Background
When a student transfers, he or she usually provides his or her academic transcript(s) which lists the course taken, grade, and other attributes from each institution they attended when applying for enrollment. Each transcript and the listed courses are tentatively evaluated to see if any of the courses taken satisfy the requirements of the receiving institution. Transfer credit is not official until an academic officer of the college or university provides a written verification that the award has been accepted and applied on the academic transcript meeting the degree requirement. Transfer credit is not guaranteed when a student transfers from one institution to another. Often, some prior course credit completed at another institution is not counted toward the degree requirement, extending the student's time to graduation. Unanticipated factors and the general mobility of society create numerous circumstances under which students may move from one institution to another. Reasons for such movements can include mismatches between students and institutions, employment, military movement, or geographic relocations by the families. A significant challenge with college transfer, whether planned or unplanned, is to aggregate coursework conducted at different institutions with different academic policies, different curricula, and different levels of expected rigor into an academic credential that the issuing institution can stand behind. College transfer can be complex, because disparate and sometimes non-comparable coursework is brought together, often without prior involvement of the institutions from which the student enrolls and expects to graduate.Credit transferring process
The process of transferring credits can be divided into four main parts: what transpires prior to a college transfer, what transpires during college transfer, what transpires after college transfer and what proactive efforts are managed to help define academic pathways and agreements between institutions to streamline college transfer. Prior to college transfer, a student may engage and receive different levels of advising and counseling from an institution they attend. The advising process affects the course enrollment decisions a student makes, which often leads to expectations that course work will transfer or not, depending upon the acknowledged student aspirations and goals. Often, a student changes goals and aspirations as a result of their course exposure. During college transfer, a student typically applies to a college or university as a prospective student. Different from traditional applicants, a transfer student's academic history is evaluated. This involves enrollment, transfer professionals and the faculty, and requires an in-depth analysis of every course taken by a student at another college or university and/or also including the evaluation of prior life experiences. A college transfer student applying to another college or university must request academic transcripts from each institution they attended. Each potential receiving institution must wait until they receive the academic transcripts, assemble them by student and match them to the application. The transcript and course evaluation process can be divided into three distinct stages which result in judgments independent of the student. First, an assessment of the quality of the course must be made. Second, the course must be evaluated on the basis of its comparability to courses at the receiving institution. Finally, the coursework for which credit is granted must be determined to be applicable to the program of study for which the student has applied. For purposes of ensuring student success in handling the level of difficulty in the targeted academic program and the required course work, and protecting the integrity of academic credentials, all three judgments must be made for credit to be granted for the transfer student and to avoid having the student take the required courses as documented. Courses of poor quality, courses for which the receiving institution has no general counterpart, and courses that simply do not apply to the program of study being sought are typically not counted toward degree requirements. This standard benefits students by ensuring that they are not inappropriately placed in programs of study and courses for which they are ill-prepared. Concrete determinations with regard to the three-part analysis described above can range in difficulty. Transfer professionals at institutions with significant transfers-in often have a course-by-course understanding of academic offerings of their sending institutions. This course-level understanding is typically arrived at through intensive reviews of course syllabi, textbooks and supplemental materials used in courses, knowledge of faculty and their qualifications at sending institutions, and lengthy consultations with departmental faculty at the receiving institution in connection with each course. Once a particular course from a specific institution has been evaluated, if it is encountered again on a different student’s transcript, the same course credit decision can be applied until the course content changes. At many institutions, evaluations are captured in course equivalency tables or databases that are available to evaluators as a means of expediting the process. At most institutions, however, the process is entirely manual, and is driven by the experience and knowledge of expert evaluators. This further complicates how a student can be advised at sending institutions, since much of the knowledge on how course work will count is not readily available to the advisers or students at sending institutions. Usually in the movement from one institution to another, students are evaluated and receive all, partial or no transfer credit for completed courses already taken. The evaluation usually is preliminary prior to enrollment and won't be official until after the student is enrolled and the full degree audit report or checklist is completed and delivered to the student. As a result of the time lapse, students often learn they need to take additional course work or re-take course work that was not sufficient to meet the degree requirements for their selected program of study. Institutions generally require a minimum satisfactory grade in eachState and institutional initiatives
Historically, two-and four-year college transfer and articulation agreements were primarily institutional initiatives rather than state mandates. Now, nearly every state has some policy on college transfer of credits for students moving from public two- to four-year institutions. States and institutions advertise and promote transferability, pathways and methods differently across the education sectors. State legislatures have enacted bills to mandate state oversight, audit and development of procedures that would provide uniformity and increased transparency.''Transfer and State Articulation State Websites''Transfer Credits in Canada
In Canada, the Pan-Canadian Consortium on Admissions & Transfer ("PCCAT") facilitates the implementation of policies and practices that support student mobility and granting of transfer credit to improve access to post-secondary education within and among Provinces and Territories in Canada. Provincial jurisdictions in Canada may have their own agency or council that supports and facilitates their respective transfer systems and manage online tools that support student & transfer mobility. These councils include Alberta Council on Admissions and Transfer (ACAT), British Columbia Council on Admissions and Transfer (BCCAT), Council on Articulations and Transfer of New Brunswick (CATNB), Campus Manitoba (CMB), Nova Scotia Council on Admission and Transfer (NSCAT), Ontario Council on Articulation and Transfer (ONCAT) and Saskatchewan Transfer Credit and Learning Pathways Council (STCLPC).Pan-Canadian Consortium on Admissions and Transfer. (2018). ''The story of PCCAT'' DF File Retrieved fromOntario
In 2011, the Ontario Council on Articulation and Transfer (ONCAT) was established to facilitate the transfer of completed post-secondary credits to other institutions and support the development of articulation pathways between institutions within the province. ONCAT is a non-profit organization that holds collaboration as its core value to create appropriate and accessible pathways for student mobility. All 45 public colleges, universities and Indigenous institutes in Ontario are members of ONCAT. As of January 2020, there are over 1,900 unique transfer pathways between Ontario institutions and over 800,000 transfer opportunities available for student mobility.Ontario Colleges. (n.d.) ''Credit transfer between colleges and universities in Ontario.''National to regional accreditation transfer issues
Transferring credit from nationally accredited higher education institutions to institutions which haveTransfer schemes
Historically credit transfer has mainly been administered on an ad hoc basis by higher education institutions but it has now become an important area of national and transnational education policy, particularly in relation to mobility between countries and educational sectors. Consequently, agreements between groups of universities have been put in place, such as Australian Group of Eight Universities, and broader schemes have been developed to simplify transfer. * Credit Accumulation and Transfer Scheme *See also
* Course equivalency * College transfer * Career college *References
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