Dual Enrollment Update - The Ohio State University

Dual Enrollment
The Ohio State University
February 2012
Dual Enrollment Committee
Michele Brown, UAFYE and OSU Academy
Roger Nimps, Regional Campus Liaison
Sandy Stroot, EHE
Kay Wolf, CAA Liaison
Mindy Wright, Undergraduate Education/OAA, chair
What Is Dual Enrollment?
• Students take college courses while enrolled in high school.
• National and statewide goals are to provide all prepared
students with opportunities
• To earn college credit while in high school
• To develop confidence in their abilities to be successful in college
• To gain paths to lower costs of college educations for families.
Ohio State Dual Enrollment
2009 CAA approved faculty-developed proposal
• “Niche” approach to dual enrollment
• Partnerships respond to a special need of a school/student or
make use of a particular resource or strength of Ohio State.
• Partnerships require
• Students demonstrate preparedness.
• Instructor is approved by department (to date, in almost all cases,
OSU instructor.) OBOR guidelines will require at least an MA
degree in content area.
• Course is delivered as a college-level course. OBOR guidelines
require that courses “carry the statewide transfer guarantee.”
• Academic support is available for students (libraries, tutors, etc.).
• Programs are evaluated.
• http://ugeducation.osu.edu/dual-enrollment.shtml
Example 1: Ohio State Academy
• Individual, highly qualified students are admitted under
admissions standards comparable to NFQF admissions
• Student take college courses on campus or online under
unrestricted admission-typically GE intro courses.
• Students are funded by the state to take 5-15 quarter
• Michele Brown, UAFYE, is the academic advisor for Academy
• For 2010-2011, 285 seniors attended Columbus OSU Academy
• 201 applied for NFQF admission for 2011-2012
• 103 are attending.
• http://undergrad.osu.edu/academy/
Example 2: Metro Early College
High School
• Staged or restricted admission.
• Faculty in a variety of departments (ex: Biology, Chinese, Education
Policy and Leadership, English, Engineering, Mathematics, Physics,
Environmental Sciences and Natural Resources) work with Metro to
• Appropriate college courses
• Student markers of preparedness (courses, placement scores, etc.)
• Early indicators of success:
• 37 of 73 students from Metro’s first graduating class (2010) applied
and were accepted at Ohio State Columbus Campus.
• Entered with total 1497 hours of college credit
• Completed their first traditional year of college with an average 2.83
GPA/ 4 above 3.75 and 4 below 2.0.
• 55 of 93 students from Metro’s Class of 2011 were accepted to Ohio
State Columbus. 45 are attending.
2010-2011 New Projects
• Ed P&L, Upward Bound, and Metro (Summer 2011)
• Ed P&L 259, “Individual Learning and Motivation: Strategies for
Success in College”
• 2 rising juniors from Metro
• 7 rising seniors from Metro
• 5 recent graduates from OSU Upward Bound
• Mansfield OSU Department of Theatre
• Theatre 280, Craft of Acting, for students who apply and are
accepted to OSU Mansfield
• Pioneer Performing Arts Academy
• Fisher Fundamentals of Leadership (Summer 2010)
• BUSMHR 494 Group Studies
• 30 rising seniors from across Franklin County
• NFQF students come to Ohio State having earned a range of
college credit. 10 years ago 3% students entered with 1 year
of college credit. Now, 10% enter with 1 year or more of
college credit.
• AP and IB courses
• Dual enrollment courses from a variety of institutions and in a
range of formats:
• Courses taught by faculty on college campuses
• Courses taught by high school instructors in high school settings
• Online courses.
State of Ohio Landscape
• Ohio Board of Regents is interested in finding ways to offer
more students dual enrollment opportunities.
• Regional Summit on Access and Student Attainment includes a
goal of offering more dual enrollment opportunities.
• A number of K-12 districts are discussing offering college
readiness tests to students in sophomore or junior years.
Those who are not college ready will continue to work on high
school courses.
• Columbus State Community College (and other community
colleges around the state) are ramping up their dual
enrollment opportunities.
Next Steps/Communication
• Work with advisors to identify appropriate support for
students who enter Ohio State with dual enrollment credits.
• Orientation for students and families who enter with large
amount of college credit.
• Information about implications of choices
• Difficult to “speed up” process for highly sequential majors.
• Taking many GE courses in high school can affect course selection,
ability to meet honors status requirements, financial aid.
• Requires a clear decision of a major as a first-year student.
• GPAs of dual enrollment credits can affect admission to highly
competitive colleges.
Next Steps/Data
• Inventory current Ohio State dual enrollment projects.
• Collect data of success for students who enter Ohio State with
different kinds/sources of dual enrollment credit.
• Collect data around who teaches GE courses on our campus.
Next Steps/College Readiness
• Identify factors in addition to mastery of course content that
prepare students for college success.
• Metro’s experience identifies key variables and how many can
change at once
Pedagogical approach/Format
Class Size
Student resiliency and responsibility for their own learning.
• Look at work done elsewhere.

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