Council explores a unified 'credit mobility' approach to help students carry diverse learning into credentials

WSAC staff presented a proposed framework for "credit mobility" — a student‑centered approach that treats learning earned in dual enrollment, military training, employer programs and prior‑learning assessments as transferable, validated miles toward a credential.

"Credit mobility means that there are multiple on ramps to the same highway," Abby Chen (S9) said, explaining the concept and showing examples ranging from dual credit and running start to joint services transcripts and academic credit for prior learning. Chen highlighted administrative bottlenecks: multiple transcripts or evidentiary formats, faculty time required to evaluate equivalencies, inconsistent institutional policies and uneven pre‑enrollment transparency about how credits will apply.

Council members urged caution about any approach that reduces student choice. Several members said students sometimes prefer to retake courses for confidence and preparation even when prior learning could be credited. Members also asked staff to monitor federal negotiated rulemaking and accreditor (NWCCU) activity that may change transfer expectations at the national level, and recommended bringing accreditor and federal guidance briefings to an upcoming meeting.

Staff said short‑term priorities include piloting cross‑institution tools for students to preview how credits map across campuses, expanding research on student experiences in transfer, and working with SBCTC and institutional partners to scale advising reforms that support mobility.