Discipline Input Group Meetings C-ID 6/24/2018 Area of Emphasis (AOE) Discipline Input Group Meetings (AOE DIGs) Fall 2014 Michelle Pilati C-ID Faculty Coordinator Welcomes and introductions

Preview Senate Bill 1440 >> TMCs >> Senate Bill 440 C-ID 6/24/2018 Preview Senate Bill 1440 >> TMCs >> Senate Bill 440 Areas of Emphasis The role of C-ID Tasks for today’s “DIG” After last bullet: say why we are here: to brainstorm & get the conversation started. We are not here to make any final decisions. It’s a time to be creative. The disciplines that are being convened for Fall 2012 include programs that often prepare students directly for the workplace and may also prepare students for transfer to universities with baccalaureate programs. For community colleges, meeting the needs of both populations of students can be a challenge (especially at times of budget cuts). The conversations we are hosting at these Fall 2012 “DIGs” are intended to bring college and university faculty to the table to have several conversations: to discuss whether the associate degrees for transfer mandated under SB 1440 are beneficial for your students and to discuss developing C-ID course descriptors for these programs .

SB 1440 Goal: increase CCC transfers with associate degrees C-ID 6/24/2018 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 Let’s address the burning questions -

C-ID Ed code §66745-49 says: 6/24/2018 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 All of this is on a handout to be distributed later.

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”

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

“AA-T” and “AS-T” degrees (ADTs) C-ID 6/24/2018 “AA-T” and “AS-T” degrees (ADTs) We decided that the response to SB 1440 should be a concerted, statewide system----using TMCs and C-ID. The degrees have a new name---to distinguish from other associate degrees

“Transfer Model Curriculum” C-ID 6/24/2018 “Transfer Model Curriculum” Appropriate courses for an associate degree (CCC) and Preparation for transfer (CSU) “Double-counting” encouraged 60 units total including GE I remind you of the 2 segments because we need to be ever cognizant that we should consider the current CCCs programs at the same time as the CSU programs.

Features of TMCs Common “core”– typically 6 units C-ID 6/24/2018 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 Your lead person today has the

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

Example TMC: Psychology C-ID 6/24/2018 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 Let’s look at one example.

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.

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.

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.

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.

How do we ensure courses in the TMC are comparable? C-ID 6/24/2018 How do we ensure courses in the TMC are comparable? C-ID Faculty want to ensure the curriculum meets minimum standards. . . We have a solution: C-ID!

A common course identification system Similar to CAN C-ID 6/24/2018 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.

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

Course Descriptors include C-ID 6/24/2018 Course Descriptors include Course description Units; labs Prerequisites Content Objectives Evaluation Texts Quite detailed---much more so than CAN was; represent the minimum included in a course.

“ 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

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

Steps in TMC & descriptor development C-ID 6/24/2018 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. . . So what’s the sequence of events?

Steps. . . 3. Drafts of C-ID descriptors are vetted statewide 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

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

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?

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”.

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.

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.

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.

List A Additional course not completed above 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 B Anything else articulated as major preparation…

Tips It 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

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

Thanks for being here! C-ID 6/24/2018 Be sure you’re on the list serv---for further info.