Area of Emphasis (AOE) D iscipline I nput G roup Meetings Spring 2016 Michelle Pilati

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

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 • Guarantees at CSU • Admission • Pathway to 60-unit completion

4. Ed Code §66745-49: • All CCCs must offer associate degrees for transfer • Degrees include: • 60 semester/90 quarter CSU-transferable units • Completion of IGETC or CSU GE-Breadth (Note: GE is typically 27-33 units) • Minimum 18 semester/27 quarter units in major or area of emphasis (per Title 5) • 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… • “the CSU shall guarantee admission with junior status”(with minimum 2.0 GPA) • “. . . 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 could have happened. . . 113 colleges develop unique degrees in each major. . . OR A concerted, statewide, intersegmental approach - 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 transferable GE)

9. Features of a TMC • 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. 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 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) • 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 • Could the PLS required courses work as a CCC degree or are additional courses needed? • 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 • Are any C-ID descriptors needed? • 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?

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

33. Thanks for being here!