Articulation Practices of Two- and Four-year Public Colleges in Tennessee

This study had two purposes. The first was to identify present articulation practices within Tennessee public colleges. The second was to select recommendations for ideal articulation practice that might lead to improved transfer/articulation among two- and four-year public colleges in Tennessee. A survey instrument was sent to persons identified as chief articulation officers within Tennessee public colleges. They were asked to evaluate identified articulation practices according to present practice and according to ideal practice. Results were used to determine which transfer and articulation practices were currently used in Tennessee public colleges, which transfer and articulation practices ideally should be used in Tennessee public colleges, and whether there were significant differences between present practices and ideal practices in articulation among Tennessee public colleges. Research has found that there may be differences in two- and four-year colleges in articulation practice; therefore, survey results were evaluated to determine if differences in perception existed between Tennessee community college chief articulation officers and university chief articulation officers with regard to the actual usage of identified articulation practices, as well as differences in perception concerning the ideal usage of articulation practices. Significant differences were identified, especially within the areas of leadership, faculty, interinstitutional relationships, record keeping, and evaluation. Results were used to develop recommendations that may facilitate smoother student matriculation between Tennessee public colleges