IUPUI Academic Policies and Procedures Committee (APPC) Minutes April 8, 2016 UL 1126 1-3 pm

Minutes—Minutes of the March 4, 2016 meeting were distributed electronically.

Information Items  Comprehensive Student Records (CSR) Project Update – Mary Beth Myers o The original project plan submitted to ALC is attached.

o A new ‘IUPUI Student Experience and Achievement Record’ will provide a representation of the learning that occurs outside of the classroom that has gone through a process to verify that learning did occur.

o The project was approved by ALC on 3/23 giving it priority for UITS development.

o Additional details will be provided as the project continues.

 16-17 Financial Aid Awarding—Marvin Smith o Approximately 5000 freshman financial aid notifications have been sent. Continuing student notifications will be sent in early June. o The attached document describes a variety of financial aid programs that will be utilized next academic year. o A workshop for faculty and staff is being planned to share information on the variety of resources that are available to assist students who are financially insecure. o The 2017-18 FASFA will be available October 1. Families will use 2015 financial information to complete the FASFA. Award letters to new students may be generated as early as mid-December. Accelerating the timelines for scholarship decisions will enable more complete financial aid notifications to be generated.

 Update on RFP Process for Scholarship Administrative Software—Beth Knight o Current Compass system is becoming outdated . Would need large investment to update . Has structural limitations that don’t meet the needs of all IU campuses o Here are a few examples: . Inflexible deadlines . Troubled Recommender Submission . Lack of multiple formats for uploads, video files, etc. o IUPUI began process of reviewing possible 3rd party vendors in 2015 o Became a system-wide solution initiative in early 2016 o RFP Committee reviewed proposals from 4 potential vendors in February . Invited 2 vendors to IUPUI campus for demonstrations . Academic Works . Community Force o Committee evaluations after these presentations revealed a tie between the 2 vendors . Vendors returning to IUPUI for additional presentation April 27th . This visit includes student focus groups . Will also provide pricing details 1 o Final vendor decision made in early May with pilot implementation of new product targeted for Fall 2016 at IUPUI

 ACA-56, Transfer of Credit from Two Year Institutions changed to Transfer of Credit Completed at the 100 and 200 Level o Policy--Credits earned at undergraduate institutions other than Indiana University in courses at first or second- year levels (100/200-level courses or courses completed in two-year institutions) and transferred for IU credit may not be recorded as equivalent to IU course credits at advanced (300/400) levels, or applied to degree requirements normally fulfilled only by advanced level course credits. Slightly updated information from the discussion at the meeting o IFC Executive Committee action 4/8/16 . Stephen Hundley, AVC for Undergraduate Education, was charged to constitute an ad hoc committee to define 100, 200, 300, and 400 level courses. The definitions will be reviewed by UAC prior to providing a report to the IFC Executive Committee before the end of May (if possible). . Based on these definitions, academic units would be requested to examine their courses (particularly those that currently are labeled at the 200 level at other institutions and at the 300 level at IUPUI) and make appropriate changes as quickly as possible with target completion date by the end of the fall semester 2016, recognizing that it may not be completed until the end of the spring semester. o Policy Implementation Plans . Review of transcripts for new students for Fall 2017 begins in August 2016. Any changes in existing articulation rules can only be implemented in August of each year (with rare exceptions) to assure that the transfer of credit for all students is handled equivalently. . Unless directed otherwise, the Office of Undergraduate Admissions will use the following guidelines in the transfer of credit beginning August 2016 while the academic units review their courses for compliance with the new course level definitions. . Until August 2017, the existing course articulations will be used if it is a 200 level course equated to a 300 level course. Any course articulations of 100 level courses to 300 or 400 level courses or 200 level courses to 400 level courses will be changed to UNDI credit. . Until August 2017, the current practice of permitting academic units to determine the equivalency of transferred course will continue. This would permit the establishment of rules for courses taught at the 200 level at other institutions to transfer as equivalent to IUPUI courses taught at the 300 level if this has been the practice in the past. These rules would be reconsidered once the new definitions of course levels are in place and the review of course numbers has been completed by the academic units. . If there is an existing articulation rule for a 200 level course as equivalent to a 300 level IUPUI course, the course can be used to fulfill ‘degree requirements normally fulfilled only by advanced level course credits’, until August 2017. . All 300 level IU courses will be removed from the Core Transfer Library and category will be noted as course not taught-level  IUPUI courses affected are o PSY-B380 Abnormal Psychology o PSY-B370 Social Psychology

 UIRR reports on admissions data for all campuses o https://www.indiana.edu/~uirr/reports/standard/admissions/ o Updated every Monday by noon o Note that the report combines summer and fall admission data o Reports on Enrollment will start shortly o Listing of additional available information attached

 New interactive IUPUI enrollment data site o http://irds.iupui.edu/Institutional-and-Strategic-Planning/IUPUI-Data-Link

2 o Demonstration deferred until the next meeting

 Fall and Summer Enrollment o See attached

 Fall and Summer Admission o Fall  Due to improved processing for 2016, undergraduate admission decisions are being made more quickly than last year. As a result, the 2016 totals for admitted students are inflated at this point and will narrow significantly over the course of the summer. Greater attention should be paid to the number of applicants and deposits. At this point in 2015 Indianapolis had received 95.3% of all beginner applications at census for the term and 71.0% of all transfer apps.  Beginner applications are down 1.0% (-122). Deposits are up 13% (+308). o Beginner applicants from students of color are up 4% (+142). o African-American beginner applicants are up 7% (+102); Asian are up 12% (+43); Latino/Hispanic up 2 (+22). Two-or-more races are down 5% (-3). o White beginner applicants are down 4% (-289); internationals are up 8% (+39). o Non-resident beginner apps are up 12.3% (+169, with Internationals up 92 and domestic non- residents up 77). Resident beginner apps are down 2.7% (-291). o Beginner applicant quality is up in terms of SAT score (>1300 +9%; 1100-1290 + 4%). While the number of Academic Honors diplomas is down, its share of total diplomas is up 0.5% due to smaller Res app total and larger decline in the basic Core 40 diploma. . External transfer applications are down 9% (-211). o External transfer applications from students of color are flat with most included categories down very slightly (<7) with the exception of Asian Americans who are up marginally. o Transfer applications from whites are down account for 93.2% of our overall decline in transfer apps.  Summer  Applications from all student levels are down >10% from this point last year with the exceptions of smaller declines in Master’s students (-6.5%), Doctoral students (-1 application), and undergraduate non-degree students (-7.6%).  Beginners (196 applicants, typically a smaller group in the summer) are down 21.0% (-52) and the larger transfer population (633 apps) is down 17.0% (-130).  Visitor applicants (516) are down 18.9% (-120).

 Housing applications are up by 94 (4%) with an increase of 45 nonresident applications

Academic Affairs Committee Report –John Watson, Chair o No information to share at this time

Undergraduate Affairs Committee Report—Stephen Hundley, Chair  Investigating systems to support the processes for conducting the General Education course review process

Items for Review, Discussion, or Action o Transition Orientation Holds Proposal—Andrea Engler o See attached o After the Registrar received several requests to develop several new holds to block enrollment until students completed an action step, it was determined that there should be a review of requests by APPC. This should assure that the request has broad campus support and no unintended consequences. o o It was agreed that the process described in the proposal should be implemented. 3 o Strategic Plan Optimize Enrollment Management Key Performance Indicators

Future Agenda Items o Draft Grade Forgiveness Policy—Mary Beth Myers

Meeting Schedule Date Time Location May 6, 2016 1:00 – 3:00 CE 305

Meetings are first Friday of each month; there are some exceptions Website: http://registrar.iupui.edu/appc/

4 INDIANA UNIVERSITY COMPREHENSIVE STUDENT RECORD PROJECT REQUEST

Background Increasingly, national attention has been focused on the fact that most employers are finding little to now value in the traditional official transcript when it comes to assessing and placing students into professions, positions, etc. While the academic transcript continues to have merit as a record of courses taken toward degree completion and while it will continue to be the record of choice for admission to graduate school, many institutions across the country have taken various steps to provide other types of documents to bridge the gap between potential employer and student. With Indiana University’s continued focus on student success, the IUPUI and IU-Bloomington Registrars have come together to submit a project proposal to provide our students with better information, tools to articulate their achievements, successes, learning as they move out of our institution and into the next phase of their life.

As part of a national move to provide better student experience/learning information to students and employers, IUPUI has been asked to participate in a project co-sponsored by AACRAO and NAPSA (funded by the Lumina Foundation) to develop guidelines for a more comprehensive student record. These guidelines would be established and hopefully referenced for institutions across the country who are willing and able to respond to the need for better reporting of student learning. IUPUI is one of 12 institutions across the United States asked to participate. In addition, IU-Bloomington had already composed and submitted a proposal for some changes to the official transcript in an attempt to enhance it for the user population. The two initiatives have been combined and a set of deliverables identified for Fall 2016 with additional enhancement ideas to be identified over the next year for subsequent implementation.

Benefit The intent of the additional information beyond what is in included in the transcript is to provide students a better way to market themselves and employers a better way to find applicants with specific knowledge and skill sets. Students will have better tools to articulate their overall experience and related learning to employers and others. The intent is to provide students a greater level of confidence in articulating their overall learning experience, including co-curricular activities that have been instrumental to their development. Each campus and IU overall will benefit in having better methods of demonstrating the students’ overall education experiences.

The additional benefit of moving the project forward at this time is that the effort will be partially funded by Lumina, as part of the IUPUI project, and by our current online transcript vendor, Parchment, Inc. based on an arrangement made with IU-Bloomington. We are on a national stage with IUPUI being one of only 12 institutions nationwide selected to participate in the AACRAO/NAPSA Comprehensive Student Record project and that forum can be used to address needs expressed by both IUPU and IUB that will benefit all IU campuses. The components outlined below address both IUPUI and IU-Bloomington goals within the limits of what can be reasonably accomplished by Fall 2016.

Project Outline 1. No Change to Process and Approvals for IU Official Transcript While it is clear from the national research that the official transcript is not sought after by employers, that record continues to address the true purpose of its creation….maintaining an accurate record of the faculty with respect to student coursework, grading, GPA. As a profession, Registrars were established and continue to be the campus authority on maintaining the integrity of this record. No changes are sought with the official transcript and the approval process already established for additions to that record will continue as is:  Campus Curricular Review  Campus Registrar (initiates proposal) 5  Registrar Council (all campus registrars review, approve, recommend movement forward)  Academic Leadership Council (Academic Leaders from each IU campus)  Board of Trustees

For example, IU-Bloomington has submitted a proposal for adding certain elements to the official transcript. That proposal will move through the established review and approval process.

2. Create a New Record, using the SIS student record as a base and expanding it to a more comprehensive student experience record The SIS student record includes the information printed on the official transcript and more. For example while IUPUI Principles of Undergraduate Learning (PULS) do not print on the official transcript, a PUL is attached to each course an IUPUI undergraduate student takes. Using the accurate, verified integrity that exists with the SIS student record, it will serve as the BASE for the creation of another record of student achievement - an expanded, more comprehensive record of student experiences that would include both classroom (from the official transcript) and outside-of-the-classroom experiences.

Any information added to this comprehensive record will have gone through a sound governance and verification process. A governance process is needed to determine which experiences should be added and a verification process would be established to assure validity of the experiences and appropriate representation on the academic record.

Since Registrars are the current authorizing agents for the institution for verifying enrollment status, degree completion, etc. and since the Registrar is the campus official historically charged and trusted with sound verification and documentation processes and procedures, it is recommended that the campus registrar is charged with developing and implementing the verification processes and with maintaining source documents in the central IU imaging system.

Some examples of potential, additional experiences to be noted on the comprehensive student experience record are noted below. This is not meant to be an exhaustive list. o Honors course and projects o Course-based internships o Service learning & community engagement activities o Faculty-mentored undergraduate research o Global learning from domestic experiences o Service and community engagement o Internships o Titles of Master’s Thesis and/or Dissertation As noted above, these experiences would need to be carefully monitored and verified by a process established and documented between the appropriate unit(s) and the campus registrar. Agreements could be established with units or service centers including (but not limited to): o The Honors College o Center for Service Learning o Center of Research and Learning o Office of International Affairs o Office of Student Affairs o Center for Career Services These experiences can be captured using existing SIS mechanisms like Course Attributes, Milestones, Transcript text. No SIS modifications are required to accommodate this implementation.

3. Addition of an Indiana University Record “Cover Sheet”

6 As students request an official record of their achievements via the online transcript request system, they would be presented with a cover sheet that allows choices of the information that would be provided.  Student could request only the standard, official transcript.  Student could request the entire comprehensive student experience record.  Student could choose specific experiences, those that are most relevant for the current purpose of the records request. o For example, if a student is applying for a position where undergraduate research, analytical reasoning, and community service are experiences likely to be important and relevant to the potential employer, the student could choose: . Degree information to verify successful completion of the degree . Milestones that represent undergraduate research experiences & internships . Courses that have the analytical reasoning PUL assigned (if an IUPUI student) and/or notations about undergraduate research activities . Text that represents the title of their Master’s Thesis, representing their research and analysis . Community engagement experiences where the student was engaged in Habitat for Humanity projects or spent significant time volunteering at a homeless shelter  IUPUI student could choose to have all courses reported but sorted by PUL.  Student could also request the co-curricular transcript, based on information collected via the Student Affairs Office implementation of Collegiate Link, that reflects other student learning co-curricular experiences that have been self-reported by the student throughout the course of their student life.  The information chosen by the student would then be presented, originally in a ledger display due to timing and resource issues, but ultimately in a graphical display that is easy-to-read, engaging and contemporary.

END RESULT  Students who need the standard official transcript will continue to request and be provided that transcript.  Students who want to better reflect a more comprehensive, targeted learning experience may choose specific, verified data from their comprehensive student experience record to better position them to articulate their overall learning.  Students who want a report of the many other experiences they had as a student and recorded on their co- curricular record will have access to that information to better demonstrate their interests, energy, depth, breadth of experiences.  We will have helped to bridge the gap between student achievement and employer need so that we might assist our students in a successful career.  For “non-completers” we will have provided them evidence of what they HAVE accomplished/learned that can be used to help them better articulate their accomplishments rather than focusing on the failure of not completing the degree.

BEYOND YEAR ONE The ultimate goal, after accomplishing what is outlined above by Fall 2016, is to:  Moving from ledger format to a more graphical visual format of student experiences  Allows links to student reflection pieces including art portfolios, competency-based course detail for any newly established competency-based programs, student development e-portfolios, etc.

RESOURCES AND TIMELINE  Lumina/AACRAO will provide $50,000 to be used for a technical consultant to assist in creating, maintaining, and providing selection opportunities from the comprehensive student experience record. That funding is available until Fall 2016.  The IU-Bloomington Office of the Registrar will commit resources to work with Parchment staff in the creation of the IU Cover Page insuring that only date from these approved record types can be selected and included on the resulting page.

7  Parchment Inc., the current transcript vendor, has committed to developing the Cover Page application and to concatenate the results of the cover page to a ledger-formatted, digitally signed encrypted pdf for delivery to a recipient. Parchment will cover half the cost of this endeavor. IU-Bloomington will cover the other half of this expense.  IUPUI Registrar and IUB Registrar have committed functional experts to assist in the project.  Because of the multi-institutional set up of the IU SIS, and as part of the continued effort to make this new process available to all IU campuses, the project will also require additional UITS resources to be prioritized to this project and committed for this one year period. UITS Development Tasks would include the following:  Select, format and enable the display/print of the new Comprehensive Student Experience Record. This will include the IU student transcript as well as the other elements and attributes as described above.  Enable this record to be printed on a secure printer in a manner similar to a transcript.  Enable the Comprehensive data to be staged and transmitted to our electronic transcript fulfillment partner (Parchment).  Enable the Transcript data OR (per request of student) Comprehensive Student Record data to be structured and transmitted to Parchment to be used as source data for the Cover Page Application.  Modify the Transcript Request system to enable the requestor to select a Transcript, Transcript plus Cover page, Comprehensive Student Experience Record or the CSER and the Cover Page. NEXT STEPS Inform IUPUI and IUB campus leaderships of the components of the project and solicit input. Obtain a commitment of UITS resources for this project.

Respectfully submitted by: Mary Beth Myers, IUPUI, Registrar and Lead, AACRAO/NAPSA Comprehensive Student Record project Mark McConahay, IU Bloomington, Associate Vice Provost and Registrar Jeff Johnston, University Registrar, Indiana University

8 IUPUI Office of Student Financial Services 2016-17 Program and Service Enhancements The IUPUI Office of Student Financial Services is continuing to actively pursue enhancements in the assistance provided to our students. With nearly 80% of degree-seeking undergraduates at IUPUI receiving some type of financial aid1, there is a continuing need to identify opportunities to support students that need additional financial assistance and guidance. Student Financial Services stands ready to assist ALL students in accessing the federal, state, and IUPUI aid programs that are available, especially those students that may face unexpected financial adversity. Students will see significant expansion of need-based aid programs and services offered by the IUPUI Office of Student Financial Services in 2016-17. IUPUI Need-Based Grant Program Expansion  IUPUI need-based grant programs have been expanding over the past few years. Undergraduate need-based grants from IUPUI grew 105% from 2010-11 to 2014-15 when 1,730 students received awards 2. In 2015-16 the number of need-based grant recipients is expected to exceed 2,300, representing an additional increase in recipients of over 30% in a year.

 Beginning in Summer 2016, new IUPUI need-based grants will be made available to specific federal and state grant recipients, enabling the recipients to better afford summer enrollment and stay on track to graduate in four years.

 In 2016-17, the campus has committed to doubling need-based grants, enabling Student Financial Services to substantially increase the number of need-based grant awards.

IUPUI Supplemental Need-based Grant Programs Expansion  The IUPUI Twenty-First Century Scholars Pledge Grant, the IUPUI Grant for Access and Persistence (GAP) Award, and the IUPUI Pell Pledge Grant are all renewable IUPUI grants for up to $2,000 per year and are designed to supplement state and federal grant programs.

 Eligible students must qualify for state and/or federal grants, have remaining unmet financial need, and meet other requirements (subject to available funding). Students filing the Free Application for Federal Student Aid (FAFSA) who meet eligibility criteria will automatically be provided an award without additional application, but are required to participate in specified academic support programming and maintain a minimum grade point average for renewal.

 In the 2015-16 academic year, of the 1,985 supplemental need-based grant recipients in Fall 2015, 93 percent returned for the Spring 2016 semester.

New Limited IUPUI Graduation Grant  In order to assist with the transition to banded tuition, for the 2016-17 academic year only, seniors with unmet financial need who need just 12, 13, or 14 credits to graduate can apply for a “Graduation Grant” for their last semester of enrollment.

9  For priority consideration, after filing for graduation students should submit the Graduation Grant application to the Office of Student Financial Services at least 4 weeks prior to the start of the final semester of enrollment before graduation.

IUPUI Emergency Grant Program Expansion  Student Financial Services has administered a need-based emergency grant program since 2012 for students documenting unexpected financial difficulties that impact current or potential enrollment. Students may receive up to $1,000 if they have maximized their student aid eligibility, meet satisfactory academic progress requirements, and complete a brief application explaining circumstances. The campus has committed to doubling the available funds for the 2016-17 academic year.

 Any student facing financial difficulties that impact enrollment in 2016-17 is encouraged to contact Student Financial Services via email, [email protected], for a confidential, individualized review of the student’s personal financial circumstances.

IUPUI Homestretch Program Expansion  In the IUPUI Home Stretch program, launched in 2013, students with unmet need who are close to graduation and are in their fifth or sixth year of study can receive a loan as an incentive to attend school full time and graduate sooner. If the student fulfills the program criteria and graduates, the loan is forgiven. If the student fails to do so, the loan, with a moderate interest rate, must be repaid.

 In 2013, more than 150 students benefitted from the Home Stretch program in the fifth or sixth year of study. In 2014 and 2015, Home Stretch funding focused on sixth year students.

 With additional funding and documented success in promoting persistence and graduation, the Home Stretch program is expected to be expanded in 2016-17 with a focus on BOTH fifth and sixth year students, as well as students near graduation who have exhausted federal and state aid eligibility.

IUPUI Financial Literacy Program Expansion  Student Financial Services is working with the Office of Student Affairs Health and Wellness Promotion Peer Educator program to develop financial education programming for IUPUI student peer educators. Beginning in Fall 2016, the peer educators are expected to make campus presentations promoting financial well-being as part of overall health and wellness promotion effort. The peer educators will receive training to make appropriate referral of students with financial difficulties to Student Financial Services.

 A new initiative will begin in 2016-17 to provide faculty and staff with information on the availability of resources for low income students in addition to financial aid programs. The initiative will be led by Student Financial Services, the Office of Student Affairs, and the Twenty First Century Scholars Office. A faculty and staff training session is being planned for May to discuss researched best practices in helping low income students achieve financial stability, helping students understand how to maximize scarce resources, and ultimately achieve positive student success outcomes.

 The IUPUI College Budget Balancer, launched in August 2015, is being upgraded to provide an enhanced look and feel for users. The interactive web calculator allows students to estimate and evaluate college costs and 10 resource options related to college enrollment. Students are encouraged to use the tool to "do the math" in the estimation of expenses and resources and to get an idea of the need to reduce potential expenses or obtain other financial resources. By better management of resources, students may be able to reduce the amount of loan debt they incur.

IUPUI Institutional Loan Program Expansion  IUPUI need-based loan programs have been expanding over the past few years. In some situations students meet federal borrowing limits and cannot qualify for other federal or private loan programs. This is especially true for transfer students that have borrowed at previous institutions.

 IUPUI has a portfolio of institutional loan programs that can be made available to some students on a case-by- case basis (subject to available funding). Over 1,000 students benefit from the campus-based Federal Perkins Loan program and about 100 students are benefitting from other IU student loan programs. The number of students receiving an IU institutional student loan increased 173% in recipients from 2010-11 to 2014-15 3.

 Students that have exhausted federal student loan eligibility but are near graduation are encouraged to contact Student Financial Services via email, [email protected], for a confidential, individualized review of their personal financial circumstances.

Data References 1 https://www.iu.edu/~uirr/reports/standard/factbook/2015-16/IUPUI/Student_Aid/ReceivingAid/UG 2 https://www.iu.edu/~uirr/reports/standard/factbook/2015-16/IUPUI/Student_Aid/Non-LoanAid/GiftAid/ByAwdCategory 3 https://www.iu.edu/~uirr/reports/standard/factbook/2015-16/IUPUI/Student_Aid/Non-LoanAid/SelfHelpAid/SelfHelp

11 12 13 14 UIRR Campus Enrollment Management Resources – Spring 2016

Point in Cycle reports – https://www.iu.edu/~uirr/reports/pic/adm/report.php Weekly updates on term admissions activities for beginners and transfers compared to previous two years. Parameterized to allow for more granular views of student subgroups. Registration (enrollments) comparisons added to views when available (June through August). New this year is a retention view that compares the registrations of the most recent cohort (i.e. 2015) to the previous cohort (i.e. 2014) through the orientation/registration process along with the official final retention rate. This will provide early indicators of retention rates for the campuses, both overall and with various subgroups.

Cohort Outcomes Modeling – CBI-> Student -> Institutional Reporting -> UIRR.Requests -> This new tableau report provides data on the 2013 – 2015 cohorts to allow users to track the retention and first semester GPA outcomes of their recruiting classes. By cross tabulating HS GPA and SAT/ACT equivalent scores into a “heat map”, campuses can visually see what types of students are successful or unsuccessful. Filters allow users to change the admissions standards to see the changes in overall retention and class size.

Admitted, not enrolled – CBI-> Student-> Institutional Reporting-> UIRR Admissions A view of students admitted to an IU campus in the past five years who did not enroll at that campus. Users can view top competitor schools by campus, amongst IU campuses and non-IU campuses, and also drill down to schools and majors.

Gross retention, NSC match – CBI-> Student-> Institutional Reporting-> UIRR Enrollment This report tracks outcomes for enrolled students in the first subsequent spring and fall terms. Students may be re-enrolled at IU, degree recipients at IU, enrolled at other universities, received degrees at other universities, non-returners to IU due to academic dismissal, SAP, bursar encumbrances, or just “stop outs”.

Transfer Statistics – CBI->Student->Institutional Reporting->UIRR Transfer A variety of interactive report that provide statistics about transfer students including counts and types of units transferred in, most common courses transferring, and most common courses taken in first IU term, broken down by transfer school.

Bachelor’s Degree Profile – https://www.iu.edu/~uirr/reports/standard/degree/time2deg/ Through decomposing the path of annual bachelor’s degree recipients, campuses can better understand the type of student that reaches graduation and what types of pre-college characteristics/experiences they share. The Time to Degree views compare “on-time” graduates from those that took longer to complete their degrees. Bachelor degree profile static reports are available here: https://www.iu.edu/~uirr/reports/standard/degree/

Enrollment Summary Tool (University Internal version) - https://www.indiana.edu/~uirr/reports/standard/enrollment/official.php (Interactive reports) Quick access to IU individual campus or university wide enrollment information for the past five years by term. The data can be filtered by age category, cohort, degree status, online status, residency, sex, race/ethnicity, and under representative minority. Other views include: county, state, and country; group/school; and programs/plans.

15 Degree Completion - https://www.iu.edu/~uirr/reports/standard/degree/completions/ New Tableau report that reflects degree conferrals in a given fiscal year (July 1-June 30) and is the basis for our reporting to IPEDS. The data is currently available for seven years and can be broken out by individual campus. The report is interactive and has parameters for degree level, age, race/ethnicity, minority levels, first generation, residency, and sex. Other views include: school/programs/plans, and CIP codes.

IUSB Admissions and Financial Aid Analyses This ad hoc project is examining the admissions standards, timing of applications, institutional aid, and unmet need to inform decisions about enrollment management and financial aid leveraging.

UIRR Enrollment Projections Supplementary Report Individualized reports for each campus with census population, SAT, admissions, and competitor data by service regions.

Coming soon Retention Phase 1 will track retention of degree seeking students over 10 years within the IU campuses, and track retention by students’ enrolled plans, across preparation and major plans. Future phases will include tracking at other institutions (using National Clearinghouse data), and adding in other IU data of interest (i.e., financial aid indicators, housing, student groups).

Instructional Effort Reporting View enrollment and credit hours by instructors’ faculty category, RC, department, and the costs associated via compensation.

16 Transition Orientation Holds Proposal APRIL 7, 2016

Transfer “Transition Orientation” Program Summary Foundations of Excellence Final Report and Recommendations . Priority Recommendation: o Explore alternative delivery systems/structures for transfer student orientation (e.g. extension of program to a full-day, online modules) o Increase one-on-one advising time to one hour o Include an academic school component, time to connect with peers o Discuss RISE opportunities and learn more information about school-specific requirements and opportunities o Infuse diversity elements in all components of orientation including an introduction to JagNation, diversity as a key campus value, and the diversity-related benefits of attending an urban campus . Secondary Recommendation: Orientation for transfer students (18+ credit hours) entering in the spring and summer terms should mirror orientation provided to fall transfer admits.

Program Summary The revised transfer orientation program meets the priority recommendations put forth by providing increased time on campus with the academic school and with the academic advisor. The new program model addresses the secondary recommendation as it can be implemented for any admit term. Additionally, the model continues to meet the desired learning outcomes. This model is not contingent upon a fixed admissions date.

A pilot version (3 dates) of the new program model has been approved by campus leadership and will be in effect for Fall 2016 admits.

Adult and veteran students will also be served through this model.

Program Components . Transfer Tuesday – online webinar preparing the student for their orientation advising appointment – Conducted twice a week on Tuesdays during peak season and once a week off peak season. . Transition Orientation – one-day model including current programming (sans advising) and additional school orientation programming (2-3 hours). . Orientation Advising Appointment – one-hour one-on-one appointments scheduled by the student at the end of the Transition Orientation for another day. Advising appointments may be conducted in-person, via phone, skype or Adobe Connect as determined by each school. . Pre-Orientation Online Modules – anticipated to begin for Fall 2017 admits Orientation Hold Hold Impact . No initial enrollment

Hold Application –  At the point of admission, a batch process will be used to add the negative service indicator on new TRU and ICU students by the Orientation Office or Transfer Student Services (effective for Fall 2016 admits, including those already admitted.)

17 Hold Release . Removed following completion of both a Transfer Tuesday & a Transition Orientation Program . Removal by Orientation Services and/or Transfer Student Services on the date of their orientation program attendance.

Removal or lack of this hold on a student account would indicate to advisors that the student is now ready to meet. After many discussions across units, this hold was determined to be the best way for an advisor to identify students who have completed the required steps prior to their appointment. Follow up for individuals who have not completed one or both of the programs will be completed by the Office of Transfer Student Services and in coordination with Orientation Services.

Orientation Advising Hold Hold Impact . No initial enrollment . Once students have had their advising appointment, they would be free to make schedule changes as necessary.  At the point of admission, the Office of Undergraduate Admissions will place a hold on all new TRU and ICU students (effective for Fall 2016 admits, including those already admitted.)

Hold Application – At the point of admission for all new TRU and ICU students (effective for Fall 2016 admits, including those already admitted).)

Hold Release . Removed during/at completion of the orientation advising appointment . Removal by academic advisors or assigned staff (school discretion based on current hold removal practices). All remaining holds for non-attending students would be removed the Registrar’s Office.

This hold ensures that students are not registering without the support of an advisor. Advising may be conducted in anyway the school deems appropriate (e.g., in person, phone, Skype, Adobe Connect). In the new program model, advisor availability is expanded beyond the orientation date providing students more access and flexibility to scheduling with advisors.

18