Selz, Sarah Rose2014-08-112014-08-112014-08-11https://hdl.handle.net/11299/1646651 online resource (PDF, 66 pages). Submitted May, 2014 as a Plan B paper in partial fulfillment of the requirements for a master's degree in English as a Second Language from the University of Minnesota.This paper uses Student Experience at the Research University (SERU) survey data to explore the academic and social experiences of former IEP students who later become full-­‐time undergraduate students at the University of Minnesota. SERU survey data from the international student population and the overall student population are used for descriptive comparison. Findings suggest that former IEP students report experiences similar to those of other international students in many ways, including use of and improvement in academic skills. However, they may show some unique characteristics as a group, including weaker tendencies to interact with faculty, greater feelings of respect on campus, lower levels of academically disengaged behaviors, and less frequent use of higher-­‐order thinking skills. Implications for IEP teachers are given based on these potential areas of success and challenge.en-USScholarly Text or Essay