Link Winter

L inkWinter 2011

INDIANA UNIVERSITYPURDUE UNIVERSITYINDIANAPOLIS

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317 631-7030 CanalSquareApartments.com

317 635-3300 RileyTowers.com

□ IUPUI Student Discounts

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The Link is a magazine for families who have students in high school and college. It is published three times a year and has a readership estimated at over 20,000. Find our web page at link.uc.iupui.edu/ We welcome letters to the editor and comments about The Link. Indiana businesses and IU and Purdue schools support this magazine through their advertisements. It is through their support we can help raise educational achievement and build a better Indiana workforce.

The LinkIndiana University-Purdue University Indianapolis (IUPUI)815 W. Michigan StreetUC 3140EIndianapolis, IN 46202

Interim Dean of University College: Rick E. Ward

Editor: Harriett Bennett Assistant Dean

Copy Editor: Lynn Trapp

Cover Photo: Diane Frederick

Photographer: Peter Stamenov Sara Crawford

Please recycle - for a recycling center near you, visit “Keep Indianapolis Beautiful, Inc.” at www.kibi.org for their recycling locations.©IUPUI University College Office of Development, Operations, and Employee Relations

INDIANA UNIVERSITYPURDUE UNIVERSITYINDIANAPOLIS

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s... Impact to Impact

I2I with Kenneth B. Durgans, Assistant Chancellor 2

I2I with Trudy Banta, Senior Advisor to the Chancellor 4

Academic Advising & Career PlanningStudent Employment – More than Just a Paycheck 6

Need a Part-time Job? Consider Working on Campus! 9

Build Experience through a Student Job 10

Gaining Career-Related Experience Where You’d Least Expect It! 11

Find On-Campus Jobs 12

Faculty in the ClassroomPlanning for Success in College: A Professor’s Perspective 14

How to Maximize Your Career While in Graduate School 16

Now What? 17

Life LinksSmoking and Secondhand Smoke 18

IUPUI’s Smoke-Free Environment Policy Is Appreciated 20

Smoking and Your Eyesight 21

The Tobacco Industry 22

History of Smoking 23

MentoringVaried Benefits of Mentoring 24

Mentoring: Workplace Asset 26

Mentoring: A Parent’s Point of View 27

Mentoring: A Company Asset - An Employer’s Perspective 27

IUPUI Mentoring Statistics 27

TechnologyTechnology Dancing through a College Campus 29

IUPUI Provides Technology Deals to Boost Student Connectivity 31

New Student Club Opens Technology Opportunities for Women 33

Transitioning to CollegeParent Involvement Essential in Student Success 34

Anxious to Start Road to Future 37

IUPUI’s University College Helps Students with Success 38

First-Generation College Student 39

Urban ConnectionsChange Up the Agenda and Volunteer During Break Time! 40

Don’t Let a Busy Schedule Stop You from Lending a Helping Hand 43

Volunteering on Breaks Can Be Fun As Well As Insightful 45

Financial LiteracyTax Breaks May Ease the Financial Trauma of Job Loss 46

Job Search Benefits 49

Looking for Extra Cash? 49

Taxpayers Take Notice: New Tax Breaks Offer Savings 50

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I2I with Kenneth B. Durgans, Assistant Chancellor for Diversity, Equity and InclusionBY JULIE STUTzMAN

While high school wasn’t his thing, speaking out and seeking positive changes regarding diversity was. Thanks to his undergraduate experiences, Dr. Kenneth B. Durgans, Assistant Chancellor for Diversity, Equity and Inclusion at IUPUI, is now an advocate for diversifying and improving Indianapolis as a community. His academic and professional expertise is focused on cross-cultural communication and diversity issues. He is the campus advisor to student organizations and actively serves on an array of community service organization boards.

Learning Center and Support GroupsHailing from Springfield, Ohio, Durgans received

his B.A. in history and political science from Baldwin Wallace College, a small private liberal arts college in Berea, Ohio with 3,500 students, where he went to play basketball and run track. He felt fortunate to get accepted because he was not a stellar student in high school, so for the first year of college he spent many hours in the learning center and relied heavily on his peers.

The learning center was set up to provide students with an opportunity to upgrade their skills (a lot of attention placed on math, reading, and reading comprehension). Those who participated in the center’s programs showed higher GPAs paired with higher graduation rates. “[The center] had a lot of parallels to IUPUI’s University College,” Durgans said, “which is why I’m so connected to what goes on there, and I’ve been very impressed.”

Durgans knows that not every student comes into college at the top of his or her class and understands how important it is to spend time reaching out to “average” students to show them ways to improve their skills and grades to retain their spot at IUPUI. “The age-old success mechanisms for getting students to graduation are to monitor [them]” and keep hands-on with them, Durgans explained. The group Durgans entered college with was one of the first large groups of African American students. Therefore, they quickly became campus activists and protested for things that weren’t available to students of color. “[College] was interesting because I was a part of the first wave of students who were diversifying the campus,” Durgans said.

Durgans attributes his success in school and later in life to the people with which he surrounds himself. While many people would not have bet on Durgans succeeding, his parents and friends did. Between support from family and friends, the academic support provided by the learning center, and outlets such as sports and activism, Durgans was able to find his voice and put his competitive side to good use.

Activism“The activism and the experience of [being in] an

environment that wasn’t ready for you and navigating through that were essential to what I’m doing now because I really felt at the end of my education [that] giving back to other students was something I wanted to do,” stated Durgans.

Durgans’ activism played a major role in shaping events that ultimately led him to his current position. “I spent so much time in the dean of students’ office protesting and discussing things with him,” Durgans said. “He ended up being the person who really shaped me and pushed me in the direction of education” and college administration. “I didn’t know anything about college administration or how you got into it – and there still isn’t a map,” Durgans said. “But it shaped the relationships I had, and it gave me confidence that I can navigate any environment, and I haven’t looked back since.” Often times the protests Durgans was involved in were in response to name calling, but the discussions with the dean dealt with the lack of resources that were culturally specific to Durgans. “It’s not that we didn’t do things with other folks, but there were times when we wanted to do things that we were used to doing [and we didn’t have the resources].”

Durgans and his peers helped diversify the options available to students, specifically educational programs. They brought in speakers that offered different opinions and perspectives. Durgans pushed toward diversifying the faculty and staff at Baldwin because at the time there was not one African American teacher on campus and very few African American staff members. “It was the same things I am doing now,” Durgans said, “diversifying the campus to better suit students from all cultures.”

Durgans “always believed the one thing that was healthy about that era from a student’s perspective” – and that he believes is vitally important to maintain today – was “encourag[ing] students to speak up. Always be open to that and don’t run away from it because to me it is a sign of a healthy institution – to have an environment where people [can] talk about things that they disagree with. And do it proactively – [to] seek out and be ahead of the game with respect to the environment of these issues,” Durgans said.

To be proactive and not reactive is the best practice according to Durgans. “[The dean at Baldwin] started to become more proactive and anticipate by being in contact with the students,” Durgans said. “We set up committees and dialogues so that we could discuss things in advance.”

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Impact 2 ImpactDiversity is one of the

mechanisms to produce the best students and a

successful city.

Kenneth B. DurgansIUPUI ASSISTANT CHANCELLOR FOR DIVERSITY, EQUITY AND INCLUSION

IUPUI INDIANA UNIVERSITY - PURDUE UNIVERSITY INDIANAPOLIS

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Friends communicates the efforts, success, and impact of University College to its, and IUPUI’s, stakeholders. IMPACT to IMPACT – I2I – is a special series of Friends showcasing the circle of impact: based on the impact of their education and experiences, IUPUI leaders serve the

university and impact campus policy and programs which, in turn, imprint IUPUI students going out to impact their world.

To read the full interview, go to http://www.uc.iupui.edu.For more information on Friends of University College call 274-5036 or email [email protected].

University College Office of Development, Operations, and Employee Relations

Diversity is one of the mechanisms to produce the best students and a successful city.

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A Give and Take with IndianapolisDurgans job impacts everyone because diversity is

a part of everything. It impacts internally (IUPUI) and externally (in the city and greater Indianapolis area). People in the diversity office work on supporting student organizations (student senate, social justice positions, etc.). Two offices specific to diversity are the Multicultural Success Center, dealing with most of the minority students and the organizations they have on campus, and Adaptive Education Services, which assists students with varying disabilities.

Having groups and clubs focused on diversity are essential to the campus and city as it allows for students, faculty, staff, and community members to have a place on campus where they have support from people that understand their perspective.

“It’s important to strengthen your ability to negotiate across cultural lines. If I’m comfortable at IUPUI as an African American, then I’m going to [get] involved in [campus activities]” and that will carry over to participation in community activities as well, Durgans said. “We have so many groups that bring something

really attractive to Indianapolis, and as you diversify and bring more people in from different areas, it helps the transitions to the community, and, therefore, strengthens the community.”

According to Durgans it is essential that there is a give and take relationship between IUPUI and the community. He believes it is IUPUI’s function to enhance the city by producing the best students and the best research. A city has to have a strong institution that provides the population with educated people so that the level of expertise is raised in the community in order to attract more businesses.

Durgans believes that IUPUI’s primary function is to produce the best students and that diversity is one of the mechanisms that will help make that happen. A successful city needs to be a place that is conducive to and welcomes diversity so that people from around the world will want to work there and push the product lines. For Durgans, diversity draws in a global workforce, and then the industry is kept going as people bring their unique creativity and diverse perspectives to push the envelope in the production of ideas and goods.

– Kenneth B. DurgansiUPUi Assistant Chancellor for Diversity, equity and inclusion

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Impact 2 Impact

Internal motivation is a key to being a successful student.

Trudy BantaIUPUI SENIOR ADVISOR TO THE CHANCELLOR FOR ACADEMIC PLANNING AND EVALUATION


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I2I with Trudy Banta, Senior Advisor to the Chancellor for Academic Planning and EvaluationBY SAMANTHA ALLEN

Trudy Banta always knew she would attend college at the University of Kentucky. As the daughter of two graduates of the school, it was almost a given. Despite this, with three younger sisters waiting in the wings to head off to college themselves, financing a college education posed a challenge to Banta and her family. However, Banta was determined to attend and was able to procure a scholarship to the university.

During her time at the University of Kentucky, Banta excelled both academically and socially. She began her studies as a physics major, inspired by a high school professor she respected. However, she soon realized that physics was not the best fit for her. “I was sitting in the lab all the time working, and one day I thought, ‘Where is everyone? Where are all the students?’” It was this desire to work more closely with others that led her to switch to the School of Liberal Arts and eventually receive a degree in biology/education. However, Banta would not lose her interest in methodology and research, and her skills in these areas would eventually play an important role in her position at IUPUI.

Banta was also heavily involved in extracurricular activities at the University of Kentucky, an issue she feels strongly about as the Senior Advisor to the Chancellor for Academic Planning and Evaluation. Banta believes that students “gain valuable networking tools and connect with the larger community” through extracurricular activities and this can play an important part in students’ future success.

One way the Indianapolis community plays a special role in the success of IUPUI and its students is through the many internships it makes available. “IUPUI, because of its location, has special programs such as the internship program at the state house, which other universities do not.”

Banta is also a strong believer that extracurricular activities are essential to student motivation which she sees as a key to being a successful student. “As educators we can only do so much to motivate students. They must also find a way to motivate themselves,” and participation in activities outside of the classroom is an important factor in finding this internal motivation.

Regarding community engagement and non-traditional students, Banta believes that even if they can’t be involved in more traditional activities, they “can benefit from service learning requirements, class trips, and professional networking through their department.” She believes that commuter and non-traditional students at IUPUI can help the campus community broaden its views on campus engagement and student involvement outside the classroom.

Not only does Banta believe it is important for connections to be made outside of the university, she also believes it is essential that members of the university community connect with one another. To this end, many of Banta’s staff members are on various campus committees to ensure that information gathered is being shared and used. Banta’s department also assists community organizations, offering assistance with research and evaluation to non-profit and governmental organizations such as the Simon Schools. “Our research is only important if we share it with others. We must take what we have learned and share it with those that can benefit from and use the information.”

Extracurricular activities, internships and special programs available within the community, connections within the campus community and with organizations in the community – these are all types of connections that Banta believes are key to the success of IUPUI and its students.

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Impact 2 Impact


Trudy BantaIUPUI SENIOR ADVISOR TO THE CHANCELLOR FOR ACADEMIC PLANNING AND EVALUATION


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Student Employment – More than Just a PaycheckBY PATTY BECKPresident of National Student Employment Association (NSEA), 2009-2010Director of Student EmploymentThe University of Findlay

Students have been working on college campuses for nearly as long as higher education has been a part of American history. “Trivial Pursuit,” the popular board game, identifies zachariah Brigden as the first student to be employed on a college campus. The year was 1647, the school was Harvard College, and his job was the campus bell ringer (Kane 1964). While student employment can provide students with the funds necessary to supplement their educational costs, just as importantly, or perhaps more importantly, it offers additional benefits that may not be as obvious.

Part-time employment allows students to develop or improve skills that enhance their resumes, perfect organizational and time management skills as they learn to coordinate study and work, and develop or strengthen the necessary transferrable job skills they will need to succeed in the career workforce. Beyond the distinct skill sets required for a specific job, there are additional abilities and attributes that are equally significant to today’s employers. The National Association of Colleges and Employers (NACE) regularly polls employers to determine what constitutes a perfect job candidate. The latest results, as published in Job Outlook 2009, indicate that along with a high GPA, a strong work ethic; initiative; flexibility and adaptability; analytical, technical, and interpersonal skills; problem-solving; teamwork; and communication comprise today’s ideal job candidate. These skills, often referred to as “soft skills,” can certainly be honed through student employment.

Having a job teaches the discipline necessary to report to work regularly and on time which indicates a strong work ethic and dependability. On-campus employment exposes students to many environments and tasks that require essential soft skills. A library assistant working to determine a patron’s research needs, an office clerk assisting an individual on the phone, and a computer lab assistant working to troubleshoot a software problem all require the use of effective communication and analytical, technical, and problem-solving skills. Further, student employment positions expose students to working in a team environment with other students or permanent staff promoting the cultivation of teambuilding, interpersonal skills, and flexibility/adaptability skills.

Some studies indicate that part-time, on-campus employment might actually be effective as an indicator of retention and academic success. This is demonstrated in one study conducted by Rick Kincaid, Associate Director of Career Services, State University of New York (SUNY)-Brockport. Data was collected on all undergraduates for the 2009-2010 academic year and also filtered for freshmen-only statistics, the segment that research has shown experiences less retention than older students. The study presented evidence that students who have campus jobs, on average, received a higher GPA than students without campus jobs.

The research bears noting. When considering student employment, look beyond the obvious benefit of the dollar value of the job and recognize the potential positive impact a campus job can have on your GPA, retention, and future career employability. Student employment is more than just a paycheck.

References: Kane, Joseph. Famous first facts. 3rd ed. New York: The H.W. Wilson

Company, 1964.

National Association of Colleges and Employers. November 2008. Job Outlook 2009.

Kincaid, Rick. 2010. Campus Employment as a Retention and Academic Success Tool. National

Student Employment Association, accessed November 4, 2010.

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need a Part-time Job? Consider Working on Campus!BY LIzzY RICHARDSJunior, Nursing Peer Assistant for Academic and Career Development, IUPUI University College

As a student, I know that trying to balance academic obligations as well as a part-time job can be stressful, but having a job here on campus has helped to eliminate some of that stress for me and has been a wonderful experience. There are so many benefits to working on campus.

Working on campus has allowed me to become more familiar with many of IUPUI’s resources. Having that knowledge as a student has helped me know where to go and who to contact in certain situations and has made problem-solving a lot easier.

Another benefit, in addition to knowing about resources, is that you are literally surrounded by them. The help you need might be at a desk right behind you! I have found that when you work on campus, people get to know you. Helpful people in positions of power become a friendly face, making campus a more comfortable environment.

Last, but certainly not least, when you work on campus, your employers understand that you are a student first. They know that sometimes school can be overwhelming, and when you have a big test coming up or an application deadline is fast approaching, I have found, from working both on and off campus, that on-campus employers tend to be much more understanding of your responsibilities as a student.

Overall, to students needing a job, I would definitely recommend working on campus.

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Build experience through a student Job BY GABRIELA MENDOzASenior, Secondary French/Spanish EducationCenter for Service and Learning, Office of Community Work-Study

I have been working on campus as a work-study student since the fall of 2007 as an assistant with America Reads and America Counts. This program has helped me develop professionally and evolve into a community-centered IUPUI student.

Working in the Office of Community Work-Study in the Center for Service and Learning (CSL) has been an unforgettable experience. I have learned so many things working on campus and from the devoted CSL staff.

My job with CSL has evolved throughout the years. In the beginning, I would make sure that our tutors had supplies at their sites, created a monthly newsletter for them, and compiled data that was later used for grant requests. Now, I update a blog for our coaches full of recourses, recognition, and other fun things. I also visit each site to gather pictures and information to feature on our blog. In addition, each semester I plan and coordinate two “Lunchtime Chats” which focus on a topic related to our tutoring program that our coaches feel needs to be discussed.

I have truly enjoyed working at the Center for Service and Learning. The America Reads and America Counts program is a very meaningful program that gives me and other IUPUI students the opportunity to help youth in the Indianapolis community.

Rick Kincaid’s Study Results based on SUNY-Brockport Freshmen and Undergraduates

Fall 2009 GPA Did not return in spring 2010

Freshman w/o campus job 2.8 16.7%

Freshman with campus job 3.0 2.5%

Undergrads w/o campus job 2.8 16.4%

Undergrads with campus job 3.1 4.4%

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Gaining Career-Related Experience Where You’d Least Expect It!BY KRISTIN KRAEMER, CVAManager of Volunteer ServicesIndianapolis zoo

Indianapolis has a substantial number of businesses willing to hire students and help them gain valuable career-related experience. The Indianapolis zoo is just one of these many businesses. Not only does the Indianapolis zoo employ students, but it also offers internships and volunteer opportunities that give students resume-worthy experience.

The Indianapolis zoo is a great place to meet animals up close and personal, connect with nature, and make lasting memories. But did you also know that the zoo is a great place for individuals to gain a wide variety of career experiences? Through our volunteer and intern programs, individuals between the ages of 14-92 can improve their communication skills, be part of a team, share their knowledge, and help spread our conservation messages to others.

Students in particular can benefit from their volunteer experiences. Not only do they learn what it takes to operate a 64-acre facility, but they also actively participate in a wide variety of daily tasks (such as animal care, education, and administrative work) and long-term projects.

“Watching keepers in different areas and talking to them about their daily jobs has helped me gain insight into my future career,” says Chelsea Neel, a three-year volunteer at the zoo and current senior at Perry Meridian High School. Chelsea has improved her communication and public relations skills through a variety of opportunities including working with summer camp participants. She will take the skills learned as a volunteer with her as she pursues her degree in veterinary technology next year.

Even if an individual’s goals do not include working with animals, his or her experiences gained at the zoo can apply to any future employment goals. Reporting to work on time, communicating with co-workers, and working within deadlines are critical skills necessary for any successful employee.

“Hosting students who are passionate about animals and the environment is a natural extension of the zoo’s mission to inspire people and communities locally and globally, and to advance animal conservation. Students often bring fresh ideas and excitement, not to mention fantastic technological skills, and are quite adaptable to a fast-paced environment. We are thrilled to help students develop their skills in the hope that they may become future employees. Even if they do not work for us in the future, we provide opportunities for their personal growth and a greater awareness of the world around them.”

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Find on-Campus JobsJuggling a full school schedule and work schedule can be very difficult but

beneficial in many ways. IUPUI offers many on-campus positions and the school’s Office of Work-Study in the Center for Service and Learning can be found in the Business/SPEA Building in room BS2010. This office can help students find jobs on campus in many departments.

Also, students should check out JagJobs at www.myinterfase.com/iupui-cesjagjobs/student/home.aspx.

Along with school, having a job while in college may consume all of your time, but it is beneficial in the long run. Students should aim to find positions/jobs that relate to their major.

For example, a nursing student may find it beneficial to get a position on campus in the student heath center as a receptionist or medical assistant. A graphic design student may find a job doing freelance work for a local paper or t-shirt design company or work at a copy chain store doing design and copy work. A journalism student might work for the school paper or do an internship with a local paper or TV station. The possibilities are endless. The positions may not be exactly what a student is aiming for upon graduation, but it is always good to have experience related to his or her degree.

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The Indianapolis Zoo is one of the largest zoos in the country and hosts nearly a million visitors each year. Its over three-acre facility is home to the world famous Botanical Gardens, and it is the first zoo to ever artificially inseminate an African elephant.

The zoo is within a short walk from IUPUI’s campus and is open all year round, making it a prime spot for students to find jobs and internships. Though most internships at the zoo are unpaid, they offer an excellent opportunity for students to gain valuable business experience and network. Indianapolis Zoo internship opportunities can be found at: www.indianapoliszoo.com/SitePages/AboutTheZoo/ InternshipApplicationProcedures.aspx

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Planning for Success in College: BY JACqUELINE BLACKWELL, Ph.D.Associate Professor of Early Childhood and Elementary Education Indiana University School of Education, IUPUI A Professor’s Perspective

Transitioning from high school to college is a major adjustment for all first-year undergraduate students. Often, new college students wonder if they possess the knowledge, skills, and disposition to be successful and to graduate in a reasonable amount of time. I firmly believe that every student who makes his or her college program a high priority will be successful.

In order to have a successful college experience, I recommend that first-year students consider adopting the following habits and practice them on a regular basis throughout their college journey:

1. Stay connected with family and friends. Share the highlights of your college experience with them.

2. Make an appointment for an introductory conversation with each of your professors, and take advantage of “check-up” conferences to obtain feedback about your academic progress.

3. Tell your professors when you need help or do not understand the assignments. Ask questions. When in doubt, remember that your professor is the best source of information about class expectations.

4. Attend class regularly. Know the attendance policy and its impact on your course grade.

5. Prepare for each class by completing assigned readings and homework and having supplies and materials ready.

6. Actively participate in class discussions and projects.

7. Get to know your classmates. Stay in touch via cell phone, text messages, or lunch dates.

8. Maintain a positive disposition. Be civil with everyone.

In addition to the tips above for first-year college students about having a successful college experience, I’d like to share what first-year college students can expect from me, their professor. While each professor will have his or her own class guidelines and expectations of students and themselves, I hope that this list will help first-year students and their families to feel more at ease and to understand that professors are here to help students succeed. For my part, as a faculty member, I feel that it is my obligation to:

1. Get to know each student in the class including their full name, special interests, talents, and needs.

2. Remember that the transition from high school to college is very difficult and that entering students need many bridges and supports.

3. Invite questions and actively listen to students’ spoken and unspoken concerns and worries.

4. Provide engaging learning activities that integrate technology into class sessions. Experiment with new technologies and invite feedback.

5. Extend the opportunity to stay connected beyond the classroom through special projects, informal chats, and writing activities. Regularly make myself available for conferences and conversations outside of class time.

6. Remind all students to do their best, to help them avoid the extraordinary challenge of trying to recover from a less than successful first year.

7. Acknowledge students’ hard work.

If students follow the tips I gave them and faculty members do their part to get to know, encourage, and challenge their students, each class should be a great community of learners that will result in a successful semester.

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L ink i Faculty in the Classroom

A Professor’s Perspective

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How to Maximize Your Career While in Graduate SchoolBY SOMER CASEM.A. Sociology (2010), IUPUIClinical Research Technician, IU School of Medicine

Actually holding my master’s diploma was one of the most thrilling moments I’ve ever experienced.

However, once school was over and because I’d been in school for so long, I knew that come this past August I would not be returning to the classroom – an equally daunting

experience.

During graduate school, I knew if I put my mind and energy to different areas (teaching,

research, and yes, even a restaurant job), I would end up where I wanted to be. After all, the real world is looking for

experience or in-depth knowledge of a position along with a successful career in graduate school. Therefore, I

took on almost every job/internship opportunity I came across.

Yes, balancing graduate school and several jobs was very difficult and took a lot of discipline, but it all paid off. With six different classroom experiences and three research opportunities (all of which I looked really hard for, being denied at several places),

I ended up as a full-time clinical research technician at the IU School of Medicine, one

place where I had held a part-time job.

Overall, not only is picking a graduate program difficult, but it is also important (and difficult) to utilize graduate school as a career-seeking opportunity. Create contacts, become self-driven, and take chances in different areas of interest. Being able to gain a full-time position out of graduate school was a blessing, but it took a lot of work

and determination, both characteristics employers are looking for.

Students as Resources Coming to college is often scary for freshmen, mainly because they may not

know what to expect. Finding classes may be a big concern as well as wondering what activities to get involved in, where to find a tutor, where the quietest places to study are on campus, etc. Freshmen have so many questions their first semester, and this is where students who are in their second semester of college or beyond can be a good resource.

Using peers and fellow students as resources is an excellent way to get needed information and guidance. Sometimes just tapping a classmate on the shoulder and asking a question can provide a plethora of helpful information. Seasoned students are valuable, accessible resources, so utilize them when possible and make a new friend in the process!

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now What?BY EMBERLI L. STEWARTSenior, Secondary Education (Major, Secondary Social Studies; Minor, History)Indiana University School of Education, IUPUI

After weeks of weighing my options, considering scholarship offers and distance from my family, I remember the day when I finally decided that IUPUI was the school for me and it was like a breath of fresh air. Although our stories might not be identical, I’m sure you felt a similar breath of fresh air when you made the decision that college, and IUPUI, was right for you.

So, if you are anything like me, you are now freaking out about what college actually means for you. Take a deep breath, exhale slowly, and believe that everything will be okay. Now, what can you expect from college?

Your first semester will be intense. You will be learning how to be a college student, what professors expect of you, and adapting to the higher levels of academic expectations. One thing that caught me off guard was the syllabus each professor provides at the beginning of the semester which outlines their entire semester’s worth of assignments and exams. The first syllabus I looked at scared me silly!

When I talk with freshmen one of the things they are most nervous about is their ability to actually be successful in college. The syllabus can help you toward that goal. They may be scary at first, but if you want to be successful, love your syllabus!

On the first day of each class take the syllabus for each class and spend a good 15 minutes with the syllabus and a planner. Write down the due date of every major exam, paper, and assignment. Mapping out your semester may sound a little geeky, but trust me, it will make your life so much easier. Planning is probably one of the most important things I have learned to do in college. Your experience will be much more pleasant if you aren’t stressed out about forgotten assignments every week!

There are a few more things you should expect about college. It will be tough – it’s called higher education for a reason – and you will be held to a higher standard than you may be expecting.

Also, it is important to understand that the professors are not out to get you. In fact, they are rooting for you; they want you to succeed. They are not, however, going to hold your hand. They will provide you with the information and resources to be successful on your own. Professors can be your best resource for success in college. If you are respectful and willing to ask for help, I don’t think a single professor will turn you down.

Don’t be afraid of growth. It may be challenging, but it will be worth it in the end.

Congratulations on choosing to go to college and specifically IUPUI. I hope you love college as much as I have loved it!

L ink i Faculty in the Classroom…

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Smoking and Secondhand SmokeBY EMILY WERNERWellness EducatorIUPUI Student Health Services

Smoking and secondhand smoke continue to be a major public health problem across the nation. In Indiana, 26 percent – over 1,247,000 individuals – of the adult population (aged 18+ years) are current cigarette smokers thus increasing the abundance of secondhand smoke (www.cdc.gov/tobacco). Studies show that “secondhand smoke causes lung cancer, heart disease, and serious respiratory illnesses such as bronchitis, low birth weight and sudden infant death syndrome” (www.cdc.gov/tobacco). In a recent poll conducted in Indianapolis, “84 percent believe that secondhand smoke is a health hazard including 58 percent who say it is a serious health hazard” (www.smokefreeindy.org). Even though it is more evident today what effect smoking and secondhand smoke have on a person’s health, there are still many Hoosiers who are choosing to light up and put not only their health but also the health of others at risk.

Smoking and tobacco use is also very common among college students nationwide and the IUPUI campus is no different. A number of IUPUI students continue to smoke and are unable to kick the habit. For college students, smoking can have an even greater impact on their life during and after college. A recent study (College Student Journal, June 2008), found that “students who use tobacco products are more likely to smoke marijuana, binge drink, have multiple sex partners, earn lower grades, rate parties as more important than academic activities, and spend more time socializing with friends.”

Secondhand smoke “causes tens of thousands of deaths in the U.S. each year. There is no safe level of exposure, and only smoke-free laws provide effective protection from second-hand smoke” (www.cdc.gov/tobacco). Indiana does not have a statewide smoke-free law that provides adequate protection against exposure to second-hand smoke in public places. However, there has been an effort put forth on the part of community organizations, specifically Smoke Free Indy. Indianapolis and Marion County have been working to expand their smoke-free law to include all public places. A new poll released in June 2010 found that “70 percent of Indianapolis voters support passing a law to make all restaurants, bars and other workplaces smoke-free” (www.smokefreeindy.org).

IUPUI is among many colleges and universities across the nation to embrace a smoke-free or tobacco-free campus (since 2006). IUPUI continues to encourage students to kick the habit or remain smoke-free, but there is still much work that needs to be done to develop effective smoking prevention and smoking cessation programs on the IUPUI campus. One small step occurred this past November 18, 2010 when the IUPUI campus joined the nation in promoting the Great American Smoke Out. On this day smokers across the country are encouraged to quit smoking or at least gather the necessary resources for them to develop a quit plan. IUPUI Student Health Services, along with other campus organizations including SWELL (Student Wellness Coalition), participated by having an information table with smoking and tobacco cessation resources and quit kits for students. Impact will be made when more students break the habit and become smoke-free.

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IUPUI’s Smoke-Free Environment Policy Is AppreciatedBY BRITTANY BROWNSophomore, Pre-med/Criminal JusticeStudent Liaison, SAASCo-Communications Chair, BSU

IUPUI’s being a smoke-free campus is a really good idea for several reasons. One reason is because after people finish smoking they throw the butts on the floor or ground and that is not cool. We give IUPUI a lot of money, and this is OUR campus, so why should we deface it?

Also, it is not cool being around secondhand smoke at all. Not only does it stink, but also it’s also harmful to innocent people. I do not want to come to school and have to worry about health issues from secondhand smoke.

Do not get me wrong. I know people that smoke. One of my family members smoked, but stopped smoking cold because of the things she found out.

Another good reason for IUPUI to be a smoke-free campus is because a lot of people started smoking when they were young and have illnesses now because of smoking. I feel that IUPUI’s being a smoke-free campus is actually helping smokers try to break the habit they have because the longer they can go without a cigarette, the faster they might be able to quit altogether.

While I’m sure some may view the smoke-free campus as an inconvenience and hardship, I believe it is a concerned, health-conscious decision made for the greater good of the campus as a whole.20

L ink i Life Links

smoking and Your eyesight BY BRAD SUTTON, OD, FAAOClinical Associate ProfessorIU School of Optometry Indianapolis Eye Care Center

It is well known that smoking cigarettes has many potentially devastating effects on health. Cigarette smoke contains nearly 4,000 chemicals. These chemicals affect many organ systems and body processes. Smoking substantially increases the risk of hypertension, heart attack, stroke, cancer, and other conditions. Smoking while pregnant can lead to premature birth and low birth weight. While these associations are well known, the effects of smoking on the eye are less commonly understood. Many ocular conditions are considerably worsened by smoking, some of which are detailed here.

Cigarette smoke is a significant ocular irritant. Exposure leads to dry, uncomfortable eyes that often remain chronically red. Unfortunately, secondhand smoke has the potential to cause this irritation as well. This problem is particularly pronounced in contact lens wearers, and especially in individuals who are chronically exposed.

One of the substantial risks associated with diabetes is diabetic retinopathy. The retina is a sensory tissue lining the back of the eye. It is responsible for generating the visual signal to the brain that ultimately gets processed in to sight as we know it. Diabetes can lead to vascular complications that result in bleeding and swelling in the retina. Smoking substantially increases the risk for developing diabetic retinopathy and leads to more severe forms of the disease.

Another retinal condition that is made substantially worse by smoking is macular degeneration. This disorder affects the most sensitive central portion of the retina in older individuals. Healthy tissue breaks down over time as the result of many different factors and processes. Smoking greatly enhances the chance of developing macular degeneration, and the disease tends to be more advanced in smokers.

Cataracts are a well- known complication associated with aging. The eye’s natural lens becomes clouded over time resulting in a decrease in vision. Smokers are more prone to developing cataracts, especially certain kinds of cataracts, than are non-smokers. Their cataracts tend to be more severe and tend to occur at an earlier age.

The optic nerve is responsible for transmitting the signal from the retina to the sight centers in the brain. Several different conditions that affect the optic nerve can be worsened by smoking. Some people who smoke, drink heavily, and have poor nutrition can develop atrophy of their optic nerves resulting in decreased vision. Patients with thyroid disease are also far more likely to develop thyroid level-related ocular complications if they smoke, potentially up to eight times more likely than non-smokers.

While the above conditions represent only a portion of smoking-related ocular side effects, it is clear that smoking has potentially devastating ocular consequences. For ocular health as well as general systemic health, the message is clear: If you smoke, stop. If you don’t smoke, never start.

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The Tobacco IndustryBY BETH A. MUHLENKAMP, B.S., CHESHealth CoachClarian Healthy Results

Everyday 4,000 people age 18 and under will try smoking their first cigarette. Even with all the research, studies, statistics, and information available about the effects smoking has on our bodies, people still continue to smoke or start smoking. So why is this?

The tobacco industry spends more than $35 million dollars a day in marketing and advertisement. That’s about $15 billion dollars a year! This marketing/advertisement is done through mass media such as magazines, movies, and even through clothing.

However, some of that has changed, and it will continue to get tougher for the tobacco companies to target teens through advertisement as a new law is going to limit national merchandise sales, event sponsorships, and other promotions which teens particularly like. Officials tried to get a law into place in 1996, but it was overturned in 2000. Even with the looming new law, tobacco industries are shifting to look for new products that will entice teens and children.

If you or anyone you know would like to stop smoking you can call 1-877-YES-qUIT to locate a quit line in your area. At Clarian Health we partner with employer groups to assist with helping people make healthy lifestyle changes, and offer smoking cessation classes and groups to help people to quit smoking.

Sources:www.americanheart.org/presenter.jhtml?identifier=11226

www.reuters.com/article/idUSTRE62H42420100318

The tobacco industry is one of the largest grossing industries today. They spend billions of dollars every year to market tobacco and tobacco-related products with over 50 percent of their marketing targeted to youth, 13 to 18 years of age. In light of this, the FDA has stepped in, and as of June 2010, the FDA made some major changes in the way tobacco companies can conduct their marketing.

Two changes are:12

tobacco companies will no longer be allowed to sponsor entertainment or sporting events, and

they are no longer allowed to give away tobacco or tobacco-related products as marketing items.

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L ink i Life Links

History of Smoking Over two thousand years ago, South

American cultures began using tobacco. Brazilian peoples invented cigarettes by rolling tobacco leaves in paper.

• The first Europeans to use tobacco were sailors.

• Christopher Columbus took tobacco leaves back to Queen Isabella of Spain.

• People used to believe tobacco had medicinal value. A French ambassador named Jean Nicot brought tobacco plants to Portugal in 1559, telling friends it was useful in treating wounds, asthma, and cancer.

• The words nicotine and nicotiana come from Jean Nicot’s last name.

• In earlier times, tobacco was called herba panacea, meaning cure-all herb. Some people even believed that smoking cleaned out the lungs.

• Several countries outlawed tobacco use in the 1600s. In Turkey during that period, tobacco users could be tortured or killed. In China, a person caught with tobacco might be beheaded. In Russia, tobacco users who were caught a second time were killed.

• Tobacco was extremely important to Spain and the American colonies. It was a major crop and became so valuable that it could be used in place of money. People in Virginia planted it in every square inch of soil they could find. In fact, the Virginia Company, which sponsored the early colony, had to pass a law requiring people to grow food, also, and not just tobacco.

• Until the 1700s, pipe smoking was the preferred method of tobacco use. Then people began using dry snuff or chewing tobacco instead. By the 1800s, cigarettes became more fashionable but had to be rolled by hand and were extremely expensive.

• The first report to link smoking to certain diseases was published in 1859.

• Thomas Edison and Henry Ford both declared tobacco use should be banned.

• After World War I, a group of tobacco companies banded together and denied that tobacco causes any harmful effects.

• In the 1920s, the makers of Lucky Strike Cigarettes wanted to appeal to women who were watching their weight by using the slogan “Reach for a Lucky instead of a sweet.”

• During World War I and World War II, soldiers were given cigarettes as part of their rations.

Source: University of Massachusetts Medical School and www.smoking-facts.net/Smoking-History.html

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Varied Benefits of MentoringBY GAYLE WILLIAMSAssistant DeanIUPUI University College

For over 10 years, it has been my privilege to serve as the administrator responsible for most of the IUPUI student mentoring programs. I knew very little about mentoring programs when I took on the oversight responsibility, but throughout the years of my involvement, I have come to know how immensely beneficial the programs are to the campus, to the students they serve, and to the student mentors themselves. I also believe that the impact of mentoring programs has been a bit of a surprise to institutions of higher education where they originated, like IUPUI.

Mentoring programs were created to help universities reach students in need of academic and personal support. Colleges can never afford to employ enough faculty and staff to reach every student. And while technological developments have made it possible for faculty and staff to be in close contact with students, technology can never replace the importance of face-to-face interaction and intervention. Mentoring programs, therefore, extend the reach of the professionals and thereby make personal connections more available to all students.

The developers of mentoring programs, however, failed to realize that their efforts would bear far more fruit than they had anticipated because student mentors are not only effective in reaching more students but they are also frequently better at those interactions than are faculty and staff. The simple fact is, student mentors are much closer in age and experience to the students they serve than are the faculty and staff they represent. In addition, student mentors’ sole responsibility is to help other students. All of their training focuses on helping them become more effective in their support roles.

Another benefit, which was not envisioned by the early developers of mentoring programs, is the impact of mentoring on the student mentors themselves. In the process of mentoring to others, student mentors learn a lot about themselves. They become more knowledgeable about their own prejudices and assumptions. They learn how and when to keep confidences and where to get help when confidences need to be breached. They understand how to effectively work in a team environment and how to develop their own leadership skills. They frequently become better students, especially if they are mentoring in a discipline. As all faculty members know, one never understands the material quite as well as when one attempts to teach it to another.

A final benefit not fully grasped by the early developers of mentoring programs is the impact that the mentoring experience would have on the student mentor’s future employment. Student mentors serve in a paraprofessional role, taking on responsibilities usually reserved for professional staff. They also have the benefit of excellent instruction in human resources and multicultural topic areas.

In short, student mentors are far better prepared to be successful in whatever professional position or graduate school they choose to pursue as a result of their mentoring experiences.

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Mentoring:BY ANGELA HALLClinical Data Manager, i3(a division of Ingenix/part of UnitedHealth Group)

Academic mentoring during my undergraduate years has been a primary asset to my career. Academic mentoring has strengthened my character, leadership abilities, and inter-personal communication skills.

Currently in my company, I have been awarded the opportunity to take part of the leadership track which is only offered to select individuals. Additionally, management has recognized my skills and aspirations to help others, offering me the chance to coach and mentor colleagues, become a subject matter expert (SME), and conduct training sessions for new hires. I attribute a lot of these opportunities as results of my undergraduate experiences in mentoring.

I will always highly regard my decision to be an academic mentor. What an amazing opportunity, to be able to help others while at the same time helping myself in the long run.

Workplace Asset

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Mentoring: A Parent’s Point of ViewBY DAvID AND ANGELA HEATHParents of Michael Heath, CoordinatorMentor Information Systems and AssessmentBepko Learning CenterIUPUI, University College

Our son Michael was always bright and creative. From the beginning of his school years, it was clear that channeling his high energy and potential would be a great challenge. His productivity and academic success in school ranged from failure to excellence. He was often able to focus and excel, but at times that motivation and organization were replaced with distractions and uncertainty.

Michael began his college life far from confident. During his first semester at IUPUI, Michael was asked to be a mentor. Through mentoring, he had the opportunity to work with students and faculty at IUPUI and other universities. The work included teaching responsibilities, presenting at international conferences, and departmental research. He completed his bachelor’s degree in psychology with a neuroscience endorsement and has now started work on a master’s degree in media arts and science. The encouragement and guidance he received from the staff at IUPUI has truly helped him become the leader we always knew he was capable of becoming.

As parents, we are grateful for the excellent education and opportunities the mentoring program has provided for our son. He has found work that is rewarding and that will help pave the way for him to reach his professional and personal goals.

Mentoring: A Company Asset - An Employer’s PerspectiveBY NAVINDRA BOODHOOManager, i3 StatprobeUnited Health Group

Angie Hall is a Clinical Data Manager at i3, a division of Ingenix which is part of the United Health Group family of companies. While in college, she was an academic coordinator/leader for the IUPUI Academic Mentoring program. Additionally, she was a leader to the group and had direct reports which she evaluated. She was also responsible for ensuring that the mentors were successful in creating lesson plans for their mentoring sessions and interacting with students via their paradigm (collaborative learning). Moreover, she led her own sessions weekly and assisted the professor in class as well.

Angie’s past experiences as a mentor and as a leader have helped her excel in the areas of coaching, leading, and facilitating meetings. As her manager, I have seen how she demonstrates these qualities, especially in regard to training others and exhibiting leadership characteristics. Because of this, Angie is a participant in our leadership program. Here at i3, we promote the development of leadership in our staff with great focus on our quality of work and customer satisfaction.

I enjoy seeing Angie develop and grow into the great leader that she intends to become. The valuable skills that she learned as an IUPUI mentor have transferred to her professional career and are an asset to our company.

IUPUI Mentoring StatisticsBy Angela HallClinical Data Manager, i3(a division of Ingenix/part of UnitedHealth Group)

• Students can be a part of more than seven different mentoring programs or components.

• Over half a million dollars in scholarships are awarded to mentors annually on campus.

• Mentoring consistently reduces dropout rates and contributes to an increase in course grades of students who take advantage of mentoring opportunities.

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Technology Dancing through a College CampusBY CURTIS J. BONK

Professor of Instructional Systems Technology at Indiana University

Making a decision about a college or university today is never easy. questions arise about distance you want to be from home, the size and type of institution, your major, the amount of funding needed, etc. Then once you get on campus there are dozens more issues you must overcome.

One of the increasingly obvious concerns today is technology. You need to make choices about the technology you use to complete your coursework, the technology labs, or other settings where you might complete it, and how you will turn it in. You also must find ways to access online course resources posted by the instructor as well as find additional ones to contribute to the class.

Selecting technology is a bit like attending a dance. You might not be sure when you should jump in and who you should select as your partner – Sony? Dell? HP? Apple? Verizon? Sprint?

Every day on a college campus is a journey into the world of learning technology. At each waking moment you will likely be using some technology device or resource. Such tools might be digital books on a Kindle or Sony Screen Reader. They might take the form of a podcast of a lecture to listen to on your desktop computer or iPod. Or perhaps you might have to download class lecture notes or agenda from the course management system on your mobile phone. In the twenty-first century, we are increasingly surrounded by technology options in our learning environments.

Below are 15 technology considerations. Some of these are items you must ask about before you select a college, and others will become more important once you arrive on campus.

1. Campus Access Card: Many campuses give students magnetic access cards which include their student identification information and also can carry a financial balance from which to make purchases when on campus. Such technology decreases what you need to carry while you are running across campus to get to your next class on time.

2. Laptop Computer: Another weight reducer is the ultra-thin laptop computer, but you must ask questions about computing norms, expectations, and policies. Are students expected to have their own laptop computer? Does the college have laptop discounts? Note that some private institutions give away laptop computers to incoming freshmen, whereas others might require or strongly encourage them.

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11. technical Support Personnel: Face it. At some point you will experience a hard disk crash, computer virus, or problem accessing course content. We all do. Is there a phone number or email contact available for technology-related problems that you cannot personally resolve? Does the college or university provide an online database of technology-related questions and answers?

12. emergency Preparedness Systems: Increasingly college administrators are becoming aware of the need for an alert system on campus for unforeseen events related to campus life and security. While extremely rare, issues at Virginia Tech and Northern Illinois University come to mind as well as the recent swine flu epidemic, Hurricane Ike and Hurricane Katrina, SARS, and various winter blizzards and ice storms in the midwest. Does your college choice have such a system in place?

13. Free and inexpensive Software: Does the institution have a special deal with Microsoft as well as other vendors for discounts on software or even free tools that might enhance your academic productivity? And can such software be easily downloaded from a campus portal site?

14. technology Giveaways: Many private institutions now entice high school students to enroll with freshman giveaways such as an iPod, iPhone, Mac Laptop Air, or other useful technology. If you run into this, be sure to ask about how such technology is specifically being used in teaching and learning.

15. exercise rooms: You cannot discount having campus resources that enable you to stay in shape and not gain the famous “Freshman 15.” Recently, some exercise machines at places like Cleveland State University come with computers for students to do their work while they get a workout in.

These are 15 technology concerns or issues. There are likely dozens more. Suffice it to say, the technologies tools and resources you find on a college campus today will play a crucial role in your academic success and, in turn, shape your unique skill-set and career options. It is important for you to ponder the possibilities. Don’t “save the last dance” for technology when you review your key college choices and options. It may not always be the prettiest or the most handsome one on your college consideration list, but it might be the most powerful and important.

Curtis J. Bonk is Professor of Instructional Systems Technology at Indiana University. He has a popular blog called “TravelinEdMan” and is the author of The World is Open: How Web Technology is Revolutionizing Education; Empowering Online Learning: 100+ Ideas for Reading, Reflecting, Displaying, and Doing; and The Handbook of Blended Learning: Global Perspectives, Local Designs.

3. Computer Labs: You might not always want to use your laptop for coursework. If that is the case, you need to ask where the computer labs, workstations, or cyberports are located. In the dorms? In the library? In each classroom building? Perhaps a designated technology building? Or did the campus administrators decide not to install them since most students come to campus with their own laptop computer? You need to know this.

4. Course Management System: Does the college use a course management system (CMS) from which students will upload and download work? If so, how and where can you access it? How easy is it to use? Do the students you meet when on campus praise it or complain about downtime or access speed?

5. Podcasts: You might inquire whether instructor or department lectures are typically recorded for you to listen to later in case you are sick or need to miss class for personal reasons. Just what podcast initiatives are underway on campus, if any?

6. Mobile Phones: College administrators realize that communication of any type helps with both recruitment and retention. Today it is happening on mobile devices. You might ask whether the institution provides access to course schedules and class content from mobile devices. What about current events on campus and recent news? Note that some colleges and universities have special applications for the iPhone or other mobile devices. Ask.

7. Wireless Connections: How pervasive is the Internet on the campus? Is wireless access possible across most or all of campus? Do professors use outdoor classrooms where you can still access the Internet? Can you access the campus Internet from nearby cafes, restaurants, and bookstores?

8. Course Schedules: Your ultimate goal is to graduate and get a degree. This means taking courses! Hence, you are going to need access to course calendars, schedules, and grades when on campus as well as off campus. Is this information available online or via your mobile phone? Such access becomes critical in monitoring your course selections for upcoming semesters. Your parents might even be interested in this information when you are visiting them on holiday break.

9. Collaborative technology: Many college classes include tasks and final projects that require teamwork and group collaboration. Are there large workstations or special meeting rooms where teams of students can plug in their laptops in semi-privacy to work on team projects? What groupware technology does the campus or program support?

10. Social networking tools: Does the campus use a social networking tool like Facebook or MySpace or a homegrown product to post valuable information about social and academic events on campus?

Technology Dancing through a College Campus continued...

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L ink i Technology

A laptop is nearly becoming an essential for college students today.If you are thinking about purchasing one, a student’s major might be a factor when considering which type and brand will meet his or her needs. Laptop computers can

range in prices from the low 300’s to well over $2000 depending on factors such as brand, memory, screen size, hard-drive space, and processor. It is important to speak to a knowledgeable computer person before making a selection. The Information and Technology Department at IUPUI would be a credible source to consult when making a selection. They can be found in the IT building on the first floor. In addition, students

that attend IUPUI are eligible for many technology discounts ranging from 5% to 20% from computer and technology companies such as Apple, Hewlett Packard, and Dell. To see what discounts are available to IUPUI students, look on the manufactures web page and enter in the school information to see what the discounts include. Discounts can also be found at: uitsnews. iu.edu/2008/08/27/ discounts-on-computers- cell-service-and-long- distance-4/

IUPUI Provides Technology Deals to Boost Student ConnectivityBY JANAE CUMMINGS Communications SpecialistUniversity Information Technology Services Communications and Media

Students are constantly in search of the latest high tech gadgets and creative software. Thankfully, the IUPUI community has access to deals and discounts that are not available to the general public.

To take advantage of special personal discounts on laptop and desktop computers, printers, scanners, and other hardware from Apple, CDW, Dell, GovConnection, and Sony visit: computerguide.iu.edu

Visit IUware iuware.iu.edu to meet the majority of your software needs. IUware is the university’s software distribution service. It offers a wide variety of packages at no charge including site-licensed products from companies such as Adobe, Lynda.com, Microsoft, Symantec, and Thomson Reuters.

IUware software is regularly updated, so patches and upgrades for IU-supported software are consistently available.

To minimize the impact certain appliances have on the environment, IUPUI encourages students and parents to consider products with the ENERGY STAR label. ENERGY STAR identifies energy-efficient products that offer savings on energy bills without sacrificing performance, features, or comfort. Since electronic equipment frequently contains toxic materials such as lead and mercury, the university also encourages students to dispose of old equipment responsibly.

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317. 274 . 4818

uc.iupui.edu/learningcenter

In the know,on the go!

The Bepko Learning Center’s programs are based on a philosophy in which highly successful academic students can play an integral role in the academic development of their peers. Collaborative learning, role modeling, peer interaction, and peer support are all components of this process.

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L ink i Technology

New Student Club Opens Technology Opportunities for Women BY JANAE CUMMINGS Communications SpecialistUniversity Information Technology Services Communications and Media

Indiana University is home to a number of women who are nationally recognized in computer science and informatics. The university achieved this distinction by fostering an environment that inspires women interested in technology to create and innovate, to discover solutions, and to seek out questions that will drive the future of technology.

Despite these achievements, many women still have misconceptions about careers in technology fields, believing that you have to be a math or computer “geek” in order to be successful. Enter Women in Informatics and Computing (WIC). Sponsored by the School of Informatics and Computing, WIC is a new IUPUI student group that seeks to enhance education about information technology, dispel common myths and stereotypes about women in the field, and improve post-graduation opportunities for female students.

Some advantages of club membership include: • Forums for issues pertaining to

women in computing

• Networking and mentoring opportunities

• Teamwork and leadership opportunities

• Professional development through education and interaction with industry

• Community outreach with regional middle and high school students

For more information on Women in Informatics and Computing, visit: wic.soic.indiana.edu

There is no need for students at IUPUI to go out and purchase a lot of software and computer programs. Many programs such as word processing, photo editing, video editing, computer safety, virus protection, and even math programs are available as free downloads to IUPUI students. Students can take advantage of these programs by going online to uits.iupui.edu and logging in.

If students want a hard copy of the program, discs can be purchased in the book store. Prices range from $5 to $20 per disc.

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Parent Involvement Essential in Student SuccessBY JULIE STUTzMAN

Senior, Journalism/Public RelationsIUPUI University College

Whether it is transitioning from middle school to high school or from high school to college, having a strong support system is vital to student performance. Strong support systems start in the home. According to Bill Stancykiewicz, the president and CEO of the Indiana Youth Institute (IYI), the most important thing a student can have is support from his or her parents.

The Indiana Youth Institute, located in downtown Indianapolis, was established in 1988 as a nonprofit organization with a mission to help create and maintain healthy development of children and youth in Indiana.

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Parent Involvement Essential in Student Success continued...

The organization does so by serving the people, institutions, and communities that impact students’ welfare. With large support from the Lilly Endowment and the community, IYI has been able to swiftly expand the organization and gain a national reputation for its research, training, and resource services in the youth development field.

While the focus of IYI is the students of Indiana, the organization’s clients are the adults who work directly with them such as teachers and mentors. According to Stancykiewicz, the organization is considered a valuable resource for the state of Indiana by providing data, statistics, and program planning that essentially help Indiana children be successful in their education and in their future. Stancykiewicz understands the value of both educational and parental support to help create this successful outcome.

When it comes to students, Stancykiewicz believes that family should come first. “Kids who are active in their family tend to do better because they are in better, healthier relationships,” Stancykiewicz said.

Stancykiewicz strongly believes that “parents are uniquely responsible” for a student’s success in and out of the classroom; that parental involvement is a major contributing factor to a student’s educational success. In order to be more actively involved, parents should remember the key thing is to ASK questions. Parents should ask about their student’s homework and tests. Also, while it’s important to take an interest in their student’s education and personal interests, parents should not overstep boundaries and impose on the student’s learning.

Unfortunately, not all parents know how to effectively help their children in their education. This is where IYI steps in and attempts to get information out to

parents that will help them become more engaged. “We need to uplift a culture that is caring and stronger,” Stancykiewicz said.

Along with engagement, Stancykiewicz explained that students need adults that are also willing to appropriately instill discipline in their lives. Such discipline should be paired with a kind word or two to help students know they are not alone in this journey.

According to data provided by IYI, 70 percent of Indiana students live in a household with two parents. But the remaining 30 percent of students are living in the households of single-parents, grandparents, relatives, and foster or non-relative headed households. Students who may find themselves without parents or a readily available support system need to be proactive in finding a caring adult or the needed support. “Kids have to know that they have the right [to have success], and they have to truly believe success is for them,” Stancykiewicz. This means students need to seek help.

For students that do not have support systems at home, Stancykiewicz strongly suggests joining a mentoring program or seeking out a school counselor. IYI works specifically with adults who offer such support. But the first step is students ultimately deciding that they deserve support, and they deserve to succeed.

Whether students have support or need support, all students should also take initiative in the classroom by developing good study habits, doing homework on time, working on time management, and discovering by which method they learn best. “Take the hardest courses you can, and do well,” Stancykiewicz said. “You will be better prepared for the rigorous courses of post-secondary education.” He added that students should not be afraid or ashamed to ask for help whether it be school-related or personal because everyone deserves a chance at success.

Indiana Youth Institute Programs Devoted to Student GrowthThe Indiana Youth Institute was founded by a grant by Eli Lilly to enrich the

lives of youth across Indiana through academic and career counseling and to help develop Indiana’s youth into well-rounded individuals. IYI has created two new programs that are implemented to help guide students and parents to a student’s prospective path: DriveYourLife.org and TripToCollege.org. Drive YourLife.org is an interactive video game that is geared toward middle

school-aged students. This program helps “steer” students to activities in school as well as possible colleges and careers they may be interested in over the course of the rest of their school years. TripToCollege.org is a website and step-by-step guide that IYI created to help Indiana parents of prospective college students navigate the process of getting their child to and through college.

For more information on all the programs IYI has available, please visit www.iyi.org

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Road to FutureBY KARA S. CHIAMISJunior, IU School of Medicine Twenty-first Century Scholar & President of Scholars Helping Scholars Twenty-first Century Scholar Success Program Mentor

I might as well just label myself as anxious. I started planning for college in sixth grade because I was so excited to do something that neither of my parents had gotten the chance to do. I was all about being involved in things that others more than likely weren’t involved in.

Early preparation is so important because even though most kids are not sure what they want to do when they are that young, it pays to have ambition. I got involved in class presidential roles, student council, legislature, leadership conferences, and yearbook when I was a freshman in high school. I truly believe because of my hard work, I was accepted to every college to which I applied.

I didn’t have the best GPA, the highest SAT score, or even the money to go to college. I was an average student who just knew that I wanted more out of life.

I started early building up involvements that I could

put on my resume, and I had a resume that blew others out of the water. I started looking at colleges early in high school, and discovered that I qualified to be a 21st Century Scholar which

made things so much better because I could get a

scholarship to go to college.

I am only a junior and already working at my dream career location

within the biggest healthcare enterprise in Indiana. I am a mentor on campus with the Twenty-first Century Scholars Success Program, and president and founder of the Scholars Helping Scholars student organization on campus. And I am working toward a graduate assistant position to continue my education.

For someone from a small town with parents who never went to college and a heart so big I thought I would never know what I wanted to do in life, all my hard work and early preparation have paid off and are working for me. And it can for anyone.

Anxious to start Anxious to start

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Helps students with success

IUPUI’s University College

There are many students that come to college not knowing what they want to study. This is where University College services can be a life-changer.

University College specializes in first-year students and its knowledgeable staff is well-equipped to assist students in determining the direction they choose to take during their first years on campus and in the decision-making process of choosing a major.

Students have the opportunity to take the Meyers Briggs Test; a test that helps highlight the career interest of a student based on his or her personality as well as individual weaknesses, strengths, and interests.

The Meyers Briggs Test can be taken at IUPUI for $17 and students can contact University College to make a test appointment by calling 317-274-5555. For more information on career choices and deciding a major, please visit: www.universitycollege.iupui.edu/students/career/assessments.asp

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First-Generation College StudentBY KARA S. CHIAMISJunior, IU School of Medicine Twenty-first Century Scholar & President of Scholars Helping Scholars Twenty-first Century Scholar Success Program Mentor

Neither one of my parents went to college so when they found out when I was in high school that I already had my future planned and it included college, they were ecstatic.

When I moved into the dorm my freshman year, my parents were there to help me get situated. They bought me what I needed to feel like I had a little bit of a home away from home.

I think what has been best about their support is that anytime I accomplish something new they are always there to tell me how proud they are of me. They are always excited to hear about all the amazing things students have a chance to do nowadays.

When I finally decided to get my own apartment, they were there again to help me move in. My dad has gone to graduate school visits with me as I explore the next path of my education, and my mom is always encouraging me to never sell myself short.

I feel happy to say that I have gotten where I am today without politics and having lots of connections. I simply have confidence that shows because I have a great support system – my parents.

21st Century Scholars Program Gives Students a Head StartIn 1990, Indiana’s legislature created the 21st Century Scholars

program for students from moderate-income households who wish to pursue a higher education after high school. The program is geared toward Indiana students in 6th, 7th, and 8th grade at the time of enrollment. These students sign a pledge that they will graduate from high school on time from an Indiana Department of Education School, maintain at least a 2.0-4.0 GPA, not use drugs or alcohol, not commit a crime, apply to an Indiana college or university as a senior in high school, and apply for federal financial aid.

The program offers eligible students full tuition to their chosen state school.

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L ink i Urban Connections

Change Up the Agenda and Volunteer During Break Time!BY JAROD WILSONAssistant Coordinator for Community ServiceOffice of Community Service, IUPUI

Alternative breaks have existed on many college campuses in many different forms for some time, but interest in these experiences has increased rapidly over the past few years. In the 2009-2010 school year, it is estimated that there were nearly 1,500 alternative breaks with more than 72,000 participants engaging in these opportunities. Those are large statistics, but what is an alternative break exactly?

Alternative breaks are trips taken during school breaks that provide an alternative to the typical college break trip. They are alcohol- and drug-free and focus on providing service to communities around the country while learning about a social issue such as poverty, hunger, racism, or environmentalism – and thinking of ways to improve that issue in the world. These trips allow students to perform short-term projects that allow them to interact with communities with which they would not otherwise have the opportunity to interact.

While these trips may seem like other service trips or mission trips that you may have heard of, they are actually much different. Alternative breaks are not religiously affiliated and concentrate on more than just doing service. They focus on teaching life skills and educating participants on the importance of being involved in their community. They also strive to inform the students on issues that affect the country and the local community. In addition, they also move past merely doing service, but on coming up with ways to provide positive, sustainable change within communities.

Alternative Breaks at IUPUI is run out of the Office of Community Service (located in the Campus Center, Office of Student Involvement) and follows the tenants set by Break Away, a national network of schools and community organizations that is dedicated to increasing the quantity and quality of Alternative Break programs around the country and world. The mission of Break Away is to train, assist, and connect campuses and communities by promoting quality Alternative Break programs that inspire lifelong active citizenship. The vision of Break Away is a society of active citizens, people who value the community as a priority when making life decisions.

Alternative Breaks at IUPUI currently hosts trips over the fall and spring breaks and focuses on domestic trips within the United States. The program is always expanding, and the amount of different opportunities offered to students is continually growing with hopes of international trips in the near future.

So, why would you be interested in an alternative break at IUPUI? They are relatively inexpensive with spring break trips totaling only $100 for all expenses during the week. They allow you to see cities around the country. Past trips have gone to places like Washington, D.C.; New Orleans; Nashville; and Atlanta. They let you meet new people and learn about issues that you may not have known existed. And, most importantly, they allow you to spend your break making a positive impact on the world!

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You have 32 teeth.We have 686 students who care about them.

317- 274-7433 iusd.iupui.edu

Thorough, faculty-guided

oral health care by

student practitioners

Substantially lower fees

than private practice fees

1121 W Michigan,

one block west of the

Campus Center

there are dozens of volunteer projects available year round – you just have to know where to look. Here is a short list of websites that provide information on various projects in a variety of interest groups:

• WRITE A LETTER - Have you ever gotten an e-mail asking you to

write a letter to the governor? Or the mayor? To help stop a particular new policy? Well, instead of deleting the e-mail, give it a try. Find a subject that you’re passionate about, and write a letter to the people who have the power to make a difference. The more support a particular issue has, the more changes will be made to help it.

• PEN PALS- Sure, it takes a little time, but writing a short letter

to a child overseas or helping other programs locally that may participate in this type of project is also a good way to give back. Some nursing homes also have pen pal programs in which you can write to the elderly who may have lost touch with family and friends.

• GIVE UP THE EXTRA CHANGE- When you go shopping and you’re asked if you’d

like to donate anything to a particular cause, go ahead and do it! Even if you drop in your change, every little bit counts!

• www.1-800-volunteer.org/1800Vol/OpenIndexAction.do

• www.allforgood.org/

• www.charityamerica.com/

• www.onebrick.org/

• www.planetfriendly.net/volunteer/

• www.smartvolunteer.org/

Visit www.energizeinc.com/prof/volop.html for a more comprehensive list of websites.

Volunteering can be time consuming and for a college student, even more so. There are other ways, however, that students can stay involved and help out without interrupting their schedule too much. Here are a few ways:

• DONATIONS TO FOUNDATIONS- Donating money, food, toys, and other goods

is a great way to help out the community. Most websites have a way for individuals to donate simply by clicking a button. There is usually no pressure on how much to donate because any amount is appreciated by most charities.

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Don’t Let a Busy Schedule Stop You from Lending a Helping Hand

BY CHRISTINA D. STUBBS Senior, Journalism IUPUI University College

Supporting your community and helping out those in need is essential to learning to respect others’ perspectives and to appreciating other walks of life. But as a college student, time is very limited and extremely precious. Weighed down by the pressures of school work, jobs, and other

commitments, finding free time to volunteer for the community can seem impossible for a student.

Beth Butcher, volunteer coordinator at Habitat for Humanity in Indianapolis, believes that giving back to your community is very important for a variety of reasons: meeting new people, exploring new cities, and

learning new things are just a few that she mentioned.

Butcher stated that about 10,000 people a year participate in Habitat for Humanity projects. “I get a lot of good feedback from volunteers about their experience.”

College students should be careful not to exclude themselves from these valuable experiences due to busy schedules. Butcher said that most volunteer agencies can fit in with people’s busy calendars.

“We have people from all walks of life and all schedules,” she said, commenting on Habit for Humanity’s flexibility. “People can come in and do just one four-hour shift [weekly or monthly].”

Butcher also mentioned the organization’s PAL (Partner Advocate Liaison) program which connects volunteers with a Habitat family once a month. Even with a busy schedule,

volunteering once a month can be accomplished and be rewarding.

“It [volunteering] reminds you that there are people out there with needs….Everyone’s time is so valuable,” Butcher said, “but once in a while, it’s

important to be able to give time to others who need it.”


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Student gotResearch?

IUPUIUniversity Library

Have them call, chat,email, or text us atwww.ulib.iupui.edu

Volunteering on Breaks Can Be Fun As Well As InsightfulBy Brittaney HumphreySenior, SociologyCoordinator, IUPUI Alternative Breaks

Alternative breaks have, without a doubt, improved my college experience and opened my eyes to various social issues that need attention in Indianapolis and across the nation. Besides being afforded the chance to travel the nation from California to New Orleans, I have been able to grow into an issue-conscious member of my community.

Without alternative breaks, it is perfectly likely that I wouldn’t have given a second thought to many social problems like the lack of affordable housing or the treatment of migrant farm workers. Alternative breaks are a valuable way to spread awareness and push for social change.

Besides that, alternative breaks are just plain fun! I have had an absolute blast on every trip I have taken. Alternative breaks are great for meeting new people. They are unique in that they allow people to work closely with one other on various social issues and allow for personal growth in a greater way than any other type of service I have done.

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46

Tax Breaks May Ease the Financial Trauma of Job Loss

L ink i Financial Literacy

DENVER – More than 14 million Americans are out of work, according to the Bureau of Labor Statistics. In 2009, nearly three-fourths of companies reduced their employee rosters1. If you are among those who have lost a job, tax season may present an opportunity to alleviate some of your financial distress.

"Losing a job is one of life’s most traumatic events because of both the financial and psychological impact," says Brent Neiser, CFP® and director of Strategic Programs and Alliances for the National Endowment for Financial Education. "During this time of uncertainty it’s important to stay on top of your finances. There are tax benefits available that just might lessen the misery of unemployment."

Help from Uncle SamUnemployment compensation is normally taxable, but this year the

government is giving you a small break. Up to $2,400 of your unemployment compensation for 2009 will not be counted in your gross income. If your spouse also is, or was, unemployed, you both qualify for the credit. Read five important facts about your unemployment benefits.

With unemployment compensation it’s important to remember that just because you are receiving government benefits it doesn’t mean you are exempt from paying taxes. When you filled out your Form W-4V, you may have elected that a percentage of your unemployment compensation be withheld for federal taxes. If you did not establish withholding in the beginning, be aware that you are required to report the income and pay the tax. Read more on unemployment compensation and withholding.

Be sure to also include any additional compensation when you file. This includes severance pay or cash payments for accumulated sick leave or vacation, which must be included in your gross income for tax purposes. Any such income should be reported on the Form W-2 you receive from your former employer for the year.

If your 2009 earnings were reduced (from previous years) due to a job layoff, you may be eligible for the Earned Income Tax Credit (EITC). To qualify for the EITC you must have earned income from employment, self-employment or another source and meet certain rules. Unemployment benefits are not considered income for purposes of qualifying for the EITC. Read more about the basic qualification rules for EITC.

"Many people may be unfamiliar with the EITC because they have made good wages in the past and have exceeded the income limits," Neiser says. "But it’s worth checking to see if job loss makes you eligible for this helpful tax credit."

Additionally, for workers who’ve lost their jobs, the American Recovery and Reinvestment Act has established an employer-provided subsidy on COBRA health insurance premiums. Eligible individuals pay only 35 percent of their premiums and the remaining 65 percent is reimbursed to the coverage provider through a tax credit. To qualify, individuals must have been involuntarily terminated from employment between September 1, 2008, and February 28, 2010. The administrator of the health plan is to notify assistance-eligible individuals of this reduction. For more information on this subsidy, including questions and answers for employers and employees, visit the COBRA pages on IRS.gov.

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Job Search BenefitsExpenses related to a job search may be tax deductible,

whether or not your search is successful, as long as you’re seeking new employment in the same line of work. Examples of deductible expenses include:

• Typing, printing and mailing resumes

• Long-distance phone calls, postage and fax transmissions

• Travel and transportation expenses connected with the job search

• Employment agency fees

Job-hunting expenses are grouped as a “miscellaneous itemized deduction.” You can claim the amount of expenses that is more than 2 percent of your adjusted gross income. For more information, see IRS Publication 529.

Moving expenses also may be deducted if you are successful in your job search and it requires a move of at least 50 miles from your current home to your new job location. For more information, see IRS Publication 521.

Looking for Extra Cash?It’s preferable to keep tax-sheltered retirement funds intact and working for your future, if you can afford to do so. But if you’re still struggling, withdrawing cash may help to tide you over until you find another job. You can tap retirement funds without the usual 10 percent penalty if you:

• Are age 55 or older when you lose your job

• Establish a schedule of regular withdrawals over your lifetime or the joint life expectancy of you and your beneficiary, or

• Take no more from an Individual Retirement Account (IRA) or 401(k) than the amount covering deductible medical expenses (which exceed 7.5 percent of your adjusted gross income), whether or not you itemize your deduction for the expenses. For more information, refer to IRS Publication 575.

“Once you are re-employed, use 401(k) catch-up strategies, if eligible, or contribute to an IRA to make up any savings you withdrew while unemployed,” says Neiser. “It’s better to have the cash, no matter how little, invested in a tax-deferred plan for your future.”

For a rundown of the tax impacts of job loss, read IRS Publication 4128. Recently laid off? You may be confused about your options. Here is what to do when you’re unemployed.

Whether you’re an early-bird filer or an April procrastinator, there’s a lot to be aware of this tax season. Changes in your life and alterations to the tax laws will affect how you file. Stay up-to-date by visiting us each week through March. visit NEFE’s tax series at www.smartaboutmoney.org

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Taxpayers Take Notice:

Looking for extra credit? New and extended tax credits for 2009 give taxpayers more opportunities to save on their tax bills – if they qualify. From credits for higher education and car purchases to home-related savings, here’s a rundown of what’s new for your 2009 return.

EducationMore families than ever will qualify for new education tax credits under the

American Opportunity Credit, a renamed expansion of the Hope Credit. The IRS has increased its payback to $2,500 – a $700 increase from the previous Hope credit – for tuition and certain fees individuals pay for the first four years of college.

To qualify, you must have a modified adjusted gross income of less than $80,000 if you’re single or less than $160,000 for those married and filing jointly. And even if you owe no tax, you can receive up to $1,000 for each eligible college student.

For more information, visit the IRS Web site or watch an IRS YouTube video about education tax credits. And learn about other education tax benefits detailed in IRS Publication 970.

AutomotiveIf you bought a new vehicle, you might qualify to deduct state or local sales or

excise taxes. The deduction for new cars, light trucks, motorcycles or motor homes purchased between February 17, 2009, and December 31, 2009, is offered to single taxpayers who earn less than $125,000 or joint filers who earn less than $250,000. Learn more at the IRS Web site or watch an IRS YouTube video about the credit.

If you traded in your old car as part of the Cash for Clunkers program, you received a $3,500 or $4,500 credit – depending on the new vehicle you purchased. These credits are free of federal tax, but they might be taxed by your state. Click here for a link to your state tax department to check your state’s rules.

new tax Breaks offer savings

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continued...

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Taxpayers Take Notice: New Tax Breaks Offer Savings continued...

Home EnergyThere are two new energy-related tax credits for 2009:

• Non-business Energy Property Credit. If you installed energy-efficient windows or doors or added high-efficiency heating or cooling equipment to your home in 2009, you may be eligible for a new credit. You can get back up to 30 percent of the cost for the home improvements up to $1,500 for 2009 and 2010 combined.

• Residential Energy Efficient Property Credit. Alternative energy equipment such as solar electric systems, solar hot water heaters, geothermal heat pumps and wind turbines may give you another credit. You can get back up to 30 percent of the cost of these items, but make sure you know the rules about the type of residences and costs that qualify.

Other examples of home improvements that could qualify for tax credits include, skylights, insulation, central air conditioning and heating, and asphalt roofs with cooling granules. For more specifics on this and existing alternative energy credits, visit the Energy Star Web site and watch the IRS YouTube video on alternative energy credits.

Home BuyersThrough the expanded First-Time Homebuyer Credit, you may be eligible for a credit worth 10 percent of the

purchase price of your new home, up to $8,000. You must sign a settlement document – commonly a Form HUD-1 – for the purchase of your first home on or before April 30, 2010, and close the deal on or before June 30, 2010. For 2010 purchases, you can take the credit on either your 2009 or your 2010 return.

Even those who have lived in the same home for many years may be entitled to a break. New legislation extends a tax credit to long-time residents of the same principal residence if they purchase a new main home. To qualify, you must show that you have lived in your previous home for a five-consecutive-year period during the eight-year period ending on the purchase date of the new home (e.g. for a 2010 home purchase, you must have lived in your current home five consecutive years between 2002 and 2010). The maximum credit for long-time residents is $6,500 or $3,250 for married individuals.

For more information, click here or check out the IRS YouTube video for clarity. More details on the First-Time Homebuyer Credit can be found at IRS.gov/recovery or by calling the IRS at 800-829-3676.

Whether you’re an early-bird filer or an April procrastinator, there’s a lot to be aware of this tax season. Changes in your life and alterations to the tax laws will affect how you file. Stay up-to-date by visiting us each week throughout March. Visit NEFE’s tax series at www.smartaboutmoney.org

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