Goals of Transfer Articulation
The goal of articulation is to support transfer student success by:
- Ensuring problem-free student transfer from one institution to another.
- Providing students access to the baccalaureate by facilitating a seamless transition for students and course credits toward degree completion.
- Providing accurate information on a timely basis to assist students in planning for transfer.
- Keeping communication channels open among community college and university faculty.
- Providing a network for faculty and administrators to plan and implement policies and practices that support student transfer.
- Providing a structure to resolve transfer credit problems.
At Foothill College, transfer articulation occurs after curriculum has been approved by the local curriculum committee. The Articulation Office provides support for articulation of Foothill courses that are evaluated by other colleges and universities.
The Articulation Office also provides support, research, and analysis for articulation of Foothill programs with baccalaureate degrees at partner institutions.
This web site provides numerous resources to support faculty in understanding articulation processes, deadlines and criteria.
Developing Transferable Courses: What Faculty Need to Know
When developing transferable courses (numbered 1-49 for both CSU and UC; 50-99 for CSU only) it is necessary to note that a lower division parallel course must be offered at one or more University of California (UC) campuses in order to obtain articulation for that course. The CSU has granted Foothill College permission to identify CSU transferable courses; however, such courses should meet the expectations outlined in the CSU document, "Consideration Involved in determining What Constitutes a Baccalaureate Level Course" (available on this web page).
If a course from UC is cited, the Articulation Officer must submit the course outline to the UC Office of the President (UCOP) for approval. Courses are submitted to UC once a year during the fall semester. Until the course is approved by UCOP, faculty should either notify students that the courses is pending UC approval or wait to offer the course until after approval is secured. Citing a lower division parallel is the best way to ensure that the course can be articulated or submitted for the IGETC or CSU General Education/Breadth requirements.
To facilitate researching *lower division parallels, the links to all the UC and CSU catalogs are available on the Articulation home page. Some of the catalogs are readily available online and others need to be downloaded and read with Adobe Acrobat Reader.
The course numbering system of the transfer school is important to note when researching courses. The most common error made in presenting parallel courses is presenting an upper division rather than a lower division course.
Instructors may also want to explore ASSIST (the statewide database for articulation agreements) as a way to research where course development is needed for major preparation. ASSIST contains all our course-to- course and major preparation agreements with participating CSU and UC campuses.
Another helpful site for curriculum development is the Community College Chancellor's Office site. Here you will find examples of best practices for developing course outlines and information about general education lists.
Welcome to the wonderful world of articulation!
Course articulation, for the purpose of transferability, is developed between a "sending" institution (Foothill College) and a "receiving" (California State University - CSU, University of California - UC, independent/private college/university) institution.
Articulation is the process of developing a formal, written agreement that identifies courses (or sequences of courses) on a "sending" campus that are comparable to, or acceptable in lieu of, specific course requirements at a "receiving" campus.
It is important to note that articulated courses are not to be construed as "equivalent" but rather as comparable to, or acceptable in lieu of each other. The content of the courses on the respective campuses is such that successful completion of the course on one campus assures the necessary background, instruction, and preparation to enable the student to progress to the next level of instruction at another campus.
The course outline of record serves as the basis for most articulation, although the agreement is sometimes obtained through faculty-to-faculty dialogue and submission of supplemental materials such as syllabi, student portfolios, and other documentation.