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 standards. • 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 hours/quarter. • Michele Brown, UAFYE, is the academic advisor for Academy students. • 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 identify • 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 Implications • 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 • • • • • • Content Rigor Pace Pedagogical approach/Format Class Size Student resiliency and responsibility for their own learning. • Look at work done elsewhere.