We are currently requesting that campuses submit their procedures for second reviews of transfer credit. This request represents an initial step in a broader effort to identify and establish shared best practices across the SUNY System. By gaining a clearer understanding of how transfer credit is evaluated, we can better determine how future policy, procedural, or technology enhancements can improve the student experience.
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Documenting and cataloging current procedures will help us understand the range of approaches campuses use to ensure a thorough review of transfer credit. Because maximizing credit acceptance is a primary SUNY goal, we are seeking insight into how campuses receive, evaluate, and process transfer credit.
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We anticipate that collecting and reviewing campus‑level procedures and operational approaches will enable us to develop a comprehensive catalog of effective practices. This can will serve as a shared resource that campuses can reference to better understand how transfer credit review is administered across the system and to identify strategies that may be adapted, adopted, or refined to align with local practices and institutional needs.
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By asking campuses to thoughtfully examine and assess their transfer credit review processes, we are both reinforcing and elevating our system‑wide commitment to students. This reflective process highlights the intentional steps campuses take to support student success by ensuring that prior learning is fully and fairly evaluated, and that students are awarded the maximum amount of transfer credit that is appropriate, permissible, and aligned with academic standards.
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We want to clearly and effectively demonstrate that SUNY campuses are actively and intentionally engaged in practices that support transfer students. By documenting these efforts, we can show that campuses are taking deliberate steps to ensure students receive the full benefit of their prior coursework and learning experiences, and that transfer credit is applied to the maximum extent allowable under academic and policy standards.