Building a Pathway to Student Success at Georgia State University

Kurzweil, Martin; Wu, Ding

doi:10.18665/sr.221053

Cited by 20 publications

(17 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Other institutions, such as Georgia State University, have been reaching out to students during the summer, allowing students to choose “meta‐majors” with common course requirements during their freshman year, redesigning their introductory math courses, and automating parts of their advising system. Some of these approaches have been tested with comparison groups and have been shown to produce improvements in postsecondary access and persistence (Page & Gehlbach, 2017), though others have not yet been evaluated (Kurzweil & Wu, 2015).…”

Section: Discussionmentioning

confidence: 99%

Is College Remediation a Barrier or a Boost? Evidence from the Tennessee SAILS Program

Kane¹,

Boatman²,

Kozakowski³

et al. 2021

J Policy Anal Manage

View full text Add to dashboard Cite

Many states are redesigning their college remediation policies to increase postsecondary degree completion. In 2012, Tennessee began waiving college math remediation for high school students who completed a computer‐based remedial math course (SAILS) during their senior year. Using a regression discontinuity design, we find that the high school remedial course did not improve students' math achievement any more than the typical senior year math course (although it did allow students to avoid the cost and delay of remedial math in college). Using a difference‐in‐difference design, we find that completing SAILS boosted enrollment in college‐level math among first‐year community college students by nearly 30 percentage points, with nearly half of new enrollees passing the college‐level course. Such students had, however, only completed 1.5 additional college courses after two years. In 2015, Tennessee community colleges implemented “co‐requisite” remediation, allowing students to complete remediation alongside college‐level math. Under the co‐requisite policy, completing SAILS no longer produced any boost in college credits. Although both alternatives to pre‐requisite remediation produced modest gains for students and taxpayers, remediation requirements are not a primary driver of low degree completion rates.

show abstract

Section: Discussionmentioning

confidence: 99%

Is College Remediation a Barrier or a Boost? Evidence from the Tennessee SAILS Program

Kane¹,

Boatman²,

Kozakowski³

et al. 2021

J Policy Anal Manage

View full text Add to dashboard Cite

show abstract

“…Also, it has enabled advisers to build advice to the students based on facts, instead of opinions. Currently, this system is available only for the advisor not for the student [11].…”

Section: Since 1990s Miami University and Georgia Statementioning

confidence: 99%

“…Also, it facilitates decision making about the next courses' enrolment process. Author in [11] proposed an intelligent automated advising system using the bot framework. The system is implemented using both agent and object-oriented approaches.…”

Section: Single-tasking Systemmentioning

confidence: 99%

From Traditional to Intelligent Academic Advising: A Systematic Literature Review of e-Academic Advising

Assiri¹,

AL-Ghamdi²,

Brdesee³

2020

IJACSA

View full text Add to dashboard Cite

Academic advising plays a crucial role in the achievement of the educational institution purposes. It is an essential element in solving students' academic problems and maximizing their satisfaction and loyalty. Universities around the world have always tried to improve academic advising to personalize the student's experience. In fact, technology has the power to improve the advising process and facilitate its corresponding tasks and this has historically taken different forms. Accordingly, this paper provides an overview of academic advising and the technologies proposed to improve it. The authors present a systematic literature review on research papers that proposed an electronic academic advising system to view the research trends and identify electronic academic advising major challenges. The main contribution of this paper is to survey the different aspects and trends about the electronic systems that have been proposed to serve academic advising. This paper is a part of major research that aims to transfer the traditional academic advising to one based on Artificial Intelligence, via the current phase of academic advising.

show abstract

“…One group member declared they should not try active learning strategies again since their first attempt had failed; others on the team, however, remained determined to refine their teaching and assessment. This disappointing result is a reminder that gateway‐course faculty development, like gateway‐course teaching, is not “one and done.” Doing the hard work of improving gateway courses often yields only incremental positive outcomes; the cumulative power of these small changes, however, can be significant over time (Kurtzeil & Wu, ). Even when reforms build on early success, as in the G2C project at FIU, even more can be done to further enhance outcomes and sustain the gains made to date.…”

Section: What We Have Learned About Faculty Development For Gateway Cmentioning

confidence: 99%

Fostering Evidence‐Informed Teaching in Crucial Classes: Faculty Development in Gateway Courses

McGowan¹,

Felten

Caulkins

et al. 2017

New Drctns Hghr Edu

View full text Add to dashboard Cite

show abstract

Building a Pathway to Student Success at Georgia State University

Cited by 20 publications

References 0 publications

Is College Remediation a Barrier or a Boost? Evidence from the Tennessee SAILS Program

Is College Remediation a Barrier or a Boost? Evidence from the Tennessee SAILS Program

From Traditional to Intelligent Academic Advising: A Systematic Literature Review of e-Academic Advising

Fostering Evidence‐Informed Teaching in Crucial Classes: Faculty Development in Gateway Courses

Contact Info

Product

Resources

About