Credit Mobility and Transfer Convening Session Descriptions

Day 1: Credit Mobility

Breakout Session #1:

Room Location	Presenter	Session Title	Session Description
220	Dr. Russell Deaton (University of Memphis)	Bachelor of Applied Science at University of Memphis: Expanding Access through Block Transfer, Stackable Credentials, and Credit for Prior Learning	The University of Memphis Bachelor of Applied Science (BAS) program dismantles historical barriers to bachelor's degree completion for students in applied technology programs through four interconnected innovations: (1) SACSCOC-aligned reduced general education requirements (32 vs. 41 credits) freeing 49-57 elective credits for transfer of technical specialization courses and prior learning credit; (2) block transfer mechanisms accepting up to 60 occupational specialization credits from AAS programs through program-to-program evaluation, modeled on Texas BAAS degrees; (3) mandatory industry certifications (CompTIA, IC3, Python Institute, CAPM) embedded at 30/60/90 credit milestones functioning as both transfer credit and capstone requirements (APPT 3901, 1-3 credits); and (4) expanded Credit for Prior Learning protocols leveraging the University's CREE infrastructure to recognize TCAT certifications (NCCER, NIMS, ASE), apprenticeships, and documented workplace experience. These innovations operationalize through three-tiered transfer progression (TCAT → AAS → BAS) leveraging Tennessee Board of Regents' existing articulation agreements, transforming "terminal" associate degrees into seamless bachelor's pathways while ensuring students exit with labor-market credentials at milestone points rather than "some college, no degree" status. Following Florida's Gold Standard Industry Certification framework, entry-level certifications meeting defined criteria (no prerequisites, $95-$500, ≤1 year experience) receive faculty pre-approval and curriculum integration, creating stackable credential architecture providing workforce validation regardless of degree completion while functioning as transfer credit for entering students. This multi-pathway architecture maintains academic rigor through faculty evaluation protocols while serving Tennessee's workforce development needs and supporting the University's metropolitan mission as an economic development catalyst.
221	Dr. Laura Kappel and Dr. Paul Garton (ETSU)	Cross-Sector Collaboration through EDWorks in Northeast Tennessee and Guiding Principles for Holistic Credit Mobility	This session will offer a case study of a regional, cross-sector collaboration in holistic credit mobility and will provide guiding principles on credit mobility that were created as a result of this collaboration. EDWorks is a regional consortium of one public university (East Tennessee State University), three private universities (Milligan, Tusculum, and King), two community colleges (Northeast State and Walters State) and two Tennessee Colleges of Applied Technology (TCAT Elizabethton and TCAT Morristown) in nine counties of Northeast Tennessee. By holding periodic regional convenings across the past year, EDWorks united local educational leaders to identify best practices, gaps, and ways to improve credit mobility. Through discussions, listening sessions with leaders and advisors, and interviews with transfer students, EDWorks researchers identified nine themes as the most important and created a document of guiding principles on credit mobility for the region to adopt. These principles are designed to inform local institutions as they create their own policies around credit mobility. This session will describe the process of developing these principles and will highlight the value of cross-institution and cross-sector collaboration in improving credit mobility. The regional convenings and guiding principles were part of a larger learning cohort project led by Ithaka S+R and Complete College America, with funding from Ascendium. The session will also include 10 – 15 minutes for questions and discussion.
224	Dr. Gwen Sutton (TCAT Memphis)	The importance of technical credit and the ability to articulate to traditional credit	Explore how the Tennessee College of Applied Technology Memphis launched a groundbreaking partnership with the University of Memphis to support students pursuing studies in the Hospitality and Culinary Technology program. As workforce needs evolve, the value of technical education has never been more important. Yet technical credit often sits in a silo, disconnected from the traditional academic pathways that many students ultimately pursue. This session explores why recognizing and elevating technical credit is critical for student mobility, workforce alignment, and statewide attainment goals.