This article describes the development and achievements of the Highland Community College Foundation (Illinois), which has contributed over $1,000,000 to the college since 1962. The Foundation's history, organizational structure, and working relationship with the College are discussed. Private support foundations should be considered by community…

Reports the results of a nationwide survey of public comprehensive community college fund-raising and foundation activities. Less than half of the colleges surveyed currently have established not-for-profit foundations, although 20 percent contemplate doing so. Half of the foundations reported assets under $25,000; very few have over a…

Nova University's Program for Community College Administrators and Teachers, inaugurated in 1972 as a field-based doctoral program, addresses itself to the staff development needs of the two-year college practitioners. An overview of Nova's practical problem-oriented approach, curriculum, and cluster organization is presented. (JDS)

Using California as an example, the authors illustrate how a state legislative decision relating to funding of the state university system effects the financial and academic conditions of the community colleges. (DC)

Describes a method of orienting new employees to the community college. This method consists of 10 instructional packages for employee use on an individual basis. (DC)

Describes the experience of Chemetka Community College (Oregon) in conducting a comprehensive local needs assessment survey by telephone. (DC)

Reports the results of a study in which 294 two-year college presidents in the 13 Northeastern states were surveyed to ascertain their assessment of staff development needs and their thoughts on where, when, and how staff development is best achieved. (DC)

A recently completed study of 32,000 California community college students reveals that continuing education for part-time, older students has become the dominant function of the community college in terms of numbers of students served. This article describes that study and makes recommendations on how best to serve this clientele. (DC)

Suggests that community college administrators know too little about the students already possessing baccalaureate degrees who are now entering community colleges in increasing numbers to seek a degree or certificate specifically to change their employment pattern and/or life-style. Recommends that community colleges carefully study this group and…

Reports on a study designed to assess the outcome of vocational-technical-transfer programs by examining the educational and vocational status of students five years after their matriculation at community colleges or technical schools. (DC)

Reports on the results of an administration of the IGI (Institutional Goals Inventory) to Brevard Community College students, faculty, administrators, and local residents. Recommends that institutional goals be translated into clear, quantifiable objectives so that incremental progress toward them can be measured. (DC)

Since universities and state and federal legislatures appear to be ignoring the American public's desire for lifelong learning, it is up to the community colleges to plan model educational systems for the mature learner. In so doing, they should be constantly aware that any such system should make sense from the standpoint of the learner. (DC)

The Nebraska community colleges have recently re-obtained local funding and control of their institutions. This article reports on the factors that contributed to their success in convincing the state legislature to relinquish its control. (DC)

Describes the Foundations Program at Mohegan Community College, an interdisciplinary program providing individualized instruction in English, reading, and mathematics. It is team taught and designed to be developmental and corrective as well as remedial. (DC)

Presents the recommendations of the Montgomery College (Maryland) study committee on how to restructure a community college English program to accomodate the increasing number of college students with poor reading and writing skills. (DC)