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•.

S.90-52

S ?

SIMON FRASER UNIVERSITY

MEMORANDUM

TO: SENATE ?

FROM:

RE: BCCAT Draft Principles and

Action taken by the Senate Undergraduate Admissions Board gives rise to the

following motion:

MOTION: . "that the Draft Princi p les and Guidelines. oreoared b y

the B.C.

Council on Admissions and Transfer; and as amended by the

Senate Undergraduate Admissions Board in Document SUAB

198 (Revised), be approved by Senate and forwarded to the

Council as requested"

r___

SIMON FRASER UNIVERSITY

MEMORANDUM

To: Senate ?

From: A. Sá'tiliders, Chair

SUAB

Subject: BCCAT Draft Principles and

Date: 1990 10 09

Guidelines

Draft Principles and Guidelines, prepared by the B.C. Council on Admissions and

Transfer, were considered today by the Senate Undergraduate Admissions Board, and are

attached for Senate's consideration. Please note that these are based on a document which

was submitted to Seante for approval in 1976, and amended and approved in 1977. This

amended document has governed the transfer of students and the articulation of credit

within the Province for the past 14 years.

SUAB asked each Faculty to comment on the draft. The Faculties of Applied Sciences,

Science were satisfied with the draft. The responses of the Faculties of Arts and Business

Administration are attached. No response was received from the Faculty of Education.

The other BC public post-secondary institutions are also considering this document. The

intent of the BCCAT is to complete approval of the draft before the next edition of the

• ?

Provincial Transfer Guide is published in the Spring.

SUAB recommends that the draft Principles and Guidelines be accepted subject to the

following changes. The rationale for each of the changes is given after the description of

the change.

Principles

"The primary purpose

for the establishment

of transfer among colleges and

universities is to increase student accessibility to post secondary education

and to

improve student mobility between institutions."

SUAB voted to delete the words in italics. Members saw no intrinsic benefit in

increasing student mobility between institutions.

"If transfer arrangements are to be effective, students must be provided with

information as to course equivalencies, program prerequisites, and levels of

achievement upon which transfer credit will be awarded prior to beginning their

programs. Receiving institutions

must

not make changes in these arrangements without

providing adequate notice and 'lead time' to sending institutions."

SUAB voted to change

'must'

'should'.

Members considered that it was

impractical, for instance, to provide to a new transfer student, beginning year 1 at a

college, details of future changes in SFU prerequisites which might not take effect until

the student is in Year 4. Further attention was given to the question of adequate notice

under Guideline 6.

6. ?

"While minimum conditions for transfer credit will be published, receiving

institutions may limit admissions to programs based upon availability of resources.

such cases quotas may be based upon the academic record of applicants."

SUAB considered that this sentence was imprecise and made the following

amendment:

"In cases where quotas are established, the criteria for admission should be based

primarily on the academic records of the applicants."

• ?

9. ?

"Transfer and direct entry students should be treated equitably by all institutions

in the British Columbia post-secondary system."

•

Following much discussion, SUAB voted to delete this Principle from the

document. There was general agreement that the University should continue to treat all

of its students equitably, regardless of their origin. Members believed that the

University's record in this, respect was generally good. Strong reservations about the

• ?

Principle arose when it became clear that some individuals outside the University had

interpreted this Principle to mean that transfer students should receive exactly equal

treatment with direct entry students; specifically, that transfer admission g.p.a.s be

equal to minimum continuance g.p.a.s for continuing students. In spite of sympathy with

the Principle that students should receive equitable treatment, SUAB

did

not feel that it

was appropriate to amend this Principle, since the intent was unclear.

Guidelines

."Discussions concerning curriculum of individual courses or programs of study

at public colleges/institutes and universities in British Columbia

should, in general,

occur at the relevant Articulation Committees, so

that questions of suitability of course

content, adequacy of supporting facilities and related matters, may be discussed at an

early stage of negotiations between institutions...."

SUAB agreed to the following amendment,

"Discussions concerning curriculum of individual courses or programs of study

at public colleges/institutes and universities in British Columbia

should, in general,

occur at the local (i.e. department to department or instructor to instructor) level, so

that questions of suitability of course content, adequacy of supporting facilities and

institutions.... In the event of a dispute which cannot be resolved at the local level, the

relevant Articulation Committee should be advised of the matter and a discussion of the

issues should occur at the next meeting...."

SUAB members strongly believed that the articulation process was working well,

with much informal activity occurring and that this Guideline

did

not represent past or

current practice, in most disciplines. Since most Articulation Committees meet only

once or twice a year, it would be impractical and undesirable to consider all curriculum

matters at these meetings. Members also felt that collegiality would be undermined by

what was perceived as . an attempt at increased politicization of the articulation process.

5. ?

"Once an agreement has been reached on the conditions of credit transfer of an

individual course or program of study, it shall not be abrogated without reference to the

specified

Committee."

authorities in the institutions affected,

and the relevant Articulation

SUAB voted to delete the last phrase,

"and the relevant Articulation Committee."

The reason for this change is similar to the reason given for changing Guideline 1. The

Articulation Committee's role is seen as one of providing a forum for discussion of

instructional topics and of exchanging information on standards, such as exchange of

examination papers. If a college or university deletes a course or revises a transfer

arrangement, the Articulation Committee should only be involved formally if there is a

resulting dispute between institutions.

6. ?

"An institution planning changes to its curriculum which will affect the

requirements for credit transfer should inform the members of the relevant

Articulation Committees

at least a year in advance

of implementation, so that other

institutions can consider the desirability of alterations to their courses and programs."

SUAB amended the phrase "at least a year in advance..."

to,"

at/east six months

in advance...".

The University has established, over the years, a schedule for implementation of course

changes and new courses. Changes usually receive Senate consideration in Fall Semester,

then receive Board of Governors approval, if necessary, are are published in the

Calendar in the Spring Semester and are effective the following Fall semester. If a

year's notice of changes were required, the University would have to delay all

curriculum changes which had transfer implications for a further year, as most changes

are introduced with the start of the new academic year in September. This would

seriously affect the University's ability to innovate and update its curriculum.

8. ?

"Admission standards for transfer students should normally be the same as

standards for continuing students.....

SUAB voted to delete the first sentence of this Guideline, for the same reason as

given for the deletion of Principle 9.

10.

"Transfer of credit includes the following categories:

i )

specific equivalent of a given course

i i) ?

unspecified (elective ) credit in a discipline or department

iii)

unspecified (elective ) credit in a Faculty

iv)

unspecified (elective) credit for college courses not identifiable

. ?

with university course offerings but which are evaluated as being appropriate for

academic credit on transfer."

SUAB voted to delete iv).

This type of credit has not been granted in the past by the University and no rationale

for its inclusion has been provided. Members felt that, until such credit is agreed upon,

its inclusion is unwarranted.

Documentation

In addition to this summary of SUAB's discussions, the following documents are

provided:

SUAB 209 (portion) Comments from Faculties of Arts and Business Administration

SUAB 198 (Revised) Consolidated version of the Draft Principles and Guidelines, as

amended and approved by SUAB 1990 10 09

SUAB 198 ?

Draft Principles and Guidelines, prepared by the BCCAT, 1990

S.77-38 (modified) Existing policy statement, as amended and approved by Senate in

1977

Motion for Senate consideration:

"That the Draft Principles and Guidelines, prepared by the B.C. Council on

Admissions and Transfer, and as amended by. the Senate Undergraduate Admissions Board

in Document SUAB 198 (Revised), be approved by Senate and forwarded to the Council as

requested."

nh Oct 90

To: Ross Saunders 

Associate V.P., Academic 

and Chair, SUAB 

Re: Draft Policy and 

Guidelines - B.C. Council 

on Admission and Transfer 

'J /7fi,;

From: Ellen Gee 

Associate 

lWsoclaLe 

Dean 

wean 

of Arts 

Date: 5 July, 1990 

SIMON FRASER UNIVERSITY 

?

(c4-) 

rSy

FACULTY OF ARTS 

?

OFFICE OF THE DEAN 

?

I

MEMORANDUM 

At its meeting of 5 July, 1990, the Faculty of Arts Curriculum 

Committee discussed the draft document on admissions and transfer 

prepared by the B.C. Council on Admissions and Transfer. Our 

comments are as follows: 

1.

The principles and guidelines skirt the issue of transfer- 

ability of upper-division courses from colleges that offer 

degree programmes in cooperation with universities (although 

these colleges are named (p.3) as part of the Advanced 

Education System. This is becoming an extremely contentious 

issue within the Faculty of Arts (in the context of the' 

B.G.S. at the present time), and F.A.C.C. is of the opinion 

that some guidance on this is much needed. 

2.

Page 8, point 6. We cannot give a year's notice in advance 

of curriculum change - 6 months is more realistic. Also, 

F.A.C.C. wants clarification of the term "inform" in 

point 6. 

3.

Page 8, point 8. Admission standards are higher than 

continuance standards. Does this imply a Change in either 

one or the other? If so, which? 

4.

Page 6, point 9. What does "equitably" mean here? There 

are different admission standards for transfer and direct 

entry (grade 12) students. Is this considered to be 

equitable? 

5.

Page 7, point 3. Do we have to simply state reasons for 

refusal, or justify them? This is an important difference. 

cc Sheila Roberts 

Dean 

.

of Arts Office 

Ji '$

•lvIrdyIuLctuNLIwvI

To: ?

Nick Heath, Secretary, Senate Undergraduate Admissions Board

From:

Robert Rogow, Undergraduate Program Director,

Faculty of Business Administration

Subject:

Comments on Draft Policy and Guidelines by B. C. Council on

Admissions and Transfers

Date: ?

June

1, 1990

The Undergraduate Curriculum Committee of the Faculty of Business

Administration has the following comments to offer to SUAB concerning the

proposed revision of the transfer policy and guidelines:

I. We commend the main features of the proposed draft, which we

recognize are based on the 1976-77 transfer guidelines. Our

experience with transfer credit from B. C. Colleges under those

guidelines has, on the whole, been quite satisfactory.

2. The 1976-77 guidelines were limited to a "College-University"

relationship. The new document takes note of the existence of, in

addition to the three Universities and fifteen Colleges, a variety of

institutes, specialized colleges, distance learning mechanisms, and

communication networks. If this implies that the transfer

arrangements that have applied to the fifteen Colleges now apply to

all organizations in "the public advanced education system', we see

some possible problems:

(a)

Some of these organizations differ from the Colleges in mission,

student qualifications, etc.. For such reasons, some of them have

been excluded from the existing course-specific transfer

arrangements open to the Colleges.

(c) Some of them

do not offer University Transfer courses that the

Colleges offer. We would be most uncomfortable if the new

guidelines implied that Universities were accepting

an -

obligation to grant transfer credit for Career, Vocational, or

Technical courses.

(d) Some of them offer credit for knowledge and skills gained through

work and non-formal educational experience. It is not clear

that such credit should transfer to the three Universities.

3. Guidelines number 1 and 5 suggest a role for the Articulation Committees

that past experience (at least, experience with the Commerce

Articulation Committee) suggests is unrealistic. Individual course

transfer credit applications have not been, and can not conveniently

be, discussed at annual Articulation Committee meetings before being

sent from College to University. Articulation meetings provide a

valuable forum for exchange of views on general curriculum matters,

but are inappropriate for the evaluation of individual course

equivalencies.

• ?

SUAB 198 (revised)

Consolidated version of BCCAT Transfer and Articulation?

Principles, Guidelines and Procedures (1990), as amended

at meeting of 9 October 1990

Principles

The primary purpose of transfer among colleges and universities is to increase

student accessibility to post secondary education.

In any transfer arrangement the academic integrity of the individual institutions

and programs must be protected and preserved.

Transfer should be based on equivalency of academic achievement and of

knowledge and skills acquired.

Negotiations between institutions regarding equivalency should recognize that

effective learning can occur under a variety of arrangements and conditions. Multiple

methods of demonstrating equivalency may be employed, particularly for career

programs, for example course equivalency, competency tests, challenge exams, program

equivalency and bridging programs.

If transfer arrangements are to be effective, students must be provided with

• ?

information as to course equivalencies, program prerequisites, and levels of-

achievement upon which transfer credit will be awarded prior to beginning their

programs. Receiving institutions should not make changes in these arrangements'

without providing adequate notice and 'lead time' to sending institutions.

While minimum conditions for transfer credit will be published, receiving

institutions may limit admissions to programs based upon availability of resources. 'In

cases where quotas are established, the criteria for admission should be based primarily

upon the academic records of the applicants.

Admission to programs may be based on criteria additional to academic

performance. While academic prerequisites ensure eligibility they do not 'guarantee

admission to a particular program.

In determining the eligibility of college students for admission, universities will

give primary consideration to a student's academic record while at college.

Guidelines

Discussions concerning curriculum of individual courses or programs of study at

public colleges/institutes and universities in British Columbia should, in general, occur

at the local (i.e. department to department or instructor to instructor) level, so that

questions of suitability of course content, adequacy of supporting facilities and related

matters, may be discussed at an early stage of negotiations between institutions... .In the

event of a dispute which cannot be resolved at the local level, the relevant Articulation

Committee should be advised of the matter and a discussion of the issues should occur at

the next meeting.

To this end both sending and receiving institutions should be prepared to provide the

following information: course name, course number, length of instructional period,

hours per week (lecture, lab, seminar), objective of course, outline of topics covered,

texts and required readings; and, although subject to change without notice, the initial

proposals for method of instruction, method of evaluation, and the name and

qualifications of instructors.

The final decision on the awarding of transfer credit rests with the Board or

Senate of the institution concerned.

An institution which denies transfer credit requested by another institution shall

state the reasons for this refusal.

Agreements on transfer credit will be between specific authorities in the

respective institutions.

S. ?

Once an agreement has been reached on the conditions of credit transfer of an

individual course or program of study, it shall not be abrogated without reference to the

specified authorities in the institutions affected.

• 6. ?

An institution planning changes to its curriculum which will affect the

requirements for credit transfer should inform the members of the relevant

Articulation Committees at least six months in advance of implementation, so that other

institutions can consider the desirability of alterations to their courses and programs.

Each institution has a responsibility to fulfill the commitments in the course

descriptions, and to notify the other institutions in the system should any major change

in the course content or level occur.

• While a minimum overall average grade of "C" or equivalent on all post secondary

courses attempted is required for transfer, an institution may require a higher level for

transfer to, admission to, or continuation in a program of studies to which access is

subject to limitations.

Transfer arrangements between colleges and universities are assumed to be based

on "lOwer division" (i.e. first and second year) studies. It is recognized that the

assignment of "year level" to any individual course might vary at different institutions

and, therefore, specific exceptions to this rule might occur under inter-institutional

agreements.

10.

Transfer of credit Includes the following categories:

specific equivalent of a given course

unspecified (elective ) credit in a discipline or department

iii)

unspecified (elective ) credit in a Faculty

Dr. William G. Saywell

President

Simon Fraser University

Burnaby, B.C.

V5A 1S6

Dear Dr. Saywell:

One of the first tasks undertaken by the Council on Admissions and

Transfer was a review of the principles and guidelines for transfer formulated by the

B.C. Post Secondary Coordinating Committee and approved by University Senates

and College Boards in 1976. The Council obtained the advice and assistance of a

few of the college and university staff who were active participants in the initial

formulation in conducting its review.

The Statement, which was formally adopted by Council at a regular

meeting March 16, 1990, is based on the earlier version. The Council concluded that

the decision as to whether or not the chances are of sufficient significance to warrant

. ?

a formal consideration within your institution is best made locally. Consequently,

copies of the 1990 and 1976 Statements are enclosed. It is intended that the revised

principles and guidelines be published in the first Provincial Transfer Guide with the

caveat

at the top of page five. By this time next year we would like to be in a position

to remove the caveat. To do so we need either a formal endorsation or an indication

that the earlier formal approval will apply to this revision.

Your consideration of this important topic will be much appreciated.

Assistant Deputy Minister

Mrs. Rendina Hamilton, Q.C.

Co-Chairman

TRANSFER AND ARTICULATION PRINCIPLES, GUIDELINES

AND PROCEDURES (1990)

The British Columbia Council on Admissions and Transfer was

created in 1989 by the Minister of Advanced Education and Job Training in response

to a recommendation by the Provincial Access Committee and as part of a major

Government initiative to improve access to post-secondary education.

The twelve member Council, an independent body appointed by the

Minister, reports annually to the Minister.

provides a service to the advanced

education system and is funded by the Province of British Columbia, in association

with the Centre for Curriculum and Professional Development. Members are

chosen from universities, colleges, institutes, snident groups, the public, and School

Superintendents.

PURPOSE

The Council provides leadership and direction in achieving an overall

objective of expanding educational opportunities for students through inter-

institution transfer, review of admission requirements. and of other arrangements

which lead to the various post-secondary institutions working toerher as a

coordinated system.

The Council serves the advanced education system by facilitating

communication and cooperation among institutions, publishing a transfer guide and

maintaining program articulation committees. It brings together appropriate

representatives of institutions to facilitate the resolution of transfer problems. in

addition, it initiates and promotes discussion of alternatives to course equivalency

transfer arrangements. It commissions follow-up studies and collects and distributes

information regarding admission.. transfer and articulation issues.

The Council, in cooperation with the institutions; establishes

guidelines for program articulation committees, liaises with the committees,'reviews

minutes of their meetings and facilitates the resolution of articulation issues raised

• ?

by them.

iI *1

Lt!I 1IVI (I)11L%J

The public advanced education s y

stem served b

y the Council consists

of three research universities (Simon Fraser University, The University of British

Columbia, and the University of Victoria); a distance education university (The

Open Universin); a technology institute (British Columbia institute of Technoio);

an art college (Emily Can College of An and Design); the Justice institute; Pacific

Marine Training Institute; a distance education college (The Open College); a

communication network (The Knowledge Network); 15 colleges (Cá.mosun,

Capilano, Cariboo, Douglas, East Kootenay, Fraser Valley, Kwantlen, Malaspina,

New Caledonia, North Island, Northern Lights, Northwest, Okanagan, Selkirk.

Vancouver) three of which (Cariboo, Malaspina and Okanagan) offer complete

degree programs in cooperation with universities. Planning is underway on a

northern university.

Private institutions of advanced education are not included under the

Council's mandate at this time.

TRANSFER

Transfer consists of the granting of credit toward a credenria] by one

institution for pro g

rams or courses completed at another.

Transfer arrangements exist between and among colleges, universities.

and institutes. Transfer arrangements also exist between the secondary and post

secondar y s

stems. The Open Larning Agenc

, through a "credit bank", grants

credit towards diplomas and degrees offered by the Open College and Open

University for courses taken at other institutions, and for post-secondary level

knowledge and sldils gained through work and non-formal educational experience

SUAB 198

British Columbia Council on Admissions and Transfer

Transfer and Articulation Principles, Guidelines and

Procedures (1990)

Principles

The primary purpose for the establishment of transfer among colleges and

universities is to increase student accessibility to post secondary education and to

improve student mobility between institutions.

In any transfer arrangement the academic integrity of the individual institutions

and programs must be protected and preserved.

Transfer should be based on equivalency of academic achievement and of

knowledge and skills acquired.

Negotiations between institutions regarding equivalency should recognize that

effective learning can occur under a variety of arrangements and conditions. Multiple

methods of demonstrating equivalency may be employed, particularly for career

programs, for example course equivalency, competency tests, challenge exams, program

equivalency and bridging programs.

If transfer arrangements are to be effective, students must be provided with

information as to course equivalencies, program prerequisites, and levels of

achievement upon which transfer credit will be awarded prior to beginning their

programs. Receiving institutions must not make changes in these arrangements without

providing adequate notice and 'lead time' to sending institutions.

While minimum conditions for transfer credit will be published, receiving

institutions may limit admissions to programs based upon availability of resources. In

such cases quotas may be based upon the academic record of applicants.

Admission to programs may be based on criteria additional to academic

performance. While academic prerequisites ensure eligibility they do not guarantee

admission to a particular program.

In determining the eligibility of college students for admission, universities will

give primary consideration to a student's academic record while at college.

Transfer and direct entry students should be treated equitably by all institutions

in the British Columbia post-secondary system.

Guidelines

Discussions concerning curriculum of individual courses or programs of study at

public colleges/institutes and universities in British Columbia should, in general, occur

at the relevant Articulation Committees, so that questions of suitability of course

content, adequacy of supporting facilities and related matters, may be discussed at an

early stage of negotiations between institutions. However, formal transfer negotiations

shall take place via the designated persons at the institutions.

To this end both sending and receiving institutions should be prepared to provide the

following information: course name, course number, length of instructional period,

hours per week (lecture, lab, seminar), objective of course, outline of topics covered,

texts and required readings; and, although subject to change without notice, the initial

proposals for method of instruction, method of evaluation, and the name and

qualifications of instructors.

The final decision on the awarding of transfer credit rests with the Board or

Senate of the institution concerned.

An institution which denies transfer credit requested by another institution shall

state the reasons for this refusal.

Agreements on transfer credit will be between specific authorities in the

respective institutions.

Once an agreement has been reached on the conditions of credit transfer of an..

individual course or program of study, it shall not be abrogated without reference to the

specified authorities in the institutions affected, and the relevant Articulation

Committee.

An institution planning changes to its curriculum which will affect the

requirements for credit transfer should inform the members of the relevant

Articulation Committees at least a year in advance of implementation, so that other

institutions can consider the desirability of alterations to their courses and programs.

Each institution has a responsibility to fulfill the-commitments in the course

descriptions, and to notify the other institutions in the system should any major change

in the course content or level occur.

Admission standards for transfer students should normallybe the same as

standards for continuing students.

While a minimum overall average grade of "C" or equivalent on all post secondary

courses attempted is required for transfer, an institution may require a higher level for

transfer to, admission to, or continuation in a program of studies to which access is

subject to limitations.

Transfer arrangements between colleges and universities are assumed to be based

on "lower division" (i.e. first and second year) studies. It is recognized that the

assignment of "year level" to any individual course might vary at different institutions

and, therefore, specific exceptions to this rule might occur under inter-institutional

agreements.

10.

Transfer of credit includes the following categories:

i) ?

specific equivalent of a given course

i i) ?

unspecified (elective ) credit in a discipline or department

ii i)

unspecified (elective ) credit in a Faculty

iv) ?

unspecified (elective) credit for college courses not identifiable

with university course offerings but which are evaluated as being appropriate for

academic credit on transfer.

S.77-38

SIMON FRASER UNIVERS

(modified)

TV ?

MEMORANDUM

To: Senate

From: N. Heath, Secretary,

SUAB

Subject: BCCAT Draft Principles and

Date: 1990 10 18

Guidelines

The original (1976) version of the transfer guidelines was provided to the

University by the BCCAT in March 1990. This was the same version that had

been debated and amended by Senate in its meeting of 4 April 1977. As a

revised version of the guidelines was circulated by the B.C. Post-Secondary

Coordinating Committee in September 1977. The following document gives:

1977 BCPSCC version -

in Helvetica lOpt

1976 original draft (if different) -

in Helvetica 10 pt underlined

SFU Senate approved version &

comments (if different)

in Helvetica lOpt italics

This background information could become significant if the University is asked

why its position in 1990 differs from the 1976 dOcument. Many of SUAB's

comments echo. concerns raised in 1977; most of which were incorporated in

the revised 1977 document.

BRITISH COLUMBIA COLLEGE/UNIVERSITY CREDIT TRANSFER GUIDELINES

PREAMBLE

For the purposes of these guidelines credit transfer is defined as the awarding of

academic credit by a College Council or University Senate for academic achievements at

another institution. Students who are awarded academic credit by one institution for work

carried out at another are referred to as "transfer students".

The ultimate aim of the British Columbia Credit Transfer Policy is to provide a service to

students by facilitating their obtaining the best possible education in the most economical

and efficient manner. This principle of economy and efficiency implies minimum repetition

or recapitulation of studies, and maximum recognition of demonstrated knowledge and

skills. Thus, claims on students and faculty time and effort are minimized.

The transfer of students between colleges and universities in British Columbia should be

carried out in an atmosphere of mutual trust and respect, based on full and free exchange

of information between these institutions. To this end. the maior reauirement for transfer

fli

•

SFU Senate stated that too much emphasis had been placed on the articulation

committees and that discussions and decisions should be made by departments. Each

articulation committee should act as a forum for discussions on transfer credit of a broader

nature.

GUIDELINES

The final decision on the awarding of transfer credit rests with the College Council or

University Senate concerned.

Discussions concerning individual courses or programs of study at public colleges and

universities in British Columbia should, in general; be initiated with the relevant

Articulation Committees. so

that questions of suitability of course content, adequacy of

supporting facilities and related matters. may be discussed at an early stage of

negotiations between institutions.

To this end both colleges and universities should be prepared to provide the following

information: course name, course number, length gf instructional period, hours per week

(lecture, lab, seminar), objective of course, outline of topics covered, texts and required

readings; and, although subject to change without notice, the initial proposals for method

of instruction, method of evaluation, and the names and of instructors and the nature of

their degrees or similar qualifications and areas of competency.. A standard form might be

used by all colleges and universities to exchange this information.

SFU Senate recommended the addition of "Prior discussions by the appropriate

departments should be required."

A college or university which denies the transfer of credit requested by another institution

shall state the reasons for this refusal.

• ?

4. ?

Agreements on transfer credit must be made between specified authorities in the

respective institutions, in order that contracts once made would be duly recorded and

recognized.

SFU Senate preferred the word "agreements" to "contracts"

Once an agreement has been reached on the conditions of credit transfer of an individual

course or program of study, it shall not be abrogated without prior notification/reference

to the specified authorities in the institutions affected, and the relevant articulation

committee.

A university planning changes to its curriculum which will affect the requirements for credit

transfer must inform the other institutions /members of the relevant articulation

committees as soon as possible, preferably at least a year in advance of its

implementation, so that other institutions can consider the desirability of alterations to

their courses and programs.

SFU Senate considered that it was unrealistic to expect one year's notice and

The colleges and universities have a responsibility to fulfill the commitments in the course

descriptions, and to notify the other institutions in the system should any major change in

the course content or level occur.

Institutions should consider transfer students on the same basis as their continuing

students except that admission of college students to university should normally be

subject to a minimum overall average of "C". Colleges must accept the responsibility of

ensuring that "C" represents an acceptable level of achievement relative to further

studies; maintenance of relative standards should be one of the concerns/functions of

. ?

the articulation committees. Notwithstanding this general provision, a university while

recognizing the right of a college student to transfer, may require a higher level of

achievement on transfer to match the level required of its own students for admission to

Page 2

programs of study to which access is subject to limitations. Universities must make

provision, whilst maintaining confidentiality of the records of individual students, for

reporting on request the progress of transfer students to the colleges from which they

had transferred.

9. ?

Transfer arrangements between colleges and universities are assumed to be based on

lower division" (i.e. first and second year) studies. It is recognized that the assignment of

"year level" to any individual course might vary at different institutions, and therefore,

specific exceptions to this rule might occur under inter-institutional agreements.

10. ?

Transfer of credit would be identified in the following categories by the universities:

(I)

specific equivalent of a given course

(ii)

unspecified (elective) credit in a discipline or department

(iii)

unspecified (elective) credit in a Faculty

(iv)

limited unspecified (elective) credit as stipulated by the university for academic

college courses not identifiable with specific university course

off erings/unsDecified (elect

ve) credit UD to 9 semester hours (4.5 units) for

SFU Senate pointed out that SFU had category (iv) transfer credit but not category (iii).

However, the category (iv) credit granted is for 'academic' work only as determined by the

University and in some cases may not be applied to professional credentials

11. ?

Provision should be made for a forum (such as the Post-Secondary Coordinating

Committee) where questions of transfer of students among institutions in British

Columbia can be diScussed by representatives of all the public colleges and universities

of the Province and where, if necessary, recommendations can be formulated for

submission to College Councils and University Senates. Appeals on any aspect of

transfer policy, unresolvable at other levels, may be made to this body.

PROCEDURE MANUAL

Colleges seeking transfer credit for new or revised courses shall make a formal

submission to the relevant university official (see Appendix 1)with copies or abridged

statements to all members of the pertinent Articulation Committee(s). However. it would

be desirable for all proposals to have had preliminary screening in the articulation

committees prior to their formal submission. Although submissions may. be

made at any

time, each university will establish a deadline in terms of inclusion of proposals in its

published list of college/university course equivalencies.

Information should be provided as described in Guidelines 1.

The responsible university official who receives a proposal will be expected to respond as

promptly as reasonable to the initiating college with a copy to the office at the university

that is responsible for the publication of a list of course equivalencies. and a copy to the

chairman of the relevant Articulation Committee(s).

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