2014 FYE Conference Booklet

Students First: Fostering Student Engagement and Success

FIRST YEAR EXPERIENCE CONFERENCE 2014

Schedule at a Glance 8:30 to 9:50 a.m. Conference Welcome and Overview Whittenberger Auditorium Welcome Lauren Robel IU Bloomington Provost and Executive Vice President Keynote Faculty Panel

Information Table An information table staffed by the Office of First Year Experience

Who is Attending IU? David B. Johnson and Sacha Thieme Office of Enrollment Management 10:05 to 11:05 a.m.

Programs will be available outside of the Hoosier Room.

Interest Session 1 Refreshments

11:20 to 12:20 p.m.

Interest Session 2

Refreshments will be available outside of the

12:30 to 1:30 p.m. Alumni Hall and Solarium

Lunch Remarks Bruce Jacobs Indiana Memorial Union Jack Rhodes and Emily Arth Office of First Year Experience Programs

1:45 to 2:45 p.m.

Interest Session 3

3:00 to 4:00 p.m.

Interest Session 4

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Hoosier Room during morning and afternoon interest sessions.

Conference Speakers

Lauren Robel IU Bloomington Provost and Executive Vice President

David B. Johnson Vice Provost Office of Enrollment Management

Sacha Thieme Executive Director Office of Admissions

Keynote Faculty Panel

Keith Dayton Senior Faculty Lecturer MBA & MSIS Core Coordinator Kelley School of Business

Suzanne Eckes Associate Professor School of Education

Rasul Mowatt Associate Professor School of Public Health

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Fostering Student Engagement and Success First Year Experience Conference Planning Committee Emily Arth

Associate Director Office of First Year Experience Programs

Christine Geary

Service Director for Evaluation Special Projects and Special Events

Denise Gowin

Associate Director Academic Initiatives and Services Residential Programs and Services

Bruce Jacobs

Executive Director Indiana Memorial Union and IU Auditorium Student Development and Engagement Programs

Scott Maxwell

Director Retention and Learning Services Department of Intercollegiate Athletics

Suzanne Phillips

Assistant Dean of Students Division of Student Affairs

Jack Rhodes

Director Office of First Year Experience Programs

Natalia Schau

Academic Advisor University Division

Patrick Smith

Executive Director Office of Mentoring Services and Leadership Development, Diversity, Equity, and Multicultural Affairs

Special Thanks

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Libbi Williams

FYE Conference Program Assistant Office of First Year Experience Programs

Karisa Millington

Program Coordinator Office of First Year Experience Programs

Interest Session 1

10:05 to 11:05 a.m.

AN OPPORTUNE MOMENT FOR RECRUITMENT, ENROLLMENT, AND RETENTION Whittenberger Auditorium David B. Johnson, Office of Enrollment Management Sacha Thieme, Office of Admissions IU Bloomington has new leadership in the Office of Admissions; the campus is finalizing a strategic plan; tuition levels have seemingly reached a peak while we work to also keep IUB affordable; and we are recruiting and enrolling more diverse and high ability students in a shrinking college bound marketplace. What is the impact of all of this on how we recruit and serve students? Attend this session to learn how IUBâ&#x20AC;&#x2122;s enrollment management and admissions is articulating a vision for students of the 21st century and how we are working to bring affordability and value into the beginning of the recruitment conversation. We will share how our market research has influenced the ways we engage and recruit students, our messages to students, and the potential impact for enrollment and retention. It is a real opportune moment and potentially a defining moment for higher education and for IU Bloomington. Learn how we are working to seize this opportunity.

STARTING CAREER DEVELOPMENT ON DAY 1 Frangipani Room Joe Lovejoy, Career Development Center and Arts & Sciences Career Services The role and importance of career services is growing as colleges and universities are pushed to be increasingly accountable for student outcomes. As leaders at the national, state, and campus levels call for improved career guidance and increased attention on career-related outcomes, faculty, administrators and student affairs practitioners must form collaborative relationships that encourage students to engage in professionally-guided and intentional career planning from day one on campus. In response to the calls for improved career services for students, the Career Development Center launched a new website in November of last year. The website provides greatly improved access to career-related resources, an innovative new resource called the IU Career Guides, and a nine-step career development process that students can follow to meet their post-graduation goals successfully. Participants in this session will learn about these new resources and how to use these resources when working with first-year students. Participants will also have the opportunity to engage in small-group discussions focusing on ways new collaborative relationships might be formed to foster first-year student career development.

MAKING THE FIRST YEAR COUNT: PROVIDING SUPPORT FOR FIRST-GENERATION STUDENTS Walnut Room Helen Woldemichael, Residential Programs and Services Brooke Moreland-Williams, Residential Programs and Services As higher education professionals, we have the opportunity and the accessibility to work with students as they transition into the college environment. For most students, this is their first time away from home, but there is a populations of students who will also be the first in their families to come to college. This presentation addresses 1) issues that this student population faces 2) actions that professionals can do to strengthen these studentsâ&#x20AC;&#x2122; experiences 3) recommendations that promote retention and matriculation, engagement, and overall success for this student population. These students are sometimes bound by statistics that can end their college careers even before they have the chance to start them.

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Interest Session 1 (continued)

10:05 to 11:05 a.m.

DEFINING HIGH-IMPACT EDUCATIONAL PRACTICES AT IUB: WHAT ARE THEY, HOW DO WE MEASURE THEM, AND WHY ARE THEY IMPORTANT? Redbud Room Leslie Robinson, Academic Support Center In this roundtable session, the focus will be on the potential role of high-impact educational practices here at IUB. Such practices have traditionally been seen as those that provide opportunities for active learning and engagement, and examples include study abroad, service learning, and undergraduate research. Yet do we consider other activities as having the potential to be high-impact? Moreover, how do we evaluate the efficacy of any practice we determine to be educationally meaningful to a high degree? High-impact educational practices are a key part of the recent strategic plan and supporting materials relating to the development of an excellent educational experience for undergraduate students on our campus. Therefore, it is timely that interested parties have the opportunity to unpack this term as a means of preparing for implementation. In the first part of the session, the convener will provide some general definitions of useful vocabulary as well as a brief overview of some of the pertinent literature; however, the majority of the program will be spent in discussion among the participants, possibly in small clusters and then as a large group, using the questions in the title as a way to begin the conversation.

ALL THINGS RETENTION Georgian Room Linda Shepard, Office of the Vice Provost for Undergraduate Education Doug Anderson, Office of Enrollment Management Strategic Planning and Research Mike Sauer, Office of the Vice Provost for Undergraduate Education Retention and graduation of IU Bloomington students is everyoneâ&#x20AC;&#x2122;s business. How are we doing? What are we doing? Where do we want to head? Using data as the anchor, this session will describe some of what we know about the aspirations of the campus, using comparison data from our Big 10 and AAU peers as well as from the projections provided to the State of Indiana. We will also share data from campus initiatives that prioritize student success, such as EAB or Student Success Collaborative and FLAGS. Various research reports provide insight into student progression, showing predictors of success, changes in majors over time, and profiles of student success. As with all good information, conversations about what we can and could do will be the best part of this session. Weâ&#x20AC;&#x2122;ll need the audience to bring their thinking caps about how to use the data to move forward!

MATH CLASS: FACT, FICTION, FINITE, AND FRESHMAN Dogwood Room Kevin Pilgrim, Department of Mathematics Linda McKinley, Department of Mathematics How are high school math and college math different? What's the deal with the new online placement test? Your M0course doesn't give you credit, so why should you take it? What are key differences between successful and struggling students? Where can they get help for Finite? Isn't the class easier in the summer, online, or on another campus? What is Finite all about anyway? Why are there two kinds of calculus classes? What are special needs of international students? What can you do with a math degree other than say "Would you like fries with that?" These questions and others will be the focus of a presentation by experienced faculty from the Math department. There will be time for questions.

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Interest Session 1 (continued)

10:05 to 11:05 a.m.

PROMOTING MENTAL WELLNESS: FACILITATING IDENTITY EXPLORATION & IDENTIFYING SYMPTOMS OF DISTRESS Maple Room Cara Maffini, IU Counseling and Psychological Services (CAPS) Muhammad Saahir, IU Counseling and Psychological Services (CAPS) The adjustment to college is both an opportunity for tremendous personal growth as well as a time that elicits stress for many students. Often, stress manifests through increased physical and psychological symptoms and decreased ability to engage in normal activities. In this program, we will discuss ways to facilitate the adjustment process, focusing particularly on identity development. Additionally, we will review symptoms of distress that commonly emerge among first-year students. College is a formative time when many students begin to explore and internalize their own senses of identity. Each student’s identity is unique and may encompass various facets including gender, race/ethnicity, sexuality, socioeconomic status, mental health, religiosity/spirituality, family and home of origin, career goals, and interests. A student may have had a sense of his or her identity before coming to IU but now feels challenged or experiences shifts in the salience of different dimensions of identity in the college environment. Students’ identities impact their socialization and abilities to connect and integrate with others at IU. For some students, identity formation elicits strong feelings of isolation, confusion, and negativity toward themselves. Ample research demonstrates the role of identity as a protective factor associated with reduced psychological distress. In this program, we will briefly present models of identity development, review research on the protective role of identity, and facilitate a discussion on strategies to help students develop their identities.

CREATING A CULTURE OF CARE FOR STUDENTS Oak Room Leslie Fasone, Division of Student Affairs Thea Cola, Division of Student Affairs Parents and students in today’s society are concerned with the dangers and pitfalls associated with what many consider the “common college experience” and the lack of confidence incoming students feel for helping their fellow Hoosiers when they encounter risky situations. This session will discuss the concept of bystander intervention and how Culture of Care and the Step UP program at IU work to encourage students both to care for one another and to increase their confidence levels to intervene in potentially harmful situations. The four areas of Culture of Care include mental health, sexual well-being, respect, and drug and alcohol awareness. Join us in this session to learn more about collaborating with Culture of Care, to find out how to host a Step UP! IU training, or to discuss ways in which we can support the students as they work to shift the culture into one in which IU students have the courage to care.

ENGAGING STUDENTS IN THE CAMPUS LIVING LEARNING LAB Persimmon Room Emilie Rex, Office of Sustainability Bill Brown, Office of Sustainability Since its inception in 2007, the sustainability initiative has created innovative student engagement opportunities through the campus as a living learning lab model. This session will explore new curricular and co-curricular programs aimed at providing first-year students with foundational knowledge in environmental and sustainability-related topics, hands-on research opportunities connecting campus and community sustainability issues with global issues, leadership development in topics ranging from social justice to change management, sustainability training for careers in any sector, and more.

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Interest Session 2

11:20 to 12:20 p.m.

OASIS: WHO ARE WE AND WHAT DO WE DO? INFORMATION ON ALCOHOL AND DRUG INTERVENTION Frangipani Room Heather Barrett, Division of Student Affairs, Office of Alternative Screening and Intervention Services Jackie Daniels, Division of Student Affairs, Office of Alternative Screening and Intervention Services What can the OASIS Office do for you? Learn about our programs (both prevention and intervention), how students get referred to our office, and what services and what type of information we provide.

WHEN THINGS GO WRONG: ACADEMIC PROBATION AND THE FIRST-YEAR STUDENT Walnut Room Molly Burke, Student Academic Center Adrienne Sewell, University Division Hundreds of first-year students are placed on Academic Probation. In response, the University Division and the Student Academic Center developed the Phoenix Program, a collection of resources and policies to help students get back on track. In this session, we will focus on what we do in Educ-X158: The Culture of College, the three-credit class that is a key component of the Phoenix Program. The curriculum and practices in X158 are oriented towards allowing students to gain better self-awareness and sharpen their academic skills. First, we look critically at the American university system and encourage students to define their goals within it. Next, we offer the context of a supportive classroom environment where â&#x20AC;&#x153;Peer Instructors,â&#x20AC;? undergraduates who were themselves formerly on Academic Probation, act as role models and help to teach the class. Finally, we connect students with campus resources, including important collaboration with University Division advising. While it unfortunately is inevitable that some students will experience Academic Probation, there is a lot that we can do as educators to help them bounce back.

PREPARING FOR STUDENT SUCCESS IN THE DIGITAL WORLD Dogwood Room Lauren McCants, Kelley School of Business Amanda Karls, Kelley School of Business When used effectively, technology and digital information can improve efficiency. When used incorrectly, the digital world can be distracting, frustrating, and a way to waste time. New students have always had technology needs while making the transition to college. Recently, however, new students arrive to campus with an already overflowing inbox and countless systems (OneStart, iStart, OnCourse, etc.) they must learn to master, all while adjusting to new surroundings and collegelevel coursework. How are we helping students successfully conquer these new technological realities? The session will begin with an overview of mobile applications college students can use for organization, email, note-taking, test taking strategies, and overall academic support. We will then cover how to discuss expectations as they relate to communication and professionalism in the digital world. From there, we will review factors to consider when helping students select technology to support academic and on-campus success. Participants will learn about digital-based resources that can assist students as they transition to college.

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Interest Session 2 (continued)

11:20 to 12:20 p.m.

NEW TECH & THE NEW STUDENT AT IU Oak Room Jim Murray, UITS Academic Advising Team What's a Flag? What's the Student Success Collaborative? What's a “success marker?” What's a degree map? What's a “critical course?” What is the iGPS? What is the “Schedule Builder?” What is “One?” Where do we stand, and where are we going with these developments? This session will provide a high level overview to answer these questions and others.

INTRODUCTION TO THE FIRST YEAR AT THE HUTTON HONORS COLLEGE Maple Room Lynn Cochran, Hutton Honors College Arnell Hammond, Hutton Honors College The Hutton Honors College (HHC) recruits diverse, talented, and highly-motivated students whose presence on campus serves to enhance the education of all undergraduates. By offering a range of small, challenging courses, along with a variety of extracurricular, research, and service programs, we strive to ensure an enriched academic and social experience and to create an environment that fosters active, innovative learning. These opportunities, which include close working relationships with some of IU's top faculty, affirm our commitment to providing students with both the intimacy of a small college and the breadth of a large, pluralistic, and distinguished research institution. Many of the programs offered by the HHC are designed to connect students early and often with the wonderful resources found on the Bloomington campus, and they are open to all undergraduates. In this presentation, staff from various program areas in the HHC will describe the programs and activities offered to beginning students, from initial admission, orientation, advising, and freshmen mentoring to courses, scholarships, research grants, research symposia, extracurricular programming, career services, and alumni mentoring. They will also discuss the ways that the HHC collaborates with and forms partnerships with numerous units on campus to create rich, educational undergraduate experiences.

STUDENT STAFF OF COLOR AT PWIS Georgian Room Brooke Moreland-Williams, Residential Programs and Services Nakia Jones, Residential Programs and Services This presentation is to educate students and professionals about student leaders of underrepresented populations on predominately white institutions (PWIs). During this session, we will talk about the importance of minority student leadership, its prevalence on IUB's campus, and strategies for supporting students who are underrepresented leaders.

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Interest Session 2 (continued)

11:20 to 12:20 p.m.

COMPETITIVE ADMISSIONS: FORTHRIGHT CONVERSATIONS, PROACTIVE EXPECTATIONS, CONTINGENCY PREPARATIONS Persimmon Room Eric Beckstrom, Health Professions and Prelaw Center Some of the most challenging undergraduate situations involve students who are pursuing admission to competitive programs. These students often have unrealistic expectations about how challenging the admissions process is, lack the experience and knowledge necessary for effective contingency planning and well-informed decision making, and/or find themselves seemingly without options if they have low grades or reasonable grades that are simply less than competitive. This session offers A) ways to set academic and competitive admission expectations early, so that prospective students and first-year students understand in real terms what "competitive" means; B) specific, frank, solutions-oriented language to use with students, which can reduce equivocation and fear-based decision making; teach students how to identify their priorities; and transform discouraging conversations into efficient, constructive conversations, through which students and those helping them can collaborate to discover new possibilities for the student; C) concrete ideas for how to conclude these conversations productively, without being overly discouraging, and with defining student objectives and tasks. The ideas presented in this session can be adapted to many different circumstances and should be helpful to a variety of staff and faculty who interact with students who are seeking admission to competitive programs. Examples will be drawn from the presenter's experience in the IU Bloomington Health Professions and Prelaw Center, advising students who are seeking admission to selective graduate and undergraduate professional programs. The first part of the presentation elaborates the strategy of proactive expectations-setting, combined with the use of frank and straightforward language, as a way to quickly lay the foundation for earlier, more specific decision making and contingency planning. The second part of the presentation is a collaborative discussion, in which attendees share their own challenges, solutions, questions, and ideas, with regard to working with the students described herein.

FRESHMAN EXPERIENCE IN INTRAMURAL SPORTS Redbud Room Satoshi Kido, Campus Recreational Sports Sam Lowry, Campus Recreational Sports This session will introduce Intramural Sports priorities, an overview of program, and the sports schedules for the 2014/15 season. We will describe how we target first-year students, discuss ways to retain them in Intramural Sports, provide freshman participation and retention data in specific sports, and offer ways to improve first-year student experiences in Intramural Sports programs.

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Interest Session 3

1:45 to 2:45 p.m.

TO CRAM, OR NOT TO CRAM: ADDERALL MISUSE ON THE IU BLOOMINGTON CAMPUS Frangipani Room Jackie Daniels, Division of Student Affairs, Office of Alternative Screening and Intervention Services "I have to cram for my final tomorrow." "I have a huge paper due this week." "I want to increase my tolerance when I go out tonight.â&#x20AC;? Attendees of this session will learn about the Adderall phenomenon on our campus. Walk away from this presentation knowing more about the prevalence of and motivations behind Adderall misuse; the academic, legal, and health implications of Adderall misuse; and some of the ways we can help to prevent Adderall misuse, abuse, and addiction on the IU Bloomington campus.

ALUM FROM DAY ONE: RE-FRAMING HOW STUDENTS DEVELOP RELATIONSHIPS WITH THEIR UNIVERSITY Georgian Room Alan Goodno, Development and Alumni Relations, School of Informatics and Computing As higher education continues to search for additional streams of revenue in the midst of a weak economy and dwindling state support, students have become a focus of cultivation efforts on campuses. Students must be trained how to be productive alumni while on campus, a prospect that most institutions may have not considered (Johnson & Eckel, 1998). Thus, development and alumni relations offices have partnered with student affairs offices to reach students while they are on campus in order to educate them about the role private dollars play in defining their educational experience. This presentation will discuss why student affairs professionals should seek to integrate alumni relations efforts into student programs â&#x20AC;&#x201C; especially during the first year. From mentorship programs to developing an understanding of philanthropy, you are guaranteed to walk away from this session with at least three implementable ideas!

A SMOOTH TRANSITION: PROMOTING A TRANSGENDER INCLUSIVE CAMPUS AT IU Dogwood Room Julian Glover, Transgender Advocacy Group/Office of Diversity Education, Residential Programs and Services Barry Magee, Office of Diversity Education, Residential Programs and Services The Campus Climate Index (administered by Campus Pride) is a tool that many LGBT students use when selecting a university. Indiana University consistently scores highly, but it did not make the Campus Climate Honor Roll because the institution lacks transgender-inclusive policies. The purpose of this workshop is to assist the IU Bloomington campus in becoming more inclusive of its transgender students. To this end, the education of faculty, staff, and administration is paramount. This workshop will provide its participants with general information on transgender identity, a glimpse into the plight of transgender students on college campuses nationwide, and recommendations on how to make IU more transgender-inclusive.

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Interest Session 3 (continued)

1:45 to 2:45 p.m.

IUBEGINNINGS: AN UNFORGETTABLE START FOR FIRST-YEAR STUDENTS Oak Room Jessa Trimble, Office of First Year Experience Programs Melanie Payne, Office of First Year Experience Programs Every year prior to Welcome Week, the Office of First Year Experience Programs coordinates IUBeginnings - a selection of trips available to first-year students that allows them to have a unique start to their time as Hoosiers. These trips bring firstyear students together in a setting of their choosing (anything from community service in Bloomington to whitewater rafting in West Virginia) to discuss their fears, what excites them, and what they expect their first year at IU to be like. You or your department can partner with the Office of First Year Experience Programs to create an IUBeginnings experience of your own, and this session will tell you how. This session will describe the history of the IUBeginnings program, explain the benefits for students and departments involved, and provide a framework for creating an IUBeginnings trip.

MAXIMIZING STUDY ABROAD POTENTIAL FOR FRESHMEN Walnut Room Kyle Hayes, Office of Overseas Study Natalia Schau, University Division Study abroad has been a focus, both administratively and academically, at Indiana University for many years. Ranked fifth in the nation for the total number of students who participate in study abroad programs, Indiana University has declared a commitment to continue to increase the percentage of our students who study abroad. If these aspirations are to be fulfilled, university administrators, faculty, and staff ought to continue to reframe how they discuss, advise on, and promote study abroad with their students. The goal of this session will be to identify approaches participants can utilize to maximize the likelihood that current first-year students will study abroad during their undergraduate education at Indiana University. Presenters will focus on four primary aspects that directly impact the path students take to choose to study internationally: 1) How to discuss a student’s plan to study abroad (“When do you plan to study abroad?” vs. “Do you plan to study abroad?”); 2) Overcoming the myth that studying abroad is unaffordable: funding opportunities for study abroad; 3) Skills which are refined or developed during a study abroad program and that are attractive to potential employers; 4) Pros and cons of freshman study abroad programs: Are they detrimental to students’ development during their first year in college?

MILITARY AND VETERAN STUDENTS: WHAT WE THINK WE KNOW Maple Room Margaret Baechtold, Veteran Support Services Come for a conversation about perceptions and realities surrounding military and veteran students. We will talk about our own views of what it means to be a veteran as well as what we know from recent surveys and reports on student veterans at IU.

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Interest Session 3 (continued)

1:45 to 2:45 p.m.

THE LIBERAL ARTS AND MANAGEMENT PROGRAM: AN HONORS CERTIFICATE OPPORTUNITY Persimmon Room Pamela Walters, Liberal Arts and Management Program Michael DeNunzio, Liberal Arts and Management Program Mark Fraley, Liberal Arts and Management Program and School of Public and Environmental Affairs Alec Dennis, Liberal Arts and Management Program Undergraduate Student Our presentation describes the Liberal Arts and Management (LAMP) certificate and outlines the resources and benefits it provides for talented undergraduates. The Liberal Arts and Management Program 1) is a small honors certificate program open to high-achieving students who have or intend to have a major in the College of Arts and Sciences; 2) combines a solid grounding in the liberal arts with training in management and business; this combination puts graduates in an excellent position in the job market; 3) facilitates students’ critical thinking, analytical reasoning, and problem solving through an innovative set of small, interdisciplinary courses; these skills are almost universally prized by employers and yet are still all too rare; 4) promotes engaged participation through student-run organizations that integrate core LAMP principles with leadership activities; 5) encourages and helps facilitate internships, summer jobs, and overseas study; 6) provides excellent career development and placement services for its students; 7) becomes a small home community for its students while still helping them draw fully on the rich resources of a large research university. Why should students choose LAMP? As President McRobbie outlined in his 2013 State of the University address, a program such as LAMP that combines a liberal arts education with professional training may be the optimal education for many undergraduates. Both locally and nationally, LAMP has been identified as a model of undergraduate education: a program that prepares students to be flexible in a rapidly-changing job market and to meet the unforeseen challenges they will encounter in their lives more generally, be it personal or professional. Our presentation also will outline the requirements for admission to LAMP (students’ first opportunity to apply is during the spring of their freshman year) and the application procedures. Finally, we will provide information on the post-graduate activities of recent cohorts of LAMP students.

WHAT DO STUDENTS SAY ABOUT THEIR EXPERIENCES? THE CULTURE OF SURVEYS AT IU BLOOMINGTON Redbud Room Judy Ouimet, Office of the Vice Provost for Undergraduate Education Stefano Fiorini, Office of the Vice Provost for Undergraduate Education Join this session to learn more about the various surveys administered at IUB and how these data are used to inform continuous improvement initiatives. This semester, five student surveys were launched: The National Survey for Student Engagement (NSSE), Student Engagement at the Research University (SERU), Indiana College Substance Use Survey (ICSUS), Ithaka Local Student Survey (Information Discovery), National College Health Assessment (NCHA). All of these surveys help IUB administrators improve the campus environment and student success. This session will share examples of how these data are used in campus conversations such as Strategic Planning, Retention and Success, General Education, Diversity, International student experience, and High Impact Practices, to name a few. With the increased demand on our students’ time to complete surveys, what is the future of these and other surveys at IU Bloomington when response rates continue to decrease? How and in what ways can a culture of continuous improvement at IU Bloomington includes utilizing the voices of our students when students are not taking the time to complete the surveys. Join us for a discussion on how we might create a culture where IUB students see how these surveys are used and that their voices are heard.

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Interest Session 4

3:00 to 4:00 p.m.

SUPPORTING SUCCESS WHEN STUDENTS FACE HATE OR BIAS Frangipani Room Melanie Payne, Office of First Year Experience Programs Doug Bauder, Gay, Lesbian, Bisexual, Transgender Student Support Services Lillian Casillas-Origel, La Casa, Latino Cultural Center Sarah Nagy, Academic Initiatives and Services, Residential Programs and Services Tim Stockton, Residential Programs and Services Community and environment affect student success. It's reasonable to expect that students can be more successful when they feel safe, welcomed, and valued. But what about when they don't? What began in 1988 as The Racial Incidents Team has grown into four teams of faculty and staff who support and assist students who are experiencing discrimination, bias, or hate based simply on who they are. Today, the IU Incident Teams help find resolution in cases regarding race, ethnicity, nationality, religion, gender, disability, or sexual orientation. Team members will discuss trends, goals, outcomes, how you can help connect students with the support offered, and how you can be an advocate for a more welcoming and safe campus environment.

DIGITAL TOOLS AND RESOURCES TO FACILITATE STUDENT CONNECTIONS AND ENGAGEMENT Walnut Room Jay Steele, Office of Enrollment Management Strategic Communication and Marketing Digital media is a critical resource in our current culture. We are able to use this medium to facilitate connections and to engage with students at IU. In this workshop, I will be sharing best practices, tips, tricks, and techniques to help you utilize digital media tools and resources more effectively. In this workshop, you will learn about the new private IU Facebook network and WeAreIU.com student blog website, two projects that were launched within the past two years and that are available for use by all IU departments. Find out how these programs are helping students get the most out of their first-year experience at IU. Come see some examples of how the Office of Scholarships, RPS, FYE, SPEA and other departments are currently utilizing these resources to better serve students at IU. We will also be sharing information about our favorite social media tools that we use every day to connect and interact with students. I will be sharing the strategies and techniques we used to get over 2,600 highly engaged followers on Twitter in less than two years, followers who favorite and retweet our tweets every single day. We will be sharing how we recently launched a student-run Pinterest page to connect with students in ways that were not possible just a few years ago. Learn how our current freshman class, and future incoming freshmen, are using the new IU Facebook network, and discover what resources are available to you that will assist you in connecting with these students. We will be showing examples of how we are using some awesome tools like Buffer, ahalogy, Tagboard, and paper.li to increase engagement, facilitate connections, and help IU students as they make the transition to college and prepare for their futures.

GET UP! CREATING A HEALTHIER WORKSPACE Maple Room Chris Arvin, Campus Recreational Sports Susan Woods, Campus Recreational Sports Sitting is literally reducing our quality of life. A leading study recently reported that sitting is a leading contributor to many of the current health crises. Learn how you can structure your work environment to counter this phenomenon and create a healthier workspace. In addition, you will learn about low- and no-cost options provided by Campus Recreational Sports, working with Healthy IU, to help you lead a healthy, active lifestyle.

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Interest Session 4 (continued)

3:00 to 4:00 p.m.

ACADEMIC SUCCESS FOR FIRST-YEAR INTERNATIONAL STUDENTS Dogwood Room Jennifer Ashcraft, College of Arts and Sciences Jeff Holliday, Second Language Studies The presenters will discuss some of the challenges faced by and expectations of international students. They will also offer strategies for advisors and instructors in working with this unique population. Specific information will be shared about SLST-T125: Academic Language and Culture at U.S. Universities, a course designed for international students.

ENGAGING STUDENTS IN COMMUNITY-CAMPUS PARTNERSHIPS: ADDRESSING BULLYING AND DOMESTIC VIOLENCE IN RURAL COMMUNITIES Oak Room Catherine Sherwood-Laughlin, School of Public Health/Applied Health Science Linda Henderson, School of Public Health Michaela Cisney, School of Public Health Terri Lee, School of Public Health While classroom experiences are essential for providing students with knowledge and skills in their selected majors, practical experiences in communities allows students to implement what they learn in the classroom to real-world situations. In the School of Public Health-Bloomington (SPH-B), we strive to integrate students in projects that improve the health of communities through community-focused and participatory initiatives. In 2010, community leaders in Lawrence County contacted the SPH-B, requesting assistance to address the recent increase in homicides related to domestic violence. In response to these concerns, the SPH-B collaborated with the Indiana State Health Department, who then requested assistance from Centers for Disease Control and Prevention (CDC) to conduct an â&#x20AC;&#x153;Epi-Aidâ&#x20AC;? field investigation. The goal of this investigation was to gain a better understanding of the potential circumstances that were contributing to fatal and nonfatal DV cases and to identify effective measures to reduce DV cases in the community. Since the Epi-Aid investigation, the SPH-B has continued to work with Lawrence County to address the many recommendations of the CDC. Specific examples of services provided by SPH-B, supported by student engagement and participation, include strategic planning workshops, implementation of an anti-bullying curriculum in a fourth grade class, DV Awareness Month activities, lethality assessment workshops for law enforcement, and facilitation of quarterly DV task force meetings. Most recent services include the development of a parent program to complement the elementary-school-level anti-bullying program. IU students have gained skills related to conducting research, presenting programs and workshops in rural communities, writing grants, conducting focus group sessions, and participating in discussions with key leaders in law enforcement, schools, health care, and community-based organizations. This presentation will focus on how students can become involved in the practice of public health, specifically as it relates to this health initiative which addressed bullying and domestic violence in rural communities.

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Interest Session 4 (continued)

3:00 to 4:00 p.m.

TRANSFER STUDENTS AND STUDENT ENGAGEMENT: THE CASE OF A SMALL DEPARTMENT Georgian Room Krystie Herndon, College of Arts and Sciences Transfer students are a growing segment of undergraduate students nationwide . Have you worked with transfer students? Have you observed their struggles, failures, and successes? Are you interested in learning more about transfer student retention, academic success, and degree completion? Come to this session to learn about the phenomenon of transfer students in Folklore and Ethnomusicology, with information from student engagement theorists, who insist that students have a better chance of staying and completing a degree if they get involved with faculty, fellow students, coursework, and the campus as a whole (Astin, 1993; Brint, Cantwell, & Hanneman, 2008; Chatman, 2009; Kuh, 2001, 2003a, 2003b, 2009; Laanan, 2007). In my presentation, I plan to introduce these theorists and their findings and to show how these principles apply to transfer students in FOLK/ETHNO. I will then open a discussion among session participants about their experiences with attempting to engage transfer students. This presentation will inform people about the current research on student engagement and help us all to think more clearly, intentionally, and positively about the impact we can have on the academic success and personal development of transfer students.

LIFE AFTER IU: TRANSITION PROGRAMMING Redbud Room Emili Sperling, IU Alumni Association Student affairs and advancement professionals agree that engagement with students while they are still on campus is vital for alumni involvement. The Indiana University Alumni Association launched a new program in the 2012-13 academic year called "Life After IU." Hear how the program came to fruition, the types of programs that we are offering, how the program has moved forward in year two, and how we as IU colleagues can help our students transition into successful alumni.

CREATING A GLOBAL PROFESSIONAL: SPEAKING SWAHILI IN 4 YEARS Persimmon Room William Wamathai, Department of Linguistics and Swahili Flagship Center Deo Tungaraza, African Languages Tim Hoffelder, Swahili Flagship Center The Language Flagship is a national initiative to change the way Americans learn languages, employing a groundbreaking approach to language education for students from kindergarten through college. At the heart of this initiative are 10 languages that are considered critical to the United States’ competitiveness and security. Indiana University’s Swahili Flagship is an undergraduate program that provides students the opportunity to attain superior-level language proficiency through classroom learning, extracurricular activities, and overseas study at the State University of Zanzibar in Tanzania. Students in any of IU’s major programs can complete the requirements to achieve superior-level Swahili language skills and certification from The Language Flagship. The Swahili Flagship program is the only African language program in the United States that offers advanced language learning in Swahili at such a high level. Students graduate in four years not only with professional proficiency in the language but also with a greater appreciation of the Swahili culture.

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About the FYE Office Our Mission and Purpose The Office of First Year Experience Programs (FYE) influences and supports first year student success through the delivery of programs, resources, and services designed to enhance student engagement. Our main areas of programming emphasis are:

By staying connected with FYE throughout their first year at Indiana University, students discover all that IU offers and make connections that will bolster their confidence as they make the transition from high school to college and plan for a successful undergraduate experience.

freshman students transfer students

FYE parents and families

faculty and staff

We collaborate with various offices across campus to create programs that impact students and parents. Examples of collaborative programs include: • New Student Orientation • Freshmen Family Weekend

• IU Guides

• Welcome Week

• Trading Laces

• Transfer Student Advisory Board

• New Student Service Day • Conversations on First Year Student Success • Arts and Culture Experience Interested in partnering? Please let us know how we could work together to support the incredible work being done at IUB for new students and their families!

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Office of First Year Experience Programs 326 North Jordan Avenue, Bloomington, IN 47405 Call: 812.855.HELP (4357) Email: fye@indiana.edu Visit: fye.indiana.edu Like: facebook.com/iufye Follow: @iufye

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