Spotlight News

  • JAM 2020 Session Videos Now Available

    JAM 2020 Session Videos Now Available

    Thanks to everyone who participated at the JAM 2020 online event!

    It was a great time for sharing, connecting, and learning together. 

    Check out the session videos, now available on BCCAT's YouTube channel!

  • BCCAT Videos Now on YouTube

    BCCAT Videos Now on YouTube

    Did you know...? You can find on array of different videos at BCCAT's YouTube channel.

    That includes sessions from JAM 2020, our "Transfer Stories" video series, and a fun, new animated clip about BCTransferGuide.ca and the BC Transfer System.

    Check them out and let us know what you think!

  • REPORT: Dual Credit Students

    REPORT: Dual Credit Students

    ACADEMIC DUAL CREDIT STUDENTS:

    Experiences and Performance in the BC Post-Secondary System

    Prepared for BCCAT by Plaid Consulting
    Published April 2020

    Download/View:    REPORT    INFOGRAPHIC (4-pages)

    Dual credit in BC occurs when credit is granted at both a secondary school and post-secondary institution for completion of a course (FitzGibbon, 2015). With its focus on academic dual credit, this study examines a subset of dual credit programs and follows a 2017 study on dual credit programs that assessed transitions of dual credit students into further post-secondary.

    The analysis of provincial Student Transitions Project (STP) data identified 9,317 academic dual credit students in BC public post-secondary institutions for years 2010/11 through 2016/17. The analysis shows that 68% of academic these dual credit students participated in further BC public post-secondary education. Of them, 41% continued to the same PSI where they took the dual credit course, and 27% transitioned to a different PSI. Thompson Rivers University, the University of Victoria, and the University of the Fraser Valley were the institutions with the highest rates of academic dual credit students returning to the same PSI where they were previously enrolled in dual credit course.

    Of the dataset that contained 10,524 aggregate records for students who took academic dual credit courses at BC’s public institutions between 2010/11 and 2017/18 academic years, 2,353 students (roughly one in five) completed one or more credentials, most often in business, health or in multiple disciplines.

    The 4,146 academic dual credit students who studied at four case-study institutions (Camosun College, Kwantlen Polytechnic University, North Island College, and Thompson Rivers University) during the period 2010/11 to 2017/18 were characterised by the following:

    • They tended to take academic dual credit courses in Grades 11 and 12
    • They were predominantly female
    • They tended to have high grades in English 12, and
    • They were typically high academic performers overall.

    An online survey of students who completed a dual credit course and continued to one of the four case-study institutions gathered information on the experiences of 727 students. More than half of respondents (56-64% varying by case-study institution) undertook post-secondary programs related to their academic dual credit courses. The student respondents chose academic dual credit courses because they were keen on obtaining post-secondary experience. They identified three most influential motivators for them to take academic dual credit course: high school teachers, someone with dual credit experience, and high school counsellors. When asked for suggestions on how to improve academic dual credit programs, the respondents’ most common answer was “More academic dual credit opportunities”.

  • REPORT: BC Transfer Students Profile and Performance

    REPORT: BC Transfer Students Profile and Performance

    BC TRANSFER STUDENTS: Profile and Performance Report (2013/14-2017/18)

    Prepared for BCCAT by Plaid Consulting
    Published June 2020

    View/Download:     REPORT    INFOGRAPHIC (4-PAGES)

    This report examines transfer student pathways and performance from BC Transfer System institutions into BC's public research-intensive universities: Royal Roads University, Simon Fraser University, Thompson Rivers University, University of British Columbia, University of Northern British Columbia, and University of Victoria. On average, transfer students represent about one third of all student population at these universities in a given academic year; and thus are important to these institutions.

    The data from the 2013/14 academic year through to the 2017/18 academic year support the findings of the previous similar reports, which were published for nearly 30 years, with the latest editions completed in 2010 and 2015. These studies compare transfer students’ performance with the performance of students who enter the universities directly from high school (“direct entry students”).

    While the educational journeys of transfer students differ from those of direct entry students in a number of ways, most performance trends seen for direct entry students are echoed in the data from the transfer student population. Transfer students differ demographically: they are older, more often take slightly smaller course load in a given semester, and more often enrol in arts baccalaureate degree programs than their direct entry counterparts. However, the current analysis highlights the continued overall success of transfer students following their transfer to research universities. Their post-secondary success is demonstrated by their course and semester GPA, and degree completion.

  • REPORT: Micro-Credentials

    REPORT: Micro-Credentials

    MICRO-CREDENTIALS: Trends in Credit Transfer and Credentialing

    Prepared for BCCAT by Joanne Duklas
    Published November 2020

    View/Download:    REPORT     VIDEO/PRESENTATION

    This report provides insights into current micro-credentialing practices, motivations, and perspectives at Canadian higher education institutions and beyond. The environmental scan, the pan-Canadian survey as well as expert interviews highlighted the need of establishing shared definitions that fit the purpose intended.

    The survey identified a few institutions, including some in British Columbia, that recognize micro-credentials for admission and credit transfer. “Certificates” was the most common term that was used by both the BC and ON respondents when referring to micro-credentials awarded to students.

    Institutional respondents indicated that the top motivator for offering a micro-credential was to support access to future studies. This suggests an opportunity for institutions to align the purpose of micro-credentials for admission, credit transfer, and stackability.

    The report highlights several promising exemplars both from within Canada and internationally, for example, Thompson Rivers University micro-courses, Simon Fraser University’s FASS Forward microcredit courses, Algonquin College’s comprehensive Micro-credentials Framework, and the New Zealand Qualifications Authority’s system.

    Demonstrating quality and future transferability represent fundamental design principles for micro-credentials to be used for admissions and credit transfer. In general, the purpose of a proposed micro-credential should drive its design. An implementation checklist for micro-credential design is provided in the report.

  • BCCAT Commemorative Video

    BCCAT Commemorative Video

    Reflections on BC’s long history of transfer credit pathway development to the present day can help to inform us as we map a continuing path through the years ahead. In 2020, we look forward to continuing our collaboration with post-secondary partners as we build on the successes and strengths of this remarkable transfer community! See video