As part of a research project undertaken to strengthen vocational and academic counseling for high risk students in Oregon's community colleges, this report provides four essays which review the literature and state of the art of assessment, developmental education, career development, and faculty advising at the community college level. First, Jerry Johnson discusses the various ways in which developmental education staff in Oregon attack the problem of the high risk student. His analysis includes a description of such students, an examination of the inadequacy of traditional educational methods in meeting their needs, and an enumeration of the administrative and instructional steps that can be taken to improve the chances of student success. Next, Jewell Manspeaker addresses the issue of the entering characteristics and abilities of community college students and points out factors to be considered in designing an economically efficient, entry-level assessment system. Bill Segura then examines current faculty advising practices in Oregon and discusses the characteristics of successful developmental advising programs. Finally, Richard White explores the problem of providing adequate career development services within the limitations of personnel, budget, and time. Each essay includes a selected bibliography. (Author/JP)