Transfer Credit Circumstances Exposed

College Transfers and student transfer happens for many reasons. A student applies for academic credit influenced by many factors. Here are 20 student transfer and academic credit circumstances.
Switching colleges and transferring courses from one school to another crosses a lot of college student minds. 60% of 4-year graduates every year have transferred at least once before getting to the podium and receiving their diploma. College transfer is not just about switching colleges, campuses or schools. Academic credit transfer also covers other forms of petitioning for course credit, its award and how the credits count (or don't) toward degree requirements.

There are many good reasons motivating students to transfer and cross borders defined by institution, county or State or region. These borders are artificial, but they have a major bearing on how a student's academic work is valued and assessed. Transfer is generally a voluntary process. However in some cases, transfer may occur for reasons outside the control of the student, such as a school closure or an event like the Floods in New Orleans which closed many schools and forced enrolled students to transfer to another school with the hope of returning. Some did. Some did not. Many had to also transfer their course work and petition for course transfer not knowing where they would end up earning their degree.

From being closer to home to just not being satisfied with a school's academics, the list goes on and on. Most students have the misconception that transferring to a new college is a bad thing, but it can actually help student in the long run. Here are some of the top reasons students transfer to a new college:

Two-year to a four-year: 35% of transfer students are community college students looking to finish their 4-year degree. One of the main reasons why students transfer is because they are leaving a 2-year school and want to attend a 4-year school with the intent of earning a baccalaureate degree. Many community college students have this in their long term game plan, but some students don’t. If you’re attending a 2-year college, you may want to look into transferring to a 4-year as you plan courses and select your concentration.

Four-year to two-year: 15% of transfer students reverse transfer. This is moving from a 4-year institution to a 2-year institution. Students are motivated by disappointment when the college experience turns out to be not what was expected. Draining financial resources also has a major impact. Some students just want to slow down. Situations change. Reverse transfer students often are trying to save costs and intend on transferring back to the 4-year program.

Sports transfer: This is a category of transfer that has been governed by athletic associations, rather than the academic institutions directly. Student transfers can occur because the coach and student have too much friction, the opportunity for playing is diminished or expectations are not well addressed.

Military transfer: Part of the benefit of the GI Bill and the recruiting benefits for families of Veterans and those in active duty is the ability to take college course work across a network of colleges and universities and earn a college degree across more than one institution. One school acts as the home college, or originating school, where the degree would be earned. The home school acts as the transcripting institution. Course transfer then occurs back to the home institution. If the institution accepts the course work, it is transcribed and matched with degree requirements. The subtle challenge for Military transfer is that some servicemen will change their home institution or change majors, resulting in re-assessment of their prior learning.

Moving away and out of town: People move every day. A student moving across town, out of county and out of State is a growing challenge for higher education. We are a mobile nation, with trains, cars and airplanes that can shift us from one part of the country to the other in hours. Some regions and States deal with higher mobility rates than others. We move for various reasonsl. Some move because of a job opportunity. Others move because of climate. Some move to get away from changes in their personal relationships.

Corporate transfer: Similar to moving, a person can be fully employed and enrolled in college when their job takes them away from a region. Some can be transferred overseas or across the US, stopping their education in mid-course. They also complete corporate university courses, which have been reviewed by American Council on Education (ACE). ACE makes credit recommendations for corporate university courses, and they are accepted by many colleges and universities treating the corporate training as course work transferred into the academic program.

Online and Distant Learning courses: The convenience offered by online courses is another reason why college transfer has mushroomed. Students can take courses anywhere, anytime. The impact on course transfer assessments is problematic since many online programs are not regionally accredited. This affects the perceptions of college transfer and how credits earned from online courses are assessed, counted or discarded - often with issues of accreditation.

Summer courses: Many students take courses from schools outside their institution over the summer, outside their region and even outside our country when they travel. They then apply for course transfer after completing the summer courses thinking they have saved time and money. Transfer assessment performed by your school requires that you get approval from your academic advisor before taking any classes outside your home institution – but you should also check with the Registrar and the team who validates and articulates transfer credit. The course transfer evaluation process will be impacted by the evaluator’s knowledge of the source institutions to determine the level of acceptability and applicability of course work to the receiving curriculum. It is always best to check course transfer acceptance before you enroll. Published course equivalencies can reveal comparability, but you still need to make sure your advisor accepts the course work from another institution.

Switching majors: Some colleges offer particular majors, but if you find that you want to change your major and switch colleges you’re probably not alone. When you change your major, you may realize that your school isn’t offering that particular major. When this happens, you’re not going to have any choice but to transfer. Changing majors impacts how course credits are counted and often requires additional course work. Switching from Nursing to Marketing for example, may mean that some of the health care courses overtax your electives because they aren't relevant to your new major. You will likely end up taking more courses to satisfy the degree requirements.

Restarting and returning to college: When you’re ready to look for a new college that offers your major, you’re going to have to research going back to college from different perspectives such as time availability and convenience. Make sure you take your time to find a new school and study the programs offered before enrolling. There are over 40 million adults in the U.S. alone with some college level experience that never finished college. There are millions more across the world. As circumstances evolve, such as unemployment and recognition of the need for further education, students return to college to earn a credential and to gain the training they are looking to expand their job opportunities.

Social circumstances: In the beginning of any endeavor, we usually feel uncomfortable with new settings especially when everyone is a stranger. It may be the roommate or the abrupt confrontations that occur. It could be the sharing or lack of it in the residence halls to the rules governing dating, cars, drinking, parties and other social circumstances. Some can adapt quicker than others. Attending college will take us out of our comfort zone. You might feel uneasy with the school, the people, the environment and the expectations. That is why 45% of students attending a 4-year program, many away from home, will transfer out or stop-out all together within their first two years of starting their studies. Social circumstances may impact you more than you think. Feeling isolated without friends may be just too much.

Moving back home: Anything from not making friends to the new surroundings or just not liking the campus, might be depressing and make you miss the people back home. Moving thousands of miles away and spending all that money on college may be just too much to take when the confusion and isolation set in. Most students contemplate giving up and moving back home. As the weeks go on, some students learn to adapt. If you find yourself still disliking your school after one year, you should look into transferring to another school to accommodate your feelings and needs.

Not a good fit: Another main reason that students transfer is that they find the school is not what they thought it would be. What is fit? It may you don't feel adequately challenged academically. Fit is subjective. The challenge to stick with it and get through the rough spots may take too much out of you. Whatever you do, don't bad mouth your old school to your next school. Keep a positive view of learning and the circumstances why things did not work out as planned.

Financial reasons: If you find yourself in a financial bind, you may want to look into going to a different school since they all vary when it comes down to money. You’ll be surprised at how much some schools differ from each other. The expensive institutions wrap discounting with various methods. There are many ways to find money to pay for school – not just taking out loans. Make sure you do your research when looking for an alternative school and financial aid options. How much will it cost you to complete is a different question than how much is the tuition. If you think you want to transfer schools for financial reasons, you’re not alone. Just make sure that you think your decision through.

Changing career directions: This is a biggie. You could argue it is related to returning to college with some college experience already under your belt. However, many students already have a college degree and are looking to shift their focus from what they have specialized in already. Earning a second college degree in another subject can involve getting credit for some of the course work they previously had taken, like management courses or marketing courses. The practices across schools vary.

Life and work experience: How does life and work experience count toward a student's program area of interest? Can courses in a new program of study and major be skipped when evidence of knowledge is presented? Certainly, and the offset of course credits earned through PLA (prior learning assessment) for instance, are treated like course transfer credits with pass/fail. Grades from PLA are usually not counted, nor included in the overall or major GPA. Yet, whatever courses you can skip will surely help your wallet.

Academic challenge: Another biggie. I can’t tell you how many students take two, three and even four years of course work and near the end of their studies when their GPA drops below the threshold of academic progression (the term meaning acceptable levels). Since we get calls from students and parents with this circumstance all the time, I know it happens a lot. This happens in the later semesters and terms when the subjects become more specialized and difficult. What do you do with 100 credits in a Veterinary Program when your GPA falls below 2.0? Difficult question. Some try to find a way back. Others lose credits when they change pathways.

International transfer: Study abroad and students coming to the U.S. to complete their degree are treated like transfer students. Transcripts are reviewed and course work assessed. Course transfer or some level of rigor to review the validity of the source of international education impacts those that assess. Study abroad with cooperating institutions nominate students and formally oversee their educational activities. Course work credit and degree requirements are usually satisfied by a block or term base.

Self-paced, open courseware transfer: This will have a huge impact in the future. Students explore self-paced, online learning courses that are free across hundreds of universities on the web today. The open courses enable students to study and learn at their own pace, but have little support services compared to traditional courses or other online courses for which a student pays. Still, these courses do get assessed and the learning is counted as transfer credit.

Testing out of courses: Millions of students annually take advanced placement courses with the idea that some of the courses early in their college career can be skipped when their test scores reveal comprehension and knowledge. Testing out is also supported by the DSST, CLEP and other test instruments prepared by departments and their faculty. The course work is treated like course transfer credits when accepted.

Read More on the implications of Transfer Credit and how students Earn their Degree at CollegeTransfer.Net.

Tis the Season - The 12 Surprises of Transfer

A parody of the famous Christmas Carol to help set the season. Like any holiday celebrated by millions and millions of people, student transfer has its surprises and is celebrated by millions of people this year.

It is a cumulative song, in that each verse is built on the previous verses. It culminates on the twelfth day, when the gifts are 12 Drummers Drumming, 11 Pipers Piping, 10 Lords a-Leaping, 9 Ladies Dancing, 8 Maids a-Milking, 7 Swans a-Swimming, 6 Geese a-Laying, 5 Gold Rings, 4 Colly Birds (often given as "Calling Birds"), 3 French Hens, 2 Turtle Doves, and a Partridge in a Pear Tree.

It has been one of the most popular and most-recorded Christmas songs throughout the past century. Now, let's try singing the CollegeTransfer.Net version.



On the first day of Transfer, my counselor sent to me:

A note suggesting I finish college at Monster U.

On the second day of Transfer, my counselor sent to me:

Two transfer agreements (my college and Monster U.)

A note suggesting I finish college at Monster U.

On the third day of Transfer, my counselor sent to me:

Three waffling words. (Remember.comparability, applicability and articulation)

Two transfer agreements (my college and Monster U.)

A note suggesting I finish college at Monster U.

On the fourth day of Transfer, my counselor sent to me:

Four phones calling. (No one stop shop.)

Three waffling words. (Remember.comparability, applicability and articulation)

Two transfer agreements (my college and Monster U.)

A note suggesting I finish college at Monster U.

On the fifth day of Transfer, my counselor sent to me:

Five golden loans. (Pay tuition over thirty years.)

Four phones calling. (No one stop shop.)

Three waffling words. (Remember.comparability, applicability and articulation)

Two transfer agreements (my college and Monster U.)

A note suggesting I finish college at Monster U.

On the sixth day of Transfer, my counselor sent to me:

Six programs to ponder. (How does this help me get a job?)

Five golden loans. (Pay tuition over thirty years.)

Four phones calling. (No one stop shop.)

Three waffling words. (Remember.comparability, applicability and articulation)

Two transfer agreements (my college and Monster U.)

A note suggesting I finish college at Monster U.

On the seventh day of Transfer, my counselor sent to me:

Seven ways credits crumble.[1]

Six programs to ponder. (How does this help me get a job?)

Five golden loans. (Pay tuition over thirty years.)

Four phones calling. (No one stop shop.)

Three waffling words. (Remember.comparability, applicability and articulation)

Two transfer agreements (my college and Monster U.)

A note suggesting I finish college at Monster U.

On the eighth day of Transfer, my counselor sent to me:

Eight careers considered. (Targeted aspirations)

Seven ways credits crumble.[1]

Six programs to ponder. (How does this help me get a job?)

Five golden loans. (Pay tuition over thirty years.)

Four phones calling. (No one stop shop.)

Three waffling words. (Remember.comparability, applicability and articulation)

Two transfer agreements (my college and Monster U.)

A note suggesting I finish college at Monster U.

On the ninth day of Transfer, my counselor sent to me:

Nine semesters sequenced. (four years? No way)

Eight careers considered. (Targeted aspirations)

Seven ways credits crumble.[1]

Six programs to ponder. (How does this help me get a job?)

Five golden loans. (Pay tuition over thirty years.)

Four phones calling. (No one stop shop.)

Three waffling words. (Remember.comparability, applicability and articulation)

Two transfer agreements (my college and Monster U.)

A note suggesting I finish college at Monster U.

On the tenth day of Transfer, my counselor sent to me:

Ten electives evaporate. (Too many electives to articulate)

Nine semesters sequenced. (four years? No way)

Eight careers considered. (Targeted aspirations)

Seven ways credits crumble.[1]

Six programs to ponder. (How does this help me get a job?)

Five golden loans. (Pay tuition over thirty years.)

Four phones calling. (No one stop shop.)

Three waffling words. (Remember.comparability, applicability and articulation)

Two transfer agreements (my college and Monster U.)

A note suggesting I finish college at Monster U.

On the eleventh day of Transfer, my counselor sent to me:

Eleven faculty fainting (They can’t believe I can persist)

Ten electives evaporate. (Too many electives to articulate)

Nine semesters sequenced. (four years? No way)

Eight careers considered. (Targeted aspirations)

Seven ways credits crumble.[1]

Six programs to ponder. (How does this help me get a job?)

Five golden loans. (Pay tuition over thirty years.)

Four phones calling. (No one stop shop.)

Three waffling words. (Remember.comparability, applicability and articulation)

Two transfer agreements (my college and Monster U.)

A note suggesting I finish college at Monster U.

On the twelfth day of Transfer, my counselor sent to me:

Twelve websites a-leaping (To Find transfer information.)

Eleven faculty fainting (They can’t believe I can persist)

Ten electives evaporate. (Too many electives to articulate)

Nine semesters sequenced. (four years? No way)

Eight careers considered. (Targeted aspirations)

Seven ways credits crumble.[1]

Six programs to ponder. (How does this help me get a job?)

Five golden loans. (Pay tuition over thirty years.)

Four phones calling. (No one stop shop.)

Three waffling words. (Remember.comparability, applicability and articulation)

Two transfer agreements (my college and Monster U.)

A note suggesting I finish college at Monster U.



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[1] too old, too little, not rigorous, not comparable, not relevant, not applicable, not required

The Catch-22 Dilemma with Transfer of Credit

The postsecondary education system is severely challenged by Academic Credit Portability both at the micro and macro levels. We are in a Catch-22 type dilemma. The underlying assumption on who has the responsibility to address the transfer process has generally rested with institutions. We expect every institution to provide better information on transfer policies and publish their course articulation agreements. We expect “feeder” schools (a.k.a. community colleges and other 2-year institutions) to prepare students for transfer to a baccalaureate institution and to guide their course selection accordingly. Because institutions generally operate independently, the costs associated with transfer processing arise from the methods and procedures in enrollment and articulation. Traditional enrollment and registration processing assumes student and course data is internal, or within “the grasp of” systems managed by the institution. Transfer processing introduces a new wrinkle to this traditional model where data and methods to process rules and policies cross institution boundaries. Course data and prior academic progress is somewhat analogous to bank-account information, but today it is not as easily accessible. 

At the macro level, states have absorbed the transfer processing costs, which are concealed within the ever-increasing administrative budget of the state-funded institutions. The primary focus for improving transfer processing in a public-institution system is on making academic institutions accessible, open and transparent to the prospective student population. Once enrolled, student progress towards graduation has an impact on work-force development and tax revenues, and thus on the economy. Transfer outcomes can “bleed” across state lines, creating positive or negative flows of transfer students (“net migration”). This movement is challenging to states as they compete for the necessary human capital; to support their economic development objectives. Public institutions view the transfer of students and course credits differently than private and for-profit institutions, further complicating the equation. 

The assumption that institutions can “go it alone” has been based on initiatives and new costs to help influence their policies and administrative practices. Some states have created common course numbering systems or attempted to build transfer policies for general education requirements. Others have created initiatives to develop transfer articulation agreements among collaborating institutions and to present “planning guides” to prospective students prior to their enrollment as transfers. 

States and institutions are doing what they can to support transfers “in and out,” given access to tools they either build on their own or acquire. They often duplicate efforts, mapping course equivalencies and attempting to facilitate every transfer-student need, incrementally. The result: attempts to build ‘standalone’ or ‘regional’ solutions and to dedicate staff resources, further complicating processes and increasing costs. The intent is to make the process seamless and user friendly. However, the lack of process consistency, the lack of accurate data, the lack of a federated toolset to support collaboration, and a reluctance to tackle process improvements focused on serving both institutions and students make these investments counterproductive, because they are based on subjective, labor-intensive, and geographically-bound approaches.

The underlying assumption that institutions handle transfers “in and out” with internal processes is part of the problem. It is misleading to think that every institution has the resources and wherewithal to solve the transfer challenges they face internally, as well as the ones their student-consumers bring to them. Each institution’s education-mission framework is a lot like each country’s monetary policies, conversion rules, fees and methods of exchange; recognition of the complexities of inter-institution Academic Course Mobility leads to the conclusion that we need a standard like the “international monetary fund” that equates courses in the context of their curriculums and/or learning outcomes.

Branding and Transfer of Credit

Academic credentials are often equated with degree completion. They are like the tags sewn inside the back collar of our shirts or on the hem of our dresses. We carry the brand around where ever we go. Regardless of whether we have completed the academic program, we still look to be a member of the group. The institution’s brand plays a major role in creating the perception of the value of someone’s prior academic accomplishment.

Employment history is similarly “branded.” The organizations for which you have worked and your contributions to the goals of those organizations are another form of credentials.

These brands also play a major role in how transfer-credit evaluation, assessment and articulation vary. Results of an evaluation of transfer credits and course equivalencies can vary greatly. They are based upon who reviews the courses an applicant has taken at another institution and/or the training the applicant has received as a result of their work experience. The decision makers’ perception of the quality of that institution or that employer may vary.

To what degree should a decision that can significantly impact the lives of prospective students be subjective? The challenge to make the process of transfer of credit fair is steep because of the inherent implications mentioned. Judgments are subjective and influenced by the level of information revealed, reviewed and included in the assessment process. When information is scarce or stale or nonexistent, one risks losing the value of prior learning, even though all learning has value.

Thus, we need to utilize ways to minimize the subjectivity and lack of information when considering transfer of credit, by moving away from standalone and isolated systems to systems that help overcome the gaps in access, archival and reflection. Transfer of credit should be based upon learning outcomes reflected in the skills, knowledge, competencies and effort demonstrated by prior learning.