Transparency and Trust: Seeking Clarity on Asynchronous Classes at U. of Cumberlands CMHC Program
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Transparency and Trust: Seeking Clarity on Asynchronous Classes at U. of Cumberlands CMHC Program

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The Clinical Mental Health Counseling program at the University of the Cumberlands has recently informed its students that certain classes will transition to asynchronous delivery starting in the summer semester of 2025. While we understand that changes are sometimes necessary, many students are deeply disappointed by the lack of transparency and communication surrounding this decision.

The university has long emphasized its commitment to fostering a caring Christian community, preparing students for lives of responsible service and leadership through quality education delivered by passionate educators. These values have deeply resonated with students and remain a cornerstone of what makes this program unique. However, without regular face-to-face interactions, many of us feel we are losing one of the defining features that drew us to this program: the opportunity to learn and grow within a supportive and relational environment.

Students have expressed frustration with how this transition has been handled so far. For the first two weeks of the first spring bi-semester, communication about the change to asynchronous delivery varied widely. Before the official university email announcement, some students in select classes were informed of the transition, while others heard nothing. Some professors shared a list of courses transitioning to asynchronous delivery, while others seemed unaware of such plans. In some cases, students were informed on the first day of class that their professor was piloting asynchronous delivery starting in the current spring semester, leaving them unprepared and confused. For many of us, the official announcement was the first we had heard of this change, which caught students completely by surprise, creating an additional layer of uncertainty. Additionally, posts specifically addressing this issue in the program’s Facebook group have not been approved by the moderator, while other discussions have proceeded without issue. This is concerning to many of us.

This lack of consistent communication and the absence of advance notice has caused confusion and concern. Many students are left speculating about what changes are coming, which undermines trust in the program and the university. Some students have even questioned whether this change aligns with their educational needs, with a few even considering alternative programs. We believe this unfortunate situation could have been mitigated with clearer communication and transparency.

As future counselors, we are being trained to model honesty, congruence, and empathy in our professional relationships. It is disheartening to feel that these same values are not reflected in how this transition is being communicated to us.

Our Requests

We respectfully ask the university to provide full transparency for the remainder of the transition to asynchronous classes. Specifically, we request that students be informed:

1. about each stage of the transition to asynchronous delivery, including the decision-making process and the rationale behind these changes;

2. about the specific components that will be included in asynchronous classes, so students can fully understand the format and expectations;

3. about which courses are piloting asynchronous delivery this semester and in the upcoming second spring bi-semester;

4. about which courses will be delivered asynchronously starting in the summer semester, and a commitment that no additional courses will transition without prior notice to students;

5. and as early as possible, and before registration dates, about which courses will transition to asynchronous delivery in subsequent semesters.

While we appreciate the official email announcement, the inconsistent rollout of this information has led many students to feel uncertain and mistrustful. Clear, regular, and consistent communication will go a long way in rebuilding trust and ensuring students feel respected and valued.

Protecting Synchronous Learning

We also urge the university to preserve synchronous class meetings where possible. As students training to work in an intensely human profession, many of us learn and grow most through interactions with our classmates and the program’s exceptional professors. We ask that the university consider how vital these interactions are to the quality of education and the personal growth of students.

Offering Choice

We recognize that some students welcome the flexibility of asynchronous classes. In the spirit of inclusion, we ask the university to explore the possibility of offering both synchronous and asynchronous sections for various courses to meet the diverse needs and preferences of students.

A Call for Empathy and Partnership

We acknowledge that this transition to asynchronous learning was likely a complex and difficult decision. As counselors-in-training, we strive to empathize with the university’s challenges. However, empathy requires understanding. Please help us understand the reasoning behind these changes, involve us in the process, and provide the transparency we deserve.

This program has always been defined by its commitment to fostering a caring community and providing quality education. We respectfully ask the university to uphold these foundational principles and ensure that they remain at the core of the Clinical Mental Health Counseling program.

Sincerely,

Students of the Clinical Mental Health Counseling program

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