"A community college transfer student described the process of having their previous courses evaluated as a "six- to eight-month battle" that soured the joy of transfer admission and sent them on a wild goose hunt to track down prior course materials to prove their worth. "I had to fight with my department and contact all of my old professors from my community college and get syllabi and [approval] took so long ... I had to send it back three times.""
"A learner transferring from a private university expressed the heightened anxiety they experienced in the process and the high stakes at hand: "I think maybe three of my courses transferred over two years. I submitted like over 20 petitions just to get my credits to transfer over ... it's been a little bit difficult and really stressful because my program specifically kicks you out if you don't graduate in two years.""
"A student working full-time who sought a prior learning assessment, only to be met with silence and delays over the course of a year, spoke frankly: "My faith ... dropped each semester and I got to the point of acceptance, like, 'Oh, it's OK. I'll just take the classes again ... It's gonna be easy because I've already taken them before. I'll be fine. I won't have to study as much.' But yeah, it's just extra classes that I could have minimized.""
Credit evaluation across five public community colleges and universities revealed pronounced pain points for learners and campus personnel. Learners encountered prolonged delays, repeated document requests, and inconsistent transfer credit decisions. Transfer students described multi-month evaluations, numerous petition submissions, and burdensome requirements to obtain prior syllabi or instructor approvals. Prior learning assessment seekers experienced long periods of silence and delays that prompted retaking courses. High-stakes program timelines amplified anxiety and risked dismissal. Late identification of additional general education requirements produced frustration and wasted time. Administrative processes and procedural inefficiencies contributed to these negative outcomes.
Read at Inside Higher Ed | Higher Education News, Events and Jobs
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