Effects of Graduation Rates on Kentucky’s Economy

Have you looked at the latest UK Retention Update that the Office of Student Success recently sent out? Take a look – and then read what is happening across the state when we do not meet our goals of collaboration, both internally and across bridges we’ve crafted with our secondary and higher education partners.

The Center for Business and Economic Research (CBER) of the UK Gatton College of Business and Economics was commissioned by Kentucky’s Council for Postsecondary Education (CPE) to examine the implications of education across the Kentucky economy. The findings that CBER presented to the CPE earlier this month are a clear reminder that we are all better off when UK’s undergraduate student success initiatives work out the way we plan them to do.

Chris Bollinger

Dr. Christopher R. Bollinger, CBER, UK Gatton College of Business & Economics

Dr. Christopher Bollinger, Gatton Professor of Economics at University of Kentucky, presented the CBER findings at the CPE’s November meeting. Their study used data on Kentuckians from the American Community Survey (ACS), the Behavioral Risk Factor Surveillance System (BRFSS), the Uniform Crime Reports (UCR), the Bureau of Labor Statistics (BLS), and the Bureau of Economic Analysis (BEA). Seven outcomes were examined in the study: income and earnings, employment, state income tax revenues, Medicaid, health, crime, and participation in the Supplemental Security Income (SSI) and Supplemental Nutrition Assistance Program (SNAP) programs.

Overall, the results of the CBER study show that the present educational attainment levels in Kentucky cost the state in myriad ways. According to the 2013 ACS estimates, approximately 21.5% of Kentuckians have a Bachelor’s Degree or higher, while the U.S. average sits at 28.8%; similarly, 7% of Kentuckians have earned an Associate’s degree, while the U.S. average is 8%. If Kentucky were to obtain the same average education levels as the U.S., per capita earnings would rise by over 3.5% and over 4,600 Kentuckians would move off unemployment rolls.

If Kentucky education levels were raised to meet the current U.S. levels, the state income tax revenues would rise by as much as $500 million, helping to ease state budget crises. For example, Bollinger posits that families headed by a person with a Bachelor’s degree make up only 13% of households, but contribute 25% of the total state income tax revenue — and the state’s 9% of families headed by someone with graduate or professional degrees contribute 22% of total state income tax revenue (see Figure 1: Relative Share of Households and Income Tax Revenue from “How to Raise State Revenue without Raising Taxes”).

According to Bollinger, Kentuckians earn 29% more with an Associate’s degree and 51% more with a Bachelor’s degree (see the Figure 1: Project Earnings from “Education Pays Everywhere!”).

In addition, increasing education throughout the state would save over $200 million in Medicaid expenditures, further easing state budgets and allowing legislators to use those resources for the benefit of the citizens of the Commonwealth. If Kentuckians with a high school diploma obtained their college degree, Bollinger predicts that the rate of Medicaid eligible adults could move from 29% to 20% (see Figure 1: Education and Medicaid Eligibility Rates in “Impact of Education on Medicaid Eligibility”). Achieving a higher education level would save the state approximately $3 million in costs associated with crime. It would also move over 5,000 Kentucky families off food stamps and over 20,000 adults off SSI.

According to the studies by the CBER staff, the unemployment rate for college graduates is 4.8% lower than for high school graduates. In the Urban Triangle — the geographic area between Lexington, Louisville and Covington — the unemployment rate for college graduates is 5% lower, while in Eastern Kentucky it is 5.5% lower! Perhaps more importantly, education has profound effects on labor force participation. Labor force participation for high school graduates ranges from a low of 54.4% in Eastern Kentucky to 73.7% in the Urban Triangle. But the labor force participation for college graduates is 77% in Eastern Kentucky and 83% in the Urban Triangle. College graduates are more likely to have jobs and more likely to keep their jobs through hard economic times (see Figure 2: Labor Force Participation from “Want a Job? Get a College Degree”).

See all the briefs developed for the CPE in the list below (from the CBER website):

  • “Want a Job? Get a College Degree” (Oct 2015 .pdf file)
  • “How to Raise State Revenue without Raising Taxes” (Oct 2015 .pdf file)
  • “Education Pays Everywhere!” (Oct 2015 .pdf file)
  • “Impact of Education on Medicaid Eligibility” (Oct 2015 .pdf file)
  • “Education for Your Health” (Oct 2015 .pdf file)
  • “Crime and Punishment and Education” (Oct 2015 .pdf file)
  • “Moving People Off SNAP Through Education” (Oct 2015 .pdf file)
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How is Your Unit Addressing Achievement Gaps at UK?

As part of UK’s regular Annual Report to the Kentucky Council on Postsecondary Education on our progress toward stated Diversity Achievement goals, the Division of Undergraduate Education coordinates the gathering of data and descriptive narrative regarding programming and intervention at the undergraduate level. This year, all the undergraduate programs received a request from Dr. Bethany Miller, UK’s Director of Retention and Student Success, asking for them to provide some narrative about one or two items that they consider crucial to promoting diversity and/or serve to close retention and graduation gaps for underrepresented minority groups. Dr. Miller asked for the following details:

  • Who oversees this program and what is its purpose?
  • Describe the elements or components of this program.
  • How does this program promote diversity, meet diversity goals, and/or close underrepresented minority retention/graduation gaps?
  • Critique why this program is successful/exemplary, providing evidence.
  • Going forward, what changes/revisions need to be made to improve this program?

There were many wonderful submissions from the colleges – and these are just a few that focused just on the undergraduate experience at UK:

  • College of Agriculture, Food and Environment: Cultural Awareness and Cultural Competence Workshops (for more information, contact the CAFE Office of Diversity)
  • College of Arts & Sciences: college-wide recruitment of a diverse faculty (for more information, contact Ted Schatzki, Senior Associate Dean of Faculty)
  • Gatton College of Business & Economics: Women Business Leaders (for more information, contact Shonta Phelps, Director of Leadership Initiatives)
  • College of Education: new membership in and expansion of the American Association of Colleges for Teacher Education’s Holmes Scholar Program to recruit, mentor and support high school, undergraduate and masters level students in teacher preparation (for more information, contact Dr. Laurie Henry, Associate Dean)
  • College of Engineering: University of Kentucky’s Women in Engineering Summer Workshop Series for high school women (rising sophomore, juniors and seniors) who are considering engineering as a possible major and career (for more information, contact Dr. Kim Anderson, Associate Dean)
  • College of Fine Arts: student exchange with Inner Mongolia University (for more information, contact Dean Tick)
  • College of Nursing: new hire of a Director of Diversity and Inclusivity who will report directly to the Dean (for more information, contact Dean Kirschling)

As we have in the past, UGE has also included key strategies from student support units, such as:

  • The First Scholars Program (contact: Martina Martin)
  • Robinson Scholars Senior Application Workshop (contact: Neomia Hagans Flores)

The raw data that Dr. Miller and the Institutional Research analysts came up with to accompany the narrative is listed below for you and your colleagues to consider as you move forward with strategic planning this year:

  • Achievement Gap Between First-Year White and Black or African-American Students Retained Has Decreased: The first fall to second fall retention rate of the Fall 2014 cohort (all students) is 82.6%, the highest retention rate in UK history. The one-year retention rates of selected ethnicities/races include: White 83.9%; Black/African-American 75.5%; Hispanic/Latino 78.8%; and all underrepresented minority students (URM) 76.8%. White students have consistently been retained at higher levels than URM students. Within URM students, Hispanic/Latino students are retained at higher rates than other URM groups. Even though the number of Black/African-American cohort students has been increasing, we have not seen consistency in retaining these students. The one year retention rate of Fall 2014 Black/African-American students is 75.5%, a 3.1% increase from the previous year. The first fall to second fall retention gap between White and Black or African-American students for the most recent cohort (Fall 2014) is 8.4%%, a 2.2 percentage point decrease from the prior year retention gap of 10.6%.
  • Achievement Gap in Sophomore Year Experience Has Slightly Increased: The first fall to third fall retention rate of URM cohort students is 67.5%, a 1.4% decrease from the previous year. The first fall to third fall retention gap between White students and URM students for the most recent cohort (Fall 2013) is 8.1%, a 0.8 percentage point increase from the prior year.
  • Achievement Gap in the 6-Year Graduation Rates Has Increased: The six-year graduation rate for all Fall 2009 students is 61.3%, the highest graduation rate in UK history. For White students the six-year graduation rate is 64.0%; Black/African-American 38.6%; Hispanic/Latino 53.9%; and all URM students 40.7%.   While UK is reporting its highest graduation rate in history, the gaps between White students URM students as a whole have increased. The six-year graduation rate of Black/African-American students is 38.6%, a 4.1% decrease from the prior year. The graduation gap of Black/African-American students to White students increased from 19.2% to 25.4% for the Fall 2009 cohort. For Hispanic/Latino students, the six-year graduation rate decreased in one year from 56.7% to 53.9%, a decrease of 2.8%. The graduation gap between Hispanic/Latino students and White students increased 4.9 percentage points to 10.1% from the year prior. The graduation gap of 23.3% between all URM students and White students represents a one year increase of 6.6 percentage points.


For more details, please contact Dr. Bethany Miller, Director of Retention and Student Success, Division of Undergraduate Education.

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Thanksgiving Basket Drive for National Hunger and Homelessness Awareness Week

Adam Douglas, a junior year Biology major and Director of the National Hunger and Homelessness Awareness Week (NHHAW) through the UK Center for Community Outreach, is seeking help from UK staff and faculty.

NHHAW is hosting events to raise awareness about the realities and hardships of the homeless in our city, as well as to directly serve those in need. These events are co-sponsored by The Campus Kitchen at UK; Minorities in Agriculture, Natural Resources and Related Sciences; and, WRFL.  Some of the events include:

  • a banquet/bowls night on November 15th to raise money for the Catholic Action Center;
  • the OXFAM Hunger Banquet, 6-8:30 p.m. on November 18th to raise awareness of global and local hunger (King Alumni House, 400 Rose Street);
  • NHHAW Community Service Day at multiple homeless and hunger-serving sites around Lexington on November 19th (including the Hope Center); and
  • our annual Thanksgiving Basket Drive, which will be taking place the entire week.

They are seeking our support and participation. Friday, November 20th is the deadline for the Thanksgiving Basket Drive. Please deliver your basket to the Center for Community Outreach Office, Room 361 in Blazer Hall. To create a Thanksgiving Basket follow this list of five parts to be included in every basket:

  • Essentials:
    • Instant mashed potatoes
    • Cranberry sauce
    • Box of stuffing
    • Gravy
    • $15 gift card or cash for turkey
  • Side dishes (choose two):
    • Green beans
    • Peas
    • Corn
    • Lima Beans
  • Sweet veggie (choose one):
    • Canned pumpkin
    • Canned yams
  • Dessert (choose one):
    • Jell-O
    • Canned vanilla pudding + vanilla wafers
  • Extras:
    Any extra donations of gift cards or toiletries would also be great to put in the basket. Some toiletries could include shampoo and conditioner, soap, feminine hygiene products, diapers, baby wipes, etc.

Don’t forget! Friday, November 20th is the deadline (and target date) for delivering a basket to 361 Blazer Hall. If you have questions, please call Adam at 618-363-3661 or e-mail nhhaw@ukcco.org.

Please share this information with colleagues and student groups.

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Bodies of Evidence: Policing Black Bodies – Mumford, Price and Stein – Tomorrow 2 pm WTYoung Library

Wednesday, November 18, 2015
2 p.m.
W.T. Young Library Auditorium

A panel discussion featuring three scholars that will provide critical commentary, transnational connections, and historical contexts for current struggles with violence against African and African-American communities. A Q&A session will be held at the end of this event, followed by a reception in the adjacent Alumni Gallery.

Sponsored by:  The Department of Gender & Women’s Studies, the Office of LGBTQ Resources, and the Gaines Center for the Humanities.

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Midterm Grades for the Fall 2015 First-Year Cohort and What They Mean for Student Success at UK

Midterm grades are in as of the end of October and the following information was gathered together by UGE’s Office of Student Success for all to review and consider as we plan to improve this coming year’s first-year retention rates. Here are some key highlights in summary:

  • One-third of the Fall 2015 cohort (1,706 of 5,173) has earned at least one D or E midterm grade.
  • The percentages of first generation, underrepresented minorities, Pell recipients, and medium or high unmet need students earning at least one D or E midterm grade are higher than their representation in the total Fall 2015 cohort.
  • The percentage of the Fall 2015 cohort earning at least one D or E midterm grade (33%) is similar to the percentage of the Fall 2014 cohort earning at least one D or E midterm grade (32%) during the first fall semester. However, the Fall 2015 cohort earning at least one D or E midterm grade reports higher percentages of underrepresented minorities and students with medium or high unmet need than the Fall 2014 cohort.

Bethany Miller, Director of Retention and Student Success, has already taken the following immediate actions. Lists of undergraduate students earning at least one D or E midterm grade have been shared with academic colleges, residence life, and support services areas for individual and immediate outreach and intervention. In addition, undergraduate students earning at least one D or E midterm grade were sent an email on October 27th outlining next steps and resources/services for recovering academically. Two days later Transformative Learning staff also sent out targeted emails to undergraduates earning at least one D or E grade regarding Power Hours, The Study, Presentation U, and other academic resources and services.

Future actions that the Division of Undergraduate Education plans to take in collaboration with faculty leadership and professional staff include the following:

  • Examine grade distribution of 1G, URM, and Pell recipients in large enrollment 100-200 level courses, asking faculty of courses reporting success with 1G, URM, and Pell recipients to host best practice workshops (similar to Dr. Kramer’s PSY100 pilot section for 1G students).
  • Collaborate with CELT to offer a new faculty workshop(s) on student success in the classroom that supports high-impact practices.
  • Collaborate with Financial Wellness Director on programming regarding financial and academic success.
  • Collaborate with UK Connect and Transformative Learning on targeted programming for 1G and URM students.

Dr. Miller has shared some of the key details about the students who earned low grades. In the F15 cohort, 1,706 distinct students (33%) have earned at least one D or E grade.  Of the 1,706 distinct students receiving at least one D or E grade:Demographics of students who earned D or E midterm grades in Fall 2015

  • 7% (407) are First Generation, compared to 18.4% in the total F15 cohort
  • 2% (600) are Out-of-State, compared to 38.4% in the total F15 cohort
  • 1% (462) are an Underrepresented Minority; compared to 18.5% in the total F15 cohort
  • 8% (474) are Pell recipients, compared to 21.1% in the total F15 cohort
  • 4% (910) have Medium or High Unmet Need (> $5K), compared to 46.3% in the total F15 Cohort
  • 4% (518) have No Unmet Need, compared to 38.4% in the total F15 CohortChart of Students who Earned Midterm Grades of D or E  who have financial needs still unmet
  • Regarding high school readiness index scores (HS Index):
    • 1% (420) have an HS Index of 50 or higher
    • 3% (962) have an HS Index of 40 – 49 (the range of the Target Success students)
    • 9% (309) have an HS Index of 39 or lower (the range of the UK Connect students)

When looking at where these students are primarily located, we see the following spread across the undergraduate colleges. Demographics of students who earned D or E midterm grades Fall 2015 in terms of their high school success indexArts & Sciences and Undergraduate Education report the largest numbers of majors receiving a D or E grade, 21.9% (374) and 21.6% (369), followed by Engineering 15.2% (260), Business & Economics 12.7% (217), and CAFE 10.6% (181).

Comparison:  Fall 2015 Cohort A or B midterm grades

Within the Fall 2015 cohort, when comparing those earning at least one D or E midterm grade to those earning at least one A or B midterm grade, the following differences are seen:Colleges of Students who earned Midterm Grades of D or E in Fall 2015

  • 9% more First Generation are earning at least one D or E (23.7% D/E grades compared to 17.8% A/B grades)
  • 5% less Out-of-State are earning at least one D or E (35.2% D/E grades compared to 38.7% A/B grades)
  • 2% more URM are earning at least one D or E (27.1% D/E grades compared to 17.9% A/B grades)
  • 2% more Pell recipients are earning at least one D or E (27.8% D/E grades compared to 20.6% A/B grades)
  • 8% more Medium or High Unmet need are earning at least one D or E (53.4% D/E grades compared to 45.6% A/B grades)
  • 7% less No Unmet need area earning at least one D or E (30.4% D/E grades compared to 39.1% A/B grades)

Comparison:  Fall 2014 Cohort

Within the F14 cohort, 32% (1,634 of 5,144) earned at least one D or E midterm grade during the first semester (compared to 33% of the F15 cohort).  The F15 cohort reports 324 more D or E grades for 72 additional distinct students than the F14 cohort during the first semester. The most striking difference between those in the F15 and F14 cohorts receiving at least one D or E midterm grade, is that a considerably higher percentage of F15 cohort students have Medium or High Unmet Need (53.4% compared to 31.2% in F14); and a considerably lower percentage have No Unmet Need (30.4% compared to 51.1% in F14).  Within the F15 cohort, there are also higher percentages of underrepresented minorities.  However, the F14 cohort reports a higher percentage of first generation and Pell recipients earning at least one D or E midterm grade.

Academic Recovery

When comparing midterm and final grades for all undergraduates during the 2014-15 academic year, 56% of students earning a D midterm grade were able to recover by the end of the semester (receive a final grade of C or higher).  Of those earning an E midterm grade, 38% were able to pass the course by the end of the semester.  These percentages remain fairly consistent across first generation, underrepresented minorities, and students with medium or high unmet need.

Posted in Academic Alerts, Diversity, Exploratory Students, First Generation, Retention, Student Success, Target Success Students, UK Connect Students | Tagged , , , , , , , | Leave a comment

University Senate approved standardized classroom meeting patterns effective Fall 2017

At the October 12th meeting, the University Senate accepted a report regarding Standardized Classroom Meeting Times and approved the proposed 20 standard meeting times to be implemented as policy by Enrollment Management as of Fall 2017.

The report indicated that nonstandard meeting patterns drastically lowers the utilization efficiency of a classroom and often places severe constraints on students’ ability to schedule needed classes at overlapping times. According to the Registrar, roughly 30% of classes scheduled in a given semester do not meet in a “standardized” meeting time. Further, if departments would adhere to standardized meeting times in those classrooms controlled by departments/colleges, then when they are released for general use, this would allow for a more congruent scheduling process.

Should conflicts arise as a result of multiple requests for a particular classroom for a particular time slot, priority will be given to:

  • Courses with great enrollment (vs. fewer students enrolled)
  • Undergraduate courses (vs. graduate courses)
  • Required courses (vs. electives)
  • Lower level courses (vs. upper level)

As of Fall 2017 all departments and colleges are to use the following standard meeting times:

MWF 8-8:50 AM; 9-9:50; 10-10:50; 11-11:50; 12-12:50 PM; 1-1:50; 2-2:50 PM
MW 3-4:15 PM; 4:30-5:45; 6-7-:15; 7:30-8:45 PM
NOTE: After 3 p.m. on Fridays, classrooms are widely available for use for faculty/staff use, study hall, co-curricular activities, etc.
TR 8-9:15 AM; 9:30-10:45; 11-12:15 PM; 12:30-1:45; 2-3:15; 3:30-4:45; 5-6:15; 6:30-7:45; 8-9:15 PM

Requests for exemptions are granted on a semester­ by­ semester basis, and must be approved by the dean of the college in which the department of the course resides. The instructor of the course must provide a brief justification, in writing, to the college dean. If approved, the exemption will be transmitted to the Registrar. Exemptions could include, but are not limited to: Unique course pedagogy, asynchronous on­line courses, courses in programs with regularly scheduled off­-campus activities (e.g., student teaching), instructor hardship, etc.

Distance learning classes with synchronous instructor student interactions scheduled to occur between 8:00 a.m. and 9:15 p.m. on Mondays, Tuesdays, Wednesdays, and Thursdays shall follow the standardized meeting pattern.

Classes that meet once weekly at or after 3:00PM or that are designated as a laboratory, studio, or clinic are exempt from the standardized meeting pattern. Professional schools are also exempt. However, classes in these categories should start and end at at standard times.

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University Leadership Forum is live streamed Oct 27-29

The Inaugural University Leadership Forum: The Power of RelationshipsWant to know more about some of the sessions for the University Leadership Forum? If you weren’t able to register, or if you can’t make it to the sessions in person, live streaming will be available for six of the sessions:

Tuesday, October 27

  • 8:30-9:45 a.m.: Opening Keynote: “Secrets of Leading Successfully in Academic Environments” by John Daly, PhD, of the University of Texas-Austin
  • 1:30-2:45 p.m.: “Inclusive Leadership in Increasingly Diverse Organizations” by Wayne D. Lewis, Associate Professor and Doctoral Programs Chair, Department of Educational Leadership Studies, College of Education, University of Kentucky

Wednesday, October 28

  • 10-11:15 a.m.: “Seeing How to Serve: Leveraging Our Perceptual Skills to Increase Engagement” by Lissa Pohl, Assistant Director, UK Center for Leadership Development
  • 1:30-2:45 p.m.: “A Different Look at Conflict: Moving Beyond Fight, Flee or Compromise” by Ronald J. Hustedde, Extension Professor of Community & Leadership Development; Director, Kentucky Entrepreneurial Coaches Institute; Department of Community & Leadership Development, College of Agriculture, Food, and Environment, University of Kentucky

Thursday, October 29

  • 8:30-9:45 a.m.: “The Power of Relationships,” a panel including Terry Allen, Interim Vice President for Institutional Diversity; Victor Hazard, Interim Vice President for Student Affairs; Austin Mullen, President, Student Government Association; Sue Roberts, Associate Dean for International Affairs, College of Arts & Sciences; Mary Vosevich, Vice President for Facilities Management
  • 2:45-4 p.m.: Closing Keynote: “Leadership Lessons from Some Unlikely Sources” by Shirley Raines, President Emeritus, University of Memphis

To view the live streams of these sessions, visit the University Leadership Forum website.

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Priority Registration begins Nov 2 and will end Nov 24 at midnight

Winter/Spring 2016 Priority Registration begins on Monday November 2nd and conclude on November 24th.  Windows will continue to open on a staggered schedule based upon student classification and earned hours.  Any undergraduate student is classified by the Registrar as a “freshman” if less than 30 credit hours have been earned; as a “sophomore” upon completion of 30 credit hours; as a “junior” upon completion of 60 credit hours; and as a “senior” upon completion of 90 credit hours. Credit granted by examination is included in determining a student’s classification.

Bethany Miller, Director of Retention and Student Success, has been working with the Office of Enrollment Management (EM) these past 3 weeks to send personalized emails and phone calls each week through Hobson’s Retain. Each college should have a supply of Kentucky stickers to give to each student after they have been advised and cleared for registration. Remember, once a student’s registration window opens, it will remain open until 11:59 p.m. on November 24th.

Registration Windows for Undergraduate Students

Honors Program and Students with Disabilities
Earned Hours Window Opens
90+ November 4 at 11:00 a.m.
45-89 November 4 at 12:00 p.m.
31-44 November 4 at 1:30 p.m.
15-30 November 4 at 3:30 p.m.
0-14 November 4 at 4:00 p.m.
Earned Hours Window Opens
130+ November 9 at 8:00 a.m.
125-129 November 9 at 9:00 a.m.
120-124 November 9 at 11:00 a.m.
115-119 November 9 at 1:00 p.m.
110-114 November 9 at 3:00 p.m.
105-109 November 10 at 8:00 a.m.
100-104 November 10 at 9:00 a.m.
95-99 November 10 at 1:00 p.m.
90-94 November 10 at 3:00 p.m.
Earned Hours Window Opens
85-89 November 12 at 8:00 a.m.
80-84 November 12 at 9:00 a.m.
75-79 November 12 at 11:00 a.m.
70-74 November 12 at 1:00 p.m.
65-69 November 12 at 3:00 p.m.
60-64 November 12 at 4:00 p.m.
Earned Hours Window Opens
55-59 November 13 at 8:00 a.m.
50-54 November 13 at 9:00 a.m.
45-49 November 13 at 11:00 a.m.
40-44 November 13 at 1:00 p.m.
35-39 November 13 at 3:00 p.m.
30-34 November 13 at 4:00 p.m.
Earned Hours Window Opens
25-29 November 16 at 8:00 a.m.
20-24 November 16 at 10:00 a.m.
18-19 November 16 at 12:00 p.m.
15-17 November 16 at 2:00 p.m.
13-14 November 16 at 4:00 p.m.
10-12 November 17 at 8:00 a.m.
5-9 November 17 at 10:00 a.m.
1-4 November 17 at 12:00 p.m.
0 November 18 at 8:00 a.m.
Non-Degree Students
(e.g., high school students who are dually enrolled or are part of the dual credit program with STEAM or undergrads in the BCTCblue+ Program)
Earned Hours Window Opens
All November 19 at 8:00 a.m.

After priority registration concludes, eligible students will be able to register and add/drop from November 30 – December 21 and again January 4 – 20. Also, we will send personalized emails through Hobson’s Retain to students who did not register (December). In January, when we return from the holidays, additional phone calls will be made to students who have not yet registered.

Posted in Exploratory Students, Retention, Student Success, Transfer, Undergraduate Curriculum | Tagged , , | Leave a comment

Update on the myUK: GPS (Graduation Planning System) project

An update from Don Witt, Associate Provost for Enrollment Management on how APEX is being replaced with a new interactive system:

myUK: GPS (Graduation Planning System) logoThe University of Kentucky Office of Enrollment Management, in partnership with UK Analytics & Technologies and various campus partners, is pleased to announce the initial launch of myUK: GPS (Graduation Planning System), a suite of tools to help students and their advisors navigate a pathway to success at UK, from recruitment to graduation.

MyUK: GPS is a student- and advising-centered suite of applications built with student and advising participation and integrated with the University’s Enterprise Resource Planning system. This application will replace the current degree guidance system (APEX), and includes expanded functionality to support:

  • University strategic initiatives
  • Development of a unified student experience for advising, course planning, registration and academic program guidance
  • Predictive analytics

Our teams recently unveiled the pilot program to a small subset of students and advisors representing identified participants.  Next steps are underway:

  • Spring – Fall 2015: Campus Discussions and Development
    • Engaging with various campus stakeholders started in Spring 2015
    • Research and development
  • September – October 2015:  Beta Implementation with Selected Advisors and Students
    • User experience testing with Pilot Program participants in the following academic programs:
      • College of Agriculture, Food & Environment (Program: Major, Equine Science and Management)
      • College of Arts & Sciences (Program: Major, History)
      • College of Business & Economics (Program: Major, Management)
      • College of Communication & Information (Program: Non-Thesis – Plan B  – Library & Information Science)
      • College of Engineering (Programs: Undergraduate Minor, Computer Science; Thesis – Plan A  – Mechanical Engineering)
  • October – December 2015: Iterative Development and Continued Pilot Implementation
  • January – March 2016: Product Enhancements Incorporating Pilot Feedback
  • April – December 2016: Plan Phased Enterprise Roll-Out and Future Enhancements

For more information, please visit the myUK: GPS project website or email us at empi@uky.edu.

Don E. Witt
Associate Provost for Enrollment Management
Director of Undergraduate Admission and University Registrar
University of Kentucky
132 Funkhouser Building
Lexington, KY  40506-0054
(859) 257-3458

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