In 2024, the Regents named eight Faculty of the Year from across the state universities. This award recognizes the outstanding contributions of faculty at state universities to teaching, student success, research and Kansas communities.
“The Regents are excited to introduce the Faculty of the Year award and recognize the accomplishments of the outstanding faculty nominated in 2024. Faculty equip students with valuable skills and prepare them for success after graduation. They also conduct groundbreaking research and perform incredibly important work in communities across our state.”
- Kansas Board of Regents Chair Carl Ice
Photos of the recipients with their awards may be downloaded by clicking on their names below.
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2024 Kansas Board of Regents Faculty of the Year Recipients |
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| Awardee | Institution | Nomination Type |
| Dr. Christine Brodsky | Pittsburg State University | Tenured Faculty |
| Dr. Sammuel Robert Byer | Fort Hays State University | Tenured Faculty |
| Dr. Linda D'Silva | University of Kansas Medical Center | Tenure-Track Faculty |
| Dr. Tera Fazzino | University of Kansas | Tenure-Track Faculty |
| Dr. Taejoon Kim | University of Kansas | Tenured Faculty |
| Dr. Kristen Livingston | Pittsburg State University | Tenure-Track Faculty |
| Dr. Phillip Allen Olt | Fort Hays State University | Tenure-Track Faculty |
| Dr. Catherine Siengsukon | University of Kansas Medical Center | Tenured Faculty |
Kansas Board of Regents Faculty of the Year nominees are selected by the faculty senates at the state universities and awarded by the Regents. Each faculty senate may submit a tenured faculty member and a tenure-track faculty member as a nominee.
Systemwide English Composition I placement measures and corequisite English developmental support are both critical to the AY 2024 - AY 2026 Performance Agreements. Currently, the English Professional Development Sessions are underway.
Corequisite English developmental support - Professional Development & Implementation
KBOR is facilitating professional development sessions to assist English faculty in creating corequisite developmental support sections for English Composition I. Dr. Casey Reid (University of Kansas), Dr. Melanie Burdick (Washburn University), and Kathy McCoskey, M.A. (Butler Community College) will be leading these sessions.
Please refer to the schedule and registration links below, and please note, content for each session will build upon the material from previous sessions, and the training sessions will be recorded. Individuals who participate in the training acknowledge that the recording may be used for professional development purposes.
| Date/Time | Registration |
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Friday, Nov. 8, 2024 - 2:00 - 4:00 p.m. (KBOR policy/overview of corequisite English & models) Agenda Attendee Report Chat Questions Recording Policy Presentation (KBOR) Corequisite Support Presentation (Reid/Burdick/McCoskey) |
Completed |
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Friday, Jan. 31, 2024 - 200 - 4:00 p.m. (Building corequisite instruction: integrating the "Reading Cycle," scaffolding, & teaching supporting reading) Agenda Attendee Report Chat Questions Recording |
Completed |
| Friday, Feb. 28, 2024 - 2:00 - 4:00 p.m. (Supporting students' non-cognitive & affective needs) | Click HERE |
| Friday, April 4, 2024 - 2:00 - 4:00 p.m. (Putting it all together: Working time & questions) | Forthcoming |
Multiple measures placement decisions
Per KBOR policy, each student who meets either a systemwide course placement measure OR an institutionally designated* course placement measure is eligible to enroll in a gateway course without developmental support. Each student meeting neither of the above shall be placed into the gateway course with developmental support. Placement measures for English Composition I are listed below.
English Composition I
18+ on ACT Reading AND ACT English; OR
500+ on SAT ERW (Evidence-based Reading and Writing); OR
255+ Accuplacer Reading AND Writing; OR
3.0+ high school cumulative unweighted GPA after five or more semesters; OR
16+ ACT Reading AND ACT English AND B or higher (not B-) in most recent high school English course; OR
2.7+ high school cumulative unweighted GPA after 5 or more semesters AND B or higher (not B-) in most recent high school English course
Systemwide English Course Placement Measures Committee
- Mary Beth Harris - Emporia State University
- Eric Leuschner - Fort Hays State University
- Karin Westman/Abby Knoblauch - Kansas State University
- Mary Jo Reiff - University of Kansas
- Janet Zepernick - Pittsburg State University
- Darren DeFrain - Wichita State University
- Melanie Burdick (co chair) - Washburn University
- Stephanie Joiner (co chair) - Barton Community College
- Melissa Gunby - Coffeyville Community College
- Geneva Diamond - Dodge City Community College
- Andrea Broomfield - Johnson County Community College
- Nate Arida - Wichita State University Campus of Applied Sciences and Technology
Kansas Blueprint for Literacy
Teach Every Child to Read
We aim to empower advisors in guiding students through their educational journey. Here, you'll find a wealth of tools, strategies, and insights to enhance your support as students navigate their path to success. Your role is crucial, and we're here to help you make the most of it.
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| More than 100 courses transfer seamlessly across the 32 public colleges and universities in Kansas. Help your students explore those transfer options and discover their path to degree completion. | Students can earn credit at Kansas colleges and universities for demonstrating skills and knowledge equivalent to college-level learning. Options for earning this credit include AP, IB, CLEP exams, and military experience. |
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| This resource provides thorough details about the framework, including exceptions and extensions, the seven bucket framework, printouts, master course lists, and more! Once a student completes the framework and fulfills the requirements, institutions cannot revise or impose additional general education course requirements, except as outlined in the approved exceptions. | Concurrent enrollment partnerships (CEP) facilitate the teaching of college-level learning at high schools to help students get a head start on their college careers. Learn more about CEP between Kansas high schools and postsecondary institutions. |
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Reverse Transfer is the process of retroactively granting associate degrees to students who have not completed the requirements of an associate degree before transferring from a Kansas community college or technical college to a Kansas public university. |
Math Pathways aims to address barriers to degree completion by offering alternative mathematics courses tailored to students' majors and career goals, rather than relying on traditional college algebra. This approach is designed to improve student success and progression through more relevant and accessible math coursework. |
Conference Presentation Materials
Kansas Academic Advising Network Annual Conference - September 27, 2024
Topics covered: Reverse Transfer, Math Pathways, Systemwide General Education, Academic Degree Maps, and other helpful resources available through KBOR.
Slides from Presentation
High School Heroes Webinar: Unlocking Student Success: Advising Tips - October 1, 2024
Featuring: Best Practices in Advising to Leverage Dual Credit Options
Panelists:
- Kris Farmer, Director of Advisement and Retention at Cloud County Community College
- Loni Jensen, Director of High School Partnerships at Butler Community College
- Luke Dowell, Vice President of Academic Affairs at Seward County Community College
- Nikki Brown, Assistant Director of the Academic Advising and Career Exploration Center at Fort Hays State University.
- Sara M. Smith, Assistant Dean of Instruction at Highland Community College
- Jake Brillhart, Academic Advisor at the University of Kansas Jayhawk Pre-Law Advising
Recording (60 min)
advising institutional contacts
We identified key points of contact for high schools and students regarding advising questions related to courses and transferability. We aim to keep this list updated annually to ensure access to the most reliable resources.
Advising Institutional Contacts
Academic Degree Maps
Academic Degree Maps are term-by-term sample course schedules that specify milestones, courses, and special requirements that are necessary for facilitating on-time completion.
The systemwide Math Pathways initiative in Kansas encompasses several key components, including gateway math courses, multiple placement measures, and corequisite developmental support. The Math Pathways Taskforce has developed this FAQ Guide to provide institutions with a comprehensive list of frequently asked questions and responses. As our work progresses, new questions and answers will be added!
1. Where can I find more information about Math Pathways in Kansas?
Information regarding Math Pathways in Kansas, along with a relevant webinar, can be found at the following website: https://www.kansasregents.org/academic_affairs/math-pathways
2. Where can I find more information about Math Pathways at my institution?
Institutions are encouraged to provide relevant information for Math Pathways and / or link to the KBOR Math Pathways website. Math Pathways Task Force members and Chief Academic Officers are charged with this work.
3. When will Math Pathways be fully implemented in Kansas?
Math Pathways is scheduled to be fully implemented in Kansas by the fall semester of 2026.
4. Where can I find a timeline for Math Pathways in Kansas?
A timeline (slide 22) is contained within the webinar presentation available at the following website:
https://www.kansasregents.org/resources/PDF/Academic_Affairs/Math_Pres-September_15_2023_DrArcher.pdf
5. How will Math Pathways in Kansas be reviewed and adapted over time to ensure successful implementation and continued improvement?
The Math Pathways Task Force and Systemwide Math Course Placement Measures Committee are asked to make recommendations on how Math Pathways will be reviewed and adopted over time. These recommendations will be shared with the Board of Regents. The Board and Board staff will also review system data to assess the effectiveness of math pathways, corequisite support, and course placement measures.
6. What is a meta-major and where do I find which pathway course is assigned to which major?
A meta-major is a group of academic programs with common courses or occupations that help students enroll in relevant courses aligned with a coherent degree program. By August 2024, programs across the state will have selected gateway math courses and we anticipate these selections will have been confirmed by the Chief Academic Officers. After the confirmation occurs, KBOR will post the selected gateway math courses by programs on their website.
7. Is a Math Pathway course the same as a Kansas Quantitative General Education requirement?
The Math Pathway course selected by programs will satisfy the Systemwide General Education requirement.
8. Why is Kansas changing to pathways? (E.g., What problem/challenge is Math Pathways trying to address?)
Kansas is changing to Math Pathways to increase student success and completion. For statistics on why the traditional college algebra model is no longer the best model available, see Information regarding Math Pathways in Kansas, along with a relevant webinar, at the following website: https://www.kansasregents.org/academic_affairs/math-pathways
9. Will a Math Pathway course taken at one college or university in Kansas be transferable to another?
Math Pathway courses are determined by each academic program, and are transferable to the same programs offered across the state.
10. If a first year student is ready for a math or statistics course beyond the Math Pathway courses, do they still need to take the pathway course?
No. Students prepared to enter Calculus as judged by the institution, for example, do not need to complete College Algebra, Contemporary Math, or Elementary Statistics. Please note that discipline math courses offered outside of the math / statistics department are not permitted as gateway math courses (e.g., discipline-based statistics courses).
11. If a student does not take a math pathway course, does a more advanced math or statistics course count towards a student's general education requirements?
Yes, it can. For example, Calculus can count as satisfying the gateway math course requirement. However, students are encouraged to check with their major department to be sure the specific course will work. Please note that discipline math courses offered outside of the math / statistics department are not permitted as gateway math courses (e.g., discipline-based statistics courses).
12. Can a department require a more advanced course for their major as the general education requirement such as calculus?
Yes. For example, Calculus will count as satisfying the gateway math course requirement, and we understand it is required in Engineering, Architecture, and other STEM programs. We also understand that a student might need to start out with a lower level course, such as College Algebra, depending on their readiness level. Please note that discipline math courses offered outside of the math department are not permitted as gateway math courses (e.g., discipline-based statistics courses).
13. If a department can require calculus for their Math General Education requirement, is the Math Pathway course for that major calculus or college algebra?
Engineering programs were granted an exception to the Systemwide General Education framework and are allowed to require Calculus for the math and statistics general education bucket. If the student is ready to take calculus, calculus will satisfy that requirement. The student may need to take College Algebra or College Algebra with Support, depending on their readiness level, before they take the required calculus course. While either will work to satisfy the Systemwide General Education, calculus is required for the program.
14. Can an institution have several versions of a college algebra, contemporary math, or statistics Math Pathway course?
An institution's three math pathways courses must incorporate the common learning outcomes agreed upon by the appropriate Kansas Core Outcomes Groups (KCOG). In conjunction with a math pathways/gateway course, an institution may provide different levels of corequisite support for the given course.
15. If a student passes one Math Pathway course, will they need to take a different one if they change majors or declare a double major?
This will be decided by the institution and the academic disciplines/majors. Institutions retain the right and ability to issue substitutions at the student level. KBOR encourages flexibility and making decisions in the best interest of students.
16. If a student passes college algebra and their pathway is statistics or contemporary mathematics, will they be required to take another math pathway course?
This will be decided by the institution and the academic disciplines/majors. Institutions retain the right and ability to issue substitutions at the student level. KBOR encourages flexibility and making decisions in the best interest of students.
17. If a student passes college algebra or statistics and their pathway is contemporary mathematics, will they be required to take it too?
This will be decided by the institution and the academic disciplines/majors. Institutions retain the right and ability to issue substitutions at the student level. KBOR encourages flexibility and making decisions in the best interest of students.
18. If a student’s major is undecided, what Math Pathway course should they take?
In this situation, advisors should work with students to select the gateway math course best suited for the likely meta major.
19. Do institutions or programs have to follow policy on which course is required for the major?
While institutions can make exceptions for an individual student, programs will follow the decisions made by discipline faculty groups that were agreed upon and confirmed by CAOs.
20. How are programs separated out for the pathways math course?
Programs were grouped by meta-majors. A meta-major is a group of academic programs with common courses or occupations that help students enroll in relevant courses aligned with a coherent degree program. By August 2024, programs across the state will have selected gateway math courses and we anticipate these selections will have been confirmed by the Chief Academic Officers. After the confirmation occurs, KBOR will post the selected gateway math courses by programs on their website.
21. Where can I find the KBOR Math Pathway Placements Measures?
The Multiple Measures Placement Committee will finalize their work by August 2024 and the Kansas Board of Regents will place the information on their website.
22. Where can I find my institution’s Math Pathway Placements Measures?
Institutions are encouraged to provide relevant information for Math Pathways Placement Measures and / or link to the KBOR Math Pathways website. Math Pathways Task Force members and Chief Academic Officers are charged with this work.
23. Can a student place out of taking a Math Pathway course?
Yes- per existing institutional policies.
24. If a student can place out of a Math Pathway course, do they still need to take a Math Pathways General Education course?
If a student has earned credit for the Math Pathways course, either through transfer or through one of the standardized exams covered in the KBOR Credit by Examination Policy (Chapter II in the KBOR Policy Manual), the student does not still need to take a Math Pathways General Education course. If the student does not have equivalent credit, the institution has the authority to indicate the systemwide Gen Ed Math Bucket is satisfied, but the student cannot complete the systemwide Gen Ed with less than 34 credit hours.
25. Are students required to take any standardized tests in Kansas to place into, or out of, a Math Pathway course?
No. Students are not required to take a standardized test. However, student may elect to use an approved standardized test for placement out of corequisite support.
26. With multiple placement measures, does a student have to satisfy all measures or just one to place into a course?
Students only need to satisfy one of the multiple measures listed to enter the gateway math course without corequisite support. The perspective here is that you are looking for any piece of evidence that a student has demonstrated readiness for college-level work at some point, rather than requiring one specific form (e.g., test scores) or multiple pieces of evidence.
27. Can an institutional placement measure be less stringent (or more stringent) than the KBOR measures?
Students only need to satisfy one of the multiple measures listed to enter the gateway math course without corequisite support. The perspective here is that you are looking for any piece of evidence that a student has demonstrated readiness for college-level work at some point, rather than requiring one specific form (e.g., test scores) or multiple pieces of evidence.
28. How do exceptions work with math placement? (e.g., can institutions allow substitutions for individual students?)
Institutions may make exceptions on a case-by-case basis. Institutions retain the right and ability to issue exceptions at the student level. KBOR encourages flexibility and making decisions in the best interest of students.
29. If a student takes College Algebra as a dual credit student, does that count towards their general education requirement?
Yes, if the student successfully passes the course, and so long as the course aligns with the student's major.
30. Where can I find more information on corequisite support components for Math Pathway courses?
More information will be provided during the Fall 2024 professional development opportunities. As we progress through those, this response may be updated. You may also consult the KBOR Policy manual, Chapter III.A.14.
31. What are the KBOR requirements for a corequisite support component?
Per KBOR policy, Corequisite support developmental education shall be delivered through one of the following sections: (1) Supplemental course section - A student in a supplemental course section attends a corequisite support developmental education section model in which there are structured courses that run before, after, or on opposite days to the gateway course. The gateway course and the concurrent supplemental course are completed in the same semester. (2) Mandatory tutoring section - A student in a mandatory tutoring section attends a corequisite support developmental education section model in which mandatory tutoring in a lab is required for a specified number of hours per week. The gateway course and concurrent mandatory tutoring are completed in the same semester. (3) Boot camp section - A student in a boot camp section attends a corequisite support developmental education section model in which the first three to five weeks of the semester are typically developmental content, followed by the college-level content. Classes meet extra hours each week throughout the semester to equal the two classes or class plus lab. The boot camp and gateway course are completed in the same semester. (4) Compressed course section - A student in a compressed course section attends a corequisite support developmental education section model in which a developmental class is typically compressed into eight weeks, and then the college-level gateway course is typically compressed into eight weeks, so that both classes are completed in the same semester. Classes meet extra hours each week throughout the semester to deliver the applicable credit hours of instruction for both the corequisite section and the gateway course within the compressed timeframes.
32. How do credits hours and tuition work with corequisite support?
Corequisite support developmental education sections may be tailored for specific student groups and offered for different amounts of credit (up to three semester credit hours), and tuition and fees may be charged as otherwise authorized for each institution’s credit-bearing courses. Credit awarded in corequisite developmental education sections shall not be used to fulfill requirements for associate or baccalaureate degrees.
33. Are corequisite support components their own courses which require teaching hours assigned?
Corequisite support developmental education sections may be tailored for specific student groups and offered for different amounts of credit (up to three semester credit hours). Beyond that, it is up to the institution.
34. How does an institution pay for corequisite support?
That is up to the institution. Tuition and fees may be charged as otherwise authorized for each institution’s credit-bearing courses.
35. Are corequisite support components graded separately or as a part of the Math Pathway course?
That is to be determined by the institution. KBOR will provide best practice guidelines during the fall professional development trainings.
36. Can any student in the pathway course sign up for corequisite support?
That is to be determined by the institution. KBOR will provide best practice guidelines during the fall professional development trainings for students who score slightly above the multiple placement measures.
37. If a student fails the corequisite portion of a pathway course, but passes the main course, do they need to retake the course?
It depends on how the institution sets up the course. If the institution structures the course(s) in such a way that each component is graded separately, and the student passes the gateway (pathways) course component, unless the institution has a policy stating otherwise, the student should not have to take "the course" again. We urge institutions to do what is best for students. If this is a common situation, something is probably wrong with the course setup.
38. What data should be kept to evaluate whether an institution’s corequisite support model is improving student success?
Institutions should examine placement measures used and course outcomes at the student record level for assessment.
39. If a student passes the corequisite portion of the pathway course, but fails the main course, do they have to repeat BOTH or just the main pathway course?
It depends on how the institution sets up the course. If the institution structures the course(s) in such a way that each component is graded separately, and the student passes the corequisite support component, the institution should work with the student to determine the best path forward. The hope is that there would be a different means of supporting the student to assist them in successful completion of the gateway math pathways course.
40. Can students receive Credit for Prior Learning toward their gateway math course?
Yes, students can receive Credit for Prior Learning toward their gateway math course. For more information on how and when this credit can be awarded, please visit the following website: Kansas Regents - Credit for Prior Learning.
