Spotlight News

  • Join us at BCCAT’s Joint Annual Meeting (JAM) 2022!

    Join us at BCCAT’s Joint Annual Meeting (JAM) 2022!

    BCCAT is pleased to announce that registration for JAM 2022 is now open!

    This will be a hybrid event: 

    • November 3, 2022 - Online 
    • November 4, 2022 - Online & In-Person (Pinnacle Hotel, Vancouver, BC) 

    At this year’s BCCAT Joint Annual Meeting (JAM), we’ll be taking a step back and looking at SLAM: Sustainability, Learning, Access and Mobility. Join us to explore how the world-class BC Transfer System can continue to support post-secondary learners and institutions. We invite you to check out the agenda and to register at the JAM website:


    Registration Info: 

    Online only - Nov 3 & 4: Open to all BC transfer system institution personnel and articulation committee representatives. 

    Hybrid - Nov 3 (online) & Nov 4 (in-person at the Pinnacle Hotel, Vancouver, BC):
    Reserved for articulation committee chairs, SLPs, BC Transfer System member institutional staff (2 per institution) & BCCAT Council & standing committee members. 

    Please pass this on to any transfer personnel that may be interested.


    We look forward to seeing you at this year’s JAM.  Questions?  Please contact

  • 2021-22 Annual Review

    2021-22 Annual Review

    Strengthening Community & Collaboration in Support of Learner Mobility

    BCCAT 2021-22 Annual Review


    BCCAT works with post-secondary partners to improve and expand transfer credit pathways in support of mobile students. Constructive collaboration and respectful partnerships are critical to enable and advance learner access and mobility, and address strategic priorities. Highlights from key projects and activities are summarized below.

    For more information, see


  • COVID-19 Survey of Post-Secondary Students

    COVID-19 Survey of Post-Secondary Students

    Impact of COVID-19 on Post-Secondary Students:
    A Systematic Review of Institutional Reports

    Prepared for BCCAT by the Community Health and Social Innovation (CHASI) Hub,
    University of the Fraser Valley

    Click here to access survey dashboard.

    The research involved a systematic review of institutional surveys and reports related to the impact of COVID-19 on post-secondary students. The analysis covers 58 publicly available COVID-19 student impact reports from 31 post-secondary institutions and organizations across Canada.  

    The results of the analysis are presented in the form of a dashboard. Tabs on the dashboard correspond to the parts of the analysis. “Reports” tab includes key topics, details on methodology of each survey, the timeline when the surveys were administered (“Show Timeline” button toggles the map view and the timeline view), and the search function. The actual reports could be accessed by clicking on a specific survey listed in the table. Insights from the key informant interviews on how survey results have been taken up by post-secondary institutions and organizations can also be found on the “Reports” tab.  

    “Literature Review” tab contains a cross-national literature review completed to understand the educational, social, emotional, and financial impact of COVID-19 on Canadian postsecondary students. The list of references can be found at the bottom by clicking “References” button.  

    “Thematic Analysis” tab shows key themes that emerged from the survey analysis, such as student health and wellness, academic achievement, student life, and faculty and university. Each theme and sub-theme include a brief discussion of the findings and provide quotes from survey responses.  

  • REPORT: Credit Accumulation in Pathway Programs

    REPORT: Credit Accumulation in Pathway Programs

    Credit Accumulation in Pathway Programs

    Prepared for BCCAT by Plaid Consulting

    Published May 2022

    View/Download:  Summary

    Pathway-transfer students are a seldom-studied subset of students in the BC Transfer System. This study assessed the number of credits completed by pathway-transfer and direct-entry students in Business, Engineering, Nursing, and Social Work, and explored the reasons why students complete the number of credits they do. In this study, pathway transfer students are defined as students transferring from one or more sending institutions to one of the four receiving institutions in the BC Transfer System with Year 2 standing or equivalent.

    The study employed a survey of current pathway-transfer students, and a quantitative analysis of credit data for pathway transfer graduates and direct-entry graduates who obtained a baccalaureate degree in the four disciplines. The summing up transfer credits from 21 BC public post-secondary institutions and credits completed at the receiving institutions allowed for comparison of the total number of credits obtained on the way to graduation between direct-entry and pathway-transfer students. 

    Pathways appeared to take slightly more credits to complete overall, but were relatively efficient for pathway transfer students. However, more than two-thirds of pathway transfer students surveyed were satisfied or very satisfied with the transfer process. Helping students understand why some of their previous academic credit is not recognized at their new institution may improve student satisfaction, and confidence, in pathway programs.

    (NOTE: The full project report is available here.)


    Related research:

    Credit Accumulation: Students' Motivations (2021)

    Credits to Graduation (2020)

    Credits to Graduation (2010)

  • Calls for Proposals

    Calls for Proposals

    BCCAT 2022 Call for Proposals

    EXTENDED DEADLINES: "Upgrading Programs" - May 30, 2022 & "Online Delivery" - June 6, 2022**

    Research topics:

    • Pathways from Upgrading Programs to Further Post-Secondary
    • Equity, Diversity, Inclusion (EDI) & Admissions Practices
    • Exploring Indigenous Ways of Knowing & BCCAT's Approach to Research
    • Online Delivery Post-Pandemic Trends & Intentions


    Also see the ongoing CFP focused on Contemporary Issues in Student Mobility.

  • 2022 BCCAT Transfer Awards

    2022 BCCAT Transfer Awards

    We are now accepting nominations for the 2022 BCCAT Transfer Awards!

    Deadline: August 31, 2022

    These awards recognize individuals or groups who have demonstrated exemplary leadership in the BC post-secondary system by engaging in activities that have made a significant and valuable contribution to the transfer community. We invite all our post-secondary partners to acknowledge and celebrate the outstanding achievements of our colleagues who do the amazing work of supporting student mobility in BC day-in and day-out.

    There are three award categories: Leadership, Rising Star, and Lifetime Achievement. For more information, click here.

    Click on the following to download/view:

    For more information about the BCCAT Transfer Awards, click here.

  • REPORT: Supporting Students with Lived Experience in Care

    REPORT: Supporting Students with Lived Experience in Care

    Supporting BC Post-Secondary Students with Lived Experience in Care 

    Prepared by Plaid Consulting for BCCAT 

    Published March 2022 

    Download/View:  REPORT

    Students with lived experience in government care can face significant challenges in their lives and their educational journeys. In 2017, the BC government created the Provincial Tuition Waiver Program (PTWP) to encourage students with lived experience in care to continue their education at the post-secondary level.  In the four years since the PTWP was launched, more supports have been made available to BC students with lived experience in care. The focus of this study is to investigate the effects of financial, academic, and mental health supports intended to improve the post-secondary experience of students with lived experience in BC’s care system.  

    A total of 278 students and 12 professional staff from the University of British Columbia (UBC), the University of Victoria (UVic), Thompson Rivers University (TRU), and Langara College participated in the study. Students completed an anonymous survey, and some student survey respondents and the professional staff participated in interviews.  

    Students reported difficulties with leaving the care system and transitioning into PSE. Those who received the PTWP were satisfied with that program; however, a third of the students surveyed did not meet the PTWP eligibility criteria. Students reported difficulty getting additional funding to cover other living and educational costs. Some were unhappy with long waitlists for on-campus mental health services at their institution, and some felt that counsellors did not understand their backgrounds well enough to effectively assist them. UBC and UVic students were happy with the dedicated “navigator” staff at these institutions who support students with lived experience in care. 

    The report recommends: 

    • Creating wrap-around support models at all BC post-secondary institutions for students with lived experience in care. 
    • Reviewing and aligning post-secondary mental health supports for students with lived experience in care. 
    • Reviewing and aligning post-secondary financial supports for students with lived experience in care. 
  • REPORT: Pathways Partnerships with Indigenous Post-Secondary Institutions

    REPORT: Pathways Partnerships with Indigenous Post-Secondary Institutions


    Prepared for BCCAT by:
    Jennifer Anaquod, Anaquod Educational Consulting
    Jason La Rochelle, Heather Simpson, Dawn Ursuliak, Justice Institute of BC

    Download/View:   REPORT    INFOGRAPHIC    VIDEO

    The goal of this study was to explore current practices that help support and enhance Indigenous students’ experiences in post-secondary education. Through the use of Indigenous ways of knowing and storytelling, those supporting students at IAHLA and public post-secondary institutions gathered to weave together their stories of success, struggle, and perseverance in their journey to advance Indigenous education and improve the experiences of Indigenous students in post-secondary education.

    These stories showed a wealth of positive policies and practices that support both pathway partnerships and Indigenous students, as well as areas of needed improvement. As with all Indigenous education, the research highlighted the importance of relationships, transparency, commitment, and compassion to create stronger transfer credit pathways.

    The report includes a literature review of the students’ needs, an overview of the themes in the interviews with a variety of stakeholders and Elders who support Indigenous students accessing transfer credit pathways, as well as recommendations and suggestions of future studies.

    Infographic designed for BCCAT by Drawing It Out. (Click on image to download/view.)

    Related research: Indigenous Educational Pathways: Access, Mobility, and Persistence in the BC Post-Secondary System (2018).

  • REPORT: Reverse Transfer

    REPORT: Reverse Transfer

    Reverse Transfer

    The Feasibility of Reverse Transfer in the BC Transfer System

    by Dr. Fiona A. E. McQuarrie, Special Projects Officer, BCCAT

    February 2022

    Download/View:  REPORT

    Reverse transfer has been part of the United States post-secondary landscape for more than a decade, in the form of statewide, system-wide, regional, and institutional transfer agreements. Reverse transfer agreements, as structured in the US, allow a college student in an associate degree program who transfers to a university before completing the associate degree to transfer credit “back” to the college, and receive the college’s associate degree while staying enrolled at the university.

    Reverse transfer can benefit students by expanding their educational and career options, and, motivating them to continue their studies. It can also benefit post-secondary institutions by improving credential completion rates.

    The British Columbia post-secondary system has included two associate degree programs, the Associate of Arts (AA) and Associate of Science (AS), since the mid 1990s. This report explores the potential for reverse transfer in the BC Transfer System. The report focuses primarily on the potential for reverse transfer in BC involving associate degrees. However, reverse transfer agreements can also facilitate students’ completion of credentials such as diplomas and certificates.

    The report reviews published research on reverse transfer agreements, and describes the characteristics of reverse transfer agreements in the US. The report reviews the features of BC’s associate degree programs, and then presents data that may indicate student interest in, and demand for, reverse transfer in BC. It provides system-wide and institutional recommendations around the potential for reverse transfer in BC.

  • REPORT: COVID-19 and Transfer

    REPORT: COVID-19 and Transfer

    COVID-19 and Transfer

    A BCCAT Special Report looking at the effects of COVID-19 on transfer and articulation within the BC Transfer System.

    by Dr. Fiona A. E. McQuarrie, Special Projects Officer, BCCAT

    December 2021


    In March 2020, the COVID-19 pandemic resulted in the physical closure of British Columbia’s post-secondary institutions. Courses and programs were moved entirely online, and students, faculty members, administrators and staff all worked remotely. While some programs returned to limited face-to-face instruction in summer 2020, the majority of BC post-secondary programs and operations remained at least partially online until fall 2021. This report, commissioned by BCCAT’s Transfer and Admissions Committee (TAC), assesses the impact of these closures and changes on transfer activity and student mobility within the BC Transfer System (BCTS).

    Full data on BC student mobility from March 2020 to September 2021 are not yet available. Data from the Transfer Credit System, the application and workflow that enables BCTS member institutions to articulate agreements and publish them in the BC Transfer Guide, did not show any unusual increases or decreases in articulation activity during the closures.

    There are five areas in which COVID-related changes may have affected transfer and articulation in BC:

    • changes in course delivery methods;

    • changes in course components;

    • grading;

    • articulation committee meetings; and,

    • student equity.

    Changes in course delivery methods or in course components, such as methods of evaluating student performance, generally did not result in permanent changes to transfer agreements. Some BCTS member institutions implemented temporary changes to grading systems, such as permitting students to receive a P rather than a letter grade; however, these did not seem to cause ongoing difficulties for transferring students. Articulation committees held their annual meetings online in 2020 and 2021; the online format had benefits and drawbacks, but the ease and low cost of attending virtually may encourage committees to consider an online option for future face-to-face meetings. Student equity issues, such as lack of reliable internet access or adequate computer equipment, may not affect student mobility, but may negatively affect students’ academic performance and thus cause challenges for them in future transfers.

    Related reading: Post-Secondary Education COVID Updates