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Repertoire & Resources
Reper toire & R esources

Two-Year College Choirs

Carolina Flores to coauthor this article to share insights and further ex-
National Chair, Two-Year College Choirs amine actionable solutions for change.
cflores@hartford.edu

Core Challenges
In the article “An Examination of Student and Fac-
Supporting Transfer Students Between ulty Perceptions Regarding Music Education Transfer
Two- and Four-Year Institutions
Student Preparedness and Experiences,” Natalie Steele
by Carolina Flores and Arlie Langager Royston and her coauthors shared that “college music
faculty members perceived transfer students as unpre-
Music majors at community colleges nationwide pared for the rigors of a four-year institution.” Trans-
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represent an increasingly diverse and nontraditional fer students often deal with challenges outside the class-
student population. Stronger collaboration between room, including limited training opportunities prior
two- and four-year institutions is vital in order to re- to transfer, financial pressures, and family obligations
move existing barriers toward students completing that require them to work twenty to thirty hours per
their education; otherwise, we will continue to overlook week while managing a full course load. While many
talented artists who could enrich undergraduate choral students succeed within the resources available on cam-
programs and shape the future of the choral commu- pus at a two-year institution, they frequently encounter
nity. barriers when transferring to four-year programs.
This concern was central to a panel discussion ti- Even if they’ve completed similar coursework, stu-
tled “Reimagining Transitions between Two-Year and dents may not be used to being around advanced stu-
Four-Year Colleges” at the 2025 National Collegiate dents or navigating a larger campus. They may also
Choral Organization Conference (NCCO11). As mod- have come from programs with fewer options—such
erator, Dr. Arlie Langager invited panelists Dr. Caro- as a limited selection of electives and repertoire—re-
lina Flores, Dr. Raymund Campo, and Dr. Anne Ly- sulting in uneven experience levels. Incoming students
man to share perspectives and solutions for directors of may struggle with self-confidence, feel isolated, or even
both four-year and two-year programs. Following the feel like they don’t belong at all in a four-year setting.
NCCO presentation, Dr. Flores invited Dr. Langager Several additional challenges include:

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