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I HOW COURSE ARTICULATION AGREEMENTS HOW COURSE ARTICULATION AGREEMENTS FACILITATE THE TRANSFER AND COMPLETION OF A BACHELOR’S DEGREE: A COMPARISON OF NATIVE AND TRANSFER STUDENTS by Klaus-Georg Tenbergen B.A. (Kendall College, Chicago, IL) 2002 M.A. (Cardinal Stritch University, Milwaukee, WI) 2005 A dissertation submitted in partial fulfillment of the requirements for the degree of Doctorate in Education Doctoral Program in Educational Leadership at Fresno State Kremen School of Education and Human Development California State University, Fresno 2010 i Klaus-Georg Tenbergen April 2010 Educational Leadership HOW COURSE ARTICULATION AGREEMENTS FACILITATE THE TRANSFER AND COMPLETION OF A BACHELOR’S DEGREE: A COMPARISON OF NATIVE AND TRANSFER STUDENTS Abstract A seismic economic shift has changed the rules by which Americans strive to get ahead in society. Hard work, once the bedrock of opportunity, is no longer sufficient in and of itself to ensure individual prosperity and security for either individuals or the larger community. The consequence of this new economy is the need to educate students in the shortest possible timeframe, so they will have an impact on society. This study was designed to research the use of well-established articulation agreements traditional within higher education institutions in California and their impact on student’s transfer and completion time-frames and rates. The purpose of this study was to explore how long it takes a student who has transferred from a 2- year college to a 4-year university (transfer students) to complete a bachelor’s degree and compare it to the completion rates of students who enter and graduated from 4-year universities (native students) at selected institutions in California. In addition, perception of the administration of those 2-year colleges and 4-year universities related to the policies and procedures of articulation agreements were gathered to explore what barriers or assistance these policies and procedures created for students or the articulation process. ii This study provides important information for the benefit of students, academic articulation officers and administrators, and to reach an understanding of the impact of articulation agreements, policies, and procedures on students who desire to transfer articulate coursework within the higher education environments. From the study was learned that starting at a 2-year college and transferring to a 4- year university will accelerate the degree completion time-frame dramatically. This research provides data and findings to administrators and articulation officers interested in continuous improvement, allowing them to plan their implementations to avoid pitfalls, break down any existing barriers and enhance the benefits of any student who desires to complete a bachelor degree in these systems in a timely and acceptable manner. The failure of the community colleges and state 4-year universities to agree on common transfer requirements creates tremendous confusion. It has become one more factor discouraging students from pursuing a 4-year degree. The 110 community colleges have created individual articulation agreements with 4-year universities to which they feed the most students. Beyond that, the transfer system is a maze to negotiate. Unsure where the students will transfer to, community college students hedge their bets by taking more courses than they need. Once the students have been re-admitted to a 4-year university, community college transfer students learn they often have to take extra courses peculiar to that school’s requirements for a major. iii Copyright© by Klaus-Georg Tenbergen 2010 iv California State University, Fresno Kremen School of Education and Human Development Doctoral Program in Educational Leadership This dissertation was presented by Klaus-Georg Tenbergen Defended on April 26, 2010 and approved by: ___________________________________________ Sharon Brown-Welty, Ed. D. Chairperson Kremen School of Education and Human Development ___________________________________________ Susan Tracz, Ph.D. Committee member Kremen School of Education and Human Development ___________________________________________ James Marshall, Ph.D. Committee member Kremen School of Education and Human Development v ACKNOWLEDGMENTS This dissertation was conducted as part of the requirements for the degree of Doctor of Education (Ed. D.) through the Doctoral Program in Educational Leadership at Fresno State (DPELFS), Fresno California. The dissertation was successfully completed with the invaluable support of a number of people who deserve my deep appreciation. First and foremost, I would like to thank my dissertation chair, Professor Sharon Brown-Welty, Ed. D., for her leadership, vision, knowledge and guidance during the completion of my degree. I express my appreciation for the time taken to meet with me and provide constructive criticism during the writing of my dissertation. Her contributions were the backbone not only for this study, but also for the doctoral program. I greatly value the relationship we have formed, which has been educational, inspirational and enriching. I express my heartfelt thank you to Professors Susan Tracz and James Marshall. Their contributions can be found on every page. I was extremely fortunate to have had them as mentors, motivators, and so much more. I have valued the collaboration more the words can express. Thank you both for your tireless efforts throughout the process and for your enthusiasm for and commitment to this study. I particularly appreciate their time, encouragement, intellectual stimulation, and the many “reality checks” all of which helped me move forward. I could have never completed my dissertation without them. Thank you for believing in me, and for the many ways that I was supported throughout the process, both personally and professionally. The guidance, encouragement, and incredible support of my colleagues at the Jordan College of Agricultural Sciences and Technology (JCAST) of vi California State University, Fresno were deeply appreciated, everyone had different ways to provide me with moral support throughout the last three years. Most especially, I owe a great debt of appreciation to everybody who I had contact with during this journey, for giving me the opportunity to learn from them and let me apply what I learned into my professional and personal life. My cohort, for believing in my, keeping up with me, accepting me and letting me be part of a “family.” I am so proud of you for achieving the same. How did we ever do it? Finally, I would like to express my gratitude to my mother, family and friends, especially P.D. who have giving me support and assistance whenever needed. I appreciate the understanding and convivial wide berth given to me. Vati, Mutti, Kimberly and Sebastian - this is for you! Klaus-Georg Tenbergen vii TABLE OF CONTENTS Page LIST OF TABLES .................................................................................................. xi LIST OF FIGURES ............................................................................................... xiv CHAPTER 1: INTRODUCTION ............................................................................ 1 Purpose of the Study ........................................................................................... 1 Background ......................................................................................................... 2 History of Community Colleges ......................................................................... 3 Transfer ............................................................................................................. 11 Articulation ....................................................................................................... 12 Transfer Students .............................................................................................. 15 Recent Legislation on Student Transfer ............................................................ 15 Quality of Instruction and Curriculum .............................................................. 18 Financing Articulation ...................................................................................... 19 Context of the Study ......................................................................................... 20 Significance of the Study .................................................................................. 25 Theoretical Framework ..................................................................................... 29 Challenges to a Successful Transfer Process .................................................... 30 Knowledge About Transfer Requirements ....................................................... 31 Definitions ......................................................................................................... 32 Summary ........................................................................................................... 37 CHAPTER 2: REVIEW OF THE LITERATURE ................................................ 39 What is Articulation? ........................................................................................ 41 What is an Articulation Agreement? ................................................................ 42 viii California’s Master Plan ................................................................................... 49 Articulation Between Community Colleges and Universities: Examples from Other States ................................................................................................
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