Transitioning into your academic school MAKING A BUSINESS STUDENT: Indiana University – Purdue University Indianapolis (IUPUI)

INSTITUTIONAL PROFILE TRANSFER STUDENT OVERVIEW TRU StudentsFYU Students GenderFemale – 52%Male – 48%Female – 59%Male – 41% AgeOver 25 years – 25%Over 25 years – 1% Personal Background First Generation – 36% In-State/Resident – 92% First Generation – 44% In-State/Resident – 93% Ethnicity Caucasian – 70% African American – 15% Latino/a – 4% Asian – 3% African American – 12% Latino/a – 6% Outside Commitment Work hours/week – 43% Work 21+ hours/week – 92% Intend to work – 88% Living ArrangementsOn-Campus – 3%On-Campus – 27% TRU StudentsFYU Students School AdmittanceUCOL – 48%Dual – 52%UCOL – 66%Dual – 34% Previous InstitutionsCommunity College – 53%N/A Top 5 Areas of Concern Financial Aid Finding Work Math Skills Study Skills Writing Skills Financial Aid Finding Work Math Skills Study Skills Writing Skills Student FinancesReceive Financial Aid – 80% Concerned – 69% Receive Financial Aid – 75% Concerned – 73% Basic Demographic & Personal Background Entering IUPUI Indiana University – Purdue University Indianapolis (IUPUI)

DIMENSIONS OF TRANSITION WITHIN THREE CAMPUS ENVIRONMENTS (FLAGA, 2006) A FRAMEWORK TO BETTER UNDERSTAND THE PROCESS AND, THUS, PROMOTE DEVELOPMENT OF APPROPRIATE INTERVENTIONS. Academic Interactions in class and faculty (both in/out of the classroom) Study Groups Advising Career Information Social Formal & Informal interactions with other students outside of the classroom Student Organizations Residence Halls/Apartments Common areas on campus Other contacts Physical Not just brick & mortar of the University Campus logistics Campus culture Student finances Parking Indiana University – Purdue University Indianapolis (IUPUI)

FIVE DIMENSIONS OF TRANSITION Learning Resources Tools utilized in order to gain information and learn about the campus environment and academic system. > Formal – part of the official structure of the university (orientation, faculty, advisor, student affairs) > Informal – individuals who know a great deal about the university such as friends, family, alumni > Initiative – gathering information on their own Familiarity Students develop as students internalized the information they gathered and felt more comfortable with their new environments. > When the university becomes “what they know” > Being comfortable with the information Integrating A developmental change resulting from the students’ relation to the three environments. > Involves a shift in perception or identity Connecting Development of relationships with others in the academic, social, and physical environments. > Socially connecting with friends who were already university students to expand their social circles and activities > Academically connecting includes group projects, faculty walk-in hours, getting to know instructors in class, class discussions > Physically connecting by visiting and spending time on campus before and after the start of classes > Feeling a sense of membership, thus freeing up energy to pursue their goals at the university Negotiating When students adjusted their behavior and surroundings as necessary in order to be successful within the academic, social, and physical environments. > Creating informal conversations and sitting in the same seat, are one way of negotiating the academic environment in order to negotiate the academic environment and improve the social situation. > Developing creative strategies to ease transition Indiana University – Purdue University Indianapolis (IUPUI)

 The 4-S’s:  These are in relation to the transitional continuum Admissions End of Yr 1 SCHLOSSBERG’S TRANSITION THEORY (SCHLOSSBERG, 1995) SituationSelfSupportStrategies Indiana University – Purdue University Indianapolis (IUPUI)

 Increase in transfer student enrollment  79% increase since 2010  National/Institutional pressure to increase graduation rates  School Selection:  Discussed possibility with many schools (previous partners)  Kelley School of Business – ready and eager JUSTIFICATION Indiana University – Purdue University Indianapolis (IUPUI)

 Introduction to IUPUI  Opportunity to explore & connect with the Kelley School of Business  Emphasis on:  Importance of degree planning  Academic writing and research skills  Leadership development CONTENT Indiana University – Purdue University Indianapolis (IUPUI)

 Instructional Team model  Enrollment restricted to 28 students with more than 25 transfer credit hours  10 classroom meetings  Individual meetings with the student mentor & academic advisor  Campus event attendance  Conducting a service project  Reading/Brief writing preparation FORMAT Indiana University – Purdue University Indianapolis (IUPUI)

X103 is intended to help students:  Locate important campus & personal resources that will aid in their success.  Identify important campus expectations, demands, & policies.  Research meaningful involvement opportunities.  Recognize the importance of their academic advisor.  Construct an academic plan of study towards graduation.  Demonstrate the application of leadership styles  Implement strategies that will foster a successful transition to IUPUI.  Develop a community of peers. LEARNING OBJECTIVES Indiana University – Purdue University Indianapolis (IUPUI)

 Introduction to the Kelley School of Business & IUPUI  Understanding Transfer Shock & Exploring Resources  Networking with Kelley School of Business & Campus  Service Project & Leadership in the Workplace  Writing and Research Day  Register for Spring Classes  Service Project Presentation Day  Community & Beyond IN-CLASS COMPONENTS Indiana University – Purdue University Indianapolis (IUPUI)

 Experiencing Campus  Event Attendance: 2 general campus / 3 Kelley School of Business  One of the events must be a Kelley Information Session for the new I- Core curriculum  Student Mentor – Individual Meeting  Time for the mentor to connect with each student and answer questions or offer any assistance  Academic Advisor – Individual Meeting  Preparation for the Spring semester  Review degree audit  Start determining plan for future courses through to graduation OUTSIDE COMPONENTS Indiana University – Purdue University Indianapolis (IUPUI)

 Experiencing Campus – Reflection Papers  Complete the Letter of Participation  Reflection Content  Why did you choose this event?  What did you hope to gain?  What did you learn?  Professional Development Portfolio (online)  Working tool to continually update progress and development  Highlights goals, philosophy, classes and projects  Group Service Project – Three-part Assignment  Participate in a common service event (4-5 hours)  Leadership Group Presentation (15-20 minutes)  Project Reflection – Paper (3-4 pages) ASSIGNMENTS Indiana University – Purdue University Indianapolis (IUPUI)

 Quantitative – Overall Course Experience:  Overall Satisfaction with the Course (3.8 / 5.0)  Most Helpful aspects of the seminar:  Registration Day (4.4 / 5.0)  Attending Campus Kelley Event (4.3 / 5.0)  Group Project Work Day (4.0 / 5.0)  Least Helpful aspects of the seminar:  Completing your ePersonal Development Plan (2.9 / 5.0)  Service Project Presentations (3.5 / 5.0) ASSESSMENT – COURSE EVALUATIONS Indiana University – Purdue University Indianapolis (IUPUI)

 Qualitative – Outcomes:  As a result of participating in this class, I am able to…  Locate important campus and personal resources that will aid in my success (4.6 / 5.0)  Recognize the importance of my academic advisor (4.6 / 5.0)  As a result of participating in this class, I…  Know where to find and use appropriate student support services and resources (4.6 / 5.0)  Feel committed to earning my degree (4.5 / 5.0)  Feel a sense of purpose in pursuing my degree (4.4 / 5.0)  Established a network of peers, faculty and staff who support my learning (4.3 / 5.0) ASSESSMENT – COURSE EVALUATIONS (CONTINUED) Indiana University – Purdue University Indianapolis (IUPUI)

 Open-Ended Questions:  Please describe what you found most valuable about this class:  Gaining knowledge of campus resources  Identifying leadership strengths  Please describe what you found least valuable about this class:  ePDP – Online Professional Development Plan  What specific suggestions do you have for improving this class?  Better instructions for ePDP  More in-class meetings / Less outside work  Develop/Explain a more clear end goal for the course ASSESSMENT – COURSE EVALUATIONS (CONTINUED) Indiana University – Purdue University Indianapolis (IUPUI)

 Areas of Strength:  “Experiencing Campus” Assignments:  Social Connection to campus and peers  Improved leadership skills  Group Work/Peer Interactions:  Vital to transfer success  Group formation and group dynamics  Areas of Improvement:  Clear Course Calendar expectations (“off-days”) / Accountability  Outside Instructor Availability  Office Hour during “off-days”  1:1 Opportunities for feedback on assignments ASSESSMENT – FOCUS GROUP Indiana University – Purdue University Indianapolis (IUPUI)

 Spring 2013  TRUexperience – Mentoring Pilot  Fall 2013  Kelley School of Business – Transfer Seminar  University College – Transfer Seminar  Transfer Bridge Pilot WHAT’S NEXT? Indiana University – Purdue University Indianapolis (IUPUI)

QUESTIONS ANDREA ENGLER EXECUTIVE DIRECTOR OFFICE OF STUDENT TRANSITIONS & MENTOR INITIATIVES RACHEL FULTON TRANSFER COORDINATOR OFFICE OF TRANSFER SERVICES Indiana University – Purdue University Indianapolis (IUPUI)

 Flaga, C. T. (2006). The process of transition for community college transfer students. Community College Journal of Research and Practice, 30, doi: /  Schlossberg, N. K., Waters, E. B., & Goodman, J. (1995). Counseling adults in transition (2 nd ed.). New York: Springer. REFERENCES Indiana University – Purdue University Indianapolis (IUPUI)