The last few years at UCI has seen an rapid increase in the availability and use of data to drive decisions about student success and the interaction between academic advising, faculty, and students. With the creation of an Office of the Vice Provost for Teaching and Learning, the university has been able to pursue initiatives from Certified Learning Assistants, to Active Learning Certification program that provides priority access to the new classroom building, and to COMPASS (Comprehensive Analytics for Student Success), to list just a few. In my talk, I will discuss how the increased access to data about students and student behavior has implications for how the Department of Physics and Astronomy may want to consider the undergraduate experience. I will focus on implications stemming from graduation rates for declared physics majors and equity issues in student success. I will also comment on the use of data at UCI in a national context.