1. 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

2. 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 .

3. 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 -

4. C-ID
Ed code § 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.

5. 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”

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

7. “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

8. “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.

9. 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

10. 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

11. Example TMC: Psychology
C-ID
6/24/2018
Example TMC: Psychology
Total units
Required Core: (9-11 units)
Elementary Statistics (3-4 units)
General Psychology (3 units)
Research Methods in Psychology
Let’s look at one example.

12. 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

13. 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.

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 Area of Emphasis TMCs available by end of , two more the following 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.
An AOE TMC may not look like any one major at the 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
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!

18. 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.

19. 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

20. 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.

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
Finalize descriptors
Seek articulation with universities
Seek COR submissions from CCCs

23. 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?

24. Steps. . . 3. Drafts of C-ID descriptors are vetted statewide
2. Draft TMCs are vetted statewide (
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

25. 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

26. 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?

27. 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”.

28. 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.

29. 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.

30. 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.

31. 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

32. List B
Anything else articulated as major preparation…

33. 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

34. Resources and Contacts
( )

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