1. Advanced Understanding of UC’s A-G Monica H. Lin, Ph.D. Associate Director of Undergraduate Admissions and Nina Costales High School Articulation Coordinator University of California | Office of the President Educating for Careers Conference February 13, 2012

2. 2 Overview Part I: UC and CTE  UC’s role in career technical education (CTE)  Integrating CTE and “a-g” Part II: The Specifics of UC’s A-G  Updates related to the course review process  Guidelines for improving integrated course submissions  Helpful “a-g” resources and training opportunities  Interactive exercise: CTE / “a-g” course review discussion Part III: Questions & Feedback Session

3. 3 Part I: UC and CTE

4. 4 UC’s Role in CTE  UC joined the state’s reform movement through the “a-g” course approval process  Annually, UC reviews and approves courses meeting the “a-g” subject requirements for admissions eligibility  The number of UC-approved CTE courses has grown over the last decade –258 in 2000-2001 –9,979 in 2010-2011 –UC’s goal: over 10,000 in 2011-2012

5. 5 CTE / A-G Course Trends  Majority of courses offered in: –Arts, Media & Entertainment –Agriculture –Business

6. 6 CTE Challenges Remain  History/social science, English, and math courses combined are less than 1% of approved CTE courses

7. 7 Integrating CTE and A-G  Integrated courses connect academic content and practical, work-related applications –Include advanced concepts and skills in the “a-f” subject areas –Combine academic knowledge with technical and occupational knowledge –Incorporate challenging opportunities to develop understanding of tools, processes, and materials  Demand is great for high-quality, integrated courses –Increase the number of CTE courses in core subject areas –State legislation supporting CTE

8. 8 Part II: The Specifics of UC’s A-G

9. 9 Course Submission Timeline New update cycle opens on February 1 Submit new courses and other course list updates New courses are reviewed within 4-6 weeks of submission Update cycle closes on the 3 rd Sunday in September Resubmissions are accepted through January

10. 10 2011-2012 at a Glance  23,436 = Total number of courses submitted  8,500 = Number of courses received during the last two weeks of the cycle  9,390 = Total number of new courses submitted

11. 11 Changes for 2012-2013 Update Cycle  New courses submitted within the last two weeks of the update cycle: –May not be approved in time for completing the UC and CSU applications –Will only have two opportunities to resubmit prior to the January resubmission deadline  New English (“b”) and mathematics (“c”) subject criteria –UC faculty approved new review criteria in June 2011 –Changes are aligned with the California-adopted Common Core State Standards –Details available on the “a-g” Guide in the Subject Requirement section (http://www.ucop.edu/a-gGuide)

12. 12 Overall Tips for Writing  Know your audience  Include relevant information  Be specific and detailed  Show the course’s rigor and development of essential skills and habits of mind  Explain and show the course’s integration of topics and skills  Use one voice

13. 13 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 and Written Assignments, Assessments and/or Instructional Methods.  Why is it important for students to take this course?

14. 14 Guidelines for Course Purpose  In the Course Purpose section, UC is looking for: –The course’s “big ideas” –The integration –The rigor of the course and content –Not a reiteration of state standards  Additional tips for completing the Course Purpose section: –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 –Use action words

15. 15 Course Outline A detailed descriptive summary of all topics covered. All historical knowledge is expected to be empirically based; give examples. 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?

16. 16 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 –The integration –Clear evidence of the level of rigor and development of essential skills –Incorporation of the texts and supplemental materials

17. 17 Organizing the Course Outline  The following 3 models are examples of integrated course outlines commonly used: –Expository design –Side-by-side structure –Integrated descriptive list  If you wish to create a different format to structure your outline, please do

18. 18 Expository Design  Each unit includes: –Unit name and number –Unit essential questions (optional) –1-2 detailed paragraphs illustrating the “a-g” and CTE concepts and skills learned and describing the integration of topics –A visual representation of the unit’s organization and topics covered in a traditional outline format (optional) Unit #: Name Essential Question “a-g” & CTE concepts and skills. Integration. “a-g” & CTE concepts and skills. Integration. “a-g” & CTE concepts and skills. Integration. Integration. “a-g” & CTE concepts and skills. Integration. “a-g” & CTE concepts and skills. Integration … I.Main Topic A.Sub-topic …

19. 19 Side-by-Side Structure  Each unit includes: –Unit name and number –Unit essential questions (optional) –2-5 sentences summarizing how both “a-g” and CTE topics are integrated and covered –List of concepts and skills side by side, with each topic consisting of at least 1 concise sentence description –Non-integrated “a-g” and CTE content will not have a corresponding topic “a-g” Academic TopicsCTE Sector Topics Integrated “a-g” topic Non-integrated “a-g” topic Non-integrated CTE topic Integrated “a-g” topic Integrated CTE topic

20. 20 Integrated Descriptive List  Each unit includes: –Unit name and number –Unit essential questions (optional) –2-5 sentences summarizing how both “a-g” and CTE topics are integrated and covered –Descriptive list illustrating the “a-g” and CTE concepts and skills learned and describing the integration of topics –Some bullets may only describe the non-integrated “a-g” or CTE topics Unit #: Name Essential Questions “a-g” & CTE concepts and skills. Integration. “a-g” & CTE concepts and skills. Integration. “a- g” & CTE concepts and skills. Integration. Integration. “a-g” + CTE = integration “a-g” + CTE = Integration “a-g” topics only or CTE topics only

21. 21 Key Assignments  Not all assessments will be key assignments, but all key assignments are a form of assessment  What is the difference between an assessment method and a key assignment? –The Key Assignment section is where you explain the “what” of the assignment and its significance in the context of the unit –The Assessment Methods section focuses on the intent and significance of each type of assessment in more general terms

22. 22 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?

23. 23 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 –The integration –Progression of content, skills and student understanding –Engaging and rigorous assignments

24. 24 Guidelines for Key Assignments  Additional tips for completing the Key Assignments section: –Use a variety of different types of activities and projects –Quality over quantity –Use action words –Key assignments could be either supplemental or take the place of unit exams and quizzes

25. 25 Laboratory Activities (for science courses only) Acceptable courses include hands-on scientific activities that are directly related to and support the other class work, and that involves inquiry, observation, analysis, and write-up. These hands-on activities should account for at least 20% of class time, and should be listed and described in detail. Please itemize and describe each laboratory activity in detail.  What labs are the students doing and why?

26. 26 Guidelines for Lab Activities  In the Laboratory Activities section, UC is looking for: –Each lab involves inquiry, observation, analysis and write-up –Brief description of the process and purpose of each lab –Explanation of the expected results and outcome(s) after completing the experiment –Lab clearly links to and addresses the unit’s topics and goals –The integration –Progression of content, skills and student understanding –Engaging and rigorous labs –Lab activities account for at least 20% of class time

27. 27 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?

28. 28 Guidelines for Instructional Methods/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

29. 29 Guidelines for Instructional Methods/Strategies  Additional tips for completing the Instructional Methods / Strategies section: –Be specific to your course and content –Use a variety of strategies –Instructional methods can be listed by unit or by type –A “laundry list” is not acceptable

30. 30 Assessment Methods and/or Tools Indicate the intent of each assessment 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?

31. 31 Guidelines for Assessments/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 for completing the Assessment section: –Be specific to your course and content –Use a variety of assessments –Assessments can be listed by unit or by type –Give examples of when each assessment is used –A “laundry list” is not acceptable

32. 32 Helpful A-G Resources  UC Doorways portal: http://doorways.ucop.edu –“a-g” Guide: http://www.ucop.edu/a-gGuide –Course Lists: https://doorways.ucop.edu/list –Online Update: https://doorways.ucop.edu/update

33. 33 UC Curriculum Integration Institutes  UCCI Institutes expanded UC’s CTE vision to encourage collaborative, innovative course design  Main goals of the Institutes: –Increase awareness of the significance and possibilities for fully integrated CTE / “a-g” courses –Develop challenging and engaging courses that meet UC “a-g” approval and can be adopted statewide –Train teachers to be expert integrated course developers

34. 34 UCCI Accomplishments  UC has conducted four UCCI Institutes since Spring 2010 –Nearly 500 applicants overall –216 participants trained –About 50% are CTE teachers  Targeted mathematics, history/social science, English, and laboratory science areas combined with various CTE industry sectors

35. 35 Upcoming UCCI Institutes  Spring 2012 – April 22-25 in Burlingame, CA –Institute #1: Arts, Media & Entertainment (AME) with English (“b”) –Institute #2: Building Trades & Construction (BTC) with Math (“c”)  Summer 2012 – July 15-18 in Burlingame, CA –Institute #1: Health Science & Medical Technology (HSMT) with History (“a”) –Institute #2: Information & Communication Technologies (ICT) with Math (“c”)  For more information on applying: –http://www.ucop.edu/ucci

36. 36 Interactive Exercise: CTE / A-G Course Review Discussion

37. 37 Part III: Questions & Feedback

38. 38 Contact Us  Nina Costales High School Articulation Coordinator Nina.Costales@ucop.edu  Monica H. Lin, Ph.D. Associate Director of Undergraduate Admissions & Director, UC Curriculum Integration (UCCI) Institutes Monica.Lin@ucop.edu