Please Note:  The content of this guide has been updated and incorporated into the 2018 version of the How to Articulate Handbook. 

Please click here for the most current edition.


Formal articulation via the TCES should not require extra levels of staffing at receiving institutions, except perhaps in the case of changes with system-wide implications, such as when Thompson Rivers University - Open Learning changed its course numbering codes from three-digit codes to four-digit codes. However, the work associated with changes such as these may be minimized through advance consultation with BCCAT to determine the most effective way of initiating the changes throughout the system. Advance consultation with affected institutions will also allow them to estimate the workload that may be associated with the changes, and to allocate their staff resources appropriately.

The transfer-related workload for faculty members evaluating transfer requests can be quite variable, depending on the area of the faculty member's expertise and the number of articulation requests related to that area. Staff members who manage the articulation process should remember that faculty evaluators have many other responsibilities within the institution, and should be respectful of that reality when requesting evaluations to be completed within a specific time period or by a specific date.

Articulation requests made through TCES are generally less work for administrative staff than are student-specific evaluations or case-by-case evaluations. Case-by-case transfer evaluations tend to occur in the spring and summer months and around the start of each new academic year, and they are almost always time-sensitive. Many enrollment systems prioritize student access based on amount of credit earned, and utilize extensive course prerequisite structures to determine admission or eligibility to enroll. It becomes increasingly difficult for an institution to make timely decisions once a backlog has developed: dissatisfied applicants absorb such amounts of staff and faculty time that service levels can spiral downwards. It is recommended that transfer-related resources be allocated strategically so as to best manage seasonal changes in levels of transfer activity.