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Theses & Dissertations

Search for theses & dissertations.

Search for theses and dissertations using InfoKat Discovery  and filtering your results by resource type.

All master’s theses and doctoral dissertations completed at UK are required to be submitted to the university's institutional repository, UKnowledge , and made freely accessible online. You can find selectively digitized dissertations on UKnowledge that date from 2000, with complete annual runs from 2014 to the present.

Print versions of older UK theses and dissertations are held by the Special Collections Research Center , or in select locations across UK Libraries. 

Dissertation Databases

UK provides access to several databases that allow users to browse millions of theses and dissertations from around the world, including the Open Access Theses & Dissertations database and ProQuest Dissertations and Theses Global  database.

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Electronic Dissertation Preparation

The Graduate School formatting requirements for an electronic dissertation are provided below.

Document Formatting

• Page Formatting & Font

Tables and Figures

• Checklist of Common Errors
• Electronic Dissertation Defense  <--  IMPORTANT DEADLINES

The Adobe Acrobat software required to create a PDF document is available on PCs located in the computer laboratories on campus. Alternatively, Adobe Acrobat can be downloaded by logging in to  download.uky.edu  and clicking OnTheHub.

Technical Help

• Templates for MS Word: Templates
• Software for creating PDF documents is available in the  Student Computing Services  labs on campus. Full Adobe Acrobat (not the free reader) is required to create PDFs.
• Having technical trouble converting your document to PDF? Walk in help for document conversion and other technical questions about creating your PDF file is available at  the Hub . When the Hub is not open, students can seek help by phone (218-4357) or by e-mail  [email protected] .
• Answers to common questions about creating a PDF ETD are available in our   Technical FAQ [PDF].  Topics include how to set up different page number formats in MS Word, creating landscape page with portrait page number orientation and bookmarks.

This substantially improves navigation of your document. It allows readers to jump between sections of your document by clicking on bookmark links. The utility of this feature can be appreciated in this  sample ETD  from the UK Libraries' ETD collection. Acrobat can automatically generate Bookmarks, which will appear in a window on the left side of the screen, from the Table of Contents generated from several modern word processors, including Microsoft Word. The creator of a PDF document can create additional bookmarks in an existing PDF document to another PDF document or to a Web page. (Bookmarks are generated automatically only if your Word document is structured appropriately to use an automatic table of contents.) To set your document to open with bookmarks revealed:

• In Acrobat, click on the "File" menu, then "Document Properties".
• Choose "Initial View" from the left on the dialog box.
• Choose "Bookmarks Panel and Page" from the "Show" options.

Embedding fonts simply means that all of the font information used to make your document look the way it does is stored in the PDF file. So no matter what fonts someone else has on their computer, they'll be able to see the file as you intended it to be seen. If you don't embed fonts, Acrobat will use fonts available on the reader's computer. Substitution can result in significant differences between your intended output and what the reader observes (particularly with symbol fonts), so it is best to have the fonts embedded. Fonts can be embedded when you convert from Word to PDF:

• In Word, choose "Print" from the File menu.
• Choose "Adobe PDF" as the printer.
• Use the "Properties" button to set various options, including font embedding.
• Choose "Adobe PDF Settings" tab
• In the "Adobe PDF Conversion Settings" area, choose the "edit" button next to the "Default Settings" drop box.
• Choose the "Font" tab and check the "Embed all fonts" box
• Proceed with printing to the PDF file.
• File Names  Use ONLY English letters, underscore lines and Arabic numbers. No spaces in the file name. Strict file-naming requirements insure that hyperlinks will work. Specifically, using spaces in the file name will cause a problem with hyperlinking, possibly making your document inaccessible to some readers. Re-name any files that don't comply before submitting your ETD to the Graduate School . (e.g., dissertation.pdf is correct; my dissertation.pdf is incorrect).

Linking file names to the actual files in the  List of Files  section makes it easier for users to preview the multimedia enhancements you have taken time to include in your document. It also makes it easier for the Graduate School to make sure your multimedia files are working correctly. If you include multimedia files, or if your document is too large to be useful as a single PDF and must be broken into sections, be sure that all components are linked appropriately. With multimedia files, be sure that links exist within the document to access these files. If you create multiple PDFs, be sure you provide a way to move between the sections. Many people recommend submitting the full text of an ETD as a single PDF file. For longer ETDs, one very large file can become cumbersome to work with. If you do submit your ETD as a set of PDF files, however, you must include (and test) sufficient navigational links so that the reader can readily move from one file to another without having to close out one file in Acrobat and then open up the next PDF file. This is true also for any external files submitted with the document (e.g., video files). Links to these files must be included within the document and as linked file names within the "List of Files" page. In Acrobat:

Highlight links consistently. Links to additional files in the document should be visible. You should change the color of linked text within your document, create a box around linked text, or otherwise make sure that links are obvious. To change text color in Acrobat: Highlight text using the "Touch-Up Text" tool. Right click and choose the "Properties" option. Choose "Fill" color to change the color.

• Be sure that all files (your PDF and all multimedia files) are in the same folder on your computer.
• Use the "Link" tool to draw a box around the text you want to link.
• In the dialog box, choose the "open a file" option and enter the full name of the file in the space. Click OK.
• Security Restrictions  Do NOT incorporate restrictions such as prohibiting copy/paste, compression or password protection.  These are not allowed for several reasons; for example it allows ETD processors to copy your abstract and other information for inclusion in the database; it facilitates future migration of the document and it provides a more functional document for your readers. (so people can copy/paste citations, etc.). Additionally, it allows UMI to add their "archival information" page to dissertations. In Acrobat, the default is to have no security restrictions, so you should not have to do anything.
• External Links  Links to files not submitted with the ETD itself (e.g., URLs) are restricted to the References or Bibliography section ONLY. These are not permitted because we cannot control the future availability of external files. All files necessary for your document must be submitted with the document. If you do include references to online works, be sure to follow current  guidelines for citing Web resources .

There is no specific size limit for UK ETDs, but you should consider breaking up large files into multiple PDF's to facilitate download.

• File Size : There is no specific size limit for UK ETDs.
• Multimedia Formats : The following multimedia formats must be used:
• TIFF (.tif) - RECOMMENDED
• PDF (.pdf) use Type I PostScript fonts
• JPEG (.jpg)
• MPEG (i.e., MPEG-1, MPEG-2) (.mpg)
• WAV (.wav) - RECOMMENDED
• MPEG  We will make every attempt to migrate the listed file formats indefinitely. Files submitted in the RECOMMENDED formats will have the best chance of future migration.

Page Formatting and Font

• Margins: A 1-inch margin is required on the top, bottom and right sides of all pages of the dissertation; a 1.5" inch margin is required on the left side of all pages to allow for binding.
• Line Spacing: Either single, one and one-half or double spacing should be used in the body of the dissertation. Footnotes, bibliographic entries, long quoted passages, etc., should be single-spaced.
• No bold on Preliminary Pages.
• Justification: Either left justification or full justification is acceptable for the body of the text. "Orphans" (headings or sub-headings located at the bottom of a page that are not followed by text) and " widows" (short lines ending a paragraph at the top of a page) should be avoided.
• Pagination: Roman numerals must be used for the acknowledgment page and all pages following until the first page of the text. Begin with numeral " iii ". Arabic numerals must be used for the main text, illustrative material, appendices, references, and vita. Begin with page 1 and number consecutively. Numbers must be positioned 0.5 inches from the bottom of the page. They must be centered and must be consistent throughout the dissertation.
• Font: A standard 11 or 12 point font is required and should be consistent throughout the dissertation. This includes all preliminary pages, table of contents, list pages, table/figure headings and page numbers. The text must be black.

The dissertation consists of three major sections, the preliminary pages, the main text and the appendix/reference materials. The specific order of the pages is as follow

• Title Page for Dissertation  See this Title page example if you have  Co-Directors
• Abstract : The abstract must be single-spaced. Do not include graphs, charts, tables or other illustrations in the abstract. If the abstract is not in English, provide an English translation. Include no more than 6 keywords or key phrases at the end of the abstract for indexing and cataloging purposes. If multimedia elements are used in the document, add this listing to the Abstract immediately after the keywords. For example - Multimedia Elements Used: JPEG (.jpg); Apple Quick Time (.mov); WAV (.wav). Type your name instead of signing the Abstract
• Approval Page  See this Approval page example if you have  Co-Directors
• Dedication Page  (Optional): The information should be centered on this page; this page is not paginated.
• Acknowledgments  (Optional)
• Table of Contents : This Table of Contents must provide the page location of the Acknowledgments, List of Tables (if included), List of Figures (if included), each chapter or section and sub-sections, as well as Appendices, Bibliography/References, and Vita. (Musical Arts Projects must indicate Part I and Part II in the Table of Contents)
• List of Tables  (Required only if tables are presented in the text): This page must include the table number, exact title, and table page number. Do not include the table legend.
• List of Figures  (Required only if figures are presented in the text): This page must include the figure number, exact title, and figure page number. Do not include the figure legend.
• List of Additional Files (Required only if Additional Files are included besides the ETD.pdf) : This page must include the filename with file type (.mov, .gif, etc.), description, and the size of each file, and is required even for just one Additional File.
• Text: This section must be divided into chapters or sections. Musical Arts Projects must include (I) Extended monograph of Lecture Recital and (II) Program notes.
• Appendices: Appendices include materials that are independent of but relevant to the dissertation, for example surveys, additional data, computer printouts, symbols, abbreviations, definitions, etc. The appendices must conform to the rules for margins, but the print may be reduced in size.
• Bibliography or References: A bibliography is a comprehensive list of all sources used in the preparation of a dissertation, whether those sources are cited or not. References are those works cited in the text, including traditional footnotes and parenthetical citations. Either option is acceptable to The Graduate School. Bibliographies must be alphabetized even within sub-headings if used. References may be listed either alphabetically or numerically (in order of citation). References for a Musical Arts Project must follow each of the two individual parts of the project. The Bibliography (presented at the end) covers both parts.
• Place of birth (optional)
• Educational institutions attended and degrees already awarded
• Professional positions held (do not include job descriptions)
• Scholastic and professional honors
• Professional publications
• Typed name of student on final copy
• Place the table/figure on the page along with the body of the text (do not wrap the text around the table/figure).
• Place the table/figure on a separate page immediately following the page in which it is first cited in the text.
• Group tables/figures at the end of the chapter in which they are first cited in the text (note that when grouping, tables precede figures).
• Table/Figure Numbering : The recommended method is to identify each Table or Figure according to the chapter in which it appears (Tables/Figures appearing in Chapter 2 would be numbered 2.1, 2.2, and for Chapter 3 would be 3.1, 3.2, etc.). Alternatively, Tables/Figures could be numbered 1, 2, 3, etc., throughout the entire ETD regardless of the Chapter number where they occur. Figures that are broken into components, such as more than one graph, can be labeled as Figure 2.1a and 2.1b, etc.
• Table headings must be positioned above the table using the same font style and size as used in the main body of the dissertation. Use a continuation notation for tables that exceed one page in length. For example, "Table 3.1 (continued)" would appear on the subsequent pages for that table. The table and its heading should not appear on more than one page if both can fit on one page together.
• Figure headings may be placed either above or below the figure, depending on the convention used in the discipline. For larger figures that fill the area of the page, it is acceptable to place the corresponding heading on a separate page that immediately follows the figure in the dissertation. Both the figure page and the heading page should be numbered in the usual consecutive manner. Do not abbreviate the word "figure." The figure and its heading should not appear on more than one page if both can fit on one page.
• For landscaped tables/figures, headings placed on the same page must be in landscape orientation to match the table/figure, however, the page number must be in portrait position.

NO signatures are to be reproduced in electronic dissertations because they will be available on the Web. TYPE the Author's name (and date) on the Abstract Page. TYPE the names of the Director (Co-Directors) of the dissertation and of the Director of Graduate Studies on the Signature Page.

Copyright Information

In any work, copyright implicitly devolves to the author of that work whether or not you so state. Copyright arises automatically when a work is first fixed in a tangible medium such as a book or manuscript or in an electronic medium such as a computer file or e-mail. To make your ownership of the work clearer, The Graduate School now requires a copyright notice be placed centered at the bottom of the dissertation title page: For example, Copyright © John J. Smith 2001. Because of the high visibility of an ETD we recommend that you place this copyright statement at several unobtrusive places in the body of the dissertation. The bottom line on the last page of each chapter is a possibility for such placement.

By submitting a dissertation to the University of Kentucky Graduate School, the student attests 1) that all material contained therein is the original work of the student 2) that proper scholarly attribution has been given to all outside sources and 3) that all necessary copyright permissions have been obtained for any third-party-copyrighted material included in the dissertation. Students must obtain written permission from the author and/or copyright owner if using copyrighted materials beyond the "fair use" policy. If you have any questions concerning copyright law or what constitutes "fair use", visit this document:  Copyright and Your Dissertation or Thesis: Ownership, Fair Use, and Your Rights and Responsibilities .

In submitting the dissertation, the student will be granting to the University of Kentucky and its agents the non-exclusive license to archive and make accessible the dissertation in whole or in part in all forms of media, now or hereafter known. However, the student retains all other ownership rights to the copyright of the work, including the right to use it in future works (such as articles or books) all or part of the work. Further, the student is free to register the copyright to the dissertation.

• Pre-published Materials: Students should be first authors on any publications based on their dissertation work. This reflects the primary creative role students should play in the organization, development, and execution of their research with guidance from the advisory committee. If a student is not first author on a manuscript presenting the dissertation research, then written approval must be obtained from the Director of Graduate Studies for the work to be included in the dissertation. Written verification of DGS approval must be presented to The Graduate School with the ETD Approval Sheet . Any of the student's work that has been previously published must be appropriately referenced within the dissertation. It is the student's responsibility to contact journal editors regarding an individual journal's copyright regulations prior to publication with that journal. The journal may hold the copyright to the material, and a request for release should be made prior to reproducing that material in the dissertation.
• Proprietary Content: In certain circumstances, the dissertation may contain information of a proprietary nature. The Graduate School will honor requests to hold a dissertation for six months and with possible renewal for another six months prior to releasing it for publication and archiving in the UK Libraries. A written request must be presented to the Dean of The Graduate School that specifies substantive reasons why the dissertation should be held; this request should be endorsed by the Major Professor and the Director of Graduate Studies.

WARNING : While the Graduate School will check the dissertation for proper format and pagination at the time of submission, it cannot assume any responsibility for editing or correcting the dissertation. Therefore, each author should take care to proof for spelling and format, as well as the inclusion of all components, before bringing the dissertation to the Graduate School for final submission. Note that the Graduate School cannot accept replacement copies or other changes once the final dissertation has been submitted.

Direct questions to the Academic Affairs Officer  for your program.

Checklist of Common Errors for ETDs  [PDF]

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Electronic Theses and Dissertations (ETDs)

The University of Kentucky Graduate School has in the past accepted both an electronic review/submit option and a paper review/submit option for our graduate students’ theses and dissertations.  In the summer of 2012, the Graduate School teamed up with the University of Kentucky Young Library technology division on a pilot project that allows graduate students to submit, gain acceptance, and access their theses and dissertations electronically (24/7).  The testing went very well during the summer and, with interest high for such a product, it was decided that, beginning Fall 2013 (August 28, 2013), all theses and dissertations will be submitted via UKnowledge (emails on 09/11/2012 and 10/17/2012 were delivered to DGS’s discussing the possible transitions to ETDs).  A proposal was also discussed with Graduate Council in 2012, as well.

Students have the choice of either paper or electronic submission from now until Aug 27, 2013.  After 08/27/2013, electronic submission will be required for all theses and dissertations at the University of Kentucky Graduate School.

The submission guide is simple and easy to follow and will save your students the stress and worry as they work to finalize their degree.

ETD submission guide ( http://uknowledge.uky.edu/uknowledge_docs/7/ )

Grad School site created especially to help students find the right ETD collections for their submissions.  See:  http://www.research.uky.edu/gs/CurrentStudents/ETD_Submission_Links.html

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Kentucky History of Education Theses Series: Theses for Counties L-N

• Theses for Counties A-D
• Theses for Counties E-K
• Theses for Counties L-N
• Theses for Counties O-W
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Theses Locations

Theses in the Education Library may be checked out. 

EDUCATION LIBRARY

*************************

Theses in the Special Collections Research Center may not be checked out.

SPECIAL COLLECTIONS RESEARCH CENTER

Kentucky History of Education Theses L-N

• History of Education in Laurel County, Kentucky by John Milburn Taylor Publication Date: [1932] Thesis (M.A.)--University of Kentucky 2 copies: Education Library (this copy circulates) and Special Collections Research Center
• The History of Education in Lawrence County... by John Edwards Elkins Publication Date: 1939 Thesis (M.A. in Education)--University of Kentucky 3 copies: Education Library (2 copies circulate) and Special Collections Research Center.
• History of Education in Letcher County, Kentucky by Frances Rolston Publication Date: 1939 Thesis (M.A.)--University of Kentucky 3 copies: Education Library (2 copies circulate) and Special Collections Research Center
• History of Education in Lincoln County, Kentucky. . . by Morris B. Vaughn Publication Date: [1931] Thesis (M.A.)--University of Kentucky 2 copies: Education Library (this copy circulates) and Special Collections Research Center
• History of Education in Logan County, Kentucky by Charles Thomas Canon Publication Date: 1929 Thesis (M.A.)--University of Kentucky 2 copies: Education Library (this copy circulates) and Special Collections Research Center
• History of Education in Madison County, Kentucky by Robert E. Little Publication Date: 1933 Thesis (M.A.)--University of Kentucky 2 copies: Education Library (this copy circulates) and Special Collections Research Center
• History of Education in Magoffin County. . . by Edgar W. Bailey Publication Date: 1932 Thesis (M.A.)--University of Kentucky 2 copies: Education Library (this copy circulates) and Special Collections Research Center
• History of Education in Marshall County by Tullus Chambers Publication Date: 1935 Thesis (M.A.)--University of Kentucky 2 copies: Special Collections Research Center
• The History of Education in Mason County, Kentucky by Elizabeth Jefferson Dabney Publication Date: 1930 Thesis (M.A.)--University of Kentucky 3 copies: Education Library (this copy circulates), Special Collections Research Center, and Young Library (this copy circulates)
• History of Education in McCracken County, Kentucky. . . by Francis Mabry Irwin Publication Date: 1928 Thesis (M.A.)--University of Kentucky 1 copy: Special Collections Research Center
• A History of Education in McLean County, Kentucky... by Leonard C. Taylor Publication Date: 1940 Thesis (M.A.) -- University of Kentucky 2 copies: Education Library (this copy circulates) and Special Collections Research Center
• The History of Education of Mercer County, Kentucky by William McKinley Wesley Publication Date: [1929] Thesis (M.A.)--University of Kentucky 2 copies: Education Library (this copy circulates) and Special Collections Research Center
• History of Education in Muhlenberg County by Clyde Earl Vincent Publication Date: [1931] Thesis (M.A.)--University of Kentucky 2 copies: Education Library (this copy circulates) and Special Collections Research Center
• The History of Education of Nicholas County by Mary Bradley Moss Publication Date: [1928] Thesis (M.A.)--University of Kentucky 2 copies: Education Library (this copy circulates) and Special Collections Research Center

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Master's Project 2

Prereq: Admission to the Physician Assistant Program.

This course is designed to guide the physician assistant student in completion of a Master's Project that satisfies the requirements of the Graduate School's Plan-B, non-thesis Masters of Science degree. Students will complete a research paper and presentation on a topic relevant to the profession. Emphasis will be placed on research method, analysis, and presentation of results.

This course is designed to guide the physician assistant student in completion of a Master's Project that satisfies the requirements of the Graduate School's Plan-B, non-thesis Masters of Science degree. Students will complete a research paper and presentation on a topic relevant to the profession. Emphasis will be placed on research method, analysis, and presentation of results.

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DEI Dominates the University of Kentucky

The state legislature must tame racialist ideology at its flagship campus.

The University of Kentucky is in trouble. Though a conservative state legislature has been in power for more than a decade, university administrators have created a sprawling DEI bureaucracy that encourages racial discrimination in hiring and scholarships, attempts to  control  students’ “unconscious thoughts and behaviors” through mandatory diversity training, and even requires new building projects to allocate up to  $1 million toward public artwork  that pushes left-wing ideology.

I have obtained a trove of documents that reveals the University of Kentucky’s decades-long commitment to critical race theory—the doctrine that the United States is a systemically racist nation in dire need of “antiracist” discrimination in favor of preferred minority groups—and left-wing racialism.

The ideological takeover of the university began in 2003, with a new  strategic  plan that committed UK to building “a diverse workforce and learning community” and laid out a “first-ever diversity goal.” These are euphemisms. Far from the traditional academic commitment to diversity of thought, the University of Kentucky’s conception of diversity meant a new commitment to racial politics and discriminatory practices—affirmative action, informal quotas, and DEI hiring—at every level of the university, laying the groundwork for a strong bureaucracy with which to enforce these new values.

Since then, administrators have exploited the good will of state legislators and citizens, using the old language of racial equality in a new, misleading way. This became clear by 2006, when the university began expanding its DEI offices. In that year’s strategic plan, leadership  declared  that the adoption of “an organizational structure that supports diversity” would become “the shared responsibility of the entire community.” To that end, the university established “a coherent, focused, university-wide implementation strategy” to “enhance demographic diversity”—that is, to hire and recruit according, at least in part, to race rather than merit.

But the initiative would apply to more than just hiring. In the report, university leadership promised to be “aggressive” in achieving demographic targets and in making sure its “core belief in the value of diversity is manifest in its curriculum, extra-curricular activities, and campus climate.”

After the death of George Floyd in 2020, the process accelerated dramatically. In one of his first responses to that summer of unrest, President Eli Capilouto capitulated to radical student demands to “immediately begin the process of removing the mural in Memorial Hall.” The mural, which recognized the past existence of slavery and celebrated the progress Kentucky had made, was too much for students who believed that all history must be brought into alignment with their ideology. Capilouto ordered the mural taken down, and the university later announced plans to convert the area into “a multicultural space” for students.

In an effort to stop the removal, renowned environmentalist and national poet laureate  Wendell Berry sued the university  in the summer of 2020, arguing that because the mural was commissioned through a government program, it was public property that Capilouto did not have the authority to remove it. In March 2024, a court  dismissed  the lawsuit but said that the mural must stay in place for the time being, pending appeals.

In the summer of 2020, President Capilouto used the rioting around the country as a pretext to issue a  new  “DEI Implementation Plan,” which strengthened the university’s ideological apparatus and created more than a dozen new projects to deepen its commitment to left-wing racial politics. Capilouto effectively established DEI as the university’s new catechism, introducing concepts such as “unconscious/conscious bias,” “microaggressions,” “land acknowledgments,” and “ally, accomplice, co-conspirator” into the curriculum for the first-year course UK 101 Academic Orientation. “UK 101 is a key avenue for supporting institutional diversity, equity, and inclusion (DEI) efforts,” the order declared. 

As part of this initiative, administrators also bolstered the DEI department’s Unconscious Bias Initiative, a practice designed to convince participants that they have deeply racist unconscious attitudes, which can be overcome only through a conscious, continuous commitment to critical race ideology. This form of indoctrination is now universal. According to a  recent  report, “every member of the UK community—administrators, Board members, faculty, staff, students—have [sic] had or soon will receive training in how the unconscious mind works in order to mitigate the effects of our unconscious thoughts and behaviors.”

Another project was a “DEI Public Art Fund,” which will require all capital projects of a certain size to allocate up to $1 million  toward  the commissioning or acquisition of “diverse and inclusive public art,” subject to approval by a new Campus Public Art Committee—effectively, a board of ideological commissars. Beauty was out; politics was in.

Now in its mature form, the DEI bureaucracy at the University of Kentucky has an astounding reach. In the university’s most  recent  “diversity plan,” DEI is described as “a core value of our institution that guides our everyday decisions,” with “hundreds of people working on specific programs and initiatives designed to promote inclusive excellence.” It has so many DEI initiatives, the university says, that it could not list all of them in this 43-page document.

Discriminatory hiring practices are key to realizing the ideological and demographic transformation of the university. For this reason, the plan instructs administrators and faculty to “educate search committees on implicit biases and their impact on hiring decisions” and “ensure that tenure and promotion policies support diverse faculty.” While there are no explicit racial quotas, the message from the top is clear: “diversity,” meaning racial considerations, matter more than academic achievement.

The University of Kentucky’s central DEI organization, the Office for Institutional Diversity (OID), is led by former NCAA inclusion and human resources director Katrice Albert, whose salary alone costs the university $377,200 each year. In addition to the five units within this office, each separate college at UK has its own diversity officer and DEI program.

The DEI material is uniformly left-wing. OID’s Inclusive Excellence Book Club, as well as several college-level resource lists,  promote  books such as Ibram X. Kendi’s  How to Be an Antiracist  and Beverly Daniel Tatum’s  Why Are All the Black Kids Sitting Together in the Cafeteria?  Alongside books like these, the university library maintains an “Anti-Racism Readings” list that includes Robin DiAngelo’s  White Fragility  and  points  students to “Free Online Lesbian Movies” available for streaming.

The DEI department also  doles  out “Inclusive Excellence Grants” of up to $15,000, funded by student fees, for “creative diversity programming ideas.” Past  projects  include “ The Human Library ,” where visitors check out “Human Books” (yes, people) who give them “life lessons related to oppression, isolation, stigma and discrimination”; the “Mr. and Ms. Black” pageant; and “Fastathon,” a secularized version of Ramadan.

Meantime, scholarship has suffered. Professors and graduate students publish nonsense, such as a “ participatory  action research project investigating Black sexual wellness” and formulating the “ comprehensive  definition” of “whiteness,” which is treated as a pathology. The library is also a home for ideology, with one librarian, who  uses  “ey/em/eir” pseudo-pronouns, using public funding to advance transgender activism and  pushing  papers such as “Freaky Gender Fluidity,” and “What’s a Gender Like You Doing in an Institutional Bureaucracy Like This?”

There is no reason why Kentucky legislators, voters, and taxpayers should continue to subsidize left-wing ideologies and outright discrimination at the flagship state university. A  bill , 24.RS.BR.262, would have abolished the DEI bureaucracy, but legislators in the House and Senate could not come to an agreement on it.

At their next opportunity, legislators should figure out how to abolish DEI, which would go a long way toward bringing the Bluegrass State back to the ideal of colorblind equality and scholarly excellence.

Christopher F. Rufo  is a senior fellow at the Manhattan Institute, a contributing editor of City Journal, and the author of  America’s Cultural Revolution .

Photo: benedek/iStock/Getty Images Plus

City Journal is a publication of the Manhattan Institute for Policy Research (MI), a leading free-market think tank. Are you interested in supporting the magazine? As a 501(c)(3) nonprofit, donations in support of MI and City Journal are fully tax-deductible as provided by law (EIN #13-2912529).

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Valdosta natives graduate from University of the Cumberlands

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VALDOSTA – The University of the Cumberlands congratulates Valdosta natives during commencement ceremonies.

Everyone at University of the Cumberlands wishes heartfelt congratulations to all graduates in the Class of 2024!

The following people from your area received a degree in Fall 2023 or Spring 2023, or are set to complete their degree in Summer 2024 (and were thus eligible to walk at Cumberlands’ commencement ceremonies):

Just under 6,000 students make up this year’s graduating class. Approximately 170 graduates completed an associate degree, 1,250 finished a bachelor’s degree, 3,770 received a master’s degree, 270 completed an educational specialist degree, and 530 earned a doctoral degree. Graduates represented many different ages, ethnicities, backgrounds, and cultures, but they all now have one thing in common: they made it!

“Graduates, today marks a significant milestone in your lives,” said Dr. Larry L. Cockrum, university president, during commencement ceremonies. “You have persevered through years of hard work and now stand here, ready to take on the world. I am honored to congratulate each and every one of you on your outstanding achievements.”

The graduating class represented 49 states in the U.S. and the territories of the District of Columbia, Guam, and Puerto Rico, as well as 18 countries around the world. Among undergraduate students, two-thirds grew up in Appalachian areas, just over half competed in university athletics, and the majority of graduates were involved in a combination of different music ensembles, campus ministries, clubs, and campus organizations.

The Class of 2024 performed 41,574 hours of community service. That equates to 5,197 8-hour workdays, or 1,040 40-hour work weeks. University of the Cumberlands designates graduates who complete 200 or more hours of community service hours as Hutton Scholars. This year, the graduating class had 84 Hutton Scholars.

This year, two graduates were named Presidential Scholars as recognition of their academic excellence and significant research in their major field of study. Presidential Scholars perform an advanced independent study or creative activity, then give a thesis and oral presentation of their discoveries before their major’s academic department and a select committee. Both Anthony “Cage” Grubb of Barbourville, Kentucky, and Samuel “Blake” McCullah of Williamsburg, Kentucky, were approved as Presidential Scholars for 2024.

Among the Class of 2024, 306 graduates qualified as J.T. Vallandingham Scholars, named in memory of a late professor at Cumberlands. To qualify as a J.T. Vallandingham Scholar, students must have completed 96 hours of coursework with a minimum of 48 hours obtained at Cumberlands. Students must also maintain a 3.75 cumulative grade point average (GPA) or higher with a GPA of at least 3.50 for the first 48 hours of college classes. Furthermore, students must not have any incomplete courses except in the case of Presidential Scholars research.

Latin honors consist of Summa Cum Laude (graduates who maintained a grade point average of 3.95 – 4.0), Magna Cum Laude (GPA of 3.85 – 3.94), and Cum Laude (3.7 – 3.84). The Class of 2024 (including students who will officially complete degrees this summer), had 199 students make Summa Cum Laude, 159 make Magna Cum Laude, and 176 make Cum Laude.

Each year, University of the Cumberlands distributes campus awards to students nominated by the Cumberlands community and decided by a select committee. This year, the winner of the A.T. Siler Memorial Service Award is Madison “Madi” Fields, a junior from Barbourville, Kentucky. The 2024 T.E. Mahan Memorial Service Award recipient is Chaz Disney, a junior from Corbin, Kentucky. Jordan Richardson, a graduating senior from Williamsburg, Kentucky, won the 2024 Algernon Sydney Sullivan Award. The 2024 winner of the Mary Mildred Sullivan Award is Kristin Mitchell, a graduating senior from Corbin, Kentucky. The Gorman Jones Campus Leadership Award was given to Haleigh Hopper, a graduating senior from Barbourville, Kentucky. Graduating senior Josh Carey was awarded the 2024 T.J. Roberts Campus Leadership Award.

Campus award winners, Hutton Scholars, Latin honors students, Presidential Scholars, and J.T. Vallandingham Scholars were recognized during undergraduate commencement ceremonies. Additionally, during the ceremonies, Dr. Cockrum told graduates, “We are living in uncertain times, with many challenges facing our communities and the world at large. But we must not let these challenges deter us. We must continue to persevere, to push through obstacles, and to make a positive impact in the world. So, dream big, work hard, make some mistakes, and always be kind. These are the values that have guided me throughout my life, and I believe they can help you, too, as you embark on your own journey. Once again, congratulations to the graduates of University of the Cumberlands.”

College is quite a time. From deciding on majors, to making new friendships, to beginning romantic relationships, to competing in fine arts or sports, to navigating changing family dynamics, to adjusting to living away from home, life is full for college students. So, for all who have read this far into the article, here are a few real-life, non-GPA stats about the college experience:

On average , assuming only fall and spring semesters, college students spent 43,200 on homework/studying during their four-year college career.

Assuming college students consumed an  average amount  of hours on Netflix, they spent 2,417 hours watching their favorite shows and movies over the past four years.

Assuming the graduates made Keurig coffee in their dorms half the time and bought fancier coffee beverages the other half (and assuming only one coffee was drunk per day a potentially low estimate), they spent a little more than $2,900 on coffee over the course of four years.

Graduates walked across the viaduct on campus a minimum of twice a day to get to and from academic buildings, meaning they had a minimum of 1,152 trips across the viaduct.

Cumberlands’ Williamsburg campus is located near a Walmart that is regularly frequented by college students. If they visited Walmart once a week during the fall and spring semesters, graduates visited Walmart 144 times throughout their college careers.

And finally, assuming the graduates ate a Chick-fil-A sandwich four times a week for every week they lived on campus, they ate a total of 576 chicken sandwiches. And hopefully enjoyed plenty of waffle fries with them.

University of the Cumberlands is one of the largest and most affordable private universities in Kentucky. Located in Williamsburg, Kentucky, Cumberlands is an institution of regional distinction offering quality undergraduate, graduate, doctoral, and online degree programs. Learn more at  ucumberlands.edu .

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Civil engineering student aims to connect construction and community

Joseph cortas is a fourth-year student enrolled in the ceas accend program.

Ever since he was a child,  Joseph Cortas  was enthralled by the energy of construction sites.

Joseph Cortas, CEAS Class of 2025.

While his initial fascination centered on large trucks, his childhood interest sent him down a path of professional and personal discovery. 

Today, Cortas is a fourth-year student concurrently pursuing bachelor’s and master’s degrees in civil engineering through the  ACCEND accelerated degree program  at the University of Cincinnati College of Engineering and Applied Science. 

The recipient of the  Cincinnati Presidential Scholarship , the Structural Engineering Institute Student Scholarship, the  CEAS Undergraduate Research Fellowship , and the Kentucky Governor’s Scholarship, he has also been an active member of the American Society of Civil Engineers, Structural Engineering Institute, CEAS Ambassadors, and CEAS Tribunal. After a stint as the VP of collegiate affairs for CEAS’ student government, Cortas was appointed by Ohio Governor Mike DeWine as  UC’s Undergraduate Student Trustee . 

Cortas aims to utilize his interest and knowledge of civil engineering to make a tangible impact on the lives of those in his community. 

Joseph Cortas poses with a hardhat in the High Bay Structural Lab at CEAS.

“How we choose to build our buildings inherently affects how we interact as a society and a community as a whole,” Cortas said. “In high school, I took a college course on life and construction, which looked at how the built environment around us shapes the way that we interact with each other. It inspired me to further involve myself with a lot of community work and advocacy to build relationships with not just my classmates, but also the larger community around me, to better understand how to best utilize the things we make for people. It’s always been fascinating for me to see the intersection of engineering and how it impacts lives.”

After touring more than 10 universities, Cortas ultimately wanted an academic experience that put the student’s development and support at the center of the experience, which he found at CEAS. 

"I wanted a faculty and support system that very obviously placed the student at the center of the experience,” Cortas said. “I wanted to feel the understanding that engineering can be difficult and competitive at times. In my experience, academic and personal support permeates through CEAS, whether it’s cooperative education or instruction.”

Joseph Cortas attends a student trustee conference in Columbus, Ohio. Pictured are Jordan Conner, Deputy Director of Boards and Commissions, Collin Claywell, Operations Manager of Boards and Commissions, Haley Dees, Student Trustee from Kent State University, Natalie Dando from Youngstown State University, Kevin Bishop from the University of Toledo, and Akshat Shah from Cleveland State University.

Cortas credits the wide variety of experiences he has had during his time at UC to the connections and learning he has gained. He joined CEAS Ambassadors partially because he had such a positive experience with one when he toured UC as a high school student. He also went on to make various administrative connections through his time with CEAS Tribunal , eventually culminating in his own leadership experiences in student government . And of course, through his co-op experience , Cortas was able to tangibly contribute to his personal and professional development. 

When the time came to co-op for Cortas, he found himself excited at the vast array of possibilities ahead of him. After a comprehensive national search, Cortas chose to work in Milwaukee for HGA, an architectural engineering firm based in Minneapolis.  During his multiple rotations with the firm, Cortas was able to embark on a variety of real-world assignments, such as developing and reviewing construction drawings, performing structural analysis, and performing construction administration activities. He even got to work on a 17-story, $1.5 billion building. 

"I was abable to access a variety of options throughout my search. I was in a unique position because I didn’t have to go to any particular kind of place. I told myself that I would rather find the right position instead of worrying about where it would send me geographically, and it worked out for me,” Cortas said. 

"I thought it was a big deal that there was an emphasis from both UC and the company to do multiple co-op rotations. While it’s true that some people go to several companies, there have been many cases where students grow far more over subsequent co-op rotations with the same organization,” he said. “I was the only co-op student in a structural engineering department of around 20 people. Through time, the ability to interact so personally with people who possess so much knowledge was invaluable. I would not be where I am now if I didn’t leave my comfort zone and gain this experience through co-op.”

Joseph Cortas photographs a test specimen during preparation for cyclic tensile testing in the High Bay Structural Lab at CEAS.

Cortas’ success with HGA and his broad range of experiences led him to his final two co-op rotations working on thesis research assignments under James Swanson and Gian Rassati , associate professors of civil engineering at UC. The work is funded by the American Institute of Steel Construction. Cortas embraces this research work, which he describes as very different from industry work, while simultaneously balancing classes as part of the ACCEND program. ACCEND students can complete four co-op rotations instead of five, with the extra academic semester in their fourth year spent beginning graduate course work. 

“The ACCEND program played a big part in influencing my decision to come to UC. I think that so many students can benefit from just taking one graduate course, but the program allows and teaches so much about balancing work and the sheer variety of paths engineers can take. "

Joseph Cortas, CEAS '25

"It's been huge to have the opportunity to work in these respective fields in addition to directly learning the material,” Cortas said. “The ACCEND program played a big part in influencing my decision to come to UC. I think that so many students can benefit from just taking one graduate course, but the program allows and teaches so much about balancing work and the sheer variety of paths engineers can take. When I think about all of the knowledge that I will have cultivated in just five years, it opens up a lot of doors. There’s an incredible amount of respect that I have for all of the faculty, academic advisers , and mentors that have helped me along the way.”

While Cortas is deeply appreciative that his masters work has allowed him to develop connections and garner experiences that he otherwise may not have, he continues searching for the perfect intersection to combine his engineering skills with the leadership ability he has acquired. 

"I've pursued various roles of leadership within the university. Whether it was being in CEAS Tribunal or a student ambassador, or being the vice president of collegiate affairs, I have always looked for ways to get involved and make a difference around me,” Cortas said. “With whatever work I pursue, I ask myself: how can the work that I do impact communities and support people where they are?”

Joseph Cortas in his capacity as Student Trustee at UC Commencement.

Reflecting back on his journey as a Bearcat, Cortas found his experiences with people to be the most impactful. He highlighted his time as a tutor with Bearcat Buddies, UC’s mentorship program for Cincinnati Public School students, and his assignment to visit Uruguay to talk about the importance of education as a part of a U.S. State Department student delegation. 

“I’ve always wanted to emphasize the importance of representation. There is a big weight to be carried when you’re an ambassador representing a community, in any sense. Realizing how much the ability to do good can actually change things is so powerful,” he said. “All of the roles that I’ve had were natural progressions in me wanting to better aid and advocate for the voices of my community. The aim to do good has been the guiding light throughout my journey, and I hope I can leave everyone that I work with in a better position for the future.”

Featured image at top: Joseph Cortas performing weld tests in the High Bay Structural Lab at CEAS. Photo/Provided

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Construction management student finds niche in leadership roles.

April 14, 2021

Construction management student Phillip Stoll made the most of his time at the University of Cincinnati by participating in construction competitions, leading organizations like the Construction Student Association and mentoring younger students. Stoll, who was named Undergraduate Engineer of the Month by UC College of Engineering and Applied Science, will graduate this spring with a job offer from a former co-op employer.

Civil engineering student grows through co-op

June 9, 2021

Before earning her civil engineering degree from the University of Cincinnati this spring, Nichole Criner interned abroad in Germany as part of UC's international co-op program and was awarded a prestigious leadership award from the American Society of Civil Engineers.

Civil engineering student awarded for leadership by national group

August 4, 2021

Autumn Maher, a University of Cincinnati civil engineering student who will graduate in 2022, was one of just a few students nationwide selected for the 2021 Student Leadership Award from the American Society of Civil Engineers (ASCE), for her leadership and dedication to the UC student chapter. Maher is president of UC's student chapter and has interned at Marathon Petroleum.

Tragic News – The Passing of Chris Edley, Visionary and Beloved Dean

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Message from Dean Erwin Chemerinsky, May 10, 2024:

Dear Berkeley Law Community,

It is with a very heavy heart that I am writing to inform you that our beloved colleague and former dean Chris Edley died on Friday morning.

Chris had an amazing life and career, including being a transformative dean for Berkeley Law.

Chris graduated from Swarthmore College and the Harvard School of Public Policy and Harvard Law School. He then had an exemplary career in academia and in public service.

Chris spent 23 years as a professor at Harvard Law School, including co-founding the Harvard Civil Rights Project, before coming to Berkeley Law as dean in 2004. He served as dean until 2013. As dean, he made an enormous positive difference in every aspect of the law school, from the hiring of many terrific faculty, to his initiative to build the south addition (with the library and classrooms and Café Zeb), to dramatically increasing support for public interest grants for students, to the creation of many centers.

Chris served in White House policy and budget positions under Presidents Jimmy Carter and Bill Clinton. Chris also held senior positions in five presidential campaigns: policy director for Michael Dukakis (1988); and senior policy adviser for Al Gore (2000), Howard Dean (2004), Barack Obama (2008), and Hillary Clinton (2016). In 1993, he was a senior economic adviser in the Clinton Presidential Transition, responsible for housing and regulation of financial institutions. In 2008, he was a board member for the Obama presidential transition, with general responsibility for healthcare, education, and immigration. In 1993, he was a senior economic adviser in the Clinton Presidential Transition, responsible for housing and regulation of financial institutions. In 2008, he was a board member for the Obama presidential transition, with general responsibility for healthcare, education, and immigration. From 2011-2013, he co-chaired the congressionally chartered National Commission on Education Equity and Excellence.

Chris was a fellow or member of the American Academy of Arts & Sciences; the National Academy of Public Administration; the Council on Foreign Relations; the American Law Institute; the Advisory Board of the Hamilton Project, the Brookings Institution; and the board of Inequality Media. He is a National Associate of the National Research Council, the operating arm of the National Academies of Science, for which he chaired a committee to evaluate NAEP performance standards, and a committee to design a national system of education equity indicators.

Since completing his deanship, he has served the Law School and the campus in countless ways, including recently serving for two years as the Interim Dean of the School of Education. Chris and Maria Echaveste directed the Opportunity Institute.

Chris and I were law school classmates. He has been a dear friend and has provided me invaluable wisdom and support in my years as a dean. I know I speak for all of us in saying how terribly much we will miss him.

I will keep you posted of plans for memorials.

UKnowledge > College of Engineering > Mechanical Engineering > Manufacturing Systems Engineering > Theses & Dissertations

Theses and Dissertations--Manufacturing Systems Engineering

Theses/dissertations from 2023 2023.

OPERATIONALIZING A CULTURE FOR SUCCESSFUL LEAN TRANSFORMATIONS: A FRAMEWORK AND MODEL-BASED TOOLS , Amir Najarzadeh Dr.

Advanced Microstructural Characterization of Functionally Graded Dental Ceramic Material for Materials-Informed Finishing , Angani Vigneswaran

Theses/Dissertations from 2022 2022

The Toyota Production System (TPS) in a Non-Traditional Manufacturing Environment: The Role of Standardization in the Fast-Food industry , Kevin McCracken

Theses/Dissertations from 2020 2020

Numerical Analyses and Integration of Split Lot Sizing Using Lean Benchmark Model for Small Lot Manufacturing in High Mix Low Volume Production , Omkar Bhosale

Theses/Dissertations from 2019 2019

AN ANALYSIS OF RESISTANCE SPOT WELD QUALITY BASED ON ACOUSTIC AND ELECTRICAL SIGNATURES , Ivan Charles Butler

IMPLEMENTATION AND ANALYSIS OF TRUE LEAN IN A STARTUP COMPANY BY USING PDCA MODEL, A CASE STUDY IN A MANUFACTURING VENTURE , Ankit Jangid

INVESTIGATION OF CHIP-FORM AND TOOL-WEAR IN TURNING OF HARDENED AF9628 ALLOY UNDER VARIOUS COOLING AND LUBRICATION CONDITIONS , Jason Wolf

Theses/Dissertations from 2015 2015

ALTERNATE MODELS FOR NATURAL GAS TRANSPORTATION SYSTEM PERFORMANCE OPTIMIZATION , Gnana Shekaran Arumugam

Theses/Dissertations from 2013 2013

Modeling of Biorefinery Supply Chain Economic Performance with Discrete Event Simulation , Joseph S. Amundson

SUPPLIER SUSTAINABILITY EVALUATION UTILIZING MULTI ATTRIBUTE UTILITY MODELING , Scott E. Ladd

AN OBSERVATIONAL STUDY OF THE METHODS AND PROGRESS IN ENTERPRISE LEAN TRANSFORMATION AT A LEARNING HEALTH CARE ORGANIZATION , Christopher Michael Rosenbaum

Theses/Dissertations from 2012 2012

A STUDY OF QUEUING THEORY IN LOW TO HIGH REWORK ENVIRONMENTS WITH PROCESS AVAILABILITY , Adam J. Brown

ECONOMIC MODELING & OPTIMIZATION OF A REGION SPECIFIC MULTI-FEEDSTOCK BIOREFINERY SUPPLY CHAIN , William H. Faulkner

Theses/Dissertations from 2011 2011

ACHIEVING ULTRAFINE GRAINS IN Mg AZ31B-O ALLOY BY CRYOGENIC FRICTION STIR PROCESSING AND MACHINING , Anwaruddin Mohammed

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