S.A.P. GROUP JUGGLE INITIATIVE

Purpose: Demonstrate to participants the positive/negative consequences to not meeting the Satisfactory Academic Progress guidelines of your campus. Through this hands-on game, participants are forced to take ownership and hold each other accountable for the success or failure of the activity.

General Activity Description: Standing in a circle, various members toss 5 balls to other persons around the circle.

First Round Setup and Instructions:

  1. Place a piece of masking tape on each of the 5 balls. Assign each ball a numeric value, representative of a course worth that specific number of credits. Ensure that the summation of balls totals fulltime enrollment (12+ credits).
  2. Arrange participants in a circle, not too close, not too far from one another.
  3. Place yourself in the center of circle.
  4. Assign each of the 5 balls to someone different through the members of the circle.
  5. Explain to the participants the goal of the activity: “Every member of the group must touch each ball at least once.”
  6. Reveal to the participants that there are only two rules: “1st Rule – if a ball touches the floor, it is to remain on the floor. 2nd Rule – participants are not to pass any of the balls to anyone standing 3 people to their left or 3 people to their right.” Check for understanding of the goal and rules.
  7. For the first round of this activity, explain to participants they will have no time to plan and only 30 seconds to complete the task.
  8. Remove yourself from the center of the circle and commence the first round.

First Round Debrief:

Reveal to participants the first round of the activity is representative of their first semester of college (i.e. typically Fall semester). Count the value (# of credits) of the balls dropped. Explain that dropped balls represent the courses (and in turn, # of credits) the participants “dropped” or “withdrew from” during the Fall semester. Determine the group’s completion rate, as of the end of the Fall semester. Conduct the calculation yourself or allow participants to run the calculation themselves. Calculation = # of credits completed divided by the total # of credits attempted. For the sake of this activity, a completed course is considered any ball which was still in play by the end of the round (i.e. any ball which did not touch the floor). Balls which were successfully touched by every member of the circle are each given a GPA value of 4.0. Balls which remained in play (i.e. did not touch the floor) but were not touched by every member of the circle are each given a GPA value of 2.0.

Second Round Setup and Instructions:

  1. Replace each piece of masking tape on each of the balls with a new piece of tape and a new summation of enrollment. Again, ensure that the total value of the balls reflects fulltime enrollment (12+ credits).
  2. Repeat steps 4-6 from Round One Instructions.
  3. For the second round of this activity, explain to participants they will now meet with their “academic advisor” for feedback and guidance on how to successfully complete the activity’s goal. You will serve as the “academic advisor” for this round. Participants will have a 30-second “advising session” to ask you as many “yes” or “no” questions as possible. As an academic advisor, you are only allowed to respond with “yes”, “no” or some variation of the two. No detailed responses are allowed.
  4. After the 30-second advising session, explain to participants they will have only 30 seconds to complete the task.
  5. Remove yourself from the center of the circle and commence the second round.

Second Round Debrief:

Reveal to participants the second round of the activity is representative of their second semester of college (i.e. typically Spring semester). Count the value (# of credits) of the balls dropped. Explain that dropped balls represent the courses (and in turn, # of credits) the participants “dropped” or “withdrew from” during the Spring semester. Determine the group’s overall completion rate, using the data from round one and round two combined. Conduct the calculation yourself or allow participants to run the calculation themselves. Calculation = # of credits completed divided by the total # of credits attempted. For the sake of this activity, a completed course is considered any ball which was still in play by the end of the round (i.e. any ball which did not touch the floor). Balls which were successfully touched by every member of the circle are each given a GPA value of 4.0. Balls which remained in play (i.e. did not touch the floor) but were not touched by every member of the circle are each given a GPA value of 2.0.

Third Round Setup and Instructions:

  1. Replace each piece of masking tape on each of the balls with a new piece of tape and a new summation of enrollment. Again, ensure that the total value of the balls reflects fulltime enrollment (12+ credits).
  2. Repeat steps 4-6 from Round One Instructions.
  3. Before the third round of this activity begins, explain to participants your institution’s annual review procedure of the SAP standards. Explain that in order to receive aid for the next year, students must meet all three of the SAP standards set by your institution. Review the group’s current GPA standing as well as Completion Rate standing. If the group meets both of these standards, skip ahead to step five. If not, see step four.
  4. The group does not meet one (or more) of your institution’s SAP standards. Advise them of the policy and procedures regarding SAP appeals, contracts, etc. Explain to them what repercussions ensue when a student does not meet SAP. If you institution requires students who appeal and are approved to go on a contract, explain the requirements and responsibilities associated.
  5. For this last round of the activity, explain to participants that they will be required to now meet with a “financial aid advisor”. You will serve as the “financial aid advisor” for this round. For this last round, you will be asking a series of four questions. Participants are only to listen. They are not to respond to these questions. The questions are as followed:
  6. What are the two rules for this activity?
  7. Where in the rules does it state that the balls must remain separated throughout the round?
  8. Where in the rules does it state that you must stay in the shape of a circle?
  9. Where in the rules does it state once you have touched a ball that you must stay within the group?
  10. Allow participants a 30-second planning session.
  11. After the 30-second planning session, explain to participants they will have only 30 seconds to complete the task.
  12. Remove yourself from the center of the circle and commence the third and final round.

Third Round Debrief:

Reveal to participants the final round of the activity is representative of the start of their second year college. Hopefully, by the final round, the participants would have successfully completed the goal of the activity: “Every member of the group must touch each ball at least once.” If so, explain to the group what the benefits are for fulfilling their obligations, contracts, etc. If the group was still unsuccessful, this is ok too. This is a great opportunity to explain what happens in relation to their aid after a failed contract, failed appeal, etc.

Still run the calculations of their overall completion rate. Count the value (# of credits) of the balls dropped. Explain that dropped balls represent the courses (and in turn, # of credits) the participants “dropped” or “withdrew from” during the semesters. Determine the group’s overall completion rate, using the data from round one, round two and round three combined. Conduct the calculation yourself or allow participants to run the calculation themselves. Calculation = # of credits completed divided by the total # of credits attempted. For the sake of this activity, a completed course is considered any ball which was still in play by the end of the round (i.e. any ball which did not touch the floor). Balls which were successfully touched by every member of the circle are each given a GPA value of 4.0. Balls which remained in play (i.e. did not touch the floor) but were not touched by every member of the circle are each given a GPA value of 2.0.

ME-ME DOLL GROUP DISCUSSION TOOL (To be done in tandem with Impulse)

Purpose: Allow participants the chance to ask questions in a safe, supportive and organized environment.

General Activity Description: Participants take turns writing 1 or 2 questions on the Me-Me doll using a dry-erase marker. Once all participants have been given the chance to write on the Me-Me doll, begin reading the questions and answering them one by one.

IMPULSE (To be done in tandem with the Me-Me Doll)

Purpose: Allow participants the chance to ask questions in a safe, supportive and organized environment in a fun and exciting way.

General Activity Description: Participants are split into two teams, working together to successfully outmaneuver the opposing team.

Setup and Instructions:

  1. Divide participants into two teams, arranging team members side-by-side and with opposing teams facing each other. Allow there to be roughly 6-8 feet of space between the two teams.
  2. Place yourself at one end of the two teams’ lineups. Position prizes about three feet in front of you.
  3. Ask all participants to join hands with the fellow teammates to either side of them.
  4. Join hands with the participants at the end of each team’s lineup.
  5. Explain to participants that throughout the activity you will be answering questions written on the Me-Me Doll. While answering questions, you will randomly choose a time to squeeze the hands of the two participants linked to yourself. They in turn are to pass the “impulse” to the person next to them, who will pass it to the person next to them, and so on. Once the impulse reaches the last member of the lineup, that individual is to race down toward your end and be the first to grab a prize from the pile.
  6. Once a prize is grabbed, the two participants are to link hands with you and all members shift down one position. Continue this activity until all prizes have been obtained.