Articulation and Transfer

This paper responds to plenary session resolutions directing the Academic Senate Executive Committee to prepare a background paper regarding faculty participation, evaluation and funding of the California Articulation Number (CAN) system.

The paper explores the background and purpose of CAN, examines the CAN-ing process, describes the criteria to qualify courses, discusses faculty participation and identifies systemwide issues in the evaluation and funding of the project.

The goal of this Statement on Competencies in Mathematics Expected of Entering College Students is to provide a clear and coherent message about the mathematics that students need to know and to be able to do to be successful in college. While this is written especially for the secondary mathematics teachers, it should be useful for anyone who is concerned about the preparation of California's students for college.

A document sponsored by California Education Round Table

This paper explores the background of the Transfer Center Pilot Program, identifies some fiscal issues, and suggests ways for local academic senates to provide leadership related to their primary responsibility for the function of transfer. By providing a brief history, this document equips local faulty with ideas for increasing the overall institutional commitment to the mission of transfer by embedding transfer in institution-wide activities, programs and services.

This report examines the issues of articulation, curriculum, and local college implications surrounding the discussion of common course numbering in the California Community Colleges. The passage of SB450, the barriers to transfer, real and perceived, compels educators to explore the advantages and disadvantages of a common numbering system.

At the November 1994 meeting, the California State University (CSU) Board of Trustees' Committee on Educational Policies discussed the history, cost, and issues surrounding precollegiate instruction in the California State University (CSU). In January 1995, the Workgroup on the Under Prepared Student presented a report on precollegiate instruction in the CSU. The report concluded with ten recommendations aimed at improving the effectiveness of, and reducing the need for, remedial/developmental education on the CSU campuses.

This paper addresses articulation with high schools. It considers the philosophical basis for such articulation, discusses current programs, recommends activities which academic senates can undertake in concert with college administration, considers incentives which institutions can offer their faculty to encourage participation, and discusses activities in which individual faculty may engage. Finally, this paper briefly cites some exemplary programs.

If you are a high school student planning to attend a college, the information in this folder is for you. Read it carefully and use it to help plan your high school courses.

The Academic Senate for California Community Colleges has supported the preeminent position of this function throughout its history, as documented by the attached compendium of policies and positions on transfer education. It is important to note, as these resolutions attest, that the transfer function has received careful and constant attention by the faculty of California community colleges.

The Senate response to the final Report of the Task Group on Retention and Transfer, more popularly known as the "Kissler Report" after Gerald Kissler, Assoc. Dir. of Planning, UCLA Chancellor's Office.