Illinois CAS Project—Phase Two Frequently Asked Questions

CAS Phase Two FAQs8.31. How are the course banks and the CourseEquivalency Guides (course articulations) related?The CAS course banks are files containing only the courses an institution offers.Determining how those courses transfer to another institution is the responsibilityof the receiving institution (whether that is a two-year or a four-year school).When a CAS user examines the Course Equivalency Guide (CEG) or runs aPlanning Guide, CAS matches the courses stored in the course bank to the coursearticulation table containing the same courses supplied by the receivinginstitution.Also see FAQ number 30 for a description of the CAS course bank.The course banks (loaded and maintained by all CAS participating institutions)should not be confused with course articulation tables. It is the responsibility ofeach CAS participating institution to maintain its course bank so that the course(s)the CAS user is interested in are available to enter into his or her course history(CAS option “Your Courses”). It is the responsibility of the receiving institutionto maintain the transfer articulation tables that CAS uses to match the coursescontained in a CAS user’s individual course history.Note that in other places in the FAQs, we refer to CAS Sending and CASReceiving institutions. These are formal distinctions between Illinois CASProject participation levels, which are important to make because the former doesnot need to purchase the CAS license while the latter does. In the above text,however, “sending institution” simply refers to any school at which any givenstudent has earned or intends to earn credit which he or she will then take toanother institution, the “receiving institution.” In this usage, any two-year orfour-year school is a “sending institution” (and consequently must load the coursebank) whether licensed and participating as a CAS Receiving institution or notlicensed and participating as a CAS Sending institution. (Last updated 01-04-05.)Return to List of Questions

CAS Phase Two FAQs9.32. I have a question regarding the course bank: Arethe upper-division universities going to enter what theyaccept our courses as, or is that the sendinginstitution’s responsibility?Some people are under the impression that the course bank contains articulationinformation—this is not the case. As noted in FAQ number 31, the course banksshould not be confused with the course articulation tables.It is the responsibility of the receiving institution to determine how they accepttransfer courses. The receiving institution maintains course articulation tables,which are independent of the course banks that all CAS sending institutions (twoyear and four-year, CAS Sending and CAS Receiving) load and maintain in CAS.CAS matches the information contained in the course bank to the receivinginstitution’s articulation tables.Return to List of Questions

CAS Phase Two FAQs10.33. Which Illinois community colleges would be goodcandidates to become CAS Receiving institutions andwhich would be better served by participating as CASSending institutions?Illinois is a national leader in administering a wide-ranging and diversecommunity college system. Because institutional missions vary by community,so do institutional and student characteristics. To provide a crude estimate ofwhich Illinois community colleges serve large numbers of “reverse transfer”students (students who transfer to the two-year school with the objective ofearning the Associate’s degree), the IBHE data is provided to develop acomparison of the undergraduate enrollment, transfer enrollment, and Associate’sdegrees awarded at the state’s community colleges. Similarly, data is providedfor Illinois not-for-profit institutions. These data are shown on the followingthree pages.For more information about CAS Sending and CAS Receiving institutions, seeFAQ numbers 5 through 8. The following statements offer a brief response to thisfrequently asked question:All Illinois community colleges serve some portion of their students bypreparing them for transfer to a senior institution. We believe that allIllinois community colleges would benefit from participating in theIllinois CAS Project as Sending institutions.Institutions which both serve large numbers of incoming transfer studentsand award large numbers of degrees should consider participating inIllinois CAS as Receiving institutions. CAS Receiving institutions gainall the benefits that CAS Sending institutions gain, in addition to benefitsthat serve the needs of reverse transfer students.(Last updated 01-04-05.)Return to List of Questions

Comparison of the Undergraduate Enrollment, Incoming Transfer Enrollment,and Associate Degrees AwardedIllinois Community CollegesRatiosAll Community CollegesBlack Hawk CollegeCarl Sandburg CollegeCCC - Harold Washington CollegeCCC - Harry S Truman CollegeCCC - Kennedy-King CollegeCCC - Malcolm X CollegeCCC - Olive-Harvey CollegeCCC - Richard J. Daley CollegeCCC - Wilbur Wright CollegeCollege of DuPageCollege of Lake CountyDanville Area Community CollegeElgin Community CollegeHeartland Community CollegeHighland Community CollegeIllinois Central CollegeIllinois Eastern - FrontierIllinois Eastern - Lincoln TrailIllinois Eastern - OlneyIllinois Eastern - Wabash ValleyIllinois Valley Community CollegeJohn A. Logan CollegeJohn Wood Community CollegeJoliet Junior CollegeKankakee Community CollegeKaskaskia CollegeKishwaukee CollegeLake Land CollegeLewis & Clark Community CollegeLincoln Land Community CollegeMcHenry County CollegeMoraine Valley Community CollegeMorton CollegeOakton Community CollegeParkland CollegePrairie State CollegeRend Lake CollegeRichland Community CollegeRock Valley CollegeSauk Valley Community CollegeShawnee Community CollegeSouth Suburban Coll. of Cook Co.Southeastern Illinois CollegeSouthwestern Illinois CollegeSpoon River CollegeTriton CollegeWaubonsee Community CollegeWilliam Rainey Harper College2003 321,4678,3794,9749,682Fall 2002Transfers .181.250.000.300.85Source: IBHE Data Book asp)P:\Artic & Transfer\Transfers within Illinois\02 total transfer to cc by inst.xls1/5/2005

Comparison of the Undergraduate Enrollment, Incoming Transfer Enrollment,and Associate Plus Baccalaureate Degrees AwardedIllinois Not For Profit InstitutionsRatiosAll Not-For-Profit InstitutionsAdvocate Kutsch College of NursingAugustana CollegeAurora UniversityBenedictine UniversityBlackburn CollegeBlessing-Rieman College of NursingBradley UniversityChristian Life CollegeColumbia College ChicagoConcordia UniversityDePaul UniversityDominican UniversityEast-West UniversityElmhurst CollegeEureka CollegeFinch University of Health Sci/Chi. Med. Sch.Greenville CollegeHebrew Theological CollegeIllinois CollegeIllinois Institute of TechnologyIllinois Wesleyan UniversityJudson CollegeKendall CollegeKnox CollegeLake Forest CollegeLakeview College of NursingLewis UniversityLexington CollegeLincoln Christian CollegeLincoln CollegeLoyola University of ChicagoMacCormac CollegeMacMurray CollegeMcKendree CollegeMidwestern UniversityMillikin UniversityMonmouth CollegeMoody Bible InstituteMorrison Institute of TechnologyNAES CollegeNational University of Health SciencesNational-Louis UniversityNorth Central CollegeNorth Park UniversityNorthwestern UniversityOlivet Nazarene UniversityPrincipia CollegeQuincy UniversityRobert Morris CollegeRockford College2003 581,3137,9163776732,115572,6021,1621,431143no 02-03Fall 2002Assoc. &Transfers In Bacc. 441024 ed next page)P:\Artic & Transfer\Transfers within Illinois\02 total transfer to cc by inst.xls1/5/2005

Comparison of the Undergraduate Enrollment, Incoming Transfer Enrollment,and Associate Plus Baccalaureate Degrees AwardedIllinois Not For Profit Institutions (Cont.)RatiosRoosevelt UniversityRush UniversitySchool of the Art Inst. ChicagoShimer CollegeSpringfield College in IllinoisSt. Anthony College of NursingSt. Augustine CollegeSt. Francis Medical Center College of NursingSt. Johns CollegeSt. Xavier UniversityTrinity Christian CollegeTrinity College-NursingTrinity International UniversityUniversity of ChicagoUniversity of St. FrancisVanderCook College of MusicWheaton College2003 03Fall 2002Assoc. &Transfers In Bacc. 20.070.680.420.14Source: IBHE Data Book asp)P:\Artic & Transfer\Transfers within Illinois\02 total transfer to cc by inst.xls1/5/2005

CAS Phase Two FAQs14. Questions (1-28) included in initial version of FAQs:1. What is CAS?The Course Applicability System (CAS) is a web-based information-access toolthat communicates up-to-date information to students and advisors on howcoursework will transfer and apply toward an undergraduate degree at aparticipating CAS institution. Using an institution’s course articulation anddegree audit systems, CAS provides answers to users—transfer students, nativestudents with transfer coursework, academic advisors, and others—on courseequivalency, acceptability and applicability. CAS is presently being implementedas a statewide system to improve the transfer experience for students in theIllinois higher education system. (Last updated 12-09-04.)As the best way to see what CAS is and what it can do, we strongly encourageanyone to create a free CAS account and “play” with the system. To do so, go towww.transfer.org, click on Illinois, select “new account,” and follow thedirections. Setting up an account is free. Simply pretend you are a student withsome courses (enter a few from your favorite community college, and feel free togive yourself all A’s), look at the “Course Equivalencies,” and run a few“Planning Guides.” If you’d like highly detailed step-by-step instructions, youcan find a document called “Step-by-Step Instructions to use CAS” n to List of Questions

CAS Phase Two FAQs15.2. What is the difference between CAS and IAI?IAI (Illinois Articulation Initiative) is a statewide articulation agreement.CAS is a tool to let users learn what IAI, and any other articulation agreements,mean to individual students. (Last updated 12-09-04.)Return to List of Questions

CAS Phase Two FAQs16.3. Are there information resources available for me tolearn about CAS and the Illinois CAS Project?The IBHE hosts a web page with information regarding the Illinois CAS Projectstatus and history. Training materials and informational presentations areavailable for students and advisors to read and download. You are welcome touse the materials as they are or to adapt them for your own institution as you seefit. This web site can be found at: http://www.ibhe.org/CASIn addition to the information on the Illinois CAS Project available on the IBHEweb site, the program’s developer has made available a good deal of informationabout the product. CAS was developed by Miami University, Oxford, Ohio. Forhelp, go the Miami home page http://www.dars.muohio.edu/. (Last updated 12-0904.)Return to List of Questions

CAS Phase Two FAQs17.4. How does my institution learn what the CAS technicalspecifications are?CAS was developed by Miami University, Oxford, Ohio. Detailed information onCAS is available on the Degree Audit Reporting System (DARS) website athttp://www.dars.muohio.edu/. It is each institution's responsibility to gather asmuch information as possible and the best resource at this time is the DARSwebsite. This provides background information on how DARS works, thetechnological aspects/requirements, and other important information.Briefly, a few of the key technical requirements are:One technical responsibility that is required of all participating institutions isloading a course bank. Initial course banks for some of the community collegeswere obtained from the ICCB Course Master File; however, institutions will beresponsible for updating and maintaining the files. Additionally, the AdvisoryCommittee will need to determine the process for loading subsequent coursebanks.Another technical matter that CAS requires of all institutions includes designatingstaff for the “administrator” role. This person has access to advanced CAScapabilities.Receiving institutions must load academic program information, developinterfaces –including the Request Import and the EDAG planning guide interfaceswhere necessary, and insert links to student services and admissions sites.The primary technical expertise needed is in supporting the background structuresthat CAS accesses, that is, the course articulation system and the degree auditsystem. Though these systems are not a part of CAS, an institution’s ability torun CAS at the Receiving level depends on these structures.As noted above, it is each institution's responsibility to gather as muchinformation as needed. The preceding notes are not a comprehensive list of CAStechnical responsibilities. (Last updated 12-09-04.)Return to List of Questions

CAS Phase Two FAQs18.5. What is the difference between a CAS-Sending and aCAS-Receiving institution?SendingCAS-Sending institutions are characterized by: Students transfer courses out toward a degree elsewhere. Few incoming transfers earn a degree at the sending institution.Benefits to CAS-Sending institutions:Advisors/counselors can: Help diverse populations meet varied goals. Work with students on higher-level issues. Quickly see all degree requirements for high-demand majors. Look up accurate and up-to-date transfer articulation information. All articulation information is in one place, and it’s always the most recentinformation.Students can: Explore degree programs at all CAS-Receiving institutions from one webpage. Create Planning Guides (unofficial degree audits) for any CAS-Receivinginstitution. Select their current institution’s courses to meet post-transfer goals. Reduce time to degree.Thus, your institution becomes more attractive to students wishing to ultimatelyearn a degree (e.g., a baccalaureate) at a CAS-Receiving institution. CAS is auseful advising tool for your institution’s current students, and it can be used as arecruiting tool as well.CAS-Sending institutions are expected to: Load and maintain course banks. Market CAS. Participate in Illinois CAS committees.Licensing requirement for Sending institutions: The CAS license is not required for participation at the Sending level.ReceivingCAS-Receiving institutions are characterized by: Students transfer courses in to earn a degree at receiving institutions. Students may transfer out to earn a degree at another institution.

CAS Phase Two FAQs19.Benefits to CAS-Receiving institutions: All the benefits of a CAS-Sending institution. CAS can be a powerful recruiting tool. For example, an institution’sprograms are displayed for all potential students who are looking forprograms offered at an institution. Native students who wish to earn credit at another institution (for example,students who will take a summer course at their local community college)can plan how those credits will apply toward their degree program. Institutions’ relationships with their key feeder institutions, as well as theirrelationships across sectors around the state, will be enhanced.CAS-Receiving institutions are expected to: Load and maintain course banks. Market CAS. Participate in Illinois CAS committees. Load and maintain academic programs. Connect/interface course articulation systems to CAS. Connect/interface degree audit systems to CAS.Licensing requirement: The CAS license is required for participation at the Receiving level.(Last updated 12-09-04.)Return to List of Questions

CAS Phase Two FAQs20.6. What factors should an institution consider indeciding whether to participate in Illinois CAS as aSending versus a Receiving institution?The most important factor is transfer student enrollment.If your institution serves a large number of incoming transfer students who seekdegrees at your school, and if those students wish to apply credit toward thosedegrees, you should be a CAS-Receiving institution. This level of participationrequires the purchase of the CAS license, as well as the annual maintenance fee.Additionally, all CAS receiving institutions are responsible for maintaining adegree audit system and course articulation system.If your institution serves predominantly transfer students who earn credit at yourschool which they wish to apply toward degrees at other institutions in addition toor instead of applying the credit to degrees awarded by your institution, youshould be a CAS-Sending institution. This level of participation does not requirethe purchase of the CAS licenses, but does require institutional resource allocation(details of CAS-Sending versus CAS-Receiving status are covered in FAQnumber 5). (Last updated 12-09-04.)Return to

In some Illinois CAS Project documents (e.g., the Illinois CAS Planning Project report), reference is made to four levels of CAS participation. However, the Illinois CAS Project is currently focusing on two levels of participation. What do these levels mean? . This provides background information on how