Expanding Student Access and Flexible Pathways: Multi-directional Credit Transfer and Mobility in British Columbia Dr. Rob Fleming Executive Director and Co-chair Association of Canadian Community Colleges Conference June,

BC Transfer System: History + Context  Developed in 1960s as a binary Transfer System model  Now a multi-directional model  High mobility in a complex degree-granting context  All member institutions may send and receive credits  Institutions are autonomous  No common core curriculum, but a high level of reciprocity among institutions  Development of a broad range of transfer mechanisms:  Course to course, block transfer, and degree partnership  Province wide Associate Degrees and Flexible Pre- Majors Colleges & Institutes Research Universities Transfer Students Teaching Universities Colleges & Institutes Research Universities Transfer Students of 22 Baccalaureate Degree Institutions 30 of 38 Baccalaureate Degree Institutions

 BCCAT facilitates admissions and transfer arrangements among institutions  25 BC public (ALL), 2 out of province, 11 private institution members  68 province-wide articulation committees BC Transfer System Facts 2,100+ BC Transfer System institution programs Student advising and career resources One million unique visits in ,000+ course, 900+ block, 50+ dual admission agreements Automated online service One million unique visits in 2012 “BC has taken the California model and developed it into what is possibly the most extensive credit accumulation and transfer arrangement in the world.” Bekhradnia, Higher Education Policy Institute, UK

Well articulated transfer systems facilitate... students studying near their home to enable transition, mitigate attrition, and reduce costs intentional pathways students plan and unintentional pathways that students follow as a result of changes in circumstances accumulation of credits within a system, so they count toward relevant credentials if students change institutions and/or programs 4 BC Transfer System Perspective “Our post-secondary system is one of the best in the world because it is indeed a system. The new reality is that today, the starting point on your educational journey is not likely to be your end point. And because BC’s post-secondary transfer system is so advanced, it’s relatively easy to move from institution to institution.” Scott McAlpine, President of Douglas College, Letter to the Vancouver Sun

Transfer Student Success  BC transfer students... are just as successful at university as are direct entrants, and have the grades to prove it. Lambert-Maberly, BC College Transfer Students Admitted to UBC ... transfer students are able to graduate with approximately the same number of credits as secondary school students.... Pendleton, Credits to Graduation 5 “The most common main reason for leaving [post-secondary]... was personal circumstances (e.g., health, family). Other reasons cited included a change in plans about the program or a job (22 percent), disappointment with the institution (22 percent), and financial issues (18 percent).” Martell (2009), Without a Trace

 Student Performance Reports  Transfer Satisfaction and Success  Admissions and Transfer Practices  Student Transitions Project (STP) “It seems unlikely... that another entity would have the credibility that BCCAT has enjoyed with the institutions.... It seems safe to conclude that... the issues... would not have been addressed had the Council not existed.” Waterhouse, An Assessment of BCCAT Research 6 BC Transfer System Research

Student Mobility Data Provincial student mobility data tracks movement (registration) using PENs. Transfer credit volume data limited but expanding. Consistent transfer / direct entry student success and experience data. (Survey of Movers) 7

Student Mobility Between Sectors in the BC Public Post-Secondary System Research- Intensive Univ. (117,800) Research- Intensive Univ. (117,800) B.C. College (74,800) B.C. College (74,800) Institute (55,300) Institute (55,300) Teaching- Intensive Univ. (73,600) 19,700 New 17,800 New 24,000 New 28,100 Same PSI (51%) 28,100 Same PSI (51%) 20,000 New 44,800 Same PSI (61%) 44,800 Same PSI (61%) 84,500 Same PSI (72%) 84,500 Same PSI (72%) 41,300 Same PSI (55%) 41,300 Same PSI (55%) 4,400 5,000 5,8004,900 4,200 6,200 3,200 1,300 4,000 2,800 4,700 3,400 Mobile pathways include ‘moves’ to a new PSI and ‘returns’ to a previously attended PSI. Includes direct mobility from the previous year (2009/10) and re-entering stop outs from earlier years. 55,900 unique headcount students (18% of 308,600 unique Academic Credit Course Registrants) followed a mobile pathway to their institution of registration in 2010/11: 36,000 moved to a new psi 21,300 returned to a psi they previously left (Source: Student Transitions Project) 8

Student Pathways for All TIUs (2009/10) 9

Survey of Movers 10  Main goal for enrolling at original institution Prepare to transfer (23%) Complete credential at institution (21%) Prepare for professional career (16%)  Reasons for leaving original institution Changed mind about program (25%) Intended to leave all along (23%) Admitted to better institution (21%)  What would keep students from leaving Offer the program they wanted (32%) Wider course offerings (28%)

Most Important Goal for Enrolling at Original Institution 11

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Experience of Transferring  Expectations 90% of respondents transferring to Research Universities expected to transfer credit. 60% of respondents moving to Teaching Universities expected to transfer credit. 43% of respondents moving to Colleges and Institutes expected to transfer credit.  Credit received 94% of respondents were successful in transferring at least some of their credits to their new institution. 73% received all or most credit completed at original institution. 74% applied all or most credit to new program. 14

Questions and Discussion bccat.ca bctransferguide.ca educationplanner.ca 15 “Not coincidentally, BC and Alberta have the most highly developed transfer systems in the country, and the British Columbia Council on Admissions and Transfer (BCCAT) could be a model for ONCAT.” Trick et al., Academic Reform: Policy Options for... Education in Ontario