ACR 158 (Holden): Undergraduate Student Transfers

 

AS-3268-16/FGA (Rev)

RESOLVED: That the Academic Senate of the California State University (ASCSU) reaffirm its longstanding commitment to improving student transfer within and among California’s three public higher education segments, which is the goal of ACR 158 (Holden); and be it further

 

RESOLVED: That the ASCSU continue to support execution of already existing CSU policies and processes to facilitate undergraduate student transfer, such as:

  • A comprehensive lower-division general education transfer system, the Intersegmental General Education Transfer Curriculum (IGETC), which has been in place since the late 1980s to facilitate postsecondary student transfer between and within systems;
  • Existing policy (CSU Executive Order 1100) and procedures result in General Education coursework taken at one CSU campus satisfying similar requirements at other CSU campuses;
  • Under SB 1440, the ongoing development of Transfer Model Curricula (TMC), in conjunction with the California Community Colleges (CCCs), to ensure seamless transfer into CSU programs;
  • The Articulation System Stimulating Inter-Institutional Student Transfer (ASSIST) system, which streamlines course-to-course articulation among the CSU and CCCs and helps prevent unnecessary course duplication


; and be it further

 

RESOLVED: That the ASCSU collaborate with the California Legislature to further improve undergraduate student transfers and overall student success; and be it further

 

RESOLVED: That the ASCSU request that members of the California Senate and Assembly first consult with the ASCSU when considering future legislative actions that might impact the CSU system; and be it further

 

RESOLVED: That the ASCSU distribute this resolution to the CSU Board of Trustees, CSU Chancellor, Assembly member Chris R. Holden, California Senate President pro Tem, California Assembly Speaker, CSU campus Senate Chairs, The 2015-2016 and 2016-2017 chairs of the Assembly Committee on Higher Education and the Senate Education Committee, CSU Provosts/Vice Presidents of Academic Affairs, California Faculty Association (CFA), Academic Senate for the California Community Colleges, and Academic Senate of the University of California.

 

RATIONALE: Assembly Concurrent Resolution (ACR) 158 passed by the Assembly with the concurrence of the Senate asserts that there is “the lack of articulation agreements across California public postsecondary educational institutions” and encourages the academic senates of the CSU, University of California (UC), and CCCs to “expedite their current efforts to streamline the transfer process and ensure that all general education coursework will transfer between segments.”


These statements seem to overlook the ASCSU’s long-standing commitment to addressing transfer issues. This commitment has involved participation in the development of the Intersegmental General Education Transfer Curriculum (IGETC) in 1988 and support for the curriculum in the years since (e.g., AS-2412- 98/AA/FGA), Support for a System-wide Campus-specific Transfer Patterns by Major Degree Program in the California State University (AS-2645-04/AA), and strong commitments to implementation of the Lower Division Transfer Pattern and SB 1440. The vast majority (approx. 94%) of transfers to the CSU come from the California Community Colleges (CCCs) as opposed to (2%) from other CSUs, and the CSU focuses primarily on CCC transfer.

 

Concurrent resolutions such as ACR 158 (Holden), although not law, often serve as an indicator of potential legislation. This resolution tries to familiarize the Legislature with existing transfer policies and practices before the legislature takes further action. The ASCSU is committed to working in collaboration with the California State Senate, California State Assembly and California’s public higher education segments to further improve the undergraduate transfer process and transfer rates. The ASCSU requests that members of the California Senate and Assembly consult with the three higher education segments when considering future legislative actions that might impact them.

 

Approved Without Dissent – November 3-4, 2016

 


 
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