Articulation. Collaboration and partnership are key for the University, and we are focusing on how our collaborations will have the greatest impact for widening participation in the whole sector. We will continue to work with our Further Education College and university partners to identify new progression routes and develop mutually beneficial foundation/bridging courses to enable progression to year 1 or 2. We already run programmes where we are pleased to accept a number of HNC/HND qualifications for entry to our undergraduate degree programmes. A sample of these are at annex 2. We are currently engaging with Fife, West Lothian and Edinburgh Colleges to develop articulation routes, as well as with Xxxxx Xxxxxxxx University to seek articulation pathways for students from a non-traditional route into Medicine.
Articulation. We are committed to working with college partners to maximise progression from college to university and have a comprehensive set of articulation agreements with colleges across Scotland. We are committed also to retaining such entrants, and are pleased to report a retention rate of 93% for this category of student entrant. As referenced in section 4.1.3 above, we are working to develop articulation opportunities beyond those afforded by articulation agreements. The BSc (Hons) Degree in Sport Rehabilitation to be delivered with Edinburgh College and City of Glasgow College will WE are offering a NQ Access to Paramedic Science course developed in partnership with Edinburgh College provide an Associate student route to a professionally recognised award not available currently in Scotland that we are confident will provide an attractive option for students at the partner colleges. The development is part of our commitment to providing an integrated tertiary education model through collaboration with further education partners, and adds to the growing portfolio of QMU degrees delivered at college campuses across the country. We consider that this model of delivery has the potential to increase student articulation numbers, but it does require a flexible funding approach across all partners ie the university, colleges and the SFC. The NQ Access to Paramedic Science course developed in partnership with Edinburgh College welcomed its first cohort of students in September 2021. This programme offers learners a qualification that will be accepted for L1 entry, or for a relevant HN if this is required. Developing this qualification in partnership with Edinburgh College secures a more coherent learning experience, and provides opportunity for university-to-college mentoring and volunteering. We are delighted to continue to be the main HEI partner in the Xxxxxxxx.xx.xx web based application (see xxx.xxxxxxxx.xx.xx). We are working with Edinburgh and Fife Colleges on phase two of this exciting development, and are delighted that Skills Development Scotland (SDS) has integrated the database into ‘My World of Work’, which will significantly increase its reach and usage. Through our College Partnership Manger we will continue to contribute to the development of articulation policy and practice through membership of the SCAPP Articulation Network, the US/CS Joint Advisory Group on Articulation, and the SQA NextGen HN Project Articulation and Progression Working Group.
Articulation. GCU is a leading university for attracting students from college, with significant numbers of entrants joining Levels 2 and 3 with advanced standing. We are committed to providing an excellent University experience for articulating students, supported by academic staff, School‐based learning development centres, central support services and the Students’ Association. In 2013‐14, GCU exceeded its articulation target and in 2014‐ 15 GCU has 1,000 articulating students, including the 157 additional articulation places awarded by SFC. Our initial evaluation of the Additional Articulation Places Scheme also shows that while 76% of respondents indicated that they intended to progress to degree study at GCU when they commenced their HN study this figure had risen to 95% about one year into their HN study. Furthermore, 42% of respondents viewed themselves as a part‐college / part‐university student, suggesting that GCU’s approach has promoted a sense of learning pathways. GCU is committed to maximising opportunities for guaranteed progression from colleges through Articulation Agreements, whilst also ensuring that articulation places are available for students not coming directly from college. We play a key role in creating new articulation routes, for example the new pathway for Nursing and an Indie Games Development programme designed with college partners and Creative Skillset UK. Having successfully mainstreamed articulation across the University, we aim to maintain a leading position for articulation, as part of our wider agenda on promoting inclusive opportunities. We will work in partnership with the SFC, universities and colleges on initiatives such as the National Articulation Database, the Glasgow Curriculum Review and the evaluation of the Additional Articulation Places Scheme. Retention and student support GCU performs strongly in retention indicators and, coupled with high proportions of widening access students, this demonstrates our success in identifying and removing barriers to retention and student success. All Institutions Glasgow Caledonian University 40% most deprived 20% most deprived Overall 100% 90% 80% 70% 60% 50% Figure 2: Retention rates for Scottish domiciled undergraduate full‐time students 2012‐132 93% 91% 91% 92% 87% 88% 2 xxxx://xxx.xxx.xx.xx/communications/Statisticalpublications/2014/SFCST062014.aspx Reducing barriers to retention GCU has a number of key initiatives which focus on supporting retention and student success, includin...
Articulation. The CCC ADT will be articulated by the AICCU-PIs at the degree level to comparable AICCU- PI majors. AICCU-PIs will publish transfer information for the CCC Transfer Centers. Students awarded an Associate in Art for Transfer (AA-T) or Associate in Science for Transfer (AS-T) and accepted for admission in a similar AICCU-PI program will enroll at that AICCU-PI at junior standing, and require no more than 68 additional semester units and 102 additional quarter units at AICCU-PIs to complete a bachelor’s degree within the similar program. High unit majors and additional campus-specific courses or requirements that an institution requires for graduation by all undergraduate students, and that would not otherwise be considered an educational requirement at a public institution shall be exempt from the unit cap.
Articulation. With respect to students wishing to complete their education at WGU, WGU will: 1) provide CCCCO with the major preparation requirements for each of WGU’s majors, and 2) initiate/continue major preparation articulation agreements, to the extent feasible, with all CCCs. CCC Associate Degrees for Transfer (AA-T/AS-T) will also be articulated by WGU at the degree level to comparable WGU majors. WGU will publish transfer information for the CCC Transfer Centers. Students awarded an Associate Degree for Transfer (AA-T/AS-T) and accepted for admission in a similar WGU program will enroll at WGU at Junior standing, and require no more than 60 additional semester units at WGU to complete a bachelor’s degree within the similar program.
Articulation. The Conservatoire’s proportion of Scots-domiciled undergraduate entrants recruited with HN qualifications over the last 4 years is as follows: Year Number with HNC %age of intake Number with HND %age of intake Total %age of intake 2012/13 28 20 14 10 42 30 2013/14 26 21 13 11 39 32 2014/15 16 11 12 8 28 20 Typically, HN entrants join year 1 of their Conservatoire programme. We recognise that that extends the learner journey but we believe (as do our applicants/students) that it is in our HN entrants’ own interests to do so. We begin to create a cohesive and creative learning and artistic community from day 1 and our students co-create (and develop in) that unique environment over a programme’s entire duration. Because of the potential to disrupt the cohesion of the learning community and also because it would be overly challenging for a student to locate and develop her/his artistic personality in a foreshortened timescale it is, generally, not possible to introduce students into that environment beyond year 1. We do, however, on a case by case basis, accept applicants into our programmes through Recognition of Prior Learning, but only in exceptional circumstances Although the Conservatoire does not offer articulation (except on an ad hoc an individual basis), we do engage with the college sector in a number of ways, most notably through our leadership of the Scottish Drama Training Network (SDTN). The Network (which comprises 16 institutions) has proven to be effective in promoting sectoral cohesion and in promoting the sector to its stakeholders, including industry and the secondary school sector. Although subject to a decline in the current year, over the piece, the Conservatoire has significantly increased its intake of home-based HNC and HND students over the past four years. We believe that that is directly related to the success of the Network and the Conservatoire’s leadership role in it. The Conservatoire’s Postgraduate Certificate in Learning and Teaching in Higher Arts Education, which has had a transformational impact internally, is now available to students from elsewhere and, in session 2014/15, 2 students were recruited from the college sector (Inverness College and Edinburgh College). We intend to build on that level of recruitment and we anticipate that the programme will make a significant contribution to the enhancement of learning and teaching in and for the performing arts in the college sector. We also work with partners in the colleg...
Articulation. The Parts of the Vocal Tract; Places and Manners of Articulation. Practical Activities:
Articulation. NECSS programs and services shall be articulated with other area career and technical programs and services provided through business and industry, elementary school districts, and private schools to provide an effective network of area programs and services. Articulation between participating elementary and high school districts and the college will provide for: • Program alignment and continuity for career development in occupational areas where NECSS programs are offered; • Transition of students from one level to another in occupational areas without unnecessary delay or duplication of effort; • Cooperation in joint use, where possible, of facilities, equipment, and staff; and • Cooperative efforts in continuous planning development resource use, evaluation, and improvement of programs to serve both youth and adults as well as the area’s economic development needs.
Articulation. The Conservatoire’s proportion of Scots-domiciled undergraduate entrants recruited with HN qualifications over the last 3 years is as follows: Year Number with HNC %age of intake Number with HND %age of intake Total %age of intake 2013/14 26 21 13 11 39 32 2014/15 16 11 12 8 28 20 Typically, HN entrants join year 1 of their Conservatoire programme. We recognise that that extends the learner journey but we believe (as do our applicants/students) that it is in our HN entrants’ own interests to do so. We begin to create a cohesive and creative learning and artistic community from day 1 and our students co-create (and develop in) that unique environment over a programme’s entire duration. Because of the potential to disrupt the cohesion of the learning community and also because it would be overly challenging for a student to locate and develop her/his artistic personality in a foreshortened timescale it is, generally, not possible to introduce students into that environment beyond year 1. We do, however, on a case by case basis, accept applicants into our programmes through Recognition of Prior Learning, but only in exceptional circumstances. Although the Conservatoire does not offer articulation (except on an ad hoc an individual basis), we do engage with the college sector in a number of ways, most notably through our leadership of the Scottish Drama Training Network (SDTN). The Network (which comprises 16 institutions) has proven to be effective in promoting sectoral cohesion and in promoting the sector to its stakeholders, including industry and the secondary school sector and establishing/securing learner pathways through to higher education and employment. The Conservatoire has significantly increased its intake of home-based HNC and HND students over the past four years (peaking in 2013/14). We believe that that is directly related to the success of the Network and the Conservatoire’s leadership role in it. In 2016/17 our objective will be to: • Work with SFC and other partners to secure a sustainable future for the SDTN. Protected Characteristics According to HESA data, in session 2014/15: • 22% of Conservatoire students declared a disability, compared with 8% across the Scottish HE sector; • 7% of UK based Conservatoire students are from black and ethnic minority backgrounds, compared with 7% across the Scottish HE sector. Specifically in relation to disability in the current session (2015/16) thus far, 23% of Conservatoire students have declared a d...
Articulation. To articulate Career Pathways courses taken at Seminole County Public Schools secondary schools to the College, students must meet the following requirements to earn college or vocational credit:
