1. Course Substitutions and Reciprocity
General Education
Associates Degree
Associates Degree for Transfer
Karen

2. Aimee Tran Articulation Officer
Presenters
Aimee Tran Articulation Officer
Mark Edward Osea
Articulation Officer
Karen Daar
Vice President, Academic Affairs
Saddleback College
Bakersfield College
Los Angeles Valley College
Karen

3. Case Studies Discussion
Outline
Course Reciprocity
Course Substitution
Case Studies Discussion 1 2 3
In today’s presentation:
Karen

4. Why Is It Critical?
The Purpose and Importance of Substituting and Developing Reciprocity Policies
Karen

5. Minimize Student Barriers Maximize Student’s Prior Coursework
Why Is It Critical?
Minimize Student Barriers
Maximize Student’s Prior Coursework
Maximize Student’s Completion
Karen

6. Course Reciprocity
Local GE
CSU GE
IGETC

7. What is Reciprocity? Pass Along
When a receiving institution honors the way a course was used at the sending institution
Pass Along
Aimee

8. GE Reciprocity For CCCs CSU GE Breadth IGETC GE Attributes
AP, IB, CLEP
AP, IB
For CCCs
CSU GE Breadth
IGETC
Mark

9. GE Reciprocity
GE Attributes
For CCCs
CSU GE Breadth
IGETC

10. GE Reciprocity For CCCs CSU GE Breadth IGETC Local GE Attributes
AP, IB, CLEP
For CCCs
CSU GE Breadth
IGETC
Local

11. GE Reciprocity For CCCs CSU GE Breadth IGETC Local GE Attributes
AP, IB
For CCCs
CSU GE Breadth
IGETC
Local

12. GE Reciprocity In-State Four-Year Private Institutions
“Is there a comparable course?”
“How was that course used on their campus?”
“Does the course meet the ‘Spirit of the GE’?” 1 2 3
In-State Four-Year
Private Institutions
Out-of-State Institutions

13. “Is there a comparable course?”
GE Reciprocity
“Is there a comparable course?” 1
In-State Four-Year
Private Institutions
Out-of-State Institutions

14. GE Reciprocity In-State Four-Year Private Institutions
“Is there a comparable course?”
“How was that course used on their campus?” 1 2
In-State Four-Year
Private Institutions
Out-of-State Institutions

15. GE Reciprocity UCLA In-State Four-Year Private Institutions
EPS SCI 8 Earthquakes
Units: 5
Lecture, three hours; laboratory, one hour; one field day. Causes and effects of earthquakes. Plate motion, frictional faulting, earthquake instability, wave propagation, earthquake damage, and other social effects. Hazard reduction through earthquake forecasting and earthquake-resistant design. P/NP or letter grading.
In-State Four-Year
Private Institutions
Out-of-State Institutions

16. GE Reciprocity In-State Four-Year Private Institutions
Out-of-State Institutions

17. “Is there a comparable course?”
GE Reciprocity
“Is there a comparable course?” 1
In-State Four-Year
Private Institutions
Out-of-State Institutions

18. GE Reciprocity In-State Four-Year Private Institutions
“Is there a comparable course?”
“How was that course used on their campus?” 1 2
In-State Four-Year
Private Institutions
Out-of-State Institutions

19. GE Reciprocity In-State Four-Year Private Institutions
“Is there a comparable course?”
“How was that course used on their campus?”
“Does the course meet the ‘Spirit of the GE’?” 1 2 3
In-State Four-Year
Private Institutions
Out-of-State Institutions

20. GE Reciprocity In-State Four-Year Private Institutions
UCM
CORE 1 The World At Home
Units: 3
Core 1 is a writing-intensive lecture and discussion course that is designed to introduce you to UC Merced’s faculty, our research, and the academic fields in which we work. The course capitalizes on an interdisciplinary approach to explore how different experts, from what have been called “the two cultures” (humanist and scientist), view the world and analyze information. The intent is to demonstrate, through examples, that complex questions are best understood not from a single, decoupled perspective, but by insights gained from different— even seemingly disparate—approaches. Core 1 discussion sections are designed to facilitate more intimate learning communities so as to process and advance ideas introduced in lectures. To this end, discussion sections are conversational, collaborative, and writing-intensive, entailing active engagement with course materials. Your questions and ideas are central to the learning process. Among the questions we will address are: What is a university, and what role do we have in shaping it? What counts as knowledge? How is knowledge produced, assembled, and disseminated? In what ways do academic disciplines intersect? In what ways do they differ? The answers to such questions will guide us as we work together to forge an entirely new and unique academic community.
In-State Four-Year
Private Institutions
Out-of-State Institutions

21. GE Reciprocity In-State Four-Year Private Institutions
UCM
CORE 1 The World At Home
Units: 3
Learning Outcomes (students will be able to):
Manage and assess information by refining study skills and cultivating scholarly habits
Collaborate in sharing expertise, making connections, and assembling knowledge
Demonstrate scholarly processes characteristic of creative/critical problem-solving
Critique diverse perspectives from scientific, historical, artistic, and personal standpoints
Apply appropriate qualitative and quantitative methods in analyzing information
Craft written arguments that draw connections between the arts and sciences
Appreciate ethical considerations and decision-making in local and global contexts
In-State Four-Year
Private Institutions
Out-of-State Institutions

22. GE Reciprocity In-State Four-Year Private Institutions
Out-of-State Institutions

23. Would you pass along CORE 1 for CSU GE Area C2 Humanities?
GE Reciprocity
Would you pass along CORE 1 for CSU GE Area C2 Humanities?
In-State Four-Year
Private Institutions
Out-of-State Institutions

24. ADTs Local Degrees Certificates of Achievement
Course Substitution
ADTs
Local Degrees
Certificates of Achievement

25. What is Substitution?
A Course Substitution takes the place of a required course in a curriculum, provided it does not compromise the integrity of the course and/or program outcomes.

26. Course Substitution Local Degrees Certificates C-ID Designators
Discipline Faculty
AOs & Counselors 1 2 3
Local Degrees
Certificates
Who makes the decision and process.

27. Course Substitution
ADTs

28. Course Substitution
ADTs

29. Course Substitution
ADTs

30. Course Substitution
ADTs

31. Course Substitution
ADTs

32. Who determines how courses are substituted into the ADTs?
Course Substitution
Who determines how courses are substituted into the ADTs?
Polling

33. Course Substitution
What are some best practices to include the AO in the ADT Substitution Process?
Case Studies Discussion

34. Course Substitution
PSYC C241 Abnormal Psychology at Cerro Coso Community College
(Satisfies List C for PSYC AA-T at CC)

35. Course Substitution Microbiology? Scenario:
Nursing student shifts focus to Public Health. Has successfully completed Microbiology. Can the student earn the degree? Student wants to transfer to CSU, Fresno. (Program not considered similar.)

36. Course Substitution PSYC 44
Statistics for the Behavioral Sciences at Saddleback College
Scenario:
Student has successfully completed PSYC 44 (C-ID MATH 110) at Saddleback College. Student has also completed MATH B23 which can be used for List B. Would you award the degree?
Also, local CSU does not articulate PSYC Stats course for their degree. What if local substitution policy involve faculty approval.

37. Resources ADT Substitution Guidelines with Scenarios CSU Guiding Notes
IGETC Standards

38. Comments or Questions?

39. Thank you for attending!
Aimee Tran
saddleback.edu)
Mark Edward Osea
bakersfieldcollege.edu)
Karen Daar
lavc.edu)