October 8 - 10, 2007

2
Executive Summary
Associate Vice President Kathleen Street initiated an external review of Cal Poly Pomona’s course articulation polices and practices.
Course articulation plays an integral part in students’ transfer experiences. During the three day consultation, AACRAO consultant
Paul Robinson from the University of Michigan met with faculty and staff from Cal Poly Pomona (CPP) as well as numerous articulation officers from California Community Colleges representing regions
7, 8 and 9.
The observations and recommendations in this report appear in the following categories: a. Observations on relations with Cal Poly Pomona’s external articulation partners b. Observations on relations with Cal Poly Pomona’s internal articulation partners c. Observations on current status of articulation agreements d. Recommendations and next steps

3
Executive Summary, continued
There was consensus that Cal Poly Pomona has and continues to make improvements in developing, building and maintaining articulation agreements. During the past two years much progress has been made by staff in Cal Poly Pomona’s Registrar’s Office to update the state-wide ASSIST system and the University student information system (Oracle/PeopleSoft) with the articulation information used by students, faculty and staff. Feedback from Cal
Poly Pomona’s primary feeder Community Colleges supports these observations. Internal staff and faculty from Cal Poly also provided positive comments on the processes related to establishing and maintaining articulation agreements. Other topics discussed included issues surrounding what is referred to as “dirty general education,” the various paths students can follow to transfer coursework, and the merits of moving to multi-year articulation agreements.

4
Executive Summary, continued
Cal Poly Pomona still has a great amount of work to be done to develop and build the full complement of articulation agreements.
The current approach gives priority to building agreements with institutions that provide the most transfer students to Cal Poly
Pomona. California Community Colleges in regions 7, 8 and 9 tend to provide the highest number of transfer students to Cal Poly
Pomona. Analysis of the status of articulation agreements between
Cal Poly Pomona and the California Community Colleges indicates the majority are “in-progress.” Updated articulation agreements are in place for approximately 26 of the 110 California Community
Colleges. An additional 70 articulation agreements are “in progress.”
There are 14 California Community Colleges for which there are no agreements. More detailed information on the status of these articulation agreements along with an estimated timeline for completion is provided later in this report.

5
Executive Summary, continued
As more articulation agreements are developed and entered into
ASSIST there is a corresponding workload increase for other areas in the Office of the Registrar. Those most directly impacted include staff in the areas supporting transfer credit, evaluation and degree audit.
Cal Poly Pomona should combine the units responsible for articulation, transfer credit, evaluation and degree audit to report under one Associate Registrar. Staff could be cross-trained resulting in a better understanding of the interdependence between processes and would be positioned to support each other during peak periods.

6
Executive Summary, continued
Cal Poly Pomona should develop a detailed project plan for completing a prioritized list of articulation agreements. Getting caught up will treating the outstanding work more as a project, which
Involves identifying all the detailed tasks and their dependencies.
There are opportunities to gain efficiencies that will result in improving the transfer credit experience for students, faculty and staff. Many of the “in progress” articulation agreements are for the years 2004-2005 and earlier. The time and resources required to complete all current and prior year agreements is significant. At current staffing levels it is estimated to take between 18 and 24 months to complete. A mitigation strategy would be to focus on building articulation agreements for the two most recent cycles first (e.g. 2005-2006 and
2006-2007) and to add an additional staff person. Employing this type of mitigation strategy should reduce the time to complete the most current articulation agreements to approximately six to nine months.

7
Executive Summary, continued
Consideration should be given to improving the internal process for identifying and sharing curriculum changes that impact “major” and degree requirements. Having a concise listing of how the curriculum changes affect major and degree requirements will assist in the process of updating articulation agreements more efficiently.
Cal Poly Pomona should identify benchmarking and assessment data to be used to measure the efficiency and effectiveness of the articulation and transfer credit processes. Identify “time to degree completion for transfer students,” “number of current complete articulation agreements by institution,” “successful course and degree completion for transfer students,” “transfer students’ satisfaction with the CPP transfer process,” and “regular systemic feedback from
Community College Articulation Officers and CPP advisors and faculty on articulation and transfer credit” should form the basis for
Cal Poly’s assessment data.

Overview
The three-day consult involved a review of processes and practices as well as discussions with key stakeholders. A complete listing of meeting participants can be found in Attachment A. Included in the review and discussions were:

General review of how articulation is organized in the State of
California
 General review of how articulation is organized at Cal Poly Pomona
 Discussion with key staff in the Registrar’s Office
 Meeting with articulation officers for select California Community
Colleges

Meeting with Cal Poly Pomona departmental advisors
 Meeting with Cal Poly Pomona chairpersons and key administrators
 Exit interview with Cal Poly’s Dr. Kathy Street and Dr. Doug Freer

9
Overview, continued
Mr. Rod Short, Associate Director for Enrollment Services at
Cal Poly Pomona, served as project manager and facilitated all meetings. Mr. Short was instrumental in ensuring the meetings and discussions were pertinent and productive. Mr.
Jose Lozano, Articulation Officer at Cal Poly Pomona attended all meetings and provided valuable input and insight throughout the consult. A great deal of background materials and resources were made available to the AACRAO consultant. California Community
College articulation officers who participated in the meetings and discussions provided insightful comments in a professional manner that was constructive to the topic. Cal Poly Pomona staff and faculty also provided valuable input and observations as it related to their experiences with course articulation – covering matters that emanate at the Community Colleges as well as those internal to Cal Poly
Pomona.

10
General Observations
Cal Poly Pomona shares the goal with California Community Colleges to provide complete and up-to-date course articulation agreements that are accessible and understandable to students, advisors, and faculty. Key to achieving this goal is to develop full articulation agreements with California Community Colleges and other two and four year institutions. The state-wide ASSIST system is the repository for articulation agreement information used by California’s two and four year higher education institutions.

11
General Observations, continued
Articulation agreements benefit students by providing “road maps” to follow to help ensure academic preparation at CSU institutions while also decreasing time to graduation. Institutions benefit by gaining qualified students who can complete their studies.
When articulation agreements are in place students have higher confidence their coursework will be accepted by another institution and may be more likely to transfer.

12
General Observations, continued
A few common themes emerged during the course of this review.
Nearly everyone noted the improvements Cal Poly Pomona has made in developing and putting articulation agreements on ASSIST.
At the same time there is a sense that more needs to be done sooner to address the needs of transfer students. It is a challenge to balance the competing needs of the Community Colleges with the competing priorities and academic demands at an institution like Cal Poly
Pomona. The Community Colleges want full agreements in place with all CSU institutions. Cal Poly Pomona must prioritize the use of its resources to maximize effectiveness. It is difficult to estimate how long it will take Cal Poly Pomona to get caught up with articulation agreements with their primary feeder institutions. This in part is due to the sheer number and agreements needing updates that span back several years or cycles. There is recognition that as more articulation agreements are developed the workload of staff in the units of transfer credit, evaluation and degree audit increase.

13
Community College Articulation Officers
Articulation Officers from several California Community Colleges were invited to discuss their experiences in working with Cal Poly Pomona.
The general consensus is that Cal Poly Pomona has made steady progress in developing and maintaining articulation agreements. In particular there were comments about the steady progress they have seen in Cal Poly getting more articulation agreement information updated on ASSIST. It was noted that to the extent articulation agreements are on ASSIST students and advisors will rely on it even more. Several participants commented on the importance of Cal Poly putting “major” requirements on ASSIST. There were specific comments provided by the Community College AO’s that are worth noting, including:
 Cal Poly Pomona’s Articulation Officer Jose Lozano has established good working relationships with AO’s at the
Community Colleges.

14
Community College Articulation Officers, continued
 Cal Poly Pomona’s Articulation Officer Jose Lozano’s presence and work with regional and state groups (e.g. SCHEC) improves communication between institutions on important matters affecting articulation.

Cal Poly Pomona seems to have made good progress in getting the “major” information into ASSIST.
 The issue of “Dirty General Education” was noted by several
Community College AO’s. They cited problems students experience when they have to take additional classes to meet general education requirements. Examples provided included
Cal Poly’s U.S. History requirement; Civil Engineering’s Chemistry requirements; and confusion over Cal Poly’s “critical thinking” requirements. Two Community College AO’s also referred to
“pass along” problems – cases where Cal Poly Gen Ed coursework is accepted at a California Community College but not transferable when the student returns to Cal Poly Pomona.

15
Community College Articulation Officers, continued
 Community College AO’s suggested updating/noting in ASSIST those “major” requirements that have special general education requirements. The more information students and advisors can see on ASSIST for Cal Poly Pomona’s unique major and degree requirements the better. San Marcos was used as an example of an institution that does this well in ASSIST.
 Community College AO’s asked several questions regarding the relationship and status of the Lower Division Transfer Pattern
(LDTP) to other transfer paths such as the CSU Breadth General
Education and the Integrated General Education Transfer
Curriculum (IGETC). Community College AO’s wanted to know when Cal Poly would be accepting LDTP students. Community
College AO’s also expressed concern about having to get courses approved for LDTP as opposed to having them
“grandfathered” in.

16
Community College Articulation Officers, continued
 Community College AO’s indicated they want more information
(and sooner) on courses not approved for articulation so they can better understand the reason(s). They would share this information with their faculty so they could possibly make changes to the course content and/or curriculum so as to satisfy
Cal Poly Pomona requirements.
 Community College AO’s asked about the possibility of all CSU institutions of adopting a common template to be used in the course articulation approval process. They noted what they perceived to be the inefficiencies with the current process that relies on individual e-mails to each CSU Articulation Officer.

17
Community College Articulation Officers, continued
 Community College AO’s singled out San Bernardino as doing well in most aspects of establishing and maintaining articulation agreements and updating the information in ASSIST. In the UC system they noted UC-Riverside, UC-Berkeley and UC-Davis as being very current with their information in ASSIST.
 Community College AO’s discussed the pros and cons of Cal Poly
Pomona going to multi-year articulation agreements. The consensus from the Community Colleges was maintaining articulation agreements that are updated annually is more desirable. It was mentioned that UC-Irvine experimented with a cycle where articulation agreements were updated every two years. But the Community College AO’s felt this was problematic as there seemed to be more instances where the agreements were not in sync with the university’s bulletin.

18
Community College Articulation Officers, continued
 Community College AO’s singled out San Bernardino’s AO (Mr.
Bob Sperry) as being very effective in establishing and maintaining articulation agreements. They noted Mr. Sperry seemed to have the authority to make decisions on articulation agreement on behalf of his institution
– thus making the process more effective and efficient. The Community College AO’s did emphasize Mr. Sperry has been in his role for many years and has gained the confidence of faculty in the departments to make such decisions.

19
Cal Poly Pomona Advisors and Faculty
Staff advisors and faculty from Cal Poly Pomona departments shared their observations as they related to course articulation. Like the
Community College AO’s, most indicated there has been good progress in getting articulation agreements developed and posted on
ASSIST. Faculty indicated the processes for approving articulation agreements is iterative – often involving requesting more information regarding the course(s) from the Community College before a decision can be made. Some faculty voiced concern about being able to make an accurate assessment of Community College courses without a better understanding of course content and method of delivery. Staff in the Office of the Registrar who support transfer credit, evaluation and degree audit also provided valuable insight.
Key among their observations was the recognition of the work involved supporting articulation.

20
Cal Poly Pomona Advisors and Faculty, continued
Staff assigned to transfer credit, evaluation and degree audit must build and maintain tables and rules in Cal Poly Pomona’s PeopleSoft student system. Among the many good comments and observations several stand out, including:
 There has been a noticeable improvement in the turnaround time for getting articulation agreements approved at Cal Poly Pomona.
The process whereby the Cal Poly AO submits new articulation requests electronically to departments is much more effective.
 Advisors and Outreach staff at Cal Poly use and value the information in ASSIST. They also commented on the importance of having articulation agreements and transfer credit rules built for other four-year institutions.

Advisors and Outreach staff at Cal Poly considered the process for submitting petitions for course approvals as working well.

21
Cal Poly Pomona Advisors and Faculty, continued

Cal Poly faculty and chairpersons noted they often need more information on the content of the courses from Community
Colleges and other institutions before they can approve any agreements. Obtaining a course syllabus and understanding the method of delivery (e.g. in-person, online, combination of the two) would be helpful to know in many cases.

Cal Poly faculty noted that it should be understood there may be cases where transfer students have to take additional coursework to meet major and degree requirements (e.g. Cal Poly’s American
History 202 requirement).

22
Cal Poly Pomona Advisors and Faculty, continued
 Cal Poly Evaluators may award “elective credit” for incoming transfer work where no articulation agreement exists or no transfer credit rule has been built in the student system. There are also instances where course agreements have been approved but not yet updated in ASSIST. The evaluators do not know which courses have not been approved or approved and not entered in ASSIST. It is important to have the transfer credit and degree audit rules updated in Cal Poly Pomona’s PeopleSoft student system for all approved articulation agreements.

Staff in the Office of the Registrar noted the backlog of work to be completed to update the tables and rules in Cal Poly Pomona’s
PeopleSoft student system that support transfer credit and degree audit. As new articulation agreements are developed or existing agreements updated, corresponding work needs to be done in the
PeopleSoft student system.

23
Cal Poly Pomona Advisors and Faculty, continued
 Staff in the Office of the Registrar indicated it often takes a lot of time and research to determine which major or degree requirements are impacted when they receive curriculum change information from Academic Affairs.

The current practice where Cal Poly Pomona writes transfer credit rules for non-baccalaureate courses should be reviewed.
Advisors and students often want to see all courses on their transcripts
– including those not accepted for transfer credit.
 The California Course Articulation Numbering System (CAN) will be replaced by another course numbering system (TSCU
Numbering) as part of LDTP. Even though the CAN office officially closed in July 2005 this numbering system will continue to be honored until 2009-2010. Managing CAN and TSCU presents challenges for Cal Poly Pomona and California
Community College Articulation Officers.

24
Cal Poly Pomona Advisors and Faculty, continued
 Cal Poly Pomona’s Articulation Officer hears concerns from
California Community Colleges regarding courses not approved as part of LDTP. Broadly speaking there are issues and questions surrounding LDTP
– ranging from when will the first students transfer to Cal Poly to how long CAN will be honored.
 It was noted the UC institutions never used CAN and thus
California Community Colleges experiences with them may be inherently more positive. The UC institutions are adopting a new transfer pattern (Streamlining/Transfer Preparation Paths) that is distinct from LDTP. This UC pathway for accepting lower division transfer work is being implemented sooner than LDTP and the seemingly fewer issues.

25
Status of Articulation Agreements
Cal Poly Pomona receives transfer students from in-state schools and colleges, out-state schools and colleges and international institutions. The majority of transfer students Cal Poly Pomona receives come from California Community Colleges. Cal Poly
Pomona’s academic majors can be highly specialized which can complicate the transfer process.
There are several paths a student can follow when transferring to a
CSU institution. These paths include:

CSU Breadth General Education (Executive Orders 405 and 595)
 Intersegmental General Education Transfer Curriculum (IGETC)
 Lower Division Transfer Plan (LDTP)

Transfer Admission Guarantee (TAG)
 Transfer Admission Agreements (TAA)

26
Status of Articulation Agreements
There are 110 California Community Colleges for which Cal Poly
Pomona can receive transfer students. The tables that follow depict the status of articulation agreements with these institutions and then an estimated timeline for completion assuming current staffing levels remain constant. It should be noted the completion times are estimated based upon past experience in developing and updating similar agreements.

Cal Poly Articulation Agreement Status
Type Agreement
Updated/Current 1
Full
14
Partial
12
Total
26
In-Progress 2 21 49 70
No Agreements 3 0
35
14
75
14
110
1 The 14 Full and 12 Partial agreements updated are for the 2006-07 cycle
2 Out of the 21 Full agreements needing updates, 10 are from 2004-05 and 11 are older
3 There are 14 California Community Colleges for which there are no agreements

28
Status of Articulation Agreements, continued
At present, no agreements have been updated for the 2007-2008 cycle. This is explainable in that Cal Poly’s articulation officer is updating the templates used in gathering the information to be put on
ASSIST.
For the 2006-2007 cycle, updated articulation agreements are in place for 26 of the 110 California Community Colleges. Of these 26 agreements 14 are “full” and 12 are “partial.”
Again for the 20062007 cycle, there are 21 “full” and 49 “partial” agreements that are in-progress (i.e. currently being worked on). Of the 21 “full” agreements in-progress, 10 are for the year/cycle
2004-
2005 while 11 are older. Some of the 49 “partial” agreements go back to the 1995 year/cycle. Updating older articulation agreements take more time to update.
There are 14 agreements that have not been initiated.

Estimated Timeline – Articulation Agreements
Updated/Current 1 est. person days
In-Progress 2 est. person days
No Agreements 3 est. person days
Full
14 n/a
21
210
0 tbd
Partial
12 n/a
49
392
14 tbd
Total
26 n/a
70
602
14 tbd
Total est. days 210 392 602
1 Already built, no estimate required
2 11 of the 21 “full” are for years prior to 2004-05 which require more time to complete
3 There are 14 California Community Colleges for which there are no agreements and no estimate for completion

30
Status of Articulation Agreements, continued
Based upon estimates provided by Cal Poly Pomona’s articulation officer, it will take between 18 and 24 months to complete the articulation agreements with the California Community Colleges.
These estimates assume existing staff levels remain constant.
However, if Cal Poly Pomona takes steps to better organize and manage the tasks associated with developing articulation agreements it seems reasonable to reduce this completion time to 12 to 16 months. If an additional staff resource is added to assist with articulation, transfer credit and degree audit the time for completion could be further reduced to 6 to 9 months.
Updating older articulation agreements takes a significant amount of time
– especially to bring them to “full” status. The Cal Poly articulation officer works with departmental chairpersons on such articulation agreements. The departmental chairpersons make the final decision whether or not to articulate any course.

31
Status of Articulation Agreements, continued
As new articulations agreements are developed or existing agreements updated there is corresponding work that impacts the areas of transfer credit, evaluation and degree audit. Within Cal Poly
Pomona’s PeopleSoft student system various tables and rules supporting transfer credit and degree audit must be updated. Thus to provide the full complement of information to transfer students and faculty/staff requires also addressing the workload in the areas of transfer credit and degree audit.
Currently there is a backlog of work related to building external transfer credit and degree audit rules in the PeopleSoft student system.

32
Recommendations and Next Steps
There are several key recommendations and next steps Cal Poly
Pomona can take to address the issues surrounding course articulation and the transfer student experience.
Determining a Starting Point for Updating Articulation
Agreements

The amount of work and resources required to update articulation agreements and the associated tables in Cal Poly Pomona’s student information system is significant. Many of the “inprogress” articulation agreements are for years prior to 2006-
2007. It is recommended that Cal Poly Pomona focus on updating those articulation agreements that impact the highest number and/or percentage of potential and actual transfer students. A mitigation strategy focusing on building full articulation agreements are updated priority should be given to keeping them current.

33
Recommendations and Next Steps, continued
Develop A Project Plan

Cal Poly Pomona should develop a detailed project plan for completing a prioritized list of articulation agreements. To get caught up will require treating the outstanding work more as a project, which involves identifying all the detailed tasks and their dependencies. A standardized project status report should be developed and distributed to key stakeholders on a regular (e.g. quarterly) basis.
Change Organizational Reporting Lines in Office of the Registrar
 The staff who support the processes of articulation, transfer credit, evaluation and degree audit should be combined and report to the same (one) Associate Registrar. This change is being recommended to reflect the interdependence between these processes. A suggested organizational structure for Cal
Poly Pomona’s Office of the Registrar would be to have an
Associate Registrar who oversees Articulation, Transfer Credit,
Evaluation and Degree Audit. A second Associate Registrar would be responsible for Records, Registration and Student
Services.

34
Recommendations and Next Steps, continued
Changes to Job Responsibilities for Cal Poly Pamona’s
Articulation Officer
 The responsibilities of the Articulation Officer should be changed to include more support for transfer credit and degree audit work in Cal Poly Pomona’s PeopleSoft system. The Articulation Officer is well positioned to decide which courses should or should not satisfy General Education requirements for those cases where no transfer credit rule exists in student systems. Becoming more knowledgeable and involved with building and supporting Cal Poly
Pomona’s PeopleSoft degree audit system will be beneficial.
Add Additional Staff
 Add a staff resource to assist with articulation, transfer credit and degree audit work. This new staff person would split his/her time between supporting articulation agreements and transfer credit rule building in Cal Poly Pomona’s PeopleSoft student system.
Initially this position could be “temporary” with an evaluation of its role at six month intervals. If there are available resources, Cal
Poly should consider adding a second staff resource as this would lessen the time required to complete the supporting work in articulation, transfer credit and degree audit.

35
Recommendations and Next Steps, continued
Place More Cal Poly Pomona Curriculum Information on ASSIST

It is recommended that Cal Poly Pomona include additional information on ASSIST as it relates to specific “major” requirements. Having more detailed information for those majors that may have special general education requirements would be helpful to students and advisors. Cal Poly should also explore including a link to the internal curriculum sheets and the “major roadmaps” on ASSIST, which could then be accessed, by students and advisors.
Update Articulation Agreements Annually
 The consensus from Community College AO’s as well as Cal Poly
Pomona faculty and staff was to update articulation agreements on an annual basis. There was good discussion on the pros and cons of moving to a multi-year update schedule but most felt single year agreements served everyone better.

36
Recommendations and Next Steps, continued
Develop New Management and Operations Support Reports
One of the goals of this external review was to identify quantifiable indices that could be used to assess the effectiveness of Cal Poly
Pomona’s articulation practices. While articulation, transfer credit, evaluation and degree audit functions are commonplace at today’s universities there does not seem to be an agreed upon set of such indices. Regardless, there is a need to put effort into identifying and developing meaningful criteria that can be used to monitor and assess program effectiveness. Some suggested steps for identifying and developing such measurements should include:

Developing a report that lists Cal Poly Pomona articulation partners by organization by status (i.e., complete and full, inprogress, not started, etc.) This report could serve as a baseline for monitoring the status of articulation agreements. Developing such a report should be a high priority for Cal Poly Pomona.

37
Recommendations and Next Steps, continued
 Developing a report that lists course transfer credit rules built in
Cal Poly Pomona’s PeopleSoft system by external institution.

Developing a report that lists changes to Cal Poly Pomona major and degree requirements. This report could be arranged by academic major. This report would be used to identify changes that impact articulation agreements, transfer credit rules, and degree audit rules.
 Developing a report that tracks time to degree for Cal Poly
Pomona transfer students. This could be a cohort-based report
(e.g., start with incoming transfer students in Fall quarter) and be arrayed by transferring institution (i.e., external institution).
 Developing a report that examines transfer student success rates
(e.g., satisfactory completion of course, major and degree work) by transferring institution.

38
Attachment A
Articulation Review Participants
Cal Poly Pomona
• Dr. Doug Freer, Vice President for Student Affairs
•
Kathleen Street, Associate Vice President for Enrollment Services
• Rod Short, Associate Director for Enrollment Services
•
• Jose Lozano, Articulation Officer
•
• Maria L. Martinez, Associate Registrar
•
Maria Kupferschmidt, Encoder
•
• Richette Bell – Director of Student Outreach and Visitor Information Services
•
Mario Cordova, Admissions Counselor
• Pam Adams, Advisor – College of Business Administration
•
Pam Hester, Advisor
– College of Science
• Dr. Claudia Pinter-Lucke, Associate Vice President – Undergraduate Studies
•
Dr. Frank Ewers
– Biology
• Dr. Pam Sperry, Biology
• Dr. Lan Yang – Computer Science
• Dr. Daniel Lewis – History
• Dr. Steve Bryant – Liberal Studies
•
Francis Flores
– Chemistry
• Dr. Steve McCauley – Physics
• Dr. Les Young, Associate Dean for the College of Agriculture
•
Dr. Hassan Halati
– Operations Management

39
Attachment A, continued
Articulation Review Participants
California Community Colleges
• Jamaika Fowler – Articulation Specialist, Mt SAC
•
Trevor Rodriguez
• Wanda Fulbright-Dennis – Articulation Officer, Mt SAC
• Jeanne Howard – Director of Articulation and Matriculation, College of the Desert
•
Pamela James
– Articulation Officer, Victor Valley College
• Maggie Van Riper – Articulation Officer, Chaffey College
•
Manoj Wickremesinghe
– Articulation Officer, Orange Coast College
• Edward Martinez – Articulation Specialist, Pasadena City College
• Cindy Parish – Articulation Officer, San Bernardino Valley College
•
Janet McCurdy
– Transfer & Articulation Coordinator, Mt. San Jacinto College
• Michelle Plug – Articulation Officer, Citrus College
•
Stacey Howard
– Articulation Officer, Cypress College
• Ken Matsuura – Articulation Officer, Cerritos College