March, 2017
Academic and Student Affairs
Minnesota State Transfer
Pathways Template
Pre-Social Work Transfer Pathway AA
www.asa.mnscu.edu/transfer/pathways/
Minnesota State
Transfer Pathway Template
Pre-Social Work Transfer Pathway Associate of Arts
Date Developed: Spring 2017
Date Final Pathway Approved: March 2017
Campus preparation/implementation begins: Fall 2017
Earliest date program available to students: Fall 2018
Date to be reviewed: Spring 2022
Introduction and Overview
The purpose of a Minnesota State Transfer Pathway is to identify the courses a student at a
two-year college completes as part of an associate degree. Transfer Pathway associate degrees
(AA, AS, or AFA) are accepted at any Minnesota State university that offers a designated
bachelor’s degree. The university guarantees that a student transfers into a designated
bachelor’s program with junior standing and may complete the bachelor’s degree with an
additional 60 credits.
In accordance with the Laws of Minnesota 2015, Chapter 5, Article 3, Section 21 all Minnesota
State Colleges and Universities (Minnesota State) agree to the following principles governing
the transfer pathways for baccalaureate degrees. This transfer pathway specifically ensures
that a student who successfully completes a Pre-Social Work Transfer Pathway Associate of Arts
(AA), Associate of Science (AS), or Associate of Fine Arts Pathway can transfer the entire
completed degree into a designated parallel baccalaureate degree program in Social Work at
one of the seven Minnesota State universities.
Transfer Pathways will:

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

Be associate degrees, comprised of 60 semester credits (unless a prior waiver has been
granted), excluding any required developmental or remedial courses.
Meet all lower division major content and competency requirements needed to prepare
students to enroll in the major at the university.
Identify and require inclusion of prerequisite courses and the designation of Minnesota
Transfer Curriculum courses, as needed. All courses are included in the 60 credits.
Include lower division experiential learning activities required by direct entry university
students. Examples include but are not limited to: service-learning, internships,
undergraduate research etc. The lower division courses that are intended for the major
should be a minimum of 9 credits.
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Overview of the Pre-Social Work Transfer Pathway
The Council in Social Work Education (CSWE) is the accrediting body for undergraduate and
graduate Social Work programs. Before a program is accredited it must demonstrate that it
meets all guidelines set by CSWE in its Educational Policy and Accreditation Standards (EPAS),
and appropriate standards that fulfill the requirement for licensure from the Minnesota Board
of Social Work. The current 2015 EPAS for Baccalaureate programs requires that all students
graduating from accredited programs must demonstrate core competencies and practice skills
required of a beginning social work practitioner. Programs are accountable to both CSWE and
the Board of Social Work (BOSW) to ensure that these standards are attained.
All accredited programs must provide information on various aspects of the Educational Policy
that is aligned with CSWE requirements. For example, programs must demonstrate in the
Explicit curriculum which course sequence will be required of students (AS 2). In the Implicit
Curriculum, they must discuss Educational Policy on areas such as Assessments, Admissions,
policies and procedures concerning the transfer of credits (AS 3).
Council on Social Work Education (CSWE) Educational Policy and Accreditation Standards (EPAS)
also mandates that each program is to maintain autonomy of decision making including
curriculum development that is unique to the missions and goals of each program (AS 3.3.1). It
also requires specific minimum qualifications for faculty who are assigned to teach social work
practice based courses (AS 3.2).
The challenge for the TPT is how to develop a pathway that allow programs to maintain their
unique autonomy as well as achieve the State mandate of creating a single pathway for
students into a baccalaureate program with an AS degree.
The proposed pathway is designed to assist students’ transition into the baccalaureate
programs with good advising, as well as the knowledge that each program is unique and likely
will have additional entrance requirements beyond the pathway.
The group recommends that 7 specific general education courses be designated in the transfer
pathway. These identified courses are important in preparing students transferring and
completing the AA/BS/BSW/BSSW degree in a timely manner.
These courses (all of which meet MnTC Goal Areas) should be designated toward fulfilling the
60 credits required for the Associate of Arts degree. In addition to these general education
courses it is also recommended that a 3-4 credits Field Experience/Practicum course from
AA/AS degrees be included towards the 120 credits needed for BSW/BSSW degree. However,
this will not replace Field Practicum Experiences required to earn a BSW/BSSW degree, but
students could be given credit hours towards the total credit hours needed for a junior level
field experience at the University in addition to elective credits towards graduation.
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It is also recommended that 1 specific pre-major course be included in the pathway. This course
will prepare student towards the social work degree program and allow students the
opportunity to decide if they would like to pursue social work degree. It is recommended that
this course be accepted as part of the transfer courses if it follows the identified learning
outcomes for that course. This recommended pre-major course to be considered for inclusion
into the transfer pathway is Introduction to Social Work, Social Welfare or Human Services.
These designated courses will assist students to successfully transfer and complete their
baccalaureate degrees in a timely manner. The following are the 7 general education courses, 1
pre-major course and the Field Practicum Experience identified by the team:
1. Human Biology
2. General or Introduction to Psychology
3. Lifespan/Developmental Psychology
4. Diversity-Racial/Ethnic Awareness
5. Statistics
6. Introduction to Sociology
7. U.S/American Government
8. Field Experience
9. Introduction to Social Work, Social Welfare or Human Services
These are the recommended course of study for full-time Associate of Arts Transfer Pathway
degree. However, if a student is studying part-time, simply follow the appropriate courses listed
under the part- time sequence. Students will notice that in many instances they will be able to
choose the specific course needed from within a category.
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Degree Requirements for Pre-Social Work Transfer Pathway
The Social Work Major at a CSWE-Accredited institution builds on a liberal arts and sciences
foundation. Therefore, majority of the prerequisites for admission to the bachelor’s degree
programs are liberal arts courses. Required MnTC and specific content courses are listed
below. A grade of C or better is required in all social work, prerequisite, & related courses.
Typical
Course
Typical
Discipline
Typical Course Title
Credits
MnTC
Designator
Goal
Required Courses Intended for the Major
Usually the intended major’s core/foundational/beginning course(s). Delineate specific
courses and number of credits; include additional requirements such as lab or field
experiences. Courses may be in the discipline or they may be in related/supporting disciplines.
HSER/SW
Introduction to Social Work, Social Welfare or
Introduction to Human Services
HSER/SW
Field Experience
Subtotal of Credits
MnTC Courses The MnTC will be completed at the college
Requirement or Recommendation
English Composition - As required by the institution
Oral Communication: Interpersonal Communication
recommended
As required by the institution
Required: Human Biology
Second course as required by institution
Required: Statistics
Required: General or Introductory Psychology
Required: Introduction to Sociology
Required: Lifespan/Developmental Psychology
As required by the institution
Required: Diversity – Racial/Ethnic Awareness
Required: American Government
3
3-4
6-7
Credits
MnTC
Goal Area
1
1
3–4
3–4
3-4
9 - 12
2
3
4
5
6
3
3
7
9 and
possibly 5
7 – 10
Many courses from Goals 1 – 6 also meet Goals 7 – 10.
NA
40
Subtotal of Credits
General Electives
List the remaining credits. Ensure that any additional graduation requirements by colleges
can be included. List any lower-division elective courses that will support students’
preparation for the major but which may not necessarily count in the major.
Human Services courses (preferred) or additional MnTC
4 - 14
Total number of Credits
60
5
Notes and Comments:
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The Transfer Pathway degree template assumes that the student is college ready and
places into college level courses.
Categories of courses listed include:
o Courses which are required at the lower-division and will apply to major
requirements at the university.
o A restricted range of lower-division elective courses which will apply to major
requirements at the university. These courses should be ensured by the TPT not
to conflict or overlap with upper-division requirements at all universities that
offer the intended major. Students should choose courses based on their
interest, transfer university destination, and track into which transfer is
intended.
o General electives which may include a list of elective courses that will support
students’ preparation for the major and will not conflict with the requirements
of the intended major such as being taken at the upper-division level.
o Recommendations for MnTC courses that will best support the intended major.
o Additional courses in the discipline beyond those required in the pathway may or
may not be applicable to the university major.
Regarding the Minnesota Transfer Curriculum:
o Goal area requirements will vary based on degree type
 AA requires completion of all 10 goal areas (40 credits total)
o Colleges and universities may differ in their requirements for specific goals, e.g.,
the number of disciplines required within Goal 5.
o Many courses from Goals 1 – 6 also meet Goal 7 – 10. Credits count only once.
Students are advised to select MnTC courses with multiple goal assignments
whenever possible.
o If the MnTC is not completed: Students are advised to choose goal areas
depending on the transfer university destination. Thus, students should consult
with their advisor before selecting courses for satisfying the goal areas.
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Learning Outcomes for Preparation in Pre-Social Work
All the Social Work baccalaureate programs participating in the transfer pathway are CSWE
accredited programs. Therefore, the chosen competencies provide students with the requisite
introductory knowledge in the field of study as well as respecting the standards of accreditation
for each participating institution/program.
The Council on Social Work Education (CSWE) promotes a strong competency-based education
and uses the Educational Policy and Accreditation Standards (EPAS) 2015 to evaluate students’
preparedness into the Profession. This is based on the shared view that competency is the
ability to integrate and apply knowledge, skills and values into practice.
To assist students in preparation for Social Work programs the Transfer Pathway Team (TPT)
recommends the following Competency areas articulated in the 2015 EPAS by linking them to
the following nine introductory-level major-specific content areas. This knowledge and
comprehension can then be transferable from the associate degree institution to the
baccalaureate degree institution.
The following courses were identified as courses outside of the discipline that are required for
admission into the major. These are outcomes/competencies that are typically included in
these courses, but courses that include them and have been identified as equivalent
(individually or as a sequence) are acceptable.
For each of the specific courses that are preparatory to the major, list the minimum learning
outcomes that must be met. Optional: content topics may be listed for guidance only.
Competency Area #1: Background in humans and their environment, genetics, and
evolution.
Outcomes listed below are typically found in general human biology courses.
Coursework in this content area will develop a student’s knowledge of:
1. Human organ systems by structure and function.
2. Form, function and diseases associated with human organ systems.
3. Integumentary, skeletal, lymphatic, muscular, nervous, respiratory, sensory, urinary,
reproductive cardiovascular, digestive, endocrine human organ systems
4. Scientific Method
5. Histology
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Learning Outcomes:
Upon successfully completing this coursework, students will be able to:
1. Explain the relationship between form and function of human organ systems.
2. Describe how human organ systems integrate for overall form and function.
3. Describe how various disease affect human organ systems function and overall body
function.
4. Explain relevant scientific theories.
5. Explain the methods of scientific inquiry.
6. Understand the basic principles of cell structure, function, growth and reproduction.
7. Understand the principles of body organization, function of the organ systems, and
human reproduction and inheritance
Competency Area #2: Ability to analyze data and sample populations.
Outcomes listed below are typically found in general statistics courses.
Coursework in this content area will develop a student’s knowledge of:
1. Statistical terminology
2. Descriptive statistics
3. Probability and hypothesis testing
4. Correlation
5. Sampling methods, sample surveys and experiment designs
Learning Outcomes:
Students should be able to:
1. Analyze the purposes for descriptive statistics and the purposes of inferential
statistics
2. Understand the assumptions underlying discrete versus continuous variables
3. Understand the difference underlying nominal, ordinal, interval, and ratio levels of
measurements
4. Apply measures of central tendency and dispersion
5. Analyze qualitative variables with frequency tables and graphical charts
6. Analyze quantitative variables with frequency distributions and graphical charts
7. Analyze using bivariate correlational concepts, including regression analysis
8. Analyze using empirical and subjective probability concepts
9. Analyze using concepts from discrete and continuous probability distributions
10. Understand sampling methods
11. Demonstrate critical and logical reasoning when solving problems.
12. Apply simple linear regression and correlation techniques.
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Competency Area #3: Examination of the complexity of the structures and dynamics of
society.
Outcomes listed below are typically found in introductory sociology courses.
Coursework in this content area will develop a student’s knowledge of:
1. The scientific study of human interaction at the micro and macro levels.
2. Analysis of social structure, social relationships, social organization, and stratification
to deepen their understanding of how individuals function within larger social
contexts.
3. The application of sociological data, concepts, and theories to think critically about
social institutions.
Learning Outcomes:
Students should be able to:
1. Recognize sociological perspectives.
2. Apply basic sociological concepts to the study of social interactions.
3. Examine social structure, organization, and institutions.
4. Apply sociological research data to analyze social phenomena.
5. Analyze concepts of difference, deviance, and culture.
6. Examine how social interaction influences an individual's development.
7. Use sociological concepts and theories to analyze social institutions.
8. Develop a sociological imagination.
Competency Area #4: Understanding of the principles of psychology as well as the
ethical issues involved in the study of behavior and mental processes.
Outcomes listed below typically found in introductory psychology courses.
1.
2.
3.
4.
5.
6.
Survey of contemporary scientific psychology. Includes: research methods,
Biological bases of behavior,
Cognitive mechanisms,
Sensation and perception,
Learning and behavioral adaptation,
Development, social influences, and personality disorders.
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Learning outcomes:
Students should be able to:
1. Explain the scientific method, data collection, and analysis used in psychological
research.
2. Apply psychological theories, processes, and concepts to human behavior.
3. Explain strategies for self-discovery and insight.
4. Compare normal and abnormal behaviors.
5. Analyze cultural and historical perspectives in the science and practice of
psychology.
6. Demonstrate critical thinking skills applied to psychological phenomena.
Competency Area #5: Physical, cognitive, and social-emotional development in infancy,
early childhood, childhood, adolescence, early adulthood, midlife, and late adulthood.
Outcomes listed below typically are found in lifespan/developmental psychology courses.
Coursework in this content area will develop a student’s knowledge of:
1. Human biosocial, cognitive, and psychosocial development in diverse contexts from
birth to old age.
2. Scientific discoveries and theories;
3. Critical analysis of evidence supporting or contradicting those theories;
4. Basic concepts and terminology;
5. Integration of personal experience and developmental theory and research;
6. Related current public policy and diversity issues.
Learning outcomes:
Students should be able to:
1. Explain the scientific methodologies used in developmental psychology.
2. Compare the major developmental theories.
3. Demonstrate a basic understanding of the interaction of the developmental process
and periods of human development.
4. Integrate developmental theory and research with naturalistic and/or other
observations of individuals at various stages of development.
5. Compare personal development and projected future development across the
developmental life stages.
6. Evaluate and analyze current public policy issues in the field of developmental
psychology
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Competency Area #6: Understand how diversity and difference characterize and shape
the human experience.
Outcomes listed below are typically found in diversity-racial/ethnic awareness and social justice courses.
Coursework in this content area will develop a student’s knowledge of:
1. Critical thinking and questioning to define, recognize and analyze individual,
institutional and cultural/societal racism, sexism, classism, heterosexism and other
forms of oppression.
2. The development of practical skills for eliminating racism, sexism, classism,
heterosexism and other oppressive elements from personal, professional and public
3. lives.
4. How to engage respectfully in interpersonal relationships, and become empowered
to act as agents of social change.
5. Skills to create a more equal and just society.
6. A framework for exploring and understanding race and ethnicity in our world today.
Learning outcomes:
Students should be able to:
1. Critically examine ideas about people, perspectives, and experiences that are
different than their own.
2. Recognize and evaluate how their experiences impact how they view others.
3. Examine critically, and challenge, unexamined, stereotypical or false beliefs, values,
and opinions.
4. Critically examine the dehumanizing biases and misinformation that lead to
oppression that various groups in society experience.
5. Discuss the national debates which provide a societal context in which oppressive
behaviors occur.
6. Recognize ideological messages and social control in US culture.
7. Recognize and analyze the prejudices, privilege and power that motivate individual
and institutional classism, racism, sexism, heterosexism, and other forms of
oppression.
8. Explain the interrelationships of various forms of oppression.
9. Identify respectful interpersonal behaviors, and personal actions for challenging
disrespectful behaviors, discrimination and harassment, and skills in creating a more
supportive community for all people.
10. Plan constructive ways to act as allies in dealing with conflict, and in channeling
personal power toward societal change.
11. Examine successful social movements in the US that have challenged oppression.
12. Explain individual, institutional and systemic factors involved in inequality related to
race and ethnicity
13. Explain the meanings, origins and uses of race and ethnicity and related concepts
14. Understand their own attitudes and behaviors regarding race and ethnic differences.
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Competency Area #7: Provides students with the knowledge and understanding of social
welfare as a global social institution linked to the workings of other institutions and
shaped by the intersection of politics, economics, social circumstances and value systems
which impact different people in different ways.
Outcomes listed below are typically found in introductory or general US/American government courses.
1. Examine government institutions and political processes
2. Apply core concepts (e.g. politics, rights, obligations, justice, liberty) to specific
issues.
3. Critique alternative explanatory systems and political theories
4. Identify ways to exercise the rights and responsibilities of citizenship.
Learning outcomes:
Students should be able to:
1. Demonstrate an understanding of the processes of the United States government.
2. Understand the rights and freedoms granted by the U.S. Constitution to U.S citizens.
3. Apply critical thinking and analysis to U.S political systems.
4. Discuss the opportunities, challenges, and responsibilities of citizenship.
5. Define and analyze the democratic system of U.S governments.
6. Understand the key founding documents of the U.S. government (e.g. U.S.
Constitution)
7. Identify the three branches of the American national government and their roles
8. Examine the structure of American federalism, including the relationship between
national Government, states, and sovereign Native American tribal nations.
9. Discuss American political culture, including role of class, gender, ethnicity, race,
religion, and age.
10. Examine political ideologies, political parties, and the role of interest groups in
American government.
11. Discuss issues of American justice system and civil rights
12. Examine American federal policy making, including economic, social, educational,
foreign, and defense policies
13. Analyze and discuss historical and contemporary federal government issues
Competency Area #8: Experiential learning in a social service setting, a minimum of 120
hours and evaluated by a site supervisor
Outcomes listed below are typically found in a Field Experience or Practicum course of 3 – 4 credits.
Coursework in this content area will develop a student’s knowledge of:
1. Human Services and Social Work fields.
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2. Career paths in the social services.
3. Various needs of a client populations.
Learning outcomes:
Students should be able to:
1.
2.
3.
4.
Understand and identify professional roles and boundaries in human services.
Demonstrate professional demeanor in behavior, appearance, and communication.
Identify personal and professional values within the human services profession.
Develop self-awareness to eliminate the influence of personal biases and values in
working with diverse individuals.
5. Identify cultural and system structures that may marginalize, create, or enhance
privilege and power.
6. Identify agency and organizational policies that advocate social well-being.
7. Demonstrate professional communication with agency members and populations
served.
8. Identify the variety of social service delivery options available to individuals.
9. Examine the human diversity within social service settings.
10. Display cultural appropriate intervention and strategies which are congruent with
the live experiences of the individuals.
Competency Area #9: Provides students with the knowledge and values of the Social
Work Profession as well as the historical development of the profession at an
introductory level.
Outcomes listed below are typically found in Introduction to Social Work, Social Welfare or Human
Services course of 3 – 4 credits.
Coursework in this content area will develop a student’s knowledge of:
1. The Social Work profession.
2. The knowledge, skills, values and ethics involved in the practice of Social Work.
3. The many settings in which social workers practice and to the diverse client groups
whom social workers serve.
4. The professional NASW Code of Ethics
Learning outcomes:
Students should be able to:
1. Discuss the historical evolution of the social work profession.
2. Identify major fields of practice in the social work profession.
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3. Explain generalist social work as a profession;
4. Describe the roles and responsibilities of the social work profession within the social
welfare system.
5. Differentiate among professional social worker’s responsibility and other service
providers’ responsibilities.
6. Discuss social work’s perspective on human diversity, oppression, and privilege;
7. Discuss the values of the profession and recognize the NASW Code of Ethics as the
practice framework for generalist social work practice.
8. Demonstrate professional demeanor in behavior; appearance; and oral, written, and
electronic communication;
9. Identify their comfort level to work with persons different from themselves.
10. Identify selected social problems, social welfare agencies’ responses to these issues,
and the role that social workers play in these various settings.
11. Identify socioeconomic and related issues impacting populations at risk including
issues of social justice and systems of oppression.
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Degree Map and Course Sequencing
This is an example of a degree map/course sequencing for a full-time student in the Pre-Social
Work Transfer Pathway. Students are encouraged to see their advisor to facilitate planning a
part-time schedule.
College, Pre-Social Work Transfer Pathway, AA, 60 credits
Semester One (15 credits)
MnTC Goal 1 - College Comp. 1 (4)
MnTC Goal 5 - Intro to Sociology (4)
Intro to Social Work or Human Services (3)
MnTC Goal 3a & 9 - Human Biology (4)
Semester Three (14 credits)
MnTC Goal 3b & 10 – Phys. Science (4)
MnTC Goal 6 & 8 course (3)
MnTC Goal 4- Statistics (4)
MnTC Goal 5 & 9 POLS 1111 American
Politics and Government (3)
Semester Two (16 credits)
MnTC Goal 1 -College Comp. 2 (3)
MnTC Goal 5 - General Psychology (4)
MnTC Goal 6 course (3)
MnTC Goal 1- Communication course (3)
HSER course (3)
Semester Four (15 credits)
MnTC Goal 6 course (2)
MnTC Goal 7 – Diversity (3)
MnTC Goal 5 & 7 – Lifesp/Dev. Psychology (4)
Field Experience course (3)
HSER course (3)
University, Social Work, 60 credits
Semester Five (12-16 credits)
-Students will complete other required
prerequisites/electives or apply into a
specific social work program if prerequisites
are completed.
OR
-Students who have completed all
prerequisites will apply into a specific social
work program and begin taking social work
classes
Semester Seven (12-16 credits)
-Students continue taking program specific
coursework toward graduation and other
courses and or electives towards a minor or
needed for graduation.
Semester Six (12-16 credits)
-Students take coursework towards applying
into a specific program or continue taking
social work specific coursework.
OR
-Electives towards a minor or graduation.
Semester Eight (12 credits)
-Students continue taking program specific
coursework toward graduation and/or
electives other courses.
Credit Breakdown
MnTC credits at Community College
HSER/SW CC Courses
University Major Required credits
University General Electives
40 - 45
15 - 20
30 - 54
6 - 30
TOTAL
120 credits
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This is an example of a degree map/course sequencing for a Part-Time student at Inver Hills
Community College in the Pre-Social Work Transfer Pathway.
College, Pre-Social Work Transfer Pathway, AA, 60 credits
Semester One (11 credits)
MnTC Goal 1 - College Comp. 1 (4)
MnTC Goal 5 - Intro to Sociology (4)
MnTC Goal 6 course (3)
Semester Three (11 credits)
MnTC Goal 4- Statistics (4)
Intro to Social Work (3)
MnTC Goal 3a & 9 - Human Biology (4)
Semester Five (9 credits)
MnTC Goal 6 course (2)
MnTC Goal 5 & 7 – Dev Psychology (4)
MnTC Goal 5 & 9 POLS 1111 American
Politics and Government (3)
Semester Two (10 credits)
MnTC Goal 1 -College Comp. 2 (3)
MnTC Goal 5 - General Psychology (4)
MnTC Goal 6 & 8 course (3)
Semester Four (10 credits)
MnTC Goal 1- Communication course (3)
MnTC Goal 3b & 10 – Phys. Science (4)
HSER course (3)
Semester Six (9 credits)
MnTC Goal 7 – Diversity (3)
Field Experience course (3)
HSER course (3)
Credit Breakdown
MnTC credits at Community College
HSER/SW CC Courses
40 - 45
15 - 20
TOTAL
60 credits
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Designated Degrees
This Pre-Social Work Transfer Pathway AA will transfer into specific designated majors at the
universities within Minnesota State. A list of designated degrees will be posted at the Transfer
Pathways website as the universities identify and approve them.
There are additional admission requirements into Social Work programs beyond the
requirements of the university itself. Students should check with the Social Work Department
at the Minnesota State University you are interested in attending for the specific admission
criteria to that program. Requirements may include experience working with and commitment
to working with people of color, minimum GPA in specific courses, etc.
Additional Information about Transfer Pathways
Development of the Transfer Pathway
The Transfer Pathway was developed by a Transfer Pathway Team (TPT) composed of faculty,
staff, and administrators. Midway through the development process, a proposed Transfer
Pathway was vetted with a process including a discipline stakeholders’ meeting and the
opportunity to provide feedback through a survey. The final Transfer Pathway was approved by
the Transfer Pathways Coordinating Team (TPCT) and was made available to the campuses for
implementation.
Responsibilities of the Associate Degree Institutions (Colleges)



The AA leading to a parallel baccalaureate degree will include the minimum number of
credits and learning outcomes of -specific coursework that is preparatory for the major
as defined in the transfer pathway. Institutional partnerships may be necessary in order
to offer all courses at a college.
By awarding the transfer pathway AA, the degree granting institution is validating that
the student has met the learning outcome requirements outlined in the transfer
pathway.
The associate degree college will publish the transfer pathway at a minimum in the
catalog and on the campus website.
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Responsibilities of the Baccalaureate Degree Institutions (Universities)




The baccalaureate degree university will recognize all learning outcomes attained within
the transfer pathway AA degree and accept the transfer student who has earned the
Transfer Pathway associate degree with full junior standing.
Students will be accepted into a designated baccalaureate degree program as long as
enrollment capacity is available and the student has met specific admission
requirements of the program.
Transfer and direct entry students will be treated in the same manner with regard to
university policy and procedure including, admission to the university major, minimum
GPA and course work grade requirements. For example: The transfer of coursework
with a grade less than a “C” (2.0 on a 4.0 scale) in the AA transfer pathway will be
consistent with the policies of direct entry students at the university.
The baccalaureate degree university will publish the designated bachelor‘s degrees
associated with the transfer pathway at a minimum in the catalog and on the campus
website.
Transfer Appeal Process
Each bachelor degree university shall have a procedure through which a transfer student can
appeal a decision that he/she believes is not consistent with this transfer pathway using the
Transfer Review/Appeal process in eServices. The transfer appeal process shall be published, at
a minimum, in the institution’s information (catalog, campus website).
Transfer Pathway Revision and Assessment


Once a statewide Transfer Pathway has been approved, no amendments to the
agreement will be considered within the initial six (6) months of the Transfer Pathway.
After that time, an institution may send a proposed amendment to the TPCT for review.
Any amendment to the approved pathway must be forwarded to the TPCT. If the TPCT
determines the change to be substantive, they will recall the discipline TPT for review of
the amendment. If the amendment is not substantive, the TPCT will have at least thirty
(30) days to review, comment and approve or deny the proposed amendments.
o The TPCT will exercise the responsibility for monitoring the effectiveness of the
Transfer Pathway and its implementation.
o The system office shall collect data annually from the institutions that will enable
the TPCT to assess the effectiveness of the Transfer Pathways in fostering a
seamless transfer process and the academic success of the transfer students at
the senior institutions.
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


Institutional Resolution of Disputes
o In the event that an associate degree institution considers the decision of a
bachelor degree institution to be inconsistent with this Transfer Pathway, the
associate degree institution shall consult directly with the bachelor degree
institution and attempt to resolve the matter.
o If the institutions are unable to resolve the issue, the associate degree institution
may submit their concern to the system office. The system office will act
according to the policies and procedures developed as part of the statewide
transfer pathways to baccalaureate degree. The determination made by the
system office will be binding upon the parties.
Implementation Date and Availability
o Having fulfilled the requirements outlined in the Transfer Pathway to
baccalaureate degree, students transferring with an AA, AS, or AFA from a
participating institution will be considered by the receiving baccalaureate
institution to have received adequate preparation in the field of study at the
foundation level and therefore eligible to transfer as a junior into advanced
major coursework.
o Participating institutions will enact the Transfer Pathway in accordance to the
timeline outlined by the TPCT, but no later than fall 2017 or 2018 (depending
upon the transfer pathway).
o Continuation of the agreement remains in effect until such time as all
cooperating institutions of the statewide transfer pathways to baccalaureate
degree finally approve any revisions.
Maintenance of the Transfer Pathway
o The pathways will be reviewed by the discipline TPT every five years.
o If major changes develop in the discipline curriculum, a review may occur sooner
than five years.
Glossary of Terms
Advanced Coursework: Courses with advanced depth of content knowledge in the field of
study and carry the expectation of more complex competencies identified in the expected
student learning outcomes is referred to as advanced coursework. These courses may have
prerequisites and are usually beyond the “Introduction to…” or “Foundation of…” level.
Associate of Arts (AA), Associate of Science (AS), and Associate of Fine Arts (AFA): A degree
consisting of at least 60 college-level credits and designed for transfer into a baccalaureate
degree program, and consistent with the definitions and requirements in System Procedure
3.36.1 Academic Programs.
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Articulation Agreement: Articulation Agreements are formal agreements between two or
more colleges and universities to accept credits in transfer toward a specific academic program.
Articulation Agreements are mainly for specialized professional or technical programs offered
at colleges that can be applied to a specific major at the receiving university, and the entire
associate degree or program needs to be completed before transfer.
Career, Technical or Applied Courses: Courses that are part of a career degree that are very
specific and may not have an equivalent course at the university.
Competency: Includes knowledge, skills, and demonstrated abilities the student develops from
studying the required coursework and engaging in the experiential learning experiences of the
degree.
Content: Specific topic areas and depth of instruction of the topic areas that need to be
addressed for the student to be successful upon transfer. The content should align with
competencies and be delineated in the agreement.
Designated Baccalaureate Degree: A bachelor’s degree program in a comparable field of study
and with similar foundation-level discipline-specific competencies determined to be the
receiving degree program for the transfer pathway (AA, AS, AFA) associate degree program.
Direct Entry Student: A student who entered a given university without first matriculating at
another college.
Discipline-Related Courses: Courses the TPT identified as part of the associate degree in the
transfer pathway that will apply to the designated baccalaureate degree. Discipline-related
courses may be in areas other than the baccalaureate major. For example, chemistry courses
can be discipline-related courses in the biology pathway toward a baccalaureate major in
biology.
Foundation Coursework (Core/Beginning): Courses at a level of comprehension usually
associated with freshman and sophomore students and typically offered during the first half of
a baccalaureate degree program.
Learning Outcomes: TPT members developed statements that describe essential learning that
students have achieved and which can be assessed and demonstrated at the end of a course or
program.
Lower-Division Courses: Typically these courses do not require prerequisite knowledge or may
require limited prerequisites. They are considered an introduction to the discipline or part of a
foundation for the discipline. The skills developed include comprehension, analysis, synthesis,
and application.
MnTC Framework: The number of credits and goal areas required for each associate degree
type: AA – 40 credits and 10 goal areas; AS – 30 credits and 6 goal areas; AFA Theatre - 40
credits and 10 goal areas; AFA Music - 30 credits and 6 goal areas; AFA Art and all others – 24
credits and 6 goal areas.
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Parallel Baccalaureate Degree: A bachelor’s degree program in a comparable field of study as
the associate transfer pathway and with similar foundation-level discipline-specific
competencies.
Transfer Pathway(s): The alignment of curriculum between colleges and universities to ensure
efficient and effective movement of students from colleges to universities
Receiving Institution: The college or university to which a student is transferring courses or
credits.
Transfer: The process by which a student moves courses/credits from one postsecondary
institution to another.
Transfer Credit: The credit granted by a college or university for college-level courses or other
academic work completed at another college, university, through a national exam, or through
other means.
Transfer Guide: A tool that guides a student on courses to take before transferring to a
particular university.
Transfer Student: A student who enters a college or university after earning college-level credit
at another college or university, through a national exam, or through other means.
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