transitioning into your academic school making a business student: indiana university – purdue...

Transitioning into your academic school

MAKING A BUSINESS STUDENT:

Indiana University – Purdue University Indianapolis (IUPUI)

INSTITUTIONAL PROFILETRANSFER STUDENT OVERVIEW

TRU Students FYU StudentsGender Female –

52%Male – 48% Female – 59% Male – 41%

Age Over 25 years – 25% Over 25 years – 1%Personal Background First Generation – 36%

In-State/Resident – 92%First Generation – 44%In-State/Resident – 93%

Ethnicity Caucasian – 70%African American – 15%Latino/a – 4%Asian – 3%

African American – 12%Latino/a – 6%

Outside Commitment

Work 11-20 hours/week – 43%Work 21+ hours/week – 92%

Intend to work – 88%

Living Arrangements On-Campus – 3% On-Campus – 27% TRU Students FYU StudentsSchool Admittance UCOL – 48% Dual – 52% UCOL – 66% Dual –

34%Previous Institutions Community College – 53% N/ATop 5 Areas of Concern Financial Aid

Finding WorkMath SkillsStudy SkillsWriting Skills

Financial AidFinding WorkMath SkillsStudy SkillsWriting Skills

Student Finances Receive Financial Aid – 80%Concerned – 69%

Receive Financial Aid – 75%Concerned – 73%

Basic Demographic

& Personal

Background

Entering IUPUI


DIMENSIONS OF TRANSITION WITHIN THREE CAMPUS ENVIRONMENTS (FLAGA, 2006) A F RA ME W O R K TO B E TTE R UNDE R S TA ND THE P R O CE S S A ND , THUS , P R O MO TE

DE V E LO P ME NT O F A P P R O P R I ATE I NTE RV E NT I O N S .

Academic

• Interactions in class and faculty (both in/out of the classroom)

• Study Groups

• Advising

• Career Information

Social

• Formal & Informal interactions with other students outside of the classroom

• Student Organizations

• Residence Halls/Apartments

• Common areas on campus

• Other contacts

Physical

• Not just brick & mortar of the University

• Campus logistics

• Campus culture

• Student finances

• Parking


FIVE DIMENSIONS OF TRANSITION

Learning ResourcesTools utilized in order to gain information and

learn about the campus environment and academic system.

> Formal – part of the official structure of the university (orientation, faculty, advisor, student affairs)> Informal – individuals who know a great deal about the university such as friends, family, alumni> Initiative – gathering information on their own

FamiliarityStudents develop as students internalized the information they gathered and felt more comfortable with their new

environments.

> When the university becomes “what they know”> Being comfortable with the information

IntegratingA developmental change

resulting from the students’ relation to the

three environments.

> Involves a shift in perception or identity

ConnectingDevelopment of relationships with others in the academic,

social, and physical environments.

> Socially connecting with friends who were already university students to expand their social circles and activities> Academically connecting includes group projects, faculty walk-in hours, getting to know instructors in class, class discussions> Physically connecting by visiting and spending time on campus before and after the start of classes> Feeling a sense of membership, thus freeing up energy to pursue their goals at the university

NegotiatingWhen students adjusted their behavior and surroundings as necessary in order to be

successful within the academic, social, and physical environments.

> Creating informal conversations and sitting in the same seat, are one way of negotiating the academic environment in order to negotiate the academic environment and improve the social situation.> Developing creative strategies to ease transition


The 4-S’s:

These are in relation to the transitional continuum

Admissions End of Yr 1

SCHLOSSBERG’S TRANSITION THEORY (SCHLOSSBERG, 1995)

Situation Self

Support Strategies


Increase in transfer student enrollment 79% increase since 2010

National/Institutional pressure to increase graduation rates

School Selection: Discussed possibility with many schools (previous partners) Kelley School of Business – ready and eager

JUSTIFICATION


Introduction to IUPUI

Opportunity to explore & connect with the Kelley School of Business

Emphasis on: Importance of degree planning Academic writing and research skills Leadership development

CONTENT


Instructional Team model

Enrollment restricted to 28 students with more than 25 transfer credit hours

10 classroom meetings

Individual meetings with the student mentor & academic advisor

Campus event attendance

Conducting a service project

Reading/Brief writing preparation

FORMAT


X103 is intended to help students:

Locate important campus & personal resources that wil l aid in their success.

Identify important campus expectations, demands, & policies.

Research meaningful involvement opportunities.

Recognize the importance of their academic advisor.

Construct an academic plan of study towards graduation.

Demonstrate the application of leadership styles

Implement strategies that wil l foster a successful transition to IUPUI.

Develop a community of peers.

LEARNING OBJECTIVES


Introduction to the Kelley School of Business & IUPUI

Understanding Transfer Shock & Exploring Resources

Networking with Kelley School of Business & Campus

Service Project & Leadership in the Workplace

Writing and Research Day

Register for Spring Classes

Service Project Presentation Day

Community & Beyond

IN-CLASS COMPONENTS


Experiencing Campus Event Attendance: 2 general campus / 3 Kelley School of

Business One of the events must be a Kelley Information Session for

the new I-Core curriculum

Student Mentor – Individual Meeting Time for the mentor to connect with each student and

answer questions or offer any assistance

Academic Advisor – Individual Meeting Preparation for the Spring semester Review degree audit Start determining plan for future courses through to

graduation

OUTSIDE COMPONENTS


Experiencing Campus – Reflection Papers Complete the Letter of Participation Reflection Content

Why did you choose this event? What did you hope to gain? What did you learn?

Professional Development Portfolio (online) Working tool to continually update progress and development Highlights goals, philosophy, classes and projects

Group Service Project – Three-part Assignment Participate in a common service event (4-5 hours) Leadership Group Presentation (15-20 minutes) Project Reflection – Paper (3-4 pages)

ASSIGNMENTS


Quantitative – Overall Course Experience: Overall Satisfaction with the Course (3.8 / 5.0)

Most Helpful aspects of the seminar: Registration Day (4.4 / 5.0) Attending Campus Kelley Event (4.3 / 5.0) Group Project Work Day (4.0 / 5.0)

Least Helpful aspects of the seminar: Completing your ePersonal Development Plan (2.9 / 5.0) Service Project Presentations (3.5 / 5.0)

ASSESSMENT – COURSE EVALUATIONS


Qualitative – Outcomes: As a result of participating in this class, I am able to…

Locate important campus and personal resources that will aid in my success (4.6 / 5.0)

Recognize the importance of my academic advisor (4.6 / 5.0)

As a result of participating in this class, I… Know where to find and use appropriate student support

services and resources (4.6 / 5.0) Feel committed to earning my degree (4.5 / 5.0) Feel a sense of purpose in pursuing my degree (4.4 / 5.0) Established a network of peers, faculty and staff who support

my learning (4.3 / 5.0)

ASSESSMENT – COURSE EVALUATIONS (CONTINUED)


Open-Ended Questions: Please describe what you found most valuable about this

class: Gaining knowledge of campus resources Identifying leadership strengths

Please describe what you found least valuable about this class: ePDP – Online Professional Development Plan

What specific suggestions do you have for improving this class? Better instructions for ePDP More in-class meetings / Less outside work Develop/Explain a more clear end goal for the course

ASSESSMENT – COURSE EVALUATIONS (CONTINUED)


Areas of Strength: “Experiencing Campus” Assignments:

Social Connection to campus and peers Improved leadership skills

Group Work/Peer Interactions: Vital to transfer success Group formation and group dynamics

Areas of Improvement: Clear Course Calendar expectations (“off-days”) /

Accountability Outside Instructor Availability

Offi ce Hour during “off-days” 1:1 Opportunities for feedback on assignments

ASSESSMENT – FOCUS GROUP


Spring 2013 TRUexperience – Mentoring Pilot

Fall 2013 Kelley School of Business – Transfer Seminar University College – Transfer Seminar Transfer Bridge Pilot

WHAT’S NEXT?


QUESTIONS

ANDREA ENGLEREXECUTIVE DIRECTOR

OFFICE OF STUDENT TRANSITIONS & MENTOR INITIATIVES

[email protected]

RACHEL FULTONTRANSFER COORDINATOR

OFFICE OF TRANSFER SERVICES

[email protected]


Flaga, C. T. (2006). The process of transition for community college transfer students. Community College Journal of Research and Practice, 30, 3-19. doi:10.1080/10668920500248845

Schlossberg, N. K., Waters, E. B., & Goodman, J. (1995). Counseling adults in transition (2nd ed.). New York: Springer.

REFERENCES


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