California Articulation Policies and Procedures Handbook Revised Spring 2009 CIAC California Intersegmental Articulation Council A Professional Organization of California College and University Articulation Personnel Table of Contents Table of Contents ACKNOWLEDGEMENTS ....................................................................................1  CHAPTER 1: INTRODUCTION...........................................................................3  A. Introduction to this Handbook.....................................................................3 B. Introduction to Articulation in California.....................................................3 C. Introduction to Your Profession....................................................................4 D. Setting up the Articulation Office.................................................................6 E. The Articulation Calendar.............................................................................7 CHAPTER 2: AFFILIATED AND ASSOCIATED ORGANIZATIONS.................9  A. California Intersegmental Articulation Council (CIAC)...............................9 B. Other Affiliated and Associated Organizations..........................................10 CHAPTER 3: CLASSIFICATIONS OF COURSE ARTICULATION AGREEMENTS...................................................................................................18  A. Courses Accepted for Baccalaureate Credit................................................18 B. General Education-Breadth Agreements....................................................20 C. Course-to-Course (By Department) Agreements........................................20 D. Lower Division Major Preparation Agreements.........................................21 E. Notifying Other Institutions Regarding Curriculum Changes..................21 Table 1: Matrix of Articulation.........................................................................23 CHAPTER 4: INTERSEGMENTAL GENERAL EDUCATION TRANSFER CURRICULUM....................................................................................................24  A. Overview......................................................................................................24 B. The Articulation Officer’s Role...................................................................25 C. IGETC Certification....................................................................................25 D. Completion of Partial IGETC.....................................................................26 Table of Contents CHAPTER 5: UNIVERSITY OF CALIFORNIA..................................................28  A. Introduction.................................................................................................28 B. Systemwide Articulation..............................................................................28 C. Campus-specific Articulation......................................................................30 Diagram 1: General Model of UC Articulation Process...................................32 CHAPTER 6: CALIFORNIA STATE UNIVERSITY...........................................33  A. Introduction.................................................................................................33 B. Systemwide Articulation..............................................................................36 C. Campus Articulation....................................................................................36 Diagram 2: General Model of CSU Articulation Process.................................38 CHAPTER 7: CALIFORNIA COMMUNITY COLLEGES...................................39  A. Introduction.................................................................................................39 B. Development of Articulation Agreements...................................................39 C. General Transferable Course Agreements..................................................40 D. General Education-Breadth Agreements....................................................41 E. Course-to-Course (By Department) Agreements........................................42 F. Lower Division Major Preparation Agreements..........................................43 Diagram 3: Model of the Articulation Process for Course-to-Course and Major Preparation Agreements........................................................................44  CHAPTER 8: UNITED STATES REGIONALLY ACCREDITED INDEPENDENT COLLEGES AND UNIVERSITIES......................................................................45  A. Introduction.................................................................................................45 B. Process.........................................................................................................45 C. Campus Articulation....................................................................................46 APPENDIX A: SETTING UP THE ARTICULATION OFFICE.............................48 Table of Contents APPENDIX B: TYPICAL CALENDAR OF ARTICULATION TASKS FOR COMMUNITY COLLEGES.................................................................................51  APPENDIX C: CSU EXECUTIVE ORDER 167.................................................52  APPENDIX D: SAMPLE CSU BACCALAUREATE LIST.................................55  APPENDIX E: CSU CONSIDERATIONS IN DETERMINING BACCALAUREATE LIST...................................................................................56  APPENDIX F: SAMPLE UC TRANSFER COURSE AGREEMENT..................59  APPENDIX G: CRITERIA FOR ARTICULATION OF COURSES TO UC.........60  APPENDIX H: SAMPLE CSU GENERAL EDUCATION BREADTH LIST .......69  APPENDIX I: SAMPLE IGETC LIST (UC/CSU)................................................70  APPENDIX J: SAMPLE COURSE-TO-COURSE AGREEMENT (UC).............71  APPENDIX K: SAMPLE MAJOR PREPARATION AGREEMENT (CSU)........72  APPENDIX L: CLAC TEMPLATE OF CURRICULAR CHANGES...................73  APPENDIX M: IGETC STANDARDS, POLICIES AND PROCEDURES ..........74  APPENDIX N: INSTRUCTIONS FOR UPDATING UC TCA.............................75  APPENDIX O: SAMPLE OSCAR ENTRY OUTLINE........................................78  APPENDIX P: CSU EXECUTIVE ORDER 1033...............................................80  APPENDIX Q: CSU GENERAL EDUCATION-BREADTH GUIDELINES.......104  APPENDIX R: CSU EXECUTIVE ORDER 405...............................................110  APPENDIX S: UC/CSU IGETC CRITERIA .....................................................113  APPENDIX T: INSTRUCTIONS FOR PREPARATION OF IGETC AND CSU GE-BREADTH SUBMISSIONS........................................................................119 Acknowledgements Acknowledgements The first edition of the Handbook of California Articulation Policies and Procedures was written in 1986 and produced under the auspices of the Intersegmental Coordinating Council to recognize and emphasize the importance of articulation in the transfer process. It outlined segmental policies and established, for the first time, guidelines for the development of formal articulation agreements between postsecondary educational institutions in California. In 1989 the Intersegmental Coordinating Council sponsored a revision and expansion of the original Handbook. The task of updating and revising the 1995 and 2001 editions of the Handbook was undertaken by a subcommittee of the California Intersegmental Articulation Council (CIAC) in collaboration with the following organizations: • Intersegmental Coordinating Council (ICC) • California Community Colleges (CCC) • California State University (CSU) • University of California (UC) • Association of Independent California Colleges and Universities (AICCU) • California Articulation Number (CAN) System • Articulation System Stimulating Intersegmental Student Transfer (ASSIST). The 2006 edition of the Handbook was revised by an intersegmental subcommittee of CIAC in collaboration with the CCC, CSU, UC, AICCU, and ASSIST. Fiscal support for the printed publication of the Handbook was provided by CIAC, CCC, CSU, and UC. This document is also available to CIAC members at the CIAC website: ciac.csusb.edu/ciac/ Due to changes in UC and CSU policies and procedures, the CIAC membership requested an updated edition. The 2009 CIAC Subcommittee members wish to thank past contributors for their part in the creation and update of the CIAC Handbook. 2009 CIAC Subcommittee Members and Contributors Deanna Abma (2006) Estela Narrie Bob Quinn Articulation Officer Articulation Officer Articulation Coordinator City College of San Francisco Santa Monica College CCC System Office Bernie Seyboldt Day (2006) Ken O’Donnell Carol Reisner Articulation Officer Associate Dean, Academic Articulation Officer Foothill College Program Planning American River College CSU Chancellor’s Office Dave DeGroot (2006) Pam Brown Schachter (2001) Articulation Officer Cindy Parish, Chair Articulation Officer Allan Hancock College Articulation Officer Marymount College San Bernardino Valley College Jeff Ferguson (1986) Dawn Sheibani Articulation Officer Coordinator, Transfer Admission Ventura College UC Office of the President California Articulation Policies and Procedures Handbook 1 Acknowledgements Past Contributors Connie Anderson Barbara Howard (1989) Michael Stephans (2001, 2006) (Chair, 1986 & 1989) Director, Transfer & Articulation Articulation Officer Chancellor’s Office Los Rios CC District Pasadena City College California Community Colleges Debra Howland (2006) Karen Taylor Duane Anderson (1986) Articulation Specialist (1986, 1989, 1995, 2001) Office of Student Affairs Santa Rosa Junior College Articulation Officer CSU, Sacramento UC, Berkeley Mary Jennings-Smith (1995) Elizabeth Atondo (2006) Articulation Officer Muzette Thibodeaux (2001) Articulation Officer Miracosta College Articulation Officer Los Angeles Pierce College CSPU, Pomona Michelle La Centra (2001) Kathryn Barth (1995) Articulation Officer Articulation Officer CSU, East Bay CSU, Chico Thea Labrenz (2006) Helena Bennett Articulation Officer (1989; Chair, 1995) UC, Riverside Articulation Officer CSU, Sacramento Megan Lawrence (2006) Articulation Officer Kate Clark (2006) Heald College Articulation Officer Irvine Valley College Jane Leaphart (Co-Chair, 2001, 2006) Carla Ferri (1986) Articulation Officer Office of the President CPSU, San Luis Obispo University of California Barbara Loughridge (1986) Mary Ann Francisco (1995) Transfer and Articulation Articulation Officer Los Rios Community College United States Intl University District Deborah Friedman (1986, 1989) Cecilia Madrid (1995) Administrative Analyst Articulation Coordinator UC Office of the President CSU, Long Beach Hans Giesecke (1989) Merv Maruyama (2001) Director, Marketing and Research Articulation Officer AICCU Diablo Valley College Raschel Greenberg (1995, 2001) Stephanie McGraw (1986) Articulation Officer Office of the Chancellor UC, Irvine The California State University MariaElena Gressel (2006) Joan Nay (1986) Articulation Officer Office of Admissions Evergreen Valley College University of Southern California Margaret Hamilton Larry Newman (1995) (1995, 2001) Articulation Officer Articulation Officer Butte College Golden Gate University Carolyn Salls (1986, 1989) Adele Hamlett (Co-Chair 2001) Coordinator Articulation Officer CAN System Office Sierra College California Articulation Policies and Procedures Handbook 2 Introduction Chapter 1 Introduction A. Introduction to this Handbook The Handbook was created to assist articulation officers (AOs) and all others involved in the articulation process. It is a comprehensive resource of articulation policies and practices for California’s postsecondary educational institutions. In this document you will find: • common language (e.g., ASSIST, OSCAR, and IGETC) • definitions of terms (e.g., “articulation”) • explanations of some of the relevant system-wide policies (e.g., Executive Orders) • practical advice and suggestions In the Appendices at the end of this handbook you will find: • copies of the policy documents • conceptual models • samples of campus-specific practices • examples of articulation agreements • systemwide guidelines Because we don’t expect you to read this document in one sitting, you will find comments cross referenced throughout the chapters and sometimes repeated where the information bears repeating. Welcome to the dynamic, ever-changing world of articulation! B. Introduction to Articulation in California In California there are four postsecondary educational segments comprised of: • 10 campuses of the University of California providing undergraduate and graduate programs through the doctorate, as well as professional schools • 23 campuses of the California State University providing undergraduate and graduate programs through the Master’s Degree • 110 California Community Colleges whose multiple missions include provision of vocational education and the lower division preparation for transfer to four-year colleges and universities • Approximately 90 degree-granting independent colleges and universities accredited by a United States regional accrediting agency such as the Western Association of Schools and Colleges (WASC) California Articulation Policies and Procedures Handbook 3 Introduction The size, complexity, and diversity of postsecondary education in California require the development of articulation policies and procedures to enable students to transfer between and among these segments. C. Introduction to Your Profession First Things First: “I’m new…What do I do?” If you’re reading this handbook, you’ve started out on the right foot! This handbook gives you much of the necessary background to develop and hone your skills as an articulation professional. The Handbook is as much for seasoned professionals as it is newcomers at both community colleges and four-year institutions alike. The first important thing to remember is that while this handbook is very comprehensive, it is only a small part of the articulation learning curve. One of the best things about being an articulation professional is your support network. You will find that your colleagues throughout the state are Take Note! an invaluable resource as you make your way through the maze of details and Your colleagues are issues facing the fields of articulation and transfer. Specifically, you are only a an invaluable source phone call or an e-mail away from solving a problem, understanding an issue, of information and or getting feedback from a mentoring colleague. In any case, there is much in support, so just this handbook that will help you as you begin or continue your professional remember that help journey as an articulation officer. So read on, make notes in the margins, and is never more than a phone call away! realize that you are in good company! Definition of “Articulation” When the word “articulation” is used in education, it often has different meanings and connotations, depending on the setting. Articulation, for purposes of this handbook, refers specifically to course articulation: the process of developing a formal, written agreement that identifies courses (or sequences of courses) on a “sending” campus that are comparable to, or acceptable in lieu of, specific course requirements at a “receiving” campus. Successful completion of an articulated course assures the student and the faculty that the student has taken the appropriate course, received the necessary instruction and preparation, and that similar outcomes can be assured. In short, the articulation process enables the student to progress to the next level of instruction at the receiving institution. Role of Faculty in the Articulation Process The actual process of developing and reviewing curriculum and coursework to determine course comparability between institutions rests with the faculty at the respective institutions. Faculty in each discipline are responsible for the actual review of course content, the identification of comparable courses, and the authorization of acceptance of specific courses for transferring students. Once this review, identification, and formal written acceptance process has occurred, a course (or sequence of courses) is said to have been “articulated.” Implicit in the articulation process is involvement, communication, and cooperation between the respective faculties who mutually develop curriculum and establish requirements and standards for articulated courses. It is important to note that articulated courses are not to be construed as “equivalent” but rather as comparable, or acceptable in lieu of each other. The content of the courses on the respective campuses is such that successful completion of the course on one campus assures the necessary background, instruction, and preparation to enable the student to progress to the next level of instruction at another campus. Articulation officers can help their faculty understand this crucial distinction. California Articulation Policies and Procedures Handbook 4 Introduction This process of course articulation between and among campuses is the foundation of the vital “transfer” function in California. Course articulation is the “roadmap” by which students “navigate” the transfer process. It creates an academic pathway that eases students’ transitions between the segments of higher education in California. The Roles and Responsibilities of an Articulation Officer The process of faculty review that leads to the articulation of courses between institutions is coordinated and facilitated by the articulation officer on each campus. The campus articulation officer has a vital, professional-level role that requires an extensive academic knowledge base, highly developed communication skills, and the ability to facilitate and coordinate every aspect of the complex and detailed articulation process on the campus. This highly sensitive function requires you to quickly analyze, comprehend, and explain the nature of articulation issues to the respective parties. There will be times when you will also be called upon to diffuse conflict, and diplomatically negotiate and implement resolutions. While many of your responsibilities will be detailed throughout the Handbook, in general you will be expected to: • Serve as an advocate for the transfer student and, through the articulation process, seek to ease the student’s transition. • Be a well-informed resource person for students, campus faculty, administration, counseling/advising staff, and transfer center personnel on transfer curriculum, articulation, and related matters. • Disseminate current, accurate, articulation data to students, staff, appropriate departments, and campuses. • Serve on appropriate campus committees such as General Education, Curriculum, Academic Policies, and Catalog to provide input and to receive information about proposed changes in campus policy and curriculum. • Serve as a consultant to faculty, academic, and student services units, providing needed materials and information about course articulation proposals and acceptances. • Facilitate campus participation in intersegmental programs such as C-ID, regional transfer fairs, ICC activities, and LDTP discussions. • Monitor each stage of the articulation process and follow up with department and faculty for timely responses and decisions (see diagrams at ends of Chapters 5, 6, and 7). • Manage and update campus articulation data and provide an annual summary of transfer-related curricular changes for both internal and external recipients (see Chapter 7). • Be a gatekeeper of course outlines, IGETC, CSU GEB, baccalaureate lists, TCA Lists, LDTP agreements, ASSIST, and other articulation-related data (see Chapters 2, 5, 6, and 7). • Serve as a proactive agent for enhancing and improving existing articulation. • Initiate faculty-approved articulation agreements between institutions of higher education (see Chapters 3, 5, 6, 7, and 8). • Serve as an advocate for the faculty and campus academic programs. • Serve as an advocate for the other articulating institution, responsible for accurately communicating and conveying information and concerns about that institution’s curriculum to the faculty. • Serve as a moderator and mediator of problems or disagreements between the faculties of the home campus and the articulating institutions. • Serve as the campus liaison to the segmental systemwide office. California Articulation Policies and Procedures Handbook 5 Introduction • Attend and participate in conferences and workshops on articulation issues. D. Setting up the Articulation Office Many of the topics alluded to in this section are covered in greater detail elsewhere in the Handbook. As you will soon come to realize, this handbook will become your professional lifesaver, and you will refer to it often. This section outlines what you need to do to get yourself up and running as an articulation officer. Step 1: Accumulate the essential tools of the trade. Your toolkit will include current copies of college catalogs (both paper Appendix A provides a handy checklist of and electronic) and the most efficient on-line access available to your necessary materials and campus. You will frequently be downloading and printing large documents, tasks, particularly if you so you will need to ensure your office has the capacity and facilities to are a community college accommodate this task. This is especially important given that some articulation officer. colleges and universities only provide catalogs online. In addition, make sure you are identified as the ASSIST “Manager” or contact person on your campus. The ASSIST website is the official repository of all public higher education articulation agreements in the State of California. As the articulation officer, it is crucial that you are apprised of changes on ASSIST that can occur daily. Finally, if you have no clerical assistance begin right away to lobby for it. . . you will need it! An extra set of eyes is essential as you proofread documents for submission, search catalogs for comparable courses, or prepare materials for your local curriculum processes. Step 2: Get organized The next step in setting up the articulation office is organizing your files, both hard copy and electronic. One approach that has worked well for many articulation officers is to divide your files into three categories as outlined below: Systemwide CSU GE-Breadth American History and Institution Information (AHI) UC Transfer Course Agreements (TCA) Intersegmental General Education Transfer Curriculum (IGETC) submissions Information about common number systems California Community College Course Identification System (C-ID) UC Streamlining Project CSU LDTP TCSU transfer course numbers Inter-campus Specific campus-to-campus agreement information Course-to-Course and By-Major Articulation Agreements Mechanisms to track articulation information requests and outcomes Intra-campus Annual summary of curriculum changes Archives about local curricular matters Notes about course or programs under development Correspondence with local faculty Minutes and notes related to committees Documentation of outreach efforts (publications, handouts, workshops, faculty assistance) In addition, your inter-campus files will be especially useful as you organize correspondence and track articulation information. You will receive many requests from articulation California Articulation Policies and Procedures Handbook 6