An exploration of general education reform in Wisconsin two-year technical colleges to facilitate credit transfer.

摘要

This study examines the Wisconsin Technical College System (WTCS) general education structure and whether or not reform is necessary to enhance credit transferability based on the perspectives of advisors, key faculty, and general education deans. The researcher conducted interviews with these stakeholders at two of the sixteen WTCS colleges. Locations selected for interviews included one community technical college and one traditional technical college. Findings identified five emerging themes for general education reform to enhance credit transferability, including the following: Address Existing Misperceptions, Establish Institutional Partnerships, Redesign General Education Coding for Credit Transferability, Establish College- Wide Curriculum Committee, and Create Mechanism for Communication. A document review was conducted examining transfer advising through occupational program curriculum sheets, and reports describing transfers from WTCS to the University of Wisconsin (UW) campuses. The conclusion of the study identified barriers such as historical positioning, outdated statutes, and state university two-year programming preventing the WTCS from offering college transfer courses statewide. The researcher recommends further study in student transfer experience, effectiveness of partnerships between WTCS colleges and UW institutions, and political, financial and operational implications from redesigning the WTCS general education structure.