Please Note:  The content of this guide has been updated and incorporated into the 2018 version of the How to Articulate Handbook. 

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Changes to Curriculum

One of the primary purposes of articulation committees is to provide a forum for the discussion of curricular issues, especially as they relate to articulation. Representatives of institutions with upcoming curriculum changes should discuss these changes at articulation meetings. However, institutions also have a duty to inform other institutions about proposed changes even if they do not have a representative at the articulation meeting, or if it would cause difficulties for other institutions to not hear about the changes until the articulation meeting occurs - for example, if changes take place in October but the articulation committee does not meet until May.

There are three key elements in this consultation process:

  1. All details of the proposed curricular changes should be explicit and should be communicated to institutions whose students may be affected by the changes. Information such as revised calendar descriptions and course outlines, changes to assessment/evaluation practices, changes in prerequisites, degree or credential requirements, or changes to course levels (e.g., from lower level to upper level) should be provided to other institutions. Feedback from affected institutions should be sought. At receiving institutions, it is important that the articulation contact person inform faculty and relevant administrators of the proposed changes.

  2. Timelines for the implementation of curricular changes should, ideally, be set so that institutions affected by the changes have the opportunity to respond. This may include adapting their own curriculum to fit the proposed changes.

  3. The implications of the changes for transfer agreements should be thoroughly examined by both the institution making course changes and the institutions to which those courses may transfer. This may include assessing the implications of the change outside the relevant department or discipline at the receiving institution. For example, if credit for a Math course changes from assigned to unassigned, it should be decided whether that course still fulfills Math requirements in other programs.