The Basics of UC’s A-GMonica 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: A-G Subject Area Requirements

Part IV: Writing Courses for A-G Submission

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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

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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

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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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Accessing the Online Update Website

The Online Update website is password protected

User IDs and passwords are issued by institution, not individually

Do not have (or remember) a login? Send an e-mail hsupdate@ucop.edu

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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: A-G Subject

Area Requirements

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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

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History (“a”) Course Requirements

World history, cultures, and historical geography– Does not need to cover every culture and period– Can be in-depth study of single or multiple cultures over time

U.S. history– Covers full span of American history– Can focus on single group or theme over time

Government/civics– May focus on U.S. federal government OR comparative politics

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English (“b”) Course Requirements

Incorporation of Common Core State Standards– Address all Common Core College and Career Readiness Anchor

Standards in Reading, Writing, Listening and Speaking

Reading– Variety of genres and text– Analysis of, and interaction with, the text– Must include at least 1 full-length work

Writing– Recurrent practice in writing extensive, structured papers– Responding to various texts and using different writing styles

Listening and speaking– Practice speaking in large and small groups– Develops critical listening skills

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Math (“c”) Course Requirements

Incorporation of the Common Core State Standards– Address 8 Standards of Mathematical Practice– Incorporate into key assignments, instructional methods, and

assessments

Focus on learning to absorb major ideas and principles– Not treating math content as checklist

Not based entirely on repetition of material from prior course

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Lab Science (“d”) Course Requirements

Content drawn from:– California Science Content Standards– California CTE Content Standards, if applicable

Participate in all phases of the scientific process and method

– Laboratory activities = 20% of class time– Involves inquiry, observation, analysis, and write-up

Required pre- or co-requisite of at least Algebra 1 Acceptable courses can involve in-depth study within one

discipline or advanced interdisciplinary science topics– e.g., Marine Biology, Organic Chemistry, AP Environmental

Science

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Language Other than English (“e”)Course Requirements

Emphasizes speaking and understanding

Instruction on grammar and vocabulary

Includes reading and comprehension

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Visual and Performing Arts (“f”)Course Requirements

Must be one year in length

Content drawn from California Visual and Performing Arts Content Standards and address ALL component strands:

– Artistic Perception– Creative Expression– Historical and Cultural Context– Aesthetic Valuing– Connections, Relationships, and Applications

Technology-based courses use the technology as a tool of artistic expression

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Elective (“g”) Course Requirements

Elective courses should:– Strengthen general study skills, particularly analytical reading,

expository writing, and oral communications– Provide opportunity to begin work that could lead into a university

major program of study– Allow experience in new areas of academic discipline

Designed for the 11th and 12th grades OR has an appropriate pre-requisite

Must also meet subject-specific elective criteria

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Subject-Specific ElectiveCourse Requirements

History– May focus on specific regions, movements, or areas but avoid

isolating from larger society

Social science– Content drawn from anthropology, economics, political science,

psychology, and/or sociology

English– Substantial reading with extensive practice writing, listening, and

speaking

Mathematics– Content drawn from advanced math or computer science

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Subject-Specific ElectiveCourse Requirements

Laboratory science– Includes laboratory activities– 9th and 10th grade courses are acceptable

Language other than English– Pre-requisite of at least 2 years of the language

Visual and performing arts– Address all 5 component strands– Pre-requisite of at least 1 year of coursework– Semester courses are acceptable

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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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Part IV: Writing Courses for

A-G Submission

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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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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

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Sample Integrated Courses

Laboratory science (“d”)– Applied Physics and Engineering– Biotechnology

Language other than English (“e”)– American Sign Language

Visual and performing arts (“f”)– Graphic, Architectural, Furniture Design– Animation– Video Production, Photography– Technical Theatre, Stagecraft

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Sample Integrated Courses

College-preparatory elective (“g”)– Child Development– Engineering I & II– Forensic Science– Introduction to Biotechnology– Introduction to Business Economics– Introduction to Education– Journalism (Advanced and Beginning)– Robotics– Sports Medicine

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