In spring 2019, approximately 400 students in several foundational academic skills courses were identified for early intervention. Participating departments included English (composition courses), Math (math lab courses), and Communication (public speaking courses). Between weeks six and nine of the semester, students were identified by faculty based on attendance, an academic struggle, or both. Identified students were then contacted by text to offer assistance if desired.
Top responses from interactions varied by the course subject. In composition courses, students were connected with their faculty member. In math courses, students were most frequently connected with the Math and Science Learning Center for tutoring and subject matter support. Unique to students flagged through a math course, these students were more likely to raise challenges in other academic courses as well. Challenges caused by weather and illness impacting the ability to attend courses appeared across interactions for both composition and math courses. Speech had so few students identified for follow up that there were no interactions.