Post-Secondary Education System News
The BC Council on Admissions and Transfer office is temporarily closed. However, staff are working remotely and all services are continuing. During this period, please direct general enquiries to the main office phone line (604-412-7700) or email@example.com, and specific enquiries regarding the BC Transfer Guide to firstname.lastname@example.org.
The BC Council on Admissions and Transfer recognizes the extraordinary efforts being made by members of the BC Transfer System to provide accommodations in educational policy and practice to support current and incoming students, and minimize the impact of the Covid-19 pandemic on their educational experiences. To facilitate information-sharing among BC Transfer System institutions, BCCAT has created this centralized news page that collates publicly released communication from post-secondary institutions and professional bodies addressing educational matters. See Minister Melanie Mark's message to BC's post-secondary, skills, and training members regarding Covid-19.
To have information added below, email email@example.com. Refer to the Ministry of Education website, for more information regarding the K-12 system's response to Covid-19 and BC's Back to School Plan. For more information specific to a particular institution, refer to the institution's website.
Acsenda School of Management
British Columbia Institute of Technology
Coast Mountain College
College of New Caledonia
College of the Rockies
Emily Carr University of Art + Design
Fairleigh Dickinson University
Fraser International College
Justice Institute of British Columbia
Kwantlen Polytechnic University
La Salle College
Nicola Valley Institute of Technology
North Island College
Northern Lights College
Royal Roads University
Simon Fraser University
Thompson Rivers University
Trinity Western University
University Canada West
University of British Columbia
University of the Fraser Valley
University of Northern British Columbia
University of Victoria
Vancouver Community College
Vancouver Island University
Lists resources and information for international students in BC, including those related to health, housing, post-secondary, and the Post-Graduation Work Permit Program.
Still accepting applications for Academic certification & Broadly Experienced Foreign Architects programs. Assessment Process has been adapted to the COVID-19 outbreak. Expect delays in the assessment timelines.
CASN will accept documented, innovative curricular changes that allow students to avoid delays in graduation and support health service delivery needs during the COVID-19 pandemic.
CPA will honour courses that receive a pass mark as meeting the prerequisite subject area for admission. We will also accept grades below 60% for core courses, and below 50% for non-core courses completed at post-secondary institutions during the COVID-19 disruption, as long as the applicant gets credit for that course. Pass or grades below 65% will be excluded in the calculation of cumulative GPA for entrance into the CPA PEP. See also FAQs for the CPA Certification Program.
Effective April 2020 to August 2021, you will have the option for a one-year deferral of your CPL requirements due to COVID-19. For those continuing with their CPL, the College will continue to provide support.
The CEAB trusts HEIs will continue to apply their normal academic standards and students who are given pass/fail or satisfied/unsatisfied standings will have met their institution's requirements. Programs considering alternative lab instruction should consider how the learning outcomes of the labs could be achieved through distance-based learning activities and which cannot be achieved this way. Solutions being implemented to ensure on-going program delivery may be unique to an HEI.
The National Committee on Accreditation (NCA) transitioned to an online format for exams in August 2020. NCA continues to accept new applications, assessments will not be processed until COVID-19 restrictions have been lifted.
Graduating residents will be eligible for a provisional/temporary/restricted license in a Canadian province provided that they have confirmation that they completed their postgraduate training program in Canada; they have received notice of eligibility to take the certification exam; and they must take the certification exam at the earliest opportunity.
Exams will be resuming in a majority of communities where we established safety protocols with the venues.
IB has evaluated and recommend grade adjustments, where applicable, to all students in the May 2020 session. See results from IB's engagement with universities during pandemic.
PEAC requires that students complete 1025 hours of clinical education experience prior to graduation, discussions regarding alternative ways to meet the 1025-hour requirement are ongoing. At this time, tele-rehabilitation can be considered to be direct patient care included in the 1025 hours.
Oral exams will not be required for spring cohort or fall subspecialty candidates. The written exam will be delivered this fall with format (MCQ, SAQ) and length unchanged. Students will require signed re-affirmation from program director that they have met the required competencies to attempt the written exam. Those that pass the written exam, will be immediately certified. Those that fail, will need to apply for certification again next year; however, will not exhaust an attempt in sitting this exam.
Q: Several institutions are offering their students an option for alternative grades such as Pass / Fail or Credit / Non-Credit to be recorded on their transcripts, indicating that Pass or Credit grades will be treated as meeting course and program progression requirements.
Will transfer and continuing students be treated the same by institutions that offer alternative grading options and those that do not?
Some BC Transfer System member institutions are providing options to record pass / fail or credit / non-credit grades for the current semester. Institutions and instructors should be aware that some receiving institutions or programs may not accept courses graded as pass/fail or credit/non-credit as meeting transfer, admission, or progression requirements. Institutions should consult system partners, especially receiving institutions, for information that can be used to advise students who may be planning to transfer.
Some institutions are assuring current students that their progression, pre-requisite requirements, academic standing, and scholarship eligibility will not be negatively impacted by temporary operational changes, such as alternate grading options. Institutions may consider providing similar assurances to students planning to transfer to their institution in future semesters.
This is particularly important for students planning to transfer, who may be asked to confirm fairly soon whether they will receive an “alternate grade” of P/F or Credit/Non-Credit. It is important for these students to have clarity regarding whether alternate grades will be recognized at receiving institutions.
Q: Will institutions maintain established articulation agreements if delivery method or evaluation models change (e.g., online labs, exam requirements), assuming curricular competencies and outcomes continue to be met?
Normally, the method of delivery should not have an impact on articulation decisions. However, there may be circumstances where further information is required for an institution to make a decision. BCCAT's How to Articulate Handbook section on Transfer Credit for Online Courses states:
There may be circumstances in which a receiving institution requires additional information in order to assess transfer credit for a course that is completed online or offered through distance education, or which has online or distance education components. As is true for any course outline submitted for transfer assessment, the sending institution should ensure that the outline contains all relevant information for the receiver to make a fair assessment. It may be relevant, for example, to include information on how students might satisfy the lab component of a science course (e.g., a student could take the course online but be required to perform lab-based assignments in a face-to-face setting). However, the principle of respecting disciplinary expertise also should be upheld: if, based on her/his expert knowledge of the subject, an evaluator determines that an online or distance e course is not equivalent to the course in another format, that decision should be respected. (p. 34)
Q: Can new articulation agreements be created for modified summer 2020 courses that are currently articulated as having many hours of hands-on laboratory experience?
For example, can a specific 4-credit course become a 3-credit course, with a 1-credit lab course to be completed later?
Normally, a change in a course’s credit value requires a re-articulation to all institutions that have previously articulated the course. Some institutions will only grant the same amount of credits for a transferred course that the course has at a sending institution.
If institutions decide to split 4-credit courses with labs into separate 3-credit and 1-credit courses – with 3 credits for the course and 1 credit for the lab - both the course and the labs would require re-articulation with system counterparts. Such re-articulation requests can be managed through BCCAT’s Transfer Credit System (TCS) by following up directly with the designated Institutional Contact Person to make arrangements. This may or may not result in a change to existing articulation agreements.
It would be prudent to have detailed discussions both within an institution and with external institutions, especially receiving institutions, before deciding to split courses from their labs.
Q: How are post-secondary institutions continuing to facilitate transfer credit pathways through articulation agreements?
In order to support students and maintain quality educational experiences amid circumstances arising from the Covid-19 pandemic, BC post-secondary institutions have made accommodations in educational policy and practice, and shifted learning environments to primarily online and blended formats as necessary and appropriate. These decisions have been informed by faculty expertise, and considered through governance processes germane to each institution.
In keeping with the Principles and Guidelines and articulation practices of the BC Transfer System, member institutions and the Ministry of Advanced Education Skills and Training are committed to delivering quality educational experiences for all post-secondary learners in British Columbia—regardless of the learning delivery model—and respecting flexible credit transfer pathways. Transfer agreements between partner institutions established and maintained through the BC Transfer Guide remain in place and should not be impacted by mode of delivery (online, in-person, blended, etc.), unless otherwise communicated by institutions through a formal re-articulation process.
In collaboration with the Ministry of Advanced Education Skills and Training and post-secondary institutions, BCcampus and BCCAT are working to support effective learning environments and continuity of transfer pathways by supporting educators as they move to online delivery. This support includes the appropriate use of learning technology tools, pedagogical planning, assessment methods and the creation of impactful learning communities. See BCcampus Events for more information.