1. Area of Emphasis (AOE) Discipline Input Group Meetings Spring 2016 Michelle Pilati

2. Senate Bill 1440 >> TMCs >> Senate Bill 440 Areas of Emphasis The role of C-ID Tasks for today’s “DIG”

3. Goal: increase CCC transfers with associate degrees Increase number of associate degrees awarded Reduce units/cost before & after transfer Smoother path to transfer to a CSU Guarantees at CSU 1.Admission 2.Pathway to 60-unit completion

4. Ed Code §66745-49: All CCCs must offer associate degrees for transfer Degrees include: 1.60 semester/90 quarter CSU-transferable units 2.Completion of IGETC or CSU GE-Breadth (Note: GE is typically 27-33 units) 3.Minimum 18 semester/27 quarter units in major or area of emphasis (per Title 5) 4.No additional local requirements allowed (e.g., local graduation requirements, residency requirements above and beyond what is required by Title 5)

5. A degree with a guarantee… 1. “the CSU shall guarantee admission with junior status”(with minimum 2.0 GPA) 2. “... does not guarantee admission for specific majors or campuses” 3. “priority admission ---to local CSU campus and to a program or major that is similar... as determined by the CSU campus”

6. 113 colleges develop unique degrees in each major... OR A concerted, statewide, intersegmental approach - Transfer Model Curriculum (TMC)

8. Appropriate courses for an associate degree (CCC) and Preparation for transfer (CSU) “Double-counting” encouraged 60 units total (including transferable GE)

9. Common “core”– typically 6 units Additional courses selected from list (s) Total 18 units (minimum) Typically, a TMC moves from specific to general

10. Specific to General - Example Take these 3 courses (CORE) Choose one from one of the following 4 courses Anything articulated as major preparation Anything in the major that is CSU transferable

11. Example TMC: Psychology Total units 18-21 Required Core: (9-11 units) Introductory Psychology (3 units) Elementary Statistics (3-4 units) Research Methods in Psychology (3-4 units)

12. More general lists… List A: Select one of: Intro Biology (3-4) Human Bio (3-4) Intro Bio Psych (3-4) List B: Select one of: (3 units) Any List A course not used above or Any course that has articulation as lower division major prep for the major at a CSU

13. Really general… List C (3 units) Any courses not selected above, any CSU transferable psychology courses, and/or other courses that are lower division preparation for the psychology major at a university - in or outside of the discipline.

14. Why does structure matter? When a TMC is “done”, individual CSU departments must determine whether or not the TMC is “similar”. “Similar” means they can get a student with a TMC-aligned degree out in 60 units. The CSU can only be certain that a student will have courses that are in the core.

15. Areas of Emphasis (AOE) Mandated by Senate Bill 440 Two AOE TMCs now exist – Social Justice Studies and Global Studies – Two more are required by the end of the 2015-2016 academic year An area of emphasis is an interdisciplinary TMC that is designed to feed into multiple majors at the CSU

16. AOE – Why? Ask Padilla. Perhaps – use AOEs to create degrees that ultimately increase the number of transfer students who pursue majors that have historically had a small number of students. TMC may not look like any one major at the CCC or CSU, but could be good preparation for a variety of transfer majors.

17. How do we ensure courses in the TMC are comparable? C-ID

18. A mechanism for identifying comparable courses Faculty created and approved course “descriptors” Individual CCCs submit courses to receive a C-ID designation

19. The C-ID Connection to AA/AS-T? Faculty (CCC and CSU) agree upon minimum course content, objectives, and assessments C-ID courses---the foundation for TMCs C-ID ensures rigor and quality of curriculum C-ID establishes CCC-CCC articulation

20. Course Descriptors Include: Course description Units; labs Prerequisites Content Objectives Evaluation Textbooks

21. Identify the essential, common components of a course Provide enough detail to serve as the basis for articulation Inform course updates Permit identification of comparable courses Provide consistency for the TMC

22. Develop draft descriptors in 2 ways: 1)At DIG meetings 2)In FDRG Vet draft descriptors www.c-id.netwww.c-id.net Finalize descriptors Seek articulation with universities Seek COR submissions from CCCs

23. Steps in TMC & Descriptor Development Faculty Discipline Review Group (“FDRG”; intersegmental) Review and reconcile brainstorming and products from DIGs Prepare materials for statewide vetting

24. Then Draft TMCs and any descriptors are vetted statewide (www.c-id.net)www.c-id.net CCCs develop TMC- aligned degrees (ADTs) Individual CSUs determines if TMC is “similar” to their program/s

25. So why are were here today? To brainstorm – to see if a *“Law and Public Policy” AOE makes sense To listen and share ideas To consider students’ pathways and needs *”Law and Public Policy” is a working title – subject to change

26. Today’s starting point… Pathway to Law School curriculum

27. Questions to Discuss: The BIG Picture 1.Could the PLS required courses work as a CCC degree or are additional courses needed? 2.What CSU majors could deem this package of courses similar? Would there be a benefit of adding additional courses?

28. Questions to Discuss: The BIG Picture 3.Are any C-ID descriptors needed? 4.Is a new TMC beneficial for students? 5.Is there a “package” of CCC courses that would well-prepare students for a number of CSU majors?

29. Important Reminders Decisions need to be data-driven. In order for TMC development and maintenance to be practically justified, it must serve a sufficient number of students. Most existing TMCs serve over 200 students a year. The core must specify enough for CSU’s to determine the TMC “similar”.

30. TMC Considerations Be sure required core courses are commonly offered. Take advantage of double-counting. Consider courses that already exist in C-ID. Identify courses for which descriptors should be developed.

31. It helps if we can… Maintain statewide perspectives. Think of student pathways—not only pathways for your current programs. Consider challenges of smaller colleges. Consider allowing for some local options. Seek double-counting opportunities. Ensure you + colleagues are on your listserv.

32. mpilati@riohondo.edu www.C-ID.net www.SB1440.org www.ASCCC.org support@c-id.net (email)support@c-id.net www.ADegreeWithAGuarantee.com.

33. Thanks for being here !