Determining transferability of a course is the purview of the community college faculty.  LATTC's Curriculum Committee uses the following criteria:

1. The course has an equivalent at any CSU/UC campus.

2. The course is in a traditionally transferable discipline (i.e., Art, Co Info, etc.) and has the scope, depth, and rigor of a university-level course.

3. A CSU campus will accept the course as part of a 2+2 program.

For more information, refer to the district's E-7 regulation and the CSU's Academic Senate statement on determining Baccalaureate credit shown below.  You should also be familiar with EO-595, the CSU Executive Order outlining transferability of courses.

LOS ANGELES COMMUNITY COLLEGES OFFICE OF THE CHANCELLOR ADMINISTRATIVE REGULATIONS INDEX NUMBER EO-7
REFERENCE: TOPIC: Baccalaureate Level Course Criteria for Transfer
ISSUE DATE: INITIATED BY: May 12, 1978 Educational Services
CHANGES: DATE OF CHANGES: November 18, 1985

1.    A course meeting any one or more of the following criteria may be classified as "B" (baccalaureate) and acceptable for transfer credit in accordance with Executive Order No. 167, issued by the Chancellor, California State University.

a.    The course is equivalent to, or nearly equivalent to, a course offered within the C.S.U. system.

b.    The purpose, objectives, scope, and depth of the course including prerequisites make it appropriate for baccalaureate degree elective credit.

c.    The course is acceptable for general education certification at the colleges offering the course.

d.    The course has been recommended by the college curriculum approving body for baccalaureate degree credit.

e.    There are no qualifications limiting transfer credit to an individual campus or to a specific curriculum.

2.    Courses offered in cooperative education may be approved for up to 8 units of transfer credit under the following guidelines:

a.    The course provides learning experiences not obtainable in the regular classroom situation that contribute significantly to improve understanding and expertise in the particular field.

b.    The course has specific training objectives that are appropriately related to a baccalaureate degree program.

c.    The work experience should have a counterpart in a four-year program.

Academic Senate California Community Colleges
Approved April, 1987

CONSIDERATIONS INVOLVED IN DETERMINING WHAT CONSTITUTES A BACCALAUREATE LEVEL COURSE (from report 
dated November 7, 1986)

Because baccalaureate level coursework is intended to contribute to the student's attainment of the objectives embodied in the
baccalaureate degree, courses which are designated as baccalaureate level will meet, as one of several standards, the criterion
of having a "bridging" function, helping to move the student from the skills and knowledge expected at entrance toward the
competencies expected at graduation.  In areas of the curriculum for which the Intersegmental Senate Committee has
identified expected entry-level competencies (e.g., English, mathematics, natural sciences), baccalaureate courses shall
not replicate the skills and knowledge which are entry expectations but instead will require for satisfactory completion the prior
attainment of such skills and knowledge. As comparable statements are developed in other areas of the curriculum,
reference to entry-level expectations will be useful in helping to define baccalaureate level.

Various graduation expectations, such as those expressed in the goals of general education, the objectives of the various
majors, in the standards for competency, and those expressed in such generalized expectations as "intellectual growth", also will
influence the judgment as to what constitutes baccalaureate level coursework. Courses designed by qualified faculty to help
qualified students move toward the attainment of those expectations generally will be of baccalaureate level. In such courses
faculty judged by their peers to be qualified to teach the courses shall have the determining voice in the decisions as to content,
instructional methodology, instructional support resources, and methods and standards for assessing performance. Qualified
faculty shall construct and teach baccalaureate courses in ways which assure that the level is appropriate for enhancing the
knowledge and skills of the adequately prepared student, and appropriate faculty entities shall have primary responsibility for
making course level determinations.

CRITERIA FOR DETERMINING BACCALAUREATE LEVEL COURSES

There are four significant elements involved in this determination: the institution, the learner, the course, and the
instructor/pedagogy. Course content alone will not determine acceptability for baccalaureate credit. The criteria are phrased in
terms of expectations from each of the parties.

A.    Institution

1.    The course shall be taught by a qualified instructor.

2.    Qualified faculty, as judged by their peers, shall make the decisions as to course content, instructional methodology, instructional support requirements, and methods and standards for assessment student performance

3.    Adequate instructional support resources shall be available to all students who enroll in the course, including facilities, library materials, and access to qualified faculty outside of class meeting times.

B.    Learner

The learner shall be required to bring to the course:

1.    a level of intellect, skill, prior knowledge, and maturity consistent with entry-level collegiate expectations and the stated prerequisite(s), if any, for that course

2.    learning skills and a vocabulary necessary for the completion of a baccalaureate level course

3.    the capacity to think critically and to understand and apply concepts.

C.       C.    Course

          1.    The course shall:

a.    be aimed more at understanding theory and concepts which are grounded in the fundamental academic disciplines rather than at the acquisition of immediate technical skills.

b.    treat subject matter with an intensity and pace that establishes an expectation for significantly greater learner independence than that required at the secondary level.

c.    require the student to continue development of communication skills appropriate for higher education.

2.    Coursework that:

a.    enhances understanding of intellectual, scientific, and cultural concepts and traditions generally may be considered baccalaureate level.

b.    enhances understanding of occupational and professional fields usually requiring experience in higher education as prerequisite to employment in such fields may be considered baccalaureate level.

c.    provides instruction in occupational fields not usually requiring experience in higher education as a prerequisite to such fields may be considered baccalaureate level if the emphasis is upon providing a general introduction to the field, (focusing on an understanding of the field) rather than only upon the development of technical skills required for immediate employment.

d.    is remedial or college preparatory shall not be considered baccalaureate level.

3.    Successful completion of the course shall move the student toward acquiring competencies expected of university
graduates.

D.     Pedagogy

1.    There shall be opportunity for student-faculty interaction of a kind and variety commensurate with achievement of course objectives.

2.    The method of evaluation of student performance and achievement in courses shall discriminate among levels of quality and among attainments appropriate to both entry and exit expectations.

[ Introduction ]   [ Credit Courses ]    [ Non-Credit Courses ]    [ Programs ]    [ Forms ]    [ Appendix ]