“We don't need a four‐year college person to come here and tell us what to do”: Community college curriculum making after articulation reform

Abstract

This article presents an instrumental case study of how community college faculty engages in academic planning in the wake of curricular policy reform, and tensions between the perspectives of faculty from 2‐ and 4‐year institutions. Implications of these dynamics are discussed with a focus on advice for those leading curricular change projects in community colleges.