DOCUMENT RESUME

ED 085 020 HE 004 915

TITLE Guidelines for Transfer, Recommendations of the Joint'Committee on Coll9ge Transfer Students.

INSTITUTION North Carolina Univ., Chapel Hill.PUB DATE Oct 73NOTE 28p.

EDRS PRICE MF-$0.65 HC-$3.29DESCRIPTORS Admission (School); College Credits; *College

Students; *Guidelines; *Higher Education; *TransferPolicy; *Transfer Students; Units of Study (SubjectFields)

IDENTIFIERS *North Carolina

ABSTRACTThis document presents guidelines for student

.transfer in North Carolina colleges and universities. The guidelinesare blocked out in a pattern of first and second year courses and are:rritten for colleges and universities that operate on a semester orquarter system or various modifications of either. Guidelines concernadmissions, transferability of credit, biological sciences, busiuessadministration and education, English, fine arts, foreign languages,humanities, mathematics, physical sciences, physical education, andsocial sciences. (MOM)

GUIDELINES FOR TRANSFERRecommendations of theJoint Committee onCollege Transfer Students

Sponsored byNORTH CAROLINA ASSOCIATION OF COLLEGES AND UNIVERSITIESNORTH CAROLINA ASSOCIATION OF JUNIOR COLLEGESSTATE BOARD OF EDUCATIONTHE UNIVERSITY OF NORTH CAROLINA

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SPECIAL REPORT (OCTOBER 1973)PUBLISHED BYTHE UNIVERSITY OF NORTH CAROLINAGENERAL ADMINISTRATION

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FILMED FROM BEST AVAILABLE COPY

William A. Dees, ChairmanBoard of Governors

William FridayPresident

The University of North CarolinaGeneral AdministrationP.O. Box 2688910 Raleigh RoadChapel Hill, North Carolina

27514

(N1CDLc,o)C).

GUIDELINES FOR TRANSFERRecommendations of the Joint Committee

on College Transfer Students

Sponsored byNORTH CAROLINA ASSOCIATION OF COLLEGES AND UNIVERSITIES

NORTH CAROLINA ASSOCIATION OF JUNIOR COLLEGESSTATE BOARD OF EDUCATION

THE UNIVERSITY OF NORTH CAROLINA

OCTOBER 1973THE UNIVERSITY OF NORTH CAROLINA

GENERAL ADMINISTRATION

PREFACE

These revised guidelines for student transfer in NorthCarolina colleges and universities reflect the collectiveeffort of representatives of higher education institutionswho value,greatly institutional independence in admissionsand ace.demic policies but at the same time recognize theneed for and appreciate common policies and procedureswhich minimize unnecessary penalties on students who trans-fer among the institutions.

The articulation guidelines are a revision of thoserecommended by the Joint Committee on College TransferStudents and published by the former State Board of HigherEducation in 1967. Subcommittees revised the guidelinesin the areas of admissions, mathematics, and physicaleducation and developed new ones in the areas of business,fine arts, and the. transferability of credit.

I wish to thank the following for their leadership inchairing the subcommittees,:

Carl S. wytii ( physical education),, Chairman,DepartMent of P4ysical Education,Unive'r'sity Of North Carolina at ChapelHill

Cecil C. Brookt '(admittiOns and transferabilityof credit) , 'Dean of Records and Admissions,Western carOlina University

John H. Horne (business), Director of Admissions,East Carolina Univertity,

Richard P. Loester (fine arts) , Director ofAdmissions, Uniy0t:ity of North Carolina atGreensboro

Tullio Pignani (mathematics), Chairman, MathematicsDepartment, East Carolina University

Acknowledgement is made to editorial subcommitteechairman Ben J. Utley, Assistant Director of Admissions,North Carolina State University, and the following membersof his subdommittee who were. responsible for editing therevised guidelines and developing this publication:

Bobby L. Anderson, Director, College Transfer andGeneral Education, Department of CommunityColleges

John F. Corey, Assistant Vice President for ,StudentServices and Special Programs, The University

. of North CarolinaMarion M. Richards, Dean of Admissions, Catawba

CollegeJerry E. Surratt, Dean of.Academic Affairs, Wingate

College

For staff support and general background service, mygratitude is expressed to John F. Corey. As the secretaryand treasurer of the Joint Committee on College TransferStudents, Dr. Corey has been involved in all aspects of thedevelopment of the revised guidelines.

Appreciation is-also extended to Mrs. Anna Carr,secretary to Dr. Corey, Irfor her assistance.

Special thanks are extended to the four sponsoringorganizations for their equal financing of the printingcosts of this manual. Additional thanks are due to theGeneral Administration of The University of North Carolinafor publishing this manual at the request of the JointCommittee.

Richard. G. Cashwell, ChairmanJoint Committee on College Transfer

Students

THE JOINT COMMITTEE ON COLLEGE TRANSFER STUDENTS

The Joint Committee on College Transfer Students issponsored by four statewide agencies and organizationsrepresentative of all education beyond the high school inNorth Carolina: the 'North Carolina Association of Collegesand Universities, the North Carolina Association of JuniorColleges, the State Board of Education, and The Universityof North Carolina.* The membership of the Joint Committeeconsists of 12 persons appointed by the four sponsoringorganizations (each organization appoints three members).Membership terms are for three years. There are five exofficio members: a representative of each of the foursponsoring organizations and the immediate past chairman.

NORTH CAROLINA ASSOCIATION OF COLLEGES AND UNIVERSITIES

Ben J. Utley, Assistant Director of Admissions, NorthCarolina State University, Raleigh (1973)

Marion M. Richards, Dean of Admissions, CatawbaCollege, Salisbury (1974)

Richard G. Cashwell, Director of UndergraduateAdmissions, The University of North Carolinaat Chapel Hill, Chapel Hill (1975)

NORTH CAROLINA ASSOCIATION OF JUNIOR COLLEGES

Bruce Whitaker, President, Chowan College, Murfreesboro(1973)

Jerry E. Surratt, Dean of Academic Affairs, WingateCollege, Wingate (1974)

Vaud Travis, Vice President, Transfer and BusinessPrograms, Central Piedmont Community College,Charlotte (1975)

NORTH CAROLINA STATE BOARD OF EDUCATION

W. Thomas Cottingham, President, Southeastern CommunityCollege, Whiteville (1973) * *.

Gerald M. Bolick, Director of Community and RegionalServices, Appalachian State University, Boone(1974)

George S. McSwain, Jr., Dean of Instruction, GastonCollege, Gastonia (1975)

THE UNIVERSITY. OF NORTH CAROLINA

Tyree Kiser, Director of Admissions, Western. CarolinaUniversity, Cullowhee (1973)

*Replaced the State,Board of Higher Education onJuly 1, 1972, when that agency went out of existence.

**Resigned as president of Southeastern CommunityCollege July 1973.

(iv)

John H. Horne, Director of Admissions, East CarolinaUniversity, Greenville (1974)

Cecil Patterson, Dean, Undergraduate School, NorthCarolina Central University, Durham (1975)

EX OFFICIO

John F. Corey, Assistant Vice President for StudentServices and Special Programs, The University ofNorth Carolina

J. P. Freeman, Secretary, North Carolina Associationof Colleges and. Universities (Director of DivisiOnof Teacher Education, State Department of PublicInstruction, Raleigh)

Bobby L. Anderson, Director, College Transfer andGeneral Education, Department of Community Colleges,State Board of Education; Raleigh

Jerry E. Surratt, President, North Carolina Associationof Junior Colleges and past Chairman of the JointCommittee (Dean of Academic Affairs, Wingate College)

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CONTENTS

PREFACE

MEMBERSHIP of the Joint Committee on CollegeTransfer Students

MAP of North Carolina Colleges and Universities vi1973-74

Introduction 1

Instructions For Use of Guidelines 4

Admissions 5

Transferability of Credit 5

Biological Sciences 9

Business Administration and Education 10

English 11

Fine Arts 12ArtDramaMusic

Foreign Languages 14

Humanities 14

Mathematics 15

Physical Sciences 16

Physical Education 17

Social Sciences

INTRODUCTION

In fall 1972 more than 9,780 undergraduate transferstudents enrolled in the colleges and universities ofNorth Carolina. Of this number, 3,354 transferred fromtwo-year to senior institutions; 1,008 from senior totwo-year institutions;. 2,252 among senior institutions;and 469 among two-year institutions. This flow of trans-fers comprised 8 percent of the total undergraduateenrollment in the state. The percentage, significant evennow, is expected to increase as the new community collegesin North Carolina become fully operational. The trend isthat two-year colleges more and more will form the broadbase of higher education in the future.

Why do students transfer from one institution of highereducation to another? There are many reasons but the pre-valent one is the student's desire to advance his education,such as from the junior to senior level. Another is thestudent's effort_to accommodate himself better to academicstandards, programs, costs or geographic location. Onestudent, for instance, may need a more academicallychallenging college. Another may want a .school lesschallenging, or less expensive, or with a special degreeprogram in which he has acquired an interest. And, ofcourse, there is always the student who transfers simplyto be closer to a friend.

The fact that such adjustments or mobility are possibleis one of the strengths of the American system of highereducation. Diversity, the system's dominant characteristic,provides the latitude which allows young citizens theopportunity to find themselves and to develop the best thatis within them.

The opportunity is quite extensive in North Carolinawhere institutional diversity is pronounced. The state has73 colleges and universities --- 28 two-year and 45 seniorones. In addition, there are 40 technical institutes andmore than 60 other post-secondary schools of business, trade,health, and religion.

Founded separately for specialized purposes, the colle-giate institutions vary greatly. Some emphasize liberalarts; others concentrate in agriculture, technology, teachereducation, and religious education. Some are predominantlyfor women. Most are coeducational.

For all the benefits which diversity makes possible,however, there are accompanying problems, particularly inreference to transfer students. Many students who seek totransfer from one college to another often encounter barriers

1

which cause them to lose course credits and time. In manycases, these barriers are created by the students themselveswho change their educational goals or select institutionsfor which they are not properly qualified. Often, however,the problems stem from differences in admissions proceduresand general education requirements among the institutions.These variations, due to the institutions' varying historicalorigins, purposes, student backgrounds, and academic standards,coupled with considerable independence, were indentified by astatewide study committee in the early 1960's. The studycommittee concluded that the lack of a consensus amongcolleges in North Carolina about general education and trans-fer procedures was "sufficiently great to cause prospectivetransfer students serious difficulties and, therefore, tojustify a serious effort to bring some degree of standardiza-tion into them." The study committee recommended "eliminatingunnecessary variability in policies and procedures for handlingof students transferring."

Clearly needed was a commonly acceptable program ofgeneral education in the first two years of undergraduatestudy involving a minimum loss of credits or time when astudent transfers from one institution to another, especiallyat the end of his sophomore year.

To develop guidelines for such a program and to addressother transfer problems as they arise and to recommendsolutions, the Joint Committee on College Transfer Studentswas created in 1965 by the four organizations representativeof the entire spectrum of higher education in North Carolina.They were the North Carolina Association of Colleges andUniversities, the North Carolina Association of Junior Colleges,the State Board of Educatidn, and the StateBoard of HigherEducation.*

In 1966 the Joint Committee initiated a statewide studyof articulation between two-year and senior institutions.The study was done by nine subcommittees, consisting of over800 North Carolina junior and senior college educators.Guidelines that would result in better articulation wererecommended in nine areas: admissions, biological sciences,English, foreign languages, humanities, matheiaTiEs, physicaleducation, physical sciences, and social sciences. The guide-lines were approved by the Joint Committee and at the requestof the Joint Committee published in 1967 by the State Boardof Higher Education. Their development and subsequent generalacceptance by the institutions on a voluntary basis representa major achievement in academic cooperation.

*Replaced by The Board of Governors of The Universityof North Carolina on July 1, 1972, when the State Board ofHigher Education went out of existence.

The Joint Committee has continued to function on anon-going basis to refine as needed its recommended guide-lines and to develop new ones. In doing so, the JointCommittee has made extensive use of subcommittees, composedof members knowledgeable and representative of those whowould be effected, in the formation of the guidelines.

This reference manual is the first published updatingof the 1967 articulation recommendations. It includes arevision of the recommendations on admissions, mathematics,and physical education and new recommendations on business,fine arts, and the transferability of credit obtainedthrough varied grading systems and atypical methods.Unchanged are guidelines which have stood the test of timeas acceptable without suggestion of revision. The revisionswere approved by the Joint Committee in spring 1973.

These statewide guidelines for collegiate articulationin North Carolina are unique among the states in America.Prepared voluntarily for voluntary use by representativesof colleges and universities which carefully guard theiradmissions independence, the guidelines represent a recog-nition of the importance of common reference points whichautonomous institutions may use in considering the admis-sions and the granting of credit to the transfer student.The desired result is that the transfer student not loseunnecessary credit or time and that he better accommodatehimself toward reaching his educational goal.

.INSTRUCTIONS FOR USE OF GUIDELINES

1. While the guidelines on the following pages arefrequently blocked out in a pattern of first and secondyear courses, it should be understood that second coursesare not always required.

2. The guidelines are written for colleges anduniversities which operate on a semester or quarter systemand various modifications of either. It is assumed thatsix semester hours are equal to nine quarter hours. Wherespecific credits are indicated by one system or the other,it is assumed also that institutions not operating on sucha system will create courses earning equivalent transferablecredit. It is hoped that all receiving institutions willadopt a liberal policy towards half-credit shortages.

3. The student's ability to transfer without loss ofunnecessary time or credit is of maximum importance.

4

ADMISSIONS

1. Transfer students must meet admissions standardsset by receiving institutions. To prevent unnecessaryloss of time and credit, prospective transfers should beidentified as early as possible in their academic pro-grams and be encouraged and be advised to investigatepolicies and procedures* used by the receiving institutionsfor determining admissions.

2. Performance in a collegiate program is the bestsingle predictor of success of prospective transfers inother collegiate programs and therefore should count mostheavily in the admissions decision of receiving institu-tions.

a) Two-year college students who are ineligibleto enter a four-year institution at thefreshman level because of poor high schoolrecords should not be denied admission astransfer students on these grounds.

b) Except in unusual circumstances, studentsentering two-year institutions should beencouraged to complete their program atthe original institution.

3. An attempt should be made to provide equal accessfor each transfer student applying to a receiving institu-tion. Since there is an increasing number of sending insti-tutions which have implemented varied grading policies andpractices, computation of grade averages for admissionseligibility should not provide an advantage nor a disadvan-tage for students transferrin; from institutions with non-traditional grading practices.

TRANSFERABILITY OF CREDIT.

Records of prospective transfer students should normallybe evaluated in relationship to the degree program for whichapplication is made. The exact amount of transfer creditawarded toward completion of that degree program should becontingent upon its applicability to the degree program.

Among accredited institutions there is a lack of uni-formity in the acceptance of credit obtained through variedgrading systems and atypical methods. In order thateffec'tive implementation of the recommendations below maybe made, it is incumbent upon each institution: [1] to

*See Policies of Senior Colleges and UniversitiesConcerning Transfer Students From Two-Year Colleges inNorth CarolingTRaT 1972). TEI-seference manual isdistributed as an information service by The Universityof North Carolina, General Administration, P. 0. Box 2688,Chapel Hill, N. C. 27514.

5

include on its official transcript an explanation of theinstitution's grading policies and practices; [2] toinclude on its transcript complete computation at the endof each grading period; [3] to be as descriptive as pos-sible on its transcript when listing credits earned byatypical methods initially and in transfer; and [4] tocompile and to disseminate information pertaining to itspolicies in granting credits earned by atypical methodsthrough the Joint Committee on the College TransferStudent.

Transferability of Credit Obtained Through Varied GradingSystems

1. Acceptance of CreditProvided the transfer student meets the receivinginstitution's admissions requirements, credit forall passing grades from the sending institutionshould be accepted as transfer credits. Thiswould mean, in term of grades, that a transferstudent encounters neither advantages nordisadvantages over a native student.

2. Incomplete Gradea) All institutions of higher education should

use the definition in the United StatesOffice of Education's 1968 publication,Definitions of Student Personnel Terms inHigher Education 0E-50083:

A grade used when the instructoris not able to give a definitegrade for the term in view eitherof sickness of the student or ofsome other justifiable delay inthe completion of certain work.A permanent grade for the termis recorded when work has beencompleted.

b) If an institution assigns an "Incomplete"for evaluations other than those indicatedin the above definition, that institutionshould identify the various types ofincomplete grades on the transcript andattach to each transcript a definition ofthe various types being used.

3. Pass-Fail or Satisfactory-Unsatisfactory GradingSystems

a) Receiving institutions should consider on anindividual basis each student who wishes totransfer from an institution using eitherthe P-F or S-U grading system. Other criteriasuch as high school record, standardized testscores, and college credits earned with tradi-tional grades may be used in determining thetransferability of that student.

b) In determining admissibility, P -F or S-Ugrades should not be given quality pointvalues and should not be used in qualitypoint ratio computation.

c) Receiving institutions should not place alimit on the number of transferable creditsbecause these credits were earned with P orS grades.

Transferability of Credit Obtained Through Atypical Methods1. Credit by Examination

a) Advanced Placement Program (APP) of theCollege Entrance Examination Board(1) Receiving institutions should consider

acceptance of transfer credits whichhave been awarded on the basis of APPscores of five [5] and four [4].

(2) Receiving institutions should consideracceptance of transfer credits whichhave been awarded on the basis of APPscores below four [4] when validatedby follow-up courses within the samediscipline.

National Achievement ExaminationsWhen national achievement examination scoresare too low to be consistent with thereceiving institution's policies, transfercredit should be awarded if validated byfollow-up,courses in the same disciplinewhen taken at either the sending orreceiving institution.

c) College Level Examination Program (CLEP) ofthe College Entrance Examination Board(1) The CLEP General Examinations

a. All institutions of higher educationare encouraged to make use of theCLEP General Examinations to the.extent and in a manner appropriateto institutional purposes andcurricular requirements.

b. Institutions which adopt the GeneralExaminations are encouraged to award

.credit for scores at or above the25th percentile of the nationalsophomore norms of the General Exam-inations - - the minimum recommenda-tion of the College Entrance Examina-tion Board.

(2) The CLEP Subject Examinationsa. All institutions of higher education

are encouraged to adopt .the use ofCLEP Subject Examinations to theextent appropriate to curricular

requirements. Credits should beawarded for scores at or above theaverage score made by "C" studentsin the national norms for the Sub-ject Examinations - - the minimumrecommendction of the College EntranceExamination Board.

b. Receiving institutions should acceptdirectly in transfer both electiveand required credits awarded on thebasis of CLEP Subject Examinationsto the extent appropriate to curricu-lar requirements.

c. Receiving institutions should acceptfor transfer credits in the major fieldof study when awarded on the basis ofCLEP Subject Examinations.

d) Institutional Examinations(1) Receiving institutions should accept

directly in transfer both elective andrequired credits awarded.on the basis ofinstitutional examinations to the extentappropriate to curricular requirements.

(2) Receiving institutions should accept intransfer credits in the major field ofstudy when awarded on the basis ofinstitutional examinations.

2. College Level _Courses Completed Prior to Graduationfrom the Secondary School

College level courses completed at accreditedcollegiate institutions prior to secondary schoolgraduation should be evaluated in the same manneras other courses which may appear on the institu-tions' transcripts.

3. Military Service CreditEach institution of higher education should beencouraged to use the. American Council on Education(ACE) Examination, institutional examinations, orCLEP in determining credit to be awarded for workcompleted in military schools and for experience.

4. Credit Classified as "Technical"a) Courses taken in technical programs may be

transferred to a college or university uponvalidation of applicable. course work throughthe receiving institution's normal procedures.

b) For senior institutions offering the BACHELOROF TECHNOLOGY degree:TI) Except in unusual circumstances, students

entering the four-year institution shouldhold the Associate in Applied Sciencedegree in appropriate areas of technicalspecialization

(2) Students holding AAS degrees in appro-priate areas of technical specializationand meeting other institutional entrancerequirements should be admitted to theprograms as junior year students..

(3) Technical graduates seeking to transferfrom non-accredited institutions shouldbe accepted provisionally by the senior.institution and have credits transferredpending satisfactory completion of atleast one full quarter or semester ofcourse work, provided they meet otherinstitutional entrance requirements.

5. College Level Courses Offered Through Universityand College Extension Centers or Contractual, Programs

Receiving institutions should accept credit forcollege level courses offered by accreditedinstitutions in university or college extensioncenters and in contract with technical institutes.

6. Acceptance of Transfer Credit from Co-op Programs,Field Experience and Field Placement

a) Institutions of higher education offeringcredit through Co-op programs, field experience,and field placement should publicize the con-structs of each program and the rationale uponwhich the credit is given.

b) If the experience is utilized as an integralpart of the overall instruction within aspecific course, credit assigned to suchcourses should be transferred in the samemanner as courses taught by traditionalmethods.

BIOLOGICAL SCIENCES

First YearA one-year lecture and laboratory course (eight

semester hours or twelve quarter hours) emphasizing thedynamic,, structural, and functional organization of livingorganisms from molecular, organismal, and population pointsof view. The course should stress the unity of life. Aslong as this is done, any of the following alternativeapproaches is acceptable (listed in order of preference):

1. One year of biological principles.2. One year of biology.3. One semester (four semester hours or six quarter

hours) of botany and one semester of zoology.

Second Year1. If the first course is a one-year course which is

oriented toward the study of principles of biology, the

following is recommended for those whose programsrequire it:

a) Second year may be a field, laboratory,lecture course in the study of organisms - --one semester of plants (botany) and onesemester of animals (zoology) (PREFERRED).Second year may be one semester of com-parative vertebrate anatomy or anothercourse of this general nature and onesemester of a basic course such as animalor plant physiology or embryology.Second year may be one semester of localfloristic study --- collection, identifi-cation of vascular plants,.study ofclassification and one semester of a basiccourse such as microbiology.

2. If first course is a one semester principles ofbiology course, it is desirable to follow it with onesemester each of the study of plants (botany) and ofanimals (zoology), organism oriented, field work, labora-tory and lecture.

a) This involves a three-course sequence.b) The fourth semester could be comparative

vertebrate anatomy and/or local floristicstudy as described above.

3. If first year involves one semester ..3f generalbotany and one semester of general zoology, then secondyear should include one semester of comparative vertebrateanatomy and one semester of local floristic study asdescribed above.

Other Guidelines1. As related work for potential biology majors, a

year of college mathematics and a year of chemistrystrongly recommended.

2. Other courses in physics, organic chemistry andgeology acceptable or desirable.

3. All biology courses include laboratory experi-ences and carry a minimum of eight semester hodrs creditor twelve quarter hours for the year and four semesterhours or six quarter hours for the semester.

BUSINESS

Freshman and/or Sophomore Years1. Business Administration or Economics

a) Senior institutions in North Carolina shouldaccept for transfer credit from two-yearinstitutions accredited by the SouthernAssociation of Colleges and Schools, oranother comparable regional accreditingassociation, the following courses towarda bachelor's degree in. Business Adminis-tration or Economics in those cases where

the senior institution allows credit for thesecourses and to the extent that credit is allowed.

Principles of Accounting 6 sem hrs or 9 qtr hrsPrinciples of Economics 6 sem hrs or 9 qtr hrs

Business Statistics 6 sem hrs or 9 qtr hrs

Business Law 3 sem hrs or 5 qtr hrs

Electronic Data Processing 3 sem hrs or 5 qtr hrs

Introduction to Business 3 sem hrs or 5 qtr hrs

b) Any courses other than those listed above andany courses classified as junior or senior levelcouv3es at the senior institutions may not beacceptable'as transfer credit. An'institutionmay, however, at its option, allow students toearn credit for courses in this category on acourse-by-examination basis or some similarvalidating procedure.

2. Business, Occupational, and Distributive Educationa) Senior institutions in North Carolina should

accept for transfer credit from two-year insti-tutions accredited by the Southern Associationof Colleges and Schools, or another comparableregional accrediting association, the followingcourses toward a bachelor's degree in BusinessEducation or Occupational and DistributiveEducation in those cases where the senior insti-tution allows credit for these courses and to theextent that credit is allowed.

Principles of AccountingPrinciples of EconomicsShorthandBusiness StatisticsTypingPersonal FinanceIntroduction to BusinessBusiness MathematicsBusiness Law

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b) Any courses other than those listed above and anycourses classified as junior or senior levelq:ourses at the senior institutions may not beacceptable as transfer credit. An institutionmay, however, at its option, allow students toearn credit for courses in this category on acourse-by-examination basis or some similarvalidating procedure.

ENGLISH

Freshman YearStrong emphasis on. English composition in written and

oral forms, including such specific preparatory exercisesas vocabulary building; spelling principles, reading for

11

speed and comprehension, basic speech arts and Englishgrammar (six semester hours or nine quarter hours).

Sophomore YearConcentration upon an introduction to the study of

masterpieces of literature and a continuation of thespeech arts (six semester hours or nine quarter hours).

Other GuidelinesSequences should be determined by faculty advisors

and counselors in light of the student's educationalgoals.

FINE ARTSArt

Freshman and/or Sophomore Year1. Senior institutions should accept for transfer

credit courses which include:a) Art appreciationb) Drawingc) Paintingd) Ceramicse) Sculpturef) Designg) Art history survey

2. Two-year institutions should require a balancedprogram of general studies and art courses. The art coursesshould be varied and provide experiences with both two-dimensional and three-dimensional art work. Sequences ofcourses should be determined by art faculty advisors andcounselors in light of the student's educational goals.

3. Students desiring to transfer into a Bachelor ofFine Arts or professional degree after the sophomore yearmay have to spend an additional semester or year in orderto complete the program. Although it may be possible tocomplete the credit hour requirement during a two-yearprogram, independent studio work,'sequential courses,_andthe maturation of the student within a studio-orientedprogram may require more time.

DramaFreshman and/or Sophomore Year

1. Institutions should accept for transfer creditcourses which include:

a) Beginning actingb) Introduction to theatrec) Play production in activities coursesd) Scene and lighting designe) Voice and dictionf) Stage crafts

2. Sequence of courses should be determined byfaculty advisors and counselors in light of the student'seducational goals.

3, Students desiring to transfer into a Bachelor ofFine Arts or professional degree should be advised totransfer after one year to eliminate problems of transfe -ability, mainly participation and required degree courses.

Other Guidelines1. Two-year colleges should provide an opportunity

for students to explore theatre, prepare in techniquesand skills and develop cognate courses.

2. Students should take some cognate courses whichmay include:

a) Art appreciation, introduction to drawingand painting, design or drafting (ifinterested in design)

b) Music appreciation, beginning ballet ormodern dance (if interested in actingand directing)

Music

Freshman and/or Sophomore Year1. Institutions should accept for transfer credit

courses which include:a) Music historyb) Music literaturec) Music appreciation

2. Students should receive credit in music historyliterature without further examination, even from thoseinstitutions which combine ins ruction in music literatureand theory.

3. In recognition of [1] the individual nature ofinstruction in applied music, and [2]. the wide discrep-ancies in approach to instruction ini Music theory,diagnostic or placement examinations! may be required inthese areas. Audition and/or examination should be givenas early as practical, certainly no later than admissionto the senior institution.

Students should be advised of the results of placementexaminations in theory, and should be allowed to make theirown decisions regarding the repetition of previous courses.In the case of applied music, the placement results shouldbe accepted as a specific guide to proficiency standing.

Other Guidelines1. Four-year colleges should recommend alternatives

to assist students for whom the sequence of informationoffers a dramatic change.

2. Two-year institutions are advised to examine thepractices of the four-year departments, and to avoid .

teaching those courses which are considered upper division.

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FOREIGN LANGUAGE

Freshman YearEmphasis on audio-lingual skills. This year is to

be accepted at face value toward total hours for gradua-tion, with understanding that hours may be checked by.aproficiency test or other means.

Sophomore YearStress on skills in reading and writing. In some

cases, literary criticism may have a legitimate place.

Other Guidelines1. A college should accept a high school student

On the basis of preparation in the four language skillsas recommended by foreign language programs of theModern Languages Association. Literature receives nospecial emphasis in high school except for studentsseeking advanced placement.

2. Basically, high schools should concentrateon communication skills and colleges and universities onliterature, advanced composition and syntax, and wherepossible, phonetics and applied linguistics (civilizationwhere needed).

3. The idea of placement by years or units shouldbe abandoned. For determination of performance in theskills, measurement should be by modern proficiencytests, whether administered by the junior or by the seniorcollege at entrance. In respect to the autonomy ofinstitutions of different goals, some variation in thepattern may be necessary.

HUMANITIES

Faculty members whose individual or collectivebreadth is sufficient in the areas of literature, thearts, music, and philosophy may wish to offer (possiblyby team teaching) an integrated humanities course.Such courses may need to be broken down, for recordingpurposes, into more traditional titles in order tofacilitate communication in transfer:

Freshman YearThe basic requirements of the humanities guidelines

may be fulfilled through one of the following alternates:1. An integrated humanities course (six to eight

semester hours or nine to twelve' quarter hours) organizedchronologically or by themes to show man's appreciativeand creative roles in art, music, literature, and philos-ophy.

2. A block or sequence of courses (six to eightsemester hours or nine to twelve quarter hours) in atleast three of the following fields.

a) Artb) Musicc) Literatured) Philosophy and/or religion

Sophomore YearSophomore work may include electives and/or require-

ments of a more advanced or applied nature in one or moreof the above areas.

Other Guidelines1. Sequences should be determined by faculty

advisors and guidance counselors in light of. thestudent's educational, goals.

2. Applied courses in art and music may not beused in meeting requirements of general educationguidelines.

MATHEMATICS

Freshman and/or Sophomore Year1. For non-science majors whose curriculum does not

require a sequence of two or more calculus courses:recommendation of six semester hours or nine quarterhours of fundamental mathematics for graduation withcontent at post-high school level presented in surveyform and selected from fundamentals of algebra; sets,relations, and functions; the real number systems;

. finite mathematical systems (modulo arithmetic); logic;statistics and probability with simple application tothe social sciences; analytic geometry of the plane;graphs of relations; other geometries; basic notionsof elementary integral and differential calculus.

2. For non-science majors whose curriculum doesnot require a sequence of two or more calculus coursesbut who are, better qualified students and/or whosefuture courses require a stronger background: samerecommendation as item 1 above with a more rigoroustreatment of listed topics.

3. For students whose curriculum (science, engi-neering, mathematics) requires a sequence of two or morecalculus courses: recommendation of an offering whichfollows the Mathematical Association of America'sCommentary on A General Curriculum in Mathematics forCollege (1972), page 6, (See GuideliFe 3 below).

a) Calculus with analytic geometry (ninesemester hours or equivalent quarterhours).

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b) Linear algebra (three semester hours orequivalent quarter hours).

Other Guidelines1. The topics in item 1 above are to be covered

at a level sufficient to prepare the student to takeeither:

a) A moderately rigorous calculus course.b) A moderately rigorous course in modern

algebra or linear algebra.c) A moderately rigorous course in modern

geometry.2. For science and mathematics majors it is

desirable that the minimum high school prerequisite forthe course content be two years of algebra, one year ofgeometry, and one-half year of trigonometry.

3. Mathematics 1, Introductory Calculus (threesemester hours or equivalent quarter hours) - differen-tial and integral calculus of the elementary functionswith associated analytic _geometry.

Mathematics 2, 4, Mathematical Analysis (threesemester hours or equivalent quarter hours each) -techniques of one-variable calculus, limits, series,multivariable calculus, differential equations.

Mathematics 3, Linear Algebra (three semester hoursor equivalent quarter hours) - systems of linear equa-tions, Vector spaces, linear dependence, bases, dimensions,linear mappings, matrices, determinants, quadratic forms,orthogonal reduction to diagonal form eigenvalues,geometric applications.

PHYSICAL SCIENCES

Freshman and/or Sophomore Years1. For non-science majors: recommendation of one

year (eight semester hours or twelve quarter hours) ofOne of the following alternates: chemistry, physics,any earth science with laboratory or integrated sciencewith laboratory.

2. For science majors:a) Majors in agriculture, biology, and home

economics: recommendation of one year ofchemistry.

b) Majors in engineering (all branches), physics,chemistry recommendation of one year ofchemistry, physics with calculus prerequisiteor corequisite, and mathematics includingintegral and differential calculus.

c) Majors in mathematics: recommendation ofone year of physics.

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d) Majors in pre-dentistry, pre-medicine, pre-veterinary medicine, and medical technology:recommendation of one year of chemistry andphysics.

Other Guidelines1. Full credit is given for integrated science

courses with laboratory that combine several sciences.as long as courses are appropriate to student's educa-tional goals.

2. All physical science courses, in order to meetprogram requirements, must include laboratory experienceand carry a minimum of eight semester hours or twelvequarter hours credit for the year.

3. Science courses without laboratory experiencesmay be considered fot transfer as elective credit only.

PHYSICAL EDUCATION

Freshman and Sophomore Years1. A two-year activity course (four semester hours

or six quarter hours) meeting three hours per week (semesteror quarter) should be offered which provides opportunitiesfor acquiring knowledge, attitudes, and skills in a varietyof activities designed to contribute to the total educationof the student. These include:

a) Knowledge of basic health, fitness, andphysiological principles relating tophysical activity.

b) Leisure time skills for present and futureuse in life.

c) Learning experience in a majority of thefollowing: acquatics, individual sports,team sports, rhythms, physical fitness, andrecreational skills.

2. An elective course of three semester hours orequivalent quarter hours in personal and community healthshould be offered separate from the above physical educationactivity course.

Other Guidelines1. All students should meet a one-year physical

education requirement with the option of taking the secondyear for credit.

2. Up to two years of a physical education activitycourse should be transferable to receiving institutions.

3. The varsity athlete should in all instances beexpected to meet the same general departmental regulationsregarding program content as required of any other student.

4. The two-year junior and community colleges shouldnot attempt to offer professional, college level courses

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in health, physical education and recreation. Theseinstitutions can best serve their students by providingfor experiences and excellence in activity skills,competitive athletic experiences, basic health knowledgeand general guidance of students interested in health,physical education and recreation as a career.

SOCIAL SCIENCE

Freshman YearA history of world civilization course (six semester

hours or nine quarter hours) should represent the basiccourse 'in social science. Specifically, this courseshould include non-western areas.

Sophomore YearOther freshman and sophomore work may include

electives and/or requirements in.one or more of thefollDwing. fields and subjects.

1. Historya) The American history survey (six semester

or nine quarter hours).b) A history course offered at a junior

college, which coincides with a coursedesigned for juniors and seniors of aSenior college, normally should beaccepted as a free elective but shouldnot count toward satisfaction of majordegree requirements..

2. Economics and Business Administrationa) Principles of economics (six semester or nine

quarter hours).b) Principles of accounting (six semester or

nine quarter hours) .c) Statistics (three semester or equivalent

quarter hours) .3. Geography

a) Physical geography (three to four semesteror equivalent quarter hours).

b) World survey (three semester or equivalentquarter hours).

c) Economic geography (three semester or equiva-lent quarter hours).

d) A regional study.4. Political Science

a) American (federal) government (three semesteror equivalent quarter hours).

b) State and local government (three semester orequivalent quarter hours).

5. PsychologyGeneral psychology (three to four semester orequivalent quarter hours).

6. Sociologya) Principles of sociology (three semester or

equivalent quarter hours).b) General anthropology (three semester or

equivalent quarter hours).

Other Guidelines1. Interdisciplinary courses of sufficient cultural

breadth and depth should be given appropriate and equiva-lent credit for either the freshman or sophomore years.

2.. In all cases course sequence should be determinedby faculty advisors in light of the student's educationalgoals.