For
instance, the school realized that how well (or not) students did in
introductory courses in their major served as a fairly reliable predictor of
their academic success (or lack of it) later on. However, students who needed
help could only receive generalized tutoring in writing, math, and languages.
So, according to The Chronicle of Higher Education, the university hired high-performing students to attend course
sections and provide tutoring on that specific content each week to other
students who needed it.
Many
intro courses were moved to a “flipped” format, which required students to
complete reading assignments beforehand so that they could use class time to
apply the concepts in the course materials.
Students
also used to change their major an average of 2.6 times, which forced them to
stay in school longer to complete degree requirements. Georgia State now
provides students with a lot more information about majors—including more
opportunities to meet with faculty and alumni—to help them make better-informed
decisions about their field of study, cutting the rate of major-hopping by 32%.
One
tactic that did cost the school a little more up front was hiring a number of
academic advisors to get in touch with students more promptly when analytics
indicated they were in need of help. The extra expense paid off, however, as
fewer students dropped out.