Actions taken for :

·         Provided leadership for IUPUI’s Enrollment Management Council.  This council is charged with implementing a sustained, systematic, campus-wide process to manage our enrollments through an information-based plan that

•       matches unit goals with the campus mission

•       coordinates discrete activities across academic and administrative units;

•       monitors progress; and

•       adjusts plans in light of evolving state and community needs.

 

·         In 2007-2008, the Enrollment Management Council focused on:

• Participation and support for completion of the Academic Plan. Numerous members of the EMC were appointed to both Academic Plan committee leadership and membership.  In addition, members of the council provided resources, data, and other background information to assist numerous committees in their work.
• Particular effort was devoted to the Enrollment Shaping and the Research, International, Service, Experiential Learning (RISE) components of the Academic Plan.

• Coordination of initiatives focusing on prospective and continuing students, especially in the area of recruitment and in communications and marketing.
• Worked with Campus Housing to establish a March 15^th priority deadline for out-of-state and international students to apply for housing with assurance of having an on-campus bed.  Use of such dates facilitates recruiting these targeted populations.
• Exchange of information among schools and offices on effective practices for recruiting and serving new and continuing students, including addressing diversity in all aspects of our activities.
• Provision of data and improved access to data sources for use in planning, performing, and evaluating school-based and campus-level recruitment activities. 
• Collaborated with Information Management and Institutional Research (IMIR) in creation and training school representatives on the new IUPUI Information Gateway, a single starting point for data and related resources.
• Discussion of enrollment management-related issues and, where appropriate, making recommendations for action within the academic units or at the campus level.

 

For more about the council, visit the EMC Website and read the 2007-08 EMC Annual Report

·         Enrollment Services continued to provide leadership for IUPUI’s Academic Policies and Procedures Committee (APPC)

• APPC performs much of the detail work in the development, implementation, and monitoring of student-related academic policy. The committee also provides a valuable forum in which members can raise issues and learn from the experience of other units. Finally, APPC plays a key role in the review of proposals for new degrees, certificates, and minors.

·         Enrollment Services continued to provide leadership as IUPUI’s representative to the State Transfer and Articulation Committee (STAC).  Enrollment Services worked with the schools and provided staff support in the development of the articulations of associate degrees at Ivy Tech State College and Vincennes University to baccalaureate degrees at IUPUI.

Evidence of Progress:

Measures

• Recruitment, admission, and enrollment of desired populations
• Completion of Enrollment Management Council projects, whether developed from the EMC priorities or the Academic Plan
• Completion of articulations with Ivy Tech and Vincennes

 

Evidence of Progress:

• Record credit hour enrollment for the 13^th year in-a-row. Other recruitment, admissions, aid, and enrollment data are provided below.
• Record headcount of 30,300, eclipsing previous record of 29,953 (2004).  

*Official total adjusted for students enrolled at both Indianapolis and Columbus                 Students counted only once in IUPUI total.  (65 heads in Fall ‘07 and 37 in Fall ‘08)

 

 

 

 

• For Fall 2008, IUPUI increased admits from non-resident target domestic markets by 47% and experienced 18% overall growth in domestic non-resident admissions.
• The number of non-resident students grew 16.5% from Fall 2007 to Fall 2008, increasing their share of all students enrolled at Indianapolis from 9.5% in 2007 to 10.9% in 2008.  The growth in non-resident undergraduate students was even stronger, increasing 27.7% from last year and 52.7% since Fall 2005.
• Nearly 40 statewide articulations were completed with Ivy Tech and Vincennes in the 12 content areas mandated by the state.  IUPUI has a total of 56 degree articulations with Ivy Tech and 41 with Vincennes. Additional articulations are in process.

Activities planned for :

Activities planned:

Actions taken for :

• Continued the direct mail campaign to rising juniors, seniors and their parents.
• Sent names to IUPUI schools for dual admits.
• Expanded the purchase of prospective minority students from College Board Selection Services.
• Joined regional associations for collegiate admissions counselors in KY, OH, IL, and MI.
• Approximately 150 high school visits and college fairs in Indiana as well as our NR target markets
• Participated in Zinch, an on-line networking tool that allows us access to 300,000 high school students.
• Expanded IUPUI presence in Hobson’s Collegeview and their print college guides
• Redesigned publications to be more user-friendly and focused on “why IUPUI” as opposed to the mechanics of the application process.
• Introduced chats as a means to communicate with students.

·         Implemented a segmented communication stream that incorporates print and electronic communications that pushes tailored communications to students depending upon their characteristics.

·         Increased the size of the enrollment funnel at all levels for targeted populations.

·         Redesigned the admissions Website to make it easier for students to apply and obtain information about IUPUI.

• Implemented a phonathon to admitted non-resident and high ability students to improve yield from these populations.
• Redesigned admission standards to be more easily executed and communicated to prospective students and counselors.

·         Incorporated parents into the recruitment planning.

·         Identified and visited feeder schools in key non-resident markets and begin a recruitment relationship with them.

• Hired a recruiter focusing on recruitment of non-resident students
• Admissions conducted 3-day program, Step onto Campus, which brought 2,160 people to campus, from 103 high schools across the state.  This nearly doubled the 1,100 participants of the previous year.

Evidence of Progress:

Measures

• Number of outreach events attended vs. number of applicants vs. number of enrolled students

• Number of prospects who apply to IUPUI and enroll
• Increased quality of incoming beginning class
• Turn-around time in responding to requests for information 

Evidence of Progress

• For Fall 2008 increased beginning student applications by 12% and increased admissions by 9.8%.  Increased the number of admitted students in the top 10% by 16.1%.  Admitted students in the top-third of their high school class increased by 13.9% and constituted 64.3% of the admitted class. Increased the average class rank by 2 to the 70^th percentile Note: As the quality of our admitted students continues to improve, the matriculation (yield) rate declines as better qualified students have more educational options.

 

     Yield rate

 

• For Fall 2008, non-resident beginner enrollments increased by 11.1% over last year.
• The quality of the beginners who enrolled improved over last year.

·         Reached the highest number of students sending us Advanced Placement (AP) score results with 787 students sending us 1,196 separate AP score results.  This is an increase of 129 students (+19.4%) and 210 scores (+21.3%) over the Fall of 2007.  The number of AP scores has increased steadily in recent years: in 2003 268 students sent us 390 separate AP scores.

 

• See also Scholarship information in 2-d below.
• See also Diversity information in 3-a below.
• See also International Students in 3-b below.
• A number of recruiting publications also are available on-line.

Activities planned for :

·         Increase the number of non-resident students (both domestic and international) who matriculate to IUPUI

·         Increase the diversity of the undergraduate student body  See 3-a below

·         Increase the academic ability profile of the undergraduate student body

·         Expand number of high school visits and college fairs attended,

·         Expand collaboration with school-based recruiters.

·         Investigate, purchase/develop and implement technology that will help us research and reach out to new markets.

·         Implement “tickle list” to call the schools directly for the supporting materials for incomplete applications.

·         Implement uTalk—a Constituent Relationship Management (CRM) tool to enable the university to more easily and effectively reach our students.

 

Actions taken for :

• Partnered with the University College and the Ivy Tech Transfer Center to launch a Student-to-Student mentoring program that partners successful transfers at IUPUI with intended transfers at the Community College.

·        Developed new brochure for students deferred to Ivy Tech through the Partners Program.

·         Passport Website updated with additional information on the Partners Program, an agreement between IUPUI and Ivy Tech in which students who are not immediately eligible for admission to IUPUI are deferred to Ivy Tech to strengthen their academic preparation.  Partners students are guaranteed admission to IUPUI upon successful completion of a specific set of courses at Ivy Tech.    

·       18 Statewide Liberal Arts and Science degrees were articulated, 2 new Engineering and Technology and one with Herron. A total of 56 degree articulations are now in place with Ivy Tech Community College and 41 with Vincennes University through which student who have completed an associate degree can readily move into a baccalaureate program at IUPUI.  More articulations are in the development phase.

·        Participated in Passport Advisory Committee co-chaired by IUPUI Vice Chancellor Karen Whitney and Ivy Tech Dean of Students Sara Smith.

·        Passport outreach activities: Ivy Tech Adjunct orientations (each semester), Ivy Tech Activities carnival (each semester), IUPUI Campus Days, Ivy Tech Preview Days, Project Stepping Stone, Step On to Campus, High School Counselors breakfast, Ivy Tech Lawrence Health Discovery Day, Joint Nina’s Scholar’s Day at IUPUI, Ivy Tech Transfer Fair (each semester).

• For students deferred admission, send names monthly to Director of Admissions at Ivy Tech Indianapolis. Separate list of denied transfers and Community College transfers denied are sent monthly.  Ivy Tech plans to share enrollment data as its new student record reporting system is implemented
• Passport partnered with Ivy Tech Community College and University College to create a shared learning community for intended transfer students and IUPUI first year students.

Evidence of Progress:

Measures

• Number of students who enroll at IUPUI who previously attended Ivy Tech
• Number of students who are referred and deferred to Ivy Tech and their enrollment or applicant status at IUPUI  

Evidence of Progress

• 480 students who transferred to IUPUI in the Fall 2008 had previously attended Ivy Tech-Indianapolis.  This is an increase of 81.8% since Fall 2003.

 

o    2003           264 students

o    2004           363 students

o    2005           330 students

o    2006           482 students

o    2007           468 students

o    2008           480 students

 

• 92% of the Fall 2008 transfers from Ivy Tech-Indianapolis presented transferrable credit.  The average credits transferred has reached an all-time high of 32.3 credits.  This compares with an average of 13.8 credits transferred in Fall 2003.

• The total number of transfer students enrolled at IUPUI who previously attended Ivy Tech-Indianapolis has increased 71.3% since 2003. 

o    2003         1,547 students

o    2004         1,737 students

o    2005         1,913 students

o    2006         2,289 students

o    2007         2,518 students

o    2008         2,650 students

 

• In the Fall of 2008 IUPUI deferred approximately 1,570 students who did not meet IUPUI’s admission requirements to Ivy Tech campuses.  Deferments to the community college are up 84.7% since the fall of 2003.   This deferment process is known as the Partners program.  Students are admitted to IUPUI upon completion of a specific set of prerequisite courses and 15 credits.

• IUPUI reports annually on recent enrollment trends among students who have attended both Ivy Tech-Indianapolis and IUPUI.   

Activities planned for :

• Continue improvement with Ivy Tech Deferral Process known as Partners.

·        Send a follow-up letter to deferred students within days of IUPUI’s mailing and to develop a program to keep in touch with deferred students providing IUPUI updates and information.

·         Work with Passport Advisory Committee and expand discussions of joint interest.

·         In addition to current staffing at Ivy Tech’s North Meridian Campus, regularly schedule hours at both satellite campuses (Lawrence and Carmel).

·        Host an “IUPUI Day” for students enrolled in Health programs at the Lawrence campus.

·        Continue to support the schools in development of new articulations with Ivy Tech and Vincennes and establish a regular schedule to review/revise established agreements.

• Develop more and better ways to disseminate transfer information to students. Collaborate with the Transfer Center at Ivy Tech to develop and streamline joint efforts.
• Provide lists of deferred students to Ivy Tech Admissions on a more frequent basis.
• “Overhaul” the course-to-course articulation list.
• Develop side-by-side transfer checklists for articulated programs for use by academic advisors and students.
• Work with the Ivy Tech Director of Admissions on tracking Partners students using their new Client Recording Management System.
• Identify better use of technology to recruit students, disseminate information and announce events.

·   Promote the benefits of attaining a bachelors degree to Ivy Tech students.

·   Increased promotion of scholarship opportunities available to Ivy Tech transfer students.

·      Through expanded marketing, increase the number of Ivy Tech students who acquire JagTags and make use of IUPUI campus activities and services available to them under the Passport agreement.

·   Visit the Passport Website for more information.

 

Actions taken for :

• Coordinated efforts with the Thematic Learning Communities (TLC) to create better communication among the departments, the TLC office, and the Office of the Registrar.  Wrote procedures for the TLC departments to use when deciding on classes to offer in a Thematic Learning Community.

• Collaborated with academic units to develop communication streams to strengthen recruitment of students and integrated them into admissions communication streams.
• Developed a Communications Plan to track information sent to students and faculty.  This is a constant “work-in-progress” as new information comes up to be shared but allows a framework to assure we are addressing our students and faculty most effectively.  The calendar has been shared with the Enrollment Management Council to encourage more collaborative and coordinated communications efforts for students among Enrollment Services, the academic units, and Communications and Marketing
• Improved communication between ES and university recruiters through the undergraduate recruiters group. 

Evidence of Progress:

Measures

• Satisfaction of academic and administrative units with communications initiatives
• Better coordination of activities between academic units and central offices
• More uniform sharing of information and opportunity to answer questions
• Reduction in duplication of effort

 

Evidence of Progress

• Better coordination of communications initiatives among ES, the schools, and Communications and marketing
• Strengthened relationship with campus wide undergraduate recruiters that promotes ES as a clearing house for all undergrad recruitment activities

Activities planned for :

• Expand number of examples of school-based communications available on the Enrollment Management Council Website

·         Involve more offices in recruiting process, including alumni and schools

·         Focus on coordinating the post-admit communications to prospective students

·         Integrate other units into the uTalk (Constituent Relationship Management) initiative

Actions taken for :

• Continue to be able to manipulate class offerings and General Inventory space to find a classroom for every class by the first day of a term.  While this is becoming increasingly difficult, we have yet to be forced to cancel a class.  This is the result of individual persistence along with continued understanding/cooperation from academic units. 
• Designed a report to track general inventory classroom renovation changes to assist in long-range planning and explanation of changes in seating capacities (usually net loss) in general inventory seats.  This report reflects changes to each room based on renovation, Learning Environment Committee initiatives, etc. and will be updated each year.
• Implemented a new process for departments to proof their final copy of the schedule of classes in electronic form. This gives the departments more time to go over their schedule, hopefully decreasing the amount of changes later.
• Revamped the final exam schedule to include time modules for the Friday only courses, and changed evening exam start time from 5:45p to 6pm to match the evening classes begin time.
• Provided data on “Second Start” classes for use in additional planning and tracking.

• Additional ad hoc reports were created for academic units as requested and published when resources allowed.
• Improved services student for veterans, resulting in changes to record-keeping, communication, and dissemination of information. 
• Continued to run lists of students who are eligible to enroll for the upcoming term but have not yet registered.  These lists are used by the academic units to make contact with their students, encourage their enrollment, and address any questions or issues the students may have that are delaying their registration.
• Proactively contacted financial aid recipients who were blocked from registering for classes due to an unpaid IUPUI account in order to help the students clear the debt

Evidence of Progress:

Measures

• Number of additional reports created or modified
• Satisfaction of academic units with having their information needs met
• Better use of available classrooms, including improved student enrollment patterns
• Number of students cleared for registration through clearing of the IUPUI debt

 

Evidence of Progress

• Reports and data provided to academic and administrative units
• E-mail notifications in use
• Fewer classes still needing room assignment at start of semester
• Visit the Information Gateway site for enrollment and other data.

Activities planned for :

• Write and publish more detailed comparison reports and provide trends where possible. 
• In conjunction with IMIR and the Enrollment Management Council, provide academic units with enrollment data and trends to assist their planning and tracking.

• Explore enhancements to current services to develop a ‘virtual’ enrollment services to provide students with all typically required services without an on-campus visit
• Develop integrated plan for the virtual enrollment services that includes mechanisms to assess outcomes
• Investigate the use of Business Intelligence tools as well as the use of “dashboards” 

Actions taken for :

• Continued partnerships with School of Engineering & Technology, School of Science, SPEA, School of Dentistry, School of Liberal Arts, and School of Education on middle schools visits where they provided academic presentations from their respective disciplines.
• Participated in the community outreach events such as the Indiana Black Expo Summer Celebration “Kids World”, IPS Back-to-School Carnival and Fiesta Indianapolis to disseminate college preparation information
• Partnered with the community organizations such as the Indianapolis Urban League and La Plaza to host programs targeting middle school students and their parents
• Meet with community organizations to plan future initiatives

Evidence of Progress:

• Served 1,935 middle school students through visits to IUPUI campus and middle school site visits. There were a total of 31 middle schools and community organizations that participated in outreach programs.
• Academic units understand the need to focus early outreach and recruitment efforts on this population and envision middle school students as future college prospects.
• Increase interest by academic units in working with middle school students, parents, and educators.
• Increased exposure in the community

Activities planned for :

• Unless campus funding for a staff member to pursue these initiatives, middle school initiatives will be cut back

Actions taken for :

• Assisted IMIR in the development of the Information Gateway reporting site, incorporating numerous reports published by the Registrar.
• The Office of the Registrar regularly consulted with academic units on their business processes and needs for better managing student information, tracking specific student groups, expanded reporting capability and meeting their other information needs.  Examples include data analysis, adding the ability to track licenses and certifications, modifying academic structure configurations for better degree tracking, drafting reporting “how-to” training documents, and improved automated review of course prerequisites at time of registration.
• Re-established the IUPUI Academic Unit Reporting group (which had been stalled until the 9.0 upgrade was complete).  This effort is designed to assist all academic units in quickly getting the reports they need to carry on their daily operations.  This is a long term effort that requires academic unit and Registrar commitment and careful, deliberate communication.  The end result should be an environment in which each unit has information they need at their fingertips. 
• Re-organized and re-energized the Recorders’ committee by establishing a Recorders “Plus” group with standard meetings, a coordinated method of communication and organization via My Groups in Onestart, and a renewed spirit of collaboration and partnership in sharing information and providing the best service possible to our constituents. 
• Provide monitoring services and reports to departments when a department controlled room or lab is double-booked so they have time to resolve the conflict.
• For the University College Advising Workshop on Legal, Ethical Issues for Advisors, the Registrar presented an overview of federal student privacy law (Family Educational Rights and Privacy Act—FERPA), designed specifically from an advisor’s perspective.   
• Worked with the central Student Enrollment Systems office to deliver an Academic Advising tracking and note sharing system within the SIS.  This includes the ability for schools to now identify an advisor for each student along with the delivery of useful advising reports.  
• See also 1-f, 1-h, and 1k above

Evidence of Progress:

Measures

• Satisfaction of units with support received
• Greater efficiency of processing
• Expanded availability of data and other information
• Accuracy of data

 

Evidence of Progress

• New reports and processes
• More efficient processing and tracking of student eligibility and performance
• Improved accuracy of school-level data

            See also 1-f, 1-h, and 1-k above

 

Activities planned for :

• Offering schools/departments training and support sessions for recorders and others which are business process focused and specifically focus on “how to” within SIS and the IUIE/Aqua data studio.
• Collaborate in workshop for schools on sources and use of institutional data in their planning and evaluation activities.
• Expanding consultation with various academic units about their key business processes, understanding of the SIS system options including reporting, better utilization of their requirements and resources, improving communication on touch points.  Consider commissioning new survey for more detailed information on relevant services as well related university system-based services such as SIS elements of OnCourse.
• Add detailed course/classroom space data to Information Gateway reporting site.  
• See also 1-f, 1-h, and 1-l above

Actions taken for :

• The Director of Multicultural Outreach served as the interim Director of the new IUPUI Multicultural Center.
• Developed communication streams specifically for ethnically diverse populations
• Increased outreach to minority community through participation/sponsorship of Project Stepping Stone, Cinco De Mayo Festival, Mayor’s Latino Forum, IPS Back to School Carnival, and Indiana Black Expo.
• Contacted admitted minority students who are candidates for scholarships and encouraged them to submit applications by the scholarship deadline.
• Partnered with the National Society of Hispanic MBA’s and Kelley School of Business to host Project Stepping Stone: College Awareness Program.
• Designed and implemented new communication stream to target students from diverse backgrounds based on ethnicity, parental education, and citizenship.
• Implemented an aggressive program to ensure that applications from diverse populations are completed in a timely manner.
• Multicultural Outreach and Campus Visitation staff worked to conduct empowerment workshops for visiting students from unrepresented populations focusing on the benefits of attending college, preparation for college, process of applying and paying for college
• Hosted campus tours in Spanish.
• Maintained the IUPUI Spanish Hotline to provide information about education opportunities at IUPUI in Spanish.
• Actively promoted the Multicultural Outreach hotline as a resource to prospective minority students. The hotline is also the newly established general office line.
• Developed a listing of top scholarship sites for minority students seeking private scholarship funds.

Evidence of Progress:

Measures

• The yield rates from the open houses, list purchases and college fairs will indicate success of the programs
• Increased volume of contacts generated from various events attended
• Increased usage of the hotlines and an analysis of type of questions each line receives
• Increased number of minority applicants, admits, and enrollees.

 

Evidence of Progress

• See also Use of Scholarships in 2-d above.  

 

Activities planned for :

·         Increase the number of minority admits and enrollees for the 2009-2010 academic year

·         Increase the number of minority transfer students from Ivy Tech by working with Passport to conduct special information sessions for Ivy Tech students

• Create Spanish-language recruitment materials
• Hire a recruiter for Hispanic and Latino recruitment
• Increase recruitment of international students from feeder community colleges
• Update the Spanish admissions brochure
• Develop a marketing brochure that highlights resources for diverse populations on the IUPUI campus.
• Complete development of coordinated recruitment plan.  Communicate and execute plan
• Fund staff to attend college fairs that target minority students both in Indiana and in neighboring states.
• Host a multicultural visit day in the Spring
• Increase promotion of the diversity related scholarship programs through targeted marketing efforts
• Initiate annual minority recruitment forum in spring for individuals interested in assisting with minority recruitment
• Develop and implement a program to take current IUPUI students back to their high schools to talk about the importance of attending college

Actions taken for :

A Strategic Planning Committee was formed in order to provide guidance for the future of OPD. Committee members met frequently during the fall 2006 and spring 2007 semesters to discuss the OPD mission, needs of the campus community, existing assessment data that had been compiled, and possible changes that might need to be made to better serve the campus. 

Evidence of Progress:

Three principal recommendations were made by the Strategic Planning Committee and these will be considered by Consortium for Learning and Scholarship leaders.

Activities planned for :

Outcomes from the OPD Strategic Planning process will be reviewed by the Consortium for Learning and Scholarship and applied as appropriate.

Actions taken for :

The Academic Policies, Procedures, and Documentation (APPD) Unit conducted New Faculty Orientation and ongoing monthly workshops as a collaborative project with other units in OPD.

Evidence of Progress:

Improved communication to new faculty and better attendance at all events.

Activities planned for :

New Faculty Orientation will be improved via the collaboration between Faculty Appointments and Advancement (FAA) and the Consortium units in the future.

Actions taken for :

Six academic divisions were created by campus leadership, includng Business, Education, Liberal Arts, Nursing, Science, and University College.  All academic campus activities have been shifted to appointed Division Heads, including budget management, courses to be offered, hiring of faculty including adjunct faculty, hiring of staff to support the division, compiling reports representing the division, and planning for the future.  See http://www.iupuc.edu/academics/. 

Evidence of Progress:

By assigning students to divisions as early as possible following our restructuring, enrollment growth has been evidenced in those divisions in which there is a baccalaureate program that can be completed at IUPUC.   Once again, articulation with Ivy Tech Community College has increased. 

2007-08 was another outstanding year for IUPUC with significant accomplishments.  Student credit hours increased by 4.9% in the fall and 4.6% in the spring compared to the same periods last year.  Credit hours have risen 22% since Fall 2004, marking almost four consecutive years of steady growth for IUPUC.  Student headcount also increased by 2.6%.

Activities planned for :

Ongoing

Actions taken for :

IUPUC Faculty Senate Constitution and Bylaws were updated in October 2007.  The revised documents are available at:  http://www.iupuc.edu/facstaff/IUPUC%20Constitution%20and%20Bylaws%2010%2007.pdf

References to Purdue University College of Technology (PUCOT) were eliminated from the IUPUC Constitution.  

Changes were made to the bylaws to be consistent with the above Constitution change to include changes in boards and committees of the Senate.

Verbiage was changed to reflect how the bylaws describe involvement of the faculty in defining the membership, terms of service, and duties and responsibilities of the promotion and tenure boards of the faculty. 

The requirement for the Sergeant-at-Arms (and Parliamentarian since the Sergeant-at-Arms serves that role as well per this Article) was changed to be a voting member of the Senate to allow any individual designated by the President to serve in that capacity. 

Removed staff awards from the duties and responsibilities of the Budgetary and Resources Policy Committee since full responsibilities for staff awards is now vested in the Staff Council.

Online student course evaluations were in place for IUPUC courses in December 2007; however, organizational changes at the IUPUI Testing Center delayed implementation.  Online evaluations were implemented in May 2008 and had a slightly lower response rate than evaluations previously administered during class time.  The Faculty Affairs Committee recommended more publicity for the new procedure and pointed out that asynchronous evaluations result in a significant increase in in-class learning time for each course.

 

Faculty Senate Committees

 

Academic Affairs

 

Early Warning System: This new policy can be found at:    http://www.iupuc.edu/facstaff/agenda_files/Early%20Warning%20to%20Senate%20April%2020.pdf

 

Probation, dismissal, and reinstatement procedures were developed in a number of academic divisions.

 

Honors programs:  Designated faculty explored the possibilities of establishing honors courses at IUPUC.

 

E-Portfolio:  As part of their accreditation process, the IUPUC Division of Education faculty have worked to establish e-portfolio for education majors that may serve as a template for other IUPUC Divisions as well as other IU campuses.  During 2007-08, the second year of an ePortfolio grant awarded to members of the IUPUC Division of Education, faculty across disciplines worked with Education majors to identify for ePortfolio use learning artifacts that both address the Principles of Undergraduate Learning and standards for teachers.

Evidence of Progress:

A comprehensive IUPUC Academic Bulletin  was developed and approved by the IUPUC Faculty Senate. www.iupuc.edu/academics/IUPUC%20Academic%20Bulletin.pdf

An IUPUC Faculty Workload Policy was developed and implemented.  http://www.iupuc.edu/facstaff/agenda_files/COFS-FA-0506-D003.pdf

Outstanding faculty award recipients have been recognized according to the newly established award guidelines.  

IUPUC students were named to the Dean’s List using new criteria in each of the undergraduate divisions.    http://www.iupuc.edu/facstaff/agenda_files/IUPUC%20Deans%20List%20Criteria%200701.pdf

Faculty presentations and workshops continue to be provided through the Center for Teaching and Learning at IUPUC as a result of a faculty survey conducted during the previous academic year.

Following recommendation by the Budgetary and Resources Policy Committee, construction of a sidewalk on the south side of campus leading to the Center for Teaching and Learning was completed in spring of 2008 and signs will be installed to designate names for each campus building entrance.

The Student Affairs Committee approved the guidelines and online forms for student organizations in December 2007.  

Extended library hours for students on weekends during the final exam period in Spring 2008 proved to be highly successful.  A permanent extension of Friday and Saturday hours during exam period weekends will begin Fall 2008.

Activities planned for :

Faculty Senate Committees

Actions taken for :

A committee of tenured faculty drafted a promotion and tenure document for the campus that includes the criteria for satisfactory and excellence performance in the areas of teaching, research, and service, as well as identifies an appropriate process for promotion and tenure at IUPUC.  IUPUC´s Promotion and Tenure document was approved by the Dean of the Faculties in June 2007.

IUPUC Faculty Senate approved excellence criteria for promotion and tenure in March 2008.  Excellence in teaching, research, and service was defined for each of the IUPUC Divisions. The Faculty Affairs Committee worked on the dissemination and implementation of the new criteria and fielded faculty questions.  The Promotion and Tenure Committee presented an extensive promotion and tenure workshop in May 2008.

An IUPUC tenure-track faculty was evaluated in Fall 2007 using the new IUPUC guidelines for promotion and tenure.  

Evidence of Progress:

Faculty are being considered for promotion and tenure according to the new guidelines approved for IUPUC. 

Following the IUPUC Faculty Senate´s approval of “Excellence Criteria” for promotion and tenure, a very useful Promotion and Tenure workshop, facilitated by Dr. Jay Howard, was conducted at IUPUC in May 2008.

 

Activities planned for :

IUPUC´s Promotion and Tenure document guidelines apply to all IUPUC faculty, whether they are in Indiana or Purdue University schools, and apply to both promotion and tenure for tenure-track faculty and promotion for all other categories.  For faculty tenured after July 2007, tenure of IUPUC faculty appointees is specific to IUPUC.  The tenure status of IUPUC faculty appointees does not apply to IUPUI, Purdue University, IU Bloomington, or other university campuses and units.  At this time, IUPUC librarians at IUPUC seek promotion and tenure through Indiana University.  See: http://www.iupuc.edu/facstaff/IUPUC%20PT%20Guidelines%202007%20Final.pdf

An IUPUC tenure-track librarian will be evaluated in Fall 2008.

Actions taken for :

The Assistant Dean of the Office of Gift Development and Alumni Relations left IUPUC in November 2007 to take a position at IU East.  A search to fill the position was conducted and Kathy Stolz was hired in May 2008 as Director of Gift Development and Alumni Relations.

IUPUC once again obtained 100% participation from faculty and staff in our annual Campus Campaign.  This level of contribution represents a total of six consecutive years since the campaign began.

Evidence of Progress:

The hiring of a new Director for the Office of Gift Development and Alumni Relations to replace the former Assistant Dean.

Activities planned for :

With the Director now in place, searches will be conducted for vacant full-time positions in the Office of Gift Development and Alumni Relations, including Development and Special Events Coordinator and Administrative Secretary.

Work will begin with the new Director to plan future activities and campaigns.

Actions taken for :

The IUPUC Art Advisory Board consists of leaders in the area of art in south central Indiana, including the executive director of the Columbus Area Arts Council and the executive director of the Southern Indiana Center for the Arts.  The charge of the Committee is to advise IUPUC officials on art collection, policies and procedures, and develop ways to bring art to the attention of IUPUC students, faculty, staff, alumni, and friends through programs and exhibitions.

The Board enjoyed another active and productive year in 2007-08.  The Duke Energy Sculpture Garden, part of IUPUC University Park, originally opened in June of 2006 with three works from faculty members from the Herron School of Art and Design at IUPUI.  Two additional sculptures from local artists were added to the two-acre park in 2006.  Additions from Herron faculty during 2007-08, bring the total number of pieces in the Sculpture Garden to seven.

 

Activities planned for :

Actions taken for :

Recommendations from the IUPUC Student Council indicated our students would like more outside study spaces, eating areas, and recreational opportunities.  IUPUC partnered with the City of Columbus Parks and Recreation Department to develop an initial plan to create the IUPUC University Park.  Outdoor study spaces and eating areas with evergreens and seasonal plants were created during 2006-07.  Footballs, basketballs, and frisbees have been purchased and students can check them out in our student services area.

Within IUPUC University Park, the Duke Energy Sculpture Garden, including a wildflower meadow with 33 wildflower species and lighted paths that connect to the city´s People Trail system, was created.  It originally opened in June of 2006 with three works from faculty members from the Herron School of Art and Design at IUPUI.  Two sculptures from local artists were added to the two-acre park within its first two months.  During 2007-08, two additional pieces were added from faculty at Herron, for a total of seven pieces.

In order to promote a healthier and more welcoming environment for employees, students, and guests, IUPUC became a smoke- and tobacco-free campus effective January 1, 2008. 

Evidence of Progress:

The outdoor space is used and enjoyed by faculty, staff, and students on a regular basis for a variety of purposes.

Activities planned for :

We will continue to collaborate with the City of Columbus Parks and Recreation Department to enhance our outdoor spaces, depending on funding availability.

The IUPUC Art Advisory Board is working with faculty at Herron to identify three-dimensional sculpture pieces that may be added to the Sculpture Garden. 

 

Actions taken for :

Knowing that quality service is a key to recruitment and retention efforts, the campus developed and implemented a customer satisfaction initiative in the 2006-07 academic year.  An internal customer survey was conducted in 2007 to provide baseline information for improvement and to help identify internal best practices from which we can all learn.

Five Standards of Service that reflect the level of service we intend to provide to every customer - internal and external - were identified.  

I - Individualized Approach

U - Unique Situations

P - Pride

U -Unified Team

C - Caring

Evidence of Progress:

Areas of improved customer service resulting from changes made as a result of the internal survey findings last year have provided evidence of progress.

Activities planned for :

We continue to refine the customer satisfaction initiative by encouraging the core principles stated above.    

Faculty and Staff will be asked to read specific books as part of professional development/customer service programming in 2008-09.  Lunch and learn sessions will be held to identify first impressions of the books, personal reactions, and key messages.  Later in the year, topics such as risk-taking/creativity and internal communication/ customer service will be presented and discussed. 

 

Actions taken for :

Articulation agreements have been signed to offer joint degree programs in the following Indiana University and Purdue University Schools at IUPUI:  engineering, general studies, informatics, labor studies, music, liberal arts, nursing, public and environmental affairs, science, and tourism, conventions, and event management.

A total of 21 Bachelor of Science or Arts degree programs are now available at IUPUC, including the joint programs with IUPUI. The list of programs in which students can apply for admission is available at: http://www.iupuc.edu/academics/.

Evidence of Progress:

The success of these programs will be assessed in the years to come.

Activities planned for :

We will continue to seek opportunities for articulation.

Actions taken for :

The responsibility and budget for course offerings at IUPUC have shifted to appropriate divisions.

Evidence of Progress:

Before the finalizing the course offerings each semester a meeting is held with all IUPUC personnel who schedule classes to review the schedule to avoid conflicts and bottlenecks for students.   The goal is to ensure that classes are scheduled in a manner that avoids having two required courses for students in particular majors schedule at the same time and day.  This effort has helped reduce student scheduling conflicts.

Activities planned for :

Coordination of course offerings at IUPUC continue to be handled by IUPUC Division Heads.

Actions taken for :

IUPUC partnered Ivy Tech Community College and other residents of the Columbus Learning Center to provide shared security services for a more visible security presence on campus in the evenings and on weekends. 

 

IUPUC Office of Information Technology continues to manage infrastructure, hardware, software, and user service in the Columbus Learning Center.

 

Other areas continue to be studied for possible collaboration, including a common testing center that would serve all students from all institutions on campus, and using IUPUC juniors and seniors to tutor freshman and sophomore students from all institutions on campus.

Given our limited resources and the proximity of Ivy Tech Community College to the IUPUC Campus, partnership of the two institutions is imperative and on the list of priorities of the campus.  Following discussions, meetings, and coordinated work, a comprehensive agreement between the two institutions was signed in 2004 at the Learning Center.  See http://www.iupuc.edu/passport/

Evidence of Progress:

In addition to the number of Ivy Tech students with AS degrees pursuing BA/BS degree programs at IUPUC, we have found many ways to collaborate effectively to reduce duplication of services in our area. 

Activities planned for :

An articulation agreement was signed between the Indiana University School of Education at Columbus and Ivy Tech Community College whereby Ivy Tech graduates who have completed the articulated Associate of Science Degree program will be considered for admission to the Elementary Education Program of the IU School of Education at Columbus with junior status provided they meet the requirements for admission.  They must be admitted to IUPUC and complete the application process for the IU School of Education at Columbus by the application deadline.  In the admissions process, which is competitive, Ivy Tech graduates will receive all rights and considerations afforded any transfer student.  Ivy Tech students will be held to the same standards for admissions continuation in the program, graduation, and recommendation for licensure as any student.

Actions taken for :

Signed agreements between Ivy Tech Community College-Columbus and IUPUC have facilitated Ivy Tech graduates pursuing baccalaureate degree programs at IUPUC.

Evidence of Progress:

The first AS recipient of Ivy Tech Community College-Columbus was admitted at IUPUC in November 2004 through the established agreements between the two institutions.  IUPUC continues to receive e-mails from Ivy Tech students on a semi-regular basis to inquire as to how their coursework will transfer into an IUPUC baccaulareate degree.

With the suspension of the Associate of Science Degree in Nursing at IUPUC in early 2008, and the expansion of the ASN program at Ivy Tech Community College-Columbus to accommodate our students, it is our hope these students will return to IUPUC for their bachelor´s degree in nursing.

Activities planned for :

See http://www.iupuc.edu/passport/.

Actions taken for :

IUPUC established a PASSPORT-IUPUC program to provide students of Ivy Tech Community College-Columbus the freedom to transfer courses and associate degree credits to IUPUC.  An IUPUC staff member will be responsible for communication of programs created by this office to the faculty, staff, and students at Ivy Tech Community College-Columbus.  Ivy Tech Community College-Columbus has  provided support in facilitating communication with its students.

IUPUC created and maintains the official Website providing information on how Ivy Tech students can transfer specific courses and credits into the IUPUC undergraduate and graduate degree programs. 

A PASSPORT e-mail address was created so that Ivy Tech students can e-mail IUPUC directly to get answers to their questions.  The IUPUC Director of Admissions personally answers the e-mails.

Evidence of Progress:

The number of Ivy Tech graduates transferring courses and associate degree credits to IUPUC will be a measure of the effectiveness of this program.

Activities planned for :

Admissions staff and academic advisors of both institutions are familiar with the PASSPORT-IUPUC program and can facilitate student transfers when appropriate.

See http://www.iupuc.edu/passport/ for additional information.

Ivy Tech students continue to inquire by phone and via the PASSPORT e-mail account (passport@iupuc.edu) to find out how they can transfer specific courses into IUPUC undergraduate degree programs.

Actions taken for :

The IUPUC Library was renamed University Library of Columbus.  The library is housed in the Columbus Learning Center and is jointly used by IUPUC, Purdue University College of Technology, and Ivy Tech Community College.  The new name is symbolic of our joint efforts to provide the best possible education for our students and the best possible resources for our region.   

Evidence of Progress:

Providing transparent services to over 5,000 students of IUPUC, Ivy Tech, and Purdue College of Technology-Columbus is a measure of the effectiveness of this program.

Activities planned for :

Librarians from IUPUC and Ivy Tech continue to meet on a regular basis to review resources needed by Ivy Tech students.  The Director of the University Library of Columbus works to ensure that identical services and resources are provided to students of both IUPUC and Ivy Tech.

Actions taken for :

Evidence of Progress:

1.      School of Education faculty are participants in all major P-16 efforts. 

2.      Project IMPACT funding is expanded and unique partnerships are strengthened with each neighborhood center.

3.      The various School of Education projects/initiatives are linked to the maximum extent possible, resulting in higher student enrollments and increased student diversity.

Activities planned for :

1.      Participate in leadership role on campus P-16 council and community   networks.

2.      Expand resources and support for Project IMPACT work with Indianapolis neighborhood centers.

3.      Connect “pipeline” course activities with elementary ed., secondary ed., and graduate program school and community activities in order to better align our efforts, partnerships, and impact.

 

Actions taken for :

Evidence of Progress:

1.      MOUs are in place for all secondary education partner sites.

2.      Plans of action are in place for elementary and secondary education to strengthen partnerships and move toward a PDS relationship.

Activities planned for :

1.      Finalize Memorandum of Understanding (MOU) partnership agreements with all secondary education schools.

2.      Develop a plan of action regarding elementary education partner schools that leads to MOUs.

3.      Develop a plan of action with each elementary and secondary education partner school to move toward a more comprehensive PDS relationship, resulting in a greater impact on school change and student success.

Actions taken for :

Evidence of Progress:

1.      The evaluation data from the Woodrow Wilson Indiana Teacher Fellowship

and the Noyce Fellowships indicate that the secondary science and math teacher education program is successful in recruiting qualified candidates and these individuals use "best teaching practices" in classroom instruction.

2.      UCASE seminars and symposia address current issues and STEM scholarship.

3.      Research strands are identified as the focus of UCASE scholarship.

Activities planned for :

1.      Develop a model teacher education program for secondary STEM educators.

2.      Continue to recruit high quality science and mathematics teaching candidates.

3.      Offer seminars and symposia to advance STEM education.

4.   Develop a research agenda that will support the UCASE mission

Actions taken for :

Evidence of Progress:

1.      A total of 60 individuals complete the program.

2.      A clear line of inquiry is underway.

Activities planned for :

1.      Support 3 full cohorts to complete the program.

2.      Conduct research to investigate the impact of program completers in the field.

Actions taken for :

Evidence of Progress:

1.      Increase in the participation of SOE students and faculty in To Mexico with Love program.

2.      Involvement of alumni and teachers in To Mexico with Love program.

3.      Dialogues have occurred between faculty at target universities and plans for joint research, teaching and service activities have been identified.

Activities planned for :

1.      Expand “To Mexico with Love” program to include alumni, teachers, and School of Education students.

2.      Conduct dialogues between our faculty and faculty at our partner universities to identify research, teaching and service activities of common interest.

Actions taken for :

Evidence of Progress:

The above two activities have occurred and joint plans are in place for collaboration.

Activities planned for :

1.      Learn about international projects already in place at our partner schools.

2.      Share and plan for joint curriculum and travel activities.

Actions taken for :

Identify high volume vendors that have the capability to be set up for electronic invoicing.

Evidence of Progress:

Increased productivity and quicker processing.

Activities planned for :

Continued monitoring of high volume vendors.  Make recommendation to transition to an e-invoicing format.

Actions taken for :

Initiated conversations with SES Training Team to assist in development of the online training and publishing of documentation on the SES Training website.

Evidence of Progress:

Expedite the process to obtain security to SIS SF for new IUPUI users.  Less inquiries about processes for which training guides are online.

Activities planned for :

Update the existing SIS Student Financials training guides and quick guides.  Collaborate with the SES Training Team to translate the content into the standard SES Training guide format.  Publish training guides and quick guides; notify the SIS SF users of the availability of the training guides.

Actions taken for :

Purchased new radios and new dispatch equipment that allows for interoperability with the county-wide radio system and other agencies.

Evidence of Progress:

Equipment upgrades in communications center, computer aided dispatch (CAD) and new radios for patrol vehicles and hand held radios.

Activities planned for :

Continue to upgrade all departmental technical capabilities and equipment as resources allow

Actions taken for :

Negotiating with Indygo to bring additional bus service to the campus.

Evidence of Progress:

Campus community will have better transportation options.

Activities planned for :

Continue to market routes and services of IndyGo to students.  Review and implement other TDM (Transportation Demand Management) initiatives as appropriate.

Actions taken for :

Worked with core parents to reorganize and energize parent group Involved parents in classroom, and center wide activities

Evidence of Progress:

More parental participation New and/or different events and ways for families to participate

Activities planned for :

Continue to collaborate with new Parent Association Continue current classroom and Center events involving parents Look for new and creative ways to involve parents

Actions taken for :

The department with assistance from the School of Medicine purchased a $16,000 state-of-the-art Fingerprinting and printer equipment.

Evidence of Progress:

Equipment needed to do printing purchased by the School of Medicine that resides at the Police Department.

Activities planned for :

Work with other schools in the University to provide fingerprinting service for those who need it for certifications. Develop programs to fingerprint kids at various locations on and off campus, including the Center for Young Children.

Actions taken for :

Submitted name and materials for nomination

Evidence of Progress:

Seated and listed as a board member

Activities planned for :

Will serve if elected.

Actions taken for :

Involved in various professional groups, some with leadership responsibilities

Evidence of Progress:

Membership of various groups

Activities planned for :

Continued participation in professional groups

Actions taken for :

Maintained ongoing negotiations, discussions, and joint board relationships with Clarian.  Outreach efforts to mail mail-house operations throughout the city

Evidence of Progress:

Restructure of business models of current relationships with other mail businesses to include Clarian

Activities planned for :

Continue above goal

Actions taken for :

Obtained a $400,000 plus grant from the U.S. Department of Education for Emergency Preparedness.

Evidence of Progress:

New Initiative

Activities planned for :

Conduct a tabletop Emergency Preparedness exercise which includes; scenario, funding, personnel, training and seminars prior to exercise. Conduct a full-blown Emergency Preparedness exercise that will include the University Administration, Faculty, Staff, Students and other Agencies in Marion County.

Actions taken for :

Offered facilitated process to several new leaders.

Evidence of Progress:

New Leader Transition Process occurs for all new campus leaders at IUPUI who desire this support.

Activities planned for :

Offer New Leader Transition Process for administrators within first month of their new role..

Actions taken for :

Participated in planning phase of revised electronic timekeeping process.

Evidence of Progress:

IUPUI campus units will gradually incorporate appointed biweekly staff into the TIME system.

Activities planned for :

Help communicate new TIME system, help resolve any policy issues.

Actions taken for :

Identify content, format and final document, partnering with UHRS.

Evidence of Progress:

For those nearing retirement, the pre-retirement booklet is received by spring 2009.

Activities planned for :

Finalize and distribute pre-retirement booklet to employees within a year of retirement.

Actions taken for :

Evidence of Progress:

Activities planned for :

Establish Greening IUPUI Program, with: Application Forms, Application Directions, Establishment of an Awards Committee, Guidelines and Publicity of the program.

Actions taken for :

•   Herron sent representatives to National Graduate Portfolio Days in New York City, San Francisco, and Chicago to recruit potential graduate students for Herron’s MFA programs in Visual Communications and Visual Art (Sculpture, Printmaking, and Furniture Design).
•   Herron organized and held Open Houses for potential graduate students at Herron in Fall 2007.  Separate Open Houses will be scheduled for the MFA in Visual Communication and MFA in Visual Art (Sculpture, Printmaking, and Furniture Design).
•   We have submitted materials for approval from our accrediting body “National Association of Schools of Art and Design” for our new Master of Fine Arts degree programs in Visual Communication and Visual Art (printmaking, furniture design, and sculpture). Approval for these MFA degree programs is expected from NASAD during fall 2007

Evidence of Progress:

•    Recruited six additional graduate students in Visual Communication program for 2008-09 academic year.
•    Twelve graduate students enrolled in the MFA in Visual Arts degree program in Furniture Design, Printmaking and Sculpture
•    Department of Visual Communication Design conducted a successful search for a tenure-track faculty member who adds intellectual and racial diversity to the graduate faculty.
•    Received university approval for all new courses for curriculum for MFA in Visual Communication and Fine Art (Sculpture, Printmaking, Furniture Design)

Activities planned for :

•    Develop relationships with businesses, non-profits, and government organizations throughout Central Indiana as potential partners for community engagement projects
•    Provide graduate students with opportunities for community projects and professional practice
•    Develop marketing and recruitment strategy to recruit top quality graduate students
•    Hire highly qualified faculty to add intellectual diversity to the graduate faculty

•    Research Art Therapy degree programs and develop curriculum
•    Consult with several experts in the field of Art Therapy
•    Fundraise to support the launch of an Art Therapy degree program

Actions taken for :

•    Hired a new director of the Basile Center
•    Gained significant attention and support from the community
•    Developed a vision statement and proposal to secure external funding and support
•    Continued dialogue with external community partners
•    Developed an operational budget for the Basile Center
•    Developed a viable 3-year business plan for the activities of the Basile Center
•    Secured contracts and funding for community-based projects
•    Initiated a centralized program to manage student internships

Evidence of Progress:

•    Received Eli Lilly and Company Grant for marketing the Basile Center to prospective graduate students and for funding assistantships for the graduate programs
•    Received $30,000 private gift for technology and resources for the Basile Center.

Completed student projects and community collaborations
•    Marion County Circuit and Superior Courts - Visual Communication Design
•    Imani Workshops - students developed and presented proposals for institutional identity, exhibit identifiers, and marketing communications.
•    United Way of Central Indiana – Students produced promotional materials for the United Way´s Ready to Learn, Ready to Earn campaign
•    St. Louis for Kids - Visual Communication students developed and presented proposals for institutional identity and marketing communications.
•    Indiana State Hispanic Chamber of Commerce - Students developed and presented proposals for institutional identity and marketing communications.  
•    Council for Court Excellence - Development for the online tutorial for the Court Observation Project
•    Indiana Children´s Health Services Research, Department of Pediatrics - Herron students worked to increase recruitment and retention for the study and developed a ´model´ for communications and community outreach for further research studies.
•    Citizens Action Coalition - students developed an exhibition proposal for a traveling exhibit
•    Medical History program of the IU School of Liberal Arts - Eugenics Online Experience Design Project
•    Indiana Partnership for Young Writers - Students developed, designed, fabricated and installed an interpretive exhibition that engages the work of the IPYW publication “Coming to Light”
•    iMOCA Gallery of Contemporary Art - IPS elementary educational video about contemporary art
•    Student/Community Team - Help Indianapolis Renters to Recycle - students developed  a prototypical door hanger recyclables container, a renter recycling incentive program that benefited local charities and a proposal book for a state law to make it mandatory that recycling containers be placed at all rental properties. Herron student designers produced all materials for the recycle for charity program. Herron students also produced a book that was given to state legislators proposing consideration of the mandatory rental recycling law; this book was given to legislators to raise awareness and support for the law.
•    Indiana Dollars for Scholars - students researched and evaluated the communication needs for the organization and developed a marketing plan that included the design of various promotional materials.
•    Student/Community Team, Help Indianapolis High School Students Accept Differences – Herron students participated in a collaborative team and held a brainstorming event to develop solutions. A curriculum was created and tested at Park Tudor High School in which students could get experiential learning about issues of diversity and stereotyping. Student designers produced all related materials for the curriculum and gave it to the school and several teachers in other local high schools.
•    Domestic Violence Network of Central Indiana - Herron students performed research and created outreach materials to aid in fundraising and public engagement with the DVNCI including a Powerpoint presentation to be given at local schools and community groups, an outreach brochure and a table tent for school lunch rooms. Students photographed kids and adults to represent victims and perpetrators as part of this project.
•    Midwest Food Bank - Herron students performed research and created outreach materials to aid in fundraising and public engagement with the Midwest Food Bank including a volunteer water bottle, posters, an outdoor board and ‘bubble gum cards’ representing the heroic people who support the food bank.
•    Eiteljorg Museum of American Indians and Western Art, Indianapolis, Indiana - Herron students developed an interpretive master plan for the Eiteljorg´s WestFest with the goal of more closely aligning the museum’s programming and interpretive environments with the mission of the Eiteljorg Museum.
•    Indianapolis Men´s Chorus and the Indianapolis Women´s Chorus - Herron students developed a visual theme and promotional materials for the Men´s Chorus and the Indianapolis Women´s Chorus 2008-9 season.  The promotional materials included oversized poster, direct mail cards and ads in various publications.
•    Rock for Riley concert event - Herron students developed sponsors kit, a visual theme and promotional materials for the 2008 rock concert—a fund raiser for Riley Children´s Hospital hosted by IU medical students.  The promotional materials included a logo, posters and ads in various publications.
•    Indianapolis Museum of Art, Horticultural Society fundraiser event - Herron students developed visual theme, invitation and program for fund aising event to benefit the restoration of one of the garden pools on the grounds of the IMA.
•    Indianapolis Museum of Art, Membership drive direct mail campaign - Herron students developed various ideas that would interest newer and younger members to join the IMA.
•    Early Music Festival Society - Herron students researched and evaluated the communication needs for the organization and developed a marketing plan which included a new logo identity and the design of various promotional materials and posters.
•    H.A.N.D. (Hamilton County Area Neighborhood Development) - Herron students researched and evaluated the communication needs for the organization and developed a marketing plan which included a new logo identity and the design of various promotional materials and community wide advertising.
•    Indiana Dollars for Scholars, Communications Plan - Herron students researched and evaluated the communication needs for the organization and developed a marketing plan that included the design of various promotional materials.
•    Indiana Dollars for Scholars, Hoosier Heroes event - Herron student designed the invitation and program for Indiana Dollars for Scholars, Hoosier Heroes event banquet honoring the 11 scholarship winners. Invitation was designed to appeal to an academic audience of educator and program sponsors. An event program and 11 individualized posters were designed to follow the visual theme created for the invitation.
•    Indy Parks, Holiday Park Visual Identity - Herron students developed new logo and application of the logo to various promotional materials for the Holiday Park Nature Center
•    IU Natatorium, Summer Camps and Sports Camps marketing - Herron students designed a 32-page booklet marketing the IU Natatorium’s Summer Camps and Sports Camps
•    Community Hospital North – Contracted for three public sculpture commissions (possibility for renewal)
•    Arts Council of Indianapolis  - Pennsylvania Street Window Installations
•    Best Buddies – Sculpture Commission
•    Festival Music Society - Graphic Design
•    Damien Center – Design Teams
•    Indiana Chamber of Commerce - Artwork for auction
•    IUPUC - Interior/Exterior Art- 3-D exterior sculptures
•    IUPUI Med Center - Dean´s Award
•    IUPUI University College - Student Art
•    Phoenix Theatre - artwork in Theatre Gallery
•    Wishard Hospital - Painting/Pharmaceutical Event - students artwork

Activities planned for :

•    Integrate the education of artists, designers and art educators with the needs of the broader community
•    Develop partnerships that help sustain successful programs in the visual arts and contribute to the cultural vibrancy of our community
•    Establish partnerships that would involve Herron students with public art projects for the Indianapolis Cultural Trail and the Indianapolis Museum of Art’s Virginia B. Fairbanks Art and Nature Park
•    Endow Public Scholar faculty position (to teach public art concepts, history and practical implementation)
•    Establish partnerships with the Indianapolis Cultural Trail and the Indianapolis Museum of Art’s Virginia B. Fairbanks Art and Nature Park
•    Develop program curriculum for academic goals
•    Work with Dean´s Advisory Board to develop external action plan for fundraising
•    Expand Herron’s Sculpture and Ceramics Building on Indiana Avenue
•    Continue to secure contracts and funding for community-based projects
•    Implement policies and procedures whereby the Basile Center negotiates and oversees school-sponsored projects
•    Market the mission of the Basile Center for Art, Design and Public Life to campus and external constituents regionally and nationally
•    Continue to build on the strengths of Herron’s academic programs, faculty expertise, and the school’s ability to form partnerships within the community and other cultural organizations
•    Develop more opportunities for student internships

Actions taken for :

Approval of Dean of School of Journalism to move forward on this project has been obtained. Initial research in other programs and some research needed to establish need for the degree has been completed. Initial examination of course requirements has been conducted and proposed course composition for the degree has been established. New courses needed for the degree program are under development. Initial financial analysis has been conducted. Early discussions with Kelly School of Business have been conducted to obtain partnering agreement on business courses to be included in the course of study.

Evidence of Progress:

Commission for Higher Education approval of the degree in spring 2008.

We began the program in fall semester 2008 with approximately 20 students, the number we had projected for the end of the first year.

The first graduates will be awarded degrees in May 2009.

Activities planned for :

Courses required to complete the course offerings will be developed by January 2006. Formal support from industry and community leaders will be complete and documented no later than February 2006. Formal proposal will be presented to the School of Journalism faculty for approval no later than February 2006 with presentation to IUPUI through normal degree process continuing until approved. Target is to have the proposal approved for initial implementation by SY2007-2008.

Actions taken for :

Preliminary discussions have been held on a certificate program in cooperation with SPEA. The focus would be mass media and public policy.

Evidence of Progress:

Approval of the certificate.

Activities planned for :

Present a proposal to the Journalism faculty.

Actions taken for :

The IU School of Liberal Arts serves a variety of constituents, within the School, on campus, across the university, and in local, national and international communities. We have spent the past year defining those constituents and determining how we can best serve them. Of special interest and focus were connections that targeted diversity and internationalization.

Evidence of Progress:

The continuing systematic inventorying of internship and practicum opportunities for undergraduate and graduate students will also reflects the range of the various communities that are served by the IU School of Liberal Arts, reaching from strategic partnerships in Kenya, China, and Mexico to courses that are open to students who are incarcerated.

Maturation of internship and service learning continues to increase the depth of our relationships with community organizations and opportunities for student and faculty engagement.  The Masarachia Scholarship program places ten students each year with area organizations, which now have begun to design projects incorporating these students.  Academic departments and some of our research centers continue to develop long-term relationships with museums, health organizations, community groups, government and the business community.

Activities planned for :

The Steering Committee advises the three CTE-funded public scholars in African America is the most outstanding example of how the School serves various professional communities on and off campus. The active involvement of the School in bringing a Confucius Institute to IUPUI is another outstanding development.

Actions taken for :

A faculty member of the School played an instrumental role in launching the IUPUI campus TRIP - translating research into practice - initiative. The research faculty of the IU School of Liberal Arts has taken up that call and is working on identifying and highlighting those projects that fit the description of TRIP and impact of which extends from the academy into the community.

Evidence of Progress:

In process: A growing inventory of research projects that fit the category of TRIP has been posted on the internet. In the campus-wide showcasing of successful TRIP projects one of the Public Scholars in Museum Studies, the School of Education, and the Children’s Museum, Assistant Professor Elee Wood, represented the IU School of Liberal Arts.

Activities planned for :

In process: Inventorying and highlighting TRIP projects in the IU School of Liberal Arts.

Actions taken for :

In process; see also Goal 1, Action Step (Objective 4).

Evidence of Progress:

The Inside-Out Prison Program is one example. The program completed its second year.  This course combines collaboration between the School of Liberal Arts and the School of Public and Environmental Affairs, faculty research and student research, as well as community engagement.

Activities planned for :

In process: A comprehensive inventory of courses that include experiential learning components focused on civic engagement and with application on community needs such as courses in urban Anthropology. Students, advisors, faculty and staff, and the public at large will be able to access Information about those courses on the revised web site of the IU School of Liberal Arts.

Actions taken for :

The School has embraced the "internationalization" of IUPUI and is taking an active role in exploring, expanding, and implementing the strategic initiatives of the campus concerning exchanges with Kenya, China, Mexico, India, Japan, and Europe, which include civic engagement activities. Its BA in International Studies has proven popular and successful and this program is especially active in promoting study abroad opportunities””including those with service learning components. The School supports the campus goal of including study abroad as one crucial option of the undergraduate experience at IUPUI.

Evidence of Progress:

International Studies has grown to 51 majors; ten percent of the graduating class in 2008 had participated in Study Abroad (see also Action Step under Goal 1 [Objective 6]).

Activities planned for :

In process: Several faculty members are actively engaged in international activities, as indicated  above and by information presented under Action Step under Goal 1 (Objective 4). We anticipate to extend these efforts and to promote more civic engagement as an integral part of the study abroad experience.

Actions taken for :

In process: The School supported faculty in their efforts to identify and work with community partners, especially those who did so in collaboration and with support from the Center for Service and Learning. Faculty members in the Anthropology, Communication Studies, and Sociology departments continue to be particularly active in this initiative and in so doing serve as models for other departments and academic programs. Numerous generous scholarships have been developed with a community collaboration component.

Evidence of Progress:

In process: The IU School of Liberal Arts continues to support faculty in their efforts to maintain good relationships with community partners, especially in those cases in which the Center for Service and Learning (CSL) cut funding significantly and on very short notice for projects designed to develop over several years.

The Masarachia Scholarship Program (four years, full tuition) and the Loretta Lunsford Scholarship program each promote community partnerships. Several other scholarships likewise include service components that may translate to community volunteerism.

The public scholars program continues to grow, with the addition of three new faculty in the area of African American and African Diaspora Studies (AAADS), including the development of the AAADS degree.

Partnerships with local organizations include inviting visiting lecturers, collaborations with external organizations towards a common goal, local museums and arts organizations, local labor unions, senior citizen centers, hospitals and social service organizations.

The annual Internship luncheon regularly attracts 35-40 attendees. Community partners are seated with their student interns and the faculty mentors and are publicly thanked for their continued support.

Activities planned for :

The “Inside-Outside” Prison Program is a teaching initiative that piloted a very successful class with students who are incarcerated and those who attend IUPUI without any restrictions. It is a partnership between faculty of SPEA and the IU School of Liberal and will be continued and expanded. The Inside-Outside Prison courses are now included in the regular course offerings and several faculty have expressed interest in training in order to participate in the program in the future. In addition, the success of this cooperative and transformative program has led to the organization of a national conference centered on this initiative in 2008.

Similarly, the Teaching American History grants awarded to the Department of History have provided the foundation for building valuable relationships with the communities in the school districts targeted for these initiatives in central Indiana. Plans are to extend and expand those programs.

Actions taken for :

In process: Active participation of select community leaders as members of the Steering Committee for the activities of the Public Scholars in African America.

Evidence of Progress:

Positive comments from community leaders and members concerning the efforts of the School to make the selection process of the Public Scholars in African America open and inclusive. Close and vibrant collaboration with several cultural institutions locally, foremost among them the Eiteljorg Museum, the Indiana Museum of Art, and the Children’s Museum.

Activities planned for :

In process: Developing measures of excellence in civic engagement, including discussions about how best to celebrate successful community partnerships and how to reward efforts to design, develop, and maintain those partnerships over time.

Actions taken for :

Strategic partnerships with Moi University, Kenya, and Sun Yat-Sen University, China; creation of exchanges with Hakouh University, Japan; Newcastle University, UK.

Evidence of Progress:

Formal agreements were signed with Moi Unversity, Kenya; Hakouh University, Japan.

Faculty, staff and students participate in the Indianapolis International Festival, highlighting their experiences in study abroad, research, and international service.

See also Action Step under Goal 1 (Objective 4).

Activities planned for :

The IU School of Liberal Arts is cooperating closely with the Office of International Affairs to meet this objective, especially developing concerted plans for the implementation of the strategic international exchanges (for faculty and students) in Africa, China, and Mexico; and exchanges with Heilbronn and Regensburg universities in Germany, Abo Akademi in Finland, and Hakuo and Meiji universities in Japan. The European Union has underwritten a competitive three-year exchange program for graduate students from several European universities (UK, Germany, Italy).

The Confucius Institute at IUPUI opened officially in April 2008 and the school is taking an active part in developing programs that complement this development, especially Chinese Language and Culture Studies and China Studies.

Actions taken for :

We have actively participated in activities to upgrade classrooms, working closely with the Learning Environments Committee.

Evidence of Progress:

After completion of the construction of the sky--bridge the 2nd and 3rd floor lobbies of CA were renovated and refurnished—a lengthy project that is nearly complete. New carpeting is laid at the entrance of the sky-bridge and negotiations are in process for other upgrades to learning spaces in CA.

Opened a Student Information Center and Career Development Center in a very visible location in November 2008 to provide resources for students in a more convenient location. Both have been developed with the concept of involving students in the functioning and growth of these centers. Student leaders are involved in designing programming and communication with students.

Activities planned for :

The IU School of Liberal Arts will continue to work with the Learning Environments Committee to upgrade our classrooms and other space. With the sky-bridge in place, linking Cavanaugh Hall (CA) with the new Campus Center, we continue to work with the University Architects Office, the Learning Environments Committee, and other groups, including students, to significantly enhance the 2d, 3d, and 4th floor lobbies of CA. We are also working with Communications and Marketing to install flat-screen tv’s in CA lobby areas and are developing contend for use on those screens. In addition, new offices will be created in CA415-17, and the Speakers Lab moved to renovated space in CA001G and offices were created nearby for faculty who make intensive use of the Speakers Lab in the courses they offer.  

Actions taken for :

Representatives of the IU School of Liberal Arts participated actively in the campus initiative concerning flexibility in the policies and procedures that govern faculty and staff.

Evidence of Progress:

Based on the 2006 survey that measured staff satisfaction at IUPUI (this is the most recent survey available), the IU School of Liberal Arts staff gave the unit above-average marks in three categories (understanding the connection between staff’s work and unit’s goals; recognition for work done well; and overall job satisfaction) and well above average marks in regard to development opportunities, staff morale, and the clarity of the unit’s objectives and plans. Staff expressed concern about the technology available to them to get their work done and they voiced grave concerns about the low levels of staff salaries.

Based on the 2005 survey that measured faculty satisfaction at IUPUI (the 2005 survey is the most recent available), the IU School of Liberal Arts faculty are generally in line with the level of satisfaction expressed by their colleagues across campus. There were no areas in which SLA faculty were more satisfied than their IUPUI peers and several where they expressed considerable concerns: foremost among them the level of salary levels; followed by low overall job satisfaction and low faculty morale in the unit and the inadequacy of recognition for teaching as well as research and scholarly activities.

Diversity of the Liberal Arts staff as measured in Fall 2008 remains overwhelmingly female (76%): in the professional staff ranks (86; 67% female; minority: 17%) and in the clerical staff ranks (57; 89% female; 19% minority. Out of the total 147 staff members 18 percent are identified as minority appointments.

Diversity of the Liberal Arts full-time faculty as measured officially in Fall 2008 is distributed as follows: Among the 64 lecturers 53 percent are female and 11 percent belong to a minority; among the 23 assistant professors 52 percent are female and 48 percent belong to a minority; among the 66 associate professors 47 percent are female and 21 percent belong to a minority; and among the 54 full professors 31 percent are female and 6 percent belong to a minority.

Activities planned for :

The IU School of Liberal Arts continues to participate actively in the committee charged with advancing the campus initiative concerning flexibility in the policies and procedures that govern faculty and staff. 

Actions taken for :

The IU School of Liberal Arts actively supports a four-year life cycle for the upgrade of its technology. The School continues to support the operation, maintenance and enhancement of student technology centers. These include, Visual Language Lab, CommTech Lab, Composition by Computers Lab, Multimedia, Language Resource Center, Speakers Lab, and the Social Science Computer Classroom.

The Speaker’s Lab, which primarily serves the needs of R110 students has moved operations to CA001G in newly remodeled offices that leverage modern digital technologies to enhance course activities. The IU School of Liberal Arts has invested over $125,000.00 in support of this facility.

Evidence of Progress:

Public computing in Liberal Arts is used almost constantly even under the difficult interim circumstances that accompanied the construction of the sky-bridge connecting the Campus Center and Cavanaugh.

Activities planned for :

In Summer 2004, we created public use computers on the 2d, 3d, and 4th floor lobbies of CA. These computers are in almost constant use—with the opening of the sky-bridge to the Campus Center usage has increased even more.

In Summer 2006, when the campus adopted a pay-for-print policy, the IU School of Liberal Arts enabled all students enrolled in Liberal Arts classes to print up to 15 pages without charge--a student-friendly and very popular move.

Liberal Arts will consolidate technology resources in the basement of Cavanaugh as more space becomes available. This should provide better access to technology for students, while helping the school control costs.

Computing resources have been planned into the remodeling of the 2nd and 3rd floor lobbies first and, later, of the additional space in the basement (freed by the move of the bookstore to its new location in the Campus Center) to enhance those services. To a large part the lobby renovation plans have been implemented and will be completed (excepting necessary maintenance and upgrades) in 2009.

Actions taken for :

The IU School of Liberal Arts encourages and supports faculty and staff in their efforts to take advantage of every opportunity for training and development offered to them.

Evidence of Progress:

Faculty and staff engage in training and development activities.

The School’s staff commented favorably on the development opportunities available to them (see Goal 3, Action Step, Objective 2, above).

The “Transition to New Leadership” (TNL) activities at the beginning of the tenure of the new dean have provided additional—and valuable—opportunities for discussion of the school’s plans and planning by all of its employees.  

Activities planned for :

To continue the above.

Actions taken for :

The School’s leadership invites faculty and staff to events and tries to be inclusive in the School’s activities. This included the active participation of staff members in the development and assessment of progress of the Strategic Plan of the IU School of Liberal Arts.

Evidence of Progress:

Results from the staff satisfaction survey indicate that staff-faculty relations are generally recognized as “good” (see Goal 4, Objective 2, above).

Activities planned for :

To continue to take””and practice””an open-minded, inclusive approach to staff-faculty relations.

Actions taken for :

Each year the faculty of the IU School of Liberal Arts arrange a pitch-in (a "Staff Appreciation Luncheon") to thank staff for all that they do for the School. Faculty and staff, with some student input, were both involved in the development of the School’s Strategic Plan. The Dean created an annual staff award. Each year the Don Schultheis Outstanding Staff Recognition Award honors a staff member with a cash bonus and plaque.

Evidence of Progress:

Requests for bonuses for staff in recognition of outstanding service and healthy competition for the Don Schultheis Outstanding Staff Recognition Award.

Activities planned for :

Continue the Staff Appreciation Luncheon and the Don Schultheis Outstanding Staff Recognition Award and follow-up on outcomes derived from the TNL activities.

Actions taken for :

The Liberal Arts Dean’s Office worked closely with faculty and staff in developing a Strategic Plan. The plan was approved by the School’s Faculty Assembly and staff and the Dean’s Office continues to work with faculty, staff, and students with respect to implementation.

The Dean, in cooperation with the Chairs, developed measures for excellence in teaching and learning (extraordinary successes in research, scholarship, and creative activities are summarized above).  

Evidence of Progress:

The Strategic Plan of the IU School of Liberal Arts was approved by Faculty Assembly, the staff, and by our Student Council and the implementation process is well underway and is undergoing additional scrutiny and updating as part of the transition to new leadership.

Activities planned for :

The IU School of Liberal Arts will develop success measures for the Strategic Plan by involving departments and faculty committees in the implementation process. Comparable to the measures of excellence in research developed in 2005 and the measures for excellence in teaching and learning in 2007, the Dean in cooperation with the Chairs will develop measures for excellence in service and civic engagement.

With the transition to new leadership the alignment of the school’s Strategic Plan with the goals articulated in the Academic Plan for IUPUI is under close scrutiny in efforts to enhance planning efforts for the immediate and more long-term future.  

Actions taken for :

The IU School of Liberal Arts, based on the Strategic Plan, is relying on the cooperation among the Dean’s Office and the faculty and staff governance structures to advance its plans and conduct its operations.

Evidence of Progress:

Implementation of the Strategic Plan of the IU School of Liberal Arts and renewed discussion of its goals and objectives under the leadership of the new dean of the IU School of Liberal Arts.

Activities planned for :

Continuation of the implementation of the Strategic Plan of the IU School of Liberal Arts and updating of its goals and objectives under the leadership of the new dean of  the IU School of Liberal Arts.

Actions taken for :

In process. The external review of academic programs offers especially good opportunities for assessing performance and efficiencies.

Evidence of Progress:

The departments of World Languages and Cultures, Communication Studies, Sociology, and Philosophy participated productively in this process in the past year.

Activities planned for :

Since the IU School of Liberal Arts’ Strategic Plan was approved in 2005, we are pursuing implementation through departments and faculty committees. Through this process and in combination with external reviews of academic programs we will be able to review programs and departments in light of the goals laid out in the Plan and in accordance to campus-wide initiatives articulated in the Academic Plan.

Actions taken for :

The IU School of Liberal Arts is actively engaged in development on a number of fronts.

These include: Annual, major and planned gift solicitations that are on-going; meetings of with major donors; providing opportunities for donors to speak to planned gift professionals; hosting several donor recognition events; providing active stewardship of current and planned gift donors.

Evidence of Progress:

FY 2007-2008:

Dollars raised: $535,500
Number of Donors: 1080

Alumni donors: 516; Friends: 506; PU alumni: 4; Corporations: 19; Foundations: 10; Other 25.

Development of new contacts with young alumni and continued involvement of the Dean’s Research Advisory Council and IU Alumni Association Board.

Activities planned for :

This is a transitional year as a new dean takes over.  The assistant dean for development accompanied the dean for a week long intensive training on the basics of fundraising, at the Fund Raising School.  A Priorities Planning Committee has been appointed and an inventory of funding priorities is underdevelopments.  The PPC will meet throughout the year to establish the school’s fund raising priorities in light of School, Campus and University priority projects.  

At the same time, we will continue to pursue the many activities we engage in with respect to development. Enhancing on-line giving opportunities;

The second class of Student Ambassadors has been recruited and trained.

Actions taken for :

Attract and retain top talent in students. Incoming students continue to improve in measurable terms (test scores, average GPA, class rank, AP credit/dual college credit earned). Our average SAT scores for new students are now just a little over one thousand. Enrollment also continues to move toward full-time (66% of our under graduates. See also Goal 1, Action Step (Objective 7), and Goal 5, Action Step (Objective 7).

Evidence of Progress:

 Our total student credit hour production has  declined by 3% (~ 4000 cr. Hrs.) in five years

 Lower division credit hours have declined by 5%

 “service” credit hours (hours taken by non-LIBA  students) have declined by 10% in five years

 The declines have continued into this year (-1.6)

 Graduate credit hour production has plateaued since  2005 (declined 4% this year)

 Our credit hours have declined most (-10% in  “service courses” offered to other departments.)

We are exploring  reasons (community college, better prepared students come with college  credits/equivalencies); we are implementing ways to restore credit hour  enrollments through alternative course scheduling (shorter courses; staggered  beginning dates; more advanced course sections in the fall, online courses,  etc.)

Activities planned for :

Three interdisciplinary undergraduate programs are in the proposal stage, Philanthropic Studies, Motorsports Studies, and African American and African Diaspora Studies. Motorsports Studies, which is developed parallel to the proposed BS in Motorsports Engineering and Technology, is likely to prove attractive to well-prepared, highly motivated, and talented students. Discussion about the development of a degree in AAADS is well underway with the participation and input of the three public scholars in African America the IU School of Liberal Arts to hired in Spring 2007 and will prove an important “feeder” major for the newly created graduate degree in AAADS at IUB.

Actions taken for :

The IU School of Liberal Arts encourages the development of external grant proposals from its faculty. As implementation of the Strategic Plan progresses, expectations are to become more fully intentional in supporting this activity and rewarding success in it. We hired a grants analyst who is working with faculty and staff to develop, support, and monitor external grant applications.

The School was awarded a new Signature Center dedicated to increasing supported research activity. The Institute for Research on Social Issues (IRSI) brings together established as well as new centers representing a wide range of research interests and methodologies for addressing social issues. A second Signature Center in the School is the Center for the Study of Religion and American Culture.

Evidence of Progress:

Since 2006-07, IRSI members were awarded almost $1M in external funding; almost $600,000 of that from the NIH. IRSI members also submitted proposals to external agencies during the same period totaling over $2.6M, $1.4M of which was to federal agencies including the NIH and NEH (see also Goal 2, Action Step [Objective 2]).

Activities planned for :

The addition of a grants analyst, who is working with faculty and staff to develop, support and monitor external grant applications, has already been deemed a success and expectations are that the success of the first year can be increased in the next year. The School awaits the availability of space on the first floor of Cavanaugh Hall for the consolidation of IRSI with support staff and graduate assistance.

Actions taken for :

We use alumni to support our recruitment efforts.

The IU School of Liberal Arts is an active participant in the University’s Enrollment Management and Retention and Graduation Task Forces and utilizes strategies developed by these bodies to increase enrollments and retention to graduation.

In collaboration with the Indiana Department of Education, Division of Language Minority and Migrant Programs, Liberal Arts is centrally involved in META/Mapping Education Toward Achievement, a one-day annual workshop for Hispanic high school students focused on careers and on preparing for college.

Evidence of Progress:

The Dean for Student Affairs and his staff were spectacularly successful in doubling the number of students who participated in the School’s orientation program. Increased participation in middle school/high school visits and in opportunities to bring students to campus for special programming. Involved with multicultural outreach, Indiana Latino Initiative, and other organizations to increase visibility and awareness of opportunities in Liberal Arts.

Activities planned for :

In process: Expansion of the successful Summer Academy (Bridge) and Themed Learning Community programs.

Actions taken for :

A new web presence has been launched that is more intuitive, easier to use and update. A content management system was put in place to allow timed updates to content.  

The Dean’s Office has been successful in impressing on its faculty the importance of including "Liberal Arts" as part of their institutional description with respect to publications, presentations, and public appearances.

Evidence of Progress:

The IU School of Liberal Arts faculty and staff have become very aware of the need to identify the School in publications and public activities. We are seeing increased compliance on the part of the Office of Communication and Marketing, faculty and staff. It is on ongoing issue. In order to make sure that the IU School of Liberal Arts is recognized in events the School sponsors, a "sponsorship form" for external agencies is in use.

The new integrated image is in use and departments and programs are working more closely with the office of Development and External Affairs on image issues.

Activities planned for :

The Dean’s Office will continue to impress on all person associated with the IU School of Liberal Arts the importance of including the School’s full identification in all campus wide and public activities.

Departmental web sites are being addressed simultaneously with completion of the content on the School’s new web site.  Collaboration with IUPUI’s web master and visual identity and marketing program are on going

Actions taken for :

See Goal 6, Action Step (Objective 1).

Working with IU’s Integrated Image campaign to establish the School’s signature and graphic on all materials, web sites, etc.

Evidence of Progress:

The IU School of Liberal Arts is an active participant in many activities across campus. Historically, and unfortunately, our participation is not always recognized (this is not necessarily intentional on the part of others). To help make sure that the IU School of Liberal Arts is fully and properly recognized in such events, a "sponsorship form" was developed for external agencies.

FYI-Liberal Arts, a monthly “tip-sheet” for the IU School of Liberal Arts is distributed to key administrators at IUPUI and IUB to ensure their understanding of the School and its contributions to the campus and community.

Activities planned for :

The Dean’s Office continues to impress on all persons associated with the IU School of Liberal Arts the importance of including the School’s proper identification in all public activities.

The Dean’s Office will continue to supervise design and printing on materials purported to represent any unit of the School. Development of departmental web sites to be in compliance with School, campus and university standards.

Actions taken for :

The Dean appointed a Dean’s Research Advisory Board (DRAC) as well as advisory boards for several emerging initiatives. These boards are made up of members from the community, including representatives from the public and private sectors.

Evidence of Progress:

Members of the DRAC, by way of example, promote the IU School of Liberal Arts in their various activities. Through various board activities, the Dean promotes the School both internally and externally.

Activities planned for :

Continue to work with the Dean’s Research Advisory Board to promote the IU School of Liberal Arts in the metropolitan area. Members of the DRAC have been active in support of Liberal Arts initiatives, including serving on the advisory board for the BA in International Studies. The Dean is in the process of appointing an advisory board for the Program in American Sign Language/English Interpreting.

In addition, the Dean is active as a member of the Board of Directors of the American Cabaret Theatre, the Executive Committee of the Center on Philanthropy (a part of the IU School of Liberal Arts), and the Advisory Board of IU Press. The Dean has also been actively involved with the Indianapolis Committee on Foreign Relations.

Actions taken for :

In FY 2007 and 2008

• Established Lifes Sciences Initiative (LSI) (see http://lifesciences.iu.edu/)
• IUSM Dean D. Craig Brater, MD, named IU Vice President with responsibility for life sciences
• Budget request for LSI made as part of IU 2007-09 biennial budget request.

Evidence of Progress:

Total grant awards have increased by 83% since June 2000, when Dr. Brater was named Dean.  Award totals for FY 2000 were $133.2 million; for FY 2008, awards were $244.0 million.

Indiana General Assembly appropriates $15 million to IUSM and $5 million to Purdue in FY 2009 appropriation for LSI. 

Activities planned for :

Ongoing.

Actions taken for :

This partnership continues to be one of the strongest, longest running collaborations between medical schools in post-industrial and emerging societies. It provides a model that other institutions have begun to emulate.

Evidence of Progress:

The Indiana University-Kenya Partnership was selected by the National Institutes of Health to join the Global Network for Women´s and Infant´s Health Research.  A five-year, $5 million grant will allow Indiana University School of Medicine and Moi University School of Medicine faculty to conduct research to demonstrate the feasibility and effectiveness of simple, community-based health-care interventions such as protein supplementation for infants and training of traditional birth attendants in the proper care of obstetrical and neonatal emergencies.

Activities planned for :

Ongoing activities.

Actions taken for :

In May 2008 The National Institutes of Health awarded a five-year Clinical and Translational Science Award (CTSA) of $25 million to the IU School of Medicine, which will fund CTSI activities at IU and Purdue. A total of $56 million will be invested in the Indiana CTSI by IU and Purdue, the state of Indiana and Eli Lilly and Co., which is underwriting the
cost of a senior faculty position for three years.

The NIH created the clinical and translational science awards as a high priority effort to improve the process by which basic science laboratory discoveries are transformed into new medical treatments and products – a process called translational research.

The CTSI will implement the NIH initiative in Indiana with new programs to accelerate translational research, train new translational researchers, interact with community health-care professionals and the public, build research resources and technologies, and leverage Hoosier resources with health care, business, government and foundation partnerships.

The Indiana CTSI’s statewide collaboration involves university scientists in Indianapolis, Lafayette and Bloomington. However, the initiative also includes community partners such as Clarian Health, Eli Lilly and Co., BioCrossroads, Cook Group, Roche, WellPoint, the Indiana Economic Development Corp., the Indiana Department of Health and the
Marion County Health Department.

Anantha Shekhar, MD, PhD, professor of psychiatry at IUSM and IU assistant vice president for life sciences, has been named director of the Indiana CTSI. Connie Weaver, PhD, head of the Department of Foods and Nutrition at Purdue, has been named deputy director of the CTSI at Purdue. Bennett Bertenthal, PhD, dean of the IU College of
Arts and Sciences, has been named deputy director for the IU Bloomington campus.

Evidence of Progress:

See http://www.indianactsi.org/ for details.

Grant proposals are already being accepted for newly established state-wide grant awards through the CTSI. 

Activities planned for :

The CTSI has been established, including the administrative office that will oversee this program, under the direction of Dr. Shekhar.  Activities are underway.

Actions taken for :

Research Collaboration. The School of Social Work partnered with the Indiana Department of Child Services in a large training project that started in January 2007.  Faculty and staff associated with the Child Welfare Partnership grant have been integrated into the School through the strategic planning process. Most importantly, as related to scholarship, faculty (Dr. Gail Folaron, in particular) have succeeded in securing research grants to enhance the partnership. These include a $400,000 two-year grant to evaluate a new child welfare practice model being utilized by the agency. This grant from the U.S. Department of Justice was highly competitive. Additionally, Dr. Folaron is assisting the agency with a four-year grant awarded by the National Quality Improvement Center on Non-Resident Fathers and the Child Welfare System to look at the engagement of non-resident fathers with their children. The 2006 program review stated that the “School needs to see the community and the state as partners in building their plan for developing greater research capacity.” The Child Welfare Partnership serves as a model in this regard.

Another collaborative effort included an award of $75,000 from the John A. Hartford Foundation to provide students with incentives for pursuing social work careers in the field of aging and to strengthen university-community partnerships in this field (Hartford Partnership Program for Aging Education). The principal investigator for this grant is the MSW Senior Field Coordinator , Robert Weiler. Margaret Adamek, PhD Program Director, is nationally recognized as a Hartford Scholar in the field of aging.

Drs. Irene Queiro-Tajalli and Khadija Khaja initiated a collaborative effort with faculty from North Dakota and Utah to conduct research on the impact of 9/11 on Muslims living in Australia, Argentina, Canada and the U.S that will add to the knowledge base on human rights, social justice, multicultural counseling and clinical therapy.

Dr. Margaret Adamek participated as a member of an interdisciplinary research team with the Regenstrief Institute to develop protocols for persons with Alzheimers and their family caregivers for inclusion in a federal grant.

Doctoral Program. Seven new full-time Ph.D. students were accepted into the program in the fall, 2007 enhancing the potential for research assistance and collaboration. Over $150,000 in grant support was secured to support 10 full-time doctoral students, including the Riley Adolescent Medicine Fellowship and the University Fellowship. A record amount of RIF funding ($84,000) was secured for assistantship support in 2008-2009.

Research Infrastructure Development. The School continued to make research a priority in the strategic planning process. During this reporting year, the School employed externally contracted field liaisons, effectively lowering the number of practicum students assigned to full-time faculty members to no more than 10 per academic term. This has enhanced faculty members’ ability to focus more on their research and scholarly activities.

National Reputation in Applied Research/Outcomes Assessment. The School continues to maintain and enhance its reputation as a leader in research related to the assessment of social work education.  The School’s Office of Educational Assessment contracts with other universities to provide assessment services and consultation to their social work programs. Dr. Barry Cournoyer serves as a master teacher for the Council on Social Work Education in presenting national faculty development institutes on assessment.

Faculty highlighted in TRIP Initiative. Dr. Lorraine Blackman was a featured TRIP Scholar during the 2007-08 academic year, presenting the results of her research to a university-wide audience.

Evidence of Progress:

• In 2007-08, the following evidence shows progress on this objective:

  • In calendar year 2007, faculty reported 130 publications in print, in press, or in review. Of these, 42 appeared in print as peer-reviewed articles or book chapters.
  • An updated compilation of Ph.D. student publications and presentations for the period January, 2005 to April, 2008, was produced and included nearly 200 presentations and 250 publications. One-third of these were collaborative efforts with faculty.
  • Grant awards reached all time highs as evidenced in the following table (3-year moving averages are used to adjust for multi-year awards):

  SUMMARY OF CONTRACT & GRANT AWARDS																	 
  SCHOOL OF SOCIAL WORK																	 
  YEAR PERIODS = July 1 - June 30																	 
  																	 
  Data Source:  Awards by Purpose Reports																	 
  	3-Yr Moving Avg Awards
  1999-2000
  2000-2001
  2001-2002	748,018
  2002-2003	719,923
  2003-2004	1,242,308
  2004-2005	855,568
  2005-2006	999,484
  2006-2007	3,779,225
  2007-2008	3,746,804
  2008-2009	3,558,554

   

  The following outcomes will demonstrate progress in 2008-09:

  • An adopted plan for research infrastructure that is supportive of faculty needs;
  • Targeted research partnerships that build on the strengths of current faculty, address interests of community and state partners, and attract extramural funding;
  • Increase in the number of grant proposals, publications and presentations;
  • Continued invitations to consult and present in the area of outcomes assessment;
  • More faculty identifying as TRIP Scholars.