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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
Comments from Institutions
“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
“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
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
EBI’s Professional Partnerships
Housing/ Residence Life
Union Student Center
Fraternity/Sorority Policy Center
on the First Year of College
Military HousingMAP-WorksAlcohol
Education
Nursing Education
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
• Retention rates were not as high as desired
• Mid-terms was too late to intervene
• Wanted better data about incoming students
What is MAP-Works?
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: YD252952HS GPA: 3.93SAT Verbal: 29Location: In stateGender: FemaleRace: African AmericanAge: 18Major: Undecided
Do you really know them?
Enrollment Management/R
etentionStudent Affairs
Academic Affairs
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
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 AffairsAcademic
Affairs
I’m thinking about
transferring
I’m struggling in my math
class
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
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.
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
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
MAP-Works Process
•Expectations
•Behaviors
•Social Norming
•Expectations
•CampusResources
•Student Summary
•Sort Students•Coordinate Efforts
•Student Profile•Institution Profile•Campus
Resources
MAP-Works Organizational Structure
Direct-Connect RelationshipsIdentify At-Risk
Students; Intervention; Share InformationInstructor
sCoaches
Campus Coordinator
AthleticsHousing
AdvisorsHall Directors
AdvisingFirst-Year Experience
Departmental/UnitLevel
Transition Experiences
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
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 assignedreadings within a day
before class
Making friends withothers in thehall/building
Satisfied with thesocial activities inyour 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 leadershipposition in a college / university student
organization?
Studies in blocks of time greater than onehour
Have you met someone who has becomeyour friend?
Do you think it is likely that you'll transfer toanother 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
opportunities
Other Populations
• Special Populations– Minority Students
– Transfer Students
– Student Athletes
– Nontraditional students
• Upperclassmen– Junior Transition Survey
– Senior Transition Survey
Student Reporting
Take-Away Points
Take-Away Points – If you continue to do
what you did in high school you might not get the grades you
want
Social Norming
Student self evaluations are calibrated with their peers to identify strengths and weaknesses.
Links to Campus ResourcesCampus-specific resource links allow your students to reach in and exploit all your
campus has to offer.
Faculty/Staff Reporting
Identify Non-Respondents
Filter by “Responded” or
“Not Responded”
Did You Know? For most campuses, non-response is one of the first signs of disconnect
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
Identify Students with Interests
Choose a survey or
profile question
Did You Know? Some students are eager to begin exploring leadership
opportunities immediately
Information for Meetings
Students are more likely to be truthful on surveys than face-to-
face
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
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
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
Notifying Others of Issues – Notes/Alerts
Notifying other faculty/staff in better positions to aid the
student will likely help that student transition
Group Work
• Look at the student report and discuss the following.. – What interventions would you propose?– What resources would you recommend?
Checking Up with the Students
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
Identify Students
Students whose
situation has deteriorated
Students whose situation is unchanged
Students whose situation has
improved
Drill down to Erin’s report
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
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
Questions and Discussion
Todd Pica, EBI Project DirectorEducational Benchmarking
215-482-1664 or email [email protected]
www.MAP-Works.com