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Most institutions in the BC Transfer System already have a considerable history of evaluating transfer credit on behalf of incoming students. However, there may be different levels of expertise among faculty, advising staff, admissions staff, and administrative staff.
Sometimes new faculty members have no experience or knowledge of BC's well-established transfer infrastructure. These faculty members can be introduced to pertinent sources of information such as the How to Articulate guide and institutional transfer credit policies. They could also be trained on how to evaluate a student record and/or a course outline for the purposes of transfer credit assessment.
Advising and admissions staff members also need information about the nature of each academic discipline at their institution, and an understanding of how certain courses are likely to be evaluated for transfer credit. This is important knowledge, whether or not these staff members actually conduct the evaluations. If staff members do evaluate transfer credit requests, they will need considerable knowledge of the relevant discipline. Therefore, if possible, each staff member participating in evaluations should develop expertise in evaluation within specific academic disciplines. Institutions should encourage staff members to participate in relevant courses, webinars, or online/face-to-face workshops, such as those offered by the American Association of Collegiate Registrars and Admissions Officers (AACRAO). Sometimes, these exchanges shed more light on international issues than on domestic transfer credit principles, but a broader, more professional evaluation perspective will always be beneficial.
Annual in-house transfer credit workshops have been very successful at some institutions. Typically, a half-day workshop might be offered for each faculty or division in the early part of the academic year.
Frequent communication, such as weekly meetings, is important for admissions and advising staff to ensure that their practices are consistent with ever-changing circumstances, processes, work priorities, and policies. If changes are abrupt rather than incremental, it is important for the relevant information to be distributed in a timely manner to all staff whose work may be affected.
BCCAT is prepared to provide training to institutional staff on limited topics, such as the articulation process, and the use of the TCES, upon request. For more information, please contact BCCAT.
Provide appropriate training for coordinators, evaluators and administrators to ensure consistency and efficiency
Provide opportunities for ongoing training and frequent communication among evaluators, advisors and admissions staff