FamilyEd

1SPRING2009

FAMILYEDHigher Education Information for Families of Students • April 2009

It’s Not By ChanceA Young Mother’s Tragedy and Triumph

2 FAMILYED 3SPRING2009

Inside this issueIt’s Not By Chance

Students Can Navigate Their Success

Having Trouble in a Class? Go to Your Instructor

Protect Yourself

Wearing Many Hats: The Identity Challenge

Major/Career Exploration – What to Expect Your First Year in College/Self-Focus

First-Year College Students: Challenges & Strategies

Transitioning to College for Students with Disabilities

Belonging

Challenges Facing the First-Semester Student

Reflections of a First-Year Residential College Student

How to Create a WIN-WIN Situation

Career Goals – Focus for Success for First-Year Students

Attitudes Toward Fire Safety May Get You Burned!

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FamilyEd magazine is published four times a year. Readership is estimated at over 22,000. Find our Web page at uc.iupui.edu. We welcome letters to the editor, story ideas, and comments about the family magazine. Indiana businesses and IU and Purdue schools support this magazine through their advertisements.

University College

Dean of IUPUI University College Scott E. Evenbeck

Editor Harriett Bennett, Assistant Dean

Copy Editor Lynn Trapp

Photography Peter Stamenov

Student Project Team Leaders Melissa Eltzroth and Linda Trackwell

IUPUI815 W. Michigan Street UC 3140EIndianapolis, IN 46202 317.274.5036Email: [email protected]

FAMILYED

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Single parenting, whether it be by choice or circumstance, is

arguably one of life’s most challenging and rewarding experiences. It’s been that for me. When I became a parent I knew I had to be a role model for my children; I did the best I could.

With all of the challenges that my children and I have had, it is amazing to see that they (we) haven’t become one of the negative statistics that are prevalent about children raised by single mothers. It’s not by chance. It’s by God. It’s by pure dedication and hard work. It’s by sacrificing and struggling, and doing the right thing.

I have great children. Brittany is a sophomore at Ball State University. She is 20 years old. My son is 17 and attends Lawrence Early College High School. During the summer of 2004 my youngest daughter Dasia died at the age of seven after a five-year battle with various health problems including kidney failure. Those years were the toughest and the happiest.

We had to keep a sense of normalcy even though there were many doctor appointments, strict medication regiments, and hospitalizations. Normalcy

It’s Not By Chance By Dana Muldrow Twenty-first Century Scholars Liaison

for me was working full-time, taking a couple of classes, school for the children, basketball practice, and other after school activities. It wasn’t easy, but I felt it was important that we stay active.

Education has always been important in our family as well. A college degree is an expectation in our family and has been since my grandfather who received a Master’s Degree from Indiana University. My mother and father both have Master’s Degrees in their chosen fields. After high school my thoughts were to get a job and get into the workforce. At the time I didn’t think I was college material. Years later I realized that I needed and wanted to get a degree. I am still chipping away at it, one class at a time. For my children though, college is not an option. It is an expectation. Not only that, it has to be a residential experience.

Thinking ahead about my children’s education and knowing that I probably couldn’t afford to send them to college on my own, I signed them up for the Twenty-first Century Scholars Program. Brittany graduated from high school in May of 2007 and was accepted to Ball State University. Both of my parents and an uncle earned their degrees from BSU so everyone was ecstatic. We spent the summer planning for her departure—paying fees, shopping for dorm items, and getting nervous about her leaving.

A few weeks before she was to leave I was diagnosed with Stage II breast cancer. I had to prepare for surgery and other

“When I became a parent I knew I had to be a role model for my children; I did the best I could.”

cancer treatments in addition to getting my daughter off to college and my son settled in a new high school. Another challenging moment for our family. Brittany thought maybe she should stay home and attend school here in Indianapolis, but I wouldn’t hear of it. Absolutely not. Nothing was going to stand in the way of her attending Ball State.

I didn’t start treatment of any kind until after I got my children settled. During my

18-month treatment I had a mastectomy, chemotherapy, radiation, and

reconstructive surgery. Today I am in remission and feel very blessed to be here.

Our family has a strong faith and belief in God. We know that everything happens for a reason and that we had to make the best of our situations. Things haven’t been easy, and we haven’t been perfect. We are not always the best students in the world, but we knew we couldn’t give up. All of us will eventually have a college degree some day.


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7SPRING2009

I often tell parents about the many first-year programs and services available to students at IUPUI. These programs help students

find success as they transition to life at our campus. Many of the first-year programs were created by University College faculty and staff to help students begin their college careers with academic success.

A few of these programs include:Summer Academy Bridge Program

This is an eight-day program prior to the fall semester to help students learn about college-level expectations, make a good start in math and writing, to give students the opportunity to meet faculty and become friends with other entering students.Learning Communities

A learning community is a one-credit course paired with a three-credit course in a specific discipline such as science, history, or

Students CanNavigate Their Success

By Scott Evenbeck Dean of University College

engineering. Learning communities are taught by instructional teams which include a faculty member, an academic advisor, a librarian, and a student mentorBepko Learning Center

Students can seek academic assistance in a number of ways at the Bepko Learning Center including structured learning assistance, supplemental instruction, peer mentors, tutoring referral service, a Resource Desk, and a laptop checkout program.

There are additional programs and opportunities available to students to enhance their academic success. A relatively new unit within University College is the Office for Student Success which includes two student organizations: Student African American Brotherhood and Student African American Sisterhood. Through continual research and best practice evaluations, the Office for Student Success continues to offer student presentations

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on academic success and financial literacy to entering students as well as the general IUPUI student body.

In 2008, the new Multicultural Center opened in Taylor Hall. Zephia Bryant joined IUPUI as director in November. There are many plans for student outreach and enrichment activities. For example, the Multicultural Center sponsored a Cultural Café recently with Native American artwork, music, and cuisine. This new center will help students explore diverse cultures and enhance their academic experience.

The Office of Academic and Career Development provides

“Each University College student will have the opportunity to create a

personal development plan.”–Scott Evenbeck,

Dean of University College

a number of services, including academic and career counseling, and career employment services. Each University College student will have the opportunity to create a personal development plan. We also encourage students to find jobs on campus because research shows that student involvement on campus is a powerful predictor of student satisfaction and persistence.

There are many other ways that students can become involved on campus including over 100 active student organizations which plan

educational, cultural, and entertainment events throughout the year. We hope that your students will take advantage of these many programs and opportunities while at IUPUI. Please contact our office if you want information on any of these programs. As always, we welcome your feedback ([email protected]).

6 FAMILYED

9SPRING2009

A first year student enrolled in a Finite Math class and had problems with the class. She was good in math in high school, but this was a very different type of math. She received a D in the course and was not willing to settle for that grade. She did not want to be labeled as “unsuccessful” in math so she decided to take the class over again the next semester. She evaluated her weaknesses and mistakes from the previous semester. She had missed a couple of classes and waited until she was too far behind to ask questions.

The second time around she paid detailed attention to the instructor’s lessons and attended every lecture. She communicated with her teacher more often to clear up uncertainties. She did more practice and homework assignments which helped give her a broader range of math problems that better prepared her for exams. After completing the course she earned an A+.

We hope you will share her advice with your student.

Have a strong determination to achieve your goals. Don’t let anyone limit or label you or tell you what you are capable of accomplishing.

Also, having at least an appreciation of the course will be helpful because studying will not seem like a punishment.

Taking additional time to learn material is also important to success. If a student needs to retake a class, she suggests taking it the next

semester because the facts and expectations for the course will be fresh in your mind and you will know what areas you will have to concentrate on the most.

In addition, from a financial standpoint, the textbook will probably be used again the following semester which will save you money.

Instructors announce their office hours at the beginning of the semester and are there for you. They expect you to come to them with any concerns you have during the semester. This is a good way to get to know them and for them to get to know you – which may also help when it comes to grade time. If they have gotten to know you over the semester and know that you have put forth the extra effort to complete the class in good standing, it may make a difference if you are on the borderline between grades.

Having Trouble in a Class? Go to Your Instructor

By Linda Trackwell Staff Assistant IUPUI University College

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forworkshopdates,studentemployment,andcareerresources8 FAMILYED

As your student enters college and begins life as an independent

adult, one of their most important challenges is protecting themselves. Your student needs to realize that they are the one with sole responsibility for themselves, their health, their schoolwork, their friends, and their financial security. Identity theft can affect your student for life. The Credit Bureau monitors their financial information as well as balances they owe. If they have accounts opened under their social security number that

debt is theirs and will show up on their credit report, affecting their future borrowing ability.

Unfortunately, identity theft is something that is all too common and, therefore, is something that we all need to be conscious of. Theft happens in a variety of ways. Here are two to watch:

Account Takeover: Occurs when a thief takes your current credit card information and uses it to purchase for their benefit. They can use the actual card or the numbers with expiration date.

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Application Fraud: Occurs when a thief takes your name and social security number and uses it to open accounts. Usually the victim doesn’t know of the fraud for some time because the statements are mailed to another address.

Ways Thieves Steal Information.

Dumpster Diving. It basically means what it says. Thieves look through your trash to find any pertinent information that they can use to open accounts, get credit cards, etc. including un-shredded credit card applications or statements with social security numbers.

Mail Theft. Thieves can steal from mailboxes, taking newly issued credit cards.

Workplace. Thieves can take social security numbers from work documents.

Shoulder Surfing. At ATMs, PINs (Personal Identification Numbers) can be stolen by looking over shoulders.

Phishing. Thieves also send fraudulent emails that look like they are from your financial institution. Financial institutions will not ask for Personal Identification Numbers or account numbers via email.

Skimming. This occurs when thieves steal credit/debit card numbers. They just need the card number and expiration date.

Steps to Protect Yourself.1. Reduce the number of cards you carry.2. Pay attention when you pay for merchandise with

your credit/debit card. Make sure you get the card back promptly.3. Be cautious of the online sites you utilize with your credit/debit card.4. Keep a list of cards you have in your wallet including the contact numbers for each in the case of theft. You will have

the information to promptly cancel them.5. Never give your personal information over the phone, via email, or by mail.6. Always take your credit card receipts with you. Never toss them in the trash.7. Watch your mail when a new card is supposed to be mailed to you. Contact the financial institution if you do not receive it.8. Be sure to shred all documents with social security

numbers, account numbers, etc. before tossing them.9. Choose PINs other than your phone number, birth date, mother’s maiden name, or the last four digits of your social security number.10. Order your credit report once a year to review for discrepancies: www.annualcreditreport.com

Contact the Credit Bureau Fraud Department if you

think you have been a victim of identity theft—Equifax: 800-525-6285, Experian:

800-397-3742, Trans Union: 800-680-7289.


A student plops down on the chair in front of a seasoned advisor, visibly overwhelmed. The many hats worn on a daily basis – employee, family member, student – are starting to show some wear. When the advisor asks what has gone well, the student can’t come up with anything. But when the advisor shifts the conversation to what was challenging, the student blurts out an immediate answer, “My classes weren’t that bad, I just worked too much.”

Semester after semester, the one continual challenge academic advisors encounter is students’ struggle with time management, especially in regard to balancing work and school. Nationally, 78 percent of students work while going to school. Since this is a number that has remained steady since the mid-1990s, it is clear

Wearing Many Hats: The Identity Challenge

By Laura Masterson Academic Advisor IUPUI Academic and Career Development

“Hat-wearing” recommendations from an advisor:1. Know your time commitments ahead of time. It’s okay to have other commitments. In fact, it is encouraged in order to be a well-rounded student! When you know how much time is necessary to devote to family, work, and extracurricular responsibilities, it is possible to plan your school schedule accordingly.

2. Plan study time in your schedule from the beginning of the semester. Sometimes it is easy to get fooled by a lighter load at the beginning of the semester, but mid-terms and finals come quickly. Make sure you allow study time for them.

3. Learn to say no. In order to focus on what is important, sometimes you need to say no to the boss, family, friends, student organizations, and many other things. Saying no shows that you know your limits and it frees up precious time.

that students feel inclined to work in addition to having a necessity to work.

The trick comes in balancing work responsibilities, which may require some last minute commitment, with school responsibilities, which may include long-term papers and projects. Another key

to working while attending school is being able, and willing, to prioritize time commitments. If school is set as priority number one, it becomes much easier to say no to a boss that tries to slip in a few extra hours each week or to decline hours that conflict with classes or to decline a request to pick up/switch some hours with another employee.

Work can be a wonderful addition to an undergraduate degree because it provides a chance for students to gain practical experience. It can also give students the opportunity to build transferable skills such as communication skills, work/life

“Work can be a wonderful addition to an undergraduate degree because it provides a chance for students to gain

practical experience.”–Scott Evenbeck,

Dean of University College

balance, and management experience. In an ideal situation, a future career can even be born out of a successful employment experience.

Many research studies indicate that the generation of students currently in college and entering into college are the busiest generation in years, wearing hats that vary from student to parent to supervisor. There are more distractions than ever to soak up that extra time, so setting priorities is an essential skill. Every student must ask himself/herself the question a wise librarian once asked a group of first-year students: “Are you a student who works or an employee who goes to school?” Answering that question will help each student set the priorities that are best for him or her and help each student master the art of wearing many hats.



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As any college student will tell you, one of the top things students get asked in college is, “What’s your major?” For some students, the response is easy and automatic as they’ve known what they wanted to do since childhood. For other students, their response may change many times as there are just so many things they are interested in! And yet for a large number of students, this question results in a feeling of anxiety, fear, and concern because they just don’t know! The bottom line is that even for those students who enter college with a major in mind, most change it—once, twice, maybe three or more times! Some students have no clue, and others really have no idea how to narrow down all the options. No matter where your student is in the process of picking a major, at IUPUI we have plenty of resources to help!

Before we get into some of the resources, it is important to recognize that college is not the 13th grade! During the first year in college students will experience a huge transition, whether they are coming straight from high school or from the workforce. The typical college schedule is vastly

working in groups. Yikes—where did all that free time go?! Not to mention the division of time is just different. In high school, most of the learning happened inside the classroom, but in college most of the learning happens outside of the classroom. In fact, in college, the professors often expect that a student has already learned the material they assigned before

getting to class and they will teach

beyond that

material. Time

management is another stumbling block that a lot of freshmen get caught up in. All that study time somehow is seen as free time to work or socialize, and students tend to take advantage of the “free” time and

work more than recommended. For a first semester full-time student, it is recommended that if he/she must work, he/she should work no more than 20 hours a week. But most of all, we hope students schedule in the necessary study time (using a planner is a great idea!) and remember that they are a student first!

Okay, I digressed. Back to major and career exploration. So what if your student is one of those students who thinks he/she knows what he/she wants to do or just has no idea where to even begin? That’s okay! Since so many students change their

major throughout college, we encourage them to spend

time during their freshman year exploring their options. In fact, we have people on campus that will help students with just that!

Academic advisors can help students understand academic life at IUPUI including the kinds of courses a

student might take in a particular major or what

career might come out of it. Career counselors can

help students really dive into the exploration process and start making sense of it all. But, it is important to note, picking a major isn’t magic. There is no test students can take that will tell them precisely what their best fit is for a major or career, no magic eight ball to give them the answer, no one person that can determine their future for them. The student is responsible for his/her choices and we will help guide him/her through the process.

To help students make these choices, at IUPUI we use a process called STEP. This process, in conjunction with career counseling and academic advising, can help students choose a major that suits them and helps them to ultimately meet their professional goals. STEP stands for: Self-focus, Target, Explore, and Plan. Today, we are going to start with Self-focus, but stay tuned because over the next two issues we will continue our conversation about the STEP process and introduce the next three steps!

While these questions may seem easy at first glance, most students have a hard time communicating things about themselves, especially at a more in-depth level, to gain understanding of self. Often, career counselors will have a student take a self-assessment inventory to help flush out the answers to these questions. Understanding self is the number one priority before moving on to the next steps. Until we can really make sense of “who” the student is, it is hard to find a major or career that really suits him/her, and until then, a student may feel dissatisfied with his/her choices. Considering that work-related stress leads to many health problems, including heart disease, we want our students to take the time to discover a path they will enjoy as soon as possible. As I always tell students, they are going to work for many years after they graduate, so it makes sense to take time during their freshman year to really make some solid major and career decisions, even if it means taking a summer class here or there to get back on track. We want students to find something they are passionate and excited about as they consider their future. This story is a three-part series. Part II will target and explore majors and careers, and Part III will focus on planning and advising.

Major and Career Exploration – What to Expect Your First Year in College By Kyle Hunt McCool Academic Advisor IUPUI Academic and Career Development

What is self-focus all about anyway? It is the part of the major and career exploration process that includes learning how to make informed decisions, which is what STEP is all about.

Students have to be able to start with understanding themselves before they can understand and make sense of all the options out there. Self-focus might include knowing and articulating values, personality, skills, and interests.

We want to take all parts of the student into consideration and really bring them into SELF-FOCUS!

It is important to consider the following questions:

1. How do you like to spend your time? 2. What is really important to you? 3. What are you passionate about? 4. When are you at your best? 5. What are your short- and long-term goals?

Questions?For more information about Academic and Career

Development at IUPUI, visit our Web site, www.uc.iupui.edu, and click on Students.

17SPRING2009

Success for first-year college students often corresponds with how students experience challenges,

perceive influences, and devise strategies to negotiate the transition from high school to college. Sociology-based theories identify multiple factors, both inside and outside of college, that may influence that process such as students’ initial goals and commitments; their collegiate experience including their academic performance, extracurricular activities, and interactions with faculty, staff, and peer groups; their relationships with people and communities outside the college community including

parents, peers, employers, and community organizations; and their personal attributes and characteristics (Tinto 1993; Weidman 1989).

The challenges for IUPUI first year students vary, as over 29,000 of our students not only represent 49 states and 122 countries but also comprise adult learners, first-generation college students, traditional-aged students, and single parents. The student survey conducted in 2007, indicates that 37 percent of IUPUI students live with a spouse or partner and 24 percent have children. In addition, nearly all IUPUI students work.

The average number of hours worked per week is 28, and more than half of IUPUI students work more than 20 hours per week.

Each student group faces challenges specific to their unique needs and characteristics. Such challenges may include balancing family responsibilities, work, and school; adjusting to a new culture and/or environment; or having limited family/social supports. It might, however, be helpful to become aware of some overarching or common problem areas experienced by most.

First-Year College Students: Challenges & Strategies

By Unchana Thamasak Assistant Director/Director of Clinical Services IUPUI Counseling and Psychological Services (CAPS)

September Adjusting to new environment –• locating parking, building, classroom, library, etc.If the student lives on campus• – adjusting to sharing space and community living.Adjusting to the pace of college •academics – reading materials, work load.Shifting gears/shifting roles –• student, worker, parent, responsible adult.Meeting new people, making new •friends – someone to have lunch with, hang out with.Setting expectations for relationships – •long-distance, less time, guilt.

OctoberIntensification of academic demands –• adjusting/responding to initial gradesMid-term crunch –• exams, assignments, class projects. Maintaining self-care –• cold/flu, stress-related illnesses surface.Shifting relationships – loneliness, •discouragement.

November – DecemberMaintaining self-care –• increased stress during finals.Getting it done –• completing assignments/projects, studying for finals.Finances –• holiday gifts, travel expenses, winter employment.First semester reflection –• questioning own choices for college, major, career goal.

January - FebruaryReadjusting to school after the •holidays/winter break – back to work/school, less time for/away from familial-social support. Weather-influenced mood –• lack of outdoor activities, feeling of sadness, loneliness, isolation.Winter illnesses –• missed classes, routine interruption.

MarchCompeting priorities –• mid-term tests/exams, projects, papers, assignments, plans for spring break.Finances.•Stress.•Maintaining self-care –• allergy season begins.

AprilAlmost there, but not quite –• cabin fever, burn-out, demands continue.Decisions for the second year –• continue school, choosing major, courses; pre-registration.Finances –• summer school, summer employment, family summer plans.

MayFinals.•Solidifying plans for summer –• school, work, travel, and housing/familyRelationships –• saying goodbye to new friends, reconnecting with old.Role adjustment –• student, worker, parent, responsible adult.

Possible Challenges in a Year

Possible strategies For Student Success

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One size does not fit all – define what •“success” looks like to you, based on varying demands/responsibilities in your life.

Get clear on your reason/decision to attend college.•

Be aware of your needs and unique challenges.•

Understand your rights, roles and •responsibilities as a college student

Consistently practice prioritization, organization, •and communication assertiveness skills.

Maintain self-care – regular nutrition, exercise, •sleep routine and medical check-up.

Get involved and stay involved with the campus •community – pick and choose your activity of interest; invest as much or as little as your resources allow, then adjust.

Become knowledgeable about and utilize •campus resources – student organizations, student financial aid, scholarships, mentoring, tutoring, counseling, and academic advising.

Know that it can be done – IUPUI alumni •account for 85 percent of Indiana dentists, half of the physicians, nearly half of the state’s lawyers, more than a third of the nurses, and a large percentage of the health and rehabilitation sciences and social work professionals.

In conclusion, the successful first year of college experience is something that students build, and it does not happen by chance. It is, however, within reach and largely the result of thoughtful and intentional efforts to manage inevitable challenges and to achieve meaningful goals.

16 FAMILYED

Though virtually all colleges and universities offer orientation programs designed to ease the transition from high school to college, students with disabilities have additional concerns that may not be addressed within the typical student orientation program. In formulating an overall framework for this transition, the period from high school to college embodies three significant changes for students with disabilities: environmental, social, and academic. Successfully adapting to these changes will produce a well-adjusted and confident

student, one who is invested in education and connected to the campus community. The Office of Adaptive Educational Services (AES) is the office on IUPUI’s campus designated to assist students with disabilities.

One of the most important sources of stress and hesitation for new students stems from the change in their immediate physical environment. From the closed-campus concept of high school to the open and geographically distinct college campus, students are generally unprepared to effectively navigate the “new terrain.” For most able-bodied

Transitioning to College for Students with Disabilities

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critical period, students with disabilities need to be aware of several logistical aspects of navigating the campus and accessing assistance and support. In addition to receiving advice

and assistance on

course scheduling during the orientation program, students with disabilities need to consider several additional factors prior to the start of class. Campus topography, physical limitations, stress triggers, medical needs, and other factors related to their disability impact the student’s

ability to effectively

adjust. In addition to offering guidance and education on these issues, the Office of Adaptive Educational Services offers advice and modeling from peers who have successfully adjusted to their new environment.

According to Shaw and others in their article “Preparing Students with Learning Disabilities for Postsecondary Education: Issues and Future Needs” in the journal Learning Disabilities:

A Multidisciplinary Journal (Vol.2, pp 21-16, 1991), the biggest distinction that can be made between high school and college lies in the understanding that students will be exposed to increased expectations and responsibilities, not only in terms of coursework, but in their ability to organize and manage their time effectively. Regarding coursework, students with disabilities often find that college is a radical departure from the relatively sheltered environment of the high school resource room. From an environment supported by the consistent direction and supervision of parents and educators, to the autonomous self-directed expectations of college, students with disabilities must be able to identify and adapt their skills to changing demands. Students must also be able to advocate for themselves with other students, faculty, and the disability support office in requesting and arranging accommodations. For students with ADHD and Autism, two disorders

students, adjusting to their new environment may reflect a “rite of passage” and an anticipated reality of transition into adulthood. However, for many students with disabilities, particularly those with visual, mobility, and anxiety-related impairments, navigating an unfamiliar campus during the first days and weeks of class may be extremely difficult. Issues as basic as identifying accessible restrooms, computers, and parking may present significant obstacles for students. Without appropriate coping strategies or contingencies, students with disabilities begin a downward spiral and subsequently adopt an attitude of discontentment. The staff at AES will assist students in identifying the basic needs and identifying strategies for success.

During the first semesters, a critical period in becoming acclimated and connected to the campus, students typically study a variety of subjects and attend classes over a large geographic area of the campus. The stress associated with this experience generally subsides once the student enters into a specific degree program and becomes familiar with nearby campus resources and departments. However, in order to mitigate the frustration and stress associated during that

that underlie weaknesses in time management and organizational skills, such new demands are quite difficult and without proper preparation these students often perform poorly within the first two semesters of college. For these reasons, AES provides students with a Faculty Student Liaison who will assist students in addressing faculty and receiving appropriate accommodations and support during their academic career.

In addition to struggling with time management and organizational skills, students with disabilities may struggle with the complexity and increased volume of assigned readings, tests, and classroom activities. Depending upon the nature of the disability, these traditional educational components may become serious obstacles to academic success. While

accommodations may be made, unprepared students will fall behind quickly and may not be able to catch-up. However, academic skills can be learned within the context of coursework and augmented with periodic visits to a Bepko Learning Center.

The Office of Adaptive Educational Services assists students with disabilities to feel empowered to take a proactive stance toward their education, thus increasing their satisfaction and retention. AES is not a specific program but rather a conduit to the existing resources and programs on the IUPUI campus. The office is always open to visitors, students, parents, staff and faculty. Please feel free to contact us if you have any questions. We may be reached at [email protected] or at 317-274-3241.

19SPRING200918 FAMILYED

People—perhaps the media—have worked hard to label each new generation of students. Going back over the years, we run across names like Baby Boomers, Generation X, Millennials, Generation Y and so on. It seems to be important to label each generation in order to better understand the tendencies of one generation from another. Although each generation has different “personalities” and tendencies, there

are common challenges that span across even the largest of generational gaps.

One of the most difficult and emotional challenges I encounter in dealing with students on a daily basis, no matter if they are a Millennial or from the current New Silent Generation, is the challenge of belonging. Parents and educators from a wide variety of backgrounds and influences spend years aptly preparing students academically and

professionally

Belonging

By Pastor Joel Gunn Director of Alive! BCM [email protected]

for what lies in wait for them beyond their graduation. One thing they are not able to give these students is a full arsenal enabling them to deal with finding their new place in society. Students are at the mercy of classmates, workplaces, colleges and universities, social organizations, government and a myriad of other influences telling them what and who they need to be—but they are never able to fully help students reach that place. Students are left with a sense of loneliness that is met with a valiant effort to destroy that feeling.

The desire to belong, to rid themselves of the feeling of loneliness, is not necessarily an easy fix in most cases. Often

times the standards that were laid in the arenas of education,

family,

friends, morals and religion are compromised as these students seek to find their niche. Ideals and convictions that once played an important role in their priorities are thrown to the wayside in order to gain a feeling of acceptance. The values that were life principles at one time seem to have vanished. Unless these ideals are seen as essential, students are dismissing years of influence for the

moment. Often this is seen as a time of “sowing wild oats” or just a time to really discover who they are, but it goes much deeper than that.

The period in a student’s life from high school to college defines and directs so much of how the rest of their lives will be

lived out. Exercising the values of a solid work ethic, sound relationships,

and a well-rounded education increases personal success

which brings with it a sense of

belonging. Often the perception is that these things make someone miss out on the fun things in life. The fact of the matter is that these elements of integrity and responsibility are essential to an enhanced lifestyle of success and inclusion. So continue to reinforce the importance of hard work, academics, and reaching out and the importance of being a person of integrity, compassion, and hope in order to help this generation of students gain a sense of belonging in today’s culture.

FAMILYED20 21SPRING2009


The first semester of college can be an exciting, yet daunting time for many students and their families. Students come to campus with a myriad of academic and personal goals, and there are many faculty, staff, and campus resources available to help them reach these goals. However, there are also many challenges that students face in their first semester of college that can derail their plans if not managed effectively.

As an academic advisor, I have an opportunity to work with many new students and help them prepare for the challenges that are a common part of the first-year experience. The biggest challenge students often struggle with is time management. A lot of students at IUPUI are juggling work, school, and other responsibilities, and new students are usually surprised to find out how much time they need to dedicate to their studies. We estimate that successful students allot 2-3 hours of study time for every credit hour in which they are enrolled. Hence, a student taking 12 credit hours would spend anywhere from 24-36 hours a week studying in addition to the time they would spend in classroom lectures and labs. Being a full-time student is equivalent to being a

full-time employee. Thus, new students have to be realistic in organizing their schedules to ensure academic success.

Another challenge impacting many first-year students is developing strong study habits. I am amazed at the number of students who tell me that they did not have to study hard in high school in order to earn A’s and B’s. These students often approach college-level work the same way they approached their studies in high school. As a result, some of these students do not heed the warnings given to them by advisors and professors about the amount of time they must commit to studying. It is quite an eye-opening experience for students who learn after completing their first test or mid-term exam that being successful in college requires a great deal of time and effort.

A final challenge faced by new students is making college a priority in their lives. Many IUPUI students work, and some work more than 30 hours a week. If the demands of their job requires them to work longer hours or change shifts, then their work obligations can conflict with their responsibilities as a student. Although it’s understandable that students must sometimes withdraw from classes in order

Challenges Facing the First-Semester Student

By Asha McCauley Academic Advisor IUPUI Academic and Career Development

to work, I think it is important for students to consider the long-term effects of delaying graduation. According to the

Indiana Commission for Higher Education, more

than 40 percent of students starting

college full-time and seeking a

bachelor’s degree at an Indiana college or university do not graduate within six years. The commission’s report also states that the lifetime earning potential of an individual without a college degree is almost $1 million dollars less than that of a college graduate. It is essential for students to understand how placing their current employment ahead of school can impact their ability

to secure better employment and a more comfortable lifestyle in the future.

IUPUI offers many resources to help students navigate their first year of college and overcome potential challenges. We offer learning

community courses for first-semester students to help them adjust to the rigors of college life. We have free tutoring resources for students taking classes in math, English, and other subjects. Additionally, students have access to faculty and staff including academic advisors who are here to help them succeed. If students take advantage of the vast support system available to them at IUPUI, then they will move one step closer toward reaching their goal of earning a college degree.

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Reflections of a First-Year Residential College Student

By Brittany Andrea Martin Sophomore, Telecommunications Major Ball State University

“College is full of life lessons.”

–Brittany Andrea Martin, Sophamore, Ball State University

First year of college. One could call it a blessing. One could call it a curse. For me it was both. My first year of college was a roller coaster ride. It had ups, downs and a lot of jerky turns.

College, of course, is not a bad thing, but the truth is there are many challenges. Two of my biggest challenges were the freedom I now had and being responsible for my own decision-making. A freshman goes from a set curfew at night, chores and parental guidance to no curfew, no chores and no daily parental guidance.

I feel that the freedom of college is a huge challenge because some people don’t know what to do with it. Imagine living in a place where you don’t have to take orders from anyone, a place where you can do whatever you want without having to ask. That place is called college. The freedom makes you mature, mostly through bad experiences. And that’s where the difficulty comes in. The freedom can eat you up. You can stay out as late as you want to. You can do whatever you want. But you need to be careful about your decisions. That brings me to the second biggest challenge: responsibility.

If you thought you were responsible in high school, wait until you get to college. Since you have tons of freedom, it can be hard to be responsible. You have to balance your

academics, work, social and extracurricular activities so that you don’t let one outweigh the other. You have to know how to be a responsible individual when you go to college because your parents aren’t there to help you out. Advice: Make smart decisions. Think about the consequences that each decision can have on your future.

College is full of life lessons. I have learned about friendships and relationships, but most importantly I have learned a great deal about myself. When I look back at the person I was before I came to college and look at the person I am now after completing three semesters, I see a huge difference. I am definitely more mature and look at situations differently.

As I said in the beginning, college can be a blessing and a curse. You just have to decide which one it is going to be for you.

25SPRING200924 FAMILYED


ZACHARY BRENEMAN2448 East Stop 11 RoadIndianapolis, IN 46227

[email protected]

I think back to my first day as a college student. I was a first-generation college student who had lived in an all black neighborhood in the south, attended an all black church and was socialized mostly around an all black community. I decided to go to a predominately white institution in my attempt to be in a setting much like the “real world.” I understood from the time I entered my first class the need to have a sense of belonging. I was the only black in the class and classroom texts and examples did not reflect my culture or my experiences. I struggled to fit in and I struggled with my self-image: Should I try to fit in and be like everyone else? Do I join the Black Student Union where I would feel comfortable or do I join more mainstream groups?

All of these questions as a first-year student seemed much too complex to sort out on my own.

So I did the opposite of what I had done in high school; I separated myself into almost complete isolation. I quickly realized, however, that if I were to stay in college and be successful I needed to find my niche. I joined a historically black sorority where I was encouraged to seek other leadership opportunities outside of the group. I was told I needed to be well-rounded and that I needed to make a campus-wide impact. I had found the best of both worlds. I found a group which celebrated and affirmed my identity and which also helped me understand the richness and true value of cross-cultural experience and communication. A true welcoming and inclusive environment values and affirms

How to Create a WIN-WIN Situation

By Zephia Bryant, Director IUPUI Multicultural Center

each individual’s differences, values, ideas, and viewpoints as well as shared perspectives.

We accept that athletes eat together or that cultural groups gather together. They have common interests and challenges. Communication about and understanding of these common elements are important and are of value as are the coping mechanisms found within these commonalities. Distinctive organizations and groups are not divisive when we understand their meaning and purpose. We have to embrace these groups but intrinsically expand the boundaries of these groups as well.

We have to teach our students and children to see color, to appreciate color and to find value in its distinctiveness. We learn and grow from diverse cultures being present in every aspect of the IUPUI community. We have to create a community where first-year students as well as upperclassmen are proud not only of their heritage but also are proud of the larger community. We have to practice inclusive excellence which does not exclude any one person or value system but continually affirms

all community members through its curriculum, programs, culture and practices.

When the institution finds value in distinctiveness, students feel affirmed and as a result have a greater sense of pride and ownership in the university—it’s a win-win combination.

Specific tips for students include:

Step outside of your comfort zone•

Take risks•

Develop relationships with those •similar and those who are complete opposites

Seek out resources such as the •Multicultural Center to help transition to a new environment but to also educate yourself about different cultures

Live by the Platinum Rule: Treat •Others As They Want to Be Treated

I remember clearly feeling overwhelmed in those first weeks of my freshman year. I had 17 hours of classes (heavy on science), was away from home for the first time, and was working a lot of hours in the athletic department.

Decisions and distractions seemed overwhelming at times.

When I returned to school years later to get my graduate degree in counseling, despite a full-time career and many outside activities, college seemed so much easier. Why?

Career Goals – Focus for Success for First-Year Students

By Ed Squires Career Counselor IUPUI Academic and Career Development

Well, among many possible reasons, I now had a very clear and specific career goal in mind, and career counseling had helped me focus on why I was in school. Night classes, conflicts among work, study, and leisure—all of these were very real obstacles but knowing where I was going and how to get there gave me the direction and motivation to succeed

Professional career services can be an invaluable resource to first-year students and especially helpful to students dealing with

issues like race and ethnicity, age, finances, childhood experience, and so on. When dealing with many issues at one time I like to use the example of erecting a tent on a windy day. It helps to pick a corner and anchor it securely—in other words, tie down one issue or decision and then work from there. You can always come back and adjust, but trying to deal with all of the uncertainties at one time can be especially difficult. Optimize

your potential.

Optimize your potential.You are a complex entity of mind, body, and spirit. To function at your highest potential, you must achieve a balance of all three.

We can help, providing services that:decrease stress•increase your focus and concentration•improve your healing of injuries•eliminate debilitating allergies•

In today’s competitive world, give yourself the edge you need to optimize your potential.

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Why start with questions about a major and career? Well, most college students are in college, at least partly, because they or their parents feel it will help them have a financially successful and personally rewarding career after graduation, along with a richer life overall. Deciding on a clear career goal can make the choice of a major and the completion of several years of course work much more meaningful.

Students at major universities like IUPUI have the benefit of a team of experienced career professionals who can help make sense of decisions about a major and about a career after graduation as well as work-related questions while in school. Having a clearer idea of the kind of career for which a student is preparing can help make other pieces of college life fit together, yet many students do not take advantage of this valuable source of help.

In my years at IUPUI I have seen many possible

reasons why students might not seek out a career professional. For students from less represented populations by race or ethnicity, some may feel uncomfortable confiding in someone “different” from them. For first generation students, the value of career counseling may not be obvious. For some students, the term “counseling” might scare them off. For many students—despite our presence on the Web and our convenient location at Taylor Hall in the center of campus—they may not know we’re here.

At IUPUI, career counselors are caring, trained, experienced professionals, able and willing to help navigate the nearly two hundred academic programs at IUPUI and the literally thousands of careers in the world of work. A little time spent with us can help make sense of the challenges and rewards of college life.

“Professional career services can be an

invaluable resource to first-year students.”

“Deciding on a clear career goal can make the choice of a major and the completion of several years of course

work much more meaningful. ”


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According to the People’s Burn Foundation and Campus Firewatch, the 2006-2007 academic year was the most fatal one on record for deaths resulting from burns and fires. Roughly two-thirds of college students in the country live in off-campus housing (Department of Education), and 80 percent of the deaths have occurred in rented housing or apartments.

Preparing your student for this unforeseen emergency should be included in your preparation list. Does your student know where the nearest fire exit is in the dormitory or apartment complex? More specifically, if the hallway was filled with smoke or fire, how many doorways do they need to crawl by to reach the nearest exit? Are they aware of the location of the smoke detectors and are they operational? (Frequently, smoke detectors are missing or disabled by students.) Other factors observed in campus-related fires are impaired judgment from alcohol consumption and careless disposal of smoking materials.

Across the nation, there is an obvious lack of fire safety education that could save people’s lives. While fire safety education is regularly taught to young children in the school systems, research is showing that college students do not know what to do when faced with this emergency. Clearly, we are not maintaining and updating fire education for our young adults.

Attitudes Toward Fire Safety May Get You Burned!

By Lindi Holt Clarian

“The 2006-2007 academic year was the most fatal one on record for deaths resulting from

burns and fires.”–People’s Burn Foundation

and Campus Firewatch

Take a few moments from the excitement of campus life to “fire proof” your young adult. Discuss at least two routes of escape in case of fire, replace smoke detector batteries often, test smoke detectors often, and review basic burn care. Survive Alive!

31SPRING2009

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