Spring 2015 Articulation and Transfer Council Meeting Minutes
Walla Walla Community College
April 16, 2015
Present: Josh Baker, Matthew Campbell, (IC, WSSSC), Joyce Carroll, Kerri Cavaness (vice-chair), Curtis
Crawford, Janet Danley, Doug Emory, Rolita Flores-Ezeonu (past chair) (via Collaborate), Mike Flodin,
Kara Garrett, Christie Gilliland, Joyce Hammer (SBCTC), Kyle Hammon (chair), Ed Harri (secretary), Mark
Harrison, Bruce Hattendorf, Katherine Hunt, Todd Lundberg, Julie Kirgis (North Seattle), Eugene McAvoy,
Peggy Moe, Wendy Rockhill, Joe Shannon, Holly Smith, Elliot Stern, Rod Taylor, JEB Thornton, Vicki Trier,
Peter Williams
Guests: Steve Addison (Clover Park), Kim Chapman (Edmonds), Rebecca Cory (Bellevue), Andre Guzman
(Big Bend), Sue Perrault (Yakima), Jess Gilmore (Walla Walla), Allen Olson (South Puget Sound), Angel
Reyna (Walla Walla), Valerie Sundby-Thorp (South Puget Sound)
Thursday, January 22, 2015
ATC meeting welcome: Kyle called the meeting to order at 10:02a.
New attendees introduced themselves. Several WELA attendees joined the group, and Wendy Rockhill
noted that this upcoming year will be the first year in a three-year cycle for system colleges, so there is
funding support to help attendees from all system colleges.
Marleen Ramsey, Vice President of Instruction at WWCC, welcomed the group to Walla Walla
Community College. She thanked the council for the work they do on behalf of students.
Introductions and answer session: Attendees introduced themselves and shared responses to the
following questions. What is your process for onboarding new full-time and adjunct faculty?
Many of the colleges are doing extensive orientation with full-time faculty, but very few have welldefined orientation programs for adjunct faculty. Common responses included sending faculty to the
statewide new faculty institute and professional technical faculty boot camp. A few colleges have
developed robust, year-long onboarding programs for faculty. Several are beginning to use Canvas for
orientation, particularly to provide access for adjunct faculty.
Roundtable
responses – Spring 2015 ATC Meeting.docx
ATC executive committee report
Chair’s report – Kyle Hammon
Kyle asked members to consider hosting ATC meetings next year. Next year, we will develop a list of
schools that have recently hosted. The 2015-16 meeting dates will be set by the end of the meeting.
Treasurer’s report – Peter G. Williams
Peter reported a cash balance of $4,074.37, not including costs incurred during the spring meeting. The
annual revenue during the year is $7,766.39 and to-date expenses are $3,692.02. There will be carryover funding for next year.
By WAC policy, there is a total maximum allowable per diem cost for a meeting, which has a major
impact on meeting hosts in lower per diem areas, particularly if the meeting is well attended. Meeting
hosts will need to consider the maximum allowable meeting costs in their meeting planning.
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Secretary’s report - Ed Harri
Ed noted that Joyce Carroll had submitted one minor revision to the winter 2015 meeting minutes
revision via email. No further revisions were proposed. Joyce Carroll moved to approve the minutes and
Wendy Rockhill seconded. Motion passed.
CCN and restricted electives – Janet Danley
Instruction Commission (IC) has requested that we table further discussion on common course numbers
(CCN) for professional technical courses, following discussions about common course numbers for
Machining courses at winter quarter ATC and IC meetings. While common course numbering was
originally intended to provide course equivalency across the SBCTC system colleges, there is a belief by
some that “&” courses imply transferability to the public universities. Because of this, there is concern
about common course numbers being devalued for general transferability if common course numbers
are used for professional technical courses. There is also a need for clarification about WEC’s role in
reviewing professional technical common course numbering proposals.
It was noted that common course numbers provide a way for students to move seamlessly across the
system colleges, which is increasingly important with the development of BAS degrees. It was asked if
the “&” is necessary for professional technical common courses. Professional technical courses have an
additional element of complexity in determining commonality, since the connection with industry is
critical in developing course outcomes.
Kyle asked Matt Campbell and Joyce Hammer to communicate with IC that ATC is a stakeholder in any
common course number process, regardless of whether the proposals are for general education or
professional technical courses. IC will discuss at the spring meeting. They may propose to gather a few
representatives from IC, WEC, and ATC for a philosophical discussion about this issue.
There have been no other common course numbers or restricted electives proposals submitted for
consideration.
Action item: Joyce Hammer and Matt Campbell will discuss ATC’s position regarding process for
common course number proposals for professional technical courses at Instruction commission and
report back to ATC in fall quarter. ATC members should discuss these issues with their VPI.
2014-15 ATC Work Plan: ATC work plan groups gathered to discuss their progress on the 2014-15 ATC
work plan.
1.1 Increase participation and success of underrepresented populations in workforce and transfer
pathways. Group: Bruce Hattendorf (reported), Eugene McAvoy, Kerrie Cavaness, Katherine Hunt,
Allen Olson, Elliot Stern, Vicki Trier
 The group drafted a survey, which will be sent to the ATC listserv spring quarter.
 Following the survey, the group will meet via phone and report the results during the fall
quarter meeting.
 Colleges that rise to the top will be encouraged to do presentations at the best practices
exchange.
 Four basic questions in the survey to be vetted by the group:
1.
2.
3.
4.
What criteria do you use to identify an underrepresented population?
What are the underrepresented populations?
What are you doing to support student success for these populations – interventions?
How do you assess it?
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2.2 Explore learning options that hold student competencies as a fixed factor and time as variable factors
in learning. Group: Holly Smith (reported), Steve Addison, Rod Taylor, Valerie Sundby-Thorp, Joe
Shannon, Rebecca Cory
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The group feels that the WSAC handbook most thoroughly addresses the topic of PLA,
including samples of college policies and practices. The group recommends building this out
to a live repository for the system to house current policies and best practices / crosswalks.
Several colleges have established innovations around PLA, include a Pierce College
sabbatical, SPSCC grant to support veteran’s development of a PLA portfolio, and the Air
Washington guide.
Other ideas included incentivizing specific programs or institutions to develop curriculum or
outcomes for PLA crosswalks for high need/demand/interest areas.
2.3 Increase transitions for students among CTCs; from CTCs to bachelor degree programs; from K-12 to
college; and from basic skills to precollege to college level. Group: Wendy Rockhill (reported), Janet
Danley, Curtis Crawford, Peter Williams, Christie Gilliland, Todd Lundberg
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Contact ARC about reverse transfer agreements. Joyce noted that she will report tomorrow on
the WSU/ System agreement (Washington Reverse Articulation Pilot Program – WRAPP).
AP discussion, monitoring common core, utilizing Smarter Balanced assessments. Need a WIOA
professional development presentation.
3.1 Improve the ability of colleges to develop a culture of evidence to drive institutional decision making.
Group: Ed Harri (reported), Mark Harrison, Kim Chapman, Julie Kirgis, Jess Gilmore, Josh Baker, Tom
Broxson (absent)
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Tom Broxson developed and distributed a survey to the Research and Planning Commission.
There were 17 responses. About two-thirds of colleges report using a dashboard to report
institutional effectiveness data, with Tableau being the most commonly used presentation
method. About half of the colleges are ATD colleges, and the narrative responses about ATD
indicate increases in IR capacity and use of data as a result of ATD participation.
The group discussed the importance of working hard on campuses, particularly with faculty, to
develop cultures of improvement using evidence to counter historically punitive approaches to
the use of data.
There was a lengthy discussion about the need for increased assessment training for faculty and
staff, particularly in how it relates to accreditation expectations. Without this training being
provided by the NWCCU, it was recommended that this training could be done as a thread at
the Assessment, Teaching, and Learning conference.
3.2 Support and improve high quality eLearning for students. Group: Joyce Carroll (reported), Mike
Flodin, JEB Thornton, Kyle Hammon
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eLearning council uses google docs to collect a great deal of sharable information. There is state
training available for both OER and Canvas. It would be valuable to invite eLearning reps to a
future ATC meeting.
Kyle and Kerrie noted that in future years we should at least schedule a winter phone meeting with the
work groups to keep on schedule.
Computer Science DTA/MRP Update: Joyce Hammer distributed a draft of the pre-computer science
direct transfer agreement (DTA/MRP). Existing computer science (CS) transfer options are not working
well. The AS-T still works well for computer engineering, but not for computer science for most colleges.
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A workgroup meeting with both 2- and 4-year representatives determined that students need extensive
experience with either Java or C++. If students complete two Java-based programming classes, they will
be prepared for transfer to any baccalaureate institution (BI), although WSU prefers C++.
Several items were discussed. UW has said they will accept Math& 163 for this degree, but most
colleges offer Math& 153. At those colleges, students will also need to complete Calculus IV to satisfy
the requirement of an entire year of Calculus. A discrete structures course is recommended, and WSU
will offer this course in the summer for incoming transfer students. The system may want to develop a
discrete structures course to offer via WAOL, but it will be critical to have BI representation in the course
development. The degree requires the first two courses in calculus-based physics, and the third course is
also preferred at WWU.
Concern was raised about hidden prerequisites in the degree (e.g., Math& 141, 142, introductory
programming courses). The workgroup would like the system to consider a common course number for
the second programming course. There needs to be clarity in the draft about whether the different BI
elements are requirements or recommendations.
Action item: Joyce Hammer will work with Kyle Hammon to form a workgroup to look at a commonly
numbered second programming course. Joyce will send a revised version of the DTA/MRP for Computer
Science to the listserv. ATC Representatives should gather campus feedback and share with Joyce. This
will be on the fall agenda, possibly for a vote.
Draft - CS DIRECT
TRANSFER AGREEMENT 4-23-2015.docx
AP Policy: IC asked ATC to provide additional clarity to the document that was approved at the winter
meeting. IC also asked ATC to revise the AP review and revision process. Kyle distributed a revised
document that attempts to clarify the award of scores and also a proposed review process.
Joyce Hammer noted that the BI’s are beginning this process. If an AP course is used for credit in the
DTA, the BI’s are still supposed to take that course. Elliot noted that students are at risk for losing credits
when they transfer before earning the DTA. This is indicated in the document.
Action item: Circulate the AP document with campus stakeholders to check for clarity. Send questions
and feedback to Kyle; he will use the feedback to assemble a FAQ document. ATC will vote on the
process component of the document in the fall.
IB transcripting: Current SBCTC policy requires that schools grant unrestricted elective credit, at a
minimum, for AP scores of 3 or better. Mike Flodin proposed revised language from the workgroup that
adds International Baccalaureate (IB) language to the policy. Only higher level (HL) exams are eligible for
credit. Members agreed we should not pursue a set of standardized scores for specific exams and
courses at this point. This proposed language change does not preclude a college from awarding general
education credit for IB exams. Proposed changes are underlined in the passage below.
Proposed language change: Washington community and technical colleges will accept in transfer from
other community and technical colleges unrestricted elective credit for an Advanced Placement (AP)
score of 3 or higher or an International Baccalaureate (IB) Higher Level (HL) exam score of 5 or higher.
Credit will be awarded on the basis of official AP or IB results, not transcript notation. Credits granted for
general education or major requirements will be specified by the receiving institution’s AP or IB credit
policies; otherwise, elective credit will be granted.
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After discussion, JEB Thornton moved to accept the propose language change. Mark Harrison seconded.
Motion passed. This proposed language change will go forward to IC. ATC will work to ensure the policy
conforms to RCW 28A.300.560.
ctcLink update: Catherine Kwong, ctcLink functional analyst, updated the group on ctcLink progress and,
specifically, features related to transfer students. The new “go-live” dates are August 24, 2015 for the
first link colleges; August 2016 for wave one colleges; 2017 for wave two colleges; 2018 for wave three
colleges.
With ctcLink, students will be able to transfer their academic records seamlessly across the system
colleges. Placement testing results and AP/IB scores will be shared scores and accessible if a student
moves from one school to another. ctcLink will have Early Alert capability.
2015-16 ATC meeting dates: The instruction commission has established its 2015-16 meeting schedule.
In order to ensure that ATC meets before IC, but has appropriate time to work on issues ATC established
the 2015-16 meeting schedule as follows:
Fall 2015: October 8-9, 2015, Peninsula College
Winter 2016: February 11-12, 2016, Highline College
Spring 2016: April 14-15, 2016, Columbia Basin College
Friday, April 17, 2015
Kyle reconvened the meeting at 9:01 am.
Janet Danley reported that the nominating committee, consisting of Janet, Mary Soltman, and Peggy
Moe, had determined that existing executive team leadership is willing to continue serving on the
executive team. Nominations for secretary were also being considered. A vote would occur later in the
meeting.
Turnitin: During fall quarter, ATC had extensive conversation about the possibility of a consortium
purchase of Turnitin. Kerrie Cavaness reported that Yakima Valley is volunteering to take the issue to ITC
for consideration. Bellevue, Peninsula, and Yakima are currently using Turnitin. It is cost prohibitive for
smaller colleges, although various rates were reported.
Turnitin is used at many high schools. The cost of a system-wide agreement is not known. There is
SBCTC policy that directs what has to occur in order for the system to adopt a core technology purchase.
This was just done at the statewide level for the library.
There was extensive conversation about the appropriate venue for this discussion. It was determined
that the IC technology committee should be informed about this conversation. eLearning council
considered this last year, but it did not advance. It has gone to IC for consideration in the past, but not
advanced. Kerrie requested a presentation be done at next fall’s ATC meeting with Peninsula faculty,
who are using Turnitin. It was also suggested that representatives from Turnitin demonstrate the
product for the IC technology committee.
The group was polled to determine the number of attendees that believed their colleges would be
interested or potentially interested; 15 attendees responded affirmatively.
Action item: Matt and Kyle and Kerrie will coordinate a response to IC.
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SBCTC report – Joyce Hammer, SBCTC director of transfer education
MRP degree status: JTC annually asks SBCTC to review the utilization of DTA/MRPs. At the winter
meeting, Joyce distributed enrollment information for the different MRPs. Two degrees had extremely
low enrollments – construction management and technology. Technical colleges are supportive of
retaining these degrees, because these are transfer degrees that they can offer. Peggy Moe noted that
Renton currently has students in these pathways. We will continue to monitor, but keep the degrees
active for now. Joyce distributed a copy of the transfer degree inventory for review.
Statway Update: The current MOU with UW to accept Statway expires this spring. Conversations are
ongoing to renew the agreement for the next several years, while also adding the entire Seattle district
to the agreement and adding Running Start students to the list of eligible participants. Early data on
student success is promising, but more data is desired. The University of California system is now
accepting Statway. The goal is to eventually allow the pathway to be accepted from all system colleges.
Legislative update: The legislative session is nearing completion. The house and senate are in budget
negotiations. SBCTC is supportive of freezing tuition, retaining state need grant funding, increasing
MESA funding, money for corrections education, and salary increases. Joyce will check on the number of
schools that could be funded to participate in MESA.
CHS, RS and other college pathway options: The current version of the dual credit legislation defines
Running Start as a program that takes place on a college campus. Running Start in the high school would
be eliminated after 2015-16, with an exception for high schools that are located more than 20 miles
from a higher education institution. There is proposed funding for low income students, and OSPI
funding to support textbook and transportation costs for Running Start students. College in the High
School (CHS) will be funded at $65 per credit, which changes the need for school districts and college
districts to enter into separate financial agreements regarding student costs. There is a cap on the
number of CHS credits student can earn per year, and 10th grade students will now be eligible for CHS.
Complaints: If Joyce receives a complaint from a student or parent, she redirects the complaint to the
college. If a legislator receives a complaint and forwards it to SBCTC, Joyce will check with the college’s
vice president for clarification about how the process was handled, not for the decision.
The Title IV complaint process addresses complaints that have to do with program viability. SBCTC has a
document that outlines the process for handling student complaints related to the accuracy of program
materials and claims.
Reverse articulation: There was a large amount of system interest in developing a reverse articulation
process with the BIs, so a pilot process has been implemented with WSU and SBCTC. Students who
complete 60 credits at the community college, but transfer to WSU prior to earning an associate’s
degree will be informed by WSU that they are eligible to transfer back appropriate credits earned at
WSU to the community college to be eligible for the awarding of the associate’s degree. Each school
must identify a reverse articulation lead, who SBCTC will refer students to, upon request. There was
conversation about automatic conferral of degrees, but this will not happen yet. It was requested that
the community colleges be made aware of the eligible students so that they can also reach out to those
students to encourage their participation. Students earning a degree through this process will be
counted in both SAI and IPEDS reporting.
The program, scheduled for implementation in fall 2015, is called Washington Reverse Articulation Pilot
Program (WRAPP). SBCTC will collect data that might determine if there is any feasibility for autoconferring degrees at a later date. This agreement does not prohibit colleges from entering into local
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agreements with other universities, or colleges could wait until the process is disseminated statewide
after the pilot stage.
Fine Arts DTA/MRP: JTC asked SBCTC to look at the possibility of a Fine Arts DTA/MRP option for
students, since transfer students are frequently taking five or six or more years to complete a
baccalaureate degree in music. The proposed DTA/MRP is for music, but may expand to other arts in the
future. Most of the conversation has involved CWU, WSU, and community and technical college
representatives.
The concern was raised that this is another DTA proposal that requires more than 90 credits. Is there a
way either reduce the requirements in the DTA/MRP to make it 90 credits or to ask the BIs to provide a
shorter timeline following success completion and transfer? This would still be a shorter pathway than
students currently take. Second year music theory courses are included in the proposal, and enrollments
in these courses are a concern. There may be colleges interested in developing a WAOL second year
music theory sequence to meet the needs of students, particularly at smaller colleges.
Action item: Representatives should distribute the draft of the Associate of Fine Arts DTA/MRP – Music
at their colleges and send feedback to Joyce.
Associate in applied science – transfer (AAS-T) degrees: There is concern about the “T” in these degrees
representing transfer, when the transfer options are limited by articulation agreements that colleges are
able to individually develop with other institutions. Joyce asked WEC to consider this issue. WEC
believes it has taken a lot of time to develop relationships with employers to build these, and is
concerned about a name change. The change in name would interrupt marking, etc. WEC did agree to
consider three possible name changes: (1) AAS-LA (limited articulation); (2) AAS-ST (select-transfer); and
(3) AAS-AP (articulated pathway).
Action item: Representatives should discuss the three proposed options for renaming the AAS-T at their
campuses and be prepared for discussion at the fall meeting. Other options may also be considered by
WEC.
Professional Development workshop: Funding allocation model – Nick Lutes, SBCTC Operating Budget
Director
A task force consisting of presidents and representatives from most of the commissions has worked to
review the current funding methodology and develop a new funding model. Through a year-long
process, the task force identified five problem areas:
1) The current system does not put enough money into performance
2) There is too much of a difference in funding per FTE across the system with no clear reasons for
the differences
3) There is no recognition of different costs for different programs/mission areas
4) District enrollment targets are not adjusted in any meaningful way – some districts are
chronically over-enrolled, some under
5) There is not enough focus on setting enrollment targets using agreed-to variables that result in a
more equitable distribution of funding across the state
The task force made the recommendation to increase the performance-based portion (SAI) from less
than 1% to at least 5% and maybe as much as 10%.
There is a minimum operating allowance that recognizes that every college will need some basic level of
initial investment to serve students. As a result, colleges with lower enrollment are receiving a higher
per student level of funding.
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Funding for FTEs will be weighted based on priority/high cost areas, including to-be-determined
programs and basic education. The priority areas are likely to be set for several years.
The current funding methodology will be used for the next fiscal year. Once the recommendations are
complete, the model will be run as if it had been implemented for fiscal year 16, so colleges will know
where they stand. Initial implementation will start in fiscal year 17.
The task force has worked through all of their recommendations with the exception of stop/loss. There
will be an academy at the next WACCT meeting.
The group thanked Nick for his time and presentation.
2015-16 ATC Executive Team: On behalf of the nominating team, Janet made a motion for the following
slate of officers for 2015-16.
Chair: Kerrie Cavaness
Chair-elect / Vice-chair: Ed Harri
Secretary: Wendy Rockhill
Treasurer: Peter Williams
Christie Gilliland seconded the motion. Motion unanimously passed. Kyle Hammon will also continue
service as past-chair.
Action items: Ed reviewed the action items. One additional item was added. Joyce Hammer will work
with Wendy Rockhill and Kerrie Cavaness on the possible development of a deans camp for new
instructional deans.
Meeting close
Kyle thanked Rolita for her service on the executive board, and he thanked Janet for hosting the
meeting. Kyle recognized Peggy Moe for her years of service as an ATC member, executive team
member, and Collaborate facilitator. She is retiring at the end of this year.
The meeting adjourned at 11:47a.
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