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Dual Enrollment The Ohio State University February 2012.

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Presentation on theme: "Dual Enrollment The Ohio State University February 2012."— Presentation transcript:

1 Dual Enrollment The Ohio State University February 2012

2 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

3 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.

4 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.

5 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.

6 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 Metros 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 Metros Class of 2011 were accepted to Ohio State Columbus. 45 are attending.

7 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

8 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.

9 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.

10 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.

11 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.

12 Next Steps/College Readiness Identify factors in addition to mastery of course content that prepare students for college success. Metros 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.

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