Developed as a concept in the science of choice, subtle interactions--or "nudges"--can influence people's actions without infringing on their freedom of choice. This article makes the case that not only can the wealth of digital data in higher education nudge students to better achievement and persistence but also that the knowledge embedded in the machines makes it possible to do so without the guesswork of human design and intervention. As the authors see more independent, working, and older students in higher education, they propose that today's learners might just need a nudge. "Nudge analytics," or machine recommendations based on patterns found in the data, might be a better way of reaching these students: a personalized digital nudge to study, to come to class, to read the chapter assigned, to submit the assignment due tomorrow. The next step is to figure out correlation characteristics from machine recommendations, and determine practices based on patterns found in the data. (Contains 2 figures and 4 endnotes.)