Lewis Honors College April 12, 2019 - University of Kentucky · Keynote for the Bale Boone Symposium in the Humanities. Wednesday October 2, 2019. Jesse Farley, Jimmie Jones, and

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

❖ Email

❖ 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?

[email protected]

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

[email protected]

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

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