Frequently Asked Questions


Our eLearning team will provide instructional designers to consult about topics related to course development (ie. aligning assessments and course learning outcomes or explore options for transitioning content). We will also offer to provide a review of a course/courses using the Quality Matters rubric. Additionally, we will provide technology demonstrations and support for faculty developing their courses using these technologies. We will also be offer consultative services on items such as Mobile apps, eBooks, etc.

CELT and UKAT should be viewed as another member of your project team. Post-award we will assist however we can to make sure your project is successful – this may include making connections to marketing resources both internal and external to the university. The same can be said for project management, instructional design, faculty skills development, assessment, etc. Those considering application are also invited to meet with our Instructional Design Team and/or Assessment Team for a consultation. Those interested in taking advantage of a 1:1 consultation appointment should contact Grant Project Manager, Jennifer Edwards, , with your availability.

No. Students pay nominal fees for testing and there are multiple centers available across the United States. We also have accessibility to a testing facility available within Fayette County.


Awardees will propose a budget in their initial application which the review panel will approve, deny and/or require changes be made which they will subsequently consider for approval. Awardees will be asked to complete post-award requirements to maintain funding throughout the year. The awardee will establish an account for their award, funds will be transferred to this account at the beginning of the funded project. Funds not used by the end of the funded project must be returned to the eLII account via budget transfer. The UKAT Business Office will work closely with college budget officers and PI’s to ensure proper expenditures.

No. Departments and/or units that have more than 4 courses that they would like to see converted into a new format are strongly encouraged to consider pursuing the degree program grant. This limitation was also established ensure equal opportunity to all departments.

Currently, all students who take only online Distance Learning courses* are charged Kentucky resident tuition rates with the exception of undergraduate students taking courses during the summer intersessions. Undergraduate students taking courses during the summer intersessions are assessed tuition based upon residency regardless of course delivery modality. All students taking any Distance Learning courses are charged a $10 per-credit-hour distance learning fee.
If your proposal represents potential cost and income of a course or program, it will be considered in light of tuition and fees in effect at the time the proposal was submitted. Any change after that date will not affect the competitiveness of the proposal.
[*Distance Learning courses are defined as courses in which the majority of the instruction (over 50%) occurs when students and instructors are not in the same place. Hybrid eLearning courses may or may not be defined as Distance Learning, depending upon the percentage offered purely at a distance.]


The DEW Rate refers to the percentage of all students enrolled in a course who earn a grade of D or E or who withdraw from the class after the census date (i.e., the last day to add a class). The DEW rate is one of several metrics for assessing the quality of instruction in the section or class grouping. For the eLII Grant Program, DEW rates will be calculated for individual courses, as well as for different class groupings (e.g., hybrid learning re-designed courses, MOOCS, etc.).

The rate is calculated as the total number of first-time, full-time, baccalaureate degree-seeking students who earn their degree within “150% of normal time” (i.e., 6 years) divided by the revised, adjusted cohort. The adjusted cohort is determined by removing any allowable exclusions from the original cohort. Exclusions may include students who: 1) are deceased; 2) have gone on a church mission; or 3) joined the military. Students who begin their college studies in the summer and subsequently enroll in the following fall semester as full-time, degree-seeking students, are included in the bachelor’s degree cohort. In the context of the eLII Grant Program, graduation rates represent one of several metrics for assessing the effectiveness of a class or class grouping.

A measure of the rate at which students persist in their educational program at an institution, expressed as a percentage. At UK, this is the percentage of first-time, baccalaureate degree-seeking undergraduates from the previous fall who are enrolled during the following fall semester. Retention rates are sometimes compiled based on the percent of a cohort that is subsequently enrolled during the third- or fourth-fall semesters. In the context of the eLII Grant Program, the retention rates represent one of several metrics for assessing the effectiveness of a class or class grouping.

There are a few ways you could do this. 1) Send the page to yourself from a copy machine that will send a scanned copy to your email. Your office support may be able to locate such a machine for you. Attach the cover sheet to the email, or electronically assemble the entire application as a PDF with the cover as part of the PDF. 2) Use a scanner to convert the page, then attach to the email, or electronically assemble the entire application as a PDF with the cover as part of the PDF.

Colleges or departments who apply for eLII funding are asked to describe how funding for a particular eLearning strategy will affect program enrollments. The Office of the Provost, Analytics and Technologies (AT) and the Center for the Enhancement of Learning and Teaching (CELT) do not expect that a given eLearning strategy will automatically lead to increased enrollments. A strategy might call for holding program enrollments constant; however, instruction might be provided more effectively or efficiently through hybrid redesign or online delivery. In other instances, a strategic enrollment goal might be to offer a course or program of courses more frequently through online delivery and thereby increase program retention and graduation rates. The strategy would enable more students to take courses in a given period of time. Strategic enrollment will vary depending upon college and departmental plans for using eLearning innovations.

No an eIAF is not necessary for internal proposals.

Student learning objectives are descriptions of the knowledge and skills that students should obtain from their education. Defining student learning objectives helps guide the delivery of instruction and design of course materials. Accrediting bodies require periodic assessment of student performances to determine whether learning objectives are being met at the course level, program level, and cross-program level (e.g., the UK Core). Student learning outcomes—what students know and are able to do—provide valuable information for improving courses and programs. In the context of the eLII grant program, comparisons of student learning outcomes achieved in traditionally designed courses, hybrid re-designed courses, and MOOCS offer evidence of whether eLII funded courses are accomplishing their intended effects.

Applications are considered confidential and are only viewed by the Project Manager, relevant review panels, and post-award by the project team.

Universal Design for Learning (UDL) is a framework for designing learning materials and courses, from the beginning, to be equitable and flexible, simple and intuitive, tolerant and accessible, to the greatest extent possible for everyone, regardless of…  life experience, knowledge, skills, abilities, learning styles/preferences, health effects, etc. Universally designed courses:

  • stimulate interest and motivate learners for learning,
  • present information and content in different ways, and
  • differentiate the ways learners express what they know/have learned.

Following the principles of UDL leads to a more equally accessible and inclusive education for individuals with disabilities, while meeting legislative requirements. It also addresses the diverse needs of the majority of learners embodying the University campus today, while promoting greater retention and success.

The University of Kentucky is required by federal law to provide students with disabilities with an equal and equitable educational experience. When creating online materials, instructors should consider how best to make their learning materials and courses accessible. Faculty with questions on best strategies for creating an accessible course should consult with the Universal Design and Instructional Technology Specialist, Dr. Deb Castiglione.

While the eLII program has no policies prohibiting this – the final decision will need to be determined by each college’s Dean.

As part of making your learning materials and courses accessible, if you are using video, you should make every effort to provide closed-captioned video (captions can be turned on and off). There are several options available for closed-captioning videos. Faculty with questions on available options should consult with the Universal Design and Instructional Technology Specialist, Dr. Deb Castiglione.

We STRONGLY RECOMMEND all applicants contact (Brittany Morgan @ to schedule a meeting with a team from CELT and eLearning prior to submitting a proposal. This meeting should occur during the August 17 – September 19, 2015 period. Please contact Brittany to schedule this meeting as early in your proposal development process as possible.


The eLII Hybrid Course Program is open for both graduate and undergraduate courses. As discussed in the RFP, finalists will be selected and scored on the below criteria, during the awardee selection process: 

  • How will your proposal /course improve student retention and graduation?
  • How will your proposal /course enable strategic growth in enrollment?
  • How will your proposal /course improve DEW rates and student learning outcomes in high volume classes?
  • How will your proposal /course help with courses that have struggled with meeting demand such as irregularly scheduled classes or classes with insufficient sections?

We do not have a mailing list for this opportunity. All announcements/information about this opportunity will be sent to faculty by each college’s Dean. Please be on the lookout for these messages.

The key goals of the eLII program are to improve student learning outcomes, student success, engagement and retention; and to enhance UK curricular offerings and overall UK competitiveness in instruction. While applicants may submit courses/programs for non-UK students – the panel will have to weigh the competitiveness of this proposal against those who more closely align to the RFPs.

eLII aims to support departments and faculty who wish to expand instructional methods and course delivery. Those programs/courses who propose fully online degree programs and/or a 100% hybrid format will be more competitive.

The eLII program will follow university guidelines as set forth in AR 7:6;, and any specific college/department guidelines and agreements

Resignation from the eLII Faculty Development Program will result in a pro-ration of Faculty Development Funds based your participation in the program through the date of resignation. Based upon your date of resignation and the funds you are permitted to keep, you may be required to submit any or all of the post-award reports (six month attendance log sheet and simple budget table;12 month attendance log sheet and simple budget table; and/or final project white paper).