Octopus’s Garden: Articulation Up & Down

1. Octopus’s Garden:  Articulation Up & Down ASCCC Counseling and Library Science Faculty Institute Saturday, February 21, 2009 Bernie Day, Foothill College Michelle Pilati, Rio Hondo College

2. Overview • Introductions • Transfer and You • C-ID • Lower Division Transfer Patterns (LDTP) • Statewide Career Pathways • ASSIST Course Search • Challenges and Concerns

3. Transfer and You • What mechanism do you have on your campus for keeping informed about Transfer and Articulation Issues? • Do you feel informed about current Transfer and Articulation Issues and Processes? • What tools do you need to do your job better? • Do the articulation, counseling and transfer leads work together on your campus?

4. Course Identification Number System (C-ID) A proposal to replace and expand CAN • a supra-numbering system • a response to mandates & needs • a published set of course descriptors for use by postsecondary institutions and CCC students, faculty, and counselors

5. What is C-ID? • Intersegmental • Faculty-driven • Voluntary

6. Why C-ID? Why CAN? • A uniform course-numbering system like that in place in FL is unnecessary in CA, excessively costly and bureaucratic, and probably unworkable because of the size and complexity of CA higher education . . . . • Such a uniform system appears to make unduly simplistic assumptions about the comparability or equivalency of courses offered by different institutions and gives CC students and counselors a false sense of security about equivalency if they are not fully. • http://www.cansystem.org/CAN_Guide.pdf

7. In other words.. • CAN offered a means of identifying comparable courses while respecting existing numbering systems and local control of curriculum. • C-ID will do the same – and address some of the problems with CAN.

8. What happened to CAN? • CAN (California Articulation Numbering System (1985-2005) • Advantages: Articulation, shared number, widely used, helpful for CCC-CCC transfer • Disadvantages: Lacked UC participation, not sufficiently descriptive, some courses and descriptions outdated, limited faculty review • CAN becomes a CCC Orphan: January 2005

9. Project Overview • Currently nearing the end of Year 2 • Reviewing draft descriptors – and developing more • Finalizing “validation” process – and determining how to “implement”

10. FDRGs • Faculty Discipline Review Groups • Intersegmental faculty develop descriptors • Descriptors are posted for statewide review at www.c-id.net

11. Next FDRGs • February 26-27, 2009 • *Corrections – (Legal Aspects of Evidence, Investigation, Community Relations, and Corrections) • Art – (Art History) • Communication Studies • Geography • History

12. Senate Bill 1785 (2004) • CSU Lower Division Transfer Pattern (LDTP) • Calls on CSU to develop “a systemwide lower division transfer curriculum” • “..existing procedures such as the California Articulation Number (CAN) program shall be employed.”

13. LDTP • Lower Division Transfer Pattern to replace CAN • A CSU response to legislative mandate • Required: • Identifying commonalities • Hinted at some sort of numbering system • “Highest priority”

14. More on LDTP • “Common” courses identified • TCSU process created • Course descriptor that would be acceptable to majority of CSUs. • Course with TCSU designation must be accepted by all CSUs. • CCC issues with “validation” process.

15. CCC Response: Concerns raised about LDTP • Lack of CCC involvement in outlining process and creating descriptors • Unreasonable timelines • Poor CSU-CCC communication • CCCs fear loss of local college to college articulation.(e.g. SDSU)

16. Counselors and LDTP • How are you advising students about LDTP? • Is there a real impact on students? • What are the positive aspects of LDTP? • What are the challenges with LDTP?

17. Statewide Career Pathways

18. Project Goal • Facilitate articulation between high schools, ROCPs, and colleges. • Also – • Increase awareness of CTE • Internal • External • Remove barriers

19. Marketing CTE Academic Senate for California Community Colleges

21. Road Trip Nation

23. Facilitating High School to Community College Articulation Create templates Database • Templates • Articulation Outreach Who’s responsibility: Tech prep? Articulation officer? Counselors? Vocational Deans, Faculty?

24. Sequence of events Discipline groups develop articulation templates. Templates disseminated for field input. Once approved, added to new database. Local articulation agreements written using templates. New articulation agreements put into database. Available statewide.

25. In Progress Facilitate articulation events Populate database of agreements More templates Address “barriers”

26. Identified “Barriers” • Transcript issues • Delayed credit; “credit in escrow” • University articulation issues • UC/CSU acceptance of credit granted for HS work is unclear. • Database resistance • Is a commitment implied if I post an articulation agreement?

27. “Credit in Escrow” • Not mandated • Negatively impacts student persistence • Academic Senate for the California Community Colleges position

28. Why delay credit? • § 55050. Credit by Examination. Such credit may be granted only to a student who is registered at the college and in good standing and only for a course listed in the catalog of the community college. Questions? Are there workload issues for CCC counselors and evaluators for granting immediate credit without a minimum residency requirement? How do faculty feel about granting credit if the student has not completed any other courses at the college?

29. University Articulation Issues § 55051. Articulation of High School Courses: “Notations of community college course credit shall be made only if community college courses are successfully completed or if credit is earned via credit by examination.”

30. Not the same old ASSIST. Do you know about the ASSIST Course Search? Introduction • Important new features – Course Search now available – Articulation Summary in summer • Allows user to search for courses that meet specific criteria • Available on ASSIST at http://info.assist.org/ • Report availability – Authorized users only – No public access – Available to others (counselors and evaluators) via Articulation Officer (password)

31. ASSIST Course Search Provides Access to: • Basic course information title, units • Links to course outlines, if available – Course history – Articulation summary • Searches in current data only

32. ASSIST COURSE SEARCH Other Search Criteria • Minimum/Maximum Units • Cross Listings • OSCAR Outlines • UC Transferability • CSU Transferability • IGETC Areas • CSU GE-Breadth Areas • UC Transfer Admission Eligibility Areas • CSU American Ideals Areas • LDTP TCSU Identifiers • CAN Identifiers

33. Single Course Articulation Summary • Allow users to find summary of articulation for a single course • Available from ASSIST Maintenance Reports – Link from course search • Access to: – Course history – Articulation summary • Show departments, majors, GE agreements as: – Drop-downs – Expanded lists • Links provide ability to see articulation in context • Details of course history – All historical versions of course – All applicable qualifications – Link(s) OSCAR outline pdfs Let’s give it a try….

34. “Database” then “ASSIST Maintenance Reports”

35. “Click here to go to the ASSIST Maintenance Reports” This tool is really helpful!

36. Enter user name and password (obtain from Articulation Officer)

37. Click on “Course Search”

38. Under “Institutions” select “All Community College Campuses”

39. Enter name of course in “Search in the course title” box

40. Select “Courses with Any IGETC Qualification” in “IGETC Areas”

41. Scroll down and click on “Continue”

42. Find a course with similar title and click on “curric”

43. Transfer status and IGETC area will display

44. If available, click on “PDF” for course description and outline

45. Articulation and Transfer:Challenges and Concerns • New IGETC policy-implications: partial certification • AP/IB credit transfer: aligning policy with CCC GE? • Articulation with independent and out-of-state institutions • Responding to needs of expected influx of transfer-directed students who were turned away by CSU and UC. What are your concerns?

46. ASCCC:Your Academic Senate • Remember to communicate issues and concerns to local and regional senators • Be informed regarding ASCCC resolutions related to articulation and transfer • Get involved! • Participate on statewide committees and initiatives • Check out the C-ID, Career Pathways, ASCCC, ASSIST and other web pages