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At ONCAT we recognize the diversity of stakeholders in Ontario's postsecondary system. To ensure credit transfer and student mobility is developed in a way that serves and represents all these various parties, we bring together stakeholders in facilitated groups and communities of practice. ONCAT contact for these groups: Carolyn Poplak, Manager, Sector Engagement, at

Faculty Fellows

Faculty play an essential role in the student experience of transfer. ONCAT’s Faculty Fellows program was piloted in 2016-17 to support faculty members interested in advancing a culture of transfer in their institutions, while also helping ONCAT to understand faculty members’ perspectives.

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Francophone and Bilingual Institutions Steering Committee

Committee members work together to promote an exchange of best practices between Francophone and bilingual institutions, to target and reduce barriers to Francophone student mobility, and to recommend new articulation/pathway models between institutions and other francophone or bilingual partners.

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Learning Outcomes Steering Committee

ONCAT’s multi-year “The Learning Outcomes for Transfer – Publication Project” aims to assess critically the theoretical and conceptual foundations, assumptions, and implications of using learning outcomes for the purposes of credit transfer and student mobility. An international, large-scale assessment of outcomes-based approaches has been conducted, from which preliminary implications and recommendations for the Ontario context have been composed.

ONCAT Position Paper: Learning Outcomes in Credit Transfer

Northern Institutions’ Pathways Steering Committee (NOSC)

Supports the development and continuation of an integrated strategy to create student pathways and enhance institutional collaboration among Northern institutions in Ontario. NOSC focuses on encouraging dialogue about new ideas and initiatives to support Northern students and students who study in the North, including for underrepresented groups.

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Transfer Advisor Group (TAG)

Transfer advisors, at both sending and receiving institutions, are often times students’ first official point of information when making decisions about transfer. TAG’s role is to establish and support a community of transfer advisors across the province to address transfer issues that may impact students.

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Transfer Committees

A platform for information sharing and discussion on student mobility in specific disciplines (Biology/Biotech, Business, Community Services, Engineering, English, Game Education, History), with representatives from colleges, universities, industry, and accreditation bodies when relevant.

Heads of Business

Student Transfer Expert Panel (STEP)

STEP members are current students or recent graduate that have transferred at least once in their academic journey in Ontario. As representatives of the community ONCAT serves, STEP provides valuable feedback on ONCAT activities, including but not limited to:, research initiatives, committees,  governance, projects, and granting.

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Student Advisory Board

Comprised of representatives from the provincial student associations (CFS-ON, CSA, OUSA), the board provides advice on the on-going operational activities of ONCAT, and advises on the development of new ideas and initiatives to enhance and support student mobility, including credit transfer information products.

Heads of Transfer Advising (HOTA)

HOTA advises and supports ONCAT on how to better serve a mature transfer system through building the capacity and efficacy of transfer advising both across the system and at individual institutions.

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Transfer Faculty Advisors (TFA)

Transfer Faculty Advisors support the design and development of articulation committees. Articulation committees are formed around a particular subject of postsecondary study to review and increase course-to-course equivalencies within similar programs and support the development of transfer/articulation pathways. These committees aim to improve transfer opportunities for students by maximizing transfer credit recognition, where appropriate, and reducing duplication of commensurate previous learning.

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