Presentation by Dr. Ben Withers, Associate Provost for Undergraduate Education, University of Kentucky, at Final Showcase Event, July 11, 2014. Slides include names of instructors who participated in the Summer Academy@UK and their courses' relationships to the UK Core Program.
NMC2009: Telling Stories in Land & Food SystemsDuncan McHugh
Students in Land and Food Systems are passionate about the environment, urban farming, sustainability and food. As applied scientists, its crucial they learn media skills. In conjunction with the UBC School of Journalism, students were taught how to find and tell stories about their discipline. Students crafted stories, interviewed experts and produced podcasts using their disciplinary content. Students wrote a biased story (advocacy), an unbiased story (citizen journalism) and created their streeter and voicer podcasts.
Poster presentation for the OER Programme Meeting on October 20, 2009.
'Skills for Scientists' is the title of the OER project managed by the Higher Education Academy Physics Sciences Centre
Telling Stories in Land & Food Systems: OpenEd09Duncan McHugh
Students in UBC’s Faculty of Land and Food Systems are passionate about the environment, urban farming, sustainability and food. As applied scientists, it is crucial that they learn media skills, and this session examines their use in context. Presenters will discuss how Land and Food Systems partnered with the UBC School of Journalism to teach students how to tell stories and make their research accessible to those on and off campus. Students used open source audio editing software to create Creative Commons-licensed audio documentaries that give their work a whole new audience.
NMC2009: Telling Stories in Land & Food SystemsDuncan McHugh
Students in Land and Food Systems are passionate about the environment, urban farming, sustainability and food. As applied scientists, its crucial they learn media skills. In conjunction with the UBC School of Journalism, students were taught how to find and tell stories about their discipline. Students crafted stories, interviewed experts and produced podcasts using their disciplinary content. Students wrote a biased story (advocacy), an unbiased story (citizen journalism) and created their streeter and voicer podcasts.
Poster presentation for the OER Programme Meeting on October 20, 2009.
'Skills for Scientists' is the title of the OER project managed by the Higher Education Academy Physics Sciences Centre
Telling Stories in Land & Food Systems: OpenEd09Duncan McHugh
Students in UBC’s Faculty of Land and Food Systems are passionate about the environment, urban farming, sustainability and food. As applied scientists, it is crucial that they learn media skills, and this session examines their use in context. Presenters will discuss how Land and Food Systems partnered with the UBC School of Journalism to teach students how to tell stories and make their research accessible to those on and off campus. Students used open source audio editing software to create Creative Commons-licensed audio documentaries that give their work a whole new audience.
Kickoff introductory slides by Mike Mullen, Associate Provost for Undergraduate Education, for a conversation between Kentucky high school sciences educators and University of Kentucky science and mathematics faculty.
Presentation by Nikki Glenos, UK Transfer Advisor, Undergraduate Studies, University of Kentucky, to the UK Advising Network on Thursday, May 24, 2012.
Transfer at University of Kentucky - Presentation to the Governors Higher Edu...University of Kentucky
An informational presentation by Dr. Mike Mullen, Associate Provost for Undergraduate Education, to the Kentucky Governor's Higher Education Workgroup in August 2009 on the status of transfer student services and programming at the University of Kentucky.
Statewide General Education Transfer Policy and Implementation Guidelines, Pr...University of Kentucky
An informational presentation to the Faculty Senate of the University of Kentucky on 21 March 2011, by Dr. Mike Mullen, Associate Provost for Undergraduate Education
Credit for Prior Learning at the University of Kentucky, 2008 and 2009 First ...University of Kentucky
Those from Kentucky public high schools who enter the University of Kentucky in the first fall after their graduation with a STEM major declared tend to do better at UK in their first year than those who do not declare a major or non-STEM majors. The University's Strategic Plan includes the goal of increasing the number of students who declare and graduate with a STEM major. See page 3 for a list of the STEM majors at UK.
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Supporting Teaching and Learning Strand by Dr Joanna Newman from the British Library: Supporting researchers at the British Library.
Sushant School of Liberal Arts Ansal UniversityDr Sona Vikas
Gone are the days of stereotypical education. In an age where jobs are few but applicants in hoards, liberal arts creates a cadre of students who are a cut above the rest. Given the inter-disciplinary nature of the programme and the unique combination of subjects, the students are trained to be adept communicators and effective thinkers, who are not only well-read, but also possess those very skills that are extremely valuable in today’s world. Sushant School of Liberal Arts prepares them to be the harbingers of not only social and political change, but also of a creative change.
Creating inclusive centres for PhD study: the need for change in recruitment processes and pre-application guidance to
support students from minoritized ethnic groups. Mehmet Sebih Oruç, Gail de Blaquière, Rebekah Puttick, Michelle Palmer.
Kickoff introductory slides by Mike Mullen, Associate Provost for Undergraduate Education, for a conversation between Kentucky high school sciences educators and University of Kentucky science and mathematics faculty.
Presentation by Nikki Glenos, UK Transfer Advisor, Undergraduate Studies, University of Kentucky, to the UK Advising Network on Thursday, May 24, 2012.
Transfer at University of Kentucky - Presentation to the Governors Higher Edu...University of Kentucky
An informational presentation by Dr. Mike Mullen, Associate Provost for Undergraduate Education, to the Kentucky Governor's Higher Education Workgroup in August 2009 on the status of transfer student services and programming at the University of Kentucky.
Statewide General Education Transfer Policy and Implementation Guidelines, Pr...University of Kentucky
An informational presentation to the Faculty Senate of the University of Kentucky on 21 March 2011, by Dr. Mike Mullen, Associate Provost for Undergraduate Education
Credit for Prior Learning at the University of Kentucky, 2008 and 2009 First ...University of Kentucky
Those from Kentucky public high schools who enter the University of Kentucky in the first fall after their graduation with a STEM major declared tend to do better at UK in their first year than those who do not declare a major or non-STEM majors. The University's Strategic Plan includes the goal of increasing the number of students who declare and graduate with a STEM major. See page 3 for a list of the STEM majors at UK.
Research in Distance Education: impact on practice conference, 27 October 2010. Presentation in Supporting Teaching and Learning Strand by Dr Joanna Newman from the British Library: Supporting researchers at the British Library.
Sushant School of Liberal Arts Ansal UniversityDr Sona Vikas
Gone are the days of stereotypical education. In an age where jobs are few but applicants in hoards, liberal arts creates a cadre of students who are a cut above the rest. Given the inter-disciplinary nature of the programme and the unique combination of subjects, the students are trained to be adept communicators and effective thinkers, who are not only well-read, but also possess those very skills that are extremely valuable in today’s world. Sushant School of Liberal Arts prepares them to be the harbingers of not only social and political change, but also of a creative change.
Creating inclusive centres for PhD study: the need for change in recruitment processes and pre-application guidance to
support students from minoritized ethnic groups. Mehmet Sebih Oruç, Gail de Blaquière, Rebekah Puttick, Michelle Palmer.
Presentation by Beth Ettensohn at GEAR UP KY Summer Academy@UK Final Showcase...University of Kentucky
Presentation of students' slides focusing on identity using principles used in GEAR UP Kentucky Summer Academy@UK class on "Introduction to Photographic Literacy and Visual Analysis" by Rob Dickes, UK College of Fine Arts
Presentation at the Townhall featuring the University of Kentucky Strategic Planning Working Group #1: "Create a Vibrant Undergraduate Learning Community" co-chaired by Kim Anderson and Jane Jenson. Town Halls represent opportunities for the community to learn about the Strategic Plan and to share ideas about our university’s future. Other Working Groups include:
Working Group #2: Advance a High-Quality Graduate and Professional Portfolio
Working Group #3: Cultivate a Robust Research and Creative Environment
Working Group #4: Transform the Campus, Brand and Infrastructure at UK
Working Group #5: Foster a Positive Work Environment for Faculty and Staff
Working Group #6: Have a Meaningful Impact on the Commonwealth and the Community
University of Kentucky's First Dual Credit Partnership Proposal to Undergradu...University of Kentucky
With the UK Senate Rules amended to allow for dual credit partnerships, Dr. Ben Withers successfully moved the very first one - Fayette County Public Schools dual credit agreement - through Undergraduate Council on 18 June 2013, and it was approved (see more at the UK Undergraduate Education website, http://www.uky.edu/UGE/DualCredit)
Presentation to UK Faculty Senate Council on dual enrollment, 20 February 2012University of Kentucky
Slides on dual enrollment at the University of Kentucky to support the Faculty Senate Council's consideration of a chance to Senate Rules to allow for Dual Credit Partnerships
Division of Undergraduate Education, Oct 2012 Status Update by Dr. Ben WithersUniversity of Kentucky
During a First Thursday breakfast meeting with all the professional staff and administrators from multiple units now clustered together under the Senior Vice Provost for Student Success at the University of Kentucky, Interim Associate Provost for Undergraduate Education gave a status update of the Division - 4 October 2012.
In December 2012, the Division of Undergraduate Education hosted a workgroup of faculty and administrators to create the learning outcomes and curriculum map for a Summer Academy@UK to be held in June 2014 in partnership with the CPE's GEAR UP KY Office
The University of Kentucky's general education program is launched this fall as the UK Core - a celebration with an art installation "Nation of Nations" and accompanying activities in the UK island in Second Life
Mike Mullen update on UK Retention, Spring 2011, University Committee on Acad...University of Kentucky
Presentation by Dr. Michael D. Mullen, Associate Provost for Undergraduate Education, University of Kentucky; Spring 2011; to the University Senate committee charged with developing academic planning and priorities - http://www.uky.edu/ucapp/
Kentucky Statewide General Education Transfer Policy, May 23, 2011University of Kentucky
Presentation at the Kentucky Convergence Conference, Covington, KY by Mike Mullen, UK Associate Provost for Undergraduate Education along with Gary Kuhnhenn (Eastern KY University), Mike Quillen (KCTCS), and, Larry Snyder (Western KY University) - includes summary of KY House Bill 160, enrollment trends for KCTCS transfer students, and the proposed Statewide Transfer Policy to support greater transparency in the transfer process and to encourage academic success for all Kentucky students.
University of Kentucky Enrollment Trends 2000-2009 by County in UK Service AreaUniversity of Kentucky
A chart summarizing enrollment trends from the 13 counties in the assigned service area for the University of Kentucky - these numbers encompass students whose residency is associated from these counties, so the "First-Time Freshmen" are not necessarily all recent graduates from KY public high schools. The total number of first-year student enrollments from these counties constitutes approximately 19.5% of the incoming freshman cohort at UK.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
GEAR UP Kentucky 3.0 Summer Academy@UK - Thank you to instructors and support staff
1. GUK 3.0 SUMMER ACADEMY
AND TRANSITIONS TO UK CORE
A Great Big Thank You to all
instructors and staff
Dr. Ben Withers,
Associate Provost for Undergraduate Education
2. By end of Summer Academy@UK,
students will be able to show:
•College readiness with original
research-based projects
•An increase in academic and
professional skills for college or job
•Confidence in ability to succeed in
college when you are ready to go
3. UK CORE LEARNING OUTCOMES
All UK undergraduates will show:
•an understanding of and ability to
employ processes of intellectual
inquiry.
•competent written, oral, and visual
communication skills both as
producers and consumers of
information.
4. UK CORE LEARNING OUTCOMES
•an understanding of and ability to
employ methods of quantitative
reasoning.
•an understanding of the
complexities of citizenship and the
process for making informed
choices as engaged citizens in a
diverse, multilingual world.
5. Composition &
Communication
(written, oral,
and visual)
UK CORE
STUDENT
LEARNING
OUTCOME
Summer Academy@UK
General Studies Core
Dr. Laurie Henry, Education
Dr. Christina Munson, Education
Allyson DeVito, Comm. & Info.
Rachel Steckler, Comm. & Info
Cheyenne Hohman, A&S The Hive
Neena Khanna, A&S The Hive
Andy McDonald, A&S The Hive
Nicole Sand, A&S The Hive
Dr. Deb Castiglione, CELT
Cara Worick, CELT
Jeff Gray, KET Media Lab
Jamie Burton, UK Libraries
Shane Tedder, Sustainability
6. Composition &
Communication
(written, oral,
and visual)
UK CORE
STUDENT
LEARNING
OUTCOME
Summer Academy@UK
General Studies Core
Teaching Assistants:
Rachel Allgeier
Mandee Azelton
Colby Blair
Kerry Hancock
Zack Hardin
Zack Hughes
Embry Jacobs
Chelsea Kauffeld
Codi Melton
Sianna Mitchell
Yasuka Miura
Emily Njos
Rebecca Phillips
Ryan Walker
7. General Studies Core:
Become competent with written,
oral, and visual communication
skills both as producers and
consumers of information.
1.Research Focus and Digital Citizenship
2.Argumentative Essay Writing
3.Producing a Video--Public Service Announcement
8. Intellectual
Inquiry in
Creativity and
the Arts
UK CORE
STUDENT
LEARNING
OUTCOME
Summer Academy@UK
Arts & Creativity
Deborah Borrowdale-Cox,
UK Art Museum
Rob Dickes, Fine Arts
Derek Eggers, CELT
Beth Ettensohn, Fine Arts
Marty Henton, Fine Arts
Kara Hill, Ricoh USA
Matthew Johnson, Fine Arts
Erin Walker-Bliss, Fine Arts
Cara Worick, CELT
9. Intellectual Inquiry
in Arts & Creativity:
•Performing World Music
•Creativity and the Art of Acting
•Introduction to Photographic
Literacy and Image Analysis
10. Visual Arts and Literacy:
•Art Out of the Box! & Digital Design
and Fabrication Technologies –
transform 2D team drawing to 3D
•Artifacts-in-Action – visual studies in UK Art
Museum, Sculpture Garden
•Remix Audio/Video – digital media and
reuse as per copyright, intellectual property
11. Local to Global
Dynamics
UK CORE
STUDENT
LEARNING
OUTCOME
Summer Academy@UK
Global Citizenship
Karen Slaymaker, International Ctr
Maher Al-khateeb, Arabic
Zumrad Kataeva, Russian
Yasuka Miura, Japanese
Damarias Moore, French
12. Global Citizenship:
•Russian Language and Culture
•Arabic Languages and Muslim
Cultures
•Japanese Language and Culture
•4th
of July focus on connections for
French & American Revolutions
13. Intellectual
Inquiry in Social
Sciences and in
the Sciences
UK CORE
STUDENT
LEARNING
OUTCOME
Summer Academy@UK
More Focus Areas
Matt Anderkin, Business & Econ
Dr. Don Frazier, Medicine
Jason Headrick, Agriculture (CAFE)
Margaret McConnell, Sci Outreach
Ctr
14. Intro to Business and Economics:
•Leadership skills
•Different disciplines in UK’s Gatton
School of Business & Economics
•Global economy
15. Following our Food, Learning to
Lead:
Leadership skills in settings related
to sciences associated with
agriculture, food and environment
with field trips to Winchester Dairy,
Ale-8-One, Food Chain/Seed Leaf
16. Problem-solving Utilizing the Tools
of Science:
Use the tools of chemistry, physics,
math and deduction/reasoning to
reach solutions to biological
questions; group work focusing on
the four systems of the human body
18. Engineering and Autonomous
Systems (Robotics):
•Learn about the disciplines and
careers associated with the field of
engineering
•Learn engineering teamwork skills
•Program and test robotics
19. Scratch Programming:
•Introduction to computational
thinking
•create interactive stories, games
and animations using coding
principles in design goals and
solutions for fixing programming
“bugs”
20. College Café
College/career readiness
programming to discuss the culture
of college, the life of a college
student at UK including a Common
Reading Experience, Sustainability
tours, Stuckert Career Center
workshops
21.
22. Site Coordinators
Kelsey Carew (UK)
Omari Gletten, (GUK)
… also,
Tony Bartley (GUK)
Beth Lawson (GUK)
RAs
Jess Cooper (UK)
Brian Hudson (Transylvania)
SDAs
Juliea Crumes (UofL)
Liam Dellagnello (UK)
Jessica Espinoza (UK)
Nandi Imani (UofL)
Taylor Moody (UK)
Alicia Riley (Berea)
Brooke Stewart (UK)
Residence
Hall staff
Editor's Notes
By the end of the Summer 2014 three-week residential experience, you should be able to demonstrate:
increased college readiness by using written, oral and visual communication skills to produce and present original research-based projects;
an increase in the academic and professional skills necessary to succeed in college and the workforce such as practicing self-discipline, inclusivity, and civic engagement; and,
appropriate social behavior and self-awareness and be able to express confidence in their ability to succeed in college and navigate the complexities of campus life.
Students will demonstrate competent written, oral, and visual communication skills both as producers and consumers of information. Students will demonstrate the ability to construct intelligible messages using sound evidence and reasoning that are appropriate for different rhetorical situations (audiences and purposes) and deliver those messages effectively in written, oral, and visual form. Students will also demonstrate the ability to competently critique (analyze, interpret, and evaluate) written, oral, and visual messages conveyed in a variety of communication contexts.
Students will demonstrate competent written, oral, and visual communication skills both as producers and consumers of information. Students will demonstrate the ability to construct intelligible messages using sound evidence and reasoning that are appropriate for different rhetorical situations (audiences and purposes) and deliver those messages effectively in written, oral, and visual form. Students will also demonstrate the ability to competently critique (analyze, interpret, and evaluate) written, oral, and visual messages conveyed in a variety of communication contexts.
Students will demonstrate an understanding of and ability to employ the processes of intellectual inquiry. Students will be able to identify multiple dimensions of a good question;1 determine when additional information is needed, find credible information efficiently using a variety of reference sources, and judge the quality of information as informed by rigorously developed evidence; explore multiple and complex answers to questions/issues problems within and across the four broad knowledge areas: arts and creativity, humanities, social and behavioral sciences, and natural/ physical/mathematical sciences; evaluate theses and conclusions in light of credible evidence; explore the ethical implications of differing approaches, methodologies or conclusions; and develop potential solutions to problems based on sound evidence and reasoning. Curricular Framework Students will take four 3-credit courses, one in each of the four broad knowledge areas defined above.
Students will demonstrate an understanding of the complexities of citizenship and the process for making informed choices as engaged citizens in a diverse, multilingual3 world. Students will recognize historical and cultural differences arising from issues such as ethnicity, gender, language, nationality, race, religion, sexuality, and socioeconomic class; students will demonstrate a basic understanding of how these differences influence issues of social justice, both within the U.S. and globally; students will recognize and evaluate the ethical dilemmas, conflicts, and trade-offs involved in personal and collective decision making. Curricular Framework Students will take two courses, each with a topical or regional focus. The first course will include critical analysis of diversity issues as they relate to the contemporary United States. The second will be a non-US based course that includes critical analysis of local-to-global dynamics as they relate to the contemporary world. In addition, each course must address at least 2 of these 4 topics: societal and institutional change over time; civic engagement; cross-national/comparative issues; power and resistance
Students will demonstrate an understanding of and ability to employ the processes of intellectual inquiry. Students will be able to identify multiple dimensions of a good question;1 determine when additional information is needed, find credible information efficiently using a variety of reference sources, and judge the quality of information as informed by rigorously developed evidence; explore multiple and complex answers to questions/issues problems within and across the four broad knowledge areas: arts and creativity, humanities, social and behavioral sciences, and natural/ physical/mathematical sciences; evaluate theses and conclusions in light of credible evidence; explore the ethical implications of differing approaches, methodologies or conclusions; and develop potential solutions to problems based on sound evidence and reasoning. Curricular Framework Students will take four 3-credit courses, one in each of the four broad knowledge areas defined above.
Students will (a) demonstrate how fundamental elements of mathematical, logical and statistical knowledge are applied to solve real-world problems; and (b) explain the sense in which an important source of uncertainty in many everyday decisions is addressed by statistical science, and appraise the efficacy of statistical arguments that are reported for general consumption.