Presenting results of transfer research undertaken between 1989 and 1992, this book examines three different dimensions of student transfer from two- to four-year institutions. Following an introduction by Judith S. Eaton, the first chapter, "The Total Community College Curriculum," by Arthur M. Cohen and Jan M. Ignash, presents results of a 1991 study of course offerings and transfer rates at 164 two-year colleges nationwide, examining the relationship between liberal arts and nonliberal arts enrollments and student transfer. The second chapter, "The Community College Contribution to the Education of Bachelor's Degree Graduates: A Case Study in Virginia," by James C. Palmer and Marilyn B. Pugh, examines the contribution of community colleges to the undergraduate education of baccalaureate degree recipients, utilizing a study of community college credits earned among a random sample of 1,731 students who received baccalaureate degrees from Virginia public universities in 1989-90. The final chapter, "Classroom Contexts and Academic Tasks: A Comparison of Equivalent Courses in Community Colleges and Their Primary Receiving Baccalaureate Institutions," by Janet H. Lawrence and Kathleen Hart, explores the similarities and differences between two- and four-year college instructional methods and styles that may affect the academic success of transfer students. The discussion is based on a comparison of expectations, classroom contexts and academic tasks of 39 faculty at two- and four-year institutions teaching courses defined as equivalent in articulation agreements. Data tables, references, and a discussion of building an institutional action agenda through the research results are included. (PAA)