Resource Kit - Complete College America

Transcription

RESOURCE KIT FOR THE THREE STRATEGIES TO
REDUCE TIME TO DEGREE
Controlling Credit Creep
California Code of Regulations requirement that bachelor’s degrees not
exceed 120 units without justification
1
California State University system memorandum implementing the code
requirement
2
Implementation description and working papers for Florida’s effort to reduce
requirements to 120 hours
LeMon, R.E., and Pitter, Gita Wijesinghe. “Standardizing Across Institutions:
Now That We Look Alike, What Do We Look Like?”
Florida Board of Regents, 1996
3a
Pitter, Gita Wijesinghe, LeMon, R.E., and Landham, Claudia. “Hours to
Graduation: A National Survey of Credit Hours Required for the Baccalaureate
Degree.” State University System of Florida, 1996.
3b
Degree Program Maps
Four-year graduation course schedule for bachelor’s degree in mechanical
engineering at:
California State University-Northridge
Arizona State University
University of Florida
Two-year graduation course schedule for associate in engineering at Illinois Valley
community College
4a
4b
4c
5
Transferable General Education Core
Statewide legislation and administrative rules requiring transferable general
education curriculum from:
North Carolina
Texas
Florida Statutes
Florida Administrative Code (Statewide Articulation Agreement)
6a
6b
6c
6d
California Code of Regulations
1 of 1
http://weblinks.westlaw.com/result/default.aspx?cite=5CAADCS40508...
California Office of
Administrative Law
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Welcome to the online source for the
California Code of Regulations
5 CA ADC § 40508
5 CCR § 40508
Cal. Admin. Code tit. 5, § 40508
Barclays Official California Code of Regulations Currentness
Title 5. Education
Division 5. Board of Trustees of the California State Universities
Chapter 1. California State University
Subchapter 2. Educational Program
Article 6. Undergraduate Degrees
§ 40508. The Bachelor's Degree: Total Units.
Each campus shall establish and maintain a monitoring system to ensure that justification is provided for all
program requirements that extend the baccalaureate unit requirement beyond 120 units.
Note: Authority cited: Section 89030, Education Code. Reference: Section 89030, Education Code.
5 CCR § 40508, 5 CA ADC § 40508
This database is current through 2/4/11 Register 2011, No. 5
END OF DOCUMENT
© 2011 Thomson Reuters. No Claim to Orig. U.S. Govt. Works.
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Table of Contents
Westlaw, part of Thomson Reuters
© 2011 West | Privacy | Accessibility
2/16/2011 11:42 AM
GARY W. REICHARD
Executive Vice Chancellor and Chief Academic Officer
401 Golden Shore, 6th Floor
Long Beach, CA 90802-4210
Telephone: (562) 951-4710
Fax: (562) 951-4986
E-mail: [email protected]
www: calstate.edu
December 17, 2007
Code: AA-2007-37
Reply requested by:
January 25, 2008
To:
Provosts/Vice Presidents,
Academic Affairs
From:
Gary W. Reichard
Executive Vice Chancellor and Chief Academic Officer
Subject: ANNUAL REPORTS: ACADEMIC PLANNING AND PROGRAM REVIEW
ON BOARD OF TRUSTEES AGENDA ITEM
This coded memorandum serves as the annual call for academic planning and program review
reports that will inform the March 11-12, 2008 Board of Trustees agenda item on Academic
Planning and Program Review. We are asking that by January 25, 2008, the campuses send to
Academic Program Planning ([email protected]) updated reports on the following items:
I.
Summary of assessment of student learning and actions taken
II.
Total units required for baccalaureate degrees
III. Summary of WASC comprehensive or educational effectiveness visits (results
and recommendations)
I.
Assessment Summary
Trustee policy requires each campus to review every academic program on a regular basis.
For many years, campuses submitted summaries of campus program reviews to be included
in the annual Board of Trustees agenda item on academic planning and program review. In
order to consolidate and reduce reporting requirements, we have ceased to request these
summaries, but we ask instead for limited information regarding each of the programs
reviewed in the prior year. Accordingly, we are requesting that for each academic program
for which a review was completed in 2006-2007, the campus provide by January 25, 2008
a brief summary (no more than two or three pages per campus), reporting the following:
CSU Campuses
Bakersfield
Channel Islands
Chico
Dominguez Hills
East Bay
Fresno
Fullerton
Humboldt
Long Beach
Los Angeles
Maritime Academy
Monterey Bay
Northridge
Pomona
Sacramento
San Bernardino
San Diego
San Francisco
San José
San Luis Obispo
San Marcos
Sonoma
Stanislaus
Report on Reduction of Total Units Required for a Baccalaureate Degree
Approved for 2007-2008
1. Results of the assessment of student learning outcomes, the significance of the results,
and the implications of the results for modification of program requirements,
standards, or operations.
2. Changes in program requirements enacted or recommended as the result of
assessment findings.
If your campus has undertaken an extraordinary program review activity and wishes it to be
mentioned in the agenda item on academic planning and program review, please inform
Dr. Christine Hanson ([email protected]) by January 25, 2008.
II.
Total Units Required for Baccalaureate Degrees
In July 2000, the Board amended Title 5 of the California Code of Regulations to establish
120 semester units as the minimum that a campus may require for the awarding of a
baccalaureate degree. The Title 5 change also obliges campuses to maintain a monitoring
system to ensure that justification is provided for all program requirements that extend the
baccalaureate unit requirement beyond 120 units. The agenda item noted, “It is understood
that baccalaureate unit requirements are to be reviewed on campuses by the faculty in the
course of regularly scheduled program reviews.” (Some campuses chose to accelerate
program-by-program review of the total units required for a bachelor’s degree.) Trustees
have asked that a progress report be incorporated in the annual agenda item on academic
planning and program review.
We therefore ask that each campus count and report for all of its degree programs by
January 25, 2008, the number of degree programs that fall into each of the following three
categories:
1. Programs at 120/180 units: Degree programs now requiring 120 semester units
(180 quarter units) for the baccalaureate degree.
2. Reviewed programs that reduced units but not to 120/180: Degree programs
(degree, title, number of units previously required, and number of units currently
required) for which the total units required for a baccalaureate degree were reviewed
and reduced, but not to 120 semester units (180 quarter units). (for example,
Professional accreditation requirements).
3. Reviewed programs that have not reduced units: Degree programs (degree, title,
number of units previously required, and number of units currently required) for
which the total units required for a baccalaureate degree exceed 120 semester units
(180 quarter units) and have not been reduced. Please include a very brief
explanation of the reason for exceeding 120 units (for example, professional
accreditation requirements).
The attached reporting form is provided for your convenience. Please submit completed
forms to [email protected] by January 25, 2008.
2
III. Summary of WASC comprehensive or educational effectiveness visits (results and
recommendations)
1. In fulfillment of Trustee policy, if a WASC team visited the campus in 2006-2007 for
a comprehensive or educational effectiveness review, e-mail to [email protected] by
January 25, 2008, a summary of the major results and recommendations emerging
from the visit. The summary should be approved by the President.
2. If the campus has not already done so, please send a copy of the self-study, the
complete report of the visiting team, and the letter from WASC affirming or
reaffirming accreditation.
If there are questions about the reports requested, please contact Dr. Hanson, Interim Dean,
Academic Program Planning at (562) 951-4672 or [email protected]. Thank you, in
advance, for your assistance in providing updated material for these three areas in the
March 2007 agenda item.
Attachment
cc:
Dr. Keith O. Boyum, Associate Vice Chancellor, Academic Affairs
Presidents
Associate Vice Presidents, Academic Programs
Associate Vice Presidents/Deans, Graduate Studies
Associate Vice Presidents/Deans, Undergraduate Studies
Chairs, Campus Academic Senates
Chair, Academic Senate CSU
CSSA Liaison Office
3
Campus:
TOTALS
(1)
Degree programs now requiring
120 semester (180 quarter units)
for the baccalaureate degree
Number: _____
(2)
Degree programs for which the total
units required for a baccalaureate
degree were reviewed and reduced,
but not to 120 semester units (180
quarter units)
Number: _____
(3)
Degree programs for which the total units
required for a baccalaureate degree exceed
120 semester units (180 quarter units) and
have not been reduced.
Number: _____
List of degree programs for which the total units required for a baccalaureate degree were reduced
for 2007-2008:
Degree Title
Example:
BS
Kinesiology
Number of units
previously
required
129
Number of units currently
required
124
List of degree programs for which the total units required for a baccalaureate degree exceed 120:
Degree Title
Example:
BS
Environmental Systems
Number of
units required
129
Reason for more than 120
required
Embedded certificate
4
ThT
may
This document was converted and edited from a poor quality PDF document. Discrepancies in formatting
may be noticed.
DOCUMENT RESUME
AUTHOR
TITLE
INSTITUTION
PUB DATE
NOTE
PUB TYPE
EDRS PRICE
DESCRIPTORS
IDENTIFIERS
LeMon, R.E.; Pitter, Gita Wijesinghe
Standardizing across Institutions: Now That We All
Look Alike, What Do We Look Like?
Florida State Board of Regents, Tallahassee.
96
24p.
Reports – Evaluative/Feasibility (142)
MF01/PCO1 Plus Postage.
Bachelors Degrees; Change Agents; College Credits;
College Students; College Transfer Students;
Community Colleges; *Degree Requirements;; *Degrees
(Academic); *Diversity (Institutional); Economic
Factors; *Educational Change; Educational Finance;
Educational Legislation; Higher Education; State
Legislation; *State Standards; State Universities;
Student Attitudes; Student Reaction; Transfer Policy;
*Tuition
*Florida
ABSTRACT
This paper discusses the implications of the enactment of legislation
in Florida in 1995 mandating the standardization of requirements for
baccalaureate degree programs within the state university system. The
paper also describes the tools and methodology created by that state’s
university system for addressing the tasks of implementing the new
requirements. These requirements mandate that all baccalaureate degree
programs be reduced to 120 credit hours, that general education
requirements be reduced at all state institutions to 36 hours, and
that common degree program prerequisites be standardized, offered, and
accepted by all of Florida’s 9 public universities and 28 community
colleges within the calendar year of enactment. A consequence of the
new law is that course offerings, which may differ among state
institutions, must be acceptable to all institutions with respect to
transferability. This reduction in coursework and a pending tuition
surcharge on hours taken beyond the degree requirements has met with
generally negative assessments from students. The ultimate outcome of
these changes is presently unclear. Appendices provide an inventory of
bachelor’s degree programs by credit hours to degree and a list of
work templates for standardizing prerequisites.
(CK)
Reproductions supplied by EDRS are the best that can be made
from the orig in al document
STANDARDIZLNG ACROSS INSTITUTIONS:
Now That We All Look Alike, What Do We Look Like?
Dr. R. E. LeMon, Director
Dr. Gita Wijesinghe Pitter, Associate Director
Office of Academic Program Review
State University System of Florida
2
Introduction
Accountability in the United States has gone hand in hand with a
decrease both in resources and in confidence that universities are
responding to their tripartite missions of teaching, research, and
service in a manner that can be construed as client-driven. One facet
of this phenomenon has been a keen interest in the timely completion of
undergraduate degrees.
In an effort to save dollars, legislatures are
looking at every means necessary to streamline the undergraduate
experience.
This is particularly true in a state such as Florida, where many
of these conversations are driven by a chronic access problem. Most of
the interest in time to completion has centered around the provision
of coursework in three key areas: General Education requirements at the
lower level, prerequisites for entering a major, and the total number
of credit hours required for the degree.
In 1995, legislation was passed in Florida requiring that all
baccalaureate degree programs be reduced to 120 credit hours, that
general education requirements be reduced at all state institutions to
36 hours, and that common degree program prerequisites would be
standardized, offered, and accepted by all of that state's nine public
universities and twenty-eight community colleges. The time line for
completing this monumental task of standardizing was one calendar year.
This paper will discuss implications of such standardization, and will
share the tools and methodology created by that state's university
system for addressing these tasks.
3
General Background on Higher Education in Florida
Florida is comprised of nine (soon to be ten) operating
state universities of various sizes and missions. They range
from the large to the small, from the urban to the semi-rural,
and from those whose primary interest is in serving
undergraduates to those who are primarily research
institutions. There is, in addition, one Historically Black
University. Another SUS institution, in Miami, has a student
population which is nearly 50% minorities, taking AfricanAmericans and Hispanics together. In sum there are over
200,000 students by headcount in the State University System.
As importantly, Florida relies on a two-plus-two system
with its 28 community colleges.
In fact, Florida has one of
the more carefully articulated and stringent two-plus-two
systems in the United States, whereby any student who
accomplishes the 60 hour Associate of Arts degree is guaranteed
admittance into the State University System. This results in
an enrollment pattern unlike many other institutions. The
major stress point in the SUS with respect to enrollments is
at the junior year, where first time in college students and
community college transfers are competing for slots in degree
programs, and where the legislature and the two systems (the
universities and the community colleges operate under different
oversight) strive to provide for even playing grounds between
the two types of students.
This articulation agreement, combined with the changing
demographics of Florida, has created an enormous access
4
problem. It has now become more difficult to enter the state
universities as a First Time In College student than virtually
any other public system in America.
Additionally, Florida pays for education, and other of its
services, primarily through a sales tax which rides on the
winds of the economy of the past year. Florida lawmakers are
adamant in saying that their constituents tell them that they
do not wish to pay more taxes. Thrown into this peculiar mix
is that two of Florida's major economic engines are tourism
and agriculture, both of which are highly susceptible to
external forces. Florida's tourism, as one example, took a
sharp downturn in the aftermath of several murders of
international tourists.
All of this is to say that, when it has come to
educational reform, Florida has seen the creation of highly
visible pressure points, most of which have had to do with
the manipulation of the curriculum, for the universities as
well as for the community colleges. This is significant, as,
elsewhere, the focus has been on the reformation of
operational infrastructure in order to increase effectiveness
and accountability.
The Standardization of General Education Requirements
By General Education, the authors refer to a core of
coursework which is required of all students at the lower
level and during the first two years of higher education.
In Florida, students usually take and have room for the
5
General Education course work, and for any prerequisites to
their intended major. Historically, there has been little
room for anything else: it is now the case that General
Education and prerequisites constitute the 60 hour A. A.
degree in virtually all cases.
Prior to 1995, general education requirements varied
across Florida's state universities and 28 community
colleges.
Within the Slate University System alone, the
range of credit hours associated with general education
ranged from 36 to 58. All universities and community colleges
were charged by Florida Statute with reducing general
education requirements to no more than 36 credit hours.
(Prior to the new law, 36 hours was mandated as a minimum.)
Predictably, this charge was seen by the institutions as
a major intrusion into what had heretofore been the domain of
the faculty, or, at the least, of the institution. In order
to cope with the standardization of General Education,
certain parameters were immediately established.
reduction to 36 hours was not negotiable.
First, the
But more
importantly, each institution would still have control over
its General Education. There were, in other words, two ways
to go: Florida would either be bound by a single 36 hour
experience identical from institution to institution, or else
the 36 hours might be different from institution to
institution. So long as transferability was guaranteed. It
6
was the latter which was quickly chosen as the better path.
Consequently, it has become understood that, while the
course offerings may and probably will be different from
institution to institution, they must be acceptable to all
institutions with respect to transferability, given that the
majority of Florida's public university students begin their
higher education in a community college. So long as a student
finished the General Education requirements at a particular
institution, transferability was guaranteed.
For those
students who completed only a portion of their requirements,
it was agreed that the need for further coursework, and the
type of coursework would be determined by the institution
accepting the transfers. This is currently the policy in
Florida.
Reducing Programs to 120 Credit Hours
Prior to 1995, the SUS had approximately 600 degree
programs and a policy whereby programs, with exception, were
not to exceed 128 credit hours to degree.
Of the 600 programs,
approximately 300 were at 120 hours to degree, another 100 had
been granted exceptions to exceed 120 hours, and 200 programs
were under negotiation with respect to credit hours to degree.
However, all this became a moot point when 1995 legislation
required that all programs, again with exception, would be
required to require no more than 120 hours to degree.
Within six months the entire inventory of degree programs
by credit hours had been reduced by a grand total of 1,571
7
credit hours.
Given that 300 programs were already at 120
hours, this meant that, for the remaining programs, reductions
were, on average, six credit hours.
The SUS now has
approximately 500 programs at 120 hours, with another 100
exceptions. Most exceptions have fallen in the areas of allied
health, engineering, and visual and performing arts programs.
Along the way, two important things took place.
First,
as an aid to its deliberations, the SUS created a national
survey of degree programs by credit hours to degree. The SUS
surveyed a total of 100 programs from all 50 of the United
States. The results of that survey are available as a handout
appendix to this paper.
Also, the credit hour to degree exercise resulted in a
standardization of programs across disciplines. For example,
nursing programs in the SUS heretofore had varied from
institution to institution; they now all sit at 124 hours.
Likewise, physical therapy, which had ranged from 128 to 167
now sits at 135 hours at all SUS institutions. The current
array of SUS degree offerings, by credit hours to degree, is
provided as Appendix One to this paper.
Standardizing Prerequisites
Prior to 1995, prerequisites for the same undergraduate
degree programs in the nine public universities in Florida
differed across institutions.
In addition, there were many
courses offered in Florida's public universities and community
8
colleges which were not "leveled," i.e., they were offered at
the upper level at some universities and at the lower level at
other universities and at the community colleges, thus
contributing to the lack of continuity particularly for
community college transfers.
In 1995, legislation was passed which required (1) that
common degree program prerequisites were to be offered and
accepted by all of that state's universities and community
colleges, and (2) that a single level, either upper or lower,
was to be assigned to each course. The time line for having
this work done was less than one calendar year. Given that
time line, it was necessary to develop a fairly stringent and
meticulous methodology.
In order to effect this task, 23 committees were created
representing the various degree offerings in the SUS. These
committees were comprised of equal numbers of SUS and
community college faculty, since the community colleges also
had a stake in and were involved in the offering of
prerequisite coursework. These committees met on various
campuses, sometimes with pilot committees which provided
recommendations for them as a starting point in the
discussion. In addition, the State University System central
office created and provided a number of work templates which
were necessary in order to provide the committees with some
sense of what kind of product would ultimately be needed, and
to ensure that there were similar kinds of products being
9
produced by the various committees. Those work products are
included in this paper as Appendix Two.
Amazingly, the bulk of the work was effected, evaluated by an
oversight committee comprised of SUS and community college
central
administrators,
and
a
rough
working
handbook
of
standardized prerequisites across the slate was provided to
all institutions within approximately an eight month period.
While it is clear that there are some loose ends to the
product, it appears that there is a much greater level of
standardization than was the case a year ago. This information
will be available to all students and prospective students in
the form of a handbook which will move in due course from
hard copy to a computer-assessable product.
Conclusion
Moving degree programs downward to 120 credit hours, and
standardizing General Education and individual prerequisites
for 600 degree programs across 37 institutions was a project
of monumental proportions which required the very best of
tools, communication, and methodology. Such lengths toward
standardization could well have far-reaching implications for
the types of graduates produced in Florida. It is also the
case that, irrespective of the possible effects, if Florida
could do it, other states may be directed to follow.
From the student perspective, the reduction of coursework
10
has met with generally negative assessments. Students want
more, not less hours and education. Adding to the students'
anxiety on this score is another legislatively initiated
change which is developing, i.e. instituting a tuition
surcharge on hours taken beyond the degree requirements. It
is too soon to tell whether the standardizing of
prerequisites will have the positive intended effect: to
move students, especially transfers, through the system more
quickly, thereby creating more access to incoming students.
It is important to note, though, that any of the possible
implications of standardization were not at the forefront of
the exercise, nor were they barely discussed. If a strength
of the SUS had been the diversity of its offerings, that
situation has now changed.
If the SUS was a place where
students could explore the curriculum or, at the least, not
worry about the (very likely) possibility of changing majors,
that has also changed. If these changes will have unintended
negative consequences for working students, or for
minorities, we will not know until time has played out more
of the answer.
In short, the assumptions of what type of product we want in
Florida has not driven any of the conversations, and it is
likely that in five, ten, or fifteen years we will see a
cadre of graduates unlike those of today.
11
Whether they are
in any way better, or even if these changes will have the
superficially intended effect, remains to be seen.
12
APPENDIX ONE:
STATE UNIVERSITY SYSTEM OF FLORIDA
BACHELOR'S DEGREE PROGRAM INVENTORY
BY CREDIT HOURS TO DEGREE
13
SUS BACHELORS DEGREE PROGRAMS INVENTORY
BY CREDIT-HOURS-TO-DEGREE
February 7, 1996
LEGEND
CIP
Program is recommended as an exception to the120 credit hour limitation
DEGREE PROGRAM
UF
01.
01.0102
01.0103
01.0605
AGRIBUSINESS & AG PRODUCTION
Agriculture Business Operat.
AG (Food & Resources) Enco
Landscape Operations.& Mgt
02.
03.0101
02.0201
02.0206
02.0209
02.0301
02.0401
02.0402
02.0403
02.0501
AGRICULTURE SCIENCES
Agriculture Science
Animal Science
Dairy Science
Poultry Science
Food Science & Technology
Plant Science
Agronomy and Crop Science
Horticulture Science
Soils Science
120
120
120
120
120
120
120
120
03.
03.0102
03.0501
RENEWABLE NATURAL RESOURCES
Environmental Science
Forest Resources& conservation
120
120
04.
Architecture & Environmental
Design
04.0201
04.0298
04.0501
Architecture
Design Architecture Studies
Landscape Architecture
05.
05.0102
05.0103
05.0105
05.0205
05.0207
09.
AREA & ETHNIC STUDIES
American Studies (USA)
Asian Studies
Russian & East European
Studies
Latin American Studies
African-American Studies
(30.0701)
Jewish Studies
Women’s Studies (30.071)
MASS COMMUNICATION
09.0101
09.0201
09.0401
09.0410
09.0501
09.0701
Communication (Mass)
Advertising
Journalism
Magazine Production
Public Relations & Comm.
Radio & TV Broadcasting
11.
COMPUTER & INFORMATION SCIENCE
11.0101
11.0401
Computer & Information Science
Information Sciences & Systems
05.0107
05.0201
FSU
FAMU USF
FAU
UWF
UCF
FIU
UNF
120
120
120
120
120
120
120
120
120
150
120
133
120
120
120
120
120
120
120
120
120
120
120
124
124
124
120
126
128
128
124
120
120
120
120
120
124
124
120
120
120
120
120
14
120
120
120
February 7, 1996
LEGEND
CIP
DEGREE PROGRAM
13.
13.1001
13.1005
13.1006
13.1009
13.1011
13.1202
13.1203
13.1204
13.1205
13.1301
13.1302
13.1303
13.1305
13.1306
13.1307
13.1308
13.1311
13.1312
13.1314
13.1318
13.1318
13.1320
13.1395
EDUCATION
Special Ed.General
Ed of the Emotionally Handicap
Ed of the Mentally Handicapped
Ed of Blind a Visually Hand.
Ed of Specific Learning Dis.
Elementary Teacher Ed
Jr High/Middle Sch.Teacher Ed
Pre Elem/Early Childhood Teac
Secondary Teacher Ed
Agricultural Teacher Ed (Voc)
Art Teacher Ed
Business Teacher Ed (Voc)
English Teacher Ed
Foreign Languages Teacher Ed
Health Teacher Ed
Home Economics Teacher Ed Voc
Mathematics Teacher Ed
Music Teacher Ed
Phy. Ed Teaching & Coaching
Science Teacher Ed
Social Studies Teacher Ed
Trade & Indus. Teacher Ed Voc
Secondary Science/Math Teach
14.
14.3101
14.0201
14.0301
14.0701
14.0801
14.0901
14.1001
14.1401
14.1501
14.1601
14.1001
14.2301
14.2401
14.2701
ENGINEERING
Engineering General
Aerospace Engineering
Agricultural Engineering
Chemical Engineering
Civil Engineering
Computer Engineering
Electrical, Electronics Eng
Environmental Health Eng
Industrial/Manuf. Eng
Materials Engineering
Mechanical Engineering
Nuclear Engineering
Coastal & Ocean Engineering
Industrial & Systems Eng
15.
15.0201
15.0252
15.0303
15.0504
16.0601
15.1001
15.1101
15.1102
ENGINEERING TECHNOLOGY
Civil Technology
Design Engineering Tech
Electronic Engineering Tech
Environmental & Urban Systems
Industrial Manufacturing Tec
Construction Building Tec
Engineering Tech General
Surveying
UF
FSU
FAMU USF
120
120
120
120
120
120
120
120
120
120
120
120
FAU
UWF
UCF
120
120
120
120
120
120
120
UNF
120
120
120
120
120
FIU
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
128
128
128
128
128
130
128
128
128
128
128
120
120
120
120
120
120
120
128
127
128
134
131
128
128
125
126
128
126
128
128
131
128
128
131
128
128
128
131
131
128
128
128
138
128
128
128
128
128
128
128
128
138
128
128
124
128
128
124
120
120
126
124
128
120
120
15
February 7, 1996
LEGEND
CIP
DEGREE PROGRAM
16.
16.0101
16.0102
16.0390
16.0402
16.0501
16.0901
16.0902
16.0904
16.9005
16.1201
16.1202
16.1203
FOREIGN LANGUAGES
Foreign Lang. Multiple
Linguistics
East Asian Lang/Literature
Russian
German
French
Italian
Portuguese
Spanish
Classics & Classical Lang.
Greek, Classical (16.0501)
Latin(16.0903)
19.
19.0101
19.0503
19.0701
19.0901
HOME EC/HUMAN SCIENCES
Home Economics, General
Dietetics/Nutritional Services
Home& Family Life
Textiles & Clothing
22.
22.0103
LAW
Legal Assisting
23.
23.0101
22.0801
23.1001
LETTERS
English General
English Literature
Rhetorical Speech & Comm
24.
24.0101
24.01201
24.0104
24.0103
LIBERAL/GENERAL STUDIES
Liberal Arts & Science
Independent Studies
New College
Humanities
25.
25.0101
25.0202
25.0301
25.0305
25.0501
26.0003
26.0607
26.0701
26,9692
LIFE SCIENCES
Biology General
Biochemistry
Botany General
Plant Pathology
Microbiology/Bacteriology
Ecology (Limnology)
Marina/Aquatic Biology
Zoology
Entomology
27.
27.0101
27.0301
27.0401
MATHEMATICS
Mathematics, General
Applied Math/Math Science
Statistics
UF
FSU
FAMU USF
FAU
UWF
UCF
FIU
UNF
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
n/a
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
16
120
February 7, 1996
LEGEND
CIP
DEGREE PROGRAM
UF
30.
30.0101
30.0103
30.1101
30.9801
MULTIINTERDISCIPLINARY STUDY
Biological & Physical Science
Interdisc Natural Science
Gerontology
Independent/Interdisc Studies
31.
31.0301
31.0505
PARKS, REC, LEISURE & FITNESS
Parks & Recreation Mgmt.
Exercise Science
120
38.
38.0101
38.0201
38.0310
PHILOSOPHY, RELIGION
Philosophy
Religious Studies
Philosophy & Religion
120
120
40.
40.0101
40.0201
40.0501
40.0508
40.0596
40.0601
40.0801
PHYSICAL SCIENCES
Radiation Physics
Astronomy
Chemistry
Chemical Sciences
Clinical Chemistry
Geology
Physics
42.
42.0101
42.1801
FSU
FAMU USF
FAU
UWF
UCF
FIU
120
UNF
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
PSYCHOLOGY
Psychology, General
Social Psychology
120
120
120
120
120
120
120
120
120
120
43.
43.0104
43.0106
PROTECTIVE SERVICES
Criminal Justice Studies
Forensic Science
120
120
120
120
120
120
120
120
120
120
44.
44.0401
44.0701
PUBLIC ADMIN AND SERVICES
Public Administration
Social Work, General
120
120
120
120
120
120
120
120
120
120
45.
45.0101
45.0201
45.0701
45.0801
45.0901
45.1001
45.1101
SOCIAL SCIENCES
Social Sciences, General
Anthropology
Geography
History
International Relations
Political Science & Government
Sociology
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
17
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
February 7, 1996
LEGEND
CIP
DEGREE PROGRAM
50.
50.0301
50.0402
50.0408
50.0501
50.0601
50.0602
50.0701
50.0702
50.0703
50.0801
50.0901
50.0902
50.0903
50.0904
50.0913
52.0995
VISUAL & PERFORMING ARTS
Dance
Graphic Design
Interior Design
Dramatic Arts
Motion Picture, TV, Recording
Motion Picture and TV Techn
Art General
Studio Fine Art
Art History & Appreciation
Graphics Arts Technology
Music General
Music History & Appreciation
Music Performance
Music Composition
Jazz Studies
Music/Music Theory
51.
51.0204
51.0701
51.0706
51.0907
51.0907
51.0908
51.1005
51.1601
51.2001
51.2305
51.2306
51.2307
51.2308
51.2310
51.2795
HEALTH PROFESSIONS& SCIENCES
Speech Pathology & Audiology
Health Services Admin
Health Information Management
Physician Assistant
Radiologic Med Tech
Respiratory Therapy
Medical Technology
Nursing
Pharmacy
Music Therapy
Occupational Therapy
Orthotics Prosthetics
Physical Therapy
Vocational Rehab Counseling
Health Science
UF
FSU
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
132
120
FAMU USF
FAU
UWF
UCF
120
FIU
UNF
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
127
120
120
124
126
124
124
135
128
128
120
135
135
131
128
124
161
124
124
163
120
124
120
124
126
136
132
128
128
135
135
135
120
120
18
February 7, 1996
LEGEND
CIP
52.
52.0101
52.0201
52.0301
52.0601
52.0801
52.0803
52.0805
52.0901
52.1001
52.1101
52.1201
52.1301
52.1401
52.1501
52.9995
DEGREE PROGRAM
BUSINESS & MANAGEMENT
Business, General
Bus Admin.& Mgmt
Accounting
Business Managerial Econ.
Finance General
Financial Services
Insurance & Risk Mgmt
Hospitality Admin,Mgt
Human Resource Management
International Bus. Man.
Mgmt into System Bus Data Proc
Management Science
Business Marketing Mgmt.
Real Estate
Transportation Management
UF
FSU
120
120
120
120
120
120
120
120
120
120
FAMU USF
120
120
120
120
120
120
120
120
FAU
UWF
UCF
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
FIU
120
120
120
UNF
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
120
617 Total Number of Programs
94
90
57
74
53
54
75
77
43
506 Total number of programs
at 120 after SB 2330
70
78
40
63
45
49
60
62
39
17
11
8
5
111 total no of programs
Recommended for exemption
24
12
19
15
15
4
APPENDIX TWO:
WORK TEMPLATES FOR
STANDARDIZING PREREQUISTIES
20
Faculty Committees on Prerequisites
COMMITTEE
CIPS
UNIVERSITIES
UNIV
CC TOTAL
Agribusiness
&Agriculture
Architecture
&
Construction
Area & Ethnic
Studies
Mass Comm &
Rhetoric
Computer &
Info Sciences
& Computer
Engin
Education
Engineering
01,02
UF, FAMU
2
2
4
UF
OCT. 16 (RM 1702)
04.0201
04.0295
15.1001
05
UF, FAMU, FIU
3
3
6
FAM
OCT. 17 (RM 1702)
UF FSU FAMU USF
4
4
8
FSU
OCT 18 (RM 1702)
09,
23,1001
11, and
14 0901
All
9
9
16
FAMU

OCT 19 (RM 1704)
All
9
9
18
FAU

OCT 20 (RM 1704)
13
14
(except
14.0901
) and
15
(except
15.1001
)
All
9
9
15
UF

OCT 23 (RM 1704)
All
9
9

OCT 24 (RM 1704)

OCT 25 (RM 1704)
Foreign
Language
Legal
Assisting
Letters
Liberal/
General
Studies
Life Sciences
and
Environment
Studies
Mathematics &
Statistics
Parks &
Recreations
Philosophy &
Religion
Physical
Sciences (May
need
subcommittees
)
Psychology
Criminal
Justice
Public Admin
Service May
need
subcommittee
Social
Sciences (May
need
subcommittees
COMMITTEE
MEMBERS
LEAD
UNVERS
ITY
18
PILOT
COMMITTEE
RECOMMENDED
FULL COMMITTEE
SECOND MEETING
DATEAS AS NEEDED
IN TALLAHASSES
USF
16
22.0103
23
(except
23.1001
)
24
All
9
9
18
USF
UWF, UCF
2
2
4
UWF
ALL
9
9
18
UCF

OCT 27 (RM 1702)
7
7
14
USF

OCT 30 (RM 1706)
9
9
18
FIU
OCT 26 (RM 1702)
FSU, USF, FAU,
UWF, UCF, FIU,
UNF
26, and
03.0102
All
27
ALL
9
9
18
UWF
31
UF, FSU, FIU
3
3
6
FSU
38
ALL
9
9
18
FIU

NOV 3 (RM 1706)
40, and
43.0106
42
ALL
9
9
FSU

NOV 6 (RM 1704)
ALL
9
9
18
FAU

NOV 13 (RM 1704)
43.0104
All
9
9
15
UNF

NOV 15 (RM 1706)
44
FSU, FAMU, USF,
FAU, UWF, UCF,
FIU
7
7
14
FAU

NOV 7 (RM 1704
50
All
9
9
18
UF

NOV 14 (RM 1706)
OCT 31 (RM 1706)

15
21

NOV 1 (RM 1706)
NOV 2, (RM 1505)
COMMITTEE
CIPS
UNIVERSITIES
COMMITTEE
MEMBERS
UNIV
Visual &
Performing
Arts (may
need
subcommittees
Health
Professions &
Related
Sciences (May
need
subcommittee
Business &
Management
50
All
9
LEAD
UNVERS
ITY
PILOT
COMMITTEE
RECOMMENDED
CC TOTAL
9
FULL COMMITTEE
SECOND MEETING
DATEAS AS NEEDED
IN TALLAHASSES

NOV 15 (RM 1705)
UCF

OCT 27 (RM 1704)
UF

NOV 16 (RM 1706)
18
FSU
51, and
19.0503
All
9
52
All
9
9
9
18
18
22
Committee Approval of Prerequisites for Admission into Degree Program
We concur that die courses listed in this document will serve as common prerequisites for admission into the
following degree program throughout the State University System of Florida
Degree Program: _____________________________________ 6-Digit CIP Code:
NAME
INSTITUTION
23
DATE
24
This document was converted and edited from a poor quality
PDF document. Discrepancies in formatting may be noticed.
DOCUMENT RESUME
BO 409 776
AUTHOR
TITLE
IHSTITUTION
PUB DATE
NOTE
PUB TYPE
EDRD PRICE
DESCRIPTORS
IDENTIFIERS
HE 030 266
Pitter, Gita Wijesinghe; And others
Hours to Graduation: A National Survey of Credit
Hours Required for Baccalaureate Degrees.
State Univ. System of Florida, Tallahassee.
May 96
34p.; Paper presented at the Association for
Institutional Research Annual Forum (36th, Albuquerque,
NM, Hay 5-8, 1996).
Numerical/Quantitative Data (1X0) -- Reports Research (143) -- Speeches/Meeting Papers (ISO)
MP01/PC02 Plus Postage.
Allied Health Occupations Education; *Bachelors
Degrees; ♦College Credits; Data Analysis; ^Degree
Requirements; Degrees (Academic); Engineering
Education; Higher Education; Professional Education;
Public Colleges; Public Education; Required Courses;
State Norms; State Surveys; state Universities; Tables
(Data); Technical Education; Undergraduate Study;
Universities; Vocational Education
State University System of Florida;
♦Time to Degree
ABSTRACT
In the context of an increased emphasis on accountability in higher
education and time taken to earn a baccalaureate degree, the Board of
Regents of the State University System of Florida conducted a national
survey of 75 public universities concerning the minimum credit hours
required for the baccalaureate degree for various disciplines. The survey
confirmed earlier studies showing an upward creep in credit hours required
for most fields. As a result, the Florida State University system reduced
506 of its 614 Bachelor's programs to 120 hours, with the exceptions being
mainly in engineering, visual and performing arts, and the health
professions. Four text tables summarize data on disciplines with low,
moderate, and high credit-hour requirements, and for 5-year baccalaureate
programs. The appendix describes data reporting and analysis techniques,
lists participating institutions, and defines terms used in the report.
Also appended are survey results by discipline, including agribusiness,
agricultural sciences, natural resources, architecture and environmental
design, area and ethnic studies, communication, computer science,
education, engineering, foreign languages, home economics, law, letters,
liberal studies, life sciences, mathematics, multi/interdisciplinary
studies, leisure and fitness, philosophy and religion, physical sciences,
psychology, protective services, public services, social sciences,
production trades, transportation, visual and performing arts, health
professions, and business and management. (CH)
Reproductions supplied by EDRS are the best that can be made from the
original document
Hours to Graduation: A National Survey of Credit
Hours Required for Baccalaureate Degrees
Dr. Gita Wijesinghe Pitter
Dr. R.E. LeMon
Ms. Claudia H. Lanham
Office of Academic Programs
State University System of Florida
.
Hours to Graduation: A National Survey of Credit Hours Required for
Baccalaureate Degrees
ABSTRACT
Accountability has given rise to renewed interest in how long it takes
to earn a baccalaureate degree, in recognition of the growing number of
part-time students, some states have shifted their focus from the length
of time, to the number of credit hours required to complete
baccalaureate degrees. Can 120 hours still be considered the norm? In
order to address this issue, the State University System of Florida
conducted a survey of major public institutions in the United States.
This publication will discuss the findings of the 1995 survey on credit
hours required for baccalaureate degrees in a wide array of disciplines.
Table of Contents
Introduction ..........................................
1
Background ...........................................
2
Methodology ...........................................
3
Analysis ..............................................
4
Conclusion ............................................
9
References ............................................
11
Appendix: .............................................
12
Comments on data reporting and analysis ..................
13
List of Participants ..................................
15
Definition of Terms ...................................
16
Survey Results by Discipline: ..........................
17
Agribusiness and Production ............................
17
Agriculture Sciences ..................................
17
Natural Resources ....................................
17
Architecture and Environmental Design ...................
17
Area and Ethnic Studies ...............................
18
Mass Communication....................................
18
Computer Science .....................................
18
Education ............................................
19
Engineering ..........................................
20
Engineering Technology ................................
21
Foreign Languages ....................................
21
Home Economics .......................................
21
Law .................................................
22
Letters .............................................
22
Liberal Studies ......................................
22
Life Sciences ........................................
22
Mathematics ..........................................
22
Multi / interdisciplinary Studies .......................
22
Leisure and Fitness ...................................
23
Philosophy and Religion ...............................
23
Physical Sciences.....................................
23
Psychology ...........................................
23
Protective Services ...................................
23
Public Services ......................................
23
Social Sciences ......................................
24
Production Trades ....................................
24
Transportation .......................................
24
Visual and Performing Arts.............................
25
Health Professions ...................................
26
Business and Management ...............................
27
Hours to Graduation: A National Survey of Credit Hours
Required for Baccalaureate Degrees
Introduction
The purpose of this Publication is to present and discuss the
findings of a national survey on the number of credit hours required for
baccalaureate degree programs in the various disciplines.
The survey
was conducted by the Board of Regents for the State University System
of Florida.
The accountability movement in higher education today is making
sweeping changes in many aspects of academic programs. A growing
concern in many states is the length of time and resources required to
complete a bachelor's degree. Traditionally, the requirements of a
bachelor's degree were considered to be 120 semester hours, or 160
quarter hours, which could be completed in four years.
In recent
years, an upward creep in the number of credit hours required in some
disciplines has become evident.
Lawmakers who are under pressure to
provide increasing funds to fight crime while not increasing taxes, are
seeking ways to reduce the public costs of higher education. Reducing
the credit hours required for graduation is seen by many legislators as
one means of reducing resources and time required to complete a
bachelor's degree, and thereby increasing access to more students.
1
Background
Data from the National Center for Educational Statistics (NCES) indicate
that the mean number of credit hours required for a bachelor's degree increased
from 126 credits for the high school class of 1972 to 139.4 credits for the
high school class of 1982, a 9.6 percent increase (Adelman, 1995). In the past
few years several states have taken steps to reduce the number of hours taken
by students as well as the number of hours required for graduation.
A study by the South Carolina Commission on Higher Education published in
February 1996 found that some states have opted for a highly centralized
approach, often involving tuition surcharges, while others have chosen a more
decentralized approach. For example, North Carolina and the Montana University
System have instituted tuition surcharges for credit hours taken beyond a
specified number of hours. The State University System of Florida (SUS) will
soon institute similar surcharges. Some states and institutions have taken the
approach of reducing credit hours required for baccalaureate degrees. For
example, the Arizona Board of Regents and the Florida Board of Regents,
beginning in Fall 1996, will reduced nearly all baccalaureate degree
requirements to 120 semester hours. The University of
Wisconsin System has chosen a more decentralized approach, requiring each
institution to decrease the number of credits required for graduation, and
leaving it up to the institution to determine the amount of the reduction.
The State College and University Systems of West Virginia are requiring
institutions to offer courses in a manner which provides for timely
graduation, and the institutional boards are considering limiting the
requirements to 120 semester hours. Marshall University has already adopted
such a policy. Based on the comments received during the survey conducted by
the Florida Board of Regents (BOR), several other institutions across the
2
country have instituted or are considering policies to reduce the number of
credit hours required for graduation. What follows is the methodology and
findings of the national survey on credit hours conducted by the Florida
BOR.
Methodology
In 1995 the Florida legislature required the SUS to reduce the credit
hours required for all baccalaureate degrees to 120, with provision for some
exceptions to be designated by the BOR. In executing this task the Board
wanted to ensure that exceptions were granted in the appropriate disciplines
so that students would be adequately prepared in their field. Discovering
the norms in credit hour requirements for each discipline therefore became an
important task.
A survey questionnaire was mailed in April 1995 to 91 public universities
in the United States. Selection of the sample was based on representation from
all of the 50 states, and enrollment size (medium to large enrollments). A
follow-up letter was mailed in May 1995. The final count of institutions that
provided usable responses was 71 a 78% rate of return. To provide representation
of
public
universities
in
Florida,
credit
hour
requirements
of
four
institutions from the SUS were added to the survey, bringing the total number
of participating institutions to 75.
The purpose of the survey was to determine the norms for credit hour
requirements in the various disciplines, at public institutions of higher
education. The survey focused on the minimum hours required by the curriculum
for each program, rather than the actual hours attempted by students in the
process of obtaining a degree.
3
The details of the methodology used to conduct the survey and perform the
analysis are described in the appendix, along with the detailed results of
the survey.
Analysis
The survey report in the appendix provides detailed data on
344 six-digit Classification of Instructional Programs (CIP) codes. In every
discipline (the two digit CIP level) at least one program reported requiring
only 120 credit hours. However, the proportion of programs at 120 hours
varied considerably by discipline. At the high end, 14 of 30 disciplines
reported at least one program requiring over 140 hours. The following
analysis addresses some of the patterns which emerged from the survey.
Disciplines with Low Credit Hour Requirements
Table 1 Low Credit Hour Requirements
Discipline
No. of
programs
offered
Mean
Median
75
123.0
120.0
Area & Ethnic Studies
186
122.5
120.0
Foreign Language
468
122.9
120.5
Social Sciences
446
123.2
122.0
Letters
143
123.3
122.0
45
123.2
122.0
107
123.4
123.0
Psychology
77
123.8
122.5
Mathematics
130
123.7
122.0
51
124.1
124.0
Liberal Studies
Protective Services
Multi-Discipl. Studies
4
Disciplines that have maintained a relatively low credit hour
requirement for graduation, where 40% or more of the programs reported
120 credit hours appear in Table 1. They consist mainly of liberal arts
and social science disciplines.
Disciplines with Moderate Credit Hour Requirements
Disciplines that could be considered middle-of-the-road in credit
hour requirements, where 25% to 39* of the programs required 120 credit
hours were primarily in sciences, communication, business, and visual
and performing arts. The disciplines along with the means and medians
appear in Table 2.
The visual and performing arts varied considerably by
subdiscipline, with motion pictures and visual arts programs averaging
122.9 (median 122.3) and 124.1 (median 122.6) respectively, at the low
end, and music programs averaging 128.0; (median 127.7), at the high
end. While most music disciplines reported some programs at 120 hours,
the maximum hours required in the subdisciplines were as high as the 150
- 160 hour range, providing great variation even within the discipline
of music. As expected, subdisciplines with bachelor of fine arts
programs tended to have higher credit hour requirements than Bachelor of
Arts programs, presumably due to higher skill requirements.
5
Table 2
Moderate Credit Hour Requirements
Ho. of
programs
offered
Mean
Median
279
124.9
124.0
67
124.3
124.0
291
124.5
124.0
73
125.1
124.0
Mass Communication
168
124.3
124.0
Visual & Perform. Arts
512
126.0
124.0
Business & Management
428
125.7
126
Discipline
Life Sciences
Public Services
Physical Sciences
Computer Science
Home economics fell between the "moderate" and "high" categories
with less than 25% of the programs at 120 hours, but with the same
median number of hours as business (126). Leisure and fitness fell
between the "moderate" and "high" categories also, with 18 of the
programs at 120 hours, and a median of 127.
Disciplines with High Credit Hour Requirements
Disciplines with relatively high credit hour requirements, where
the median was at or above 123 hours, less than 25% of the programs were
at 120, and more than 30% of the programs were over 129, were education,
natural resources, health professions, agribusiness, agriculture,
architecture, engineering technology, engineering, and transportation.
Table 3 lists the programs in this category.
6
Discipline
Education
Natural Resources
Health Professions
Agribusiness/Production
Agriculture Sciences
Architecture
Engineering Technology
Engineering
Transportation
Table 3
High Credit Hour Requirements
NO. Of
Mean
programs
offered
128.3
693
Median
128.0
94
127.6
128.0
295
75
130.8
128.0
127.3
128.0
178
87
126.9
128.0
141.9
139.0
84
130.1
129.0
513
132.2
132.0
9
128.7
128.5
It is interesting to note that the professional programs, such as the
health professions, engineering, education, and architecture, tend to cluster
at the high end of credit hour requirements.
The health professions varied among the subdisciplines. Among the most
frequently reported programs, only speech pathology/audiology (mean 123.9,
median 124) had a median requirement of less than 328 credit hours.
The
median hours required in professions such as nursing, pharmacy (five year
programs), physical therapy, medical technology, and occupational therapy all
were at or over 128 hours, which would place them in the "high" category
of required hours.
Education presents a unique situation. Teacher education programs tend
to have relatively high credit hour requirements because they combine the
knowledge and skills of a content area (e.g. music, mathematics) with
pedagogical skills for certification.
Several comments on the survey noted
that additional credit hours (beyond those reported) were necessary to
fulfill certification requirements. Therefore the true requirements for
teacher education programs, including certification requirements, are
probably higher than those reflected in the survey.
7
Five Year Baccalaureate Programs
Some disciplines have both four year programs and formally designated
five year programs at the baccalaureate level. The four year programs are
generally not considered “professional” programs leading to licensure while
the five year programs do meet the requirements for licensure.
Table 4 lists
the disciplines with five year baccalaureate programs.
Table 4 Five Year Baccalaureate Programs
Discipline
No. of
programs
offered
Mean
Median
3
156.0
156.0
Landscape Architecture
13
157.4
157.0
Pharmacy
17
164.7
161
Architecture
19
163.6
163
Interior Design
Post-baccalaureate Programs
While many administrators in higher education grapple with the need to
reduce hours required for baccalaureate degrees, there is also pressure in the
opposite direction to increase the knowledge and skill level of those entering
professions. Professionals and faculty in some fields, notably in the health
professions, argue that the increasing complexity of the services or products
their fields supply, and the changing nature of their disciplines and
society, demand an education beyond the baccalaureate degree.
If current
proposals being considered by the professional associations in pharmacy and
physical therapy come to fruition, the only accredited first professional
degree programs in these fields will be at the post-baccalaureate level
(Pharm.D. and master's or DPT respectively).
Some physician assistant
programs are also converting to the master's level.
In regard to other
disciplines, some teacher education programs have converted to master's level,
and five-year programs culminating in a master's degree are developing in
fields such as engineering and business.
8
Conclusion
Previous studies have documented what many suspected: that there has
been an upward creep in credit hours required for baccalaureate degrees.
With fiscal concerns looming large, both private and public institutions are
seeking to reduce costs by various methods aimed at decreasing the time spent
in obtaining a degree. One obvious means of doing so is to reduce the
credit hours required.
The survey conducted by the SUS attempted to assess the norms in credit
hour requirements among public institutions. The results could be helpful to
institutions seeking to analyze their required hours, by providing
information on where their own programs may have requirements exceeding the
norm, and which programs should be considered as exceptions to the 120 hour
rule.
In the SUS, the results of the survey, in addition to other relevant
information, guided a dramatic reduction of hours within the span of one
year. Of the 614 bachelor's program in the system, 506 were reduced to 120
hours. The exceptions to 120 hours fall mainly within the disciplines of
engineering, visual and performing arts, and health professions.
It is interesting to note that programs in the liberal arts and
sciences, and social sciences, which aim at educating students in the broad,
traditional sense of the term, appear to have kept requirements close to the
120 hour mark.
On the other hand, professional programs (e.g. engineering, education,
health, architecture) tend to have higher credit hour
requirements. The increased expectations regarding the skill level of
those entering these professions, the need to function independently,
9
accreditation requirements, and licensure all probably contribute to
the increased hours.
Ironically, the pressure to decrease the hours required for
baccalaureate degrees may increase the impetus for some programs such as
teacher education, pharmacy, and physical therapy, to convert to postbaccalaureate programs. A more general concern is that the simultaneous
movement to reduce the hours required and to institute a tuition
surcharge for "excess" hours taken by students, will place many
students in lock-step curricula with little room for electives, denying
them the opportunity to change majors, or to explore ideas and cultivate
their minds.
The move to reduce credit hour requirements should have some
positive outcomes, including reducing costs and taking a fresh look at
curricula which may be in need of an overhaul. While few would question
the need for increased efficiency, we should all strive to ensure that
students are not limited to a narrow training but are exposed to a
breadth of knowledge that enriches their lives and that they may
continue to build on the rest of their lives.
10
References
Adelman, C. The New College Course Map and Transcript Files. National
Institute on Postsecondary Education, Libraries, and Lifelong Learning,
Office of Educational Research and Improvement, U.S. Department of
Education, 1995.
South Carolina Commission on Higher Education, Credit- Hours to
Degree: Comparative Data for Baccalaureate Degree Programs
at Public Colleges and Universities in South Carolina. Academic Years
1995-96 and 1985-86. February 1996.
11
Appendix
12
Comments on Data Reporting and Analysis
Semester Hours vs. Quarter Hours
Some responding institutions were on quarter hours. All these responses
were converted to semester hours, and the results reported uniformly in
semester hours. The conversion table used to convert quarter hours to semester
hours is included in the appendix.
Consolidation of Programs
Some programs that were not offered in the State University System of
Florida, and were reported by only one or two institutions were grouped
together if they had similar (although not the same) program titles, or were
grouped in another category under the given discipline.
Ranges in Credit Hour Requirements
Some responses indicated ranges in the credit hour requirements for a
degree program. Ranges were generally due to different tracks within a
program. In order to calculate, each university was set up with two columns,
one to report the minimum and the other to report the maximum number in the
range. If a response reported a single number rather than a range, that number
was repeated in both columns. The count of responses only counts each
institution's response once per program.
Four and Five Year Programs
Some programs may be offered as four or five year programs. When
responses indicated a five year program, they were reported separately from
the four year program. For programs that are widely recognized as having four
and five year programs, but which did not specify whether four or five year,
a determination was made based on the number of credit hours required. When
an architecture or pharmacy program reported 150 or more credit hours, it was
categorized as a five year program.
13
Teacher Education Programs
Several teacher education programs had comments which indicated that the
actual number of credit hours students needed to complete was more than the
required hours indicated. The following are examples of comments:
"BA Education requires 120 (credit hours), but in order for students to
be marketable most get a minor which is an additional 18-21 credits."
"Regarding all Education majors - - a bachelor's degree can be earned
with 126 hours (4 years) but certification requires a fifth year."
These comments are captured in a footnote at the bottom of the
education section of the results.
14
List of Participating Institutions
The following is a list of all universities which provided usable
responses to the survey.
ARIZONA STATE UNIVERSITY
AUBURN UNIVERSITY
BALL STATE UNIVERSITY
FLORIDA STATE UNIVERSITY
GEORGIA STATE UNIVERSITY
GEORGIA TECH
INDIANA STATE UNIVERSITY
IOWA STATE UNIVERSITY
KANSAS STATE UNIVERSITY
LOUISIANA STATE UNIVERSITY
MICHIGAN STATE UNIVERSITY
MISSISSIPPI STATE UMVERSITY
NEW MEXICO STATE UNIVERSITY
NORTH CAROLINA STATE UNIVERSITY
OHIO STATE UNIVERSITY COLUMBUS
OHIO UNIVERSITY
PENNSYLVANIA STATE UNIVERSITY
SOUTHERN ILLINOIS UNIVERSITY- CARBONDALE
STATE UNIVERSITY OF NEW YORK - BINGHAMTON
STATE UNIVERSITY OP NEW YORK - STONY BROOK
TEMPLE UNIVERSITY
TENNESEE STATE UNIVERSITY
TEXAS A&M UMVERSITY
TEXAS SOUTHERN UNIVERSITY
UNIVERSITY OF ALABAMA - TUSKALOOSA
UNIVERSITY OF ALABAMA - BIRMINGHAM
UNIVERSITY OF ALASKA - FAIRBANKS
UNIVERSITY OF ARKANSAS
UNIVERSITY OF CALIFORNIA - IRVINE
UNIVERSITY OF CALIFORNIA - LOS ANGELES
UNIVERSITY OF CENTRAL FLORIDA
UNIVERSITY OF CINNCINATI
UNIVERSITY OF COLORADO - BOULDER
UNIVERSITY OF DELAWARE
UNIVERSITY OF FLORIDA
UNIVERSITY OF GEORGIA
UNIVERSITY OF HOUSTON
UNIVERSITY OF ILLINOIS - CHICAGO
UNIVERSITY OF ILLINOIS - URBANA CHAMPAIGNE
UNIVERSITY OF KANSAS
UNIVERSITY OF KENTUCKY
UNIVERSITY OF LOUISVILLE
UNIVERSITY OF MAINE
UNIVERSITY OF MARYLAND - BALTIMORE COUNTY
UNIVERSITY OF MARYLAND - COLLEGE PARK
UNIVERSITY OF MARYLAND- EASTERN SHORE
UNIVERSITY OF MASSACHUSETTS - BOSTON
UMVERSITY OF MICHIGAN - ANN ARBOR
UNIVERSITY OP MINNESOTA TWIN CITIES
UNIVERSITY OF MISSISSIPPI
UNIVERSITY OF MISSOURI - COLUMBIA
UNIVERSITY OF MISSOURI • KANSAS CITY
UNIVERSITY OF MONTANA
UNIVERSITY OF NEBRASKA - LINCOLN
UNIVERSITY OF NEVADA- LAS VEGAS
UNIVERSITY OF NEW HAMPSHIRE
UNIVERSITY OF NEW ORLEANS
UNIVERSITY OF NORTH CAROLINA - CHAPEL HILL
UNIVERSITY OF NORTH DAKOTA
UNIVERSITY OF OKLAHOMA
UNIVERSITY OF OREGON
UNIVERSITY OF PITTSBURGH
UNIVERSITY OF RHODE ISLAND
UNIVERSITY OF SOUTH FLORIDA
UNIVERSITY OF TENNESSEE - KNOXVILLE
UNIVERSITY OF TEXAS - AUSTIN
UNIVERSITY OF TEXAS – EL PASO
UNIVERSITY OF VIRGINIA
UNIVERSTTY OF WASHINGTON
UNIVERSITY OF WISCONSIN - MADISON
UNIVERSITY OF WYOMING
UNIVERSITY OF MASSACHUSETTS - AMHERST
WASHINGTON STATE UNIVERSITY
WEST VIRGNA UNIVERSITY
WESTERN MICHIGAN UNIVERSITY
75 NATIONAL COLLEGES AND UNIVERSITIES
15
Definition of Terms
CIP: The six digit codes from the Classification of Instructional Programs (CIP
codes) were used to classify degree programs. The CIPs are the U.S. Department
of Education's standard educational program classification system.
Degree Title: The name of the degree program
Count of Universities Offering Program: The number of responding institutions
which provided credit hour information on the particular program.
Credit Hours: The least number of semester hours required to a bachelor’s
degree (freshman through graduation).
Minimum: The lowest number of required credit hours reported by
responding institutions.
Maximum: The highest number of required credit hours reported by responding
institutions.
Mean: The mean average of all responses for the particular program.
Median: The median of all responses for the particular program.
In cases
where a program had only one responding Institution but that institution
indicated a range in the credit hour requirement, the mean average was
reported for the median as well.
.
16
SURVEY OF PUBLIC UNIVERSITIES AND COLLEGES
SEMESTER CREDIT HOURS REQUIRED TO COMPLETE BACCALAUREATE DEGREE
CIP
DEGREE TITLE
COUNT OF UNIVERSITITES OFFERING
PROGRAM
MINIMUM
MAXIMUM
MEAN
MEDIAN
AGRIBUSINESS/PRODUCTION
01.0102
Ag Bus & Operations
25
120
135
127.2
128.0
01.0103
Ag(Food and Res) Econ
25
120
136
126.7
128.0
01.0104
Farm & Ranch Mgmt.
1
128
128
128.0
128.0
01.0301
Ag Mechanics
5
124
132
127.4
127.0
01.0401
Food Processing/Packing
3
120
130
126.7
130.0
01.0404
Feed Science & Mgmt.
1
127
127
127.0
127.0
01.0601
Horticulture/Floriculture Mgmt.
3
129
132
130.3
130.0
01.0605
Landscape Operations & Mgmt.
8
120
134
128.0
129.0
01.0607
Turfgrass Science
2
128
130
129.0
129.0
01.0701
International Agriculture
2
124
128
126.0
126.0
AGRICULTURE SCIENCES
02.0101
Agriculture Science
18
120
132
126.6
128.0
02.0201
Animal Science (variety)
30
120
136
126.9
128.0
02.0206
Dairy Science
10
120
132
126.3
128.0
02.0206
Poultry Science
10
120
132
127.0
128.0
02.0301
Food Science & Tech
26
120
134
126.9
128.0
02.0401
Plant (&Soil) Sciences
15
120
138
128.5
128.0
02.0402
Agronomy and Crop Sci
24
120
133
126.5
128.0
02.0403
Horticulture Science
22
120
133
126.8
128.0
02.0408
Agriculture Pest Mgmt.
3
128
132
129.3
128.0
02.0408
Rangel and Ecology
1
132
132
132.0
132.0
02.0601
Soils Science
17
120
132
126.4
128.0
02.999
Agriculture, Other
2
124
128
127.0
128.0
NATURAL RESOURCES
03.0101
Natural Resources Mgmt. & Plan
12
120
138
126.8
127.0
03.0102
Environmental Studies
34
120
139
126.4
126,0
03.0301
Marine Fisheries
5
120
135
126.6
130.0
03.0305
Aquaculture . Marine Affairs
2
120
120
120.0
120.0
03.0404
Ag Forestry . Wood Industries
6
125
141
132.3
131.5
03.0501
Forest Res & Conservation
23
120
140
128.4
129.5
03.0509
Wood & Paper/Pulp Tech
2
120
133
126.5
126.5
03.0401
Wildlife (& Fisheries) Science
10
120
137
129.8
130.0
ARCHITECTURE
04.0201
Architecture – Four Year
15
120
146
128.5
04.0201
Architecture – Five Year
19
150
176
3.8
63.0
04.0210
Architectural Studies/History
3
122
130
126.3
127.0
04.0205
Design in Arch Studies
7
124
160
140.6
139.0
04.0301
Regional/Urban Planning
9
120
145
126.7
122.0
04.0401
Environmental Design
3
120
128
124.0
124.0
04.0501
Interior Architecture
1
161
161
161.0
161.0
04.0801
Landscape Arch – Four Year
16
120
147
131.0
131.0
04.0801
Landscape Arch – Five Year
13
150
157
157.4
157.0
04.999
Housing & Land Development
1
135
139
137.0
137.0
17
128.0
SEMESTER CREDIT HOURS REQUIRED TO CMPLETE BACCALAUREATE DEGREE
:
CIP
DEGREE TITLE
PROGRAM
MINIMUM
MAXIMUM
MEAN
MEDIAN
AREA & ETHNIC STUDIES
06.0102
05.0103
06.0105
06.0107
06.0199
05.0201
05.0202
05.0203
05.0207
American Studies (USA)
Asian Studies
Russian & E. European Studies
Latin American Studies
Area Studies, Unusual Areas
African-Amer(Black) Studies
Alaska Native Studies
Jewish Studies
Women’s Studies
Chicano Studies
25
26
24
28
4
32
1
13
31
2
120
120
120
120
120
120
130
120
120
120
131
131
131
131
130
131
130
131
131
131
122.0
122.3
122.5
122.6
123.0
122.2
130.0
122.3
122.5
124.8
45
20
48
6
3
15
31
120
120
120
120
128
120
120
138
131
138
124
128
131
131
124.1
124.1
124.6
120.8
127.0
125.0
124.5
120.0
120.0
121.5
120.5
121.0
120.0
130.0
120.0
121.0
124.0
MASS COMUNICATION
09.0101
09.0201
09.0401
09.0410
09.0430
09.0501
09.0701
Communication (Mass)
Advertising
Journalism
Magazine Production
Agricommunication
Public Relatns & Org Comm.
Radio & TV Broadcasting
124.0
124.0
124.0
120.0
127.0
125.0
125.0
COMPUTER SCIENCE
11.0101
11.0401
11.0701
Computer & Information Sci
Info Science & Systems
Computer Science
67
4
2
18
120
120
120
137
132
135
125.2
123.0
127.3
124.0
120.0
127.0
SEMESTER CREDIT HOURS REQUIRED TO CMPLETE BACCALAUREATE DEGREE
CIP
DEGREE TITLE
COUNT OF UNIVERSITIES OFFERING
PROGRAMS
MINIMUM
MAXIMUM
MEAN
MEDIAN
EDUCATION
13.0101
Education, General
2
124
131
127.3
127.0
13.0401
Ed Leadership
1
130
131
130.5
130.5
13.0302
Ed Psychology
1
130
131
130.5
130.5
13.1001
Special Ed – Four Year
11
120
149
126.9
125.0
13.1001
Special Ed – Five Year
1
150
150
150.0
150.0
13.1006
Ed of the Emotional Handicap
11
120
138
126.3
124.0
13.1006
Ed of the Mental Handicap
16
120
138
125.3
123.0
13.1007
Multiple Disabilities
1
138
138
138.0
138.0
13.0009
Ed of Blind & Visual Handicap
4
120
130
123.4
120.0
13.1011
Ed of Specific Learning Disable
12
120
150
126.8
120.0
13.1012
Ed of Speech Impaired
7
120
148
129.1
126.0
13.1201
Adult Ed
2
128
138
132.0
132.0
13.1202
Elementary Teacher Ed
56
120
165
129.2
128.0
13.1202
Urban Early & Mid Child Ed
1
131
131
131.0
131.0
13.1203
Jr High/Middle School Ed
14
120
130
124.9
125.0
13.1204
Pro Elem/Early Child Ed
33
120
172
129.8
128.0
13.1206
Secondary Teacher d
34
120
162
127.8
126.0
13.1206
Post-Secondary Ed
1
124
142
133.0
133.0
13.1301
Agricultural Teacher Ed
23
120
145
130.9
130.0
13.1302
Art Teacher Ed
40
120
152
128.4
126.0
13.1303
Business Teacher Ed
26
120
157
127.2
125.0
13.1308
English Teacher Ed
38
120
150
127.3
126.0
13.1306
Foreign Lang Teacher Ed
37
120
157
127.5
126.0
13.1307
Health Teacher Ed
29
120
148
127.8
128.0
13.1308
Home Ec Teacher Ed
24
120
145
128.6
128.0
13.1311
Mathematics Teacher Ed
40
120
150
129.4
126.0
13.1312
Music Teacher Ed
46
120
158
131.5
130.0
13.1314
Physical Ed & Coaching
48
120
142
128.2
128.0
13.1316
Reading Teacher
10
120
133
127.4
128.0
13.1316
Science Teacher Ed
39
120
162
127.4
125.0
13.1318
Social Studies Teacher Ed
35
120
157
127.4
125.0
13.1320
Trade, Voc, Ext, Ind. Teacher Ed
27
120
139
128.1
125.0
13.1324
Dance Education
1
144
144
144.0
144.0
13.1328
Psychology Education
1
124
124
124.0
124.0
13.1328
Phys Ed and Health Ed
1
134
134
134.0
134.0
13.1331
Speech Ed
2
124
132
128.0
128.0
13.1338
Bi-Lingual Ed1
1
130
131
130.5
130.5
13.1396
Secondary Sci/Math
17
120
155
128.8
125.0
13.1399
Journalism Ed
1
124
124
124.0
124.0
13401
ESOL
1
128
131
129.5
129.5
Note: Several universities indicated that education programs (especially secondary programs) required
additional hours and/or a fifth year for certification, or a minor for marketability.
19
CIP
DEGREE TITLE
PROGRAM
MINIMUM
MAXIMUM
MEAN
MEDIAN
ENGINEERING
14.0101
14.0201
14.0301
14.0401
14.0601
14.0601
14.0701
14.1701
14.0706
14.0801
14.0806
14.0801
14.1001
14.1008
14.1101
14.1201
14.1301
14.1401
14.1419
14.1418
14.1601
14.1701
14.1801
14.1901
14.1910
14.2001
14.2101
14.2201
14.2301
14.2401
14.2501
14.2701
14.2801
14.3001
Engineering, General
Aerospace Engineering
Agricultural Engineering
Architectural Engineering
Bio Engineering
Ceramic Engineering
Chemical Engineering
Industrial/Manufacturing Eng.
Chemical& Ocean Eng.
Civil Engineering
Civil & Environment Eng.
Computer Engineering
Electrical, Electronics Eng.
Electrical & Computer Eng.
Engineering Mechanics
Engineering Physics
Engineering Science
Environmental Health Eng.
Forest Engineering
Bio-Resource Engineering
Geological Engineering
Industrial/Manufacturing Eng.
Materials Engineering
Automotive Engineering
Metallurgical Engineering
Mining & mineral Processing Eng.
Marine (Naval) Engineering
Nuclear Engineering
Coastal l& Ocean Eng.
Petroleum Engineering
Industrial & System Eng.
Textile Engineering
Engineering Management
18
29
25
3
6
2
53
35
1
61
2
43
62
1
7
6
2
8
1
1
3
120
127
126
162
120
128
120
120
133
120
135
120
120
136
126
120
138
128
141
130
132
161
140
139
168
135
131
150
142
133
150
136
150
150
136
139
135
137
137
141
130
139
130.4
133.4
132.9
164.7
129.2
129.5
132.2
130.9
133.0
132.9
135.5
131.3
131.8
136.0
131.0
129.7
136.5
130.9
141.0
130.0
134.3
128.0
134.0
134.0
164.0
129.5
129.5
132.0
131.0
133.0
134.0
135.5
132.0
131.0
136.0
129.0
130.0
136.5
129.0
141.0
130.0
134.0
22
66
1
6
6
1
14
2
9
9
3
5
120
120
128
128
128
138
125
135
128
120
126
120
150
150
128
139
138
153
143
137
153
139
137
147
131.5
131.5
128
131.8
134.2
145.5
131.8
136.0
134.3
132.9
132.7
130.0
130.5
131.0
128
131.0
135.5
145.5
131.0
136.0
132.0
135.0
135.0
128.0
20
CIP
DEGREE TITLE
COUNT OF UNIVERSITY OFFERING
PROGRAM
MINIMUM
MAXIUMN
MEAN
MEDIAN
ENGINEERING TECHNOLOGY
15.0201
15.0202
15.0301
15.0303
15.0405
15.0601
15.0603
15.0801
15.0804
16.0001
16.0003
16.1001
16.1101
16.1102
16.2801
Civil Technology
Design Engineering Tec
Computer/Engineering Tech
Electronic Engineering Tech
Electro-Mechanical Eng Tech
Environment & Urban System
Industrial/Manufacturing Tech
Aeronautical Eng Tech & Mgmt
Mechanical Engineering Tech
Mining Tech
Fuel Science (Petroleum)
Construction/Bldg Tech
Engineering Tech
Surveying
Textile Technology
4
4
3
14
1
3
12
1
11
1
1
19
2
7
1
128
128
128
128
131
124
120
132
124
120
120
120
126
124
120
138
131
143
141
131
129
136
132
135
120
125
146
138
137
123
131.8
129.3
135.3
131.4
131.0
127.0
128.0
132.0
129.5
120.0
125.0
131.5
131.0
130.0
121.5
131.5
129.0
135.0
131.5
131.0
128.0
128.0
132.0
128.5
120.0
125.0
131.0
131.0
130.0
121.5
136
131
131
131
120
131
120
132
132
131
131
131
131
124
130
123.9
122.4
122.1
122.7
120.0
123.1
120.0
123.3
121.8
121.9
122.3
123.1
123.4
121.3
130.0
124.0
120.0
120.0
120.0
120.0
122.0
120.0
122.5
120.0
120.0
120.0
122.0
123.0
120.0
130.0
FOREIGN LANGUAGES
16.0101
16.0102
16.0300
16.402
16.0403
16.0601
16.0602
16.0901
16.0902
16.0904
16.1201
16.1202
16.1203
16.1230
16.1401
Foreign Lang, Multiple
Linguistics
East Asian Lang/Lit
Russian
Slavic Lang & Lit. Polish
German
Scandinavian
Spanish
Italian
Portuguese
Classics & Classical Lang.
Greek, Classical
Latin
Medieval, Ancient Studies
Eskimo
25
40
21
47
4
60
2
65
29
16
43
20
28
3
1
120
120
120
120
120
120
120
120
120
120
120
120
120
120
130
HOME ECONOMICS
19.1101
19.0301
19.0401
19.0402
19.0404
19.0502
10.0001
10.0701
10.0704
10.0901
10.0902
Home Economics, Gen
Family and Comm. Service
Family Resource Mgmt Studies
Consumer Science
Family & Consumer Journalism
Dietetics/Nutritional Sev
Housing Studies, General
Home & Family Life (Child Dev)
Marriage & Family Living
Textiles & Clothing
Textile Marketing
25
3
3
8
1
40
1
27
9
27
2
120
129
124
120
124
120
129
120
120
120
120
137
129
129
129
124
140
129
144
131
136
120
21
125.7
129.0
127.0
124.3
124.0
126.8
129.0
125.3
124.1
125.5
120.0
126.0
129.0
128.0
124.5
124.0
128.0
129.0
124.0
123.0
125.0
120.0
PROGRAM
MINIMUN
MAXIMUM
CIP
MEAN
MEDIAN
DEGREE TITLE
LAW
22.0103
22.0120
Legal Assisting
Business Law
4
1
120
132
120
132
120.0
132.0
120.0
132.0
65
6
3
28
41
120
120
120
120
120
138
126
131
131
131
123.3
121.7
124.5
122.8
123.8
122.0
120.0
124.0
120.5
124.0
31
15
29
120
120
120
132
131
131
123.3
123.5
122.5
120.0
120.0
120.0
69
40
33
12
15
42
11
5
1
2
32
16
120
120
120
120
120
120
120
121
120
120
120
120
144
134
136
133
144
144
130
166
120
128
137
132
124.3
124.6
124.9
125.0
124.9
125.4
122.9
134.3
120.0
124.0
125.3
124.7
124.0
124.0
124.0
128.0
120.5
125.0
121.0
128.0
120.0
124.0
124.0
124.5
1
120
120
120.0
120.0
71
27
32
120
120
120
138
135
138
123.7
124.5
123.0
LETTERS
23.0101
23.0201
23.0601
23.0001
23.1001
English, General
Comparative Lit
Creative Writing
English Literature
Rhetorical Speech & Comm
LIBERAL/GENERAL STUDIES
24.101
24.0102
24.0103
24.0104
Liberal Arts & Sciences
Independent Studies
Humanities
New College
LIFE SCIENCES
26.0102
26.0202
26.0301
26.0304
26.0499
26.0601
26.0603
26.0607
26.0608
26.0613
26.0701
26.0702
Biology , General
Biochemistry
Botany, General
Plant Pathology
Plant, Molecular & Cell Bio
Microbiology/Bacteriology
Ecology (Limnology)
Marina/Aquatic Biology
Neuroscience
Genetics, Plant, Seed & Animal
Zoology (WildlifeConservation)
Entomology
26.0708
Physiology
MATHEMATICS
27.0101
27.0301
27.0501
Mathematics, General
Applied Math/Math Sci
Statistics
122.0
122.0
121.0
MULTI/INTERDISCIPLINARY
30.0101
30.0103
30.0601
30.1101
30.9001
30.9001
30.0902
Biological & Physical Sci
Inter Natural Science
Inter Math & Computer Sci
Gerontology
Independent/Inter Studies
Youth & Comm Studies
Foreign Lang & Economics
16
4
3
2
24
1
1
120
120
120
120
120
130
121
22
148
128
128
128
139
130
121
125.0
123.5
122.7
124.0
123.7
130.0
121.0
124.0
123.0
120.0
124.0
122.0
130.0
121.0
\\\
SEMESTER CREDIT HOURS REQUIRED TO COMPLETE BACCALAUREATE
DEGREE
CIP
DEGREE TITLE
COUNT OF UNIVERSITYIES OFFERING
PROGRAMS
MINIMUM MAXIMUM
MEAN
MEDIAN
LEISURE AND FITNESS
31.0301
31.0601
31.0603
31.0604
31.0605
Parks & Leisure Studies
Health, Phys Ed, Rec, Sports
Athletic (Sport) Training
Sport Management
Mgmt – Exercise Sci Kinesiology
29
3
4
2
21
120
128
124
120
120
136
130
128
124
151
126.4
128.7
126.3
122.0
127.7
128.0
128.0
126.5
122.0
126.0
69
33
5
120
120
120
131
131
130
123.4
123.3
124.0
123.0
123.0
124.0
PHILOSOPHY & RELIGION
38.0101
38.0201
38.0318
Philosophy
Religious Studies
PHYSICAL SCIENCES
40.0101
40.0101
40.0201
40.0301
40.0401
40.0501
40.0608
40.0610
40.0611
40.0611
40.0601
40.0603
40.0610
40.0702
40.0703
40.0801
40.0818
Radiation Physics
Physical Science
Astronomy
Astrophysics
Atmospheric Sci & Metetrol
Chemistry
Chemical Sciences
Paper Science
Clinical Chemistry
Textile Chemistry
Geology
Geophysics
Mineral Economics
Oceanography
Earth Science
Physics
Physics, Other
6
2
22
1
15
73
7
1
4
3
65
6
1
5
8
71
1
120
120
120
120
120
120
120
136
120
120
120
120
120
120
120
120
124
125
135
144
120
135
144
130
136
130
135
146
135
120
130
130
144
129
120.8
127.5
123.6
120.0
124.5
124.4
122.7
136.0
123.8
130.3
124.8
126.7
120.0
124.2
123.9
124.8
126.5
120.0
127.5
121.0
120.0
124.5
124.0
120.0
136.0
122.5
134.0
124.0
126.0
120.0
125.0
124.0
124.0
126.5
123.5
126.0
124.5
122.0
126.0
125.0
123.5
121.5
120.0
122.5
120.0
120.0
PSYCHOLOGY
42.0101
42.0101
42.1201
Psychology, General
Psycho Biology
Social Work,General
71
1
5
120
126
120
40
4
1
120
120
120
144
126
130
PROTECTIVE SERVICES
43.9104
43.9206
43.9107
Criminal Justice Studies
Forensic Administration
Law Enforcement
132
126
120
PUBLIC SERVICES
44.9202
44.9401
44.9701
Rural Development/Sociology
Public Administration
Social Work, General
2
19
48
23
120
120
120
128
132
138
124.0
124.2
124.3
124.0
124.0
124.0
SEMESTER CREDIT HOURS REQUIRED TO COMPLETE
CID
PROGRAMS
MINIMUM MAXIMUM
MEAN
DEGREE TITLE
MEDIAN
SOCIAL SCIENCES
48.0101
48.0103
48.0201
48.0302
48.0501
48.0601
48.0701
48.0801
48.0901
48.1001
48.1006
48.1011
48.1201
Social Sciences Gen & Applied
Social Ecology
Anthropology
Archeology (Classical & Antiquity)
Demography & Pop Studies
Economics, General & Applied
Geography
History
International Relations
Political Science & Govt
Social Thought & Political Economy
Sociology
Urban Social Processes
29
1
63
1
1
64
52
72
20
69
1
72
1
120
120
120
124
125
120
120
120
120
120
120
120
120
131
120
131
124
125
131
135
132
131
131
120
131
120
1
132
132
3
3
1
1
1
125
125
125
125
136
122.7
120.0
123.4
124.0
125.0
123.1
123.3
123.2
123.3
123.4
120.0
123.2
120.0
121.0
120.0
122.0
124.0
125.0
121.5
121.0
122.0
122.5
123.0
120.0
122.0
120.0
PRODUCTION TRADES
48.0702
Furniture Manufacturing & Mgmt
132.0
132.0
TRANSPORTATION
49.0101
49.0104
49.0106
49.0199
49.0401
Aviation – Aerospace Studies
Aviation Admin/Mgmt
Air Traffic Control
Aviation, Other
Naval Science
24
131
130
125
132
136
127.5
128.8
125.0
128.5
136.0
128.0
129.5
125.0
128.5
136.0
CID
DEGREE TITLES
PROGRAMS
MINIMUM MAXIMUM
MEAN
MEDIAN
VISUAL AND PERFORMING ARTS
50.0105
50.0301
50.0401
50.0402
50.0404
50.0407
50.0408
50.0408
50.0601
50.0601
50.0602
50.0608
50.0701
50.0702
50.0603
50.0704
50.0891
50.0901
50.0902
60.0903
60.0904
60.0906
60.0908
60.0913
60.0998
60.0998
Integrative Art
Dance
Design & Visual Communications
Graphic Design
Product (Industrial) Design
Fashion Design & Illustration
Interior Design – Four Year
Interior Design – Five Year
Dramatic Arts – Theatre Design
Motion Picture, TV
Motion Picture & TV Tech
Photography
Art, General
Studio/Fine Art
Art History & Apprec
Arts Administration
Graphics Arts Technology
Music General
Music History & Apprec
Music Performance
Music Composition
Musicology
Opera Production
Jazz Studies
Music/Music Theory
Music Technology
1
32
2
23
4
2
27
2
59
10
9
2
51
44
43
1
5
60
22
44
31
2
4
10
21
1
25
124
120
121
120
127
120
120
154
120
120
120
120
120
120
120
120
120
120
120
120
120
120
122
120
120
128
124
144
127
151
154
129
158
156
162
126
130
122
153
149
132
120
151
152
151
155
163
148
134
155
142
128
124.0
125.7
124.0
125.9
135.0
124.5
127.6
155.0
124.9
121.6
124.2
121.0
124.3
126.3
122.9
120.0
127.6
125.2
127.4
128.1
128.1
134.0
127.3
132.9
126.9
128.0
124.0
125.0
124.0
124.0
129.5
124.5
126.0
155.0
124.0
120.5
124.0
121.0
122.0
126.0
121.0
120.0
121.0
124.0
125.5
126.0
128.0
134.0
128.0
132.0
126.0
128.0
CID
DEGREE TITLES
PROGRAMS
MINIMUM
MINIMUM MAXIMUM
MEAN
MEDIAN
HEALTH PROFESSIONS
51.0204
51.0301
51.0305
51.0602
51.0701
51.0706
51.0807
51.0908
61.0904
61.0905
61.0907
61.0908
51.1002
51.1003
51.1199
51.1291
51.1398
51.1401
51.1601
51.1701
51.1901
51.2001
51.2202
51.2207
51.2206
51. 2306
51.2307
51.2308
51.2310
51.2398
51.2401
51.2703
51.2796
Speech Path & Audio Disorders
Community Health Ed
Human Services
Dental Hygiene
Health Service Admin
Health Information Mgmt.
Physician Assistant
Veterinary Tech
Emergency Health Services
Nuclear Medicine Technology
Radiologic (Med) Tech
Respiratory Therapy
Cytotechnology
Medical Technology
Pre-Dental Pre-Medical-Pre Vet
Human Medicine
Bio behavioral Health
Clinical Lab Science
Nursing
Optometry
Osteopathic Medicine
Pharm. Sciences – Four Year
Environmental Health
Public Health Promotion Fitness
Music Therapy
Occupational Therapy
Orthotics/Prosthetics
Physical Therapy
Vocational Rehab Counsel
Rehabilitative Services
Vet Med
Medical Illustration
Health Science
39
3
2
4
12
11
7
1
1
2
8
10
4
37
7
1
1
1
51
1
1
5
2
3
9
18
1
19
3
5
1
1
7
26
120
124
121
120
120
120
120
120
120
130
120
120
124
120
120
120
125
124
120
129
120
120
120
128
122
120
120
120
120
127
120
125
120
136
136
122
132
134
138
177
120
120
133
146
152
150
162
128
120
125
124
140
129
120
138
168
130
150
163
120
172
135
136
120
125
136
123.9
128.0
121.5
125.0
125.1
127.3
137.1
120.0
120.0
132.0
128.5
135.5
136.3
129.4
125.5
120.0
125.0
124.0
127.3
129.0
120.0
128.4
144.0
129.0
134.1
130.4
120.0
137.6
122.7
128.8
120.0
125.0
127.1
124.0
124.0
121.5
124.0
124.0
129.0
130.0
120.0
120.0
132.5
128.0
132.5
137.5
128.0
127.0
120.0
125.0
124.0
128.0
129.0
120.0
124.0
144.0
129.0
132.0
130.5
120.0
134.0
120.0
127.0
120.0
125.0
128.0
CID
DEGREE TITLES
PROGRAMS
MININUM
MAXIMUM
MEAN
MEDIAN
124.4
124.3
124.7
128.1
148.0
125.4
126.0
125.7
125.6
129.0
125.4
125.5
125.0
126.6
124.0
129.l
127.4
125.8
129.0
125.1
126.4
130.0
127.6
124.5
124.5
126.0
128.0
148.0
126.0
126.0
126.0
126.0
128.0
125.5
128.0
125.0
128.0
124.0
128.0
128.0
126.0
129.0
125.0
126.0
130.0
128.0
BUSINESS MANAGEMENT
52.0101
52.0201
52.0202
52.0208
52.0210
52.0301
52.0310
52.0601
52.0801
52.0302
52.0305
52.0901
52.0903
52.1001
52.1002
52.1101
52.1201
52.1301
52.1302
52.1401
52,1601
52.9990
52.9998
Business General
Bus. Admin & Mgmt.
Purchasing/Logistics Mgmt.
Office or Operations Mgmt.
Bus.Oper. & Internl Bus
Accounting
Acctg.&Computer Info System
Economics
Finance, General
Actuarial Science
Insurance & Risk Mgmt.
Hospitality/Admin/Mgmt.
Travel & Tourism
Human Resources Mgmt.
Labor & Industrial Relations
International Bus. Mgmt.
MIS/Bus.Data Proc
Management Science
Stats & Quantitative Research
Business Marketing Mgmt.
Real Estate
Industrial Distribution
Transportation Mgmt.
10/30/95 Responses, sheet 2
34
44
3
5
1
59
1
37
52
3
14
18
2
15
1
15
21
24
2
48
17
2
10
120
120
120
124
148
120
126
120
120
124
120
120
122
120
124
120
120
120
128
120
120
128
120
132
132
128
130
148
148
126
148
148
135
148
133
128
140
124
154
142
140
130
148
148
132
132
INCLUDES SAMPLE OF FLORIDA UNIVERSITIES
27
Mechanical Engineering - Sample 4 Year Program
1 of 2
http://www.ecs.csun.edu/me/sample4year.html
Skip Navigation
Accessibility
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Contact Information
2/2/2011 12:02 AM
Mechanical Engineering - Sample 4 Year Program
2 of 2
http://www.ecs.csun.edu/me/sample4year.html
4 Year Program
5 Year Program
.
SAMPLE 4 YEAR PROGRAM
California State University, Northridge
College of Engineering and Computer Science
BACHELOR OF SCIENCE IN MECHANICAL ENGINEERING
FOUR-YEAR CURRICULUM PLAN
Freshman Year
Course
Fall Semester
Course
Spring Semester
Units
ME 101/L – Intro. to Mech. Eng.
Units
2
ME 186/L-Computer-Aided Design 2
Chem 101/L – Gen. Chem. & Lab
5
Math 150A – Calculus I
5
GE - Fresh. Comp. (e.g. ENGL 155) 3
Phys 220A/L – Mechanics & Lab
4
Math 150B - Calculus II
5
GE - Oral Comm. (e.g. COMS 151) 3
Total
GE - Arts & Humanities (LD)
Total
15
3
17
Sophomore Year
Course
Fall Semester
Course
Spring Semester
Units
Units
ME 286 – Mechanical. Eng. Design 2
Math 250 – Calculus III
3
Phys 220B/L – Elec. & Mag. & Lab 4
ME 209 - Programming for ME
1
Math 280 – Applied Diff. Equations 3
ECE 240/L – Elec. Eng. Fund. & Lab 4
MSE 227/L – Eng. Materials & Lab 4
GE-American Gov (e.g. POLS 155) 3
CE 240 – Eng. Statics
GE – Comp. Cultrural Studies (LD)
3
3
Total
Total
17
16
Upper Division Writing Proficiency Exam should be taken at the start of the junior year.
Junior Year
Course
Fall Semester
Units
Course
Spring Semester
Units
ME 309 – Num. Analysis Eng. Sys. 2
ME 335/L – Mech. Measurements 2
ME 330 – Machine Design
ME 375 – Heat Transfer
ME 370 – Thermodynamics
AM 316 – Eng. Dynamics
ME 386 / L - C-A Analysis & Design 3
ME 390 - Fluid Mechanics
3
3
3
3
3
CE 340 – Strength of Materials
3
AM 317 - Mechanics Lab
GE – Social Science (LD)
Total
3
16
MSE 304 - Eng. Economic Analysis 3
Total
16
1
Senior Year
Course
Fall Semester
Units
Course
Spring Semester
Units
ME 486A – Senior Design in ME I 2
ME 486B – Senior Design in ME II 2
ME 384 – Systems Dynamics
Senior Elective
3
3
ME 435/L – Mechatronics & Lab
ME 491 – Thermal-Fluids Lab
3
1
Senior Elective
3
Senior Electives (2)
6
GE - Arts & Humanities (UD)*
Total
3
14
GE - Comp. Cultural Studies (UD)* 3
Total
15
* One of these courses needs to satisfy the Information Competency requirement.
2/2/2011 12:02 AM
Major Map : Exploratory Math, Physical Sciences,
Engineering & Technology
University College | Catalog Year: 2010-2011
Competed Transfer Pathway:
 MAPP TAG ATP
Course Subject and Title
(courses in bold/shading are critical)
Hrs.
TERM ONE: 0-15 CREDIT HOURS
ASU 101: The ASU Experience
Upper
Division
Transfer
Course/Grade
None
Minimum Grade if
Required
1
UNI 150: Special Topics: Career & Major Exploration
WAC 101: Introduction to Academic Writing OR
WAC 107: Intro to Academic Writing for International Students OR
ENG 101 or 102: First-Year Composition OR
ENG 105: Advanced First-Year Composition OR
ENG 107 or 108: English for Foreign Students
MAT 117: College Algebra (does not meet MA) OR
MAT 170: Pre-calculus or Calculus I
Natural Science (SQ/SG)
Such as chemistry, physics, geography, geology or biology (particular
course depends on majors interests)
Social/Behavioral Science (SB) or Humanities/Fine Arts/Design (HU)
with Awareness Area or Second Language
1
Grade of C
3
Grade of C
3-4
Grade of C
4
Grade of C
Completed General Education:
AGEC IGETC/CSUGE None
Additional Critical Tracking Notes
ASU 101 is for freshman ASU students only.
Not required for transfer students.
An SAT, ACT, Accuplacer, or TOEFL score
determines placement into first-year composition
courses
An ASU Math Placement Exam score
determines placement in Mathematics course
Complete first course in First-Year Composition
(WAC 101 or ENG 101 or ENG 107 or ENG 105)
3-4
TERM TWO: 16-30 CREDIT HOURS
UNI 250: Special Topics: Choosing a Major
ENG 101 or 102: First-Year Composition OR
ENG 105: Advanced First-Year Composition OR
ENG 107 or 108: English for Foreign Students
MAT 170: Pre-calculus or Calculus I or Calculus II or Science or
Engineering
Natural Science-Quantitative or General (SQ/SG)
Computer Literacy/Statistics (CS)
with Awareness Area or Second Language
1
Grade of C
3
Grade of C
3-4
Grade of C
4
Grade of C
Completed ENG 101/107/105 “C” or better
3
3-4
TERM THREE: 31-45 CREDIT HOURS
UNI 250: Special Topics: Choosing a Major
ENG 102: First-Year Composition OR
ENG 108: English for Foreign Students OR
Literacy and Critical Inquiry (L) OR
– course that is appropriate for majors of interest
1
Grade of C
3
Grade of C
Calculus III or Science or Engineering
3-4
Grade of C
Natural Science – Quantitative (SQ):
with Awareness Area
Elective or Second Language
3-4
Grade of C
3-4
Grade of C
 Complete First-Year Composition requirement:
ENG 101 & 102 OR ENG 107 & 108 or 105
3
Graduation Requirements Summary:
Total Hours
(120 minimum)
Total UD Hours
(minimum 45)
Cumulative GPA
(2.00 minimum)
Total Hrs at ASU
( minimum 30)
Resident Credit for Academic
Recognition (minimum 56)
Total Comm. College Hrs.
(maximum 64)
General University Requirements: Legend
General Studies Core Requirements:
o
Literacy and Critical Inquiry (L)
o
Mathematical Studies (MA)
o
Computer/Statistics/Quantitative applications (CS)
o
Humanities, Fine Arts, and Design (HU)
o
Social and Behavioral Sciences (SB)
o
Natural Science-Quantitative (SQ)
o
Natural Science-General (SG)
General Studies Awareness Requirements
o
Cultural Diversity in the US (C)
o
Global Awareness (G)
o
Historical Awareness (H)
First-Year Composition
Additional Notes:
A listing of all ASU majors that track into the Math, Physical Sciences, Engineering & Technology major track is available online:
http://uc.asu.edu/advising/majors/emtp.html
Page 1 of 1
Updated: 2/25/10
Office of the University Registrar
1 of 3
http://www.registrar.ufl.edu/catalog/programs/majors/mechanical.html
M e c h a n i c a l e n g i n e e r i n g i s c o n c e r n e d w i t h m o t i o n a n d t h e p r o c e s s e s wh e r e b y o t h e r e n e r g y f o r m s
a r e c o n ve r t e d i n t o m o t i o n . M e c h a n i c a l e n g i n e e r s a r e r e s p o n s i b l e f o r c o n c e i vi n g , d e s i g n i n g ,
m a n u f a c t u r i n g , t e s t i n g a n d m a r k e t i n g d e vi c e s a n d s y s t e m s t h a t a l t e r , t r a n s f e r , t r a n s f o r m a n d
u ti li z e t h e e n e r g y f o r ms t h a t c a u s e mo t i o n .
About This Major
College: Engineering
Degree: Bachelor of Science in Mechanical Engineering
Hours for the Degree: 128
Minor: Biomechanics
Dual Degree: Mechanical Engineering / Aerospace Engineering available
Combined-Degree Program: Yes
Website: www.mae.ufl.edu
Overview
The baccalaureate program in mechanical engineering is fully accredited and provides a broad education with a strong foundation in
mathematics, science and basic engineering sciences. Advanced courses are available to develop specialized interests in the engineering
aspects of manufacturing, robotics, solid mechanics, thermal and fluid systems, dynamics and controls, and biomechanics. Graduates are
prepared to work in a variety of industries or to pursue graduate study.
Students considering a career in biomedical engineering should be aware that graduate education is often required. The College of
Engineering offers M.S. and Ph.D. degrees in biomedical engineering.
Combined Bachelor’s/Master’s Degree Program
The mechanical engineering professional often benefits from an advanced degree to meet the challenging needs of industry and
government. Accordingly, the Department of Mechanical and Aerospace Engineering actively participates in the combined BS/MS degree
program that allows students to double-count graduate courses toward both degrees. The combined-degree program reduces the cost for
both degrees and enhances the student’s marketability for career advancement. Interested students should contact the MAE department or
its website for more information.
Department Requirements
A minimum grade of C or higher is required for EML 2511, EML 3100 and EML3401. The grade of C or better is considered a part of the
prerequisite requirement for courses listing EML 2511, EML 3100 or EML 3401 as a prerequisite. The prerequisite course and subsequent
course cannot be taken in the same term, even if the prerequisite is being repeated.
An aerospace or mechanical engineering student whose cumulative, upper-division or department grade point average falls below a 2.0 or
whose critical-tracking grades do not meet department requirements will be placed on academic probation and required to complete a
probation contract with an MAE academic adviser. Students normally are allowed a maximum of two terms (consecutive or
non-consecutive) on academic probation. Students who do not satisfy the conditions of the first term on probation may be dismissed from
the department.
All graduating seniors must complete an exit interview with their adviser before graduating.
Dual-Degree Programs
There is much overlap between the aerospace engineering and mechanical engineering curriculum. The first six semesters are identical
for both programs. Through proper selection of electives, students can earn a dual mechanical engineering/aerospace engineering degree
with one semester of additional work. Contact the Department of Mechanical and Aerospace Engineering or visit the website for more
information.
Educational Objectives
Within three to five years of obtaining a bachelor's degree in mechanical engineering at the University of Florida, a graduate is expected to
achieve one or more of the following milestones:
Advance professionally as a result of his/her ability to solve complex technical problems and to work in multidisciplinary teams on
problems whose solutions lead to significant societal benefits;
Demonstrate professional engineering competence via promotions and/or positions of increasing responsibility, or successfully
transition from the traditional mechanical engineering career path into business, government or education;
Make scholarly contributions to knowledge as demonstrated by publishing papers and/or technical reports, applying for patents,
delivering effective conference presentations, and/or contributing to innovative leadership articles;
Demonstrate a commitment to the community and the profession through involvement with community and/or professional
organizations and/or make contributions towards society's greater good and prosperity; and
Demonstrate an understanding of the need for life-long learning via progress toward, or successful completion of an advanced
degree, professional development and/or industrial training course(s), and/or engineering certification.
Mission
The mission of the undergraduate program is to serve the state of Florida, the United States and the engineering profession by providing
quality educational programs in mechanical engineering; conduct a nationally recognized research program; and foster ongoing
professional development of students and faculty.
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Research Programs
The department's active research programs are sponsored by private industry, the National Science Foundation, Department of Defense,
NASA, National Institutes of Health and other agencies.
These programs keep faculty at the leading edge of technology and provides opportunities for students to participate in research through
classroom assignments, individual studies, undergraduate research scholarships and employment as research assistants.
To graduate with this major, students must complete all university, college and major requirements.
Critical Tracking and Recommended Semester Plan
Equivalent critical tracking courses as determined by the State of Florida Common Course Prerequisites may be used for transfer students
Semester 1
2.0 UF GPA required for semesters 1-5
2.5 GPA on all critical-tracking coursework for semesters 1-5
Complete 1 of 8 tracking courses with a minimum grade of C within two attempts: CHM 2045 or CHM 2095, approved science
elective, MAC 2311, MAC 2312,
MAC 2313, MAP 2302, PHY 2048, PHY 2049
Semester 2
Complete 1 additional course with a minimum grade of C within two attempts
Semester 3
Complete 2 additional courses with minimum grades of C within two attempts
Semester 4
Complete 2 additional courses with minimum grades of C within two attempts
Semester 5
Complete all 8 critical-tracking courses with minimum grades of C in each course within two attempts
To remain on track, students must complete the appropriate critical-tracking courses, which appear in bold.
Recommended semester plan
Semester 1
Credits
CHM 2045 General Chemistry 1 (GE-P) or
CHM 2095 Chemistry for Engineers 1 (GE-P)
3
CHM 2045L General Chemistry 1 Laboratory (GE-P)
1
EML 2920 Department and Professional Orientation
1
MAC 2311 Analytic Geometry and Calculus 1 (GE-M)
4
English composition (GE-C, WR)
(ACT/SAT placement scores do not exempt this requirement)
3
Social and Behavioral Sciences (GE-S)
3
Total 15
Semester 2
Credits
EML 2023 Computer Aided Graphics and Design
3
ENC 3254 Professional Writing in the Discipline (GE-C, WR)
3
4
PHY 2048 Physics with Calculus 1 (GE-P)
3
PHY 2048L Physics with Calculus 1 Laboratory (GE-P)
1
Total 14
Semester 3
Credits
CGS 2421 Computer Programming for Engineers 1
2
EGM 2511 Engineering Mechanics - Statics *
3
EML 2322L Design and Manufacturing Laboratory
2
4
PHY 2049 Physics with Calculus 2 (GE-P)
3
PHY 2049L Physics with Calculus 2 Laboratory (GE-P)
1
Total 15
2/2/2011 12:06 AM
3 of 3
Semester 4
Credits
EEL 3003 Elements of Electrical Engineering and Circuits 2
3
EGM 3344 Numerical Methods of Engineering Analysis
3
EGM 3520 Mechanics of Materials
3
EML 3100 Thermodynamics *
3
MAP 2302 Elementary Differential Equations
3
Total 15
Semester 5
Credits
EMA 3010 Materials
3
Humanities (GE-H)
3
Science elective (AST 3018, BSC 2010, CHM 2046, CHM 2096 or
PHY 3101)
3
Total 9
Semester 6
Credits
EGM 3401 Engineering Mechanics – Dynamics *
3
EGM 4313 Intermediate Engineering Analysis
3
EGN 3353C Fluid Mechanics
3
EML 3301C Mechanics of Materials Laboratory
3
Social and Behavioral Sciences (GE-S)
3
Total 15
Semester 7
Credits
EML 3005 Mechanical Design
3
EML 4140 Heat Transfer
3
EML 4220 Vibrations
3
EML 4304C Thermo/Fluid Design and Laboratory
3
EML 4312 Control of Mechanical Engineering Systems
3
Total 15
Semester 8
Credits
EML 4147C Thermo-Heat Transfer Design and Laboratory
3
EML 4314C Dynamics and Controls System Design Laboratory
3
EML 4507 Finite Element Analysis and Design
3
Humanities (GE-H)
3
Technical elective (see approved list)
3
Total 15
Semester 9
Credits
EML 4321 Manufacturing Engineering
3
EML 4501 Mechanical System Design or
EAS 4710 Aerospace Design 2 (can substitute if dual ME/ASE student)
3
Humanities (GE-H) or Social and Behavioral Sciences (GE-S)
3
Technical electives (see approved list)
6
Total 15
* Completed with a grade of C or better.
1 May substitute CGS 2420 Computer Programming Using FORTRAN, CIS 3022 Programming Fundamentals for CIS Majors 1, EEL 4834
C++ Programming for Electrical Engineers or other programming courses approved by the department.
2 May substitute EEL 3111C.
2/2/2011 12:06 AM
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Quick Links
Contact: Linda Hawkins at
[email protected] 815.224.0360
Catalog
Academic Programs by Division
Co-op Agreements
Distance Learning
Limited Admissions Programs
Programs of Study - Engineering
Program Type - Transfer Information
Fall, Year 1
Course Prefix
Course Number
Course Title
Credit
Hours
.
CHM
EGR
ENG
MTH
.
1006
1000
1001
2001
General Chemistry I
Engineering Graphics I
English Composition I
Calculus & Analytic Geometry I
5
4
3
5
Course Title
Credit
Hours
General Chemistry II
English Composition II
Health and Wellness Gen Ed
Calculus & Analytic Geometry II
General Physics (Mechanics) Engineering
5
3
1
4
4
Early Entry College
Internships
Transfer Services
Spring, Year 1
Course Prefix
Course Number
.
CHM
ENG
HPE
MTH
PHY
.
1007
1002
Gen Ed (1)
2002
1001
Summer, Year 1
Course Prefix
Course Number
Course Title
HFA
SPH
Gen Ed III
1001
Credit
Hours
Humanities/Fine Arts Group I, II, or III 3
Fundamentals of Speech
3
Course Prefix
Course Number
Course Title
HFA
MTH
PHY
Gen Ed I
2003
2001
SBS
TAM
Gen Ed
2001
Fall, Year 2
Credit
Hours
Humanities Group I
3
Calculus & Analytic Geometry III
4
General Physics (Heat, Wave, Motion, 4
Sound and Electricity) - Engineering
Social Science
3
Theoretical & Applied Mechanics
5
2/2/2011 12:53 AM
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Illinois Valley Community College . 815 North
Orlando Smith Avenue . Oglesby, Illinois 61348 .
(815) 224-2720
Spring, Year 2
Course Prefix
Course Number
Course Title
HFA
HPE
MTH
Gen Ed II
Gen Ed (1)
2006
MTH
PHY
2007
2002
SBS
Gen Ed
Fine Arts Group II
Health and Wellness Gen Ed
Introduction to Computing and
Numerical Methods
Differential Equations
General Physics (Electricity,
Magnetism, Light and Modern
Physics) - Engineering
Social Science
Credit
Hours
3
1
3
3
4
3
Summer, Year 2
Course Prefix
Course Number
Course Title
SBS
SCI
Gen Ed
Gen Ed I
Social Science
Life Sciences
Credit
Hours
3
3
Program Note: For Science Gen Ed requirements 1 course must be completed in Life
Science and 1 course in Physical Science.
2/2/2011 12:53 AM
COMPREHENSIVE ARTICULATION AGREEMENT
BETWEEN
THE UNIVERSITY OF NORTH CAROLINA
AND
THE NORTH CAROLINA COMMUNITY COLLEGE SYSTEM
Approved by the Board of Governors of The University of North Carolina and
the State Board of the North Carolina Community College System
September 2008
(revised)
Originally published March 1, 1996
Revised January 1997; June 1999; November 1999;
October 2002; April 2003; August 2004; November 2004; December 2004; May 2005; February 2007;
September 2007; February 2008; June 2008
(This document, complete with appendices, is available at
http://www.northcarolina.edu/content.php/assessment/reports/student_info.htm)
1
COMPREHENSIVE ARTICULATION AGREEMENT (CAA)
BETWEEN THE UNIVERSITY OF NORTH CAROLINA
AND THE NORTH CAROLINA COMMUNITY COLLEGE SYSTEM
TABLE OF CONTENTS
I.
Originating Legislation Overview
II.
Assumptions and Intent
III.
Policies
IV.
Regulations
V.
Appendices
A. Originating Legislation
B. Purpose and History
C. Transfer Advisory Committee Procedures
D. Transfer Advisory Committee
E. CAA Grievance Procedure
F. Associate in Arts and Associate in Science Curriculum Standards and Pre-Majors
G. Associate in Fine Arts Curriculum Standards and Pre-Majors
H. Transfer Course List
This document contains the articulation agreement in sections I-IV. Supporting documentation is
provided in the appendices.
2
September 2008
I. ORIGINATING LEGISLATION OVERVIEW
The Comprehensive Articulation Agreement fulfills the provisions of House Bill 739 and Senate Bill
1161 (1995 Session of the General Assembly). The original legislation is provided in Appendix A.
Section 1 of HB 739 instructed the Board of Governors of The University of North Carolina and the
State Board of Community Colleges to develop a plan for the transfer of credits between the
institutions of the North Carolina Community College System and between them and the constituent
institutions of The University of North Carolina. Section 3 of HB 739 instructed the State Board of
Community Colleges to implement common course descriptions for all community college programs
by June 1, 1997. Section 1 of SB 1161 directed The University of North Carolina Board of Governors
and the State Board of Community Colleges to develop a plan that ensures accurate and accessible
academic counseling for students considering transfer between community colleges and between
community colleges and the constituent institutions of The University of North Carolina. Section 2 of
SB 1161 required the two Boards to establish a timetable for the development of guidelines and
transfer agreements for program majors, professional specialization, and associate in applied science
degrees. Section 3 of SB 1161 directed the State Board of Community Colleges to review its policies
and rules and make any changes that are necessary to implement the plan for the transfer of credits.
II. ASSUMPTIONS AND INTENT
The Comprehensive Articulation Agreement between The University of North Carolina and the North
Carolina Community College System rests upon several assumptions common to successful statewide
comprehensive articulation agreements. The primary assumption is that institutions recognize the
professional integrity of other public post-secondary institutions that are regionally accredited for
college transfer programs. All courses designated as approved for college transfer under this
agreement will be taught by faculty who meet Southern Association of Colleges and Schools (SACS)
Commission on Colleges credential requirements. A secondary assumption is that sufficient
commonality exists in the lower-division general education requirements currently offered among all
universities to develop a common general education component at the community colleges for the
purpose of transfer.
The general education transfer core is similar to each institution's lower-division general education
requirements but is not identical in that specific courses may differ. The underlying concept is that
competencies and understandings developed by general education programs as a whole are more
important than individual courses; therefore, the block transfer of a core is important. The general
education requirements of the receiving institutions remain in effect for all students not participating in
this comprehensive articulation agreement; any upper-division general education requirements and
graduation requirements remain unaffected by this agreement. Institution-wide, lower-division general
education requirements serve as the starting point for determining specific general education courses in
each baccalaureate major. The specific lower-level courses required for each major are the subject of
the pre-majors developed by joint discipline committees. The purpose and history are provided in
Appendix B.
3
September 2008
III. POLICIES
The Comprehensive Articulation Agreement (CAA) applies to all fifty-eight North Carolina
community colleges and all sixteen constituent institutions of The University of North Carolina. The
CAA is applicable to all North Carolina community college students who have completed the 44-hour
general education core or graduated with an A.A. or A.S. degree and transfer to a constituent
institution of The University of North Carolina. The regulations for implementation of the CAA were
originally approved by the Board of Governors and the State Board of Community Colleges. The
Transfer Advisory Committee (TAC) oversees refinements of the regulations and minor changes.
Significant changes will be brought to the Board of Governors and the State Board of Community
Colleges for review at the discretion of the respective Presidents of The University of North Carolina
and the North Carolina Community College System. The TAC Procedures are provided in
Appendix C.
Since the CAA was first established, the state of North Carolina has encouraged high school students
to maximize their time by taking college coursework under initiatives including, but not limited to:
Huskins courses; Dual Enrollment; Learn and Earn high schools; and Learn and Earn Online. The
CAA policies extend to high school students taking college coursework through the NC Community
College System and/or the constituent universities of the University of North Carolina.
A.
Transfer Advisory Committee (TAC)
Authority to interpret the CAA policy rests with the TAC. The TAC is an eight-member committee
appointed by the Presidents of the North Carolina Community College System and The University of
North Carolina. Questions concerning the CAA policy interpretations should be directed to the
appropriate system's chief academic officer with an explanation of the institutional policy that may
(appear to) be in conflict with CAA policy. The chief academic officer will forward unresolved
questions to the TAC for interpretation.
Questions about the transferability of the course work under the CAA or any proposed changes to the
policies, the general education core, or pre-majors must be addressed by the TAC. Changes to
curriculum standards for the associate in arts, associate in science, and the associate in fine arts degree
programs require the approval of the governing boards of both systems.
B.
Transfer Assured Admissions Policy (TAAP)
The CAA addresses the admission of community college graduates to UNC institutions and the
transfer of credits between institutions within the North Carolina Community College System and
institutions within The University of North Carolina.
The CAA assures admission to one of the 16 UNC institutions with the following stipulations:
Admission is not assured to a specific campus or specific program or major.
Students must have graduated from a North Carolina community college with
an associate in arts or associate in science degree.
Students must meet all requirements of the CAA.
Students must have an overall GPA of at least 2.0 on a 4.0 scale, as calculated
by the college from which they graduated, and a grade of “C” or better in
4
September 2008
all CAA courses.
Students must be academically eligible for re-admission to the last institution attended.
Students must meet judicial requirements of the institution to which they apply.
Students must meet all application requirements at the receiving institution including the
submission of all required documentation by stated deadlines.
If a student is denied admission to a UNC institution, then he or she will receive a letter from that
institution directing the student to the College Foundation of North Carolina (CFNC) website. At the
CFNC website (CFNC.org), the student will be presented with the conditions of the TAAP (specified
above), and if these conditions are met, the student will be given information regarding space
availability and contacts within the UNC system. The student should contact those institutions to get
specific information about admissions and available majors.
If the previous steps do not result in admission to a UNC institution, then the student should contact
the CFNC Resource Center at 1-866-866-CFNC.
C.
CAA Grievance Policy
If a transfer student perceives that the terms of the CAA have not been honored, he or she may follow
the CAA Grievance Procedure as outlined in Appendix E.
IV. REGULATIONS
A.
Transfer of Credits
The CAA establishes the procedures governing the transfer of credits for students who transfer from a
North Carolina Community College to a constituent institution of The University of North Carolina.
The CAA does not address admission to a specific institution or to a specific major within an
institution.
1.
Eligibility
To be eligible for the transfer of credits under the CAA, the student must graduate from the community
college with an Associate in Arts (AA) or Associate in Science (AS) degree or have completed the 44hour general education core as defined below and have an overall Grade Point Average (GPA) of at
least 2.0 on a 4.0 scale and a grade of "C" or better in all CAA courses.
2.
Definition of the 44-hour General Education Core
The associate in arts and associate in science degree programs in the North Carolina Community
College System require a total of 64-65 semester hours credit for graduation (see Appendix F). Within
the overall total, the community college system and the university have developed a general education
core component. This curriculum reflects the distribution of discipline areas commonly included in
institution-wide, lower-division general education requirements for the baccalaureate degree.
The general education core includes study in the areas of English composition, humanities and fine
arts, natural sciences and mathematics, and social and behavioral sciences. Within the core,
community colleges must include opportunities for the achievement of competence in reading, writing,
5
September 2008
oral communication, fundamental mathematical skills, and basic computer use. Students must meet
the receiving university's foreign language and/or health and physical education requirements, if
applicable, prior to or after transfer to the senior institution. The semester hours credit (SHC)
distribution of the general education core is as follows:
English Composition (6 SHC)
Two English composition courses are required.
Humanities/Fine Arts (9-12 SHC)
Four courses (AA) or three courses (AS) must be selected from at least three of the following
discipline areas: art, dance, drama, foreign languages, interdisciplinary humanities, literature, music,
philosophy, and religion. At least one course must be a literature course. (3 SHC in
Speech/Communication may be substituted for 3 SHC in Humanities/Fine Arts.
Speech/Communication may not substitute for the literature requirement.)
Social/Behavioral Sciences (9-12 SHC)
Four courses (AA) or three courses (AS) must be selected from at least three of the following
discipline areas: anthropology, economics, geography, history, political science, psychology, and
sociology. At least one course must be a history course.
Natural Sciences/Mathematics (14-20 SHC)
Natural Sciences (8 SHC): At least two courses, including accompanying laboratory work, must be
selected from among the biological and physical science disciplines. (A minimum two-course
sequence from general biology, general chemistry, or general physics is required for the AS.)
Mathematics (6 SHC): At least one introductory mathematics course (college algebra, trigonometry,
calculus, etc.) must be selected; the other unit may be selected from among other quantitative subjects,
such as computer science and statistics for the AA. The AS requires one course at the precalculus
algebra level or above; the other course(s) must be higher level mathematics or may be selected from
among other quantitative subjects such as computer science and statistics.
The specific number and distribution of courses used to fulfill the requirement in each of these areas
will be identified by each community college as meeting its own general education requirements. The
courses will be drawn from those courses designated in the North Carolina Community College
Combined Course Library as being appropriate as part of a general education core. This will preserve
the autonomy of each community college to develop its own general education program, including
those aspects that make its program unique. Students are directed to the pre-majors for specifics
regarding courses and distribution (see Appendix F).
The general education core component, if completed successfully by a student with a grade of "C" or
better in each course, shall be portable and transferable as a block across the North Carolina
Community College System and from that system to UNC institutions, whether or not the transferring
student has earned the associate degree. Under special circumstances, a university may choose to
accept additional credit hours.
6
September 2008
3.
Procedures for the Transfer of Credits
Transfer of associate in arts and associate in science degree programs in the community college
system
a. The CAA enables North Carolina community college graduates of two-year
associate in arts and associate in science degree programs who are admitted to
constituent institutions of The University of North Carolina to transfer with junior
status.
b. Universities cannot place requirements on students transferring under the CAA that
are not required of their native students.
c. Transfer students will be considered to have satisfied the UNC Minimum Course
Requirements (MCR) in effect at the time of their graduation from high school if
they have:
d.
e.
f.
g.
h.
B.
1) received the associate in arts, the associate in science, the associate in fine arts,
the baccalaureate or any higher degree, or
2) completed the 44-hour general education core, or
3) completed at least six (6) semester hours in degree-credit in each of the
following subjects: English, mathematics, the natural sciences, and
social/behavioral sciences, and (for students who graduate from high school in
2003-04 and beyond) a second language.
Community college students who have completed the general education core will be
considered to have fulfilled the institution-wide, lower-division general education
requirements of the receiving institution.
Community college graduates of these programs who have earned 64 semester
hours in approved transfer courses with a grade of “C” or better and an overall GPA
of at least 2.0 on a 4.0 scale will receive at least 64 semester hours of academic
credit upon admission to a university.
Requirements for admission to some major programs may require additional prespecialty courses beyond the pre-major taken at the community college. Students
entering such programs may need more than two academic years of course work to
complete the baccalaureate degree, depending on requirements of the program.
All courses approved for transfer in the CAA are designated as fulfilling general
education, pre-major or elective requirements (see Appendix H). While general
education and pre-major courses may also be used as electives, elective courses may
not be used to fulfill general education requirements.
CAA courses taken beyond the 64 SHC of credit in which the student received less
than a “C“ will not negate the provisions of the CAA.
Procedures for the Transfer of Credit for Special Populations
1.
Transfer of general education core courses for non-graduates
Upon admission to another public two-year institution or to a public university, students who have
completed the general education core with the proper distribution of hours, but who have not
completed the associate degree, will be considered to have fulfilled the institution-wide, lower-division
general education requirements of the receiving institution. To be eligible for inclusion in this policy,
a student must have an overall GPA of at least 2.0 on a 4.0 scale at the time of transfer and a grade of
7
September 2008
"C" or better in all core courses. Upon transfer at the sophomore level, a non-graduate who has
completed the general education core should be advised at the university to take pre-major or cognate
courses based on his or her chosen major.
Certification of completion of the general education core for non-graduates is the responsibility of the
community college at which the core is completed. The transcripts of students who transfer before
completing the general education core will be evaluated on a course-by-course basis by the receiving
university. The transferring student who has not completed the core must meet the receiving
institution's general education requirements.
2.
Transfer of pre-majors or professional specialty courses
Beyond the general education core, a program of study leading to the associate degree contains courses
related to a student's major or program emphasis. Joint academic discipline committees developed
system-wide guidelines for community college curricula that will prepare students for intended majors
or professional specializations at the baccalaureate level. Statewide pre-majors for AA and AS degree
programs have been developed for specific major fields (see Appendix G). If a pre-major requires or
recommends 64-65 SHC, then it becomes incumbent upon the community college to make appropriate
adjustments in its local graduation requirements.
3.
Transfer of Associate in Fine Arts degree course credits
Upon admission to another public two-year institution or to a public university, a community college
student who was enrolled in an associate in fine arts degree program and who satisfactorily completed
the courses with a grade of "C" or better in all courses that are designated for college transfer will
receive credit for those courses. The receiving institution will determine whether the course will count
as general education, major, or elective credit. Because the AFA curriculum standard includes only 28
SHC for general education (see Appendix G), AFA students who transfer must meet the general
education requirements of the receiving institution.
4.
Transfer of Associate in Applied Science degree course credits
student who was enrolled in an associate in applied science (AAS) degree program and who
satisfactorily completed the courses with a grade of "C" or better in all courses that are designated for
college transfer will receive credit for those courses.
Articulation of associate in applied science degree programs will be handled on a bilateral articulation
agreement basis rather than on a statewide basis. Under bilateral agreements, individual universities
and one or more community colleges may join in a collaborative effort to facilitate the transfer of
students from AAS degree programs to baccalaureate degree programs.
The TAC will maintain a current inventory of bilateral articulation agreements for AAS degree
programs. These agreements will serve as models to encourage the development of new articulation
agreements among institutions.
8
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5. Transfer of courses on a course-by-course basis
student who was enrolled in a community college course and who satisfactorily completed the course
with a grade of "C" or better in the courses that are designated for college transfer will receive credit
for those courses. The receiving institution will determine whether the course will count as general
education, major, or elective credit.
6.
Transfer of courses not originated at North Carolina community colleges
Transfer credit for courses that originate at a UNC institution or independent college or university that
is part of the CAA is acceptable as part of a student’s successfully completed general education core or
associate in arts or associate in science program under the CAA.
Transfer courses that do not originate at a NC community college may be used under the CAA with the
following stipulations:
a. Courses must be from a regionally accredited (e.g., SACS) institution of higher
education; and
b. Courses must meet general education requirements; and
c. Courses may total no more than 14 semester hours of credit of the general education
core.
d. For courses not originating at a NC community college, if the courses are used to
complete the AA or AS or the 44-hour general education core, the courses will be
taken as a complete package. Otherwise, if 14 hours or less are presented without
completion of the core of AA or AS, then the receiving institution will consider the
courses on a course-by-course basis.
Advanced Placement (AP) course credits, awarded for a score of three or higher, are acceptable as part
of a student's successfully completed general education core under the CAA. Credit for two successive
courses can only be awarded with a score of five. Only one course of credit (MAT 271 for four credit
hours) may be awarded for the AP Calculus AB exam with a score of three, four, or five; two courses
of credit (MAT 271 and 272 for eight credit hours) may be awarded for the AP Calculus BC exam with
a score of three, four or five. Students who receive AP course credit at a community college but do not
complete the general education core will have AP credit awarded on the basis of the receiving
institution's AP policy. Transferred-in courses from institutions other than North Carolina community
colleges are not a part of this agreement.
All College Level Examination Program (CLEP) credit will be evaluated on the basis of the receiving
institution's policy.
C.
Impact of the CAA on articulation agreements in effect prior to Fall 1997
Effective Fall 1997, the CAA took precedence over bilateral articulation agreements established
between constituent institutions of The University of North Carolina and the North Carolina
Community College System but did not necessarily preclude such agreements. Institution-toinstitution articulation agreements that fall within the parameters of the CAA and enhance
transferability of students from community colleges to senior institutions are encouraged. Institutional
articulation agreements conflicting with the CAA are not permitted.
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V. APPENDICES
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Appendix A
Originating Legislation
HB 739 and SB 1161
GENERAL ASSEMBLY OF NORTH CAROLINA
1995 SESSION
RATIFIED BILL
CHAPTER 287
HOUSE BILL 739
AN ACT TO SIMPLIFY THE TRANSFER OF CREDIT BETWEEN NORTH CAROLINA INSTITUTIONS
OF HIGHER EDUCATION.
Section 1. The Board of Governors of The University of North Carolina and the State Board of
Community Colleges shall develop a plan for the transfer of credits between the institutions of the North
Carolina Community College System and between the institutions of the North Carolina Community College
System and the constituent institutions of The University of North Carolina. The Board of Governors and the
State Board of Community Colleges shall make a preliminary report to the Joint Legislative Oversight
Committee on Education prior to March 1, 1996. The preliminary report shall include a timetable for the
implementation of the plan for the transfer of credits.
Sec. 2. It is the intent of the General Assembly to review the plan developed by the Board of
Governors and the State Board of Community Colleges pursuant to Section 1 of this act and to adopt a plan prior
to July 1, 1996, for the transfer of credits between the institutions of the North Carolina Community College
System and between the institutions of the North Carolina Community College System and the constituent
institutions of The University of North Carolina.
Sec. 3. The State Board of Community Colleges shall implement a common course numbering
system, to include common course descriptions, for all community college programs by June 1, 1997. A
progress report on the development of the common course numbering system shall be made to the Joint
Legislative Oversight Committee on Education by March 1, 1996.
Sec. 4. This act is effective upon ratification.
In the General Assembly read three times and ratified this the 19th day of June, 1995.
Dennis A. Wicker
President of the Senate
Harold J. Brubaker
Speaker of the House of Representatives
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GENERAL ASSEMBLY OF NORTH CAROLINA
1995 SESSION
RATIFIED BILL
CHAPTER 625
SENATE BILL 1161
AN ACT TO IMPLEMENT THE RECOMMENDATION OF THE JOINT LEGISLATIVE EDUCATION
OVERSIGHT COMMITTEE TO IMPLEMENT AND MONITOR THE PLAN FOR THE TRANSFER OF
CREDITS BETWEEN NORTH CAROLINA INSTITUTIONS OF HIGHER EDUCATION.
Whereas, it is in the public interest that the North Carolina institutions of higher education have a uniform
procedure for the transfer of credits from one community college to another community college and from the
community colleges to the constituent institutions of The University of North Carolina; and
Whereas, the Board of Governors of The University of North Carolina and the State Board of Community
Colleges have developed a plan for the transfer of credits between the North Carolina institutions of higher
education; and
Whereas, the General Assembly continues to be interested in the progress being made towards increasing
the number of credits that will transfer and improving the quality of academic advising available to students
regarding the transfer of credits; Now, therefore,
Section 1. The Board of Governors of The University of North Carolina and the State Board of
Community Colleges shall develop a plan to provide students with accurate and understandable information
regarding the transfer of credits between community colleges and between community colleges and the
constituent institutions of The University of North Carolina. The plan shall include provisions to increase the
adequacy and availability of academic counseling for students who are considering a college transfer program.
The Board of Governors and the State Board of Community Colleges shall report on the implementation of this
plan to the General Assembly and the Joint Legislative Education Oversight Committee by January 15, 1997.
Sec. 2. The Board of Governors and the State Board of Community Colleges shall establish a
timetable for the development of guidelines and transfer agreements for program majors, professional
specializations, and associate in applied science degrees. The Board of Governors and the State Board of
Community Colleges shall submit the timetable and report on its implementation to the General Assembly and
the Joint Legislative Education Oversight Committee by January 15, 1997.
Sec. 3. The State Board of Community Colleges shall review its policies and rules and make any
changes in them that are necessary to implement the plan for the transfer of credits, including policies and rules
regarding the common course numbering system, Combined Course Library, reengineering initiative, and the
system wide conversion to a semester-based academic year. The necessary changes shall be made in order to
ensure full implementation by September 1, 1997.
Sec. 4. This act is effective upon ratification.
In the General Assembly read three times and ratified this the 21st day of June, 1996.
Dennis A. Wicker
President of the Senate
Harold J. Brubaker
Speaker of the House of Representatives
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September 2008
Appendix B
Purpose and History
I. Purpose
The CAA was developed jointly by faculty and administrators of the North Carolina Community
College System and The University of North Carolina based on the proposed transfer plan approved by
both governing boards in February 1996.
The provisions of the originating legislation are consistent with the strategic directions adopted by The
University of North Carolina Board of Governors, the first of which is to "expand access to higher
education for both traditional and non-traditional students through...uniform policies for the transfer of
credit from community colleges to constituent institutions...development of electronic information
systems on transfer policies, off-campus instruction, and distance education...[and] increased
collaboration with other education sectors...." Similarly, the State Board of Community Colleges has
established the education continuum as one of seven critical success factors used to measure the
performance of programs consistent with the workforce development mission of the North Carolina
Community College System. College-level academic courses and programs have been a part of the
mission and programming of the North Carolina Community College System from its inception in
1963.
The Board of Governors and the State Board of Community Colleges are committed to further
simplifying the transfer of credits for students and thus facilitating their educational progress as they
pursue associate or baccalaureate degrees within and among public post-secondary institutions in
North Carolina.
II. History
The two Boards approved a "Proposed Plan to Further Simplify and Facilitate Transfer of Credit
Between Institutions" at their meetings in February 1996. This plan was submitted as a preliminary
report to the Joint Legislative Education Oversight Committee in March 1996. Since that time,
significant steps have been taken toward implementation of the transfer plan. At their April 1996
meetings, the Boards appointed their respective sector representatives to the Transfer Advisory
Committee to direct, coordinate, and monitor the implementation of the proposed transfer plan. The
Transfer Advisory Committee membership is listed in Appendix D.
Basic to the work of the Transfer Advisory Committee in refining transfer policies and implementing
the transfer plan has been the re-engineering project accomplished by the North Carolina Community
College System, especially common course names, numbers, credits, and descriptions. The
Community College Combined Course Library includes approximately 3,800 semester-credit courses
written for the associate degree, diploma, and certificate programs offered in the system. Colleges
select courses from the Combined Course Library to design all curriculum programs.
Of approximately 700 arts and sciences courses within the Combined Course Library, the faculty and
administrators of the community colleges recommended approximately 170 courses as appropriate for
the general education transfer core. The Transfer Advisory Committee then convened a meeting on
May 28, 1996, at which six University of North Carolina faculty in each of ten general education
discipline areas met with six of their professional counterparts from the community colleges. Through
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a very useful and collegial dialog, these committees were able to reach consensus on which community
college courses in each discipline were acceptable for transfer to University of North Carolina
institutions as a part of the general education core. This list of courses was distributed to all University
of North Carolina and community college institutions for their review and comments. Considering the
recommendations of the general education discipline committees and the comments from the
campuses, the Transfer Advisory Committee established the list of courses that constitutes the general
education transfer core. This general education core, if completed successfully by a community
college student, is portable and transferable as a block across the community college system and to all
University of North Carolina institutions.
With the establishment of the general education core as a foundation, joint academic disciplinary
committees were appointed to draw up guidelines for community college curricula that will prepare
students for intended majors at University of North Carolina institutions. Each committee consisted of
representatives from each UNC institution offering such major programs and eight to ten
representatives from community colleges. The Transfer Advisory Committee distributed the premajors recommended by the faculty committees to all University of North Carolina and community
college institutions for their review and comments. Considering the faculty committee
recommendations and the campus comments, the Transfer Advisory Committee established pre-majors
which have significant numbers of transfers from the community colleges to the University of North
Carolina institutions.
The special circumstances surrounding transfer agreements for associate in applied science programs,
which are not designed for transfer, require bilateral rather than statewide articulation. Special
circumstances include the different accreditation criteria for faculty in transfer and non-transfer
programs, the different general education requirements for transfer and non-transfer programs, and the
workforce preparedness mission of the technical/community college AAS programs.
A major element in the proposed transfer plan adopted by the two boards in February 1996 is the
transfer information system. Simultaneously with the work being done on the general education and
professional specialization (major) components of the transfer curriculum, the joint committee on the
transfer information system laid out a plan, approved by the Boards of The University of North
Carolina and the North Carolina Community College System, "to provide students with accurate and
understandable information regarding the transfer of credits...[and] to increase the adequacy and
availability of academic counseling for students who are considering a college transfer program." In
addition to the printed publications currently being distributed to students, transfer counselors,
admissions directors, and others, an electronic information network provides (1) electronic access to
the articulation database which will include current transfer policies, guidelines, and on-line catalogs
for public post-secondary institutions; (2) computerized common application forms, which can be
completed and transmitted electronically along with transcripts and other education records; and (3) an
electronic mail network for transfer counselors and prospective transfer students. Access to the e-mail
network is available in the transfer counselors' offices and other selected sites on campuses.
The final element of the transfer information system is the Transfer Student Academic Performance
Report. This report, recently refined with suggestions from community college administrators, is sent
annually to each community college and to the State Board of Community Colleges. These data
permit the rational analysis of transfer issues and are beneficial to students and to educational and
governmental decision-makers. This performance report provides the important assessment
component necessary for evaluating and improving the transfer process.
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September 2008
Appendix C
Transfer Advisory Committee Procedures
Because articulation between the North Carolina Community College System and The University of
North Carolina is a dynamic process, occasional modifications to the CAA may be necessary. These
modifications may include the addition, deletion, and modification of courses on the transfer list,
addition and revision of pre-majors, and changes in course designation from general education core to
electives. The TAC will receive requests for modification only upon the recommendation of the chief
academic officer of the NCCCS or UNC. Additions, deletions, and modifications may be subject to
faculty review under the direction of the TAC. Because the modification process involves faculty and
administrative review, this process may require up to 12 months for final action.
Course work detailed under the CAA general education core or under approved pre-majors will be
accepted as agreed upon. Questions arising over the use of electives in meeting institution-specific
graduation requirements may be appealed to the chief academic officer of the receiving institution.
Procedure to Recommend Revision to the Transfer Course List
Occasional revisions to the list of community college courses approved for transfer are necessary.
Consequently, the following procedures will be used to recommend that specific revisions be made to
the CAA.
Revised Status of Course
Pre-Major/Elective Course Status to General Education Core Course Status
Courses already identified on the list of approved transfer courses as pre-major/electives will be
recommended as general education core courses following this procedure:
1. The Chief Academic Officer (CAO) of any subscribing institution submits a written request for
a change in course status to the CAO of the respective system. The request should include the
rationale for the revised status.
2. The system CAO then submits the request for action to the Transfer Advisory Committee
(TAC) thirty days prior to the TAC meeting.
3. The TAC reviews the request. Any member of the TAC may request that a course be referred
to the Faculty Review Committee. For all courses that are approved unanimously, the
committee records their action and rationale of action.
4. The North Carolina Community College System Office will distribute notification of action
taken to the requesting college or to the entire North Carolina Community College System, if
applicable. The UNC General Administration will distribute notice of actions as appropriate to
its campuses.
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September 2008
Addition/Deletion of Courses on Transfer List
Because of accrediting issues and/or substantial impact of college transfer programs system-wide,
courses in the Combined Course Library that are not on the transfer list will be recommended for
inclusion or courses that are on the transfer list and that will be recommended for deletion will use the
following process:
1. The CAO of any subscribing institution submits a written request to the CAO of the respective
system for the addition of a course to the transfer list either as a pre-major/elective or as a
general education core course or the removal of a course from the list.
2. The NCCCS Office acts on a community college request by soliciting a response from all
community colleges approved to offer the course, and a two-thirds favorable response is
required for the change to be pursued. The CAO at UNC may seek input from its respective
campuses as he/she deems appropriate.
3. The system CAO then submits the request for action to the TAC thirty days prior to the TAC
meeting.
5. The NCCCS Office will distribute notification of action taken to the requesting college or to
the entire North Carolina Community College System, if applicable. The UNC General
Administration will distribute notice of actions as appropriate to its campuses.
Addition of a new course from the Combined Course Library (CCL) to the Transfer Course List
Colleges often respond to their community needs by proposing the addition of new courses from the
CCL. When these proposed courses are intended to be used in Associate in Arts (AA), Associate in
Science (AS) or Associate in Fine Arts (AFA) programs, the following process should be used:
1. The CAO of a community college submits a written request to the Senior Vice President of
Academic and Student Services for the addition of a new course to the CCL. This request
should also indicate that the proposed course should be considered for addition to the Transfer
Course List.
2. The NCCCS Office staff prepares the request of the addition of the CCL course for the review
by the Curriculum Review Committee (CRC).
3. The CRC will decide if the course is appropriate as an addition for the CCL.
4. If the CRC’s action is favorable, the Senior Vice President of Academic and Student Services
will submit the request for action to the TAC thirty days prior to the TAC meeting.
16
September 2008
6. If the CRC approves the addition of the new course to the CCL but the TAC does not approve
the addition of the course to the Transfer Course List, then the course will be designated for
AAS use only or removed from the CCL depending on the intent of the initial request.
7. The North Carolina Community College System Office will distribute notification of action(s)
taken to the requesting college or to the entire North Carolina Community College System, if
applicable.
The Faculty Review Process
Any member of the TAC may request that a course under consideration be forwarded to the Faculty
Review Committee. The Faculty Review Committee will be asked to review the course and the
proposed action.
1. The Faculty Review Committee will consist of the following representatives:
a. 3 UNC faculty members
b. 3 NCCCS faculty members
2. Representation across all the general education core areas including, but not limited to:
English; humanities/fine arts; natural sciences and mathematics; and social/behavioral
sciences.
3. Appointments to the committee will be for three years but may be renewed.
4. The Faculty Review Committee will receive a request to review a course(s) from the
assigned representative(s) of the TAC within one week of the TAC meeting where the
request was made.
5. Faculty will be asked to forward their comments, suggestions, and recommendations to one
faculty representative from each sector. These three faculty members will then forward a
composite report and recommendation to the assigned representative(s) of the TAC prior to
the next scheduled TAC meeting.
The assigned representative(s) of the TAC will report the results of the Faculty Review Committee at
the next TAC scheduled meeting for action.
Approval of the requested action will require a majority of the TAC members.
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September 2008
Appendix D
Transfer Advisory Committee
NCCCS Members
Dennis King, Appointed 1996, Co-chair
Vice President for Student Services
Asheville-Buncombe Technical Community College
340 Victoria Road
Asheville, NC 28801
[email protected]
Phone: 828-254-1921, Ext. 140
Fax:
828-251-6718
Cell:
828-279-9976
Elizabeth Spragins, Appointed 2008
Program Coordinator, Program Services
North Carolina Community College System
5016 Mail Service Center
Raleigh, NC 27699-5016
[email protected]
Phone: 919-807-7212
Fax:
919-807-7164
Johnnie R. Simpson, Appointed 2001
Vice President for Instruction
Richmond Community College
PO Box 1189
Hamlet, NC 28345
[email protected]
Phone: 910-410-1855
Fax:
910-582-7163
Richard E. Swanson, Appointed 2003
Professor of Physics
Sandhills Community College
3395 Airport Road
Pinehurst, NC 28374
[email protected]
Phone: 910-246-4951
Fax:
910-246-4113
UNC Members
Kathi M. Baucom, Appointed 2006, Co-chair
Associate Provost for Enrollment Management
122 Cato Hall, Enrollment Management
University of North Carolina at Charlotte
Charlotte, NC 28223-0001
[email protected]
Phone: 704-687-7019
Fax:
704-687-6228
David English, Appointed 2009
Director, CFNC Technology and Internet Services
University of North Carolina- General Administration
140 Friday Center Drive
Chapel Hill, NC 27517
[email protected]
Phone: 919-843-5369
Fax:
919-843-5903
Kenneth R. Gurganus, Appointed 2005
Assistant Professor
University of North Carolina Wilmington
220 Bear Hall
Wilmington, NC 28403-3297
[email protected]
Phone: 910-962-3297
Fax:
910-962-7107
Lou Riggans, Appointed 2009
Director of the Transfer and Advisement Center
Fayetteville State University
1200 Murchison Road
Fayetteville, NC 28301
[email protected]
Phone: 910-672-2286
Fax:
910-672-2115
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September 2008
Staff
19
Appendix E
Comprehensive Articulation Agreement (CAA)
Grievance Procedure
A student may file a grievance within the first six weeks of the beginning of the term for
which admission was offered at the college or university. The student may terminate the
grievance procedure at any point.
Step 1: Student obtains a CAA Student Grievance Form from the admissions office of
the college or university to which he/she was admitted. From the date the form is
received, the student will receive a reply within 45 days.
Step 2: On the form, the student will specify the nature of the complaint, citing specific
language of the CAA which is in contention, and will submit the form with any relevant
supporting documents to his/her transfer counselor or advisor at the community college.
This individual will route the form to the community college’s designated grievance
official (CCDGO) for signature and comments. Depending on the structure at the
community college, this will likely be either the chief student affairs officer or chief
academic affairs officer. The CCDGO will complete the appropriate section with
signature and comments and forward the form along with any relevant supporting
documents back to the director of admissions at the college or university (copy to the
Chief Academic Affairs Officer at the university).
Step 3: Upon receipt of the form, the director of admissions will conduct a thorough
investigation to include contacting the student and the CCDGO.
Step 4: The director will forward the form with a consensus interpretation and
recommendation for action to the Associate Vice President for Academic and Student
Affairs of The UNC (AVP-UNC).
Step 5: After a discussion with the director of admissions, the CCDGO and/or the
student, the AVP-UNC will propose a final decision to the TAC co-chairs. If the chairs
concur with the recommendation, the matter is resolved, and the AVP-UNC will inform
all interested parties. If the TAC chairs do not concur, the matter will be referred to the
full TAC for action.
Step 6: On at least an annual basis, the AVP-UNC will present a report to the TAC on
the number and nature of these grievances, discussions, and the decisions. If the CAA
needs to be modified to reflect any actions taken, the TAC will do so in a timely fashion.
20
Comprehensive Articulation Agreement (CAA)
Student Grievance Form
For NCCCS Transfer Students
Last name __________________________ First name ________________________________
Address ____________________________ __________________________ ______________
Number and street
city
state
zip
Telephone number _________________________ Email ____________________________
Area code
number
Last community college (CC) attended ____________________________________________
NC college or university offering admission __________________beginning _____________
month/year
Grievance:
In the space below, state your concern, citing specific language in the CAA in contention.
Attach any supporting documents. The CAA may be found at:
www.northcarolina.edu/content.php/assessment/reports/student_info/caa.htm.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Clearly state below the requested remedy or solution that will satisfy the grievance:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Your signature below indicates you have discussed this issue with the transfer credit
admissions official at your current college/university. Submit form to your transfer
counselor or advisor at your community college. You will receive notice of a decision
within 45 days of the submission of this form.
Signature________________________________________ Date_________________________
21
To the community college transfer counselor or advisor receiving this form:
Community College: ______________________Date received: ___________________
Provide comments and recommended action on the student grievance. Have the form
signed by either the chief academic affairs officer or chief student affairs officer at your
Community College.
Comments and recommended action:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________
signature of CC official
_________________________
printed name
______________________
title
Telephone number: ______________________________ Email _______________________
Area code
number
Forward the form to the Director of Admissions at the NC college or university offering
admission to this student with copy to the Chief Academic Affairs Officer there.
To the Director of Admissions receiving this form:
Investigate, contact the student and CC official, and resolve the issue.
Action taken:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________
signature of Director of Admissions
__________________________________________
printed name
Telephone number: ________________________________ Email _____________________
Area code
number
Forward form to:
Associate Vice President for Academic and Student Affairs, UNC General Administration,
PO Box 2688 Chapel Hill, North Carolina 27515-2688
The AVP for Academic and Student Affairs will inform all parties of final action taken by
the Transfer Advisory Committee.
22
Appendix F
Associate in Arts and Associate in Science
Curriculum Standards and Pre-Majors
Associate in Arts (A10100)
A 10 10 X
A 10 10 A
A 10 10 B
A 10 10 C
A 10 10 O
A 10 10 T
A 10 10 D
A 10 10 R
A 10 10 E
A 10 10 F
A 10 10 G
A 10 10 Y
A 10 10 H
A 10 10 V
A 10 10 U
A 10 10 W
A 10 11 A
A 10 10 I
A 10 10 J
A 10 10 K
A 10 10 L
A 10 10 M
A 10 10 Q
A 10 10 N
A 10 10 Z
Associate in Science (A10400)
Anthropology
A 10 40 A
Art Education
A 10 40 B
Business Administration,
Accounting, Economics,
A 10 40 D
Finance and Marketing
A 10 40 E
Business Education and
A 10 40 F
Marketing Education
Communication/
Communication Studies
Computer Science
Criminal Justice
Elementary Education
English
English Education
Health Education
Geography
History
Information Systems
Liberal Studies
Mass Communication/Journalism
Middle Grades
Nursing
Physical Education
Political Science
Psychology
Social Science Secondary Education
Social Work
Sociology
Special Education
Biology and Biology Education
Chemistry and Chemistry
Education
Engineering
Mathematics
Mathematics Education
The AA and AS standards can be located at:
http://www.northcarolina.edu/content.php/assessment/reports/student_info/caa.htm
23
Appendix G
Associate in Fine Arts
Curriculums Standards and Pre-Majors
Associate in Fine Arts (A10200)
A 10 20 A
Art
A 10 20 C
Drama
A 10 20 D
Music and Music Education
The AFA standards can be located at:
24
Appendix H
Transfer Course List
The Transfer Course List can be located at:
25
THECB - Essential Core Curriculum Information
1 of 2
http://www.thecb.state.tx.us/index.cfm?objectid=7ED7FC71-B6F1-8ED7...
Texas Higher Education Coordinating Board
Home / Academic Affairs / Academic Programs / Undergraduate Education / Essential Core Curriculum
Information
Essential Core Curriculum Information
Since 1987, every student who received a baccalaureate degree from a Texas public institution of higher
education has been required to complete the state’s general education core curriculum as part of their degree
requirements. Regardless of the student’s academic discipline or “major,” each student earning an
undergraduate degree from a Texas public institution of higher education holds in common their completion of
the Texas Core Curriculum.
Core curriculum courses offer Texas students a unique educational opportunity they will not have again. The
Texas General Education Core Curriculum assures students high-quality undergraduate educational experiences
across a broad range of intellectual and practical areas of inquiry. Far from being those "basics" that students
are frequently advised to "get out of the way," the Texas General Education Core Curriculum embodies a
carefully-designed set of significant intellectual skills and content intended to contribute in specific ways to
excellence within the undergraduate experience for all students.
Texas law provides this definition for “core curriculum” (TEC §61.821): “ … the curriculum in liberal arts,
humanities, and sciences and political, social, and cultural history that all undergraduate students of an
institution of higher education are required to complete before receiving an academic undergraduate degree.”
The first legislative initiative to define "core curriculum" was House Bill (HB) 2183, passed in 1987 by the 70th
Texas Legislature. That bill provided for the adoption and evaluation of general education core curricula by
Texas public colleges and universities. HB 2183 sought to ensure quality in undergraduate higher education.
Senate Bill (SB) 148, passed by the 75th Texas Legislature in January 1997, repealed all earlier legislation
concerning either lower-division transfer or core curriculum. SB 148 sought to resolve certain concerns
regarding the transfer of lower-division course credit among Texas public colleges and universities, while
maintaining the core curriculum as one of the fundamental components of a high-quality undergraduate
educational experience. More recent sessions of the Texas Legislature have fine-tuned the existing laws
regarding core curriculum, but the essentials of SB 148 have not changed since 1997.
The current statutes (TEC §61.821-61.832) continue the state-level focus on excellence in undergraduate
education while facilitating the transfer of lower-division course credit among public colleges, universities and
health science centers throughout the state. One of the most important provisions allows a transfer student to
use the successfully completed group of lower-division core curriculum courses to substitute for the similar
group of requirements at the college, university or health science center to which they transfer.
The Texas Higher Education Coordinating Board was required by law to adopt rules that include "a statement of
the content, component areas, and objectives of the core curriculum" – a template or model for a consistent
statewide curriculum. Details of the statewide core curriculum are included in Coordinating Board Rules,
Chapter 4, Subchapter B. Within the statewide model, each institution selects the specific courses it will offer
to fulfill that model in a way that takes into account the individual role and mission of the college, university,
or health science center. Those course selections and other aspects of core curriculum implementation must
receive final approval from the Coordinating Board before they can be implemented, and institutions must
evaluate the effectiveness of their core curricula at regular intervals (usually once every five years) and report
the results of those evaluations to the Board.
Across the state, core curricula adopted by an institution of higher education and approved by the Coordinating
Board must require courses totaling 42 semester credit hours (SCH), unless an individual institution has
requested and received approval from the Coordinating Board to have a core curriculum that exceeds 42 SCH
(institutions may decide to request an expansion in the number of SCH they want to require for their core
curriculum, up to 48 SCH). A completed core curriculum must be transcripted as such, and will transfer and
substitute for the approved core curriculum at any public institution of higher education in Texas.
The Coordinating Board relied heavily on advice and recommendations from faculty and administrators at Texas
public colleges and universities regarding the content, component areas, and objectives of the statewide core
curriculum. Two advisory committees were convened, one between 1987 and 1989, and the next between 1997
and 1999, and each committee was charged to make recommendations to the Commissioner of Higher
Education and the Coordinating Board, and to offer other assistance in the implementation of the laws
regarding core curriculum.
Each Core Curriculum Advisory Committee consisted of 24 members who were appointed after an exhaustive
process in which institutional presidents, along with chancellors and systems officials, were invited to submit
nominations for membership. Committee membership represented two-year and four-year institutions equally,
and as specified in the law, a majority of the members held faculty appointments, although admissions and
registrars offices, academic advising centers, and undergraduate general education administrative staff were
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THECB - Essential Core Curriculum Information
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http://www.thecb.state.tx.us/index.cfm?objectid=7ED7FC71-B6F1-8ED7...
also represented among the committee membership.
As all institutions of higher education strive to meet the goals for participation, success, and excellence in
public higher education that are recognized as essential to the continued prosperity and success of all Texans,
the Texas General Education Core Curriculum provides one opportunity for each college, university and health
science center to focus on its commitment to enhancing the quality of undergraduate education across the
state.
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TEXAS CORE CURRICULUM LEGISLATION
Sec. 61.822. CORE CURRICULUM. (a) The board, with the assistance of
advisory committees composed of representatives of institutions of higher
education, shall develop a recommended core curriculum of at least 42
semester credit hours, including a statement of the content, component areas,
and objectives of the core curriculum. At least a majority of the members of
any advisory committee named under this section shall be faculty members of
an institution of higher education. An institution shall consult with the
faculty of the institution before nominating or recommending a person to the
board as the institution's representative on an advisory committee.
(b) Each institution of higher education shall adopt a core
curriculum of no less than 42 semester credit hours, including specific
courses comprising the curriculum. The core curriculum shall be consistent
with the common course numbering system approved by the board and with the
statement, recommendations, and rules issued by the board. An institution
may have a core curriculum of other than 42 semester credit hours only if
approved by the board.
(c) If a student successfully completes the 42-hour core curriculum
at an institution of higher education, that block of courses may be
transferred to any other institution of higher education and must be
substituted for the receiving institution's core curriculum. A student shall
receive academic credit for each of the courses transferred and may not be
required to take additional core curriculum courses at the receiving
institution unless the board has approved a larger core curriculum at the
institution.
(d) A student who transfers from one institution of higher education
to another without completing the core curriculum of the sending institution
shall receive academic credit from the receiving institution for each of the
courses that the student has successfully completed in the core curriculum of
the sending institution. Following receipt of credit for these courses, the
student may be required to satisfy further course requirements in the core
curriculum of the receiving institution.
(e) The governing board of a general academic teaching institution
that offers a joint baccalaureate degree program under a contract with a
foreign college or university may, in consultation with the foreign college
or university, identify and approve courses offered by the foreign college or
university that are equivalent to, and may substitute for, courses in the
core curriculum of a student enrolled in the joint degree program who is
considered to be primarily a student of the general academic teaching
institution.
Added by Acts 1997, 75th Leg., ch. 1016, Sec. 1, eff. June 19, 1997. Amended
by Acts 1999, 76th Leg., ch. 1584, Sec. 2, eff. June 19, 1999; Acts 2003,
78th Leg., ch. 820, Sec. 25, eff. Sept. 1, 2003.
Amended by:
Acts 2007, 80th Leg., R.S., Ch. 539, Sec. 3, eff. June 16, 2007.
Statutes & Constitution :View Statutes : Online Sunshine
http://www.leg.state.fl.us/statutes/index.cfm?mode=View Statutes&SubM...
Select Year:
The 2010 Florida Statutes
Title XLVIII
K-20 EDUCATION CODE
Chapter 1007
ARTICULATION AND ACCESS
View Entire Chapter
1007.25 General education courses; common prerequisites; and other degree
requirements.—
(1) The department shall identify the degree programs offered by public postsecondary
educational institutions.
(2) The department shall identify postsecondary career education programs offered by
1community colleges and district school boards. The department shall also identify career courses
designated as college credit courses applicable toward a career education diploma or degree. Such
courses must be identified within the statewide course numbering system.
(3)
The department shall identify those courses that meet general education requirements
within the subject areas of communication, mathematics, social sciences, humanities, and natural
sciences. The courses shall be identified by their statewide course code number. All public
postsecondary educational institutions shall accept these general education courses.
(4)
The department shall identify those courses offered by universities and accepted for credit
toward a degree. The department shall identify courses designated as either general education or
required as a prerequisite for a degree. The courses shall be identified by their statewide course
number.
(5)
The department shall identify common prerequisite courses and course substitutions for
degree programs across all institutions. Common degree program prerequisites shall be offered and
accepted by all state universities and 1community colleges, except in cases approved by the State
Board of education for 1community colleges and the Board of Governors for state universities. The
department shall develop a centralized database containing the list of courses and course
substitutions that meet the prerequisite requirements for each baccalaureate degree program.
(6) The boards of trustees of the 1community colleges shall identify their core curricula, which
shall include courses required by the State Board of education. The boards of trustees of the state
universities shall identify their core curricula, which shall include courses required by the Board of
Governors. The universities and 1community colleges shall work with their school districts to assure
that high school curricula coordinate with the core curricula and to prepare students for
college-level work. Core curricula for associate in arts programs shall be adopted in rule by the
State Board of education and shall include 36 semester hours of general education courses in the
subject areas of communication, mathematics, social sciences, humanities, and natural sciences.
(7)
An associate in arts degree shall require no more than 60 semester hours of college credit,
including 36 semester hours of general education coursework. Except for college-preparatory
coursework required pursuant to s. 1008.30, all required coursework shall count toward the associate
in arts degree or the baccalaureate degree.
(8)
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A baccalaureate degree program shall require no more than 120 semester hours of college
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credit, including 36 semester hours of general education coursework, unless prior approval has
been granted by the Board of Governors for baccalaureate degree programs offered by state
universities and by the State Board of education for baccalaureate degree programs offered by
1community colleges.
(9)
A student who received an associate in arts degree for successfully completing 60 semester
credit hours may continue to earn additional credits at a 1community college. The university must
provide credit toward the student’s baccalaureate degree for an additional 1community college
course if, according to the statewide course numbering, the 1community college course is a course
listed in the university catalog as required for the degree or as prerequisite to a course required for
the degree. Of the courses required for the degree, at least half of the credit hours required for the
degree shall be achievable through courses designated as lower division, except in degree programs
approved by the State Board of education for programs offered by 1community colleges and by the
Board of Governors for programs offered by state universities.
(10)
Students at state universities may request associate in arts certificates if they have
successfully completed the minimum requirements for the degree of associate in arts (A.A.). The
university must grant the student an associate in arts degree if the student has successfully
completed minimum requirements for college-level communication and computation skills adopted
by the State Board of education and 60 academic semester hours or the equivalent within a degree
program area, with 36 semester hours in general education courses in the subject areas of
communication, mathematics, social sciences, humanities, and natural sciences, consistent with the
general education requirements specified in the articulation agreement pursuant to s. 1007.23.
(11) The Commissioner of education shall appoint faculty committees representing both
1community college and public school faculties to recommend to the commissioner for approval by
the State Board of education a standard program length and appropriate occupational completion
points for each postsecondary career certificate program, diploma, and degree offered by a school
district or a 1community college.
(12)(a)
A public postsecondary educational institution may not confer an associate in arts or
baccalaureate degree upon any student who fails to successfully complete one of the following
requirements:
1.
Achieve a score that meets or exceeds a minimum score on a nationally standardized
examination, as established by the State Board of education in conjunction with the Board of
Governors; or
2.
Demonstrate successful remediation of any academic deficiencies and achieve a cumulative
grade point average of 2.5 or above, on a 4.0 scale, in postsecondary-level coursework identified
by the State Board of education in conjunction with the Board of Governors. The Department of
education shall specify the means by which a student may demonstrate successful remediation.
(b)
Any student who, in the best professional opinion of the postsecondary educational
institution, has a specific learning disability such that the student cannot demonstrate successful
mastery of one or more of the authorized examinations but is achieving at the college level in
every area despite his or her disability, and whose diagnosis indicates that further remediation will
not succeed in overcoming the disability, may appeal through the appropriate dean to a committee
appointed by the president or the chief academic officer for special consideration. The committee
shall examine the evidence of the student’s academic and medical records and may hear testimony
relevant to the case. The committee may grant a waiver for one or more of the authorized
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examinations based on the results of its review.
(c)
Each public postsecondary educational institution president shall establish a committee to
consider requests for waivers from the requirements in paragraph (a). The committee shall be
chaired by the chief academic officer of the institution and shall have four additional members
appointed by the president as follows:
1.
One faculty member from the mathematics department;
2.
One faculty member from the English department;
3.
The institutional test administrator; and
4.
One faculty member from a department other than English or mathematics.
(d)
Any student who has taken the authorized examinations and has not achieved a passing
score, but has otherwise demonstrated proficiency in coursework in the same subject area, may
request a waiver from the examination requirement. Waivers shall be considered only after
students have been provided test accommodations or other administrative adjustments to permit
the accurate measurement of the student’s proficiency in the subject areas measured by the
authorized examinations. The committee shall consider the student’s educational records and other
evidence as to whether the student should be able to pass the authorized examinations. A waiver
may be recommended to the president upon a majority vote of the committee. The president may
approve or disapprove the recommendation. The president may not approve a request that the
committee has disapproved. If a waiver is approved, the student’s transcript shall include a
statement that the student did not meet the requirements of this subsection and that a waiver was
granted.
History.—s. 351, ch. 2002-387; s. 107, ch. 2004-357; s. 115, ch. 2007-217; s. 20, ch. 2009-59.
1Note.—Section 21, ch. 2010-70, directs the Division of Statutory Revision to prepare a reviser’s
bill to substitute the term “Florida College System institution” for the terms “Florida college,”
“community college,” and “junior college” where those terms appear in the Florida K-20 education
Code.
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2/23/2011 1:33 PM
FLORIDA’S STATEWIDE ARTCIULATION AGREEMENT
(FLORIDA ADMINISTRATIVE CODE)
GENERAL EDUCATION PROVISIONS HIGHLIGHTED IN
YELLOW
6A-10.024 Articulation Between and Among Universities, Community
Colleges, and School Districts.
It is the intent of the Board of Governors and the State Board of Education to
facilitate articulation and seamless integration of the education system by
agreeing to the provisions of this rule. The authority to adopt and amend this
rule aligns with the Constitutional power given the Board of Governors for the
state university system and the statutory authority given the State Board of
Education for the district school boards, the community college system, and the
Department of Education.
(1) Each state university board of trustees, community college board of
trustees, and district school board shall plan and adopt policies and procedures
to provide articulated programs so that students can proceed toward their
educational objectives as rapidly as their circumstances permit. State
universities, community colleges, and school districts shall exchange ideas in the
development and improvement of general education, and in the development
and implementation of student acceleration mechanisms. They shall establish
joint programs and agreements to facilitate articulation, acceleration, and
efficient use of faculty, equipment, and facilities.
(2) Articulation Coordinating Committee. The Commissioner shall establish
an Articulation Coordinating Committee which shall report to the Commissioner
and consist of eighteen (18) members. The committee shall have four (4)
standing members from the Department of Education to represent the state
university system, the community college system, public workforce education,
and the public pre-K-12 schools. Fourteen (14) are appointed by the
Commissioner for two-year terms: three (3) members representing the state
university system; three (3) members representing the state community college
system; one (1) member representing career education; three (3) members
representing public schools; two (2) members representing nonpublic
postsecondary institutions; one (1) member representing nonpublic secondary
education; and one (1) member representing students. The Commissioner will
appoint a chair from the membership. Ten members of the committee shall
constitute a quorum. No business may be transacted at any meeting unless a
quorum is present. The Committee shall:
(a) Function as the statewide pre-kindergarten through university advisory
committee and accept continuous responsibility for community collegeuniversity-school district relationships.
(b) Develop suggested guidelines for interinstitutional agreements between
and among public schools, community colleges, and universities to facilitate
interaction, articulation, acceleration, and the efficient use of faculty, equipment,
and facilities.
(c) Establish groups of university-community college-school district
representatives to facilitate articulation in subject areas.
(d) Conduct a continuing review of the provisions of this rule and make
1
recommendations to the State Board of Education and the Board of Governors
for revisions.
(e) Review instances of student transfer and admissions difficulties among
universities, community colleges, and public schools. Decisions shall be
advisory to the institutions concerned.
(f) Examine statewide data regarding articulation, recommend resolutions of
issues, and propose policies and procedures to improve articulation systemwide.
(g) Recommend the priority to be given research conducted cooperatively
by the Department of Education with individual institutions. Such research shall
be encouraged and conducted in areas such as admissions, grading practices,
curriculum design, and follow-up of transfer students. Research findings shall be
used to evaluate current policies, programs, and procedures.
(h) Review and make recommendations to institutions for experimental
programs which vary from official transfer policy.
(i) Collect and disseminate information on successful cooperative programs
between and among educational institutions.
(j) Establish and maintain a standard format to record the performance and
credits of postsecondary students. Each such transcript shall include all courses
in which a student enrolls each term, the status in each course at the end of each
term, all grades and credits awarded, College-Level Academic Skills Test
scores, and a statement explaining the grading policy of the institution. The
Articulation Coordinating Committee shall collaborate with the Division of
Public Schools in the development of a standard format on which district school
systems shall record the performance and credits of students.
(k) Document, maintain and publish a current listing of limited access,
capstone, and career ladder degree programs.
(l) Document, maintain, and publish the statewide associate in science to
bachelor of arts/bachelor of science articulation agreements between the
community colleges and the state universities. The agreements must be
consistent with the policies of the Board of Governors and the State Board of
Education and shall be reviewed by the Department of Education.
(m) Document, maintain, and publish statewide applied technology diploma
to associate in applied science/associate in science degree articulation
agreements between the career education centers and the community colleges.
(n) Maintain and review annually the accelerated articulation mechanism
examinations, minimum scores guaranteed for transfer, maximum credits
guaranteed to transfer, and recommended course equivalencies.
(o) Perform such other duties as may be assigned in law or by the
Commissioner.
(3) General education.
(a) Each public postsecondary institution shall establish a general education
core curriculum, which shall require thirty-six (36) semester hours of
communication, mathematics, social sciences, humanities, and natural sciences
for students working toward a baccalaureate degree.
(b) After a state university or community college has published its general
education core curriculum, the integrity of that curriculum shall be recognized
by the other public postsecondary institutions. Once a student has been certified
by such an institution on the official transcript as having completed satisfactorily
its prescribed general education core curriculum, regardless of whether the
2
associate degree is conferred, no other public postsecondary institution to which
he or she may transfer shall require any further such general education courses.
(c) If a student does not complete a general education core curriculum prior
to transfer, the general education requirement becomes the responsibility of the
new institution.
(4) Associate in Arts (A.A.) Degree. The associate in arts degree is the basic
transfer degree of the community colleges. It is the primary basis for admission
of transfer students from community colleges to upper division study in a state
university. Every associate in arts graduate of a Florida community college shall
be granted admission to an upper division program consistent with Section
1007.23, Florida Statutes. Admission to the student’s preferred public
postsecondary institution or program is not guaranteed. The associate in arts
degree shall be awarded upon:
(a) Completion of sixty (60) semester hours of college credit courses in an
established program of study, exclusive of courses not accepted in the state
university system, and including a general education core curriculum of thirtysix (36) semester hours of college credit in communication, mathematics, social
sciences, humanities, and natural sciences with the remaining twenty-four (24)
semester hours consisting of appropriate common program prerequisite courses
and electives.
(b) Achievement of a grade point average of at least 2.0 in all courses
attempted, and in all courses taken at the institution awarding the degree,
provided that only the final grade received in courses repeated by the student
shall be used in computing the average. The grade of “D” shall transfer and
count toward the associate and baccalaureate degrees in the same way as “D”
grades obtained by native students in the receiving state university or receiving
community college. Whether courses with “D” grades in the major satisfy
requirements in the major field may be decided by the receiving university or
receiving community college. The 60 hours that comprise a completed Associate
in Arts degree shall be accepted in total upon transfer to an upper division
program at another public postsecondary institution.
(c) Completion of the requirements for English and mathematics courses
adopted by the State Board of Education in Rule 6A-10.030, F.A.C., and the
Board of Governors; and
(d) Achievement of the minimum standards for college-level
communication and computation skills adopted by the State Board of Education
in Rule 6A-10.0312, F.A.C., and the Board of Governors.
(5) Associate in Science (A.S.) Degree. The associate in science degree is
the career education degree of the community colleges. It is a two-year degree
intended to prepare students for the workforce.
(a) The associate in science degree shall be awarded upon:
1. Completion of the minimum number of semester hours of college credit
courses in an established program of study as required in subsection 6A14.030(2), F.A.C.
2. Completion of a minimum of fifteen semester hours in the general
education core curriculum in the subject areas of communication, mathematics,
social sciences, humanities, and natural sciences which meet the Southern
Association of College and Schools Commission on Colleges criteria. English
and math courses must meet the requirements adopted by the State Board of
3
Education in Rule 6A-10.030, F.A.C., and the Board of Governors. No physical
education credit will be included in the general education block of credit.
3. General education courses not taught in accordance with the Southern
Association of Colleges and Schools Commission on Colleges criteria for
programs designed for college transfer shall not be included in the associate in
science degree.
(b) Appropriate courses within associate in science degree programs will
articulate to baccalaureate degree programs.
1. Achievement of the minimum standards adopted by the State Board of
Education in Rule 6A-10.0312, F.A.C., and the Board of Governors, will be
required by the time the student earns 36 semester hours at the senior institution
in upper division work.
2. Completion of common prerequisites will be required for the
baccalaureate degree or as otherwise outlined in program-specific statewide
agreements.
3. Courses taken as part of the associate in science degree to meet the
general education requirements will transfer and apply toward the 36 credit
hours required for the baccalaureate degree. No additional general education
credit hours can be required except to complete the total 36 general education
hours.
(c) Capstone Degree Articulation Agreement. A capstone agreement that is
entered into by a specific public or private postsecondary institution provides for
the acceptance of a specific associate in science degree from any Florida
community college and applies it as a block of credit toward a specified
baccalaureate degree. The quality and content of the associate in science degree
is respected as the technical component of the baccalaureate degree and the
remainder of the program is designed to complete general education
requirements and provide management skills to assist in job progression. Every
associate in science degree graduate of a Florida community college program
that articulates with a capstone degree program in a specific Florida public or
private postsecondary institution shall be guaranteed admission to that program
except for limited access programs and those requiring specific grades on
particular courses for admission. All associate in science degree graduates who
articulate under the capstone agreement shall be treated equally, regardless of
the community colleges from which they receive their degrees. The general
education component of the associate in science degree shall be accepted in total
as a portion of the general education requirement upon transfer to the capstone
program in a specific Florida public or private postsecondary institution.
(d) Career Ladder Degree Articulation Agreement. The Career Ladder
agreement integrates specific associate in science degree programs with
identified baccalaureate degree programs statewide. Each associate in science
degree program must meet specific requirements as prescribed in the agreement
and public postsecondary institutions are required to honor the transfer of credit
toward the specified baccalaureate degree. Graduates of a Florida community
college associate in science degree program with an agreement that is
documented and maintained by the Articulation Coordinating Committee shall
be granted admission to a public postsecondary institution in the program
designated to articulate with their degree, except for limited access programs
and those requiring specific grades on particular courses for admission.
4
Admission to the student’s preferred public postsecondary institution is not
guaranteed. Each State University System institution shall develop admissions
criteria to ensure that associate in science degree students are evaluated on an
equal basis with associate in arts degree graduates and native university students
for admission into Career Ladder programs designated as limited access and
those requiring specific grades on particular courses for admission.
1. The associate in science degree shall be awarded based on all of the
requirements contained in paragraph (5)(a) of this rule and in accordance with
the articulation agreement provisions maintained by the Articulation
Coordinating Committee.
2. The statewide associate in science to baccalaureate degree program
articulation agreements between public postsecondary institutions shall be
documented and maintained by the Articulation Coordinating Committee. The
Department of Education, in consultation with institutions, shall review
periodically, as necessary, but no more than once a year, the provisions of the
state articulation agreements and the prescribed curricula to ensure the continued
effectiveness of the articulation between the A.S. and B.A./B.S. programs. Any
recommendations for revisions to the state articulation agreements will be
forwarded to the Articulation Coordinating Committee for review. The revisions
may be approved after the Board of Governors and the State Board of Education
make independent determinations that the recommended revisions are consistent
with board policies.
(6) Applied Technology Diploma (ATD). The ATD consists of a course of
study that is part of an associate in science (A.S.) or an associate in applied
science degree (A.A.S.), is less than sixty (60) credit hours, is approximately
fifty (50) percent of the technical component (non-general education), and leads
to employment in a specific occupation. An applied technology diploma
program may consist of either technical credit or college credit.
(a) Students must have a high school diploma, a high school equivalency
diploma, or a certificate of completion pursuant to Section 1003.433(2)(b),
Florida Statutes; or in the case of a student who is home educated, a signed
affidavit submitted by the student’s parent or legal guardian attesting that the
student has completed a home education program pursuant to the requirements
of Section 1002.41, Florida Statutes, to be admitted to an applied technology
diploma program. Within six (6) weeks of entry, students in applied technology
diploma programs of 450 or more hours must be tested pursuant to Rule 6A10.040, F.A.C., and, if below minimum standards for completion from the
program as defined in the program standards document adopted in Rule 6A6.0571, F.A.C., must receive remedial instruction. The minimum standards must
be at least the equivalent of a score of ten (10) on all sections of any basic skills
test approved in Rule 6A-10.040, F.A.C. Students must successfully complete
all remedial instruction before completing the Applied Technology Diploma.
(b) Community colleges may offer either college or career credit toward the
applied technology diploma. Career centers may offer only career credits.
(c) All faculty providing instruction must have at least a baccalaureate
degree or an associate degree with demonstrated competencies in the specific
instructional program area as defined by the Southern Association of Colleges
and Schools.
(d) The information related to the guaranteed transfer of credit between an
5
applied technology diploma program and associate in science or an associate in
applied science degree must be documented and maintained by the Articulation
Coordinating Committee. The documentation shall include the following:
1. The total number of clock or credit hours within the program.
2. The associate in science or associate in applied science degree into which
the applied technology diploma is guaranteed to transfer.
3. The number of college credit hours guaranteed to transfer.
4. An effective date.
(e) The transfer of the applied technology diploma to an associate in science
or associate in applied science degree is guaranteed for a period of three (3)
years following the date of the award of the applied technology diploma.
(f) Applied technology diploma students entering an associate degree
program shall meet the admissions standards stipulated in Section 1007.263,
Florida Statutes. Additional admissions requirements for limited access
programs may be established by the community college boards of trustees.
(7) Credit by examination.
(a) General Provisions.
1. For examination programs listed in paragraphs (b) through (h),
examination specifications and content information shall be submitted to the
Statewide Course Numbering System for course equivalency recommendations.
2. A list of examinations, minimum scores for guaranteed transfer credit,
maximum credits guaranteed to transfer, and recommended course equivalents
shall be maintained by the Articulation Coordinating Committee and reviewed
annually.
3. Transfer of credit by examination is guaranteed for up to forty-five (45)
credits, provided that credit was awarded in accordance with the Articulation
Coordinating Committee’s recommended minimum scores and course
equivalents.
4. Transfer of examination credit over forty-five (45) credits is at the
discretion of the receiving institution.
5. Credit by examination may not duplicate credit previously earned
through postsecondary courses or through examination.
6. No grades or grade points shall be assigned for credit by examination.
7. Institutions may award credit for examinations that are not listed in this
rule or that do not have recommended course equivalents, minimum scores, and
maximum credits. Acceptance of transfer credit so awarded is at the discretion
of the receiving institution.
(b) College Level Examination Program (CLEP) of the College Board.
1. The transfer of credit awarded on the basis of scores achieved on
examinations in the College Level Examination Program is protected by this
rule only for examinations taken in an administration authorized by CLEP.
2. For examinations taken after July 2001, transfer of credit is mandatory
for all CLEP examinations. For all CLEP examinations, credit must be awarded
at a minimum in accordance with the credit-by-examination equivalencies
determined by the Articulation Coordinating Committee.
3. For examinations taken prior to July 1, 2001, transfer of credit under the
terms of this rule is mandatory provided that the award of credit is consistent
with the CLEP recommendations or scaled scores determined to represent
student achievement at or above the fiftieth (50) percentile on the combined
6
men-women sophomore norms in use prior to 1978, with no letter grade or grade
points assigned.
(c) College Board Advanced Placement Program (AP). For all AP
examinations, credit must be awarded at a minimum in accordance with the
credit-by-examination equivalencies determined by the Articulation
Coordinating Committee. Transfer of Advanced Placement credit under terms of
this rule is also mandatory, provided that the award of credit is consistent with
the Articulation Coordinating Committee’s recommended minimum scores and
maximum amount of credit guaranteed to transfer.
(d) International Baccalaureate (IB) Diploma Program. For all IB
examinations, credit must be awarded at a minimum in accordance with the
credit-by-examination equivalencies determined by the Articulation
Coordinating Committee. Transfer of International Baccalaureate credit under
terms of this rule is also mandatory, provided that the award of credit is
consistent with the Articulation Coordinating Committee's recommended
minimum scores and maximum amount of credit guaranteed to transfer.
The award of credit for students who completed IB Diploma program
examinations before April 1993 shall be determined by the public postsecondary
institution.
(e) Advanced International Certificate of Education Program (AICE).
Transfer of Advanced International Certificate of Education credit under terms
of this rule is mandatory, provided that the award of credit is consistent with the
Articulation Coordinating Committee’s recommended minimum scores and the
statutory maximum amount of 30 credits.
(f) Excelsior College Examinations, formerly known as the Regents College
Examinations or the Proficiency Examination Program (PEP). Transfer of credit
under terms of this rule is mandatory provided that the award of credit is
consistent with the Articulation Coordinating Committee’s recommended
minimum scores and maximum amount of credit guaranteed to transfer with no
letter grades or grade points assigned.
(g) Defense Activity of Non-Traditional Education Support (DANTES)
Subject Standardized Tests (DSSTs). Transfer of credit under terms of this rule
is mandatory provided that the award of credit is consistent with the Articulation
Coordinating Committee’s recommended minimum scores and maximum
amount of credit guaranteed to transfer with no letter grades or grade points
assigned.
(h) United States Armed Forces Institute (USAFI). The award of credits for
students who successfully completed USAFI courses or exams before 1974 shall
be determined by the public postsecondary institution.
(8) Pre-professional course responsibility. Lower division programs in state
universities and community colleges may offer introductory courses to enable
students to explore the principal professional specializations available at the
baccalaureate level. Such courses shall be adequate in content to count toward
the baccalaureate for students continuing in such specialization. However,
deciding major course requirements for a baccalaureate, including courses in the
major taken in the lower division, shall be the responsibility of the institution
awarding the baccalaureate degree.
(9) Limited access programs. Community college and state university
transfer students shall have the same opportunity to enroll in baccalaureate
7
limited access programs as native students. Baccalaureate limited access
program selection and enrollment criteria shall be established and published in
catalogs, counseling manuals, and other appropriate publications. A list of
limited access programs shall be filed annually with the Articulation
Coordinating Committee.
(10) A state university may accept non-associate in arts degree credit in
transfer based on its evaluation of the applicability of the courses to the
student’s program at the university.
(11) State universities and community colleges shall publish with precision
and clarity in their official catalogs the admission, course, and prerequisite
requirements of the institution, each unit of the institution, each program, and
each specialization. Any applicable duration of requirements shall be specified.
The university or college catalog in effect at the time of a student’s initial
collegiate enrollment shall govern upper division prerequisites, provided the
student maintains continuous enrollment as defined in that catalog unless
otherwise specified.
(12) The Department and all public universities, community colleges, and
school districts shall maintain the electronic exchange of student transcripts and
associated educational records, including acquisition of and access to test scores
of students in the standard format established by the ACC.
(13) All postsecondary courses offered for college credit, career credit,
college preparatory credit, or career-preparatory credit as they are defined in
Rule 6A-10.033, F.A.C., shall be entered in the statewide course numbering
system. Each course shall be assigned a single prefix and a single identifying
number in the course numbering system.
(14) When a student transfers among postsecondary institutions that are
fully accredited by a regional or national accrediting agency recognized by the
United States Department of Education and that participate in the statewide
course numbering system, the receiving institution shall award credit for courses
satisfactorily completed at the previous participating institutions when the
courses are judged by the appropriate common course designation and
numbering system faculty task forces to be academically equivalent to courses
offered at the receiving institution including equivalency of faculty credentials
regardless of the public or nonpublic control of the previous institution. The
award of credit may be limited to courses that are entered in the statewide course
numbering system. Credit so awarded shall satisfy institutional requirements on
the same basis as credits awarded to native students.
Specific Authority 1001.02(2)(n), 1007.23(1), 1007.27(9) FS. Law Implemented
1007.01(2), 1007.23(1), 1007.27(9) FS. History–New 5-5-75, Amended 10-7-75, 6-8-76,
8-22-77, 12-26-77, 3-28-78, 5-10-78, 7-2-79, 2-27-80, 5-27-81, 1-6-83, 4-5-83, 6-28-83,
1-9-85, Formerly 6A-10.24, Amended 8-4-86, 5-18-88, 5-29-90, 7-30-91, 10-4-93, 5-394, 1-2-95, 9-30-96, 6-15-98, 12-13-99, 8-14-00, 10-15-01, 9-22-03, 12-18-05.
8
RESOURCE KIT FOR THE THREE STRATEGIES
TO REDUCE TIME TO DEGREE
MARCH 2011
Nate Johnson
Senior Consultant
423 East Virginia Street
Tallahassee, Fl 32301
Phone: 850-294-0672
[email protected]

Resource Kit - Complete College America

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