Institutional Strategies. A New Three-Part Series
Indiana University Bloomington was recently awarded a five-year, $2.1 million grant by the US Department of Education to continue its Groups Student Support Services Program. The Groups Program, established in 1968, targets students from under-represented populations and addresses the difficulties they face as they transition from high school to college. Initial funding for the program came directly from the University. Four years after its creation, the Groups program received its first Student Support Services TRIO grant from the Department of Education, though the University continues to serve as the Groups Program’s major source of funding.
Since its inception, the Groups Program has provided aid to more than 9,000 students. In order to be admitted to the Groups Program, students must be residents of Indiana, have an income that meets federal guidelines, have a learning or physical disability, need academic support, meet other performance-based standards and be a first-generation college student. Furthermore, only students recommended by their high school counselors or community agency personnel may apply. These criteria are meant to aid the University in selecting those students that have the potential to succeed, but would not be able to matriculate without the high-level, individualized aid provided by the Groups Program.
Each year, Groups receives over 600 applications from high school students across the state, of which a maximum of 300 are admitted. Once they are accepted, students are required to attend three events designed to educate them about the Groups Program and prepare them to begin classes. The series of events starts with area visits made by the Groups staff in order to outline the expectations and requirements of the program and explain financial aid options. Accepted students and their families then schedule a campus visit to learn more about the University and take placement tests. The final event in the series consists of an intensive, six-week session of writing, reading and reasoning, and math classes. Held during the summer, the classes give students a chance to develop basic academic skills, learn their way around campus, make friends and become acquainted with University resources and culture. The summer session allows these academically challenged students to acclimate themselves to the college environment before the rigors of the regular school year begin.
Another important aspect of the Groups program is its focus on the long-term success of its participants. While many retention programs concentrate solely on the freshmen year, the Groups staff recognizes that students in the program need consistent help and encouragement throughout their college careers. To that end, Groups has a Coordinator of Upperclass Initiatives, whose primary responsibilities are to increase awareness and provide activities directed towards continuing upperclassmen success. Activities may include graduate and professional internships, research and overseas studies opportunities and leadership and development opportunities for upperclassmen. To foster their students’ continuing success, Groups offers a variety of aid options. The program has eight professional advisors on staff to guide students through the process of selecting their majors, scheduling classes and fulfilling graduation requirements. Advisors use online tutorial referral forms to request tutoring services for students they see struggling with a specific course. Groups students may also use an online form to self-request a tutor.
On the financial aid front, Groups provides one-on-one counseling, as well as spring semester workshops to explore aid options and application procedures. Students may also participate in a “Navigation through Life” seminar to learn more about the University’s cultural, academic, and health resources.
Groups students receive further academic and moral support in the form of the Faculty and Staff for Student Excellence (FASE) Mentoring program. Founded in 1991 by June Cargile in an effort make the transition from high school to college easier for under-represented student groups, FASE has paired over 1700 students with mentors. Funded by the Lilly Endowment and open to all university students, FASE mentors include professors, staff members, and leaders from the Bloomington community. Mentors and mentees meet regularly during the first six weeks of the year in both academic and social settings, as well as at events organized by FASE, such as luncheons and team building retreats. Juniors and seniors who have participated in the program are eligible to become FASE Student Consultants. The Student Consultants serve as peer mentors for underclassmen in the program. FASE also employs a professional academic advisor/counselor to offer academic advising information throughout the year.
Groups honors its students who exhibit academic talent and leadership by inducting them into Chi Alpha Epsilon, a national honor society. The program also acknowledges the value of peer counseling and feedback for new students by recruiting upperclassmen to be Peer Advising Assistants, Peer instructors, and Groups Ambassadors. Assistants and Ambassadors help Groups staff with new student orientation duties, class selection, and mentoring. As the program website states, “Students helping students is a key philosophy behind the Groups program.” In keeping with this aspect of the program’s mission, students may take classes or live together to foster “shared learning”. The shared learning environment fosters a community bond between students as they work through academic and personal problems. By sharing their experiences with peers, students begin to feel like they are part of the University’s culture and that they have a support system that includes people working through similar difficulties.
Ultimately, the Groups Program’s success lies in its ability to inform students of the resources available to them. The individualized attention that all Groups students receive ensures that no student will slip through the cracks, proving that every student is capable of succeeding with adequate, attentive aid from the institution. The tough question is often how to achieve that balance with the staff and financial resources available.
Throughout the series, we look forward to getting feedback from you about your experiences and how they related to our discussion. Feel free to email us at: info@educationalpolicy.org.
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