Dual Enrollment Update - The Ohio State University

Report
Dual Enrollment
The Ohio State University
February 2012
Dual Enrollment Committee
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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
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Content
Rigor
Pace
Pedagogical approach/Format
Class Size
Student resiliency and responsibility for their own learning.
• Look at work done elsewhere.

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