Advanced Understanding of UC’s A-G

Advanced Understanding of UC’s A-G Monica H. Lin, Ph.D. Associate Director of Undergraduate Admissions Nina Costales High School Articulation Coordinator University of California | Office of the President Educating for Careers Conference March 10, 2013

Workshop Topics Part I: Overview & Background Part II: A-G Course List Update & Review Process Part III: Writing Courses for A-G Submission Part IV: A-G Course Evaluation

Part I: Overview & Background

Purpose of Articulation • Align curriculum across educational segments to support students • UC admissions based on a minimum of 15 academic courses known as the “a-g” subject requirements • Pattern of “a-g” courses aims to: • Prepare students to participate fully in their first-year program at the University • Provide students with a general knowledge foundation for new and advanced study • Help students develop critical thinking and analytical skills

Why is UC Committed to CTE? UC supports the statewide agenda to expand applied learning in high schools UC values the multiple pathways approach to learning UC recognizes how career technical education (CTE) helps bridge the college-career divide UC’s aim: broaden student preparation, access, and success

UC and CTE: How Far We Have Come • In 2000-01, UC approved 258 CTE courses • By 2012-13, UC has approved 11,844 CTE courses • 9,954 CTE courses offered at public high schools • 1,890 CTE courses offered at private high schools

CTE Courses by A-G Subject Area

A-G Courses by CTE Industry Sector

UC’s CTE Goals for the Future • Approve more CTE courses in English, math, and history • Approve a variety of “a-g” courses in all industry sectors • Continue to support the development of integrated CTE courses for “a-g” approval • Provide professional development opportunities • Create more tools and resources for teachers

UC Curriculum Integration Institutes • UCCI Institutes expand UC’s CTE vision to encourage collaborative, innovative course design • Brings together high school and community educators and industry representatives to create high school courses that integrate academics and CTE • 23 CTE courses have been developed and approved in one of the “a-f” subject areas • e.g., Spanish for the Entrepreneurial Mind; Constructing Algebra 2; Business Statistics; Designing the American Dream • For more information: www.ucci.ucop.edu

Upcoming UCCI Institutes • Spring 2013 – April 11-14 in San Francisco Bay Area • Institute #1: Health Science & Medical Technology with Language other than English (“e”) • Institute #2: Arts, Media & Entertainment with History/Social Science (“a”) or English (“b”) • Fall 2013 – Dates TBD in San Diego • For more information on applying: http://ucci.ucop.edu/ucci-institutes/upcoming-institutes.html

Part II: A-G Course List Update & Review Process

Doorways Websites • Online Update website https://doorways.ucop.edu/update • Manage and update course list and school’s information • “a-g” Course List website https://doorways.ucop.edu/list • View any school’s or program’s course list • “a-g” Guide website http://www.ucop.edu/agguide • Informational website for everything “a-g,” updating the course list, Career Technical Education (CTE), and online learning

A-G Course List Update Process • A-G course lists must be manually published each year • All updates to your “a-g” course list are submitted using the Online Update website • New courses typically reviewed within 4-6 weeks of submission • Begin updating your course list early! • 2012-13 update cycle at a glance: • 22,467 = Total number of courses submitted • 9,897 = Total number of new courses submitted • 8,050 = Number of courses received during the last 2 weeks of cycle

*2013-14 update cycle opened March 1, 2013 NEW A-G Course Submission Timeline

Part III: Writing Courses for A-G Submission

The A-G Course Pattern

UC A-G Course Approval • A-G course approval based on: • A-G subject area course requirements • Online: http://www.ucop.edu/agguide/a-g-requirements/index.html • CTE course criteria • Online: http://www.ucop.edu/agguide/career-technical-education/course-criteria/index.html • A-G course evaluation guidelines • Online: http://www.ucop.edu/agguide/updating-your-course-list/submitting-courses/course-evaluation/index.html

Tips for Writing A-G Courses • Read the subject area course requirements • Focus on course content • Be specific and detailed • Write to your audience • Presentation is important • Use available tools and resources • Course description templates • Sample courses and other UC-approved courses • Course evaluation guidelines • Trainings and workshops • New User Training – Updating the A-G Course List Webinar (March 13) • New Online Course Policy (April 24) • “a-g” Guide website

CTE Course Criteria Include advanced concepts and skills from the “a-g” subject areas Combine academic knowledge with technical and occupational knowledge Incorporate challenging opportunities to develop understanding of tools, processes, and materials Connects closely with the academic curriculum Shows the integration of academic and technical concepts and skills in all aspects of the course

Brief Course Description Briefly (in a short paragraph) describe the course, focusing on content, rather than instructional strategies, assessments, or rationale. If the school has a catalog, enter the description that is in the catalog. What is the course about?

Guidelines for Brief Course Description • In the Brief Course Description section, UC is looking for: • A description of the course’s content • Additional tips: • This is the first thing the analyst will read • Draw your content from the Course Outline section • The Brief Course Description and Course Purpose should not be identical and repetitive

Textbook/Supplemental Materials Textbooks: Include a list of Primary and Secondary Texts. Make sure to note the books that will be read entirely and those that will be read as excerpts. Online texts or non-standard text materials should include a link to the online text. Supplemental Materials: Please describe (each supplemental material). If using online text or non-standard material, please provide the title of the material or webpage and the URL link. What are the students reading and what other materials are used to support the delivery and understanding of the curriculum?

Guidelines for Textbook/ Supplemental Materials • In the Textbook/Supplemental Materials section, UC is looking for: • List of core textbooks • List of key supplemental instructional materials • Evidence that each textbook and supplemental material clearly supports the curriculum • Grade- and content-appropriate text and materials

Course Purpose What is the purpose of this course? Please provide a brief description of the goals and expected outcomes. How these will be accomplished should be reserved for the Course Outline, Key Assignments, Assessments and/or Instructional Methods. Why is it important for students to take this course?

Guidelines for Course Purpose • In the Course Purpose section, UC is looking for: • The course’s “big ideas” encompassing academic content, career-related (if applicable) goals, and habits of mind • The rigor of the course and content • Not a reiteration of state standards • Additional tips: • Be specific to your course and content • Draw content from the course-wide goals and learning objectives • Should be expository, not a list of objectives or standards • The Brief Course Description and Course Purpose should not be identical and repetitive

Course Outline A detailed descriptive summary of all topics covered. All historical knowledge is expected to be empirically based; give example. Show examples of how the text is incorporated into the topics covered. A mere listing of topics in outline form is not sufficient (i.e., textbook table of contents or California State Standards). What are the students learning?

Guidelines for Course Outline • In the Course Outline section, UC is looking for: • The concepts, topics, theories, and skills that are covered • Depth and breadth • The process and flow of concepts • Clear evidence of the level of rigor and development of essential skills • Incorporation of the texts and supplemental materials • Additional tips: • Be detailed and descriptive • Do not include key assignments or assessments • Remember your audience

Key Assignments Detailed description of all Key Assignments which should incorporate activities and projects, as well as short answers and essay questions. How do assignments incorporate topics? Include all assignments that students will be required to complete. Assignments should be linked to components mentioned in the course outline. It is not appropriate or necessary to include instructions given to students regarding execution of assignments (formatting, timeliness, etc.). Do not include exams or assessments in this section. What are the students doing?

Guidelines for Key Assignments • In the Key Assignments section, UC is looking for: • Detailed descriptions of each key assignment – process, product, and outcome • Assignments clearly link to and address the unit’s topics and goals • Progression of content, skills, and student understanding • Engaging and rigorous assignments • Description of writing assignments – topic, length, nature, and intent of the essay • Description of lab activities – process, product and result/outcome • Additional tips: • Use a variety of different types of activities and projects • Quality over quantity • Each description = 3-5 sentences in length

Instructional Methods and/or Strategies Indicate how the Instructional Methods and/or Strategies support the delivery of the curriculum. What portions of the Course Outline are supported by the methods and strategies? What methods will be used to teach the course and how do they support the content and student outcomes?

Guidelines for Instructional Methods and/or Strategies • In the Instructional Methods and/or Strategies section, UC is looking for: • The name of the instructional method/strategy • Each instructional method supports the delivery of the curriculum and the learning objectives • When (and why) each strategy is used • Additional tips: • Be specific to your course and content • Use a variety of strategies • A “laundry list” is not acceptable

Assessment Methods and/or Tools Indicate the intent of each assessment method and a brief description of how each relates to the Course Purpose and goals related to the development of critical thinking and other habits of mind. What toolswill be used to assess the students and how do they supportthe content and learning outcomes?

Guidelines for Assessment Methods and/or Tools • In the Assessment Methods and/or Tools section, UC is looking for: • The name of the assessment method/tool • The intent and significance of each assessment • Additional tips: • Be specific to your course and content • Use a variety of assessments • Assessments can be listed by unit or type • Give examples of when each assessment is used • A “laundry list” is not acceptable

Sample Integrated Courses • History/social science (“a”) • Criminal Justice and Public Policy; Journey for Justice • English (“b”) • Applied Medical English; Integrated Marketing and English • Mathematics (“c”) • Algebra at Your Service; Business Statistics; DaVinci Algebra • Laboratory science (“d”) • Applied Physics and Engineering; Biotechnology • Language other than English (“e”) • American Sign Language • Visual and performing arts (“f”) • Graphic Design; Animation; Video Production • College-preparatory elective (“g”) • Child Development; Engineering ; Forensic Science; Sports Medicine

Part IV: A-G Course Evaluation

Course Purpose Course Purpose: Example #1

Course Purpose Course Purpose: Example # 3

Course Outline Course Outline: Example #1

Key Assignments Key Assignments: Example #1

Key Assignments Key Assignments: Example #2

Advanced Understanding of UC’s A-G