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Reinventing Undergraduate Education to Develop the University of Kentucky Dynasty A Blueprint for UK Undergraduate Students 77.5 MILES! What is the difference between a Dream and a DYNASTY ?

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Reinventing Undergraduate Education to Develop the University of Kentucky Dynasty

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Reinventing Undergraduate Education to Develop the University of Kentucky Dynasty

A Blueprint for

UK Undergraduate Students

77.5 MILES!

What is the difference between a Dream and a DYNASTY?

The University of Kentucky owns a rich tradition of excellence in collegiate athletics, both in the teams it fields and in the student-athletes that participate. At the University of Kentucky, the Athletics Association sponsors 22 varsity sports that compete at the Division I level in the National Collegiate Athletic Association (NCAA).

The UK Dynasty

  • Seven (7) National Championships in college basketball.

  • A cross-country national championship.

  • An eight-time NCAA individual champion in gymnastics.

  • An Olympic medallist in track and field.

The Dynasty

Carnegie Classification of Institutions of Higher Education

  • The 2000 Carnegie Classification includes all colleges and universities in the United States that are degree-granting and accredited by an agency recognized by the U.S. Secretary of Education.

  • U.S. News & World Report uses the Classification to organize its influential college rankings.

  • Some governmental bodies consult the categories when making decisions about institutional funding.

  • Some foundations target certain grant programs to institutions based on the Classification.

Carnegie Classification of Institutions of Higher Education

  • The University of Kentucky has been classified within the highest and most prestigious category:


    “These institutions typically offer a wide range of baccalaureate programs, and they are committed to graduate education through the doctorate. During the period studied, they awarded 50 or more doctoral degrees per year across at least 15 disciplines.”

  • Number of Higher Education Institutions: 3,941

  • Number of Doctoral/ Research Universities: 261 (6.6%)

  • Number of Doctoral/ Research Universities—Extensive151 (3.8%)

Percentage Distribution of Higher Education Institutions by 2000 Carnegie Classification

The Boyer Commissionon Educating Undergraduatesin the Research UniversityREINVENTINGUNDERGRADUATEEDUCATION:A Blueprint forAmerica's ResearchUniversities

Ten Ways to Change Undergraduate Education

1. Make Research-Based Learning the Standard

Undergraduate education in research universities requires renewed emphasis on a point strongly made by John Dewey almost a century ago: learning is based on discovery guided by mentoring rather than on the transmission of information. Inherent in inquiry-based learning is an element of reciprocity: faculty can learn from students as students are learning from faculty.

Ten Ways to Change Undergraduate Education

2. Construct an Inquiry-based Freshman Year

The first year of a university experience needs to provide new stimulation for intellectual growth and a firm grounding in inquiry-based learning and communication of information and ideas.

Ten Ways to Change Undergraduate Education

3. Build on the Freshman FoundationThe freshman experience must be consolidated by extending its principles into the following years. Inquiry-based learning, collaborative experience, writing and speaking expectations need to characterize the whole of a research university education. Those students who enter the research university later than the freshman year need to be integrated smoothly into this special atmosphere.

Ten Ways to Change Undergraduate Education

4. Remove Barriers to Interdisciplinary EducationResearch universities must remove barriers to

and create mechanisms for much more

interdisciplinary undergraduate education.


Ten Ways to Change Undergraduate Education

5. Link Communication Skills and Course WorkUndergraduate education must enable students to acquire strong communication skills, and thereby create graduates who are proficient in both written and oral communication.

Ten Ways to Change Undergraduate Education

6. Use Information Technology CreativelyBecause research universities create technological innovations, their students should have the best opportunities to learn state-of-the-art practices--and learn to ask questions that stretch the uses of the technology.

Ten Ways to Change Undergraduate Education

7. Culminate With a Capstone ExperienceThe final semester(s) should focus on a major project and utilize to the fullest the research and communication skills learned in the previous semesters.

Ten Ways to Change Undergraduate Education

8. Educate Graduate Students as Apprentice TeachersResearch universities must redesign graduate education to prepare students for teaching undergraduate students as well as for other professional roles.

Ten Ways to Change Undergraduate Education

9. Change Faculty Reward SystemsResearch universities must commit themselves to the highest standards in teaching as well as research and create faculty reward structures that validate that commitment.

Faculty Responsibilities as a Distribution of Effort (DOE)

  • Research is an extremely important element of institutional missions of research universities…

  • The HOLY Trinity

  • Research (The Scholarship of Discovery)

  • Teaching (The Scholarship of Teaching and Learning)

  • Service (The Scholarships of Engagement and Integration)

  • DOE = 45% Research + 45% Teaching + 10% Service

Ten Ways to Change Undergraduate Education

10. Cultivate a Sense of CommunityResearch universities should foster a community of learners. Large universities must find ways to create a sense of place and to help students develop small communities within the larger whole.

Ten Ways to Change Undergraduate Education

The Boyer Commission on Educating Undergraduates in the Research University

  • Make Research-Based Learning the Standard

  • Construct an Inquiry-Based Freshman Year

  • Build on the Freshman Foundation

  • Remove Barriers to Interdisciplinary Education

  • Link Communication Skills and Course Work

  • Use Information Technology Creatively

  • Culminate with a Capstone Experience

  • Educate Graduate Students as Apprentice Teachers

  • Change Faculty Reward Systems

  • Cultivate a Sense of Community

Seven Principles for Good Practice in Undergraduate Education

Arthur W. Chickering and Zelda F. Gamson (1987, 1996)

  • Good practice in undergraduate education:

  • encourages contact between students and faculty,

  • develops reciprocity and cooperation among students,

  • encourages active learning,

  • gives prompt feedback,

  • emphasizes time on task,

  • communicates high expectations, and

  • respects diverse talents and ways of learning.

Seven Principles of Good Practice

  • 1. Encourages Contact Between Students and Faculty

    • Frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.

Seven Principles of Good Practice

  • 2. Develops Reciprocity and Cooperation Among Students

    • Learning is enhanced when it is more like a team effort that a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one's own ideas and responding to others' reactions sharpens thinking and deepens understanding.

Seven Principles of Good Practice

  • 3. Encourages Active Learning

  • Learning is not a spectator sport. Students do not learn much just by sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences and apply it to their daily lives. They must make what they learn part of themselves.

Seven Principles of Good Practice

  • 4. Gives Prompt Feedback

    • Knowing what you know and don't know focuses learning. Students need appropriate feedback on performance to benefit from courses. When getting started, students need help in assessing existing knowledge and competence. In classes, students need frequent opportunities to perform and receive suggestions for improvement. At various points during college, and at the end, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.

Seven Principles of Good Practice

5. Emphasizes Time on Task

Time plus energy equals learning. There is no substitute for time on task. Learning to use one's time well is critical for students and professionals alike. Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty. How an institution defines time expectations for students, faculty, administrators, and other professional staff can establish the basis of high performance for all.

Seven Principles of Good Practice

  • 6. Communicates High Expectations

    • Expect more and you will get more. High expectations are important for everyone -- for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high expectations for themselves and make extra efforts.

Seven Principles of Good Practice

  • 7. Respects Diverse Talents and Ways of Learning

    • There are many roads to learning. People bring different talents and styles of learning to college. Brilliant students in the seminar room may be all thumbs in the lab or art studio. Students rich in hands-on experience may not do so well with theory. Students need the opportunity to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so easily.


When a university accepts an undergraduate student for admission and the student then enrolls, implicit commitments constitute an unwritten contract between them. Each assumes obligations and responsibilities, and each receives benefits. The student commits to a course of study intended to lead to a degree, agrees to follow such rules of civil behavior as the university prescribes, accepts the challenge of making an appropriate contribution to the community of scholars, and pledges to cultivate her or his mind, abilities, and talents with a view to becoming a productive and responsible citizen.

The student at a research university, in addition, must come with appropriate preparation for the opportunities that will be provided, must commit to the strenuous burdens of active participation in the educational process, and must be prepared to live in a diverse and heterogeneous environment.


  • By admitting a student, any college or university commits itself to provide maximal opportunities for intellectual and creative development. These should include:

    • Opportunities to learn through inquiry rather than simple transmission of knowledge.

    • Training in the skills necessary for oral and written communication at a level that will serve the student both within the university and in postgraduate professional and personal life.

    • Appreciation of arts, humanities, sciences, and social sciences, and the opportunity to experience them at any intensity and depth the student can accommodate.

    • Careful and comprehensive preparation for whatever may lie beyond graduation, whether it be graduate school, professional school, or first professional position.


  • The student in a research university, however, has these additional rights:

    • Expectation of and opportunity for work with talented senior researchers to help and guide the student's efforts.

    • Access to first-class facilities in which to pursue research—laboratories, libraries, studios, computer systems, and concert halls.

    • Many options among fields of study and directions to move within those fields, including areas and choices not found in other kinds of institutions.

    • Opportunities to interact with people of backgrounds, cultures, and experiences different from the student's own and with pursuers of knowledge at every level of accomplishment, from freshmen students to senior research faculty.


The research university must facilitate inquiry in such contexts as the library, the laboratory, the computer, and the studio, with the expectation that senior learners, that is, professors, will be students' companions and guides. The research university owes every student an integrated educational experience in which the totality is deeper and more comprehensive than can be measured by earned credits.

The research university's ability to create such an integrated education will produce a particular kind of individual, one equipped with a spirit of inquiry and a zest for problem solving; one possessed of the skill in communication that is the hallmark of clear thinking as well as mastery of language; one informed by a rich and diverse experience. It is that kind of individual that will provide the scientific, technological, academic, political, and creative leadership for the next century.

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