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

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Oct 03, 2023 250 likes •343 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,

SLIDE 1

TRANSFER: MYTHS & FACTS

ANNE HABERKERN, DIVISION DIRECTOR – TRANSFER & CURRICULAR INNOVATION

SLIDE 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

SLIDE 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

SLIDE 4

Major General Education BA/BS Upper Division Excess Free Elective 180 credits required for bachelor

Credit “Buckets” & Limits

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

The Credit “Backpack”

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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

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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

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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

SLIDE 9

Program-specific handouts
Questions? Discussion