In particular, the percentage of students receiving Pell Grants has almost doubled since , the percentage of non-white students has increased from 40 percent ten years ago to more than 60 percent today, and the average SAT scores of incoming students have declined by an average of 20 points over the past four years.
These students have seen some of the largest gains in recent years; today, African-American, Hispanic, and Pell students graduate at higher rates than the GSU average. Advisers, informed by the GPS system, have at least one in-person meeting with 70 percent of undergraduates, and personally contact every student each semester. Over the last academic year, the GPS system promoted more than 43, one-on-one meetings between advisors and students.
The MILE course redesign is in place for every section of three introductory math courses for non-STEM majors, which enrolled more than 7, students during the academic year.
More than 95 percent of all freshmen at GSU participate in the Freshman Learning Communities, despite an opt-out policy. The Supplemental Instruction program assisted 9, students in the academic year. To date, more than 4, Panther Retention Grants have been disbursed. GSU has also been able to track larger groups of students over longer periods of time for its earlier interventions; analysis of these data provides some direct evidence of their impact.
Similarly, students who attend at least three Supplemental Instruction sessions earn an average GPA of 2. Furthermore, the MILE redesign has cut the DFW rate in its three courses by more than half, from 43 percent before the change to 19 percent in Fall The newer initiatives have shown similarly positive effects.
As a consequence, the graduation rate of students who lost the HOPE scholarship at some point in their college careers has nearly doubled from 21 percent in to 41 percent in With the introduction of the Summer Success Academy, the retention rate for at-risk freshmen has improved from 50 percent in to 87 percent today—higher than the average for all freshmen.
Sixty-one percent of seniors who received Panther Retention Grants graduated within two semesters of receiving the grant. Finally, the introduction of the GPS advising system coincided with increases in first-term retention and progression rates. In addition to their impact on student outcomes, many of these initiatives have reduced administrative burdens and increased revenues. For example, as part of an analytical approach to make its own administrative functions more effective and functional, GSU introduced the customer relationship management platform Parature to streamline enrollment services through a personalized dashboard and self-service knowledgebase.
Similarly, the Panther Retention Grants have increased revenues by allowing the university to retain the tuition and fees of students who would otherwise have been dropped and paid nothing. The currency of this strategy is the seemingly small win; no barrier is too small to address, and priority is determined by tractability as much as by scope or prominence.
By accumulating many of these small wins—a few hundred students helped here, a few hundred there—the aggregate impact swells. The interventions are designed not to prove a theory, but to attack a barrier.
While ambitious, they are contextualized and targeted solutions to specific, rather than generalized, problems. Other institutions should be encouraged to not necessarily replicate these initiatives, but rather to emulate the process by which GSU determined what initiatives it should undertake. The efficacy of a data-driven approach to student success depends critically on the quality of the data used to drive decisions.
The GSU administrators who launched the student success initiatives in the early s were fortunate to inherit comprehensive transactional student data from their predecessors. Once built, this warehouse required maintenance not only by the Institutional Research team but also by those responsible for the transactional data.
The full reliance of the president and provost on the warehouse data in evaluating and making decisions about schools, colleges, and majors including budgetary decisions reinforced the importance of the data maintenance process. Without this early effort to build the necessary data infrastructure, many of the initiatives and the problem-solving process itself would not have been feasible.
The problem-solving approach using high-quality data revealed the interconnectedness of academic policy, financial aid, billing, and student choices among other factors in setting up barriers to student success.
The decision to pull together the typically isolated functions of registrar, advising, admissions, financial aid, and student accounts into a single unit provided the organizational wherewithal to address those tangled issues.
This organizational structure was not serendipitous, but was instead a product of the problem-solving process itself. When analysis of student pathways revealed multi-faceted financial and academic problems that blocked student advancement such as the loss of HOPE scholarships , and further investigation revealed that the units responsible for different aspects of the problem could not be coordinated to solve the problem, this lack of coordination became the barrier that needed to be addressed.
In turn, the new structure—which includes weekly meetings of the managers of the various functions—helps to surface additional problems and provides a more capable vehicle for addressing them. This commitment is evident from the president—whose personal donation launched the Keep HOPE Alive grants—to the faculty and staff, who have shown an unusual willingness to make significant changes to their programs and instruction to support their students.
Georgia State University changed the pedagogical model from traditional classroom setting for College Algebra and Pre-Calculus courses in The newly introduced model required students to attend the Math Lab once a week as part of the course requirement, so attendance tracking became an important component.
The department of Mathematics adopted the modified Emporium Model in an effort to redesign the learning environment to be student-centered instead of instructor-led. AccuTrack was reevaluated and the system was upgraded to newer version and played an essential role in this redesigned program since then.
In , another lab, Commons MILE, was constructed to nurture the independent learning environment for the students in Elementary Statistics course. During evenings, weekends, and holidays parking is allowed anywhere on campus except in designated spaces. It is about 15 miles from I to the Statesboro city limits. Proceed to the seventh traffic signal Tillman Road and turn left. From Highway 25 and Highway 80 Augusta and other routes : Come into Statesboro to the fourth traffic signal Highway South and turn right.
A signature gathering space at the center of the Atlanta Campus, the greenway will link Peachtree Center Avenue and Collins Street at ground level. Image caption: A view of the campus greenway from Peachtree Center Avenue looking southeast. Once the largest movie theater in the Southeast, the first Rialto opened in The building was replaced in with a larger facility, which closed in Free to students, the ultramodern fitness and recreation facility features multisport gymnasiums, racquetball and squash courts, exercise machines, weight rooms, a climbing wall, running track, dance studio, game room, outdoor patio and more.
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