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ERIC Number: ED465397
Record Type: RIE
Publication Date: 1997
Pages: 186
Abstractor: N/A
Toward Achieving a Seamless Curriculum: A National Study To Assess the State of Articulation and Transfer in Communication Programs at Two- and Four-Year Institutions.
Korn, Charles J.
This national study surveyed communication faculty and administrative members in the Community College section of the National Communication Association to assess and determine the state of articulation and transfer between two- and four-year institutions. It surveyed faculty members to determine if transfer rates from the communication discipline are similar to overall national rates. Articulation and transfer problems in communication programs were analyzed, conceptualized, and categorized using Knoell's four-part typology of articulation problems. Results suggested that articulation, in terms of problems, issues, and importance, seems to have remained relatively the same over the past 33 years. The communication discipline appears to share similar problems, concerns, and issues regarding articulation and transfer as do other disciplines. Many of the problems, at least from the perception of two-year college faculty and administrators, can be mediated through more effective, timely, and accurate communication. Also, direct faculty involvement, as well as an institutional-wide commitment to and support of articulation activities, can reduce the obstacles communication students face in the transfer process from two- to four-year institutions. Specific recommendations for faculty, administrators, state systems, and professional associations are offered, as are suggestions for future directions and further inquiry. Appended are the survey and survey letter, institutional information, and selected survey responses. (Contains 18 tables and 64 references.) (Author/EMH)
Publication Type: Dissertations/Theses - Doctoral Dissertations; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Submitted in partial fulfillment of the requirements for the degree of Doctor of Arts in Community College Education at George Mason University.