The purpose of this interpretive phenomenological study was to highlight the experiences of undergraduate STEM vertical transfer students. Through the lens of Schlossberg's Transition Theory, this study sought to better understand how students make sense of the transfer credit process and which support structures facilitated their understanding.…

This statement, prepared by the Council for Higher Education Accreditation (CHEA) Committee on Transfer and the Public Interest (Washington, D.C.), is addressed to institutions, accreditors and national higher education associations seeking to maintain and enhance conditions of transfer for students. It seeks to energize the ongoing national…

The purpose of this discussion paper is to explore the concept of block transfer as an alternative to, or a supplement to, traditional course by course transfer in British Columbia (BC). Transfer in BC is essentially a bilateral process in which sending and receiving institutions negotiate credit for a course or program. One of the assumptions…

In the spring of 1970, questionnaires were sent to Deans of Resident Instruction in each of 22 4-year colleges and universities in the U.S., to assess policies on accepting transfer credit in 2-year college agricultural courses by 4-year colleges and universities. It was found that the state universities will generally accept credit, with a few…

This document represents BCCAT's position on instructor qualifications within the BC Transfer System. These concern: (1) BC Transfer System Instructor Qualification Standards; and (2) Establishing and Monitoring Expectations.

The report shows how Simon Fraser University (SFU), Canada, evaluated transfer credit for those students who transferred from colleges or university colleges in British Columbia in 1998. Transcript analysis of approximately 400 students revealed that they successfully transferred 85.2% of the credits they earned at college. On average, 8.3 earned…

The report presents a profile of transfer students admitted to Simon Fraser University (SFU) from colleges in British Columbia (BC), Canada, over the five-year period, 1994/95 to 1998/99. In the five year period ending in the 1999 spring semester, a total of 8,323 students were admitted to SFU from BC colleges (33% of all new students admitted to…

This report presents a profile of transfer students admitted to Simon Fraser University (SFU) from British Columbia (BC), Canada, colleges from 1993/94 to 1997/98. Section A provides a general profile of transfer students by: college from which students transferred to SFU, number of transfer credits students were admitted with, number of credit…

This report presents a profile of transfer students admitted to Simon Fraser University (SFU) from British Columbia (BC), Canada, colleges from 1992/93 to 1996/97. Section A provides a general profile of transfer students by: college from which students transferred to SFU, number of transfer credits students were admitted with, number of credit…

This student informational booklet reports that more than 11,000 students transferred from California community colleges to the University of California (UC) in 2000. The publication also answers frequently asked questions. There are three ways to become eligible to attend UC: (1) meet the requirements upon graduating from high school; (2) make up…

The Intersegmental Major Preparation Articulated Curriculum (IMPAC) is a faculty-designed, faculty-run project designed to assist the student transfer process from the California Community Colleges (CCC) to the University of California (UC) and the California State University (CSU) systems. In June, 2000, the Chancellor of the California Community…

This report summarizes the Investigating Transfer Project, which provides an authentic reflection of students' transfer experiences in British Columbia. The majority of interviewees in Phase 1 of the project, who had transferred from community college to university, reported that they commenced their studies at a community college with the…

Reports on a study that tracked the transfer of community college students in a teacher preparation program to a partner university. Reports that students found the transfer process to be smooth and did not experience a loss of credit hours. However, they completed a larger number of credit hours upon graduation than their native counterparts and…

Argues that because students with vocational associate degrees are not usually expected to transfer to four-year institutions, studies examining academic performances of two-year college transfer students rarely use type of associate degree as a variable. Attempts to determine a relationship between type of associate degree and baccalaureate…