MAP-Works: An Early-Warning Indicator of Student Success

1. MAP-Works: An Early-Warning Indicator of Student Success Darlena Jones, Ph.D.Director of Research and Development, Educational Benchmarking Todd PicaEBI Project Director, Educational Benchmarking

2. Comments from Institutions “As I said to my staff during the initial training on using MAP-Works, ‘We get into this field to work with young people and to hopefully make a difference 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 “MAP-Works has allowed us to get an early and in-depth read on our first-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 first year of use.” Ron Chesbrough, Vice Pres for Student Affairs, Hastings College

3. Who is EBI? Founded in 1994 Participants in EBI Assessments Nearly 1300 Colleges and Universities worldwide Surveyed 12 million people Assessments to Date Currently offer 76 National/International assessments in 22 areas of study Over 500 custom assessments conducted for 78 institutions Reporting Produced over 15,500 customized reports Created a state-of-the-art online data collection, reporting and distribution system

4. EBI’s Professional Partnerships Housing/ Residence Life Union Student Center Fraternity/Sorority Policy Center on the First Year of College Nursing Education Military Housing MAP-Works Alcohol Education

5. MAP-Works History • Original Developers of MAP • First-year students arrived with unrealistic expectations • Retention rates were not as high as desired • Mid-terms was too late to intervene • Wanted better data about incoming students Fall 2008, 40 schools used MAP-Works! 2005, Ball State partnered with EBI to create MAP-Works. 1989 to 2004, Ball State used MAP in-house. 1988, Ball State developed concept.

6. What is MAP-Works?

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? Enrollment Management/Retention Academic Affairs Student Affairs Student ID: YD252952HS GPA: 3.93SAT Verbal: 29Location: In stateGender: FemaleRace: African AmericanAge: 18Major: Undecided Do you really know them?

8. Paradigm Shift What would happen if… ALL faculty/staff were responsible for student success? YOU knew student was struggling? Could you do something about it before it was too late? Enrollment Management / Retention Academic Advisor First-Year Seminar Instructor Academic Department Heads Financial Aid Minority Student Affairs I’m struggling in my math class I’m thinking about transferring Student Affairs Academic Affairs Residence Hall Staff I’m really homesick I don’t think I can afford college My roommate and I argue all the time

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

10. MAP-Works Focus Retention 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 on elements of academic success. Address socio-emotional transition issues.

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

12. Information Collected • Profile Information • Gender and race/ethnicity • Entrance exam scores • # credit hours enrolled • Cumulative GPA • Credit Hours Earned • 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.) • Social Integration • Homesickness • Peer Connections • Living Environment (on/off campus) • Roommate Relationships • Campus Involvement

13. MAP-Works Process • Expectations • Behaviors • Student Profile • Institution Profile • Campus Resources • Social Norming • Expectations • Campus • Resources • Student Summary • Sort Students • Coordinate • Efforts

14. MAP-Works Organizational Structure Athletics Housing Advising First-Year Experience Coaches Instructors Direct-Connect Relationships Identify At-Risk Students; Intervention; Share Information Hall Directors Advisors Campus Coordinator Departmental/UnitLevel

15. Transition Experiences

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 Sophomores Choosing a major / entering a college/dept Increased academic competition Independence from family Planning for future internships / experiences

17. Change in Transition Experiences First-year students are more likely to attend class, make friends, read assignments Sophomores are more likely to stay at the school, study in larger blocks of time, and interested in leadership opportunities

18. Other Populations Special Populations Minority Students Transfer Students Student Athletes Nontraditional students Upperclassmen Junior Transition Survey Senior Transition Survey

19. Student Reporting

20. Take-Away Points

21. Take-Away Points – If you continue to do what you did in high school you might not get the grades you want

22. Social Norming Student self evaluations are calibrated with their peers to identify strengths and weaknesses.

23. Links to Campus Resources Campus-specific resource links allow your students to reach in and exploit all your campus has to offer.

24. Faculty/Staff Reporting

25. Identify Non-Respondents Did You Know? For most campuses, non-response is one of the first signs of disconnect Filter by “Responded” or “Not Responded”

26. Identify At-Risk Students Did You Know? Some students decide if they’re coming back in spring term within a few days of beginning their fall term Students sorted by warning indicators

27. Identify Students with Interests Did You Know? Some students are eager to begin exploring leadership opportunities immediately Choose a survey or profile question

28. Information for Meetings Students are more likely to be truthful on surveys than face-to-face

29. Identifying Common Issues Being creative in programming may help eliminate common issues experienced by your students Homesickness is an issue for a lot of students

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

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

32. Notifying Others of Issues – Notes/Alerts Notifying other faculty/staff in better positions to aid the student will likely help that student transition

33. Group Work Look at the student report and discuss the following.. What interventions would you propose? What resources would you recommend?

34. Checking Up with the Students

35. Check-Up Survey Survey stats… 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

36. Identify Students Drill down to Erin’s report Students whose situation has deteriorated Students whose situation is unchanged Students whose situation has improved

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

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 staff to reach more students in a much more intentional way.” Jenesha Penn, Resident Director for Academic Programs, The University of Illinois at Chicago

39. Questions and Discussion Todd Pica, EBI Project Director Educational Benchmarking 215-482-1664 or email todd@webebi.com www.MAP-Works.com