Issues & Trends in Course & Program Articulation in Oklahoma

1. Issues & Trendsin Course & Program Articulation in Oklahoma Dr. Erin Taylor, Coordinator for Academic Affairs Projects Dr. Debbie Blanke, Associate Vice Chancellor for Academic Affairs Oklahoma State Regents for Higher Education

2. What is course articulation? The process by which an individual course or a sequence of courses at a sending institution are deemed comparable, or "acceptable in lieu of," to a corresponding course or sequence of courses at the receiving institution.

3. What is course equivalency? • Course A is equivalent to Course B if and only if Course A satisfies at least 75% of the program requirements that Course B satisfies – serving the same purpose with respect to content delivery, general education, program/ degree requirements and learning outcomes. • Courses within a single equivalency group (e.g., Microbiology) are guaranteed to transfer among institutions that sponsor courses in that group. • 8,000+ courses currently on CEP

4. In OK, how are courses articulated? • The “old-fashioned way:” Individual agreements between campuses, big binders in the transfer student office, student brings in syllabus with transfer request. • Cooperative Alliances/Agreements • 2+2 Agreements: Universities accept AA/AS graduates into their bachelor’s program (dept to dept agreements). • Statewide course articulation through the Course Equivalency Project (CEP) and Technical Crosswalk (TCW, for AAS courses)

5. Triangulating the Articulation ProcessThe Course Equivalency Project (CEP)OKCourseTransfer.org • Faculty discuss what should be basic content and/or learning outcomes for a course such as Nutrition. • Faculty write a brief common course description that outlines content, expected learning outcomes, prerequisites or mandatory course pairings (like a lab). They also designate a common course title and number

6. Nutrition001 • Introduction to the science of nutrition. Overview of the principles of human nutrition including role of nutrients in human processes. Students will connect health outcomes to eating habits and nutrition policies. This course will also explore digestive processes, disease, fitness and nutritional fads.

7. Guiding Principles for Effective Articulation Establish the common course description FIRST and then determine if your courses fit. • Edit, add and delete common course descriptions on an annual basis. • Content AND competency based articulation • 70% to 80% alignment on expected learning outcomes. • Ask faculty participants to share syllabi. • Establish online system to upload and publicize articulations. • Determine oversight roles of chief academic officers and licensing boards. • Look to other systems/states/disciplines for guidance

8. CEP Process • Faculty in selected disciplines meet annually at UCO for afternoon meeting. • Review common course descriptions and add, modify and delete courses. • OSRHE uploads articulations that take place at this meeting. • Chief academic officer is given two periods to review all of the course modifications made by faculty from their campus • Final uploads are made and the CEP is approved by the Council on Instruction followed by the State Regents. • Nursing faculty are welcome to participate in this process.

9. Questions & Comments? Articulation workshop this afternoon for two-year colleges and universities! OKCourseTransfer.org student portal OKCourseTransfer.org/CEPAdmin database for CEP designees to upload course changes Erin Taylor: etaylor@osrhe.edu Debbie Blanke: dblanke@osrhe.edu