Iowa State University Capstones, Theses and Graduate Theses and Dissertations Dissertations 2013 How do academic advisers use MAP-Works when advising first-year direct from high school freshmen Kristin Marie Mauro Iowa State University Follow this and additional works at:https://lib.dr.iastate.edu/etd Part of theEducational Administration and Supervision Commons, and theEducation Policy Commons Recommended Citation Mauro, Kristin Marie, "How do academic advisers use MAP-Works when advising first-year direct from high school freshmen" (2013). Graduate Theses and Dissertations. 13317. https://lib.dr.iastate.edu/etd/13317 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please [email protected]. How do academic advisers use MAP-Works when advising their first-year direct from high school freshmen by Kristin Marie Mauro A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILISOPHY Major: Education (Educational Leadership) Program of Study Committee: Linda Serra Hagedorn, Major Professor Doug K. Gruenewald Larry H. Ebbers Mack C. Shelley Kelly C. Strong Iowa State University Ames, Iowa 2013 Copyright © Kristin Marie Mauro, 2013. All rights reserved. ii DEDICATION To my parents and paternal grandmother, Bob, Kathy and Dorothy Platts, who encouraged and supported me unconditionally throughout this process. In memory of my maternal grandparents and paternal grandfather, Fran Kozak, John Kozak, and Silas Platts, Your spirits gave me the strength I needed to persist. iii TABLE OF CONTENTS LIST OF TABLES ............................................................................................. vi LIST OF FIGURES ........................................................................................... vii ACKNOWLEDGEMENTS .............................................................................. viii ABSTRACT ....................................................................................................... xi CHAPTER 1. INTRODUCTION ........................................................................ 1 Background of the Problem ................................................................................. 6 Purpose of the Study .......................................................................................... 10 Research Questions ........................................................................................... 10 Significance of the Problem ............................................................................... 11 Definition of Terms ........................................................................................... 12 Organization of the Study .................................................................................. 13 CHAPTER 2. REVIEW OF THE LITERATURE ............................................. 15 Introduction ....................................................................................................... 15 History of Retention .......................................................................................... 15 Preventing Dropouts (1960s) ...................................................................... 16 Building Theory (1970s) ............................................................................ 17 Current and Future Trends (Early Twenty-First Century) ........................... 18 Retention Strategies ........................................................................................... 19 Academic Factors ...................................................................................... 20 Non-Academic Factors .............................................................................. 21 Combining Academic and Non-Academic Factors ..................................... 22 Academic Advising ........................................................................................... 28 Developmental Advising ........................................................................... 28 Intrusive Advising ..................................................................................... 29 MAP-Works as a Retention Tool ....................................................................... 30 Student Engagement Theory .............................................................................. 34 Summary ........................................................................................................... 36 CHAPTER 3. RESEARCH METHODOLOGY ................................................ 38 Introduction ....................................................................................................... 38 Research Design ................................................................................................ 38 Setting ............................................................................................................... 40 Population and Sample ...................................................................................... 40 Population of Academic Advisers at the Site Institution ............................. 41 Employment Type, College and Gender of Respondents .................................... 42 Employment in General, Years as an Academic Adviser & Number of Advisees42 Descriptive Analysis of the Sample ................................................................... 43 Summary of Demographic Characteristics ......................................................... 43 iv Summary of Background Characteristics ........................................................... 45 Instrumentation.................................................................................................. 46 Survey ....................................................................................................... 46 Interview Protocol ..................................................................................... 47 Reliability and Validity ...................................................................................... 49 Data Collection .................................................................................................. 50 Quantitative Component ............................................................................ 50 Qualitative Component .............................................................................. 51 Semi Structured Interviews ................................................................................ 51 Participants................................................................................................. 52 General Participant Profile ......................................................................... 54 Individual Participant Profiles .................................................................... 55 Ethical Considerations ...................................................................................... 63 Data Analyses .................................................................................................... 64 Initial Analyses .......................................................................................... 64 Individual Analysis of the Research Questions ........................................... 66 Limitations of the Study .................................................................................... 68 Delimitations of the Study ................................................................................. 69 Summary ........................................................................................................... 70 CHAPTER 4. FINDINGS ................................................................................. 71 Most used MAP-Works Feature ........................................................................ 71 Distinctive Differences between the colleges in MAP-Works Users .................. 72 Predictive Value of MAP-Works Data .............................................................. 75 Frequency of MAP-Works Usage ...................................................................... 77 MAP-Works Trigger Events .............................................................................. 78 Effectiveness and Appropriateness of the MAP-Works Reports ......................... 80 Usefulness of the MAP-Works Reports ............................................................. 87 Academic Advisers' Suggested Revisions to the MAP-Works Report ................ 91 Qualitative Findings Interview Summary ........................................................... 93 Summary ........................................................................................................... 94 CHAPTER 5. DISCUSSION ............................................................................ 96 Summary of the study ........................................................................................ 96 Discussion ......................................................................................................... 98 Conclusions .................................................................................................... 110 Training, Satisfaction with training, & Perceptions of the trainings usefulness . 113 MAP-Works Summer Conference ............................................................ 114 On-Campus MAP-Works Training ........................................................... 119 Implications for Policy and Practice at the Site Institution ............................... 126 Applications of the Study................................................................................. 129 Recommendations for Future Research ............................................................ 130 Final Thoughts ................................................................................................ 132 REFERENCES ............................................................................................... 133 v APPENDICES ................................................................................................. 145 A. Letter to the participants .................................................................. 145 B. 2012 Academic Advisers' Use of MAP-Works................................. 146 C. 2012 Academic Advisers Follow-Up Interview Questions ............... 156 vi LIST OF TABLES Table 1 Population Demographics .................................................................... 41 Table 2 Adviser Response Rate by College ........................................................ 44 Table 3 Respondent Demographics .................................................................... 44 Table 4 Background of Interview Participants ................................................... 54 Table 5 MAP-Works Feature Used Most Often .................................................. 71 Table 6 MAP-Works Usage by Adviser Type ...................................................... 73 Table 7 MAP-Works Feature Usage by College ................................................. 74 Table 8 Faith in MAP-Works Predictive Ability ................................................. 76 Table 9 Academic Advisers’ Belief in MAP-Works Predictive Value .................. 78 Table 10 MAP-Works Trigger Events ................................................................ 79 Table 11 Summer Conference Non-Attendance ................................................ 115 Table 12 Academic Advisers’ Satisfaction with Summer Conference Training . 118 Table 13 On-Campus Training Non-Attendance .............................................. 120 Table 14 Type of On-Campus Training Attended ............................................. 121 Table 15 Academic Advisers’ Satisfaction with On-Campus Training ............. 123 vii LIST OF FIGURES Figure 1. Academic Advisers' use of MAP-Works ............................................ 77 viii ACKNOWLEDGEMENTS The process of writing a dissertation is unlike anything I have ever experienced. It is an emotional roller coaster that I am not sure anyone is actually prepared for until they find themselves in the midst of all of the ups and downs that go along with this process. One moment everything is falling into to place and I have no doubt that I can and will finish my degree within my allotted timeline only to then find myself experiencing a challenge that seems like it will unravel everything I’ve accomplished but in the end only pushed me to complete my ultimate educational goal. While I have a new found appreciation for the amount of time, effort, and dedication that goes into the completion of a dissertation, I also know that I would not have achieved this goal without the endless support and encouragement of my family, friends, and colleagues. Therefore, the following individuals, in my view, deserve special recognition for the role they played in helping me to complete my doctoral degree. Bob and Kathy Platts, my parents, have provided me with the unconditional love and support required to initiate and complete an endeavor such as a PhD, especially while also working full time. In many ways, they, too, have made sacrifices for me to complete my doctorate by allowing me the freedom to attend the events I could while at the same time understanding the demands a doctoral program makes on my limited amount of free time. Milla Mauro, my beloved Chihuahua, was my constant companion as I worked my way through my doctoral program. She no doubt made sacrifices and exercised ix extreme levels of patience as I focused on my work and was not able to spend as much time playing with her as she would have liked. Dr. Linda Serra Hagedorn, a prominent scholar within the field of higher education, served as my major professor and I will forever be grateful to her for agreeing to be my third major professor without any previous interaction with me and ensuring that I would complete my degree within my allotted timeframe. Linda took me under her wing and met with me extensively throughout this process to ensure that I knew what the next steps would be as well as to instill her confidence in my ability to complete my degree. Dr. Mack Shelley served as my methodologist. I am extremely appreciative of his continued support as I determined which methodology would be best for this project as well as his skilled insights into statistics, data management, data analysis, and interpretation. I am also grateful for the time given by my dissertation committee members Dr. Doug Gruenewald, Dr. Daniel Robinson, Dr. Kelly Strong, and Dr. Larry Ebbers. Dr. Gruenewald continues to educate me on the importance the first-year experience plays when working with first-year direct from high school freshmen as well as provides the needed support for me to ensure students within my learning community have the most positive first-year experience possible. Dr. Daniel Robinson always asked me the most difficult questions, to ensure that I had thought through why I was asking the questions I asked. As a result, I am a more careful and conscientious scholar. Dr. Kelly Strong continued his role on my committee after relocating to Colorado State University, for which I will forever be grateful. The relationship he and I established while working in