Actions taken for :

The IUPUI Preparing Future Faculty Program (PFF) will now also reside in the CRL. This will further solidify the pipeline for research development and future faculty development.

 

Services were provided to approximately 56 PFF scholars

 

Approximately 8 students participated in the mentoring component of the program. The mentors were from the schools of Liberal Arts, Social Work, Dentistry, Nursing and Engineering.

CRL provided funding for the graduate student association for underrepresented minorities (UpnGO) from the NSF AGEP funding ($3000) to support activities.

 

Evidence of Progress:

This year’s attendance nearly doubled at the IUPUI PFF Summer Institute (approximately 88 graduate students, postdocs, and junior faculty). The keynote was Dr. Roosevelt Johnson, Director of the NSF Alliance for Graduate Education to the Professoriate.

 

Activities planned for :

CRL will increase its collaboration with the Graduate Office to recruit and place undergraduates recruited for graduate programs especially at IUPUI into summer programs. CRL will seek support in collaboration with IU Bloomington and the Graduate School for additional HBCU student participation in summer programs. The McNair Scholars Program will send three students to the Institute for Teaching and Learning and AGEP will send one graduate student. 

 

Actions taken for :

This year was the tenth anniversary of the Principles of Undergraduate Learning (PULs) at IUPUI, and as part of the celebration, the focus of this year’s Moore Symposium was competency-based education. Concurrent sessions provided a view of innovation and excellence in the college classroom with an emphasis on instruction geared to ensuring students meet the PULs and/or other competencies. The keynote address was provided by Dr. Douglas Eder, the associate provost for institutional effectiveness at the University of North Florida, a position he accepted after retiring from Southern Illinois University Edwardsville (SIUE) following 31 years of service. While at SIUE, Dr. Eder led the construction of the institution´s program in academic assessment, which was cited as early as November, 1998, by the AASCU as a "best practice" site for academic quality assurance. Twice he received SIUE´s Teaching Excellence Award as well as a Research Scholar Award.

 

In addition to the Center for Teaching and Learning, this year’s sponsors were the IU School of Medicine and the Faculty Colloquium on Excellence in Teaching.

 

Evidence of Progress:

One hundred fifty-one participants attended the symposium.

Activities planned for :

Planning is underway for the 2009 Edward C. Moore Symposium. The theme will focus on the impact of instructional technology on teaching and learning.

Actions taken for :

Four symposia were offered during 2007-2008. A total of 233 individuals attended the symposia.

 

Symposium on First Year Student Success: First-year students come to IUPUI with varying backgrounds, levels of preparation, support and knowledge about the collegiate experience. Further, the first year is critical in ensuring that students are preparing for the academic challenges associated with college and that they are able to navigate campus in order to get the support they need. This symposium was designed to bring interested parties across the entire university community together to work more closely with each other and recognize that our collected expertise and wisdom is necessary to improve first-year student retention. Fifty-eight participants attended.

 

 

Multicultural Teaching and Learning Institute (MTLI): Beyond Compliance: Embracing Students with Disabilities. Gathering administrators, faculty, and staff to discuss and plan around the theme of diversity is not unfamiliar territory for IUPUI. The third annual Multicultural Teaching and Learning Institute (MTLI) focused on topics related to students with disabilities. Participants discussed methods for promoting the voices of students with disabilities in the classroom, assessing student learning, improving communication, referring students to campus resources, fostering an inclusive teaching environment and using innovative technology to foster student learning.
This event was cosponsored by the Center for Teaching and Learning, Adaptive Educational Services, and the Division of Student Life. Thirty-one participants attended.

Power Up Your Pedagogy: Teaching and Learning for a Web 2.0 World:  The 2008 Power Up Your Pedagogy symposium focused on Web 2.0 technologies and helped faculty capitalize on the power of using these tools in their courses. The symposium presenters explored these tools in a variety of instructional settings and presented a wealth of information to share on how to use these tools in meaningful ways. Eighty-three participants attended.

Internationalizing the Curriculum Symposium:  This symposium was designed to help faculty and administrators consider how to graduate students who understand and function well in the globally interdependent world of the 21st century. The symposium offered practical suggestions for bringing international perspectives into courses, discussed current internationalization efforts at IUPUI, and provided resources to leverage IUPUI’s international partnerships in classrooms and research. This event was cosponsored by the Center for Teaching and Learning and the Office of International Affairs. Sixty-one participants attended.

Evidence of Progress:

Total symposia attendance in 2007-2008 was 233, a 10% increase from 2006-2007 when 211 individuals attended symposia. The average symposia attendance was 58 individuals per event, a decrease from the 2006-2007 average symposia attendance of 71 per event. However, in 2006-2007, only three symposia were held.

 

Actions taken for :

Sixty-three workshops/web seminars were offered during 2007-2008. Topics included but were not limited to the following:

• Active Learning Techniques
• Engaging and Motivating IUPUI Students
• Getting Started with Oncourse CL
• Incorporating Dynamic Media Into Oncourse CL
• Online Course Development
• Podcasting and Pedagogy
• Clickers in the Classroom
• Assessment as a Learning Experience
• Technology for Teaching
• Exploring Emerging Technologies
• Assessing Student Learning

Evidence of Progress:

In 2007-2008, 54 workshops were held with a total attendance of 842. Average attendance was 16 participants per workshop.

 

This year, more emphasis was placed on To Your Door Workshops, which are held for individual schools or departments, and Web seminars. Total number of To Your Door Workshops increased to 17 and the center offered 5 Web seminars. This was up from 6 To Your Door Workshop and 3 Web seminars in 2007-2007.

Activities planned for :

For 2008-2009 CTL will once again offer a variety of workshops and Web seminars on teaching and instructional technology topics.  A sampling of planned workshops include:

• Getting Started in Oncourse CL
• Promoting Academic Honesty with Turnitin.com
• Getting Started with Student Learning Assessment
• Let’s Talk Teaching: Connecting with Students
• Let’s Talk Teaching: Effective Lecturing
• Let’s Create! A Recipe for Online Presentations
• How to Get Past the Blank Stares: Clickers in the Classroom
• Reel Quick: Instructional Video

 

The CTL will continue to offer workshops on request of schools and departments or to address any needs that may be determined by their work with faculty.   

Actions taken for :

During 2007-2008 the following activities were entered by CTL staff  into the database:

 

 

Evidence of Progress:

In the 2008 University Information Technology Services User Survey Report, the Center for Teaching and Learning had a 93.9% satisfaction rate with an average rating of 4.13 on 5 point scale.

Activities planned for :

Center for Teaching and Learning will continue to offer consultations in response to faculty requests.

Actions taken for :

The Gateway Scholars Program was created in 2004 specifically to support course coordinators and Gateway instructors in their efforts to find new ways to improve teaching and learning. Changes were made to the 2007-2008 program to better serve more faculty. The program went from a week long intensive summer institute and a year long faculty learning community to a series of three, two-day long workshops.  Additional workshops and web seminars focused on the needs of faculty teaching first year courses were held. Follow-up workshops were held during the 2007-2008 academic year for associate faculty who attended the June 2007 Gateway Associate Faculty Retreat.

 

The following events targeting Gateway faculty were sponsored or cosponsored by CTL, most of them in collaboration with the Gateway to Graduation Program which is part of University College.

• Symposium on First Year Student Success 
• How Students Vs. How Faculty Teach: Using VARK to Bridge the Gap
• From Grades to Grads: Teaching Strategies to Motivate Today’s First-Year Seminar Students (offered twice)
• Survival Strategies for Teaching Large Classes,
• Gateway Scholars: Let’s Get Together, Looking Forward and Looking Back
• Assessment as a Learning Experience
• Teaching Tools for Web 2.0
• Emotional Intelligence – Why it Matters in College
• Learning with Hope
• A Taste of CTL for Writing Program Instructors
• Finding Your Strengths: Leadership in the Gateway Class, two-day workshop
• Overcoming Apathy in the Classroom, two-day workshop
• It’s Not Just a Grade, two-day workshop

Evidence of Progress:

During the 2007-08 academic year, 13 of 17 associate faculty who attended the June 2007 Associate Faculty Gateway Scholars retreat attended three or more additional teaching-related professional development activities offered at IUPUI.

 

Activities planned for :

The administration of the Gateway Program has been turned over to University College. The Center for Teaching and Learning will continue to co-sponsor the program in various capacities.

Actions taken for :

CTL Contributions to ePortfolio initiative:

• Working with Margaret Ricci from the UITS KB team, wrote and edited all eport content for the UITS knowledgebase and Oncourse CL help system
• Served as primary CTL consultant on all ePort-related projects at IUPUI (10 integrative department grant projects, 2 themed learning community projects, several prospective projects, and numerous ad hoc requests for information).
• Reviewed and/or prepared functional requirements documents and software design documents for Indiana University software developers and Open Source Portfolio community.
• Participated in and provided local leadership in software quality assurance efforts for the ePortfolio tools.
• With Elizabeth Rubens, conducted interviews with PRAC members on ePortfolio reporting needs.
• Maintained the ePort User Group project site in Oncourse with resources for faculty using the software.
• Reviewed (and obtained costs estimates) on commercial alternatives to our locally developed ePortfolio environment.
• Represented the CTL on the IUPUI ePortfolio Executive Committee
• Represented IUPUI on the UITS ePort Functional Requirements Committee
• Served as Indiana University’s primary liaison with the Open Source Portfolio community.
• With members of the ePort Executive committee, coordinated and made presentations at two IUPUI ePortfolio Symposia.
• Co-presented on IUPUI’s ePortfolio work at four national/international conferences:

§  Kahn, S., Price, M., & Ward, L. (2007, October). Implementing intentional teaching and learning through electronic portfolios. Presented at the annual meeting of the Professional and Organizational Development Network, Pittsburgh, PA. [90-minute breakout session]    

§  Buyarski, C., Gosney, J., Hamilton, S., Kahn, S., Price, M., Rubens, E., & Ward, L. (2007, November). Multiple faculty development perspectives on the electronic portfolio experience. Presented at the 2007 Assessment Institute, Indianapolis, IN. [full-day, pre-conference workshop]

§  Angell, N., Botimer, N., Eynon, B., Keesler, S., Orgel, R., Peet, M., Smith, J. & Ward, L. (2007, December). Introduction to the Open Source Portfolio. Presented at the 2007 Sakai Conference, Newport Beach, CA.

Actions taken for :

During the spring and early summer of 2008, CTL provided intensive support for 16 faculty as they developed online courses within the Jump Start program.

Again this year, two types of Jump Start grants were awarded. The traditional grant program was geared toward faculty who were new to or relatively inexperienced in online teaching.

Participants in the traditional Jump Start program were required to attend the four-day program. The new program, Jump Start XL (accelerated), was designed for faculty who were experienced in online teaching. These individuals had access to a support team, but were not required to attend the four-day program.

In addition to a change in the types of grants awarded, faculty were given the choice between course completion dates of August 2008 or December 2008.

Two significant changes were implemented this year in the Jump Start program. First, to encourage timely completions, bonuses were awarded for having met development deadlines and the final stipend payment was contingent upon successful course development completion. Second, to encourage school/departmental support of Jump Start faculty, an in-kind match was required from each Jump Start faculty member’s school/department.

 

A mid-semester and end-of-semester student evaluation instrument for use by Jump Start faculty was also developed to garner feedback regarding courses developed under the program. Jump Start program evaluation efforts intensified greatly in 2008 and will continue.

 

A total of 32 faculty members applied for 2008 Jump Start or Jump Start XL grants. The following nine faculty members received Jump Start grants:

Evidence of Progress:

Fourteen courses will be ready for August 2008 release and two courses will be released in December 2008. With the completion of the current Jump Start cohort a total of 85 courses will be completed.

All Jump Start participants (100%) responded strongly agreed or just right on seven out of ten survey items.  Faculty evaluated the program as being balanced between sessions conducted online and sessions conducted face-to-face; and, the presenters did a good job of modeling the use of technology appropriate for online courses.  A majority strongly agreed or agreed (100%) that Jump Start was effectively organized; and, the balance between session presentations and work time with the course development team was just right.  As a result of attending Jump Start, a majority of faculty strongly agreed or agreed (100%) they have a better understanding of how to incorporate a variety of technology into their online course.  All faculty participants (100%) responded they were very satisfied with Jump Start; would recommend the program to others; the program was a good investment of their time, their department, and IUPUI. Faculty participant responses to the pre-post knowledge survey regarding their knowledge and skill abilities across 14 domains prior to and after the Jump Start program captured positive gains. Faculty participant responses to a pre-post attitude survey captured positive attitudinal change.  As a result of attending the Jumps Start program, a majority of faculty participants responded strongly agree or agree (Response range: 85.72% to 100%) that they have a better understanding as to how technology could be incorporated into their online course. Furthermore, comprehensive long-term evaluation is ongoing and will ultimately attempt to answer the following two questions:

 

1)     To what extent is the desired hierarchy of participant outcomes attained? 

2)     What are the effects of the Jump Start program on participants, as well as longer-term outcomes associated with student engagement, retention, and DFW rates?

Activities planned for :

Plans are to offer the Jump Start program again in Spring 2009.

 

Assessment of the Jump Start program will continue in 2008-2009. Activities will include interviews of faculty participants, a follow-up survey, mid and end-of-semester student course evaluations and course reviews.

 

Actions taken for :

Gathering administrators, faculty, and staff to discuss and plan around the theme of diversity is not unfamiliar territory for IUPUI. The third annual Multicultural Teaching and Learning Institute (MTLI), themed Beyond Compliance: Embracing Students with Disabilities focused on topics related to students with disabilities. Participants discussed methods for promoting the voices of students with disabilities in the classroom, assessing student learning, improving communication, referring students to campus resources, fostering an inclusive teaching environment and using innovative technology to foster student learning. This event was cosponsored by the Center for Teaching and Learning, Adaptive Educational Services, and the Division of Student Life.

 

Evidence of Progress:

Thirty one participants represented various schools across campus.

Activities planned for :

The MTLI will be offered again in Spring 2009 and will focus on supporting student success in a diverse world.  It will attempt to help faculty bridge the gap between multicultural issues and internationalization.

Actions taken for :

The IUPUI campus is becoming widely known for its innovative learning environments. The Center for Teaching and Learning provides leadership and administrative support to the campus learning environments committee, which helps with renovation and creation of formal and informal learning spaces on campus. During the last five years, the planning of new construction and renovation of existing spaces in IUPUI buildings has expanded in shared corridors, lobbies, outdoor spaces, and clearly state, "Learning happens here." During fiscal year 2007-08, the learning environments committee allocated its $135,000 budget to fund a broad range of campus space improvement projects including a) support for the renovation of the BS/SPEA corridor a) updated amenities for the Science student lounge; b) instructors tables for 13 classrooms in ITTC; c) replacement furniture for two Cavanaugh Hall classrooms; d) new benches for Cavanaugh Hall lobby area; e) whiteboards for three classrooms in the SL building; f) new carpeting for the second floor ES corridor; g) bulletin boards for the second floor ES corridor, and h) a sofa for new mother’s nursing lounge.

 

 

Evidence of Progress:

Use of the informal indoor and outdoor spaces remains high, and faculty and student groups now turn to the Learning Environments Committee for advice and funding of projects they wish to undertake.

Activities planned for :

The Learning Environments Committee will review the process for submitting proposals, reviewing proposals, and the awarding of grants for funding requests and will make the necessary changes to help systematize the process.

Actions taken for :

2007-2008

• Expand IUPUI Community outreach centers: Camel Center, Greenwood, and Hamilton County.
• Accelerated degree program (2+ 2) and late start course development.

Evidence of Progress:

• Campus undergraduate credit programs generated 11,346.5 credit hours on the weekend, off-campus center, high schools and at a distance.
• For Fall 2008 academic semester, the high schools generated 61 enrollments for 183 credit hours; the Community Life and Learning Center in Carmel generated 417 enrollments for 1135.5 credit hours; Weekend courses generated 1019 enrollments for 3238 credit hours; and Web/ TV courses generated 2285 enrollments for 6,790 credit hours.
• CLN maintains one IUPUI learning center: the Community Life and Learning Center in Carmel.  The Community Life and Learning Center in Carmel generated 577 undergraduate credit enrollments and 2,208 continuing education enrollments.
• Off-campus undergraduate credit programs generated 30,529 credit hours on the weekend, off-campus, and at a distance.
• CLN generated $5,180,950 in revenue for IUPUI in student tuition fee income (not including campus fees, textbooks, etc.) based on 24,986.5 credit hours for 2007-2008 through off-campus, distance education, and weekend college enrollments.
• Off-campus undergraduate credit programs generated 7,752 enrollments in the 2007-2008 academic year.
• Distance education enrollments increased from 5,911 to 6,155.
• Weekend College staffed with Enrollment Services personnel provided financial aid support and registration for students on the weekend.

Activities planned for :

2008-2009:

• Develop and operate four off-campus learning centers around the Greater Indianapolis area by December 2010.
• Enhance training and online courses with trade associations.
• Transform Weekend College modle into the Weekend University by Spring 2009 that encompasses reaching out to the communities surrounding the IUPUI campus.
• Work with at least three departments to begin program development for learning centers.

Actions taken for :

2007-2008:

 

• Develop and print marketing materials for accelerated degree program.
• Conduct recruitment/enrollment sessions at the Community Life and Learning Center at Carmel to increase enrollments for both credit and noncredit classes.
• Develop television ads for fall catalog launch.
• Develop and print brochure promoting off campus center and location using new marketing guidelines.
• Develop banners ads to run in the Indianapolis Star.

Evidence of Progress:

• CLN has increased cooperation and coordination with Kelley School of Business, School of Social Work, and School of Physical Education and Tourism to launch the new 16 week accelerated certificate program.
• CLN uses various marketing strategies to attract prospective students. Continuing Studies Noncredit Programs distributes a catalog through the Star News distributing 330,000 pieces to Central Indiana residents.
• Continuing Studies Noncredit Programs created TV spots to run with new broadcast on Channel 8 and Channel 23.
• Continuing Studies Noncredit Programs created new Banner ads to run in the Indianapolis Star.

Activities planned for :

2009-2009:

 

• Brand CLN to diverse Central Indiana residents and communities.
• Integrate CLN marketing efforts.
• Identify and embrace uniqueness of CLN. Name it; claim it, and publicize it through imprinting CLN logo on notepads, letterhead, all outgoing papers, receipts, reports, and giveaways.
• Improve, implement and expand marketing plan for CLN´s marketplace.
• Continue to publicize and build awareness of CLN programs of study internally to faculty, staff, and students; and externally to Central Indiana and beyond.
• Market CLN to businesses and the corporate sector.
• Increase collaborative marketing partnerships with IUPUI units by 2 each year.
• Ensure and maintain the technological capacity of CLN is consistent with its organizational growth.

 

Actions taken for :

2007-2008

• Increase outreach and recruitment activities to businesses and industries by 5% to adult learners.
• Continue to provide training to Kroger staff.
• Continue to provide registration services for Indiana Department of Workforce Development.
• Distribute letters to all Indiana hospitals detailing the new Certificate for Cardiac Catheterization.

Evidence of Progress:

• Delivered enrollment services for the Indiana Department of Workforce Development DWD and the Office of Learning Partnerships.
• CLN engaged businesses in Central Indiana with contract training offerings including contracts with the Kroger, Indiana Blood Center, Rigsbee Orthodontics and Camp Atterbury.

Activities planned for :

2008-2009:

• Establish national conference presence by sequentially increasing involvement.
• Work with area employers to increase support for post- secondary education for their employees.
• Increase contract training/workforce education with businesses by 10% in December 2009.
• Create a formal structure for workforce education.

Actions taken for :

2007-2008:

• Continue to improve enrollment services for adult learners by increasing new General Studies applications that will lead to, and increase, the graduation rate.
• Launch the accelerated program that will shorten the time from application to degree completion in second two years of a bachelor´s degree.
• Conduct community information sessions in strategic locations throughout the service area once per semester and more frequently during target recruiting times.
• Work with the Director of Admissions to create a strategic plan for returning adult recruitment.
• Partner with Ivy Tech, including Accelerated Programs, to articulate and define 2+ 2 programs for degree completion for Ivy Tech graduates.

Evidence of Progress:

• General Studies credit hours increased by 72 from  8928.5 in Fall 2007 to 9001 in Fall 2008; also tuition dollars increased by $91,472.23 from Fall 2007 $1,565,16.05 to $1,656,638.28 in Fall 2008.  
• 435 General Studies students graduated this year: 369 with a Bachelor’s in General Studies and 66 with an Associates in General Studies.
• The General Studies Degree Program enrollments generated $3,614,209.69 in revenue for IUPUI in student tuition fee income (not including campus fees, textbooks, etc.) based on 20,713.5 credit hours for 2007-2008.
• The General Studies Degree Program is the largest major at IUPUI. 64% of the students served are female; 19% are minority students; 64% of the students are over the age of 25.
• The General Studies Degree Program awarded 2 scholarships to students who exhibited scholastic achievement and financial need

Activities planned for :

2008-2009:

• Increase the number of returning undergraduate students in the General Studies Degree program.
• Establish advising schedules that include extended hours, distance technology and off campus locations to ensure 90% of General Studies student or potential students have access to appointments.

Actions taken for :

2007-2008:

• Effective July 1, 2007, Teachers Resource Center Program moved to the School of Education portfolio.

Evidence of Progress:

• Over 593 K-12 children were served through the International Reading Association´s offerings in Central Indiana generating $13,179 in revenue for the Continuing Studies Noncredit Programs at IUPUI.
• Early discussions were held with Whiteland and Decatur Central Schools to begin offering classes in spring 2008 or fall 2008 - both schools are receptive to dual credit classes in addition to college-only credit classes if the opportunity arises.
• Continuing Studies Noncredit Programs offered noncredit classes at Lawrence North and Lawrence Central High School.

Activities planned for :

2008-2009:

• Participate in the P-16 Council.
• Collaborate with other campus units to acquire funding to support P-16 access and success initiatives.
• Build relationships with corporate partners.
• Build reationships with nonprofit sector i.e. YWCA, Boys and Girls Club, United Way, and Community Center of Indianapolis.

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 :

·         Enrollment Services offices continued to coordinate efforts  in order to maximize enrollment, including reviewing business practices concerning transfer credit, advising, and registration

• IUPUI continued its active participation in the Commission for Higher Education’s Statewide Transfers and Articulation Committee (STAC).  In addition to fostering course and degree articulation among the state’s two-year and senior institutions, STAC also manages the development of TransferIN, a new website through which students can see how courses will transfer and apply toward meeting degree requirements at different Indiana institutions. 
• Continue to work with Indiana Commission for Higher Education on the eTranscript initiative.
• Coordinated activities with Office of International Affairs to enhance application for admission by international transfer students.
• Coordination of the scholarship award posting of the International Incentive Award for transfer students
• Continued to identify IUPUI courses as candidates for inclusion in the Core Transfer Library being established as part of the Transfer Indiana initiative.
• See transfers from Ivy Tech in 1-e below
• See International students in 3-b below

Evidence of Progress:

Measures

• Number of well-qualified transfer applicants

 

Evidence of progress

• Number of transfer articulations completed with Ivy Tech and Vincennes (see 1-a above)
• At 3,279, the number of transfer applications was up 2.1% over last year and was the highest on record. 
• Courses added to Core Transfer Library (CTL)  

·         An historical view of new transfer students from outside the university is available on-line.

Activities planned for :

·         Enrollment Services offices will continue to coordinate efforts  in order to maximize enrollment, including reviewing business practices concerning transfer credit, advising, and registration

·         Expand outreach to non-resident transfer prospects and applicants both domestic and international

• Begin investigation into the possibility of electronic sharing of college transcripts within Indiana for potential cost savings and better student service in the area of transfer student services (a Transfer Indiana initiative).
• See transfers from Ivy Tech in 1-e below

Actions taken for :

• Increased participation with community and business outreach opportunities
• Targeted and send specific communications to the adult student prospects
• Revised recruiting materials targeting adults
• Continued to the promote and host the “Returning To School: It’s Easier Than You Think” non-credit courses
• Collaborated with other units across the campus to host the “Educational Opportunities Here At Home” programs designed to encourage IUPUI staff to enroll in IUPUI have continued
• Partnered with Human Resources, Office of Professional Development, and University College to be part of development team for Supervisors’ “Skills Bridge” workshop, a pilot program to aid students make meaningful connections between their job and skills they will need after graduation.

Evidence of Progress:

Measures

• Number of adult prospects who apply to IUPUI and enroll

• Number of returning adult applicants
• Number of outreach events attended vs. number of applicants vs. number of enrolled students
• Increased student satisfaction with availability and quality of services provided
• Increased number of prospective returning adult learners attending recruitment events
• Number of returning/stop-out adults who contact Admissions versus the number of students from this group who re-enroll in classes

Evidence of Progress

·         Enrollment Services lost approximately 10% of its support and tracking files due to the failure of a server in 2007.  While we are again tracking a number of key indicators, we have limited ability to compare our progress with previous years.

 

Activities planned for :

• Continue effort to coordinate with units across the campus participating in business and community outreach
• Evaluate the current business processes regarding the recruitment of adult students for effectiveness
• Collaborate and coordinate activities with the Community Learning Network.

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 :

•   Developed an “overnight” program for prospective students
•   Developed a program specifically targeted for traditional freshmen

• Continued activities in campus visits to demonstrate the differences in expectations at the college level versus middle and high school demands

• Worked collaboratively with University College, Campus and Community Life, and the Black Faculty Staff Council to launch special sessions at Orientation to welcome new students and help prepare them for the start of the semester.
• 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
• Collaborated with the Indianapolis Urban League to host and present college preparation and enrollment information to a group of 19-25 year olds
• Invited outside organizations to have a presence at IUPUI-related events when there is a mutual interest (i.e. Center for Leadership Development was again invited to participate in the “Pre-College Corner” at the Spring Campus Day event.)
• Hosted information sessions and co-presented with La Plaza for students and their families at the Explore IUPUI and Spring Campus Day event. 
• High School Counselor newsletter distributed statewide three times a year
• Fall High School Counselor Breakfast on IUPUI campus
• Newsletters were sent each semester to middle school educators with information about opportunities at IUPUI and preparing students and families for college as they make decisions about high school curriculum.
• Communicated with coordinators of the statewide Trio programs to develop programs for their students.

Evidence of Progress:

Measures

• Better prepared students applying for college, increased in number of well-prepared student applicants
• Number of tour and event attendees
• Visitor satisfaction with event or activity
• Turnaround time for entry of event attendees into prospect database

 

Evidence of Progress:

·         Tracking data lost due to server failure. Have begun to track again.

Activities planned for :

·         Develop mechanisms to evaluate outcome of each activity

·         Explore other options to reach target audiences

·         Host additional events designed for both family members and prospective students on campus

·         Continue collaborations with 21st Century Scholars Office to continue the statewide IUPUI 21st Century Scholars Day.

·         Develop a “shadow day” for students from targeted populations

·         Develop a college enrollment hotline to provide parents and students with information on college preparation and enrollment issues.

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 :

• Monitored academic progress of 2000 admission-based scholars.
• Introduced new non-resident scholarships.
• IUPUI launched a $2.1 million annual need-based scholarship initiative that will help pay college expenses for every eligible incoming freshman who has received a state 21^st Century Scholar award or a federal Pell grant, beginning in the fall of 2008. These are known as the 21^st Century Scholar Grant and the IUPUI Pell Pledge Grant.
• In an effort to increase the amount of merit based aid that includes consideration of financial need, the total amount for the merit incentive grants increased from $68,000 in 06-07 to $103,000 in 07-08 (a 52% increase).

Evidence of Progress:

Measures

• Increased number of scholarship applicants
• Increased number of qualified scholarship applicants
• Improved academic quality of scholarship applicants
• 1^st year retention rates for first generation scholars
• Number of Scholars’ Day prospective students to apply

 

Evidence of Progress

• 10,512 departmental, campus, athletic, and private-sector scholarships, fellowships, and grants were awarded through the Office of Student Scholarships (OSS) in 2007-08, an increase of 3,083 awards (+41.5%) over 2006-07.  These awards totaled $26,090,640, an increase of more than $11 million (+73.9%) over the previous year.
• We raised our total scholarship acceptance rate for incoming freshmen from a 49% average (2007-2008) to a 50% average (2008-2009).  This was aided by the introduction of new non-resident scholarships causing our non-resident acceptances to rise from 22 to 90. The Office of Student Scholarships (OSS) also was able to offer Housing Stipends (25% acceptance rate) and Study Abroad Stipends (50% acceptance rate) to our most exceptional students.  A list of scholarships available to entering and continuing students may be found on-line.
• Creation of the two new grants - the IUPUI 21st Century Scholar Grant and the IUPUI Pell Pledge Grant (see actions taken above).
• In an effort to increase the amount of merit based aid that includes consideration of financial need, the total amount for the merit incentive grants increased from $68,000 in 06-07 to $103,000 in 07-08 (52% increase).
• Due to an increased commitment to high-ability in-state recruitment efforts, the acceptance rates for the Academic Excellence Scholarship (45% compared to last year at 39%); Dean of Faculties Scholarship (55% compared to last year at 49%) and Valedictorian/Salutatorian Scholarship (61% compared to last year at 49%) have all increased.
• OSS conducted a scholarships workshop at the 5^th Annual Scholarship & College Fair hosted by 100 Black Men of Indianapolis. The workshop was attended by approximately 15 minority families who received information on scholarships and financial aid.
• OSS continued its successful Plater Distinguished Scholars program. Eleven offers were made and ten awards were accepted (an acceptance rate of 90.9%).
• OSS partnered with Undergraduate Admissions and the Office of Multicultural Outreach to conduct a workshop and panel for Project Stepping Stone at Ball State University. Over 50 students of Hispanic descent received information on IUPUI admissions-based and competitive scholarships, as well as private sector opportunities.
• Redesigned scholarship programs to better serve institutional goals and publicized these scholarship programs.

 

·         See international student scholarships in 3-b below.

 

Activities planned for :

• Increase the publicity of some scholarships to prospective students
• Implement a target marketing plan to increase the number of minority students who apply for the top scholarships at IUPUI.

Actions taken for :

Emphasizing the Center for Teaching and Learning’s commitment to diversity, this year’s E.C. Moore Symposium was organized around the theme of Multiculturalism Matters: Educating for a Global Society. Shaun Harper, assistant professor and research associate in The Center for The Study of Higher Education at The Pennsylvania State University, was the featured speaker. Best known for his research on African American male students on college and university campuses, Dr. Harper’s address centered on inclusive teaching. General sessions emphasized innovation and best practices in teaching and learning

In addition to the Center for Teaching and Learning, this year’s sponsors were University College, Student Life and Diversity, and the Faculty Colloquium on Excellence in Teaching.

 

Evidence of Progress:

Overall comments from the symposium were positive with 91% of respondents to a conference survey responding that they either strongly agreed or agreed that the information presented during the symposium was useful to their professional work.

Activities planned for :

Planning is underway for the 2008 Edward C. Moore Symposium. The theme will focus on the Principles of Undergraduate Learning and other learning outcomes.

Actions taken for :

Fifty-three workshops were offered during 2006-2007. Workshop topics included:

• Authentic Assessment: Measuring Student Learning Effectively
• Exploring Oncourse CL
• Oncourse CL Library Resources Tool
• Exporting Courses into Oncourse CL
• PowerPoint Basics
• Macromedia Captivate
• Mobile Learning
• Integrating Effective Assessment Programs with Online Course Design
• Oncourse CL Grade book Enhancements

In addition to the traditional two hour workshop format, the Center for Teaching and Learning offered the following three all day mini symposia to much success:

 

Power Up Your Pedagogy: Exploring Emerging Technologies provided faculty with innovative ways to introduce technology into their courses. Classroom response systems, Breeze web conferencing, blogs, wikis, and Second Life were just some of the new tools that were demonstrated. Seventeen IUPUI faculty and staff members

 

participated as session presenters or facilitators and shared their expertise in integrating instructional technologies.

 

Online Teaching: It’s Not Just for Techies Anymore allowed faculty the opportunity to spend time with colleagues engaged in online teaching and to explore tools, tips and strategies for effective online pedagogy. Discussions included best practices in online teaching, creating social presence and encouraging interactivity, assessing student learning, and using technology and Oncourse CL to enhance online courses.

 

Don McCabe, founding president of the Center for Academic Integrity at Duke University and a nationally recognized expert on academic integrity issues in higher education, delivered the keynote address at Building a Culture of Academic Integrity, a symposium CTL co-sponsored with University Library and the Office of the Dean of Students. IUPUI faculty and staff offered nine additional sessions on topics such as establishing values and professional standards, designing assignments that encourage integrity, modeling ethical research, and using civic engagement to promote academic integrity.

Evidence of Progress:

In 2006 workshop attendance was reviewed and a decision was made to hold fewer but more in depth mini symposia rather than multiple one and two hour workshops. As a result the three day long symposia mentioned above were planned in an attempt to increase participation in Center for Teaching and Learning events. Total symposia attendance was 211, averaging 70 individuals per event. As a comparison, in fall 2005 there were 31 workshops sponsored by the CTL with an average attendance of only three participants per event.

Activities planned for :

For 2007-2008 CTL will once again offer three all-day symposiums per semester in lieu of several one or two-hour workshops. The themes and dates for fall 2007 are:

• Symposium on First Year Student Success, September 28
• Multicultural Teaching and Learning Symposium, October 19
• To Boldly Go Where No One Has Gone Before: Maximizing Oncourse CL, November 2

 

The three CTL units will continue to offer workshops on request of schools and departments or to address any needs that may be determined by their work with faculty.   

Actions taken for :

During 2006-2007 the Instructional Design and Development and Informational Resources Unit conducted 728 consultations. The Instructional Technology Unit conducted 1055 consultations with faculty members. Major topics and the frequency of attendance at consultations were tracked as follows:

 

 

Evidence of Progress:

The Center for Teaching and Learning was highly rated in the 2005 Faculty Survey conducted by the Office of Information Management and Institutional Research. Of the respondents who indicated that they had used the Center for Teaching and Learning services in the past two years (n=410), 90% ranked the center as good or excellent. According to the June 2006 Research Brief re: the 2005 Faculty Survey, this placed CTL as the fourth highest rated unit on campus.

Activities planned for :

Center for Teaching and Learning will continue to offer consultations in response to faculty requests.

Actions taken for :

Evidence of Progress:

Activities planned for :

The 2007-2008 Gateway Scholars cohort will include eighteen associate faculty members from across campus. The summer institute will take on a slightly different format with a weekend long retreat planned. Participants will then be required to attend two professional development events during the fall semester.

Actions taken for :

Themed Learning Communities are supported by the Center on Integrating Learning and the Center for Teaching and Learning in partnership with University College.

 

In Fall 2006 377 students participated in Themed Learning Communities.

 

Evidence of Progress:

The number of TLCs has increased from the original seven in 2003 to 26 for the 2007-2008 academic year involving approximately 600 students.  

Students who participated in TLCs had significantly higher first semester grade point averages in comparison to non-participating* students, even while controlling for all significant background characteristics, First-Year Seminar participation, and Summer Bridge participation. The TLC students had an adjusted first semester grade point average of 2.75 compared to an adjusted rate of 2.53 for non-participants.

 

African American students who participated in 2006 TLCs had an adjusted first semester grade point average of 2.37 compared to an adjusted grade point average of 2.03 for non-participating** African American students. The difference was not statistically significant once significant background characteristics (course load, gender, high school percentile ranks) were accounted for.

Thirty TLC instructional team members were identified by students for their contributions to student retention. Overall, one out of three nominations of librarians, faculty, and academic advisors were part of TLC instructional teams.

Over half (53%) of the TLCs included Service Learning experiences or service activities in the curriculum.

 

* Note: Only beginning freshmen participating in Fall 2005 or Fall 2006 First-Year Seminars, depending on the year, were included in the analysis. This method served to control for impacts academic performance due to First-Year Seminar participation. Thus, the non-participant group includes students enrolled in First-Year Seminars, but not in Bridge. All Bridge students were enrolled in a First-Year Seminar.

 

Activities planned for :

Actions taken for :

Evidence of Progress:

Activities planned for :

Actions taken for :

Evidence of Progress:

Activities planned for :

Actions taken for :

Evidence of Progress:

Activities planned for :

Actions taken for :

Evidence of Progress:

Activities planned for :

Actions taken for :

Diversity in a global context provided this year’s theme for the 2^nd Annual Multicultural Teaching and Learning Institute Exploring Globalization in the Classroom. The Center for Teaching and Learning partnered with the IUPUI Office for International Affairs to host the event that featured Susan Sutton, Associate Dean of International Programs and Chancellor’s Professor of Anthropology as the keynote speaker. Dr. Sutton’s presentation highlighted IUPUI’s increasing global partnerships and growing numbers of international students. Concurrent sessions addressed topics that included stressors affecting international students, mentoring international students, addressing second language proficiency issues, academic ethics across cultures, the basics of cross-cultural communication, study abroad, and the global crossroads.

Evidence of Progress:

Eighty participants represented various schools across campus. Participants included academic staff, faculty, and two graduate students in the Preparing Future Faculty program.

Activities planned for :

The MTLI will be offered again in Fall 2007 and will focus on teaching students with disabilities.

Actions taken for :

Eleven scholars of color presented their research and received insight and constructive feedback from symposium participants. Various disciplines were represented such as Social Work, Education, Pharmacology, Chemistry, Musicology, Nursing, and History. Two academic deans showed their support of the scholars and the Dean of Faculties provided support in an encouraging welcome. Seventy-one participants attended. 

Evidence of Progress:

Feedback regarding the symposium has been consistently positive. Presentations that included information regarding critical race theory and intrusive advising were mentioned by participants as being particularly useful on the symposium evaluation form. Other attendees suggested providing more time for questions at the end of each presentation and extending the event to include scholars from all of the state’s colleges and universities.

Activities planned for :

The role of the Office for Multicultural Professional Development will be moving to the Multicultural Center in 2008-2009.

Actions taken for :

To recognize the leadership of William M. Plater, executive vice chancellor and dean of the faculties at IUPUI from 1987 to 2006, 112 participants gathered to attend the first Institute on the Future of Learning on September 22, 2006. Local and national experts on community engagement, undergraduate research, and the federal commission on higher education discussed the implications of recent trends in higher education for IUPUI.  In addition to remarks by William M. Plater, speakers included Gerald L. Bepko, IUPUI; George Kuh, IU Bloomington; Richard Meister, De Paul University; John Mateja, Murray State University; and Diane Oblinger, EDUCAUSE. The event was organized by the Center for Teaching and Learning, the Center for Research and Learning, the Center on Integrating Learning, and the Center for Service and Learning.

Evidence of Progress:

92% of participants in the 2006 Plater Institute agreed or strongly agreed that they were satisfied with the Institute.

Activities planned for :

The 2007 Plater Institute will bring together distinguished scholars from across the country and ask them to project out to the year 2020 to envision how this transformation may unfold.  Through panel discussions and interactive presentations, presenters will examine those issues that practitioners need to embed into our own teaching and research as we work collectively to make our campuses relevant and responsive to 21st century needs.

 

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 IUPUI Preparing Future Faculty (PFF) program has experienced a steady growth over the past six years. During 2006-2007, 34 students started the program, and eight students completed the program. The total number of current participants is 51.

 

The mentoring component of the PFF program was successfully implemented during 2006-2007, and a total of five faculty/PFF scholar mentor pairings were established. The pairings included faculty from Ivy Tech, Butler University, IU Bloomington, and IUPUI.

Evidence of Progress:

The second Annual IUPUI Preparing Future Faculty Summer Institute was held during 2006-2007, with 52 current and prospective IUPUI PFF scholars participating. This represents a 41% increase over last year.

Activities planned for :

Increase the number of graduate students and postdoctoral fellows participating in the IUPUI PFF program and using the program to supplement their academic credentials by five percent. Students will be asked to complete 12 units of professional development requirements (in the areas of teaching, research, service, and general professional development) as well as a Capstone project such as mentoring, co-writing a grant proposal, participating on an academic committee, or another similar project. 

 

Increase the number of minority graduate students and postdoctoral fellows participating in the IUPUI PFF from STEM disciplines by five percent.

 

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 :

In the last biennium budget session, IUPUC was granted a $1.9 million state appropriation for academic programs.  This first major state appropriation for IUPUC resulted in eight new full-time faculty members for the 2007-08 academic year in areas where new programs were created in years 2001 through 2003, including business, education, nursing, psychology, and the MBA. 

• Jeffery Hittler, M.B.A., Visiting Lecturer, Business
• Allison Howland, M.S., Visiting Assistant Professor, Special Education
• Ilknur Kelceoglu, Ph.D., Clinical Assistant Professor, Computer Education
• Larita Killian, Ed.D., Assistant Professor, Accounting
• Kimdy Le, M.A., Visiting Assistant Professor, Psychology
• Ann Styron, M.S.N., Clinical Assistant Professor, Nursing
• Crystal Walcott, Ph.D., Assistant Professor, Mathematics Education
• Aimee Zoeller, M.A., Visiting Lecturer, Sociology 

In addition, sixteen new full-time faculty searches were initated during 2007-08 to begin in August 2008 in Business, Education, Liberal Arts, Nursing, and Science.

Evidence of Progress:

With the addition of a significant number of new full-time faculty, the quality of the programs offered in Columbus will increase.  In addition, the new faculty will assist the campus in the accreditation of its professional degree programs.  One of the new faculty hired in August 2007 was from an under-represented group.  

Activities planned for :

Searches underway for 2008-09 include faculty in Business and MBA, Education, English, Mathematics, Nursing, and Psychology.  In addition, two existing visiting positions will be converted to permanent Lecturer positions in Biology and Chemistry.  Unsuccessful 2007-08 faculty searches will be reopened duirng 2008-09, contingent upon funding. 

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 :

IUPUC signed Early College Program agreements with two local school corporations, Bartholomew Consolidated School Corporation (BCSC) and Flat Rock-Hawcreek School Corporation, to establish dual credit options for high school students.  Students may take courses in fall, spring, or summer sessions and are limited to two courses per semester.  Acceptance is based upon academic motivation, years completed in high school, and academic success.  The following criteria are considered when reviewing applications:

• Seniors should be ranked in the upper 30% of their class.
• Juniors should be ranked in the upper 20% of their class.
• 1000 SAT (Math and Critical Reading) or 21 ACT
• Written endorsement from the high school principal or counselor.
• Student should be enrolled in Indiana Core 40 curriculum or Academic Honors Diploma. 

We continue to create communications materials such as direct mail correspondence with parents of students, inserts in local high school parent newsletters, and coordinated marketing materials for each of our academic divisions for use at college fairs.

The Office of Admissions´ campus visitation schedule increased significantly during 2007-08.  They hosted 23 Funtastic Fridays events and two summer Discover IUPUC events in June and July 2008 to target returning adult students.

Due to the overwhelming success of the IUPUC Bull Dog Days during 2006-07, a second event was held in 2007-08.  This event introduced Columbus North High School juniors and seniors to the campus.  In addition to viewing exhibits organized by our academic divisions along "Main Street" in the Columbus Learning Center, high school students enjoyed sessions on "What every senior should know before college," and "How to choose a college."  They also learned about degree paths, employment opportunities, and listened to a student panel.  A social time at the end of the event included lunch.

In addition to hosting large on-campus recruitment events for high school juniors and seniors, the Admissions Office also advises and directs the IUPUC Student Ambassador Program.  The ambassadors, along with the Director of Admissions, traveled extensively to high schools in south central and south eastern Indiana speaking with prospective IUPUC students. They also attended many college and career fairs to speak to high school students and parents.

Evidence of Progress:

Applications and admittances for Fall 2008 were significantly impacted by our recruitment and retention efforts; without them we would have no visibility in the market since these efforts are the first marketing (versus information) communication program the campus has undertaken in recent history.

These efforts are part of a continuing effort to completely reposition the IUPUC campus in the eyes of its constituents; although it will take several semesters before enough tools are in place and momentum is generated to impact student numbers significantly, we are clearly seeing the results of those efforts in the number and quality of applications received.  As we become more adept at designing and using the tools with different constituencies, we will become more adept at measuring the impact of individual communications initiatives.

Activities planned for :

We will seek opportunities to expand the Early College Program agreement to other area school corporations during the 2008-09 academic year.  

The Office of Admissions and the Office of Communications and Marketing  continue to work together to develop new communications pieces to stay connected with admitted students to increase matriculation.

Actions taken for :

We continued to monitor and assess the effectiveness of our redesigned scholarship program that more closely parallels and builds on the strengths of the IUPUI program.  At the same time, we agressively focused on attracting top students from area high schools and encouraged first generation college students.  The new program represents a significant dollar value increase over the old program.  It is driven by a focus to reach a wider range of diverse student types and encourages them to commit to IUPUC earlier in the planning cycle.  Scholarships were presented to high school counselors who were encouraged to give them to four students of their choice who met the high academic criteria set by the IUPUC scholarships.  Students using the scholarships must be admitted by March 1.

Evidence of Progress:

Being given the responsibility and the funding necessary by IUPUI to develop our own specific admission-based scholarships that are tailored to our students is significant evidence of progress for the IUPUC Office of Financial Aid and Scholarships.

Activities planned for :

Even though the demographics of our student base have changed significantly during the past few years, we have been very successful in correctly determining specific needs of our students with regard to scholarships.  Because of this, IUPUI has provided IUPUC with funding to develop our own admission-based scholarships without their supervision that will be tailored to the needs of our particular students.

Actions taken for :

This section addresses return to college students. See also 5.1, Re-evaluate and redesign the process to interact with high school students.

IUPUC re-evaluated its strategy toward return to college students in 2006-07.  Communication materials are continually being developed and distributed directly to key organizations throughout our seven-county primary target area. The number of institutions reached continually increases.  The quality of the materials has significantly improved, focusing on key marketing messages and consistent images. These same images and messages are being reinforced in all advertising.

Evidence of Progress:

The final outcome measure, of course, is a change in the number of new student applications.

Better diagnostic measures that indicate awareness of increased IUPUC degree programs, likelihood of applying to IUPUC, and measures of changes in the number of telephone and walk-in inquiries.

Activities planned for :

A database of return to college student prospects was created and it is continually updated with the most current information.  The database was designed to track students who have stopped out in the prior five semesters or who were admitted but never attended IUPUC.  The database will be used to identify these types of students so they may be contacted and encouraged to attend various various programs and events at IUPUC.

Actions taken for :

Enrollments of high school students in the higher percentiles of their graduating class increased again this year at IUPUC because of the changes we made last year:

• expansion of degree programs and faculty
• development of marketing messages directed to those students in the higher percentiles
• increased student life
• more personal admissions support
• reinforced to prospective students the quality of the IUPUC degree (Indiana University and Purdue University)
• continued established scholarship program that targets high performing students
• retained strong relationships with high school counselors, and
• strong communication of all internal improvements.

Evidence of Progress:

Annual measures of numbers of newly admitted and enrolled students by decile.

Annual measures of retention of students by decile.

Activities planned for :

We will continue to build and refine infrastructure that supports higher performing students. Activities planned include:

• continue to reach out to parents with messages about the opportunities at IUPUC
• target high schools with lower rates of college attendance
• continue to visit high schools to give away merit-based scholarships in awards ceremonies
• continue to encourage high school counselors to give out their "Pursuit of Excellence" scholarships
• continue the communication effort to re-position IUPUC in the eyes of middle school-high school juniors based on real changes in the way IUPUC operates.

As stated in 5.1, Re-evaluate and redesign the process to interact with high school students, we will continue to seek additional opportunities to expand the Early College Program agreement to other school corporations during the 2008-09 academic year.

Actions taken for :

The dramatic need for classes to be offered via distance education was communicated to Division Heads, and they were asked to propose plans for engaging faculty in course development.

Evidence of Progress:

During 2007-08, 433 students enrolled in and completed 10 online/distance education courses developed and taught by IUPUC faculty:   

·   Fall 2007 courses:  200 students were enrolled in online courses in ENG-W131, GEOL-G 110, PSY-B 104, PSY-B 388, and SOC-R 100

·        Spring 2008 courses:  233 students were enrolled in online courses in ENG-W132, GEOL-G 110, PSY-B 104, PSY-B 388, and SOC-R 100

 

In addition, 268 students enrolled in 27 off-campus courses held in Seymour and Greensburg, Indiana:

·        Fall 2007:  13 courses

o   Seymour:  8 courses with a total of 83 students

o   Greensburg:  5 courses with a total of 69 students

·        Spring 2008:  14 courses

o   Seymour:  7 courses with a total of 60 students

o   Greensburg:  7 courses with a total of 50 students

 

IUPUC students also participated in IUPUI online courses:  61 courses during Fall 2007 and 57 courses during Spring 2008.

 

 

Activities planned for :

IUPUC is collaborating with numerous IUPUI schools and departments (FN, CSCI, IT, LSTU, MET, MUS, TCEM) and with the School of Continuing Studies to make online courses originating at IUPUI and IUB available to IUPUC students.  We are also offering online and hybrid courses developed by IUPUC faculty in numerous disciplines (BUS, ENG, NURS, PSY, SOC).

The faculty of the IUPUC Division of Liberal Arts are working to utilize creative pedagogies that will lend themselves readily to the development of online and hybrid courses.

Actions taken for :

Academic advising is an important resource in helping students to achieve their academic and career goals. With the approval of the IUPUC Faculty Senate, direct admission to degree programs at IUPUC has become a reality.  IUPUC students with declared majors receive academic advising directly from their specific academic divisions.  Additional information on student advising at IUPUC may be found at: http://www.iupuc.edu/students/advising.asp.

A full-time career advisor was hired in Fall 2007.  She has been instrumental in the Early College Program agreements that have been negotiated with  local school corporatons.  During 2007-08, she also worked with the pre-nursing students to practice interviewing skills and techniques to help them to be successful in the  interview phase of the nursing admission process.

Evidence of Progress:

Along with other factors, the student retention rate at IUPUC will be assessed as an evidence of progress and effectiveness of the changes made in academic and career advising at IUPUC.

Activities planned for :

Initiatives that began in 2007-08 continue throughout 2008-09 and include creating an entirely new website for University College, expanding the academic advising information and resources to better serve students, and working on an initiative to increase the number of students identified as undecided to choose a major and move into their respective academic divisions.  

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 developed a new student advising system whereby students are directly admitted to degree programs at IUPUC and are advised by faculty and staff in their applicable academic divisions. 

Priority was given to efforts to improve retention and graduation rates during 2007-08.  These efforts included the establishment of a retention and graduate taskforce, providing workshops, reviewing W/D/F rates by course, reviewing our advising practices by looking at the courses we advise our new students take, conducting peer reviews of teaching for our new adjunct faculty, and providing support for students and for first-time, part-time faculty who are struggling.

We have dramatically increased student scholarships and the number of degree programs available to students on campus during the past few years.

Evidence of Progress:

Retention of students increased in 2007-08. 

• First-year beginners were retained .3% more in 2007-08 vs. 2006-07 and 3% more in 2006-07 vs. 2005-06. 
• Retention of transfer students increased by 7.76% in 2007-08 vs. 2006-07.
• Overall retention of all students increased by 2.3% in 2007-08 vs. 2006-07.
• In the last three years at IUPUC, student retention increased by 9.2%.

Credit hours, student headcount, and retention rate increases have resulted in a 26% increase in student fee income in the last three years. 

Activities planned for :

The IUPUC Retention & Graduation Taskforce will continue to meet on a regular basis.  

Actions taken for :