Council on Retention and Graduation
Annual Report
2009–2010
1. What aspects of the charge to the council have provided the foci for the council, and
what specific goals have you been pursuing?
When the Council on Retention and Graduation (CRG) was formed in 2004, it was charged
with examining current activities, looking for best practices, and developing plans to improve
the retention and graduation rates of IUPUI students, particularly underrepresented
populations. The council’s efforts build on earlier work by the Doubling the Numbers Task
Force, the Foundations of Excellence in the First College Year Task Force (see
http://uc.iupui.edu/staff/assessment/national.asp), the work of University College, and the
campus Academic Plan.
During 2009–2010, the CRG Steering Committee continued the work of the CRG task
forces, which were formed a year ago. There are five task forces in operation (sophomores,
seniors, metrics, diversity, and transfer students). These task forces target specific groups for
retention and graduation. The task force for metrics focused on coordinating campus
assessment efforts, which will help the many retention and graduation efforts taking place
across campus. In addition, Rick Ward (School of Liberal Arts and CRG Steering
Committee) coordinated efforts to update the Top Ten for Retention list (see Appendix B).
This year the full council focused on several issues, including the NSSE; assessment reports;
the early warning system; the Top Ten for Retention list; tuning; retention of African
American students; Counseling and Psychological Services; scholar support for low-income,
first generation students; and the work of the CRG task forces. The full council meetings
have served as an excellent opportunity to distribute information to the schools since most
units are represented on the council (every school has been invited to select representatives
for the council).
Retention efforts for IUPUI have centered on the retention of entering students, and the
council has led efforts to examine the retention of the fall first-time, full-time cohort. These
students represent only 36 percent of those who begin study at IUPUI in a given 12-month
period, but this is the cohort whose retention is reported as our official retention rate. IUPUI
compiles a comprehensive report on retention initiatives each year (available at
http://uc.iupui.edu/staff/assessment/retention.asp). The council examines and collaborates
with a wide range of programs in academic and administrative units working to enhance
student retention. The council studies the curricular efforts (learning communities, first-year
seminars, bridge programs, etc.) that have resulted in enhanced retention. The council has
responsibility for commissioning and reviewing program evaluations that continue to affirm
the effectiveness of the programs.
Council on Retention and Graduation
Annual Report 2009–2010
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2. How have you approached each of these goals (what activities have you pursued related
to each goal)?
The fall and spring full council meetings were devoted to increasing retention and graduation
at IUPUI by examining relevant issues. In the fall meeting, the council focused on the latest
NSSE survey, data reports related to retention, the early warning system, and revising the
Top Ten for Retention list. In the spring meeting, the full council focused on tuning,
Counseling and Psychological Services, retention of African American students, and scholar
support for low-income, first-generation students. In the spring meeting, Gary Pike (IMIR
and CRG Steering Committee) gave a demonstration of the IMIR Web site so council
members can access data.
Other goals for the council include highlighting data on student success such as new
measures (e.g., especially with the cohort of fall, first-time, full-time students), conducting a
comprehensive review of campus programming with wide distribution of best practices,
inviting faculty and other council members to hear special guests, and participating in
collaborative programming with the other councils.
In addition, the CRG Steering Committee has continued the work of the five task forces:
Task Force on Sophomores, Task Force on Seniors, Task Force on Transfer Students, Task
Force on Diversity, and the Task Force on Metrics. Each task force has a chair and has
reported to the Steering Committee during the year.
The CRG Task Force on Sophomores, with Frank Ross (Division of Student Life and CRG
Steering Committee) as chair, conducted a survey regarding sophomore-specific services and
programs. The survey was administered to academic schools on campus. The task force
looked at the data from the survey. Among other things, the task force found that 29 percent
of the schools that have no sophomore initiatives are thinking about doing so. The top reason
for not having such initiatives was lack of funding. The task force also studied the
possibilities for career development for sophomores. A new position was created in the
Division of Student Life; this person will focus on sophomores and transfer students. The
task force is working on its final report.
The CRG Task Force on Seniors, with Rick Ward (School of Liberal Arts and CRG Steering
Committee) as chair, worked to collect data on seniors. They shared reports with the CRG
Steering Committee that showed the number of credit hours required by degree programs and
the number of credits students accumulate by graduation.
The CRG Task Force on Transfer Students, with Cathy Buyarski and Gayle Williams
(University College and CRG Steering Committee) as co-chairs, formed five subcommittees:
Existing Services, Advising and Academic Policies/Procedures, Transfer Center and
Services, Enrollment/Recruiting and Entry Services, and Data and Research. The task force
studied many of the needs that transfer students face, including orientation, housing,
employment, returning adult students, Ivy Tech programs, and mentoring programs. A
Council on Retention and Graduation
Annual Report 2009–2010
3
Transfer Center was started with Andrea Engler (University College) heading the effort. The
task force completed its final report, which is available in Appendix C.
The CRG Task Force on Metrics, with Gary Pike (IMIR and CRG Steering Committee) as
chair, worked to combine IUPUI goals and Dean Sukhatme’s action plan. This task force
completed its work. The final report is available in Appendix D or at
www.iport.iupui.edu/iupui/visionmission.
The CRG Task Force for Diversity is chaired by Scott Evenbeck (University College and
CRG Steering Committee). The task force discussed efforts that are taking place on campus
to help the university retain and graduate more students from underrepresented populations.
The task force worked with Michele Hansen (University College and CRG Steering
Committee) to collect data about minority students. Hansen presented her information at the
spring full council meeting.
3. What evidence have you collected and considered for each of the goals, and what
variables are you tracking to assess progress?
The council reviews and discusses a wide range of programs in academic and administrative
units working to enhance student retention, including curricular efforts (learning
communities, first-year seminars, bridge programs, etc.) that have resulted in enhanced
retention. The variables include the one-year retention rate and the six-year graduation rate,
but the council has broadened the variables to the success of students beyond the first year
and to the mediated variables (i.e., participation in learning communities as a function of
admission status) ultimately associated with increasing the retention and graduation rates.
The CRG Steering Committee spent the year collecting data and information that address
issues related to retention and graduation at IUPUI. The CRG Task Force on Transfer
Students completed a final report. The report makes recommendations and raises new
questions for discussion. The CRG Task Force on Sophomores is working on its final report,
which will include recommendations. This group conducted a survey of academic units to
investigate the work being done with second-year students. The CRG Task Force on
Diversity worked with the University College Assessment unit to collect information about
underrepresented populations and what services are effective as well as how the campus can
better support these students. In addition, the CRG Steering Committee has looked at the
NSSE data and collected information about the early warning system, advising notes,
TransferIN, Jag 4.0, the College Board Retention Study, attendance tracking, tuning, DFW
rates, student employment, placement testing, departmental efforts to increase retention and
graduation, and the impact Counseling and Psychological Services has on the retention of
students. The committee also looked at data to understand the impact of programming and
services such as the Summer Success Academy, Summer Bridge Program, first-year
seminars, themed learning communities, etc. This information and data will be very helpful
for many units across campus in making improvements to programs and services available to
IUPUI students, which should ultimately increase the retention and graduation of these
students. Many of these reports are available on the CRG Web site at
http://ucrg.uc.iupui.edu/minutes.shtml.
Council on Retention and Graduation
Annual Report 2009–2010
4
4. What have you learned in connection with each goal, and what actions are being taken
to address your findings?
The council has learned that addressing only the retention of entering students will not solve
IUPUI’s low graduation rate. The campus loses many students in each year of their
enrollment. As mentioned previously, the council continues to research relevant issues that
affect the retention and graduation of IUPUI students. The task forces continue their work to
identify ways to help sophomores, seniors, transfer students, and diverse students to be
successful and to graduate in a timely manner. The CRG Steering Committee updated the
Top Ten for Retention list (see Appendix B); this effort was led by Rick Ward (School of
Liberal Arts and CRG Steering Committee), who chaired the campus retention action team.
Ward is also heading up an effort to bring the School of Liberal Arts, School of Science,
University College, and Honors College together to discuss CLAS, common assignments,
etc. As the chair of the CRG, Evenbeck has taken several of the council’s recommendations
and issues to the campus deans’ group such as student employment and degree requirements
(credit hours).
5. With what other groups or individuals has the council engaged to pursue your goals
and objectives? Are there any other groups or individuals you hope to engage in the
coming months?
The council works closely with many groups across campus. In the past year, the council
engaged individuals from the Department of Mathematical Sciences, IMIR, Undergraduate
Admissions, University College, School of Liberal Arts, Counseling and Psychological
Services, Department of Psychology, Information Technology, Enrollment Services, Office
of Student Employment, Testing Center, Orientation Services, and the state government.
The full council is comprised of individuals from many of the schools and administrative
units across campus. Every school has been invited to select representatives for the council.
When the full council meets each semester (fall and spring), the entire campus is engaged in
a conversation about issues related to retention and graduation.
The Council on Retention and Graduation is the context for considering new programs,
particularly those developed across units, such as the Mathematics Bridge Program, the MiniBridge Program launched in 2006, the expanded Summer Academy Bridge Program in 2007,
and the modified Summer Preparatory Program in 2009. The Steering Committee has offered
suggestions to University College for advising notes, the personal development plan, and
making changes to the Summer Bridge Program and the Summer Success Academy.
The task forces are chaired by members of the CRG Steering Committee. The chairs are
working with individuals from across campus. The council seeks to better understand factors
associated with retention as it works with the schools in enhancing student academic
achievement and persistence.
Council on Retention and Graduation
Annual Report 2009–2010
5
Appendix A
IUPUI RETENTION AND GRADUATION
May 2010
Source: IMIR, 2010
Council on Retention and Graduation
Annual Report 2009–2010
6
Appendix B
TOP TEN FOR RETENTION AT IUPUI
Revised December 2009
Efforts to increase retention at IUPUI have understandably focused on the cohort by which we
are measured: first-time, full-time students. However, in so far as our ultimate goal is to generate
more baccalaureate degrees, it is important that we expand our focus beyond the first year. To do
so, we must be inclusive of all IUPUI populations, including veterans and nontraditional
students. We must look for ways to plug the leaks throughout the “four-year” pipeline. The
ultimate measure of successful retention will be seen in increasing our graduation rates.
1. Continue to develop financial support for low-income, first-generation students.
a. Twenty-first Century Scholars, Norm Brown Scholarships, etc.
b. Continue to provide financial advising and grow this to include financial education
that builds on instructional presentations and Web site information.
c. When resources permit, consider developing dedicated office or staffing to assist
students with longer-range financial planning relative to paying for a college
education.
d. Expand work opportunities on campus, following the model of the “Freshman to
Work” program that concentrates on work-study options within the university as well
as generating employment opportunities for students who do not receive work-study
funding.
e. Explore partnerships with area businesses, including University Food Services (aka
Chartwells) to hire more IUPUI students.
2. Stabilize and expand Summer Success Academy for high-risk students.
a. Funding must be predictable and stable.
b. Assess this program regularly to determine if the substantial investment is
worthwhile, specifically both math and writing/literacy should correlate with
increased student success in the at-risk cohort.
c. Consider ways to support and expand to other disciplines, such as writing and
psychology, content currently offered through the Math Assistance Program that
allows sustained online engagement in a discipline after a student formally withdraws
from a course.
3. Continue to assess and to refine successful first-year strategies.
a. Orientation (and online pre-orientation programming).
b. Bridge + TLC.
c. Early warning.
d. Gateway attendance.
e. First-semester dismissal.
f. Limiting Ws.
Council on Retention and Graduation
Annual Report 2009–2010
7
4. Develop second-semester learning communities and enhance interventions for first-year
semester students with low GPAs.
a. Identify second-semester course blocks that include useful groupings of classes
(second writing course, math, and Psych B104) or develop TLC around campus reads
project.
b. Expand STAR and other second-semester interventions for struggling students.
c. Assign low-performing students peer and/or faculty mentors (a la Norm Brown).
5. Improve process of transitioning students from University College to the major.
a. Coordinate advising, advising notes, notification of students, and advisors when a
student is transferring schools.
b. Continue to develop strategies for alternative choices for students who do not get into
chosen fields.
c. Consider a University College “graduation” or other rite of passage and/or at least an
official letter of congratulations from the dean (or deans of each school upon
admission to a degree-granting program).
6. Review IUPUI undergraduate curriculum to improve flexibility retention and decrease the
time toward degree when possible.
a. As our student population changes, we need to ensure that the undergraduate
curriculum is appropriate, engages students, and promotes learning and retention.
b. In response to or in preparation for the 2012 accreditation visit.
c. In response to PUL initiative (data collection).
d. In response to cross-institutional transfer initiative.
e. Review program requirements and total hours required for the degree to ensure
consistency with peer programs and to ensure degree can be obtained with a
reasonable number of hours (in the 120 hour range).
7. Continue to develop links between advising and career development.
a. First-year students review link between curricular goals and career goals, using the
Personal Development Plan (PDP) as a primary tool through which first-year students
develop multiple plans to reach career (life) goals.
b. Advisors and counselors provide alternative career and curricular tracks to students in
competitive degree programs.
c. Make a stronger link between career objectives and the RISE initiative so that
students can begin early to think about experiential learning.
d. Develop stronger support for internships on campus by enhancing the link between
advising and the Solution Center.
e. Utilize the Multidisciplinary Team Initiative (MURI) approach to create greater
capacity for internships.
Council on Retention and Graduation
Annual Report 2009–2010
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8. Develop new retention efforts aimed at transfer students.
a. Create more flexibility in accepting general education transfer credits specifically for
credit toward the degree.
b. Recognize that most students will change their majors and work to develop more
flexibility in accepting general education requirements between schools (the PULs
might be used to articulate such requirements across schools).
c. Develop learning communities aimed at first-semester transfer students.
d. Develop a point of contact within each academic unit for transfer students, including
advising and counseling on institutional support and transition issues.
e. Strengthen ties to Ivy Tech with the goal of encouraging more students to complete
their associate degrees at Ivy Tech.
f. Create more joint programming and advising with Ivy Tech.
g. Continue to support the efforts of the Passport program to expand and to strengthen
articulation agreements with Ivy Tech and improve cross-campus awareness of these
programs.
9. Develop new retention programs aimed at juniors and seniors.
a. Create a faculty/staff group (or assign to an existing group) the responsibility of
identifying and addressing bottle necks in degree programs (sequenced courses,
infrequently offered required courses, and classroom availability issues), lack of
flexibility, and inadequate preparation for capstone courses.
b. Explore possible financial aid incentives to hasten graduation (discounted senior
years, special scholarship programs, etc.).
c. Explore with the Office of Student Financial Aid Services the possibility of
identifying students who might be eligible for a semester or two of aid but who have
dropped out because they did not take advantage of appeal or other options for
meeting satisfactory academic progress requirements.
10. In an effort to generate more baccalaureate degrees, reach out to students who have reached
senior status (or any students who have some college credit) but have stopped out of their
program.
a. Use institutional resources (CRM) to contact stopped-out students providing a link to
advisors or others who could help them develop a plan to complete the degree.
b. Consider in investing university resources to assign an advisor who could work with
stopped-out students and who (using degree audits) could map out the most efficient
route to graduation and then work to re-enroll the students and support them through
the process.
c. Consider financial incentives for people who wish to return (book vouchers, waiver
of some fees, etc.).
Council on Retention and Graduation
Annual Report 2009–2010
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Appendix C
FINAL REPORT
CRG Task Force for Transfer Students
May 2010
A subcommittee of the Council on Retention and Graduation was formed in fall 2008 with the
following charge:
Determine what can be done to better serve and retain transfer students including raising
awareness on campus about the needs of transfer students, establishing different
categories and definitions of transfer students, and finding new ways to serve the needs of
transfer students (such as an online first-year seminar).
Task Force Membership
Peggy Apple
Drew Appleby
Mary Jane Brown
Cathy Buyarski (co-chair)
Andrea Engler
Chris Foley
Amanda Helman
Maureen Kinney
Nancy Lamm
Nancy Lemons
Amy Maidi
Jennifer Pease
Becky Porter
Regina Turner
Rick Ward
Cindy Williams
Gayle Williams (co-chair)
Education
Science/Psychology
Community Learning Network
University College
University College
Admissions
IUPUI Ivy Tech Partnerships
Business
Engineering and Technology
Public and Environmental Affairs
Herron
Admissions
Enrollment Services
University College
Liberal Arts
Psychology
University College
Meetings
The task force met monthly from fall 2009 – spring 2009. Five subgroups were formed to
examine specific aspects of the transfer student experience: existing services; advising and
academic policies/procedures; transfer center and services; enrollment/recruiting and entry
services; and data/research. Several subgroups continued discussion into fall 2009.
Transfer Student Definitions
The subcommittee defined three primary groups of transfer students at IUPUI:


“True” Transfers: students who transfer to IUPUI with the intention of earning a degree
“Swirling” Transfers: students who move between enrollment at IUPUI and other
institutions; some are co-enrolled in two or more institutions
Council on Retention and Graduation
Annual Report 2009–2010

“Masquerading” Transfers: students who intend to transfer to IUPUI but for a variety of
reasons enter as visiting students
Within these three primary groups, IUPUI uses three definitions of transfer students for
consideration in the admission process:



10
External transfers from outside the IU system: students who transfer with 12 or more
credits from another institution
Intercampus transfers: students who transfer from another IU system school with 12 or
more credits
Returning students: Students who previously attended IUPUI and return to the campus
after having enrolled at another institution
Subgroup: Existing Services
(A. Helman and J. Pease)
The group was charged with conducting an environmental scan of existing programs and
services to support transfer students. An informal survey to academic schools found the
following (not all schools responded):
Business:
Engineering and
Technology:
Liberal Arts:
Public and
Environmental
Affairs:
-Have a transfer coordinator
-Have established a state-wide articulation with Ivy Tech
-Have visited Ivy Tech Indianapolis to promote articulation agreement
-Work closely with UCOL on orientation advising of transfer students
-Have recently appointment an undergraduate recruitment coordinator
-Serve new transfers as individuals instead of in group advising
-Established a New Student Academic Advising center
-Send a letter to all transfers asking them to make an appointment in the
new advising center in order to work with students to review transfer
credit, determine what will transfer, prepare course direction forms for
undistributed credit, and support registration process
-Will do transfer evaluations for those who have not been admitted
-Contact transfers and involve them in the orientation program
-Have increased use of forgiveness policy
-Are developing assessment methods for retention and graduation rates
-Actively involved in UCOL transfer orientation programs
-Invite all transfers to mandatory Undergraduate Induction Program
where student are helped to make a smooth transition; affirm their
decision to become SPEA majors; meet and interact with the dean,
directors, faculty, and staff; are introduced to academic programs,
policies and culture; are inducted into the school
Council on Retention and Graduation
Annual Report 2009–2010
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-Give an undergraduate student handbook to all transfers
Science:
-Working to improve articulation agreements with Ivy Tech
-Coordinate orientation programs with UCOL
-Offer PSY B103 (orientation to major) for transfer students
Other offices involved in assisting transfer students include:
Undergraduate Admission
Has some recruitment efforts for transfer students in place through the
prospect system, counseling, communication stream
Application fee is waived for Ivy Tech students completing an AA degree
Campus Visits
Student Financial Aid Services
Student Scholarships
Have in place scholarship dollars for transfer students
Multicultural Outreach
Norm Brown Diversity and Leadership program is open to transfer
students
New Student Orientation
Currently host 3 hour transfer orientation each Wednesday which includes
advising, Jag Tag, and a campus tour; learning points are shared in a
conversation rather than in a general form
Ivy Tech – IUPUI Coordinated Programs
Participates in JagDays and Campus Days programs
Participates in Ivy Tech transfer fairs
University College
Provides academic support services
Honors Program
Transfer students are eligible for participation in the Honors program
Subgroup: Enrollment/Recruiting and Entry Services
(C. Foley, A. Maidi, N. Lamm, A. Engler, M.J. Brown, P. Apple)
Group was charged with making initial recommendations to bring transfers to campus and
streamline the transfer process (including credit analysis, testing, and orientation). The group
operated on the assumptions that: 1) advising is a large part of transfer recruitment, 2) recruiting
more transfer students can impact on the numbers of graduates and 3) there are
Council on Retention and Graduation
Annual Report 2009–2010
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ethical/professional restrictions to the recruitment of a student currently enrolled at another
institution.
Recruitment/Pre-Admission
 When is the “best” time for transfers to enter the institution? After a certain number of credit
hours or semesters?
 Should departments try to reach out to their counterparts to help advise them at the prospect
stage?
 When do we promote that a student should transfer to IUPUI (after how many semesters)?
 How do we market the A before B (reverse transfer) program?
 How do work with transfer students who contact departments before admission (or even
application) to see how long it will take them to graduate? Some departments will advise
these students, but it is difficult to do this for students with international or non-Indiana
coursework).
 What is the relationship between departments and Admissions in the process?
 What can we do at the campus level with the CRM to foster communication with students?
 Can we get a list of Passport students who intend to transfer to IUPUI?
 Can we begin advertising the whole breadth of IUPUI degrees including certificates?
 Can we create a transfer-specific visit program? The video for our campus tours is not really
appropriate for the transfer audience. Should we just go to a presentation? What about class
visits (e.g., Peggy Apple brings in a class to set up a visit for her intro class)?
 Is there a means to identify transfer students who are likely to graduate and a plan to recruit
them?
Special Transfer Populations
 How do we make sure that we include non-traditional students in our recruitment?
 How do we manage the issue of our historical, non-traditional audiences and our growing
traditionally-aged freshman class?
 How do we address concurrent enrollment (registration, advising and financial aid questions
arise)?
 How do we make our programming more appealing to adult/returning students (mail in
books, sign up for registration—ease of facilitating the program)?
 How can we facilitate a smoother, shorter process for international transfer students? It is a
long process because of the nature of international transfer credit.
Orientation
 At Orientation, student leaders need to talk about getting involved.
 Can we serve transfer students in orientation including advising and registration in April?
Students could bring a copy of their unofficial transcripts.
 How do we make our admissions and orientation programming more appealing to
adult/returning students (e.g., mail in books, sign up for registration—ease of facilitating the
program)?
Council on Retention and Graduation
Annual Report 2009–2010
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Subgroup: Advising and Academic Policies/Procedures
(N. Lemons and N. Lamm)
Group was charged with making initial recommendations on how to reshape advising and related
policies/procedures to better support transfer students. It was quickly noted that there is no quick
fix as there is tremendous diversity in transfer students as well as in the policies and procedures
in each academic unit. Student advising is highly influenced by why the student is transferring
(i.e., did they consciously choose to transfer or were there other circumstances that led to the
transfer?). Two primary advising points were discussed:
Admission/Orientation Advising
The primary focus of advising upon entry is on credit evaluation and first term enrollment. The
needs of transfer students vary widely, which requires tremendous time and attention sometimes
causing workload issues in departments. At times, the current orientation model is not conducive
to meeting the intense attention needed by transfer students.
Post-Orientation Advising
Student expectations of advising vary based on the advising support offered at the student’s
previous institution. This can range from students not meeting with advisors at all to
overreliance on the services of an advisor. Advising is important across the span of a student’s
enrollment at IUPUI as it involves more than course articulation. It is critically important to help
transfer students take full advantage of the advice, mentoring, and guidance offered through
academic advising.
Subgroup: Transfer Center and Services
(G. Williams, M. Kinney, A. Engler, J. Pease, R. Turner, B. Porter)
Group was charged with making initial recommendations about establishing a transfer center on
campus including what services would be needed, staffing, and the coordination with schools
and other units. It was determined that the decentralized nature of the campus coupled with the
degree focus of many transfer students would make it difficult for one transfer center to support
the entire campus. Alternately, the group discussed developing a “gear” system of support for
transfer students in which different “cogs” would work together to provide holistic support.
Ideally, transfer student services to support recruitment and admission would be coordinated in
Enrollment Services, general academic and student success programs would be coordinated in
University College, and each academic school would identify a person(s) to serve as the primary
contact and coordinator for serving transfer students in that unit. All would work together to
ensure the needs of transfer students were met.
Subgroup: Data and Research
(C. Buyarski, D. Appleby, G. Williams, R. Ward)
Group was charged with identifying missing data points and information about transfer students
to guide decision-making on an ongoing basis. Using the University of North Texas as a model,
it was determined that in order to have a continued focus on the recruitment and retention of
Council on Retention and Graduation
Annual Report 2009–2010
14
transfer students at IUPUI, data on transfers would need to be widely available and examined
regularly as is now done for entering cohorts of first-time full-time students. Regular data
reporting should include:








Credit hour enrollment by school
Enrollment patterns
Transfer success by major, gender, ethnicity
Success rates by feeder institution
NSSE data broken down by transfer responses
Entering student survey for transfer students
Other campus-wide student surveys by transfer students
IUPUI Pulse survey (http://survey.iupui.edu/pulse/) by transfer students
Moving Forward: Recommendations
Based on the examination of data and work of the subgroups, the transfer student subcommittee
of the Council on Retention and Graduation recommends that the campus:
1. Develop a centralized website to support transfer students with all components of their
IUPUI experience from admissions to advising to graduation.
2. Develop and implement a communication stream for transfer students. This stream would
stretch from recruitment to admissions to orientation to advising and beyond. Specific
communications for transfer students with specific, unique needs are important. Over
time, the communication stream may be specific enough to address the needs of transfer
students from different feeder institutions or by other differentiating characteristics (e.g.,
transfers who are veterans, international transfer students).
3. Establish a campus-wide transfer student advisory council. One representative from each
academic school as well as relevant campus offices need to meet regularly to keep the
needs of transfer students in the forefront of institutional priorities. A campus council is
also an important mechanism in keeping the “gear” model of support for transfer students
operating smoothly and holistically. A contact person for issues and information about
transfer students should be appointed in each school as well as in Enrollment Services.
These contact people would most likely be the members of the campus advisory council
on transfer students.
4. Create a regular system of reporting and sharing data on transfer students. Data on the
enrollment of transfer students should be reported in a similar fashion as is being reported
on beginning students; success rates of transfer students should be followed and reported
as closely as the first-time full-time cohort are.
5. Establish regular contact with top feeder institutions to build an understanding of the
previous academic experiences of new transfer students and build solid bridges from
those institutions to IUPUI.
Council on Retention and Graduation
Annual Report 2009–2010
6. Provide training on the needs of transfer students to faculty and staff who work directly
with these students.
7. Establish a task force to examine the transfer credit evaluation process including issues
such as articulation, international credit, and undistributed credit.
15
Council on Retention and Graduation
Annual Report 2009–2010
16
IUPUI 'New to IU' Undergraduate Students Headcount by Entry Type (Indianapolis and Columbus)
2003
Total 'New to IU' Undergraduate Students
Beginners and
Transfer Students
Beginning Freshmen
Dual/Direct Admit
University College
Regular Admit
Univ. College
Conditional Admit
Total Beginning
Freshmen
Transfers
Dual/Direct Admit
University College
Regular Admit
Univ. College
Conditional Admit
Total Transfers
Percent Distribution of Beginning Freshmen
Dual/Direct Admit
University College
Regular Admit
Univ. College
Conditional Admit
Total Beginning
Freshmen
Percent Distribution of New Transfers
Dual/Direct Admit
University College
Regular Admit
Univ. College
Conditional Admit
Total Transfers
Fall Semester
2004
2005
2006
2007
4,361
4,750
4,569
4,776
4,650
643
630
662
772
934
960
978
1,034
1,057
1,097
1,224
1,111
1,050
963
921
2,827
2,719
2,746
2,792
2,952
638
967
806
971
785
882
782
752
758
704
14
282
264
255
209
1,534
2,031
1,822
1,984
1,698
23%
23%
24%
28%
32%
34%
36%
38%
38%
37%
43%
41%
38%
34%
31%
100%
100%
100%
100%
100%
42%
48%
44%
49%
46%
57%
39%
41%
38%
42%
1%
14%
14%
13%
12%
100%
100%
100%
100%
100%
Council on Retention and Graduation
Annual Report 2009–2010
17
External Transfers Student Profile - IUPUI "New to IU" Undergraduate Students (Indianapolis and
Columbus)
2003
Total New Transfers
1,534
Full- vs. Part-Time Enrollment Status
Full-Time
1,013
Part-Time
521
Percent Full-time
66.0%
Residency
Indiana Resident
1,401
Non-Resident
133
Percent Resident
91.3%
Gender
Male
689
Female
845
Percent Female
55.1%
Ethnicity
Minority
African American
206
Am Ind/Alskn Native
9
Asian/Pac Islander
27
Hispanic
33
Total Minority
275
Percent Minority
17.9%
Foreign Students
White
Unknown Ethnicity
Age
Invalid Birth Date
Under 18
18 to 20
21 to 22
23 to 24
25 to 32
33 to 39
40 +
Percent Under Age 21
Fall Semester
2004
2005
2006
2,031
1,823
1,984
2007
1,698
1,301
730
64.1%
1,237
586
67.9%
1,344
640
67.7%
1,267
431
74.6%
1,883
148
92.7%
1,691
132
92.8%
1,825
159
92.0%
1,538
160
90.6%
841
1190
58.6%
763
1060
58.1%
833
1,151
58.0%
740
958
56.4%
239
10
52
47
348
17.1%
224
8
56
35
323
17.7
220
5
61
42
328
16.5%
211
9
49
56
325
19.1%
52
1,169
38
33
1,570
80
37
1,403
60
44
1,525
87
49
1,258
66
0
0
518
303
179
311
124
99
33.8%
0
2
626
417
242
438
144
162
30.9%
0
0
622
369
196
365
131
140
34.1%
0
3
637
422
266
390
134
132
32.3%
0
0
620
353
191
342
91
101
36.5%
Council on Retention and Graduation
Annual Report 2009–2010
18
External Transfers - Headcount by School, 'New to IU' Undergraduate Students (Indianapolis and
Columbus)
2002
Transfers
Business, Kelley
School of
Fall Semester
2003 2004 2005
2006
2007
3
1
3
9
1
Columbus
76
96
122
124
113
Continuing Studies
Dentistry
Education
Engineering &
Technology
Health &
Rehabilitation
Sciences
Herron School of Art
and Design
Informatics
Journalism
Liberal Arts
Medicine
Nursing
Physical Education &
Tourism Management
Public &
Environmental Affairs
Science
Social Work*
University College
47
5
47
67
12
80
37
9
59
51
11
75
30
19
62
166
207
170
210
184
1
1
0
0
0
36
60
61
51
61
14
1
98
53
45
36
11
146
70
50
18
12
123
43
48
32
21
138
40
67
23
10
109
47
17
39
66
63
77
57
16
38
39
40
36
61
2
824
102
12
976
90
8
918
91
2
945
52
12
865
1,534
2,031
1,823 1,984
1,698
Total
Council on Retention and Graduation
Annual Report 2009–2010
19
Credit Hour by Course School and Student Type - Indianapolis - Fall 2008
Credit Hours Taken by Undergraduate Students
Course School
Kelley Business
Dentistry
Education
Engineering and Technology
Herron Art
Informatics
Journalism
Liberal Arts
Medicine
Nursing
Physical Ed. And Tourism
Mgt.
Science
Continuing Studies
Health and Rehab. Sciences
Library and Info. Science
Public and Environmental
Aff.
Social Work
Other (SWT)
University College
Grand Total
Transfer/Visiting
Students
7310
689
3874
11051
3577
1886
496
20820
1800
4287
% of Hours Taken
All
Grand
by Trans/Vis
Others Total
Students
10438
17748
41%
1236
1925
36%
4594
8468
46%
13933
24984
44%
6749
10326
35%
2827
4713
40%
855
1351
37%
39762
60582
34%
2607
4407
41%
5685
9972
43%
5022
21195
153
63
21
8166
41728
120
54
6
13188
62923
273
117
27
38%
34%
56%
54%
78%
2349
1433
4
162
86192
3812
1377
9
1461
145419
6161
2810
13
1623
231611
38%
51%
31%
10%
37%
Council on Retention and Graduation
Annual Report 2009–2010
20
Bachelor's Degrees Conferred by Student Type - 2007-08 Fiscal Year - Indianapolis Only
Corr.
Only
Grand
Transfers Total
195
405
4
6
109
244
169
340
33
113
36
84
11
21
122
311
146
319
31
82
95
242
Percentage
Transfer
Students
53%
67%
45%
50%
29%
43%
52%
39%
46%
38%
39%
School
Beginners
Continuing Studies*
35
175
Dentistry
2
Education
135
Engineering and Technology
171
Herron Art
80
Informatics
48
Journalism
10
Kelley Business
189
Liberal Arts
173
Medicine
51
Nursing
147
Physical Education and Tourism
Mgt.
77
48
125
Public and Environmental Affairs
88
61
149
Science
170
99
269
Social Work
25
19
44
Grand Total
35
1541
1178
2754
*Pct. transfer is based on total minus those who were correspondence only students.
Note: Students are counted once per degree school.
38%
41%
37%
43%
43%
Council on Retention and Graduation
Annual Report 2009–2010
21
Comparative Performance for Freshmen at IUPUI - New Transfers, InterCampus Transfers, and Native Freshmen - Fall 2007
Institution
Top Feeder Institutions*
Ivy Tech State Coll
Indianapls
Ball State University
Purdue University
Other Ivy Tech Campuses
Univ Indianapolis
Univ Southern Indiana
Itt Technical Inst Indpls.
Vincennes University
All Others External Institutions
Inter-Campus Transfers**
Bloomington
Columbus
South Bend
Fort Wayne
Kokomo
East
Southeast
Northwest
Native Freshmen***
Number
of
Students
Ave. GPA at
Beginning Of Fall to Fall Term
Fall 2008 Retention Rate
132
39
34
25
21
14
10
10
262
2.28
2.17
1.99
1.99
2.19
1.74
2.30
2.50
2.68
70%
67%
59%
56%
62%
43%
80%
80%
65%
73
20
11
10
10
7
6
5
2.25
2.29
2.08
2.57
2.36
2.39
2.36
2.21
62%
30%
73%
80%
50%
71%
33%
40%
945
2.38
62%
*External transfers are identified by their last institution attended.
**Inter-campus transfers include freshmen enrolled fall 2007 at IUPUI who began at other IU campuses.
Students may have transferred to IUPUI prior to fall 07. Includes students who began at other IU
campuses as new freshmen or as new transfers.
***Native Freshmen include freshmen enrolled at IUPUI for fall 2007 who were first-time beginners at
IUPUI prior to fall 2007.
Notes:
Cohort records from 2000 and forward were used to identify native freshmen and inter-campus
transfers. Freshmen with an inter-campus transfer admissions for summer/fall 2007 were also
included.
Council on Retention and Graduation
Annual Report 2009–2010
22
GPAs are based on cumulative IU GPA and reflect grades in the system as of early Sept. 2008.
Percentage of New External Transfers who Earned a Degree or Certificate within Six Years of Entry
at IUPUI
Entry School
Pct. Graduated in Six
Years
Entry Year (Fall Term)
1998 1999 2000 2001 2002
Continuing Studies
41%
Education
55%
Engineering and Technology
48%
Herron Art
43%
Informatics
100%
Liberal Arts
27%
Medicine
75%
Physical Ed. And Tourism Mgmt.
22%
Public and Environmental Affairs
33%
Science
37%
University College
26%
All Others
65%
# in Entry Cohort
Continuing Studies
44
Education
75
Engineering and Technology
98
Herron Art
35
Informatics
4
Liberal Arts
64
Medicine
48
Physical Ed. And Tourism Mgmt.
27
Public and Environmental Affairs
9
Science
78
University College
745
All Others
63
Overall
35%
Overall Campus
(Indianapolis Only) Rate
Men
32%
Women
37%
Minority
26%
All Others
37%
Minority includes African American, Asian/Pac. Islander, Hispanic, and
Alskn/Am Ind.
31%
48%
47%
30%
58%
42%
84%
46%
71%
36%
30%
78%
48
58
138
43
12
65
44
24
7
85
684
51
38%
36%
40%
29%
40%
41%
57%
38%
44%
35%
33%
79%
42%
47%
38%
33%
66%
56
70
162
41
20
80
48
38
19
107
845
38
38%
33%
43%
29%
41%
55%
54%
44%
60%
35%
48%
93%
57%
61%
44%
31%
76%
87
57
155
42
17
87
45
37
23
75
937
25
40%
37%
43%
34%
42%
52%
56%
48%
38%
35%
51%
86%
57%
31%
54%
36%
68%
48
55
146
24
20
85
72
37
13
74
861
50
44%
41%
47%
36%
46%
Council on Retention and Graduation
Annual Report 2009–2010
23
Appendix D
FINAL REPORT
CRG Task Force for Metrics
2009
IUPUI Mission-Related Goals and Action Steps
Integrating Content from the Academic Plan
Excellence in Teaching and Learning
I. Attract and support a better prepared and a more diverse student population.
A. Improve the academic quality of the undergraduate student population.
1. Develop admission processes for first-time freshmen and transfer students that are
designed to improve the overall quality of the student population.
2. Implement scholarship and financial aid policies that will support the recruitment
and retention of diverse, well prepared entering and transfer students.
3. Offer free summer preparatory courses for newly admitted at-risk students.
4. Offer a Summer Bridge Program that supports entering students’ transition to the
university.
5. Continue to raise the required level of preparedness for entering students,
referring those students with deficiencies to Indiana community colleges.
6. Transform the Honors Program into the IUPUI Honors College and launch the
Honors Professional Admissions Program.
B. Increase the proportion of out-of-state and international students in the undergraduate
student population at IUPUI.
1. Aggressively recruit well-prepared out-of-state and international students in order
to increase academic diversity and to give Indiana students a broader perspective.
Special academic programs and more student housing will help the recruitment
process.
2. Advertise academic programs and strengths, scholarship and financial aid
opportunities.
3. Use a variety of outlets to market IUPUI widely, including Web pages,
newspaper, television, radio, text messaging, billboards, posters, specialized
mailings, and recruitment fairs.
C. Increase the proportion of historically underrepresented minority students in the
undergraduate student population.
1. Aggressively recruit and enroll minority students to be commensurate with the
proportion of those students graduating from high schools in the state and IUPUI
service area.
2. Invest in programs that promote diversity in the student population.
Council on Retention and Graduation
Annual Report 2009–2010
24
3. Undertake community outreach activities and partnerships with local high schools
to increase student diversity.
4. Increase funding available for students from diverse backgrounds with unmet
financial need.
II. Enhance undergraduate student learning and success.
A. Undertake a campus-wide effort to address retention and graduation issues in a
systematic, sustained fashion by prioritizing initiatives, coordinating efforts, and
providing ongoing assessment tied to attainable goals.
1. As part of campus-wide retention initiatives, continuously assess their
effectiveness and identify factors associated with student success.
2. Develop a coordinated array of programs to deal with factors related to student
success.
B. Continue to implement powerful pedagogies (i.e., best practices) that evaluative data
have shown to promote student learning and success at IUPUI.
1. Implement and/or continue initiatives such as: sampler courses, summer programs
and courses, aggressive advising, learning communities, and first-year and senior
experience courses.
2. Assist faculty in developing the skills required to respond effectively to the needs
of IUPUI students.
C. Increase baccalaureate degree recipients’ knowledge and skills related to the
Principles of Undergraduate Learning (PULs).
1. Continue to implement the PULs across the curriculum.
2. Implement “My IUPUI Experience,” which incorporates the Personal
Development Plan and integrates the PULs in curricular and co-curricular
experiences.
3. Provide support and professional development for faculty members as they
implement the PULs in courses.
4. Develop electronic portfolios and other direct measures for systematically
assessing student learning related to the PULs.
III. Support and enhance effective teaching.
A. Recruit, promote, and retain diverse tenured and tenure-track faculty members who
are excellent educators by emphasizing and rewarding effective teaching.
1. Aggressively recruit, promote, and retain diverse faculty members and reward
effective teaching.
2. Increase the flexibility of faculty appointments.
3. Provide support and professional development opportunities that improve
instruction.
4. Continue to support the Centers for Teaching and Learning, Research and
Learning, and Service and Learning.
Council on Retention and Graduation
Annual Report 2009–2010
25
B. Increase and strengthen students’ internship, international, undergraduate research,
and service learning experiences.
1. Implement the RISE initiative by challenging undergraduate students to have one
or more of the following: Research experience for undergraduates, International
engagement through Study Abroad, Service and Experiential learning via
internships and community engagement.
2. Increase departmental initiatives to redesign curriculum to engage students in
experiential learning.
3. Engage in and support interdisciplinary work that addresses complex community
issues locally and globally.
4. Document outcomes of experiential learning opportunities and scholarship in
peer-reviewed, professional forums and publications.
IV.
Provide effective professional and graduate programs and support for graduate students and
post-doctoral fellows.
A. Achieve national and international recognition of the quality and extent of graduate
programs at IUPUI.
1. Increase graduate enrollment, particularly doctoral enrollment.
2. Increase diversity at all levels of graduate and professional programs.
3. Increase the proportion of active researchers among the graduate faculty.
B. Expand graduate programs in areas of global significance, national focus, regional
demand, unique campus resources, and expertise.
1. Increase the number of graduate programs, particularly at the doctoral level.
2. Develop new graduate degree and post-baccalaureate certificate programs to meet
local, state, national, and global needs.
C. Expand employment possibilities for students completing graduate programs at
IUPUI.
1. Increase opportunities for internships as part of graduate education.
2. Expand mentorship opportunities for graduate students and post-doctoral fellows.
D. Improve administrative and business practices to support graduate education.
1. Expand the number of scholarships and fellowships available to graduate
students.
2. Increase funding levels of IUPUI graduate scholarships and fellowships.
3. Consider more campus housing and added services and programs that support
graduate life.
Council on Retention and Graduation
Annual Report 2009–2010
26
Research, Scholarship, and Creative Activity
I. Conduct world-class research, scholarship, and creative activity relevant to Indianapolis,
the state, and beyond.
A. Continue to fund Signature Centers and new promising initiatives as a means of
supporting the interdisciplinary collaboration of faculty with common research
interests.
B. Implement a variety of other action items to enhance research, scholarship, and
creative activity.
1. Hire foreign adjuncts for brief periods to enrich research and teaching.
2. Actively seek external funding to support graduate student training, and support
faculty efforts to obtain such funds at both the school and campus levels.
C. Increase the diversity of research scientists and scholars.
1. Develop mechanisms to recruit visiting faculty from underrepresented groups in
order to increase diversity among scientists and scholars.
2. Adopt programs and practices that have been shown to produce more minority
PhDs.
3. Encourage a multi-cultural visiting research scientist program.
II. Provide support to increase scholarly activities and external funding.
A. Use start-up funds to recruit faculty and promote research and scholarly activity.
1. Recruit senior faculty by having deans guarantee return of funds from indirect
cost recoveries to researchers for a period of three years.
2. Allocate campus administrators´ share of indirect cost recoveries to the Office of
the Vice Chancellor for Research to support start-up funds in strategic
partnerships with schools.
B. Streamline reporting lines and the assessment of research centers.
1. Document current practices and share information about new strategies with
deans.
2. Clearly distinguish between "campus-wide" centers and "school" centers in center
policies and establish an IUPUI committee to provide advice on policies and
implementation strategies.
3. Institute regular program reviews of IUPUI centers, taking proper account of the
differences in center structures and purposes in different disciplines.
C. Promote interdisciplinary research.
1. Create infrastructure (e.g., Faculty Annual Reports, a database of shareable
equipment, common colloquium calendar, etc.) that provides opportunities for
collaboration and sharing.
Council on Retention and Graduation
Annual Report 2009–2010
27
2. Reward interdisciplinary research through promotion and tenure reviews and
through sabbatical leaves.
3. Grant graduate degrees that are interdisciplinary.
4. Develop new PhD programs that are interdisciplinary.
5. Develop procedures that facilitate interdisciplinary hires.
6. Create cross-disciplinary mentoring programs for new faculty.
D. Provide grant-matching and bridge funds to support research.
E. Provide early assurance to faculty writing proposals involving matching funds that
institutional funds will be available.
1. Provide bridge funding to productive faculty.
III. Enhance infrastructure for scholarly activity.
A. Provide adequate space for research on campus.
1. Continue work on a Master Space Plan to support the needs for research and
creative space.
2. Communicate space needs to the public more openly and make space needs a
priority in fundraising campaigns.
Excellence in Civic Engagement, Locally, Nationally, and Globally
I. Enhance capacity for civic engagement.
A. Continue to implement the TRIP (Translating Research into Practice) Initiative.
1. Increase the level of entrepreneurial activity among IUPUI faculty and
administrators.
2. Strengthen science, engineering, and technology programs, particularly within the
life sciences, to enable IUPUI to respond quickly and flexibly to new
opportunities created by new emerging technologies.
B. Demonstrate support for civic engagement in all aspects of institutional work.
1. Give sustained voice through publicity, speeches, publications, editorials, and
other public representations to the academic importance of civic engagement as a
means for fulfilling campus mission.
2. Expand internal resources and secure external resources to support civic
engagement activities according to the mission of each campus unit.
3. Provide effective faculty and professional development activities (e.g.,
workshops, incentive grants, release time, sabbaticals, seminars) focused on civic
engagement and public leadership skills.
4. Recruit faculty, staff, and students who advocate for the role of civic engagement
in the mission and life of the campus.
5. Sustain and improve promotion and tenure guidelines and annual administrative
reviews that assert the legitimacy of scholarship based on community
engagement.
Council on Retention and Graduation
Annual Report 2009–2010
28
C. Document the quality and quantity of civic activities.
1. Update the 2002 Civic Engagement Inventory via collaborations among Web
developers and staff in Planning and Institutional Improvement (PAII), External
Affairs, UITS, the Center for Teaching and Learning, the Center for Service and
Learning, and University College.
2. Phase in the collection of civic engagement information via the Faculty Annual
Report system.
3. Develop a database to document IUPUI translational research.
4. Conduct research on civic educational outcomes for students engaged in
experiential learning (e.g., field experience, internships, service learning, study
abroad, undergraduate research).
5. Document staff, student, and faculty involvement in civic engagement activities.
II. Enhance civic activities, partnerships, and patient and client services.
A. Increase the number of campus-community partnerships.
1. Increase diverse civic engagement partnerships that vary in scale and formality.
2. Increase civic engagement partnerships that have clearly defined goals and
desired outcomes.
3. Enhance cross-disciplinary partnerships with the community that involve faculty,
staff, and students.
4. Enhance co-curricular opportunities on and off campus for students to contribute
to the civic welfare and common good of communities.
B. Strengthen the nature and quality of campus-community partnerships.
1. Involve communities in developing, implementing, managing, and evaluating
civic engagement activities that are mutually beneficial, innovative, equitable, and
responsive.
2. Include evaluation of civic engagement activities during campus program reviews
and accreditation.
C. Increase community access to campus resources.
1. Host educational, cultural, and recreational events (e.g., science fairs, Model
United Nations, Race for the Cure, etc.) on campus.
2. Provide Web sites and data bases of campus resources and expertise to increase
community use of campus resources.
3. Create a Visitor´s Center and increase campus tours to inform others about
campus resources and educational programs.
4. Provide educational programs to increase public awareness of campus resources.
D. Strengthen linkages with K-12 education.
1. Double the enrollment in science and mathematics teacher education by Fall 2009
in order to meet at least 50% of the projected need for teachers in Central Indiana.
Council on Retention and Graduation
Annual Report 2009–2010
2. Implement mechanisms to increase enrollment and improve retention of
beginning teacher education students and nontraditional Transition to Teaching
(T2T) students.
3. Establish a P-20+ Council with campus and community representation to
coordinate IUPUI´s initiatives with Preschool-12 schools and other community
organizations.
III. Intensify commitment and accountability to Indianapolis, Central Indiana, and the state.
A. Establish widespread community participation in the development and
implementation of IUPUI´s civic engagement in Indianapolis and Central Indiana.
1. Promote IUPUI´s civic engagement to civic leaders and residents through
publicity, forums, and speeches.
2. Obtain commitment of resources for civic engagement.
3. Establish community participation in a Civic Engagement Council focused on
IUPUI´s civic engagement in Indianapolis and Central Indiana.
4. Conduct faculty and staff development workshops focused on the local agenda.
5. Promote civic engagement through community advisory boards in schools and
units.
29