School responses to additional questions excerpted from
2007-08 Annual Report and 2008-09 Planning Report
What are you doing to increase
 the number of undergraduate degrees your unit grants?
 the number of undergraduate degrees you grant to low-income students (Pell
recipients)?
 the number of first-time full-time students who complete degrees in four years?
 the percentage of students completing courses successfully?
Dentistry
a, b and c) - Undergraduate Degrees. The only undergraduate degrees we offer are the AS and BS in
dental hygiene. We do not foresee increasing these classes at this time but it may be a consideration
in the future depending on the results of a demographic study of oral health professionals now being
conducted as part of the Indiana Oral Health Initiative with the support of a grant from HRSA.
d) - Course Completion. We have a very low attrition rate in all of our programs. We achieve that by
very stringent admission requirements, rigorous admissions committee scrutiny and procedures, and
early intervention systems which allow us to detect academic, personal or professional problems
while they are still small and reversible.
Education
a. The number of undergraduate degrees your unit grants?
 Developing “pipeline” courses prior to entering the School of Education (F200, E201)
 Accepting all applicants who met admissions criteria.
 Increasing Transition to Teaching (T2T) enrollments and ran one full cohort of 30 elementary
T2T students.
 Continuing to provide faculty and staff support and mentoring of students throughout the
program.
 Developing K-12 World Language program.
 Exploring development of a minor in education.
b. The number of undergraduate degrees you grant to low-income students (Pell recipients)?
 Designing our teacher education program to allow students to work three days per week.
 Continuing to seek donors for student scholarships.
 Providing School of Education scholarships and faculty support for students of color in Project
TEAM.
c. The number of first-time full-time students who complete degrees in four years?
 Students enter the School of Education in their junior year and move through the blocks of
courses together in a cohort. The design of their program offers high levels of faculty
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interaction, mentor teacher support, and peer support. Student issues are addressed directly
and plans of action are developed, with ongoing support. These factors promote program
completion.
 If particular students are struggling financially or in other ways, faculty and staff work together
to address the issue that is impeding student success.
 An average of 89% of elementary education and 91% of secondary education students complete
our program two years after being admitted to the School of Education. Transition to Teaching
students have similar completion rates (89% and 90%, respectively).
d. The percentage of students completing courses successfully?
 High percentage of students complete courses successfully once admitted to the School of
Education. These numbers parallel the percentage of program completers listed above.
 Close monitoring of student attendance, participation, and quality of coursework. Students who
are struggling are “flagged” and face-to-face meetings are held to develop a course of action,
with follow-up.
Engineering and Technology
Our academic advisors monitor the students in senior standing to make sure that these students
register for appropriate courses for timely graduation.
Biomedical engineering program awarded its first BS degrees a year ago. We expect to graduate
about 20-25 students per year in the future. Motorsports Engineering-BS program is now approved.
We anticipate that the first group will graduate in May 2012. New Energy Engineering-BS program is
in the approval process with first group of graduates finishing in May 2013. Thus, in addition to our
existing BS programs, these three new degree programs will significantly increase the total number of
BS graduates from the school.
The percentage of undergraduate degrees that the school awards to low-income students is about
20% and this increased from 15% from the previous year.
The percentage of the first-time full-time students who complete degrees in 4 years has been low
(changing from 4% to 14% for the 2001, 2002, and 2003 cohorts. This percentage, however, increased
to 25% for 2004 cohorts and we believe that this is a result of recruiting academically well prepared
students and offering them scholarships.
We do not have reliable data on the percentage of students completing courses successfully.
Herron School of Art
the number of undergraduate degrees your unit grants?
Herron is studying options within our undergraduate programs to determine if a reduction of two credit
hours is feasible for studio majors. We began looking at retention rates after our move to the IUPUI
campus in May of 2005. Research indicated that fourth year students (seniors) were struggling to finish
curriculum requirements within a one-year academic calendar. This semester, the BFA Curriculum
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Committee will be reviewing a proposal to change senior fine art studio courses from three credit hours
to four credit hours. Components of the J400 capstone course would then be incorporated into the
senior level studio courses rather than a separate three-credit hour course. Since most senior level
courses already contain professional practice experience and appropriate writing components, this
change would lower the credit hours needed to graduate by two credits.
Herron has always recruited the top art and design students in Indiana high schools. Since moving to
Ezkenazi Hall in 2005, we are now able to recruit non-resident students. Out-of state student enrollment
has increased by 50% each year. The overall enrollments have grown significantly allowing Herron to
raise the GPA requirements for admission. The result is a more dedicated and prepared student
population that register as full-time students on a four-year plan. Herron’s full-time student population
has grown by 14% since 2005-06 academic year.
the number of undergraduate degrees you grant to low-income students (Pell recipients)?
Herron encourages students to participate in the Bridges Program through University College to
acclimate to campus life and set academic goals.
Herron encourages participation in summer math and composition campus-wide programs for those
students who are not fully qualified to be admitted. This allows the student to succeed and earn credits
toward their degree before committing to Herron as a major.
We connect each student in these programs with a faculty mentor to provide guidance after they are
admitted to Herron. Several years ago Herron implemented a required round of first year courses as
another assurance that all of our students are assigned a faculty mentor at Herron.
The Visual Communication undergraduate program created blocks of classes. This course structure
makes it almost impossible for a student to major in this program unless they are full-time. Students
enrolled as full-time has greatly improved retention and four year graduation rates.
Herron also continues to provide greater opportunities during summer sessions to help fine art students
graduate sooner.
the number of first-time full-time students who complete degrees in four years?
Answer is same as above for low-income students.
the percentage of students completing courses successfully?
Herron’s Office of Student Services initiated several checks during the academic career of our students.
Instructors are given rosters to indicate if students have spotty attendance and they track students on
academic probation. Checking in with students who are not attending classes and not performing has
had a significant impact on retention of these students. We continue to keep these checks and balances
in place and encourage student/faculty and student/counselor contact with e-mails, phone calls, and
visits to the classroom.
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Informatics
1.
What are you doing to increase:
a. The number of undergraduate degrees your unit grants?
Student Services:
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Has created an Advising Syllabus and Advising Companion to guide students through
(1) milestones in completing their degrees; (2) student responsibilities in the advising
process and (3) the Principles of Undergraduate Learning
·
Is currently analyzing data gathered in the Fall of 2008 through a Council for the
Assessment of Standards (CAS) survey of the effectiveness of the existing advising
system
·
Implemented an electronic postcard system for enrollment and retention purposes
(students compete to design the postcards, which are used to prompt advising
appointments)
·
Adopted the Students Taking Academic Responsibility (STAR) program, which
intervenes with undergraduate students at risk
·
Scheduled student/advisor “empowerment sessions” twice a semester for students
having academic or personal difficulties. Personnel from the CAPS program intervene
as needed.
Faculty members are:
·
Increasing distance education options for local, national, and international students;
providing screening instruments to help students decide if they have enough selfdirection and discipline to undertake distance education courses early in their program
of study
·
Providing increasing numbers of alternative format courses (six, eight, ten and twelve
week courses): 16 such courses were offered in 2007; 20 in 2008; and 12 in the spring
of 2009
·
Considering providing flexible teaching schedules (based on a 12 month cycle rather
than 10 month cycle and creating an expectation for students that they continue
studies through the summer); this type of scheduling would assist in “shortest path to
graduation” plans
Administration has:
·
Created a five year program in Media Arts and Science
·
Committed to two proven interventions (pair programming and supplementary
education, also referenced in 1d) to increase success/boost retention in entry level
courses
·
Pursued opportunities for international education, such as the 2+2 program with Sun
YatSen University
·
Participated in recent recruitment efforts in India with future partnership anticipated
·
“Marketed” the major to UCOL students via UCOL’s publications, provided regular
orientations to UCOL advisors about the major, advertised on Campus Center and
UCOL televisions, provided regular table exhibitions and participated in UCOL bulletin
board rotations
·
Is reviewing summer offerings to identify and emphasize classes targeted to helping
students finish their degrees in the shortest time possible
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b.
The number of undergraduate degrees you grant to low-income students (Pell recipients)?
As demonstrated in the data recently distributed by IMIR, the School of Informatics is doing as
well or slightly better granting degrees to low-income students when compared to other
science and technology-based units on the IUPUI campus. We are
·
Sponsoring, through Student Services, a recruitment class at Perry Meridian, Pike and
Arlington High Schools
o Students are trained to assist high school seniors in the application process to
colleges and universities
o The Lumina Foundation for Education recently provided a modest ($5000)
amount in support of this program
·
Promoting the Summer Research Opportunities Program (SROP)
o This program targets low income students, through the “Grant Chat” system,
directed by the Associate Dean for Research
o A series of meetings has been initiated to match researchers and students via
lunches which occur in early fall and late winter
c.
The number of first-time full-time students who complete degrees in four years?
·
Promoting existing honors courses to attract more students who have the capacity to
complete degrees in four years
·
Creating interactive graphics and visualizations, as a part of a website redesign, to
concisely illustrate a student’s plan of study, the jobs to which the degree(s) can lead
and the pathways in to graduate study
d.
The percentage of students completing courses successfully?
·
Piloting two new techniques to increase student success in more difficult math and
programming classes.
1.
Pair programming and pair learning, which puts students in pairs to program or
problem solve. Research shows the technique increases student success and
decreases programming errors.
2.
Supplementary learning, in which a student who has successfully passed a class is
paid to offer a lab immediately after class to supplement student learning
·
Several faculty members offer open labs in addition to office hours to help with
difficult concepts and applications; one offers extra Saturday labs
·
The administration is planning to add graders and other paid classroom assistance to
make instructional support more available to students
·
Student Services is promoting early college classes to talented high school students
Journalism
For fall semester 2008, we led the campus in percent increase in headcount and credit hours. We are
like to do so again spring semester 2009. We have no special programs for low-income students. We
have instituted many extracurricular activities that involve students, faculty and staff. However,
approximately 80 percent of our students work 20-40 hours a weeks. It would be unusual for them to
finish in four years. Students who show up, generally finish courses. Our faculty make attempts to
contact no shows.
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Kelley School of Business
To increase number of undergraduate degrees, low income students, graduation and retention and
success of undergraduate students:
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Improved scheduling with more predictable offerings for each major alternating between day
and night classes
More flexible general education requirements to facilitate meeting requirements, particularly
for transfer students from other IHEs and students who have changed their major
Offer a full array of required business classes in both summer sessions, and a reasonable
selection of major requirements
Tutoring offered for accounting - the most difficult pre-requisite course in our program. Tutoring
is offered at convenient times, days, and locations, and is staffed entirely by accounting faculty
(not students or TAs). The school pays the faculty to do this so students may participate for free.
Direct Admit students are provided with a student mentor to assist them during their first year
in college.
Participate in the summer bridge program (1 or 2 bridge sections offered and staff by the
school’s faculty/staff) and in linked-course, Thematic Learning Communities (2 sections each fall
semester)
Kelley orientation for all new Kelley admits to help them complete degrees in the most efficient
and effective manner.
Availability of academic advisors online, phone, in person, 6 days per week. We do online
advising on Sunday nights for students, including non-IUPUI students who have questions about
transferring to IUPUI
We will advise all business-bound students – not just those admitted to Kelley. We will see
anyone who is interested in business at any stage of their academic career in order to facilitate
efficient movement into and through our undergraduate program.
All of our academic advisors are professional staff members with Masters degrees. We do not
ask faculty to advise students in our school. This results in faculty teaching more (no release for
advising or distraction from the teaching mission). In addition, students have more access to
advisors (see #8 above) who can devote their undivided attention to helping students
successfully complete their degrees in a timely basis.
Partnerships with IVTC (including 2+2 agreements) and a designated staff person (Transfer
Credit Coordinator = .2 FTE) to help students transition to Kelley.
Scholarships provided for juniors and seniors (some lower level but not as many) to facilitate
degree completion at a faster rate so that they don’t have to borrow as much or work as many
hours.
Conversation about 4+1 for accounting majors to encourage graduation after 4 years and
continue into graduate school rather than delaying graduation for a 5th UG year.
Diversity research scholar program: School participates in this program. We will graduate our
first two scholars in May.
Manage enrollment to get every waitlisted student into classrooms and to find large rooms to
accommodate extra demand so that graduation is not delayed.
Liberal Arts
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We have addressed the challenge of increasing the number of undergraduate degrees granted by
the School of Liberal Arts on several fronts. The success of our efforts is evident: we have shown a
significant and sustained growth in the number of undergraduate degrees granted. Thus in the
2007-2008 academic year we granted 368 undergraduate, certificates, associates degrees and
baccalaureate degrees. This compares to 323 degree in the 2005-2006 academic year—a growth of
12 percent. Baccalaureate degrees increased 14 percent from 279 to 319 in the same three years.
Liberal Arts is the only school on campus to have increased the number of degrees we have granted
in each of the last seven years.
We have also have focused on increasing graduates from underrepresented groups and lowincome groups as detailed below. The overall number of degrees for such students has remained
fixed at around 20 percent of our total, or between 60 and 70 individuals, in each of the last three
years. Similarly, we have focused more attention on the first-time full-time freshman cohort,
especially in the last five years. Thus, we are only now beginning to see the results of this work.
The four-year graduation rate* of our cohort increased from 18 percent in 2007 (2003 cohort) to
23 percent in 2008 (2004 cohort).
* (graduating with any IUPUI degree).
The specific activities we have pursued to increase graduation rates have included:
· Increased attention to first year success: We have increased the number of first year
themed learning communities (from two to four over the last five years). We have doubled
enrollment in our summer bridge program (from 20 to 40 over the last three years.) We
have tripled participation in summer orientation programs over the last five years (we
served over 300 new and transfer students in 2008).
· Increased scholarship support for incoming and continuing students. For example, we have
developed two Liberal Arts Scholarship programs, The Masarachia Scholars Program and
the Olaniyan Scholars Programs, aimed at freshman and sophomores (both providing up to
8 semesters of full support). The Olaniyan Scholars Program is directed toward under
represented groups. Overall our school has increased scholarship support for our students
from $50,000 in 2001 to more than $200,000 in 2008, a four fold increase. The School of
Liberal Arts also runs the most flexible and successful emergency student loan service on
our campus. The Wolf Loan program grants loans of up to $500 to Liberal Arts students in
need – this program has helped 10-12 students in each of the last five years.
· Enhanced efforts to assist transfer students. Transfer students make up more than 60% of
our total. We have created special orientation programs for both inter campus and true
transfer students. In addition, the School passed a more flexible transfer policy for
electives, increasing from nine to fifteen the total number of hours we will use from any
accredited school or program. Finally, we have developed ten articulation agreements
with programs at Ivy Tech State College, which allow a seamless transfer to our four year
programs after a student completes the requisite associates degrees at ITSC.
· Encouraged powerful pedagogies and experiential learning as means of keeping students
engaged. Five years ago our school anticipated the RISE initiative by setting a goal of
increasing the number of Liberal Arts students who engage in research, international or
overseas study, service learning, and experiential learning such as internships and practica.
We have seen an increase in both the number of overseas study programs sponsored by
our school and the number of students taking advantage of these opportunities. Several of
our scholarship programs include a research component. In addition, the School of Liberal
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Arts supports two McNair Scholars and up to four Diversity Research Scholars every year.
The School of Liberal Arts has also been awarded three Multidisciplinary Undergraduate
Research Initiative (MURI) grants over the last two years. Liberal Arts students have
become increasingly active in Service Learning (more than 600 students participated in
2007-2008 compared to 95 in 2003-2004, and our faculty have been involved in such high
profile service learning programs as the “Inside Out” program at the Men’s and Women’s
Penitentiaries. Finally, at least twenty percent of Liberal Arts students graduate with
academic credit for internships.
Added counseling resources for students. The school has established an Office of
Professional Development, staffed by Ms. Sloane Thompson and charged with increasing
internship opportunities for our students and providing career development advice and
guidance. Services provided to students by this office include: resume review, career
counseling, interview practice, and employment placement.
Added support services. The School has established an Office of Student Services staffed
by Ms. Amy Jones. This office coordinates the School’s scholarship programs, supports the
School’s Student Council and student organizations, administers the Dan Wolf loan
program and provides support for non academic emergencies.
Medicine
IUSM does grant some undergraduate degrees within the medical and laboratory technology fields.
These programs were assumed by IUSM at the request of the School of Health and
Rehabilitation Sciences so that it could become a graduate degree only school. IUSM's goal with these
degree programs is to provide students seeking these degrees an excellent educational experience , as
well as meet IUSM's and its affiliate medical partners' needs for staff with these skillsets.
These programs are not IUSM's primary focus, however, and it is not proactively trying to expand them
at this time. Therefore, the first four bullets are not directly applicable to IUSM
Nursing
a.
The number of undergraduate degrees your unit grants?
We expanded our undergraduate program in 2007 by 60 students (or 25%) a year. This
expansion was funded by the Clarian Health Partnership. Last year expanded the number of
BSN admissions by 20 per year and 4 in the PhD program. We are currently the largest school in
Indiana offering BSN-PhD (n-=1515); and one of the top 7 schools on the IUPUI campus in
terms of student numbers. No plans for future expansion in the undergraduate program with
the exception of the RN-BSN option which is currently being revised to make it more accessible
to working nurses.
b. The number of undergraduate degrees you grant to low-income students (Pell recipients)?
N/A
c. The number of first-time full-time students who complete degrees in four years?
We looked at this data this fall on our current students: Once we admit students in 3rd
semester 85-90 percent finish in the next 5 semesters. If we count the time they spend
preparing for admission only 55% finish in 4 years overall. Many of them take the same courses
several times to get the GPA up in order to be more competitive.
d. The percentage of students completing courses successfully?
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About 10% of our overall student body ends up “out of sequence”. 90% complete their courses
on time.
Physical Education and Tourism Management
Number of undergraduate degrees:
 Continue the focus on quality advising
 Offer a number of new certificate programs
 Personally contact students who fail to re-enroll
 Expand distance education courses
 Collaborate with the School of Continuing Studies to offer alternative format courses
 Making a wide selection of courses available during the summer
 Increased the minimum grade point average requirement to attract better prepared students
 Continued the Diversity Research Scholars Program
Number of undergraduate degrees to low income students
 Increased the number and dollar amount of need based scholarships in the school
 Actively participated in the Summer Research Opportunities Program
 Activities listed in #1 above
Number of first time full time students who complete degrees in four years
We recently received from IMIR our first report on graduation rates for First Time, Full Time
students in our school. From this preliminary data it appears that most students in our school
average five years to graduation. In view of the fact that many of our students work part-time in
major related jobs and the rigors of most of our academic programs, five years seems appropriate.
We will continue to ask for these reports annually and do further analysis.
Percentage of students completing courses successfully
Our department chairs routinely complete grade distributions for every course taught in their
departments and discussions are held with faculty where those distributions appear contrary to
school averages.
SPEA
What are you doing to increase the number of undergraduate degrees your unit awards?
The School of Public and Environmental Affairs (SPEA) has recently created a Recruitment Task Force
that has been charged with developing a strategic plan for increasing the number of undergraduate
students who seek degrees from our school. The task force will approach recruiting from two fronts: 1) it
will explore ways to more effectively inform high school students about degrees offered by SPEA and
career opportunities available to SPEA graduates and 2) it will work with University College and other
campus organizations to recruit students who have already been admitted to IUPUI. Some initiatives
that have been started or are planned include: Work with IUPUI Admissions and high schools to increase
the number of students directly admitted to the SPEA
9
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Foster relationships with the campus Veterans Affairs Office to inform clients about the various
degree programs available in SPEA,
Develop print and electronic marketing materials to recruit non-resident and international
students
Create additional articulation agreements with Ivy Tech Community College
Over the past several years, SPEA has also implemented a number of programmatic changes that are
designed to improve the quality of our undergraduate students, increase graduation rates, and
decrease the number of undergraduate students who are placed on academic probation. These
changes include:
 Refined the probation/dismissal review process to hold students more accountable for their
performance, while providing additional supports to students on probation. These supports
include:
o Placing stricter limits on numbers of hours students on critical probation can take.
o Requiring all probation and critical probation students to see advisors each
semester until students return to good standing.
o Requiring all probation and critical probation students to attend a seminar (Student
Success Seminar) that focuses on goal setting, learning styles, study skills, etc.
 Closer review of students seeking readmission following a dismissal to ensure the student’s
readiness to return and ability to succeed. · Ceased admitting UGRD external and/or
internal campus transfer students who were not in good standing and/or who did not meet
our plurality requirement. (Prior to 2005 all internal campus transfer students (temporary
or permanent) and external transfer students were directly admitted to the school who had
the most similar program, regardless of whether they met the good standing and/or
plurality requirement.)
 Required all students who dropped out while on probation to submit a readmission
petition and reviewed accordingly.
 Began considering students for dismissal who had < 1.00 semester GPA; we also
implemented a process where students could appeal their dismissal decisions.
 Implemented more stringent admission requirements for internal, external and
intercampus transfer students, such as requiring that they have completed ENG-W 131
with a C or higher and strongly recommending that BSPA students have completed V170.
 Increased the SAT and GPA requirements.
These changes have impacted both enrollment of current students and the admission of new students.
However, while the number of students registered is down the number of undergraduate credit hours
has remained stable or increased slightly in the recent past. We remain optimistic that as the quality of
our undergraduate students improves so will their graduation rates. If the budget allocations shift from
enrollment numbers to graduation rates as proposed, then hopefully in the long run, these changes
will be beneficial.
What are you doing to increase the number of undergraduate degrees you grant to low-income
students (Pell recipients)?1c. – What are you doing to increase the number of first-time full-time
students who complete degrees in four years? 1d. – What are you doing to increase the percentage of
students completing courses successfully?
In addition to the changes noted in item 1a, SPEA has implemented and/or refined initiatives in five
broad strategic areas in order to increase the number of undergraduate degrees granted to low10
income students; the number of first-time, full-time students who complete degrees in four years;
and the percentages of students completing courses successfully. These strategic areas are 1)
Recruitment, 2) Admissions, 3) Academic Advising, 4) Monitoring Academic Progress, 5) Scheduling,
and 6) Special Programs to Support SPEA Students, and 7) Partnerships with University College.
1) Recruitment
SPEA staff participates in a number of recruiting events sponsored by the Office of Admissions that
serve low-income and first-time, full-time students. Those include Campus Day, Step onto Campus, 21
Century Scholars Programs, and JagDays.
2) Admissions - Improving Student Quality
In conjunction with the Office of Admissions and the Registrar’s Offices, SPEA streamlined the
undergraduate admission process for internal and external transfer, permanent and temporary
intercampus transfer, and returning students who have sat out for a year. Now there are processes in
place where academic units, such as SPEA, can monitor the academic preparedness of students
requesting admission and to determine if they meet the good academic standing and/or plurality
policies. The ultimate goals of the new process for SPEA are 1) to ensure that students’ records are
reviewed in a timely manner, 2) to ensure that students are advised appropriately, 3) to improve the
quality of students admitted to SPEA, and 4) ultimately, to increase the number of students successfully
graduating with SPEA degrees.
Currently, the records of internal and external transfer, permanent and temporary intercampus
transfer students are electronically forwarded to the Office of Student Services and each record is
reviewed to determine if the student meets SPEA’s admission and plurality criteria. Returning students,
who are not in good academic standing, are reviewed to determine if they need to submit a readmission
petition. In the past, students from the above groups, who were not in good academic standing and/or
who did not meet the SPEA system-wide plurality requirement, were admitted to SPEA without any
input from the school.
Now students who do not meet the SPEA good academic standing policy are notified and may be
admitted to UCOL or another school. Students who want to pursue a SPEA degree but who are
admitted to UCOL because they do not meet SPEA’s good standing policy may transfer to SPEA at a
later date - once they have moved to good academic standing.
Intercampus Transfer Students
Intercampus transfer students must now complete a form that is circulated to the Registrar’s Office and
then to the appropriate office for review. This is a significant change in the admission process for
academic units. In the past, all intercampus transfer (temporary and permanent) students were
admitted to an academic unit that offered a degree similar to the one the students were pursuing,
regardless of whether or not the students met the criteria to transfer. Now that the academic units have
the opportunity to review all intercampus transfer applications, staff can identify those students who do
not meet the plurality requirement at SPEA Indianapolis and/or who do not meet the good standing
requirements.
The students who do not meet the plurality requirement are notified that they need to complete their
degree at the campus where they completed 51% of their coursework. If these students are in good
academic standing, then they may be accepted by SPEA as a temporary intercampus transfer for one
semester. These students are evaluated on a semester by semester basis to determine if they are in
good academic standing and they are asked to communicate with their advisors at their home schools
regarding degree requirements. The Registrar’s Office has worked out a system whereby these students
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are term activated for only one semester. Therefore, they cannot register for a second semester unless
they complete the temporary intercampus transfer form and receive approval from SPEA.
The students who do not meet the good standing policy may be admitted to UCOL or another School,
and then if they move to good academic standing, they may transfer to SPEA at a later date.
Admission Criteria
SPEA has raised the admission criteria for direct admits (beginners) and modified the criteria for
internal, external and intercampus transfer students in order to increase students’ level of
academic preparedness.
1. Beginners (Direct Admission to SPEA) - Previous Requirements: The admission criteria listed
below will go into effect for Fall 2009.
Beginners (Direct Admission to SPEA) - Revised Requirements
a. Students will receive a dual Direct Admission to SPEA and UCOL, providing the student
has achieved all the following:
1. Has completed Core 40 or Academic Honors diploma.
2. Has 1000+ SAT combined total of critical reasoning and math score or ACT
composite of 21.
3. Has 3.3 GPA.
b. All other applicants should be considered for admission to UCOL.
2. Internal and External Transfer Student Admission Criteria:
SPEA modified the admission criteria for internal and external students in the Fall of 2005 by
requiring students to be in good academic standing. Beginning Fall 2009 transfer (internal and
external) students will also be required to have completed ENG-W 131 with a C or better.
Additionally, all management, civic leadership and policy studies majors must have completed
st
SPEA-V 170 by the end of the 1 semester in SPEA. Please see the exact criteria below.
a. Be in good academic standing
b. Completed 12 or more transferable credit hours. If under 12 credit hours, review as Beginner
(Direct Admission to SPEA) using above criteria.
c. Completed ENG-W131 or its equivalent with a grade of C or better.
d. Public Affairs Majors (Management, Civic Leadership, and Policy Studies) must have
completed V170 Introduction to Public Affairs or its equivalent with a passing grade. A student
who meets all other requirements for transfer admission except completion of V170 must
complete this course by the end of the 1st semester in SPEA.
3. Permanent and Temporary Intercampus Transfer Student – SPEA students at any campus of
Indiana University may transfer permanently to SPEA on another campus, provided they meet
the requirements for admission, good academic standing, and plurality of courses on that
campus. SPEA students seeking a temporary transfer to SPEA Indianapolis must meet the good
academic standing requirement. The following requirements must be met by transfer students:
o
Be in good academic standing and meet the plurality requirements in order to transfer
to SPEA.
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o
o
o
Completed 12 or more transferable credit hours. If under 12 credit hours, review as
Beginner (Direct Admission to SPEA) using above criteria.
Completed ENG-W131 or its equivalent with a grade of C or better.
Public Affairs Majors (Management, Civic Leadership, and Policy Studies) must have
completed V170 Introduction to Public Affairs or its equivalent with a passing grade. A
student who meets all other requirements for transfer admission except completion of
st
V170 must complete this course by the end of the 1 semester in SPEA.
The campus at which a student completes the plurality (more than half) of course work
will award the degree, provided that campus is authorized to grant the degree.
3) Academic Advising - Philosophy and Process
SPEA developed the following operating philosophy to serve as a basis for providing service and
academic advising to students pursuing SPEA degrees with the goals of 1) helping students to identify
their interests and to succeed academically, 2) helping students to make a smooth transition to SPEA,
3) increasing the number of students who successfully complete undergraduate degrees, including
low-income and first-time, full-time students, and 4) increasing the percentage of students
completing courses successfully.
SPEA’s Philosophy
One of the main functions of Academic Advising is to create a nurturing environment for students
where they are viewed as individuals with specific needs, and to focus on developing the whole
student.
Within this framework it is important to:
 Provide students multiple interactions with faculty and staff.
 Offer a variety of opportunities for students to develop, grow and reach their academic and
personal goals.
 Focus on the students’ information needs throughout every aspect of the academic process.
 Focus on helping students to navigate between the institutional silos.
 Teach students how to use the resources available to them, so that they can make informed and
accurate decisions about their personal and academic goals.
 Provide opportunities for students to learn how to take responsibility for their decisions
regarding personal and academic pursuits.
 Provide accurate information in a timely manner.
Advising Process An important aspect of effective academic advising is to provide opportunities for
students to meet with advisors in a timely manner and/or receive responses to quick questions via email
and or walk-in advising. Therefore, in order to better serve our students and ensure that all students
have an opportunity to meet with an academic advisor in a timely manner the Office of Student Services
set up a system in which students can schedule appointments within a week of the initial phone call.
Very often students can meet with an advisor during the same week that they call. A walk-in system was
also set up on two days of the week, during which time students can meet with advisors for quick
questions. Lastly, a business practice was implemented stating that the advisors will respond to student
emails within 24 hours during regular times of the semester and 48 hours during peak advising times,
st
such as priority registration, 1 week of class, etc.
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All undergraduate students are assigned both a full-time academic advisor and a faculty mentor. The
advisor assignments are made according to the students’ majors. We have one advisor who specializes
in the criminal justice and public safety management programs. The other advisor specializes in our
health, environmental sciences and public affairs programs; although both advisors are cross-trained in
all of our programs. Students are assigned to faculty mentors who teach in their major field of study.
The academic advisor and faculty mentor roles vary as described below:
Academic Advisors Provide
 Help finding resources on campus,
 Help navigating the policies of the university and SPEA
 Help selecting courses
 Information on how many courses you have left to graduate
 Assistance with identifying interesting electives
 Answers to questions about pass-fail option, adding or dropping a class, grade replacement
procedures, etc.
 Advice on course sequencing
 Information about pursuing certificates and minors in addition to your degree
 General information about internships
 Assistance to the student with the internship process
 Hand out information about SPEA scholarships
 Assistance with Student Financial Aid Appeals (SAP) for students requiring assistance seeking
financial aid
 Assistance with registration, OneStart, Oncourse, etc.
 General information about graduate school opportunities and requirements
 Information on the variety of student organizations available for SPEA majors
Faculty Mentors Provide
 Advice about career opportunities
 General information on possible internship opportunities in conjunction with the Career Center
 Help in selecting your emphasis area (for BSPA students)
 Specific information about graduate school opportunities within their field of expertise
 Approval of internship or field experience paperwork
 Letters of recommendation for graduate school, scholarships, awards, future employment
Monitoring Academic Progress – Strategies for Success
As a means to increase the graduation and retention rates for all students on academic probation,
including those who fall in the categories of low-income and/or first generation, SPEA has moved to a
more prescriptive approach. Additionally, SPEA has implemented programs designed to meet the
specific needs of students who do not meet the good standing polices of the School.
Correspondence
Once students are placed on probation or critical probation, the Office of Student Services sends letters
and emails notifying them of their academic status and instructing them that they are required to meet
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with an advisor. A service indicator (academic hold) is placed on their records, which prevents them
from registering until they meet with an advisor.
Mandatory Advising Sessions
During the mandatory advising sessions, academic advisors work with students to complete an accurate
assessment of their study skills; work and study schedules; and career, academic major, family, social,
and personal issues. The advisors use this information to: 1) help students develop a plan of action that
will foster academic success, 2) identify resources available to assist students with their academic and
personal issues, 3) to help them understand that their actions have consequences, and 4) to help them
understand how to take responsibility for their actions.
Academic Contract
Advisors complete an academic contract and list strategies for success; grade point averages and grades
required for students to move to good standing; suggested resources; and required meeting dates, etc.
Students and advisors sign the contract and copies are given to the students and placed in their files.
Enrollment Limits
Students on critical probation are allowed to register for six hours during the upcoming semester. The
six hour limit remains as long as the students are on critical probation. When the IUPUI Registrar’s Office
term-activates currently registered students for the upcoming semester, Student Services’ staff
manually overrides the enrollment limits of students on critical probation and sets their maximum hours
of registration to six.
This process restricts students from being able to register for more than six hours. It is a prescriptive
advising measure designed to provide students with an opportunity to spend more time on their
academic coursework. SPEA has found that students on critical probation often try to juggle a full-time
course load with a heavy work load, which is believed to greatly impact their lack of academic success.
Therefore, in order to help students achieve good standing and prevent them from getting into a
situation where they cannot achieve the required grade point averages to graduate, SPEA manually
restricts students’ hours.
Student Success Seminar
For the past few semesters, SPEA students who have been placed on probation and critical probation
have been required to attend a seminar designed specifically to help them succeed academically. The
main components of the seminar include sections on goal setting, time management, study skills,
working and interacting with faculty, test taking skills, important information about SPEA academic
programs, tips about how to succeed in SPEA majors, and writing skills. Each session lasts
approximately three and one/half hours. The Director of Academic Affairs, Director of Student
Services, Academic Advisors, Program Coordinator, and selected faculty participate in each Student
Success Seminar program.
All students on probation and critical probation are required to attend. A service indicator is placed on
their academic records and is released once students have attended the Success Seminar. A new online
version of the program is being developed to support students who cannot attend an on-campus
session, or who may benefit from the opportunity to repeat some or all portions of the seminar.
Dismissal Review
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SPEA has added a process to the dismissal review that allows all dismissed students to submit a
dismissal petition immediately following their academic dismissal. This process provides students the
opportunity to explain the factors that contributed to their academic performance, and/or highlight
any extenuating circumstances that may have contributed to their declining academic performance.
This process is also structured to give students additional time to reflect on their academic
performance and to consider steps that they could take to improve their academic performance. In
some cases, based on the information shared by the students in the petitioning process, the dismissal
decision is changed and the students are allowed to continue on critical probation. In other cases, the
dismissal decision stands.
Senior Audit Reviews You’ve Been 86’d Program -All students in SPEA who reach 86 hours are sent a
post card stating that they have been 86’d and need to schedule an appointment with their advisor for a
senior audit review. The impact on reducing problems that delay graduation has been profound. As soon
as the post cards go out in the mail, The Office of Student Services receives phone calls from students
asking to schedule an appointment for the senior audit. This provides an opportunity for the advisors to
meet with the students before their last year and determine if they are on the path to graduate and if
there are any problems that may prevent them from graduating. Fortunately, this process provides
enough time for the students to take corrective actions, if necessary, to ensure that they meet their
graduation requirements on time. The goal of this process is to keep students on track for graduation in
a timely manner; thereby increasing the number of degrees granted and helping students graduate in a
shorter timeframe.
Final Graduation Audit -When students complete and submit a graduation application, a second
graduation audit is completed by the advisor. If there are any discrepancies, the advisors communicate
their findings to the students and try to help them resolve the issues so that they can graduate when
expected.
5) Scheduling
Rotation Lists
Many of the SPEA major courses are offered on a routine basis, but they are not offered every
semester. Therefore, courses rotation lists were developed in order to inform students as to the exact
semester/year that the major courses would be offered. The course lists are handed out during
advising session and placed on the SPEA website for easy access. This process affords students the
opportunity to develop a long-term academic plan that supports their graduation timeframe. In turn,
the goal is to provide students with knowledge about when courses are offered so that they can make
long range academic plans; which ultimately serves 1) to increase the number of degrees awarded for
all populations of students, 2) to decrease the time required for students to complete degrees, and 3)
to increase the percentage of students completing courses successfully.
6) Special Programs to Support SPEA Students
The following programs and course are designed to support a variety of students, including low-income,
and first-time, first-year students and to help students meet their academic objectives. Ultimately, the
goals are to increase graduate rates among all groups of students, to help students complete their
courses successfully and to increase the number of full-time students who successfully complete degree
requirements in four years.
Undergraduate Student Induction
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All newly admitted students to SPEA, including direct admits, internal and external transfers, are invited
to SPEA’s Undergraduate Student Induction Program. The Induction Program takes place at the
beginning of each semester, and attendance is mandatory. Students, whose schedules conflict with
Induction Ceremony, are invited to small group make-up sessions that take place later in the semester.
The Director of Academic Affairs and Undergraduate Program Manager lead the make-up programs.
The Induction program is designed to help students make a smooth transition to SPEA; affirm their
decision to attend SPEA; provide opportunities for students and their guests to meet and interact
with the SPEA Associate Dean, Directors, faculty and staff; to introduce them to the School’s
academic programs, policies and culture; and to officially induct them into the School. Students’
families and friends are invited to participate in the Induction Program.
SPEA-V 252
Beginning in the Fall 2009, SPEA will offer a new course, SPEA-V252, Career Development and Planning.
The purpose of this course is to help SPEA students (and others who might be interested in these
majors) understand career opportunities in their majors, determine if their values and personality are
aligned with their chosen major, and commit to their academic choice, and engage in career planning.
The course will be limited to 15-20 students, and it will be co-taught by an Academic Advisor and
Manager of the Internship Program. Ideally, we would like to make this course a prerequisite for all
students prior to registering for an internship
The rationale for SPEA-V252 is based on studies that demonstrate that students who are committed to
their choice of major and career path are more motivated, and therefore, more likely to succeed
academically. SPEA-V252 is a course that has been offered at SPEA Bloomington with much success.
The course will be limited to 15-20 students and co-taught by an Academic Advisor and Manager of the
Internship Program.
It is anticipated that SPEA-V252 will improve academic graduation rates for all categories of students.
Ideally, we would like to make this course a prerequisite for all students prior to registering for an
internship.
Internships/Experiential Learning
SPEA staff is working with the faculty and leaders of organizations in the public, private and non-profit
sectors in central Indiana to identify and secure internship opportunities for SPEA students that support
their academic pursuits and provides multiple opportunities for their professional development.
Additionally, a database capturing internship opportunities is being developed, which will serve as a
resource for students and faculty, so that both groups have a centralized location to access and identify
approved potential internship prospects.
Some examples of organizations where internship opportunities have been developed include:
· The Indiana State Department of Health
· City-County Council of Indianapolis/Marion County
· Indiana Family and Social Services Administration
· Governor's Office and the Indiana Division of Mental Health and Addiction
· Coalition for Homelessness Intervention and Prevention
· Midtown Community Mental Health Center
· Office of Medicaid Policy and Planning
· Indiana Department of Environmental Management
· Marion County Health Department
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· IUPUI Department of Environmental Health and Safety
Professional Development Series
Several programs have been and are in the process of being developed that focus on helping students to
grow professionally. The programs range in focus. For example, one program offers students the
opportunity to meet with alumni in their fields of interest and to o learn about their careers. Students
also have opportunities to participate in site visits at professional organizations such as the State House,
various nonprofit and government centers at which they learn about careers associated with those
agencies and meet important contacts. The goals are to acquaint students with the professional in their
fields of interest, to introduce them to potential work environments, and help them develop
professionally.
7) Partnerships with University College
Strategies in Place to Support UCOL Students who have declared SPEA Majors
The majority of students, who have declared SPEA majors, are admitted to the University College until
they meet the entrance requirements to transfer to SPEA. The SPEA Entrance Requirements state that
students must complete 12 credit hours and meet SPEA’s good standing policy to transfer to SPEA.
University College and SPEA have developed multiple strategies to ensure that students make
successful transitions from UCOL to SPEA.
New Student Orientations for Students Admitted to UCOL and Direct Admits -University College invites
SPEA advisors to participate in joint presentations (entitled JAG 102) during the University College new
student orientation program. The UCOL and SPEA advisors meet and prepare the joint presentation
prior to the start of the orientation program. The topics that are covered include the history and
structure of IUPUI, UCOL, and SPEA; the student support services that UCOL and SPEA provide; SPEA
admission requirements, learning communities appropriate for SPEA majors, and the SPEA curriculum.
At the end of the presentation, the SPEA and UCOL advisors provide a question/answer session and
students have an opportunity to converse with the SPEA advisors.
New student orientation sessions are offered during the months of June, July, and August for
fall admits; and November and December for spring admits. SPEA participates in approximately
6-8 University College orientation programs during the summer and 2-3 programs in the fall.
In addition to the JAG 102 presentation, the SPEA undergraduate advisors, and the director of student
services provide individual advising sessions for new students admitted directly to SPEA. (Students who
have been admitted to University College, but who have declared a SPEA major, are advised by
University College Advisors.) All advisors share information about students’ intended majors; including
curricula, admission requirements, internships, scholarships, etc., and services provided by the Office of
Student Services and the University College. The primary goals of the advising sessions are to build
relationships between the advisors and students, familiarize students with University College and SPEA,
and help students plan the most appropriate schedule for the up-coming semester. At the close of the
advising session, UCOL Orientation Leaders help each student register for classes.
Transfer Student Orientations
The University College (UCOL), in conjunction with SPEA, coordinates orientation programs designed
specifically for external transfer students admitted to SPEA. Orientation sessions are offered during the
months of June, July, and August for fall admits; and November and December for spring admits. SPEA
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participates in approximately 4-5 transfer student sessions during the summer and 1-2 programs in the
fall.
Transfer sessions focus on: 1) evaluating students’ transfer credit, 2) completing an audit of the courses
required for students to complete a SPEA degree, 3) helping students choose an appropriate schedule
for the upcoming semester, 4) assisting transfer students with the registration process, and 5)
acquainting them with the SPEA and University College.
First Year Seminars and Learning Communities
SPEA, in conjunction with University College, offers Learning Communities (sometimes referred to as
First Year Seminars) that are linked to an entry level SPEA public affairs course with a focus on readings
and discussion of public issues and problems. The University College organizes and coordinates all
learning communities. A University College advisor, member of the SPEA faculty and staff co-teach the
SPEA learning communities. The courses offer students interactive opportunities to get to know other
students, become acquainted with the faculty and staff, learn more about IUPUI and their chose
academic major.
Bridge Program -SPEA has been involved in the summer bridge program for the last two years and plans
to continue in 2009. The program prepares first year students for college and specifically IUPUI in areas
such as the Principles of Undergraduate Learning, time management, diversity issues, and financial
management. There are some aspects of the program specific to SPEA including a session on SPEA
curriculum. In addition the SPEA Bridge program in public safety exposes students to careers within this
sector through the Public Safety Career day. On this day area public safety practitioners bring equipment
that students can explore and are prepared to discuss careers with students. Past agencies have
included Indiana State Police, IMPD, the Marion County Crime Lab, Indianapolis Fire Department,
Marion County Emergency Management, the National Guard (Blackhawk helicopter), and the
Department of Natural Resources.
Collaborations for Advising Joint Advising Position – University College and SPEA share a joint advising
position. The position is housed in UCOL and is charged with keeping abreast of SPEA policies and
program requirements, and relaying that information to all of the UCOL advisors and administration. The
advisor is a graduate student who is usually pursuing a career in higher education. SPEA staff meets on a
regular basis with the joint academic advisor to discuss topics that impact students in UCOL who are
pursuing SPEA programs, and to share up-to-date information and curriculum changes.
SPEA Academic Advisors – Students who have been admitted to UCOL, and who are either interested in
a SPEA major or who are working on completing the admission requirements to transfer to SPEA, are
always welcome and encouraged to meet with SPEA academic advisors in Student Services. Students in
UCOL often meet with both the UCOL and SPEA advisors on a regular basis.
UCOL Breakfast – SPEA invites all UCOL advisors and administration to a breakfast, at which SPEA
faculty, administration, and staff present information about SPEA majors, new initiatives, gateway
classes, etc. A SPEA guidebook, designed specifically for UCOL advisors, is prepared and handed out at
the UCOL Breakfast. It includes check sheets for all of the majors, information about gateway classes,
admission requirements, good standing policy, list of contacts, etc. The goals of this program are 1) to
provide UCOL advisors and administrators an opportunity to get to know the SPEA faculty,
administrators and faculty, and 2) to share the latest information about SPEA programs and initiatives.
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Science
What are you doing to increase the number of undergraduate degrees your unit grants?
Actions in this area can be categorized according to the “pipeline” for students from application to
graduation. That is, The total number of graduates can be increased by (1) increasing the number of
qualified applicants to the school; (2) increasing the percentage of admitted students who enroll; and
(3) increasing the retention of students to graduation. The School of Science has been active in all of
these areas. Examples include
Increasing applications of qualified students
 Recruiting visits to local high schools
 Mailings to all students who send ACT and SAT scores to IUPUI indicating a science or preprofessional focus
 Undergraduate Research Opportunities Program (in addition to CRL programs)
 Outreach programs, including the Scientist’s Apprentice Summer Camp, programs at high school
career fairs, faculty appearances at middle schools, high schools, and the State Fair’
 Professional development programs for high school teachers, including the Project Lead the
Way, and the High School Teachers Psychology Conference
 High School student contests (Math Contest, Programming Contest)
 Creation of dual degree programs with the School of Engineering
 Creation of a Career Services office (proposed)
Increasing the percentage of admitted students who enroll (yield)
 Phone calls from faculty and/or current students to all applicants
 A series of targeted mailings to all admitted students, including invitations to campus visits
 Creation of merit-based scholarships: Health and Life Science Scholars, Deans Scholars, Science
Education Scholars
Beginning next year, the School of Science will launch a major new recruitment initiative. This initiative
will include numerous actions that will positively affect both applications and the percentage yield of
accepted students. This initiative will include several new mailings, student-to-student e-mails, new
informational materials, a parent-to-parent letter, a school open house, personal phone calls, a
“shadowing” program, and podcasts about school programs, student life, etc. All mailings and other
contacts will be coordinated using IUPUI’s new uTalk system.
Increasing the retention of students to graduation
 Use of modern pedagogies including Just-in-Time Teaching (JiTT) and Peer-led Team Learning
(PLTL) in gateway courses
 Creation of Assistance Centers focused on disciplinary learning: Math Assistance Center,
Chemistry Resource Center, Psychology Resource Center (new)
 Creation of peer mentoring programs in introductory biology courses, Physics tutoring room
 Psychology Peer-Advising office
 Opportunities for students to work on campus in career-related positions
 Creation of merit-based scholarships for continuing students (all programs above, plus an
additional program for students who have made significant improvements in academic
performance)
 “A” Student Convocation for all students who show promise in introductory course work
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



Extracurricular opportunities for students to engage with the school as a community
Warning process that requires students who are academically at risk to meet with advisors
before they are placed on probation
Letters to students who have not registered for the next semester by the end of priority
registration
Letters to students who are inactive but who are close to meeting degree requirements
Results: These efforts have clearly produced results. The figure below shows the increase in the
numbers of degrees awarded by the school during the last 6 academic years. During this time, the
numbers of bachelor’s degrees awarded have increased by 37%, and the numbers of graduate
degrees awarded have increased by 166%.
Question 1b
What are you doing to increase the number of undergraduate degrees you grant to low-income
students (Pell recipients)?
All programs intended to increase the overall numbers of degrees have this effect. Some are
particularly targeted to have a disproportionate effect on the numbers of degrees awarded to low
income students. These include targeting our recruiting visits to IPS schools, and creating the campus
work programs.
Results: The School of Science results are in line with those of the campus as a whole. According to
IMIR data, the percentage of degree seeking students in the school of science who receive Pell grants
is 27% (averaged over the last four years). The figure for IUPUI as a whole is 26%. Similarly, the
percentage of bachelor’s degrees awarded by the School of Science that went to Pell recipients is 22%
(averaged over three years). The equivalent figure for campus is 21%.
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Question 1c
What are you doing to increase the number of first-time full-time students who complete degrees
in four years?
Again, all programs intended to increase the overall numbers of degrees have this effect. Some are
particularly targeted to have a disproportionate effect on the numbers of degrees awarded to firsttime full time students. These include all recruitment efforts focused on traditional students (high
school visits, targeted mailings based on SAT results, and merit scholarship programs). We also work
with data provided by University College to identify and target retention efforts towards students
who are in this cohort.
Results: IMIR data show that the numbers of science students completing their degree in four years is
as high as or higher than our peer schools. This is illustrated by the data below.
Number of Students Graduating in 4 years
from four cohorts, by school
2001 2002 2003 2004 Average
Science
28
31
36
39
33.5
Liberal Arts
17
18
21
18
18.5
Engineering & Technol. 24
21
13
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20.5
Question 1d
What are you doing to increase the percentage of students completing courses successfully?
Many of the retention programs described above are focused on improving the percentage of
students completing courses successfully. Particular examples include
 Use of modern pedagogies including Just-in-Time Teaching (JiTT) and Peer-led Team Learning
(PLTL) in gateway courses.
 Creation of Assistance Centers focused on disciplinary learning: Math Assistance Center,
Chemistry Resource Center, Psychology Resource Center (new)
 Creation of peer mentoring programs in introductory biology courses, Physics tutoring room.
Social Work
1.
What are you doing to increase
a. the number of undergraduate degrees your unit grants?
The BSW is cognizant that a solid retention program needs to be in place in order to increase the
number of undergraduate degrees granted by the program. The approach we have followed tries to
address the following dimensions,
Connectivity
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We aim at creating a “community of learners” where students know each other well and feel free
to make contributions toward the improvement of the program.
·
The program maintains a listserv for BSW students. This listserv is used by students and
administrators to make announcements, share information, advertise jobs, etc.
·
The Executive Director, School Field Practicum Coordinator, and BSW Student Services
Coordinator organize dialogue series, hold informal discussion groups as well as focus
groups to seek input from students, organize student orientations, and other activities to
keep fluid channels of communication with students.
·
The Dean of the School has an open door policy for students.
·
All the students are assigned a faculty member as advisor.
·
The program promotes strong collaborative ties with the BSW Student Association.
·
The program publishes a BSW Student Handbook which provides information on different
topics including information about the profession, the School of Social Work and the
Baccalaureate Program, the BSW curriculum, program policies, advising, campus services,
etc.
Advising
We believe that students have to be well informed of our educational expectations in order to take
charge of their own learning. To this effect
·
The BSW program provides all in-coming students with an individualized written
educational schedule to assure that students know a) what courses they need to take, b)
when they need to take those courses, c) the anticipated graduation date. Students meet
individually with program staff during the annual in-coming student orientation to discuss
their suggested educational schedules and make changes as needed.
·
The program assigns faculty advisors to all the students. The students are given advisors´
contact information at the beginning of each academic year.
·
The program is providing more advising via the web.
·
The program has instituted a process by which students with early signs of educational
difficulties are reviewed to find ways to assist them.
Online Courses
As of Spring 2007, eleven required social work courses (seventeen required social work courses
total) have been offered online. Online courses provide students with one more option when
having to make decisions about family, work, and school priorities. Also, we have created some of
our electives online.
Cutting-edge Curriculum
The faculty periodically reviews the curriculum to assure that new trends in the profession are
represented. Electives are developed based on topics relevant to our graduates. Two of the latest
electives are Grief and Loss across the Lifespan and Latin American Issues in a Global Society.
Encourage Undergraduate Research and International Experiences
·
Students are encouraged to take Independent Studies to research topics of their interest.
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·
·
We have developed international placements for our senior students who can take the
first semester of their senior while doing their practicum in a foreign country. In Fall of
2007, we had a student who did her practicum in South Africa.
Students are encouraged to participate in international service learning programs while
earning elective credits.
b. the number of undergraduate degrees you grant to low-income students (Pell recipients)?
The program has a fulltime BSW Student Services Coordinator with a primary responsibility in
recruitment. As of this January, we have hired a Latino social worker to fill this position. One of
the goals is to more actively recruit in the Latino and African American communities who are
historically underrepresented in academia.
We have a Memorandum of Understanding with Ivy Tech as well as a commitment to fulfill the
terms of the Passport program
c. the number of first-time full-time students who complete degrees in four years?
As mentioned above, we work closely with Ivy Tech in Indianapolis and are in communication
to expand our partnership with other Ivy Tech colleges where we offer undergraduate
education.
We have devoted resources to offer sections of the same course at different times in the week
as well as using different ways of delivering. We are exploring the viability of offering certain
BSW courses in a compressed format. In this way, students would have the opportunity to
complete two courses in a sixteen week period.
d. the percentage of students completing courses successfully?
Our approach to advising (mentioned above) has been extremely helpful in assisting students
in successfully completing our courses.
Having an open door policy for those students who run into challenges while pursuing their
degree. This approach includes the support of our BSW Student Services Secretary and
Recorder who is always available to guide students through the intricacies of registration,
appeals, and other academic processes.
Our BSW students complete two internships in the course of their studies. The program has a
BSW Field Coordinator that continuously develops practicum sites so our students do not delay
their graduation due to lack of placements.
In sum, our BSW program is aware of the many challenges our students have to complete their degree
in four years. To that effect, we are continuously looking for innovative approaches to help them to
achieve graduation in a timely fashion. To that effect, we work closely with campus units since student
success requires a concerted effort by all units. Indeed, we are very proud with our long standing
partnership with University College and other units.
Finally, we are supportive of RISE (Research, International, Service Learning, and Experiential) initiative,
and we believe that we have already a good foundation to improve the RISE experience for our
students.
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University College
University College is the unit where IUPUI works together to serve entering students, with faculty
appointed from the degree-granting schools and with staff often in joint positions with other academic
and administrative units. The entering cohort of students in the fall semester is approximately 50% low
income and 55% first generation. University College initiatives, particularly learning communities and
the Summer Academy Bridge Program, have resulted in enhanced retention and graduation rates for the
campus. University College, in partnership with the Center for Teaching and Learning and the schools,
coordinates the Gateway to Graduation Program to enhance student success in courses for entering
students. University College receives significant outside funding to serve students.
Source: http://planning.iupui.edu/apbr/Default.aspx
Enrollment Services
5/8/09
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