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Faculties in a number of institutions of higher education utilize collective bargaining agents to represent their interests. Collective bargaining is primarily a community college phenomenon. Of 212 institutions with certified bargaining agents, 150 are 2-year institutions. Motivating factors in choosing the collective bargaining process are: the faculty fear of administration policies, the need for recognition, the size and complexity of the school organization, and job security. The demonstration has influenced the faculty's perception of collective bargaining as a means of achieving their objective. Increasingly, state legislatures are recognizing the right of public employees to bargain collectively, and faculties are utilizing this change in attitude to increase benefits through organizing. Among the main dangers of faculty bargaining is the creation of an embattled and adversary climate that is a deterrent to program planning. To defend against this, administrators and legislators should try to understand and empathize with the forces and motivation present in faculty acceptance of unionization. (DB)

This study illustrates an attempt to quantitatively express justification for altering the workloads and compensation for members of the physical education department of Polk Community College (Florida). While equitable workloads can be det4rmined in most other fields because credit hours coincide with an instructor's time in class, the physical education staff often spends more than twice the number of hours in class than credit hours reflect, apart from athletic coaching hours. A review of other Florida community college workload systems was undertaken, and Miami-Dade Junior College's system was found most equitable. This system assigns points for teaching, preparation, and administrative time. Still, the heavy load of "activity" courses with low credit allowances penalizes physical education staff. One solution was to determine "productivity" by calculating the actual student semester hours produced by the department. This calculation revealed that departmental workload had increased 20 percent over the previous year, while the instructional staff had been cut from six to five. On this basis, recommendations were made to the Board of Trustees to hire part-time help, to pay coaches supplemental salary for coaching athletic teams, and to reduce workloads to bring them in line with those of other instructional staff. (MJK)

Today's requirements for college admission and levels of performance and their effects on curriculum design and standards, teacher attitudes, and student attitudes are discussed, particularly as they relate to the community college. The open-door policy of the community college, students' attitudes concerning their responsibilities as students and to society, the undisciplined teacher, and the undisciplined behavior of the students are among the problems addressed. (DB)

It was hypothesized that there would be a measurable difference in grades received by students who maintain a record of regular attendance and by students who do not, and that the difference can be measured by the chi-square statistical technique. The attendance and evaluation records of a sample of Polk Community College history professors (320 students) were obtained and examined for the fall term of 1972-73 academic year. Using the chi-square statistical technique, analysis of the data collected showed that about one-third of the total number of students in the study took liberties beyond the normally accepted three-cut allowance. Of these, one-fifth failed. The data also indicated that overall end-of-course grades would be higher if regular attendance in class were maintained by all students. (DB)

This study was conducted to assess the community's awareness of Polk Community College (PCC) and its function, using a random sampling of people from Winter Haven, Florida and the surrounding area served by the college. Approximately one-third of those interviewed were students; the remaining were a rather even distribution of housewives, skilled and semiskilled laborers, teachers, and other professionals. Each person was asked to give personal data and his opinion of why Polk Community College exists. Of the 198 people surveyed, 149 had either direct or indirect contact with the college. While most people did not understand the full function of PCC, its community services function was mentioned most often. The further people were removed from direct contact with the college or the field of education, the less likely they were to understand the function. The better educated interviewees tended to identify transfer programs as the major function. The study suggests that more should be spent on public relations and public information to make the community aware of the services and opportunities the college offers. The college must be made more visible in the press and through speaking engagements for community groups. The survey instrument and tabulated results are appended. (MJK)