Frequently Asked Questions
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Once an articulation agreement is in place, can it be cancelled?
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Can credit be granted for courses taken at a secondary school?
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What is the difference between Prior Learning Assessment and Recognition (PLAR) and transfer credit?
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Can courses taken in a language other than English be articulated?
1. Once an articulation agreement is in place, can it be cancelled?
There are several legitimate reasons to consider cancelling an articulation agreement. For example, an institution may revise its curriculum, or changes in a course over time may alter its equivalence. In such situations, an end date is assigned to the old agreement in the BC Transfer Guide and a new agreement is recorded.
Although rare, a third reason arises when concerns are raised about academic standards at the sending institution, because of a pattern of under-prepared students. Cancelling an articulation agreement for this reason is a very serious matter, and one which should only be undertaken after weighing the evidence, the justification, and the consequences. Therefore, a useful next step is to undertake an analysis of how students from the sending institution have performed in courses they have taken after transferring.
If, once the evidence is reviewed, the receiving institution continues to feel there is cause for concern, best practice is to address the matter directly with the sending institution. All sending institutions understand the need to be in good standing in the transfer system, and often respond well to advice, assistance and direction. If sensitively handled, a "heads up" or offer of assistance will be appreciated. A good place to start may be a friendly contact between articulation committee representatives.
In the light of the serious consequences that result for a sending institution and its students when a receiving institution makes a decision to cancel or alter transfer credit, BCCAT always recommends a preventative approach whenever possible. BCCAT, if requested to do so, can also play a mediation role, should the receiving institution's own efforts not be welcomed.
2. How are articulation disputes resolved?
Despite the size and complexity of the BC Transfer System, articulation disputes are not common. The most frequent occasion for an inter-institutional articulation dispute arises when a receiving institution changes its curriculum. The change may create difficulties for sending institutions as they try to balance the requirements of a several receiving institutions, or the timelines for adaptation of the new curriculum may be inadequate.
Articulation committees can play an important role in preventing disputes, by ensuring that any items affecting articulation relationships are given adequate time on meeting agendas. They can also assist in resolving disputes when they arise, through discussions at the meeting, or through the work of a sub-committee.
If the parties to an articulation dispute have made a sincere effort to resolve the dispute but have been unable to reach agreement, BCCAT will act in a mediation role, if invited to do so. The Council has no jurisdiction to arbitrate, and cannot interfere with the internal policies and practices of autonomous institutions. However, BCCAT has successfully mediated disputes as a neutral third party, bringing relevant personnel from the affected institutions together to attempt to reach an outcome satisfactory to all sides. Contentious issues have included instructor qualifications, perceived low standards at sending institutions, transcripting practices, and admissions or transfer policies and processes that advantage or disadvantage students.
3. How can an institution articulate with an institution that is not a member of the BC Transfer System?
As autonomous entities, BC post-secondary institutions are free to articulate as they see fit. However, only those institutions and programs that have been approved to belong to the BC Transfer System will be listed in the BC Transfer Guide. Please consult Private Institutions for the most current information on how a private post-secondary institution can apply to become a member of the BC Transfer System.
Each institution in the BC Transfer System has developed its own policy on accepting transfer credit from out-of-province institutions, public and private. The registrar's office is the best resource for information on institutional policies and practices.
4. Can credit be granted for courses taken at a secondary school?
Most institutions in BC award credit for Advanced Placement and International Baccalaureate courses. Details of this kind of credit can be found in the BC Transfer Guide.
In addition, many secondary schools in BC are interested in working with their local post-secondary institution to formulate dual-credit or transfer credit agreements. BCCAT recommends a resource produced by the Centre for Curriculum, Transfer and Technology in 1997: Enhancing Transitions: A Guide to Creating Formal Agreements between School Districts and Schools and Colleges, University Colleges, Institutes and Agencies. A PDF copy can be downloaded from the BCCAT website at bccat.ca/pubs/etransit.pdf.
5. What is the difference between Prior Learning Assessment and Recognition (PLAR) and transfer credit?
While transfer credit based on articulation is one way of recognising a student's prior learning, articulation is a very different process from those used in the PLAR policies in place in our institutions. Prior Learning Assessment refers to the assessment of what a student can demonstrate that he/she knows, or is able to do. The learning may have been acquired in informal or non-formal settings, such as work experience or on-the-job training or personal study, and the assessment is carried out by a qualified assessor.
The awarding of credit based on a PLAR process is an after-the-fact assessment of what a student has learned. In contrast, the awarding of transfer credit is normally a proactive process – that is, the articulation processes establishes the equivalence of courses, and the transfer credit is based on the results of the articulation, and not on what the student knows. Transfer credit based on articulation is normally awarded before a single student takes the course.
6. Can courses taken in a language other than English be articulated?
Occasionally institutions receive requests to articulate a course delivered in a different language. This does not refer to a language course (e.g. German), but a course in which the content (e.g. sociology) is taught in a language other than English. In this situation it is important to go back to the principle that students should not have to repeat content of which they have already demonstrated mastery.
In the case of learning acquired in another language, an individual assessment by program faculty of the course outline or program materials is the only method of assessing what the appropriate transfer credit is. Normally, a course outline should be provided in translation so an accurate assessment can be conducted. The additional consideration is whether the receiving institution feels that it is appropriate to award a credential to a student who may know the material in his/her own language, but not be able to reproduce it, or apply it, in English. If the receiving institution offers the credential in English, an assumption can be made of an implicit guarantee that the student will be able to function within the discipline or profession in English. The institution may be able to address this issue with an additional requirement for English proficiency for all students.
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