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Offering new perspectives on academic advising in community colleges, this book defines developmental academic advising, describes the organization and delivery of advising services, and discusses key components of effective programs. The following 10 chapters are included: (1) "Developmental Academic Advising," by Thaddeus M. Raushi, defining developmental academic advising as a process which views students in the context of their whole life setting; (2) "Academic Advising, Retention, and Transfer," by Margaret C. King, highlighting the role of advising in student integration into college life; (3) "The Organization and Effectiveness of Academic Advising in Community Colleges," by Wesley R. Habley, describing findings of a national survey of advising program characteristics; (4)"Advising Models and Delivery Systems," by Margaret C. King, reviewing seven organizational models and five delivery systems; (5) "Adviser Training in the Community College," by Portia K. Weston, arguing that training activities improve student success and provide team-building staff development; (6) "Evaluation, Recognition, and Reward of Academic Advising," by Buddy Ramos; (7) "Advising the Two-Year Student: Considerations and Strategies," by Judith L. Sanford-Harris; (8) "Advising Multicultural Populations for Achievement and Success," by Thomas Brown and Mario Rivas, discussing challenges and strategies for advising students of different backgrounds; (9) "Intrusive Academic Advising," by Martha T. Garing, suggesting intervention strategies at specified times from admission to graduation; and (10) "Sources and Additional Information: Academic Advising in the Community College," by Karin Petersen Hsiao. (BCY)

The articles in this collection recommend ways of bringing greater direction and focus to community college general education and thereby enhancing the fulfillment of collegiate missions and augmenting student learning. The sourcebook contains: (1) "Toward a Second Wave of Reform," by Jerry G. Gaff, which reviews the general education reforms of the 1980's and recommends further steps in redesigning general education to meet learning needs; (2) "The De Facto State of General Education," by Neal A. Raisman, which reports on a study of the general education curricula at Michigan community colleges; (3) "General Education in the Community College: Developing Habits of Thought," by Judith S. Eaton, which suggests different approaches to general education for different types of students; (4) "Broadening Our Conception of General Education: The Self-Regulated Learner," by Claire E. Weinstein and Gretchen Van Mater Stone, which proposes that general education should help students become expert, lifelong learners; (5) "Teaching Values Through General Education," by R. Murray Thomas, which offers specific approaches and exercises to teach values; (6) "Globalizing General Education: Changing World, Changing Needs," by Douglas P. Sjoquist, which discusses techniques for internationalizing general education; (7) "General and Developmental Education: Finding Common Ground," by Thomas L. Franke, which offers models for bridging developmental and general education needs; (8) "General Education for At-Risk Students," by Laura I. Rendon and Janyth Fredrickson, which considers ways general education can be changed to ensure greater success for minorities; (9) "Vocational Education and General Education: New Relationship or Shotgun Marriage?" by James Jacobs, which discusses ways to unite general education and liberal arts and prepare students to enter technological careers; (10) "General Education in Occupational Programs: The Barriers Can Be Surmounted," by Carole Finley Edmonds, which focuses on improving communication between general and vocational education practitioners; and (11) "Sources and Information: General Education in the Community College," by Neal A. Raisman and Karin Petersen Hsiao, which presents an annotated bibliography of current literature. (MAB)

This issue of a quarterly journal, concerned with community colleges focuses on relations between community colleges and four-year institutions, their perceived differences in status, and approaches to overcoming those differences. The issue contains seven articles beginning with "Tradition and Transformation: Academic Roots and the Community College Future," by Gustavo A. Mellander and Bruce Robertson, which discusses new legislative and social realities that will help community college faculty assert their commitment to teaching. Article 2, "The Community College Unbound," by George B. Vaughan, explores the important contributions made by two-year colleges in the areas of research and publication. Next, "Establishing Equality in the Articulation Process," by Roger J. Barry and Phyllis A. Barry, advocates that community colleges become equal partners with the baccalaureate institutions in articulation efforts. The fourth article, "Accreditation and Transfer: Mitigating Elitism," by Carolyn Prager, suggests that the two-year college needs to become a more active partner in accreditation in order to improve transfer. Article 5, "Gaining Stature through Community College-University Consortia," by Gwen May and Al Smith, describes how consortia of universities and community colleges have enhanced community college prestige. The sixth article, "To Acquire Stature: To Thine Own Self Be True," by James O. Hammons, asks that community colleges work toward excellence to impress themselves, rather than universities. Finally, the seventh and last article, "Sources and Information: Community Colleges and Issues of Articulation and Quality," by Diane Hirshberg, presents a literature review of recent ERIC materials on community college-university cooperation in the areas of transfer, minority student programs, and quality. (JMC)

Offering new perspectives on community college faculty recruitment and training, and on the renewal of current faculty, this journal issue contains articles on preservice training, faculty development, and teacher improvement. The following 10 chapters are included: (1) "Quo Vadis: Staffing the People's College 2000," by Michael H. Parsons, which discusses trends for the 1990s and the active role new faculty must take in the future; (2) "Expertise and Values: How Relevant Is Preservice Training?" by Joyce S. Tsunoda, highlighting problems and innovations in preservice education; (3) "The New Problem of Staff Development," by Martin B. Spear, Evan Seymour, and Dennis McGrath, which discusses ways to avoid weakening and fragmenting faculty and curricula in development efforts; (4)"Faculty Professionalism Reconsidered," by Jim Palmer, examining professionalism from institutional, scholastic, research, and pedagogical frames of reference; (5) "To Walk on Water: Challenges for Community College Faculty," by Nancy Armes LeCroy and Kay McClenney, which emphasizes assessment, diversity, learning, and skills in preparing faculty; (6) "Empowering Faculty Through Redefined Work Roles," by Richard L. Alfred and Vincent Linder, focusing on planned preservice and inservice education; (7) "Down from the Podium: Preparing Faculty for the Learner-Centered Classroom," by Melissa Sue Kort, which suggests four methods to achieve a learner-centered environment; (8) "Using a Developmental Model of Maturity to Enhance Student-Centered Teaching," by Don G. Creamer, which stresses setting course goals and choosing interactive teaching strategies; (9) "Confronting Diversity in the Community College Classroom: Six Maxims for Good Teaching," by Rosemary Gillett-Karam; and (10) "Faculty Development and Renewal: Sources and Information," by Diane Hirshberg. (PAA)

The essays in this collection were written by John Lombardi during the 1970s while he was a resident scholar at the ERIC Clearinghouse for Junior Colleges. Following a foreword on Lombardi's life and work by a son and two daughters, John V., Mary Luciana, and Janice P. Lombardi, is an introduction by Arthur M. Cohen giving highlights of Lombardi's approach to his work and summarizing the introductory comments state that the 10 essays presented in this book, all of which were chosen for their relevance to issues facing contemporary community college leaders and students aspiring to leadership positions. The first essay, "Riding the Wave of New Enrollments" discusses the periodic increases and declines in two-year college enrollment and the ways that college leaders attempt to sustain the enrollments on which their funding is based. "Critical Decade for Community College Financing" provides an analysis of the perennial issues in sustaining college finances and offers a review of the feasibility of stratagems for maintaining a constant flow of dollars into the institution. Three essays respectively entitled "Faculty Workload,""The Ambiguity of the Part-Time Faculty," and "Role of the Department Chairman in Improving Instruction" address key aspects of managing faculty. The next four essays, "A New Look at Vocational Education,""Four Phases of Developmental Education,""The Decline of Transfer Education," and "The Two-Year College Student and Community Services," analyze central areas of the community college curriculum. The last essay, "Student Activism," looks at the effects on and responses to activism on college campuses. Finally, Arthur M. Cohen offers a summary and update of trends in each area addressed by Lombardi in a concluding chapter entitled "A Contemporary View of the Issues." A comprehensive bibliography of Lombardi's writings is included. (MAB)

The critical thinking movement is responding nationwide to the challenge of teaching thought processes to students. This volume contains 10 articles addressing critical thinking and the instruction of higher-level thinking skills: (1) "Critical Thinking: What, Why, and How," by Richard Paul; (2) "Teaching Critical Thinking across the Curriculum," by John Chaffee; (3) "Assessing Critical Thinking," by Lucy S. Cromwell; (4) "Skipping on the Brink of the Abyss: Teaching Thinking through Writing," by James J. Sheridan; (5) "Teaching Critical Thinking in the Social Sciences," by Carol Lynn H. Knight; (6) "The Critical Literacy Seminar: A Faculty Development and Rejuvenation Strategy," by Margaret B. Lee, Trudy H. Bers, and Richard Storinger; (7) "Great Teaching, Great Learning: Classroom Climate, Innovative Methods, and Critical Thinking," by Lawrence P. Litecky; (8) "Forced To Think: The Title V Mandate in California," by John Feare; (9) "Teaching Critical Thinking in Vocational-Technical and Occupational Classes," by George A. Heyman and Elaine R. Daly; and (10) "Sources and Information: Critical Thinking Skills Instruction in the Community College," by Diane Hirshberg. (JMC)

Focusing on the cultural issues facing students who are the first in their families to attend college, this volume addresses the difficulties in bridging the two worlds of college and home and describes campus programs to help students overcome cultural barriers. The issue contains the following chapters: (1) "Transformations: Cultural Challenges Faced by First-Generation Students," by Howard B. London; (2) "Discordant Voices in the Urban Community College," by Lois Weis, discussing conflicts between students of different races, between middle-class faculty and poor students, and between male and female students; (3) "Helping First-Generation Minority Students Achieve Degrees," by Richard C. Richardson, Jr., and Elizabeth Fisk Skinner, offering ideas on optimizing first-generation minority students' education; (4) "First-Generation Adult Students: In Search of Safe Havens," by L. Steven Zwerling, highlighting the unique problems faced by adult first-generation students; (5) "From the Barrio to the Academy: Revelations of a Mexican American "Scholarship Girl," by Laura I. Rendon, giving a personal account of a Mexican-American first-generation student; (6) "Reflections: Bridging Cultures," by Julia Lara, describing a Latina student's attempts to negotiate the gulf between her traditional Dominican culture and modern American society; (7) "The Challenge of First-Generation College Students: A Miami-Dade Perspective," by Eduardo J. Padron, discussing programs at the nation's largest two-year college; (8) "Transforming Educational Dreams into Educational Reality," by John Chaffee, discussing LaGuardia Community College's efforts for diversification; (9) "Tribal Colleges: A Success Story," by Wayne J. Stein, discussing special programs at 24 tribally controlled two-year colleges; and (10) "Issues of Curriculum and Community for First-Generation Asian Americans in College," by Peter Nien-chu Kiang. (MAB)

The community college's role in economic development has expanded beyond providing traditional vocational education and job training to include activities as diverse as management and technical assistance for new and small businesses, tech prep programs with high schools, cooperative education programs, partnerships with state agencies, and customized and contract job training for industries. In many states, programs have been implemented which utilize community colleges as the primary providers of job training and skill development. Currently, 437 cooperative education programs, combining classroom learning and practical, paid, on-the-job experience, are administered by community colleges in 47 states. In addition, small business development centers, offering education and training programs as well as counseling, information, and referral services, are operating at 114 colleges nationwide. Community colleges are also assuming key roles in statewide economic development plans in Illinois, Ohio, North Carolina, and California. For example, California's Economic Development Network (ED>Net) involves the state's community colleges in centers for applied competitive technologies, centers for international trade development, total quality management and quality assurance training, and hazardous materials technician training. ED>Net also includes a database and electronic bulletin board to identify training programs around the state and allow colleges instant access to curricula information. Community colleges are playing a vital role in providing the critical training and retraining of the workforce that business and industry require as the U.S. economy becomes increasingly dependent upon technology. (JMC)

In order to realize their academic missions and respond to state demands for access, assessment, and accountability, the nation's community colleges, along with all other institutions of higher education, are focusing increasingly on the enhancement of academic support services. Learning centers represent an important means of providing learning assistance. They exist in various forms under various names on different campuses. More has been written about the learning resource center (LRC) or library-based format than any other learning center model. The LRC tends to emphasize two main functions: the provision of traditional research, reference, and bibliographic support to students and faculty; and the use of non-print media to bolster learning. Discipline-based support centers, while found more often at senior institutions, also exist at some two-year colleges. Examples include the algebra and calculus microcomputer laboratory at De Anza College and the Life Science Learning Center at Los Angeles Valley College. Stand-alone centers are independent or quasi-independent units, which are not extensions of other institutional functions, such as libraries or student services programs. At two-year colleges, stand-alone centers tend to focus primarily upon the remedial and developmental needs of students most deficient in basic and study skills. Efforts to establish a new learning center or to expand and consolidate the range of services currently provided should have a solid theoretical foundation. An example of a clearly defined conceptual basis is the "Tenore Plan" employed at Bunker Hill Community College (Massachusetts) in the 1980s. The Tenore plan offered a learning center-based approach to individualized remedial and college-level instruction based on learning style assessment. As all sectors of higher education respond to the growing demand for outcomes assessment, learning centers will be challenged to extend learning assistance beyond the remedial and developmental. (JMC)

The community college's mission as a teaching institution rather than a research institution has typically avoided placing scholarship in a central position. In 1988, the Commission on the Future of Community Colleges advocated a broad definition of scholarship encompassing the integration, application, and presentation of knowledge in the core activities of curriculum development, service, and teaching. One researcher defines scholarship as a "systematic pursuit of a topic," whereas research, which builds upon previous scholarly works and results in verifiable knowledge, empirical data, and replicable procedures, is only one form of scholarship. Many community college professionals do not engage in scholarship because conducting outside research means sacrificing teaching hours. In addition to lack of time, lack of support and encouragement from college leaders is another barrier. A third barrier to scholarship is an unwillingness among community college faculty to encroach upon what is seen as the domain of the university. Scholarship can be encouraged in a variety of ways. The mission or goals of the community college must be adjusted to include scholarship, with presidents and deans setting an example for their faculty. An effective reward system will also serve to inspire scholarship. ERIC documents offer advice and guidelines for community college professionals who are interested in being published. In addition, many state and professional associations and state agencies publish high-quality periodicals as a forum for the exchange of information and ideas among their members or faculty members in their state. (JMC)

Community colleges can play an important role in increasing the number of people in the scientific talent pool and diversifying its ethnic and gender composition. In an effort to recruit more women and minorities into two-year college science, math, and engineering technology programs, community colleges are engaging in a wide range of special activities, such as offering vocational counseling, internships, and scholarships, as well as sponsoring on-campus events for high school students and developing articulation agreements with secondary schools and four-year institutions. A significant proportion of colleges offer programs to encourage women and minorities to enroll in science and math, and to help them succeed. Examples include: (1) Delgado Community College's Math, Science and Technology Summer Youth Enrichment Program for minority junior high school students in Louisiana; (2) Washtenaw Community College's program to upgrade basic skills for women and minority students in Mighican; (3) Connecticut's General Hartford Community College's Pre-Nursing developmental program; (4) American River College's special bridge program, involving linkages with both high schools and universities in California; (5) California's Evergreen Valley College's program which employs an all-Hispanic team of educators and community members to improve the retention and matriculation of Hispanic students; and (6) California's Occidental College's program which brings community college students on-campus into paid science research assistantships. Recruiting women and minorities into science and math careers will require a commitment to recruitment, career guidance, provision of necessary facilities and services, and a smooth transition from two- to four-year college. (PAA)

In 1990, President George Bush and the nation's governors adopted new goals for education, including the goal that every adult American would be literate by the year 2000. During the past two decades, community colleges have played a significant role in the promotion of adult literacy. In many ways, the resources and services provided by community colleges very closely fit with the needs of adult literacy training. In the Maricopa Community College District (Arizona), volunteers teach functionally illiterate adults to read and write at no charge, and offer an 18-hour training workshop for individual tutors. Project LIFE at South Plains College (Texas) combines the resources of the major literacy providers in the area to offer literacy training and prevocational workshops to enhance employability. In addition to the direct provision of instruction in reading and writing, community colleges are involved in literacy development through the coordination of delivery activities among different organizations and institutions, the training of literacy tutors and instructors, post-literacy services, services for learning disabled students, workplace literacy efforts, and computer-assisted literacy instruction. The field of adult literacy has been negatively affected by the lack of meaningful program evaluation at state, institutional, and program levels. If community colleges are to continue to play a significant role in combating the nation's literacy problem, they will require additional leadership and funding from state and federal sources, increased recruitment and training of faculty to work with students reading below the fifth grade level, and more flexible methods of delivering instruction. (JMC)

Among the factors reshaping the American workforce are diversity, demands of work and family, global competition, the growing importance of strategic human resource planning, the need to reeducate employees for new technologies and more demanding jobs, and renewed interest in ethics and social responsibility. This collection of articles examines trends, innovations, problems, and solutions relating to the role of community colleges in contributing to the economic and work force development needs of local communities within a global economy. Included are the following 12 articles. (1) "Strategic Alignment of Community Colleges and State Economic Policy," by John G. Melville and Thomas J. Chmura; (2) "Investing in Human Capital: State Strategies for Economic Development," by Lawrence A. Nespoli; (3) "Meeting Small Business Needs through Small Business Development Centers," by Janice B. Carmichael; (4) "Developing Rural Business Incubators," by Mark L. Weinberg and DeLysa Burnier; (5) "Assuming a Leadership Role in Community Economic Development," by Robert J. Kopecek; (6) "Renovating Cooperative Education Programs," by Patricia A. Rheams and Fred Saint; (7) "Meeting Health Care Credentialing Needs," by Madeline K. Turkeltaub; (8) "Work Force Development through Distance Learning," by LaVerne W. Miller; (9) "Exploring the Community College Concept: Worldwide Variations," by Joseph Arthur Greenberg; (10) "Trading in a Global Economy: Obstacles and Opportunities," by Robert L. Gell and James A. Crupi; (11) "Evaluating Results of Economic and Work Force Development Programs," by Richard L. Alfred; and (12) "Sources of Information: Community Colleges and Economic Development," by Diane Hirshberg. (PAA)

This collection of essays examines the importance of scholarship to the community college and suggests approaches that community college leaders can take to promote a sense of professionalism built around scholarly work. In Chapter 1, "Scholarship and the Community College Professional: Focusing the Debate," George B. Vaughan suggests a broad definition of scholarship and examines the antipathy of the prevailing institutional culture to scholarly work beyond classroom teaching. In Chapter 2, "False Dichotomies," Jonathan Block examines the origins and implications of the false dichotomy between teaching and research. In Chapter 3, "Scholarship in the Community College: A President's Perspective," Robert E. Parilla discusses the role of the president in promoting scholarship on campus. In Chapter 4, "Presidential Scholarship and Educational Leadership in the Community College," Robert G. Templin, Jr., notes the importance of scholarship to the president's own leadership effectiveness. In Chapter 5, "Scholarship and the Academic Dean," James R. Perkins reviews the contributions that academic deans can make to the community college's scholarly endeavors. In Chapter 6, "Scholarship in the Humanities," Barbara Viniar and Libby Bay discuss the value of faculty scholarship to the teaching of the humanities. The final chapter, "Nurturing Scholarship at Community Colleges," by James C. Palmer, reviews major themes which need to be addressed in nurturing scholarship at the community college. (JMC)

Designed to assist program planners and administrators at community colleges in initiating a Writing Across the Curriculum (WAC) program or determining the future direction of one already in existence, this sourcebook provides 15 articles on various aspects of WAC theory and practice. The following articles are included: (1) "History of WAC and Its Role in Community Colleges," by Joanna Ambron; (2) "Building on Realities: WAC Programs at Community Colleges," by Barbara R. Stout and Joyce N. Magnotto; (3) "On Using Writing," by Lee Odell; (4) "Toward a New Paradigm in Writing Across the Curriculum," by Martin B. Spear, Dennis McGrath, and Evan Seymour; (5) "A Solution to Student-Faculty Mismatch," by Marsha Z. Cummins, Jacqueline Stuchin-Paprin, and Judith R. Lambert; (6) "The WAC Workshop," by Julie Bertch and Delryn R. Fleming; (7) "Writing-to-Learn Assignments: The Journal and the Microtheme," by Linda C. Stanley; (8) "Discipline-Specific Assignments: Primary Resources for Writing Across the Curriculum," by Hannah Karp Laipson; (9) "Formalizing WAC in the Curriculum: Writing-Emphasis Courses," by Patricia Durfee, Ann Sova, Libby Bay, Nancy Leech, Robert Fearrien, and Ruth Lucas; (10) "Organizing a WAC Evaluation Project: Implications for Program Planning," by Gail Hughes-Wiener and Susan K. Jensen-Cekalla; (11) "Adapting Language Across the Curriculum to Diverse Linguistic Populations," by Linda Hirsch, Joanne Nadal, and Linda Shohet; (12) "Literacy and Learning: Integrated Skills Reinforcement," by JoAnn Romeo Anderson, Nora Eisenberg, and Harvey S. Wiener; (13) "The Writing Consultancy Project," by Christine M. Godwin; (14) "Beyond Writing Across the Curriculum: The Community Communication Corps," by Stanley P. Witt; and (15) "Sources and Information" by Dana Nicole Williams (an annotated bibliography of recent ERIC literature on WAC programs at community and junior colleges). (PAA)

Recent mandates from state and accrediting agencies are requiring community colleges to provide evidence of their success in such areas as basic skills and remediation, general education, major-field content, student development, transfer effectiveness, job training, job placement, and fiscal accountability. This volume, in addition to describing some contemporary mandates for institutional effectiveness, presents a range of institutional research models that can be used to seek answers to the complex questions being posed. The volume includes the following nine articles: (1) "The Traditional Centralized Model of Institutional Research," by Julie Slark; (2) "The Centralized Research Model in a Multicampus District," by John Losak; (3) "The Coordinated Research Model in a Multicampus District," by Janis Cox Jones; (4) "The Decentralized Research Model," by Peter MacDougall, Jack Friedlander, Elaine Cohen, and John Romo; (5) "The Centralized-Decentralized Research Model," by Marylin Orton; (6) "Research by Voluntary Consortium," by Don Doucette and Jeffrey A. Seybert; (7) "t-Test for Two: A State-Local Research Partnership," by Daniel D. McConochie and James D. Tschechtelin; (8) "The State Agency-College-Mandated Approach," by Madan Capoor and Edward Morante; and (9) "Responding to Mandates for Institutional Effectiveness," by Jack Friedlander and Peter R. MacDougall. (PAA)

A rapid decline in the number of private liberal arts junior colleges is forcing educators to examine the status of this special sector of higher education. This monograph focuses on the history and future of these colleges in higher education, the marketing of private junior colleges, institutional assessment, church-related colleges, computer instruction in junior colleges, and adjunct and full-time faculty ratios. The following articles are included: (1) "A History of Resilience," by Robert H. Woodroof; (2) "The Private Junior College in Higher Education's Future," by Nelson M. Hoffman, Jr.; (3) "A Professional Approach to Marketing the Private Junior College," by Peter T. Mitchell; (4) "Assessment, the Affordable Way," by John H. Williams; (5) "Expanding the Religious Heterogeneity of the Student Body," by George D. Fields, Jr.; (6) "Instructional Use of Computers in the Junior College," by Gordon L. Wells; (7) "The Adjunct/Full-Time Faculty Ratio," by Milton L. Smith; and (8) "Doubts about the Future of the Private Liberal Arts Junior College," by Robert H. Woodroof. (VVC)

With the availability of technologically advanced instructional delivery systems, and the educational reform efforts of state and federal governments, the role and importance of community college learning resource centers (LRC's) have expanded tremendously since their experimental beginnings in 1939. This volume contains the following articles describing the involvement of LRC's in instruction: (1) "Linking the LRC with Student Assessment," by Gloria Terwilliger; (2) "Vital Connections: Composition and Bibliographic Instruction Theory in the LRC," by Lori Arp and Kathleen Kenny; (3) "Role of the LRC in Developmental and Literacy Education," by Margaret Holleman, Julie Beth Todaro-Cagle, and Barbara Murray; (4) "The LRC's Role in Helping Faculty Internationalize the Community College Curriculum," by Liz Bailey, Nancy E. Buchanan, and Margaret Holleman; (5) "LRC-Based Professional Development," by Howard Major; (6) "LRC Support for Off-Campus Education," by W. Lee Hisle; (7) "Telecourses: Instructional Design for Nontraditional Students," by Theodore W. Pohrte; (8) "Active Learning and the LRC," by Richard L. Ducote, Alicia T. Tibbals, and Steven E. Prouty; (9) "LRC Microcomputer Services for Instructional Support," by Michael D. Rusk; (10) "Self-Study Methods for the Library and the LRC," by Antoinette M. Kania; (11) "A Survey of User Education Programs in Community College LRC's," by Eileen Dubin; and (12) "The Instructional Role of Two-Year College LRC's," by Lisa Raufman, Dana Nicole Williams, and Anita Colby. (GFW)

Designed to assist community colleges in moving from a rhetorical and general interest in international education to a practical and effective international education program, this monograph contains 11 essays which discuss ways of developing reasonably effective programs. This book contains the following articles: (1) "Lessons from the Past in Developing International Education in Community Colleges," by David G. Scanlon; (2) "Internationalizing the Community College: Strategies for the Classroom," by Jane Edwards and Humphrey R. Tonkin; (3) "The Effective Development of Nontraditional Study-Abroad Programs," by William K. Spofford, which examines study abroad programs for college sophomores and seniors as well as students without foreign language proficiency; (4) "Facilitating Faculty Exchange," by Brenda S. Robinson; (5) "Consortial Approaches to International Education," by John J. McLean, which examines a consortium offering overseas study opportunities; (6) "Developing American Two-Year College Programs Abroad," by William E. Greene; (7) "Adding an International Dimension to the Community College: Examples and Implications," by Seymour H. Fersh, which focuses on nine community colleges with strong international programs; (8) "Foreign Technical-Assistance Programs," by Maxwell C. King, which describes a community college consortium's efforts to provide technical assistance to underdeveloped countries; (9) "Effective Support Services for International Students," by Martin J. Tillman; (10) "Developing the Campus-Community Link in International Education," by Gail A. Hochhauser, which examines programs to involve both foreign and U.S. students in international education; and (11) "Sources and Information: Internationalizing the Community College," by Ruth I. Cape and Anita Y. Colby, which presents an annotated bibliography of recent ERIC documents and journal articles on international education. (PAA)

In March 1990, the Center for the Study of Community Colleges in Los Angeles hosted a Transfer Assembly as part of an on-going effort to stabilize the imprecise definitions and data relating to student transfers from community colleges to four-year institutions. This report provides excerpts from six of the presentations given to the assembly. First, Mike Nettles discusses the collection methods, content, and scope of the various types of available data on transfer, and reviews evaluative purposes those data might serve. Next, Burton R. Clark emphasizes the "public accountability" factor served by data collection, suggesting that the collection of data on transfer prompts honest self-reporting and promotes both the institutional integrity of, and public respect for, the community college. Next, Jim Palmer underscores the importance of developing an operational definition for the calculation of transfer rates. Then, Louis Bender discusses the increasing influence of state legislatures through the passage of resolutions and provisions relating to transfer and articulation, and the growing national concern for transfer/articulation problems. Next, Charles McIntyre addresses the issue of data standardization, longitudinal data collection, and guidelines for the use of accountability data. Finally, Judith Eaton uses a hypothetical conversation between a wealthy benefactor and an evasive, ill-informed community college president to illustrate the inability of community college officials to provide meaningful, intelligent information about the institutional transfer experience. (GFW)

Community colleges play a major role in improving the access of Hispanic students to higher education, with roughly 56% of all college-going Hispanics attending these institutions. Relatively few however, have attained a postsecondary degree of any kind. A study of 145 community colleges found that Hispanic student retention was influenced by such factors as financial aid grants, career counseling into selective programs and participation in English-as-a-Second-Language (ESL) and Hispanic Studies classes. Two successful retention programs, the Puente Project and the Enlace program, incorporate multiple elements associated with increased Hispanic retention. The Puente Project is a state-wide community college program in California employing specially trained English instructors, Hispanic counselors, and Hispanic corporate professionals acting as mentors. The Enlace program at Evergreen Valley College (EVC) in California, extended the college's Puente Project to include a focus on improving math skills. A study conducted at EVC showed that between 1983 and 1986, Puente students had higher course completion rates in English, earned more degrees, and had higher transfer rates than other Hispanic students at the college. A study of Enlace students at EVC revealed higher math completion rates than the Hispanic general student population. Suggestions for improving Hispanic student transfer rates include strengthening of articulation agreements with four-year institutions, improving the peer support system, and increasing the representation of Hispanic role models in staff and administrative positions. (PAA)

While national trends in liberal arts course offerings in community colleges have been charted for many years, trends in non-liberal courses have not been similarly mapped. In an effort to gain a better understanding of the entire community college curriculum, the Center for the Study of Community Colleges (CSCC), in Los Angeles, California, augmented its 1991 study of the liberal arts with a study of non-liberal arts, using data from the same 164 community colleges. Non-liberal arts courses were counted and categorized using spring 1991 class schedules for the 164 participating colleges. Excluding laboratory courses, which were not included in the CSCC tally, 43.3% of the spring 1991 community college curriculum was devoted to the non-liberal arts. These classes were grouped into the following 10 course categories: business and office (24.6% of all courses); personal skills (19.1%); trade and industry (18.6%); technical education (18.1%); health occupations (10.2%); marketing and distribution (3.4%); education (2.5%); engineering technology (2%); agriculture (1.2%); and home economics (0.2%). The low percentage for home economics courses was due to the grouping of classes such as pattern design and culinary arts in the "trade and industry" category. A number of two-year college courses combine both liberal arts and non-liberal arts subject matters, such as those providing literacy skills in occupational courses, or truly interdisciplinary courses integrating two separate subject areas. (PAA)

As a college degree becomes increasingly important for individuals seeking employment, the numbers of first-generation students continues to grow. With the first-generation student pool comprised largely of members of working class families, ethnic minorities, women, and or adults, community colleges have always viewed first-generation students as a primary clientele. One of the greatest challenges confronted by first-generation students is that college attendance represents a departure from the pattern established by family and friends, who may in turn become non-supportive or obstructionist. This problem can be particularly difficult for traditional-age students who continue to live at home. First-generation students are often less well prepared for college than their classmates from college-educated families. In addition to being less prepared academically, such students often have insufficient knowledge of time-management techniques; the economic realities of college life; and the impersonal, bureaucratic nature of educational institutions. Among the strategies which colleges can employ to assist first-generation students are: (1) specialized outreach, tutoring, and mentoring programs; (2) bridge programs, linking high schools and post-secondary institutions to help students confront the obstacles to successful college preparation; and (3) college-orientation classes reviewing practical skills, college procedures, and available support services. For first-generation adult students, suggested instructional strategies include placing an emphasis on critical and analytical thinking skills, and offering interdisciplinary courses centered on specific themes. (PAA)

The educational approaches, programs, and services developed for American Indians at both tribal colleges and non-tribal community colleges can be used as models by other institutions seeking to serve minority populations better. The community college is an important avenue for American Indians pursuing postsecondary degrees; in 1988, 50,400 of the 92,000 American Indians enrolled in higher education were attending two-year colleges, and associate degrees constituted nearly 40% of the total number of degrees conferred to American Indians in 1989-90. While several of the 25 tribal colleges award baccalaureate and master's degrees, and one is a university, these institutions, like community colleges, are among the most community-responsive in higher education. The success of tribal colleges can be attributed to their combining distinctive cultural elements with a pragmatic approach to education. Because instructors act as agents of Indian history, language, and culture, students learn that their communities' beliefs have great value, while simultaneously acquiring the skills necessary for future educational and occupational endeavors. Tribal colleges also experiment with culturally conscious approaches to instruction, emphasizing visual and cooperative learning. Among the non-Indian community colleges that have been especially responsive to Indian students are: (1) San Juan College (New Mexico), which has developed a set of interrelated services that attract and retain American Indians; (2) American River College (California), which has created the Mathematics, Engineering, and Science Achievement/Minority Engineering Program; and (3) Truman College (Illinois), which has developed the Institute for Native American Development. (MAB)

Practitioners at all levels of education have begun to recognize that addressing the complex social and environmental problems of the future will require individuals capable of reflective and critical thought. Critical thinking has been defined as utilizing a number of cognitive processes and attitudes that undergird intelligent action in diverse situations and fields. Critical thinkers are able to discern the thought patterns and beliefs in the works of others, and to reflect upon their own beliefs, decisions, and actions. Much of community college instruction is delivered through traditional lectures, which promote lower-order learning involving rote memorization. In order to facilitate critical thinking, instructors will need to change their means of presenting information, by emphasizing open-ended questions and other techniques that encourage analysis, problem-solving, conceptualization, self-reflection, and the application of knowledge to the real world. Some educators contend that writing is crucial to critical thinking, because the act of producing written work stimulates new thinking and new discoveries. Others suggest focusing on students'"why" questions, having students analyze the information presented in the textbook to identify the forms of inquiry used to generate it, examine critical analyses of texts, and develop their own criticisms drawing on personal experience. Many community colleges have begun to implement critical thinking programs of their own, most of which begin with seminars for the instructors, focusing on curriculum redesign, coaching, evaluation, and follow-up. Promoting critical thinking will require changes not only in teaching practices, but also in the curricula and mission of community colleges. (MAB)

Interfering with the ability of community colleges to face the challenges involved in fulfilling their multiple missions is the fact that the colleges are often regarded as "inferior" when compared to four-year baccalaureate institutions. Ironically, many of the concessions that community colleges have made to gain stature have hurt, rather than enhanced, their image. Shifting to the academic calendar, and to a collegiate credit system, has hindered occupational program delivery, while adopting general education requirements has exacerbated credit transfer problems for community college transfer students. In no area is the imbalance of status felt more deeply than transfer. Faculty at four-year schools often regard community college transfer students as inferior, even though they perform as well academically as native students. Moreover, four-year institutions dominate decisions about transfer and are unlikely to relinquish control unless forced to do so by accrediting agencies or state mandate. This imbalance of power has suppressed the community colleges' freedom to set curriculum, particularly limiting interdisciplinary and innovative course offerings. Yet, community colleges continue to serve successfully a diverse and growing population, performing critical and often disparate functions under heavy constraints. Examples of positive collaboration between two- and four-year institutions do exist. Community colleges need not live in the shadow of baccalaureate institutions; equal partnership between two- and four-year schools is vital to achieving effective education for the nation's citizens. (MAB)

The past and current condition of general education in the two-year college is examined in this four-part monograph. Part 1 reviews the history of general education, tracing its roots in the European tradition of liberal education from Greco-Roman antiquity to the end of the 19th century in America. In addition, the 20th century general education movement and the contemporary debate over general education are discussed. Part 2 focuses on overall trends in general education with respect to requirements, structure, content, and components, and points to signs of the current decline and disarray of the field. Part 3 first scrutinizes emerging integrative, interdisciplinary/distribution, and competency-based models of general education. It then examines trends evident in the programs of a sample of community colleges that have recently introduced curriculum reforms and points to the accomplishments of these reforms in revitalizing general education. Looking at the choices facing two-year colleges in determining the future of general education, part 4 sets forth a rationale for general education and examines those forces militating against curriculum reform (e.g., faculty opposition and traditional organizational structures), as well as those providing an impetus for reform (e.g., the increasing visibility of general education and concern for quality). Finally, the monograph offers five recommendations for revitalizing general education in the community college. (AYC)

Various aspects of liberal arts education in the community college are discussed in the 11 articles in this monograph. First, Myron A. Marty presents an overview of current conditions and pressures affecting the liberal arts in the two-year college. Then, Jack Friedlander reviews the data on student participation in liberal arts courses. Ruth G. Shaw's article discusses what students should know by the time they graduate from a community college. Sharon Carter Thomas then presents a case for special programs for academically talented students. After Stephen M. Curtis discusses the role of interdisciplinary courses at St. Louis Community College, Donald Barshis poses the question whether mastery learning is compatible with humanities instruction. Next, Dennis Peters argues that the community can play an important role in reviving interest in the liberal arts. Donald D. Schmeltekopf discusses the role of professional associations representing community college faculty. Roger Yarrington and Judith Jeffrey Howard then outline a series of projects designed to improve the position of the humanities in community colleges in the United States. John Terrey's article examines the prospects for the humanities within the context of the bureaucratic realities facing community colleges. Finally, Jim Palmer reviews relevant ERIC documents on the status of the liberal arts and humanities in the community college. (HB)

Writing Across the Curriculum (WAC) programs advocate the incorporation of writing into all classes and all disciplines as a means of helping students to improve their writing skills and to use writing as a learning tool. While most instructors agree that students write poorly, the greatest obstacle to implementing WAC courses on community college campuses has been convincing faculty in non-English disciplines to incorporate writing assignments into their courses. Most successful WAC programs begin with faculty workshops to convince teachers that students learn more about a subject by writing about it than by taking true-false or multiple-choice tests, and to illustrate that instructors need not increase their paper load by giving writing assignments. At Somerset Community College (Kentucky), a 3-year training project involved all 90 faculty members in a series of 10-weekly 2-hour workshops introducing them to the value of process-oriented writing. Methods for incorporating writing assignments into already crowded syllabi include requiring students to respond to lectures in ungraded journals and having students evaluate each others' written work. A number of community colleges have expanded the WAC approach in a variety of ways. At Orange Coast College (California), the general education curriculum has been structured to pair four separate sections of freshman composition with four different content courses. At Los Medanos College (California), a single instructor teaches two or three courses to the same group of students, ensuring that writing is taught across the curriculum. Successful WAC programs must have not only administrative support, but also must assure faculty ownership of and commitment to the effort. (JMC)