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TRANSFER: MYTHS & FACTS ANNE HABERKERN, DIVISION DIRECTOR - PowerPoint PPT Presentation

Oct 03, 2023 •250 likes •342 views

TRANSFER: MYTHS & FACTS ANNE HABERKERN, DIVISION DIRECTOR TRANSFER & CURRICULAR INNOVATION CTE TRANSFER: MYTHS & FACTS MYTH: Course numbers and prefixes affect how courses transfer FACT: Content - title, description,

  1. TRANSFER: MYTHS & FACTS ANNE HABERKERN, DIVISION DIRECTOR – TRANSFER & CURRICULAR INNOVATION

  2. CTE TRANSFER: MYTHS & FACTS • MYTH: Course numbers and prefixes affect how courses transfer • FACT: Content - title, description, outcomes – determines transferability • Articulation databases • Revision tracking

  3. CTE TRANSFER: MYTHS & FACTS • MYTH: Only certain kinds of classes (Gen Ed, courses for which there is an articulation) “count” for transfer, or “count more” • FACT: • Virtually all college-level courses “count” for transfer • How they count depends on several factors: • Receiving institution limits and rules • Degree and major the student is pursuing • The student’s total academic history

  4. Credit “Buckets” & Limits General Upper Major BA/BS Education Division 180 credits required for Free Elective bachelor Excess

  5. The Credit “Backpack” DUAL CREDIT. CHANGE OF DEVELOPMENTAL MAJOR/ EDUCATION TRANSFER SCHOOL GOAL PRIOR ACADEMIC HISTORY W/D/F THAT COUNTS TOWARDS FIN AID OTHER EMBEDDED PREREQUISITES

  6. BROAD CONSIDERATIONS • Majors: Two types • Highly structured, lots of lower-division requirements (STEM, business, studio art, music) • Broad lower division preparation, few or no required lower- division courses (most humanities, social sciences) • First type: strong rationale for PCC disciplines to align content with receiving institutions • Second type: not a strong rationale

  7. BROAD CONSIDERATIONS • General Education • Being on PCC Gen Ed list does not determine whether it will fulfill Gen Ed at receiving institution as individual course • Only matters where student takes the course as part of a block guarantee (AAOT, CTM) – in which case, individual course alignment does not matter

  8. BROAD CONSIDERATIONS • Category/breadth requirements • Category is what determines whether a course “counts”, not specific content • Therefore, doesn’t matter if individual PCC course content aligns well (or not) with individual course content at receiving schools; only matters that it is recognized as being in the category

  9. • Program-specific handouts • Questions? Discussion

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