Joint Boards Articulation Commission

1999-2000 Annual Report
November 17, 2000


Purpose and Introduction

This report outlines the activities of the Joint Boards Articulation Commission (JBAC) for the period September 1999 to June 2000. This first section briefly presents background information regarding the JBAC and the following section then describes specific JBAC issues, discussions, projects and activities.

The JBAC, created by the State Board of Education and State Board of Higher Education in July 1992, recently completed its eighth year of operation. The Commission is comprised of representatives from the community college, university system, K-12, and independent college sectors and was established to "encourage active cooperation and collaboration among sectors and within systems in order to achieve the most effective and efficient articulation possible." Commission members are appointed by each education sector's chief executive officer (Oregon University System Chancellor, Commissioner of Community Colleges, Superintendent of Public Instruction, and Executive Director of the Oregon Independent Colleges Association).

Specifically, the JBAC is charged with and focuses its activities toward:

The JBAC meets on a monthly basis throughout the academic year to address the issues arising from its charge. In order to maximize the number of topics and issues to be addressed, a variety of concerns are also considered by the JBAC's standing and ad hoc committees. During the 1999-2000 academic year, the Student Transfer Committee worked to advise the JBAC on implications of the Proficiency-based Admission Standards System for transfer students as well as the establishment of an Associate of Science/Oregon Transfer degree. Additionally, issues and recommendations arising from the work of the JBAC's Student Services Action Team, formed during the 1997-98 academic year, were revisited.

JBAC Issues, Projects and Activities

During this past year, the JBAC initiated, discussed, completed, and/or made significant progress on the following issues and projects:

Plan for Course and Credit Transfer

The "plan for course and credit transfer" which had been submitted jointly by the State Board of Education and the State Board of Higher Education to the 1999 Legislative Assembly was reviewed and elements were incorporated into the JBAC's annual work plan.

Student Services Action Team (SSAT) Recommendations

In 1997 while preparing the course and credit transfer plan the JBAC appointed intersector "action teams" to examine a variety of issues in the areas of transfer and articulation. The Student Services Action Team (SSAT) was specifically charged with identifying "student support service systems that enable students to navigate effortlessly between and among education sectors (primarily the community colleges and the public baccalaureate-granting institutions)." Throughout 1999-2000 the JBAC continued to monitor and hold discussions on the topics. The complexity of the policy issues identified by the Student Services Action Team have been widely acknowledged and discussion of these topics by the JBAC will continue into the future.

Co-Enrollment and Matriculation of Co-Admit Students

The JBAC monitored development of efforts to improve articulation. One model designed to facilitate student enrollment at both the community college and Oregon University System institutions in the same quarter was led by Oregon State University and Linn-Benton Community College. OSU has expanded to include Southwestern Oregon, Portland and Central Oregon community colleges. The PSU/Clackamas partnership has expanded to include Mt. Hood and Portland community colleges. A model which focuses on facilitating matriculation from a community college to OUS institution have been led by Portland State University and Clackamas Community College, Oregon Institute of Technology and Klamath Community College Service District, and Eastern Oregon University with Blue Mountain and Treasure Valley community colleges. Southern Oregon University and Rogue Community College have a model which would best be described as a mix of the two approaches and Western Oregon University has sought partnerships with Chemeketa, Clatsop, Oregon Coast and Tillamook Bay community colleges. These effort continue to expand in the number of students served and majors included as well as the number of institutions included.

Common Residency Requirement
Unlike Washington and California, which both have standard residency policies across postsecondary sectors, Oregon's requirements for being counted as an in-state student for tuition purposes vary considerably. The OUS institutions operate with the requirement that students live in the state for one year before attending a college or university while the community colleges require 90 days and allow attendance. Noted for options, in Oregon, were: raising all institutions to a 12 month requirement; changing the OARs that would allow OUS institutions to lower the time required to establish residency; and/or instituting a new policy regarding direct transfer from community colleges. The issue was researched and a workable solution has not been found given the financial impact of the tuition loss to the OUS institutions.

Satisfactory Academic Progress
Policies defining satisfactory academic progress were collected from all campuses and greater diversity was evident than in previous years. Factors which vary between institutions include; the number of credits per term; GPA per term; and the number of terms a student can fall below the standard and still get financial. The drive to compete has in part been responsible for the increased diversity.

Credit for Prior Learning Action Team Report and Recommendations

The practice of awarding course credit for proficiencies gained outside the classroom, and subsequently documented through a formal assessment process, was the topic of another action team who's work was carried over into 1999-2000. This group was specifically charged with "identifying what will be needed to make credit for prior learning transferable to all Oregon institutions."

Extensive discussions took place during 1999-2000. The community college Councils of Instructional Administrators and Student Services Administrators unanimously approved JBAC recommendations in this area and the OUS Provosts addressed the topic at their June and July meetings, subsequently forwarding their suggestions to the JBAC for review.

Oregon Early Options Report and Recommendations

The JBAC continued to consider issues rising from the Oregon Early Options Study (a report to the Joint Boards, presented on November 20, 1998). Early options are those opportunities available to high school students who wish to pursue some postsecondary credits before they graduate from high school. A variety of programs are available ranging from the national Advanced Placement program to direct enrollment in college courses. The greatest number of Oregon high school students are served through agreements between the high schools and colleges/universities known as College High, Dual Credit and 2+2 depending on the type of course and institutions. The demand for such opportunities is growing. Increasing service by both sectors was evident in 1998-99.

JBAC Web Page and the Articulation Hotline List

One of the continuing goals of the JBAC is to improve communication between community college transfer advisors/counselors and OUS admissions staff. Hence, the JBAC continues to sponsor its own web page ( devoted to transfer students and their issues. Use of this site has increased.

Important features of the site include: (1) three main sections, depending on one's relationship to and interest in transfer issues (student; counselor or advisor; administrator or policymaker); (2) the most up-to-date version of the Articulation Hotline List (see below); (3) information for transfer students who are encountering problems (names of OUS and CCWD staff who may be contacted); (4) links to the OUS institutions' home page sections and their course equivalency tables; (5) links to all the Oregon community college home pages; (6) information about the Associate of Arts Oregon Transfer (AA/OT) degree; and (7) important JBAC documents such as the current version of the work-plan, membership list, and meeting minutes.

The "Articulation Hotline List", an essential feature of the website, is refined and updated each fall. This document provides a list of names, addresses, and phone numbers of individuals at OUS institutions, community colleges, and independent institutions who have responsibility for handling both policy questions and day-to-day issues related to transfer and articulation.

Monitoring the Associate of Arts/Oregon Transfer (AA/OT) Degree

The JBAC continued to monitor the AA/OT degree. Discussions were held on suggested improvements, including an Associate of Science/Oregon Transfer degree and on one institution's recommendation that students transfer before completing the AA/OT degree.

Following establishment of standards for freshman level writing by the Oregon Writing and English Advisory Committee (OWEAC) and college/university review of their WR 115 classes for compliance, information on the status of each has been posted on the JBAC web site. The collegiate level status of the course have been questioned in the past and establishment of the common standards were intended to help facilitate transfer by clarifying content and proficiency levels.

Work of the Student Transfer Committee (STC)

The Student Transfer Committee (STC) is an action-oriented standing committee of the JBAC, comprised of both JBAC members and other representatives from the community college, OUS, and independent college sectors. A JBAC member serves as STC chair.

The primary issue addressed by the STC during the past year was advising the Oregon University System on their Proficiency-based Admission Standards System (PASS). The JBAC discussed the issue throughout the year. A document outlining the implications of PASS for transfer students was developed and posted at the JBAC web site (Principles for Practice: Transfer Student Admission and PASS). The document reaffirms that transfer student applicants, for which PASS proficiencies are not applicable, should come from the pool of students already engaged in college-level work and who have accumulated the 24-36 credit hours required by the receiving OUS institution. Students who attend community colleges and apply to transfer with fewer than the 24-36 credit hours will be evaluated on the basis of their high school record and admitted as "first-time freshman" even though they will bring with them some record of college-level work. Both procedures are in line with current policy.

Professional Technical Teacher Preparation

Alternative routes to professional technical teacher licensure were discussed along with the need for better articulation between sectors to help meet anticipated demand.

Common Course Numbering/Convening Faculty Groups

As part of the JBAC objective of fostering more effective intersector faculty collaboration the JBAC continued to promote meetings of various groups of OUS and community college faculty, in like disciplines, for the purpose of addressing issues related to course and program articulation. This effort was limited to groups (such as the Oregon Network for Education-ONE) that were meeting for other purposes as funds were not available to specifically target this issue. Members learned about and discussed implementation of a degree auditing system.

Intersector Data Tracking

1998-99 reports were presented to the JBAC. This is the fourth year of data exchange so trends are beginning to emerge and data is becoming more reliable. The data indicates that 54% of AA/OT completers show up at an OUS institution the following year. Completion of a survey designed to find out what happened to AA/OT degree recipients who do NOT transfer the following year to OUS institutions was explored.

Joint Boards Agreement

Updating and minor revision of the Joint Boards agreement were discussed and members recommended a reaffirmation by the agreement by the Joint Boards at their November 2000 meeting. The agreement appears to continue to adequately serve the state well. A copy of the agreement can be found at

Three to 4 or 5 credit hour shift

Members continued to monitor the migration of courses from three to four or five credit hours and explored potential problems to students. None were identified during the year.

JBAC Workplan for 2000-2001

The JBAC approaches its work by identifying issues arising from its charge and incorporating those issues into the workplan for the group. The workplan is a dynamic document with items continually being added and priorities assigned/reassigned. The JBAC workplan for the 2000-2001 academic year is always available at the JBAC website.



1990-2000 Commission Members
Jon Carnahan, Chair, Linn-Benton Community College
Roy Arnold, Oregon State University
Craig Bell, Portland Community College
Phil Creighton, Eastern Oregon University
Ron Dexter, Oregon Department of Education
Liz Goulard, Clackamas Community College
Adrienne Hill, Southern Oregon University
Sheldon Nord, Oregon Institute of Technology
Dave Phillips, Clatsop Community College
Mark Wahlers, Concordia College

Staff to the Commission
Jim Arnold, Oregon University System
Elaine Yandle-Roth, Community Colleges and Workforce Development




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Revised: December 22, 2000