PROGRESS REPORT
ON
ARTICULATION AND TRANSFER
FOR
ARIZONA PUBLIC
POSTSECONDARY EDUCATION
Academic Year
2007-2008

Submitted to the Joint Legislative Budget Committee
By
The Arizona Board of Regents
and
The Arizona Community Colleges

Table of Contents

Executive Summary …………………………..…………………………………………………

3

Background……………………………………………………………………………………………

5

Articulating Postsecondary Academic Programs and Courses………………….

6

Arizona Transfer Articulation Support Systems…..…………………………………..

8

Jointly Identifying and Meeting the State’s Postsecondary Needs……………

12

Appendices:
1. Arizona State‐Wide Higher Education Collaborative
Relationships .…………………………………………………………………….
Articulation Task Force Structure ……………………….………..
2. 2007‐08 JCC Membership ………………………………………………….
3. APASC Progress in Hezel Recommendations ……………………….
4. APASC Review of Goals and Outcomes………………………………...

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14
15
16
19

2

EXECUTIVE SUMMARY
The Annual Progress Report on Articulation and Transfer is submitted in accordance with A.R.S. §15‐
1824 which states that “The Arizona board of regents and the community colleges shall submit an
annual report on their progress on both articulation and meeting statewide postsecondary education
needs … on or before December 15”. This report was developed by the statewide Academic Program
Articulation Steering Committee (APASC) and was reviewed and approved by the Arizona Board of
Regents and the presidents of the Arizona community colleges.
The report is divided into 2 major areas, Articulating Postsecondary Programs and Courses and
The Arizona Transfer Articulation Support System (ATASS). Key outcomes for the 2007‐08
academic year are highlighted for each in this executive summary. An appendix provides more in‐
depth detail on some initiatives.
I.

Articulating Postsecondary Academic Programs and Courses
Improvements to the System
• New statewide website developed. Renamed aztransfer, this site (www.aztransfer.com) is
where students, faculty and staff access extensive information on transfer and articulation.
The redesign provides a new look, clearer information and easier navigation, and will be
available August 1, 2008.
Redesigning the website was one of the recommendations of Hezel Associates, Syracuse, NY,
who conducted the first external study of Arizona’s articulation system in 2006‐07.
•

Marketing initiative for high school juniors to be launched. A promotional DVD and
printed materials encourage students to pursue higher education and to introduce them to the
Arizona General Education Curriculum (AGEC), a key academic component for students who
begin at community colleges.

Joint Conference Committee (JCC)
• Common Course Numbering System. The JCC reviewed and discussed initial steps toward a
possible common course numbering system; during 2008‐09 21 state‐wide faculty groups
(Articulation Task Force groups or ATFs ) will analyze the impact of increasing the number of
courses with common numbers.
•

Expanded options for baccalaureate degrees. The JCC continued work on the Six
Recommendations for Improving Access to Affordable Baccalaureate Degrees, developed in
2006, specifically on the recommendation to expand baccalaureate options at community
colleges.

•

Presentations were made to the ad hoc Committee on Higher Education of the Governor’s P‐20
Council on JCC initiatives which support recommendations for improving higher education in
Arizona, which they developed during 2008.
3

II.

The Arizona Transfer Articulation Support System (ATASS)
Curriculum
•
Over 5200 students completed the AGEC in the 2007­08 academic year. The Hezel study
found that students who transfer with an AGEC are more successful than students who transfer
without having completed it. However, many students, possibly as many as half, complete the
AGEC but do not transfer to an Arizona public university. [AGEC = Arizona General Education
Curriculum]
•

CLEP and AP scores becoming standardized among community colleges and
universities. Sixty‐two percent of AP and thirty‐three percent of CLEP tests have, or soon will
have, common cut scores; these scores result in students receiving college credit. This
improvement facilitates transfer and is reducing a barrier to students that different scores at
different institutions create. [CLEP = College Level Examination Program and AP = Advanced
Placement Exams].

Resources
•
Community colleges and universities jointly fund 75% of the cost of the system. When
first created in the mid 1990’s state appropriation covered 60% of the costs for the state‐wide
system. While the costs have risen over the years, the state’s contribution has remained flat
and now constitutes only 25% of the annual costs.
Program Effectiveness
•
Hezel Study Recommendations pursued. The recommendations of the 2007 Hezel report
continue to provide guidance for improving accountability for transfer and articulation in
Arizona. A summary of the recommendations and progress to date is detailed in Appendix 3.
The full report is available at http://aztransfer.com/faculty under “Resources.”
Computer Based Systems
•

•

Website visitors increase by more than 8%. Individual visits to the AZCAS, soon to be
aztransfer, website increased to 195,428 visitors, more than 8% over the previous year, an
indication of the considerable importance of the site to the transfer process.
ASSIST (Arizona State System for Information on Student Transfer) data base.
ƒ

ƒ

The system is used to track cohorts of student transfer patterns (no individual
identifiable information is accessible). Records on more than 2 million students and
the 19 million courses they completed are now available to use in data analysis.
ASSIST data have been used by a statewide committee to define a methodology for
establishing community college to university transfer rates.

4

2008 Progress Report
ARTICULATION AND TRANSFER FOR
ARIZONA PUBLIC POSTSECONDARY EDUCATION
BACKGROUND
In 1996, the Arizona Legislature directed the state’s public community colleges and universities to
cooperate in articulating course transfers and academic programs, and to collaborate in identifying
and meeting the postsecondary education needs of Arizona citizens. In response to this legislative
directive, the Arizona Board of Regents (ABOR) and the State Board of Directors for Community
Colleges of Arizona (SBDCCA) enhanced existing collaborative efforts and implemented services and
procedures. When the SBDCCA was disestablished by the state legislature in 2003, the community
college responsibilities were assumed by their district governing boards. The oversight of the Joint
Conference Committee (JCC) consisting of members of both the public universities and community
college districts has ensured cooperation and collaboration. As required, regular progress reports have
been submitted to the legislature, 1996‐2002 from ABOR and SBDCCA and since 2003, from ABOR and
the community colleges through the Arizona Community Colleges Association (ACCA).
•

Since 1996, the report has outlined progress in implementing the statewide transfer model. The
model was designed by the statewide Transfer Articulation Task Force (TATF) and is now being
guided by the JCC with the aid of the Academic Program Articulation Steering Committee (APASC),
a group of community college and university academic officers. The TATF designated the JCC and
APASC as the groups responsible for overseeing and implementing the transfer model.

•

Since 1998, the report to the Legislature has addressed a collaborative process to identify and
meet statewide postsecondary needs. The process was developed by the statewide Higher
Education Study Committee (HESC), and is being continued by the JCC.

The progress report that follows addresses both postsecondary needs and articulation. It is submitted
to the legislature in response to state statute. The text of the statute is shown below.
ARS 15-1824. Transfer Articulation; annual report.
The community colleges and universities shall cooperate in operating a statewide articulation and transfer system,
including the process for transfer of lower division general education credits, general elective credits and curriculum
requirements for approved majors to facilitate the transfer of community college students to Arizona public universities
without a loss of credit toward a baccalaureate degree and that the post secondary education needs of students statewide
are met without unnecessary duplication of programs.
B. The Arizona board of regents and the community colleges shall submit an annual report of their progress on both
articulation and meeting statewide postsecondary education needs to the joint legislative budget committee on or before
December 15 and shall provide a copy of this report to the secretary of state and the director of the Arizona state
library, archives and public records.

5

ARTICULATING POSTSECONDARY ACADEMIC PROGRAMS AND COURSES

Overview
Collaborative leadership provided by the Arizona Board of Regents and Arizona community colleges
has enabled the ongoing successful implementation of the Transfer Model. The Academic Program
Articulation Steering Committee (APASC) has responsibility for the oversight of the implementation
and evaluation of the model. Regular reports were made to the Joint Conference Committee.
During this year, there has been continuous improvement and on‐going refinement of the many
components of the model. Significant efforts have been made to ensure that accurate and timely
information is available to the various task forces, committees, and students regarding policies and
processes. The implementation of the model has been facilitated through the efforts of the staff, the
active involvement of members of the Articulation Task Forces (ATFs) and the appropriate use of
technology.
In an effort to improve accountability, the first comprehensive study of Arizona’s transfer articulation
system, based on the model established in 1996, was commissioned by APASC and completed in May
2007 by Hezel Associates, Syracuse, NY. Since its release, this report has served as a guide for
improvement of the transfer system by the statewide articulation committees.
Improvement to the System
During their September 2007 meeting, APASC members reviewed the nine recommendations
presented in the Hezel Associates study, identified current activities and future plans, established a
priority level, and assigned the responsible committee or committees to ensure that these
recommendations are pursued. (See Appendix 3)
Some of the improvements during the year include, but are not limited to:
• The ATASS website, due to go live August 2008, has a new logo and banner, updated pages and
better navigation.
• New portal pages for the various statewide committees are in place which will facilitate
communication among members.
• The DVD for high school juniors nears completion, and is scheduled to be distributed to high
school counselors during their early September workshops. This DVD introduces students to
the Arizona General Education Curriculum (AGEC), encourages pursuing higher education and
provides ‘next steps.’
• Community colleges have been polled to learn which ones offer transfer orientation programs,
and the institutions will be encouraged to include information on the transfer system in those
programs. One of the Hezel recommendations was to increase the orientation programs since
they are one way for students to learn about the transfer model.
Statewide committees continue to discuss training opportunities at all levels. Although there are
online PowerPoint presentations to train faculty and others about the transfer system, additional
training tools continue to be sought. Further, a strategic marketing plan for the Arizona Transfer
Model has not been developed, but will be addressed this coming year.

6

At their January Retreat, APASC members reviewed their five goals to determine progress toward
them, and developed action items, to use as a guideline for the next several years. (see Appendix 4)
Successes include but are not limited to: the development of extensive plans by the ATF Effectiveness
Committee designed to ensure that the faculty communicate efficiently and in a timely manner as
academic programs change; and the technology staff have implemented processes and are utilizing
technology in ways that have saved considerable funds.
Stronger and more timely communication and collaboration between and among postsecondary
institutions continues to be discussed, and the need for a comprehensive marketing plan to ensure
better utilization needs to be developed.
Joint Conference Committee (JCC)
During this past academic year, the JCC considered several issues:
• Creation of a common course numbering system.
o Models in other states were reviewed.
o A summary of courses, statewide, which already have common numbers was compiled.
o A set of 51 frequently transferred courses was developed. During the next academic
year, the discipline specific statewide faculty groups will consider possible number
changes to increase courses with common numbers.
• Recruitment of students who have completed the Arizona General Education Curriculum
(AGEC) but have not completed either an associate degree or baccalaureate degree at an
Arizona public institution.
o According to the Hezel study, students who complete the AGEC at the community
college are more likely to succeed at the universities than students who did not
complete an AGEC prior to transfer. However, it is estimated that half of the students
who completed the AGEC have not transferred to an Arizona public university. As the
state seeks ways to increase the number of individuals with baccalaureate degrees, this
may be an ideal group to reach out to.
o The JCC investigated the possibility of a joint recruitment effort by the community
colleges and universities. However, there is no centralized repository of student
information that would support such an effort, or for individual community colleges to
determine whether their students have completed degree requirements at another
institution.
• Development of an implementation plan for the Joint Conference Committee (JCC)
recommendation on expanding baccalaureate degrees at community colleges.
In December 2005, the JCC established a set of recommendations for improving affordable
access to the baccalaureate degree. Recommendation V “Develop A Pathway For Baccalaureate
Degrees At Community Colleges” provides that a mechanism be established by which a
community college could be approved to offer a 4‐year degree if an identified community need
and student demand have been established and if no public university is able or willing to
provide it. The JCC began drafting a review process, criteria to determine need and student
demand, program requirements and possible governance model.
Key questions to be resolved include:
7

•

Who/which group would be authorized to approve a community college offering a 4
year degree?
• Who would conduct the needs analysis and student demand assessment?
• Who would govern the 4‐year programs if they were offered by a community college?
(A listing of the 6 recommendations is included in the section on “Jointly Identifying and
Meeting the State’s Postsecondary Needs”.)
The Governor’s P­20 Council
In June 2008, the Governor’s P‐20 Council approved a set of recommendations from an ad hoc
committee on higher education which are intended to increase the number of individuals in Arizona
with baccalaureate degrees. Several of them were specific to issues the JCC was addressing. Statewide
staff served as a resource to the committee, which met from January through June 2008, for issues
related to transfer articulation.
THE ARIZONA TRANSFER ARTICULATION SUPPORT SYSTEM (ATASS)
Components
The Arizona Transfer Articulation Support System (ATASS) has a number of critical components: the
Arizona General Education Curriculum (AGEC); the Pathways/Associate Degrees; the Course
Equivalency Guide (CEG); the faculty, staff and administrators who make the system work by ongoing
communication and collaboration; and the technology that supports these components.
Design
The transfer model was designed to allow for flexibility at the institutional level and to support the
dynamic needs of college and university curricula.
The design of the transfer model includes the general education core that is common and transferable
between and among the community/tribal colleges and the public universities. The AGEC constitutes
over half (35‐38) of the curricular requirements for the transfer associate degrees. Additionally, many
majors have common courses, which are in addition to the AGEC courses, and are included in the
associate degrees. They are also accepted toward the baccalaureate degree for specific majors at the
universities.
As indicated earlier, the AGEC has been demonstrated to be the key component to ensure transfer
student success.
• The percentage of students transferring from an Arizona community college to one of the
universities with an AGEC has increased significantly over the last six years.
• More than 5200 students completed the AGEC during the 2007‐08 academic year. This
number reflects a steady increase in “AGEC completers” since the first official data were
complied in 2002. During that year, 2000 students completed an AGEC.
• As reported in the Hezel study, students who complete the AGEC at community colleges are
more successful when they transfer to the universities than are other transfer students. In
addition to satisfying lower‐division general education requirements, completion of the AGEC
guarantees admission to any of Arizona's public universities.
Curriculum
Discipline specific Articulation Task Forces (ATFs) with representatives from all community colleges
and universities offering that discipline meet at least annually. The ATFs address program and course
8

articulation among institutions, maintain ongoing discussions regarding curricular changes in course
and/or programs already articulated, courses and programs to be developed and other institutional
changes.
Faculty ATFs have, over the last several years, been asked to evaluate the institutional equivalencies
for Advanced Placement (AP) Exams and College Level Examination Program (CLEP) exams to
determine if common cut scores could be established statewide. Sixty‐two percent of the AP exams
now have common cut scores or are in the process of establishing common cut scores. Thirty‐three
percent of CLEP exams have or will soon have common cut scores.
Those scores that have been recently approved and will be effective for the fall of 2009 include the
Japanese AP scores and the English Composition with Essay CLEP score.
Additionally, faculty collaborated to re‐establish the Dance ATF. It will have its first meeting in
September 2008.
Training
Training for all Articulation Task Force (ATF) chairs and members continues to be delivered at the
institutional level. This reflects the strength at participating institutions in local expertise about ATF
processes and goals, and the strong institutional commitment to support of the ATFs. Additionally,
there is a training PowerPoint for chairs, hosts and members online, and the ATF Handbook is in the
process of being updated. These online tools are available on the newly designed Faculty/Admin Home
page.
Reaching Out to Arizona’s High Schools
APASC coordinated the development of a DVD designed for high school juniors, who are uncertain
about their academic direction and/or future, to introduce them to the coordinated efforts of the
community colleges and universities. Created during 2006‐07, the promotional video went into
production during the summer of 2007 and will be debuted at the three Regional Conferences for high
school counselors, in early September 2008. This video was produced by the Maricopa Colleges
Television (MCTV) at Scottsdale Community College.
Support Systems
A. Management
Consistent with the 1996 Transfer Articulation Task Force (TATF) recommendations, the following
components of a statewide approach to management are in place to support the Arizona Transfer
Articulation Support System (ATASS).
1. Organizational Structure
The Business Continuity Plan, created in 2003 and adopted by each participating institution,
assures that procedures and resources are in place on each campus to ensure continuity of CAS
and ATASS services to the community in the event of an interruption at the central state server
site, or at one or more of the participating colleges or universities.
2. Staffing

9

Six positions are funded jointly by the legislature, the community and tribal colleges and the
universities to support statewide efforts: two CAS technical analysts; two ASSIST staff; a
business analyst; and an articulation facilitator.

3. Resources
The state, the universities, and the community college districts jointly fund the technical and
online support services. The FY 08 ATASS budget was $843,155, of which 25% came from
state appropriations. In the late 1990’s, the state funded 60 percent of the budget and the
universities and community colleges contributed the remaining 40 percent. As the system has
increased in size and complexity, additional resources have been needed, which the
institutions have provided. Tribal institutions were brought into financial structure in the 2008
fiscal year.
B. Program Articulation
1. ATF Responsibilities
The discipline‐specific ATFs review and, as needed, modify the decisions regarding pathways,
common courses and other degree requirements. APASC continues to encourage the ATFs to
expand their discussions to include joint curriculum planning.
• Arizona’s community colleges continue to provide data about AGEC courses and
requirements to a statewide AGEC database, housed in CAS, using the CAS technical
infrastructure to create and maintain it.
• Alignment between courses taken at the community college and university majors has
been improved through continued development of “major guides” for common majors
at the Arizona public universities. These guides allow students to see the specific
courses required for lower‐division preparation for the major at the university that can
be completed at the community college.
2. ATF Effectiveness
The Articulation Facilitator is responsible for monitoring the activities and decisions of the 40
discipline specific Articulation Task Forces (ATFs). As the ATF Effectiveness Committee
continues to meet, input will be requested from existing ATFs to ensure that their issues are
being sufficiently addressed. Some of these issues include: dwindling resources to support
participating in and/or hosting meetings; assessing the effectiveness and desirability of the
current configuration of some of the ATFs; dealing with interdisciplinary/multidisciplinary
academic areas; training; etc.
C. Program Effectiveness
1. Accountability
The nine Hezel Recommendations provide guidance and are being addressed in part by the
non‐discipline specific ATFs, and through the implementation of the APASC goals. Hezel
provided the first objective analysis of the transfer model, and a baseline for subsequent
studies. The report indicated a strong system, but provided direction for improvements.
ASSIST helps monitor transfer and student success.
2. Institutional Participation
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APASC conducts an annual analysis of institutional participation in the discipline‐specific
Articulation Task Forces and other committees by monitoring member attendance and
reporting back to the chief academic officers of the institutions when lack of attendance is
identified.
3. Advising and Transfer Student Ombudspersons
A key provision of the 1996 transfer model design was improved academic advising, and one of
the priorities for APASC has been to support efforts to provide timely, accurate and effective
advising for transfer students. The Hezel study reiterated the importance of academic advising
to the success of transfer students. Based in part on the study’s recommendations, improving
advisor training and communication will continue to be a focus this year.
4. Admissions and Records ATF
The Admissions and Records ATF has as ongoing topics, how institutions certify AGECs, AGECs
“in progress”, and degrees on transcripts since this process differs from one institution to
another; the implications and implementation of Prop 300 regarding undocumented alien
students; and SAIS legislation.
D. Computer­Based Systems
The Arizona Transfer Articulation Support System’s budget appropriation has provided the
resources necessary for on‐going development and maintenance of the Course Applicability
System (CAS) and the Arizona State System for Information on Student Transfer (ASSIST).
1. AZCAS
• The number of visitors and the number of hits increased in 2007, from 2006. The number
of unique visitors in 2007 was 195,428, an increase of 14,495 or 8%. The number of
website “hits” in 2007 was 11,346,451 which is a significant increase from 2006 (in part
because of all the web redesign activity).
• As part of the redesign of the statewide website, AzCAS will soon be designated
“aztransfer.”
• The original scope of the CAS project is fully implemented. There have been upgrades in all
of the software programs that support CAS, which the Arizona CAS technical analysts
implemented this year.
• CAS has been re‐branded; in the upcoming year it will become “u.select.”
2. Arizona State System for Information on Student Transfer (ASSIST)
Participation by Arizona’s public institutions in the Arizona State System for Information on
Student Transfer (ASSIST) continues to be strong with continual improvements in the
timeliness and quality of the data. The ASSIST database currently holds records for over 2
million current and former students who have taken over 19 million courses. Many institutions
have provided up to nine years of basic enrollment, degree, and course data.
• ASSIST continues to be utilized by many community college districts to meet their federal
reporting requirements for Carl Perkins III and Student Right to Know information, and
state dual enrollment course reporting requirements.
• Two issues of the ASSIST E­News, an electronic newsletter, were issued and distributed to
71 authorized ASSIST users and Steering Committee members. Four progress reports were
submitted to APASC during the year; these reports were re‐formatted this year to highlight
the status of key ASSIST projects and list the file submission and loading status by each
participating institution.
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•

•

The expanding capabilities of the ASSIST database were demonstrated at the annual spring
meeting held at Yavapai College and attended by 32 participants, a 28 percent increase
over last year’s registration. Presentations were made on topics such as: (1) tracking dual
enrollment students; (2) time‐to‐degree at the universities for a community college’s
transfer students; (3) the Lumina Foundation Transfer Network study; (4) course taking
behavior and outcomes after completing a community college math course; and (5)
studying concurrent enrollment using the newly added current semester registration data
for the community colleges.
Considerable effort was devoted in the spring to develop definitions and methodology to
measure transfer rates for Arizona public postsecondary institutions. . Using ASSIST data, a
statewide work group comprised of representatives from rural and urban community
colleges, universities, the Arizona Board of Regents, the Arizona Transfer Articulation
Support System, and the Governor’s P‐20 Council was established in April to study the
issues, define state standards for a transfer student cohort, and make recommendations for
a state transfer rate model.

3. Interface Management Systems
APASC, in support of its mission to improve the effectiveness of the transfer model, has entered
into a contract with Interface Management Systems (IMS), with funds from ABOR, which will
provide students attending Arizona’s public institutions with the ability to import their own
academic history into the Course Applicability System (CAS), to develop a personal planning
guide. Planning guides are designed to provide students with an unofficial transfer audit,
showing how the courses they have completed at Arizona public post‐secondary institutions
apply toward their anticipated baccalaureate degrees. Currently, generating a planning guide
requires a student to hand‐enter each course. With the interface provided by IMS, students will
be able to request that their academic records be sent to the Arizona’s CAS system by simply
pushing a few keys. Pima Community College has fully implemented the uploading of planning
guides. Several institutions are expected to go on‐line with the program in the upcoming
academic year.
JOINTLY IDENTIFYING AND MEETING THE STATE’S POSTSECONDARY NEEDS
During 2007‐08, the Arizona public community colleges and universities have acted jointly to meet the
postsecondary needs of Arizona citizens. Through the oversight of the Joint Conference Committee
(JCC) and the activities of Academic Program Articulation Steering Committee (APASC), there are on‐
going opportunities for the community colleges and the universities to work together to plan and
develop academic programs and articulation agreements and to develop policies and procedures
which facilitate student transfer. No program needs have been identified that are not already met by
the universities and community colleges.
In 2005‐06, the JCC embarked on an initiative to address expansion of access to baccalaureate degrees
in Arizona. Building on the infrastructure of Arizona’s transfer model, the JCC developed six specific
recommendations for providing increased access to affordable baccalaureate degrees through greater
collaboration between the public community colleges and universities. These recommendations
address the following:
I.
II.

Increase transfer credits for select programs
Increase the number and scope of community college­university partnerships
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III.
IV.
V.
VI.

Establish joint funding models
Expand Arizona University System campuses and statewide programs
Develop a pathway for baccalaureate degrees at community colleges
Explore the need and create a pathway for a 4­year regional degree granting college.

These recommendations and the efforts to implement and expand them provide further evidence of
the collaborative efforts of public higher education in Arizona.

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APPENDIX 1
ARIZONA STATE-WIDE HIGHER EDUCATION
COLLABORATIVE RELATIONSHIPS
Arizona Board of Regents
\/

Arizona Community Colleges
\/

Joint Conference Committee (JCC)
Academic Program Articulation Steering Committee (APASC)
\/
Academic Program Articulation Steering Committee (APASC)
(Community College and University Chief Academic Officers or Designees)
Arizona Transfer Articulation Support
System (ATASS)

Arizona Transfer Articulation
Committee (ATAC)
ƒ
Community College Curriculum
Coordinators
ƒ
University Curriculum Coordinators

ƒ

Arizona Course Applicability System (AzCAS)
Arizona State System for Information on
Student Transfer (ASSIST)
Technical Analysts

ƒ

ATASS Business Analyst

ƒ

Discipline-Specific ATFs

ƒ

ATASS Articulation Facilitator

ƒ

General Education ATF

ƒ

Academic Advising ATF and Transfer
Students Ombudspersons (TSOs)

ƒ

Admissions and Records ATF

ƒ
ƒ

Articulation Task Forces (ATFs)

The Arizona Board of Regents (ABOR) is the governing board for the state public
universities and is directed in legislative statute to address transfer articulation with the
Arizona community colleges. The Joint Conference Committee (JCC) consists of members
from ABOR as well as universities and community colleges. The JCC oversees the work of the
Academic Program Articulation Steering Committee (APASC), the Arizona Transfer Articulation
Committee (ATAC), the statewide Articulation Task Forces, the Articulation Facilitator and other
ATASS personnel.
The Academic Program Articulation Steering Committee (APASC) consists of community
college and university chief academic officers. APASC oversees the work of ATASS, the ATAC
Committee, and the Articulation Task Forces.
The Arizona Transfer Articulation Support System (ATASS) consists of the Course
Applicability System (CAS), the Arizona State System for Information on Student Transfer
(ASSIST), Technical Analysts for CAS and ASSIST, and the Business Analyst and Articulation
Facilitator. Resources for ATASS are provided jointly by the Arizona Legislature, the public and
tribal community colleges, and the public universities.
The Arizona Transfer Articulation Committee (ATAC) manages the operational procedures
of transfer articulation between and among Arizona’s public post-secondary institutions. ATAC

14

meets to resolve issues related to course equivalencies and to recommend transfer policy
changes to APASC.

ARTICULATION TASK FORCE STRUCTURE
♦ Discipline­Specific Articulation Task Forces (ATFs): There are 40 discipline‐specific ATFs
consisting of community college and university faculty. Each community college or university that
offers courses in a given area is eligible for ATF membership. ATFs meet at least once per year to
discuss and recommend how community college courses transfer to the universities.
The ATFs include: Administration of Justice Studies, Agriculture, Allied Health, Anthropology, Art,
Biology, Business, Chemistry, Communication, Computer Science, Dance, Early Childhood
Education, Economics, Education, Engineering, English, Exercise Science‐Health and Physical
Education‐Recreation‐and Wellness, Family and Consumer Sciences, Geography, Geology, History,
Hospitality, Humanities, Interior Design, Journalism and Media Arts, Languages, Mathematics,
Music, Nursing, Parks and Recreation, Tourism & Nonprofit Management, Philosophy, Physics‐
Physical Science‐and Astronomy, Political Science, Psychology, Religious Studies, Social Work,
Sociology, Technology, Theatre Arts and Women’s Studies.
♦ Academic Advising Articulation Task Force (AAATF): The AAATF focuses on advising issues
affecting community colleges and universities. Its membership includes administrators, faculty and
academic advisors. The Advising ATF provides support for Transfer Student Ombudspersons
(TSOs) who help students with transfer transitions at each community college and university.
♦ General Education Articulation Task Force (GEATF): The GEATF is responsible for designing
and monitoring the Arizona General Education Curriculum (AGEC) which is a prescribed core of
courses that transfer from the community colleges to the universities to satisfy general education
requirements. The GEATF membership includes faculty and academic administrators from each
community college district, the tribal colleges and the public universities.
This ATF was formed in
♦ Admissions and Records Articulation Task Force (A&R ATF):
response to a need to develop better communications related to the recording of student
completion of the components of the transfer model and to ensure that policies and their
implementation are clear and consistently applied. Further, this group is the focal point for issues
regarding Prop. 300.

15

APPENDIX 2
The Joint Conference Committee (JCC)
•

The JCC was established in 1981 by the Arizona Board of Regents (ABOR) and the State
Board of Directors for Community Colleges of Arizona (SBDCCA) to provide oversight of
agreements between the community colleges and universities that enhance the access of
students throughout the state to four‐year degree programs. With the disestablishment of
the SBDCCA in 2003, the JCC is now composed of members of the Arizona Board of
Regents, a university president, two community college presidents and two community
college district governing board members.

•

In addition to other duties, the JCC oversees the implementation of the recommendations
included in the 1996 Report of the Transfer Articulation Task Force (TATF) and the 1998
Report of the Higher Education Study Committee (HESC). The JCC resolves disagreements
that may arise in implementing recommendations. The JCC is assisted in its oversight
tasks by the Academic Program Articulation Steering Committee (APASC). The JCC meets
no less than twice each year.

•

The list below identifies the members of the Joint Conference Committee (JCC) for the year
2007‐08
Community College Representatives
Dr. Maria Hesse (Co‐Chair)
President, Chandler‐ Gilbert Community
College

Arizona Board of Regents

Dr. Brenda Even
Trustee, Pima CC District

Christina Palacios(July‐December ’07)
LuAnn Leonard (January‐June ‘08)
Regent

John Lines
Trustee, Eastern Arizona College

Fred DuVal
Regent

Dr. James Horton
President, Yavapai College

Mary Venezia
Student Regent

Kathy Boyle
Executive Director
Arizona Community College Association

Joel Sideman
Executive Director
Arizona Board of Regents

Dr. John Haeger
President, NAU (Co‐Chair)

16

APPENDIX 3

APASC Progress on Hezel Recommendations
I.

SPONSOR CAMPAIGN TO INCREASE STUDENT AWARENESS OF THE TRANSFER SYSTEM.

Current activities
• DVD is in production for high school students who
are undecided about their college/career. It will
debut and be distributed at the Regional Conferences
for high school counselors in September 2008. It will
also be available online.
• A brochure, bookmark, business/wallet cards and
poster were also developed as accompanying pieces
to advertise the Arizona Transfer Model and
particularly the Arizona General Education
Curriculum, AGEC, to high school students.
Priority : Very High

Future activities
• The APASC Communication Subcommittee will
develop a comprehensive list of activities to
increase student and constituent awareness,
including a timeline and budget. This will include
a major marketing campaign.
• Community colleges were polled to learn which
ones offer orientations, in which transfer model
information could be incorporated.
• APASC Communication Subcommittee will
develop a one page flyer about ATASS for
distribution at community college orientations.
Responsibility: APASC Communication Subcommittee
and the Advising ATF

II. PROVIDE ADDITIONAL AND ON­GOING TRAINING TO ADVISORS.
Current activities
• Academic Advising ATF meets regularly.
•

AAATF has established a subcommittee to develop
and update training/advising website information.

Priority: High
ACCPC designate this as third highest priority: #3
III.

Future activities
• Incorporate advising best practices information
and tools from all AZ postsecondary institutions
into AzCAS.
• Develop a list of links to appropriate online tools
from all AZ postsecondary institutions.
• Insure that institutional orientation/advising
materials incorporate information about the
Arizona Transfer Model and TSO’s
Responsibility: Advising ATF

IMPROVE & INCREASE COMMUNICATION BETWEEN COMMUNITY COLLEGES & UNIVERSITIES.

Current activities
• There are 40 discipline specific ATFs that meet
annually
• There are four non‐discipline specific ATF that meet
regularly: Arizona Transfer Articulation Committee,
Advising ATF, Admissions and Records ATF, General
Education ATF
• APASC has established an ATF Effectiveness
Subcommittee.
• Community colleges and universities participation in
APASC and the JCC.
• Establish stronger policies and direction on time

17

Future activities
• Insure institutional involvement by continuing to
support the ATF efforts.
• University and community college presidents
should participate in at least one ATF annually to
become familiar with the system and issues.
• Insure that the highest level of postsecondary
administration and the legislatures are in the
communication loop.

frames for implementing curricular change.
Priority : In Progress/Ongoing

Responsibility: APASC Communication Subcommittee
and the ATF Effectiveness Subcommittee

ACCPC designated this as their fourth highest in priority:
#4
IV. STREAMLINE THE SYSTEM AND COMPONENTS.
(THIS IS CLOSELY ALIGNED WITH #V)
Current activities
• Aztransfer.com will go live in August 2008, and will
include pages for community colleges students,
university students, advisors, statewide committees
and ATFs.
• Enhancements are made quickly to the system and
the Web as they are identified and/or as needed

Future activities
ƒ Develop a schedule for updates and assign staff
accordingly.
ƒ Develop timelines for archiving historic
information.
ƒ Develop an evaluation system/process for the
new website.
ƒ Help students determine what they want/need,
from the system.

Priority: Very High

Responsibility: APASC

ACCPC designated this as most important: #1
V. REDESIGN CAS WEBSITE AS A PORTAL FOR ALL, ESPECIALLY STUDENTS.
(THIS IS CLOSELY ALIGNED WITH #IV)
Current activities
• Aztransfer.com will go live in August 2008, and will
include pages for community colleges students,
university students, advisors, statewide committees
and ATFs.
• Enhancements are made quickly to the system and
the Web as they are identified and/or as needed.
• A page will be available for each ATF for updates and
information sharing.

Future activities
• Develop a portal for advising students, as
recommended by Hezel Associates.
• Create a page for each AzCAS institution for
updates and information sharing.
• Ensure there is an effective archiving system.
• Develop an evaluation system/process for the
new website.

Priority : Very High

Responsibility: APASC Evaluation Subcommittee in
general, and the Web Re‐Design Steering Committee in
particular

VI.

UPDATE ALL INFORMATION AND RESOURCES IN A TIMELY MANNER WHEN CHANGES ARE MADE.

Current activities
Advising ATF members have been assigned at least one
discipline specific ATF for which they review the Chair
Report and Meeting Notes so appropriate information
can be shared with AAATF members and the advising
community.

18

Future activities
ƒ Develop a portal for the advising community.
ƒ Establish a communication format and process to
inform advisors of changes/updates.
ƒ Reconvene the Forms Committee.

Responsibility: APASC, Advising ATF primarily, but all
committees are responsible for updating their information

Priority: High and short term

19

VII. STANDARDIZE ADMINISTRATIVE PROCESSES RELATED TO THE TRANSFER SYSTEM.
Current activities
• Transcripts are being collected to demonstrate how
community colleges designate an AGEC, AGEC in
progress and degrees

Future activities
• Share information being collected about the
placing of AGEC and degree information on
transcripts, to minimize confusion.

Priority : High

Responsibility: Admissions and Records ATF
VIII.

UNIVERSITIES SHOULD CREATE STUDENT­ORIENTED TRANSFER CENTERS OR OFFICES.

Current activities
• Some universities do have orientation programs for
transfer students.
• Some universities do have transfer centers.

Future activities
• Do an inventory with the universities to learn
how transfer students access information and
services available to transfer students.
• ATASS staff can facilitate AzCAS training on all
community college and university campuses to
insure that university staff members are well
informed/updated on the Arizona Transfer
Model.

Priority: High

Responsibility: Advising ATF and Admissions and
Records ATF

ACCPC designated this as second highest in priority: #2
IX.

COMMUNITY COLLEGE APPLICATIONS SHOULD INCLUDE AS EARLY ALERT SYSTEM
FOCUSING ON OLDER STUDENTS.

Current activities

Future activities
• Develop a brochure specifically for returning
and/or mature students.
• Develop an alert system at the point of application
for returning students.

Priority: Low

Responsibility: Admissions and Records ATF

10.23.08

20

APPENDIX 4
APASC Review of Goals and Outcomes
2007-2008
MISSION
Provide leadership to create and sustain statewide processes and relationships among higher
education institutions in Arizona to facilitate students’ completion of degrees.
SCOPE OF SERVICES
The APASC scope of services supports the mission statement of APASC and the priorities as set
by APASC.
GOALS AND OBJECTIVES
In the 2005-2006 JLBC Progress Report the APASC Goals and Objectives were summarized.
Two years have transpired. Below are the APASC Goals highlighting outcomes and challenges.
Goal #1 – Continuous improvement of the effectiveness of the ATF System
Outcomes
• ATF Effectiveness Subcommittee established which has developed a list of action items
to better assess the efficiency and effectiveness of the ATF structure.
• The new aztransfer website will have individual ATF portal pages for better
communication and information sharing.
• Discipline specific ATF members have discussed and agreed to common cut scores for
sixty-two percent of the Advance Placement (AP) exams.
• Discipline specific ATF members have discussed and agreed to common cut scores for
thirty-three percent of the College Level Examination Program (CLEP) exams.
• Through faculty and ATAC involvement, the Dance ATF was reestablished.
• Communication to ATF members is continuously evaluated for improvement and clarity.
Challenges
• Lack of full participation at the ATF meetings is of concern.
• Developing mechanisms, in addition to listservs, by which faculty can be in year round
communication has not progressed as quickly as anticipated
• Criteria by which ATFs can assess the effectiveness of their membership configuration
and restructure as needed have not yet been developed
Goal #2 – Assess and improve the Transfer Model
Outcomes
• Hezel Associates completed their evaluation of the Arizona Transfer Model, presenting
their final report to the JCC in May of 2007.
o Nine recommendations were presented; overall the system functions effectively.
o APASC assigned the nine recommendations to various state committees; they
are developing action plans to accommodate the recommendations.

21

•
•
•
•

Considerable work has been done on the new website: new logo; new banner; new
look; better navigation. It should go live in early August.
A DVD designed for high school juniors is near completion. It is anticipated that the
DVD, bookmarks, wallet cards, posters and brochures will be disseminated to high
school counselors in early September.
Over time, cleaner and more comprehensive data are being sent to ASSIST, which
enhances the accuracy of reports generated to assess the success of the transfer model
and the students it was designed to serve.
Students who complete the AGEC are more successful at the public universities, than
those who have not completed the AGEC.

Challenges
• The Hezel Evaluation did not include a comparative evaluation between the Arizona
Transfer Model and transfer models in other states. This information would be helpful as
a benchmark and to learn of best practices that Arizona might employ.
• Developing formal relationships with high school counselors needs to occur.
• The transfer model is underutilized by students.
• More community college/university partnerships are needed at the state level.
Goal #3 – Effective administration of ATASS
Outcomes
• The efficiency of the technology team has saved ATASS considerable funds. The
proposed budget for FY10 is approximately 9-10% less than the approved FY09 ATASS
budget.
• Discussions continue on the inclusion of private institutions in ATASS.
• Online training materials for discipline specific ATF members, chairs and hosts are
updated annually to ensure a clear understanding of the transfer model, its components
and its processes
Challenges
• The percentage of the ATASS budget met through state funding allocations continues
to decline.
Goal #4 – Effective communication regarding ATASS to relevant constituents
Outcomes
• The DVD and supporting materials should be disseminated to high school counselors in
early fall 2008.
• The articulation facilitator was invited to participate in the Education and Career Action
Planning group to determine if/how to incorporate higher education.
• Middle school counselors were introduced to the transfer model in the 2007-08
academic year
• Business analyst and articulation facilitator annually update the community college chief
academic officers about the transfer model, through their participation in the Arizona
Academic Administrator’s Association (AAAA) meeting.
• Community college presidents and trustees included an introduction to the transfer
model at their Fall 2007 meeting.

22

•
•

The Metropolitan Education Commission in Tucson has included an ATASS
representative on their advisory group.
ATASS participated in one of the Tucson Teen Town Hall programs.

Challenges
• Many constituent groups, including legislators, need to be better informed about the
model, acquire a better understand of the components, and learn how they facilitate
student progress toward the baccalaureate degree.
• A strategic and comprehensive marketing plan has not yet been developed.
Goal #5 – Effective support of ATASS by state-of-the-art technology
Outcomes
•
•
•
•
•
•
•

Major guides are in place.
The web redesign is nearly complete.
A more effective archiving system is being developed.
IMS interfaces are available to all ATASS institutions, so that students can develop
planning guides more efficiently.
The move of ATASS and ASSIST to Oracle should be complete in FY09.
Collaboration with IDEAL at ASU should eventually facilitate easier access to high school
counselors, teachers and in the long term, students.
ATASS technology analysts respond immediately to requests for reasonable
enhancements and investigate and resolve problems/issues as they are identified.

Challenges
• Institutions are not implementing the IMS interfaces as enthusiastically as anticipated.
10.24.08

23

Joint Conference Committee
December 12, 2008