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Making a business student:

Making a business student:. Transitioning into your a cademic school. Indiana University – Purdue University Indianapolis (IUPUI). Institutional profile Transfer Student Overview. Basic Demographic & Personal Background. Entering IUPUI.

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Making a business student:

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  1. Making a business student: Transitioning into your academic school Indiana University – Purdue University Indianapolis (IUPUI)

  2. Institutional profileTransfer Student Overview Basic Demographic & Personal Background Entering IUPUI Indiana University – Purdue University Indianapolis (IUPUI)

  3. Dimensions of Transition within Three Campus Environments (Flaga, 2006) A framework to better understand the process and, thus, promote development of appropriate interventions. Indiana University – Purdue University Indianapolis (IUPUI)

  4. Five Dimensions of Transition Indiana University – Purdue University Indianapolis (IUPUI)

  5. Schlossberg’s transition theory (schlossberg, 1995) • The 4-S’s: • These are in relation to the transitional continuum Admissions End of Yr 1 Indiana University – Purdue University Indianapolis (IUPUI)

  6. Justification • Increase in transfer student enrollment • 79% increase since 2010 • National/Institutional pressure to increase graduation rates • School Selection: • Discussed possibility with many schools (previous partners) • Kelley School of Business – ready and eager Indiana University – Purdue University Indianapolis (IUPUI)

  7. content • Introduction to IUPUI • Opportunity to explore & connect with the Kelley School of Business • Emphasis on: • Importance of degree planning • Academic writing and research skills • Leadership development Indiana University – Purdue University Indianapolis (IUPUI)

  8. format • Instructional Team model • Enrollment restricted to 28 students with more than 25 transfer credit hours • 10 classroom meetings • Individual meetings with the student mentor & academic advisor • Campus event attendance • Conducting a service project • Reading/Brief writing preparation Indiana University – Purdue University Indianapolis (IUPUI)

  9. Learning objectives X103 is intended to help students: • Locate important campus & personal resources that will aid in their success. • Identify important campus expectations, demands, & policies. • Research meaningful involvement opportunities. • Recognize the importance of their academic advisor. • Construct an academic plan of study towards graduation. • Demonstrate the application of leadership styles • Implement strategies that will foster a successful transition to IUPUI. • Develop a community of peers. Indiana University – Purdue University Indianapolis (IUPUI)

  10. In-class components • Introduction to the Kelley School of Business & IUPUI • Understanding Transfer Shock & Exploring Resources • Networking with Kelley School of Business & Campus • Service Project & Leadership in the Workplace • Writing and Research Day • Register for Spring Classes • Service Project Presentation Day • Community & Beyond Indiana University – Purdue University Indianapolis (IUPUI)

  11. Outside components • Experiencing Campus • Event Attendance: 2 general campus / 3 Kelley School of Business • One of the events must be a Kelley Information Session for the new I-Core curriculum • Student Mentor – Individual Meeting • Time for the mentor to connect with each student and answer questions or offer any assistance • Academic Advisor – Individual Meeting • Preparation for the Spring semester • Review degree audit • Start determining plan for future courses through to graduation Indiana University – Purdue University Indianapolis (IUPUI)

  12. assignments • Experiencing Campus – Reflection Papers • Complete the Letter of Participation • Reflection Content • Why did you choose this event? • What did you hope to gain? • What did you learn? • Professional Development Portfolio (online) • Working tool to continually update progress and development • Highlights goals, philosophy, classes and projects • Group Service Project – Three-part Assignment • Participate in a common service event (4-5 hours) • Leadership Group Presentation (15-20 minutes) • Project Reflection – Paper (3-4 pages) Indiana University – Purdue University Indianapolis (IUPUI)

  13. Assessment – Course Evaluations • Quantitative – Overall Course Experience: • Overall Satisfaction with the Course (3.8 / 5.0) • Most Helpful aspects of the seminar: • Registration Day (4.4 / 5.0) • Attending Campus Kelley Event (4.3 / 5.0) • Group Project Work Day (4.0 / 5.0) • Least Helpful aspects of the seminar: • Completing your ePersonal Development Plan (2.9 / 5.0) • Service Project Presentations (3.5 / 5.0) Indiana University – Purdue University Indianapolis (IUPUI)

  14. Assessment – Course Evaluations (continued) • Qualitative – Outcomes: • As a result of participating in this class, I am able to… • Locate important campus and personal resources that will aid in my success (4.6 / 5.0) • Recognize the importance of my academic advisor (4.6 / 5.0) • As a result of participating in this class, I… • Know where to find and use appropriate student support services and resources (4.6 / 5.0) • Feel committed to earning my degree (4.5 / 5.0) • Feel a sense of purpose in pursuing my degree (4.4 / 5.0) • Established a network of peers, faculty and staff who support my learning (4.3 / 5.0) Indiana University – Purdue University Indianapolis (IUPUI)

  15. Assessment – Course Evaluations (continued) • Open-Ended Questions: • Please describe what you found most valuable about this class: • Gaining knowledge of campus resources • Identifying leadership strengths • Please describe what you found leastvaluable about this class: • ePDP – Online Professional Development Plan • What specific suggestions do you have for improving this class? • Better instructions for ePDP • More in-class meetings / Less outside work • Develop/Explain a more clear end goal for the course Indiana University – Purdue University Indianapolis (IUPUI)

  16. Assessment – Focus Group • Areas of Strength: • “Experiencing Campus” Assignments: • Social Connection to campus and peers • Improved leadership skills • Group Work/Peer Interactions: • Vital to transfer success • Group formation and group dynamics • Areas of Improvement: • Clear Course Calendar expectations (“off-days”) / Accountability • Outside Instructor Availability • Office Hour during “off-days” • 1:1 Opportunities for feedback on assignments Indiana University – Purdue University Indianapolis (IUPUI)

  17. What’s next? • Spring 2013 • TRUexperience – Mentoring Pilot • Fall 2013 • Kelley School of Business – Transfer Seminar • University College – Transfer Seminar • Transfer Bridge Pilot Indiana University – Purdue University Indianapolis (IUPUI)

  18. Andrea EnglerExecutive DirectorOffice of Student Transitions & Mentor Initiativesaengler@iupui.eduRachel FultonTransfer CoordinatorOffice of Transfer Servicesflemingr@iupui.edu QUESTIONS Indiana University – Purdue University Indianapolis (IUPUI)

  19. references • Flaga, C. T. (2006). The process of transition for community college transfer students. Community College Journal of Research and Practice, 30, 3-19. doi:10.1080/10668920500248845 • Schlossberg, N. K., Waters, E. B., & Goodman, J. (1995). Counseling adults in transition (2nd ed.). New York: Springer. Indiana University – Purdue University Indianapolis (IUPUI)

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