ACADEMIC PROGRAM ARTICULATION STEERING COMMITTEE (APASC)
GOALS AND IMPLEMENTATION PLAN
I. ESTABLISH, TRAIN, MONITOR AND EVALUATE DISCIPLINE SPECIFIC ARTICULATION TASK FORCES. IN ADDITION, SPECIAL ARTICULATION TASK FORCES AND/OR AD/HOC GROUPS TO ADDRESS SPECIAL NEEDS MAY BE CREATED. ALL GROUPS ARE TO FOLLOW THE IMPLEMENTATION GUIDELINES LISTED BELOW.
A. The Chief Academic Officer (CAO) of each institution is responsible for ensuring the following policies are carried out.
1. Each Articulation Task Force (ATF) will designate a chair at least one year in advance. The chair will preside at meetings and, in consultation with other ATF members, will schedule meeting dates and determine host(s). The meeting dates should be determined far enough in advance for all members to be able to attend and to meet any deadlines relevant to other aspects of community college/university articulation processes. A secretary for each ATF will be appointed by the CAO of the host institution and will be responsible for taking minutes and for distributing them to all appropriate parties within 30 days following the meeting.
2. All members of each ATF will receive training prior to meetings of the ATF. The training will include, but not be limited to:
- history of Arizona articulation
- purpose of Arizona articulation
- responsibility of ATF members
- statewide agreements affecting all institutions
If possible, training sessions should include multiple disciplines. This permits cross-discipline communication which should strengthen all ATFs.
3. In institutions where the academic unit is comprised of a chair and faculty, the units are encouraged to send multiple delegates to each ATF meeting. In these situations, both the academic unit administrator and faculty should comprise the ATF delegation, e.g. business, foreign languages.
II. INVOLVE COMMUNITY COLLEGE AND UNIVERSITY FACULTY AND APPROPRIATE OTHERS IN EARLY PLANNING STAGES OF ANY ADDITIONS, CHANGES OR DELETIONS AFFECTING LOWER-DIVISION COURSES AND DEGREE PROGRAMS.
A. The CAO is responsible for implementing.
B. The ATF networks will be used.
III. DEVELOP STATEWIDE CRITERIA FOR COURSE LEVEL
A. Each institution will develop criteria that identify a course as lower-division or upper-division. These criteria will be developed by the appropriate unit at each institution as designated by the CAO and upon approval by the CAO will be forwarded to APASC.
B. APASC or a subcommittee will review and synthesize the criteria submitted by each institution. APASC will then distribute the proposed criteria to each institution for comment. Each institution will review the criteria and submit comments to APASC. Following the resubmission, APASC will prepare (consensus) criteria for lower-division and upper-division courses for distribution to all public institutions of higher education in Arizona for their consideration.
C. Each institution will review its curriculum in light of the new criteria. These criteria should be used to indicate the proper course number for new courses as they are approved at the institution. Existing courses will be discussed by the appropriate ATF.
D. APASC will review these criteria at least once every three years to ensure that they remain relevant.
IV. DEVELOP A STATEWIDE DEFINITION FOR "TRANSFER STUDENT"
A. Each institution will be requested to prepare a definition of "transfer student."
B. APASC or a subcommittee will review the definition submitted by each institution. Following the review, APASC will distribute a proposed statewide definition to each institution for comment. Each institution will review the APASC definition and submit comments to APASC. Following the resubmission, APASC will prepare a final definition for an "all-inclusive definition of transfer student" and distribute it to all public institutions of higher education in Arizona.
C. The definition developed in the above process must be sufficient to include:
- students who attend a community college and transfer to a university
- students who attend first a university, then a community college and then back to a university
- students who attend two or more community college
- students who attend both a community college and a university at the same time
- other kinds of rotations between community colleges and universities
V. DO RESEARCH AND ANALYZE DATA IN RELATION TO ARTICULATION/TRANSFER ISSUES AND MAKE DECISIONS BASED ON THOSE DATA
A. Jointly specify the questions which need to be answered.
B. Jointly collect and analyze data to answer the questions or employ independent research consultants as needed.
C. Jointly and proactively deal with issues and make decisions based on those data
VI. ENCOURAGE THE ESTABLISHMENT OR ENHANCEMENT/EXPANSION OF TRANSFER CENTERS AT ARIZONA PUBLIC COMMUNITY COLLEGES AND UNIVERSITIES
A. Each university should establish a space or center on its campus to serve as a central location for transfer students to facilitate their entry into the university. Services available at the transfer center might include: admission application processing, transcript evaluation and initial advising, the initial contact point for the transfer student when he/she arrives on campus, and referral services to specific units and individuals for further assistance to the student.
B. Each community college should designate space on its campus for universities to use to provide transfer information to students. Universities will schedule regular visits to each community college during the regular academic year to visit with and counsel community college students regarding transfer to the university.
C. Universities and community colleges will establish and actively publicize 800 numbers which prospective students and parents may call to obtain information about each institution.
D. APASC will review the effectiveness of these transfer centers on a regular basis.
VII. ENCOURAGE THE COMMUNITY COLLEGES TO DEVELOP NEW TRANSFER DEGREES IN ACADEMIC DISCIPLINES WHICH CAN FACILITATE THE STUDENT'S COMPLETION OF A BACCALAUREATE DEGREE
(This goal is included because of our agreement at the meeting that it is a viable goal, but should be deferred until the study of lower-division requirements for the common degrees is completed. Thus, it has been left in, but with the understanding that it may be eliminated or expanded in the future.)
A. The ATFs will assess the viability of new Associate degrees in disciplines which will facilitate transfer to any Arizona public university and submit a report to APASC.
B. The CAOs of community colleges and universities will review the ATF reports and recommend or not recommend the establishment of the new Associate degrees. For institutions encouraged to create Associate degrees, APASC will set a timeline and monitor progress toward the degree development.
C. After these Associate degrees have been established, the ATFs will be charged with monitoring them with respect to their transferability to universities.
VIII. ENCOURAGE THE PREPARATION, DISTRIBUTION AND MONITORING OF PACKETS FOR STUDENTS WHICH CONTAIN NECESSARY INFORMATION TO ENCOURAGE THEM TO ENROLL IN A COMMUNITY COLLEGE OR UNIVERSITY FOLLOWING HIGH SCHOOL GRADUATION
A. The Arizona Board of Regents (ABOR) and the Arizona State Board of Directors for Community Colleges will oversee the preparation and distribution of an information packet to students containing information needed for them to matriculate in a community college or university following their high school graduation.
B. APASC will contribute to the development of the packet which will be reviewed and updated annually by APASC, ABOR and the Arizona State Board of Directors for Community Colleges. The packet will include, but not be limited to, such items as:
- community college and university entrance requirements
- Transfer General Education Core Curriculum (TGECC) and its applicability to all institutions
- definitions of AA, AS, BS, BA and other kinds of Associate and Baccalaureate degrees
- transfer agreements between community colleges and universities
- information on the Course Equivalency Guide (CEG) and transfer guides, and pertinent information on applying to the institutions
- appropriate high school curriculum
C. The booklet "Ready for Success" published by the ABOR may be appropriate for this goal.
D. Distribution of this information will not be limited to traditional means; all resources of information technology should be used, including the WWW.
(back to 1996 TATF Report)