area of emphasis (aoe) d iscipline i nput g roup meetings (aoe digs) fall 2014
DESCRIPTION
Area of Emphasis (AOE) D iscipline I nput G roup Meetings (AOE DIGs) Fall 2014 Michelle Pilati C-ID Faculty Coordinator. Preview. Senate Bill 1440 >> TMCs >> Senate Bill 440 Areas of Emphasis The role of C-ID Tasks for today’ s “ DIG”. SB 1440. - PowerPoint PPT PresentationTRANSCRIPT
Area of Emphasis (AOE)Discipline Input Group Meetings
(AOE DIGs) Fall 2014
Michelle PilatiC-ID Faculty Coordinator
Senate Bill 1440 >> TMCs >> Senate Bill 440
Areas of Emphasis
The role of C-ID
Tasks for today’s “DIG”
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
All CCCs must offer associate degrees for transfer (ADTs)
Degrees include:o 60 sem./90 qtr. CSU-transferable units o Completion of IGETC or CSU GE-Breadtho Minimum 18 sem./27 qtr. units in the major or
area of emphasiso No additional local requirements allowedo GPA---2.0
Ed code §66745-49 says:Ed code §66745-49 says:
1. “the CSU shall guarantee admission with junior status”
2. “. . . does not guarantee admission for specific majors or campuses”
3. “priority admission ---to local CSU campus and to a program or major that is similar . . . as determined by the CSU campus”
A degree with a guarantee…
112 colleges develop unique degrees in each major. . .
OR
A concerted, statewide, intersegmental transfer model curriculum (TMC)
Appropriate courses for an associate degree (CCC) and
Preparation for transfer (CSU)
“Double-counting”
encouraged
60 units total including GE
Common “core”– typically 6 units
Additional courses selected from
list (s)
Minimum of 18 semester units
Typically, a TMC moves from
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
Specific to General
ExampleExample TMC: TMC: PsychologyPsychology
Total units 18-21
Required Core: (9-11 units)
•Elementary Statistics (3-4 units)
•General Psychology (3 units)
•Research Methods in Psychology
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
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.
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.
Why does structure matter?
Mandated by Senate Bill 440Two 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.
Areas of Emphasis (AOE)
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.
AOE – Why?
C-ID
How do we ensure courses in the TMC are comparable?
A common course identification system Similar to CANFaculty created and approved course “descriptors”Individual CCCs submit courses for C-ID approvalContact your articulation officer for information.
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
The C-ID Connection to The C-ID Connection to AA/AS-T ?AA/AS-T ?
Course descriptionUnits; labsPrerequisitesContentObjectivesEvaluationTexts
Course Descriptors include
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
• Develop draft descriptors in 2 ways:
1) At DIG meetings
2) In FDRG
• Vet draft descriptors www.c-id.net • Finalize descriptors• Seek articulation with universities• Seek COR submissions from CCCs
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. . .
Steps in TMC & Steps in TMC & descriptor developmentdescriptor development
2. Draft TMCs are vetted statewide (www.c-id.net)3. Drafts of C-ID descriptors are vetted statewide4. CCCs develop TMC- aligned degrees (ADTs) 5. CSU determines if TMC is “similar” to their program/s
Steps. . .
To brainstorm – to see if AOEs make
sense
To listen and share ideas
To consider students’ pathways and
needs
So why are we here today?
1. What is/are the CSU major(s) in this field?2. What lower division courses do they require?3. Do CCCs teach those courses?4. Are there C-ID descriptors already for these
lower division courses? 5. Is a new TMC beneficial for students?6. Is there a “package” of CCC courses that would
well-prepare students for a number of CSU majors?
Questions to Discuss:The Big Picture
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”.
Important Reminders
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.
TMC Considerations
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.
NOTE
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.
Diversity Studies – Idea - CORE
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
List A
Anything else articulated as major preparation…
List B
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
TipsIt helps if we can. . .
www.C-ID.netwww.SB1440.orgwww.ASCCC.org [email protected] (email)www.ADegreeWithAGuarantee.com
.
www.assist.org
Thanks for being here!