Reviews of a study of curriculum and instruction in the sciences and social sciences in two-year colleges. Considers curriculum planning problems, the method of conducting the study, the percentage of colleges offering courses, and the availability of appropriate courses for transfer, occupational, and developmental students, and for nonscience…

Discusses the availability of college transfer data now that the National Student Clearinghouse's (NSC) Enrollment Search service has been inaugurated. Illustrates the use of this data resource through a longitudinal cohort outcomes analysis conducted at Prince George's Community College, Maryland. (Contains 12 references.) (AUTH/NB)

Community colleges are being pressed to eliminate barriers that keep many of their students, especially minority students, from transferring to 4-year institutions. Over the last 15 years, community colleges have stressed occupational education, and not placed sufficient emphasis on academics. (MLW)

Discusses three common misperceptions of community college transfer education. Considers the notions that a revitalized transfer function is destructive to vocationalism and perhaps to curricular comprehensiveness; that transfer education is elitist; and that professing ignorance can be a useful way of dealing with those investigating transfer…

Reviews enrollment data showing that in 1988-89, 33 percent of Arizona State University bachelor's degree graduates were transfer students from one or more of the Maricopa Community Colleges, though most did not transfer in a traditional linear pattern. Describes "swirling" patterns of concurrent enrollment, reverse transfer, etc.…

Argues that mandatory busing, while resulting in cases of "White flight," has had positive consequences in the re-emergence of "choice" programs and magnet schools. Contends that choice programs can be expanded on intradistrict, metropolitan, and statewide levels. Suggests that Federal funding and private education should be…

Examines the rate of student transfer from community colleges to four-year colleges as measured by the Transfer Assembly project. Indicates that 22.6% of students who began their postsecondary education in community colleges and completed at least four courses there enrolled in a university within four years. (MAB)

Presents the findings of a national study examining statewide articulation agreements that facilitate transfer between institutions of higher education. Reports that 34 of 43 states have established a statewide articulation agreement. Concludes that although progress has been made at the state level in smoothing the paths of college transfer…

The State University of New York (SUNY) at Albany has worked with the state's community colleges to develop guides for community college students to identify programs and patterns of study which maximize the transfer of credit from the community college courses toward specific SUNY academic programs. This collection of 11 documents provides the…

Addressing policies and concerns related to transfer and articulation, this manual provides guidelines developed by the New York State Transfer and Articulation Association to assist college personnel in serving transfer students. An introduction describes the purpose, goals, and objectives of the Association; identifies the intended audience; and…

A 1992 Indiana law required public institutions of higher education to jointly identify at least 30 semester credit hours of comparable general education (GE) courses fulfilling graduation requirements at each institution. Ten, 3-hour GE courses were identified and found to transfer among all of the state's institutions except the Indiana…

The State University of New York (SUNY) at Albany has worked with New York's community colleges to identify programs and patterns of study that maximize the transfer of credit from community college courses toward specific SUNY academic programs, preparing guides specific to each college. This collection provides transfer guides for two SUNY…

This report discusses the increasing prevalence of transfer students and explores problems relating to educational access for minorities, artificial barriers to transfer (curricular, financial, and procedural), and college adjustment. Recommendations are made to both two-year and four-year institutions in the areas of: (1) curriculum, suggesting…

In 1980 and 1982, surveys were conducted at Pensacola Junior College (PJC) to gauge the perceptions of full-time, academic transfer faculty with respect to actual and preferred program emphases, and to determine their level of job satisfaction. Responses from 56% of the instructors surveyed in 1980 (N=81) and 55% in 1982 (N=74) revealed that over…

A study was conducted to review the major functions of a two-year college curriculum as identified in the literature; to relate these functions to specific academic areas within the sciences, social sciences, and science-related technologies; and to relate curriculum functions to specific courses within these academic areas. The literature on the…