Energy education has proliferated at two-year colleges in recent years. Most of the initial barriers to program development, including a shortage of expert advisors and instructors, a scarcity of established curricula and instructional resources, the delay between program conception and implementation, and difficulties in obtaining reliable manpower studies, have been resolved or reduced. Currently, about two-thirds of the 1,230 two-year colleges in the United States offer some form of energy education. Commonly, these programs share the following features: (1) most degree programs are broad based and their curricula are frequently multidisciplinary; (2) over one-half of the students in energy degree programs are interested only in specialty courses rather than in a degree; (3) the majority of non-degree and certificate programs focus on renewable energy resources and conservation; (4) credit and non-credit courses are offered in a range of college departments; (5) non-credit courses far outnumber credit offerings; (6) 1972 federal legislation resulted in the establishment of a large number of environmental degree programs; (7) other energy education activities have been sparked by tax incentive legislation and federal assistance; (8) most successful programs have developed community ties; (9) programs that dovetail with existing curricula are the most easily established; and (10) all substantial programs have been developed by small groups strongly committed to energy education. (HB)