The Adjective Check List was administered to 142 high school completion (GED) students to determine whether their self concept differed from the general college freshman population. The GED students were more anxious, worried, critical of self and others, less self-confident, and less adequately socialized. (MB)

Indicates that though the average age of the community college student is 27, which is consistent with widespread belief, the modal age is 19. Thus, though emphasis has been placed on an older population, the college is still made up of the traditional person just above high school age. (MB)

Presents results of a four-year longitudinal study of a group of two-year college students who selected at least one telecourse during their first term. Examines student characteristics, retention, academic progress, graduation rates, and continued enrollment in telecourses to determine the effectiveness and impact of the delivery system. (DMM)

Describes a study of the learning projects completed by 41 adult male community college students. The 290 learning projects completed by the students were usually self-planned, active, viewed enthusiastically, and conducted for pragmatic motives. Differences in learning behaviors related to locus of control were examined. (DMM)

Offers a literature review of available research on two-year college vocational students, focusing on students' characteristics, abilities, backgrounds, and objectives. Looks at ways vocational and transfer students differ. Contrasts the characteristics of students in different vocational programs. Discusses implications for further research. (DMM)

Reports on a survey of women enrolled in the Grossmont Community College District. Compares the background and educational characteristics; attitudes towards women, work, and family; and personality characteristics of women enrolled in traditional or nontraditional programs for their sex. Advocates support services for women in nontraditional…

Reviews recent research on the characteristics of reverse transfer students. Reverse transfer students are defined, their reasons for reverse transfer are discussed, and their academic activities and achievements are noted. Suggestions for additional research in this area are presented. (Author/JDS)

This report presents the characteristics of students who failed in their first four-year college attempt, then transferred into community colleges, and subsequently moved on to a four-year college and succeeded. While the numbers who moved on through each stage dropped, they were large enough to identify recovery as a valuable community college…

A review of the development and anticipated expansion of noncampus community colleges. Areas discussed include: activities and functions, students, enrollment patterns, part-time instructors, the colleges' methods of coping with inadequacies, and major concerns facing the noncampus colleges. (JDS)

Focuses on: (1) the findings of studies of the characteristics and prevalence of underprepared college students; (2) the status of the basic skills movement and of state-level basic skills testing programs in each state; and (3) responses community colleges must make to deal with underprepared students. (AYC)

Highlights a study to determine which personality traits (e.g., locus of control, academic self-concept, and study habits and attitudes) and biographical characteristics (e.g., age, sex, race, and marital status) of community college and technical institute students correlate significantly with grade point average and academic success. (AYC)

Describes changing demographic trends in community colleges, referring to older students particularly. Advocates fuller understanding of the adult learner. Stresses: (1) the necessity of teaching how to learn and creating a desire to learn rather than transmitting knowledge, and (2) the importance of flexibility in delivery systems. (JG)

A survey of 10,074 full- and part-time community college students in North Carolina concluded that community colleges in attempting to serve all segments of society do serve a cross-section of the population but only when both credit and non-credit continuing education students are considered together. (JG)

Describes results of a survey of 85 California community college students who transferred to four-year institutions. Students were highly satisfied with their academic preparation but desired more information on the transfer process. Demographic data, ratings of adjustment experiences, and student academic standings are included. Appendix includes…

Reports on a study relating 169 community college students' grades, academic standing, and graduation status with their identification with academics, using a questionnaire designed to assess the extent to which self-esteem was linked with academic outcomes. Reveals that students' identification with academics was related to academic standing and…