2. Christine Arnold Ph.D. Candidate University of Toronto/OISE The Student Mobility Challenge

3. Transforming a Loosely Coupled System 88 66 55 4 4 3 3 2 2 1 1 Vision 2000 Pitman Report: Task Force on Advanced Training The Port Hope Accord Postsecondary Education Choice and Excellence Act The Rae Review College-University Consortium Council (CUCC) Steering Committee on Credit Transfer Honourable John Miloy -73.7 M / 5 years 7799 ONCAT Portal 10

4. Spend afternoon investigating transfer policies at each institution Limited General Arts and Science college to university course equivalencies Unable to plan credit-by- credit transfer accurately Difficulty locating transfer advisor/staff Asked to submit course outlines for credit assessments Investigate increased multilateral articulation agreements View terms for agreement renewals and cancellations View new transfer student orientations Investigate the OPTG compare function Save search results in OPTG to review tomorrow

5. Student satisfaction and need Program affinity Shared vision of executive heads Respect professoriate Geographic proximity Learning outcomes Economics Why Student Mobility?

6. Ontario Online Institute Teaching Intensive Universities College-University Combinations College first- and second- year university level arts and sciences Satellite Campuses Do our Options Change our Need for a Transfer System?

7. Ontario Online Institute Database of course equivalencies for online courses Expedited registration in online courses via information exchange through an OOI portal Links to institutions’ policies and advisors 40% of Alberta’s online Athabasca University students come from Ontario “Credit transfer is about more than online learning and is already being addressed through a more substantial system response”

8. Campus 2020: Thinking Ahead-Teaching Intensive Universities Cohort of 23,506 students, 19 institutions, fall 2003, eligible to transfer to a research intensive university in 2004/05 Student Transition Project data-2009/10 academic year Teaching Intensive Universities Fall of 2004, 7,408 (31.5%) of the ETR’s enrolled at a teaching intensive university 931 (12.6%) of these students subsequently transferred to a research intensive university 4,338 (18.5%) earned Bachelor’s degree or higher 1,233 (5.2%) earned diploma or certificate

9. Campus merger with the University of Alberta on July 1, 2004, Augustana University College became Augustana Faculty “A liberal arts and sciences education helps form the whole person, leadership is strongest when in service to others, and cooperation is critical to success” College First- and Second-year University Level Arts & Sciences Biology Augustana BIO 216AthabascaBIOL 3xxUniversity of Lethbridge BIOL2xxConcordia University College BES 225 University of Calgary ZOOL 377University of Alberta ZOOL 225

10. Integrated degree and diploma Faculty and resources Undergraduate programming Programs in demand Combined academics and administration Satellite Campuses: College- University Combinations

11. Parents Students MPPs Mayors PSE Initiatives Questions for Consideration

12. Thank-you Christine Helen Arnold Ph.D. Candidate, Higher Education OISE/University of Toronto c.arnold@utoronto.ca