IUPUI Early Career Teaching Academy (ECTA) Program
February 3, 2017
Michele J. Hansen, Ph.D.
Executive Director, Institutional Research and Decision Support
IUPUI Indianapolis includes Part-Time and Full-Time, 2016 Total: 28,284
Total Enrollment IUPUI IN and CO = 29,804
A line graph showing student enrollment trends from 2009 to 2016. The chart indicates separate lines for undergraduate, graduate, and professional students, with the highest number being undergraduate students consistently.
IUPUI Indianapolis Only:
URM includes African American, Native American, Latino/a, Pacific Islander, and Two or More Races.
A bar graph showing the percentage of students of color at IUPUI Indianapolis from 2010 to 2016, including African American, Latino/a, Asian American, and Two or More Races categories. The graph shows an overall increase in diversity over these years.
Source: Continuing Student Survey IUPUI IN & CO 2014
URM includes African American, Native American, Latino/a, Pacific Islander, and Two or More Races.
A line graph showing the number of new beginners and external transfers at IUPUI Indianapolis from 2007 to 2016. The chart shows a generally increasing trend for both categories.
The largest incoming class in history, the most diverse class, better prepared academically, more students living on campus, committed to their majors and academic goals, and concerned about financing their education.
A pie chart showing various statistics for new beginners at IUPUI Indianapolis in 2016, including campus housing (47%), first-generation students (31%), and underrepresented minorities (24%).
A bar graph showing various student expectations and planned behaviors among Fall 2016 beginners, such as making at least a B average, experiencing stress balancing work and school, and participating in student clubs/groups.
A bar graph showing the percentage of Fall 2016 beginners planning to participate in high-impact practices like service learning, research projects with faculty, study abroad, and internships.
Through the LEAP initiative, AAC&U has published research on a set of widely tested teaching and learning strategies and programs that—when done well—have substantial educational benefits, especially for traditionally underserved students. These include First-Year Seminars, Common Intellectual Experiences, Learning Communities, Writing-Intensive Courses, Collaborative Assignments, Undergraduate Research, Diversity/Global Learning, Service Learning, Internships, and Capstone Courses and Projects.
Sources: Bronwell & Swaner (2010); NSSE (2007); Kuh (2008); Hansen & Chism (2017, in press)
Sources: Kuh (2008); Kuh & O’Donnell (2013)
Image Description: A line graph showing the percentage of new beginners who are direct/dual admits versus University College admits from 2007 to 2016. The graph shows fluctuations over the years. (Refer to original document for the image)
URM includes African American, Native American, Latino/a, Pacific Islander, and Two or More Races.
Source: Continuing Student Survey
Many students attending IUPUI possess characteristics that place them at a greater risk for academic failure and attrition:
Image Description: A pie chart showing the composition of new students at IUPUI Indianapolis in 2016 based on admissions data. Categories include beginners, external transfers, intercampus transfers, non-degree/other, returning students, masters, professional, doctorate, and graduate non-degree. (Refer to original document for the image)
Image Description: A pie chart showing that transfer students make up over 40% of total bachelor degrees conferred in the 2014-2015 fiscal year at IUPUI Indianapolis. (Refer to original document for the image)
Image Description: A bar graph showing the number of new external transfers by class standing (freshmen, sophomore, junior, senior) from 2011 to 2016. The graph indicates that the number of transfers decreases as class standing increases. (Refer to original document for the image)
Image Description: A line graph showing the percentage of new external transfers who are direct/dual admits versus University College admits from 2011 to 2016. The graph shows slight variations over the years. (Refer to original document for the image)
Image Description: A table showing the one-year retention rates for first-time, full-time beginners at IUPUI from 2011 to 2016. The table includes data for all degree-seeking students and bachelor’s degree-seeking students, with separate data for IUPUI Indianapolis and IUPUI Columbus. (Refer to original document for the image)
Source: Indiana Commission for Higher Education
Image Description: A line graph showing the one-year retention rates and four-year and six-year graduation rates for the Indianapolis FTFT cohort from 2000 to 2015. The graph shows trends over these years. (Refer to original document for the image)
Image Description: A line graph showing the one-year retention rates and four-year and six-year graduation rates for IUPUI Indianapolis external transfers from 2004 to 2015. The graph indicates improvements in retention and graduation rates over these years. (Refer to original document for the image)
Image Description: A table showing the top transfer institutions for new external transfers in 2016. Ivy Tech Community College is the top institution, followed by Vincennes University, Ball State University, Indiana State University, and others. (Refer to original document for the image)
Image Description: A table showing the academic performance and retention rates of full-time new external transfers in 2015 from various post-secondary schools. Ivy Tech Community College, Vincennes University, Purdue University, Indiana State University, Ball State University, and others are listed with corresponding GPA and retention rates. (Refer to original document for the image)
Image Description: A table showing the retention and graduation rates of official peer institutions for the 2014 retention cohort and 2009 four-year and six-year graduation cohorts. Institutions include University at Buffalo - SUNY, Temple University, University of South Florida, Virginia Commonwealth University, University of Illinois-Chicago, and others. (Refer to original document for the image)
Image Description: A table showing the retention and graduation rates of selected and peer institutions for the 2014 retention cohort and 2009 four-year and six-year graduation cohorts. Institutions include University of Pittsburgh, Temple University, Virginia Commonwealth University, University of Illinois-Chicago, University of Alabama-Birmingham, University of Cincinnati, and others. (Refer to original document for the image)
Image Description: A bar graph showing the percentage of first-year students receiving federal Pell Grants for IUPUI and its peer institutions for the 2014-2015 academic year. (Refer to original document for the image)
Image Description: A line graph showing the percentage of first-time beginners receiving Pell Grants from Fall 2007 to Fall 2016. The graph shows an increasing trend in the percentage of Pell Grant recipients. (Refer to original document for the image)
Image Description: A bar graph showing the percentage of all undergraduates receiving Pell Grants at IUPUI from Fall 2013 to Fall 2016. The graph shows a slight decline over these years. (Refer to original document for the image)
The National Common Data Set provides a framework for determining the percentage of each student’s academic year financial need that is “met” by gift aid (scholarships, fellowships, grants and fee remissions), subsidized federal student loans (loans that do not capitalize interest while students are in school), and federal work-study earnings. Unmet need is the portion of a student’s academic year financial need that exceeds these forms of financial aid. Students may choose to borrow unsubsidized federal or private loans to cover this “unmet” portion of their financial need. This takes financial need and subtracts need-based aid until it reaches zero. This includes Stafford/Perkins subsidized loans, but not unsubsidized. This does not include parent loans or private loans. It does include military benefits.
Image Description: A bar graph showing the total unmet financial need for academic years 2011 to 2015 and the corresponding one-year retention rates for IUPUI full-time, first-time beginners. The graph shows higher unmet financial need is associated with lower retention rates. (Refer to original document for the image)
Image Description: A table showing the unmet financial need for all undergraduates at IUPUI Indianapolis for the Fall 2015 academic year. Categories include no FAFSA on file, no unmet financial need, various ranges of unmet need, and the total number of students in each category. (Refer to original document for the image)
Image Description: A line graph showing the number of first-time beginners who are Twenty First Century Scholars from 2010 to 2016. The graph shows a steady increase in the number of scholars over these years. (Refer to original document for the image)
Image Description: A line graph comparing the one-year retention rates of Twenty First Century Scholars versus non-scholars from 2007 to 2015. The graph indicates higher retention rates for scholars. (Refer to original document for the image)
Image Description: A line graph showing the one-year retention rates of underrepresented students (African American and Latino/a) in the Indianapolis FTFT cohort from 2007 to 2015. The graph shows improvements in retention rates over these years. (Refer to original document for the image)
Image Description: A bar graph showing the percentage of first-time, full-time beginners living in campus housing from 2007 to 2016. The graph shows a significant increase in the percentage of students living on campus over these years. (Refer to original document for the image)
Image Description: A bar graph showing the number of first-time, full-time beginners living in campus housing from 2007 to 2016. The graph shows an increasing trend in the number of students living on campus. (Refer to original document for the image)
Image Description: A bar graph comparing the one-year retention rates of first-time, full-time beginners living in campus housing versus those living off-campus for the 2015 cohort. The graph shows higher retention rates for students living in campus housing. (Refer to original document for the image)
Image Description: A table showing the top 10 pre-majors and their corresponding one-year retention rates for new first-time, full-time beginners in 2015. Pre-Nursing BSN, Exploratory Baccalaureate, and Pre-Business BSB are some of the top pre-majors listed. (Refer to original document for the image)
Image Description: A table showing the one-year retention rates for direct/dual schools with new first-time, full-time beginners in 2015. Schools listed include Science, Physical Education, Engineering, Technology, Business, Liberal Arts, Herron Art, Education, Informatics and Computing, Health and Rehabilitation Sciences, and Public and Environmental Affairs. (Refer to original document for the image)
2013, 2014, 2015 Entering Student Survey Results (n=8,889)
Covariates: HS GPA, SAT Score, Pell Grant
Image Description: A bar graph showing the percentage of full-time undergraduates enrolled in 15 or more credit hours from 2011 to 2016. The graph indicates an increasing trend in the percentage of students taking 15 or more credit hours. (Refer to original document for the image)
Image Description: A table showing the distribution of full-time undergraduate enrollment by student credit hour load for Fall 2015 and Fall 2016. The table includes the number and percentage of students enrolled in various credit hour ranges. (Refer to original document for the image)
10% more students enrolled in 15 or more credit hours compared to Fall 2015
Image Description: A bar graph showing the percentage of students attempting 15 or more IU credit hours from 2007 to 2016. The graph shows a significant increase over these years. (Refer to original document for the image)
Image Description: A line graph showing the percentage of first-time, full-time beginners who passed 15 or more credit hours with a grade of C or better from 2007 to 2015. The graph shows trends in completion rates over these years. (Refer to original document for the image)
Image Description: A line graph showing the one-year retention rates for first-time, full-time beginners by the number of credit hours attempted from 2009 to 2015. The graph shows higher retention rates for students attempting 15-19 credit hours compared to those attempting 12-14 credit hours. (Refer to original document for the image)
Image Description: A bar graph showing the extent to which students feel welcome at IUPUI. The survey results indicate that a majority of students feel welcomed, with higher ratings among undergraduate students compared to graduate students. (Refer to original document for the image)
Undergraduate students (3.98) rate their feeling of welcome significantly higher compared to graduate students (3.79).
Undergraduate transfer students (3.84) feel significantly less welcome compared to undergraduates who begin at IUPUI (4.05).
No significant differences were found on gender, race, LGBTQ status, disability status, veteran status, or if the respondent identifies as an international student for undergraduate or graduate respondents.
Undergraduates N= 1128, Graduate students N= 719
Contact:
Michele J. Hansen, Ph.D.