GEAR UP KY 3.0 Summer Academy@UK 2016

The Division of Undergraduate Education will host a large group of Kentucky high schoolers who will be living and learning here on the UK campus as part of a 5-year college readiness program. The GEAR UP Kentucky 3.0 Summer Academy@UK is a college readiness program at the University of Kentucky in partnership with the Council on Postsecondary Education’s GEAR UP Kentucky. The Academy@UK prepares GEAR UP Kentucky (GUK) students academically and personally for college – and not just any college. 2016 marks the third year of the academy on campus which aims to prepare Kentuckians for success at the University of Kentucky.

The instructors and staff of the Academy@UK will:

  1. Introduce high schoolers to at least some parts of the four University of Kentucky Core Program learning outcomes.
  2. Offer digital badges that depict the particular skills and knowledge learned in each of the courses, and invite the colleges’ faculty leadership to explore the possibility of offering dual-credit courses.

GUK Summer Academy@UK badges for Year 1, Year 2, Year 3From July 10 to July 30th, 100 students selected from 22 Kentucky high schools (rising 10th, 11th and 12th graders) will live in a UK residence hall; eat at UK dining; and take classes in UK classrooms, laboratories, and fine arts rooms. They will work with campus partners from the Media Depot, Transformative Learning, Undergraduate Studies and the Stuckert Career Center to develop college knowledge. Study groups will meet in The Hub for students to engage with their peers and instructors in person as well as through the free and open version of the Canvas LMS.

All students will take classes that relate to requirements in UK Core: Composition & Communication I and Intellectual Inquiry in Arts & Creativity. Last summer 16 students were returners from the first Academy@UK, and all but one earned their digital badges for their core classes. The 15 returning students (rising seniors) will attempt the third level of C&CI and Arts & Creativity courses under the direction of UK faculty who regularly teach these courses. This summer, in addition to the core classes in the mornings, students will select electives each week ranging from Chinese language and culture to robotics and computer programming. Participants will experience the Lexington community by participating in Gallery Hop, visiting the Lexington Farmer’s Market, and attending a Lexington Legends baseball game.

Several colleges and student support units at UK partner in the Academy@UK to ensure students increase their college readiness by using written oral and visual communication skills; increase academic and professional skills; and develop appropriate behavior and self-awareness so that they can succeed on a college campus and navigate the complexities of college life. Thus far, faculty and staff from the following colleges and units are taking leadership roles in the instructional components of the Academy@UK 2016:

    • College of Agriculture, Food and Environment
    • College of Communication & Information
    • College of Education
    • College of Engineering
    • College of Fine Arts
    • College of Health Sciences
    • College of Medicine
    • Center for Enhancement of Learning and Teaching (CELT)
    • First-Gen Initiatives, UGE
    • International Center
    • Residence Life, Student Affairs
    • Stuckert Career Center & Undergraduate Studies, UGE
    • Transformative Learning, UGE
    • UK Academic Technologies

For more information about Summer Academy@UK 2016, contact Matthew Deffendall ( in First Gen Initiatives.

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#IAmAWomanInSTEM Service Projects in UK300 this Spring

IAmaWOMANinSTEM logoThis spring, as part of the #IAmAWomanInSTEM initiative launched in partnership with the American Association of University Women, several faculty and staff are teaching a 2-credit course, UK300: Leadership and Service Learning for the #IAmAWomanInSTEM Initiative. In addition to regular class events and assignments, the #IAmAWomanInSTEM student ambassadors who chose to enroll in this class are creating a research-based field experience in partnership with their assigned #IAmAWomanInSTEM mentors. The hours and learning days spent on this project are arranged by the students and their mentors. Students are expected to work in small groups to plan the project, research additional information and implement on-site visits with their mentors, discussing what has been learned, and development of digital materials (either for a social media campaign using the #IAmAWomanInSTEM hashtag or for upload to the website).This is a list of the service projects that are being planned for the community of UK undergraduates, focusing especially on the needs and experiences of women in STEM-related majors/minors, and the faculty/staff that support them.


Brittany Rice, Biology, EKU

Thursday 11 a.m. Group with Ms. Brittany Rice – a digital project featuring women in STEM at UK (their mentors, faculty, peers), similar to the “Humans of New York” or “Humans of UK” projects; will focus on the questions of diversity and bias raised by their course co-facilitator, Brittany Rice; will use the #IAmAWomanInSTEM Instagram & Google account to create a Facebook community page and will also think about creating a student organization so to keep the content creation going over the years.


Dr. Thushani Roderigo-Peiris, College of Medicine, UK

Thursday 4 p.m. Group with Drs. Thushani Roderigo-Peiris & Randolph Hollingsworth – a digital project centered in Tumblr (using the #IAmAWomanInSTEM account) to raise awareness about women in STEM at UK, and using SnapChat to get brief videos going; also have an event on campus with a whiteboard where passers-by can give their feedback on issues of gender and STEM at UK – will order stickers of the logo to hand out to everyone to put on their laptops etc

Wednesday 1 p.m. Group with Dr. Ellen Crocker – We are asking girls/women what they want to be when they grow up and having them writing their responses on a white boards that we then take videos/pictures of.  We plan to use the video to post on social media and with the pictures we will make a collage and post flyers around campus. An example of where this project is going, featuring women at out last Meet-and-Greet #2.


Dr. Ellen Crocker, Forestry, CAFE, UK

Wednesday 4 p.m. Group with Dr. Thushani Roderigo-Peiris – We are still in the planning stages of our group project, but we have reached out to Dr. Christia Spears-Brown (our speaker at the February meet-and-greet) about helping her with some aspect of the Center for Inequality and Social Justice that she is getting started up at UK. We are still talking with her about the specific role our group will play in the Center, but are hoping to nail something down soon

Wednesday 11 a.m. Group with Dr. Thushai Roderigo-Peiris – We are looking into the complexities of designing an app that could have tips on succeeding in STEM, as well as an area for assignments and due dates. We also discussed having cutouts of the IAmAWomanInSTEM logo posted in the various science building around campus where women can write anything motivational, whether it be their own inspiring story, a quote that motivates them, or a piece of advice they want to offer other women. We thought the first wave could be filled out at the meet-and-greet.


Dr. Madushi Raththagala, College of Medicine, UK

Friday 10 a.m. Group with Dr. Madushi Raththagala – We are working on a website that will incorporate many different aspects of media into it. We will be writing a few short articles, and also creating a few short videos involving women in STEM, geared towards those on campus, and potentially including them into the videos as well. We also have a section to give various facts about women in STEM, or questions that are frequently asked. There will be a page that links all of the IAmAWomanInSTEM social media sites and contact info onto it for others to have access to. We are considering allowing some of the videos/articles to be the stories of various women in STEM across campus, to help get their stories out of being underrepresented in these majors. Also may include statistics about the lack of women in these fields on the site under the facts in order to raise awareness of how few women there are.

Friday Noon Group with Dr. Madushi Raththagala –We are planning a photo/video project inspired by #ItooamHarvard. This photo campaign was undertaken by students of color at Harvard, where they took pictures with a small white board with things that had been said to them that made them feel like they don’t belong. We are considering doing something similar, but with things that women have heard about making a career in STEM difficult for women. We are also going to ask them why they are pursuing/passionate about STEM, as we want the ending to be encouraging. We are also going to include statistics we’ve learned in class and include pictures of women in mostly empty classrooms to show how many women are missing from STEM fields (for example, 14 percent of Computer Science degrees are women, have a classroom where 14 percent of the chairs have women in them). We can post this on our Youtube channel, and tweet the individual photos (with #IamawomaninSTEM), encouraging women from other institutions or working to share their experiences too. Our hope is that this will bring awareness to our own campus about the lack of women in STEM and why, while, since it is a social media campaign, it might bring a broader awareness to the missing women nationally, or even globally.

UPDATE: On Saturday, April 16th Shelby Albers, a math major and member of the #IAmAWomanInSTEM Steering Team, presented on the initiative at the Kentucky state convention of American Association of University Women (AAUW). Her slides are available for download here (.pdf file).

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Teaching Science to Undergraduates – A Panel Discussion, Tuesday, 5 April, 5 pm

This just in from the UK Society of Postdoctoral Scholars:

Academic Careers at Primarily Undergraduate Institutions:
Faculty Perspectives from Sciences and Liberal Arts

Tuesday, April 5th, 5-6:30 p.m.
114B Chemistry-Physics Building

Professors from local liberal arts institutions will speak about their experiences in this panel discussion moderated by Prof. Susan Odom (UK Chemistry) and Dr. Ellen Crocker (UK Forestry). Faculty speakers include:

  • Prof. Jennifer Muzyka, Professor of Chemistry at Centre College
  • Prof. Sarah Bray, Associate Professor of Biology at Transylvania University
  • Prof. Saori Hanaki, Assistant Professor of Exercise Science; Pre-Health Committee Advisor at Transylvania University
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SAVE THE DATES: April 5-8 Dialog on Race and Education in the 21st Century – Central Kentucky MOSAIIC at Berea College

Carter G. Woodson Center for Interracial Education, Berea College
April 5-8, 2016
Information on registration discounts for UK faculty, staff and students coming soon!

Pre-Conference Events:
4:30 p.m.    Conference Registration at Alumni Building5:00-9:00 p.m.  Dinner and a Movie: Black or White

6:30-8:00 pm     Community Read: America’s Original Sin: Racism, White Privilege, and the Bridge to a New America by Jim Wallis.

Conference Events:
7:30 a.m. – 4:30 p.m.   Conference Registration at Alumni Building

bell hooks

Dr. bell hooks

Phelps-Stokes Auditorium
8:30 a.m.   Conference Welcome by bell hooks
9:00 a.m.

Dr. bell hooks, Berea College – A Conversation on Race and Education in the 21st Century

SESSION 1: A Conversation on Race – Is Anyone Listening?

10:30–11:45 a.m.    Panels

  • From Cover to Climate Assessment: How the University of North Georgia is Approaching the Dialogue on Race and Inclusion
  • Facilitating Resistance: Racial Justice Efforts in the Academy
  • Black Student Movement: Where Do We Go From Here?

12:00-1:00 p.m.                  MOSAIIC AWARDS LUNCHEON
MOSAIIC (Multicultural Opportunities, Strategies and Institutional Inclusiveness Consortium) was organized by Dr. Charlene Walker, Vice President of Bluegrass Community and Technical College Office of Multiculturalism & Inclusion. The Consortium consists of eight Kentucky colleges who support each other in their efforts to raise awareness of opportunities and strategies needed to promote inclusive college working and learning environments.

Peggy McIntosh

Dr. Peggy McIntosh

1:15-2:30 p.m.   KEYNOTE ADDRESS

Dr. Peggy McIntosh, Wellesley Centers for Women

SESSION 2: Conversations on Race

 2:45-4:30 p.m.   Panels      

  • Addressing the Fourth “R” in College: Race
  • Racial Denialism in Secondary and Higher Education
  • Classroom, Campus, and Community: Intersections for Race, Social Justice, and Education
Hasan Davis in Civil War military costume

Hasan Davis as A.A. Burleigh


Hasan Davis: “A. A. Burleigh: The Long Climb to Freedom”

6:00-7:30 p.m.   Reception – Boone Tavern

7:00-9:00 p.m.  The Spoken Word: Open Mic

Eduardo Bonilla-Silva

Dr. Eduardo Bonilla-Silva


Dr. Eduardo Bonilla-Silva, Duke University


SESSION 3: Racial Aggression in the Classroom

10:30-11:45 a.m.  Panels

  • Let’s Talk Micro-Aggressions
  • Minority Cultures and the Academic Setting
  • Developing Racial Justice Pedagogy

12:00-1:15 p.m.   MOSAIIC Awards Luncheon

Saida Grundy

Dr. Saida Grundy

1:30-2:45 p.m.  KEYNOTE SPEAKER 

Dr. Saida Grundy, Boston University

SESSION 4: Developing Cultural Competency

2:45-4:30 p.m.  Panels                   

  • Building Cultural Competency at the College Level
  • Paying the Toll of Cultural Taxation
  • Talking T.R.U.T.H.: Student Activism in the 21st Century

4:30-5:30 p.m.    Tour of Middletown School


7:00-8:30 p.m.   Musical Performances by Black Music Ensemble, Folk Music Ensemble, and the Bluegrass Ensemble


SESSION 5: Community Policing

 9:00-10:45 a.m.  Panels

  • Law, Race and an American Legacy
  • Police/Community Intersections: Using Critical Ethnography and Statistical Analysis to Examine Police Use of Force in and around Tacoma, WA
  • T.R.U.T.H. Talk: Community Policing in the Modern Age
Tim Wise

Tim Wise


11:00-12:45 a.m.   Keynote Speaker

Tim Wise, antiracist essayist and educator

For the full schedule and details about the conference, visit the Woodson Center website at

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Campus Forum on Art in Public Places, March 21 at 6:30-8:30 p.m., W.T.Young Library Auditorium

Campus Forum: At in Public PlacesPlease come to – and encourage your colleagues and students to attend – a Campus Forum on March 21st 6:30-8:30 p.m. Please print out and post the attached flyer (download a flier, .pdf file here) and/or send it out via email for others to share. This Forum is co-sponsored by UGE as a continuation from last fall’s Constitution Day Town Forum on the Confederate monuments in downtown Lexington. We want to bring the conversation back to focus on our own campus.

What is the role of public art in an educational environment – especially the state’s flagship institution? How should we at UK engage with our institutional past, in terms of art already at the University of Kentucky, and any proposed future projects? Who decides about public art on campus and how is the University community involved in the process?

Those questions and more will be explored by experts in the fields of art, education and arts administration at the campus forum “Art in Public Places.” The free public event will run from 6:30 to 8:30 p.m. Monday, March 21, at the UK Athletics Auditorium in the William T. Young Library. See the UK News press release here:

Moderated by Stuart Horodner, the director of the UK Art Museum, a panel of scholars will include:

Please help to get the word out – we hope the event will get the campus talking about public art and its benefits to the University. The Forum is sponsored by UGE as well as the UK Art Museum and the University Senate Council.

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Spring 2016 Mid-Term Grading Window is Open For Instructors to Submit until Midnight, 11 March

This just in from Sean Cooper, Senior Associate Registrar, Enrollment Management:

The window for mid-term grading has opened and will remain open until 11:59pm, Friday, 11 March, however, technical assistance will only be available until 4:30pm on the 11th.  Per University Senate rule (6.1.3), all undergraduate students are to receive midterm grades submitted via your myUK grading roster (grades can be uploaded from BlackBoard and Canvas).  Instructors may not enter an “I” grade as a mid-term grade.  The purpose of this exercise is to identify students who are at risk, so University faculty and staff need accurate information that reports students’ progress to-date.  Students have until 01 April to drop classes for this semester.  Advisors need the time between 11 March and 01 April to contact students and arrange any necessary interventions.

***If a student has never attended class and has not participated in any academic-related activity for the course, an “N” grade should be submitted.***

The following are the only exceptions to the submission of mid-term grades:

  • If you are teaching a part-of-term course that ends on or prior to 11 March, then you do not need to report mid-term grades for that class.  Your final grading window has opened or will be open by 06 March.
  • If you are teaching a part-of-term course that will start after 11 March, then your course has not begun and therefore mid-term grades are not required for the class.
  • If you are teaching a 400G or 500 level course and there are no undergraduate students in your class, then you do not need to report mid-term grades for this class.  Only undergraduate students are required to have mid-term grades assigned.

Help and guidance:

And, don’t forget to recommend the right student support for those students who are struggling – check out the list of resources at the Office of Student Success website.

Academic Expectations

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Foundations of Academic Success (UK 100)

This just in from Dr. Bethany Miller’s Retention Update:

Transformative Learning is offering again their variable credit, part-of term course to promote student success: UK 100: Foundations of Academic Success.  This course is designed to assist students in developing and utilizing study skills and learning strategies needed to succeed as a college student.  The main objective of this course is to provide an opportunity for students to focus on a multitude of study skills that will assist in their overall success throughout their college careers and life long learning.  Students will work on enhancing their learning strategies (e.g., time management, note taking, critical reading strategies, test taking, financial literacy, motivation).

Key target groups for this course:

  • First-time students who did not take UK 101 or UK 201
  • Students in academic difficulty
  • Students demonstrating a need to increase their knowledge/learning skills due to academic/personal challenges

This course was requested by various academic departments and campus student services, and it can help colleges and departments that want to offer support to those on probation or returning from suspension.

The next session offered is March 21 – May 6, 2016.  This is a good course to recommend to students and to share with advisors who help with academic planning.

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Kentucky Degree and Credential Production 2004-2014

The staff at the Kentucky Council on Postsecondary Education recently published a “Kentucky Completion Report: Describing a Decade of Degree and Credential Production” (download the .pdf file from the CPE website here) and shared it with the Council at its regular business meeting on February 12, 2016.

Chart showing growth in degrees from 2-year, 4-year, independent schools and Kentucky overall

Total Degrees and Credentials Awarded by Kentucky Institutions, 2004-05 through 2013-14

The “Kentucky Completion Report” covers the academic years 2004-05 through 2013-14 and offers commentary on the state’s strengths in higher education and policy recommendations for Kentucky’s public and private institutions. Primarily, the findings were that there was an increase in the degrees and credentials earned at Kentucky postsecondary institutions — an increase of 53% since 2004-05 — but with variations in that increase among the types of degrees. (For the full list of all Kentucky institutions’ degrees and credentials and graduation numbers from 2008-09 through 2013-14, see each institution’s degree count by major in a .pdf file available in the CPE Data Portal.)

Chart showing different kinds of credentials and degrees earned and sharp increase in certificates compared to associates, baccalaureate, diploma, doctoral, master's/specialist, post bacc or post-master's certificates

Degrees and Credentials Awarded by Type, 2004-05 through 2013-14

In particular there has been a shift away from the four-year degree and toward alternative forms of credentials.The largest growth in degrees and credentials came from the 2-year public sector. Overall, Kentucky ranked 8th in the nation in the growth in degrees and credentials earned. However, in the four-year public sector, Kentucky ranked 32nd in the list of states with a growth in degree attainment.

Some of the key findings from the report include:

  • Kentucky institutions’ completers of an undergraduate certificate (which are typically vocational and can stand-alone — unlike the undergraduate certificate programs offered by UK) far outpaced the growth in completions of any other degree or credential in Kentucky.
  • Degree attainment by underrepresented minority populations in Kentucky institutions has grown (e.g., since 2009 an increase of 20% of black students and an increase of 125% of Hispanics), however significant achievement gaps remain.
  • The number of baccalaureate degrees grew between 2005 and 2015 BUT the percentage of bachelor’s degrees (out of all the credential types earned) shrank from almost half to around a third of the “completion pie.”
  • In the last ten years, most of the growth in degrees and credentials earned by Kentucky graduates came in fields of study that require technical training: STEM and health fields far and away grew more rapidly than did humanities, business and communication, or education degrees.
  • While women still (since 2009) outnumber the number of men earning degrees and credentials in Kentucky, the growth in the number of those credentials came from male graduates and an overall gender gap remains evident in many disciplines.
  • In the past five years, the pace of growth in degree and credential completion has slowed — 2005-09 showed a 5.3% average annual increase vs. 2010-14 average increase of 4.6% annually.

Kentucky still hovers near the bottom of all the states with its percentage of adults holding postsecondary degrees and credentials (see the chart). The CPE report emphasizes that while gains have been made in the past ten years, by 2020 the number of jobs in Kentucky that require a postsecondary degree or credential might outpace by as much as 10% the number of residents with those requirements. Degree completion at UK becomes even more critical, especially since the pace of growth is slowing down within the Commonwealth’s postsecondary system.


Additional resource: See UK’s degrees and credentials awarded since 2007 by college and department, by academic year (and filter on gender, residency, or race/ethnicity) on the UK Institutional Research and Advanced Analytics website:

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