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 EducationOAA chair ID: 150781
Download Presentation The PPT/PDF document "Dual Enrollment" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Dual Enrollment
The Ohio State University
February 2012Slide2
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, chairSlide3
What I
s
D
ual 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.Slide4
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.shtmlSlide5
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/Slide6
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
A
ppropriate
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
C
ompleted
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. Slide7
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 CountySlide8
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.Slide9
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. Slide10
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. Slide11
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. Slide12
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.