Western Illinois University: Macomb Campus
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MAP-Works (Making Achievement Possible) - Fall 2007 Results
MAP-Works is an assessment system that enhances a student’s ability to make a successful transition to college. MAP-Works enables student success by providing customized, relevant information to students and by alerting faculty/staff so that they can initiate proactive intervention to reduce a student’s risk of failure and to help students get the most out of their college experience. Begun at Ball State University more than 20 years ago, MAP-Works provides a proactive approach to help students better transition to college life and meet both their academic and personal goals. In 2007, Ball State partnered with Educational Benchmarking to pilot a fully integrated online version, taking advantage of technology to provide immediate feedback, both to the students themselves, as well as to professional support staff who could initiate early proactive efforts. Fall 2008 debuted Map-Works as a nationally available tool and benchmarking instrument to help colleges work with at-risk students early in their first semester and address their college transition issues.
- Academic Success: Improve students' ability to succeed academically by realigning behavior with grade expectations and focusing on elements of academic success.
- 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.
- Student Development: Facilitate the establishment of relationships, address homesickness, and identify residence hall living issues.
- Student Involvement: Connect students with campus resources to facilitate involvement with students organizations and campus programming.
MAP summarizes student survey results in 3 major areas, each with 2 components.
- Goals & Problem Indicators: Problem Indicators &Goals
- Academic Adjustment: Self-Assessment & Learning
- Socioemotional Adjustment: On-Campus Living & Connections
Western's Goals & Problem Indicators
Based on student responses to: 1) intention to drop out before the spring semester, 2) sense of belonging, 3) how many courses they are struggling in, 4) confidence in their academic ability to complete the fall semester, and 5) feeling of homesickness, MAP determines the overall risk of freshmen to not complete their educational goals, and helps connect these students to professional staff who can help them address any problems with these issues.
Overall, 62.8% of new WIU freshmen do not exhibit any of the at-risk factors. However, 7.1% self-report potential problems, especially in terms of struggling in their courses, where 28% indicated considerable difficulty, even though just 0.2% lack confidence in their academic ability to complete the fall term.
Based on student responses to: 1) expected fall grades, 2) future academic goals, 3) chosen major, and 4) intention to transfer, MAP determines the overall risk of the freshman class to not meet their educational goals, and helps connect these students to professional staff who can help them address any problems with these issues.
Overall, 78.8% of new WIU freshmen do not exhibit any of the at-risk factors. However, 12.0% are unsure of their future academic goals, 16.1% are unsure about what they want to study, and 7.4% feel that they are likely to transfer out of Western, despite that only 1.9% lack confidence in achieving good grades for the fall term.
Based on student responses to: 1) reading, writing, and speaking skills, 2) computational and analytical skills, 3) leadership skills, 4) time management, 5) self-efficacy, and 6) stress indicators, MAP determines the how confident the freshmen class feel in their skills related to college success, and helps connect underprepared students to professional staff who can help them address any problems with these issues.
While WIU new freshman are generally not at severe risk with respect to skills related to collegiate success, with only 1.1% in the "red" or danger zone. However, only 37.6% are in the "green" or safe zone. The nearly two-thirds majority (61.3%) are in the "yellow" or caution zone indicating that a definite need still exists to provide them the support and guidance they need to be successful at Western, particularly in the areas of computational and analytical skills, managing stress, and reading, writing, and speaking skills.
Based on the ACT profile of incoming freshmen, as well as student responses to: 1) basic skills, 2) maximizing study skills, 3) willingness to study the time necessary to get good grades, 4) hours spent studying, and 5) hours expecting to study for an exam, MAP determines how prepared the freshmen class are to meet the academic challenge of college, and helps connect students to professional staff who can help them address any problems with these issues.
Fully 19.7% of Western's incoming freshman class is at serious risk of failing to meet the learning demands of college. While ACT scores alone predict a 9.7% high risk, the risk potential is not a factor of basic study skills, the ability to maximize their study effort, and a willingness to student enough to get good grades. Rather, the high learning risk is particularly evident in the time students spend studying each week (57.0% high risk) and the time they expect to study in preparing for exams (47.8% high risk).
On-Campus Living Indicators
Based on student responses to: 1) social aspect, 2) day-to-day living, and 3) roommates and neighbors, MAP determines how freshmen are adapting to the very different on-campus living style compared to what they experienced at home in high school, and helps connect students to professional staff who can help them address any problems with these issues.
Since all WIU freshmen are required to live on campus unless they commute daily from home, how well these students adapt to the on-campus living environment is critical to their success. As this year's new freshman class demonstrates, housing staff are up to the challenge of helping students adapt to this new social and residential climate, with 66.4% already excelling after just the first 3 weeks in this new, and very different environment, and only 1.0% are considered as being at-risk.
Based on student responses to: 1) sense of belonging, 2) homesickness, and 3) intention to be involved in student activities, MAP determines how well freshmen are making the campus and personal connections that will help them "fit in" and be successful at Western, and helps connect students to professional staff who can help them address any problems with these issues.
All but 4.2% of the incoming freshman class are at little risk for lack of connection to the university and the inherently different social element. Sense of belonging and feelings of homesickness are only minor concern. The greatest connection concern are the 8.0% of new freshmen who do not report a great enough intention to become involved in student activities. The importance of this element in Western's First Year Experience program and the involvement of residence hall life will hopefully help correct this concern.