Toward a Common Course Numbering System.Report as inadecuate

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The Academic Senate of the California Community Colleges has undertaken an examination of the potential implications for articulation, curricula, and local college planning of moving to a common course numbering system (CCNS) in the colleges. Three possible methods for a CCNS include the following: (1) using the same number and prefix on courses containing core content and automatically articulating those courses as mutually satisfying requirements; (2) using varying numbers and prefixes, but coding them to indicate course characteristics (i.e., transferability, credit, level, etc.); and (3) identifying content is and allowing colleges to cross reference courses. Advantages of a CCNS include easy recognition of transferable units for students and facilitation of intersegmental articulation. However, this standardization may endanger the unique responsiveness that has been the hallmark of community colleges and may jeopardize academic freedom. While reviews of CCNS' in Texas, Florida, and Illinois have provided useful information on implementation strategies, a 1983 study of the potential for implementing a CCNS in California suggested that such a system would be excessively costly, bureaucratic, and probably unworkable. The development and application of a CCNS is possible if the state is willing to put forth resources for evaluative efforts and if local academic freedom is maintained. Assembly resolutions related to a CCNS are appended. (MAB)

Descriptors: Academic Freedom, Articulation (Education), College Credits, College Transfer Students, Community Colleges, Courses, Educational Planning, Intercollegiate Cooperation, School Policy, State Norms, Statewide Planning, Transfer Policy, Two Year Colleges

Author: Stanback-Stroud, Regina; And Others


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