SLIDE 1 MAP-Works: An Early-Warning Indicator of Student Success
Darlena Jones, Ph.D.
Director of Research and Development, Educational Benchmarking
Todd Pica
EBI Project Director, Educational Benchmarking
SLIDE 2 Comments from Institutions
“MAP-Works has allowed us to get an early and in- depth read on our fjrst-year students' transition, as
- promised. We have been able to use this
information, in turn, to target early interventions toward those students who are struggling. We have been very pleased with the results of our use of MAP-Works in this fjrst year of use.” Ron Chesbrough, Vice Pres for Student Afgairs, Hastings College “As I said to my stafg during the initial training on using MAP-Works, ‘We get into this fjeld to work with young people and to hopefully make a difgerence in their lives.’ The information we get from this project will allow us to do that in a very concrete and measurable way. The potential is amazing.” Gary Bice, Jr., Director of Residence Life, SUNY Fredonia
SLIDE 3 Who is EBI?
- Founded in 1994
- Participants in EBI Assessments
– Nearly 1300 Colleges and Universities worldwide – Surveyed 12 million people
– Currently offer 76 National/International assessments in 22 areas of study – Over 500 custom assessments conducted for 78 institutions
– Produced over 15,500 customized reports – Created a state-of-the-art online data collection, reporting and distribution system
SLIDE 4 EBI’s Professional Partnerships
Housing/ Residence Life Union Student Center Fraternity/ Sorority Policy Center
Year of College
Military Housing MAP-Works Alcohol Education Nursing Education
SLIDE 5 MAP-Works History
1988, Ball State developed concept. 2005, Ball State partnered with EBI to create MAP- Works. 1989 to 2004, Ball State used MAP in- house. Fall 2008, 40 schools used MAP- Works!
Original Developers of MAP
- First-year students arrived
with unrealistic expectations
as high as desired
- Mid-terms was too late to
intervene
incoming students
SLIDE 6
What is MAP-Works?
SLIDE 7 Who is Responsible?
- Who is responsible for student
success on your campus?
– Enrollment Management/ Retention? – Student Affairs? – Academic Affairs?
- What information do you know
about this first-year student?
Student ID: YD252952 HS GPA: 3.93 SAT Verbal: 29 Location: In state Gender: Female Race: African American Age: 18 Major: Undecided
Do you really know them?
Enrollment Management/R etention Student Affairs Academic Affairs
SLIDE 8 Paradigm Shift
if…
– ALL faculty/staff were responsible for student success? – YOU knew student was struggling?
about it before it was too late?
Enrollment Management / Retention Residence Hall Staff Academic Advisor First-Year Seminar Instructor Academic Department Heads Financial Aid Minority Student Affairs I’m really homesick I don’t think I can afford college My roommate and I argue all the time Student Affairs Academic Affairs I’m thinking about transferring I’m struggling in my math class
SLIDE 9 What is MAP-Works?
- MAP-Works is the next generation
student success and retention program that:
– Enables effective early intervention with at-risk students – Addresses student academic success – Educates students about issues related to the transition to college
SLIDE 10 MAP-Works Focus
– Minimize percentage of capable students who drop out due to issues that could have been addressed by self- awareness or timely intervention by professional staff.
- Academic & Socio-Emotional Success:
– Improve students' ability to succeed academically by realigning behavior with grade expectations and focusing
- n elements of academic success. Address socio-
emotional transition issues.
SLIDE 11 4-Year Colleges/Universities
- Angelo State University
- Ball State University*
- Brigham Young University
- Buffalo State College
- Colorado State University
- Georgia College & State University
- Hastings College
- Huntington University*
- Iowa State University
- Miami University (Ohio)
- Rutgers Univ - New Brunswick
- Saint Louis University
- Slippery Rock University
- Southern Illinois Univ -Carbondale
- Southern Illinois Univ -Edwardsville
- St. Mary's University-San Antonio
- SUNY Fredonia
- University of Arkansas
2008-2009 MAP-Works Participants
- University of Central Arkansas
- University of Evansville
- University of Illinois at Chicago
- University of Illinois at Springfield
- University of Indianapolis
- University of Iowa
- Univ of North Carolina at Asheville
- University of Northern Colorado
- University of Southern Indiana
- University of Wisconsin-Oshkosh
- University of Wisconsin-Whitewater
- Western Illinois University
- Wright State University
2-Year Colleges
- Casper College
- Snead State Community College
- Pasco-Hernando Comm College
- Sheridan College
- Gillette College
*Also participating in the 2008-2009 Sophomore Transition pilot
SLIDE 12
Information Collected
Academic Integration
– Academic Self-Efficacy – Core Academic Behaviors – Advanced Academic Behaviors – Commitment to Higher Education
Academic Integration
– Academic Self-Efficacy – Core Academic Behaviors – Advanced Academic Behaviors – Commitment to Higher Education
Self-Assessment
– Communication Skills – Analytical Skills – Self-Discipline – Time Management – Health and Wellness – Potential Issues (stress, financial, etc.)
Self-Assessment
– Communication Skills – Analytical Skills – Self-Discipline – Time Management – Health and Wellness – Potential Issues (stress, financial, etc.)
Profile Information
– Gender and race/ethnicity – Entrance exam scores – # credit hours enrolled – Cumulative GPA – Credit Hours Earned
Profile Information
– Gender and race/ethnicity – Entrance exam scores – # credit hours enrolled – Cumulative GPA – Credit Hours Earned
Social Integration
– Homesickness – Peer Connections – Living Environment (on/off campus) – Roommate Relationships – Campus Involvement
Social Integration
– Homesickness – Peer Connections – Living Environment (on/off campus) – Roommate Relationships – Campus Involvement
SLIDE 13 MAP-Works Process
ns
Norming
s
Resources
Summary
Efgorts
- Student Profjle
- Institution Profjle
- Campus
Resources
SLIDE 14 MAP-Works Organizational Structure
Direct-Connect Relationships
Identify At-Risk Students; Intervention; Share Information
Instructor s Coaches
Campus Coordinator
Athletics Housing Advisors Hall Directors Advising First-Year Experience
Departmental/Unit Level
SLIDE 15
Transition Experiences
SLIDE 16 Understanding the Transition Experience
- First-Year / Freshman Students
– Adjusting to living on-campus and homesickness issues – Adjusting to new academic pressures – Adjusting to a new “pool” of students
– Choosing a major / entering a college/dept – Increased academic competition – Independence from family – Planning for future internships / experiences
SLIDE 17 Questions where First-Year Students Out Rate Sophomores
4.74 5.18 5.14 6.66 4.97 5.41 5.75 6.85 4.00 4.50 5.00 5.50 6.00 6.50 7.00 Reads the assigned readings within a day before class Making friends with
hall/building Satisfied with the social activities in your hall/building Attends class 2008 Sophomores 2007 First-Year
Change in Transition Experiences
First-year students are more likely to attend class, make friends, read assignments
Questions where Sophomores Out Rate First-Year Students
4.20 4.92 6.14 6.26 3.68 4.49 5.54 5.69 3.50 4.00 4.50 5.00 5.50 6.00 6.50 Are you interested in holding a leadership position in a college / university student
Studies in blocks of time greater than one hour Have you met someone who has become your friend? Do you think it is likely that you'll transfer to another institution? 2008 Sophomores 2007 First-Year
Sophomores are more likely to stay at the school, study in larger blocks of time, and interested in leadership
SLIDE 18 Other Populations
– Minority Students – Transfer Students – Student Athletes – Nontraditional students
– Junior Transition Survey – Senior Transition Survey
SLIDE 19
Student Reporting
SLIDE 20
T ake-Away Points
SLIDE 21
T ake-Away Points – If you continue to do what you did in high school you might not get the grades you want
SLIDE 22 Social Norming
Student self evaluations are calibrated with their peers to identify strengths and weaknesses.
SLIDE 23
Links to Campus Resources
Campus-specifjc resource links allow your students to reach in and exploit all your campus has to ofger.
SLIDE 24
Faculty/Staff Reporting
SLIDE 25 Identify Non-Respondents
Filter by “Responded” or “Not Responded” Did You Know? For most campuses, non-response is one
- f the first signs of disconnect
SLIDE 26
Identify At-Risk Students
Students sorted by warning indicators Did You Know? Some students decide if they’re coming back in spring term within a few days of beginning their fall term
SLIDE 27 Identify Students with Interests
Choose a survey or profjle question Did You Know? Some students are eager to begin exploring leadership
SLIDE 28
Information for Meetings
Students are more likely to be truthful on surveys than face-to- face
SLIDE 29
Identifying Common Issues
Homesickness is an issue for a lot of students Being creative in programming may help eliminate common issues experienced by your students
SLIDE 30 Keep Records – Contacts Made
Choose the type of contact then leave a short comment regarding the contact
Providing your faculty/staff ways to keep notes on their students will improve their efficiency
SLIDE 31
Organize Your Work with Students - Lists
Providing a way for faculty/staff to group their students based on common issues/interests makes interventions easier to manage
SLIDE 32
Notifying Others of Issues – Notes/Alerts
Notifying other faculty/staff in better positions to aid the student will likely help that student transition
SLIDE 33 Group Work
- Look at the student report and discuss the
following..
– What interventions would you propose? – What resources would you recommend?
SLIDE 34
Checking Up with the Students
SLIDE 35 Check-Up Survey
– Approximately 30 questions – Unlimited launch times – Items like
- Are you attending class?
- What grades do you think you’ll earn?
- Do you intend to return next term?
- Recommended Launch
– Recommend at 10th week of semester (after mid-terms but before registration) – Once or twice during spring semester
SLIDE 36
Identify Students
Students whose situation has deteriorated Students whose situation is unchanged Students whose situation has improved Drill down to Erin’s report
SLIDE 37
Better Understand Student’s Issues
Erin’s “Warning Indicators” have sharply declined since the Transition Survey. Erin’s level of homesickness, peer connections, and increased stress may be the cause
SLIDE 38
Ending Thoughts…
“In our second year implementing MAP-Works on our campus, we’ve been astounded by our enhanced ability to connect with our students on deeper and more meaningful levels. Our Resident Directors feel empowered with the knowledge MAP-Works provides them regarding each of their students. The intricate snapshots of the residents living in our buildings allow our live-in stafg to reach more students in a much more intentional way.” Jenesha Penn, Resident Director for Academic Programs, The University of Illinois at Chicago
SLIDE 39
Questions and Discussion
Todd Pica, EBI Project Director
Educational Benchmarking 215-482-1664 or email todd@webebi.com
www.MAP-Works.com
