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Ii. Preparation of Articulation Agreements

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Ii. Preparation of Articulation Agreements II. PREPARATION OF ARTICULATION AGREEMENTS A. Introduction B. New Program Articulation: Different Degree Programs C. Developing Articulation Agreements D. Sample Articulation Agreement OFFICE OF ACADEMIC AFFAIRS OFFICE OF PROGRAM REVIEW, ARTICULATION AND TRANSFER FACULTY HANDBOOK FOR THE PREPARATION OF NEW ACADEMIC PROGRAMS REVISED AUGUST 2014 II. PREPARATION OF ARTICULATION AGREEMENTS A. Introduction Formal articulation agreements are common practice among colleges and universities in the United States. They facilitate the smooth passage of students from one college to another by: (1) detailing the course of study to be followed in order to transfer into a specific program; (2) ensuring the maximum number of credits upon transfer; and (3) spelling out the conditions under which transfer may take place. In addition, formal articulation assists faculty and administrators in establishing and maintaining communication, as well as sustaining an ongoing working relationship on behalf of the many students who transfer from one college to another each year. The Board of Trustees’ 1993 Policy on Academic Program Planning contains two resolutions that emphasize the importance of articulation. The first reaffirms the importance of inter-college collaboration in offering academic programs and calls upon the colleges to pursue college-to-college articulation agreements. The second reaffirms the importance of strong and effective University-wide policies and procedures regarding articulation in order to ensure the maximum transfer of credits. Also please note, The State Education Department now requires articulation agreements for all transfer programs, (A.A., A.S.). Articulation agreements should conform to the relevant Board policies on transfer of credit. These are: 1973 Policy on A.A.S. Transfer; 1985 Policy on the Transfer of Liberal Arts and Science Courses (also administrative Guidelines for the 1985 Policy); 1993 on Academic Program Planning; and the 1995 Policy on Degree Credit Limitation and the 2011 Resolution on Creating an Efficient Transfer System. Generally, the more specific the agreement, the more useful it is for both the students and the institutions. A sample for faculty consideration is provided in Section VI.D. of this Handbook. The list of elements and the model format were derived from common elements in existing CUNY articulation agreements. They are not intended to limit the scope of the agreements, but rather to assist in their preparation. 9 B. New Program Articulation: Different Degree Programs The sole purpose of an articulation agreement is to guarantee students that all of their completed course work will transfer. Within CUNY there is also a Board Policy of a 60/120 degree credit limit, respectively, for associate and baccalaureate programs. Therefore, colleges should strive to facilitate a seamless transfer from one program to another with no loss of credit and the optimal course-by-course equivalency should be obtained. While this may require some effort, it will lead to improving curricula and will ultimately benefit students. Granting electives credits should be done only when all course equivalencies have been exhausted. This practice should be limited to one or two course. Colleges are encouraged to begin articulation discussions at the earliest stages of new program development. The guidelines below for the submission of articulation agreements with new program proposals reflect these considerations, within the framework of Board policies: Undergraduate Liberal Arts and Science Programs (A.A., A.S., B.A., and B.S.): At least one CUNY articulation agreement must be included in each new program proposal. Additional CUNY agreements are encouraged. Agreements with a non-CUNY institution are also encouraged. Undergraduate Professional Programs: At least one CUNY articulation agreement must be included in new program proposals. Professional programs that must meet certification or accreditation requirements may not be able to articulate seamlessly. These programs should, however, negotiate “best fit” agreements that ensure a maximum number of transfer credits toward the degree. Occupational and Career-Specific A.A.S. Programs: At least one CUNY articulation agreement must be included in A.A.S. new program proposals that have parallel or related programs at the senior colleges. Graduate Programs: In general, graduate programs are not required to submit articulation agreements with new program proposals. Exceptions are: (1) doctoral programs that are integrally linked to master’s programs either through accreditation requirements or because they grant transfer credit for master’s or doctoral-level work completed in the master’s programs and, (2) master’s programs that are integrally linked to undergraduate programs. 10 C. Developing Articulation Agreements Proposal The Curriculum section of the proposal should summarize the articulation agreement(s). Please append the actual agreement(s) to the proposal. Minimally, articulation agreements should address the following areas: • Names of articulating institutions, degrees, programs and departments affected by the agreement; • Program admission requirements of receiving college, such as minimum GPA, auditions/portfolios, etc.; • Total transfer credits granted toward the baccalaureate degree; • Total additional credits required at the senior college to complete baccalaureate degree; • List of lower division courses and credits, including general education and prerequisite requirements, clearly indicating the college to college transfer of Pathways categories and major gateway courses. Include course-to-course equivalency information (with transfer credit granted.) • List of upper division courses (prerequisite and major courses as well as remaining general education requirements, with credits) for completion of the baccalaureate degree; • Procedures for reviewing, updating, modifying or terminating the agreement (generally, this will occur when the programs undergo regular, periodic program reviews): • Procedures for evaluating the agreement, e.g., tracking the number of students who transfer under the agreement and their success (generally, this will form part of outcomes assessment for the programs, departments, or college); • Procedures developed by both sending and receiving colleges for publicizing agreements, (e.g., college catalog, transfer advisors, Websites); • Effective date of the agreement; and • Dated signatures of Department Chairpersons and Chief Academic Officers. 11 D. Sample Articulation Agreement THE CITY UNIVERSITY OF NEW YORK ARTICULATION AGREEMENT BETWEEN LAGUARDIA COMMUNITY COLLEGE AND JOHN JAY COLLEGE OF CRIMINAL JUSTICE A. SENDING AND RECEIVING INSTITUTIONS Sending Institution: LaGuardia Community College Department: Social Science Program: Liberal Arts: Social Science & Humanities Degree: Associate of Arts Receiving Institution: John Jay College of Criminal Justice Department: Anthropology Program: Anthropology Degree: Bachelor of Arts B. ADMISSION REQUIREMENTS FOR SENIOR COLLEGE PROGRAM Minimum GPA- 2.0 To gain admission to John Jay College, students must be skill certified, meaning: • Have earned a grade of ‘C’ or better in a credit-bearing mathematics course of at least 3 credits • Have earned a grade of ‘C’ or better in freshmen composition, its equivalent, or a higher-level English course Total transfer credits granted toward the baccalaureate degree: 60 credits Total additional credits required at the senior college to complete baccalaureate degree: 60 credits 12 C. COURSE-TO-COURSE EQUIVALENCIES AND TRANSFER CREDIT AWARDED LaGuardia Community College John Jay College Credits Course Number & Title Credits Course Number & Title Credits Awarded LAGCC General Education Requirements English: 6 credits ENG/ENC 101: English Composition I 3 ENG 101 Composition I 3 3 ENG 102: Writing through 3 ENG 201 Composition II 3 3 Literature Mathematical and Quantitative Reasoning: 3 credits Select one: 3 3 MAT 107: Mathematics and the MAT 108: Social Science Modern World Mathematics MAT 112: College Algebra MAT 105: College Algebra MAT 118: Introductory Statistics STA 250: Principles and Methods of Statistics Life and Physical Sciences: 3 credits Select one: 3 These courses satisfy the Life 3 SCB 101: Topics in Biological and Physical Sciences core Sciences requirement at John Jay SCC 101: Topics in Chemistry SCP101: Topics in Physics SCP 140: Topics in Astronomy Flexible: 18 credits Select one course from each of the 18 John Jay accepts courses taken at 18 five following areas AND one LaGuardia under this heading as satisfying additional course from any flexible the flexible core requirements at John Jay. core category. Note: Student can select only two courses from any one discipline: • World Cultures and Global Issues • US Experience in its Diversity • Creative Expression • Individual and Society • Scientific World Subtotal 30 Program Core: 30 credits New Student Seminar 0 No equivalent 0 0 ENG 103: Research Paper 3 (blanket composition) 3 ELL 101: Introduction to Literature 3 (ENG elective – 100-level) 3 ENG/ELA, select one: 3 • ELF 250: Contemporary • (blanket lit.) Francophone Lit. in Translation • ELI 250: Italian Literature in • (blanket lit.) Translation • ELJ 250: Japanese Literature in • (blanket lit.) Translation • ELS 250: Contemporary Latin Amer. • (blanket lit.) Literature in Translation 13 • ENG 204: Asian American Lit. • (blanket lit.) • ENG 235: Cultural Identity in • (blanket lit.) American Literature • ENG 245: Images of
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