Background and History of System Development

Early Warning System (EWS)
(Academic Alert, Early Alert, Academic Assistance Program)
Ned Donnelly, Assoc Director, Educational Services
February 24, 2003

Contents

I. Purpose, Definition
II. Examples of EWS at other institutions
III. Pros, Cons, Encouraging participation, Strategies to make a program work
IV. Local systems in place at UC, Issues specific to UC
V. Recommendations
VI. Appendix: University College No Show Letters system, A&S Early Warning Form

Purpose
The research and development of an EWS was charged to Enrollment Management (Ed Services), Provost Office, Colleges and UCit by the 2002 university recruitment and retention work group.

Definition
While there are many varieties of early warning and intervention systems, such as midterm grades and academic probation standards, an EWS here is defined as the quarterly reporting by instructors on the progress of students appearing on the 3rd week class roster

• Valparaiso University, Valparaiso IN (independent comprehensive 2,873)

Professors send deficiency notices when students are not doing well. In addition, freshmen receive midterm grades.

• Adelphi University, Garden City NY (independent research 3,391)

Early warning system for the freshman in which professors notify the registrar if a student does not appear on his/her roster.

• Keene State College, Keene NH (public comprehensive 4,400)

A system of academic alerts using 4 part alert forms to all faculty to note issues and give to student in class and return the other parts to academic advising.

• Monmouth University, West Long Branch, NJ (independent comprehensive 4,179)

MEWS (Monmouth Early Warning System) is administered 3x/semester: 1st 3 wks, midterms, and 3 wks after that. It is for freshmen, athletes, and undeclared students.

• New York University, New York NY (independent research 19,028)

The computer generates special, freshmen-only grade sheets, which are distributed with instructions directly to faculty. The faculty returns them directly to a central office, where the data is entered, compiled, and returned to the departments' administration. It's up to the administration to then decide how the students will be contacted, and a summary report of the contacts is sent to the Academic Dean.

• Pasadena City College, Pasadena CA (public 2-year 23,000)

Midterm reports are accessed by phone. There are not letter grades but the following: S-Satisfactory, U-Unsatisfactory, PF-Failing performance based, AT-Failing attendance based. If the student has a failing midterm report our telephone registration system will block them from continuing in the sequence. To continue the student must bring something in writing to us from the instructor. PCC is also experimenting with a self-reported early warning system.

• Trinity Western University, Langley British Columbia Canada (independent comprehensive 2,600)

Fall semester collect mid-term grades for first year students. Students with one or more "D's" or "F's" are identified and the following occurs: 1.) The academic adviser is informed of the student's academic difficulty and urged to request the student to make an appointment, 2.) The student is informed. We ask students to approach their academic advisor for an interview. We urge students to take along returned tests, papers and assignments to assist the adviser in identifying difficulties, 3.) Student Life, Residence Directors, the Commuter Student Director and the Counseling Office are notified.

• Webster University, St. Louis MO (independent comprehensive 3,760)

"Early alert" form is used by the faculty during the first few weeks of school to identify students who seem to be having emotional problems, can't read or write at the college level, are missing a lot of classes, etc. The faculty turns them in to Academic Advising. Also, Mid-term progress reports. This is a numerical system with codes to indicate: excessive absences, insufficient work produced, insufficient class participation, poor performance on tests and/or assignments, skill deficiency in writing, deficiency in reading, skill deficiency in understanding/analyzing assignments, satisfactory performance. Formed a group of key personnel to identify and intervene early with at-risk students. Hopefully, we will be able to develop some new strategies to deal with this population.

• Sacred Heart University, Fairfield CT (independent comprehensive 4,137)

Early Warning System. The process is as follows: 1.) A form is sent (along with the class list) to all faculty members in the 6th week of the semester asking them to identify students academically at risk (there is a set date to return the form), 2.) Once the form is returned, the students will receive an Early Warning letter asking them to contact me to address the problem areas. Referrals to the Learning Center, the Counseling Center, and in most cases the professors, are made when the students make the contact, 3.) All data has been enter in the system, and at the end of the semester, I get a report with the analysis.

• Community College of Allegheny County, Pittsburgh PA (public 2-year 16,148)

Early Intervention Checklist of Behavior. Early warning system in place for the students in our developmental/remedial courses, funded through a Title III grant. Two-three weeks into the semester, faculty are sent a checklist including criteria such as: not attending class, doesn't take notes, comes unprepared for class, socializes in class, low, grades and a section for comments. Faculty returns the checklists for referral to the appropriate advisor or counselor. The student is contacted by phone or letter. The advisor/counselor meet with the student to discuss the faculty member's concerns. Students are typically referred for more help to the tutoring center, career or personal counseling, as well as learning more about what their responsibilities are as students. With the student's permission, the referring faculty member is sent a note that the student met with the advisor/counselor and the outcome.

• Susquehanna University, Selinsgrove PA (independent 4-year 1,949)

Susquehanna Academic Success Program (SASP). Targeted for minority students specifically focuses on the freshmen, readmits and those on academic warning and probation. Focuses attention on the critical elements of both social and academic adjustment to the retention of minority students. It attempts to build an academic partnership between the students of color, my office, and faculty. Faculty fill out a student monitoring form that I developed which includes items such as participates in class discussions, quiz and test results, attends class, etc. and provide feedback about students. The monitoring forms are sent out three times each semester - 3rd week of school, midterm grades, and two weeks before finals.

• Northern Illinois University, Dekalb IL (public research 17, 468)

Identify potentially at-risk students prior to the beginning of fall semester, meeting with these students every other week beginning the third week of school, mailing out academic progress reports to professors the 3,6,9, and 12 week of each semester.

• Metropolitan State College, Denver CO (public 4-year 18,445)

Early Warning System including 3200 of 17,000 students of first time to college freshmen under the age of 20, Trio programs, Teachers for Colorado, Financial Aid, Student Development Center, High School Co-enrolled, Secondary Education Enhancement students and all students on academic warning and probation.

• Rochester Institute of Technology, Rochester NY (independent comprehensive 12,029)

In an 11-week quarter system, the faculty is asked to give some form of evaluation (exams, quizzes, papers, etc.) by the 5th week and to send early alerts to students who are in danger of not doing well. The alert can be about poor attendance, poor grades, lack of participation etc. The early alert goes to the student and their academic advisor. If the student is a freshman, it will also go to the First Year Enrichment instructor. Referrals are made to the counseling center, arrange for tutors, talk about our academic study centers, review time management skills, and discuss continuation of the course or withdrawal, etc. If the student decides to remain in the course, I'll meet with them periodically to see how things are going. In an effort to be more proactive, we will be calling in student who got D, F or W grades prior to each quarter.

• East Carolina University (public research, 15, 460)

Academic Difficulty Report. Prior to the last day to drop a class, we send an email to faculty with at least one freshman in his/her class directing them to the university website where they will find the list of freshmen students in the class. The faculty member is asked to mark whether or not the student is in academic difficulty. If so, the teacher is to mark the reason (Poor test score, unsatisfactory homework, and/or excessive absences). When the teacher submits the form electronically, an email from us is automatically generated to the student's email address telling the student of the difficulty and asking that he/she contact the teacher, come to a workshop we conduct, or if they are in desperate trouble, to consider dropping the class. We also provide the list of study skills workshops he or she can attend.

Advantages and Disadvantages of the use of EWS

Pros

• Timely reinforcement of faculty expectations
• Especially for new students, demonstrating that the university is "paying attention" can change a common large-school attitude of apathy
• Greater engagement of students with faculty and staff leads to success

Cons

• Low rate of faculty participation
• Resource intensive (computer resources, time consuming for intervention staff)
• Perception that service is repetitive, i.e., don’t student grades from exams, papers do the job of making students aware of their grade?
• Is there legal liability if students are not treated equally when some students are reported and consequently provided services and some are not?
• Takes some time to become a part of the university’s culture
• Faculty may find it difficult to report on progress early in quarter

• Stress the importance of early and regular feedback for students
• Engaged students are motivated; motivated students are rewarding to teach
• Demonstrate quick, positive results (i.e. something must happen when alerts are sent)
• Importance is stressed by the discipline chairperson
• Supported by tenure/promotion committee, or the dean
• Raise awareness regarding research literature on learning, especially the importance of feedback
• This is a way to encourage students to withdraw (as a last resort) to avoid an "F"
• Include in faculty evaluations

• EWS programs work best with a program and personnel devoted to working with students in trouble. Trying a decentralized approach by alerting a variety of faculty and advisors does not work effectively. There is no uniformity or follow-through.
• Choose a positive name for the program. Early Warning has a negative connotation and students are offended and therefore reluctant to report. Suggested names include Academic Alert, Early Alert, and Academic Assistance Program.
• In general, students do not respond to written contact. Telephone contact is better if you adopt an intrusive intervention.
• Make the service known to students (in targeted classes, on bulletin boards, in advising materials, through advisors, and by advertisements in the school newspaper). Focus efforts on invested students, who will contact and make use of the service. Students who are "dragged" into the program are not yet ready for the help. Resources are best spent on struggling, but receptive students.
• Build in a consequence for students, "teeth." This might include a registration restriction.

Early warning systems that hav been used at UC

• Arts & Sciences

A&S advising has just begun supporting an "early warning" retention program. Instructors may ask A&S advisors to "check-up" on students that appear to be having difficulties (missing classes, failing quizzes/exams, distracted or distressed in class, etc). Instructors simply fill out an "early warning" form (posted at: <http://www.artsci.uc.edu/earlywarning>. These forms are forwarded to the appropriate advisor and a personalized contact results (usually a phone call and then appointment). As this is a new program, we do not have data on effectiveness. We will keep you posted.

• University College

University College currently uses a web-based program where faculty can indicate students who are not showing up for class. This information is then downloaded and a letter is sent to the students regarding the fact that they are not attending class and the need to talk to the instructor and possibly drop the course. Information regarding the drop deadline is included in this letter. Also, I am currently working with one of the college IT staff members regarding developing an on line early warning system that is linked up with outlook. This second EWS program is in the idea stage right now. It is my hope that this system could be used to reach out to students before the situation becomes critical. I would love it if we could develop something like this campus wide. As a part of the University College ATLAS course, we have the midterm activity that requires students to meet with their instructors to find out how they are doing in their classes. This activity is also used as a way to help students develop an appreciation and comfort with getting to know faculty and how to interact with faculty. We prep the students for the midterm report meetings with the faculty using a role-playing activity that is facilitated by an intern from Psych Svs.

• Athletics

Monitoring forms are used to gather classroom performance information from professors. This information is shared with the student-athlete and his/her coach so everyone can keep abreast of the current academic progress.

• Engineering

In Engineering, this is done only for students in the Emerging Ethnic Engineers (E3) program. Two or three times a quarter, a form indicating progress is filled out by each professor and given to the students as well as the E3 office. In cases where the student is in serious difficulty, they will be called in to talk over the situation to see what can be done.

• College of Applied Science

Instructors are sent a sheet to fill out with the names of students who have not been attending classes, but who are still registered. We then send out letters to the students on this list to let them know that their instructor has reported their attendance to be poor. We offer counseling/advising, and let them know that if they don't intend to take the class they should see an advisor and drop the course. Some of the students say they didn't realize they were still registered for the course for any number of reasons.

• Students enrolled in some colleges offering a professional degree (i.e. Education, Engineering, Nursing, Business, Social Work) are taking many of their courses (such as Gen Ed) with faculty in A&S, University College, RWC or Clermont. The student’s home college (the professional college) administration and staff therefore have less contact with those faculty and less familiarity with those courses
• Decentralized nature of the campus will require cooperation from the college student service offices as specified in the charge from the recruitment and retention work group
• Change in university culture with regard to under prepared students from "hands off" to "hands on"

Preconditions

• Instructor provides academic assessment of student progress (i.e. quiz, test or paper) by the 3rd week
• Instructor has system for taking attendance in place (especially in large lectures)
• Instructor cooperation
• Willingness to put strong consequences in place (i.e. restricted access to course registration) to encourage student responsibility
• Cooperation from college student service offices
• University financial and human resource support

Nuts and Bolts

• System is phased in, starting with open enrollment and moderately selective colleges and focusing on "killer" courses with highest number of freshmen and new transfer students (i.e. University College, A&S, Engineering, CBA)
• A quick and easy-to-use web-based system, integrated with UniverSIS, supported by UCit
• To save instructor time and increase instructor participation, limited information collected from instructor to include attendance and initial academic performance (first quiz, test, paper)
• To aid in intervention process, include other indicators in database (i.e. HS GPA, ACT/SAT, UC placement test, first generation student, OIG recipient)
• Data is shared with college offices
• College offices, in concert with educational services, intervene with students by phone
• Priority registration restriction used to promote student responsibility
• When appropriate and allowed by FERPA, parents are encouraged to become involved
• Utilize FYE courses (i.e. Orientation to Learning (Ucoll), College Success Skills (A&S), Management Skills Practicum (CBA), FYE College Survival (Educ), Intro to Engineering (Eng), First Year Exp Seminar (RWC), Success in College & Nursing (Nurs), Learning Across Disciplines (CAS), Fr Yr Exp: Learning (Cler), Freshman Seminar (CAHS)
• Complement existing academic support programs (i.e. Learning Assistance/Tutorial Services, Student Support Services (Trio), Emerging Ethnic Engineers (E3), Just In Time (LASSI project), University Honors Scholars, Cincinnatus Scholars