The center/cluster model for community colleges as opposed to traditional organizational structure (by departments, academic specialization, etc.) is reviewed. Centers are defined as loosely hubbed around spiralling job families or career categories, involving students, faculty, and programs with common interests. A pyramidal tiering of curriculum for each center is proposed: general education, a core curriculum common to the job family, and courses specific to job specialities or vocational interests. For some students these specific courses would correspond to traditionally offered transfer courses. Clusters or career tribes of related centers are suggested along the following lines: the physical world, the life process, economic and social institutions, human relations, and man, the creator. However, whatever the organizational theme, it is felt it would be a mistake to divide into clusters precisely or subdivide into centers rigidly. Staff, relationships of centers to clusters to colleges, governance at each level, intra-college committees, subject area associations, multi-campus districts and district services, and college and district costs are discussed. Traditional college organizational anomalies are reviewed. Tables and charts illustrate the model. (TR)