Transparency and Trust: Seeking Clarity on Asynchronous Classes at U. of Cumberlands CMHC Program
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
19 Comments
Hello University of the Cumberlands, I support this petition. I decided to go to UC, because it has live weekly classes. You speak of the important of ethics. It is not ethical to make this sort of change for students who signed up for one type of program and have it change in the middle. It makes more sense to begin this for students who are just beginning the program and that they have full awareness. It is difficult to transfer programs in my because they typically only take 3 classes worth of credits. I would need to spend more money and repeat classes.
The greatest part of the learning experience is the class interactions, the dialog, the diving into questions and exploring the nuances of the material. Reading and lecture are somewhat adequate to pass a class, but fall far short of understanding the depths and intent of the learnings. I strongly oppose the sole use of asynchronous learning for any class.
I am starting at UC on March 3rd, and one of the main reasons I chose UC was because of the synchronous program. I am really disappointed in the decision to transition to asynchronous classes, and honestly might make look around at other synchronous programs.
Please make classes asynchronous because some of us are overseas and the time zone difference should not keep us from achieving our dreams of becoming licensed counselors!
One of the reasons I chose UC was the for the community found in synchronous classes. Asynchronous classes might be a good fit for other masters programs but in my opinion, counseling calls for in-class connections and discussions to enrich the experience and prepare students. It is disappointing that UC has chosen to make a decision about synchronous learning without getting input from the students it serves. I hope that UC will consider restoring synchronous classes.
I'm a recent grad working in the mental health field and very disappointed by this decision by UC.
I cannot imagine having a positive experience if it wasn't for the class interactions and the resulting group chats and friends that have resulted. We have helped each other with classes, selecting professors, searching practicum sites, stress, and self-care. This component is why I chose this University over other impersonal and, in my opinion, low-rating online programs. CRACREP is not the only consideration of quality. I found the response email reactive and unwilling to compromise or admit that the transition was not handled well. The email had a lot of stands from the school's point of view and the prospective students, but nearly nothing, with the concern of current students who didn't sign up for this. There are areas for compromising and respecting those of us who decided on UC based on the synchronous content. Consider, for example, allowing current students to finish based on our original agreement and have options to opt into asynchronous courses. Then, roll your plan with new students who would know what they choose from the start.
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Transparency and Trust: Seeking Clarity on Asynchronous Classes at U. of Cumberlands CMHC Program
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
19 Comments
The only time I learn much more from professors and other students is in classed that meet once a week. Hearing how to approach a situation from someone who has done this or other students saying they are also curious makes me curious just how they feel. I feel this change will not be good for me. I will not be able to focus as well.
Hello University of the Cumberlands, I support this petition. I decided to go to UC, because it has live weekly classes. You speak of the important of ethics. It is not ethical to make this sort of change for students who signed up for one type of program and have it change in the middle. It makes more sense to begin this for students who are just beginning the program and that they have full awareness. It is difficult to transfer programs in my because they typically only take 3 classes worth of credits. I would need to spend more money and repeat classes.
The greatest part of the learning experience is the class interactions, the dialog, the diving into questions and exploring the nuances of the material. Reading and lecture are somewhat adequate to pass a class, but fall far short of understanding the depths and intent of the learnings. I strongly oppose the sole use of asynchronous learning for any class.
I am starting at UC on March 3rd, and one of the main reasons I chose UC was because of the synchronous program. I am really disappointed in the decision to transition to asynchronous classes, and honestly might make look around at other synchronous programs.
Please make classes asynchronous because some of us are overseas and the time zone difference should not keep us from achieving our dreams of becoming licensed counselors!
One of the reasons I chose UC was the for the community found in synchronous classes. Asynchronous classes might be a good fit for other masters programs but in my opinion, counseling calls for in-class connections and discussions to enrich the experience and prepare students. It is disappointing that UC has chosen to make a decision about synchronous learning without getting input from the students it serves. I hope that UC will consider restoring synchronous classes.
I'm a recent grad working in the mental health field and very disappointed by this decision by UC.
I cannot imagine having a positive experience if it wasn't for the class interactions and the resulting group chats and friends that have resulted. We have helped each other with classes, selecting professors, searching practicum sites, stress, and self-care. This component is why I chose this University over other impersonal and, in my opinion, low-rating online programs. CRACREP is not the only consideration of quality. I found the response email reactive and unwilling to compromise or admit that the transition was not handled well. The email had a lot of stands from the school's point of view and the prospective students, but nearly nothing, with the concern of current students who didn't sign up for this. There are areas for compromising and respecting those of us who decided on UC based on the synchronous content. Consider, for example, allowing current students to finish based on our original agreement and have options to opt into asynchronous courses. Then, roll your plan with new students who would know what they choose from the start.
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The only time I learn much more from professors and other students is in classed that meet once a week. Hearing how to approach a situation from someone who has done this or other students saying they are also curious makes me curious just how they feel. I feel this change will not be good for me. I will not be able to focus as well.