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Two faculty members from a California community college and a nearby state university worked together to articulate placement and assessment procedures in writing courses at the two institutions to better serve students transferring from one to the other. Historically the institutions, Bakersfield College (California) (BC) and California State University, Bakersfield (CSUB) had established hostile relations and independent placement and assessment standards which did not best serve their students. The project's goal was to learn more about each school's programs particularly in assessment for placement, developmental standards, freshman composition standards, and proficiency standards for the two-year and four-year degrees. In addition English as a Foreign Language and special problems of minority language speakers became topics of discussion. The schedule of seminars with faculty at both schools covered five aspects of the writing programs: (1) placement agreements, (2) developmental English standards, (3) Freshman composition standards, and (4) lower division exit exams, and (5) proficiency standards. The project held two sessions for each phase, one at each campus and a joint workshop off-campus to explore issues arising from the campus sessions. Seventy percent of CSUB and 90 percent of BC department faculty participated in at least one session. Outcomes included proposed formal articulation of placement standards and curriculum, faculty professional growth, improved communication on both campuses, and publication of a research manual. Also included are recommendations for replication. (JB)

Descriptors: Academic Standards, Articulation (Education), College Students, Community Colleges, Evaluation, Freshman Composition, Higher Education, Intercollegiate Cooperation, State Universities, Student Placement, Transfer Students, Two Year Colleges











Autor: Flachmann, Kim; Pluta, Kate

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9590&id=ED369348







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