self-certify
on the CSU application for admission and provide evidence
of graduation from an approved high school program, or the
equivalent, deemed acceptable to CSU. Acceptable evidence
includes a copy of an official high school transcript indicating the
date of high school graduation, a GED certificate indicating state
required passing scores or score sheet indicating state required
passing scores, a DD-214 indicating successful completion of
high school or a post-secondary transcript indicating the date
of graduation from an approved high school program. To meet
Federal Student Aid (FSA) eligibility requirements at CSU,
applicants must be admitted unconditionally.
Conditional admission allows applicants who have self-certified
graduation from an approved high school program, or the
equivalent, on the CSU application for admission to enroll
in a program for twelve (12) semester hours pending the
receipt of evidence of high school completion as required for
unconditional admission.
• Homeschooled students must demonstrate successful
completion of homeschooling at the secondary level as
defined by state law. A detailed guide for meeting the
CSU admission requirements is available in the CSU
Homeschooled Admission Guidelines located at http://www.
columbiasouthern.edu/admissions/homeschool.
• International students must self-certify as to successful
completion of the equivalent of Grade 12 in a U.S.
secondary school and provide an appropriately
authenticated official transcript issued by a governmental
authority that attests to the successful completion of a
program considered to be equivalent to an accredited high
school diploma or GED certificate. A detailed guide for
meeting the CSU admission requirements is available in the
CSU International Admission Guidelines located at http://
www.columbiasouthern.edu/admissions/international.
Verification and Exceptional Cases
All documents submitted for review to determine admission
status are subject to verification. If an applicant is selected by
CSU to verify successful high school completion, the applicant
must provide evidence of high school graduation deemed
acceptable by CSU. Applicants may use the CSU Transcript
Request Service and CSU will request the transcript on behalf
of the student. Verification may also be required if the U.S.
Department of Education selects a student for verification and
requests validation of high school graduation.
In the event that an applicant is not able to obtain an official
high school transcript due to natural disaster, the Registrar will
review an admission petition to determine admission eligibility.
In these ca ...
This official academic transcript from California University of Pennsylvania summarizes the academic record of Devon Cataldi. It shows that Cataldi earned a Master of Science degree in Exercise Science and Health Promotion in August 2015. The transcript lists the courses taken each semester, grades received, grade points earned, and overall GPA of 3.639. It verifies that the transcript was requested, created and released by California University of Pennsylvania to the intended recipient, cat4784@calu.edu, in accordance with applicable laws.
This report summarizes data on North Carolina's Career and College Promise (CCP) program and Cooperative Innovative High School (CIHS) programs from 2012-2022. It finds that in 2021-2022, 32% of high school graduates enrolled in at least one dual enrollment course through CCP. It also provides data on CCP course enrollment, credit attainment, pathways, and costs. Additionally, it lists all current CIHS programs and provides school performance data and student outcome measures for CCP and CIHS students as required by state law.
United States Board for Education Standardization (USBES) Accreditation services help students feel comfortable about their academic credentials by obtaining degrees from accredited institutes and universities.
Southern California University of Health Sciences - Consumer Information Guidewilliamwoods03
SCU distributes this Consumer Information Guide which includes a notice of the availability of information required pursuant to specific requirements under the Higher Education Opportunity Act. Read this PDF and know SCUHS consumer information guide.
This official academic transcript from the University of Phoenix documents Kimberlee Richardson-Gross's academic record. It shows that she earned a Master of Arts in Education/Teacher Leadership degree in 2012 with a cumulative GPA of 4.0. Her coursework included classes in education leadership, e-learning, reading methods, and action research. The transcript is verified and can be validated on the Credentials eScrip-Safe website.
Ec-Council University June 2017- AddendumEccuniversity
The EC-Council University (ECCU) catalog contains both curricula offered, program and degree offerings, course descriptions, current
academic policies and procedures, and other pertinent information. This addendum to the catalog was prepared based on the best
information available at the time.
For more Information:
Contact us : 505-922-2886
Website : https://www.eccu.edu/
College of BusinessACCT 732 Audit and Assurance Services2018-.docxmary772
College of Business
ACCT 732 Audit and Assurance Services 2018-2019
Course: Accounting 732
Semester: Winter Semester 2019
CRN: 20196
Instructor: Grant J. Lee, DBA
Campus/Location: Maine College of Business/Online
Room Number: NA
Meeting Days and Times:
Course Start Date: January 7, 2019
Final Assessment Date: April 26, 2019
Instructor Contact Information:
Office Location: Office 238D-4
Office Hours: TBD
Phone: 616-871-3980
Fax: 616-554-5228
E-Mail: [email protected]
Instructor Professional Biography
I have over 20 years of professional accounting experience. I have worked primarily in the manufacturing industry, holding management positions with various companies in West Michigan such as Tyson Foods, Inc., Sappi Fine Paper and New Covert Generating, LLC.
I am the Department Chair of Accounting at the Lettinga Campus. I have been at Davenport University for nine years. Prior to joining Davenport University, I have taught Accounting and Business at Baker College in Muskegon, Michigan and Cornerstone University in Grand Rapids, Michigan. I earned my Bachelor Degree in Accounting from Bethany College, Bethany, West Virginia 1991. In addition, I earned my Master Degree in Accountancy from Case Western Reserve University, Cleveland, Ohio 1993. I earned my Doctorate Degree in Accounting from Walden University.
Donald W. Maine College of Business | 2018-2019
ACCT732 Auditing and Assurance
Credit Hours: 3
Contact Hours: 45
Prerequisite: ACCT302
Co-requisite:
Course Description
This course examines auditing and assurance services. The course focuses on the detailed study of the financial statement audit, including professional responsibilities and ethics, audit planning, internal controls, evidence gathering, and audit reports. Assurance services, reviews, and compilations are also covered.
Learning Outcomes
Upon successfully completing this course, the student will be able to:
1. Demonstrate and analyze the auditor's study and evaluation of internal control structure and recommend enhanced internal control procedures.
2. Analyze the decision making process in accepting clients and communicate acceptance through an engagement letter
3. Gather evidence, analyze results, and document conclusions
4. Prepare and evaluate audit and other assurance service reports
5. Apply and explain the following:
· Auditing standards
· Attestation standards
· Professional responsibilities for ethical behavior in attest services
· Legal liability in attest services.
Required Textbooks and Additional Materials
9780134417301
Auditing and Assurance...MyAccountingLab with Textbook
Arens
16th 17 /Pearson
Required /Purchase as new only
Books continue on the next page.
9780134148618
Auditing and Assurance...MyAccountingLab with Etextbook- Optional
Arens
16th 17 / Pearson
Optional / Purchase as new only
Davenport University has a print management system in which students are allotted a .
This official academic transcript from Marshall University summarizes the graduate coursework and degree of Kayla Bethany Holsworth. It details her 19 credit hours per semester over 6 semesters, maintaining a grade point average of 3.96. She earned a Master of Science in Forensic Science with a concentration in DNA Analysis in May 2015. The transcript is verified as official by Credentials eScrip-Safe and includes instructions for validating its authenticity online.
Liberty University offers various options for earning college credit for life experiences, including experiential learning, job training, military training, certificate programs, and credit by examination. Students can earn credits toward associate's, bachelor's, and doctoral programs through portfolios, transcripts, tests, and credit recommendations from organizations like ACE. Liberty follows standards from CAEL to assess experiential learning and ensure credit is only given for demonstrated college-level learning.
This document provides information about the Master of Science in Nursing program at Bellarmine University, including the program's purpose and tracks. The purpose is to prepare nurses to improve practice through advancing nursing theories, research, and leadership. The program offers two tracks: Nursing Administration, which prepares students for management roles, and Nursing Education, which prepares students as educators. The curriculum is tailored to individual student needs and goals while maintaining academic rigor.
This document provides information about the Master of Science in Nursing program at Bellarmine University, including the program's purpose and tracks. The purpose is to prepare nurses to improve practice through advancing nursing theories, research, and leadership. The program offers two tracks: Nursing Administration, which prepares students for management roles, and Nursing Education, which prepares students as educators. The curriculum is tailored to individual student needs and goals while maintaining academic rigor.
This official academic transcript from the American Council on Education provides credit recommendations for courses completed by Tyler J Guy at Jiffy Lube International. The transcript lists four courses taken between 2014-2016, including Advanced Technical Training, J-Team Training, Service Center Management Training, and Technical Training. For each course, the transcript provides information on course length, description, and recommended semester credit hours in areas like automotive management, business administration, and automotive servicing. The transcript is delivered electronically and can be validated on the sending institution's website to confirm its authenticity.
The Pri¢e of Higher €ducation: An Issue and a $olutionLucas B. Kavlie
Teaching is an art and learning is a science. Conversely, teaching is a science and learning is an art. Neither is inherently costly, yet Americans annually spend ~$100B on the structure of education. This presentation looks at a reason for the rising costs of higher education and suggests a method for lowering that cost without compromising the educational quality (course content/student experience) or the educational product (an educated citizenry). Since the suggestion changes higher education policy, a call to action--asking attendees to speak against the presented reason for the rising costs--will be the culminating point of the presentation.
This document is Merritt College's Institutional Self-Evaluation Report submitted in support of reaccreditation. It includes certification of compliance with accreditation standards, responses to previous recommendations, an introduction to the college's history and programs, and a self-evaluation of how the college meets each accreditation standard. Merritt College serves approximately 7,000 students each semester, offering degrees and certificates in over 37 fields of study to prepare students for transfer or careers. All courses and programs have defined student learning outcomes that are regularly assessed.
Kent State University Master of Public Health 100% Onlinecjlaubacher
Highlights the admissions requirements, application processes and curriculum for the 100% Online Master of Public Health (MPH) in Health Policy and Management at Kent State University.
In this article, we explore the top community colleges in the United States, highlighting institutions that offer excellent academic programs, supportive environments, and opportunities for students to thrive. We delve into factors such as affordability, faculty quality, student services, transfer rates, and career outcomes to provide a comprehensive overview of each college. Whether you're a high school graduate seeking an affordable pathway to a four-year university or an adult learner looking to acquire new skills, this article will help you identify the best community colleges in the USA to kickstart your educational journey.
Class TypeOnline with Required Intensives Transfer CreditsUp.docxbartholomeocoombs
Class Type
Online with Required Intensives
Transfer Credits
Up to 50% can be transferred to Liberty
Next Start Date
Oct 22, 2018
Accreditation
Liberty University is accredited by SACSCOC
Request InformationApply NowEstimate Tuition & Fees
· Home
· School of Behavioral Sciences
· Master's Degrees
· Master of Arts in Professional Counseling Degree
Additional Navigation
Online Degree Programs
· Undergraduate Certificates
· Graduate Certificates
· Associate Degrees
· Bachelor's Degrees
· Master's Degrees
· Doctoral Degrees
Tuition
· Financial Aid
· Student Accounts
· Financial Check-In
· Payment Plans
· Emergency Response Discount
· Scholarships
Resources
· Degree Completion Plans
· Course Guides
· Webinars
· Supplemental Instruction
· IT Help Desk
· Academic Departments
· FAQs
Empower Others to Create Positive Change with a Master’s in Professional Counseling Degree Online
Liberty University’s Master’s in Professional Counseling degree online is designed to equip you with the specialized training you need to gain state licensure and become a Licensed Professional Counselor (LPC)*. An LPC is a licensed mental health professional who is trained to work with individuals, families, and groups in treating mental health and behavioral problems. By earning this online counseling degree, you will enhance your understanding of human psychology through field-tested techniques and learn best practices for promoting the mental health and holistic wellness of clients in diverse communities.
Our Masters in Counseling degree online will develop you into an ethical, well-trained mental health counselor with the knowledge, values, and skills to help empower others to make positive changes in their lives. Completing Liberty University’s counseling degree online prepares you for counseling practice through rigorous academic courses, dynamic interaction with mentors and faculty, and a carefully structured practicum and internship process.
Read Less
*Please verify with your state that this program will meet licensure requirements.
Why Choose Liberty’s Masters in Professional Counseling Degree?
Do you want to empower others to conquer their personal challenges and become healthy and productive? Liberty University’s online counseling LPC degree will prepare you for a rewarding career as a licensed professional counselor. Learn evidence-based, field-tested skills from professors who not only have years of real-world counseling experience but who are also committed to mentoring their students. You’ll have the opportunity to meet with some of them personally during your visits to Liberty’s beautiful Central Virginia campus for three on-campus intensives. You’ll also observe professional counselors in their own practices during your counseling practicum and start honing your own counseling skills throughout a two-semester internship.
Once you complete your Master’s in Professional Counseling degree online and pass your state licensure exam, you’ll be equipped to p.
Wexford University Online Personal Trainer Certificationandierosers
With the Wexford University Certified Personal Trainer (CPT) self-directed online training program, you learn at home, at your own pace. No set schedules, study when you want to; you have the freedom to take your time to ensure you completely understand each concept being taught.
Does the CAA Need Further Revision? – Perspective from a Scholar PractitionerEducationNC
This brief explores the amount of credit that North Carolina Community College System (NCCCS) students are able to transfer and apply to their major of study at the accepting University of North Carolina (UNC) System institution. The brief and dissertation is by Jonathan Loss, a research affiliate at the Belk Center for Community College Leadership and Research and dean of academics and educational opportunities at Catawba Valley Community College
Wexford University Online Personal Trainer Certificationandierosers
With the Wexford University Certified Personal Trainer (CPT) self-directed online training program, you learn at home, at your own pace. No set schedules, study when you want to; you have the freedom to take your time to ensure you completely understand each concept being taught.
This document is an official transcript from the University of South Carolina detailing the academic record of Rachael Amanda McGahee. It summarizes her coursework and grades at USC from Spring 2012 to Spring 2015, including transferred credits. The transcript shows that she has maintained good academic standing and earned Dean's List honors multiple semesters. It provides instructions for verifying the authenticity of the certified electronic PDF transcript.
This official academic transcript from the University of Phoenix documents the completed courses and degree of Bisa Strickland. It shows that Bisa Strickland earned a Bachelor of Science in Health Administration with a cumulative GPA of 3.38. The transcript lists all the courses taken at University of Phoenix, the grades received, credits earned, and the terms each course was taken. It also provides information about prior schools attended and total credits.
This document is Brandon Cook's transcript from Michigan State University. It shows that he earned a Bachelor's degree from Western Michigan University in 2007. At MSU, he completed a Master of Arts degree in Education in 2012 while maintaining a high GPA. It details all of the graduate courses he completed between 2009-2012, which credits were applied to his degree, and confirms that he was recommended for a teaching certificate.
Your new clientsThe Wagner’s – Scott and Ella are a young marri.docxDustiBuckner14
Your new clients:
The Wagner’s – Scott and Ella are a young married couple who just purchased a
townhome in the Heights area of Houston. He works in finance, and she is a Dr. They
prefer clean lines, not a lot of “fluff” but want their home to be comfortable and inviting.
The bedroom and bathroom need to have a relaxing “get away” feel as they both work
long hours. They have no children.
Develop and Prepare (3) Written Design Concepts for a Master Bedroom Suite - You
must use the “What, Why & How” Method presented in class
project will have its own unique Design Concept
You will use your Design Concepts to make selections and provide an overall design
scheme for each client
You will find images of all of your selections and include in your presentation
You will create (3) Schemes and present in a digital format.
Design/Presentation requirements are below:
Bedroom Materials/Finishes: Ceiling/Walls/Floors/Window Treatments
Bedroom Furniture Selections: Bed, Nightstands, Dresser, Art/Accessories, TV
Bedroom Light Fixtures
Bathroom Materials/Finishes: Ceiling/Walls/Floors/Millwork (counter & cabinets)
Bathroom FF&E Selections: Tub, Sinks, Shower & Sink Fittings, Lighting
Remember, you need to think about how you would like the bedroom to function,
and what your “concept” would be. Think about seating areas, sleeping area,
storage, dressing area, etc. This is your opportunity to be creative!
What is your concept statement? What is the programming? (Here are some questions
to ask)
What size bed?
What types of furniture needed? (Headboard, dresser, lounge chair, rug, etc.)
Comfort level and design style (contemporary, traditional, transitional)
Lighting and TV requirements?
Accessories?
You will:
Take the plan that was given to you and research and decide what furnishings
you would like to propose for each client.
Create a Programming slide identifying needs and requirements and your
solutions.
Create a brief Concept Statement slide summarizing your design intent. This
statement should also communicate the mood or feel you are attempting to
evoke.
Create a “working” presentation of your suggestions to review. This will consist of
several slides with your suggestions.
.
Writing Conclusions for Research PapersWhat is the purpose.docxDustiBuckner14
Writing Conclusions for Research Papers
What is the purpose of a conclusion?
A conclusion is supposed to provide the “final verdict,” or the “moral of the story” for the essay.
It is the writer’s last attempt at providing a memorable ending to the paper.
It explains why the topic is important and what the reader should learn from it.
A conclusion is not…
A repetition of the thesis statement and its points
Only a summary of the paper’s main points
A paragraph so detailed is resembles a body paragraph
A paragraph that goes into a new or unrelated topic
Two or three sentences long (i.e. “two sentences plus a catchy quote.”
Example of good conclusions
Making a recommendation or offering a solution to the problem
In conclusion, social media is not only responsible in many cases for ruining a marriage, sometimes it is responsible for ruining the entire family balance. These social platforms affect the stability of the couple creating a detachment in the everyday life; once the stability is broken and the distance starts to increase, most likely a sense of jealousy will generate and possibly lead to infidelity. It is easy for many users to blame social media for the end of their marriage, and because of this, it is important to use social media for a limited time with non-malicious intentions. The responsible use of the platforms may protect marriages from being permanently damaged and give a couple the possibility to live a much happier life together.
Painting a picture of the future if the problem is solved or handled correctly
Modern technology continues to prove its merit within the medical field furthering our understanding of ADHD as well as providing invaluable resources available to the public and educational institutions in which to simplify the management of this troublesome condition. It’s used to aid children throughout their academic endeavors, which, will dictate how they enter society and cope with symptoms that will be with them until future technology can find a cure. Data collection will only grow as technology is further implemented in ADHD treatment and is the key to developing the individual treatment plans that will help future generations thrive. The benefits of modern technology towards adolescents suffering from ADHD are plentiful and may one day eliminate the condition. This future is welcomed and one with great promise.
Painting a picture of the future if the problem is NOT solved or handled correctly
All in all, technology is growing at an extraordinarily exponential pace allowing us to be more connected and in tune than ever before. However, while we grow more connected online, we grow more apart in real life which in turn hurts our social skills, disconnects us from each other, degrades our interpersonal skills, makes it easier to commit crimes, and pulls friends and family apart. With almost everything in life there is undoubtedly an equal number of cons.
More Related Content
Similar to G R A D U A T E C A T A L O G 2020-2021
Ec-Council University June 2017- AddendumEccuniversity
The EC-Council University (ECCU) catalog contains both curricula offered, program and degree offerings, course descriptions, current
academic policies and procedures, and other pertinent information. This addendum to the catalog was prepared based on the best
information available at the time.
For more Information:
Contact us : 505-922-2886
Website : https://www.eccu.edu/
College of BusinessACCT 732 Audit and Assurance Services2018-.docxmary772
College of Business
ACCT 732 Audit and Assurance Services 2018-2019
Course: Accounting 732
Semester: Winter Semester 2019
CRN: 20196
Instructor: Grant J. Lee, DBA
Campus/Location: Maine College of Business/Online
Room Number: NA
Meeting Days and Times:
Course Start Date: January 7, 2019
Final Assessment Date: April 26, 2019
Instructor Contact Information:
Office Location: Office 238D-4
Office Hours: TBD
Phone: 616-871-3980
Fax: 616-554-5228
E-Mail: [email protected]
Instructor Professional Biography
I have over 20 years of professional accounting experience. I have worked primarily in the manufacturing industry, holding management positions with various companies in West Michigan such as Tyson Foods, Inc., Sappi Fine Paper and New Covert Generating, LLC.
I am the Department Chair of Accounting at the Lettinga Campus. I have been at Davenport University for nine years. Prior to joining Davenport University, I have taught Accounting and Business at Baker College in Muskegon, Michigan and Cornerstone University in Grand Rapids, Michigan. I earned my Bachelor Degree in Accounting from Bethany College, Bethany, West Virginia 1991. In addition, I earned my Master Degree in Accountancy from Case Western Reserve University, Cleveland, Ohio 1993. I earned my Doctorate Degree in Accounting from Walden University.
Donald W. Maine College of Business | 2018-2019
ACCT732 Auditing and Assurance
Credit Hours: 3
Contact Hours: 45
Prerequisite: ACCT302
Co-requisite:
Course Description
This course examines auditing and assurance services. The course focuses on the detailed study of the financial statement audit, including professional responsibilities and ethics, audit planning, internal controls, evidence gathering, and audit reports. Assurance services, reviews, and compilations are also covered.
Learning Outcomes
Upon successfully completing this course, the student will be able to:
1. Demonstrate and analyze the auditor's study and evaluation of internal control structure and recommend enhanced internal control procedures.
2. Analyze the decision making process in accepting clients and communicate acceptance through an engagement letter
3. Gather evidence, analyze results, and document conclusions
4. Prepare and evaluate audit and other assurance service reports
5. Apply and explain the following:
· Auditing standards
· Attestation standards
· Professional responsibilities for ethical behavior in attest services
· Legal liability in attest services.
Required Textbooks and Additional Materials
9780134417301
Auditing and Assurance...MyAccountingLab with Textbook
Arens
16th 17 /Pearson
Required /Purchase as new only
Books continue on the next page.
9780134148618
Auditing and Assurance...MyAccountingLab with Etextbook- Optional
Arens
16th 17 / Pearson
Optional / Purchase as new only
Davenport University has a print management system in which students are allotted a .
This official academic transcript from Marshall University summarizes the graduate coursework and degree of Kayla Bethany Holsworth. It details her 19 credit hours per semester over 6 semesters, maintaining a grade point average of 3.96. She earned a Master of Science in Forensic Science with a concentration in DNA Analysis in May 2015. The transcript is verified as official by Credentials eScrip-Safe and includes instructions for validating its authenticity online.
Liberty University offers various options for earning college credit for life experiences, including experiential learning, job training, military training, certificate programs, and credit by examination. Students can earn credits toward associate's, bachelor's, and doctoral programs through portfolios, transcripts, tests, and credit recommendations from organizations like ACE. Liberty follows standards from CAEL to assess experiential learning and ensure credit is only given for demonstrated college-level learning.
This document provides information about the Master of Science in Nursing program at Bellarmine University, including the program's purpose and tracks. The purpose is to prepare nurses to improve practice through advancing nursing theories, research, and leadership. The program offers two tracks: Nursing Administration, which prepares students for management roles, and Nursing Education, which prepares students as educators. The curriculum is tailored to individual student needs and goals while maintaining academic rigor.
This document provides information about the Master of Science in Nursing program at Bellarmine University, including the program's purpose and tracks. The purpose is to prepare nurses to improve practice through advancing nursing theories, research, and leadership. The program offers two tracks: Nursing Administration, which prepares students for management roles, and Nursing Education, which prepares students as educators. The curriculum is tailored to individual student needs and goals while maintaining academic rigor.
This official academic transcript from the American Council on Education provides credit recommendations for courses completed by Tyler J Guy at Jiffy Lube International. The transcript lists four courses taken between 2014-2016, including Advanced Technical Training, J-Team Training, Service Center Management Training, and Technical Training. For each course, the transcript provides information on course length, description, and recommended semester credit hours in areas like automotive management, business administration, and automotive servicing. The transcript is delivered electronically and can be validated on the sending institution's website to confirm its authenticity.
The Pri¢e of Higher €ducation: An Issue and a $olutionLucas B. Kavlie
Teaching is an art and learning is a science. Conversely, teaching is a science and learning is an art. Neither is inherently costly, yet Americans annually spend ~$100B on the structure of education. This presentation looks at a reason for the rising costs of higher education and suggests a method for lowering that cost without compromising the educational quality (course content/student experience) or the educational product (an educated citizenry). Since the suggestion changes higher education policy, a call to action--asking attendees to speak against the presented reason for the rising costs--will be the culminating point of the presentation.
This document is Merritt College's Institutional Self-Evaluation Report submitted in support of reaccreditation. It includes certification of compliance with accreditation standards, responses to previous recommendations, an introduction to the college's history and programs, and a self-evaluation of how the college meets each accreditation standard. Merritt College serves approximately 7,000 students each semester, offering degrees and certificates in over 37 fields of study to prepare students for transfer or careers. All courses and programs have defined student learning outcomes that are regularly assessed.
Kent State University Master of Public Health 100% Onlinecjlaubacher
Highlights the admissions requirements, application processes and curriculum for the 100% Online Master of Public Health (MPH) in Health Policy and Management at Kent State University.
In this article, we explore the top community colleges in the United States, highlighting institutions that offer excellent academic programs, supportive environments, and opportunities for students to thrive. We delve into factors such as affordability, faculty quality, student services, transfer rates, and career outcomes to provide a comprehensive overview of each college. Whether you're a high school graduate seeking an affordable pathway to a four-year university or an adult learner looking to acquire new skills, this article will help you identify the best community colleges in the USA to kickstart your educational journey.
Class TypeOnline with Required Intensives Transfer CreditsUp.docxbartholomeocoombs
Class Type
Online with Required Intensives
Transfer Credits
Up to 50% can be transferred to Liberty
Next Start Date
Oct 22, 2018
Accreditation
Liberty University is accredited by SACSCOC
Request InformationApply NowEstimate Tuition & Fees
· Home
· School of Behavioral Sciences
· Master's Degrees
· Master of Arts in Professional Counseling Degree
Additional Navigation
Online Degree Programs
· Undergraduate Certificates
· Graduate Certificates
· Associate Degrees
· Bachelor's Degrees
· Master's Degrees
· Doctoral Degrees
Tuition
· Financial Aid
· Student Accounts
· Financial Check-In
· Payment Plans
· Emergency Response Discount
· Scholarships
Resources
· Degree Completion Plans
· Course Guides
· Webinars
· Supplemental Instruction
· IT Help Desk
· Academic Departments
· FAQs
Empower Others to Create Positive Change with a Master’s in Professional Counseling Degree Online
Liberty University’s Master’s in Professional Counseling degree online is designed to equip you with the specialized training you need to gain state licensure and become a Licensed Professional Counselor (LPC)*. An LPC is a licensed mental health professional who is trained to work with individuals, families, and groups in treating mental health and behavioral problems. By earning this online counseling degree, you will enhance your understanding of human psychology through field-tested techniques and learn best practices for promoting the mental health and holistic wellness of clients in diverse communities.
Our Masters in Counseling degree online will develop you into an ethical, well-trained mental health counselor with the knowledge, values, and skills to help empower others to make positive changes in their lives. Completing Liberty University’s counseling degree online prepares you for counseling practice through rigorous academic courses, dynamic interaction with mentors and faculty, and a carefully structured practicum and internship process.
Read Less
*Please verify with your state that this program will meet licensure requirements.
Why Choose Liberty’s Masters in Professional Counseling Degree?
Do you want to empower others to conquer their personal challenges and become healthy and productive? Liberty University’s online counseling LPC degree will prepare you for a rewarding career as a licensed professional counselor. Learn evidence-based, field-tested skills from professors who not only have years of real-world counseling experience but who are also committed to mentoring their students. You’ll have the opportunity to meet with some of them personally during your visits to Liberty’s beautiful Central Virginia campus for three on-campus intensives. You’ll also observe professional counselors in their own practices during your counseling practicum and start honing your own counseling skills throughout a two-semester internship.
Once you complete your Master’s in Professional Counseling degree online and pass your state licensure exam, you’ll be equipped to p.
Wexford University Online Personal Trainer Certificationandierosers
With the Wexford University Certified Personal Trainer (CPT) self-directed online training program, you learn at home, at your own pace. No set schedules, study when you want to; you have the freedom to take your time to ensure you completely understand each concept being taught.
Does the CAA Need Further Revision? – Perspective from a Scholar PractitionerEducationNC
This brief explores the amount of credit that North Carolina Community College System (NCCCS) students are able to transfer and apply to their major of study at the accepting University of North Carolina (UNC) System institution. The brief and dissertation is by Jonathan Loss, a research affiliate at the Belk Center for Community College Leadership and Research and dean of academics and educational opportunities at Catawba Valley Community College
Wexford University Online Personal Trainer Certificationandierosers
With the Wexford University Certified Personal Trainer (CPT) self-directed online training program, you learn at home, at your own pace. No set schedules, study when you want to; you have the freedom to take your time to ensure you completely understand each concept being taught.
This document is an official transcript from the University of South Carolina detailing the academic record of Rachael Amanda McGahee. It summarizes her coursework and grades at USC from Spring 2012 to Spring 2015, including transferred credits. The transcript shows that she has maintained good academic standing and earned Dean's List honors multiple semesters. It provides instructions for verifying the authenticity of the certified electronic PDF transcript.
This official academic transcript from the University of Phoenix documents the completed courses and degree of Bisa Strickland. It shows that Bisa Strickland earned a Bachelor of Science in Health Administration with a cumulative GPA of 3.38. The transcript lists all the courses taken at University of Phoenix, the grades received, credits earned, and the terms each course was taken. It also provides information about prior schools attended and total credits.
This document is Brandon Cook's transcript from Michigan State University. It shows that he earned a Bachelor's degree from Western Michigan University in 2007. At MSU, he completed a Master of Arts degree in Education in 2012 while maintaining a high GPA. It details all of the graduate courses he completed between 2009-2012, which credits were applied to his degree, and confirms that he was recommended for a teaching certificate.
Similar to G R A D U A T E C A T A L O G 2020-2021 (20)
Your new clientsThe Wagner’s – Scott and Ella are a young marri.docxDustiBuckner14
Your new clients:
The Wagner’s – Scott and Ella are a young married couple who just purchased a
townhome in the Heights area of Houston. He works in finance, and she is a Dr. They
prefer clean lines, not a lot of “fluff” but want their home to be comfortable and inviting.
The bedroom and bathroom need to have a relaxing “get away” feel as they both work
long hours. They have no children.
Develop and Prepare (3) Written Design Concepts for a Master Bedroom Suite - You
must use the “What, Why & How” Method presented in class
project will have its own unique Design Concept
You will use your Design Concepts to make selections and provide an overall design
scheme for each client
You will find images of all of your selections and include in your presentation
You will create (3) Schemes and present in a digital format.
Design/Presentation requirements are below:
Bedroom Materials/Finishes: Ceiling/Walls/Floors/Window Treatments
Bedroom Furniture Selections: Bed, Nightstands, Dresser, Art/Accessories, TV
Bedroom Light Fixtures
Bathroom Materials/Finishes: Ceiling/Walls/Floors/Millwork (counter & cabinets)
Bathroom FF&E Selections: Tub, Sinks, Shower & Sink Fittings, Lighting
Remember, you need to think about how you would like the bedroom to function,
and what your “concept” would be. Think about seating areas, sleeping area,
storage, dressing area, etc. This is your opportunity to be creative!
What is your concept statement? What is the programming? (Here are some questions
to ask)
What size bed?
What types of furniture needed? (Headboard, dresser, lounge chair, rug, etc.)
Comfort level and design style (contemporary, traditional, transitional)
Lighting and TV requirements?
Accessories?
You will:
Take the plan that was given to you and research and decide what furnishings
you would like to propose for each client.
Create a Programming slide identifying needs and requirements and your
solutions.
Create a brief Concept Statement slide summarizing your design intent. This
statement should also communicate the mood or feel you are attempting to
evoke.
Create a “working” presentation of your suggestions to review. This will consist of
several slides with your suggestions.
.
Writing Conclusions for Research PapersWhat is the purpose.docxDustiBuckner14
Writing Conclusions for Research Papers
What is the purpose of a conclusion?
A conclusion is supposed to provide the “final verdict,” or the “moral of the story” for the essay.
It is the writer’s last attempt at providing a memorable ending to the paper.
It explains why the topic is important and what the reader should learn from it.
A conclusion is not…
A repetition of the thesis statement and its points
Only a summary of the paper’s main points
A paragraph so detailed is resembles a body paragraph
A paragraph that goes into a new or unrelated topic
Two or three sentences long (i.e. “two sentences plus a catchy quote.”
Example of good conclusions
Making a recommendation or offering a solution to the problem
In conclusion, social media is not only responsible in many cases for ruining a marriage, sometimes it is responsible for ruining the entire family balance. These social platforms affect the stability of the couple creating a detachment in the everyday life; once the stability is broken and the distance starts to increase, most likely a sense of jealousy will generate and possibly lead to infidelity. It is easy for many users to blame social media for the end of their marriage, and because of this, it is important to use social media for a limited time with non-malicious intentions. The responsible use of the platforms may protect marriages from being permanently damaged and give a couple the possibility to live a much happier life together.
Painting a picture of the future if the problem is solved or handled correctly
Modern technology continues to prove its merit within the medical field furthering our understanding of ADHD as well as providing invaluable resources available to the public and educational institutions in which to simplify the management of this troublesome condition. It’s used to aid children throughout their academic endeavors, which, will dictate how they enter society and cope with symptoms that will be with them until future technology can find a cure. Data collection will only grow as technology is further implemented in ADHD treatment and is the key to developing the individual treatment plans that will help future generations thrive. The benefits of modern technology towards adolescents suffering from ADHD are plentiful and may one day eliminate the condition. This future is welcomed and one with great promise.
Painting a picture of the future if the problem is NOT solved or handled correctly
All in all, technology is growing at an extraordinarily exponential pace allowing us to be more connected and in tune than ever before. However, while we grow more connected online, we grow more apart in real life which in turn hurts our social skills, disconnects us from each other, degrades our interpersonal skills, makes it easier to commit crimes, and pulls friends and family apart. With almost everything in life there is undoubtedly an equal number of cons.
What Is Septic TankSeptic or septic typically is used t.docxDustiBuckner14
What Is Septic Tank?
"Septic" or "septic" typically is used to describe the anaerobic bacteria environment that was created in Tank and decomposes to mineralizes domestic wastewater in the tank.
What exactly is septic tank Septic tank? It is a constructed in a scientifically sound underground chamber typically made of rcc, fiberglass, plain concrete, steel, or plastic. the domestic water, wastewater and fecal materials, excretory and toilet products flow into it to treat the primary source of waste material , which decomposes and transform into semi-solid or solid settleable liquid sludge.
In the United States, there are several types of ready-made Septic tanks that are available in the market. They include concrete septic tank plastic septic tank, as well as fibreglass septic tanks. Most well-known and widely used are concrete septic tanks for homes, based on the state and local rules and regulations.
When it comes to "what is a concrete septic tanks?", concrete septic tank is a basic design, water-tight container constructed from RCC or plain concrete typically rectangular or circular in shape and available in one chamber, two chambers, or three chambers that are that are used to treat primary liquid waste.
The typical capacity ranges from 500 to 1250 gallons 500 gallon or 750 gallon tanks are adequate for a two-bedroom home or a 1000 gallon concrete tank is sufficient for a three bedrooms, and a 1250 gallon septic tank is sufficient for a four bedroom house or a family of four.
In this regard, "what is the septic tank?", the septic tank is a single chamber or multi-chamber underground compartment that is composed out of RCC concrete fiberglass, plastic or steel used for the first-class treatment for domestic wastewater and fecal material as well as excretory products and toilets that
Also Read:
Rooftop Design Ideas
What Are Septic Tank?
What is the septic tanks? Septic tank is an submerged sedimentation tanks for the primary treatment of household waste and fecal materials via the process of bioanaerobic digestion, or decomposition, which results in semi-solid or solid sludge that can be settled.
The majority of septic tanks for homes can hold between 4000 and 7500 millilitres or 1,000 - 2000 gals of effluent, or semi-solid sludge.
What Size of Septic Tank Do I Need
?
In this article, we'll be talking about underground septic tanks and the size is a reference to the tank's total capacity for handling. Read our article about above ground septic tanks to get additional information about these tanks and the systems.
The minimum requirements for capacity of a septic tank are based on various variables. The state, county or city guidelines may require approved sizes , as can the material used for tank construction and its installation.
The local geography and soil conditions play a significant role in the effectiveness of the system, which could affect the size of drain fields and the size of the septic tank.
The type of septic .
· You should respond to at least two of your peers by extending, r.docxDustiBuckner14
· You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.)
· All replies must be constructive and use literature where possible.
# 1
Hearing & Eye Age-Related Diseases
Presbycusis, also known as age-related hearing loss, is a debilitating disease with a complicated etiology that affects tens of millions of people worldwide and roughly half of those over 65 in the United States (Say et al., 2021). The loss is usually bilateral, causing difficulty hearing high-pitched tones and conversational speech (Meiner & Yeager, 2019). The causes of age-related hearing loss are thought to be genetic and environmental. Men are more affected by this condition than women. This condition's origin is yet unknown.
Some signs and symptoms that could be seen in patients with this condition are not answering when spoken to, talking loudly, paying attention to the speaker's lips, turning up the radio or TV volume, putting one palm over one ear, and tilting the head to one side when someone is speaking (Meiner & Yeager, 2019). The causes of presbycusis are multifaceted. In addition to physiologic and anatomical alterations brought on by aging-related deterioration, genetic factors are among the additional contributing elements (Cheslock & De Jesus, 2022). It is believed that glutamate signaling, glucocorticoids, and sex hormones all contribute to it. Hearing loss occurs more frequently in postmenopausal women who use progestin and a combination of hormone replacement therapy. Presbycusis has also been linked to exposure to loud noises and ototoxic substances such as salicylates, loop diuretics, aminoglycosides, and some chemotherapeutic drugs. Ototoxicity has also been linked to certain occupational and environmental exposures to toxins such as toluene, styrene, lead, carbon monoxide, mercury, and other toxins (Cheslock & De Jesus, 2022). This problem has also been associated to a history of ear infections and the presence of several systemic disorders.
Studies aimed at establishing a clear association for the cause have not been successful. As a result, the diagnosis entails eliminating other potential causes of hearing loss, such as infections, head trauma, metabolic disorders, vascular diseases, and heart disease (Meiner & Yeager, 2019). It is important for nurses when caring for patients with this condition to speak clearly and use a normal tone of voice. Patients and their families need to be instructed on how to use and where to obtain assistive listening devices (Meiner & Yeager, 2019). Nurses must educate patients and family members that when using hearing aids, they need to perform daily listening and battery checks. These devices must be stored in a hearing aid drying container with batteries removed.
Vision is an important sense that is needed to complete ADLs. Age-related changes and macular or.
You are a medical student working your way throughcollege and ar.docxDustiBuckner14
You are a medical student working your way through
college and are assigned to a hospital given background information on a patient.
You were provided the chief complaint and long-term history of the patient
outlined below. You are asked by the nurse in charge to read the following case,
investigate the topic (Diabetes mellitus and chronic renal failure) and complete a
written report in MLA format including references addressing each of the
questions identified below.
.
[removed]THIS IEP INCLUDES FORMCHECKBOX Transitions.docxDustiBuckner14
[removed]
THIS IEP INCLUDES:
FORMCHECKBOX
Transitions
FORMCHECKBOX
Interim Service Plan
NEW YORK CITY
BOARD OF EDUCATION
INDIVIDUALIZED EDUCATION PROGRAM
CONFERENCE INFORMATION
CSE Case#
-
Home District:
Service District:
Date:
/
/
Type:
STUDENT INFORMATION
*Age as of the date of the conference
Name:
NYC ID#
- -
Date of Birth
/ /
Gender
FORMDROPDOWN
Address:
Age:
Phone:
( ) -
English LAB
Year
Spanish LAB
Year
Grade
FORMDROPDOWN
Language(s) Spoken/Mode of Communication
FORMDROPDOWN
Primary Agency with whom student is involved
Name of Contact
FORMTEXT
Phone:
( ) -
Agency Case#
PARENT/GUARDIAN INFORMATION
Relationship to Student
Name:
FORMDROPDOWN
Address:
Phone (Home):
( ) -
Phone (Work):
( ) -
Interpreter Required
FORMCHECKBOX
Yes
FORMCHECKBOX
No
Preferred Language/ Mode of Communication
FORMDROPDOWN
SPECIAL MEDICAL/PHYSICAL ALERTS
(Refer to Health & Physical Development Page for additional details.)
The student has
FORMCHECKBOX
medical conditions and/or FORMCHECKBOX
physical limitations which affect his/her FORMCHECKBOX
learning FORMCHECKBOX
behavior and/or FORMCHECKBOX
participation in school activities.
The student requires FORMCHECKBOX
medication and/or FORMCHECKBOX
health care treatment(s) or procedure(s) during the school day.
Other alerts:
SUMMARY OF RECOMMENDATIONS
Eligibility
FORMCHECKBOX
Yes FORMCHECKBOX
No
Recommended Services
Classification of Disability
FORMDROPDOWN
FORMDROPDOWN
Staffing Ratio
FORMDROPDOWN
Twelve Month School Year
FORMCHECKBOX
Yes FORMCHECKBOX
No
Recommended Services for the Twelve Month School Year
FORMDROPDOWN
Staffing Ratio
FORMDROPDOWN
Other Recommendations (Check all that apply) .
Using the Integrated Model of Work Motivation Figure 12.1 (Latham, 2.docxDustiBuckner14
Using the Integrated Model of Work Motivation Figure 12.1 (Latham, 2011), describe specific practices that may or may not have a positive effect on workplace attitudes, motivation, and job satisfaction. Evaluate the possible future directions and potential of leadership practices for positive workplace attitudes, motivation, and job satisfaction within the current workplace.
.
What We Can Afford” Poem By Shavar X. Seabrooks L.docxDustiBuckner14
“What We Can Afford”
Poem By: Shavar X. Seabrooks
Like the rice fields of Charleston, the wind blows limitlessly.
The slaves give peace to the land that hands they have touch.
In the mist of blood, sweat and tears, still the heartbeat sticks in the sweetgrass of mercy.
Gathered near the Stono River, they earned for freedom press against time which is not a
companion.
Fort Mose just in their reach, still time is not their companion.
Looking back to the Ancient Civilization, were Dark Skin People were King and Queens.
Wear Kenta cloths adorning the skin like silk.
And were the land being harvest for love and not for gain.
The children to grow and not wanting to be enslaved and the lips of the masters impales
the dreams.
Yet, the circle that remains the same, but the horizon is just to come.
The wind shall tell the truth and the African Experiences will be a drum of remembrance.
References
Higginbotham, R. D., Wickwire, F., & Wickwire, M. (1970). Cornwallis: The American
adventure. The Journal of Southern History, 36(4), 591. doi:10.2307/2206317
Morgan, E. S. (1972). Slavery and freedom: The American paradox. The Journal of American
History, 59(1), 5. doi:10.2307/1888384
Video clips on Ancient African Civilizations, Kente Cloth
Miranda Isabella Hurt
20 October 2020
Haiku about Emmett Till
Just a young black boy
Stripped of all his life and dreams
Where is the justice
Cinquain about the Civil Rights Movement
A movement ignited by Parks
A peaceful dream promoted by Dr. King
An education organized by Clark
A call to let freedom ring
The first poem is about the murder of Emmett Till. Till’s tragic tale is described in the Eyes on the Prize:
Awakenings and in the study guide. On August 28, 1955, “Emmett Till, a black boy from Chicago visiting
his uncle Moses Wright in Mississippi, is murdered for inappropriately addressing a white woman (page
14).” Even though Till’s murderers eventually confessed to the crime, they were never charged for his
murder (because of the no double jeopardy clause in the fifth amendment of the Constitution). This is
one of many instances of injustice against African Americans in the south during the Civil Rights
Movement. However, even now in the 21st century, African Americans are still facing prejudices and
being killed by cops, the people who are supposed to protect them.
The second poet highlights three big names of the Civil Rights Movement, Rosa Parks, Dr. Martin Luther
King Jr, and Septima Clark. The Eyes on the Prize videos mention King a lot, because he was quite a
significant man, and The Awakenings and Ready from Within discusses Rosa Parks. Rosa Parks sparked
the Montgomery bus boycott by refusing to give up her seat to a white person. Septima Clark’s impact
on the Civil Rights Movement with her citizenship schools was the main topic of Ready from Within.
Clark played a crucial role in educating many African American.
What are the techniques in handling categorical attributesHow.docxDustiBuckner14
What are the techniques in handling categorical attributes?
How do continuous attributes differ from categorical attributes?
What is a concept hierarchy?
Note the major patterns of data and how they work.
What is K-means from a basic standpoint?
What are the various types of clusters and why is the distinction important?
What are the strengths and weaknesses of K-means?
What is a cluster evaluation?
.
University of the CumberlandsSchool of Computer & Information .docxDustiBuckner14
University of the Cumberlands
School of Computer & Information Sciences
ISOL-536 - Security Architecture & Design
Chapter 8: Business Analytics
Chapter 8: Business Analytics
8.1 Architecture
8.2 Threats
8.3 Attack Surfaces
8.3.1 Attack Surface Enumeration
8.4 Mitigations
8.5 Administrative Controls
8.5.1 Enterprise Identity Systems (Authentication and Authorization)
8.6 Requirements
8.1 Architecture
Data science is a set of fundamental principles that guide the extraction of knowledge from data. Data mining is the extraction of knowledge from data via technologies that incorporate these principles.
Like many enterprises, Digital Diskus has many applications for the various processes that must be executed to run its business, from finance and accounting to sales, marketing, procurement, inventory, supply chain, and so forth. A great deal of data is generated across these systems. But, unfortunately, as a business grows into an enterprise, most of its business systems will be discreet. Getting a holistic view of the health of the business can be stymied by the organic growth of applications and data stores.
8.1 Architecture – Cont.
Figure 8.1 Business analytics logical data flow diagram (DFD).
8.1 Architecture – Cont.
Figure 8.2 Business analytics data interactions.
Figure 8.2 is a drill down view of the data gathering interactions of the business analytics system within the enterprise architecture. Is the visualization in Figure 8.2 perhaps a bit easier to understand? To reiterate, we are looking at the business analysis and intelligence system, which must touch almost every data gathering and transaction-processing system that exists in the internal network. And, as was noted, business analytics listens to the message bus, which includes messages that are sent from less trusted zones.
5
8.2 Treats
Figure 8.3 Business analytics system architecture.
As we move to system specificity, if we have predefined the relevant threats, we can apply the threats’ goals to the system under analysis. This application of goals leads directly on to the “AS” of ATASM: attack surfaces. Understanding your adversaries’ targets and objectives provides insight into possible attack surfaces and perhaps which attack surfaces are most important and should be prioritized.
It’s useful to understand a highly connected system like business analytics in situ, that is, as the system fits into its larger enterprise architectural context. However, we don’t yet have the architecture of the system itself. Figure 8.3 presents the logical components of this business analytics system.
There are five major components of the system:
1. Data Analysis processing
2. Reporting module
3. Data gathering module
4. Agents which are co-located with target data repositories
5. A management console
6
8.3 Attack Surfaces
In this context, where several components share the same host, how would you treat the communications between them? Should.
Theresa and Mike fully support creating a code of conduct for th.docxDustiBuckner14
Theresa and Mike fully support creating a code of conduct for the newly merged JEANSTYLE organization. They have asked you to recommend how they should approach the development of the code of conduct, especially given the need to merge the companies into one team with a shared mission, vision, and values. They are interested in knowing how the code of conduct will help establish the new organizational culture of JEANSTYLE.
Review the
scenario
( https://class.coloradotech.edu/CbFileShareCommon/ctu/INTD670/Assignment_Assets/ProblemB.pdf ) for this course, and address the following questions:
What set of steps should be used to create the
code of conduct
?
What topics should be included in the code of conduct?
What impact does a code of conduct have on an organization's culture?
Access the
assignment template
.
4-6 PAGES NEEDED
.
Unit VII 1. Suppose a firm uses sugar in a product tha.docxDustiBuckner14
Unit VII
1. Suppose a firm uses sugar in a product that you purchase. The firm vertically integrates by purchasing sugar farms that produce the sugar organically and in a way that makes it also sustainable for the environment. How would that influence your demand for that product? What other purpose than profitability might cause the firm to make this decision to vertically integrate in this way? 200 words min
2.
Identify a skill that you learned in this course, and explain how you can apply it to increase success in your career in a real-world scenario. 200 words3.
Instructions
Your assignment is to provide a final report for Ruby Red Movie Theater in which you address the concerns that have been outlined in the previous six units of this class, indicating any outsourcing or vertical integration options Ruby Red Movie Theater may be able to implement.
Be specific regarding the analysis you performed in each area of study. Your recommendations for improvements for the theater should be based on economic theory and your analysis. Your complete analysis of the theater, the industry, and opportunities that may exist are crucial for the future profitability of the theater.
Revise the information from previous assignments as needed and pull everything together to create a cohesive, comprehensive report. What this means is that this final report should be original updated work, though it is based on your previous assignments. Do not just copy and paste your previous assignments into one paper. Also, be sure to incorporate any suggestions your instructor made in your previous assignments.
New information will be added for Unit VII, which will focus on the information provided in this unit. The topics for this section will include why firms exist, the factors that create a situation where vertical integration is desirable, and why firms would use outsourcing, as well as how this information can be applied to the Ruby Red Movie Theatre.
The following is a list of items and sections you should include in your final report. Replace the unit numbers with appropriate titles for the information in each section.
· Title page
· Table of contents
· Introduction
· Unit I
· Results write-up from Unit I, including recommendations
· Unit II
· Results write-up from Unit II, including recommendations
· Unit II Tables
· Unit II Graphs
· Unit III
· Results write-up from Unit III, including recommendations
· Unit IV
· Results write-up from Unit IV, including recommendations
· Unit IV Tables
· Unit V
· Results write-up from Unit V, including recommendations
· Unit V Tables
· Unit VI
· Results write-up from Unit VI, including recommendations
· Unit VII
· Results write-up from Unit VII, including recommendations
· Conclusions and final recommendations
· Reference page
· Insert labeled tables after the reference page
Adhere to APA Style (APA 7th edition) when constructing this assignment, including in-text citations and references for all sources t.
Title If a compensation system works well for one business, that .docxDustiBuckner14
Title:
If a compensation system works well for one business, that same compensation system should not work well for other businesses.”
Company we choose : FEDEX & STARBUCKS
Introduction:
Contextual variables (Firm A and Firm B)
Based on the Title above and the companies provided just provide the overall introduction in the report and the contextual variables where we tell about the companies ( FEDEX & STARBUCKS)
.
Review the Article Below Keller, J. G., Miller, C., LasDulce, C.docxDustiBuckner14
Review the Article Below:
Keller, J. G., Miller, C., LasDulce, C., & Wohrle, R. G. (2021). Using a community-based participatory research model to encourage parental involvement in their children’s schools.
Children & Schools
,
43
(3), 149–158.
https://doi.org/10.1093/cs/cdab015
The article takes a participatory action approach. The text lists 7 criteria for participatory action research. How does the project described in the article you selected meet these 7 criteria?
Social phenomena are influenced by macro-level social influences.
Social structures and dynamics are contextualized by history
Theory and practice are simultaneously engaged.
Dialogue between the subject and the object is transformed into a single subject–subject
Research and action become a single process
Community and researcher produce knowledge together for social transformation
Research results should be immediately applied to a concrete state of affairs.
.
Teachers reach diverse learners by scaffolding instruction in ways t.docxDustiBuckner14
Teachers reach diverse learners by scaffolding instruction in ways that support content literacy and learning.
Think back when you were a student or during your own field experiences in which culturally or linguistically diverse learners were part of a classroom.
1. How did these students participate in the class? How did the teacher respond? Were modifications made for them? If so, describe the nature of those modifications.
2.
Language and culture are inextricably connected
. What are the implications of this statement for classroom practice?
Search entries or author
.
ScenarioThe HIT Innovation Steering Committee of a large.docxDustiBuckner14
Scenario
The
HIT Innovation Steering Committee
of a large, integrated healthcare system is in the process of examining the potential impact for new emerging technologies. The Committee is aware that HIT is rapidly changing and that they need to proactively plan for upcoming changes. As a member of this committee, select an emerging technology discussed in the module readings and lectures. Research how this new technology could affect patients, healthcare delivery and data analytics. Based on your learnings, write a White Paper for the Committee describing your findings and recommendations.
Instructions
Create a WHITE PAPEr that includes:
Discussion on why emerging technology poses a challenge for healthcare organizations
Discussion of the chosen emerging technology including reason(s) for selection
Discussion on the potential impact on patients, healthcare delivery, and healthcare organizations
Provide insight into how extracting and analyzing the potential data (administrative, financial, and clinical) benefits or poses challenges for healthcare organizations
Provide recommendations on how the organization can strategically plan for emerging technology
Reference page of resources utilized
A - 4 - Mastery
Clear and thorough discussion on why emerging technology poses a challenge for healthcare organizations, including multiple examples and supporting details.
A - 4 - Mastery
Clear and thorough discussion of the chosen emerging technology including reason(s) for selection, including multiple examples and supporting details.
A - 4 - Mastery
Clear and thorough discussion on potential impact to patients, healthcare delivery, and healthcare organizations, including multiple examples and supporting details
A - 4 - Mastery
Clear and thorough explanation of how extracting and analyzing the potential data (administrative, financial, and clinical) benefits or poses challenges for healthcare organizations.
A - 4 - Mastery
Clear and thorough recommendations on how the organization can strategically plan for emerging technology, including multiple examples and supporting details.
.
Space ... the final frontier. So, as I am sure everyone knows, .docxDustiBuckner14
Space ... the final frontier. So, as I am sure everyone knows, the National Aeronautical Space Administration (NASA) is located right here in H-town. OK, well, technically in Clear Lake. One rarely thinks of space exploration as an extension of government, but remember, one of President John F. Kennedy's challenges promises to the nation was sending an American to the moon.
Well recently, with the call to put an astronaut on Mars by President George W. Bush, and with the founding of SpaceX by Elon Musk, the discussion about space exploration has re-emerged. I would like you to address the following debate. What extent should the government use tax-payer dollars to fund space exploration? Should we leave space travel up to the private sector, or should the government invest more NASA mission. Perhaps there is a healthy balance between the two? What are your thoughts.
Below are some recent (and old) articles about this subject. In addition, I have also linked a report that NASA contributed to about the benefits of space exploration, and a finding by the Congressional Budget Office suggesting how money could be spent elsewhere.
you must reference at least one article correctly in the body of the post (not simply cutting and pasting the URL after your post), respond respectfully to one-classmate, use college level grammar and sentence structure, and be at least 250 words long.
Selected Articles:
https://www.pewresearch.org/science/2018/06/06/majority-of-americans-believe-it-is-essential-that-the-u-s-remain-a-global-leader-in-space/
https://www.cbo.gov/budget-options/2018/54771
https://www.nytimes.com/2020/07/28/science/mars-nasa-science.html
https://abcnews.go.com/Business/spacex-ula-score-multi-million-dollar-military-launch/story?id=72280019
https://www.planetary.org/articles/cost-of-perseverance-in-context
https://www.nasa.gov/sites/default/files/files/Benefits-Stemming-from-Space-Exploration-2013-TAGGED.pdf
https://www.texastribune.org/2017/03/21/trump-signs-nasa-bill-aimed-landing-mars/
https://newrepublic.com/article/60759/case-cutting-nasas-budget
.
The Internal EnvironmentInstitutionStudent’s name.docxDustiBuckner14
The Internal Environment
Institution:
Student’s name:
Date:
Part 1.
In business, "corporate culture" refers to the rules, customs, and beliefs that all employees follow and are taught (Wheelen, Thomas., & Hunger, J. David, 2014). However, in today's world, the CEO, CFO, and other top executives' actions and attitudes have a direct impact on the company's culture. FedEx has a culture that demonstrates to its employees and customers how much they are valued. FedEx prioritizes service, people, honesty, innovation, responsibility, safety, and loyalty (FedEx, 2019). FedEx understands the importance of a positive work environment and a strong corporate culture in order to achieve operational success and provide excellent customer service. As a result, FedEx has implemented a "People-Service-Profit strategy" (P-S-P) and continues to promote a high-performance culture. (FedEx, 2019). Frederick Smith, the company's current CEO and founder, came up with this idea because he believed that investing in employees would result in better work and, as a result, financial success. This philosophy emphasizes the importance of treating employees with respect and dignity, as well as rewarding team members based on how well they perform their duties.
FedEx believes that its employees are the best way to make big decisions, and it attributes its success to its innovative culture. Because service providers' employees are the ones who directly interact with customers, this philosophy is especially important in the service industry. Training, giving employees power, and providing incentives are all critical in a company whose culture is based on this philosophy (Peoplematters, 2019). FedEx Corporation's plan to make more money, in my opinion, is consistent with its core value of putting people first. People who are enthusiastic about their jobs are always more creative and productive. On the review site Glassdoor, current FedEx employees gave CEO Frederick Smith an 84% approval rating, and 73% said they would recommend working there to a friend (Glassdoor, 2019). FedEx is the company most likely to hire these individuals as a result of this. In addition, some FedEx freight drivers chose not to join a union in 2017, indicating a favorable work environment (Dcvelocity, 2017). FedEx Corporation employs approximately 300,000 people in over 250 countries and territories. As a result, there are numerous programs in place to thank employees for their efforts. This demonstrates how much FedEx cares about and values its employees.
There is a list of awards and recognition programs on the main website, including "The Humanitarian Award," "The Five Star," "Bravo Zulu," and "Purple Promise" (FedEx, 2019). A five-star rating is the highest you can achieve at FedEx. The manager gives the staff theater tickets and quick cash bonuses in the form of Bravo Zulu. Pilots, couriers, customer service representatives, and meteorologists are among those who benefit from the "purple promise.
THE RESEARCH PROPOSAL BUS8100 8Chapter 2 - Literature ReviewTh.docxDustiBuckner14
THE RESEARCH PROPOSAL BUS8100 8
Chapter 2 - Literature Review
The purpose of this quantitative correlational study was to examine whether relationships
exist among job performance, transformational leadership style, and employee turnover intention
in the United States. Interest grew in the past 30 years, combining transformational leadership
and employee turnover intention, based on the assumptions that employees are likely to be
influenced by their leader’s behavior (Gyensare et al., 2016). Gyensare et al. (2016) noted
transformational leadership style was a key variable in lowered employee turnover intention and
enhanced employee well-being. Buil et al. (2019) stated job performance was an organizational
benefit deriving from transformational leadership style.
This literature review was structured to provide key concepts and related factors to the
research variables. In the first section, the researcher defined job performance and measurements
related to this performance. This included the 360-feedback and performance appraisal. The next
section discussed and measured transformational leadership style followed by employee turnover
intention. The fourth section covered contrasting and supporting theories relative to my
theoretical framework. The final section entailed profitability and a discussion of the auto
manufacturing industry.
The existing research in the literature review focused on the relationships between the
variables of employee turnover intention, transformational leadership style, and job performance.
The top journals used include the International Journal of Academic Research in Business and
Social Sciences, International Journal of Productivity and performance management, Journal of
Managerial Psychology, International Journal of Business and Management, Journal of Human
Resources in Hospitality & Tourism, International Journal of Business Administration,
International Journal of Selection & Assessment, SAM advanced management journal, and
Journal of Applied Biobehavioral Research.
To locate research for this study, EbscoHosts and Education Resources Information
Center (ERIC) were used. The keywords used in the searches include employee turnover
intention, transformational leadership style, factors of employee turnover intention, job
performance impact, employee turnover and job performance, transformational and
transactional leadership style, the cost of employee turnover intention, LMX theory, measuring
job performance, employee turnover and profit, transformational leadership theory, and
measuring employee turnover intention.
The Automotive Industry
In the early days, the majority of U.S. manufacturing was centered in a small part of the
Northwest and eastern side of the Midwest (Krugman, 1991). The early automotive
manufacturers primarily put together the completed product by components and parts brought
from outside suppliers (Peterson, 1987). Henry Ford established a vision of the automobile by
introducing the Model T .
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Constructing Your Course Container for Effective Communication
G R A D U A T E C A T A L O G 2020-2021
1. G R A D U A T E
C A T A L O G
2020-2021
University of the Cumberlands Graduate Catalog, 2020-2021 V-
2 Page 2
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
2. 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.
3. 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 accredi tation
is
withdrawn for failure to comply with the Standards.
4. 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.
http://www.ccneaccreditation.org/
University of the Cumberlands Graduate Catalog, 2020-2021 V-
2 Page 3
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.
5. 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 maintenanc e 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
6. 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
7. 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.
The Washington Student Achievement Council (WSAC) has
authority to investigate student complaints against specific
schools. WSAC may not be able to investigate every student
complaint. Visit https://www.wsac.wa.gov/student-complaints
for
information regarding the WSAC complaint process.
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
8. 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.
mailto:[email protected]
https://www.wsac.wa.gov/student-complaints
University of the Cumberlands Graduate Catalog, 2020-2021 V-
2 Page 4
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.
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
9. 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]s.edu
Complaints may also be submitted to the U.S. Department of
Education Office for Civil Rights: 1-800-421-3481
10. 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.
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
University of the Cumberlands Graduate Catalog, 2020-2021 V-
11. 2 Page 5
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.
12. 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
University of the Cumberlands Graduate Catalog, 2020-2021 V-
2 Page 6
Table of Contents
ACCREDITATION
...............................................................................................
........................................................................ 2
School of Business
...............................................................................................
................................................................. 2
School of Social and Behavioral Sciences
...............................................................................................
.............................. 2
13. 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
14. WELCOME FROM THE PRESIDENT
...............................................................................................
......................................... 5
MISSION STATEMENT
...............................................................................................
.............................................................. 12
VISION STATEMENT
...............................................................................................
................................................................ 12
INSTITUTIONAL ACADEMIC PURPOSE STATEMENT
...............................................................................................
.......... 12
PURPOSE AND PLAN OF THE GRADUATE PROGRAM
...............................................................................................
....... 12
HISTORY OF UNIVERSITY OF THE CUMBERLANDS
...............................................................................................
............ 13
THE CAMPUS
...............................................................................................
............................................................................ 13
CONTINUUM
...............................................................................................
.............................................................................. 13
Masters Degrees
...............................................................................................
....................................................................... 13
15. Master of Arts (M.A.)
...............................................................................................
............................................................. 13
Master of Arts in Teaching (MAT)
...............................................................................................
......................................... 13
Master of Business Administration (MBA)
...............................................................................................
............................ 13
Master of Science
(M.S.).....................................................................................
................................................................. 14
Specialist Degree
...............................................................................................
...................................................................... 14
Education Specialist (Ed.S.)
...............................................................................................
................................................. 14
Doctoral Degrees
...............................................................................................
...................................................................... 14
Doctor of Business Administration (DBA)
...............................................................................................
............................. 14
Doctor of Education (Ed.D.) in Educational Leadership
...............................................................................................
....... 14
16. Doctor of Psychology (Psy.D.)
...............................................................................................
.............................................. 14
Doctor of Philosophy
(Ph.D.)....................................................................................
............................................................ 14
GRADUATE DEGREES OFFERED AT UNIVERSITY OF THE
CUMBERLANDS.................................................................
14
POLICIES AND REGULATIONS FOR GRADUATE
STUDENTS
...........................................................................................
15
University Regulations
...............................................................................................
................................................................ 15
The University Community
...............................................................................................
........................................................ 15
Academic Dishonesty Policy
...............................................................................................
..................................................... 15
Disability Accommodations
...............................................................................................
....................................................... 15
Name and Contact Information Changes
...............................................................................................
17. .................................. 16
Attendance Policy
...............................................................................................
..................................................................... 16
Force Majeure
...............................................................................................
........................................................................... 16
Course Cancellation Policy
...............................................................................................
....................................................... 16
Academic Leave of Absence from the University
...............................................................................................
..................... 16
SERVICES FOR GRADUATE STUDENTS
...............................................................................................
............................... 17
University of the Cumberlands Graduate Catalog, 2020-2021 V-
2 Page 7
Hagan Memorial Library
...............................................................................................
............................................................ 17
Institutional Review Board (IRB)
....................................................................................... ........
............................................... 17
Student Services
18. ...............................................................................................
....................................................................... 17
Special Services
...............................................................................................
........................................................................ 18
PROCEDURES FOR APPLICATION, ADMISSION, AND EXIT
.............................................................................................
19
Admission to the University
...............................................................................................
....................................................... 19
Exiting/Application for Graduation
...............................................................................................
............................................. 20
Re-admittance to the Institution
...............................................................................................
................................................ 20
Continuous Enrollment Model
...............................................................................................
................................................... 20
Transfer Policies
...............................................................................................
....................................................................... 20
Transfer Credit Related to Military Service
...............................................................................................
............................... 21
Transfer Credit to Other Institutions
20. ...............................................................................................
....................................................................... 23
Courses Fifteen Weeks or Greater in Length
...............................................................................................
....................... 23
Courses Greater than Six Weeks but Less than Fifteen Weeks in
Length ......................................................................... 23
Policy on the Return of Tuition Assistance (TA)
...............................................................................................
....................... 24
Student’s Right to
Cancel....................................................................................
..................................................................... 24
Statement of Financial Responsibility Disclosure Statement
...............................................................................................
... 24
University Regulations, Rules and Policies
...............................................................................................
.............................. 24
Communication
...............................................................................................
......................................................................... 24
IRS Form 1098-T
...............................................................................................
...................................................................... 25
Drop for Non-Payment
...............................................................................................
21. .............................................................. 25
Withdrawal
...............................................................................................
................................................................................ 25
Class Fees
...............................................................................................
................................................................................ 25
Late Payment Fees
...............................................................................................
................................................................... 25
Financial Aid
...............................................................................................
.............................................................................. 26
Refunds
...............................................................................................
..................................................................................... 26
Third Party Sponsorship
...............................................................................................
........................................................... 26
Returned Payments
...............................................................................................
.................................................................. 26
Past Due Accounts/Collections
...............................................................................................
................................................. 26
Prepayment
...............................................................................................
22. ............................................................................... 26
Financial Hold
...............................................................................................
........................................................................... 27
STUDENT FINANCIAL AID
...............................................................................................
....................................................... 27
Tuition Assistance Course Approval Process
...............................................................................................
........................... 27
Satisfactory Academic Progress
...............................................................................................
............................................... 27
Treatment of Title IV Aid When a Student Withdraws
...............................................................................................
.............. 28
Return of Other Sources of Financial Aid
...............................................................................................
.................................. 28
University of the Cumberlands Graduate Catalog, 2020-2021 V-
2 Page 8
Veterans Administration Educational Assistance
...............................................................................................
....................... 29
Vocational Rehabilitation
23. ...............................................................................................
............................................................ 29
ACADEMIC INFORMATION AND REGULATIONS
...............................................................................................
.................. 29
The Commitment Needed to Succeed at University of the
Cumberlands
............................................................................... 29
Academic Advising
...............................................................................................
.................................................................... 29
Graduate Student Success (GSS)
...............................................................................................
............................................ 30
Department of International Graduate Studies (DIGS)
...............................................................................................
............. 30
Grading Systems and Grade Reports
...............................................................................................
....................................... 30
Quality Points and Grade Point Average (GPA)
...............................................................................................
....................... 31
Withdrawing from a Course
...............................................................................................
...................................................... 31
Withdrawing from the University
24. ...............................................................................................
............................................... 31
Verification of Enrollment
...............................................................................................
.......................................................... 32
Repeating a Course
...............................................................................................
.................................................................. 32
Academic Appeals
...............................................................................................
..................................................................... 32
Classification of Students
...............................................................................................
.......................................................... 32
Military Admission Recruitment Tactics Policy
...............................................................................................
......................... 33
Academic Standing Policy and Procedures
...............................................................................................
.............................. 33
Readmission Following a Period of Active Military
Duty.......................................................................................
................... 34
REQUIRED DOCUMENTATION AND PROCEDURES
...............................................................................................
............ 35
Verification of Enrollment
25. ...............................................................................................
.......................................................... 35
Degree Time Limit
.................................................................................... ...........
..................................................................... 35
Course Restrictions
...............................................................................................
................................................................... 35
Required Courses
...............................................................................................
..................................................................... 35
POLICIES/PROCEDURES SPECIFIC TO THE EXECUTIVE
FORMAT PROGRAMS ...........................................................
35
Programs Offered in Executive Format Option
...............................................................................................
......................... 35
Residency Requirement
...............................................................................................
............................................................ 36
Residency Attendance Policy
...............................................................................................
................................................... 36
Physical Attendance Records
...............................................................................................
................................................... 36
Application of
26. Learning.................................................................................
............................................................................ 36
Regulation Related to International Students
...............................................................................................
........................... 36
ADVANCED STANDING/ACADEMIC CREDIT THROUGH
EXPERIENTIAL LEARNING
.................................................... 37
Guidelines for Academic Credit through Experiential Learning
...............................................................................................
37
Credit for Prior Learning
...............................................................................................
............................................................ 38
PRIVACY RIGHTS OF STUDENTS
...............................................................................................
.......................................... 39
ACADEMIC UNITS
...............................................................................................
.................................................................... 41
PLASTER GRADUATE SCHOOL OF BUSINESS
...............................................................................................
................... 41
Program Mission/Vision
...............................................................................................
........................................................ 41
Program Goals
27. ...............................................................................................
...................................................................... 41
Program of Study
...............................................................................................
...................................................................... 41
Admission to the MS/MBA Programs
...............................................................................................
.................................... 41
Programs
...............................................................................................
............................................................................... 42
Program Description
...............................................................................................
............................................................. 42
Course Descriptions
...............................................................................................
.............................................................. 56
CHRISTIAN STUDIES DEPARTMENT
...............................................................................................
.................................... 66
Program Mission/Vision
...............................................................................................
........................................................ 66
University of the Cumberlands Graduate Catalog, 2020-2021 V-
2 Page 9
28. Program Goals
...............................................................................................
...................................................................... 66
Program of Study
...............................................................................................
...................................................................... 66
Programs
...............................................................................................
............................................................................... 66
Course Descriptions
...............................................................................................
.............................................................. 68
Course Schedule
...............................................................................................
................................................................... 71
SCHOOL OF COMPUTER AND INFORMATION SCIENCES
...............................................................................................
. 72
Center of Academic Excellence
...............................................................................................
............................................ 72
Program Mission
...............................................................................................
................................................................... 72
Program Vision
...............................................................................................
...................................................................... 72
29. Program Goals
...............................................................................................
...................................................................... 72
Program of Study
...............................................................................................
...................................................................... 72
Programs
...............................................................................................
............................................................................... 73
Course Descriptions
...............................................................................................
.............................................................. 81
CLINICAL COUNSELING (COUNSELOR EDUCATOR AND
SUPERVISION) DEPARTMENT ............................................
88
Department Mission
...............................................................................................
.............................................................. 88
Masters Program Vision
...............................................................................................
....................................................... 88
Masters Programs Overview
...............................................................................................
................................................. 88
Masters Program Goals
...............................................................................................
........................................................ 88
30. Program of Study
...............................................................................................
...................................................................... 89
Clinical Experiences
...............................................................................................
.............................................................. 89
Licensure Information
...............................................................................................
........................................................... 89
Programs
...............................................................................................
............................................................................... 91
Ph.D. Program Vision
...............................................................................................
........................................................... 92
Ph.D. Program Overview
...............................................................................................
...................................................... 92
Ph.D. Program Goals
...............................................................................................
............................................................ 92
PhD, Counselor Education and Supervision
...............................................................................................
......................... 92
Course Descriptions
...............................................................................................
.............................................................. 94
31. CRIMINAL JUSTICE DEPARTMENT
...............................................................................................
..................................... 100
Program Mission
...............................................................................................
................................................................. 100
Program Vision
...............................................................................................
.................................................................... 100
Program Goals
...............................................................................................
.................................................................... 100
Program of Study
...............................................................................................
.................................................................... 100
Admission to the Criminal Justice Department
...............................................................................................
................... 100
Programs
...............................................................................................
............................................................................. 102
Course Descriptions
...............................................................................................
............................................................ 105
SCHOOL OF EDUCATION
...............................................................................................
..................................................... 110
32. Program Mission
...............................................................................................
................................................................. 110
Program Vision
...............................................................................................
.................................................................... 110
Program Goals
...............................................................................................
.................................................................... 110
Program of Study
...............................................................................................
.................................................................... 111
Admission to the School of Education
...............................................................................................
................................ 112
Dispositions
...............................................................................................
......................................................................... 113
Exit Criteria
...............................................................................................
.......................................................................... 113
Rank Change and Teacher Certification
...............................................................................................
............................. 114
Programs
...............................................................................................
............................................................................. 114
33. University of the Cumberlands Graduate Catalog, 2020-2021 V-
2 Page 10
Course Descriptions
...............................................................................................
............................................................ 129
THE DEPARTMENT OF HEALTH, EXERCISE AND SPORT
SCIENCE ...............................................................................
144
Program Mission
...............................................................................................
................................................................. 144
Program Vision
...............................................................................................
.................................................................... 144
Program Goals
...............................................................................................
.................................................................... 144
Program of Study
...............................................................................................
.................................................................... 144
Programs
...............................................................................................
............................................................................. 145
Course Descriptions
...............................................................................................
............................................................ 147
34. LEADERSHIP DEPARTMENT
...............................................................................................
................................................ 149
Program Mission
...............................................................................................
................................................................. 149
Program Vision
...............................................................................................
.................................................................... 149
Program Goals
...............................................................................................
.................................................................... 149
Program of Study
...............................................................................................
.................................................................... 149
Program Structures
...............................................................................................
............................................................. 150
Programs
...............................................................................................
............................................................................. 152
Course Descriptions
...............................................................................................
............................................................ 156
SCHOOL OF NURSING
...............................................................................................
......................................................... 158
35. Program Mission
...............................................................................................
................................................................. 158
Program Vision
...............................................................................................
.................................................................... 158
Purpose Statement/Program Overview
...............................................................................................
............................... 158
Philosophy
...............................................................................................
........................................................................... 158
Program Goals
...............................................................................................
.................................................................... 158
Program of Study
...............................................................................................
.................................................................... 159
Program Outcomes
...............................................................................................
............................................................. 159
Values
...............................................................................................
................................................................................. 159
Admission to the Nursing Department
...............................................................................................
................................ 160
36. Programs
...............................................................................................
............................................................................. 161
Course Descriptions
...............................................................................................
............................................................ 162
PHYSICIAN ASSISTANT STUDIES DEPARTMENT
...............................................................................................
............. 164
Program Mission
...............................................................................................
................................................................. 164
Program Vision
...............................................................................................
.................................................................... 164
Program Goals
...............................................................................................
.................................................................... 164
Program of Study
...............................................................................................
.................................................................... 165
Admission to the Physician Assistant Studies Program
...............................................................................................
..... 165
Programs
...............................................................................................
............................................................................. 166
37. Course Descriptions
...............................................................................................
............................................................ 170
SCHOOL OF SOCIAL AND BEHAVIORAL SCIENCES
...............................................................................................
........ 179
Program Mission
...............................................................................................
................................................................. 179
Program Overview/Vision
............................................................................................. ..
................................................... 179
Program Goals
...............................................................................................
.................................................................... 179
Program of Study
...............................................................................................
.................................................................... 182
Residency Requirements
...............................................................................................
.................................................... 182
Programs
...............................................................................................
............................................................................. 182
Course Descriptions
...............................................................................................
............................................................ 185
38. PERSONNEL
...............................................................................................
........................................................................... 191
University of the Cumberlands Graduate Catalog, 2020-2021 V-
2 Page 11
Board of Trustees
...............................................................................................
.................................................................... 191
Term Expiring 2020
...............................................................................................
............................................................. 191
Term Expiring 2021
...............................................................................................
............................................................. 191
Term Expiring 2022
...............................................................................................
............................................................. 191
Term Expiring 2023
...............................................................................................
............................................................. 191
Administrative
Officers..................................................................................
...................................................................... 192
Administrative Staff
...............................................................................................
39. ............................................................... 192
Athletic Staff
...............................................................................................
.......................................................................... 192
Faculty
............................................................................................. ..
.................................................................................... 193
Campus Map
...............................................................................................
........................................................................... 194
University of the Cumberlands Graduate Catalog, 2020-2021 V-
2 Page 12
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.
40. 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
41. 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
42. 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.
University of the Cumberlands Graduate Catalog, 2020-2021 V-
2 Page 13
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.
43. 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
44. 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
45. 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
46. Hutton School of Business, preparing you for long-term career
success is our number one priority.
University of the Cumberlands Graduate Catalog, 2020-2021 V-
2 Page 14
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.
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
47. 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
48. 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)
Clinical 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
49. 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
Cyber Engineering
50. An Education Specialist (Ed.S.) degree may be pursued in the
following areas of certification:
University of the Cumberlands Graduate Catalog, 2020-2021 V-
2 Page 15
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
POLICIES AND REGULATIONS FOR GRADUATE
STUDENTS
51. 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.
52. 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 understandin g
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
53. 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 cours e,
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
54. an
undue hardship on the University or where the accommodation
in question would fundamentally alter the academic program.
University of the Cumberlands Graduate Catalog, 2020-2021 V-
2 Page 16
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/do
cumentation-guidelines.pdf).
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
55. 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.
56. Force Majeure
The University may be required to shift its classes to an onli ne
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.
Course Cancellation Policy
Every effort is made to deliver the courses listed for a particular
Academic term. Some circumstances may be out of the
control of the institution that may affect course availability.
Some of these issues may include the lack of qualified faculty
to
teach the course due to changes in health or circumstances, low
course enrollment, or other factors. In the event that a
course that appears on the Academic Schedule needs to be
57. cancelled, enrolled students will be contacted via email by the
Registrar’s Office. The Registrar’s office will also notify the
student’s advisor of this development so they can provide
assistance to the student in finding an appropriate substitute.
Academic Leave of Absence from the University
Academic Leave of Absence
A student may request a temporary leave from their program of
study. An official Academic Leave of Absence (ALOA) from
the University, which, when granted, permits the student to
maintain matriculated status although not in attendance and to
resume study without applying for readmission. Students may
request an ALOA for a period not to exceed one calendar year
(12 consecutive months). An ALOA granted following
completion of the appropriate form available from the Office of
the
Registrar. An ALOA form must include starting and ending
dates and the reason for the leave. Please note that there must
be a reasonable expectation that the student will return from the
ALOA. An ALOA will not be approved for students subject to
disqualification or dismissal due to academic deficiencies or
disciplinary action. Students on ALOA may not participate in
and/or hold leadership positions in a registered University
organization or athletic team.
https://inside.ucumberlands.edu/accommodations/downloads/do
cumentation-guidelines.pdf
University of the Cumberlands Graduate Catalog, 2020-2021 V-
2 Page 17
A student who takes an ALOA from the University after the
Add/ Drop period of the bi term or the main term will be given
a
58. grade of “W” for each course. If the student wishes to take an
ALOA after week 7 of the bi term or week 11 of the main term,
he/she will be given a grade of “F” for each course unless
program specific guidelines apply. In either case, students will
be
dropped from any future courses for which they may have been
registered. The official date of the ALOA is the date the form
is received by the Registrar, and this date is used by the Bursar
to determine the amount of refund due according to
University policy. Students receiving financial aid should check
with the Financial Aid Office to clarify the effect the ALOA
may have upon eligibility and repayment.
A student granted an ALOA is a student that is not in
attendance but is not considered to have officially withdrawn
from the
University. If the student is a Title IV recipient, The Higher
Education Act requires the University to calculate a Return to
Title
IV Funds on all federal financial aid students who are no longer
attending their classes. Students who do not intend to finish
their studies at University of the Cumberlands must officially
go through the University withdrawal process.
Re-admission may be granted when the student informs the
Registrar’s Office in writing at least one month prior to their
projected re-entry date, and their file has been reviewed by the
Registrar. Please note that a personal meeting between the
student and university representative from the academic
department may be necessary. If a student does not return
within
one year, the student will need to reapply for admission to the
university. Program specific leave of absence policies may still
apply.
SERVICES FOR GRADUATE STUDENTS
59. 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
60. 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.
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.
61. 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.
https://www.ucumberlands.edu/gradschool/irb
mailto:[email protected]
University of the Cumberlands Graduate Catalog, 2020-2021 V-
2 Page 18
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
62. 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
63. 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 responsibili ty. All
students
are required to carry basic health insurance.
64. 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.
mailto:[email protected]
https://www.ucumberlands.edu/academics/undergraduate/atr
mailto:[email protected]
mailto:[email protected]
mailto:[email protected]
University of the Cumberlands Graduate Catalog, 2020-2021 V-
2 Page 19
PROCEDURES FOR APPLICATION, ADMISSION, AND EXIT
65. 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
66. 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
3. Transcript must include the degree and date on which it was
67. 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 United States Department of
Education 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 3.0** 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 United States
Department of Education 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.
** Certain programs require a 3.5 GPA for Admission (PhD
CES)
4. Students must be in good standing in order to be admitted
into any program.
mailto:[email protected]
mailto:[email protected]
University of the Cumberlands Graduate Catalog, 2020-2021 V-
2 Page 20
68. 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. 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
6. 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)
69. 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/.
Re-admittance to the Institution
Students are expected to maintain good academic standing in
holding appropriate GPA levels as outlined elsewhere in
the Catalog. If a student has been dismissed from the institution
70. after following the outlined procedures and
recommendations for poor Academic standing, the student can
be readmitted to the institution through a written appeal to
the Academic Standing Committee.
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.
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
71. 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.
https://www.wes.org/
https://consulting.aacrao.org/home
https://www.ece.org/ECE
https://www.ierf.org/for-individuals/standard-application/
https://www.edperspective.org/
University of the Cumberlands Graduate Catalog, 2020-2021 V-
2 Page 21
• 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
72. 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,
73. 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.
74. 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.
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