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Author: Kathryn C. Senie
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 360
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Book Description
Higher education in the United States is facing increasing demands for accountability in response to dismal college completion rates. Seeking to increase educational effectiveness, many states reform higher education governance structures (Novak, 1996). Both states and higher education governing bodies have sought to increase college completion by improving community college to university transfers (Kisker, Wagoner & Cohen, 2011). Transfer and articulation policies have been part of higher education for years, yet have rarely exceeded 33 percent (Townsend & Wilson, 2002). This study explored the cultural aspects of a new transfer policy from the perspectives of key stakeholders. It relied upon five precepts proposed by Tierney (2008) to determine the effectiveness of governance communication and decision-making. Handel's (2011) theory of a transfer affirming culture framed the findings as to the elements of transfer success at the community colleges and state university. Added to this theory was the work of Jain, Herrera, Bernal, and Solorzano (2011) which defines the requisite services for pre-transfer and post-transfer success of non-traditional students. This study was guided by the following research question: How do community college and state university faculty, administrators and staff perceive the transfer articulation policy in relation to their campus cultures? A qualitative multi-site case study design was used to gather rich, descriptive, in-depth information (Stake, 1995). Semi-structured interviews were conducted with N=5, faculty and N=5, elite informants and N=1, staff. Three focus groups (N=3) were conducted with N=7 faculty, and N=7 staff. Data collection included N=7, observations of faculty meetings and analysis of documents that were pertinent to the study. The researcher analyzed transcripts, field notes and documents to corroborate major themes (Boyatzis, 1998). Findings revealed that difficulties may exist between community college curricula and student transfer pathways as well as a cultural gap between community colleges and the state university. They also showed the politics surrounding higher education governance reform and a clash of political and academic cultures. this study may help policy makers promote state wide transfer and articulation initiatives and be instructive for faculty, administrators and staff as they create a transfer affirming culture on their campuses.
Author: Kathryn C. Senie
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 360
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Book Description
Higher education in the United States is facing increasing demands for accountability in response to dismal college completion rates. Seeking to increase educational effectiveness, many states reform higher education governance structures (Novak, 1996). Both states and higher education governing bodies have sought to increase college completion by improving community college to university transfers (Kisker, Wagoner & Cohen, 2011). Transfer and articulation policies have been part of higher education for years, yet have rarely exceeded 33 percent (Townsend & Wilson, 2002). This study explored the cultural aspects of a new transfer policy from the perspectives of key stakeholders. It relied upon five precepts proposed by Tierney (2008) to determine the effectiveness of governance communication and decision-making. Handel's (2011) theory of a transfer affirming culture framed the findings as to the elements of transfer success at the community colleges and state university. Added to this theory was the work of Jain, Herrera, Bernal, and Solorzano (2011) which defines the requisite services for pre-transfer and post-transfer success of non-traditional students. This study was guided by the following research question: How do community college and state university faculty, administrators and staff perceive the transfer articulation policy in relation to their campus cultures? A qualitative multi-site case study design was used to gather rich, descriptive, in-depth information (Stake, 1995). Semi-structured interviews were conducted with N=5, faculty and N=5, elite informants and N=1, staff. Three focus groups (N=3) were conducted with N=7 faculty, and N=7 staff. Data collection included N=7, observations of faculty meetings and analysis of documents that were pertinent to the study. The researcher analyzed transcripts, field notes and documents to corroborate major themes (Boyatzis, 1998). Findings revealed that difficulties may exist between community college curricula and student transfer pathways as well as a cultural gap between community colleges and the state university. They also showed the politics surrounding higher education governance reform and a clash of political and academic cultures. this study may help policy makers promote state wide transfer and articulation initiatives and be instructive for faculty, administrators and staff as they create a transfer affirming culture on their campuses.
Author: Carrie B. Kisker
Publisher: John Wiley & Sons
ISBN: 1118682440
Category : Education
Languages : en
Pages : 136
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Book Description
In recent years, a convergence of several forces—increased legislative involvement in higher education, governmental and philanthropic pressure to increase postsecondary degree and certificate production, and fiscal belt-tightening at colleges and universities across America—has resulted in efforts to significantly reform community college-to-university transfer and articulation processes. One increasingly popular method of reform is the implementation of transfer associate degrees: statewide pathways or degree programs that allow students to both earn an associate degree from a community college and transfer seamlessly into a state university with junior status. This volume of New Directions for Community Colleges outlines the elements of effective transfer associate degrees and explores their implementation in six states. This is the 160th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Author: California Postsecondary Education Commission
Publisher:
ISBN:
Category : Articulation (Education)
Languages : en
Pages : 108
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Book Description
Author: Carrie B. Kisker
Publisher: Jossey-Bass
ISBN: 9781118620359
Category : Education
Languages : en
Pages : 120
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Book Description
In recent years, a convergence of several forces—increased legislative involvement in higher education, governmental and philanthropic pressure to increase postsecondary degree and certificate production, and fiscal belt-tightening at colleges and universities across America—has resulted in efforts to significantly reform community college-to-university transfer and articulation processes. One increasingly popular method of reform is the implementation of transfer associate degrees: statewide pathways or degree programs that allow students to both earn an associate degree from a community college and transfer seamlessly into a state university with junior status. This volume of New Directions for Community Colleges outlines the elements of effective transfer associate degrees and explores their implementation in six states. This is the 160th volume of this Jossey-Bass quarterly report series. Essential to the professional libraries of presidents, vice presidents, deans, and other leaders in today's open-door institutions, New Directions for Community Colleges provides expert guidance in meeting the challenges of their distinctive and expanding educational mission.
Author: Clifford Leonard Collins
Publisher:
ISBN:
Category : Community colleges
Languages : en
Pages : 506
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Book Description
Higher education is experiencing a significant change in how students attend college and who provides their education. Both can have profound effects on community college students and their plan to transfer from the two-year college to the four-year college or university successfully. This study examines an articulation and transfer agreement between selected community colleges and a local university in the Mid-Atlantic region of the United States. The primary goal of the articulation agreement was for the participating institutions to collaboratively address the basic skill deficiencies of high school graduates who were denied admission to the university based on poor SAT scores. This case study utilizes collaborative partnership theory and case study methodology to conduct the investigation. Qualitative data was collected from each participating institution through Interviews, observations, and document analysis. This data was analyzed to determine the effectiveness of the articulation and transfer process. The finding revealed several key components of the transfer agreement between the community colleges and the university: (1) participating institutions demonstrated a considerable amount of shared decision-making, (2) strong communication and a substantial commitment and investment of time and effort, (3) member institutions also shared a common philosophy about articulation and transfer, and (4) the institutions demonstrated a high degree of interdependence in conducting the program. Other characteristics of the agreement included, (a) collegial relationships, (b) equity, and (c) institutional responsiveness. These were all characteristics of an effective program between two or more organizations. The agreement between the participating institutions is an example of how community colleges and universities can collaborate an achieve articulation and transfer program effectiveness. -- Abstract.
Author: Daniel de la Torre (Jr.)
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Community colleges carry out dual missions providing occupational and collegiate preparation in local communities across the United States. These institutions prepare students for advanced study via transfer policies that lead to enrollment in baccalaureate institutions. State higher education systems use transfer and articulation policies to strengthen academic pathways between two-year and four-year institutions. These policies rely on established governance to facilitate student transfer between sectors. The transfer and articulation literature stresses the importance of statewide policy guidelines, yet little has been written about the process of transfer policy development involving state higher education governance and policy groups and actors. The history of transfer policy formation in Massachusetts presents a unique case. From 1974 to 2009, a series of guidelines were produced. Despite the seemingly long-term commitment to transfer and articulation, controversies around policy authority, implementation, and compliance have persisted. Moreover, transfer and articulation guidelines were created within different public higher education governance settings and comprised diverse policy environments and actors. Research questions focus on categorizing transfer guidelines and investigating how public higher education governance, policy groups, and actors, influenced the development of transfer articulation policy. This inquiry followed a case study format making use of archival and oral history research methods. Archival research methods converged on obtaining formal records chronicling outcomes of system and policy activity as well as unofficial documents detailing background events. Oral histories supplemented written records with first-person perspectives of policy activity at different points. Policy environments including governance structures, groups, and actors, were then compared across historical periods to better understand how transfer and articulation issues have been perceived, organized, and addressed. Results point to cyclical policy creation. At times, state higher education governance led the process, and at other times regional collaborations between two-year and four-year institutions resulted in innovative linkages. This history suggests ongoing tension between centralized control and individual campus autonomy, which plays out in transfer guideline implementation. The study offers recommendations for future research in Massachusetts and elsewhere. Ultimately, this inquiry has critical value for higher education systems, institutions, and professionals who guide community college students through the transfer process.
Author: Mary Ellen Gordon-Brannan
Publisher: Lippincott Williams & Wilkins
ISBN: 9780781729512
Category : Medical
Languages : en
Pages : 392
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Book Description
This revised Third Edition serves as the primary textbook for introductory courses in articulation and phonological disorders. The text focuses on articulation and phonological development and disorders, their management, and the many approaches/techniques of current treatment. Features of this clear text include: chapter subheadings that lead students throughout the material; boxed questions about important information; case examples to illustrate practical applications; chapter content summaries and study suggestions for instructors; and 100 illustrations. Chapters on treatment feature quick reference protocols of various treatments for students to use in planning intervention for case study projects, observations of clinicians, or their own clients.
Author: Louis W. Bender
Publisher: American Association of Community Colleges(AACC)
ISBN:
Category : Education
Languages : en
Pages : 88
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Book Description
A report of a study commissioned by the Board of Directors of the AACJC which examined state policies of transfer and articulation.
Author: Katherine Branch
Publisher: Routledge
ISBN: 1000007316
Category : Education
Languages : en
Pages : 184
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Book Description
This book dives into student development theory, unpacking key foundational and emergent theories of college student development while providing contemporary examples and application. Showcasing a diversity of programs, practices, and services across a variety of institutional types, Applying Student Development Theories Holistically demonstrates how professionals are intertwining the science of theory with the art of practice in multidimensional, holistic ways. Helping aspiring higher education and student affairs practitioners grasp and use theories holistically, this important text brings to life theoretical knowledge to enhance the development and learning of college and university students.
Author: Raymond Fong
Publisher:
ISBN: 9781109834628
Category : Articulation (Education)
Languages : en
Pages : 213
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Book Description
Utilizing a participatory research methodology, this study ascertained the critical reflections of six former TAB students who had successfully transferred from CCSF to SFSU regarding their experiences with the TAB program, as well as the issues and challenges they were confronted with as first generation, low-income, underrepresented college students.
