113 reTHINK Analytics Report 5.12.15

reTHINK #113:
Mentors Advocating and Promoting Success (MAPS):
Mapping an Online Presence for UNST Mentors Supporting Retention
UNST
UNIVERSITY STUDIES
MAPSMentors Advocating
& Promoting Success
reTHINKING Access to Student Support
with the MAPS Widget
by Neera Malhotra, Erika Schnatz, and Dana Lundell
University Studies Peer Mentor Program
June 30, 2015
Abstract: The Provost’s Challenge project #113, reTHINKING Access to Student Support with the MAPS Widget,
explored the online presence of University Studies (UNST) peer-mentor support team called Mentors Advocating and
Promoting Success (MAPS). The grant money was used to create an online widget as a tool to access MAPS team by fellow
mentors and students (SINQ + FRINQ) when in need. The project demonstrates that the widget tool not only facilitates
instant access of the team’s support and resources, but it also is seen as a tool to document concerns that affect student
retention within the University.
Disclaimer: To maintain the gender neutrality, pronouns like “they, them, their” are used instead of any specific gender
pronoun based on binary system of addressing genders.
ProjectThemes

reTHINK #113:
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Purpose:To delineate project findings that explore the impact and nature of the online presence of the Mentors Advocating
and Promoting Success (MAPS) team within the University Studies (UNST) program. This report analyzes data specifically
related to the use of the online Ask-a-MAPS Mentor widget designed for the Provost’s Challenge project #113.
Overview of Results: The analysis of the data downloaded from the widget in AY 2014–15, along with in-person
formal interviews of MAPS team members, revealed that the online widget has increased the access for UNST students to
navigate through campus resources and human support at PSU. The project facilitated ubiquitous access to support for
users through the Ask-a-MAPS Mentor online widget. These are the overall results of this project:
1. The data revealed several themes illustrating concrete key student concerns and support needs they have at PSU.
2. The data shows that the widget not only supports instant access to resources via the MAPS mentor team, but it
also helps in documenting the needs of the users, which in turn facilitates the sustainability of the project.
3. Even though the “Ask-a-MAPS Mentor” tool was originally conceived as a way to initiate online exchanges
between the MAPS team and the tool’s users, in practice the widget has also been used in combination with in-
formal meetings and telephone conversations to streamline access to campus resources.
4. The widget had an impact on the way MAPS team members viewed their work with the addition of the tool,
calling it a “go-to button” for the team.
5. The interview conversations also revealed that most users, which are UNST students, prefer to reach out for help
in person instead of using the widget, and they added that it depends upon the urgency of the situation and also
the kind of situation one is facing.
6. As a whole the use of widget facilitates MAPS work to ensure holistic access to the campus resources and promote
credible work by mentors by sustaining an online presence to facilitate academic enculturation and self-validation.
Findings: Table 1 presents the summary of data collection through the online widget, which is a button students press in
their UNST online course shells that generates a Web form inviting them to outline their concerns (via a checklist or in an
open-ended comment box) that the MAPS team might help them address. It shows that most queries during AY 2014–15
focused on academic concerns. These concerns were further expressed as needs related to writing resources, research help,
and access to content material. The second most common concern all the three terms was the category of “health and
safety.” This was defined as concerns related to physical health, sexual assault, and mental health. The third most common
concern during the academic year was interactions with faculty, staff, and others. This concern included communication
and interactions with students and faculty, as well as interactions with the departments to access resources to facilitate ho-
listic support for the students. Finally, another concern noted was “finance,” which included needs related to financial aid
and understanding of campus resources to help pay education-related expenses.
In Fall 2014, the reThink project team used the widget to check the usability. Out of 14 data entrees, 6 were entered as
a test by the MAPS team. Table 1 shows the overall flow of these themes and the levels of concern here.
Fall 2014 Winter 2015 Spring 2015
Total Number of
Concerns
14
SINQ: 7
FRINQ: 6
8
SINQ: 5
FRINQ: 3
5
SINQ: 2
FRINQ: 3
Primary Concern I Academics Academics Academics
Primary Concern II Health & Safety
Interaction with Faculty,
Staff & Others
Health & Safety
Primary Concern III Finance Health & Safety
Interaction with Faculty, Staff &
Others
Table 1: Summary of Data Collection

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Chart 1: Summary of Key Findings (Fall 2014–Spring 2015)
Chart 1 also shows the summary of the key finding in the AY 2014–15. It presents the key concerns that users had each
term (Fall–Spring). The chart provides a graphical picture of the use of online widget.
Method: This project used thematic, qualitative analysis that identified categories of student concern as entered by students
and mentors directly into the newly introduced MAPS widget beginning fall 2014. Mentors and students were encouraged
to use the online widget to reach the MAPS team. This online tool was open to all the FRINQ and SINQ students as well
as to the mentors and could be accessed in their course shells (D2L) and on the mentor program Web site. In addition to
the online widget, personal communication, email, phone calls, and texts were also used as a medium to reach the team.
Data was downloaded from the Ask-a-MAPS online widget (in .csv format) and converted into a Microsoft Excel format
as well as Word text format. In addition to using the Excel document to organize the data, the Excel data file was used to
explore the demographics of the users. The Word text format was used as the project file for qualitative data analysis software
(Atlas.ti) for coding and exploring various themes. Apart from accessing the online data via the widget, formal interviews
with mentors and MAPS mentors were conducted using a standard set of questions for each interview. They were asked to
share their experience and feelings about the process of interacting with the online widget and the MAPS team as a whole.
Data Analysis: Since the responses provided by the users were in narrative form, a qualitative data analysis process was
used. Chart 2 explains the data mining process. The following steps were used:
1. Data Immersion: The first step in qualitative data analysis is immersion in the data as a whole. This was done
by listening to the interviews and by extensive reading and rereading of the downloaded narratives from the widget.
2. Data Coding: After that, the meaning of each sentence was considered in light of the complete downloaded
data, and statements that appear particularly revealing were noted or marked through the individual interviews.
The researchers generated a list of themes and sub-themes, and they agreed upon the list and their definitions. Then
the researchers checked with the MAPS team members for validity and clarity to ensure the list of themes (turned
into codes) would be useful and relatable to future coders of future data generated from the widget. These state-
ments and the interview narrative were then coded directly in the documents to explore the content as a whole.
3. Data Themes: Based on coding, the key themes were identified on the basis of the purpose of using the widget
(i.e., the category of student concern as shown inTable 1 as listed in the widget) as well as the conceptual (researcher‑
generated) themes that emerged as relevant based on the context and outcomes of the student’s experience of using
the widget itself. After a concern was identified by the student (such as Table 1 themes show), data was further

reTHINK #113:
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categorized according to the key sub-themes, agreed-upon by the researchers, such as 1) Accessibility, 2) Credibility,
3) Validation, 4) Sustainability, and 5) Academic Enculturation. Codes were also drawn from the list of catego-
ries from which students could select directly on the widget form. For example, the data downloaded from the
widget from the category, “Academics,” the data was coded to see if the academic need was related to Accessibility,
Credibility, Validation, Sustainability, and Academic Enculturation. To exemplify further, one of the users reached
out to the MAPS team via the widget to check about available resources for an international student who was strug-
gling in class. This need reflects that the user needed resources, to provide access to the mentee, that is culturally
appropriate, and get validation for the student’s as well as the user’s own needs to reach out to the MAPS team. In
the previous example, the user needed immediate assistance to ensure that the student was receiving full support in
alignment with their culture. The user also wanted to get validation on the steps taken by them to assist the student
in keeping up with the class requirements. The outcome of the query was that the user received resources when
it was needed, affirmation for their experience, and a sense of validation as a result of contacting MAPS via the
widget. As part of the data analysis process, every statement and narratives from the three individual interviews were
explored individually while maintaining the richness of the data in totality, which included the primary researcher’s
reading of the text and viewing of the interview videos two or three times each to deepen understanding and find
comparisons across the data. Also, apart from looking at the individual user’s statements, inter-user commonalities
were also given consideration to suggest that a theme was either shared or emphasized by these interviewees.
Chart 2: Data Mining Process
Inter-user Analysis: After thoroughly reviewing the data, the commonalities between the users, described here and in
Chart 2 as the “conceptual themes,” were 1) Accessibility, 2) Credibility, 3) Validation, 4) Sustainability, 5) Validation, and
6) Academic Enculturation. These are concepts that appeared to be conceptually similar and which were then identified as as
themes that constituted the “essence” of the experience itself for the user. This content analysis took the overt themes (Table
1 categories) and deepened them by examining the process (Chart 2’s conceptual themes) enacted to connect the student to
a resource, as well as showing the kind of outcome that was achieved as a result of the connection with the MAPS team. As
mentioned above, the key themes or common “essence” were created. These unique themes provided the enriched variation
and wide range of experiences the different users had, all of whom had initially used the same widget to reach the MAPS team.
Inter-relationships between the Themes: In the end, data analysis was done to understand the interrelationship
between the primary themes, conceptual themes, and verbatim descriptions written by the students using their words sub-
mitted in the widget’s Web forms or by the MAPS team members in their formal interviews.. This was done by comparing
the data gathered from the widget and through the individual interviews. For example, one user reached out to the MAPS
mentors via the widget to get support on the online mentoring related resources. During the individual interviews, the
• Academics
• Finances
• Mental health
• Physical health
• Sexual assault
• Loneliness
• Interaction/s
• Accessibility
• Credibility
• Validation
• Sustainability
• Academic
enculturation
• Quick (within 24-28 hours)
• Used mostly by mentors
• Solved 14+ concerns
• Widget as initiator of
conversation

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participants were asked if they had any feedback related to the use of the widget for those who mentor online. One mentor
stated that “The widget is really useful and important. When I think of online mentoring and online classes in general it’s useful,
[because] a lot of students are not on campus. It functions as a location in the space of an online classroom. That widget reaches
out so widely.” To add another example, data from the widget indicated that users seek a simple affirmation from the MAPS
team regarding the resources they provided to their mentee anonymously (although it is technically not possible to have a
completely anonymous query). When a MAPS mentor was asked about their feelings around the usability of the widget,
they said, “If we were just communicating…like just via email I think anonymity might be difficult…it gives a categorization
help to look into what kind of query it is…I read the response for the widget and then read that what would be more helpful. A lot
of time sitting with the person, can help calm the person. I found that usually people are very receptive and sometimes what I do is
I compile and offer the opportunity to follow up in person. I think the act of following up is very crucial to community building.”
This quote reflects that even though the MAPS team reaches the users via emails to answer their specific questions, they
often go out of their way to ensure that the information provided to the user is accessible, valid, resourceful, and culturally
appropriate by ensuring that they are available to meet in person as well.
Sustainability, Reflection, and Actions: One goal of the reTHINK Project was to identify a means for sustaining
the new work that the introduction of the online widget brought to the UNST mentor program. The MAPS team previous-
ly gathered responses in these ways: 1) email to a listserv hosted by the team, 2) email directly to one or more of the MAPS
members, 3) a phone call to a team member, or 4) a conversation or meeting in person. The implementation, introduction,
and piloting of the MAPS widget in AY 2014–15 shifted the team’s work by offering and encouraging another way to
contact team members both for students and mentors. With this new pathway for access, it offered the MAPS team and
reTHINK Project team researchers to consider how the work might change in the future based on the data in this report.
To sustain the project, the MAPS team needed to redefine and revisit the roles of the MAPS team and to find a way to
include the reTHINK online work within the core team structure. This diagram (Figure 1) shows how the whole team is
structured now after the reTHINK work has shifted into the team’s structure.
MAPSMentors Advocating
& Promoting Success
Roles & Responsibilities
Responsibilities held by all positions:
• Respond to concerns reported through the MAPS
widget, email, and in-person
• Track all resolved issues that occurred through
email or in-person meetings
• Attend meetings (either weekly or bi-weekly) set by
“The organizer”
• Assist UNST when necessary (especially around
application process)
• Involvement in trainings & retreats
• Leadership in the program: meeting the needs of
the community
• Focus on student retention by relating to student
concerns
• Knowledge and connection to SHAC & CARE team
• Ability to substitute for mentors in need
The organizer:
• Schedules & facilitates meetings
• Takes notes
• Helps set deadlines for projects & makes
sure that project deadlines are met
• Manages Google Groups account
• Organizes shared MAPS Google Drive
folder
• Schedules workshops
• Meets regularly with the GAs and Mentor
Director(s) to stay abreast of what’s
happening in UNST
• Updates GA & Mentor Directors on
what’s happening with MAPS
Online/reTHINK specialist:
• Previous experience with online
mentoring
• Solid understanding of D2L
• Connected with OAI and OIT:
knowledgeable about the tech support
available on campus
• Updates MAPS website (as needed)
• Understands how to navigate the back
end of the MAPS widget
• Collects data from reTHINK widget
• Reports on collected reTHINK widget
data
Community connections
& social sustainability
(2 positions):
• Facilitates community connection through
social events
• Creativity and visioning of mentor
community as process
• Conflict resolution/holding mentor
space as place of critical dialogue and
collaborative community of praxis
(action and reflection).
Community connections
& social sustainability
(continued):
• Connected with Women’s Resource
Center, Queer Resource Center, Disability
Resource Center,Veteran’s Services, PSU
Cultural Centers (MCC, La Casa Latina,
etc.), Student Cultural or Affiliation
Groups, SHAC etc.
• Works in conjunction with mentors
interested in social justice to present
workshops (1 per term?)
• Encouraged to brainstorm “big picture”
projects & ideas
Writing & academic
achievement specialist:
• Connected to the Writing Committee
(and Annie), the Writing Center, and ELP
• Possible ties to other academic
achievement-focused campus groups
(The Learning Center, etc.)
• Works in conjunction with the Writing
Committee to present workshops (1 per
term?)
• International student support
Flex mentor/
mentor resource specialist:
• Experience as a “train hopper / flex
mentor”
• Ideally a student following a FRINQ-SINQ
trajectory
• Organizes a professional development
workshop for mentor community (1 per
term?)
• Keeps resource binder & mentor resource
area of UNST website organized and up
Note: Responsibilities and roles
may be more fluid than as seen
here, subject to mentor expertise,
community need, etc.
Figure 1: MAPS Roles and Responsibilities

reTHINK #113:
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To continue the specific outcomes of the reTHINK project for future years beginning in AY 2015–16, the team further
defined the unique relationship and roles of the Online and reTHINK Specialist shown in Figure 2. This projected, as
anticipated, shifted the work naturally to one of the team members who will continue to monitor and track the use of the
widget and generate annual reports.
Reflection and Actions: The project tracked formally that 27 people used the widget directly, which was the widget’s
pilot year. The goal for future years is to increase the direct use of the widget to track and document all contact by mentors
and students with the MAPS team. In addition to the widget use and based on past means for accessing the MAPS team,
which were still encouraged in the pilot year of the tool (in case the tool would not work or be inaccessible for some reason),
many people also accessed the MAPS team via email, in-person communication, and other informal ways to meet such as
informal coffee meet-ups and informal chats. During the interviews with the MAPS team members or mentors who used
the widget, every participant was asked to provide guidelines to ensure sustainability of the widget. Following are the quotes
pulled out from the interview conversations:
• “…having the widget there in your course shell gives students the option to go directly to give sources and with
anonymity…”
• “Even though we can post a link etc., just having the widget is very streamlined. The reason why it’s useful is it’s ‘pres-
ence.’ It symbolizes the location, a defined space where issues can be recorded. It’s sort of preventive, so that when the
students know that it’s there, the moment something comes up, they know that it’s there. It takes a lot for a student to
come to even the mentor, they still wait for a long time to come forward with the issues, it ‘normalizes’ the issues that
they might need assistance. I don’t know any student who has gone through college who didn’t need any such support. I
think that’s true for all types of students.
Responsibilities for Online & reTHINK Specialist
Shared with other team members:
Unique to this position:
• Previous experience with online mentoring
• Solid understanding of D2L
• Connected with OAI and OIT: knowledgeable
about the tech support available on campus
• Updates MAPS website (as needed)
• Understands how to navigate the back end of
the MAPS widget
• Collects data from reTHINK widget
• Reports on collected reTHINK widget data
• Respond to concerns reported through the
MAPS widget, email, and in-person
• Track all resolved issues that occurred through
email or in-person meetings
• Attend meetings (either weekly or bi-weekly)
• Assist UNST when necessary (especially around
application process)
• Involvement in trainings & retreats
• Leadership in the program: meet the needs of
the community
• Focus on student retention relating to student
concerns
Figure 2: Online and reTHINK Specialist Responsibilities

reTHINK #113:
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• “I think it counts to have that presence and carrying it forward. I think, if we can have a direct tab that connects to our
emails, it would be more convenient, instead of just getting an intimation that someone filled the webform.”
• “…it’s perfect the way it is..”
• “…it’s a go-to button,” another mentor adds, “I know if I reach them via [the] widget, I will get multiple answers,
as everyone is awesome. This gives me multiple perspectives on my situation. Also, I know that at the end of that email
dialogue, I can always meet them in person or may be talk to them over the phone.”
• “…with this team behind me, this team [she stressed], I can handle any situation; the widget added that access for me
to reach MAPS team whenever I needed them.”
Based on the feedback of the mentors and the themes and sub-themes gathered from the widget’s webforms, future reflec-
tion will be ongoing in the form of data reports and year-end interviews with mentors and MAPS team members.
Conclusion: Finally, the work of reTHINK will continue utilizing the widget and with instructions and training of the
incoming AY 2015–16 MAPS mentors to use the widget and generate data and reports. The development of the reTHINK
widget provides a centralized and highly trackable means for mentors and students who access the high-impact resources
of the PSU campus.

113 reTHINK Analytics Report 5.12.15

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