creating community through clustered enrollmentfye.osu.edu/presentations/2020/creating community...
TRANSCRIPT
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Creating Community Through
CLUSTERED ENROLLMENT
FYE ConferenceJanuary 14, 2020
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Andrea Evans, M.A.Associate Director
Orientation Undergraduate Programs
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Jill O’Neill, M.A.Director
Administrative OperationsUndergraduate Programs
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WHAT IT IS
WHY WE DID IT
HOW WE DID IT
RESULTS
NEXT FOR US
COULD IT BE YOU?
CLUSTERED ENROLLMENT
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WHAT IS
CLUSTERED ENROLLMENT
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COHORTED CLASSROOM EXPERIENCE
2 REQUIRED COURSES
FOCUS ON NON-AFFILIATED STUDENTS
CREATE COMMUNITY FOR NO $$$
A GREAT WAY TO START TERM 1
TALKING POINT AT ORIENTATION
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7
WHY
CLUSTERED ENROLLMENT
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UNIVERSITY RETENTION CHARGE
COURSE SCHEDULING SUB COMMITTEE
LOW-HANGING FRUITNO COST SOLUTIONS
SENSE OF BELONGING AND CREATION OF COMMUNITY
BACKGROUND
COMPLETE COLLEGE AMERICA
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Bachelor of Science in Business Administration (BSBA)
FIRST & SECOND YEAR PROGRAM REQUIREMENTS
GENERAL EDUCATION COURSES
MAJOR COURSES
ELECTIVES
ONE DEGREEwith twelve specializations
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HOW
CLUSTERED ENROLLMENT
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Cluster
**Intentional about selecting courses that were comprised of predominantly UBUS students
BUSADM 1100: Survey
Class #1 Major
Prerequisite
Class #2
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Process during Orientation
Day One: Overview
Cluster Introduced in Presentation
Day Two: Individual Advising Appt
Cluster courses registered by advisor
Day Two: Computer Lab
Student enrolls in remaining courses
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Autumn 2017: Pilot
AUTUMN 2017
FIRST YEAR
MATH 1130 (1 recitation)MATH 1131 (4 recitations)
FIRST YEARTRANSFERCAMPUS CHANGE
AUTUMN 2019AUTUMN 2018
FIRST YEARTRANSFER
MATH 1130 (4)MATH 1131 (6)ECON 2001.01 (6)ECON 2002.01 (6)
MATH 1130 (4)MATH 1131 (6)ECON 2001.01 (8)ECON 2002.01 (4)EDUPL 1259 (1)
96 NFYS8.3% of NFYS population
605 NFYS50.1% of NFYS populationAvg cluster size: 33
660 NFYS51.5% of NFYS populationAvg cluster size: 28
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Autumn 2018
AUTUMN 2017
FIRST YEAR
MATH 1130 (1 recitation)MATH 1131 (4 recitations)
FIRST YEARTRANSFERCAMPUS CHANGE
AUTUMN 2019AUTUMN 2018
FIRST YEARTRANSFER
MATH 1130 (4)MATH 1131 (6)ECON 2001.01 (6)ECON 2002.01 (6)
MATH 1130 (4)MATH 1131 (6)ECON 2001.01 (8)ECON 2002.01 (4)EDUPL 1259 (1)
96 NFYS8.3% of NFYS population
605 NFYS50.1% of NFYS populationAvg cluster size: 33
660 NFYS51.5% of NFYS populationAvg cluster size: 28
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Autumn 2019
AUTUMN 2017
FIRST YEAR
MATH 1130 (1 recitation)MATH 1131 (4 recitations)
FIRST YEARTRANSFERCAMPUS CHANGE
AUTUMN 2019AUTUMN 2018
FIRST YEARTRANSFER
MATH 1130 (4)MATH 1131 (6)ECON 2001.01 (6)ECON 2002.01 (6)
MATH 1130 (4)MATH 1131 (6)ECON 2001.01 (8)ECON 2002.01 (4)EDUPL 1259 (1)
96 NFYS8.3% of NFYS population
605 NFYS50.1% of NFYS populationAvg cluster size: 33
660 NFYS51.5% of NFYS populationAvg cluster size: 28
Note: Additional 10% of NFYS is already in a cohorted experience (e.g. BHLC, GBLC)
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RESULTS
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TM
BIG PICTURE
We suggest no correlation, but Fisher College is now the best place to start your OSU career and persist to year 2.
(Based on Federally reported 15-day statistics)
96%UBUS NFYS
Retention at OSU
90%UBUS NFYSRetention in
FCoB
100%Advisors would
teach again
50%UBUS NFYS in a 2-course cohort
classroom experience their
first term
1260PSSM Survey respondents
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YEAR 1 GOAL: WHAT ARE THE MECHANICS? IS IT DOABLE?
YEAR 2 RESULTS: MORE STUDENTS, SURVEY ADMINISTERED
YEAR 3 GOAL: FOCUS ON NFYS, ASSESS INSTRUCTORS, REPLICATE
YEAR 2 GOAL: INCREASE NUMBER OF STUDENTS, ASSESS PROJECT
GOALS AND RESULTS
YEAR 1 RESULTS: UNIVERSITY PARTNERS KEY, MANUAL BUT DOABLE
YEAR 3 RESULTS: ONLY NFYS, INSTRUCTOR & STUDENT SURVEYS
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PSSM + LOCAL QUESTIONS
Item No. Item Reverse Score1 I feel like a real part of Ohio State.2 People here notice when I’m good at something. 3 It is hard for people like me to be accepted here. R4 Others students at this university take my opinions seriously.5 Most of my instructors at Ohio State are interested in me. 6 Sometimes I feel as if I don’t belong here. R7 There’s at least one instructor or other adult at this university I can talk to if I have a problem. 8 People at this university are friendly to me. 9 Instructors here are not interested in people like me. R10 I am included in lots of activities at Ohio State. 11 I am treated with as much respect as other students. 12 I feel very different from most other students here. R13 I can really be myself at this university. 14 The instructors here respect me. 15 People here know I can do good work. 16 I wish I were in a different school. R17 I feel proud of belonging to Ohio State. 18 Other students here like me the way I am.
The Psychological Sense of School Membership (PSSM) Scale ( a = 0.89, N = 671) From Goodenow, C. (1993). The psychological sense of school membership among adolescents: scale development and educational correlates. Psychology in the Schools, 30, 79 – 90.
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The Psychological Sense of School Membership (PSSM) Scale (a = 0.89, N = 671) From Goodenow, C. (1993). The psychological sense of school membership among adolescents: scale development and educational correlates. Psychology in the Schools, 30, 79 – 90.
Item No.ItemReverse Score
1I feel like a real part of Ohio State.
2People here notice when I’m good at something.
3It is hard for people like me to be accepted here. R
4Others students at this university take my opinions seriously.
5Most of my instructors at Ohio State are interested in me.
6Sometimes I feel as if I don’t belong here. R
7There’s at least one instructor or other adult at this university I can talk to if I have a problem.
8People at this university are friendly to me.
9Instructors here are not interested in people like me. R
10I am included in lots of activities at Ohio State.
11I am treated with as much respect as other students.
12I feel very different from most other students here. R
13I can really be myself at this university.
14The instructors here respect me.
15People here know I can do good work.
16I wish I were in a different school. R
17I feel proud of belonging to Ohio State.
18Other students here like me the way I am.
Social Exclusion Concerns (a = 0.82, N = 671)Reverse Score
1I think it would be hurtful for my friends or people close to me to exclude me from being or doing things with them.
2I think it is painful to be without friends or social relationships.
3I am a person who likes to have a lot of friends.
4I can't imagine anything more painful than my friends excluding me from being or doing things with them.
5I don't really care if my friends or people close to me exclude me from doing things with them.R
6I would be upset if I lose friends because something I said or did made them angry or sad.
Sheet2
Sheet3
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Mean AU18 GPA
MeanBelonging Score
% in Econ Study Group
% in Math Study Group
% Planning to register for SP10 course w/ classmate
Cluster 3.47 57.97 64% 65.2% 58.2%
Non-Cluster 3.50 57.15 34.5% 34.8% 41.8%
BELONGING SCORE IS ON A 72-POINT SCALE
AU 18 PSSM SURVEY RESULTS COMPILED AND ANALYZED BY OSAS
INCREASE IN SUCCESS INDICATORS FOR TARGETED GROUPS
EASE OF CREATING STUDY GROUPS; SENSE OF FAMILIARITY
RESULTS
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Instructor Feedback
“Yes, definitely. The students were much more comfortable with one another, which in turn made them more likely to speak up in class in
front of one another.”
“My clustered students were more engaged, attentive, willing to participate, and intrigued. The non-clustered sections were very hard
to engage.”
Was there a noticeable difference in engagement/participation in your cluster vs. non-cluster sections?
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Instructor Feedback
“The cluster students knew almost everyone by name. They cared more about one another. For example, they knew if someone was absent or if someone was running late or if something was wrong.”
“The students in my cluster referenced events that they had collectively experienced outside of the class. The students in the clustered class appeared more connected…they showed more
emotion when other students in the class shared something personal.”
Was there a noticeable difference in community building in your cluster vs. non-cluster sections?
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Instructor Feedback
“No. I haven’t noticed any disadvantages.”
“No.”
“Some students didn’t know what a cluster was, even though they were enrolled in the class.”
All statistics are from the 2018-2019 annual report
Were there any unforeseen challenges/disadvantages that you encountered due to having clustered sections?
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Instructor Feedback
“Yes! I think it really helps them build community, which in turns makes them more comfortable around each other and allows them to open up
a little more (and more quickly) than the students do in the non-clustered sections.”
“Yes! Give me all cluster sections.”
“Yes. It may be a little bit of hassle to enroll them at orientation, but I think it is worth the small but discernible change in class attitude.”
All statistics are from the 2018-2019 annual report
Would you support continuing the cluster program?
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NEXT STEPS
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What’s next for us?
Bigger sell at orientation.
Expanded offerings to try to include more students.
Better coordination and assessment with instructors in other cluster courses.
Facilitation of study group formation.
THINGS WE ARE CONSIDERING
Consider how we can further utilize our peer advisors.
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27IS IT FOR YOU?
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Is this for you?
Do you have a critical mass of students or a target population?
Do you have key courses that most students take in the first semester? Are these courses also taken by other majors?
Do you have a detail-oriented administrator to monitor and do the data cleanup?
Do you have partnerships across campus that you can leverage?
ASK YOURSELF
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Important Dates
August-NOW
All course selection and
University partners
established
MARCH 1
All course sections selected,
hidden, and zero’d out in
SIS.
Cluster pairingsand teaching assignments
created prior to orientation
MAY 15 All summer
Implement plan for cluster
enrollment and monitor
enrollment regularly
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QUESTIONS?
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Slide Number 1Slide Number 2Slide Number 3Slide Number 4Slide Number 5A GREAT WAY TO START TERM 1Slide Number 7BACKGROUNDSlide Number 9Slide Number 10Cluster Process during Orientation Autumn 2017: PilotAutumn 2018Autumn 2019Slide Number 16BIG PICTUREGOALS AND RESULTSPSSM + LOCAL QUESTIONSRESULTSInstructor FeedbackInstructor FeedbackInstructor FeedbackInstructor FeedbackSlide Number 25What’s next for us?Slide Number 27Is this for you?Important DatesSlide Number 30Slide Number 31