Articulation and Transfer

List of Programs

Whereas there are many programs outside our system that provide assistance to us and to our students, and

Whereas these programs, such as mentor programs, high school articulation, and bridging projects such as the Puente Project, are not known by or easily accessible to our faculty, and

Whereas the compiled information concerning these programs would be valuable to all connected with community colleges,

High School Brochure

Whereas the Board of Governors of the California Community Colleges has adopted a recommendation that the high school brochure developed by the Academic Senate be distributed to high school and community college faculty, administrators, and students,

Resolved that the Academic Senate for California Community Colleges urge local senates to distribute the high school brochure to college faculty, administrators, and students, and

Articulation Position Paper

Whereas the Educational Policies Committee, directed by a resolution of the Academic Senate 1987 Fall Conference, has developed a document to help local senates participate in the movement to improve articulation between schools and colleges,

Resolved that the Academic Senate for California Community Colleges endorse the document produced by the Educational Policies Committee: Improving Articulation Between High Schools and Community Colleges: Activities and Incentives, and

Articulation Officers in Curriculum Committees

Resolved that the Academic Senate for California Community Colleges encourage local senates to ensure that their articulation officer serve as a resource to the campus curriculum committee, and

Resolved that the Academic Senate for California Community Colleges urge local senates to ensure that support of an articulation officer be a campus priority, including the support of the articulation function and clerical assistance.

Transfer the Next Generation

Whereas, "Transfer: The Next Generation," proposed by the California Education Round Table to evaluate current transfer "processes and mechanisms" with the established goal of "greater coordination and, possibly, consolidation" of current transfer-related and articulation related projects, has been conceived and designed without any input from the Academic Senates of the California Community Colleges, University of California (UC), and California State University (CSU);

Student Athletes

Whereas, The community colleges are committed to help all students whose goals are to transfer to a four-year university to develop their academic potentials by providing necessary resources;

Whereas, Little comprehensive research has been published regarding the academic needs and support systems necessary for the underprepared California community college student athletes;

CAN Implementation Efforts

Whereas, California community college students have long expressed a desire for a more easily comprehensible and simplified course numbering system for transfer and major preparation courses;

Whereas, AB 1603, relating to common course numbering, called for the California Articulation Number (CAN) System to be a third numbering system for transfer and major preparation courses;

Community College Articulation Numbering System (CCAN)

Whereas the Academic Senate's Fall 1995 paper "Toward a Common Course Numbering System" recommends the use of an intra-segmental numbering system to address concerns raised in SB 450 and to ease transfer for community college students between and among community colleges, and

Whereas the Board of Governors has awarded a Fund for Instructional Improvement grant to develop for non-transfer courses a Community College Articulation Numbering (CCAN) system (modeled after the California Articulation Numbering (CAN) system currently in use for transfer courses), and

Support of IMPAC

Whereas transfer and articulation are priorities as determined by Intersegmental Committee of Academic Senates and the Board of Governors, and

Whereas there is a need for a system of seamless transfer in the majors, and

Whereas the major core curriculum must serve as a basis of articulation agreements emphasizing the commonalities of that core, and

Whereas the attainment of these agreements require faculty-to-faculty dialogues and obligations of existing articulation systems (e.g., ASSIST and CAN),

Transfer Admission Guarantee Agreements

Whereas fully articulated lower division programs greatly facilitate transfer, allowing students to know exactly what courses to take to be fully prepared, and

Whereas transfer admission guarantee agreements, like those available with University of California Davis, have proven to be an effective method for promoting transfer,

Resolved that the Academic Senate urge the Board of Governors to seek systemwide facilitation of transfer admission guarantee agreements from community colleges to University of California campuses.


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