Evolution of C-ID, Transfer Degrees and Model Curriculum Craig Rutan, ASCCC C-ID Liaison Erik,...

Evolution of C-ID, Transfer Degrees and Model Curriculum

Craig Rutan, ASCCC C-ID Liaison

Erik, Shearer, C-ID Curriculum Director

2015 ASCCC Fall Plenary Session

Overview

•Five Year Review

•CTE and C-ID

•Area of Emphasis TMCs

•Model Curriculum

Fall Plenary Session November 5 - 7, 2015 Irvine, CA 2

General Updates


New Faces in C-ID

•Erik Shearer: C-ID Curriculum Director

•Robert Cabral: CTE Director

•Craig Rutan: ASCCC Liaison to C-ID


General Updates

• 34 TMCs now available for local ADT development

•As of October, 2015:• 16,828 courses have received determinations (total for approved, conditional, and not approved columns)• 13,597 courses receiving a C-ID designation (80.7%)

Course Review UpdatesHigh volume of work from faculty reviewers in past year:

• 15 disciplines have fewer than 10 courses in queue

• 10 disciplines have 10 – 20 courses in queue

• 4 disciplines have 20 – 40



• Engineering

• Film, Television, and Electronic Media

• Agriculture

Studio Arts: 700+ completed review, 460 in queue, 370 with no CSU reviewer. Forthcoming TMC changes to address backlog.

Five Year Review• Speech Com, Psychology, Sociology: No major changes.

• 11 disciplines currently going through five-year review:oAdministration of Justice, Physics, Early Childhood Education,

Political Science, Geology, Studio Arts, History, Theater Arts, Kinesiology, Mathematics, and Computer Science

• Working with FDRGs on reviews, emphasizing the impact of changes to existing C-ID descriptors and TMCs.


New and In-progress TMCsCompleted, awaiting COT release on February 1:• Public Health Science

• Child and Adolescent Development

Under Development based on previous faculty work• Environmental Science

• Graphic Design

• Hospitality Management

ADT ObligationThe requirement to create an Associate Degree for Transfer if your college has an existing Associate Degree in the same TOP code began on August 30.

• If you haven’t been able to create an ADT, please contact the Chancellor’s Office.

• Colleges are not being asked to deactivate existing degrees if they are unable to comply with SB440.

• Chemistry and Biology ADTs will be due in September 2016

• New TMCs require degrees to be developed 18 months after posting


C-ID for CTE and Basic Skills


C-ID for CTEC-ID Descriptor and Model Curriculum development continues. In addition to Addiction Studies, Automotive Technology, , Commercial Music, Culinary Arts, Emergency Medical Services, and Biotechnology meetings were held in October to discuss:

• Health Occupations/Allied Health Preparation - Radiologic Technology, Respiratory Therapy, Medical Assistant, Diagnostic Medical Sonography

• Office Technology/Office Computer Applications/Business Information Worker

• Small Business and Entrepreneurship

• Hospitality – Culinary Arts

• Welding Technology

Focus on the development of both descriptors and Model Curricula, including certificates. Great progress! Dozens of new descriptors and MC for certificates.


C-ID for CTE• The development of C-ID and Model Curriculum certificates

for CTE helps to create a uniform set of standards for CTE programs.

• These standards help colleges guarantee that students have the skills that employers are looking for.

• The development of these descriptors and model curriculum is done in collaboration with discipline faculty, industry partners, sector navigators, and deputy sector navigators.

• These descriptors are mostly for CCCs only, but some may transfer to the CSU


C-ID, Model Curriculum, CTE and The WFTF

The recommendations from the Taskforce on Workforce, Jobs, and a Strong economy calls for the development of CTE Model Curriculum.

Develop CTE Model Curriculum oAlign model curriculum with high schools and adult education to

enable articulation, dual enrollment and CTE pathways between high schools, adult education and California community colleges.

oCollaborate with high school, adult education and California community college educators on the development of model curriculum


C-ID and Basic Skills• Basic skills descriptors in Math and English have been

drafted and vetting was completed in September. Math currently discussing additional descriptors for alternate pathway courses.

• ESL is still discussing possible descriptor development.

• Alignment with these descriptors would make it easier for basic skills students to change colleges

• These descriptors will be aligned to the CAI assessment competencies to assist colleges as they prepare for the Common Assessment Test


Area of Emphasis (AoE) TMCs


Area of Emphasis (AoE) TMCs• Mandated by SB 440 • Used for majors without a high transfer volume

warranting single-discipline TMC• Interdisciplinary• Single AOE TMC feeds multiple majors at CSU and may be

used to develop more than one ADT CCC • While AOE TMCs are general, local degrees may be

specific• Each AOE TMC will have a unique TOP code, so there is no

requirement for colleges to develop an ADT in these areas!


First AoE TMCs• Social Justice Studies• 18-19 units in area of emphasis• 9-unit core

• Global Studies/International Relations• 21 units in area of emphasis• 6-unit core, both defined by new C-ID descriptors

• Chancellor’s Office Templates for these TMCs will be posted to the Chancellor’s Office website by Febraury 1, 2016


Social Justice Studies

Designed to meet lower division requirements for multiple CSU majors, including, but not limited to the following:

Africana / African American Studies; Ethnic Studies; Asian / Asian American Studies; Chicano/Chicana Studies; LGBT Studies; Women’s, Gender, and Sexuality Studies; Modern Jewish Studies; Native American Studies; Diversity Studies; Critical Race, Gender, and Sexuality Studies.

This list is not meant to be exhaustive. Additional majors, options, or concentrations that focus on a particular population may also be served by this TMC.


Global Studies

Designed to meet lower division requirements for multiple CSU majors, including:

Global Studies, Global Politics, International Relations, International Studies, International Relations and Comparative Government.


Using AoE TMCs• Previous TMCs were designed to create a single degree

that aligned to the TMC and transferred into a single major.

• Area of Emphasis TMCs are broad and colleges could develop multiple degrees that align with a single TMC.

• For instance: Social Justice Studies TMC could be used to develop ADTs in Women’s Studies, Latin American Studies, LGBT Studies, and Africana/African American Studies at a single college.


At Your Campus• How can you help your faculty develop these new degrees? • Educate your faculty regarding AOEs.

• These TMCs are designed to serve a wide range of majors that individually do not have enough transfer students, but could be grouped together to serve a wide range of major.

• Even though each degree will have the same core courses, colleges can create multiple degrees to serve various student populations.

• Local degrees can be very specific for a single major or broad to cover multiple majors.


Additional AOE TMCs

• SB440 requires us to develop two more AOE TMCs by September 1, 2016.

• What other Area of Emphasis TMCs could our system explore?


Other Updates and Topics


Model Curriculum• Model curriculum (MC) is a curricular structure

collaboratively developed by discipline faculty for a certificate or a degree that specifies the required and optional courses that comprise a locally offered award that is recognized statewide as MC-aligned.

• Two types:• CCCMC Intrasegmental• ISMC Intersegmental


Why Have Model Curriculum?

• Could provide transfer benefits to students when universities have agreed to recognize an MC and offer students locally-defined benefits.

• May facilitate meeting employer needs for specified training.

• Can establish appropriate program consistency in awards across the colleges.

• Could facilitate student goal completion by simplifying student movement between colleges and honoring completed coursework through reciprocity


Reciprocity for Model Curriculum

• Course reciprocity as established for TMCs.• Consistency in MC-aligned degrees across colleges – • MCs for degrees must identify the GE options permissible –

• Local• Transfer• Transfer for STEM

• No local graduation requirements.


Next Steps for Model Curriculum• Work with universities to determine if degrees Intersegmental Model Curriculum can help transfer students

• Develop process for recognizing and signaling model curriculum alignment.• Associate of Arts MC Aligned Degrees• Associate of Science MC Aligned Degrees• Certificate of Achievement MC

• Establish means of ensuring colleges align with model curriculum in the same way they develop degrees that align with TMCs


Course Substitutions and Reciprocity in ADTs

• Matter of local policy, but must retain alignment with TMC.

• Process should rely on professional judgment of discipline faculty.

• Guidance on local policy provided in the ASCCC Reciprocity document:

https://c-id.net/docs/policies/Reciprocity-September_12_2013.pdf




Communications with C-ID

• Articulation Officers are the primary conduit of information to and from C-ID. If you need to know something or have a concern, start with your AO.

• ALL communications to C-ID go to [email protected]

• Questions will be routed to appropriate person(s) who will then respond in a timely fashion.


mailto:[email protected]

Summary• Stay posted from updates from the five year review

process.

• Encourage your CTE faculty to engage in descriptor and MC development and review.

• Review basic skills descriptors and consider submitting your basic skills courses for C-ID designations

• Prepare for the new AOE TMCs by creating courses in the required core.


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Fall Plenary Session November 5 - 7, 2015 Irvine, CA

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