The University of the Cumberlands is among the three largest institutions in Kentucky, serving more than 25,000 students across a diverse and increasingly global learning community. Founded in 1889, “our mission from the beginning was to serve underserved populations, and that mission hasn’t changed. What has changed is the scale—we’ve gone from serving locally to serving students around the world, but the purpose remains exactly the same” shared Dr. Jennifer Simpson, Provost at the University of the Cumberlands.
With that in mind, University of the Cumberlands has significantly expanded its reach through robust graduate and fully online programs, becoming the first institution in Kentucky to offer fully online programs powered by Blackboard, demonstrating an early commitment to innovation in digital learning.
In 2020, University of the Cumberlands further strengthened its academic ecosystem with the adoption of assessment solutions, including Accreditation, Planning, and Outcomes. Since then, the university has cultivated a deeply embedded culture of assessment, grounded in strong instructional design and evidence-based teaching and learning practices. Their approach reflects a comprehensive use of Blackboard tools—connecting teaching, learning, and institutional effectiveness in a single continuous cycle.
The Challenge
One of institution’s early challenges was shifting assessment from a periodic, compliance-driven activity into a continuous, year-round practice. Previously, assessment work was concentrated in specific cycles and often managed through manual, document-based processes, limiting real-time visibility and slowing the ability to act on data.
As the institution scaled its programs, ensuring consistency and coverage across all courses became another key challenge. The University of the Cumberlands needed a more structured approach to align instructional design, signature assessments, and learning outcomes across every program—moving beyond fragmented or sample-based practices to a more systematic model.
University of the Cumberlands also sought to strengthen the connection between assessment data and decision-making. While data was being collected, the challenge was ensuring it could directly inform curriculum improvements, resource allocation, and accreditation processes in a meaningful and integrated way across the institution.
“Everything lived in separate documents and cycles—people would work on assessment in isolation during the summer, and by the time data was compiled, it was already out of date. That made it hard to use assessment as something truly continuous or actionable throughout the institution.”
Dr. Jennifer Simpson, Provost, University of the Cumberlands
The Solution
UC addressed its assessment challenges by embedding evaluation directly into course design and instructional practice, shifting it from a periodic reporting task to a continuous, course-embedded process.
“In the past, assessment was something everyone focused on in the summer. Now it’s year-round. With our eight-week terms, we’re constantly assessing and integrating data in real time so departments can immediately see what’s happening and respond as needed.”
Dr. Jennifer Simpson, Provost, University of the Cumberlands
Now, every course is being designed with blueprint structures and clearly defined signature assessments, developed in collaboration with subject matter experts, ensuring learning outcomes were aligned, and measured consistently across all programs. This upfront and incredible planning ahead of time has eliminated ambiguity and created a scalable foundation for institution-wide assessment.
“Assessment drives change. When reviewing courses and signature assignments, findings from the assessment process inform targeted course revisions.”
Dr. Joy Levine, Vice President for Innovation, Teaching and Learning, University of the Cumberlands
This foundation was enabled by a tightly integrated Blackboard ecosystem that operationalized assessment at scale. Signature assessments became the primary mechanism for capturing learning data from every student, rather than relying on sampling. Through Outcomes, rubric-based data is automatically collected at the course level and then connected to Planning and Accreditation, ensuring that this data flows seamlessly from classroom evidence directly to program review, institutional reporting, and continuous improvement; Ally reinforced accessibility across learning experiences, while Evaluate added additional insight into student experience.
Crucially, assessment was designed to be part of everyday teaching rather than a separate administrative task. Faculty simply teach and complete signature assessments as part of course delivery, while data is automatically captured and made available in real time to academic leaders, removing manual processes and end-of-term reporting delays. This approach enables continuous assessment across all courses and terms and has fostered a culture of assessment within the institution.
“The biggest shift has been moving from disconnected Word documents and manual processes to a fully integrated system. We made that transition. Now we can pull data directly from Blackboard into Outcomes without waiting for end-of-term reporting, which completely changed the speed and usefulness of assessment.”
Dr. Joy Levine, Vice President for Innovation, Teaching and Learning, University of the Cumberlands
Insights Delivered
Continuous, Real-Time Assessment at Scale
One of the most significant outcomes of the University of the Cumberlands’s approach is the ability to operate assessment as a continuous, real-time process across the institution. With signature assessments embedded in every course and Outcomes capturing rubric-based data automatically, University of the Cumberlands now processes assessment activity across all programs and every student—eliminating reliance on sampling or periodic reviews.
In 2025, the University of the Cumberlands imported more than 7,700 LMS-based assessment results—the highest among peer institutions—reflecting the scale and maturity of its assessment model.
A Fully Integrated Accreditation and Planning Ecosystem
The University of the Cumberlands’s integrated use of Outcomes, Planning, and Accreditation has transformed how institutional reporting and accreditation readiness are managed. Course-level data flows directly into program review, annual planning, and long-term trend analysis (3–5 years), ensuring alignment between classroom performance and institutional decision-making.
During its most recent SACSCOC reaffirmation process, University of the Cumberlands was able to leverage this integrated ecosystem to provide complete, transparent evidence across all standards, resulting in a final outcome of zero findings. “I don’t know how institutions even do that without these products.” Dr. Simpson said.
Stronger Accreditation Confidence and Real-Time Evidence
The integration of data and systems has also strengthened University of the Cumberlands’s ability to respond confidently during accreditation reviews. The University of the Cumberlands just went through their 10th year reaffirmation visit this spring. When evaluators requested evidence, the institution was able to demonstrate its assessment processes in real time using connected tools, moving beyond static documentation to live, verifiable data. This has strengthened institutional confidence and helped eliminate confusion caused by differences in terminology across departments, ensuring full alignment between reported and demonstrated practices.
A Culture That Sustains Itself
Beyond systems and processes, one of the most impactful results has been the reinforcement of a true culture of assessment. Because signature assessments are built into every course and data flows automatically through Blackboard, assessment is no longer seen as an additional task. Faculty engagement is natural and consistent, supported by a design that makes participation simple and intuitive. As a result, assessment has become embedded in daily academic practice—sustained not by enforcement, but by design.
Epilogue
Beyond the technology, the University of the Cumberlands highlights the value of a true partnership rather than a traditional provider relationship. “We were able to partner and have the support that we needed to build the assessment process,” Dr. Levine said. Throughout their journey, Blackboard’s ability to adapt, customize, and evolve the implementation alongside the institution was key.
Rather than simply delivering tools, Blackboard deeply understands both the platform and the realities of higher education. This hands-on collaboration—working through challenges, adjusting to institutional needs, and engaging deeply in implementation—has supported the University of the Cumberlands in scaling its assessment model successfully while maintaining alignment, flexibility, and long-term sustainability.
