creating community through clustered enrollmentfye.osu.edu/presentations/2020/creating community...

Creating Community Through

CLUSTERED ENROLLMENT

FYE ConferenceJanuary 14, 2020

Andrea Evans, M.A.Associate Director

Orientation Undergraduate Programs

[email protected]

Jill O’Neill, M.A.Director

Administrative OperationsUndergraduate Programs

[email protected]

WHAT IT IS

WHY WE DID IT

HOW WE DID IT

RESULTS

NEXT FOR US

COULD IT BE YOU?


WHAT IS


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

7

WHY


UNIVERSITY RETENTION CHARGE

COURSE SCHEDULING SUB COMMITTEE

LOW-HANGING FRUITNO COST SOLUTIONS

SENSE OF BELONGING AND CREATION OF COMMUNITY

BACKGROUND

COMPLETE COLLEGE AMERICA

Bachelor of Science in Business Administration (BSBA)

FIRST & SECOND YEAR PROGRAM REQUIREMENTS

GENERAL EDUCATION COURSES

MAJOR COURSES

ELECTIVES

ONE DEGREEwith twelve specializations

HOW


Cluster

**Intentional about selecting courses that were comprised of predominantly UBUS students

BUSADM 1100: Survey

Class #1 Major

Prerequisite

Class #2

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

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


Autumn 2018

AUTUMN 2017

FIRST YEAR




FIRST YEARTRANSFER






Autumn 2019

AUTUMN 2017

FIRST YEAR




FIRST YEARTRANSFER






Note: Additional 10% of NFYS is already in a cohorted experience (e.g. BHLC, GBLC)

RESULTS

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

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

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.

Sheet1

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

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

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?

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?

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?

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?

NEXT STEPS

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.

27IS IT FOR YOU?

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

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

QUESTIONS?

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

creating community through clustered enrollmentfye.osu.edu/presentations/2020/creating community...

Documents