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 Conference
March 10, 2013
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
Part I: Overview & Background
Purpose of Articulation
 Align curriculum across educational segments to support
 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
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
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
– 9,954 CTE courses offered
at public high schools
– 1,890 CTE courses offered
at private high schools
CTE Courses by A-G Subject Area
English ("b")
Science ("a")
Elective ("g")
Science ("d")
Other than
English ("e")
Visual &
Arts ("f")
A-G Courses by CTE Industry Sector
CTE Industry Sector
# of UC-approved A-G
Agriculture and Natural Resources
Arts, Media, and Entertainment
Building Trades and Construction
Education, Child Development and Family Services
Energy and Utilities
Engineering and Design
Fashion and Interior Design
Finance and Business
A-G Courses by CTE Industry Sector
CTE Industry Sector
Health Science and Medical Technology
# of UC-approved A-G
Hospitality, Tourism, and Recreation
Information Technology
Manufacturing and Product Development
Marketing, Sales, and Services
Public Services
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
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:
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:
Part II: A-G Course List Update &
Review Process
Doorways Websites
 Online Update website
– Manage and update course list and school’s information
 “a-g” Course List website
– View any school’s or program’s course list
 “a-g” Guide website
– Informational website for everything “a-g,” updating the course
list, Career Technical Education (CTE), and online learning
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
NEW A-G Course Submission Timeline
New update cycle
opens on
February 1*
February 1*June 1
New courses
submitted may
have up to 2
June 2August 1
New courses
submitted may
have only 1
August 2September 15
New courses
submitted have
no opportunity
Update cycle
closes on
September 15
*2013-14 update cycle opened
March 1, 2013
Part III: Writing Courses for
A-G Submission
The A-G Course Pattern
Subject requirement
# of years Additional information
History/social science (“a”)
2 years
English (“b”)
4 years
Mathematics (“c”)
3 years
Laboratory science (“d”)
2 years
Language other than English (“e”)
1 year of world history AND 1 year of U.S. history, or ½
year of U.S. history and ½ year of government.
Includes regular writing, reading of classic and modern
literature, and practice with listening and speaking.
Including the topics covered in elementary and
advanced algebra and 2- and 3-dimensional geometry.
Courses in at least 2 of the 3 disciplines of biology,
chemistry, and physics.
The same language other than English.
2 years
Visual and performing arts (“f”)
1 year
College-preparatory elective (“g”)
1 year
Chosen from dance, drama/theater, music, or the
visual arts.
An “a-f” course beyond those used to satisfy the
requirement OR course approved as “g” elective.
UC A-G Course Approval
 A-G course approval based on:
1) A-G subject area course requirements
 Online:
2) CTE course criteria
 Online:
3) A-G course evaluation guidelines
 Online:
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
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
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?
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
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
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
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?
Guidelines for Course Purpose
 In the Course Purpose section, UC is looking for:
– The course’s “big ideas” encompassing academic content, careerrelated (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
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?
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
– Incorporation of the texts and supplemental materials
 Additional tips:
– Be detailed and descriptive
– Do not include key assignments or assessments
– Remember your audience
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?
Guidelines for Key Assignments
 In the Key Assignments section, UC is looking for:
– Detailed descriptions of each key assignment – process, product, and
– 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
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?
Guidelines for Instructional Methods
and/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
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?
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
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
Part IV: A-G Course Evaluation
Course Purpose: Example #1
Course Purpose
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)
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: Example #2
Course Purpose
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: Example # 3
Course Purpose
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: Example #4
Course Purpose
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
Course Outline: Example #1
Course Outline
Management and Leadership in Business Organizations
Topic Outline:
The role of management
Responsibilities of managers in organizing activities
The Influence of leadership styles in a corporate culture
Study of control activities
Roles of managers in different organizational settings
Study of managerial skills
Trends 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 #2
Course Outline
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: Example #3
Course Outline
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: Example #4
Course Outline
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: Example #5
Course Outline
Unit 3: Elements of Art/ Principles of Design
Vocabulary and analyze
Elements of art Book Project (Key Assignment)
Principles of Design (Key Assignment)
Unit 4: Getting started
Introduction to type
Pillars 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 Design
Introduction to Graphic Design
Personal Word Web
Personal Logo Design (Key Assignment)…
Course Outline: Example #6
Course Outline
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: Example #7
Course Outline
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.
Key Assignments: Example #1
Key Assignments
• Students will be expected to answer assessment questions at end of reading
• 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
Key Assignments: Example #2
Key Assignments
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: Example #3
Key Assignments
Project 1.3 (key)
Students will be given a series of poor images and be instructed to make the necessary
• 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: Example #4
Key Assignments
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: Example #5
Key Assignments
• 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
• Prepare a multimedia presentation on the Ring of Fire including the impact of
eruptions, earthquakes and tsunamis. Visuals must be included in this
Key Assignments: Example #6
Key Assignments
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…
Instructional Methods and/or Strategies:
Example #1
Instructional Methods and/or Strategies
• 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
Instructional Methods and/or Strategies:
Example #2
Instructional Methods and/or Strategies
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.
Assessment Methods and/or Tools:
Example #1
Assessment Methods and/or Tools
• 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%
Assessment Methods and/or Tools:
Example #2
Assessment Methods and/or Tools
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
Assessment Methods and/or Tools:
Example #3
Assessment Methods and/or Tools
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
Contact Us
 UCOP High School Articulation
[email protected]
 UC Admissions
[email protected]
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