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 ConferenceMarch 10, 2013

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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

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Part I: Overview & Background

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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

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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

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UC and CTE: How Far We Have Come

In 2000-01, UC approved 258 CTE courses

By 2012-13, 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

2000 20130

2000

4000

6000

8000

10000

12000

14000

258

11844

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CTE Courses by A-G Subject Area

History/Social Science ("a")0.6%

English ("b")0.2%

Mathematics ("c")0.4% Laboratory Science

("d")15.2%

Language Other than English ("e")

5.0%

Visual & Performing Arts ("f")44.4%

College-Preparatory Elective ("g")

34.2%

2012-13

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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

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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

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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

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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: www.ucci.ucop.edu

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Upcoming UCCI Institutes

Spring 2013 – April 11-14 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:http://ucci.ucop.edu/ucci-institutes/upcoming-institutes.html

http://ucci.ucop.edu/ucci-institutes/upcoming-institutes.html

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

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Doorways Websites

Online Update websitehttps://doorways.ucop.edu/update – Manage and update course list and school’s information

“a-g” Course List websitehttps://doorways.ucop.edu/list – View any school’s or program’s course list

“a-g” Guide websitehttp://www.ucop.edu/agguide – Informational website for everything “a-g,” updating the course

list, Career Technical Education (CTE), and online learning

https://doorways.ucop.edu/update

https://doorways.ucop.edu/list

http://www.ucop.edu/agguide

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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!

2012-13 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

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NEW A-G Course Submission Timeline

New update cycle opens on February

1*

PHASE 1February 1*-

June 1New courses

submitted may have up

to 2 resubmission opportunities

PHASE 2June 2-

August 1New courses

submitted may have

only 1 resubmission opportunity

PHASE 3August 2-September

15New courses

submitted have no

opportunity for resubmission

Update cycle

closes on Septemb

er 15

*2013-14 update cycle opened March 1, 2013

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Part III: Writing Courses for

A-G Submission

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The A-G Course Pattern

Subject requirementRequired # 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”)2 years

Courses in at least 2 of the 3 disciplines of biology, chemistry, and physics.

Language other than English (“e”)2 years

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”)1 year

An “a-f” course beyond those used to satisfy the requirement OR course approved as “g” elective.

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UC A-G Course Approval

A-G course approval based on:

1) A-G subject area course requirements Online: http://www.ucop.edu/agguide/a-g-requirements/index.html

2) CTE course criteria Online:

http://www.ucop.edu/agguide/career-technical-education/course-criteria/index.html

3) A-G course evaluation guidelines Online:

http://www.ucop.edu/agguide/updating-your-course-list/submitting-courses/course-evaluation/index.html

http://www.ucop.edu/agguide/a-g-requirements/index.html





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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

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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

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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?

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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

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Textbook/Supplemental Materials Textbooks:

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?

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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

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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 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” 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

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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?

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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– 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

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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?

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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– 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

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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 Methodsand/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

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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?

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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

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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

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Part IV: A-G Course Evaluation

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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)…

Course Purpose

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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

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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.

Course Purpose

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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 Purpose

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Management and Leadership in Business Organizations

Topic Outline:

The role of managementResponsibilities of managers in organizing activitiesThe Influence of leadership styles in a corporate cultureStudy of control activitiesRoles of managers in different organizational settingsStudy of managerial skillsTrends that affect management

Managing Human Resources

Topic Outline:

Study of human resource management process Study of changes in economic needs as related to human resources Study to determine human resource needs…

Course Outline: Example #1

Course Outline

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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.

Course Outline

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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

Course Outline

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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.

Course Outline

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Unit 3: Elements of Art/ Principles of DesignVocabulary and analyzeElements of art Book Project (Key Assignment)Principles of Design (Key Assignment)

Unit 4: Getting startedIntroduction to typePillars 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 DesignIntroduction to Graphic DesignPersonal Word Web Personal Logo Design (Key Assignment)…

Course Outline

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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.

Course Outline

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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.

Course Outline

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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.

Key Assignments

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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.

Key Assignments

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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

Key Assignments

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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.

Key Assignments

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• 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….

Key Assignments

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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…

Key Assignments

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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


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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.


Instructional Methods and/or Strategies: Example #2

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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%


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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….


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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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Advanced Understanding of UC’s A-G