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 , UC approved 258 CTE courses By , 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

# of UC-approved A-G Courses
A-G Courses by CTE Industry Sector CTE Industry Sector # of UC-approved A-G Courses Agriculture and Natural Resources 1406 Arts, Media, and Entertainment 4975 Building Trades and Construction 11 Education, Child Development and Family Services 209 Energy and Utilities 16 Engineering and Design 874 Fashion and Interior Design 63 Finance and Business 256

# of UC-approved A-G Courses
A-G Courses by CTE Industry Sector CTE Industry Sector # of UC-approved A-G Courses Health Science and Medical Technology 1469 Hospitality, Tourism, and Recreation 58 Information Technology 770 Manufacturing and Product Development 141 Marketing, Sales, and Services 340 Public Services 1245 Transportation 11

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:

Upcoming UCCI Institutes
Spring 2013 – April 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:

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

Doorways Websites Online Update website “a-g” Course List website
Manage and update course list and school’s information “a-g” Course List website View any school’s or program’s course list “a-g” Guide website 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! 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

NEW A-G Course Submission Timeline
New update cycle opens on February 1* New courses submitted may have up to 2 resubmission opportunities February 1*-June 1 PHASE 1 New courses submitted may have only 1 resubmission opportunity June 2- August 1 PHASE 2 New courses submitted have no opportunity for resubmission August 2-September 15 PHASE 3 Update cycle closes on September 15 * update cycle opened March 1, 2013

Part III: Writing Courses for A-G Submission

The A-G Course Pattern Subject requirement Required # of years
Additional information History/social science (“a”) 2 years 1 year of world history AND 1 year of U.S. history, or ½ year of U.S. history and ½ year of government. English (“b”) 4 years Includes regular writing, reading of classic and modern literature, and practice with listening and speaking. Mathematics (“c”) 3 years Including the topics covered in elementary and advanced algebra and 2- and 3-dimensional geometry. Laboratory science (“d”) Courses in at least 2 of the 3 disciplines of biology, chemistry, and physics. Language other than English (“e”) The same language other than English. Visual and performing arts (“f”) 1 year Chosen from dance, drama/theater, music, or the visual arts. College-preparatory elective (“g”) An “a-f” course beyond those used to satisfy the requirement OR course approved as “g” elective.

UC A-G Course Approval A-G course approval based on:
A-G subject area course requirements Online: CTE course criteria Online: A-G course evaluation guidelines Online:

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
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 What are the students doing?
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 tools will be used to assess the students and how do they support the 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: Example #1
1.0 ARTISTIC PERCEPTION Students will be able to sight read and perform examples of historically significant 20th Century compositions and reflect upon the techniques used to create them. (1.1, 1.3) Students will be able to Aurally transcribe songs and melodies in notation (At a level of 3 of 6) (1.2) Students will be able to listen for and use 20th Century musical elements and expressive devices in performance and composition (1.4, 1.5) 2.0 CREATIVE EXPRESSION Students will be able to perform examples of 20th Century Literature on the keyboard or other instrumentation. (At a level of 5 of 6) (2.4)…

The goals of this course are to allow students to: Develop a conceptual framework of Biology as a science. Focusing more on concepts and discoveries rather than simply memorizing terms and technical details and routinely repeating information on exams. Students should be able to appreciate science as a coherent body of information and seek to apply it both inside and outside of the classroom. Gain an appreciation of the scientific process, its history, and its present day applications. Students should also be able to understand the importance of the scientific process while experimenting and be able to explain how they have used the scientific process in their own experiments both in writing and through the written word. Develop a deeper understanding of different biological process, particularly as they apply to living beings and life cycles.

Course Purpose: Example # 3
To enable students to use the operation and understanding of Adobe Photoshop CS6 and Adobe InDesign CS6 to begin their development of their inherent creativity through design techniques.

The purpose of this course is to teach a comprehensive, advanced Human Anatomy and Physiology course that expects students to think critically about current physiology research and real-life case studies, using their knowledge of the body systems. Extensive laboratory activities, both directed, microscopic, dissection and independent inquiry will investigate the structure of the body, as well as the scientific method of discovery, questioning, writing, analysis and presentation. Understanding, critical thinking and problem solving skills related to Physiology and Anatomy connected to concepts normally taught at the college level will be developed. The expected outcome of this course is that students will want to major in science or a medical field in college and that their advanced scientific knowledge and laboratory experience will prepare them for this.

Course Outline: Example #1
Management and Leadership in Business Organizations Topic Outline: The role of management Responsibilities of managers in organizing activities The Influence of leadership styles in a corporate culture Study of control activities Roles of managers in different organizational settings Study of managerial skills Trends that affect management Managing Human Resources Study of human resource management process Study of changes in economic needs as related to human resources Study to determine human resource needs…

A. Introduction to Biotechnology, Past and Present The student will be able to: 1. Describe major historic developments in biotechnology fields such as pharmaceuticals, agriculture, diagnostics, industrial products, instrumentation and research and development. 2. Identify the major scientific discoveries that lead to recombinant DNA technology, including those in chemistry, genetics, microbiology, and fermentation technology, and explain how those discoveries are used in industry today. …. 5. Develop scientific questions, hypotheses, and experimental plans. 11. Use the Internet and World Wide Web to collect and share scientific information.

Unit 6: The Relationship Between Exponential and Logarithmic Functions Exponential and logarithmic functions are analyzed and graphed in base and arbitrary . Emphasis is placed on the inverse relationship between exponential and logarithmic functions. Properties of logarithms are explored. Methods of estimating logarithmic values are discussed. The logistic growth function is defined, and its graph explored. The methods of solving certain [accessible] equations that involve exponentials and/or logarithms are covered, and are applied to solve problems involving exponential growth & decay, and logarithmic models. Essential Standards: Algebra 2: 11.1, 14.0 Supporting Standards: Algebra 2: 11.0, 11.2, 12.0, 13.0, 15.0, 24.0

The course begins with a brief introduction to the history of global studies and the major periods of development of this field. We will cover significant historical and contemporary theories of sociology, economics, business, cultural studies and media studies. These theories will be viewed through the lens of globalization studies. We will discuss how these different areas within the field of global studies play a part in globalization. First we will define the general concept of globalization, who thinks it is positive, who negative, and why. From here the course will more in depth, first from a sociological point a view to better explain how the different aspects of society and culture influence and advance the interconnectedness of our world. Then the course will strive to demonstrate how different cultures/people experience globalization. Topics such as the availability of technology, food and work will be discussed here. After this, we will look at globalization through the economic theories we have already covered in order to further evaluate the effects of a global economy on different countries and people within those countries, also by looking at topics related to access to resources and technology. The course will present different theories about how the growing, global economy is influencing the concept of what a Nation-State is and how it operates in a global society. Afterwards, the course will use concepts and theories from cultural and media studies, and sociology, to debate the role and influence of different aspects of culture and media on societies beliefs about whether or not globalization is positive for our world. Lastly, we will discuss various possible alternatives to the current trends in globalizing our belief systems about economy, business, and general cultural.

Unit 3: Elements of Art/ Principles of Design Vocabulary and analyze Elements of art Book Project (Key Assignment) Principles of Design (Key Assignment) Unit 4: Getting started Introduction to type Pillars Type (Key Assignment) Portfolio Cover (Key Assignment) Students create an InDesign document as a Means to publish there class documents assignments. Event Posters (Key Assignment) Unit 5: Introduction to Graphic Design Introduction to Graphic Design Personal Word Web Personal Logo Design (Key Assignment)…

Chapter 4: What is Demand? –Factors Affecting Demand The Law of Demand states that people will buy more of a product at a lower price than they will buy at a higher price, if nothing else changes. Demand does not always stay the same. There are a number of factors that will cause demand to either increase or decrease. Among the determinants of demand are tastes, income, and the price of related products. As you read, keep in mind the difference between a change in demand and a change in the quantity demanded. A change in demand is a result of a change in the determinants of demand. A change in the quantity demanded is a result of a change in price.

Unit 7: The Struggle: 1960s Students will interpret the struggle for economic, political, social and health care equality in the United States. They will analyze the impact of social and political upheaval in the context of equality and individual rights. Students will understand how underrepresented populations fought for opportunities and civil liberties in daily life and how the government redefined its role in the welfare of the nation. Students will... Evaluate the successes and tensions created by United States foreign and domestic policies and the response of individuals to those policies (e.g., Vietnam, Great Society) … Critique government involvement in withholding information about health care issues, such as food and vaccine additives, and pesticides. Understand and explain the impact of the Civil Rights movement on accessibility and availability of health care to underrepresented populations. Evaluate the impact of legislation on the care of patients diagnosed with mental illness.

Key Assignments: Example #1
Students will be expected to answer assessment questions at end of reading assignments. Conceptual Problems where a problem is given and student is asked to apply concepts studied in chapter to question and arrive at an answer. Labs Teacher demonstrations Research Paper- One per semester – 3 to 5 pages on a current breakthrough in chemistry or a past historical breakthrough in chemistry of the student’s choosing.

Unit 3: Supreme Court and its Decisions Research paper on a Supreme Court decision and an oral presentation with a visual (PowerPoint or Prezi) in front of the class. Current Event article response to a current Supreme Court case at the time of the unit. Group discussion and reading on the separate-but-equal decision. Cornell notes on the PowerPoint lectures for Chapter 5.

Project 1.3 (key) Students will be given a series of poor images and be instructed to make the necessary corrections Repair old/cracked image Remove object in an image Retouch blemishes Project 1.4 (key) Students will be instructed to Change color of background on a studio image Change color of a shirt on image Darken the sky in an image and make it blue

Research Essay: 1. Select one or two historical figures who had a major influence on the development of either sociology or psychology. Choose two people only if their work is closely linked. 2. Select at least one text by the person you have chosen to study. The text must be a unified piece that is at least 10 pages long. Be sure that you have the information you need to put the text into its correct context. 3. Conduct research on the person you have chosen to study, and read the text you have chosen. To help you select valuable sources and take accurate and relevant notes, the instructor will provide source evaluation forms and note-taking forms. 4. Write an essay of at least 7 pages (double-spaced). The essay must include: an introduction; a conclusion; biographical information that is integrated into your discussion of the person’s contribution to science; an in-depth analysis of the text you read and how it fit into the state of research at the time it was written; footnotes; and a works cited page that does not count in the page length requirement.

Create a graphic organizer to show the different themes that geographers study. Make a concept map that organizes the experiences African nations have had with colonialism over the past few centuries. Connect countries in Africa to others that had been exploited by European powers. African Report: Students use provided websites to research the postcolonial economy of one African country. Students compiled the information they gather, summarize it, draw inferences and create visuals to represent this information. Students provided websites to learn about oil production and write a short report on their findings. Research the life of Gandhi and the policy nonviolent civil disobedience in India Create an outline for a documentary that would emphasize India’s diversity and complexity. Prepare a multimedia presentation on the Ring of Fire including the impact of eruptions, earthquakes and tsunamis. Visuals must be included in this assignment….

Unit 1: Scaling Images and Murals - Ratios, Algebraic Expressions Algebra Worksheets Students solve and simplify simple proportions and evaluate and describe direct variation…[and] work with rational expressions, ratios, proportion, and percent through…worksheets to prepare them for the first key unit project. Scaling Images Through Algebra Students create and scale an original mural design using colored pencils and grid structures…Using their scaled mural designs, students create ratios, proportions, and percents by comparing points in their original and scaled drawings. Students evaluate their drawings by solving proportions to validate the accuracy of their scaling. Students resize their image by using fractions with polynomials (rational expressions) and factoring techniques to investigate a variety of sizes their drawing might take. Applying Scaling Techniques in Photoshop In Photoshop, students take an existing image to scan and distort by keeping one of the dimensions a constant ratio and altering different parameters. Students use the techniques garnered in the Scaling Images Through Algebra Project to predict, describe, and interpret the outcomes of their scaled images. Students also apply different Photoshop techniques to alter and distort images and postulate the possible algebraic statements that might make the computer model possible…

Instructional Methods and/or Strategies: Example #1
Direct instruction (PowerPoint) Debate Simulations/Role Play Collaborative Groups Current Event Article Discussions Word Wall Jeopardy Review Game Concept Maps/Graphic Organizers Instructional Use of Rubrics Peer-to-peer teaching Presentations Cornell notes Vocabulary log

Instructional Methods and/or Strategies: Example #2
Direct Instruction: Lecture or demonstration of skill-sets. Students are required to take notes during direct instruction. Students are required to refer back to their notes throughout units as lessons begin to build upon prior knowledge. Students practice the process of listening, recording, and retaining information. Used in all lessons to teach the skills. Cooperative Group Work: Structured learning environments where students can learn from each other. Students will also demonstrate peer modeling and peer critiquing. Group investigation is encouraged to provide opportunities for networking and shared learning. Example: Brownie Combinations Lesson. Independent and Group Research: Structured research skills are developed throughout the course, both individually and in small groups to provide platforms for analysis and synthesis of information; to allow access to diverse areas of content. Example: Data and Cost Analysis Lesson.

Assessment Methods and/or Tools: Example #1
Quick response to graded homework assignments with comments on each individual homework Test assessments graded with in class review and step by step corrections Homework= 25% Class work= 15% Notebook= 10% Quiz= 20% Test= 30%

5 = Well Above Basic or Advanced Conceptual Understanding (A) Demonstrates a mastery level of concepts taught. Demonstrates ability to synthesize multiple historical/social science contexts together in a factually sound argument. Demonstrates an extension of opinion based on sound evidence, criteria, cause and effect, inferences, or analysis. 4 = Above Basic (B) Demonstrates a proficient level of concepts taught. Demonstrates a clear level of understanding of historical/social science contexts….

Presentations: This method holds students accountable for their learning, offers them feedback from which to make goals and improvements, and allows them to monitor their own progress and enhance their own skills as well as their own learning. Students present to class, are given teacher feedback, peer feedback, and write a self-assessment of their own presentation. (Example: Students present their PSA announcement to the class and give their persuasive speech to the class on something that should be changed in their communities; peers listen, ask questions, and assess.) Students are graded on a rubric for these presentations - with an emphasis on public speaking for ELA, and an emphasis on collaboration and presentation for CTE. This method develops public speaking skills, requires that students are accountable for and can discuss their own work, and provides student-centered learning, as students assess each others’ projects and learn about others’ presentation topics.

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