Cascade College

Annual Summary Reports

July 2002/July 2003




Dr. Karen Buchanan serves as liaison officer for Cascade College.




Cascade College, branch of Oklahoma Christian University, is a higher learning community which transforms lives for Christian faith, leadership, and service.


To fulfill its mission, the university will:

  • Glorify God, Christ, and the Holy Spirit while affirming the Bible as the inspired revelation of Godís will and upholding Christian standards of conduct.
  • Integrate faith and learning in every aspect of the universityís work and champion the truths of Christianity while encouraging free and responsible investigation in scholarly pursuits, in accordance with the universityís mission.
  • Focus on outstanding teaching while mentoring and nurturing students both inside and outside the classroom.
  • Advocate the liberal arts, which are an expression of Godís creation, and uphold them as a critical foundation of education.
  • Educate for professional excellence while instilling a spirit of ministry and service.
  • Cultivate a global perspective in order to prepare students for life in a complex, demanding and changing global community.
  • Nurture a climate for excellence in every aspect of the universityís work.



Specific objectives completed during 2002-2003 school year:


Program Review

  • Worked on revision of conceptual framework
  • Reviewed and modified Education Program assessment plan
  • Revised faculty course requirements handbook
  • Developed two assessment tools to assess progress of students during pre-student (90 hour) practicum and full student teaching
  • Developed a position paper which supports programís literacy sequence
  • Revised teacher education program retention policy
  • Implemented an appeals process for individuals to follow when receiving an adverse decision in teacher education program




Diversity is a key initiative not only in the teacher education department, but also at the institution level as well.


It is extremely important to us at Cascade to prepare teachers that are able to address the federal components of the No Child Left Behind legislation.One way that we can begin to do this is by helping our students understand who the children are that will be students in their classroom.This understanding included exploring differing cultural heritages as well as a wide variety of specialties that will be represented in their classrooms.

During the 2002-2003 school year, the teacher education department began the process of collaborating with our educational consortium on the development of a diversity initiative.This process will continue during the 2003-2004 school year.We will seek opportunities for students and faculty to explore diversity.


Implemented First MSAT Preparation Workshop


Education faculty and representatives from the Individual Student Development Program (ISDP) participated in PRAXIS workshops with funding provided by OUS System/Holly Zanvilleís office.


Recruitment Initiative


Teacher education department hosted several recruiting sessions throughout the year.


Increased Library Resources


Continue to build print resource for library for use by students.




  • Full program implementation
  • Enhance teacher education Website for both prospective and current students
  • Develop an articulation agreement with Clackamas Community College
  • Offer professional development opportunities to inservice teachers


Specific objectives completed during 2001-2002 school year:


  • Established long-range planning for program field experiences
  • Developed ways to incorporate work sample components into different courses.
  • Title II funds obtained for teacher education program to support work arts and sciences faculty on campus
  • Hired a director of field experience
  • Hosted several recruiting sessions throughout the year
  • Increased print resources in library and student access to electronic databases
  • Purchased technology equipment for use by teacher education students
  • Developed a management system to support preparation of TSPC site visit



  • Continue to build library holdings
  • Hire a new full-time faculty for teacher education program
  • Develop an assessment program system for use with first graduating class
  • Become involved with the Oregon chapter of National Association for the Education of Young Children (NAYEC)
  • Continue involvement with Oregon Independent College Association and field experience initiative with Portland area school districts




Cascade students complete an Individual Course Assessment upon completion of each course.The assessment results are reviewed by the Academic Dean and then shared with the instructor.


Cascadeís Educational Consortium has been involved in the continued development of this initial program.When the program produces completers, a formal review process will be initiated with graduates.The Consortium, in collaboration with education faculty, will receive these assessments.The results will be shared with our parent campus who will collaborate with us as we establish future program goals.


Our parent campus, Oklahoma Christian University, is in the midst of a major program review as they strive to meet NCATE and Oklahoma standards for teacher preparation.Cascade and Oklahoma Christianís Early Childhood program will participate in a workshop designed to prepare them for an NCATE specialty review, which is required by the state of Oklahoma.Cascade will work with O.C.U.ís faculty in the fall of 2002 reviewing Cascadeís program in light of the changes the parent campus is making.Although Cascade does not currently seek NCATE accreditation, this branch campus closely aligns with the parent campus program.


Differences in the two programs are a result of attention to Oregon OAR standards and the preparation of Oregon educators.Any changes in Cascadeís programs will be presented to the Executive Director of Oregonís TSPC, as well as the Program Approval Director for their feedback.Further, feedback will be sought from Cascadeís Educational Consortium.According to our governance structure, the approval of program changes would then be presented to Oklahoma Christianís Teacher Education Council.The director of Cascadeís campus is a voting member of that body.




No deviations from approved programs reported for either 2001-2002 or 2002-2003 academic years.




Cascade has made two modifications to their teacher education program.This first is the inclusion of a service learning component.EDUC: 2000 Service Learning required students to perform 15 hours of service learning with children and families in a setting other than a school setting.The site and service must be pre-approved by the Director of Teacher Education.


The second addition is a course titled, EDUC 3121 Orientation to Teacher Education.We have discovered a need for a separate course that helps step students through a number of requirements for admission for our program.These components were originally included in EDUC 3222 The School in American Culture Ė our basic survey of education course.However, when transfer students came in with a comparable course, it was difficult to accept the coursework because of our specific orientation components that were included in this course.By pulling those components out we are able to accept comparable coursework for the survey of education course.


During the 2001-2002 school year, practicum hours assigned to subject area methods courses were combined and given a new name: Instructional Methods Practicum.This new name better reflects the intent of the practicum experience.




At this time, Cascade College does not offer any off-campus programs or courses.




The Cascade Educational Consortium continues to be a vital contributor to the development for our teacher education program.A fall and spring meeting were held this year.The Consortium has played a key role in the process of revising the conceptual framework, the literacy coursework, the assessment plan, and the diversity initiative.


During the 2001-2002 school year, Cascade Collegeís Educational Consortium met November 19, 2001 and April 8, 2002.This advisory body has provided valuable feedback in the development of our program.As this program produces its first completers in 2004, they will engage in the program evaluation process.