Instructors Need to Get Final Grades In No Later than Monday, 21 December

This just in from Don Witt, Director of Undergraduate Admission and University Registrar:

Grades must be submitted for all students by the University Senate’s deadline (Senate Rule 5.1.6) of Monday, 21 December. The final grading window is open as of today and will remain open until 11:59 p.m. on December 21st.

Important processes such as degree conferral, end-of-term progression (i.e., GPA, classification, academic standing and honors updates), eligibility for financial aid and course prerequisite checks rely on timely grade entry.  Delinquent grades can negatively impact students. [Editor’s note: … and that will negatively impact our shared goals for improving UK’s retention and graduation rates!]

Help and guidance:

  • Assistance with access to your course in the grading portal, Click here for your college contact with access to the part in MyUK where you can post grades.
  • Assistance transferring your grades from BlackBoard or Canvas to the grading portal, email the UKIT Help Desk at or call 859.218.4357.
  • For MyUK grade entry and grade change procedural documents, Click here.
  • For all other questions regarding grade entry, send an email to Sean Cooper
  • Remember: If a student has NEVER attended class and has not participated in any academic-related activity for the course, please submit an “N” grade.
  • If you are not sure about who can get access to student information, including grades, please review the FERPA/Privacy information at
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Service-learning and college & career readiness programming featured in UK Sustainability Challenge Grant Awards

Congratulations to all the winners of the UK Sustainability Challenge Grants – and in particular we offer up a big cheer for those project leaders who are focusing on service-learning and on college/career readiness programming in their initiatives.

  • Building an Inclusive Community by Empowering Youth through Sustainability Education – Team members: Roger Brown (Agricultural Economics); Kristina Ricketts (Community and Leadership Development); Thaiieasha Beard (Agricultural Biotechnology); Xavia Gantz (Retail Management and Tourism); Bryan Haines (Community and Leadership Development). Awarded $27,455 to build a Youth Empowerment Through Sustainability Education Program centered in the Smithtown neighborhood at The Plantory on West Sixth Street in Lexington. The program will have three main components: sustainability and sustainable agricultural education, applied community engagement through community awareness and community service, and professional development and personal succession planning of each participant. The goal is to “increase the ecological integrity of the youth through teaching about the importance of sustainability and how to practice it regularly in their daily lives through the sustainability education component.” The team intends for the program to contribute to social equity in this geographic area by “engaging youth in community awareness and service opportunities that teach them the importance of community development.”
  • Creating Tree Ambassadors – Team Members: Mary Arthur (Forestry); Lynne Rieske-Kinney (Entomology); Nic Williamson (Forestry); Amanda Williams (Forestry); Ellen Crocker (Forest Health Restoration and Education Center); Jerry Hart (UK Physical Plant Grounds Department). Awarded $32,636 to pilot a community-based program of Tree Ambassadors to “enhance awareness, appreciation, and ultimately the care, of our urban trees.” K-12 students, UK students and community members will be documenting tree status, health, and planting/site conditions. (See more about the Urban Forest Initiative on the College of Agriculture, Food and Environment website).
  • Establishing Native Forest on Surface Mines – Team Members: Chris Barton (Forestry and UK Appalachian Center); Kenton Sena (Forestry); Michael French (Green Forests Work). Awarded $18,175 to establish shortleaf pine (Pinus echinata), a declining species of southern pine, on a portion of the surface mined tract of Robinson Forest in eastern Kentucky. This project will help restore habitat for bird, bat, and invertebrate species of concern that rely on shortleaf pine. Green Forests Work will involve UK students and “students from local communities in volunteering at tree planting events, providing important outreach opportunities and a sense of accomplishment, ownership, and ecological responsibility.”
  • From SEE(E)D to (S)STEM – Team Members: Eduardo Santillian-Jimenez (UK CAER); Rebekah Radtke (Interiors); Margaret Mohr-Schoeder, (STEM Education). Awarded $25,184 to connect students, faculty and staff in UK science, engineering, entrepreneurship, education & design – SEE(E)D – to promote sustainability, science, technology, engineering, and mathematics – (S)STEM – to underserved K-12 students using a game to teach K-12 students about complex and often misunderstood energy and sustainability issues. UK student entrepreneurs will develop a business plan so that profits from the game are reinvested in the development of additional didactic tools. These didactic tools will be used by minority engineering students working with the target K-12 institutions.
  • Point of Departure – Team Members: Martin Summers (Architecture); Michael Wilson (UK CAER); Regina Hannemann (Electrical Engineering); Owen Duross (Architecture); Thompson Burry (Architecture). Awarded $49,991 to design and help construct critically placed high-performance transit shelters—part of an existing UK Sustainable Campus Exemplar Project – and to “engage students in a dialogue about sustainability, alternate transportation, the value of design, and the possibilities of collaborative research at UK.”
  • Solar Powered Tractor – Team Members: Joseph Dvorak (Biosystems and Agricultural Engineering); Mark Williams (Horticulture); Don Colliver (Biosystems and Agricultural Engineering). Awarded $25,000 to support the UK Horticulture Research Farm’s Community Supported Agriculture (CSA) program using only solar power for field machine work. Students (BAE/EE 599) will design the PV solar system. Student employees and graduate students in the BAE department will switch a small 20-horsepower diesel-electric hybrid tractor to all electric and install the charging system. Student apprentices (SAG397 Apprenticeship in Sustainable Agriculture) and employees on the CSA will use the tractor to produce crops.
  • The Arboretum Children’s Garden Patio and Wet Meadow Demonstration Area – Team members: Christopher Sass (Landscape Architecture); Molly Davis (The Arboretum); Richard Durham (Extension Horticulture); Mark Williams (Horticulture); George Riddle (UK Physical Plant Division Grounds Department); Jesse Dahl (The Arboretum); Emma Trester-Wilson (The Arboretum); Ned Crankshaw (Landscape Architecture); Reginald Souleyrette (Civil Engineering). Awarded $21,000 to design and construct a wet meadow and permeable ADA accessible patio entrance for the newly constructed bathroom facilities near the KY Children’s Garden, including educational signage. The work will include service-learning projects by students in the Landscape Architecture program, the UK Student Chapter American Society of Landscape Architects, the Horticulture Club, and Arboretum volunteers with guidance from faculty and Arboretum staff.

The Challenge Grant Program is a collaborative effort of the President’s Sustainability Advisory Committee, The Tracy Farmer Institute for Sustainability and the Environment, and the Office of Sustainability with funding from the Executive Vice President for Finance and Administration, the Vice President for Research and the UK Student Sustainability Council. The purpose of the program is to “engage multidisciplinary teams from the University community in the creation and implementation of ideas that will promote sustainability by simultaneously advancing economic vitality, ecological integrity and social equity, now and into the future.”

See the project abstracts at the UK Office of Sustainability website.

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Submit Info to UK Bookstore about Your Required Class Materials

The Provost recently sent out a reminder about submitting information about required class materials to the UK Bookstore. This information is transferred into the UK Class Schedule for the appropriate term, allowing for student enrollees to see what is required for the class.

This is a great way to promote the rigor of academic expectations for your class, and is an opportunity for you to choose free and open content as a contribution to lowering the high cost of a college education in Kentucky. Lower textbook costs for our students, especially those whose financial aid is insufficient to cover the costs, allows them to take courses they might not otherwise be able to afford, work fewer hours at low paying jobs to pay for the cost of textbooks, and reduce the burden of student debt. Most exciting about designing courses at UK around free access materials is that student performance might be improved when the open text can be tailored to the course by the instructor. Students then benefit not only financially, but in the quality of the education at UK.

There are many resources to help you think about the movement behind open access for higher education:

  • Richard Baraniuk, an architect of the Cape Town Open Education Declaration which aims to accelerate efforts to promote open resources, technology and teaching practices in education (; founder of Connexions, an environment for collaboratively developing, freely sharing, and rapidly publishing scholarly content on the Web (; and Professor of Electrical & Computer Engineering at Rice University.
  • David Wiley, also a leader of the Cape Town Declaration; Chief Openness Officer for Flat World Knowledge, a new approach to college textbooks offering rigorously reviewed textbooks online free of cost to students, as well as Co-Founder and Chief Academic Officer of Lumen Learning; and Associate Professor of Instructional Psychology & Technology at Brigham Young University.
  • Nicole Allen, leader of the Student Public Interest Research Groups or PIRGs’ Make Textbooks Affordable campaign, which aims to develop a textbook market with both a vibrant used book market and a plethora of learning content that is priced and sold fairly.
  • Mark Nelson, Digital Content Strategist for the National Association of College Stores, the trade association representing the higher education retail industry. He facilitates NACS three-pronged digital course materials strategy—partnerships, enhanced trade infrastructure, and education and awareness (

In 2008 Congress passed the Higher Education Opportunity Act (HEOA). A portion of the HEOA requires faculty members to submit textbook and other instructional material information to university bookstores by a specified due date. Our date for submitting information about our courses’ Winter 2015 and Spring 2016 materials was November 1, 2015. According to the Provost’s message, the UK Bookstore has received only 50 percent of the orders for offered courses during the Winter and Spring terms. He reminds us that all textbook and course materials orders must be submitted to the UK Textbook Information listserv via the web-based form available at:

UK’s instructional staff and faculty have an opportunity to think more deeply about how we want to address this important issue – and in close partnership with our student leadership.

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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

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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