Articulation Agreements

Improving Transfer from Two-Year to Four-Year Institutions

The project's team collaborates with faculty and administrators at QC and QCC to develop performance goals, methodologies, and rubrics to assess student learning outcomes and progress in STEM. Data from this project will contribute to enhance understanding of how students in STEM accumulate credits, progress academically, and attain STEM degrees.

The team also supports faculty writing articulation agreements between QCC and QC for all STEM majors. Some of these agreements will lead to dual degrees, based on curricula co-owned by the disciplinary faculty at QC and QCC.



Selected Readings

Jenkins, D. & Fink, J. (2016). Tracking transfer: New measures of institutional and state effectiveness in helping community college students attain Bachelor’s degrees. New York, NY: Community College Research Center.

Xu, D., Jaggars, D. S., & Fletcher, J. (2016). How and why does two-year college entry influence baccalaureate aspirants’ academic and labor market outcomes? CAPSEE (Center for Analysis of Postsecondary Education and Employment) Working Paper.

Kopko, E. M. & Crosta, P. M. (2016). Should community college students earn an associate degree before transferring to a 4-year institution? Research in Higher Education, 57, 2, 190-222. DOI:10.1007/s11162-015-9383-x

This activity contributes to improving the transition from two-year to four-year institutions