But what do all those cords and hoods and tassels mean? It’s time for a graduation fit check to discover the history and symbolism behind commencement regalia.

Gowns and hoods

Many historians believe that graduation gowns and hoods date back to medieval times from the long garments worn by clerical scholars. There are many reasons for the design including showing their status and possibly keeping them warm in the stone, unheated buildings in which they lived and conducted their studies. Some say the hoods may have helped to keep their shaven heads warm as well.

The tradition of wearing the hood hanging down the back is said to be derived from medieval monks who were solicitors in the King’s Court and used the bag-like hanging hood as a “contribution bowl” for clients and well-wishers. Early scholars used the hood to collect the fees for lectures.

For advanced degrees, the hood has remained part of the commencement costume but now is worn on the shoulders. And it’s not just graduates who get in on the gown game – academic deans and other officers of the university wear the gowns and hoods of the various institutions from which they received their doctoral degrees during official commencement ceremonies.

Caps and tassels

The cap originated as a hood but evolved throughout the centuries, becoming a skull cap with a square board atop somewhere around the 1700s. The reason for the flat square design remains unknown, but some theorize it may represent the historic square courtyard at Oxford school in England or might allude to the shape of a book being carried on the head. The cap is often called a mortarboard cap, getting its name from the flat tool brick layers used to lay mortar.��

The tassels came in during the late 1800s. Before this standardization, some caps were topped with pom-poms. Though the exact reasoning for all these designs remains a mystery, the cap and tassel has long served as the standard for commencement attire.��

Modern-day graduates have the United States Naval Academy’s graduating class of 1912 to thank for starting the tradition of throwing caps into the air upon the official announcement of graduation during the ceremony. The naval graduates had just earned the right to wear officer hats and are said to have spontaneously and dramatically tossed aside the midshipman hats they were wearing. News of the toss spread to schools across the country and overseas, sparking a ritual continued to this day, even despite later codes trying to prohibit it.

Colors and cords��

The distinctive shade of each tassel represents the academic field of study for graduates. From salmon pink for public health graduates to lemon yellow for those majoring in library science, there are a rainbow of colors represented on graduation day. Even drab –��a light brown shade representing business majors –��gets to shine.��

On hoods, degrees are signified by the colors of the binding on the hood piece around the neck such as purple for law or kelly green for medicine. For all UofL doctoral and master’s graduates, advanced degrees are signified by the cardinal red and black lining of the hood.

The various color cords and stoles draped around graduates’ necks also have meaning, representing academic honors or membership in student organizations. Students graduating with Summa Cum Laude honors, for example, get to wear red and gold cords.��

Commencement is a distinguishing day in a student’s academic journey. As unusual as the attire may be, perhaps it is fitting to wear such a singular outfit for a singular day, honoring not only thousands of years of scholarly history but also one’s own years of personal growth.

Information compiled from the university commencement program and archival sources

Kristen Dethloff, internship and student employment coordinator at the��, provided some tips for students seeking opportunities to help them determine the best choice.

1. Credit and Compensation: “Students should receive academic credit or financial compensation for their internships. A student can also receive both, it is not an either-or,” Dethloff said. “According to the��U.S. Department of Labor, Fact Sheet #71: Internship Programs Under The Fair Labor Standards Act, employers are required to provide one, if not both of these forms of compensation to their interns.”
2. Explorative Experience: “Students can use internships as an opportunity for��. This is a chance for students to test the waters in industries and roles that interest them since it is a short-term experience in a real-world setting. Students should take stock of the pros and cons of an opportunity, their individual likes and dislikes, etc.,” she said.
3. Criteria Alignment: “A student ought to be sure that the internship they are considering meets the criteria for their goals, such as academic department credit, postgraduate admissions, or experience toward full-time employment,” Dethloff said. “For example, many health professions prioritize candidates with hands-on patient care experience, but not all healthcare internships meet the definition of hands-on.”
4. Self Development: “Students should consider whether or not an internship offers professional development and skills enhancement. In other words, students should consider what they will come away from the internship having learned, additionally thinking about what could go on a future resume or how to leverage the internship on an application,” she said.��
5. Strong Communication: “Students should look for continuous and clear communication from the hiring manager throughout the application and interview process as this can be a green flag illustrating how the internship will play out,” Dethloff said.

Summer internships are a great way for students to expand their college experience without overloading their fall or spring semesters. To learn more, visit the ����to find career coaches,��, and����for Cardinals looking for an engaged learning stop on their journey towards graduation and their future vocations.��

• Health Equity Champion – Associate Professor in Pediatrics leads the School of Medicine’s distinction track for primary care, promoting the sustainability of care in Kentucky for communities vulnerable to the impacts of poverty and discrimination. As general pediatrician at the downtown Novak Center for Children’s Health, where she helps serve thousands of underrepresented patients, Porter is a passionate leader who is propelling the field of child health equity forward.

• Innovator – Jason Chesney, director and chief administrative officer of UofL Health-Brown Cancer Center is a practicing oncologist who has expanded his practice to include holistic wellness programs for patients and families and outreach programs to educate the community on health. With the goal of reducing Kentucky’s cancer death rate by 50% in the next ten years, he leads the Cancer Trials program at the center which is nationally recognized for testing novel cellular therapies and immunotherapies, attracting patients across the country.

• Innovator – Associate Professor Adam Gaweda has been harnessing Artificial Intelligence (AI) to design clinical tools for real-world application since the early 2000’s, when he joined UofL’s Department of Medicine, Division of Nephrology and Hypertension. Since then he has developed AI-guided clinical decision support software which has greatly enhanced the cost-effectiveness of anemia treatment and has been adopted by roughly 30% of the national market, creating a turning point for the treatment of dialysis patients and for the widespread use of AI in nephrology.

• Manager – , UofL’s executive vice president for health affairs and dean of the School of Medicine, has been affiliated with UofL as an alum and a professor for more than three decades. Bumpous played a key role in the establishment of the department of Otolaryngology — Heck and Neck Surgery and uses his inclusive, service-minded leadership style to strengthen the forward-moving partnerships between academic and clinical medicine with his years of trusted expertise.

• Rising Star – Assistant Professor Bridgette Hittepole serves as associate director of UofL’s MD/PhD Physician Scientist Training Program, advancing medical education and excellence through mentorship of the field’s next generation of leaders. With a commitment to increase health awareness in the community, Hittepole also expanded the conventions of her practice as a founding member and treasurer of the Bluegrass Obesity Society and founded Louisville’s chapter of Walk with a Doc—an international organization that encourages lifestyle health through physical activity and educational social meetups in spaces like the Waterfront Park.
• Provider – Deborah Kozik, associate professor��in UofL’s Department of Cardiovascular and Thoracic Surgery and pediatric cardiothoracic surgeon with Norton Healthcare, is completing a master’s program in bioethics from Harvard Medical School in May and plans to use this degree to help build and improve access to care for patients and families in our community.��She also is interested in finding ways to address the social determinants of health that affect patients.

The 2025 Health Care Heroes are profiled in the Feb. 28-March 6 edition of Louisville Business First and were honored at an in-person event at the Olmsted on Thursday, Feb. 27.

The designation by the International College Learning Center Association (ICLCA) – an organization that promotes the professional standards of excellence for learning centers internationally – makes UofL one of only eight universities in the world to hold the title. UofL is the only ACC school and the only university in Kentucky to house an ICLCA Learning Center of Excellence.����

Investing in students to redefine success both in their academic programs and the workforce beyond, REACH provides interactive tutoring and coaching for numerous academic subjects. The ICLCA recognized it as a program that exceeds expectations in several areas, from resources and learning environment to design framework and staff development.��

“This recognition reflects not only our center’s commitment to supporting undergraduates’ academic pathways but also the commitment from the university to prioritize support services that are vital to improving students’ concept mastery, grades and GPAs, retention rates, and graduation rates” said Geoff Bailey, executive director of REACH. “Our center stands apart from other learning centers by adopting innovative technologies such as virtual reality, forging corporate relationships and sponsorships, and leveraging grant opportunities to scale up our services.”��

REACH not only serves currently enrolled Cardinals, but also recognizes a need in college preparation for high school students within the community. Each summer, REACH hosts the Math Xcelerator program, designed for students about to begin their first year at UofL. This three-week intensive program helps students boost their math skills to college levels before enrolling, using an emporium-style instructional model, through team-building activities, academic workshops, and mentor relationships with faculty.��

“Over 90% of participants successfully finish at least half of their coursework during Xcelerator, and 50% complete the entire course which enables them to move to their next math class in the fall,” Bailey said. “Moreover, we’ve shown that our historically marginalized students, first-generation college students, and low-income students not only thrive and achieve success through Xcelerator, but their first-to-second year retention rates are 20-30% higher than their peers from these backgrounds.”��

REACH’s work has led to many success stories among the participants Bailey has witnessed move through the program. He shared that one of a student had put off his required math course until it was potentially preventing graduation. With REACH’s help, the student began an individualized tutoring plan and worked to address his confidence and mental focus. He graduated, after thinking for years he couldn’t do it.

“He later came back to UofL where he successfully completed his master’s degree in social work, and now he supports disadvantaged youth in the west end of Louisville where he grew up and works to inspire them to achieve their own success,” Bailey said.����

This impact reflects UofL’s commitment to equip the next generation of students by unlocking potential for the whole community to thrive.����

Trees bring natural beauty to campus and play an essential role in UofL’s initiatives to create a sustainable campus environment. The university’s value and investment in aesthetic landscaping and diversified tree planting means the entire campus has been officially designated an arboretum.

– where visitors can make stops throughout campus to see various tree species – is now featured on the statewide trail. Participants who walk the Tree Tour will receive a stamp on their garden trail passport as part of the Kentucky Garden Trail passport program.

UofL is committed to maintaining a green oasis in an urban setting and is proud of its designation as a “Tree Campus USA” by the national Arbor Day Foundation.

Funded by the Gheens Foundation, the UofL Office of Admissions has developed a plan that carries out the university’s strategic goals for reaching the “some college, no degree” population. Through it, eligible former UofL students can apply for a grant that will help them complete their remaining educational pursuits.

“As of 2020, there are more than 118,000 adults aged 25+ just in Jefferson County with some college and no degree and nearly 625,000 in Kentucky,” said Hannah White, assistant director of adult services. “There are so many reasons for this – life happens. Many stop due to lack of an alignment with their degree program or university, or due to the difficulty of balancing family, work, life and more with school. We also know that finances and student debt play a huge role.

“Eligible students must have been away from college for a minimum of two academic years and must owe a balance of $4,000 or less on their UofL account. Comeback Card grant recipients can earn up to $1,000 per semester if they complete program requirements. Already 60 participants have taken advantage of the grant, and the Office of Admissions hopes to grow that number.”

“The program provided the motivation I needed to return and complete my degree; it’s incredibly fulfilling to know that I’m finishing something I started years ago,” said Ashley Arkels, a participant in Comeback Cards. “Being a first-generation college graduate, I now fully understand the impact of education — not just for myself, but for my family and future generations.”

Comeback Cards is only one of the many opportunities offered by the Transfer & Adult Student Services team, along with numerous university-wide resources to support non-traditional students.

“We offer over 60+ online programs — designed with adult learners in mind — with some even offering college credit for work, life, or military experience,” White said. “This new program aligns with our university’s goals and responds to an unmet need within post-secondary education.”

To apply for the grant, fill out the Comeback Cards interest form at

Allie Rose Phillips, Griffin Gould, Macy Waddle and Dontre Quarles were elected to the executive board last spring. These students begin with several impressive accomplishments under their belt, showing they are each well acquainted with influential leadership.

• Leading the charge as SGA student body president is Allie Rose Philips, a junior from the Clay County, Ky., who is studying political science. Phillips is a McConnell Scholar, a Vogt Scholar and a University Honor Scholar. Earlier this year��at the Kentucky Leadership Academy, Philips was elected by the other SGA presidents across Kentucky to serve as the chair of the Board of Student Body Presidents. This board exists to have a state-level impact on the legislative and executive branches regarding postsecondary education issues and concerns of students.
• A junior from Union, Ky., Griffin Gould is serving as SGA executive vice president. Studying mechanical engineering, he has held several other leadership positions, including work on the Speed School Student Council, Phi Kappa Tau and SGA Assistant Services.
• Macy Waddle, a sophomore from Mt. Washington, Ky., studying political science and Spanish, takes on the role of academic vice president. Already holding a diverse range of leadership roles, she serves as the co-director of Engage Lead Serve Board Animal Welfare Committee and the McConnell Scholar’s Program Outreach Chair.
• Dontre Quarles, a sophomore from Hopkinsville, Ky., studying computer science and criminal justice, is SGA’s services vice president. Like Gould, Quarles serves on the Speed School Student Council and in Phi Kappa Tau as the Sergeant at Arms.

Within the University of Louisville’s (LEARN, strategy 2, action 1) the was established to provide a resource for all undergraduate students to participate in at least one external learning experience by graduation. The center’s new specifically considers unpaid opportunities within 501(c)(3) nonprofits or government organizations, and provides an avenue for students to apply for funding in the form of a stipend received via their financial aid. This means experiential learning need not be limited to paid positions, and that students can more likely have their practical needs met while working and learning in their preferred environment.

“Research shows that students who participate in engaged learning have a better understanding of the classroom material, gaining real-world applications of what they’re learning,” said Gail DePuy, senior vice provost who oversees the program. “Research also shows these students often have higher GPAs and higher likelihoods of graduating. Not only is WINGS beneficial to the student, but also to the community, as our talented and energetic students have a lot they can now give to these non-profit organizations.”

Erica Gabbard, director of experiential learning, noted that many nonprofits might not advertise for an internship if they do not have the funds. However, if a student is able to approach them with interest and having the option to apply for financial support from WINGS, more possibilities could become available. The experience also does not need to be directly related to the student’s major; they can apply for support to investigate other areas of interests beyond their particular school.

“We will continue to develop additional programs in the future, all in line with the mission to incentivize and support students toward engaged learning,” said Gabbard. “We want to create a culture in which students are choosing to attend UofL because of the abundance of these opportunities.”

For questions, details and to apply to the WINGS program see the or��email the Center for Engaged Learning.

In a study examining how insects respond to gaps in the forest canopy, Lawhorn collected ant nests and brought them into the lab. He soon noticed tiny specs crawling around on the ants. Once placed under a microscope, he and his colleagues realized they had just rediscovered an extremely rare beetle, one that has not been observed alive since 1933. The beetles are only one millimeter in length. Arizona and the border of Ohio and Kentucky are the only two places these beetles are known to live. Lawhorn and his fellow students now get to be one of the first teams to study this beetle in multitudes while in its natural environment.

These small but mighty beetles appear to have a mutually beneficial relationship with the ants whose nests they also call their home: while the ants provide a virtual “taxi” service letting the beetles ride them for transportation within the nest, the beetles clean the ant brood (the immature larvae and pupae of the ants) of potentially deadly fungi.

From a research perspective, this study perfectly demonstrates the ability to test ecological hypotheses by controlling an ecosystem in a lab. Beyond research, it is a reminder of how much there is still to discover. The most biodiverse animal group in the world, there are around 400,000 currently described beetle species—meaning one in every four described species is a beetle. The patch of land that UofL has preserved reveals the importance of conserving remaining habitats.

“When we preserve and manage forests, species that we don’t even know exist or haven’t seen in a while will inhabit that land, and it’s important to protect them” said Lawhorn.

The team’s findings are published in . “Not many undergraduate students get to author a paper,” Lawhorn remarked, “and without UofL’s programming and funding, this work would not be possible.”

“Welcome to the design world,” Michael Di Tizio, a senior graphic design specialist with Canon U.S.A., replied with an affirming chuckle. “If your brain isn’t hurting, you’re not designing.”

On March 22, University of Louisville senior graphic design students experienced direct personal mentorship from professionals at , a wholly owned subsidiary of , in preparation for , the capstone project for the bachelor of fine arts in graphic design program. The Canon designers provided expert feedback as students presented their past and current projects in groups, over a multi-session virtual meeting.

“I am always eager to see what the new generation of artists will bring to the table in this industry,” said Veronika Levin, senior manager of creative services at Canon U.S.A. “I believe the group of students I met has a great foundation and strong pieces to showcase for their Portfolio Day.”

During UofL’s Portfolio Day on April 26, seniors showcased their culminating work to community professionals, network with potential employers, celebrate with friends and family, and are awarded their red berets—a symbol of completing their degrees and entering the professional design world. The mentorship sessions were part of Canon Solutions America’s extensive support of UofL activities, including its flagship sponsorship of Portfolio Day.

Suzanne Oddsen, senior graphic designer for Canon U.S.A., felt inspired by the fresh ideas she saw in the students. “They all had unique takes on the same project and professionally conducted them. I provided feedback about how we work in the corporate world, and what we want to see when interviewing,” she said.

In addition to the portfolio review sessions, Canon provided other engaged learning experiences for the graphic design students, including a virtual workshop to help hone their video and still photography skills using Canon cameras, and hands-on sessions at the university’s Canon Solutions America print shop to teach students how to use large-format printers, prepare files and select papers and finishing options for their portfolio projects. In total, Canon Solutions America provided more than eight hours of instruction, helping students bring their projects to the next level with newly gained insights. The organization, which has partnered with UofL since 2018, also offered the graphic design seniors complimentary printing of their portfolio materials and provided the department with a printer, benefitting students for years to come.

Trysh Wahlig, assistant professor and head of graphic design at UofL, lauded the partnership as “truly a win/win.” Not only can instructors create class assignments that take full advantage of the technology and expertise Canon provides, but “the work our students create allows Canon to showcase its printing and imaging technologies in a practical educational setting,” Wahlig said.

“Canon is able to see the next generation of creativity as well as what students are looking for in the workforce, so that we can stay up-to-date,” said Oddsen. “For the students, it is a great way to gather insight of the real-world tools they need to prepare for working with clients or interviews.”

Corporate partnerships such as these lead to student success and offer an advantage in the professional world. They also demonstrate UofL’s role as a premier metropolitan university striving to better serve its students and the community.