SAVE THE DATES: April 5-8 Dialog on Race and Education in the 21st Century – Central Kentucky MOSAIIC at Berea College

DIALOGUE ON RACE AND EDUCATION IN THE 21ST CENTURY
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:
TUESDAY, APRIL 5
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:
WEDNESDAY, APRIL 6
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.
   OPENING PLENARY 

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

5:00-6:15 p.m.  A THEATRICAL PRESENTATION

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

THURSDAY, APRIL 79:00-10:15 a.m.   OPENING PLENARY

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

DINNER ON YOUR OWN

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

FRIDAY, APRIL 8

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

CLOSING PLENARY

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 www.berea.edu/cgwc/dialogue-on-race-and-education-in-the-21st-century-conference-sessions.

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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: http://uknow.uky.edu/content/campus-forum-discuss-public-art-uk

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 HigherEd.org 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.

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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: http://www.uky.edu/iraa/studentdata/degrees.

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Faculty Learning Communities on Student Success

Listening To Our Students: A Faculty Forum on Teaching First-Year Students was held on Friday, January 29, 2016. The gathering was co-sponsored by the UK’s Office of Academic Excellence, the Chellgren Center in UGE’s Academy for Undergraduate Excellence, the Center for the Enhancement of Learning and Teaching (CELT), and the College of Arts and Sciences. Dr. Charley Carlson, Senior Vice Provost for Academic Excellence, began the forum with words of encouragement and a call to action.  Speakers included professors and administrators:

  • Ben Braun explaining his new, proactive method to teaching large math courses;
  • Christia Brown on changing the approach to her Psychology course;
  • A&S Assistant Dean Kirsten Turner reporting on feedback from student focus groups; and,
  • Kathi Kern, Director of CELT, on decoding the disciplines.

Faculty also participated in guided table discussions on transitioning first-year students to college and fostering independent learning from first-year students to college graduates.

CELT’s Dr. Bill Burke together with Dr. Bethany Miller of UGE’s Office of Retention and Student Success introduced also the new faculty learning communities related to:

  1. self-regulated learning (strategies that encourage students to think about their own thinking and create more meaningful learning experiences),
  2. transitioning students to college; and
  3. teaching large classes creatively.

The Division of Undergraduate Education has allocated $30,000 to fund innovative ideas in these faculty learning communities, with work beginning Spring 2016 through Fall 2016.

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Welcome Dr. Jane Jensen to UGE

Jane Jensen

Dr. Jane Jensen, Assistant Provost for Transformative Learning

Dr. Jane Jensen has recently accepted the position of Assistant Provost for Transformative Learning in Undergraduate Education. As Assistant Provost, she will work with the Associate Provost for Undergraduate Education and senior campus leadership to set the strategic direction for Transformative Learning and to ensure its units meet their goals and metrics within the Strategic Plan for the Division of Undergraduate Education.

Jensen brings substantial experience in higher education policy and practice to her new role. A tenured member of the EPE faculty in the College of Education, her research interests include qualitative research methodology as applied to the studies of post-secondary education and development in rural North America. Her publications include a text for first-year college students, Piecing it Together: A Guide to Student Academic Success (Prentice Hall, 1998) and an ethnographic study, Post-Secondary Education on the Edge: Self-Improvement and Community Development in a Cape Breton Coal Town (Peter Lang, 2002).

She has considerable experience with undergraduate education at UK, having served on Student Intervention Committee (1999), chaired the Taskforce on the First Year Experience, Faculty Coordinator for First Year Experience , and most recently as Interim Assistant Provost for TL. She also has dedicated work in service to campus-wide general education, serving first on the General Education Reform and Assessment Committee (GERA) and on all subsequent faculty committees responsible (GEOC) for creating the new UK Core. She was also the co-chair the recent Strategic Planning Workgroup on undergraduate education and helped develop the undergraduate education vision for the 2015 Strategic Plan.

She writes:

“One of the greatest gifts of participating in these undertakings has been the development of relationships and friendships across campus with other faculty and staff committed to student success.”

UGE is grateful that she is willing to share her knowledge of higher education policy research as a faculty member in EPE and her twenty years of experience developing undergraduate support programming. She continues, “My expertise as a researcher and evaluator provides critical support to the development of appropriate assessment plans so that we can build our programming on evidence—’what works’ at UK—following empirical guidelines recognized by our accrediting organizations (and the Department of Education grant reviewers) as well as using implementation research that can help staff at all levels tell their story well.”

Please welcome Dr. Jensen to UGE!

Dr. Benjamin C. Withers, Ph.D.
Professor of Art History
Associate Provost for Undergraduate Education and Dean of Undergraduate Studies
we’ve moved! 230 McVey Hall

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Thank you and farewell to Sue Scheff

Sue Scheff, Honors Program

Sue Scheff

Please join us in honoring Mrs. Sue Scheff, who is retiring today from the University of Kentucky after almost 30 years of dedicated service.  Sue has tirelessly worked to support our students and ensure their success.

While every student she has advised has been important, her efforts have particularly benefited women and girls in STEM through a variety of programs she has administered, as well as students from Appalachia, through the AMSTEMM (Appalachian & Minority Science, Technology, Engineering, & Mathematics Majors) program. Her most recent efforts focused on Honors students and the Lewis Honors Scholars in particular.

In addition to her competence and devotion to students, Sue has enriched the lives of all those she’s worked with across campus as well, through her genuine care and concern for others. Sue will be greatly missed, but we all wish her well in her retirement, where she’ll be very busy helping with soon-to-arrive twin granddaughters!

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