Articulation: (among others) the act of joining things in such a way that motion is possible; the shape or manner in which things come together and a connection is made (Word Reference, 2008)
The terms defined in the Glossary below represent an informal compilation of terms and definitions related to the process of AA-BA partnerships. They are in no way comprehensive or definitive.
Common Articulation Definitions
Articulation. The process of developing a formal, binding written agreement that identifies courses or sequence of courses at one college/university that are comparable to, or acceptable in lieu of, specific course requirements at another college/university. Written agreements may take the form of memorandum of understandings, transfer agreements, inter- or intra-state agreements, etc.
Academic Program Articulation Agreements. Often reflected as “language to interpreting” transitions, these agreements are established by complementary subject areas, such as Deaf Studies/American Sign Language (associate level) and Interpreting (baccalaureate level), and operate with one program as foundational to the other. Core general education requirements may be completed or transferred into a program of study at either institution, unless the articulation agreement stipulates otherwise. Another name for this partnership model is vertical transfer. Program-to-program articulation agreements require the greatest degree of curricular coordination and alignment of student performance standards.
Block Transfer. Block transfer is the process whereby a block of credits is granted to students who have successfully completed a certificate, diploma, or cluster of courses that is recognized as having an academic wholeness or integrity and can be related meaningfully to a degree program or other credential.
Bridging. A bridging course is a special course that prepares a student for a particular university or college course, usually in specialist areas like math or science. Bridging courses usually do not include general studies. Bridging courses may fulfill gaps between programs or provide remedial work while in transition.
Cluster Credit. Cluster credit denotes situations where two or more courses must be combined, at either the sending or the receiving institution, in order to achieve equivalence.
Institutional Articulation Agreements. Often reflected in dual enrollment models, these are binding agreements between community colleges (or colleges that offer two-year certificate programs) and universities that coordinate admission requirements, student rights, and student responsibilities (Falconetti, 2009).
Reverse 2 + 2 Articulation or Inverted Degree. Often reflected in bachelor completion models, this approach involves completion of major subject area content during the first two years of study, either at a community college or university, and completion of general education in the last two years of study at the partner institution.
Statewide Articulation Agreements. Often reflected in 2+2, 3+1 models, these agreements are mandated and enforced by state governance, “under which the community college graduate is assured that a two-year degree from a public community college will articulate fully with the state university system’s junior-level programs of study” (Falconetti, 2009, p. 239). The goal of statewide articulation legislation is to provide equal access to higher education for native and transfer students and is perceived as a viable means for increasing baccalaureate graduates.
Common Definitions of Partnership Models
AA to BA Articulation Model. Within this model, students begin and complete their interpreting education at the AA/AS degree level. Students then transfer to a four-year institution to complete their education in a four-year interpreting education program. Student coursework follows established articulation agreements between institutions.
AA-BA Collaborative Model or AA~BA Coordinated Academic Degree Model. Within this model, AA and BA faculty work together to design a shared four-year degree program. Program design is new and built from the ground up. Design is seamless with little or no overlapping or coursework. Both institutions design and support shared recruitment strategies, entrance and exit criteria and course sequencing. Students begin interpreting at the AA/AS degree level at one institution and then transfer to a BA/BS program to continue their interpreting education. This model represents a best practice in AA~BA partnerships.
BA Completion Model (2 + 2, 3 + 1, 3 + 2, etc.). Within this model, students begin and complete their interpreting education at the AA/AS degree level. Students then transfer to a four-year institution to complete a related major or a major designated as “interpreting” however interpreting course are not taken at the upper division level.
Blended Model. Also known as vertical or concurrent articulation. Courses offered at different sites (several colleges) with collaboration among institutions regarding courses offered. Course numbering and sequencing are coordinated and results in a joint degree.
Community College Bachelor Conferred Degree Model. An emerging trend within post-secondary education whereby a two-year community colleges seeks approval for and attains the ability to confer a bachelor’s degree. Students remain on the two-year campus throughout their matriculation and receive a bachelor’s degree upon graduation.
Dual Admission/Dual Enrollment Model. Sometimes referred to as swirling, double dipping, or multi-institution attendance, more common labels for this approach to higher education are dual enrollment, concurrent enrollment or co-enrollment. Newer terms such as degree partnership programs are emerging to reflect the emphasis on the goal, rather than enrollment. Students simultaneously attend two colleges or universities, with the intention of graduating from one or the other. Dual admission provides early registration and guaranteed acceptance upon successful completion of coursework at the Associate level. The student enters the four-year institution with junior standing providing he or she has maintained the academic grade point average required at the transfer institution. Students have access to classes on both campuses, an integrated system of financial aid administration, and library and computer resources on both campuses.
Hybrid Model. A generic term used to describe specialized models, most often the combining of traditional approaches with non-traditional (innovative) approaches to degree completion.
Language to Skill Model. Most commonly referred to the practice of obtaining language proficiency at either the two-and/or four-year institution. Students obtaining language at the associate level then transfer to a four-year interpreting program to obtain their interpreting skills. Students obtaining their language skills at the bachelor level have the option to obtaining a certificate in interpreting at the associate level or to obtain their interpreting skills at the masters level.
Reverse 2 + 2. Student matriculation takes a reverse path, with a student possibly having completed some coursework at a four-year institution and next seeking a degree at a two-year institution. There are also some “reverse 2 + 2″ programs whereby a student completes coursework at a four-year institution and returns to a two-year institution to complete a program of study. This process can also occur within a single four-year institution. Also referred to as a B.A./Certificate Model, whereby general education courses can be taken at any university but core program content is taken at specific college/university and can occur concurrently.
University Center Model. Often refers to the offering of four-year degrees on two-year campuses. This post-secondary approach to AA~BA partnership, brings university faculty teaching upper division courses onto the campus of a two-year institution and then confer a four-year degree to the student.
References
American Association of Community Colleges/American Association of State Colleges and Universities. (2004). Improving access to the baccalaureate. Washington, DC: Community College Press.
Falconetti, G.A. (2009). 2+2 statewide articulation policy, student persistence, and success in Florida universities. Journal of Community College Research and Practice, 33 (3 and 4), 238-255.