This study focuses on articulation in a four-year college German program. Previous research has centered on articulation between high-school and college foreign language classrooms. While educators have considered the content of foreign language programs, they have often done so without examining the current state of the curriculum. In addition, many researchers acknowledge that there is a divide between the lower-division and upper-division faculties but continue to promote this separation by suggesting that one level must change in order to serve the entire program better (i.e., the other level). The present research expands on previous work by studying instructors at both the lower- and the upper-division. This study describes an investigation of how instructors plan their courses within the entire four-year program. In order to examine program cohesion, the instructors in this study provided written documents about their courses (course descriptions, syllabi, and student work) and took part in interviews, in which they were asked about their own and other instructors' courses, as well as about the objectives of the entire program. The data allowed for intra-personal, interpersonal, inter-level (lower- and upper-division) and curricular comparisons. The data suggested that this foreign language program can be divided into the basic language (typically the first four semesters) and the upper-division curriculum. Many scholars (Byrnes, 1990; Guthrie, 2001) have stated that this division is related to the "gap" in pedagogical focus, language abilities and content emphasis that separates intermediate-level courses (the last year in the basic language program) from the advanced upper-division courses. Not only are the courses separated into these two categories, but in this program, at least, the instructors themselves are often restricted to one group or the other because of their fields of specialty. The results also revealed a lack of communication between the two "camps" concerning the goals and objectives of their program as well as those of the entire program. The result of this research was a detailed description of the beliefs and practices of teachers and provided an overview of one program to demonstrate how cohesion within a foreign language program can be assessed. / text

Community college students transfer to public universities experiencing a pathway filled with complexity and inequity. Transfer students are not able to graduate at the same pace as native students at the university and complete their baccalaureate degrees 18% below the rate of native students. Policymakers have attempted to address the baccalaureate gap. This qualitative study explored the perspectives of Texas policymakers and policy influencers on the efficacy of policies intended to improve transfer outcomes. This study investigated what experience participants have with transfer policy, what their perceptions of the transfer pathway are, and how their voices can refine an understanding of policy development and ways to improve student persistence. Purposeful sampling was used to explore the perspectives of 14 Texas policymakers and those that influence policy. Findings revealed that significant gaps exist between expectations and student realities and that the completion agenda is driving policy decisions. Participants perceived that transfer students have been ignored in the completion metrics, which influence institutional priorities. Moreover, the decentralized system of independent, autonomous institutions is a major contributor to inefficiencies such as excessive student credit hours. Improving the transferability of courses was a priority recommendation of all participants both because it benefits the State’s economy and, more importantly, because it is in the best interest of students.

The study examined factors that influenced high school students' participation in a college dual enrollment program. The purpose was to determine why more students from a large high school with a predominately Hispanic enrollment did not participate in a dual enrollment program. The sample design included college-bound high school juniors and seniors participating and not participating in a dual enrollment program. Family and teacher influences emerged as salient predictors of participation, while factors such as a lack of information, academic un-preparedness and a lack of qualified teachers to teach dual enrollment were associated with internal barriers to participation. / text