throughout all our ven-

tures is the advancement

of our institution into the

next 150 years of its his-

tory--advancement and

enhancement of its facul-

ty's skills and abilities,

its programs' effective-

ness, its administration's

leadership, its units' re-

porting compliance, and

its students' success in

achieving learning out-

comes.

The Office for Faculty

Advancement & Institu-

tional Effectiveness

(OFA&IE) is a remarka-

ble and highly diverse

team of 15 full- and 5

part-time professionals,

all dedicated to our mis-

sion of promoting aca-

demic and administra-

tive excellence by work-

ing collaboratively with

members of the Univer-

sity community and ex-

ternal stakeholders

through development,

assessment, and accred-

itation activities. Our

vision is to help build a

University of Kentucky

that is world class in

teaching, research, and

service through activi-

ties and processes that

develop a sustained cul-

ture of collaborative,

innovative, and effective

faculty, administration,

and programs.

You will read more

about the varied and

highly significant activi-

ties of each of our units

in this newsletter--the

Center for Enhancement

of Learning & Teaching

(CELT), Faculty Affairs,

Assessment, and Ac-

creditation, headed up

by Kathi Kern, Sonja

Feist-Price, Tara Rose,

and Mia Alexander-

Snow, respectively, but

the common theme

Office for Faculty Advancement &

Inst i tutional Effect iveness

Faculty Advancement 2

Faculty Affairs 3

Student Learning

Assessment

4

Planning & Institu-

tional Effectiveness

6

Institutional Re-

search

7

CELT 8

Around UK 10

AALHE 11

Upcoming confer-

ences and events

12

Inside this issue:

Office for Faculty Advancement and

Institutional Effectiveness

Since joining OFA in October

2012 after 30.5 years on the

College of Engineering faculty

(Mining Engineering) and fa-

cilitating the merger of CELT

and Institutional Effectiveness

into the Office in Fall 2013, my

commitment has been to de-

velop and strengthen partner-

ships with other campus enti-

ties to create new opportuni-

ties for our 2374 faculty in our

18 colleges and 99 academic

units. Examples of these part-

nerships, undertaken with sen-

ior academic leadership sup-

port and dean endorsement,

include: (1) initiation of the

Chairs' Academy and the

strengthening of the other

leadership development pro-

grams in our portfolio to better

prepare unit administration

capabilities among senior fac-

ulty, in partnership with the

EVPFA and the College of Edu-

cation; (2) continued offerings

of grant-writing workshops, in

partnership with the Vice Pres-

ident for Research (VPR); (3)

implementation of an eOver-

load process for overload workflow

and reporting, with the support of Ad-

vanced Analytics & Technologies; (4)

numerous exciting initiatives with Hu-

man Resources, including workshops

for the enhancement of faculty super-

visory skills, unit-level mediation and

personnel problem-solving, improv-

ing communication with academic

units in such important matters as re-

tirement planning, family care ser-

vices, promotion of diversity and in-

clusion in recruitment and retention

efforts and in improving campus cul-

tural competency, and dual career

partner services; (5) faculty workshop

series on entrepreneurship, with sup-

port from the Von Allmen Center for

Entrepreneurship and the VPR Office;

(6) heightened awareness of issues

related to dealing with stressed and

distressing students, through work-

shops organized by offices within Stu-

dent Affairs; and (7) many vitally im-

portant updates to regulations and

policies of utmost importance to facul-

ty and administration, including over-

load administration, performance re-

view and evaluation, performance

improvement, promotion and tenure

procedures, faculty recruitment and

selection, and family-friendly poli-

cies, with input from Legal Counsel,

Senate Council, deans, HR, and the

faculty at large. There are many

other such collaborations that are

ongoing or under consideration,

several dealing with women leader-

ship development, improving and

embracing faculty diversity, and

enhancing faculty rewards and

recognition, but of most importance

is to note the common element of

collaboration and partnership de-

velopment essential to everything

the OFA&IE embarks upon on be-

half of this great University. It is an

honor to serve.

Page 2 Office for Faculty Advancement & Institutional Effectiveness

FACULTY ADVANCEMENT

Faculty Advancement and Dr. G.T. Lineberry

The Office enters an exciting time as

we welcome Dr. Tim Tracy as our new

Provost on February 9. "I am honored

and humbled by the opportunity to

work with world-class faculty at an

institution that means so much to me

and to the Commonwealth of Ken-

tucky that we serve," Tracy said. "I

look forward to beginning my work in

collaboration with faculty, staff and

students as we continue our efforts to

ensure that UK is one of the handful of

thriving public residential research

campuses in America."

New Provost: Dr. Tim Tracy

Tracy received a bachelor's degree

in pharmacy from Ohio Northern

University and a doctorate in clini-

cal pharmacy from Purdue Universi-

ty, and he completed a postdoctoral

fellowship in clinical pharmacology

at Indiana University. He was a fac-

ulty member at West Virginia Uni-

versity and the University of Minne-

sota before coming to UK in 2010 as

pharmacy dean.

On July 1, 2014, OFA&IE wel-

comed Dr. Sonja Feist-Price as

the Interim Assistant Provost for

Faculty Affairs where her prima-

ry role is to enhance the campus

environment for UK faculty. She

serves as the primary University

“intake officer” for faculty em-

ployee concerns, grievances,

and interventions. In an effort to

expand the capacity of the role

and function of the Assist Prov-

ost for Faculty Affairs, we have

established an innovative com-

mittee with diverse knowledge

and skills. Faculty Forward:

The Committee on Faculty Suc-

cess and Advancement in-

cludes as its members Terry

Allen (IEEO), Beth Barnes

(Office of Internal Affairs; Col-

lege of Communication),

Kathryn “Katie” Cardarelli

(College of Public Health),

Debra Graham (HR), Willis

Jones (College of Education),

and Wayne Lewis (College of

Education). The two core initi-

atives of this committee include

the faculty exit survey and evi-

dence-based mentoring strate-

gies for junior faculty. The fac-

ulty exit survey is designed to

provide separating faculty an

opportunity to provide feed-

back that allows us to identify en-

vironmental issues that contribute

to turnover and identify trends

and patterns that will inform re-

tention strategies. It is anticipat-

ed that the faculty exit survey

process will begin May 15, 2015.

Evidence-based mentoring strat-

egies were presented to the

Spring 2015 cohort of the Chair’s

Academy. Content from this 3-

hour interactive workshop will

also be available via the OFA&IE

website. Of particular im-

portance was the department

chair’s role in the promotion and

tenure process, assessing junior

faculty needs and their profes-

sional development, benefits of

mentoring and mentoring struc-

tures, mentoring considerations

for diverse faculty, and thoughts

regarding mentoring from re-

cently tenured associate profes-

sors.

Page 3

Faculty Affairs and Dr. Sonja Feist-Price

and Mentoring. This

conference is recog-

nized as the nation’s

largest gathering of ra-

cial/ethnic minority

Ph.D. scholars seeking

faculty careers in aca-

demia. Over 1,300

scholars and faculty

mentors were in attend-

ance at this 4-day con-

ference, where scholars

were provided infor-

mation and skills neces-

sary to be successful in

graduate study and ca-

reer goals. Scholars,

faculty mentors and re-

cruiters also had an op-

portunity to network

with each other regard-

ing factors that contrib-

ute to career success,

and recruitment and re-

tention issues. A num-

ber of teaching, mentor-

ing, and research work-

shops were also availa-

ble for scholars and

mentors. Feist-Price met

scholars who were inter-

ested in UK to further

their graduate studies or

obtain post-doctoral

teaching and/or re-

search fellowships.

There were also scholars

interested in being

hired for faculty posi-

tions at UK. Information

Recruitment and reten-

tion strategies are also

very important. Affinity

groups are being creat-

ed among faculty con-

stituents that include

opportunities for faculty

to get to know each oth-

er and form synergistic

research partnerships.

Feist-Price represented

OFA&IE as a recruiter at

the 21st Compact for

Faculty Diversity: Insti-

tute on Teaching and

Mentoring Conference

that was sponsored by

the Southern Regional

Education Board (SREB)

Institute on Teaching

Office for Faculty Advancement & Institutional Effectiveness

FACULTY AFFAIRS

from interested scholars

was shared with the ap-

propriate departmental

personnel who contacted

these scholars to discuss

existing opportunities

and their interests.

Institute on Teaching and Mentoring Conference

STUDENT LEARNING ASSESSMENT

Units Across the University Who Received Meets Expectations on All Criteria

The University Assessment Coun-

cil (UAC) is charged by the Prov-

ost to review student learning out-

comes assessment reports and

provide feedback to the colleges

and other units on these reports.

Each college and select units at

the institution has a representa-

tive on this council. These efforts

are essential to the University’s

continuous improvement of stu-

dent learning.

Based on SACSCOC Standard

3.3.1.1 all degree/certificate pro-

grams must have student learning

outcomes, hence a student learn-

ing assessment report. To fulfill

the charge stated above, at least

once annually the UAC members

undertake an evaluative review of

these SLO reports.

On December 3rd and December

4th, 2014, 23 UAC members evalu-

ated 270 submitted SLO reports

from academic year 2013-14. The

members used a previously vali-

dated rubric, SLO Assessment Re-

port Rubric, to evaluate the re-

ports. The UAC members provid-

ed comments throughout these

reports to assist units in making

improvements to their student

learning process/environment. The

SLO Assessment Report Rubric con-

tains six separate criteria: (1) rela-

tionship between the outcome tools,

(2) data collection and research de-

sign and integrity, (3) bench-

mark/target, (4) results, (5) inter-

pretation of results, and (6) im-

provement action plan. During this

review period, the members did not

evaluate the ‘benchmark/target’

criterion because of a change in the

reporting format. Each criterion

was evaluated on a three-point

scale of Meets Expecta-

tions, Emerging, or Does Not Meet.

Meets Expectations on ALL Criteria

College/Unit Degree Level Program

College of Agriculture Bachelor Natural Resource and Environmental Science

Bachelor Nutrition and Food Science

College of Arts & Sciences

Master French

Doctor History

Bachelor International Studies

Doctor Political Science

Bachelor Sociology

Master Teaching English as a Second Language

College of Dentistry Doctor (DMD) Dentistry

Master Dentistry

College of Education Master Secondary Education-Math Option

Master Secondary Education-Science Option

College of Engineering

Doctor Biomedical Engineering

Doctor Electrical Engineering

Master Electrical Engineering

College of Fine Arts Bachelor Art History

Bachelor Theatre

College of Health Sciences Bachelor Communication Disorders

College of Medicine

Doctor Biochemistry

Doctor Physiology

Doctor Toxicology

College of Nursing Doctor Nursing (PhD)

College of Pharmacy Doctor(PharmD) Pharmacy

College of Public Health Doctor Doctor Public Health

Master Public Health

College of Social Work Bachelor Social Work

Master Social Work

Student Affairs Counseling Center Student Affairs

Student Affairs Student Center

STUDENT LEARNING ASSESSMENT

ACADEMIC YEAR REPORT REQUIRED BY:

2014-2015 October 31, 2015

2015-2016 October 31, 2016

2016-2017 October 31, 2017

Kentucky is One of Nine States

Participating in the Multi-State

Collaborative

The University of Kentucky has

agreed to be one of four institu-

tions in the state to support the

Multi-State Collaborative to Ad-

vance Learning Outcomes As-

sessment (MSC) an initiative in

the development and pilot test-

ing of a system-level approach

to assessing student learning.

Other higher education institu-

tions participating in this project

include Northern Kentucky Uni-

versity Bluegrass and Hazard

Community and Technical Col-

leges. All four institutions will

work collaboratively with the

Kentucky Council on Postsec-

ondary Education to meet the

requirements of the MSC.

The MSC is testing a different

model for student learning out-

comes assessment – a model

that is very similar to what UK is

already doing on campus. It’s

critical that institutions actually

look at what students can do with

what they know by gathering

actual student work. Our assess-

ment process within the UK Core

curriculum is a premier example

of advancing the assessment of

student learning outcomes. I am

passionate about assessment

and thankful UK has the oppor-

tunity to be a part of this exciting

project. It is reassuring to know

that the assessment process we

have been implementing here at

UK for years is what the nation is

moving towards.

In academic year 2014-2015, UK

piloted the MSC which looked at

how well students achieved

learning outcomes related to

Written Communication and

Quantitative Literacy. The Uni-

versity is looking forward to the

receiving the results this fall.

Academic Year 15-16 the Univer-

sity will focus on implementing

the MSC which includes adding

Critical Thinking to the set of key

learning outcomes.

The MSC is an initiative steered

by the State Higher Education

Executive Officers (SHEEO) and

the Association of American Col-

leges and Universities (AAC&U).

The MSC project will impact UK

by affirming its commitment to

the improvement of student

learning, providing faculty de-

velopment opportunities in as-

sessment, and measuring actual

student performance.

Questions, contact Tara Rose,

at tara.rose@uky.edu.

The University of Kentucky Participates in a National Initiative to Advance

Student Learning in Higher Education

University Assessment Due Dates: Annual Progress Reports and Annual Student Learning Outcomes Assessment Reports

Office of Faculty Advancement & Institutional Effectiveness

Office for Faculty Advancement & Institutional Effectiveness Page 6

PLANNING & INSTITUTIONAL EFFECTIVENESS

Planning and Institutional Effectiveness Assessment Activities

The Office of Planning and Insti-

tutional Effectiveness (PIE) con-

tinues to oversee and monitor

the implementation, evaluation,

and management of institutional

effectiveness activities, universi-

ty and program accreditation,

and state and federal initiatives.

Throughout the 2014-15 academ-

ic year, PIE assisted more than

200 administrative and educa-

tional units with the following

institutional assessment activi-

ties:

2014-15 IE Assessment Activities

(as of 5/1/15)

# of Participating

Programs and Units

Periodic Reviews (44)

College-wide 4

Educational Unit Reviews (includes degree programs) 36

Administrative Reviews 4

Review of Chief Administrator Officers (8)

Formative 4

Summative 4

CPE Approved Degree Programs (13)

Fully On-line 2

Interdisciplinary 3

Traditional Degree (e.g., English) 8

Strategic Planning & Annual Progress Reporting (2014-15 yr) (145)

Educational Units (includes Colleges and academic departments) 75

Administrative Units 70

Accreditation and Compliance Reporting (20)

Substantive Change notifications /Approvals 20

Total # of Participating Units 230

The successful coordination of plan-

ning and institutional effectiveness

activities reflects the continued sup-

port of the university’s institutional

effectiveness efforts by the universi-

ty’s leadership, faculty and staff.

For more information about the Of-

fice of Planning and Institutional

Effectiveness’s role, scope, presen-

tations and workshops, and /or

consulting services, please visit the

PIE website (website link:

http://www.uky.edu/ie/content/pla

nning-institutional-effectiveness).

Questions, contact Mia Alexander-

Snow at mia.alexander-

snow@uky.edu

INSTITUTIONAL RESEARCH

Retention and graduation rates

are two of the best known met-

rics for assessing institutional

effectiveness. The Kentucky

Council on Postsecondary Edu-

cation and the U.S. Department

of Education require institutions

to report student persistence

rates in an effort to monitor insti-

tutional accountability. Half of all

students who fail to graduate

drop out either during or just

after their freshman year. The

first-year retention rate

measures the percentage of full-

time, first-year undergraduates

who enroll in the fall and subse-

quently return the following fall

semester for their second year of

college. The retention rate for

the fall 2014 cohort was 82.2 per-

cent, the second highest reten-

tion rate in UK’s history. This is

the seventh straight year the re-

tention rate has surpassed 80

percent.

Two of five students leave UK

without eventually earning a

bachelor’s degree. The gradua-

tion rate is calculated by taking

the total number of bachelor’s

degree recipients who graduated

within “150% of normal time” (i.e.,

six years) and dividing it by the

number of students in the starting

cohort. The six-year graduation

rate for the fall 2008 cohort was 60.2

percent, down two-tenths of a per-

centage-point from last year. This

marks the third highest graduation

rate on record. Additional infor-

mation on UK’s retention and gradu-

ation rates can be found on the Insti-

tutional Research/ Advanced Ana-

lytics website at:

www.uky.edu/iraa/studentdata/gra

duation.

In recent years, the traditional six-

year graduation rate has been criti-

cized as being too narrow in scope.

Six national associations involved in

higher education policy discussions

have developed an alternative set of

metrics that takes into consideration

a growing trend in postsecondary

education: many students transfer

from their initial institution or move

from one state to another in pursuit

of a college degree. A number of

educators believe the Student

Achievement Measure (SAM) offers

a more valid picture of students’

degree-seeking behavior. (For

more information on UK’s standing

on the SAM, go to:

www.studentachievementmeasure.o

rg/participants/157085.) The SAM

for UK’s 2008 cohort reveals that 14

percent of the students who started

here transferred to another institu-

tion and graduated within six years.

Thus, nearly three-quarters (74%) of

the 2008 cohort earned a degree at

UK or another institution. In addi-

tion, the SAM shows that 60 percent

of full-time students who transferred

into UK during fall 2008 earned their

baccalaureate degree within six

years.

Questions, contact Roger Sugarman

at rpsuga0@email.uky.edu.

Cohort

Term

Co-

hort

Size

Retained

% 1st

Spring

Retained

% 2nd Fall

Retained

% 3rd Fall

Retained

% 4th Fall

Graduat-

ed % 4 Yrs

Graduat-

ed % 5

Yrs

Graduated

% 6 Yrs

Fall 2003 3,683 91.8% 78.3% 70.2% 65.8% 32.0% 54.9% 59.5%

Fall 2004 3,935 91.2% 78.9% 70.4% 65.3% 32.9% 53.7% 58.2%

Fall 2005 3,824 90.8% 77.8% 68.9% 65.2% 34.0% 54.7% 59.2%

Fall 2006 4,118 89.5% 76.4% 68.4% 63.6% 30.8% 52.3% 57.6%

Fall 2007 3,836 91.4% 80.9% 71.1% 66.7% 33.7% 55.0% 60.4%

Fall 2008 4,079 92.3% 80.3% 71.0% 66.4% 32.7% 54.9% 60.2%

Fall 2009 4,111 94.5% 81.8% 71.9% 66.9% 35.4% 56.2% 59.0%

Fall 2010 4,283 93.0% 81.5% 72.9% 69.1% 38.5% 48.6% 48.6%

Fall 2011 4,082 92.9% 81.3% 74.8% 4.5% 4.5% 4.5%

Fall 2012 4,588 94.0% 82.5% 0.1% 0.1% 0.1%

Fall 2013 4,619 92.9% 0.0% 0.0% 0.0%

Retention and Graduation Rates at UK

It has been a busy semester at

CELT, and we are proud to an-

nounce the unveiling of a new

and innovative teaching tool: the

Lightboard. The Lightboard al-

lows faculty to present to their

audience in a frontward facing

manner, in contrast to the back

and forth of a traditional white-

board or blackboard. Integrat-

ing this tool with the existing set

of multi-media production tools

enables the creation of inventive

and engaging lectures in a rec-

orded format.

The Lightboard came to the Faculty

Media Depot as the result of an

eLearning Innovation Initiative (eLII)

grant with the faculty from the Depart-

ment of Statistics. Conceptualized

during the early states of the collabo-

rative process between the faculty

grant winners and representatives

from CELT and eLearning, the

Lightboard became a centerpiece

for the initiative, which took the

time and industriousness of Derek

Eggers at CELT and Alex Cutadean

of eLearning.

Page 8

Lightboard Introduced to the Faculty Media Depot

Office for Faculty Advancement & Institutional Effectiveness

ENHANCEMENT OF LEARNING & TEACHING

eLearning Innovation Initiative

The eLearning Innovation

Initiative (eLII) project has

been a central focus of our

year’s work. We at CELT

have been busy offering

workshops and facilitating

Faculty Learning Communi-

ties for eLII grant winners,

allowing them to more

deeply explore issues relat-

ed to online and hybrid

learning in a collaborative

and collegial environment.

In December we hosted Ig-

nite Night presentations with

eLII grant recipients. This

event was an opportunity

for faculty participating in

the program to share

what they had learned, as

well as the challenges

they had faced. We look

forward to sharing a simi-

lar experience with the

eLII participants in the

spring.

International and cross-

disciplinary collaborations

are also important to our

work here at CELT. In Octo-

ber, we began our consulta-

tions with two faculty from

Afghanistan, in collaboration

with the College of Engineer-

ing. We met with them

throughout the rest of the se-

mester, helping them to insti-

tute new faculty development

programs and support for a

country where there is grow-

ing demand for post-

secondary education. We also

hosted a faculty member from

China who is also the deputy

director of the Office of Teach-

ing Administration at the Chi-

na University of Mining and

Technology. This semester,

we are hosting a faculty mem-

ber and dean from the Repub-

lic of Georgia who is also in-

terested in our expertise in

enhancing learning and teach-

ing at his home institution. Fi-

nally, in collaboration with the

College of Business, we are

preparing to host a group of

faculty from Pakistan and to

provide them with resources

and expertise on teaching to

bring back to their home insti-

tutions.

practice here at the Univer-

sity of Kentucky in order to

nurture and grow a critical

mass of expertise and expe-

rience. Participants will

share ideas and learn from

each other. No qualifica-

tions required. The next one

will be on Monday March 30

from 4:30-6:00pm.

Derek Eggers invites anyone

who is interested to Maker

Mondays. These monthly get-

togethers in Pence Hall Room

002 are intended for faculty

and staff from any discipline

who are interested in know-

ing more about the Maker

Movement (including Digital

Design, Fabrication, Arduino

and Raspberry Pi’s) , and

how it can help their teaching

and pedagogy. The intention

is to create a community of

Maker Mondays

Page 9

ENHANCEMENT OF LEARNING & TEACHING

International Affairs

We at CELT are always con-

cerned with issues of accessi-

bility, and Deb Castiglione has

been working hard to help

faculty and administration in-

tegrate Universal Design prin-

ciples into their practices. She

has started an Advisory Group

for the Implementation for Uni-

versal Design on campus. There

has also been a lot of interest in

the adoption of the software

Read&Write Gold, which will help

with student learning while also

being Universally Designed.

Universal Design

Improving Cultural Cross-Cutting Learning Outcomes: A Multistate Effort

Have you recently presented an assessment related topic at a con-ference? If so, Institutional Effective-ness would like to know about it. Please send information about your

presentation, including the name of the conference, title of your presentation, and an informative slide from your presentation to Institutional Effectiveness

(institutionaleffectiveness@uky.edu). You could be featured in the next issue of the Sizzle!

AROUND UK

The Multi-State Collaborative

to Advance Learning Out-

comes Assessment (MSC) is

an initiative designed to pro-

vide meaningful evidence

about how well students are

achieving important learning

outcomes. The initiative fore-

grounds a distinctly different

form of assessment than the

traditional standardized test.

Instead of producing reports

about average scores on tests,

the project is piloting the use

of common rubrics applied by

teams of faculty to students’

authentic college work. In this

session, participants will learn

more about this project from

those who have been en-

gaged in the pilot phase.

Humphreys, D., Rose, T., &

Wheeler, K. (2015). Improving

Critical Cross-Cutting Learning

Outcomes: A Multistate Effort. KY

Student Success Summit. (May

2015, Louisville, KY).

We Want to Hear from You

Best practice in Assessment is

vital in postsecondary institu-

tions, but how can we maximize

our audience and attempt to

reach all faculty across our cam-

puses? The University of Ken-

tucky Assessment staff will offer

their solution by utilizing an

emerging technology in higher

education, massive open online

courses (MOOCs), as a way to

provide professional develop-

ment through open knowledge.

We will explore the value of

MOOCs as a teaching tool, iden-

tify professional development

topics that can be built into

online content, discuss the ad-

vantages and disadvantages

to using MOOCs as a way to

increase faculty engage-

ment, and examine tools and

resources available to de-

sign and build a MOOC.

The finalized MOOC devel-

oped by UK Assessment will

also be shown.

Rose, T., Simpson, L. (2013).

Repurposing the MOOC to Fos-

ter Faculty Engagement. South-

ern Association of Colleges and

Schools Commission on Colleg-

es Annual Meeting (December 2014,

Nashville, TN).

Repurposing the MOOC to Foster Faculty Engagement

AALHE

UPCOMING NEWS

The Office for Faculty Advancement and Institutional Effectiveness promotes aca-

demic and administrative excellence by working collaboratively with members of

the University community and external stakeholders through professional develop-

ment, assessment, and accreditation and compliance activities.

Contact US Office Email /Phone

G.T. Lineberry

Associate Provost for the Of-

fice of Faculty Advancement

and Institutional Effectiveness

gt.lineberry@uky.edu

323-6589

Sonja Feist-Price Interim Assistant Provost,

Faculty Affairs

smfeis@uky.edu

257-2474

Mia Alexander-Snow Director, Planning &

Institutional Effectiveness

mia.alexander-

snow@uky.edu

257-2873

Kathi Kern Director, Center for Excel-

lence in Learning & Teaching

kern@uky.edu

257-3555

Tara Rose Director,

University Assessment

tara.rose@uky.edu

257-6394

DATESAND PLACES EVENTS

June 1-3

Hilton Lexington Downtown Lexington , KY

2015 AALHE Conference

http://www.aalhe.org

July 19-22

Gaylord Palms Resort & Convention Center Kissimmee, Florida

2015 Institute on Quality Enhancement and Accreditation

http://www.sacscoc.org/institute.asp

October 25-27

Mariott Indianapolis Downtown Indianapolis, IN

2015 Assessment Institute

http://www.assessmentinstitute.iupui.edu/index.shtml

October 27-30

Indiana Convention Center Indianapolis, IN

EDUCAUSE Annual Conference 2015

http://www.educause.edu/annual-conference

December 5-8

George R. Brown Convention Center Houston, TX

2015 SACSCOC Annual Meeting

New Energy for Higher Education

http://www.sacscoc.org/aamain.asp