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The purpose of this study was to investigate selected variables among community college transfer students with or without associate’s degrees and native students at a 4-year university to determine the impact of the articulation and transfer process on baccalaureate attainment. More specifically, the study examined the differences in demographic characteristics, academic preparation, and graduation rates among 15 community colleges and a rural land-grant university in the state of Mississippi. There were three groups reviewed: (a) community college transfer students with associate’s degrees and their graduation rate at a 4-year university, (b) community college transfer students without associate’s degrees (non-degrees) and their graduation rate at the 4-year university, and (c) native university students and their rate of graduation at the 4-year university. A comparison was made among the three groups to determine if significant differences exist in the demographic characteristics and academic preparation for baccalaureate attainment.This study utilized the causal-comparative research design. There were 5 research questions examined in this study utilizing descriptive statistics, chi-square statistical tests, and a logistic regression analysis for each of the 3 groups of students. The findings were for the demographics and academic preparation across the 3 groups that there was not a significant difference in gender or race. There was a slight tendency for all 3 groups’ programs of study to be in the College of Education, College of Arts & Sciences, or College of Business. The 2 groups of transfer students seemed to be older in age. Articulation among the Mississippi Public Community College System and the rural land-grant university is functioning because the transfer students are graduating at a higher rate. From this study, analysis shows that having an associate’s degree makes no difference in attaining a baccalaureate degree. As expected, the cumulative grade point average (GPA) and cumulative credit hours earned are higher for those who graduate than those who did not graduate among the three groups. The logistic regressions were statistically significant for all three groups with the strongest predictor being the cumulative overall GPA.

Keeping students engaged in the learning process is a challenge faced by most teachers. Instituting a bell schedule that requires them to make changes in their traditional instructional delivery may increase that challenge exponentially. The benefit of an extended period, also known as the block schedule, is that it permits the opportunity for teachers to alter their instruction with learning experiences that require more than 55 minutes by using engaging student-centered instruction. One reality of teaching on a block schedule is that many teachers lack the knowledge of effective strategies and rely on instructional devices they employed on a shorter time period. The purpose behind this work is to create a manual that demonstrates engaging student centered strategies and becomes a resource for teachers who are searching for instructional models to utilize in the block schedule. It does this in part by featuring actual hands-on strategies from three instructional models that can be readily used by classroom teachers. With the generative information about the models and activities that is provided in the manual, teachers are encouraged to create their own activities. Finally, the work provides solicited teacher feedback on the utility of the manual. / Ed. D.