GEAR UP Kentucky 3.0 Summer Academy@UK - Thank you to instructors and support staff
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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.
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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
- 17. Quantitative Reasoning UK CORE STUDENT LEARNING OUTCOME Summer Academy@UK More Focus Areas Seth Anderson, UK Healthcare CE Dr. Bruce Walcott, Engineering
- 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
- 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
Notas do Editor
- 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.