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

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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

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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
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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

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EBIs Professional Partnerships
Military Housing
Nursing Education
MAP-Works
Alcohol Education
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MAP-Works History
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

2005, Ball State partnered with EBI to create
MAP-Works.
1989 to 2004, Ball State used MAP in-house.
1988, Ball State developed concept.
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What is MAP-Works?
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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
Student Affairs
Academic Affairs
Student ID YD252952HS GPA 3.93SAT Verbal
29Location In stateGender FemaleRace
African AmericanAge 18Major Undecided
Do you really know them?
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Paradigm Shift
Im struggling in my math class
Im thinking about transferring

• 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?

Student Affairs
Academic Affairs
Residence Hall Staff
Im really homesick
I dont think I can afford college
My roommate and I argue all the time
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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

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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.

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2008-2009 MAP-Works Participants

• 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

• 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

Also participating in the 2008-2009 Sophomore
Transition pilot
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Information Collected

• Academic Integration
• Academic Self-Efficacy
• Core Academic Behaviors
• Advanced Academic Behaviors
• Commitment to Higher Education

• Profile Information
• Gender and race/ethnicity
• Entrance exam scores
• credit hours enrolled
• Cumulative GPA
• Credit Hours Earned

• 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

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MAP-Works Process
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MAP-Works Organizational Structure
Campus Coordinator
Departmental/UnitLevel
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Transition Experiences
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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

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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
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Other Populations

• Special Populations
• Minority Students
• Transfer Students
• Student Athletes
• Nontraditional students
• Upperclassmen
• Junior Transition Survey
• Senior Transition Survey

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Student Reporting
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Take-Away Points
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Take-Away Points If you continue to do what you
did in high school you might not get the grades
you want
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Social Norming Student self evaluations are
calibrated with their peers to identify strengths
and weaknesses.
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(No Transcript)
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Faculty/Staff Reporting
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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
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Identify At-Risk Students
Did You Know? Some students decide if theyre
coming back in spring term within a few days of
beginning their fall term
Students sorted by warning indicators
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Identify Students with Interests
Did You Know? Some students are eager to begin
exploring leadership opportunities immediately
Choose a survey or profile question
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Information for Meetings
Students are more likely to be truthful on
surveys than face-to-face
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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
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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
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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
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Notifying Others of Issues Notes/Alerts
Notifying other faculty/staff in better positions
to aid the student will likely help that student
transition
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Group Work

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

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Checking Up with the Students
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Check-Up Survey

• Survey stats
• Approximately 30 questions
• Unlimited launch times
• Items like
• Are you attending class?
• What grades do you think youll 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

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Identify Students
Drill down to Erins report
Students whose situation has deteriorated
Students whose situation is unchanged
Students whose situation has improved
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Better Understand Students Issues
Erins Warning Indicators have sharply declined
since the Transition Survey.
Erins level of homesickness, peer connections,
and increased stress may be the cause
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Ending Thoughts
In our second year implementing MAP-Works on our
campus, weve 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 
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Questions and Discussion

• Todd Pica, EBI Project Director
• Educational Benchmarking
• 215-482-1664 or email todd_at_webebi.com
• www.MAP-Works.com