UC a-g Course Outlines:Adding Extra Value to Your Program

Presenters:Liz Aschenbrenner

Anne Cornell

Courses ApprovedSierra High School:• Food & Nutritional Science, d-lab science• Culinary Arts 1, g-elective

Pitman High School:• Child Development, g-elective• Fashion History and Design, g-elective• Careers With Children, g-elective, 2+2

Principal Reasons to Consider a-g

• Help raise academic expectations within the Home Economics Careers & Technology curriculum.

• Add value to HECT courses for graduation requirements.

• Encourage college preparatory students to major in HECT/Family Consumer Sciences in college.

What are the a-g Admission Requirements?

• a- History/Social Science-2years• b-English-4 years• c-Mathematics-3 years (Algebra, Geometry &

Algebra II)• d-Laboratory Science-2years (Disciplines of

Biology, Chemistry, Physics)• e-Language Other Than English-2years• f-Visual & Performing Arts-1 year• g-College Preparatory Elective-1 year (must be

advanced level course)

a-g Courses by HECT industry Sector• Education, Child Development and Family Service

212 coursesg-Elective Credit

• Fashion and Interior Design63 coursesf-Visual and Performing Arts

• Hospitality, Tourism, and Recreation Sector41 coursesc-Math (Algebra at your Service) UCCI developed coursed-Laboratory Science (Culinary Chemistry, Food &

Nutrition, Nutritional Science)g-Elective Credit

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

Websites• “a-g” Guide website

http://www.ucop.edu/agguide – Informational website for everything “a-g,” updating the course list,

Career Technical Education (CTE), and online learning• Online Update website

https://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

• HECT Sample UC a-g course outlineshttp://www.hect.org/cfsoutlines.phphttp://www.hect.org/herooutlines.php– 8 HECT sample outlines– Use as necessary to get something submitted early

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!• New readers again this year!

Dates & Deadlines

The annual a-g course submission cycle is divided into three phases. All must be submitted by September 15 each year.• Phase #1 Feb-May31 - Submitted courses have

up to 2 resubmissions• Phase # 2 June 1-July 31 - Submitted courses

have 1 resubmission• Phase #3 Aug 1 – Sept 15 – No resubmissions• Final Deadline Sept 15 – New courses,

resubmissions and course list updates

Course Submission• Doorways web site:

www.ucop.edu/doorways/list• Submit using a-g online web site

Passcode protected• Follow UC Doorways Online Update Template

Can be saved and completed in stages Best to type Catalog Description,

Background Information, Course Description, supplemental Texts in Word first then cut and paste

Minimum General Criteria for “College Preparatory” Courses

• UC reviews and approves courses meeting the a-g subject requirements for UC and CSU freshman admission

• Be academically challenging-primary focus is on the academic content, deemphasize technical

• Involve substantial reading and writing with vocabulary of disciplines

• Textbook should reflect academic content, not applied• Include problems and laboratory work, as appropriate

Minimum General Criteria for “College Preparatory” Courses-continued

• Evidence of rigor• Show serious attention to analytical thinking

as well as factual content• Develop students’ oral and listening skills• Mission is academic, not technical• Students should challenge themselves• Technology rich courses should emphasize

academic content and deemphasize technology

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

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

Subject-Specific Elective Course 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

Subject-Specific Elective Course 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

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– “a-g” Guide website

Brief Course Description

• Should include a short paragraph summarizing what the course is about and describing what is covered, focusing primarily on the concepts and topics

• Content may be drawn from the Course Outline

• Should not be repetitive or identical to other sections

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

Context for Course-Required for CTE Courses

• Broader educational program and/or reform efforts for the school

• How does this course fit into broader departmental and/or pathway structure

• Is the course intended to be a core course or supplemental?

• What needs are met for student/school/community?

History of Course Development• Who was involved in development?• Did you consult with UC admissions or UC

professors?• Was course modeled after another course at

another school that was UC approved?• How does the course differ from modeled

course?• Has course received any special recognitions,

designations, or awards?• Has it been articulated with Community College

or University?

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?

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– Ensure that texts are incorporated into the Course

Outline– Text should be academic, not technical

Course Content/Course Purpose

• Should include a brief paragraph summarizing the learning goals, objectives, and student outcomes of the course, emphasizing the “big ideas” in terms of concepts learned, skills developed, and clearly demonstrating why it is important for students to take the course.

• Ensure that all standards for the Subject Area is addressed throughout the template.

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

Course Outline & Key Topics• Provide a detailed description of the major

themes, topics, concepts, and skills covered in the course, including and linking to the goals and outcomes of each unit.

• Depth and breath of each concept and topic should be defined and provide clear evidence of the level of rigor.

• Demonstrate the flow of content and progression of student learning.

• Use vocabulary for disciplines, not lists

Key Assignments/Topics• Process, product, and outcome should be

detailed for each Key Assignment, clearly linking to and addressing its corresponding Course Outline unit’s concepts and outcomes.

• The level of detail should be such that a teacher at another school/district could replicate the assignment.

• Use a variety of different types of activities and projects.

• Quality over quantity.

Instructional Methods & Strategies

• Describe how each motivates, challenges, assists, and/or reinforces student learning and encourages the development of new skills

• What methods will be used to teach the course and how do they support the content and student outcomes?

Guidelines for Instructional Methods & 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/Tools

• Elaborate how each connects to and assesses the course-wide objectives, expected results, and goals outlined in the Course Purpose.

• Briefly identify when each is used.

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

Notes

• Indicate if course is articulated with a Community College or Four Year College

HECT Education University of California a-g Admissions Requirements Task

Force Meeting, May 8-9, 2014

• Consisted of State Staff, Subject Matter Teachers, State University Instructors and Consultation from UC Admissions.

• Developed and complete 6 secondary courses to be submitted for State wide UC approval.

Courses Submitted• Fashion Design, f• Fashion Design, g (Visual & Performing)• Human Development, g (English)• Careers With Children (pre-school), g (English)• Child Development, g (English)• Careers in Education, g(English)• Interior Design, f• Food and Nutrition, g (English)• Food Science, g (English)

Contact Information

• Liz Aschenbrennerlaschenbrenner@musd.net

• Anne Cornellacornell@turlock.k12.ca.us