EO 1110 created a sense of urgency that catalyzed cross-departmental curriculum redesign, though campus stakeholders wanted earlier engagement building on local expertise¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q2
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Executive Order 1110 helped create urgency that catalyzed important cross-departmental curriculum redesign efforts. → Bracco 2019 q2 i? Campus stakeholders said the Chancellor's Office could have done more to acknowledge local expertise and build on existing successes. → Bracco 2019 (2)

Evidence¶

Bracco 2019¶

Bracco, K. R., Schrager, C., Calisi, G., Gutierrez, P., Salciccioli, M., & Finkelstein, N. (2019). College-ready in the California State University system: Campus experiences implementing EO 1110. San Francisco, CA: WestEd. https://www.calstate.edu/eo/EO-1110.html

q2 · i? · qualitative · r2

Interviewee-perspective finding from the implementation-process section of the nine-campus qualitative study. Some campuses reported EO 1110 catalyzed new committee structures for cross-department curricular alignment.

"Executive Order 1110 helped create a sense of urgency that catalyzed important cross‑departmental curriculum redesign efforts."

Bracco 2019 (2)¶

Bracco, K. R., Schrager, C., Calisi, G., Gutierrez, P., Salciccioli, M., & Finkelstein, N. (2019). College-ready in the California State University system: Campus experiences implementing EO 1110. San Francisco, CA: WestEd. https://www.calstate.edu/eo/EO-1110.html

q2 · i? · qualitative · r?

Campus interviewee feedback on the implementation process. The executive summary reports stakeholders "said they want to be engaged early in the development of initiatives to build on local expertise and context."

"The Chancellor’s Office could have done more to acknowledge local expertise and build on successes already underway on the campuses."

Discussion¶

Related Claims¶

• CSU campuses implementing EO 1110 use corequisite support models in both math/quantitative reasoning and written communication courses, in three main configurations — related
• Campus interviewees identified the one-year implementation timeline as their greatest challenge in implementing EO 1110 — related
• QR faculty on several CSU campuses are incorporating active-learning and problem-solving pedagogies into redesigned entry-level math courses — related
• Campuses report success with Directed Self-Placement for written communication, but face challenges with multiple measures placement, especially timely high school transcript availability — related
• Committee members hold that driving systems-level change requires actively and directly engaging local communities rather than passively asking for feedback — related