IUPUI
UNIVERSITY
COLLEGE
NEWS
Vol. 1, No. 3, 2014
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IUPUI
UNIVERSITY
COLLEGE
NEWS
DEAN’S PERSPECTIVE
It’s a really good time to be a transfer student at IUPUI. We now have a 30-credit Statewide Transferable General Education Core in Indiana, which means that a transfer student successfully completing general education at any public institution in Indiana can transfer it—intact—to the next institution without losing any credits. Our Office of Transfer Student Services is open for business in Hine Hall, and Tau Sigma, our chapter of the National Honor Society for transfer students, is thriving. Faculty and staff have been working hard this year to improve the way that we process undistributed transfer credit—or credit from courses taken at other institutions that have not (yet) been evaluated for equivalence to specific courses at IUPUI. The IUPUI Office of Student Data, Analysis, and Evaluation, led by Dr. Michele Hansen, is producing regular campuswide reports on transfer students that help us to understand who our transfer students are and how best our programs can support them. Faculty panels from around the state are currently working to develop at least 10 “single articulation pathways” that will enable students earning associate degrees aligned with particular career paths to transfer to any public four-year institution at the junior level and be able to complete the baccalaureate degree within two years. In the fall, IUPUI will be working with the John N. Gardner Institute for Excellence in Undergraduate Education to engage in a yearlong review of all processes, policies, and offices that support transfer students in order to strategically plan ways that we can further improve. In the nearly 20 years that I have been at IUPUI, I have never seen this level of focus on the needs of transfer students. It’s a busy and exciting time, and I am very confident that future transfer students will benefit significantly from these efforts. If I could wave a magic wand and fix one challenge that seems to me to be particularly daunting with respect to transfers, it would be this: transfer students miss the IUPUI first-year experience and thus are not as apt to engage with our campus, programs, and resources in ways that students who start at IUPUI might. Transfer students may not realize the importance of IUPUI’s RISE experiences (undergraduate research, international experiences, service learning, and other forms of experiential learning). They may not seek out on-campus employment or participate in student organizations or governance—focusing instead on simply completing their classes and “getting done.” Transfer students are hard to engage in programming because they often believe fervently that they know how to be college students. After all, they’ve done it before. While this is true, they nevertheless often miss out on key aspects of the undergraduate experience at IUPUI that may be most enriching and enjoyable. How can we convince transfer students that these endeavors are worthwhile? Stay tuned as we tackle this issue together in the months ahead. By Kathy E. Johnson, Ph.D. DEAN, UNIVERSITY COLLEGE ASSOCIATE VICE CHANCELLOR FOR UNDERGRADUATE EDUCATION
Contents Vol. 1, No. 3, 2014
UNIVERSITY COLLEGE NEWS is a monthly
e-publication
that
brings
readers
in-depth
stories
about
01-26
academic programs and successes of
IUPUI
University
College.
TRANSFER STUDENTS 03–04 Opening the Door for Transfer Students 05–06 Who are Our Transfer Students?
Its
07–08
Why Focus on Transfer Students?
partnerships with other IUPUI schools
09–10 Campus Council Collaborates to Reduce Transfer Student Challenges
and
University
1 1–1 2
The Uniqueness of Transfer Student Advising
learning
13 –14
Transfer Students: The Academic Process and Advocacy
15–18
Feeling at Home: A Transfer Student’s Words of Wisdom
19–22
Designing the Perfect Transfer
23–24
Data Analysis Drives Transfer Student Support
departments
College
build
help
stronger
outcomes. The News is sent to the IUPUI campus community, friends of University College, and Indiana businesses.
University College is the academic unit at
27-28
NEW CLUSTER MODEL ENHANCES ADVISING PROGRAM
IUPUI that provides a common gateway to the academic programs available to entering students. University College coordinates existing university resources
29-30 REGINA TURNER HONORED FOR HER PASSIONS
and develops new initiatives to promote academic
excellence
and
enhance
student persistence. It provides a setting
31-32
MAY THERE BE MAY FLOWERS!
33-34
UNIVERSITY COLLEGE NEW EMPLOYEE
35-36
BEING HEART HEALTHY IS MORE THAN PHYSICAL
37
INDIANA COLLEGE ACCESS AND SUCCESS NETWORK SUMMIT
where faculty, staff, and students share in the responsibility for making IUPUI a supportive and challenging environment for learning.
If you have questions or comments, please contact: Harriett Bennett, Executive Director, IUPUI University College, at hbennett@iupui.edu. WEBSITE: uc.iupui.edu ADDRESS: IUPUI University College, 815 West Michigan Street, Suite 3140E, Indianapolis, IN 46202 TELEPHONE: 317-274-5036
Cover Photo by Jeremy Prather
IUPUI
UNIVERSITY
COLLEGE
NEWS
DEAN, UNIVERSITY COLLEGE: KATHY E. JOHNSON EXECUTIVE DIRECTOR: HARRIETT BENNETT COPY EDITOR: LYNN TRAPP WRITERS: HARRIETT BENNETT, LANDON BROTHERS, HOPE MCGOWEN, JEREMY PRATHER, KEVIN SHAMUYARIRA DESIGNERS: DEREK DALTON, ABIGAIL GODWIN PHOTOGRAPHERS: JOHN GENTRY, JEREMY PRATHER, PETER STAMENOV, HOPE MCGOWEN CONTRIBUTORS: MATTHEW BOLING, LANDON BROTHERS, CATHY BUYARSKI, ABIGAIL GODWIN, MICHELE HANSEN, MIKKO JONES,
JAKE JUNGEMANN, REGINA TURNER, MATTHEW WADE
TRANSFER STUDENTS
Opening the Door for Transfer Students
Photo by Peter Stamenov
BY JEREMY PRATHER
Transferring to a new college or university can be an emotionally grueling and challenging process. Students can lose academic credits, graduate later than planned, feel isolated in a new place, experience f r u s tr a tio n w i th a d m in is tr a ti ve policies, and, in general, have a tough time assimilating into their
3
Taylor Hall welcomes IUPUI students.
new campus community. At IUPUI, th e O f f i c e of Tr a n s fe r Stu d e n t Services is working to prevent, or at least lessen as much as possible, these discouraging experiences and to smooth the transition for incoming transfer students. Matthew Wade, director of transfer students and special populations, states, “Our big gest role is getting information out as soon as possible and being a resource both academically and socially; getting students connected and engaged e a r l y. A n d we k n ow th a t w h e n
engaged early, both freshman and transfer students will do well.� T h e O f fice of Trans fer Stu dent S e r v i c e s h e l p s a ro u n d 2 ,0 0 0 2, 5 0 0 s t u d e n t s p e r ye a r, w i t h more than 50 percent coming from c o m m u n i t y c o l l e ge s , p r i m a r i l y Iv y Tech in Indianapolis. These s tudent s are mainly concerned a b o u t th e d is tr i b u ti o n of th e i r transferable credit hours and that the majority of their credits will be transferable. Wade says, “The goal is always to make it easier for the student and less leg work, because
we want to be an institution that welcomes transfers [and makes it] easy for them to get here; to come through the front door with limited u n d i s t r i b u te d c re d i t .” A n d re a Engler, the executive director of the Of fice of Student Transition and Mentor Initiatives, additionally states that, “the strategic plan for IUPUI has set transfer students’ issues pretty high in the priorities.” To this end, there are strategic p la n su b c o m m i t te e s th a t wo r k to create the best possible platform regarding transfer credit distribution. Tr a n s fe r s t u d e n t s re p re s e n t a diversified group of students with m a ny b a ck g ro u n ds a n d u niq u e experiences such as veterans, nontraditional students, transfers from c o m m u n i t y c o ll e ge s , t r a n s fe r s from other universities, and more. As such, the Office of Transfer
Photo by Peter Stamenov
“Our biggest role is getting information out as soon as possible and being a resource. . . when engaged early, both freshman and transfer students will do well. ” —Matthew Wade Student Services and the Orientation Team (OTE AM) have joined together to help improve the transfer process and to help transfer students go through it as smoothly as possible. The OTEAM staff is trained to be able to understand and connect
with such a varied student population. Wade comments, “We want to make sure we’re meeting them . . . at their wants and needs a n d p rov i din g w h at th ey re a ll y need to be successful.” And, “in a method that respects who they are that is very person-centered,” adds Engler. The Office of Transfer Student Services and OTEAM are commit ted to opening the door for this multifaceted population and creating new opportunities for student success. Wade declares, “Self-ef ficacy is ever y thing. So if they’re coming through our door, and we can give t h e m t h e to o l s a n d re s o u rc e s to make them feel that IUPUI is their place and to help them be successful here from the very start, that alone will create a much more succes s ful an d shor ter path to graduation.”
OTEAM guides IUPUI students through summer orientation.
4
WHO ARE OUR TRA FALL 2011 TRANSFER STUDENTS 1,183 FULL-TIME NEW TO IUPUI
53%
came from a community college
36% ARE 1
ST
GENERATION 42%
came from Ivy Tech Central IN
6%
came from Purdue
6%
came from Ball State
5
Photo by Peter Stamenov
AVERAGE TRANSFER
GPA 2.94
ANSFER STUDENTS? 3% LIVE IN CAMPUS HOUSING
25%
ARE 25 YEARS OLD OR OLDER
52%
ARE DIRECTLY ADMITTED TO THEIR SCHOOL
46.8
AVERAGE CREDIT HOURS TRANSFERRED IN Data from CRG Subcommittee Report on transfer students, May 2, 2013. http://crg.iupui.edu/Meetings/FullCommittee.aspx
6
WHY FOCUS ON TRA 2002-2012
TRANSFER STUDENT ENROLLMENT HAS INCREASED APPROXIMATELY
37% IN THE LAST TEN YEARS
IN FALL 2012 WE HAD 1,183 NEW TO IU (DOES NOT INCLUDE INTER-CAMPUS TRANSFERS)
THIS IS ABOUT 1/3 OF ALL STUDENTS WHO WERE NEW TO THE INSTITUTION 7
Photo by Peter Stamenov
ANSFER STUDENTS?
AFTER FOUR YEARS OF ENROLLMENT AT IUPUI,
FIRST- TO SECOND-YEAR RETENTION IS AVERAGING
TRANSFER STUDENTS HAD A GRADUATION RATE OF ABOUT
35% AND A SIX-YEAR GRADUATION RATE OF ABOUT
69%
44% Data from CRG Subcommittee Report on transfer students, May 2, 2013. http://crg.iupui.edu/Meetings/FullCommittee.aspx
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Campus Council Collaborates to Reduce Transfer Student Challenges
Photo by Peter Stamenov
BY HOPE MCGOWEN
The Council on Retention a n d G r a d u a t i o n (C R G) a t I U P U I i s d e s i g n e d to e n h a n c e undergraduate retention, i m p rove s t u d e n t s u c c e s s , a n d remove barriers to timely degree completion. According to Cathy B u y a r s k i , E xe c u t i v e A s s i s t a n t
9
Cathy Buyarski, Executive Assistant Dean of University College.
Dean of Universit y College, the
“The kinds of obstacles transfer
C RG’s ove r a rc h i n g v isi o n is to coordinate efforts around campus to accomplish these goals. While the CRG works with all students in mind, it has appointed a task force to focus on transfer students to ensure their timely graduation an d to cre ate a b et ter c am p us experience.
students face when it comes to tim e l y g r a d u atio n f a ll in to t wo c ate go rie s: tra ns fe r cre dit a n d t r a n s i t i o n a l i s s u e s .” Tr a n s f e r credit can be complicated on two fronts. When transcripts come into IUPUI, it can take time to review and assess the credits. Even if the credits apply at the institutional level, it does not mean they will be applicable to a specific degree program.
Tr a n s fe r s tu d e n t s e n te r a n ew institution facing specific obstacles that can sometimes prevent them f ro m o bt a in in g th e ir d e g re e in a timely manner. Buyarski said,
“It is much more complex than it appears on the surface,” Buyarski
states. She confirmed that there is a g ro up, th e Tra ns fe r Cre dit Committee, working in conjunction with the General Education Task Force, currently trying to streamline the process for articulating transfer c re d i t in o rd e r to b et te r s e r ve s tu d e n t s tr a n s fe r r in g to I U P U I a n d im p rove tim e ly g ra d u atio n statistics. In addition, Buyarski explained, “There are of ten concerns with feeling connected to the campus and feeling like this is your home. We don’ t yet have th e kin ds of programs for transfer students that we do for freshmen to welcome them to the campus and make them feel like par t of the community.” This statement is an example of the second obstacle that transfer students often face – transitional issues. As a solution, the Of fice of Transfer Student Ser vices is working on the development of programs to help transfer students come into the institution and be we l c o m e d m u c h l i ke f i r s t-ye a r students. So far, they have piloted a tr a n s fe r s e m in a r— o n e in th e Kelley School of Business and one in University College. The seminar in the Kelley School of Business has shown great success thus far b e c a u s e t r a n s fe r s t u d e n t s a re required to take it to gain admission into the school. “We know that transfer s tudents need the suppor t and p r o g r a m m i n g ,” B u y a r s k i s a i d . “When they par ticipate, they
think it ’s great! However, some students choose not to enroll in the University College seminar because it’s optional. Even though we know it’s proven to be incredibly helpful to students, we want to honor their decision.” Another campus group focusing on the success of transfer students is the Transfer Student Council. The council has representatives from
“At the end of the day, transfer students identify most with the academic school they’re enrolled in . . . so we highlight schools that are doing things to support their transfer students to try to get other schools to follow their lead.” —Cathy Buyarski ever y school at IUPUI, and their overall mission is to change the campus culture around transfer students. According to Buyarski, “We have a lot of transfer students here, but we don’t talk about them very much. So, the Transfer Student Council is
designed to keep transfer students on the forefront of ever ybody’s mind.” Another of their goals is to develop and share schools’ best practices at every meeting. The more focus that IUPUI schools give to transfer s t u d e n t s , t h e g re a te r s u c c e s s there will be for those students. “For example,” Buyarski said, “the School of Public and Environmental Affairs just launched a new website for their transfer students, so that’s been highlighted. The School of Engineering and Technolog y has an orientation and early welcome program for transfer students, so the council has highlighted that as well. We share best practices so that we can replicate those and have more programs and services available to transfer students. At the end of the day, transfer students identif y most with the academic school they’re enrolled in; that’s their main point of attachment to IUPUI. So, we highlight schools that are doing things to suppor t their transfer students to try to get other schools to follow their lead.” These commit tees and councils at IUPUI have accomplished much w i t h t h e i r i n i t i a t i ve s t a r g e t i n g tra ns fe r s tu d e nt s . T h e C o u n cil on Retention and Graduation will continue to work with these groups to support transfer students in their new campus lives and academic careers as they seek to promote transfer student acclimation and timely graduation.
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The Uniqueness of Transfer Student Advising
Photo by Peter Stamenov
BY KEVIN SHAMUYARIRA
Transfer students come to advising with a variet y of con cer ns an d re q u i re m e n t s d i f f e re n t t h a n a beginning undergraduate student
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Matt Boling, University College academic advisor.
has – concerns and requirements that can sometimes make their academic journey more difficult.
m a ke s fo r a m o re c h a l l e n g i n g conversation for both the advisor and the student.
According to Matthew Boling, an academic advisor for Universit y College, the most challenging issue is determining the status of transfer credit. Sometimes transfer credits are nontransferable; other times, they do not fulfill much for the degree the transfer student is wishing to pursue. This cer tainly
“ K n o w i n g t h i s ,” B o l i n g s a y s , “University College offers unique advising” for trans fer s tudent s “in order to effectively help them become quickly acclimated to their new environment by helping [them] translate to a new way of seeing things.”
U s u a l l y, t r a n s f e r s t u d e n t s h ave go n e th ro u g h th e c o ll e ge enrollment experience once before, so they may assume they know the process. This can sometimes result in the student making poor academic choices. For this reason, U n i ve r s i t y C o l l e g e’s a c a d e m i c a d v i s o r s a re p re p a re d f o r t h e unusual challenges that can occur in a transfer student’s academic curriculum. Another one of the several tasks our advisors perform for transfer students is helping translate transfer students’ success skills. Advisors, such as Boling, engage transfer students in conversations that will help them understand a student’s goals and needs so that they can respond to their questions as best as possible. In doing so,
Photo by Peter Stamenov
academic advisors are able to give s o li d a d v isi n g i n fo r m a ti o n a n d prevent students from wandering aimlessly through their academic c u r r i c u l u m . T h i s , a c c o rd i n g to Boling, is why it is so important for transfer students to meet with an academic advisor – in order to help them define a successful academic and career pathway. Another issue specific to transfer students is that they rarely have time to prepare, because in most cases, students transfer on short notice. Sometimes it is due to a financial burden, relocating issues, or they just found the institution of fering the right degree. Boling s ay s t h e g re a te s t c h a l l e n ge i s mostly mental preparation – staying open-minded and focusing on immediate tasks. This includes
getting the right advice to make sure they don’t end up missing or wasting a semester. Boling believes that this specific a d v i s i n g fo r t r a n s fe r s t u d e n t s h elps th e m to un de r s t a n d that ever y system is dif ferent and to adjust their thinking to embrace IUPUI’s policies and procedures as well as to prepare for their current academic journey. Advisors are the very first line of contact for transfer students, and therefore, being able to effectively explain and set a path for students is ex tre m e l y im p o r t a n t, B o lin g s t a te s . U n i ve r si t y C o ll e ge’s advisors are constantly looking at ways to assist and implement new programs for effectively advising transfer students.
IUPUI student becomes familiar with new surroundings.
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Transfer Students: The Academic Process and Advocacy
Photo by Jeremy Prather
BY KEVIN SHAMUYARIRA AND HOPE MCGOWEN
Unlike most undergraduate students entering IUPUI, transfer students come from a variety of backgrounds and situations, and thus, their advising needs are quite unique. Many are the traditional college age, transferring to IUPUI from another college in their
13
Mikko Jones, University College academic advisor.
sophomore or junior year, while others might be quite a bit older, having earned credits from several higher education institutions. W h a teve r a t r a n s fe r s t u d e n t ’s history, his or her advising needs will not only be different from most beginning undergraduate students but also very different from his or her transfer peers. Because of this, academic advisors are crucial in transfer student success. “Transfer students obviously have a dif ferent set of needs when it c o m e s to a c a d e m i c a d v i s i n g ,” asser ts Mikko Jones, a joint
academic advisor for Universit y College and general studies. “They are not starting with a blank slate, so they have different needs than a first-year student. And many of them are older and undoubtedly in a different place than students of traditional age.” O n e of th e big ge s t dif fe re n ce s b et we e n wo r kin g with e nte rin g undergraduate students and transfer students is when working through the class selection process. Jones admits it can be difficult at times to make things work with “what’s already on the table” (a
student ’s transferable credits), and the reality of the situation is of ten upset ting and frus trating for the student. So while advisors serve to inform how to best utilize e lig ib l e c re d i t s , th ey a ls o h e lp transfer students get to a place of understanding that everything they have experienced and put time into thus far is preparation for the next math or English class. Advisors redirect the conversation toward a more problem-solving outcome and help students find that silver lining. Jones has two goals when talking with transfer students: take them through the IUPUI academic process step-by-step so that they fully understand the policies and procedures of the university and the direction of their ac ademic journey, and help them become their own advocate. Jones says transfer students really need to connect with an academic advisor not only for guidance in n a v i g a t i n g t h e o v e r a l l s y s te m at their new institution but also for guidance in navigating their
Photo by Jeremy Prather
academic journey and the class selection process to complete their major in a timely manner. An advisor can help transfer students see the process, not so much as a hassle,
“Transfer students obviously have a different set of needs when it comes to academic advising. They are not starting with a blank slate . . . many of them are older and undoubtedly in a different place than students of traditional age. ” —Mikko Jones
it’s more of a mental transition and less of a physical one, and thus help them avoid costly mistakes, assumptions, or duplication. An advisor can help transfer students make connections. J o n e s a l s o g u i d e s s t u d e n t s to be their own advocate; to be the person driving their own academic course so th ey kn ow h ow e ach class fits into their degree program a n d a c a d e m i c p l a n o f s t u d y. Advisors can facilitate, inform, and encourage, but their overarching goal is for students to be in the driver’s seat. University College advisors receive information from the IUPUI University College Office of Transfer Services as well as regular professional development training regarding advising challenges and best practices, including emerging techniques and philosophies about advising particular student groups, including the unique opportunities of advising transfer students.
but as a new experience. An advisor can help transfer students realize
Mikko Jones advises a student.
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Feeling at Home: A Transfer Student’s Words of Wisdom
Photo by Jeremy Prather
BY HOPE MCGOWEN
W h e n a s ke d h ow h e fe l t a b o u t his choices per taining to star ting college, transferring, and his current status at IUPUI, Jake Jungemann
15
Jake Jungemann, transfer student.
w a s p o s i t i ve a n d o p t i m i s t i c . “ I wouldn’t do anything differently. I’m happy with where I am and what I’m doing. It needed to be this way for me to appreciate my education and to work as hard as I do now. If I would have stayed at DePauw and finished in four years, I would’ve skated by, but I wouldn’t be doing anything that I wanted to do. I wouldn’t have the experiences that have helped shape
who I am. I’m alive, I’m graduating, I was accepted into graduate school, and I’m employed—what else can I ask for?” He was not always so upbeat about his decision to transfer, however. His big gest challenge had to do with a feeling of not quite fitting in completely. A ge was a factor for Jungemann because he came to IUPUI as an older student. He initially
had difficulty feeling comfortable par ticipating in groups because he was ten years older than most of his classmates, and he felt like he was not as social or involved as he could have been. Jungemann explained, “I didn’t feel like I fit in with the rest of the students, which was all just in my head. That was my biggest challenge, but it was easily remedied once I got over my own insecurities and realized that I’m just trying to get a degree like ever yone else. I star ted get ting i nvo l ve d , a n d n ow I j u s t c a n’ t seem to find enough things to do. I’m always trying to take on more, which is a lot of fun! I wish I’d done that a few years earlier.”
c a m p u s—i n c l u d i n g p rofe s s o r s , m e n to r s , a n d oth e r s tu d e n t s— because they can be ex tremely helpful in the transition process.
Overcoming these challenges is c r u cia l to a tr a n s fe r s t u d e n t ’s ultimate success. Jungemann’s best advice is for transfer students to become involved in organizations and different mentoring programs. H e e n c o u r a ge s th e m to u tilize a l l t h e re s o u rc e s a v a i l a b l e o n
A n oth e r re c o m m e n datio n f ro m J u n ge m a n n is to t a ke s u m m e r c l a s s e s . H e s t a t e s , “ T h e y ’r e cheaper, they’re done in six weeks, and I think they are easier. Summer classes give transfer students the opportunity to make up for some lost time.”
Photos by Peter Stamenov
“I wouldn’t do anything differently. It needed to be this way for me to appreciate my education and to work as hard as I do now. ” —Jake Jungemann
Receiving suppor t from his family also played a big role i n J u n g e m a n n’s s u c c e s s . “ M y parents’ being around for awards ceremonies or even jus t taking me out to dinner when they know I’ve had a tough exam week has been really great,” he said. Both of Jungemann’s parents are Indiana University alumni. “They were also very patient, which was the most important thing,” he said. O r i g i n a l l y e n ro l l e d a t D e P a u w University, Greencastle, Indiana, s traight o u t of high sch o ol, h e decided within a couple of years that he was there for the wrong reasons. He then took several years off to work before deciding to enroll f u l l-ti m e a t I U P U I . J u n ge m a n n graduates with the class of 2014 and begins his graduate program in accounting shortly thereafter in the Kelley School of Business.
Jungemann hosts the 2014 University College Spring Awards Convocation with co-host Denise Sayasit.
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17
Photo by Jeremy Prather
“I didn’t feel like I fit in with the rest of the students… but it was easily remedied. I started getting involved, and now I just can’t seem to find enough things to do. ” —Jake Jungemann
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Designing the Perfect Transfer
Photo by Jeremy Prather
BY JEREMY PRATHER
In the world of design, the best design appeals to the user experience. College transfer services that work the same way,
19
Abigail Godwin presents design concepts to fellow class members.
creating a system that focuses on the student’s experience, provide a transfer process that is more effective with fewer bumps along the way. Abigail Godwin, a junior in Visual Communication Design at Herron School of Art and Design, shared her successful transfer story which began at Franklin College in the fall of 2010. Initially a journalism and Spanish double major, Godwin
soon discovered that was not what she wanted to do. After an intense and intentional self-evaluation, she decided that graphic design was m ore appropriate. “My parent s started talking to me and examining my skills, telling me, ‘You are very good with communication. Your writing skills are very good. Your Spanish is very good, but the world is trending more towards visual.’” Once she made the decision to
switch majors, it became apparent that it would be necessary to change schools. Many transfer students across the country have difficulty getting their credits to transfer easily and in a manner that allows them to s tay abreast with their current year, but Godwin did not have these issues. “IUPUI was ver y helpful. They got me an estimation of how many of my credits would transfer ver y quickly. They showed me how I would transition into the program. They gave me tuition estimates. I was able to meet personally with Herron’s admissions advisor, Emily Clossin, a n d th e m a i n a c a d e m i c a d v is o r. Twice.” Such support allowed her to remain within her same academic year, and because her advisor was willing to be flexible, she was able to create a path to timely graduation. Not all transfer struggles are creditrelated, however. One of the primary difficulties of coming to a new school
Photos by Jeremy Prather
is that the student does not have the campus cultural knowledge or the social ties that would normally d e v e l o p d u r i n g t h e f i r s t y e a r. Additionally, without the fine ar ts background that would normally have come during her first year, Godwin had a difficult time adjusting to the strenuous Herron curriculum. “It was most definitely a learning curve because I had not had that much experience with fine ar ts courses and with foundation year. They kind of just threw me in.” Because of this, Godwin learned the ins and outs of the transfer process as well as the struggles that come along with it. She offers the following advice for students considering transferring: “Do a lot of research about your talents and skills first. . . .I thought I wanted to be a journalism major, and I discovered I didn’t. So if you can keep your major changes down, that will help you stay on track to graduate. I would advise students to
do a full analysis of their strengths and weaknesses so that they can better narrow down what major they want before they transfer.” In the end, the design of transfer services needs to be catered toward students – suppor ting them in b e co min g pa r t of a n ew c a m p us community as well as making sure they are able to stay on track for timely graduation. Making sure students are cognizant of what they need from a school is paramount in helping them set an academic and career path that suits them. Godwin states, “I think moving to Herron was the right decision because it helped me to grow professionally and personally. It has expanded my horizons and taught me to be a better p erson. I firmly b elieve that this transition has been a smooth one and has been helpful for my continuing college career.”
Abigail Godwin, transfer student.
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Photo by Jeremy Prather
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“I think moving to Herron was the right decision because it helped me to grow professionally and personally. It has expanded my horizons and taught me to be a better person.” —Abigail Godwin
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Data Analysis Drives Transfer Student Support
Photo by Hope McGowen
IUPUI faculty and staff discuss strategies for helping transfer students.
meeting to gain insight about this large student population.
BY HOPE MCGOWEN
The most recent meeting of t h e C o u n c i l o n Re te n t i o n a n d G r a d u a t i o n o n M a y 7, 2 0 1 4 , addressed transfer student data as well as the upcoming Foundations of E xcellence process which will focus on transfer students. Representatives from most campus schools and units at tended the
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D r. M i c h e l e H a n s e n , exe c u ti ve director of Student Data, Analysis, a n d Ev a l u a ti o n , k i c ke d of f t h e meeting with a detailed data report on the current demographics of transfer students at IUPUI. A substantial proportion of students who transfer to IUPUI are external (outside the IU system) transfers, with mos t of them transferring from IV Y Te ch- C entral In diana. Ad d i ti o n a ll y, tr a n s fe r s tu d e n t s come to IUPUI for slightly different
re a s o n s c o m p a re d to e n te r i n g students who star t their college careers at IUPUI. Although external transfer students w h o tr a n s fe r in w i th f re sh m a n class standing statistically have lower retention rates compared to beginners, their retention rate success has gradually increased over the past 10 years. With the campus retention and graduation rates plateauing, Hansen explained, “We need to continue to increase the transfer student retention rate about one percent per year.�
According to the Entering Student Survey, administered at the end of new student orientation, transfer s t u d e n t s a re si g n i f i c a n tl y l e s s likely to expect to par ticipate in c amp us activities, join s tudent organizations, or engage in h i g h -i m p a c t p r a c ti c e s s u c h a s internships, studying abroad, ser vice learning, or research projects with a professor. Transfer s t u d e n t s h ave h i g h e r l eve ls of c o m m i tm e n t o u t si d e of s c h o o l such as working off-campus, caring fo r d e p e n d e n t s , a n d m a n a gin g household responsibilities. While transfer students may have dif ferent needs than other new students, they still need social and academic support. The transition to a n ew c a m p us c a n of te n b e challenging. Compared to other students, fewer transfer students see themselves as part of the IUPUI community. Looking toward the future, Hansen explained that the campus community can help
transfer students attain success by providing academic suppor t; p rov i d i n g a c a d e m i c a n d s o cia l integration through orientation, a d v i s i n g, a n d p e e r m e n to r i n g ; providing engaging and challenging instructional strategies; and implementing early interventions and early warning systems. Matthew Wade and Rachel Fulton from the IUPUI Office of Transfer Student Ser vices then led a discussion on how to prepare for a self-study and action-planning process led by the Foundations of Excellence. The process will be designed to help IUPUI evaluate the ways it facilitates the experiences of transfer students. The Foundations of Excellence will measure performance indicators, take a current practices inventory, and conduct facult y, s taf f, and student surveys. The outcomes of this process will generate an action plan for improvement, campuswide initiatives, policy updates, and a data set resulting from an inclusive
campus culture assessment. Wade said, “Our goal is to ensure transfer students are getting all the assistance they need during the transition experience.� The first Foundations of Excellence meeting will launch in July 2014. An intensive assessment and action planning process will follow and will conclude in June 2015. A final report and implementation of the action plan is set for July 2015 and beyond. There are several task forces on c ampus working hard to create alternative structures for transfer students and to explore options for incentivizing participation for these students. The Of fice of Student D a t a , A n a l y sis , a n d Ev a l u a ti o n will continue to deliver a wealth of information about transfer students in conjunction with the beginning of the Foundations of E xc elle n c e p ro c e s s in o rd e r to provide even better experiences for students transferring to IUPUI.
Left: Photo by Hope McGowen - Matthew Wade introduces timeline for Foundations of Excellence. Right: Photo by Peter Stamenov - Michele Hansen reports transfer student data.
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New Cluster Model Enhances Advising Program
Photo by Linda Love
BY KEVIN SHAMUYARIRA
Academic and Career Development (A C D) h a s i n t r o d u c e d a n e w approach to providing academic and career advising for University C ollege s tudent s. Th e goals of the new approach are to provide a more integrated academic and c a re e r a d v i s i n g t h ro u g h m o re fo cuse d guidan ce on ch oice of
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Arts, Humanities, and Human Services advising cluster.
major and relevant degree planning, to enhance communication with degree-granting schools, to facilitate a more timely transition from University College to degreegranting schools, and to maximize the strengths of the academic and career advisors.
• SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) • ARTS, HUMANITIES, AND HUMAN SERVICES • ENTERPRISE, POLICY, AND PLANNING
Within the new model, staf f will be assigned to one of five major clusters:
• HEALTH AND LIFE SCIENCES • EXPLORATORY
Each cluster will be comprised of advisors, a career consultant, and peer advisor. One advisor will be the team coordinator responsible for overseeing programming and monitoring data for the cluster team. This will allow ACD to bet ter ser ve students whose degree programs frequently share foundational course work.
Students will be assigned to a cluster based on their declared major and served by staff within that cluster. Students who have not yet declared a major will be assigned to the exploratory cluster where they will receive more intensive advising to help them identify their strengths and interests toward selection of a major. The restructuring helps to ensure that
the advisor-to-student ratio aligns with national standards. Changes will be implemented in June for orientation with plans for University College to assess the effectiveness of this new model over the next two years.
HEALTH AND LIFE SCIENCES
STEM SCIENCE, TECHNOLOGY,
CAREER CONSULTANT
EXPLORATORY
ENGINEERING, AND MATHEMATICS PEER ADVISORS
ENTERPRISE, POLICY, AND PLANNING
TEAM COORDINATOR ADVISOR
ARTS, HUMANITIES, AND HUMAN SERVICES
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Regina Turner Honored for Her Passions
Photo by John Gentry - Regina Turner (center), Spirit of Philanthropy honoree with (l) Kathy E. Johnson, dean of University College, and (r) Chancellor Charles R. Bantz.
and community partners by every IUPUI school and department.
BY HARRIETT BENNETT
Spirit of Philanthropy is an IUPUI campus event that celebrates an d h on or s o u t s t an din g don or s an d com m unit y par tn er s . While t h i s eve n t i s to b e a ve n u e fo r s tewa rdship, it is also inte n de d to facilit ate cultivation of oth er prosp ective donors, volunteers,
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This year University College h o n o re d o n e of it s ow n f a cult y, Dr. Regina Turner, at the Spirit of Philanthropy luncheon on April 9, 2014, for her lifelong work within the campus and community toward improving retention. Turner joined Universit y College in 1998 as a faculty member and served as the campus-community
l i a i s o n w o r k i n g w i t h c h u rc h e s , high schools, and families to raise th eir aw a re n e s s a n d in te re s t in h i g h e r e d u c a t i o n . S h e fo c u s e d on the retention of all students, but particularly students in marginalized populations. Sharing a joint appointment with the Department of C o m m u n i c a ti o n St u d i e s , w h e re t h e a t re i s h o u s e d , s h e c re a te d a course that combined three of her life’s passions: theatre, higher
Regina Turner, IUPUI Associate Professor of Communication Studies.
education, and social justice. The course researched, investigated, and presented information to the campus communit y regarding the internal motivations that can lead to student attrition. Turner p re s e n te d m o re th a n f i f t y f u llleng th productions that focus on
the intersection between the lives of students and higher education. N e c e s s a r i l y, t h e s e v i g n e t t e s r a n th e g a m u t of p e r s o n a l a n d institutional issues like romantic relationships, challenges inherent in governm ent reg ulations, an d intolerance of religious pluralism.
University College is delighted to have Turner as a memb er of its facult y and to recognize her for h e r co m mitm e nt to co m m unit y development supporting marginalized populations.
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May There Be May Flowers!
Photo by Peter Stamenov
BY LANDON BROTHERS
During the cold and wet months of winter and spring, the University College (UC) Green Team could only think of warmer weather and the hot summer days of c aring for the University College garden.
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University College Green Team garden planting party.
The garden, which consists of the planters on the patio area nestled b e t we e n Tay l o r H a l l , B u s i n e s s SPEA, and the Education and Social Work buildings, has been the site of vegetables, herbs, and flowers planted by the UC Green Team for the past few years. The team held a seed planting party in March in which anyone affiliated with University College was invited to par ticipate in planting
vegetable, herb, and flower seeds for this year’s garden. Participants were even welcome to take home se e dling s to plant in th eir ow n gardens. To e d u c a te t h o s e w h o m ay b e n ew to g ardening an d to spar k conversation from those who are seasoned green thumbs, the UC Green Team held a lunch hour conversation in April about gardening tips an d information
Photos by Peter Stamenov
as well as lessons learned from gardening. Those in at tendance learned about proper soil, water, fer tilization, shade, and care for dif ferent t ypes of vegetation. The conversation even touched o n m e t h o d s o f s to r i n g h e r b s , vegetables, and seeds af ter the growing season. In mid-May, the UC Green Team had a garden planting party open to anyone who wished to participate
University College Green Team plants and waters various herbs and vegetables.
in h elpin g p la nt this sum m e r’s University College garden as well as to sign-up for days to care and water the garden over the summer. This year the garden will consist of marigolds, zinnias, poppies, green peppers, sweet basil, and cilantro. Anyone in University College who was unable to attend the garden p l a n ti n g b u t s till i n te re s te d i n caring for and watering the garden is still eligible to participate in this
way over the summer by contacting Landon Brothers (ljbrothe@iupui. edu), UC Green Team leader. The green team is always looking for others to get involved whether t h e y a re s t u d e n t s , f a c u l t y, o r staff. It is the ideas from those in University College that drive the group’s sustainable initiatives and direction.
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University College New Employee WENDY CRANDALL Academic Support Specialist Office of Academic Affairs
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Being heart healthy is more than physical.
It is also Emotional. Psychological. Intentional.
Please consider contributing to a scholarship for
Scott E. Evenbeck Emergency Fund
University College students. Many undergraduates
I38P021033 — Gifts will be used to support undergraduate
de p e n d on scholar ships to ke e p their ac a de mic
students. The recipients are students in University College
journey thriving and healthy. They are counting on the
who have demonstrated an unexpected financial hardship during the course of an academic year in which he or she is
generosity of donors like you to help them succeed in
enrolled in classes at IUPUI.
their pursuit of a higher education degree. Below is a
Emerging Generations Scholarship
list of the scholarships available to University College
I38P021025 — This scholarship is for first-generation
students to which you may contribute:
students in either their first or second year when they are first selected to receive the scholarship, have at least a 2.3 GPA, and write an essay as part of the application process.
Yale Pratt Mentoring Fund
After receiving the scholarship, students must participate
I37P021019 — This fund supports scholarships to freshman
in Universit y College–sanctioned retention ef for ts and
s tu de nt s e n rolle d in U nive r sit y C olle ge w h o a re of a
maintain a 2.7 GPA.
nontraditional age (25–35). Preference is given to recipients with an incurred handicap such as blindness, deafness, or cerebral palsy, and who are African-American.
Wi l l ia m M. Plater a nd Pa r t ner s P r i nt i ng International Scholars
The University College Moving Forward Scholarship I32P021119 — This scholarship is open only to University College students in good academic standing (cumulative GPA above 2.0) with 12–48 credit hours earned by the end of the spring semester at IUPUI. Each applicant must submit a
I3 7P 02 10 3 5 — This fund suppor ts undergraduate
letter of recommendation, transcript, and completion of the
s ch o la r ships . T h e s ch o la r ship w ill b e give n to IU P UI
essay question (describe a substantial problem or adversity
students who are studying abroad. The use of this gift will
you have overcome).
be authorized by University College for the reasonable and customary requirements of authorized expenditures.
Please consider helping a University College student today! Giving is available through the University College donor website: http://uc.iupui.edu/Donors.aspx
Healthy Heart = Giving Heart = Happy Heart
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