apasc handbook & resource guide

apascaz.org

h a n d b o o k& r e s o u r c e g u i d e

2012-2013

A P A S C H A N D B O O K 1

C O N T E N T S Introduction………………..………………..………………..………………….. 3

About APASC…………………………………………………………………… 5 Transfer Articulation System History…………………………………………. 5 Transfer Articulation System Goals…………………………………………... 6

Articulation Transfer Components………………..………………..………….. 7

Course Equivalency Guide……………………………………………………. 9 Course Equivalency Abbreviations…………………………………………… 9 Reverse Course Equivalency Guide………………………………………….. 9 Exam Equivalency Guide………………………………………………………. 10 Shared Unique Number System……………………………………………… 10 Major Guides……………………………………………………………………. 10 Arizona General Education Curriculum………………………………………. 10 Common Courses……………………………………………………………… 11 Pathways and Degrees………………………………………………………… 12

Articulation Task Forces………………..………………..……………………... 13 Discipline Specific ATFs……………………………………………………….. 15 How An ATF Works…………………………………………………………….. 15 ATF Role Definitions……………………………………………………………. 15 ATF Meeting Agendas…………………………………………………………. 16 Outcomes / Goals of ATF Meetings 16 Academic Advising ATF……………………………………………………….. 17 Admissions & Records ATF…………………………………………………… 17 Institutional Articulation Facilitators………………………………………….. 17

Arizona Course Equivalency Tracking System (ACETS) …………………….19 About ACETS………………………………………………………………....... 21 ACETS User Group…………………………………………………………….. 21 New Members………………………………………………………………...... 21 ACETS Forms………………………………………………………………....... 21 Queries / Reports………………………………………………………………. 22 CEG Processes……………………………………………………………….... 22 Enhancement / Action Requests……………………………………………… 24 ACRES Interface………………………………………………………………... 24

2 A P A S C H A N D B O O K

APASC Institutional Responsibilities………………………………………….. 25

Appendix A ……………………………………………………………………… 31 APASC Org Chart Appendix B ……………………………………………………………………… 33 Glossary Appendix C……………………………………………………………………… 35 Statewide Meetings: Roles, Duties & Responsibilities

Login Information………………………………………………………………. 35 APASC Staff Duties & Responsibilities………………………………………. 35 Institutional Articulation Facilitator Duties & Responsibilities……………... 36 Timelines for Processing………………………………………………………. 37 Completing the ATF Meeting Report………………………………………… 38 Meeting Chair Duties & Responsibilities…………………………………….. 40 Meeting Host Duties & Responsibilities……………………………………… 41 Lead Faculty Member Duties & Responsibilities…………………………… 42 Alternate Faculty Member Duties & Responsibilities………………………. 43 Meeting Chair / Host Duties & Responsibilities for All Other Meetings….. 43

Appendix D……………………………………………………………………… 45 ACETS Step-By-Step Instructions

Before You Start………………………………………….………………….…. 45 Accessing ACETS………………………………………………………………. 45 Logging In………………………………………….……………………………. 46 Processing the New Course Evaluation Form………………………………. 47 Processing the Modified Course Form………………………………………. 51 Processing the Editorial Change Form………………………………………. 56 Processing the Course Deletion Form……………………………………….. 57 Processing the CEG Data Cleanup Form……………………………………. 58 Processing the ATF – CEG Change Form…………………………………… 59 Processing the Exam Review Form………………………………………….. 60 Processing the SUN Action Form……………………………………………. 61


I n t r o d u c t i o n


Academic Program Articulation Steering Committee (APASC) The Academic Program Articulation Steering Committee (APASC) is the coordinating body for the statewide articulation and transfer system. It provides oversight of curricular alignment among public and tribal postsecondary educational institutions and helps ensure that students are appropriately prepared and have the support services required pursue and complete a post-secondary degree program. One of APASC’s major goals is to assist with increasing the number of Arizona students who successfully complete a baccalaureate degree. APASC reports to the Joint Council of Presidents (JCP). See Appendix A for Organizational Chart. APASC was established in part by the Transfer Articulation Task Force Report of 1996. The Arizona Transfer System (or AZTransfer), overseen by APASC, includes the people, systems and infrastructure designed to ensure “that community college students may transfer to Arizona public universities without loss of credit towards a baccalaureate degree” (ARS 15-1824).

Transfer Articulation System History On February 4th, 1983 the Joint Conference Committee (JCC), the Arizona Board of Regents (ABOR) and the State Board of Directors for Community Colleges in Arizona (SBDCCA) established the Academic Program Articulation Steering Committee (APASC). The JCC charged APASC with the oversight of transfer articulation for the public community colleges and universities. To accomplish this, APASC established an organizational structure that included faculty and administrators from Arizona’s public and tribal community colleges and universities. Through a legislative footnote affixed to the budgets of Arizona’s public community college districts and universities in 1996, ABOR and SBDCCA were charged with establishing the Transfer Articulation Task Force (TATF) to develop a seamless statewide articulation and transfer system, including a process for the transfer of lower-division general education credits and curriculum requirements for majors. The objective of reaching a consensual agreement is to ensure community college students could transfer to Arizona public universities with maximum application of earned college credits toward a baccalaureate degree. This continues to be a top priority. The TATF develops unique clear and secure transfer pathways for community college students, parallel to the pathways followed by students who began their studies at the universities as freshmen. AZTransfer, formerly known as the Arizona Transfer System, is a transfer pathway that allows students to maximize their academic experience at the community colleges by including transferable lower-division general education and elective credits and curriculum requirements for majors that can be incorporated into university graduation requirements and complete baccalaureate degrees based on the minimum number of required credits.


Transfer Articulation System Goals The articulation process goal is to ensure seamless course and program transfer from one institution to another. Goals and outcomes for the Arizona Transfer Articulation System include:

• Seamless transfer for Arizona public community college and tribal college students to the Arizona public universities;

• Clear, complete, and appropriate lower division preparation; • Identification of common courses and transfer pathways; • Maximum transfer of credit for Arizona transfer students; • Implementation of policy directives provided by the Academic Program Articulation Steering

Committee (APASC) designed to enhance the transfer process; • Improved curricular communication between institutions; • Collaboration between statewide faculty, administrators, staff and where appropriate statewide

partners; and • Support of continual communication between Arizona’s two- and four-year public and tribal

post-secondary institutions.


A r t i c u l a t i o n T r a n s f e r C o m p o n e n t s


Course Equivalency Guide Equivalencies reflected in the Course Equivalency Guide (CEG) indicate how Arizona State University, Northern Arizona University, and the University of Arizona accept transfer coursework (numbered 100 to 299) from Arizona public community and tribal colleges. In the CEG, the term "equivalency" does not mean that an Arizona public community or tribal college course is identical to the Arizona public university course, rather the course is considered to fulfill the requirements of the designated target institution course requirements. The CEG includes the course evaluation by each Arizona public university, which reflects how the universities accept the course credit. In some cases, the universities have designated the acceptability of courses toward general education requirements. The course evaluation and/or general education designation as listed in the CEG is valid for the term in which the student is awarded credit on the transcript. Additionally, courses that are eligible for Dual Enrollment, credit by exam, Arizona General Education Curriculum, and Shared Unique Number (SUN) designations are identified in the CEG. Courses must be completed with a grade of "C" or better in order to transfer. Applicability of the transfer credit to completion of major requirements at the universities is not indicated in the CEG. The department or college of the Arizona public university in which a student is pursuing a degree determines applicability of transfer credit toward completion of baccalaureate degree requirements.

Course Equivalency Abbreviations Community college courses numbered below 100 are not transferable to the universities.

D e s i g n a t i o n E x p l a n a t i o n

XXXX####

Arizona public community college course accepted as being substantially equivalent to the Arizona public university course department and number listed. [In the past, if community college courses had equivalent content to university upper division courses they would be designated as equivalent but with lower division credit. Though these courses did not need to be repeated at the university, the credits earned would not apply toward the required number of upper division credit hours needed to complete the baccalaureate degree.]

XXXX Departmental Elective (DEC)

Arizona public community college course acceptable for departmental elective credit. Courses accepted as XXXXDEC by one university department may be accepted as general elective credit by another department.

Elective Credit Arizona public community college course accepted for general elective credit by Arizona public universities.

Non-Transferable (NT)

University faculty have determined that these courses will not transfer to the university. (EXCEPTION: some non-transferable courses can be applied toward the Bachelor of Applied Science degree; see academic advisor for more information).

Reverse Course Equivalency Guide The Reverse Course Equivalency Guide can be used to look up course equivalencies starting from the “target” institution.


Exam Equivalency Guide (EEG) The Exam Equivalency Guide (EEG) helps students understand how exam scores may translate into college credit in four testing programs: Advanced Placement (AP), International Baccalaureate (IB), College Level Examination Program (CLEP), and the DANTES Subject Standardized Tests (DSST). The exam matrices reflect the credit awarded by each of the colleges and universities. Faculty participants in the Articulation Task Forces are asked to discuss commensurate credit for specific exam scores. Legislation requires this discussion for AP and IB exams (http://www.azleg.gov/ars/15/01626.htm). The information on the exam matrices (https://aztransmac1.asu.edu/cgi-bin/WebObjects/ATASS.woa/wa/ExamMatrix) populate the application that students use when they want to see if an exam score will “transfer” to their intended college or university. This feature is currently a work-in-progress. Shared Unique Number (SUN) System Links S U N S y s t e m W e b s i t e

Arizona developed the Shared Unique Numbering (SUN) System to identify some of the transferable lower-division courses commonly offered at the three Arizona public universities and at least two Arizona community college. The system ensures that a SUN course at a participating institution will be accepted as a direct equivalent to the comparable SUN course at the other participating institutions. Many of the SUN courses are Arizona General Education Curriculum (AGEC) courses or common courses. Each SUN System course has a single course prefix and four digit number that represent course equivalencies at the community colleges and the three public universities regardless of the course prefix or number used at the individual institutions.

Major Guides For students who know their specific major but not the Arizona university to which they will transfer, Major Guides identify the community college courses that these students can take in addition to their AGEC courses to prepare for a baccalaureate degree. The major guides are populated by information from the Common Course Matrices. Arizona General Education Curriculum (AGEC)

Links A G E C P o l i c i e s A G E C W e b D a t a b a s e

The Arizona General Education Curriculum (AGEC) is a block of 35 or more credits awarded by an Arizona community college that meets the lower division general education requirements at the state universities. Students who complete the AGEC and have a minimum 2.5 cumulative GPA are guaranteed admission to the state universities (though not necessarily to a particular major). Students completing the AGEC will still be required to fulfill the lower-division program requirements and prerequisites within their college and major/minor area of study as well as upper-division general education requirements at the universities. Students should consult the universities’ catalogs and general education web sites for information about general education programs. In all cases, students have the responsibility for selecting general education coursework that is relevant to the requirements of their intended major and degree.


The Arizona General Education Curricula (AGEC-Liberal Arts, Business, or Science) provide a general education core for four transfer associate’s degrees (AA, ABUS, AS, and AAEE). AGEC-based transfer pathways are determined by the student’s declared major and the university to which the student will transfer.

Common Courses Common courses are identified by faculty articulation task force members and are applicable to shared majors. Institutional Articulation Facilitators (IAFs) are responsible for reviewing the courses from their respective institutions that are in the Common Course Matrices (CCM) to ensure the courses are listed in the Course Equivalency Guide with a designation of “E” (elective credit) or better. The university IAFs should also confirm that the courses can be applied toward the university degree(s). Procedural definition for a common course is as follows:

• A common course must be the appropriate lower division preparation for the university major/degree.

• A common course may be a required course, a prerequisite course, or an elective course. • The common course(s) accompanied by the appropriate AGEC, second language (if required),

and other appropriate elective courses to complete the transfer associate degree should allow the transfer student to take 56 university credits after transferring to graduate from a 120 credit degree program.

• Common courses are required for Special Requirement (SR) pathway majors/degrees and are recommended for General Requirement (GR) majors/degrees.

• A common course must be a transferable course (as designated in the CEG) to all universities with a shared major.


Pathways and Degrees The Arizona Transfer System provides general, special, and exceptional pathways for transfer. AGEC-based transfer pathways are determined by the student’s declared major and transfer institution and will usually follow either General Requirements (GR) or Special Requirements (SR) pathways. Some transfer majors may not align with AGEC/AA, ABUS, AS or AAEE pathways. Students pursuing such majors should be in contact with both the community college and university advisors. Community college students may generally transfer up to one-half of the baccalaureate degree requirements plus one course, or up to 64 units/semester credit hours. However, students pursuing the Associate of Applied Science degree and the Bachelor of Applied Science degree may be able to transfer more units. Academic advisors at both the community college and university should be consulted for further information.

D e g r e e P a t h w a y s

AA (Associate of Arts) / General Requirements AA/GR

AA (Associate of Arts) / Special Requirements AA/SR

ABUS (Associate of Business)/General Requirements ABUS/GR

ABUS (Associate of Business) / Special Requirements ABUS/SR

AS (Associate of Science) / General Requirements AS/GR

AS (Associate of Science) / Special Requirements AS/SR

Each of the pathway degrees listed above require 60-64 transferable credits in courses numbered 100 or above to be completed with a grade of "C" or better.


A r t i c u l a t i o n T a s k F o r c e s ( A T F s )


Discipline Specific ATFs Discipline specific ATFs consist of faculty members appointed by their institutions to represent both the institution and their specific academic area(s). Discipline specific ATFs serve as a forum for public and tribal colleges and universities to cooperatively exchange articulation information in a timely manner in order to actively participate in the implementation of the Arizona Transfer System. Some ATFs may also include K-12 representatives.

How an ATF Works Discipline specific ATFs meet at least annually to discuss transfer, curriculum, and articulation issues. Additionally, the task force focuses on planning for the future, ensuring student success, sharing developments, collaborating on partnership programs, and designing innovative programs for Arizona constituents. Each institution/district with courses and/or programs that transfer into the corresponding baccalaureate degree(s) designates a lead member with voting privileges for that ATF. Other membership categories include: member, liaison, and alternate.

ATF Role Definitions

Lead Member: one or more individuals officially representing institutions and have voting privileges.

Alternate: faculty member attending in place of the Lead Member who also has voting privileges.

Member: a representative in addition to the Lead Member who does not have voting privileges.

Liaison: institutional or organizational representatives who attend meetings not as voting members but for information or observation purposes.

Listserv Only: representatives who do not attend meetings but desire to be on the listserv for information or observation purposes.

Historical Archive: used when a placeholder is needed to retain a contact related to a group for historical reasons. AZTransfer Liaison: advisor or counselor who serves as their institution’s AZTransfer Liaison


Outcomes/Goals of ATF Meetings The preparation and efforts of ATF meeting participants result in the successful implementation of the Arizona transfer system to ensure community college students transfer to Arizona public universities with maximum application of earned college credits toward a baccalaureate degree. Additionally, the following outcomes are achieved: ATFs make recommendations to:

• Confirm current baccalaureate degrees within the discipline specific ATF and categories/pathways that articulate with the two-year transfer degrees.

• Ensure that a minimum of six common lower-division credits for shared majors are identified (common courses) when applicable.

• Select/affirm the appropriate Arizona General Education Curriculum (AGEC) as part of the lower division preparation for baccalaureate degrees associated with the discipline specific ATF.

• Update the Course Equivalency Guide (CEG). ATFs provide mechanisms for anticipating and/or resolving transfer issues by:

• Communicating accurate information regarding university degree program requirements and the transferability of community college courses to those programs.

• Posting the completed ATF Report and Meeting Notes within 14 days, including: 1. Institutions and names of ATF members represented at the meeting. 2. New, confirmed, or changed pathways. 3. New, confirmed, or changed common courses. 4. New, confirmed, or changed exam equivalencies. 5. New, confirmed, or changed agreements for any of the four national / international exam 6. Summary of addressed agenda items that require follow-up. 7. Summary of issues to be shared with APASC. 8. Programmatic changes under development:

i. Identifying the impact of proposed programmatic changes at the tribal and community colleges or universities which may affect the transferability of credits

ii. Identifying the impact of proposed changes on courses, including SUN courses 9. The date, location, time, host, chair, note taker, and tentative agenda for the next

academic year’s meeting. ATF Meeting Agendas Specific agenda items reviewed before and during each ATF meeting include but are not limited to:

• Course Equivalency Guide (CEG) information for all associated departmental prefixes; • Courses in the ATF Common Course Matrix (CCM); • University degrees associated with each ATF (should be completed by the university IAF); • College degrees associated with each ATF; • Equivalencies in any related exam matrices; • Changes in university general education requirements; • Curricular changes in courses, programs, and degrees that impact course transfer; • Statewide update is reviewed by the IAF assigned to the ATF meeting. The update informs

participants about changes to AZTransfer and other information that impacts student transfer; • Status and/or results of special projects; • Information from APASC; • Items tabled from prior meetings that need to be addressed; • Selection of a meeting chair, host, meeting date, time, location, note taker, and format (e.g.: face-

to-face, virtual, etc.) for the following year.


Academic Advising ATF The Academic Advising Articulation Task Force (AAATF) includes representatives from each Arizona public and tribal college and university. The AAATF addresses academic concerns and problems faced by transfer students. The AAATF goals are to:

• Monitor the health of the statewide transfer system; • Increase student utilization of institutional and statewide advising and transfer resources; • Monitor and evaluate technological applications for academic advising; • Encourage professional development by identifying best practices; • Support the state conference for advising professionals; • Ensure that students have access to appropriate advising to facilitate the transfer process from

the home institution to the receiving institution. Admissions & Records ATF Admissions and Records ATF (A&RATF) members are designated admissions and registrar representatives from each Arizona public and tribal college and university. This task force discusses issues regarding admission to participating institutions and/or specific programs as well as policies, processes, and procedures that support the state’s transfer and articulation systems.

Institutional Articulation Facilitators (IAF) Institutional Articulation Facilitators (IAFs) are representatives from the Arizona public community colleges, tribal colleges, and the public universities with responsibilities at both the institutional and statewide level for managing the operational procedures supporting transfer articulation in Arizona. These responsibilities include oversight and coordination of processes and procedures related to ongoing maintenance of course equivalencies, transfer tools in AZTransfer, and ensuring that institutional faculty and staff are familiar with the Arizona Transfer System. IAFs should remain current with the components of AZTransfer by reading the meeting notes from the discipline and non-discipline specific ATF meetings. Facilitating ATF meetings Each IAF should plan to participate in three to four discipline specific ATF meetings each academic year. ATFs are required to meet at least once a year. Most ATFs meet in the fall. In the summer IAFs determine which ATF meetings they will facilitate. An APASC staff member updates the ATF Meeting Calendar to assign the IAF for each meeting. If for any reason the designated IAF is unable to facilitate assigned meeting(s), it is that member’s responsibility to find a replacement or swap meetings with another member. If the IAFs cannot reach an agreement, APASC staff is contacted to resolve the issue. Instructions for preparation before, activities during, and processes after meetings can be found in Appendix B. Statewide Update IAFs present the Statewide Update at each ATF meeting. The Statewide Update informs faculty of Arizona Transfer System news including identifying initiatives and legislation that impact the transfer and articulation processes. In past years the update has been provided in a video or PowerPoint format.


A r i z o n a C o u r s e E q u i v a l e n c y T r a c k i n g S y s t e m ( A C E T S )


About ACETS Arizona Course Equivalency Tracking System (ACETS) tracks course equivalency decisions, including SUN courses, as the courses move through the statewide evaluation and articulation process. ACETS supports all decision-making required to establish equivalencies in Arizona beginning with the initial request for an equivalency evaluation and ending with the creation of a report to be used by Arizona university encoders. ACETS tracks the timeframe for course equivalency from source institution to target institution and triggers a report to target institutions when timelines are outside normal boundaries. A target school records its decision within 45 days in ACETS and encodes it within 15 days. Institutions can check recent information activity by querying the database. Additionally, the ACETS includes an application for institutions to identify any changes they make to Exam Equivalency Guide. APASC staff review these changes and make the appropriate changes in the EEG.

ACETS User Group The ACETS User Group includes representatives from APASC postsecondary institutions that use ACETS to request and process course equivalencies and general education designations at source and target institutions.

New Members

• Contact your IAF to be added as a new member to ATF Chatlines • Contact [email protected] to request ACETS account access • ACETS Users Group listserv email: [email protected]

ACETS Forms

• New Course Evaluation Form (NEW): Used for courses that have not been sent through ACETS. This form is generally submitted to all three universities. A recommended equivalency can be included.

• Modified Course Evaluation Form (MOD): Used if a college course is significantly modified in credit hours, course description, student learning outcomes and/or course outline/content. This form should be submitted to all three universities with the current and suggested equivalency for each university identified.

• Editorial Change Form (EDI): Used only if the college course prefix, number or title changes. This form is generally submitted to all three universities.

• Course Deletion Form: Used when a college deletes or removes a course from their course bank/catalog and the course requires an end date term and year in the CEG. This form is submitted to all three universities.

• CEG Data Cleanup Form: Used to clean up the following CEG errors only: deleted courses still appearing with university equivalencies, correct equivalencies that do not appear, blank cells, typos, and incomplete information.

• ATF - CEG Change Form: During or after an ATF meeting the IAF should submit this form to reflect a recommended equivalency change for a course already in the CEG.

• Exam Review Form: Used to document institutional designations for specific scores on Advanced Placement (AP) exams, International Baccalaureate (IB) exams, College Level Examination Program (CLEP) exams, and DANTES Subject Standardized Tests (DSST).

• SUN Action Form (New 2012): Arizona community colleges and universities use this form to add a potential SUN course and/or if they plan to make changes to designated SUN courses.


Queries/Reports • Error Reports: Used to check for recently submitted ACETS forms that have been returned and

marked by the university with an error. • Notes Report: Used by community college ACETS representatives to view the university’s

reason for denying a requested direct equivalency. • Pending/Overdue Evaluations: Shows all ACETS form submissions pending university

processing. It is a good practice to regularly check pending and overdue items in ACETS. • University Status Report: Used by the community colleges and universities to view the number

of course evaluation requests for all pending, overdue, completed, and total course evaluation requests.

• Equivalency Reports (Source): Used by community colleges and universities to view their course equivalencies, i.e. previous equivalency (MODs only), suggested equivalency, final equivalency, and equivalency note from the universities.

• Equivalency Reports (Target): Used by community colleges and universities to view their course equivalencies, i.e. previous equivalency (MODs only), suggested equivalency, final equivalency, and equivalency note, and status dates (date submitted, date reviewed, and date encoded) from the universities.

• Activity Report: Used for a quick view of course information, equivalencies, and where each course is in the evaluation process.

• Course Activity Report: Used by community colleges to view what course(s) have been reviewed/evaluated by using a custom query option of starting and/or ending date range and form type. It shows course information and university evaluation status on a course popup link.

• ATF CEG Report: Used by community colleges to view only ATF-CEG Change course form information and equivalencies using custom query options.

• Add/Edit Read Only Users: Used by community colleges and universities to add/edit new users to view course information. New users will gain view-only access of course information.

• Import Data from File: Used by community colleges to upload a .txt file to import course information into the ACETS database. These courses are not routed to the universities, but are placed in the “Saved Forms, Not Yet Sent” query link on the source school query page.

• Manage Action Items: Used to track requests from ACETS users and IAFs to fix bugs or enhance the ACETS database.

CEG Processes The CEG process includes submission of New, Modified, Deletion, Editorial, and ATF Change Forms through ACETS from source institutions (generally community colleges) to target institutions (generally universities) for review. The target institutions review submitted ACETS forms, determine course evaluations (NT, E, DEC, or Direct Equivalency) and post the results to the CEG. The CEG is updated each week. An Arizona public community college requesting a course evaluation with the submission of a new Course Evaluation From or a Modified Course Evaluation Form through ACETS must include an appropriate course outline that matches the requested equivalency term and year in order to ensure a comprehensive course evaluation by the respective public universities. Rules for processing effective year/terms to course equivalency All transactions require a 60-day processing window. The equivalency, general education designation, or ATF CEG recommendation’s effective year/term are the same as the effective year/term designated by the initiating institution providing the timeline below is followed. In some cases (i.e. course deletions), retroactive effective year/term may be awarded at the discretion of the source and target institutions involved.


Initiating source institutions should provide ample planning and reaction time when initiating transfer articulation actions and should plan to provide the opportunity for students to be informed of changes before enrollment in courses, particularly in the upcoming semester. General processing timelines for guaranteed effective year/term Course Equivalency forms may be submitted at any time and are processed year around (subject to faculty availability). In order to receive an evaluation with a guaranteed effective date of a particular term, the guidelines below are provided. Course equivalency forms and/or general education proposals received after the dates indicated below may not be processed in time to make them effective by the desired term. In that case, the target institution may generate an effective date for the equivalency of the next academic term.

Desired effective term for course equivalency, target institution general education designation

S u m m e r o r F a l l T e r m s S p r i n g T e r m s

Date for target institution to receive requests in order to guarantee effective term and publication of the equivalency in time for PREREGISTRATION

February 1 (Assumes an April 1 start date for preregistration)

August 1 (Assumes a November 1 start date for preregistration)

Date for target institution to receive requests in order to guarantee effective term an publication of the equivalency in time for the FIRST DAY OF CLASSES:

March 10 (Assumes an August 1 start date for preregistration)

September 1 (Assumes a January 1 start date for preregistration)

General education designations University-initiated equivalencies and general education values changes are typically communicated to source institutions as soon as they are made at the target institutions. These changes are processed year round, subject to faculty and resource availability. The timeline for changes to target institution course equivalencies and general education designations follows.

Desired effective term for target institution course equivalency or general education designation change:

S u m m e r o r F a l l T e r m s S p r i n g T e r m s

Deadline for source institution to receive notification of target institution change to equivalencies and general education values:

April 15 November 1


Updates To help ensure CEG accuracy, each institution is required to send their current course bank to the APASC technology staff every semester in an Excel, .txt, or .csv file. These should be sent by August 1 for fall semester and December 1 for spring semester.

1. CEG Corrections. Corrections (missing course titles, incorrect department titles, etc.). Corrections may be needed if courses have not been submitted through ACETS for change or deletion and are no longer in the institutional course bank data sent to the APASC technology staff. If you see errors in the CEG, contact AZTransfer at [email protected].

2. CEG Accuracy Checking Reports

Target Schools: High Character Count Report lists all rules from the current CEG pages in which the character length of an equivalency exceeds 250 (the maximum number of characters allowed is 255). Source Schools: Title Not Available Report lists all rules from the current CEG pages in which the text course Title Not Available appears for a community college course. This text might appear due to either an error on behalf of a community college/university or appear when there is not error at all. Institutional IAF members should be contacted if an error is found. Target Schools: Blank Cells Report lists all rules from the current CEG pages in which there is at least one blank cell in a university column. The appearance of blank cells in the CEG might reflect either an error in university or community college data or no error at all. Appropriate IAFs should be contacted if errors are found.

Enhancement/Action Requests ACETS users may review and request enhancements to tACETS by logging into ACETS and clicking on “Manage Action Items” at the bottom of “Other Features.”

ACRES Interface The Academic Curriculum Review and Evaluation System (ACRES) is available for Arizona institutions to use for their formal internal curriculum review and evaluation process. Curriculum approved through ACRES can be submitted directly to ACETS. Please see your institutional IAF to determine if your institution uses ACRES and to receive ACRES training. If your institution is not currently using ACRES and would like to learn more about it, contact APASC staff.


A P A S C I n s t i t u t i o n a l R e s p o n s i b i l i t i e s


Database Updates D a t a b a s e R e s p o n s i b l e I n s t i t u t i o n

Institutional Membership Databases

Each institution is responsible for updating their membership lists for the ATFs and other groups associated with APASC. The person designated on each campus will need to establish a login and password, which can be done with the assistance of the APASC technology staff.

AGEC Database (community colleges only)

Each institution is responsible for maintaining and updating their AGEC Database. This can be done using the following password protected web site: AGEC DATABASE https://aztransmac2.asu.edu/cgi-bin/WebObjects/agec.woa/wa/login

Degrees & Pathways Database (universities only)

Each university is responsible for updating their degrees and pathways database. This can be done using the following password protected web site: DEGREES & PATHWAYS DATABASE https://aztransmac2.asu.edu/cgi-bin/WebObjects/ATASS Changes should be made during the summer to prepare for the fall ATF meetings.

ATF Prefix Database

Each community college and university is responsible for updating their ATF prefixes using the ATF Chatlines application. This can be done using the following password protected web site:

ATF CHATLINES http://aztransfer.com/cgi-bin/WebObjects/ATF.woa/wa/login

The ATF membership databases are updated by the IAF using the ATF Chatlines. Some institutions require Chief Academic Officer authorization for ATF membership. If faculty members or other ATF members change, the institutional IAF should be informed. A member can be deleted from the database or have his/her status changed to alternate, liaison, or listserv only. For ACETS members only, contact the APASC technology staff to setup an ACETS account.

Review and Confirm Common Course Matrix Recommended Changes APASC staff review the ATF meeting Reports and Meeting Minutes and develop a list of recommended changes to Common Course Matrices. The list is sent to the IAFs and Chief Academic Officers for review and approval. APASC staff make the approved changes in March.


Facilitate Curricular Communication at the Institutional Level Each institution's IAF communicates statewide transfer articulation policies and procedures to their appropriate internal individuals and groups. Each IAF also maintains a communication process to keep other institutions informed about curricular changes. The IAF listserv is one venue that can be used for this purpose. Each IAF provides a method to identify impacts of curricular changes on common courses, general education values, and equivalencies.

Faculty and Staff Training on Transfer System In order for the Arizona Transfer System to be effective, each institution must ensure that appropriate members of their campus community are informed and familiar with the system. Many IAF members provide training to the institutional constituents. APASC staff is also available to provide training.

Provide Staff to Facilitate ATF Meetings There are 41 discipline-specific ATFs. Although designed to facilitate faculty interaction, there are aspects of the meeting and certain projects and initiatives with which IAFs are more familiar. Therefore, at least one IAF participates in the discipline specific ATF meetings to provide the Statewide Update and to act as a resource if questions arise about the Arizona Transfer System.


A P P E N D I C E S


APASC Executive Committee

APASC Co-ChairsGail Burd and Greg Gillespie

Arizona Board of Regents RepresentativeStephanie Jacobson

APASC Staff (ExOfficio)Melinda Gebel

Rebecca McKay

Carol Spencer

Erin Woodell

Joint Council of Presidents

Assistant to the Executive DirectorHelena Babiski

AZ Course Equivalency

Tracking System (ACETS)

Articulation Task Force

(ATF)Chatlines

Academic Curriculum Review and Evaluation

System (ACRES)

TechnologySupport Group

AZTransferCourse Equivalency Guide (CEG)

Eam Equivalency Guide (EEG)Major Guides

Data & Evaluation(ASSIST Director)Melinda Gebel, Chair

Caryl DuBrock, Mgmt Research Analyst

Dan Moore, Application Systems Analyst

Marketing & Communication(M & C Director)Erin Woodell, Chair

Technology(AZTransfer Director)Rebecca McKay, Chair

Arizona State System for Information on Student

Transfer (ASSIST)

Marketing & CommunicationStatewide Network

InstitutionalArticulation Facilitators

(IAF)

Academic Affairs

Articulation Task Force

(AAATF)

ArticulationTask Forces

(ATFs)

Admissions& Records

ArticulationTask Force

(A&RATF)

Articulation Task Forces (ATFs)

Academic Program Articulation Steering Committee (APASC)

University RepresentativesGail Burd (Co-Chair), University of ArizonaFred Corey, Arizona State UniversityKaren Pugliesi, Northern Arizona University

Arizona Board of Regents RepresentativeStephanie Jacobson

Community College VOTING RepresentativesAndrea Buehman, Maricopa Community CollegesGreg Gillespie (Co-Chair), Yavapai CollegeJerry Migler, Pima Community CollegeEric Soulsby, Arizona Western College

APASC Staff (ExOfficio)Melinda Gebel

Rebecca McKay

Carol Spencer

Erin Woodell

Community College Chief academic officersJeanne Bryce, Eastern Arizona CollegeVerlyn Fick, Cochise CollegeSteven Gonzales, Central Arizona CollegeRuss Rothamer, Coconino Community CollegeMichael Rourke, Mohave Community CollegeMark Vest, Northland Pioneer College

Community College RepresentativeAndrea Buehman

APASC Subcommittees

Executive DirectorCarol Spencer

Appendix A APASC Organization Chart


Appendix B Glossary Arizona Course Equivalency Tracking System (ACETS)

A web-based workflow application that provides online submission, routing, evaluation, and reporting of requested course equivalencies for Arizona public and tribal colleges and universities.

ACETS Users Group Representatives from all APASC institutions that use the ACETS to request and process course equivalencies and general education designations at source and target institutions.

Academic Curriculum Review and Evaluation System (ACRES) A web-based workflow application that provides an electronic submission, routing, and approval system for proposed institution curriculum changes and subsequent routing to ACETS for evaluation.

Articulation Task Force (ATF)

Discipline specific, advising, and admissions and registration representatives from each APASC institution that assemble at statewide meetings at least once annually to share information, discuss, and resolve transfer and articulation issues.

ATF Chatlines Email Listserv, contact list, and ATF meeting resources for IAFs to manage ATF meeting scheduling, facilitation, and reporting in a password protected site: http://www.apascaz.org/faculty/.

Course Equivalency Guide (CEG) Web application that shows how courses transfer from public and tribal community colleges to Arizona’s three state universities. Transferability does not indicate how the course will apply to specific degrees. Course Equivalency Guide (http://www.aztransfer.com/cgi-bin/WebObjects/Admin_CEG)

Institutional Articulation Facilitator (IAF) One representative from each APASC member institution/district is appointed by their respective institution/district. The APASC Executive Director chairs the IAF group. Each institution has responsibilities at the institutional and statewide levels for managing the operational procedures supporting transfer articulation in Arizona. This role includes oversight and coordination of processes and procedures related to ongoing maintenance of course equivalencies, transfer tools in AZTransfer, and ensuring that institutional faculty and staff are familiar with the Arizona Transfer System. Members participate in the discipline specific ATF meetings as resources.

Source Institution The institution from which courses will be transferred (typically a tribal or community college).

Target Institution The institution to which courses will be transferred (typically a university).

Course Equivalency Abbreviations

1. Elective: Arizona public or tribal community college course accepted for general elective credit by Arizona public universities.

2. Departmental Elective: Arizona tribal or public community college course acceptable for departmental elective credit. Courses accepted as XXXXDEC by one university department may be accepted as general elective credit by another department.


3. Direct Equivalency: Arizona tribal or public community college course accepted as being substantially equivalent to the Arizona public university course department and number listed. Community college courses that are equivalent in content to university upper division courses will be transferable as equivalent but with lower division credit. Though these courses do not need to be repeated at the university, the credits earned will not apply toward the required number of upper division credit hours needed to complete the baccalaureate degree.

4. Not Transferable: University faculty have determined that these courses will not transfer to

the university. (EXCEPTION: some non-transferable courses can be applied toward the Bachelor of Applied Science degree; see appropriate university academic advisor for more information).


Appendix C Statewide Meetings: Roles, Duties & Responsibilities Login Information To gain login access to restricted access areas of AZTransfer.com:

1. Contact the APASC technology staff via email to [email protected] to request a user name and password

2. Access the Articulation Task Force web portal: http://www.apascaz.org/atf/ 3. Click on “ATF Chatline Login”

APASC Staff Duties and Responsibilities

B e f o r e M e e t i n g s

1. Remind IAFs to update their faculty members on all appropriate ATF lists. 2. In the first week of August, send an email to all discipline specific ATF members with the

following information: a. A reminder of upcoming ATF meetings and a link to the ATF Meeting Calendar. b. A notice that they will receive further meeting information from APASC staff and

the IAFs in preparation for their individual ATF meeting. 3. 30 days (August, September and October) prior to the meetings, send an email to the meeting

chair, host and IAF assigned to each ATF meeting with the following information: a. Meeting details (day, date, time, location, and responsibilities of chair and host). b. Include links to allow the chair and the host access to the Chatlines to post the

agenda, directions, parking information, meal arrangements, and other details. 4. 30 days prior to the meeting send an email to ATF membership.

A f t e r M e e t i n g s

1. Contact chair and IAF if ATF meeting report is not posted within 14 days. 2. Review ATF meeting report and meeting notes for action items. 3. Review ATF meeting report and meeting notes for items that need to be presented to APASC. 4. Review ATF meeting report and meeting notes for items to follow-up on. 5. If report is not posted within 30 days, alert the IAF at the chair’s institution.


Institutional Articulation Facilitator (IAF) Duties and Responsibilities


1. 30 days prior to the meeting, contact chair (and host if appropriate) to discuss the agenda and the meeting in general. Ensure that the ATF chair understands the pathway, common course, CEG updating procedures and the time required for these items on the agenda. Additional assistance should be provided as needed.

2. Review prior ATF reports and ATF meeting notes before attending the ATF meeting to ensure that appropriate changes have been made and that any tabled agenda items from previous meetings are included on the new agenda.

3. Review Common Course Matrix for the ATF. Contact fellow IAFs to discuss any discrepancies from previous years.

D u r i n g M e e t i n g s

1. Present the Statewide Update, available at http://www.apascaz.org/atf 2. Ensure that members sign in on an attendance sheet with their name and institution. 3. It is optional to bring documents to the meeting (or ask members to bring only if there are

changes) to effectively review: a. AGEC (confirm) b. Pathways (confirm) c. Shared majors (confirm) d. Common Course Matrices e. CEG pages – be sure to announce all changes to ensure they are on the ATF

meeting report and in the meeting notes 4. Identify source and target institutional ATF lead members discussing changes to CEG pages 5. Assist with the CEG updates during this portion of the meeting:

a. While discussing any curricular changes is appropriate at ATF meetings, only changes to existing target institution equivalencies can be acted upon at the meeting and subsequently submitted through ACETS. New source institution courses, course deletions, and modified courses must be submitted through ACETS to properly process and approve the courses at the source institution. Concerns and questions about the process should be directed to their IAF.

b. When target and source institutional representatives agree to target institution equivalency changes, the IAF will note the change by using the appropriate ACETS process of creating and submitting an ATF – CEG Change From. This step may be done during the meeting or immediately after the meeting, depending on the IAF’s preference.

c. Universities may document the agreed changes and forward the agreement to their IAF.

d. All recommended CEG changes are subject to review and final approval by the target institution.

6. If faculty request to change equivalencies, the IAF will record their names, institutions and recommended equivalency changes and enter recommendations on the ATF - CEG Change Form.

7. Remind members that home institutions will review all recommendations. 8. All other CEG business (New, Modified, and Deletion Courses) is handled through the regular

ACETS process. 9. Request that each member review membership and contact institutional IAF representative to

report changes.



1. Process ATF CEG recommendations. ATF CEG recommendations are CEG equivalency changes to the target institutions' existing equivalencies. These recommendations are always tentative, pending approval, and are forwarded to the respective target institution IAF for final review and approval or denial. Within 45 days of receipt of ATF-recommended CEG changes, the target institution IAF will follow their institutions' internal procedures to:

a. Determine final approval or denial of the recommended change. This determination will include review for compliance with the Criteria for Upper/Lower-Division Courses, accuracy, consistency, and statewide and institutional policies.

b. Assist in the determination of general education designation, if appropriate. c. Advise source institution IAFs of approval, change, or denial of the recommended

change. d. Facilitate the updating of the target institution's CEG transfer articulation (TA) tables, if

necessary.

2. Process AGEC, Pathway and/or Common Course Changes. Recommendations for changes to the AGEC, pathways, and/or common course matrix are relayed on behalf of ATF by the ATF Report to APASC staff, who insure that the recommendations are reviewed by the community colleges and universities (according to the timelines below). Next, APASC staff posts the correct version of the relevant common course matrix to APASC website at http://www.apascaz.org/ccm.html.

Timelines for Processing

T i m e l i n e f o r C o m m o n C o u r s e a n d P a t h w a y s R e c o m m e n d a t i o n s :

Deadline for APASC staff to receive common course recommendation from ATF Chair

February 1

Deadline for draft information to be posted to the administrative area of the AZTransfer website

February 10

Deadline by which community colleges and university should have reviewed common course recommendations

April 7

Deadline for re-posting matrices for APASC approval

April 14

Deadline for posting final matrices on the APASC website

Within 5 working days of APASC approval


Completing the ATF Meeting Report Instructions for both the IAF and ATF Chair.

P r e p a r i n g t h e A T F M e e t i n g R e p o r t ( I A F R e s p o n s i b i l i t y )

Institutional Articulation Facilitator

• During/after the ATF meeting, the IAF will initiate an ATF Report by choosing “Add ATF Meeting Report” from the Administrative section of the Chatlines application.

• Generally, the IAF will complete attendance, next meeting information, changes to common course matrices, pathways, CEG changes, exam equivalencies, etc.

• When it is ready to be shared with the ATF chair, click “Save Changes” (bottom) and then “Email Chair” link (upper left corner of the screen).

• This will bring up a pre-formatted email, addressed to the ATF chair, which may be edited before sending. The URL to the report is included in email.

ATF Chair

• Chair will receive an email indicating there is a new ATF Meeting Report ready for review.

• The chair will click on the URL in the IAF’s email to edit and complete the report form.

A d d i n g A t t a c h m e n t s

Institutional Articulation Facilitator and ATF Chair

IAFs and chairs are encouraged to use the “Add Attachments” feature in the ATF meeting report. Types of documents that could be included are meeting notes, attendance sheets, curriculum updates from members, ATF CEG changes, and membership updates. Steps for appending an attachment are as follows:

1. At the bottom of the ATF Meeting Report click on the “Add Attachment” button.

2. Click on the “Browse” button located to the right of the “File Upload” box.

3. Navigate to the file you would like to attach (similar to adding an attachment to an email).

4. Use file type drop-down menu to identify attachment type: PDF, MS Word, RTF, HTML, and Plain Text files.

5. If adding curriculum updates from members, type “Institution Name - Update Type.” a. Enter a name that explains what the attachment is. b. Then click “Save Attachment.” c. Attachment will be accessible through ATF meeting report.

Attachments to the ATF meeting report can be added after the report has been finalized. If the minutes are not prepared when the report is posted (within two weeks of the meeting), they can be added later.


S e n d i n g t h e R e p o r t f o r R e v i e w

Institutional Articulation Facilitator and ATF Chair

• After editing and/or adding information to the report and it is ready for the IAF to review, the chair clicks the “Save Changes” button at the bottom of the page. The report will be in a holding pattern and further edits are possible.

• The chair and IAF may continue to edit the report and send it back and forth (using “Save Changes” and external email notification) as needed. When satisfied, the chair will click “Save Changes” then “Final Submit.” An email is automatically generated to notify the IAF the report is ready for final review.

Meeting Chair Duties and Responsibilities


F i n a l A p p r o v a l o f t h e A T F R e p o r t


• The IAF logs back into the Chatlines to access the report, by clicking the “Query Page – My Forms” link, then the “View” button next to the report.

• The IAF may then make changes, add attachments, or just click “Save Changes” then “Set Approved” (in upper left corner).

o At this point it is considered the official ATF Meeting Report. o When the IAF sets the report as approved, the system prompts the

IAF to send a pre-formatted, editable email indicating that the ATF meeting report is finished.

o By default, this email is addressed to both the ATF and IAF listservs.

• On the ATF Portal Pages, under “Past Meetings,” members can link to the ATF meeting reports and attachments from past meetings.

• ATF meeting reports are accessible from the meeting calendar on the APASC home page (http://www.apascaz.org/).

R e v i e w o f P e n d i n g a n d C o m p l e t e d A T F R e p o r t s


• ATF meeting reports can be reviewed in the system at any time. To view reports:

o Login to the ATF Chatlines, then click on the “Query All Forms” button (“Query Forms – MY Forms” will bring up only those forms for those ATF meetings to which you were assigned)

o If you want to enter specific search criteria, click the “Query” button on the search engine.

• To view a summary list of report forms that are in the system – click on the “View” button to the left of the form to be reviewed, the form content will be displayed.

• Reports will be marked with one of three statuses: o Pending Review: The report has been initiated by the IAF

representative but not yet reviewed by the ATF chair. o Pending Approval: The form has been reviewed by the ATF chair,

but not yet marked for final approval by the IAF representative o Approved: The report has been indicated as “final” by the ATF

chair and then “Set Approved” by the IAF. APASC staff can be contacted regarding ATF Meeting Report questions or comments.


1. Review information from APASC staff. 1. Review information from the IAF assigned to your meeting. 2. Review information on ATF Portal Page. 3. At least 21 days prior to the meeting coordinate details with the host. 4. At least 21 days prior to the meeting send an email to the members regarding:

a. Meeting details; b. Meeting agenda (and ask for agenda items); c. Ask members to review their institutional information on the ATF portal page; d. Post agenda to meeting calendar.


1. Identify a note taker to record the ATF Meeting Notes (consider rotating in alpha-order by institution - alert the designated note taker in advance).

2. Distribute an attendance sheet. 3. Coordinate business items with the assigned IAF. Lead the members through all other agenda

items and institutional reports.


1. Ask the note-taker to send a draft of the meeting notes to the chair and the assigned IAF (optional: they can also be sent to the membership for review).

2. Work with the assigned IAF to ensure accuracy of the ATF meeting report. 3. Ensure all documents that need to be posted to the ATF meeting report are sent electronically

to the chair and/or the IAF. 4. Work with IAF to ensure that the ATF meeting report and ATF meeting notes are posted within

14 days of the meeting.

Meeting Host Duties and Responsibilities



1. Confirm with the chair the day, date, and time for the ATF meeting. 2. Schedule a room with computer, projector, and Internet access. 3. Make parking arrangements. 4. Signage is helpful. 5. Optional: provide refreshments and/or lunch; OR make arrangements for a no-host lunch

providing meal options, cost, and RSVP deadline in an email to members. 6. Post meeting details to the meeting calendar/portal page. 7. Send/post directions and maps to and of campus, as well as parking instructions and fees if

any. 8. Emergency contact information is helpful in case a member gets lost. 9. Recommend lodging if requested. 10. Make special accommodation arrangements if requested. APASC policy for accommodations:

If an individual requires Disability Support Services for a statewide meeting, the chair, host and articulation facilitator (APASC staff) should be contacted two (2) weeks prior to the meeting with information about the specific services needed. After the two (2) week window, the host institution and the articulation facilitator (APASC staff) will make their best effort to provide the services needed. ATASS (APASC) will fund any Disability Support Services that are needed at statewide transfer meetings. If the individual requiring services cancels within 72 hours of the meeting, the individual's institution must assume the costs of the services.


1. Optional: ask an administrator to give a welcome address to your guests. 2. Review housekeeping items including the location of restrooms, water fountains, coffee shop,

elevators, lunch plans, special events after the meeting, other state meetings, etc.


No further responsibilities.

Lead Faculty Member Duties and Responsibilities



1. Review the following information on the ATF portal page: a. Meeting details. b. Common Course Matrix: pathway, AGEC, shared majors, elective courses,

and common courses, if applicable. c. Institutional membership list for your ATF. d. CEG pages (access by linking to the appropriate college course prefix via

ATF portal pages). e. ATF meeting reports and notes from the prior year.

2. Prepare to provide an update about your institution; be ready to send it electronically. 3. Consult with your institutional colleagues concerning articulation issues or other agenda items

for the ATF meeting 4. Communicate concerns and issues with ATF members from other institutions so that

articulation activities may be handled efficiently during the meeting. 5. Be prepared to discuss course or program changes, additions or deletions that have been

proposed or approved since the last ATF meeting. 6. Discuss with your chief academic officer the possibility of volunteering to chair and/or host the

next ATF meeting.


1. Recommend and tentatively approve changes, if needed, to current course equivalencies and provide these to the designated IAF.

2. Recommend and respond to modifications, additions, and/or deletions to Common Course Matrices. These recommendations are to be included in the ATF Meeting Report submitted to the respective website and communicated to each institutional IAF.

3. Confirm the accuracy of the AGEC and Pathway. 4. Communicate changes regarding general education, program admission, and any changes in

student transfer information that directly affect the ATF members and/or their students. 5. Provide any other appropriate institutional updates. 6. Be prepared to vote on all issues on behalf of your institution. There is only one vote per

institution/district.


1. Share appropriate information with your institution for discussion, particularly the impact of CEG, Common Course Matrix and/or exam equivalency changes.

2. Schedule your next meeting. 3. Determine if any of the CEG, exam equivalency, common course and/or other proposed

changes impact your program and/or institution. If so, communicate appropriately to your campus community members.

4. If a formal report is required/was presented, follow-up by submitting an electronic version to the chair.

5. Provide your institutional colleagues with a meeting overview and distribute information received at the meeting. As a representative of your institution, you are responsible for making sure that your colleagues and other personnel concerned with articulation have the most current information. The distribution may include, but is not limited to: institutional articulation facilitator, department/division chair, counselors, and/or program advisors.

Alternate Faculty Member Duties and Responsibilities If the lead member is unable to attend an ATF meeting, the designated alternate will do so and carry the voting privilege of the lead member for the institution/district.


Meeting Chair/Host Duties and Responsibilities – All Other Meetings

C h a i r

1. Consult with meeting host on day, date, time, location, directions, food, and parking. 2. Collect items and develop agenda for the meeting. 3. Correspond with members on the following:

a. Date, time, and location of next meeting b. Request agenda items and provide a deadline for submission of agenda items c. Ask if special accommodations are needed. The chair, host and APASC staff need to

be informed at least two but preferably three weeks prior to meeting if special accommodations are requested.

4. Post agenda, handouts and meeting details to the Meeting Calendar. Within ten (10) days prior to the meeting, inform members via listserv that the documents are posted.

5. Identify/confirm note-taker, and remind in advance of meeting 6. Preside over meeting. 7. Establish subcommittees/workgroups as needed. 8. Review/edit meeting notes to ensure decisions/actions are recorded. 9. Send draft notes to listserv for review and approval at next meeting. 10. Post approved meeting notes to the meeting calendar and inform members via listserv they

are posted.

H o s t

1. Secure a meeting room to accommodate appropriate number of attendees. 2. Provide internet access in meeting room. 3. Provide directions to campus and meeting room. 4. Provide parking instructions and other pertinent information and attach to the meeting

calendar through the ATF Chatlines application. 5. Advise attendees ahead of time whether food is available and if so, is it host or no-host. It is

not an expectation that host institution pays for refreshments/meals. The meeting room should be near food facilities for a lunch break and/or make arrangements to have lunches delivered to meeting room and let members know in advance the amount of money they should bring.

6. Send a list of convenient accommodations (hotel/motel) if necessary. 7. Arrange for special accommodations as needed


Appendix D ACETS Step-By-Step Instructions Before you Start

• Do not submit courses below college level, remedial courses, or experimental courses. • If submitting a cross-listed course, submit a form for each prefix.

Accessing ACETS

• Link from the APASC Website. From apascaz.org, click on the Login tab on the left hand side of the page, or the User Login link on the right hand side of the page.

• Direct Access. Click the following link or type it into your web browser: https://aztransmac2.asu.edu/cgi-bin/WebObjects/acets.


Logging In Enter your ACETS username and password into the login screen. If you do not have your login username and password, contact the APASC technology staff at [email protected]. After successfully logging in, you will see the main screen that contains links to forms, queries, and reports.

ACETS Login Screen

Main ACETS Screen


Processing the New Course Evaluation Form Click on “New Course Evaluation Form” from the main page. There will be three screens involved in processing a new course. Screen 1 of 3

• Populate the “Prefix,” “Course Number,” “Credit Hours,” and “Course Title” fields. • Copy and paste the course prerequisite(s) and the course description from the course outline

into the “Course Description” field. • Populate the “Effective Term” and “Effective Year” fields. • Populate the “Cross Listed Courses” fields if applicable. • In the “Other” field, add any comments intended for all three universities, such as “This course is

intended as an AGEC course that is transferable to all three universities.” • Click “Continue.”

Remember:

• Do not submit remedial or “quick start” courses. • For module courses with special topics, submit only one evaluation form unless the course is

listed separately in the catalog. Do not submit an evaluation form if you are simply adding a module.

• If submitting a cross-listed course, submit two forms with separate prefixes.

New Course Evaluation Form Screen 1 of 3


Screen 2 of 3 1. Select the file type. 2. Upload the course outline by clicking on the “Browse” button. 3. Click “Continue.”



Screen 3 of 3 The final screen allows you to individualize equivalencies at each of the three universities. Check the course outline for expected equivalencies. ALWAYS complete the requested equivalency for all three universities.

• Check the boxes for any/all universities you wish to receive this form. • Populate the “MAY be equivalent to” fields. • Populate the “Notes” field with any notes you wish an individual university to receive when

evaluating the form. • Review for accuracy and completeness then click “Send Form.”

Generally, the universities do not immediately route the submissions. Most forms can be deleted on the same day and resubmitted if errors are found after pressing the “Send Form” button. You will not receive any information from the universities once the evaluation is complete. It is therefore good practice to check pending items in ACETS at least monthly. It is prudent to check the error report a few days after submitting requests, especially when submitting a batch of evaluations.


Processing the Modified Course Form Submitting a Modified Course Evaluation Form is similar to a New Course Evaluation Form, but screens one and three are different. Use this form whenever there is a change in the following:

• Course credit value • Course description • Competencies / student learning outcomes content • Outline • Pre-requisites / co-requisites

In rare cases, a course that is being modified was never submitted through the ACETS system, therefore it does not appear in the CEG. In this case, submit a New Course Evaluation Form. You’ll need to know whether the course being modified is a common course and/or an AGEC course. Use the query links to determine this. In the common course query, do not put any spaces between the prefix and course number, for example MAT172. From the main page, click on “Modified Course Evaluation Form.” There will be three screens involved in processing a modified course. Screen 1 of 3

1. Populate the “Prefix,” “Course Number,” “Credit Hours,” and “Course Title” fields. 2. Copy and paste the course prerequisite(s) and the course description from the course outline.

Include in the “Course Description” field any co-requisites and information lines. 3. Populate the “Effective Term,” “Effective Year,” and “Cross Listed Courses” fields. 4. In the “Other” field, add any comment intended for all three universities, such as “This course is

intended as an AGEC course that is transferable to all three universities.” 5. Determine if the course is a common course and/or AGEC course and check the appropriate

box(es). 6. If the prefix, course number, or credit hours are changing, populate the appropriate fields with

the old information. 7. Check off the appropriate boxes indicating the information that is changing. If one of the

changes doesn’t have a check box, such as changes in credit breakdown (lecture, lab, or workload hours), this information can be added in the “Other” field.

8. Click “Continue.”


Modified Course Evaluation Form Screen 1 of 3


Screen 2 of 3 1. Select the file type. 2. Upload the course outline by clicking on the “Browse” button. 3. Click “Continue.”



Screen 3 of 3 1. Check the boxes for any/all universities you wish to receive this form. 2. Populate the “MAY be equivalent to” fields if known. 3. Populate the “Currently equivalent to” fields with the course’s current equivalency. 4. Populate the “Notes” field with any information you wish an individual university to receive when

evaluating the form. 5. Click “Send Form.” 6. Option to add or modify SUN information is applicable

If you are submitting multiple course modifications from the same discipline, it is easier to print the CEG for that discipline than to search the CEG individually for each course. You can also query the Common Course Matrix for a particular discipline at http://www.aztransfer.com/ccMatrices. The Course Modification Form is also used to submit the re-evaluation of a course to one or more target institutions even though the course has not been modified.


Processing the Editorial Change Form Editorial Changes are changes that do not affect the course equivalency. They are marked “reviewed” by each of the three universities. Submit an Editorial Change Form only for the following:

• Course prefix change • Course number change • Course title change.

From the main page click on “Editorial Change Form.” There will be one screen involved in processing an editorial change. Screen 1 of 1

1. Populate all the fields with the requested information. 2. Click “Send.”

Editorial Change Form


Processing the Course Deletion Form From the main page, click on “Course Deletion Form.” There will be one screen involved in processing a course deletion. Screen 1 of 1

1. Populate all the fields with the requested information. The effective term will be the last term that the course could have been offered rather than the first term the course was NOT offered.

2. Click “Send.”

Course Deletion Form


Processing the CEG Data Cleanup Form The CEG Data Cleanup Form is used in the following instances:

• To report possible data errors in the CEG to one or more target institutions. The CEG Data Cleanup Form can be submitted by either the IAF or the ACETS User at the source institution.

• To remove a community college course that never existed from the CEG. • To correct inaccurate information on submitted ACETS forms, for example to correct an

effective term or to reactivate a course for which a deletion has been recently processed. The “Explanation” field is used to explain why a review is necessary and what action is requested to correct the CEG.

CEG Data Cleanup Form


Processing the ATF – CEG Change Form The ATF – CEG Change Form is generally submitted by the IAF after an ATF meeting. ATF members from the community colleges and universities have discussed and agreed to CEG equivalency changes at an ATF meeting. The source institution’s ACETS user may also submit this form, with the proper ATF meeting information. Submitting this form initiates the process of changing the CEG.

CEG Change Form


Processing the Exam Review Form This form is used to add or change a current exam equivalency for specific exam scores. The universities can use this form to route the exam information to their appropriate faculty routing groups. Community colleges can route this form to routing groups, but most will need to first set up that function (contact the APASC technology staff). This form will also alert APASC staff that a change needs to be made to the Exam Equivalency Matrix.

1. Go to dropdown menus to identify the exam type (AP, IB, CLEP or DSST). 2. Link to the dropdown menu for exam name. 3. Include the effective term and effective year. 4. Click “Get Current Value” if this is not a new exam. 5. If “Additional Online Content” is required designate that in the appropriate box. 6. Attachments can be added but are not required.

Exam Review Form


Processing the SUN Action Form Submitting a SUN Action Form is similar to a Modification Course Evaluation Form, but screen one is different since there is an additional SUN Course field. Use this form for the following:

• To add a potential SUN course • To plan to make changes to a designated SUN course.

From the main page, click on “SUN Action Form.” There will be three screens involved in processing a SUN course, but this step-by-step includes only the first two screens.

Screen 1 of 2 1. Populate the “Prefix”, “Course Number”, “Credit Hours”, and “Course Title” fields. 2. Copy and paste the course prerequisite(s) and the course description from the course outline.

Include in the “Course Description” field any co-requisites and information lines. 3. Populate the “Effective Term,” “Effective Year,” and “Cross Listed Courses” fields. 4. Populate the “SUN Course” field to the appropriate course prefix and number. For more

information, click on the “What is SUN #” link on the right of the field. 5. In the “Other” field, add any comment intended for all three universities, such as “This course is

intended as an AGEC course that is transferable to all three universities.” 6. Determine if the course is a common course and/or AGEC course and check the appropriate

boxes. 7. If the prefix, course number, or credit hours are changing, populate the appropriate fields with

the old information. 8. Check off the appropriate boxes indicating the information that is changing. If one of the

changes doesn’t have a check box, such as changes in credit breakdown (lecture, lab, or workload hours), this information can be added in the “Other” field.

9. Click “Continue.”

SUN Action Form Screen 1 of 2


Screen 2 of 2

1. Select the file type. 2. Upload the course outline by clicking on the “Browse” button. 3. Click “Continue.”

SUN Action Form Screen 2 of 2

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