Building an Early Warning System for New Transfer Students Marcy Esler Director of Student Retention State University of New York The College at Brockport

Total undergraduate enrollment – 7,000 New Freshmen – 1050 New Transfer Students – 1,300 Public Masters Selective Comprehensive The College at Brockport

The Mixture

“Student Life Cycle” High School FYESYE CC or other feeder institution TYEMajor Career Graduate Education

Majors

Components of System Early Warning Questionnaire Faculty alerts Predictive model

Transfer Early Warning Advisement Questionnaire (TEWAQ) Through Angel – locally developed 287/882 Transfer Students (33%) 823/1050 Freshmen (78%) Prizes for completion Automatic responses – Statement: I have my schedule of courses for the semester all settled. – Response: If you don’t have your course schedule settled by now, discuss this with your advisor ASAP. If you don’t know who your advisor is transfer-year experience coordinator, Erin Rickman at Use for appeals of dismissal decisions

Most Problematic Responses for Transfers TransfersFreshmen I May need tutor40%42% I haven't found of group of friends36%18% Not getting very much out of reading the textbook35%42% Concerned about money30%23% Not keeping up with reading27%29% Feeling lost in course(s)25%26% Hard time concentrating20%14% Lonely and isolated20%11% Course selection20%16% Working too much19%3%

Early Warning Advisement Questionnaire Statement I think I may be working (employment) too many hours Difference Transfer scores 533% more problematic Problematic responseAgree Percent of Freshmen with Problematic Responses 3% Percent of Transfers with Problematic Responses 19%

Early Warning Advisement Questionnaire Statement I plan to graduate from The College at Brockport Difference Freshman scores 200% more problematic Problematic responseAgree Percent of Freshmen with Problematic Responses 9% Percent of Transfers with Problematic Responses 3%

Early Warning Advisement Questionnaire Statement I am worried because I don't have any idea what I want my major to be. Difference Freshman scores 175% more problematic Problematic responseAgree Percent of Freshmen with Problematic Responses 11% Percent of Transfers with Problematic Responses 4%

Early Warning Advisement Questionnaire Statement I have missed one or more classes because I can't seem to get out of bed in time to make it to class. Difference Freshman scores 150% more problematic Problematic responseAgree Percent of Freshmen with Problematic Responses 10% Percent of Transfers with Problematic Responses 4%

Early Warning Advisement Questionnaire Statement I haven't found of group of friends who share my desire to really do well academically this semester. Difference Transfers scores 100% more problematic Problematic responseAgree Percent of Freshmen with Problematic Responses 18% Percent of Transfers with Problematic Responses 36%

Early Warning Advisement Questionnaire Statement I am worried that my writing skills are not adequate for college-level papers and exams Difference Freshman scores 94% more problematic Problematic responseAgree Percent of Freshmen with Problematic Responses 31% Percent of Transfers with Problematic Responses 16%

From Foundations of Excellence

Early Warning Advisement Questionnaire Statement I am really homesick for my family and friends Difference Freshman scores 91% more problematic Problematic responseAgree Percent of Freshmen with Problematic Responses 21% Percent of Transfers with Problematic Responses 11%

Early Warning Advisement Questionnaire Statement I feel like my family needs for me to come home more than I should Difference Transfer scores 88% more problematic Problematic responseAgree Percent of Freshmen with Problematic Responses 8% Percent of Transfers with Problematic Responses 15%

Early Warning Advisement Questionnaire Statement I feel very lonely and isolated on this campus so far Difference Transfers scores 82% more problematic Problematic responseAgree Percent of Freshmen with Problematic Responses 11% Percent of Transfers with Problematic Responses 20%

Early Warning Advisement Questionnaire Statement I'm not at all sure about my goals for a career at this time Difference Freshman scores 63% more problematic Problematic responseAgree Percent of Freshmen with Problematic Responses 31% Percent of Transfers with Problematic Responses 19%

Early Warning Advisement Questionnaire Statement I have a hard time concentrating on my school work because of some family or personal problems that are on my mind Difference Transfers scores 43% more problematic Problematic responseDisagree Percent of Freshmen with Problematic Responses 14% Percent of Transfers with Problematic Responses 20%

Early Warning Advisement Questionnaire Statement I am concerned about having enough money to finish this semester Difference Transfers scores 30% more problematic Problematic responseAgree Percent of Freshmen with Problematic Responses 23% Percent of Transfers with Problematic Responses 30%

Early Warning Advisement Questionnaire Statement I am pleased with the course selection I have received for this semester Difference Transfers scores 25% more problematic Problematic responseDisagree Percent of Freshmen with Problematic Responses 16% Percent of Transfers with Problematic Responses 20%

Early Warning Advisement Questionnaire Statement I don't think I am getting very much out of reading the textbook in one or more of my courses Difference Freshman scores 20% more problematic Problematic responseAgree Percent of Freshmen with Problematic Responses 42% Percent of Transfers with Problematic Responses 35%

Faculty Alerts Early feedback and fast action Proactive methods Focused efforts

Third-week Letter 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 time to begin entering alerts for students with poor attendance and/or academic problems. Although you may enter an early warning at any time, a warning that comes at the first sign of student difficulty maximizes the likelihood that we can successfully intervene in time to make a difference. The Early Warning System recognizes the importance of: Early feedback from course instructors and fast action to address at-risk student behavior in an proactive manner More active methods of supporting students who are exhibiting at-risk behavior Focused retention efforts 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 final grades. Once you choose a particular class and student, the drop-down choices, instead of being letter 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 information for each student. For more information about the Early Warning System, contact Marcy Esler, director of student retention at or

Entering an Early Warning

Sample Student Dear Student, You are receiving this notice because the instructor of ESC211.01, Dr. X, indicated through our Early Warning System that your attendance in this course is problematic and that you have not turned in any of the 3 (optional) assignments so far. This information is particularly concerning, as your probation status is Probation 1. Please contact me as soon as possible to discuss ways to address this issue. You will need to make a decision about dropping a course before Tuesday, September 27, You can still withdraw from a course until 5:00 pm on Friday, November 4, 2011 without anyone’s permission but after that you will need the departmental chairperson’s permission (this is hard to get). The withdrawal period for fall 2011 ends at 5:00 pm on Friday, December 2, 2011.

Alerts Fall alerts on 98 students AllTransfersDirect EntryOther Number GPA % AD18%19%22%0% % PRO23%19%59%50%

98 Unique students ColorStatus at end of semester RedAcademic Dismissal OrangeProbation BlueWithdrawal or GPA < 2.0 but accumulated < 12 credits No fillGood academic standing

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U-TAPS

Predictive Model