IUPUI
UNIVERSITY
COLLEGE
NEWS 1.2.2014
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IUPUI
UNIVERSITY
COLLEGE
NEWS
DEAN’S PERSPECTIVE
In February 2014, Governor Mike Pence announced that Indiana is one of only three states that was recently selected to lead a national initiative intended to ensure that more college students graduate on time and with less debt. With support from the Lumina Foundation, IUPUI and other public institutions of higher education will implement degree maps and anticipatory advising practices that provide students with clearer paths toward their degree goals. This work is being coordinated by Complete College America, a national nonprofit founded in 2009 by Stan Jones, Indiana’s former commissioner for higher education. It is exciting that IUPUI is part of this initiative, and it is indeed a time of unparalleled support for transforming the undergraduate experience through big data approaches. Indiana University is investing heavily in these efforts. We are developing an advising records dashboard that is integrated with our IU FLAGS early alert system, which enables advisors to intervene when students are flagged by faculty for failing to complete assignments or attend class regularly. IU is now part of the Student Success Collaborative, coordinated through the Education Advisory Board in Washington, DC. This project will enable our academic advisors in University College to soon have access to a student success software platform that will alert advisors if students fail to enroll in critical courses or if they are not making progress toward their degree goals. By next fall, students should be able to follow technology-based degree maps that are integrated with the tools used to search for and enroll in courses during priority registration. Although these tools are pretty spiffy and will almost certainly result in higher rates of degree completion, they also make me wonder a bit if we are assuming that students are essentially on autopilot, waiting to be flagged or alerted at the slightest bit of drift away from the “path of least inefficiency.” As a faculty member, I want to believe that these approaches provide terrific safety nets, but that if we are really doing our job well, they should only be safety nets— things that the average student shouldn’t need at all. We know that when students are passionate about what they are learning—when they feel that they belong on our campus and when they feel that their learning matters for their long-term goals—they pretty much tend to stay on track for graduation. It’s that simple. The onus is on us as educators to create that sense of belonging, to spark that passion, and to make learning relevant by connecting knowledge, skills, and abilities to the challenging problems of today. This is what our gateway faculty do and why themed learning communities play such a pivotal role in enhancing student success. It is terrific to have the technologies in our back pocket, but it is our responsibility to inspire every student to chart his or her own course and to encourage perseverance when the going gets a bit rough. By Kathy E. Johnson, Ph.D. DEAN, UNIVERSITY COLLEGE ASSOCIATE VICE CHANCELLOR FOR UNDERGRADUATE EDUCATION
Contents 1.2.2014 UNIVERSITY COLLEGE NEWS is a monthly e-publication that brings readers in-depth
01-14
stories about academic programs and
WHO IS THE IUPUI UNDERGRAD? 03–04 Today’s Undergraduate: Non-Typical is the New Typical 05–14 Statistics
successes of IUPUI University College. Its partnerships with other IUPUI schools and departments help University College build stronger learning outcomes. The News is sent to the IUPUI campus community, friends of
15-30 SUPPORTING DIVERSE STUDENTS 17–18
Collaborating Programs Lessen Chanllenges Faced by Students from Diverse Groups
19–20 Bepko Mentors Facilitate Student Success
University College, and Indiana businesses.
21 –22 Partnership Increases Retention for Diverse Students 23–24 New Director Envisions Expanding Support for Diverse Students
University College is the academic unit at
25–26 Learning Experiences Outside the Classroom
IUPUI that provides a common gateway to
27–28
the academic programs available to entering
IUPUI Council on Retention and Graduation
29–30 Project MOSAIC Sets Pace for Diversity Promotion in University College
students. University College coordinates existing university resources and develops new initiatives to promote academic excellence and enhance student persistence. It provides a setting where faculty, staff, and students share in the
31-44
responsibility for making IUPUI a supportive and
CAREER PLANNING AMONG HEALTH MAJORS 33–34 Fueling Indiana’s Race to the Top of Health and Life Sciences 35–36
challenging environment for learning.
Supporting Health and Life Sciences by Supporting Indiana Business
Insights from Indiana Chamber of Commerce’s Amy Marsh 37–38 Statistics 39–40 Professional Preparation through Life-Health Sciences Internship Program
If you have questions or comments,
41–42
please contact:
An Unknown Health Care Gem
43–44 New Curriculum Advances Kinesiology Career Planning
Harriett Bennett, Executive Director, IUPUI University College, at hbennett@iupui.edu. WEBSITE: uc.iupui.edu ADDRESS: IUPUI University College,
45-52 SPRING AWARDS CONVOCATION
47–48 Spring Awards Convocation Honors Students Commitment to Indiana and Beyond 49–52 IUPUI Student Commitment to Indiana and Beyond
815 West Michigan Street, Suite 3140E, Indianapolis, IN 46202
53
Spring Awards Convocation Honoree List
54
Thank You Gigi’s Cupcakes!
TELEPHONE: 317-274-5036
55-56 EXCHANGING IDEAS AND MAKING A DIFFERENCE
Cover Photo by Peter Stamenov
IUPUI
UNIVERSITY
COLLEGE
NEWS
57-58
AWARDS AND RECOGNITIONS
59
UNIVERSITY COLLEGE NEW EMPLOYEES + SERVICE ANNIVERSARY
DEAN, UNIVERSITY COLLEGE: KATHY E. JOHNSON EXECUTIVE DIRECTOR: HARRIETT BENNETT COPY EDITOR: LYNN TRAPP WRITERS: ABIGAIL GODWIN, ANDREA GRAF, RORY HARLOW, LINDA LOVE, HOPE MCGOWEN, JEREMY PRATHER, KEVIN SHAMUYARIRA DESIGNERS: DEREK DALTON, ABIGAIL GODWIN PHOTOGRAPHER: JEREMY PRATHER, PETER STAMENOV CONTRIBUTORS: DR. STEVEN B. ROBBINS, HEATHER BOWMAN, BARBARA CHRISTE, ZEBULUN R. DAVENPORT, BRANDI GILBERT, MICHELE HANSEN, MIKKI JESCHKE, TRALICIA LEWIS, AMY MARSH, MARTHA MARSHALL, MARK MINGLIN, SHAUNTE ROUSE, DAVID SABOL, KHALILAH SHABBAZZ, MARK URTEL, REGINA TURNER
WHO IS THE IUPUI UNDERGRAD?
Today’s Undergraduate: Non-Typical is the New Typical
IUPUI undergraduate student employee.
Photo by Peter Stamenov
BY JEREMY PRATHER
Naïve, 18-years-old, ramenloving, all-nighter-pulling, debtl o a d e d , d a ze d , c o n f u s e d . T h i s may sound like the standard freshman college s tudent away from home for the first time, but is this truly representative of the typical undergraduate in 2014? A poor economy, rapid technological c h a n ge s , a n d s h i f ti n g s o c i e t a l expectations and conventions are cer tainly some of the challenges facing today’s undergraduates.
3
According to NPR’s “Talk of the Nation,” “There’s no such thing as a typical college student anymore. . . .Half take classes parttime. A third work full-time. More than a quarter have dependents of their own.” The reality that many of to d ay ’s u n d e r g r a d u a te s a re actually workers going back to s c h o o l i n o rd e r to u p g r a d e their skills and make them more competitive in a waning job market is also quite different from previous generations. Some are getting access to more educational oppor tunities that were not there b efore. O thers are tr ying to balance full-time jobs and full course loads simultaneously. With
all this variety, it becomes difficult to define what it means to be an “average” undergraduate student. The culture has shif ted and that m e a n s t h a t t h e f a c e of h i g h e r education has changed as well. While it is difficult to define who the typical undergraduate is due to the constantly changing college landscape, this issue of Universit y College News utilizes student data from executive director of student assessment, analysis, and evaluation Michele Hansen’s “Knowing IUPUI B e g i n n i n g S t u d e n t s (C l a s s o f 2017)” to, at the very least, paint a clearer picture of today’s IUPUI undergraduate student.
Photos by Peter Stamenov
IUPUI undergraduate students.
4
{ WHO IS THE IUPUI STUDENT: AGE, GENDER, AND ETHNICITY}
WHO IS THE
OLDER
I U P U I ST U D E N T? IN 2013, THE IUPUI INCOMING STUDENT
YOUNGE
POPULATION NUMBERED
28,756— MORE THAN THE POPULATION OF PLAINFIELD, INDIANA.
11,186 17, 57
AGE
5
IUPUI student statistics courtesy of reports.iupui.edu. Plainfield, Indiana population information courtesy of http://www.indiana-demographics.com/cities_by_population.
{ ISSUE 04.2014 }
GENDER
12,720
MALE STUDENTS
ETHNICITY R
1,812 INTERNATIONAL
6,494 MINORITY
6 0
20,009 CAUCASIAN
6
3,036 Non-Resident
28,756
Students Enrolled at IUPUI
Enrollment Status
7
6
25,720 Indiana Resident
73% Freshmen & Sophomore
#1 Engineering & Technology
3 Most Popular IUPUI Schools (by enrollment)
8
TOP TEN REASONS
STUDENTS CHOOSE IUP
2
ACADEMIC OFFERING
(COURSES, CERTIFICATION + DEGRE
4 INDIANAPOLIS JO
7 6GET GOOD JOBS GRADUATES
IUPU 9 COST 8
REPUTA
9
Source: Office of Student Data, Analysis, and Evaluation
S
MAJORS 1 3
PUI
GS
EES)
OBS
AVAILABILITY OF SPECIFIC
OPPORTUNITY FOR AN IU OR PURDUE DEGREE
5 INTERNSHIPS
INDIANAPOLIS
7AVAILABILITY UI’S 10 SOCIAL OF FINANCIAL AID + SCHOLARSHIPS
ATION
OPPORTUNITIES
10
IUPUI FRESHM
LIVING
ON CAMPU
11
Source: Office of Student Data, Analysis, and Evaluation
858
669
FALL 2009
FALL 2010
F
MEN
G
US
1345
FALL 2012
925
901
FALL 2011
FALL 2013
12
Financial Concerns of IUPUI Students (2012-2013)
MAJOR CONCERNS I am not sure that I will have enough funds to complete college.
SOME CONCERNS I will probably have enough funds to complete college.
62%
Source: Office ofBeginning Student Students Data, Analysis, Evaluation Source: Knowing IUPUI (Class ofand 2017): Michele Hansen
13
13%
25%
NO CONCERNS I am confident that I will have sufficient funds to complete college.
Students who applied for assistance. Applicants who demonstrated financial need.
16,123
13,975
11,157 Students with unmet financial need.
Students generally feel they can manage their finances, but the reality is that many students still need financial aid.
Source: reports.iupui.edu
14
SUPPORTING DIVERSE STUDENTS
Collaborating Programs Lessen Challenges Faced by Students from Diverse Groups
Photo by Peter Stamenov
BY JEREMY PRATHER
It c an b e tough to b e a college student in the United States today. Students face over whelming stress from classes, social situations, and new environments that can lead to negative health impacts like diabetes, obesity, and heart disease. In this climate that is already sometimes intimidating,
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IUPUI students participating in summer program.
students from diverse groups also might feel negative ef fects due to the added anxiety of being i n t h e m i n o r i t y, e x p e r i e n c i n g implicit or external undervaluing, or over t discrimination. Today’s universities must face the challe n ge to e rase th e s tig mas and behaviors that work against diverse students so that there is equit y in terms of oppor tunities for success. According to the Pathways to College Net work (which is an a l l i a n c e of U. S . p a r t n e r s t h a t
is overseen by the Ins titute for Higher Education Policy), students of c o l o r a re disp ro p o r tio n ate ly not graduating from college. W h e n c o m p a r in g in d i v i d u a ls in t h e i r l a te t w e n t i e s , o v e r o n e t h i rd of w h i te s h a d b a c h e l o r ’s degrees, whereas only 18 percent of African Americans and 10 percent of Hispanics had obtained a bachelor’s degree. The Chronicle of H i g h e r Ed u c a ti o n e s ti m a te s that of the 4.3 million freshmen w h o s t a r t c o ll e ge e a c h ye a r in the United States, 2.1 million do n ot g ra duate. C o nside rin g that
60 percent of white students, 49 percent of Hispanic students, and 4 0 percent of African American students completed a degree within six years af ter beginning c o l l e ge , t h e d i s p a r i t y b e t we e n retention rates is clear. So why, then, does such a gap exist for students from diverse groups? Several factors have been identified that may act as barriers to completing a college degree: academic preparedness (fre qu ently at trib u t able to primary and secondary education institutions with limited resources), the campus climate, students’ lower commitment to their own educational goals or to the institution itself, weaker social a n d a c a d e m i c i n te g r a ti o n , a n d unmet financial need. In particular, the campus climate plays a huge role in the success of students from dive r s e g ro ups . Stu die s o n th e experiences of minority students attending college at predominantly white campuses show that students from diverse groups
Photo by Peter Stamenov
may face racial discriminatio n, social exclusion, alienation, and experience higher levels of anxiety on a daily basis. Not having social support can make coping with the
Of the 4.3 million freshmen who start college each year in the United States, 2.1 million do not graduate.
n ew exp erien ce s an d s tre s sor s that college can bring ver y dif ficult, and in many cases can result in a student dropping out. This is where Universit y College makes a difference. The dean of University C o ll e ge , D r. K a thy E . J o h n s o n , has identified specific areas for t a r g e te d i m p r o v e m e n t s i n t h e i m m e d i a te f u t u r e , a n d o n e o f
these areas is supporting students from diverse groups. Specifically, J o h nso n has ide ntif ie d ways in which Universit y College can bet ter suppor t this initiative t h ro u g h i t s ow n p ro g r a m s a n d through collaboration with other campus programs. The following are highlights from these programs and the ways in which they can collectively help to suppor t students from diverse groups. As mentioned before, the challenges faced by students from diverse groups at IUPUI are many, but University College and our collaborating programs a re a c t i ve l y wo r k i n g to l e s s e n these challenges. By suppor ting these programs, donors can have the satisfaction of knowing that they, too, are directly suppor ting s t u d e n t s f ro m d i ve r s e g ro u p s , and, in so doing, may reduce the disparities and improve the lives of undergraduate students.
IUPUI students participating in summer program.
18
Bepko Mentors Facilitate Student Success
Photo by Peter Stamenov
BY JEREMY PRATHER
Students from diverse groups of ten experience feelings of exclusion, alienation, and discrimination that make it difficult to succeed in institutions of higher education. These feelings are especially poignant when star ting the first year of college
19
Mentor works one-on-one with student at Bepko Learning Center.
and can lead to students quitting s c h o o l , w i t h d r a w i n g s o c i a l l y, and/or experiencing depression. However, these difficult, hard-felt feelings can be assuaged by some simple strategies, and the Bepko Learning Center in the Department of Ac a de mic Sup p o r t Prog ra ms in U n i ve r si t y C o ll e ge u n d e r th e direction of Mark Minglin is ready to provide these af firming, empowering strategies through its mentoring programs, par ticularly to beginning students.
Greg Walton, a psycholog y professor from Stanford U n i ve r s i t y, d e s i g n e d a n inter vention strateg y to combat this freshman alienation problem. I t i nvo l ve s g a t h e r i n g g ro u p s of freshmen and simply telling them the experiences of other students like themselves who have been in the same situation – stories of how these other s tudent s have gone through dif ficult times but have landed in a good place in the end. Then he asks them to reflect on
their own experiences. Once the students hear accounts of others with similar problems, a mental barrier is removed, and those who take par t in the inter vention end up having improved academic performance and well-being when compared to those who do not take part. By analogy, the intervention can be thought of like engine oil in a car; although it does not make th e c a r go fo r w a rd , i t re m ove s some of the friction within the car to help the engine run smoothly. Bepko Learning Center programs help remove some of the friction and apprehension of ten inherent i n t h e n ew s t u d e n t ex p e r i e n c e regardless of the student’s social identity or ethnicity. The function of the Bepko Le arning C enter is to p rovide a p l a c e w h e re p e e r s h e l p p e e r s . The center is divided into three of f ice s: th e O f fice of Ac ademic
Photo by Jeremy Prather
Mentoring, the Office of Academic Enrichment, and the Of fice of Tu t o r i a l S u p p o r t . E a c h o f f i c e works dif ferently to improve student success by of fering programs in learning assistance, tutoring ser vices, providing information on campus resources, a n d , m o s t r e l e v a n t l y, s t u d e n t mentoring services.
First-year students benefit greatly from one-on-one relationships with a mentor, earning on average a half grade higher in classes than students without a mentor.
S t u d i e s s h o w t h a t f i r s t- y e a r students benefit greatly from one-on-one relationships with a m entor, e arning on avera ge a half grade higher in classes than s t u d e n t s w i t h o u t a m e n to r. B y focusing on providing firs t-year students with a knowledgeable, personal resource who has recently been in the same position as themselves, the beginning student benefits by having a layer of social suppor t that other students may not have. This often helps the student to remove the mental barriers that prevent academic persistence, thus, improving academic performance. This social suppor t and knowing others have succeeded in similar difficult circumstances can be the dif ference between dropping out of college and success leading to graduation.
Mentors collaborate at Bepko Learning Center.
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Partnership Increases Retention for Diverse Students
Photo by Peter Stamenov
BY JEREMY PRATHER + RORY HARLOW
A succe s s f ul par tn ership m us t include trust, added value, and vision. Trust entails believing each partner has the other’s best interest at heart, added value gives purpose to the partnership, and vision shows how the par tners will share and grow together toward the future. Without these three factors, the partnership will be weakened and fail to be effective. The partnership between the Diversity Enrichment and Achievement Program (DEAP) and Summer Bridge is far from ineffective, embodying these three principles to the fullest.
21
Students arrive for Summer Bridge program.
Simply put, DEAP endeavors to assist students of color at IUPUI in successfully pursuing and obtaining their college degrees. The program does this by addressing personal, ac ademic, and social exp erien ce s that have im pac t s on student success. This holistic a p p ro a c h i n c l u d e s b u il d i n g a n inclusive community that connects students of color, accountability and academic check-ups, peer tutoring services, partnerships with student organizations, referral to campus resources, and individualized study plans. Summer Bridge is the p ro g r a m t h a t b r i d ge s t h e g a p between high school and college by bringing in new students two weeks before the semester begins a n d p rov i d in g in fo r m a ti o n a n d
resources to suppor t success at IUPUI. The program accomplishes this by separating the students into groups based on academic interest, a n d t h e n t h e s t u d e n t s a t te n d ins tructional sessions in math, writing, reading, and presentation skills. The groups are assigned an advisor and take part in activities related to their chosen majors, often times involving ser vice learning projects. In order to focus on the best way to support the persistence and success of students of color, the two programs have partnered, developing a new plan and vision for the future of this student population at IUPUI resulting in a conscious ef for t to bring more students of color into Summer Bridge. The crux of this collaboration lies in connecting Summer Bridge
students directly with DE AP to provide a larger-scale system of support for incoming students of color. The partnership between the two programs endeavors to bring in 40 to 50 students of color each year to par ticipate in Summer Bridge who stay connected with DEAP. Heather Bowman, the director of First Year Programs at IUPUI University College, states, “What I think is really power ful about our connection to DEAP is that the students get this really holistic and long-lasting experience. Because students who begin with Summer Bridge are transitioned into DEAP, they retain the social and academic support [that emerges from Bridge]; they have the benefit of staying with the same friends and peers for several semesters. It gives them a very powerful experience early in their journey at IUPUI.” According to Khalilah Shabbazz, director of the Multicultural Success Center, “It [the partnership] provides a very early connection for students of color, who at this institution have lower graduation rates, retention r ate s , a n d l owe r p e r fo r m a n c e, a n d [we have] b uilt a p ro g ra m
accessibility to Summer Bridge for students of color. Shabazz says, “We hit hard the first and second year because the first t wo years are really a critical transition and growing years for all students.”
that is going to help them be more successful.” Because Summer Bridge has been such a success, enrollment for the program is usually at capacity (201 3 Summer Bridge had 625 student participants). For students of color who happen to enroll at IUPUI later than other students, it can be difficult to get into the program and reap the benefits it offers. To combat this, DEAP was enlisted to assist in improving the
know that there is a community here that can provide support in many different ways: academically, socially, and professionally. Not only is the information sent very early, it is also sent repeatedly. As Shabazz says, “We know yo u’re c o m i n g . Yo u’ve p u s h e d through many barriers to get here. I want you to know that when you get here, you’re not alone.” Additionally, a scholarship w a s of fe re d to D E A P s tu d e n t s
In 2012, African American Summer Bridge students were retained from the fall to spring semester at a higher rate (92%) than that of nonparticipants (85%).
The communications strateg y begins with let ting students of color know early on about the option of participating in Summer Bridge. Letters of welcome are sent out to let these students
par ticipating in Summer Bridge to alleviate some of the financial burden from students who have to take off work to attend. Scholarship recipients are also required to take part in other enrichment programs offered through DEAP. “After the first year, we saw the numbers start to climb,” says Bowman. In 2012, African American Su m m e r B r i d ge s tu d e n t s we re retained from the fall to spring semester at a higher rate (92%) than non-participant peers (85%). Hispanic/Latino students also were retained at a higher rate (92%) than their non-par ticipant peers (8 1%). A d d i t i o n a l l y, H i s p a n i c / Latino students were found to have lower class drop out/fail rates than non-par ticipant Hispanic/Latino students and were also more likely to earn a first-semester GPA above 2.0. According to Shabaz z, “University College is the gateway [into IUPUI]. For most students it’s their first academic home. If we don’t do our part to help these students transition in successfully, th e n h ow c a n we ex p e c t th e m to m o v e f r o m h e r e i n to t h e i r academic programs and ultimately graduation? It’s the responsibility of IUPUI, once they’re admitted, to support all students. If we have to make targeted efforts for students of color, it’s something we need to do deliberately” – something that University College has done successfully by encouraging crossprogram collaborations such as the one between Bridge and DEAP.
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New Director Envisions Expanding Support for Diverse Students
Photo by Peter Stamenov
BY KEVIN SHAMUYARIRA
23
Khalilah Shabazz, Director of IUPUI Multicultural Success Center.
As dean of University College, one
programs within University College as
of Kathy Johnson’s priorities is
well as throughout the IUPUI campus.
enhancing the support provided to
One obvious choice to seek input and
students from diverse groups. To
support from in pursuing this priority
assist with this, Johnson has sought
is the Multicultural Success Center
out various constituent groups and
(MSC) where the very essence
of programs and activities is aimed at fostering this objective in a caring, welcoming environment. The center’s new director, Khalilah Shabazz, former director of the Diversity Enrichment and Achievement Program (DEAP) in University College, will be responsible for the overall leadership, planning, and continued success of multicultural and diversity initiatives at IUPUI, making the support of students from diverse groups an unspoken integral ideology of the center’s work. Shabazz described her mission as fostering and promoting an environment where groups and students embrace diversity, social justice, and a climate of success for all. Within this mission are three goals that will serve as essential guidelines leading to the success of the Multicultural Success Center, guidelines that Shabazz hopes will greatly improve MSC’s impact on campus and the Indianapolis community. They are: EDUCATING PEOPLE ABOUT OTHER PEOPLE – making students, staff, and faculty more aware of the various aspects and challenges associated with the great diversity around IUPUI and how best to live in such an environment. SERVING AS AN ADVOCATE – reaching out and communicating the work of the center to the IUPUI community and beyond, thus serving as a go-to place for support, and connection to resources and assistance with diverse programs and initiatives. BECOMING THE EPICENTER OF INFORMATION, INCREASED AWARENESS, AND FUNCTION/ACTIVITY RELATED TO MULTICULTURAL EDUCATION FOR STUDENTS, STAFF, AND THE COMMUNITY – all aspects of diversity will be supported throughout the campus and surrounding communities. To reach her mission goals, Shabazz has fresh ideas to be implemented via a three-phase plan:
1.DEFINE THE MULTICULTURAL SUCCESS CENTER. This includes defining the structure and organization of the MSC, including new initiatives, and promoting its programs and contributions to the campus. According to Shabazz, some students have reached their junior year without knowing what the MSC does, and she plans to invest in addressing this concern.
2.RE–INVIGORATE THE MULTICULTURAL SUCCESS CENTER. This includes bringing new life into already existing workshops and initiating new ones to yield improved and measurable results in both. Another new idea Shabazz will promote is building intentional campus connections with MSC so that students and the campus will recognize MSC’s capabilities and impact toward creating campus unity.
3. CREATE
AN ACADEMIC AVENUE WITH THE
MULTICULTURAL SUCCESS CENTER. Shabazz’s idea is to have an academic connection between all schools/entities at IUPUI and the MSC. In her Academic Avenue plan, she will introduce some type of MSC association to all students, starting at the freshman level. In collaboration with other units, Shabazz would like to create a peer mentoring program for diverse students. Peer mentors are students who are thriving both in and out of the classroom and who could serve to monitor new and existing students’ progress, helping coach and guide them to even greater success. With such passion about her work and strong vision for the success of the Multicultural Success Center and the students, faculty, and staff who participate in its programs, it is no wonder that Johnson asked Shabazz and the MSC to partner with her in continued and increased implementation of supporting students from diverse groups.
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Learning Experiences Outside the Classroom
Photo by Peter Stamenov
BY LINDA LOVE
Students study on campus.
Affairs encompasses Counseling
of Student Affairs, wants to create an
and Psychological Ser vices
environment that will give all students
(CAPS), Housing and Residence
the necessary tools for academic
L i fe, Ed u c a ti o n a l P a r tn e r sh ips
success, retention, and graduation.
and Student Advocacy, Student You might think that the Division of Student Affairs manages programs d e s i g n e d to p rov i d e s t u d e n t s with fun activities, and you would be partially correct. However, in addition to providing co-curricular
25
Involvement, and Student Health Services – all valuable resources
Programs provided by the Division of Student Affairs are not based on
to help students be academically
any particular niche of the student
successful and complete their college
population but rather encompass the
degree. Co-author of First-Generation
needs of campus students as a whole.
College Students: Understanding
They do realize that certain groups of
and Improving the Experience from
students, first-generation students,
oppor tunities at the Campus
Recruitment to Commencement
for instance, have specific needs that
Center and through campus
IUPUI Vice Chancellor Zebulun R.
need to be addressed, but overall, the
recreation, the Division of Student
Davenport, who oversees the Division
Division of Student Affairs bases its
major programs and services on the meta-analytic studies of Dr. Steven B. Robbins, Vice President of Research a t ACT, I n c ., a n i n d e p e n d e n t , nonprofit organization that provides a broad array of information, research, and assessment for education, including the ACT college entrance exam. Through multiple studies, Robbins identified three determinates that impact student success in academic performance and retention: selfregulator y control, motivational control, and social control. After a review of the student af fairs programs and services at IUPUI, it was determined that 48 percent address self-regulatory control, and 16 percent address motivational control, while 36 percent address social control, af firming for the division that it is on the right track. Davenport states that, additionally, students who live in campus housing have a significantly higher GPA and a higher retention rate that those students who live off-campus during their first year. The Division of Student Affairs is, therefore, very intentional about what programs they offer in the residence halls. They turn the on-campus housing into a lab of
Photo by Jeremy Prather
sorts, creating interest and living groups that target students who are working on similar degrees. They work in conjunction with academic affairs units and have partnerships with learning communities to provide learning experiences that can only happen in a residential setting. All of these programs are intended to provide a holistic experience for all IUPUI students.
be appropriate candidates for this network based on demographics, d e s i re s , a n d g o a l s . W h i l e t h e campus provides students with class information needed to complete a degree, the Division of Student Affairs provides students with regular informational reminders about the services they may need to help them get through to graduation if problems develop.
Their “labs� are not only in the re si d e n c e h a l l s b u t ex te n d to the Campus Center and campus recreation. The students working in these areas are taught important c a r r y- ove r s k i l l s i n t h e a re a s of leadership, interpersonal develo p m e nt, critic al thin kin g, communication, and job-specific training. For instance, student affairs administrators have determined that over 70 percent of students who go through CAPS come back the next year, which relates to the determinate of self-regulatory control.
The Division of Student Af fairs’ vision is to impact the success of all students by delivering nationally recognized programs and services t h a t b ro a d e n t h e e d u c a t i o n a l experience and promote campus and civic engagement. Its goal is not solely to make sure that students are engaged but to create an atmosphere of learning that cannot happen in the classroom, toward helping students be academically successful and increasing the retention and graduation rate of all students. While dedicated to serving all students, in as much as their goals and programs impact the success of students from diverse groups, the Division of Student Life is eager and delighted to be a willing participant in supporting this priority.
A n e w s e r v i c e a p p ro a c h t h a t Davenport and others are working on is Jaguars Connect and Persist (JagCAP). This approach provides personal and resource networks for students before they are in crisis and identifies students who might
Landon Brothers, Assistant Director in the Office of Tutorial Support, teaches Ties 101 at the Excellence in Professionalism Workshop.
26
IUPUI Council on Retention and Graduation Prioritizes Students from Diverse Groups
Photos by Peter Stamenov
BY ABIGAIL GODWIN
IUPUI students.
objectives focus on promoting
and IUPUI Associate Vice Chancellor
new coaching methods to support
fo r U n d e rg ra d u a t e Ed u c a t i o n .
undergraduates and expanding
“Ideally, there must be a really strong
opportunities for students through
connection.”
R I S E ( Re s e a rc h , I n t e r n a t i o n a l Each year University College (UC), along with all other schools on campus, must create and outline objectives for the school year. This year’s University College objectives focus on helping students including rising sophomores, transfer
27
experiences, Service learning, and Experiential learning) courses, the Summer Bridge program, and oncampus employment. The objectives were chosen after careful research into University College programs and needs as well as general IUPUI goals.
As University College works to complete or enhance these objectives through its service and support of students in various ways and with various programs, a constant thread is the ideal to intentionally serve and support students from diverse groups and their particular needs as they operate within the framework of
st u d e n ts, a n d i n te n d e d h ea l t h
“University College is the gateway
majors to engage academically
into the university, and because we
and socially with the IUPUI campus
are a gateway, what we do here has to
in order to complete their degree
reflect the campus goals,” said Kathy
This particular University College
requirements in four years. Other
Johnson, University College Dean
priority emerged from planning
the larger student population and are part of the programs offered in UC.
objectives established by IUPUI’s Council on Retention and Graduation Steering Committee. Formed in 2004 by Chancellor Charles Bantz and Executive Vice Chancellor William Plater, the council is a campuswide strategic task force designed to enhance undergraduate student retention, promote student learning and success, and remove barriers to on-time degree completion. The council is made up of IUPUI a d m i n i st ra to rs f ro m a ca d e m i c and student affairs, institutional researchers, faculty development professionals, student support service providers, and faculty and staff working directly with students. It routinely reviews data pertinent to student success, including obstacles to student success, and uses the results to recommend new initiatives, or changes to campus policies. “It’s been a valued part of our culture, especially as an urban campus, that we are inclusive and support
Photos by Peter Stamenov
“Cultivating an appreciation for cultural differences and the ability to work on diverse teams is essential for students’ future success in the global economy.” —Dean Kathy Johnson the success of all students,” said Johnson. “We at University College think it’s important to serve students from underrepresented groups,” said Johnson. “In the current . . . world in which we live, it’s important for people to respect, understand, and communicate effectively with others from different social or cultural backgrounds. Cultivating an appreciation for cultural differences
and the ability to work on diverse teams is essential for students’ future success in the global economy.” University College offers a number of programs supporting diverse groups of students and has seen great success in its ability to support students from underserved groups. “For the students of color that fully participate in programming offered through our Diversity Enrichment and Achievement Program (DEAP), t h e re ’s v i r t u a l l y n o d i f fe re n ce between their level of success and the success of majority culture IUPUI students,” said Johnson. “The problem I see is that we’re not able to engage all students of color in our programs. Because of this, this academic year’s priorities advocate for expanding the scope of DEAP programming as well as our collaboration with the Multicultural Success Center and other initiatives promoted by the Division of Diversity, Equity, and Inclusion.”
IUPUI students
28
Project MOSAIC Sets Pace for Diversity Promotion in University College
Photo by Peter Stamenov
BY RORY HARLOW
Students engage in summer program.
was appointed by Johnson with
diversity in all that University College
Associate Dean Sarah Baker and Dr.
does and improving the cultural
Regina Turner serving as co-chairs.
climate across the institution.” In
“MOSAIC, as I see it,” states Turner, “is the governing or policy body Under the direction of Dean Johnson, University College proudly supports the promotion of student learning, a focus on individual student success, and the creation of a community that
success of students from diverse groups. . . . The work of MOSAIC, hopefully, will increase the sense of community in these students by issuing policies that will help to
values and supports multicultural
shape the perceptions, address the
competency and diversity leadership
stereotypes, and provide educational
by faculty and staff.
opportunities for faculty, staff, and
One initiative, called Project MOSAIC
29
to support the persistence and
student workers.”
collaboration with Project MOSAIC committee members, the University College Office of Student Data, Analysis, and Evaluation (formerly the Office of Research, Planning, and Evaluation) developed and implemented the Project MOSAIC State of Diversity, Equity, and Inclusion Survey for University College faculty and staff. Combined with the needs revealed related to areas such as reports, marketing materials, and student concerns,
(Maximizing Opportunities to Secure
The goals of MOSAIC include
an attempt was made to develop
an Accepting and Inclusive Culture),
“infusing an explicit valuing of
data-driven action plans. According
to Turner, these needs that were identified are faculty and staff being better educated on the various forms of diversity and more propagation of relevant information regarding diverse groups in University College. In an effort to satisfy these needs through research and to support Johnson’s commitment, Turner says University College has seen a number of important changes including: (1) making MOSAIC a Standing Committee of University College Faculty By-Laws, (2) allocating funds to be used for activities suggested by the committee, (3) allowing designated time in staff meetings to discuss diversity matters, (4) creating accountability measures for employee growth in diversity and cultural competence, and (5) consenting to multiple University College retreats that focus on diversity. Turner claims that “MOSAIC’s charge has been to observe and address policy issues regarding the success patterns of students of diverse groups, and, while it may take a while for students to feel the brunt of the energy that is being expended on diversity, they will, in a number of subtle ways, feel the impact.” According to Turner, MOSAIC’s contribution to the support of students from diverse groups has resulted in University College’s enthusiastically sponsoring
Themed Learning Communities, providing resources for student groups focused on diversity issues, distributing free literature to staff and faculty members, and creating an atmosphere in which diversity is highly valued. Tu r n e r e s t i m a t e s t h a t a b o u t 1 ,0 0 0 s t u d e n t s p a r t i c i p a t e i n many diversity initiatives each year, including Student African American Brotherhood (SAAB, or Brother2Brother), Student African American Sisterhood (SAAS, or Sister2Sister), Young and Gifted Black, (YGB), Student Support Services (SSS), and the 21st Century Scholars Latino Student Association. “Many of the activities are jointly sponsored with the Multicultural Success Center,” she states. One overriding purpose of these initiatives is to increase the retention and graduation rates in students from diverse groups. “We see retention as a by-product of a combination of measures we employ to affirm, validate, and e n ga ge st u d e n ts,” sa i d Tu r n e r, who also emphasized that these initiatives result in having to take more out of the budget than usual for food, literature, and conferences. She is concerned that, although these beginning initiatives have produced more success in students, “we cannot make significant inroads into the diversity initiatives while
doing everything as we have always done it. The measure of our sincerity is gauged by whether we are willing to expend our resources on what we say we want.” Through the efforts of MOSAIC and other diversity initiatives (such as the activities sponsored with the M u l t i c u l t u ra l S u ccess Ce n te r) , University College has witnessed a gradual increase in graduation rates at IUPUI, “but it would be difficult to measure how much of that increase is related to diversity measures,” says Turner. “We just know that when we cultivate a greater tolerance in students, faculty, and staff for difference, [students] are likely to stay in this higher education environment where tolerance and acceptance are highly valued.” Turner emphasized that supporting students from diverse groups should be an objective of University College “because it is the most important student-centered unit on IUPUI’s campus. University College is a leader in setting the tone for all other academic units, and as a unit that serves all students, this unit should be aware of and address the special needs of students from diverse groups.” Turner also believes that the business community, “as a major stakeholder, should be involved in the endeavor of pursuing supportive initiatives for students from diverse groups.”
30
CAREER PLANNING AMONG HEALTH MAJORS
Fueling Indiana’s Race to the Top of Health and Life Sciences
Health and Life Sciences staff, from left to right: Shaunte Rouse (Advisor), Martha Marshall (Advisor), Mikki Jeschke (Director).
Photo by Peter Stamenov
BY JEREMY PRATHER
It is in exciting time to live in Indiana
make plans to gain appropriate
and care-focused progress. This
experiences,
translates into a booming health and
strategically, and to guide them to
life sciences market hungry for new
engage in co-curricular activities that
talent as well as a greater number of
help them build a strong portfolio for
job opportunities for Indiana workers.
application to health and life science
plan
courses
graduate and professional programs.”
for those in or entering the health
and life sciences field! Indiana is
involved in IUPUI’s efforts to make
Indiana the hub of health and life
Advising Center has counseled over
sciences in the United States by
500 students since it launched
one of the top five states for total number of science companies and employees, and the numbers are rapidly growing. The bioscience sector alone contributes more than fifty billion dollars per year to the Hoosier economy. Additionally, Indiana University School of Medicine
33
medicine through technological
University College became
forming a Health and Life Sciences Advising Center. The center was launched to help students explore, plan, and transition into the health and life sciences field.
The Health and Life Sciences
in August 2013, but the potential growth is even greater as more than 2,000 IUPUI students have identified themselves as majors or intended majors in the health and life sciences field. These students
is the second largest medical school
Mikki Jeschke, the center’s
receive not only the benefits of
in the United States and consistently
director, says its mission is to “help
exploring the more than 100 health
advances the understanding of
students explore career options,
and life sciences-related programs at
IUPUI, but also guidance in applying t o g r a d u a t e a n d p ro f e s s i o n a l programs, and in developing options to stay competitive in the field as the industry evolves. Jeschke identified one of the key aspects of health and life sciences student success as interdisciplinary learning. “Students pursuing careers in the health and life sciences benefit from taking a more interdisciplinary approach to their studies because the field is changing so rapidly,” says Jeschke. This interdisciplinary approach especially lends itself to the health and life sciences industry. As the field continues to develop, the need for flexible workers who have skills in many different areas, such as communication, writing, design, te c h n o l o g i ca l p rof i c i e n cy, a n d management, also grows. “As we encourage students to think beyond the classroom and start to think more holistically about their education, a student will consider, for example, not only
Photo by Peter Stamenov
The Health and Life Sciences Advising Center has counseled over 500 students since it launched in August 2013, but the potential growth is even greater as more than 2,000 IUPUI students have identified themselves as majors or intended majors in the health and life sciences field. . just training to be a physician who knows all of the technique. . .but also about developing as a human to be better equipped to deal with some of the disparity and concerns of our community in the health and life sciences area. What we in education
can do is continue to encourage students to go beyond the classroom and to engage in experiential and service-based learning as well as leadership activities to develop themselves more broadly,” Jeschke passionately states as she and others on staff at the center work toward that end. The future of health and life sciences in Indiana looks extremely promising as new businesses are attracted to the area by groups and individuals working to make Indiana the epicenter for health and life sciences research and industry. University College joins this endeavor by providing students with the support needed to be successful in attaining their health and life science career goals. Joining with community leaders, businesses, and industry contacts, the Health and Life Sciences Advising Center focuses on increasing the number, proficiency, and flexibility of Indiana’s professionals going into the health and life sciences field. Thanks to this collaboration, the future of Indiana’s health and life sciences field looks very bright indeed.
Undergraduate student gains lab experience in preparation for a career in health and life sciences.
34
Supporting Health and Life Sciences by Supporting Indiana Business:
Insights from Indiana Chamber of Commerce’s Amy Marsh
Indiana Chamber of Commerce’s Amy Marsh.
Photo byJeremy Prather
this with various social factors
a n d li fe s ci e n c e s , In d ia n a h a s
like age, job access, education,
grown immensely and is one of the
and socioeconomic status, and
key players in the United States in
finding a good job can be virtually
terms of numbers of health and life
impossible. However, the Indiana
sciences businesses. The Indiana
Chamber of Commerce is helping
Chamber of Commerce acts to
In a difficult economic climate like
to alleviate this burden by growing
suppor t these businesses, and
that being faced by the United States,
the Indiana workforce, preparing
many others, in achieving success
finding jobs can be a trying and often
workers with the skills necessary
by involving industry partners in
impossible task. Many Hoosiers
to gain employment, and building
workforce development.
BY JEREMY PRATHER
especially are having a dif ficult time because of a lack of education and skills in a rapidly evolving technological environment. Couple
35
relationships with businesses to m a ke In d ia n a a n e c o n o m ic a ll y healthy state.
Within the field of health
Amy Marsh, the new director
of career and college preparedness at the Indiana Chamber of Commerce said, “Businesses want
to be involved in cultivating the future workforce. The Chamber of Commerce can navigate how that relationship works.” Th e In diana Chamb er of Commerce strives to build these relationships by collaborating with education institutes like Ivy Tech and Vincennes University to provide the training necessary for the middle skills positions which make up the majorit y of Indiana jobs. These jobs are becoming more and more competitive, though, as technology advances and computer literacy become a common requirement for employment. Marsh highlighted the importance of educating the workforce in these skills via the Chamber of Commerce “Indiana Skills” website. The “Indiana Skills” program collects data from employers and education institutes to determine the skills needed for potential workers to obtain a specific job. For example, to find out what employers are looking for in nursing assistant positions, an individual can search the database to find the number of job postings for that position, search by region in Indiana, find average wages, look up which skills are needed, and find training providers who can give them those skills. This information will help Hoosiers to become more effective in their training pursuits and, then,
more viable workers who are able to compete for those jobs that make up the backbone of Indiana’s economy. Marsh explained that the format of the website may also be broadened into higher education as industry evolves and more diverse
“We need to recognize and reward success – find who is having it, telling their story, figuring out their process, and rewarding them accordingly.” —Amy Marsh skills are required. Supporting these skills is especially relevant to the health and life sciences industry as it is constantly evolving and growing. According to the Indiana Skills website, “registered nurse” is the fourth most requested job in Indiana with over 12,000 job postings online alone. Additionally, the Affordable Care Act is increasing the amount of skilled workers needed in the health industry especially. A Georgetown University study predicts that health
care job openings will grow by 30 percent through 2020; between 2010 and 2020, there will be 5.6 million job openings in health care occupations. This means that Indiana needs to be prepared to fill the growing market with educated, capable workers. To accomplish this, Marsh says the key is collaboration and rewarding those who are successful. She states, “ We need to recognize and reward success – find who is having it, telling their story, figuring out their process, and rewarding them accordingly.” Marsh also spoke to the i m p o r t a n c e of m a k i n g In d i a n a a n a t tr a c ti ve l o c a ti o n fo r n ew businesses to settle. The Chamber of Commerce endeavors to do this by “maintaining a strong and fertile work force as well as producing qualified individuals prepared to enter the job market.” This takes the form of encouraging STEM (science, technology, engineering, mathematics) skills development, working with local leaders to create a better business environment, and providing Hoosiers with the ability to seek jobs. Thanks to these efforts, Indiana is on track to be one of the fastest growing job markets as well as one of the best places to live in the United States.
36
Health and Life
GERIATRICS
Sciences Career
PSYCHIATRIC
Options
GASTROENTEROLOGY
(For IUPUI Students) NEUROLOGY
KINESIOLOGY
PHARMACOLOGY
HEPATOLOGY
HEALTH SCIENCES
RESEARCH
CLINICAL
BOTANY
ECOLOGY
ENVIRONMENTAL SCIENCE
STUDY PSYCHOLOGY
TECHNOLOGY ZOOLOGY
BIOCO
LIFE SCIENCES
37
S
CARDIOLOGY
ONTROL
PULMONOLOGY
CYTOHEMATOLOGY CYTOLOGY HISTOLOGY
IMPLANTOLOGY
MEDICAL TOXICOLOGY
AFFECTIVE NEUROLOGY
ANATOMY
PUBLIC HEALTH
BIOPOLYMERS
BIOMONITORING
SYSTEMS BIOLOGY
IMMUNOTHERAPY
BIODYNAMICS BIOMEDICINE ASTROBIOLOGY
FOOD SCIENCE
BIOTECHNOLOGY
38
Professional Preparation through Life-Health Sciences Internship Program
Photo by Peter Stamenov
Brandi Gilbert, Director of Life-Health Sciences Internship Program (LHSI), works with intern ambassadors Jessica Leitzell and John Fierst
BY KEVIN SHAMUYARIRA
program to recruit additional interns
about 30 to 60 interns each academic
from various disciplines. LHSI has also
year. Set up to model a regular part-
initiated use of the IUPUI electronic
time
program
Personal Development Plan, ePDP, an
requires 10 hours per week of time and
online portfolio that allows intern stories,
Kathy E. Johnson, dean of University
provides very flexible work hours to
abstracts, and accomplishments to be
College, is enthusiastic and firm in her
accommodate an average student’s class
recorded
desire and resolve for University College
schedule.
gained
by selected campus and community
to do its part to support career planning
from this year-long program are practical
constituents. As a result of these efforts,
among
on
research skills gained through hands-on
today LHSI has interns from about 27
campus. To help carry out this mission,
experience, stronger written and verbal
different majors across IUPUI other than
she has collaborated with Brandi Gilbert,
communication skills, and professional
science, engineering, and
director
presentation and reporting techniques.
majors.
Gilbert’s relentless efforts on behalf of the
Within the program are faculty mentors
internship program have led to increased
from various disciplines helping students
participation
through
intended
of
the
health
majors
Life-Health
Sciences
Internship (LHSI) program. Gilbert’s core aims for the LHSI program are to help students in the health and life sciences field to reach graduation and to be able to define, clarify, and explore their career goals.
job,
the
Core
not
internship
fundamentals
only
from
science
and
their
preserved
research
for
viewing
technology
projects
by
majors (they make up about 75 percent
assisting, following-up, coaching, and
of the intern participants) but also from a
leading
variety of other majors. This stems from
Ambassadors, program interns from the
review
discussions.
Intern
Internship
one of the initiatives that grew from the
previous year, are employed on a part-
program (LHSI) is one of IUPUI’s most
program: partnering with the University
time basis to promote and strengthen
successful
The
39
LHSI has doubled its participation from
Life-Health
Sciences
and
College Office of Student Employment
LHSI’s
graduation programs. Begun in 2007,
(OSE). Funding for 10 additional interns
their own experiences and explaining its
it quickly accelerated to an internship
for the 2012-13 academic year was
long-term goals. A Life-Health Sciences
program, and in the last seven years,
provided by OSE which allowed the LHSI
Internship poster session held in April
student
retention
recruitment
through
sharing
ends the yearly program, showcasing the interns’ accomplishments. LHSI’s
current
theme
is
“Educate,
Engage, and Enlighten.” The education component
consists
of
Life-Health Sciences Internship Student’s Thoughts
establishing
connections between class theory and practical work and informs students about various career opportunities that are available. The engage aspect allows students to interact with faculty outside of an academic setting. And the enlighten element is concerned with informing about the breadth of programs available and
prompting
students
to
explore
“My mentor has set up a few interviews for me to talk with people who have ca re e rs t h a t I a m i n te reste d i n , so that has helped me become a lot more reflective about how I see myself in a career!” —Lauren Yoder
options in order to discover what they are most interested in and best suited for.
“Everything I learn in the lab seems to be popping up in lecture and lab classes within the next week or so, so it’s definitely reassuring that what I’m learning in class is relevant to my current job.”
Being part of the Career Services Council has led to Gilbert’s collaboration with the Office of Pre-Professional and Career Preparation (PREPs) and forming new
—Haley Neal
partnerships as well as refining new systems and practices within LHSI. In addition, LHSI’s ongoing partnership with the Center for Research and Learning has enabled it to create new and clearer pathways for students across campus so they know what career opportunities are available. Gilbert has also partnered with
“I think my work has greatly influenced how I’ve felt toward my major. I am a p syc h o l o g y m a j o r, a n d I wo r k i n a psyc h i a t r i c c l i n i c. [ M y wo r k ] h a s opened my eyes on multiple levels [and helped me decide] where I want go to with my career path, and it continues to teach me about mental disorders.” —Taylor Duncan-Presson
the Associate Dean for Graduate Studies, Dr. Randy R. Brutkiewicz, to reach out to deans in other schools to get more faculty involved in LHSI’s programs.
intern applications across the IUPUI
“I am in an ethics class, and [along with] research methods, both continually overlap as well with this i n t e r n s h i p. I ’ ve a c t u a l l y p ra c t i c e d at the clinic some of the things we discuss in class on a regular basis.”
campus, increasing faculty participation,
—Taylor Duncan-Presson
Gilbert’s
plans
for
2014
include
increasing the number and quality of
bringing diverse faculty/mentor skills into the program, and exploring ways to
enhance
to
acquire
internship
existing funding
posts.
to
programs include
Additionally,
and more since,
“ Be i n g a ro u n d p e o p l e i n my f u t u re graduate program gets my name around the building and builds experience for my resume.” —Brandi Herron
according to Gilbert, most LHSI program interns persist to graduation and over 60 percent of them continue on to graduate school, it is her goal to increase available information and career opportunities for students after they have completed the
“I get to [ job] shadow. . . .[and] I get a lot of practical experience.” —Paige Allen
internship program. Gilbert also plans to more effectively use the ePDP to feature and showcase student work.
40
An Unknown Health Care Gem
Barbara Christe, HETM program director at IUPUI.
Photo by Peter Stamenov
BY LINDA LOVE
who work in this field interact with
demand,” Christe states. “There
medical staff and work to support
are not enough graduates to fill the
and
state-of-the-art
needs of the area so most of the
health care equipment in hospitals
students find jobs in Indiana after
and clinics.
graduation. Graduates sometimes
IUPUI is one of only a handful
are so many hospitals in the area
maintain
“This is a field of high
serve in other cities, but there
of institutions in the country that
and so many positions available
If you have ever been in a hospital
offers both an associate’s degree
that most of the students stay
or known someone who has, you
and a bachelor’s degree in this
in Indiana. You don’t have to go
are very much aware of all the
field. The program supports about
elsewhere to work with the best
equipment that is part of everyday
100 students, training them to be
and brightest. . . . Karen Waninger,
life
technicians who support hospital
clinical engineering director at
staff who use medical equipment.
Community Health Network, Inc.
in
that
setting.
Machines
diagnose illnesses, are an integral part of patient care, and even
41
very important one. Employees
in Indianapolis, for instance, is
save lives. Healthcare Engineering
When asked if “brain drain”
a nationally renowned leader in
Technology Management (HETM)
is a problem in this area, Barbara
her field.” (Waninger is an active
is behind all of it. This is a little
Christe,
at
member of the Indiana Biomedical
known area in the health and life
IUPUI, responds that it is not a
Society and is recognized for her
sciences field, but obviously, a
problem in this field.
mentoring of young professionals
program
director
and leading industry.)
the
way
in
the
At an Indiana life sciences collaboration conference last year, Lt. Governor Sue Ellspermann pointed out the importance of Indiana needing to “create an ecosystem that cultivates a strong workforce and a shift in the culture to think like inventors.” Christe explains, “Thinking like an inventor in a clinical setting is part of the discipline because it is always evolving, always changing. New devices emerge along with new approaches to managing health care with technology. Thinking like an inventor is really a requirement of our discipline. For instance, defibrillators. Most people know what they are. They help people who are having a heart attack, but the technology that supports defibrillation is constantly evolving and being improved. There are always new ways to make them more effective. It is our job to see that they are integrated into the clinical setting in ways that are sustainable and workable. It is a constantly evolving thing. Selfdirected inquisitiveness – that is the hallmark of an inventor in this discipline. ” Christe believes that the growth of the health industry
and advances in technology are critical because no one is going to cut back on technology; it is seen as a best practice. “It is seen as a requirement for safe and effective health care,” states Christe, “so, therefore, we are not seeing major layoffs because health care is so dependent on technology.” When asked how she believes the Affordable Care Act will affect the field, she replies, “For us, it is a very positive thing because there will be fewer uninsured patients. Uninsured patients are a problem because there is no line item on a bill for equipment. Equipment charges are rolled into patient expenses, so to have uninsured patients is a detriment. If there is a cut in the uninsured, we see that as a very positive shift for the use of equipment and purchasing of equipment.”
into line tracings on paper). They also did the same activity with the Girl Scouts. They engage in projects with Project Lead The Way and work with nursing students requiring alternatives to traditional nursing fields and programs. The Healthcare Engineering Technology Management field is an unknown medical gem. Graduates with an associate’s degree have a starting salary around $40,000. After some time in the field, they usually specialize in a specific area, and those salaries can reach into the $100,000s. There are 5,000 hospitals in the United States and not enough graduates to fill the HETM positions, so now is an optimal time for students to enter this important medical field which plays such an important but overlooked role in health care.
The Healthcare Engineering Technology Management program partners with other sectors and departments of the campus. They loaned the Health and Life Sciences Advising Center one of their EKG (electrocardiogram) machines so they could make Valentine’s Day cards with their EKG’s on them (electrocardiograms translate the heart’s electrical activity
42
New Curriculum Advances Kinesiology Career Planning
Photo by Peter Stamenov
Mark Urtel addresses lab class before students split up for different activities.
BY HOPE MCGOWEN
“We provide students with what
and wellness, sports management,
we see as an ‘occupational tree’ of
athletic development, and physical
possible career paths so that they
and health education.
know what all of their options are,”
One of the fastest growing majors in
To facilitate and enhance these
American higher education today is
varied
kinesiology, according to a study of
of Kinesiology at IUPUI, in the
enrollment rates by “Inside Higher
School of Physical Education and
Ed,” a free daily online publication
Tourism Management, has created
focused on college and university
a curriculum that robustly aids
topics. IUPUI’s enrollment echoes
students in career planning. For
these findings with a 14 percent
43
medicine, corporate fitness, health
choices,
the
Department
example, one initiative finds the
enrollment increase this year alone.
department
Kinesiology is the academic discipline
career paths—sport management,
that
movement.
fitness management and exercise
The Department of Kinesiology at
science, and teacher preparation—
IUPUI focuses its attention on how
to give students an overview of
physical activity across all ages
the various options available with
impacts health and society overall.
their degree. In addition, students
It
is
are
of
choice
studies
the
human
undergraduate
degree
offering
introductory
courses for each of the intended
community
“More importantly, we give our students field experiences early and often, so if they do not like a certain experience, that’s okay because they are only a freshman or a sophomore. We have so many common courses at the beginning that the student can still switch tracks within our program and find another route they’d like to take. Through these experiences, students definitely know by the time they get to be a junior or senior whether or not a certain career path is the right one for them.” This job shadowing, service learning,
seeking
physical activity centers, physical
and experiential learning throughout
careers in health fields such as
rehabilitation clinics, and schools
the undergraduate experience is
physical and occupational therapy,
early in their academic careers.
key for students’ future professional
students
in
program director for the department.
and
for
placed
said Mark Urtel, the undergraduate
careers. By the time students are ready to graduate, they have put in hundreds of hours in a clinical or professional setting to give them the training and qualified skills necessary to be successful in their chosen career. In addition to the abundance of opportunities students are given to test out different careers through field experiences, they are also given opportunities to get professional advice. The majority of the department’s professors are fulltime faculty who have many industry connections. These connections give students a chance to not only get academic advice by the faculty at IUPUI but also professional advice from experts in the field. This is a useful and attractive tool for the department and for students. The department also works outside of the classroom to aid in career planning for intended kinesiology majors. It partners with the Health and Life Sciences Advising Center to host a career week in February to give students an even clearer vision of what they will be able to do with their degree.
Photo by Peter Stamenov
“The Careers in Kinesiology event is geared toward all students who are either in our major or are thinking about our major,” Urtel said. “We bring in alumni who own businesses or work in a hospital, clinical setting, corporate setting, or school, to share their experiences with where they are now in their professional lives and how they got there by using our program as a vehicle.” The capstone experience is another career-planning tool for students. They either take on an internship or experience a semester of student teaching. These immersive initiatives taken on by the Department of Kinesiology have yielded a variety of successes. Urtel stated, “We have a ridiculously high employment rate for our graduates in the teaching track. For those who want to teach health and physical education and wellness at the K-12 licensure level, there is a 90 percent success rate.” And, according to Urtel, many students who finish an internship receive offers from that same placement site for a full-time position or continue on for a graduate degree through acceptance at one of their targeted professional schools.
Despite the overwhelming successes of the Department of Kinesiology in career planning for its students, Urtel sees one big challenge in the department’s initiatives: its visibility. He says that some people aren’t aware that they even have a building on campus and that students aren’t aware that they can come to the department to get a health sciencerelated degree. However, thanks in part to efforts like those of the Health and Life Science Advising Center which sponsored the Careers in Kinesiology event, he speculates that this will change in a relatively short period of time. “People are beginning to realize that kinesiology is a great degree to get them into occupational therapy, physical therapy, and other professional schools; to help them enter occupations in prevention instead of just treatment; and to enter new healthcare vocations. And,” he continued, “by being situated here in Indianapolis, the IUPUI Department of Kinesiology can offer some pretty remarkable experiences to help students along the way.” Department of Kinesiology website: www.petm.iupui.edu/pedept/.
Mark Urtel, Director of Undergraduate Programs, Department of Kinesiology.
44
SPRING AWARDS CONVOCATION
Spring Awards Convocation Honors Students Commitment to Indiana and Beyond
Photo by Peter Stamenov
Recipients of University College Department Awards.
proven
BY HOPE MCGOWEN AND ANDREA GRAF
was presented to Jay Sears, and
2013-2014 academic year to be
the Christine Jakacky Mentor of
inspirational leaders and mentors.
the Year award which was earned
formal
gathering
over
honored
by Joshua DeBard.
forty students in the following
The
categories:
Evenbeck
awards included the Academic
celebrated
Scholarship Mentors of the Year,
Advisor of the Year – New (less
student and faculty successes
First-Year Seminar Outstanding
than
at its third annual Spring Awards
Student awards, and University
given to Martha Marshall from
Convocation on April 11 in Hine
College
awards.
Health and Life Sciences Advising
Hall
These students were recognized
Center, and Academic Advisor
hundred colleagues and guests
for
of
attended the event which was
pursuing their educational goals
three years) which was given
emceed by two IUPUI students,
and for their dedication to the
to Morris Jones from Academic
Jacob
Denise
IUPUI campus as both students
and
Sayasit. This year’s theme was
and staff. In addition, eight special
Barbara D. Jackson Outstanding
“A Commitment to Indiana and
recognition awards were given,
First-Year
Beyond.” Awards were given to
including two to students: the
award was presented to Kate
students and faculty who had
Chancellor’s Scholar award which
Thedwall, Director of Gateway to
University
47
the
The
themselves
College
Auditorium.
Jungemann
Over
and
three
their
the
Department perseverance
while
other
special
three
the
years)
Year
Career
–
recognition
which
Veteran
was
(over
Development. The Student
Advocate
Graduation, while the Trustees’ Teaching Award was given to Dr. Lisa Angermeier, clinical assistant professor of health education in the Department of Kinesiology. Dr. Crystal Garcia, an associate professor of criminal justice, law, and public safety in the School of Public and Environmental Affairs (SPEA) and a faculty member in University College, was chosen as the recipient of the Tonja Eagan award. The Friend of University College award was accepted by Dan Huff on behalf of Fastenal, Inc., an external partner who has been a collaborator for the welfare and success of University College students. IUPUI Executive Vice Chancellor and Chief Academic Officer Nasser Paydar began his keynote address by thanking faculty, staff, family, and friends for their contributions to the success of all the honorees. He urged the students to
Photo by Peter Stamenov
recognize the sacrifices of family and friends contributing to their academic and overall success, suggesting that they thank those in their life who are helping make their education possible by persisting to graduation and then contributing to society. Paydar reminisced about his own family, saying that he wished he had thanked his father more for all the sacrifices he made for Paydar’s academic journey while he had the opportunity. Paydar’s address then focused on the success of IUPUI and what it means to get a true education, referring to the event’s theme, “A Commitment to Indiana and Beyond.” He stated that a true education occurs not only in the classroom but also in the city and surrounding communities and by getting involved in research and various activities through their professors. Paydar also encouraged students
to not only thank their advisors but also to take advantage of their knowledge and expertise. Closing remarks were made by Kathy E. Johnson, dean of University College and associate vice chancellor for undergraduate education, who thanked the audience members for their attendance at the event to recognize the student honorees for their hard work and contributions to University College. A reception followed the convocation. Hors d’oeuvres were provided by Chartwells, while Gigi’s Cupcakes (Union Chapel Road, Indianapolis) honored award recipients through a generous donation of mini cupcakes. Music was provided by acoustic guitarist Joel Tucker, and honorees were afforded the opportunity for photographs with family and friends.
Students celebrate the success of Anh Tu Nguyen, Evenbeck Scholarship Mentors of the Year Award recipient for Office of International Affairs .
48
IUPUI Student Commitment to Indiana and Beyond
BY HOPE MCGOWEN
Honorees from the Spring Awards Convocation were asked to explain their commitment to Indiana and beyond. The following are some of the honorees’ responses as well as the full list of award-winning students.
PARKER LEISURE
I am a sophomore motorsports engineering major with a m i n o r i n re l i g i o u s st u d i es. I ’ m
49
p a r t i c u l a r l y i n t e re s t e d i n t h e aerodynamics of racing and wish to become either a race engineer or an aerodynamicist of a major racing team in either NASCAR or IndyCar. Designated as “The Racing Capital of the World,” Indianapolis is globally recognized as a place where the motorsports industry f l o u r i s h es. Wi t h o u r c i ty b e i n g s u c h a m a j o r ce n t e r of ra c i n g culture, studying at IUPUI (the only place in the country where o n e ca n m a j o r i n m o t o rs p o r t s engineering) has helped me gain connections and experiences that will drive me toward my goals.
Currently, I am on IUPUI’s FSAE race team, which builds cars from the ground up to compete. Through classes and various trips to races I’ve gone on with t h e m o t o r s p o r t s t e a m , I h a ve developed many skills in designing pa r ts, fa b r i ca t i n g t h e m , d o i n g analysis, running software, and programming. I have developed a more critically-thinking mind, a n d I a m go i n g to u se my n ew found skills in engineering to help make Indiana a safer place for cars and drivers not only in the motorsports world but also in the automotive industry as well.
TOSHA LUMBRERAS I am a non-traditional undergraduate s t u d e n t c u r re n t l y w o r k i n g o n a bachelor’s degree in criminal justice with a minor in public safety. My future goals include using my expertise to help others through pursuing work in the nonprofit sector or for the Department of Homeland Security. Although I was born and raised in Indianapolis, I plan on reaching beyond Indiana to discover different communities and organizations that will benefit from my education,
experiences, and everything I have to offer. While at IUPUI, volunteering for Martin Luther King Jr. Day and putting together the student organization H2H have shaped my goals of wanting to work for a nonprofit. In addition to these experiences, being part of the Nina Mason Pulliam Legacy Scholars Program has inspired me to reach my full potential. Fellow scholars and program coordinators have been my cheerleaders throughout higher education journey.
home and where my family is, and I see myself following my dreams right here where I belong. I have l ove d b o t h t h e s m a l l t ow n a n d diverse, big city experiences I’ve had in this state. I plan to pursue a PhD in biochemistry so that I can teach and do research in the academic community. Several experiences and positions I’ve held during my time at IUPUI have led me to focus on teaching and devoting my time to making Indiana a great place. I have been involved with mentoring for ge n e ra l c h e m i st r y t h ro u g h t h e Peer-Led Team Learning program since my freshman year. I currently lead a weekly, two-hour workshop
where students face challenging chemistry problems in small groups. I am the president of the Science Ambassador Leadership Team and the academic and preprofessional coordinator for t h e U n d e r g r a d u a t e Wo m e n i n Science Council at IUPUI. I love being able to work with current a n d p ro s p e c t i ve s t u d e n t s a n d encouraging them to pursue their goals in the field of science. I a l so vo l u n te e r a t t h e I n d i a n a S ta te M u se u m , w h i c h g i ves m e even more opportunities to serve and help educate people about Indiana.
STEPHANIE METCALF
After I graduate this May with a bachelor’s degree in chemistry, I plan on staying in Indiana. It is my
50
ANH TU NGUYEN
I a m a n i n te r n a t i o n a l st u d e n t from Hanoi, Vietnam, in my s e n i o r ye a r o f u n d e rg ra d u a t e study in biology. My goal after
JHALAK PATEL
Although I was born and raised
51
graduation is to get into medical school and join Doctors Without Borders, not only helping local communities but also branching out to other parts of the world. I came to Indiana when I was sixteen. After almost five years here, it feels like a second home. My experiences here make me believe in my dreams and help push me forward to pursue my goal of making an impact locally as well as globally. The most meaningful experiences I’ve gained at IUPUI are from being a mentor. I participated in the Peer-Led Team Learning program for five semesters, and I am currently an International Peer Mentor. This
has given me the opportunity to practice all the characteristics needed in a good mentor and a good doctor—passion, kindness, patience, understanding, and a willingness to help others. Being a mentor helps me learn to push past my doubts, encourages me to become a role model who can make an impact on those around me, and engages me in service learning and giving back to the community. No matter where I end up, I will carry with me my commitment to and appreciation for both IUPUI and Indiana, where I have learned and grown so much.
in India, Indiana has been my home for the past ten years. I am an undergraduate student majoring in accounting, finance, and international studies with a m i n o r i n e co n o m i cs i n t h e Kelley School of Business. After graduation, I would like to go to graduate school to get my MBA and work for a corporation h e re i n I n d i a n a . I l ove b e i n g a b l e to h e l p I n d i a n a t h ro u g h community service and being a part of different organizations. At IUPUI, I have been involved for over two years with Delta Sigma Pi, the Indian Student Cultural Association, and the
Student Organization for Alumni Relations. We volunteer at various p l a ces a c ross I n d i a n a s u c h a s homeless shelters, the zoo, and even in campus activities like the Regatta. Through my volunteer work, I have gotten to meet so many people. The greatest reward is helping people and hearing how thankful they are in return. This has impacted me a lot, and I continue to give back to the community and become a stronger person for it. I a m p ro u d t o s a y t h a t I ’ m a Hoosier, and I will continue to do what it takes to make a difference.
Photos by Peter Stamenov
Pictured top left: Tosha Lumbreras and guest; Bottom left: Jhalak Patel. Pictured top right: Stephanie Metcalf; Bottom right: Anh Tu Nguyen and guest.
52
Spring Awards Convocation Honorees BARBARA D. JACKSON
PEER - LED TEAM LEARNING
SPAN
OUTSTANDING FIRST-YEAR
Stephanie Metcalf
Alexxis Randle
UNIVERSITY COLLEGE DEPARTMENT AWARDS
STUDENT TRANSITIONS AND
ACADEMIC ADVISING
TECHNOLOGY SERVICE s
STUDENT ADVOCATE AWARD Kate Thedwall CHANCELLOR’S SCHOLAR Jay Sears TONJA EAGAN AWARD Crystal A. Garcia
MENTORING INITIATIVES Robert Martinez
Dayna Roper
Will Bumbalough
BEPKO LEARNING CENTER
THEMED LEARNING
TRUSTEES’ TEACHING
GAYLE WILLIAMS OUTSTANDING
AWARD Lisa K. Angermeier
LEADERSHIP AWARDS
COMMUNITIES Jacob Starr
Lisa Edgington
EVENBECK SCHOLARSHIP M E N TO R S O F T H E Y E A R CAREER PLANNING Kelsie Curtis AWARDS 21ST CENTURY SCHOLARS Jacqulyn Ison
DEVELOPMENT, OPERATIONS, AND EMPLOYEE RELATIONS Derek Dalton
ACADEMIC AND CAREER
GATEWAY TO GRADUATION,
DEVELOPMENT
SHINING STAR AWARD
Jhalak Patel BEPKO LEARNING CENTER Laura Allen INTERNATIONAL Anh Tu Nguyen
Yuka Angela Sato
OTEAM Emily Hammell
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Seniors FIRST-YEAR SEMINAR OUTSTANDING STUDENT AWARDS Bryson Catmull Holli Drummond
OFFICE OF STUDENT
Da’Meisha Fleming
EMPLOYMENT
SCHOLAR SUPPORT PROGRAMS, NINA SCHOLARS
Marcus Hatcher
UPWARD BOUND
CENTER Jeremiah Ayers
MATH ASSISTANCE CENTER
NINA SCHOLARS
Jacob Jungemann
MATH ASSISTANCE
Jhalak Patel Parker Drew Leisure
TRANSFER STUDENT SERVICES
Jennifer Jones
Christopher Smith Victorian Victor Kaitlin Wheeler Chelsea Foster
SCHOLAR SUPPORT PROGRAMS, NINA SCHOLARS Tosha Lumbreras
Kieran Grubbs Marlena Ragains
Thank You Gigi’s Cupcakes!
G i g i ’s C u p ca kes ( U n i o n C h a p e l Roa d , I n d i a n a p o l i s) h o n o re d awa rd re c i p i e n ts a n d t h e i r fa m i l i es t h ro u g h a ge n e ro u s d o n a t i o n of mini cupcakes at the 2014 Spring Awards Convocation. Paul Arduini, local Gigi’s owner, and Courtney Nicodemus, Gigi’s IUPUI student brand manager, delivered the in-kind donation to Hine Hall and offered their time to display t h e i r d o n a t i o n s i n p re pa ra t i o n fo r t h e p ostconvocation reception.
Photo by Peter Stamenov
54
Exchanging Ideas and Making a Difference
Attendees of the First-Year Seminar Idea Exchange.
Photo by Peter Stamenov
BY HOPE MCGOWEN
First-Year Seminars are based on
development. This year’s FYS Idea
an extended orientation model
Exchange was radically altered
and focus on students’ transitional
from last year to promote more
issues,
discussion-based
study
management,
habits, and
time
discovering
resources available on campus to help them learn how to navigate February 2014 marked the second gathering of the annual First-Year Seminar Idea Exchange (FYSIE) facilitated by University College and the First-Year Seminar Faculty Learning Community (FYS-FLC). The original plan for the Idea Exchange in 2013 was to provide campus-wide
55
the
college
environment.
The
First-Year Seminar Idea Exchange is an event for FYS instructors and
professional
staff
to
discuss pertinent topics, issues, challenges, and successes related to the FYS as well as future plans for the courses. In the first year of the Idea
development for IUPUI faculty
Exchange, attendees listened to
teaching first-year seminars. This
a keynote address, browsed a
year, the event was expanded
poster session that highlighted
to include other members of the First-Year Seminar (FYS) instructional teams including instructors, advisors, librarians,
FYS pedagogical strategies and
and representatives for student
focused on aiding instructors in
mentors.
the improvement of curriculum
issues, and finished the day in discussions
colleagues. The
development. At the event, David Sabol, one of the founding members of the FYS-FLC, explained, “We’ve really streamlined it this year. We’re basically doing two intensive and engaging roundtable sessions. The first session will be discussions over challenges with the course, and the second will be over best practices with the course.”
professional
roundtable
professional
exchange
with was
Prior
to
the
event, attendees
were asked to submit a course challenge or best practice through online registration, and the FYSFLC team compiled all the ideas into a take-home packet to use as a springboard for the roundtable discussions and for later review. Professional
faculty
and
staff
from various IUPUI schools sat down in groups of four or five to have these discussions with a critical eye. They began with the submissions listed in the packet and developed their own ideas about FYS challenges and best practices. After these small group discussions, the floor was opened up to a larger conversation among the different roundtables to expand on what had emerged from the small group discussions as well as to identify trends between these discussions. This was followed by an open forum with a few guided questions from the FYS-FLC team and then directed by thoughts and concerns from the larger learning community within the room.
template for instructional staff to use as a model for the course.
Sabol further commented about the event, “The focus of the 2014 idea exchange will be on answering two key questions. The first is: What are the three most important things we want our students to get out of First-Year Seminars? Currently, one of our challenges is that our First-Year Seminar tries to cover six to eight learning outcomes in a fifteenweek course.”
Seminars are run by instructional teams consisting of faculty instructors, advisors, student mentors, and librarians. This model has been in place since the late 1990s. Because resources are becoming more scarce, we’re beginning to question whether this instructional team model is the best approach for the course.”
According to Sabol, Gerald Nosich, a noted authority in the critical thinking community, contends that courses need to focus on no more than three main learning concepts or outcomes per semester to maximize students’ retention of the course concepts. As a group, attendees of the idea exchange proposed various learning outcomes which the FYS-FLC will review over the coming months to consider in an anticipated renovation of the FYS
Sabol continued, “The second question we want to focus on is: What do we see as the future of instructional team models for First-Year Seminars? First-Year
“There is a common misconception that the First-Year Seminar is a fluff, feel-good course. . . that couldn’t be further from the truth.” —David Sabol
Attendees of the FYSIE collaborated to discuss various plans for the model, considering whether it needs to be revised or if it is even something to continue moving forward with in order to use human resources wisely. Later this year, FYS strengths and weaknesses will be examined through a self-study and followed by an external review of first-year programs. The issues raised at the Idea Exchange will likely be a part of the self-study and the third party external review to improve future First-Year Seminars.
To follow up on the Idea Exchange, the FYS-FLC team will take a close look at the ideas presented and analyze them, merging and synthesizing ideas to assess if there are patterns. The FYSFLC will begin exploring how the information gained from the Idea Exchange can be used to further future faculty development as well as new faculty training and orientation. Sabol said that there also may be an annual best practices website created for FYS that people will be able to tap into if they are looking for new ideas. “There is a common misconception,” Sabol stated, “that the First-Year Seminar is a fluff, feel-good course and that there is not any real academic rigor to it. That couldn’t be further from the truth. Most FirstYear Seminars have some type of research project as a core component to cover information literacy. We want to get students acclimated to the expectations that come with college-level research projects as well as to the resources we have on campus through the library and our human resources. These are important conversations to have, and so the Idea Exchange is a great medium for developing ways to improve the seminars. There is value in everything we do.” Additionally, the First-Year Seminar Idea Exchange is a valuable gathering for faculty development and training which is always done with the student in mind so that students can migrate confidently into and throughout their college journey.
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Awards and Recognitions BY HOPE MCGOWEN KEVIN SHAMUYARIRA REGINA TURNER
Dr. Regina Turner, Associate Professor of Communication Studies in University College, has been selected to receive the 2014
Chancellor’s Award for Excellence in Multicultural Teaching. This prestigious award acknowledges
creative approach to teaching and mentoring—both inside and outside of the classroom. At
that Turner is a faculty member who integrates culturally relevant content into her curriculum, employs an inclusive and studentcentered pedagogy, and upholds diversity as a value that ensures the academic success of all students.
the same time, she has helped majority-culture students gain insight regarding issues of social justice, their own implicit biases, and to both value and appreciate being part of a diverse community of learners.
For over twenty years, Turner has taught, mentored, and inspired hundreds of students of color to attain their educational and career goals through her
University College is proud to have Turner’s excellence in multicultural teaching recognized through this honorable distinction.
DAVID SABOL winner of the Glenn W. Irwin Jr., M.D., Experience Excellence Award for 2014. This award recognizes faculty members for service “above and beyond the call of duty.” Recipients are recognized for their service in benefit to the university as a whole or to any of its units which is not reimbursed and is not specifically job-related.
David Sabol, a faculty leader in University College and the School of Liberal Arts Department of English, has been named the
57
Sabol has long been a champion for supporting student learning through the first-year experience. He has been co-leading the FirstYear Seminar Faculty Learning Community, an alliance of practice
focused on teaching the firstyear seminar, for three years. He also helped create and leads the annual First-Year Seminar Idea Exchange, a gathering of first-year seminar faculty and staff engaged in creating the best first-year learning experience possible for students. University College congratulates Sabol on receiving this welldeserved recognition for his hard work and dedication in exceeding contributions beyond expected faculty responsibilities.
CHARLIE JOHNSON the 2014 Chancellor’s Academic Honors Convocation held in late April. This award is presented to an outstanding mentor who has demonstrated longstanding and unusual commitment to the learning process.
Charlie Johnson, Director of the Nina Mason Pulliam Scholars Program, will be the Alvin S. Bynum Award recipient for staff at
Over the past ten years, Johnson has served students from backgrounds that typically do not support college attendance, and through his mentoring, these students have achieved more than they thought possible. Not only do the Nina scholars have graduation rates above that of the IUPUI
student population, but also over 50 percent have pursued graduate education with one student on track to complete a PhD in the near future. Student letters supporting Johnson’s nomination spoke of his work as being truly life-changing, greatly impacting their personal and professional lives. Cathy Buyarski, Executive Assistant Dean, University College, stated, “We are extremely fortunate to have him as part of the University College family.”
IRENE QUEIRO -TAJALLI community.”
Irene Queiro-Tajalli has been named a recipient of the Achievement in Education award for 2014. A professor in the IU School of Social Work as well as chair of the Department of Labor Studies, she will be honored for her work during the annual Minority Achievers Awards dinner at which “Central Indiana business, educational, and community leaders . . . recognize minority professionals who have demonstrated high achievement in [their] life’s work and in providing valuable service to the
Originally from Argentina, QueiroTajalli received her bachelor’s degree in social work from Argentina, her master’s degree in social work from Iran, and her PhD in social work from the University of Illinois at Urbana-Champaign. Queiro-Tajalli has worked at IUPUI since 1980 and has spent her last twelve years with the IU School of Social work, improving and creating new online courses within the school and showing how social work education contributes to the IU community as a whole. In addition, Queiro-Tajalli is a highly motivated pioneer in the field of international social work education. Her past research focused on multiculturalism, aging, community activism, and Latino culture. She served for two terms as commissioner of the Commission on Accreditation,
Council of Social Work Education. She also received number of awards for her achievements in social work plus her position as a chair of the Latino Social Worker Division of the Human Service Providers Network of Indiana. Michael Patchner, dean of the School of Social Work, spoke highly of Queiro-Tajalli, saying she deserves this award because her interest in social work and social work education “permeates her daily duties” on campus and in the community. IUPUI, the Indianapolis community, and even the state, he asserts, have “benefited from her commitment to civic engagement and her desire to help others.” Quotes sourced from: IUPUI News Center, March 20, 2014.
58
University College New Employees and Anniversary KIM ATWELL Academic Advisor Academic and Career Development
ALLISON SPILLANE Academic Support Specialist Themed Learning Communities
BRENDA EARL Academic and Career Development 10 Years of Service (March 2014)
59