ATAC HandbookPart I: Introduction, Mission, Principles/Values, and Goals

Introduction

The Arizona Transfer Articulation Committee (ATAC) is composed of representatives from the Arizona public community colleges and universities and tribal colleges. Each institutional representative has responsibilities at the institutional level and at the statewide level. ATAC is responsible for managing the operational procedures supporting transfer articulation in Arizona. This includes oversight and coordination of processes and procedures related to ongoing maintenance of course equivalencies, transfer tools in AZTransfer, and ensuring that their faculty and staff are familiar with the Arizona Transfer System.

This handbook is a guide for those who participate in the development and implementation of transfer and articulation among Arizona’s public post-secondary institutions and tribal institutions. ATAC member responsibilities are outlined in the other parts of this handbook as follows:

Part II: ATAC Responsibilities at the Institutional LevelPart III: Facilitating ATF MeetingsPart IV: Statewide Level Responsibilities; ATAC Co-Chairs

Mission

For the benefit of students, ATAC provides connectivity among and between external and internal customers in the transfer and articulation of courses and programs for Arizona’s public post-secondary institutions.

Principles and Values

ATAC is committed to supporting and promoting the following principles and values:

Education Student advocacy

Student retention

Timely completion of degrees

Collaboration among institutions

Access

Accuracy

Goals

In support of the above mentioned principles and values, ATAC is committed to attaining the following goals and outputs for transfer articulation in Arizona:

Seamless transfer for Arizona students Clear, complete, and appropriate lower division preparation, including identification of

common courses and transfer pathways

Minimum loss of credit for Arizona transfer students

Implementation of the policy directives provided by the Academic Program Articulation Steering Committee (APASC)

Improved curricular planning

ATAC HandbookPart II: ATAC Responsibilities at the Institutional Level

The ATAC member at each institution has a number of functions. The functions for ATAC members at both source and target institutions are given below. In the following sections, each of the major functions is described in detail, for reference by both source and target institution ATAC members. They include:

1. Processing Course Equivalencies2. Monitoring Common Courses, AGECs, and Pathways

3. Maintaining the ATF Institutional Membership, Course Prefixes, and University Degrees

4. Participating at the Institutional Level in Implementing Statewide Transfer Articulation Policies and Procedures

5. Facilitating Curricular Development at the Institutional Level

6. Providing ATF Orientation at the Institutional Level

1. Processing Course Equivalencies

Outlined in this section are the requirements for ATAC members to process course equivalencies and/or general education designations. The source institution is defined as the institution from which courses will be transferred. The target institution is defined as the institution to which courses will be transferred.

A. Source Institution ATAC Member – Processing Course Equivalencies

Processing New Courses

DefinitionsA new source institution course is one numbered 100-299 that has not yet been evaluated or entered into the CEG Transfer Articulation (TA) tables by the target institution. A new target institution course is one that has been approved for offering by the institution.

Processing New Source Institution CoursesThe source institution ATAC member sends an ACETS New Course form, accompanied by a course outline/competencies/syllabus to the target institution ATAC member.

Processing New Target Institution CoursesThe source institution ATAC member receives a communication from the target institution ATAC member regarding a new course at the target institution.

In response, the source institution ATAC member may send an Arizona Course Equivalency

Tracking System (ACETS) evaluation form for a current course or a new course, accompanied by a course outline/competencies/syllabus, to the target institution ATAC member.

Processing Course Modifications

Definitions (Types of Course Modifications)a. (Modification Form) Course content modifications requiring an evaluation are changes to source institution courses that are in the current CEG and have a change in one or more of the following:

credits/units description, outline, and competencies prerequisites and/or co-requisites addition or modification of cross-reference(s)

b. (Editorial Form) Course modifications not requiring an evaluation are changes in source institution course properties listed below that do not affect the course content:

source institution course prefix source institution course number source institution course title

c. (Modification Form) Re-evaluation: A re-evaluation request occurs when an institution submits an evaluated course for reconsideration, although the course has not been modified.Processing Modifications of Source Institution CoursesContent Modifications

The source institution ATAC member sends an ACETS modification form, accompanied by course outline/competencies/syllabus to the target institution ATAC member.Editorial Changes

The source institution ATAC member sends an ACETS editorial form to the target institution ATAC member.Processing Modifications of Target Institution Courses

Content Modifications

The source institution ATAC member receives a communication from the target institution ATAC member identifying a course content modification at the target institution.

In response, the source institution ATAC member may send an ACETS evaluation form for a current course or a new course, accompanied by a course outline/competencies/syllabus, to the target institution ATAC member.

Editorial Changes

Upon notification by a target institution of editorial changes and/or general education designation changes, the source institution ATAC member will notify pertinent individuals (faculty, instructional councils, etc.) and/or may take action, as appropriate.

Processing Course Deletions

DefinitionA course deletion occurs when an institution discontinues and/or officially removes a course from the course bank and/or catalog (Deletion Form).

Processing Deletions of Source Institution CoursesThe source institution ATAC member sends an ACETS deletion form to the target institution ATAC member.

Processing Deletions of Target Institution CoursesUpon notification by a target institution of deletions, the source institution ATAC member will notify pertinent individuals (faculty, instructional councils, etc.) and/or may take action, as appropriate, this may result in a change in equivalency.

Processing CEG Data Cleanup Forms

DefinitionThe CEG Data Cleanup form is a way for source institutions to report possible data errors in the CEG to one or more target institutions, to initiate a review and appropriate action by the target institution to correct the CEG TA tables.

The CEG Data Cleanup form should be used if there is an entry in the CEG referring to a community college course which never existed.

Processing CEG Data Cleanup Forms by the Source InstitutionThe source institution ATAC member sends an ACETS CEG Data Cleanup form to the target institution or institutions for which the error is relevant.

Processing CEG Data Cleanup Forms by Target InstitutionsWhen the target institution receives an ACETS data cleanup form from the source institution ATAC member, the target institution ATAC member facilitates a review of the possible error, and correction of it in the CEG TA tables as appropriate.

Processing Source Institution Proposals for Change in Target Institution General Education Designation

For information about institution-specific procedures for determining target institution general education designation or course equivalencies, contact the target institution ATAC member.

B. Target Institution ATAC Members - Processing Course Equivalencies

Processing New Courses

DefinitionsA new source institution course is one numbered 100-299 that has not yet been evaluated or entered into the CEG TA tables by the target institution. A new target institution course is one that has been approved for offering by the institution.

Processing New Source Institution CoursesWhen the target institution ATAC member receives an ACETS new course form from a source institution ATAC member, the procedure outlined below is followed. The target ATAC member:

a. Sends the ACETS evaluation form to the appropriate university faculty for evaluation. The university faculty evaluator assesses the community college course content, documents an ACETS evaluation, and returns the form to the target institution ATAC member.

b. Monitors each ACETS evaluation form:

tracks the timely progress of the form through its route; and insures compliance with course-level criteria, accuracy, consistency, and statewide and

institutional policy.

c. Assists in the determination of a general education designation, if appropriate.

d. Processes the executed ACETS evaluation form including equivalencies and the general education designation, if appropriate, and facilitates the updating of the target institution’s CEG TA tables.

Processing New Target Institution CoursesThe target institution ATAC member provides information regarding new target institution courses to the source institution ATAC member.

In response, the source institution ATAC member may send an ACETS evaluation form for a current course or a new course, accompanied by a course outline/competencies/syllabus, to the target institution ATAC member.

Processing Course Modifications

Definitions (Types of Modifications)a. (Modification Form) Course content modifications requiring an evaluation are changes to source institution courses that are in the current CEG and have a change in one or more of the following:

credits description, outline, and competencies

prerequisites and/or co-requisites

addition or modification of cross-reference(s)

b. Course modifications not requiring an evaluation (Editorial Form)

Source institution course editorial changes are changes in source institution course properties listed below that do not affect the course content and are in the current CEG.

source institution course prefix source institution course number

source institution course title

Target institution course editorial changes are changes in target institution course properties listed below that do not affect the course content.

target institution course prefix target institution course number

target institution course title

existing target institution course general education designation and/or

target institution course general education deletion

c. (Modification Form) Re-evaluation

DefinitionA re-evaluation request occurs when an institution submits an evaluated course for reconsideration, although the course has not been modified.

Processing Re-evaluation Requests of Target institution coursesWhen a target institution modifies its course content, the target institution ATAC member will do the steps outlined above in the section titled "Target institution course Content Modifications".

Processing Re-evaluation Requests of Source institution coursesWhen the target institution ATAC member receives a re-evaluation request from a source institution ATAC member, the procedure outlined in the section above titled "Source institution course Content Modifications" is followed.

Processing Modifications of Target Institution Courses

Content Modifications

When a target institution modifies its course content, the target institution ATAC member will do the following.

a. Identify the source institution course(s) that may be equivalent to the target institution modified course.

b. Communicate with target institution faculty evaluators, if needed.c. Request CEG changes/confirmation from the target institution faculty evaluator based on

the change in the target institution course, if needed.d. (Optional) Request a CEG evaluation form from the source institution ATAC member for

the course affected by the target institution course content modification when the current course equivalency or general education designation is no longer valid.

e. Assist in the determination of the general education designation, if applicable. f. Send the equivalency and the general education designation, if appropriate, and facilitate

the update of the target institution’s CEG TA tables.

Editorial Changes

When the target institution receives a communication from the source institution of an editorial change from the source institution ATAC member, the target institution ATAC member facilitates the updating of the target institution’s CEG TA tables.

Processing Modifications of Source Institution CoursesContent ModificationsUpon receipt of an ACETS modification form the target ATAC member:1. Sends the ACETS modification form to the appropriate university faculty member for evaluation. The university faculty evaluator assesses the community college course content, documents a CEG evaluation, and returns the form to the target institution ATAC member.

2. Monitors each ACETS modification form:

tracks the timely progress of the form through its route; and insures compliance with course-level criteria, accuracy, consistency, and statewide

and institutional policy.

3. Assists in the determination of a general education designation, if appropriate.4. Processes the executed ACETS evaluation form including equivalencies and the general education designation, if appropriate, and facilitates the updating of the university’s CEG TA tables.

Editorial Changes

Upon receipt of an ACETS editorial form the target ATAC member: 1. Identifies the current source institution courses that may be equivalent/general education designations to the target institution for which editorial changes were made.2. Sends the equivalency and the general education designation, if appropriate, and facilitates the update of the target institution’s CEG TA tables.

Processing Course Deletions

DefinitionA course deletion occurs when an institution discontinues and/or officially removes a course from the course bank and/or catalog (Deletion Form).

Processing Deletions of Target Institution CoursesThe target institution ATAC member communicates editorial changes and course deletions to

the source institutions.

Processing Deletions of Source Institution CoursesWhen the target institution receives an ACETS deletion form from the source institution ATAC member, the target institution ATAC member facilitates the updating of the target institution’s CEG TA tables.

Processing CEG Data Cleanup Forms

DefinitionThe CEG Data Cleanup form is a way for source institutions to report possible data errors in the CEG to one or more target institutions, to initiate a review and appropriate action by the target to correct the TA tables.The CEG Data Cleanup form should be used if there is an entry in the CEG referring to a community college course which never existed.Processing CEG Data Cleanup Forms from source institutionsWhen the target institution receives an ACETS data cleanup form from the source institution ATAC member, the target institution ATAC member facilitates a review of the possible error, and correction of it in the CEG TA tables as appropriate.

Processing Source Institution Proposals for Change in Target Institution General Education Evaluation

For information about institution-specific procedures for determining target institution general education designations for course equivalencies, contact the target institution ATAC member.

Processing ATF CEG Recommendations

DefinitionATF CEG Recommendations are CEG equivalency changes to target institutions' existing equivalencies.  These recommendations are always tentative, pending approval, and are forwarded to the respective target institution ATAC member for final review and approval or denial.

Processing ATF CEG RecommendationsWithin 45 days of receipt of ATF-recommended CEG changes, the target institution ATAC member 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 ATAC member of approval of, change to, or denial of the recommended change.d. Facilitate the updating of the target institution's CEG TA tables, if necessary.

Implementing Statewide Processes, Rules and Timelines for Processing Course

Equivalencies

1. The Course Equivalency Guide Process Flowcharts (IN PROCESS, Create links to Transitional and Production flowcharts)

2. General Processing Timelines for Guaranteed Effective Year/Terms

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. 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 the Course Equivalency, Target Institution General Education Designation, or ATF CEG recommendation.

Date for target institution to receive requests in order to guarantee Effective Term & publication of the equivalency in time for PREREGISTRATION

Date for target institution to receive requests in order to guarantee Effective Term & publication of the equivalency in time for the FIRST DAY OF CLASSES

Summer or Fall Terms February 1 ** March 10*

Spring Terms AUGUST 1**** SEPTEMBER 1**** Assumes an August 15 start date for Fall classes.** Assumes an April 1 start for Summer or Fall preregistration.*** Assumes a January 15 start date for Spring classes.**** Assumes a November 1 start date for Spring preregistration.

3. Rule for Assigning Effective Year/Terms to Course Equivalencies and/or General Education Designations and/or ATF CEG Recommendations.

OVERALL RULE:

All transactions require a 60-day processing window. The equivalency, general education designation, or ATF CEG recommendations effective year/terms are the same as the effective year/terms designated by the initiating institution providing the above timeline is followed. In some cases (i.e. course deletions), ‘retro-active’ effective year/terms may be awarded, at the discretion of the source and target institutions involved.

CAVEATS:

Target institutions’ course deletion, modification, re-evaluation requests which would result in the loss of a direct equivalency will automatically become Departmental

Electives (DEC), with the effective year/term designated by the target institution (with the exception of the event of the elimination of an entire department at the target institution).

Initiating institutions should provide ample planning and reaction time when they initiate transfer articulation actions. They should plan to provide the opportunity for students to be informed of changes before enrollment in courses, particularly in the next semester.

4. Common Courses

A. Timelines for Processing Common Course Recommendations from the ATFs.

The timelines for processing Common Course Recommendations from the ATFs are as follows.

Desired Effective Term for the ATF common course recommendations

Deadline for the Articulation Facilitator to receive common course recommendation from the ATF Chair.

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

Deadline for Community College Review

(2weeks)

Deadline for re-posting revised matrix to the admin. area of the AZTransfer website

Deadline for University Review

(4weeks)

Deadline for re-posting matrices for APASC approval

Deadline for posting final matrices in Student & Admin. areas of AZTransfer website

Summer or Fall

Feb. 1 Feb. 10 FEB. 28 March 7 APRIL 7 APRIL 14

Within 5 working days of APASC approval

Spring AUGUST 1 AUGUST 10

AUGUST 28

SEPT. 5 OCT. 5 OCT. 12

Within 5 working days of APASC approval

Note: Common Course Matrices will be updated year-around on the AZTransfer web site as information comes to the Articulation Facilitator from the ATFs. The dates above are suggested

as guidelines for determining EFFECTIVE DATES of the changes agreed upon by the ATFs. This plan includes the creation and implementation of a tracking system for ensuring that the Articulation Facilitator receives timely reports from all ATF Chairs.

B. Rules for Processing Common Course recommendations from the ATFs Recommendations about common courses are relayed, on behalf of ATF, by the ATF Report to the Articulation Facilitator who insures that the recommendations are posted to the Administrative area on the AZTransfer website, and that the recommendations are reviewed first by the community colleges and then by the universities (according to the timelines below). The Articulation Facilitator then insures that the correct version of the relevant common course matrix is posted to the student area of the AZTransfer website.

5. ATF Transfer Pathway Recommendations

A. Timelines for Processing Transfer Pathway Recommendations from the ATFs.

The timelines for processing Transfer Pathway Recommendations from the ATFs are as follows.

Desired Effective Term for the ATF transfer pathway recommendations

Deadline for the Articulation Facilitator to receive transfer pathway recommendation from the ATF Chair.

Deadline for the draft pathways to be posted to the admin. area of the AZTransfer website.

Deadline for Community College Review

(1 week)

Deadline for re-posting revised pathways to the admin. area of the AZTransfer website

Deadline for University Review

(5 weeks)

Deadline for re-posting pathways for APASC approval

Deadline for posting final pathways in Student & Admin. areas of AZTransfer website

Summer or Fall

Feb. 1 Feb. 10 FEB. 17 FEB. 24 MARCH 31

APRIL 5

Within 5 working days of APASC approval

Spring AUGUST 1 AUGUST 10

AUGUST 17

AUGUST 24

SEPT. 30

OCT. 5 Within 5 working days of APASC

approval

Note: Transfer Pathway information will be updated year-around on the AZTransfer web site as information comes to the Articulation Facilitator from the ATFs. The dates above are suggested as guidelines for determining EFFECTIVE DATES of the changes agreed upon by the ATFs. This plan includes the creation and implementation of a tracking system for ensuring that the Articulation Facilitator receives timely reports from all ATF Chairs.

B. Rules for Transfer Pathway recommendations from the ATFs

Recommendations about Transfer Pathways are relayed, on behalf of the ATF, by the ATF Report to the Articulation Facilitator. The Articulation Facilitator will post the changes to the ATAC listserv, and insure that the recommendations are posted to the Administrative area on the AZTransfer website, and the recommendations are reviewed first by the community colleges and then by the universities (according to the timelines below). The Articulation Facilitator then insures that the correct version of the relevant common course matrix is posted to the Student area of the AZTransfer website.

6. Timelines for changes to course equivalency and general education designations by target institutions.

A. Deadlines for target institutions (universities) to make changes in course equivalencies and general education designations relevant source institutions (community colleges).

Typically, changes in equivalencies and general education values initiated are communicated to source institutions as soon as they are made at the target institutions. These changes are processed year-around, pending faculty and resource availability. The timelines for changes to target institution course equivalencies and general education designations are as follows.

Desired Effective Term for the target institution course equivalency or general education designation change.

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

Summer or Fall Terms April 15

Spring Terms NOVEMBER 1

Processing Transactions to Support the Course Applicability System (CAS)

A. Target ATAC member

The target institution’s CEG and/or general education designation for source institution’s new courses, re-evaluation requests, course content modifications, or editorial changes are reflected in the statewide Course Applicability System (CAS). The target institution’s ATAC member facilitates the import of the target institution’s TA tables to CAS.B. Source ATAC memberThe source institution’s ATAC member is responsible for its institution’s CEG output in CAS for accuracy, timeliness, and currency.

Implementing Statewide General Transfer Statements

GeneralThe 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 the Arizona public community colleges and tribal colleges. Applicability of the transfer credit to completion of major requirements at the universities is not indicated in the CEG. Transfer Planning Guides and University Transfer Guides, which indicate how transfer courses apply toward specific degree requirements and/or programs, may be available at public community and tribal college advisement offices and on Web sites. The acceptability of credit as stated in the CEG includes the following information:

The Arizona public community and tribal college course evaluation by each Arizona public university. This evaluation reflects how the universities accept the course credit. (Refer to the section "Course Acceptability Abbreviations" for transfer credit definitions).

The Arizona public universities have designated the acceptability of courses to general education requirements. It is important to note that some university majors require completion of specific general education courses.

In the CEG, the term "equivalency" does not mean that the Arizona public community or tribal college course is identical to the Arizona public university course, but that the course is regarded as fulfilling the requirement of the designated target institution course. 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.

The evaluations of transfer credit in the CEG refer only to the Arizona public community and tribal college courses and their acceptance at the respective Arizona public universities.

In partnership with Arizona public community and tribal colleges, the Arizona public universities are prepared to assist students who plan to pursue educational goals beyond the community college.

A transfer credit evaluation is completed after a student is admitted to one of the Arizona public universities. Courses must be completed with a grade of "C" or better in courses designated at the college transfer level (numbered at 100 to 299). 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. The Arizona public universities generally accept a maximum of 64 community college transfer hours.

Students are encouraged to complete lower-division general education requirements and coursework related to their program of study while enrolled at the Arizona public community college. Students completing the Arizona General Education Curriculum (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. In order to ensure the most efficient progress toward a degree program, students who are preparing to transfer to one of the universities are advised to utilize the Transfer Planning Guides and/or University Transfer Guides relevant to their intended major and degree. These resources should be used in conjunction with the university general catalogs to identify general education coursework, prerequisite courses and major requirements that are available for completion at the Arizona public community college. Appropriate sequencing of courses and fulfillment of course/program prerequisites are critical when planning timely completion of degree requirements.

Transfer students must meet established institutional admissions standards to be eligible to transfer to the state universities. Students are encouraged to begin planning for transfer as early as possible in their academic career, so that they will enjoy a smooth transition from a community college to the university. It is important for students to work closely with a community college academic advisor to receive the direction needed to adequately prepare for transfer. In addition, students are encouraged to consult regularly with an academic advisor at the university they plan to attend in order to ensure efficient progress toward their baccalaureate degree program.

Course Acceptability Abbreviations

XXXX#### Direct Course Equivalent

Arizona public community college courses numbered 100-299 accepted as being

substantially equivalent to the Arizona public university

course department and number listed. No community

college courses numbered below 100 are transferable to the universities. Community

college courses that are equivalent in content to

university upper division

courses will be transferable as equivalent but with lower

division credit. These courses will not count toward the required number of upper

division credit hours and need not be repeated at the Arizona

public university. Check specific university degree

requirements for the number of applicable direct course

equivalents.

Elective Credit General Elective Credit.

Arizona public community college course accepted for general elective credit by

Arizona public universities. No community college

courses numbered below 100 are transferable to the universities. Check the

specific university degree requirements for the number of allowable elective credits.

XXXX Departmental Elective

 Departmental Elective Credit

Arizona public community college courses numbered 100-299 are acceptable for

departmental elective credit. No community college

courses numbered below 100 are transferable to the

universities. Courses accepted as XXXXDEC by one

university department may be accepted as general elective

credit by another department. Check the specific university degree requirements  for the

number of allowable departmental elective credits.

Non Transferable Non transferable. Non transferable. Arizona public community college

courses numbered below 100

are not transferable to Arizona public universities.

Trouble-Shooting – Including Accuracy of Reports

Source Institution ATAC memberUpon recognition of timeline, data, or function discrepancies, the source institution ATAC member will take appropriate action.Target Institution ATAC memberUpon recognition of timeline, data, or function discrepancies, the target institution ATAC member will take appropriate action.

CEG Accuracy Checking ReportsThese reports are intended to help institutions find possible errors in the CEG. They include:

Target Schools: High Character Count Report - This 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 - This 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 error on behalf of a community college or university, or it might appear when there is no error at all. This report is intended to help university and community college representatives zero in on possible errors in their data. Please contact your ATAC member if you find a rule that appears to be in error.

Target Schools: Blank Cells Report - This 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 an error in university or community college data, or it might reflect no error at all.  This report is intended to help university and community college representatives zero in on possible errors in their data. Please contact your ATAC member if you find a rule that appears to be in error.

2. Monitoring Common Courses, AGECs and Pathways

Each institutional ATAC member monitors each ATF for recommended changes in pathways and common courses, and takes action as appropriate. Procedures for maintaining common courses and pathways have been defined in the Common Courses Implementation Procedures document. See also the Articulation Task Force Portal Pages for information and links to ATF meeting notes, calendars, and draft summaries of proposed changes to common course matrices.

3. Maintaining the ATF Institutional Membership, Course Prefixes, and University

Degrees

Each ATAC member maintains updated lists of ATF membership and prefixes using the ATF Chatlines application. The ATASS Business Analyst maintains the degree listings in the Degrees and Pathways along with the university ATAC members. Changes may be submitted to the ATASS Business Analyst at any time, with an annual review process occurring each year, beginning in April. Chief Academic Officer authorization for ATF membership may be required at some institutions.

4. Participating at the Institutional Level in Implementing Statewide Transfer Articulation Policies and Procedures

Each institution’s ATAC member communicates statewide transfer articulation policies and procedures to the appropriate internal individuals and groups. The ATAC member will likely participate in the institution’s implementation of these policies and procedures.

5. Facilitating Curricular Communication at the Institutional Level

Each institution's ATAC member informs the participants in the curricular process about the processes necessary to have courses articulated. Each ATAC member also maintains a communication process to keep other institutions informed about curricular changes. Each ATAC member provides a process to identify impacts of curricular changes on common courses, general education values, and equivalencies.

6. Providing ATF Chair and Member Training at the Institutional Level

The Articulation Facilitator will provide ATAC members with a presentation for orienting individual institutional ATF members and ATF chairs. The institutional ATAC members are responsible for providing an orientation to their institutional ATF members, ATF chairs, and other pertinent institutional groups.

ATAC HandbookPart III: Facilitating and Participating in Articulation Task Force Meetings

Each ATAC representative should plan to participate in three to four discipline specific ATF meetings each academic year. Most ATFs meet only once in the fall; some meet only in the spring. A few plan meetings twice a year.

Completing Annual Responsibilities

During the summer ATAC business meeting, the committee members work with the ATF Meeting Calendar for the upcoming academic year. They decide which ATF Meetings they will each facilitate (3-4). The ATF Meeting Calendar is then updated by the ATASS Business Analyst, to include the ATAC facilitator for each meeting. After the assignments are set, if something changes and the designated ATAC member is unable to facilitate the assigned meeting(s), it is that ATAC member’s responsibility to find a replacement (consider swapping a meeting with another ATAC member). If the ATAC members cannot come to an agreement, the Articulation Facilitator should be contacted.

Preparing for the ATF Meeting

A. Communicating with the ATF chairThe designated ATAC facilitator will communicate with the ATF chair to ensure that the ATF chair understands the pathway, common course and CEG updating procedures and the time required for these items on the agenda. Additional assistance should be provided as needed.

B. Developing and sending documentsApproximately thirty (30) days before each ATF meeting, the Articulation Facilitator will send a reminder to ATF chair, host and ATAC facilitator. The reminder will include:

Instructions on how to access the most current ATF information by providing the link to the ATF Portal Page.

Instructions on how to access the most current version of the ATF Handbook, particularly the Sample Agenda.

Instructions regarding the chair’s duties in preparation for, during and after the ATF meeting.

Instructions regarding the host’s duties in preparation for and during the ATF meeting.

Approximately thirty (30) days before each ATF Meeting the Articulation Facilitator will send to ATF members and ATAC facilitator, via the official ATF listserv, an email outlining the procedures for obtaining current information for the ATF meetings. From their individual ATF Portal Page, ATF members can obtain or link to:

Meeting date, location, time, chair and host Common Course Matrix which also indicates the pathway and AGEC CEG pages relevant to the ATF Baccalaureate degrees that articulate with the ATF Membership of the ATF

C. Taking documents to the meetingMembers of each ATF are asked to review their institutional documents prior to the annual meeting, and to be prepared to discuss changes. Although the system is designed to generate a minimum amount of paper, members and/or ATAC facilitators are welcome to bring paper documents for review. They might include:

ATF CEG pages: some ATAC facilitators prefer to bring a set of these to distribute and review. A review should be done by each institutional ATAC representative prior to the meeting to determine if there are any changes.

Materials to supplement the Statewide Transfer Articulation Updates (Statewide Updates), such as an ATASS Organizational Chart, acronyms, etc.

Facilitating/Participating in the ATF Meetings

A. Providing the “Statewide Update”The designated ATAC facilitator will present the annual “Statewide Update” to the ATF members. Know how to access the updated PowerPoint from the web. ATAC facilitators can modify the Statewide Update for their ATF if they wish (for example: by copying it to a thumb drive and adding their name, the name of the ATF, the date of the meeting, etc.).

B. Monitoring Common Courses, AGECs and PathwaysThe designated ATAC facilitator will present the common courses, AGEC and Pathway confirmed the prior year by the ATF members. Reconfirm or change them as is appropriate. If changes are approved, record the changes. Notes about changes and/or edited matrices should be attached to the ATF Report.

C. Facilitating Course Equivalency Guide (CEG) Updates Identify source and target institutional ATF lead members to discuss CEG pages. Assist with the CEG updates during this portion of the meeting:

o 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 courses, course deletions, and modified source courses must go through the usual ACETS process to assure they have been properly processed and approved at the source institution. Concerns about this process from ATF members should be directed to their institutional ATAC member.

o When changes in target institution equivalencies are agreed to by target and source representatives, the ATAC facilitator will note the names, institutions and agreed upon changes. The ATAC facilitator will document the changes using the appropriate ACETS process. This may be done during the meeting or as soon as possible after the meeting, depending on the ATAC facilitator’s preference.

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

Following the ATF Meeting - Completing the ATF ReportThe following includes instructions for both the ATAC facilitator (ATAC) and ATF chair (Chair).

A. Preparing the ATF Report (ATAC)After (or at) the ATF meeting, the ATAC facilitator will initiate an ATF Report by choosing “Add ATF Report” from the Administrative section of the Chatlines Application. Generally, the ATAC facilitator will complete attendance, next meeting information, changes to common course matrices, pathways, CEG changes, etc. After creating and adding your input to the report, when you are ready to share it with the ATF chair, click “Save changes” (bottom) and then “Email Chair” link in the upper left corner of the screen. This will bring up a pre-formatted email, addressed to the ATF chair which you may edit before sending if you wish. The URL to the report is included in this email.

B. Preparing the ATF Report (Chair): The Chair will receive the email letting him/her know there is a new report to complete. He/she will click on the URL in the ATAC facilitator’s email to edit and complete the report form.

C. Adding attachments (ATAC and Chair)You may have documents (such as meeting notes, attendance sheets, curriculum updates from members, ATF CEG changes, membership updates, etc.) that you would like to append. The report does not require that you attach these documents, however, it accepts as many attachments as you would like to include. You are encouraged to attach the types of documents referenced above. The steps for adding an attachment include:

At the bottom of the ATF Report click on the “Add Attachment” button To the right of the box that says “File Upload” there is a “Browse” button. Click

on the “Browse” button and navigate to the file you would like to attach (similar to adding an attachment to an email).

Use the file type drop-down menu to identify the type of file the attachment is. The system supports MS Word, RTF, HTML and Plain Text files.

If you are adding curriculum updates from members, you could type “Institution Name – Type of Update” for example. Enter a name that explains what the attachment is. Then click “Save Attachment.” Your attachment will be accessible through the ATF Report. Again, you may add as many or few attachments as you like.

Attachments to the ATF Report can be added by the ATAC facilitator after the report has been finalized. For example, if the minutes are not prepared when the report is posted (within two weeks of the meeting), they can be added later.

D. Sending the report back for review (ATAC and Chair) When the chair has edited and/or added information to the report and is ready for

the ATAC facilitator to review it, he/she clicks the “Save Changes” button at the bottom of the page This puts the report in a “holding pattern” and further edits are possible.

The chair and ATAC facilitator may continue to edit the report and send it back and forth (using “Save Changes” and external email notification) as needed. When the Chair is satisfied, he/she clicks “Save Changes” then “Final Submit”. An email is automatically generated to notify the ATAC facilitator the report is ready for final review.

E. Final Approval of the ATF Report (ATAC)The ATAC facilitator logs back into the Chatlines to access the report, using the “Query Page – My forms” link, then the “View” button next to the report. The ATAC facilitator may then make changes, add attachments, or just click “Save Changes” then “Set Approved” in upper left corner. At this point it is considered the official ATF Report for that meeting. When the ATAC facilitator sets the report as approved the system prompts him/her to send a pre-formatted, editable email, indicating that the ATF Report is finished. By default, this email is addressed to the ATF listserv for that ATF and to the ATAC listserv.

From the “[ATF name] Meetings” in the upper left hand corner of the ATF Portal Page, members can link to the ATF Report, and attachments, from the year 2003 and beyond. The ATF reports can also be linked to from the Meeting Calendar on the Faculty/Admin home page.

F. Review of Pending and Completed ATF Reports (ATAC)At any time you may review all the ATF Reports in the system. To do so, log into the ATF Chatlines, as you did above, then click on the “Query All Forms” button. (“Query Forms – MY Forms” will bring up only those forms for which you were assigned ATAC facilitator.) If you want to enter specific search criteria, you may, or you can click the “Query” button on the search engine.

You will see a summary list of the report forms that are in the system – click on the “View” button to the left of the form you would like to review, and you will be able to see the content of the form.

Reports will be marked with one of three statuses: Pending Review: the report has been initiated by the ATAC facilitator, but not yet

reviewed by the ATF chair. Pending Approval – the form has been reviewed by the ATF chair, but not yet

marked for final approval by the ATAC facilitator. Approved – the report has been stamped as ‘final’ by the ATF chair and then “Set

Approved” by the ATAC facilitator.

Again, the approved reports become accessible as “Meeting Report” links from the ATF Meeting Calendar on the Faculty/Admin home page or from the ATF Portal Page [ATF name] Meeting, in the upper left hand corner.

Please contact the ATASS Business Analyst with questions or comments about the ATF Report.

ATAC HandbookPart IV: Statewide Level Responsibilities; ATAC Co-Chairs

The Arizona Transfer Articulation Committee (ATAC) requires representation from each Arizona public community college, university, and tribal college. ATAC is responsible for managing the operational procedures supporting transfer articulation between and among these Arizona public and tribal post-secondary institutions, which involves participation at the institutional and statewide levels. This section will address statewide-level expectations and responsibilities.

ATAC meets several times throughout the year, and subcommittees or workgroups may be formed and meet separately to address specific topics. Meetings are set at the summer business meeting for the next academic year. ATAC members are expected to attend and participate in the meetings, and an annual report of attendance is provided to the Academic Program Articulation Steering Committee (APASC). ATAC’s membership list and calendar can be found on AZTransfer.com on the ATAC Portal page.

ATAC responsibilities at the statewide level focus on specific transfer articulation issues and AZTransfer tools supporting students in transfer. ATAC responsibilities include:

Coordination and oversight of processes and procedures for establishing and documenting course equivalencies, including ACETS and CEG;

Coordination, planning and training for ATAC facilitation of ATF meetings; Planning and training for institutional ATF chair/host/member training; Working with the Articulation Facilitator and Business Analyst on issues related to the

ATFs and AZTransfer, including updates to the ATF and ATAC Handbooks; Gathering information and recommending transfer policy changes to APASC for

discussion/action; Monitoring the AZTransfer website for accuracy and effectiveness at the state and

institutional level; Working with the state Quality Team and/or Technical Analysts on maintenance and

enhancement of on-line articulation tools; and Facilitating communication among Arizona’s public and tribal post-secondary

institutions, particularly regarding transfer articulation issues.

Roles and Responsibilities of Arizona Transfer Articulation Committee Members

ATAC Members

Attend scheduled ATAC meetings. Participate in meeting discussions and serve on committees/workgroups as appropriate. Represent home institution in discussions and carry information back to appropriate

parties at home institution. Do background work as needed in preparation for meetings. Consider hosting a meeting, checking with home institution administration as needed. Participate in scheduling future ATAC meetings at the summer business meeting

(June/July), and to select which ATFs you will facilitate.

Communicate with co-chairs and other ATAC members regarding issues to be brought to the group as a whole or to be worked out between individuals.

Promote and support the state transfer model/AZTransfer and services at home institution.

ATAC Co-Chair Selection/Term:

Chair selection will take place at the summer meeting (June/July). Beginning 2008, ATAC will select co-chairs with staggered two-year terms to support continuity. The newly elected co-chair’s term begins in the Fall, at the beginning of the academic year. Outgoing chairpersons are responsible for submitting all reports for which they are responsible prior to the end of their term.

Co-Chair ResponsibilitiesCo-chairs will work together to coordinate the following activities:

ATAC Meetings: Confirm meeting schedules. Consult with meeting host on location, directions, food, parking, etc. Collect items and develop agenda for ATAC meetings: set a deadline for submission of agenda items; standing agenda items include reports

from Articulation Facilitator and Business Analyst include items from APASC, GEATF, AAATF, A&RATF, as appropriate. Attach agenda and meeting details to the Meeting Calendar and advise ATAC via

listserv, that they are posted at least 10 days prior to the meeting date. Identify/confirm note-taker, and remind in advance of meeting (alphabetical campus

rotation). Preside over ATAC meetings. Establish subcommittees/workgroups as needed. Determine/confirm ATAC representation on other non-discipline-specific ATFs. Review/edit meeting notes to ensure decisions/actions are recorded. Send DRAFT notes to ATAC listserv for review and approval at next meeting. Post approved meeting notes to Meeting Calendar and advise ATAC members via listserv

they are posted.

APASC Meetings: Attend APASC meetings as ex-officio member. Prepare ATAC report prior to each APASC meeting; coordinate with the Articulation

Facilitator to get this into the APASC pre-meeting materials; present report. Serve on APASC subcommittees and/or delegate responsibility to other ATAC members. Present and/or respond to issues at APASC, or to APASC co-chairs, on behalf of ATAC

as needed.

General:

Follow up on assignments between meetings. Attend AAATF, GEATF, A&RATF as ex-officio, non-voting member when possible, or

designate other ATAC members. Monitor ATAC listserv, other non-discipline ATF listservs, meeting results, etc., for

potential agenda items. Serve on subcommittees or workgroups as appropriate. Serve as official representative of ATAC for policies/communication questions between

meetings.

Meeting Host Institutions

Provide a meeting room to accommodate approximately 25 people. Provide web access in meeting room. Provide directions to campus and meeting room, parking instructions and other pertinent

information by attaching to calendar through the ATF Chatlines application. Advise attendees ahead of time whether food is host/no-host. It is not an expectation that

host institution pay for food/drink. Meeting room should be near food facilities for a lunch break, and/or make arrangements to have lunches delivered to meeting room. Send a list of convenient accommodations (hotel/motel), as overnight will be necessary for some.