Articulation Agreements for Multiple Subject Integrated Teacher Preparation Programs: Guidelines for Formation of Regions

AS-2623-03/AA/TEKR - September 4-5, 2003

RESOLVED: That the Academic Senate of the California State University (CSU) endorse the following guidelines for the formation of regions for articulation of coursework in Multiple Subject Integrated Teacher Preparation Programs with the California Community Colleges (CCC).

1. The Task Force on Integrated Teacher Preparation Programs will recommend a regional structure.



2. Region is defined as one or more CSU campuses and the CCCs that provide significant numbers of transfer students to the campus or campuses.



3. Regions will be formed on the basis of three-year trends of CCC to CSU total transfers plus additional relevant factors, including: (a) the number of transfers from each community college to each CSU, (b) the percentage of community college transfers that this number represents, (c) the percentage of each CSU campus' transfers from a specific community college, (d) the effects of campus impaction and (e) presumed future growth patterns.



4. A proposed regional structure and transfer trend data will be distributed to all CSU campuses, the Academic Senates, community colleges, and other appropriate faculty members for their response before the task force makes its final recommendation.
   
   

   RATIONALE: The implementation of Integrated Teacher Preparation programs as recommended in AS-2611-03/AA/TEKR and mandated in recent changes to Title 5 will require substantial, collaborative work among the CSUs and CCCs to determine a maximum of 60 semester (90 quarter) transferable units with 30 semester (45 quarter) units transferable systemwide and at least 15 semester (23 quarter) units transferable within a region. Using regions as a mandatory part of the framework makes the determination of regional structure an important consideration. Regions may be determined in different ways: the system has used a "north/south" or "north/central/south" model for other initiatives, CPEC uses 14 regions based on educational and demographic data, and the CCCs are divided into 10 regions. After deliberation, the Task Force on Integrated Teacher Preparation Programs felt that both the definition and structure of regions should derive from actual transfer data and that such a regional structure would be the most appropriate given the significant work that the identification of and agreement on transferable units will require. Additionally, the Task Force noted that some factors which might affect the appropriateness of a proposed region might only be known at a more local level, i.e., extensive consultation and attention to response is crucial to the best regional structure

   APPROVED WITHOUT DISSENT - November 13-14, 2003