advanced understanding of uc’s a-g monica h. lin, ph.d. associate director of undergraduate...
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Advanced Understanding of UC’s A-GMonica 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 ConferenceFebruary 13, 2012
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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
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Part I: UC and CTE
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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
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CTE / A-G Course Trends
Majority of courses offered in:– Arts, Media & Entertainment– Agriculture– Business
CTE Courses Satisfying A-G, Over Time CTE Industry Sector 2004-
2005 2005-2006
2006-2007
2007-2008
2008-2009
2009-2010
2010-2011
Agriculture 544 667 781 842 908 1049 1049 Arts, Media & Entertainment NR 1934 2281 2754 3138 3472 3752 Business 358 408 491 532 707 854 959 Health 522 575 629 709 783 847 933 Home Economics & Technology 99 120 148 182 180 234 248 Industrial & Technology 1813* 314 365 397 452 508 628 Other CTE Sectors NR 3 10 198 341 686 779 TOTAL 3336 4021 4705 5614 6509 7650 8389
*Industrial & Technology and Arts, Media & Entertainment courses were combined
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CTE Challenges Remain
History/social science, English, and math courses combined are less than 1% of approved CTE courses
CTE Courses Approved in A-G Areas, Over Time Subject Area 2004-
2005 2005-2006
2006-2007
2007-2008
2008-2009
2009-2010*
2010-2011*
“a” History/Social Science 20 21 24 32 42 47 54 “b” English 13 19 19 24 25 19 19 “c” Mathematics 5 5 5 7 6 12 15 “d” Laboratory Science 640 684 752 954 1033 1348 1469 “e” Language Other Than
English 2 2 2 5 0 310 459 “f” Visual & Performing Arts 1679 2107 2476 2894 3292 4302 4612 “g” College Preparatory
Elective 977 1183 1427 1698 2111 3056 3351
TOTAL 3336 4021 4705 5614 6509 9094 9979 *Years include information from both public and private high schools. All years prior include information from public schools only.
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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
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Part II: The Specifics of UC’s A-G
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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 3rd Sunday in September
Resubmissions are accepted
through January
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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
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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)
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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
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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?
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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
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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?
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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
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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
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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 #: NameEssential 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 TopicA. Sub-topic …
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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 Topics CTE Sector Topics
• Integrated “a-g” topic • Integrated “a-g” topic
• Non-integrated “a-g” topic
• Non-integrated CTE topic
• Integrated “a-g” topic • Integrated CTE topic
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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
topicsUnit #: NameEssential 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
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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
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Key AssignmentsDetailed 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?
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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
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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
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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?
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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
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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?
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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
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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
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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?
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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
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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
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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
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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
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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
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Interactive Exercise:CTE / A-G Course Review Discussion
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Part III: Questions & Feedback
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Contact Us
Nina Costales
High School Articulation Coordinator
Monica H. Lin, Ph.D.
Associate Director of Undergraduate Admissions &
Director, UC Curriculum Integration (UCCI) Institutes