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Articulation |
Table of Contents
- History
- Current Situation
- How to Use This Guide
- Policy, Procedure and Record-Keeping
- Assessing Transfer and Articulation Requests
- Formal Articulation Versus Case-by-Case Assessment
- Functionality of the TCES
- Technology and Transfer Credit
- Training Needs within Institutions
- Effective Date Ranges
- Consistency of Process
- Volume of Articulation Requests
- Timeliness
- Cost of Articulating
- Some Principles to Live By
- Appendix 1
- Appendix 2
- Acknowledgement
Appendix 1: Readiness Checklist for a New Receiving Institution
NECESSARY
Institutional rules and policies
Develop and publish institutional transfer credit policies, as needed
Determine how transfer credit is to be recorded, by whom, for which categories of student
Responsibility
Identify ICP for receiving, and set up access to a secure TCES account
Identify contact person in each academic department who will assess requests
Identify who will be responsible for assessing courses beyond the institution's range of curriculum
Timeliness
Determine institutional service standards and set up a reminder procedureConsistency
Develop a precedent and tracking database for assessments and articulation agreements
Review How to Articulate Handbook to ensure general compliance
Review Best Practice Guide for Receiving Institutions
Provide training for course assessors
Provide training for student advisers
Provide training for admission staff
Implementation
Request that BCCAT change institution's role in TCES to both send and receive
Prioritize existing courses at sending institutions
DESIRABLE
Single accessible data source
Record transfer credit agreements and other transfer credit assessments in the SISEfficiency
Utilize the automated functionality of the SIS to award articulated and other commonly-encountered transfer credit
Import frequently-encountered transcripts electronically
Appeal
Establish an appeal process
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