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The essay compares how two- and three-year applied college programs differ from university programs focused on theory and research skills, and explains why transfer outcomes often disappoint. It highlights the role of articulation agreements and points out implementation problems, then proposes learning outcomes as a viable alternative to existing transfer practices, supported by continued inter-institutional collaboration.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/improving-the-outcomes-for-college-students-transferring-to-university-learning-outcomes-as-an-alternative/598614/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/improving-the-outcomes-for-college-students-transferring-to-university-learning-outcomes-as-an-alternative/598614.png","ImageObject",300,407,{"name":92,"@type":93},"awa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do students transferring from college to university often feel frustrated?","Question",{"text":112,"@type":113},"Students experience frustration because transfer credits vary between institutions and programs, and university transfer policies are confusing and inconsistently applied, leading to disappointing credit results.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do articulation agreements help reduce transfer inconsistencies?",{"text":117,"@type":113},"Articulation defines how course credit and/or programs completed at one institution apply toward credit or degrees at another, enabling more consistent decisions about advanced standing.",{"name":119,"@type":110,"acceptedAnswer":120},"What alternative does the essay propose to existing transfer practices?",{"text":121,"@type":113},"The essay proposes using learning outcomes as an alternative way to improve the transfer process, aiming to reduce problems with current credit-transfer approaches.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598614,1792908347,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747858093,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","9  \nImproving the Outcomes for College Students Transferring to University  \nIrene Carter, James P. Coyle, & Donald R. Leslie  \nUniversity of Windsor  \nThe authors discuss the challenges of transferringfrom college to university programs. Following consideration of the practices associated with transferring credits and creating articulation agreements, the authors suggest the use of learning outcomes. Noting the challenges, as well as the benefits, they propose using learning outcomes as an alternative to existing transfer practices. Continued collaborative research and planning efforts between colleges and universities are stated as being essential to improving the transfer process.  \nIntroduction  \nThis essay considers the use of learning out  \ncomes as a way of improving the results for college students seeking admission to four-year university programs. Both colleges and universities face issues involving the transfer of credits from colleges to universities. Colleges deliver twoand three-year diploma programs with applied focuses, while four-year university programs place their emphasis on the development of theory and research skills. Upon graduation from college or after gaining work experience, students often aspire to raise their professional status by seeking to obtain a four-year university degree. This process frequently results in frustration due to confusing transfer policies and disappointing transfer  \ncredit results. The policies and processes that are employed in transferring credits from college to university programs clearly needs improvement, and using learning outcomes presents a viable alternative.  \nConfusing and Frustrating Transfer Policies  \nWhen moving from high school to institutions of higher learning, students often choose colleges over universities because they view colleges as a steppingstone into universities. Colleges often have more affordable tuition levels, require lower grades for  \nadmission, are geographically more accessible (Andres, 2001), and offer the opportunity for part-time studies (Cohen, 2005) . In addition, students may see college education as a clearer path into the employment market. Universities recognize the academic achievement of college students by offering transfer credits. Students wishing to transfer to universities experience frustration when the transfer credits offered by universities differ between institutions and programs. Some of the reasons for these confusing inconsistencies are:  \n• Four year university programs specify that entering high school students must have completed a set number of advanced-level highschool credits on entrance to university. When a college student is found to lack these highschool credits, the university uses the student’s college credits to fill this gap (Bell, 1998) .  \n• Degrees obtained from some specific institutions result in lower levels of credits because their degrees are considered to have less value (Marshall, 2005/2006) . For example, in Canada, where colleges are not members of the Association of Colleges and Universities in Canada, students receive fewer transfer credits.  \n• Colleges viewed as technical schools result in lower transfer rates (Cohen, 2003) . However, higher rates result when universities perceive colleges to be feeder schools (Cohen, 2005) .  \n• Individuals who worked in their field between college graduation and their return to university often experience obstacles when transferring credits. For example, many of these individuals did not take the needed college courses for a successful transfer to a four-year institution (Knoell, 1996; Findlen, 1997/1998) .  \nEven in institutions with strong transfer policies, students report improper implementation of those policies. Some universities continue to favour their current undergraduate students by using enrolment caps and asking college transfer students to reapply to the institution in order to continue their studies.  \nIn addition, universities deny cr","cbCaikxYbB3lfMQb","https://ap.wps.com/l/cbCaikxYbB3lfMQb","pdf",203976,"English","# Introduction\n# Confusing and Frustrating Transfer Policies\n# The Role of Articulation Agreements","[{\"question\":\"Why do students transferring from college to university often feel frustrated?\",\"answer\":\"Students experience frustration because transfer credits vary between institutions and programs, and university transfer policies are confusing and inconsistently applied, leading to disappointing credit results.\"},{\"question\":\"How do articulation agreements help reduce transfer inconsistencies?\",\"answer\":\"Articulation defines how course credit and/or programs completed at one institution apply toward credit or degrees at another, enabling more consistent decisions about advanced standing.\"},{\"question\":\"What alternative does the essay propose to existing transfer practices?\",\"answer\":\"The essay proposes using learning outcomes as an alternative way to improve the transfer process, aiming to reduce problems with current credit-transfer approaches.\"}]","Improving the Outcomes for College Students Transferring to University - Learning Outcomes as an Alternative | PDF",1792087257,18]