(May 28, 2002)
To Successfully Complete Its Charge of:
During 2001-2002, the Joint Boards Articulation Commission will:
1. Review and reconsider the recommendations from the Student Services Action Team, focusing particularly on the topics of academic calendar and residency, consult with external constituencies regarding these topics, and make further recommendations, as appropriate.
2. Provide for continuing effective communication between and among the postsecondary sectors, including such efforts as the JBAC web page, the Articulation Hotline list, and JBAC member participation in the annual OUS articulation and transfer conference.
3. Consider and/or provide recommendations to the OUS Academic Council and community college Chief Academic Officers on specific and explicit initiatives to promote inter-sector collaboration and enhancement of the transfer function. Recommendations may come in such area as (1) faculty involvement in curriculum design and program development for the purpose of minimizing barriers to institutional admissions and enhancing course and credit transfer; (2) proposing modifications in the Associate of Arts/Oregon Transfer degree; and/or (3) developing proposals for prototypes of Associate of Science/Oregon Transfer degrees in various disciplinary areas.
4. Assess and report progress to the Joint Boards regarding a K-16 approach to course and credit transfer, teacher education, early collegiate options, distance learning and standards-based entrance and exit standards.
5. (a) Continue to analyze and standardize the procedures for data sharing between the Oregon University System and the Department of Community Colleges and Workforce Development. Examine data for trends that may lead to recommendations for changes in student transfer polices and procedures. This work should include progress on recommendations arising from the November 2000 JBAC transfer student data report, and include:
• Enhanced follow-up on students in Oregon who earn the Associate of Arts/Oregon Transfer degree, to include tracking of these students more than one year past their degree.
• Expansion of data-collection efforts on students simultaneously enrolled in two-year and four-year campuses.
• Expansion of data-collection efforts on transfer students to assess their academic major after transfer.
• Explore data-sharing efforts with members of the Oregon Independent Colleges Association in order to implement a tracking system (e.g., performance, persistence) for students who transfer to those campuses.
(b) Support and promote the development and use of electronic means for the interchange of educational records and information between Oregon University System campuses, Oregon Community Colleges, and Oregon Independent Colleges and Universities.
6. Assign tasks to and/or consult with external groups working on issues with transfer implications (e.g., the Oregon Writing and English Advisory Committee (OWEAC) and the Oregon University System’s Proficiency-based Admission Standards System (PASS ) project).
7. Develop guidelines for articulation of career ladders where proficiency requirements cut across academic and professional technical program degrees and courses.