Marcy Esler Director of Student Retentjon State University of New - - PowerPoint PPT Presentation

Building a Comprehensive Early Warning System from the Ground Up

Marcy Esler

Director of Student Retentjon State University of New York The College at Brockport

• Total undergraduate enrollment – 7,000
• New Freshmen – 1050
• New Transfer Students – 1,300
• Public
• Masters
• Selectjve
• Comprehensive

The College at Brockport

The Mixture

“Student Life Cycle”

High School High School

FYE FYE SYE SYE

CC or other feeder instjtutjon CC or other feeder instjtutjon

TYE TYE Major Major

Career Career

Graduate Educatjon Graduate Educatjon

Components of System

• Early Warning Questjonnaire
• Faculty alerts
• Contact with advisors at midterm

Early Warning Advisement Questjonnaire (EWAQ)

• Through Angel – locally developed
• 287/882 Transfer Students (33%)
• 823/1050 Freshmen (78%)
• Prizes for completjon
• Automatjc responses

– Statement: I have my schedule of courses for the semester all setuled. – Response if Disagree: If you don’t have your course schedule setuled

by now, discuss this with your academic advisor ASAP. Your academic advisor is the instructor of your freshman seminar course.

• Use for appeals decisions

Most Problematjc Responses for Freshmen

Freshmen Transfers May need tutor 42% 40% Not gettjng very much out of reading the textbook 42% 35% Not sure about career goals 31% 19% Worried about writjng skills 31% 16% Not keeping up with reading 29% 27% Feeling lost in course(s) 26% 25% Concerned about money 23% 30% Homesick 21% 11% Haven't found of group of friends 18% 36% Not able to understand lectures 17% 17%

Early Warning Advisement Questjonnaire

Statement I think I may be working (employment) too many hours Difgerence Transfer scores 533% more problematjc Problematjc response Agree Percent of Freshmen with Problematjc Responses 3% Percent of Transfers with Problematjc Responses 19%

Early Warning Advisement Questjonnaire

Statement I plan to graduate from The College at Brockport Difgerence Freshman scores 200% more problematjc Problematjc response Agree Percent of Freshmen with Problematjc Responses 9% Percent of Transfers with Problematjc Responses 3%

Early Warning Advisement Questjonnaire

Statement I am worried because I don't have any idea what I want my major to be. Difgerence Freshman scores 175% more problematjc Problematjc response Agree Percent of Freshmen with Problematjc Responses 11% Percent of Transfers with Problematjc Responses 4%

Early Warning Advisement Questjonnaire

Statement I have missed one or more classes because I can't seem to get out of bed in tjme to make it to class. Difgerence Freshman scores 150% more problematjc Problematjc response Agree Percent of Freshmen with Problematjc Responses 10% Percent of Transfers with Problematjc Responses 4%

Early Warning Advisement Questjonnaire

Statement I haven't found of group of friends who share my desire to really do well academically this semester. Difgerence Transfers scores 100% more problematjc Problematjc response Agree Percent of Freshmen with Problematjc Responses 18% Percent of Transfers with Problematjc Responses 36%

Early Warning Advisement Questjonnaire

Statement I am worried that my writjng skills are not adequate for college-level papers and exams Difgerence Freshman scores 94% more problematjc Problematjc response Agree Percent of Freshmen with Problematjc Responses 31% Percent of Transfers with Problematjc Responses 16%

Early Warning Advisement Questjonnaire

Statement I am really homesick for my family and friends Difgerence Freshman scores 91% more problematjc Problematjc response Agree Percent of Freshmen with Problematjc Responses 21% Percent of Transfers with Problematjc Responses 11%

Early Warning Advisement Questjonnaire

Statement I feel like my family needs for me to come home more than I should Difgerence Transfer scores 88% more problematjc Problematjc response Agree Percent of Freshmen with Problematjc Responses 8% Percent of Transfers with Problematjc Responses 15%

Early Warning Advisement Questjonnaire

Statement I feel very lonely and isolated on this campus so far Difgerence Transfers scores 82% more problematjc Problematjc response Agree Percent of Freshmen with Problematjc Responses 11% Percent of Transfers with Problematjc Responses 20%

Early Warning Advisement Questjonnaire

Statement I'm not at all sure about my goals for a career at this tjme Difgerence Freshman scores 63% more problematjc Problematjc response Agree Percent of Freshmen with Problematjc Responses 31% Percent of Transfers with Problematjc Responses 19%

Early Warning Advisement Questjonnaire

Statement I have a hard tjme concentratjng on my school work because of some family or personal problems that are

• n my mind

Difgerence Transfers scores 43% more problematjc Problematjc response Disagree Percent of Freshmen with Problematjc Responses 14% Percent of Transfers with Problematjc Responses 20%

Early Warning Advisement Questjonnaire

Statement I am concerned about having enough money to fjnish this semester Difgerence Transfers scores 30% more problematjc Problematjc response Agree Percent of Freshmen with Problematjc Responses 23% Percent of Transfers with Problematjc Responses 30%

Early Warning Advisement Questjonnaire

Statement I am pleased with the course selectjon I have received for this semester Difgerence Transfers scores 25% more problematjc Problematjc response Disagree Percent of Freshmen with Problematjc Responses 16% Percent of Transfers with Problematjc Responses 20%

Early Warning Advisement Questjonnaire

Statement I don't think I am gettjng very much

• ut of reading the textbook in one or

more of my courses Difgerence Freshman scores 20% more problematjc Problematjc response Agree Percent of Freshmen with Problematjc Responses 42% Percent of Transfers with Problematjc Responses 35%

Preliminary Analysis

Average Midterm GPA Average Semester GPA Freshmen Transfers Freshmen Transfers Overall 2.78 2.59 2.89 2.77 Completed (T)EWAQ 2.87 2.73 2.98 2.87 (T)EWAQ not completed 2.46 2.51 2.58 2.72 Lowest score*< (T)EWAQ score <= median score 2.75 2.69 2.89 2.89 Median score< (T)EWAQ score <= highest score 3.00 2.76 3.13 2.85 Responded not graduatjng from Brockport 2.86 2.55 2.89 2.56 Responded unhappy with course selectjon 2.71 2.70 2.81 2.90

* (T)WAQ score is created by assigning a value of 1 to each problematic response and a value of 2 to each non-problematic response then summing the values for each student.

Semester GPAs

2.5 2.6 2.7 2.8 2.9 3 3.1 3.2

Freshmen Transfers

Faculty Alerts

• Early feedback and fast actjon
• Proactjve methods
• Focused efgorts

Third-week Letuer to Faculty

Early Warning System As many of you know, The College at Brockport implemented a Banner based Early Warning System this fall and the third week of class (this week) is a good tjme to begin entering alerts for students with poor atuendance and/or academic problems. Although you may enter an early warning at any tjme, a warning that comes at the fjrst sign of student diffjculty maximizes the likelihood that we can successfully intervene in tjme to make a difgerence. The Early Warning System recognizes the importance of:

– Early feedback from course instructors and fast actjon to address at-risk student behavior in an proactjve manner – More actjve methods of supportjng students who are exhibitjng at-risk behavior – Focused retentjon efgorts on those students who need it the most –

How can faculty use the Early Warning System? To enter an early warning, go to the Faculty Services tab in Web Banner, just as you would access this system to enter midterm or fjnal grades. Once you choose a partjcular class and student, the drop-down choices, instead of being letuer grades, will include check boxes for some important risk indicators and a text box in which you can enter any special comments on the student. Faculty who enter a warning will receive follow-up informatjon for each student. For more informatjon about the Early Warning System, contact Marcy Esler, director of student retentjon at mesler@brockport.edu or htup://www.brockport.edu/retentjon/ew/.

Entering an Early Warning

Faculty Input Screen

Report Includes

• ID
• First, Last Names
• Cohort
• Admit Term
• Admit Type
• Entry Type
• Student Type
• Advisor Name
• Academic Standing
• Instjtutjonal GPA
• Earned Hours
• Major(s)
• Email
• Course Instructor, Name,

Number and Title

• Report Count
• Date Reported
• Non Atuendance (Y or N)
• Poor Atuendance (Y or N)
• Academic Problems (Y or N)
• Comments

Sample Student Email(s)

You are receiving this notjce because your HLS 3xx instructor, Professor G, indicated through our Early Warning System that your writjng and research skills need improvement. I am partjcularly concerned about this warning because your academic standing is Probatjon 1. I encourage you to:

– Discuss your performance in HLS 317 with your professor, and/or – Talk with your academic advisor, Professor S., about strategies to return to good academic standing, and/or – Make an appointment to meet with our transfer-year experience coordinator, Erin Rickman, and/or

– Take advantage of the academic support at the Student Learning Center. The Center, located in B14 Cooper Hall, ofgers a workshop on the “Research Paper Process” on three days during the month of

• March. The dates are:
• Thursday, March 8

2-2:50 p.m.

• Wednesday, March 21

10:10-11 a.m.

• Tuesday, March 27

9:30-10:20 a.m.

You can also schedule a writjng appointment by contactjng Ms. G at xxx-xxxx.

I have copied the above mentjoned individuals on this email so that you have their contact informatjon.

Sample Student Email(s)

You are receiving this notjce because your BUS 3xx instructor, Professor T., indicated through

• ur Early Warning System that your atuendance in this course is problematjc and that your are

experiencing some academic diffjcultjes. Make your decision about dropping a course before Monday, February 20, 2012. You can stjll withdraw from a course untjl 5:00 pm on Friday, April 6, 2012 without anyone’s permission but afuer that you will need the departmental chairperson’s permission (this is hard to get). I am partjcularly concerned, as your academic status is Probatjon 1. This is not the fjrst tjme you have been on probatjon, and your previous semester was partjcularly poor. I encourage you to:

– Discuss the issues with your instructor, Professor T., and/or – Speak with your academic advisor, Dr. R, about your plans to return to good academic standing, and/or – Make an appointment to meet with the transfer-year experience coordinator, Erin Rickman.

The above mentjoned individuals are all copied on this email so that you have their contact informatjon. To request a tutor for a Business class, please call the Student Learning Center at (585) xxx-xxxx

• r fjll out an online tutor request form.

Sample Student Email(s)

You are receiving this notjce because your instructor for THE 211, Professor K., indicated through our Early Warning System that you have not atuended this course. I encourage you do discuss this with your advisor, Professor N., whom I have copied on this email. If you plan to drop the class, be sure to do it by 5 pm on Monday, February 20,

• 2012. But since dropping this course will bring you below full-tjme status (<12

credit hours) I also suggest that you check with our Financial Aid Offjce to see if dropping below full-tjme will impact any fjnancial aid you may be receiving.

I received an Early Warning System Alert that the above student has not been atuending his THE 2xx course. Has he been atuending yours? See schedule below: Thanks!

Sample Faculty Email

Alerts Fall 2011 120 alerts on 98 students

All Transfers Direct Entry Other Number 98 29 65 4 GPA 1.16 1.08 1.20 1.36 % AD 18% 19% 22% 0% % PRO 23% 19% 59% 50%

98 Unique students

Color Status at end of semester Red Academic Dismissal Orange Probatjon Blue Withdrawal or GPA < 2.0 but accumulated < 12 credits No fjll Good academic standing

Issues

• Faculty confjdentjality
• Faculty overuse
• Time intensive

Thank you!

Questjons?