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Lewis Honors CollegeApril 12, 2019
Lewis Honors College ADVISING NETWORK GENERAL MEETINGFRIDAY APRIL 12, 2019
at a glance…- What is a thesis? - Curriculum Change: Honors Elective- Withdrawal/Honors Admit Declines- Upper Level Admissions- Early Assurance Program - Graduation Awards- 2019 Common Reading Experience
Honors Thesis
The Honors Thesis provides a culmination to an Honors student’s academic career. It offers an opportunity—along with the responsibility—for a student to work with a faculty member in their chosen field on a research or creative project that integrates and applies previous work.
Who approves an Honors Thesis?
Thesis proposals must be approved two semesters prior to graduation (i.e., the end of Spring 2021 for a Spring 2022 graduation).
Who approves an Honors Thesis?
Students must receive approval from a faculty member who will become the Thesis advisor (usually from the student’s major or minor field).
Students proposals will also be approved by the Lewis Honors College based on completeness, requirements, and professionalism of the document.
For specific questions about the Honors Thesis, contact Dr. Czarena Crofcheck, Associate Dean of Academic Affairs [email protected]
Curriculum Change:Honors Elective
Beginning Fall 2019, the current curriculum requirement of Honors Directed Elective will change to an Honors Elective.
Students can fulfill this 3-credit requirement by taking any Honors course.
Withdrawing/Declining AdmissionPlease direct all students who want to withdraw from the Honors College (or decline their admission to the Honors College) to the form found on our website.
The link can be found at the bottom of the Academic Forms page: http://www.uky.edu/honors/academic-forms
Upper Level Admissions (ULA)
Currently enrolled students with at least four semesters remaining prior to graduation are eligible to apply to the Honors College through Upper Level Admissions.
Upper Level Admissions (ULA)
There are two application deadlines for ULA: December and April. Notifications for fall applicants are issued in March so that students can be eligible for priority registration.
Upper Level Admissions (ULA)
All students admitted through ULA will officially join the Honors College in the following fall semester.
Upper Level Admissions (ULA)
For questions about the application process, visit http://www.uky.edu/honors/upper-level-admission
Early Assurance Program (EAP)
EAP is a partnership between the UK College of Medicine – Lexington and the Lewis Honors College.
Early Assurance Program (EAP)
EAP applicants must have an interest in ultimately studying and practicing in Kentucky and meet certain criteria at the time of application.
Early Assurance Program (EAP)
Visit www.uky.edu/honors/early-assurance-program for applicant criteria and timeline. Information can also be found on the College of Medicine website.
Graduation Awards The Lewis Honors College presents the following awards to graduating seniors at the Honors Medallion Ceremony. Raymond Betts Crystal Award for service Leadership Award Diachun Award for research
For more information, visit http://www.uky.edu/honors/grants-and-awards. Submit nominations directly to Dr. Czarena Crofcheck([email protected]).
2019 Common Reading Experience
Tayari JonesKeynote for the Bale Boone Symposium in the HumanitiesWednesday October 2, 2019
Jesse Farley, Jimmie Jones, and Martina Martin
Academic CoachingJulie Bradley, AD of Academic Coaching
Who comes to academic coaching?
● Self-selecting: students who want to improve grades, students who want to maintain grades, students who want to enhance their college experience.
● Referrals from faculty or staff, advisors, professors, Dean of Students, Community of Concern
● Required or suggested for their coursework or major: Academic Preparation and Placement (APP), students taking a class for a second or third time, students who need to maintain a GPA to stay in their program, grant or scholarship
● Recommended by a program: Louis Stokes Alliance for Minority Participation (LSAMP), CARES
● Students on Academic Probation● Students preparing for professional exams: LSAT, MCAT,
GRE, Praxis● Students who enter the university with a high number of
credit hours● ALL STUDENTS ARE WELCOME!!!!!
Overview
Coaching Theory, Ethics and Competencies
University of Kentucky’s Coaching Framework
What coaching can do for faculty, staff, and students
Brief History of Coaching in Academics
Coaching as a practice is a fairly new discipline, especially in academics.
The private company, Inside Track, started the first coaching program geared at academics in 2000, building off the success of executive and life coaching.
Because coaching skills are so transferable, the coaching profession attracts people from all disciplines and backgrounds.
All coaching models are built on the
same theories/philosophie
s
Appreciative Inquiry/Education
Positive Psychology
Coaching for Compassion
Motivational Interviewing
Grit/Growth Mindset
Self-Determination
Neuroscience
Ethics and Core Competencies of Coaching
What’s the difference?
Core Competencies
of Coaching
● Set the Foundation○ Ethical guidelines (ICF)○ Establish the coaching
agreement● Co-Create the Relationship
○ Create Trust○ Coaching Presence
● Communicate Effectively○ Actively listen○ Powerful questions○ Direct Communication
● Facilitate Learning & Results○ Create Awareness○ Design actions○ Plan and set goals○ Manage progress &
accountability.
University of KentuckyAcademic Coaching Mission
To provide free, one-on-one, no-stress coaching that allows students to gain the clarity, skills and resources to be successful in college and beyond.
UK’S FOUR PILLARS
Tinto’s Model of Retention
MakeCoachingAccessibleAndInclusiveTo AllStudents
❖ In-person appointments
❖ Online appointments
❖ Phone calls
❖ Texting
“Everyone needs to feel valued.
Always start there.”Dr. Ron Chi,
Chief Academic and Innovation Office
Kentucky State University & Frankfort Independent Schools
Appreciative Education Overview
Step 1
Make a positive first impression with the student, build rapport, and create a safe, welcoming, judgement-free spaces. Show you value the student.
Step 2
Coaches ask curious, open-ended questions that help them learn about students’ strengths,
values, skills and abilities.
Step 3
Inquire about students’ hopes and dreams for their futures. Focus on the large and move toward the specific. Engage the student in growth mindset thinking.
Step 4
Set the agenda. Co-create a plan for making their dreams a reality. Decide what coaching tools are
appropriate. Recognize obstacles and make a plan to overcome
them. Identify resources.
Let’s Design!
Set the coachingagenda with the TIME methodand introduce coaching tools
Topic- Ask the Topic
What do you want to focus on today?
Importance- Establish the Importance
What difference will working on this topic make for you?
Measure - Make it Measurable
What would be a practical take-away?
Echo- Establish with an Echo
If we accomplish __________ you will feel like today is a successful session.
WRAPP:
Ending the face-to-facecoaching session
Wrap-up-
At the beginning of the session, you wanted to accomplish, __________. How do you think we did?
Review-
How will completing the action steps you outlined today impact your life?
Action-
What action would you like to take away today based on what you have learned in this session?
Partner and Positive-
I am proud of the action plan we developed. How do you feel?
Step 5
The student delivers on the plan created during the Design phase
and the coach is available to encourage and support students. This phase is about action and
intentional change on behalf of the student.
Engendering Academic HopeThroughNudging
Academic Confidence
Shared Success
GR
IT
Step 6
Coaches and students alike need to set their own internal bars of expectations high. Reciprocal learning takes place between coach and coachee. An ongoing, and sometimes uncomfortable, process.
MOTIVATION
Choosing Challenge
Why should you refer a student to Academic Coaching?
● Building academic confidence● Increasing feelings of belongingness on
campus● Improving academic skills, e.g., study, note-
taking, and exam-taking skills● Improving working memory skills● Improving “executive functioning skills” (“soft
skills” or “work-readiness”), e.g., time management, growth mindset, how to decrease procrastination and improve motivation
● Removing barriers to success● Tackling anxiety
How can academiccoaching
serve you?
● Providing required/suggested coaching for a program, class, etc.○ Chemistry○ CARES○ APP
● Collaborating to write grants○ College of Medicine
Want to learn more about coaching?
Currently offered: Introduction to Coaching Training (2.5 hours)
Fall 2019: ICF program certification at the ACSTH (Al-la-carte selection of classes that count toward coaching ICF credentials) (30+ hours)
● Coaching ethics and core competencies● Coaching model and essential practice skills● Essential coaching tools
Fall 2020: ICF anticipated program certification ACTP level (125+ hours)
● Earn a start to finish coaching creditdential at University of Kentucky
Questions?
Assistant Director of Academic Coaching
Department of Transformative Learning
Student Academic Life (SAL)
Resources
Institute of Coaching (Harvard)
International Coach Federation-
Appreciative Inquiry
Appreciative Education
Positive Psychology
Mindset
References
Castleman, B., & Page, L. (2015). Summer nudging: can personalized text messages and peer mentor outreach increase college going among low-income high school graduates. Journal of Economic Behavior & Organization, 115, 144-160. https://doi.org/10.1016/j.jebo.2014.12.008
Chang, M. J., Sharkness, J., Hurtado, S., & Newman, C. B. (2014). What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups. Journal of Research in Science Teaching, 51(5), 555-580. https://doi.org/10.1002/tea.21146
Dweck, C. S., Walton, G. M., & Cohen, G. L. (2011). Academic tenacity: Mindsets and skills that promote long-term learning. Seattle, WA: Bill & Melinda Gates Foundation. http://k12education.gatesfoundation.org/resource/academic-tenacity-mindsets-and-skills-that-promote-long-term-learning/
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087 - 1101. DOI: 10.1037/0022-3514.92.6.1087
References
Freeman, Tierra M. ; Anderman, Lynley H. ; Jensen, Jane M. (2007). Sense of belonging in college freshman at the classroom and campus levels. The Journal of Experimental Education,75(3), 203-220. DOI: 10.3200/JEXE.75.3.203-220
Hutson, B. L. (2010). The impact of an appreciative advising-based university studies course onfirst-year experience. Journal of Applied Research in Higher Education, 2(1), 4-13. https://doi.org/10.1108/17581184201000001
Hutson, B. L., & Bloom, J. L. (2007). The impact of appreciative advising on studentsuccess. E-source for College Transitions, 5(1), 4-7.
MacPhee, D., Farro, S., & Canetto, S.S., (2013). Academic self-efficacy and performance of underrepresented STEM majors: gender,ethnic, and social class patterns. Analysis of School Issues and Public Policy, 13(1), 347-369. https://doi.org/10.1111/asap.12033
Mills, N. (2011). Situated learning through social networking communities: The development of joint enterprise, mutual engagement, and a shared repertoire. CALICO Journal, 28(2), 345–368. https://www.jstor.org/stable/calicojournal.28.2.345
References
Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45, 89–125. https://doi.org/10.3102/00346543045001089
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition (2nd ed.). Chicago, IL: University of Chicago Press.
Tinto, V. (2007). Research and practice of student retention: What next? Journal of College Student Retention: Research, Theory & Practice, 8(1), 1–19. https://doi.org/10.2190/4YNU-4TMB-22DJ-AN4W
Weinstein, C. E., Palmer, D., & Acee, T. (2016). Learning and Study Skills Inventory (LASSI). University of Texas, H&H Publishing Company, Inc. http://www.hhpublishing.com/_assessments/lassi/
Nationally Competitive Awards
Dr. Pat Whitlow, Director221 Funkhouser Building
https://www.uky.edu/chellgren/competitive-awards
What are Nationally Competitive Awards?
• Scholarships and fellowships funded by sources outside of UK
• Most are merit-based, rewarding accomplishments and especially potential
Award Name Description Application Year Fields # of
Nominations GPA Requirements Campus Deadline*
Astronaut Scholarship
$10,000 for STEM students pursuing scientific research careers
Sophomore, Junior STEM 2 3.8 or above Mid January
Boren Undergraduate Scholarship
Awards up to $10,000 per semester to study languages critical to the U.S. security interests abroad.
Freshman, Sophomore, Junior, Senior
All Unlimited No specific requirements Late November
Carnegie Endowment for International Peace
Internship in Washington, D.C. for students interested in political affairs.
Senior or 1st
year after graduation
All 2 3.7 or above Late November
English-Speaking Union Scholarship
Awards for students to study in United Kingdom (Oxford, Cambridge, Edinburgh) during the summer.
Junior All 2 3.8 or above Early October
Fulbright Scholarship
Study/Research/English Teaching Asst.Spend a year abroad in 140+ countries
Senior or Alumni All Unlimited 3.0 or above Early-September
Goldwater Scholarship
Awards for STEM students interested in a research career.
Sophomore, Junior STEM 4 3.8 or above Mid November
Award Name
Description Application Year Fields
# of Nominations
GPA Requirements
Campus Deadline*
Marshall Scholarship
Awards for students to pursue graduate study in the United Kingdom. Requires leadership/service experience
Senior or Alumni All
Endorsements determined by faculty review
3.7 or above Early September
MitchellAwards for graduate study in Ireland. Requires leadership experience/service
Senior or Alumni All 2 – faculty
review 3.7 or above Early September
RhodesAwards for students to study at Oxford University in England. Must have top-notch record in leadership, service and academics
Senior All
Endorsements determined by faculty review
3.8 or above Early September
Truman$30,000 awards for students to attend graduate school. Requires demonstrated commitment to a career in public service.
JuniorAcademic programs relating to public service
4 3.0 or above Late November
Udall $6,000 awards for students pursuing careers in environmental advocacy
Sophomore, Junior All 6 3.0 or above Mid- January
Churchill Scholarship
Fund one year of Master’s Study at the University of Cambridge Senior STEM 2 3.8 or above Early October
Language-Study Abroad• Critical Language Scholarship
– Summer study in host countries– Arabic, Chinese, Japanese, Korean, Russian– Deadline: NOVEMBER
• David L. Boren Undergraduate Scholarship– Study languages in regions critical to the U.S.– Africa, Asia, South America, and Middle East– Campus Deadline: DECEMBER
Summer Opportunities• Fulbright-UK Summer Institutes
– Three to six weeks of study in the United Kingdom during the summer
– Deadline: MARCH
• NSF Research Experiences for Undergraduates– Conduct research at a host institution during the summer– Deadlines: JANUARY and FEBRUARY
STEM Opportunities• Goldwater Scholarship
– Campus Deadline: DECEMBER
• Astronaut Scholarship– Campus Deadline: February
• Undergraduate tuition for sophomores and juniors intending to pursue research careers
Post-Graduate Opportunities• Rhodes Scholarship• Mitchell Scholarship• Marshall Scholarship• Gates Cambridge Scholarship• Fulbright U.S. Student Program• Churchill Scholarship
Getting Started• Browse awards on the Nationally
Competitive Awards website• https://www.uky.edu/chellgren/competitive-
awards• Request an appointment with Dr. Whitlow
Preparing to Apply• Consider career and life goals• Develop faculty relationships• Maintain a strong GPA• Develop leadership skills• Commit to community service• Conduct undergraduate research or find a professional
internship• Study abroad/acquire a new language• Practice writing, speaking, and interviewing skills
Mike Shanks
Registrar Updates
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