Memos and Letters

Statement on the California Intersegmental General Education Transfer Curriculum (Cal-GETC)

January 26, 2023

Read the Statement in PDF

Summary of ICAS Actions on Assembly Bill 928 (Berman, 2021)

June 15, 2022

Read the Summary in PDF

Oppose Letter to Governor Newsom Regarding AB 928 (Berman)

August 30, 2021

Read the Letter in PDF

Updated Memo Regarding Articulation and CCC Course Outlines

Read the Memo in PDF

May 29, 2019

This memo addresses considerations for determining placement of California Community College (CCC) transfer students in University of California (UC) and California State University (CSU) courses based on the CCC courses they have completed. We urge all faculty to use CCC Course Outlines of Record (COR) in evaluating a student’s readiness to complete more advanced UC/CSU courses. The Course Outline of Record is the official document that describes the course and applies to every offering of that course by any instructor.

Articulation agreements that delineate course equivalencies or placement eligibility at CSU/UC, based on the COR, already exist for students who have completed a course at a particular CCC. On occasion, however, a student requests placement based on having completed a course for which there is no articulation agreement in place. In that case the fundamental question is whether the student’s background prepares them for success in the advanced course. This is typically determined by examining information about the CCC course(s) the student has taken. The preferred source for this information is the CCC COR; but CSU/UC faculty sometimes request the syllabus for a specific offering of a course that a student has completed. A syllabus can be a less effective means of determining student readiness in general than the COR, as a syllabus only applies to a single offering of a course. Determinations made on the basis of a COR, once made, can eliminate the need to re-examine further requests from students who complete the same course.

If a COR(s) needs additional information, we urge CSU/UC faculty to communicate with CCCs about the nature and depth of information those outlines should contain. If there is evidence of a lack of student success after transfer in these courses, the CSU and UC are urged to communicate such concerns to the CCC directly, along with transfer student success rates in a particular program. We also ask that faculty facilitate dialog about the area of study among the CCC, CSU and UC faculty as needed.

We encourage CSU and UC faculty to collaborate with the CCCs as they develop or periodically review C-ID descriptors (which are based on the COR) for courses in their fields. The C-ID descriptors are designed to include comprehensive course information, such as methods of evaluation, course content and course objectives (See A CCC course with a C-ID descriptor should simplify articulation agreements since a review process of the COR has already been completed.

In conclusion, the COR allows the CSU/UC to maintain high standards for transfer and the flexibility it affords in course placement helps students achieve their educational goals in a timely manner. For these reasons we strongly encourage the use of the COR in the evaluation of students’ potential success in CSU/UC courses.

June 21, 2011

Email distributed to CCC Academic Senate Presidents, Curriculum Chairs and Articulation Officers

Subject: Community college articulation through course outlines

Attachments: Memo to CSU Department Chairs and Faculty; Memo to CCC Senate Presidents, Curriculum Chairs and Articulation Officers

The Academic Senate has received messages of concern regarding university faculty requesting individual faculty member’s syllabi or final exams, a practice which is outside of our established articulation process using the course outline of record (COR). The Senate’s representatives to the Intersegmental Committee of Academic Senates (ICAS) brought these concerns to this group of leaders from the UC, CSU and community college Academic Senates. Following a fruitful discussion there, two memos were produced and unanimously endorsed to address the community college faculty concerns, and both are attached for your reference. One memo is addressed to department chairs at CSU and UC, and the other is addressed to senate presidents, curriculum chairs and articulation officers in community colleges. Each segment’s Academic Senate will share the memos within their system. The intent of the memos is to remind faculty at all levels about the standards and processes used to articulate courses across the segments to facilitate transfer for students. We hope that you will keep copies of the memos and use them appropriately should the need arise.

If you have other questions or concerns about university faculty requesting syllabi or exams in order to establish articulation of courses, please let us know. For community colleges, it is essential that our curriculum committees continue to expect and approve CORs that are well written, complete and rigorous enough to warrant college credit for transfer students. For more information on CORs, please search the Academic Senate website, for resources and guides or send any questions to

 Beth Smith, Chair
 ASCCC Curriculum Committee 2010-11