International Educator - May/June 2018 - 52

INTERNATIONAL EDUCATION LEADERSHIP

But students who are low-income, first-generation, and
non-native speakers of English often lack the context to
self-diagnose when they are struggling. Since no one at
the university was watching, thousands of students were
failing courses and dropping out before anyone reached
out to help. We not only knew that we had to do better,
but that we had to do something fundamentally different.
We collaborated with the Education Advisory Board
to do just that. Using 10 years of data-2 million grades
and 140,000 student records-we identified academic
behaviors that correlated to students struggling in the past.
For instance, we found that political science majors who
earn an A or B in their first political science course go on
to graduate on time at a 75 percent rate. Political science
majors who get a C in their first course graduate at only a
25 percent rate. Yet, for years, we had been doing nothing
with the C student but passing him or her on to upperlevel work in the field, where the weakness evidenced in
that first C grade would become exacerbated, and the C
grade would likely become Ds and Fs. We asked a simple
question: What would happen if we intervened when the
problem first surfaced rather than after it had spread?
How many more students could we help to graduate?
The result was an innovative, data-based, and proactive
approach to advising that we call the Success Academy.
Today, electronic systems at Georgia State review every
student every day for more than 800 different risk factors.
Did a student register for the wrong course? Did they fail
the first quiz of the semester? Did they receive a poor final
grade in a prerequisite course? When an alert goes off,

an adviser reaches out to the student, typically within 48
hours. Over the past year, we have had more than 52,000
such meetings between academic advisers and students. The result? We are graduating 2,800 more students
annually than we were six years ago, and students are
completing their requirements more quickly, saving them
thousands of dollars in tuition and fees.
Georgia State has used this same high tech/high
touch approach in half a dozen other new student success initiatives. For example:
n■ Adaptive learning technologies in all introductory
math courses that caused failure rates to drop by 35
percent.
n■ Chat-bots-automatic texting platforms enhanced by
artificial intelligence-answer students' questions 24
hours a day, which helped us reduce by 20 percent the
number of admitted low-income students who failed to
enroll.
n■ Academic analytics identify students at risk of dropping out even before they enroll, improving retention
rates by 37 percent.
Why are these innovations so important, not just to
Georgia State but to higher education? They are transformative. Graduation rates have more than doubled for
our students from backgrounds that once struggled the
most. For the past three years, our African American,
Hispanic, low-income, first-generation, and international
students-including those who are non-native speakers
of English-have all graduated at or above the overall
student body rate. There are no achievement gaps.
Fortune Onwuzururike was part of
our first cohort of Success Academy
Building
Entrance
students five years ago. He took his
introductory math course using adaptive
platforms, was tracked daily throughout
his time at Georgia State for 800 risk
factors, and received proactive outreach
when issues were first identified.
While I don't know for sure whether
Fortune is among the thousands of
Georgia State students for whom these
programs made the difference between
dropping out and successfully completing a college degree, I do know that the
world would be a much poorer place if
Fortune had not made it to the room
last summer, with college degree in
Ask about our Economics
and Finance Track
hand, to take a selfie with Bill Gates. n
for students in those fields.

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INTERNATIONAL EDUCATOR M AY + J U N. 2018

https://upces.cerge-ei.cz/

26.10.16 2:39

TIMOTHY RENICK is senior vice president
for Student Success at Georgia State
University in Atlanta.


https://upces.cerge-ei.cz/

Table of Contents for the Digital Edition of International Educator - May/June 2018

From the Desk of
In Brief
Global Spotlight: China
Quick Questions
Feature: Global Citizenship 2.0: Supporting a New Breed of Stewards to Confront a Changing Reality
Feature: Lifelong Learning: Higher Education for a World of Speed and Scale
Feature: Internationalization Best Practices: Lessons Learned
Education Abroad
International Student Affairs
International Enrollment
International Education Leadership
Forum
In Focus
International Educator - May/June 2018 - BB1
International Educator - May/June 2018 - BB2
International Educator - May/June 2018 - Cover1
International Educator - May/June 2018 - Cover2
International Educator - May/June 2018 - 1
International Educator - May/June 2018 - 2
International Educator - May/June 2018 - 3
International Educator - May/June 2018 - 4
International Educator - May/June 2018 - 5
International Educator - May/June 2018 - 6
International Educator - May/June 2018 - 7
International Educator - May/June 2018 - From the Desk of
International Educator - May/June 2018 - In Brief
International Educator - May/June 2018 - 10
International Educator - May/June 2018 - 11
International Educator - May/June 2018 - 12
International Educator - May/June 2018 - 13
International Educator - May/June 2018 - 14
International Educator - May/June 2018 - Global Spotlight: China
International Educator - May/June 2018 - Quick Questions
International Educator - May/June 2018 - 17
International Educator - May/June 2018 - 18
International Educator - May/June 2018 - 19
International Educator - May/June 2018 - Feature: Global Citizenship 2.0: Supporting a New Breed of Stewards to Confront a Changing Reality
International Educator - May/June 2018 - 21
International Educator - May/June 2018 - 22
International Educator - May/June 2018 - 23
International Educator - May/June 2018 - 24
International Educator - May/June 2018 - 25
International Educator - May/June 2018 - 26
International Educator - May/June 2018 - 27
International Educator - May/June 2018 - Feature: Lifelong Learning: Higher Education for a World of Speed and Scale
International Educator - May/June 2018 - 29
International Educator - May/June 2018 - 30
International Educator - May/June 2018 - 31
International Educator - May/June 2018 - 32
International Educator - May/June 2018 - 33
International Educator - May/June 2018 - Feature: Internationalization Best Practices: Lessons Learned
International Educator - May/June 2018 - 35
International Educator - May/June 2018 - 36
International Educator - May/June 2018 - 37
International Educator - May/June 2018 - 38
International Educator - May/June 2018 - 39
International Educator - May/June 2018 - Education Abroad
International Educator - May/June 2018 - 41
International Educator - May/June 2018 - 42
International Educator - May/June 2018 - 43
International Educator - May/June 2018 - International Student Affairs
International Educator - May/June 2018 - 45
International Educator - May/June 2018 - 46
International Educator - May/June 2018 - 47
International Educator - May/June 2018 - International Enrollment
International Educator - May/June 2018 - 49
International Educator - May/June 2018 - International Education Leadership
International Educator - May/June 2018 - 51
International Educator - May/June 2018 - 52
International Educator - May/June 2018 - 53
International Educator - May/June 2018 - Forum
International Educator - May/June 2018 - 55
International Educator - May/June 2018 - In Focus
International Educator - May/June 2018 - Cover3
International Educator - May/June 2018 - Cover4
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