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Area of Emphasis (AOE) D iscipline I nput G roup Meetings (AOE DIGs) Fall 2014

This article discusses the role of C-ID and the tasks for today's AOE DIG meetings in relation to Senate Bill 1440. The goal is to increase the number of CCC transfers with associate degrees and create a smoother path to transfer to a CSU. The article also covers the use of Transfer Model Curriculum (TMC) and the development of Area of Emphasis (AOE) TMCs.

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Area of Emphasis (AOE) D iscipline I nput G roup Meetings (AOE DIGs) Fall 2014

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  1. Area of Emphasis (AOE) Discipline Input Group Meetings (AOE DIGs) Fall 2014 Michelle PilatiC-ID Faculty Coordinator

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

  3. SB 1440 • 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 • A guarantee at CSU

  4. Ed code §66745-49 says: • All CCCs must offer associate degrees for transfer (ADTs) • Degrees include: • 60 sem./90 qtr. CSU-transferable units • Completion of IGETC or CSU GE-Breadth • Minimum 18 sem./27 qtr. units in the major or area of emphasis • No additional local requirements allowed • GPA---2.0

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

  6. What couldhave happened. . . 112 colleges develop unique degrees in each major. . . OR A concerted, statewide, intersegmental transfer model curriculum (TMC) 

  7. “AA-T” and“AS-T” degrees(ADTs)

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

  9. Features of TMCs Common “core”– typically 6 units Additional courses selected from list (s) Minimum of 18 semester units Typically, a TMC moves from specific to general

  10. Specific to General 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) • Elementary Statistics (3-4 units) • General Psychology (3 units) • Research Methods in Psychology

  12. 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 psych major at a CSU

  13. List C (up to 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.

  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 Area of Emphasis TMCs available by end of 2014-2015, two more the following 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. An AOE TMC may not look like any one major at the 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 common course identification system • Similar to CAN • Faculty created and approved course “descriptors” • Individual CCCs submit courses for C-ID approval • Contact your articulation officer for information.

  19. The C-ID Connection to AA/AS-T ? • C-ID courses---the foundation for TMCs • Faculty (CCC and CSU) agree upon course content • C-ID ensures rigor and quality of curriculum • C-ID courses accepted at other CCCs with approved C-ID courses

  20. Course Descriptors include Course description Units; labs Prerequisites Content Objectives Evaluation Texts

  21. “ Descriptors” • 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. Process • Develop draft descriptors in 2 ways: • At DIG meetings • In FDRG • Vet draft descriptors www.c-id.net • Finalize descriptors • Seek articulation with universities • Seek COR submissions from CCCs

  23. Steps in TMC & descriptor development 1. Faculty discipline groups (intersegmental : CCC & CSU and some UC involvement, too • Review brainstorming from DIGs • Identify common lower division major preparation (TMC) • Define content for courses (C-ID course descriptors) continued. . .

  24. Steps. . . 2. Draft TMCs are vetted statewide (www.c-id.net) 3. Drafts of C-ID descriptors are vetted statewide 4. CCCs develop TMC- aligned degrees (ADTs) 5. CSU determines if TMC is “similar” to their program/s

  25. So why are we here today? To brainstorm – to see if AOEs make sense To listen and share ideas To consider students’ pathways and needs

  26. Questions to Discuss:The Big Picture What is/are the CSU major(s) in this field? What lower division courses do they require? Do CCCs teach those courses? Are there C-ID descriptors already for these lower division courses? Is a new TMC beneficial for students? Is there a “package” of CCC courses that would well-prepare students for a number of CSU majors?

  27. 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. • Disciplines gathered here today serve about 80 – in combination. • “Serve” = transfer major. • The core must specify enough for CSU’s to determine the TMC “similar”.

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

  29. NOTE The “name” of the TMC you will develop has not yet been determined – your group can offer suggestions for what the TMC should be called.

  30. Diversity Studies – Idea - CORE Intro to Ethnic Studies (Develop C-ID) or Intro to Race and Ethnicity (C-ID SOCI 150) Intro to Women’s Studies (Develop C-ID) or Intro to Gender Studies (Develop C-ID) Intro Psy (C-ID PSY 110) or Intro Soc (C-ID SOCI 110) Statistics (C-ID Math 110) NOTE: Options in core are fine. Most, if not all, of the above would be GE.

  31. List A List A - choose X courses/X units from the following… Additional course not completed above Ethnic History course: African American, Asian, Chicano/Latino; Latin American; Native American Ethnic Literature course: African American, Asian, Chicano/Latino; Latin American, Native American

  32. List B Anything else articulated as major preparation…

  33. TipsIt helps if we can. . . Maintain statewide perspectives. Local campuses always have idiosyncrasies.  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

  34. Resources and Contacts www.C-ID.net www.SB1440.org www.ASCCC.org info@c-id.net (email) www.ADegreeWithAGuarantee.com. www.assist.org

  35. Thanks for being here!

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