UK Sciences Readiness Summit, Agenda, May 5, 2011
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KY High School Graduates and Readiness for University of Kentucky Introductory Sciences Courses May 5, 2011; 10 a.m. to noon AGENDA Mike Mullen, Associate Provost for Undergraduate Education Welcome and Introductions Starting with a Question: What is the relationship between UK's First Year Experience and KY high school graduates' college readiness? An Hypothesis: UK introductory science courses, science related GenEd Learning outcomes and KY statewide transfer GenEd standards provide UK students a smooth transition from Kentucky high schools to the University of Kentucky introductory sciences. Carol Hanley, College of Agriculture, ENRI and TFISE with Mark Coyne, Plant & Soil Sciences Seth DeBolt, Horticulture Jim Krupa, Biology Rebecca McCulley, Plant & Soil Sciences Stephen Testa, Chemistry Design of the Spring 2011 Mini-Bridge Program and Data Collected Small Group Discussions 1. How might this kind of bridge program impact your introductory science course? 2. How might you collaborate with science teachers in the UK service area?
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Transcript of UK Sciences Readiness Summit, Agenda, May 5, 2011
KY High School Graduates and Readiness for University of Kentucky Introductory Sciences Courses
May 5, 2011; 10 a.m. to noon
AGENDA
Mike Mullen, Associate Provost for Undergraduate Education
Welcome and IntroductionsStarting with a Question:
What is the relationship between UK's First Year Experience and KY high school graduates' college readiness?
An Hypothesis: UK introductory science courses, science related GenEd Learning outcomes and KY statewide transfer GenEd standards provide UK students a smooth transition from Kentucky high schools to the University of Kentucky introductory sciences.
Carol Hanley, College of Agriculture, ENRI and TFISE with
Mark Coyne, Plant & Soil Sciences Seth DeBolt, Horticulture Jim Krupa, Biology Rebecca McCulley, Plant & Soil Sciences Stephen Testa, Chemistry
Design of the Spring 2011 Mini-Bridge Program and Data Collected
Small Group Discussions
1. How might this kind of bridge program impact your introductory science course?2. How might you collaborate with science teachers in the UK service area?3. What are the most important components of this type of collaboration?4. What questions could you ask about your pedagogy individually or collectively that might
help you gain insight on the differences between K12 and UK's educational systems?5. What resources would you or your department need in order to do this kind of action
research this fall?
