To maintain their leadership in occupational programming in today's competitive postsecondary market, community colleges must (1) examine and cope with issues identified by industry, (2) explore alternatives to course and degree programming, (3) develop and use outcome measures, and (4) base programming decisions on coordinated data. (RT)

The traditional campus-oriented institution, the "without walls" college, and the "contract" community college are described, followed by case studies, and discussion of advantages and disadvantages, authorization and accreditation, and contract provisions for the "contract" college. (RT)

Externally imposed enrollment limits and resultant reduced funding will effect the type of student recruited by community colleges. Should the non-traditional, high risk student be discouraged from enrolling, the consequences for educational as well as national social policy appear great. (LH)

Competition for public revenues will force colleges to establish priorities regarding social roles, curriculum, students, kinds of community service, tuition, and financial policies. Struggle to control policy by faculty, administration, local and state agencies is discussed. (RT)

A variety of methods currently in use for selecting candidates for admission to community college allied health programs are described, and research is reviewed showing that typical indices of academic performance are unrelated to job performance. Needed research and possible selection approaches are suggested. (LH)

Community colleges should not try to overturn the class structure of American society. Their universal obligation is not to be social revolutionaries, community modifiers, educational agency brokers, or the purveyors of certificates of ever-lower value that give people the illusion that they have learned. It is to teach. (Author)

The granting of credit for remedial courses does not represent a lessening of the value of a degree. Rather, it is a manifestation of social and educational progress. (Author/DC)

Community colleges can provide effective programs for Native American adults only after a careful assessment of their educational needs. A single individual should be responsible for the development of such programs and for the college's response to Indian and other ethnic communities. (DC)

Community colleges are providing an easily accessible educational opportunity for many black Americans; but because of low self-concepts and unmet orientation needs, many black students have difficulty surviving. Recommendations for improving this situation are made. (DC)

Increasing governmental regulations, with their associated paperwork, are undermining the effectiveness and efficiency of community college operations. Community colleges must document the paperwork problem and must devise a practical approach to impress upon decision-makers the need for reform. (DC)

Sets forth the policy on acceptable standards in English composition established at a community college in Kentucky and documents the college's problems in setting up a competency-based composition program. (DC)

Because community college students have such diverse backgrounds, their English teachers must recognize, understand, and accept various dialects and simultaneously teach social values as they help students learn standard English. (Author/DC)

Most nurses employed in nursing homes today have little or no training in geriatrics and the special needs of the chronically ill patient. Community colleges can play a vital role in upgrading presently employed personnel and in producing a supply of trained manpower to meet the future projected demand. (DC)

Reviews the literature pertaining to creative methods currently being employed by the nation's community colleges to recruit non-traditional students. A bibliography is included. (DC)

Applies economic theory to questions concerning the public financing of two-year colleges. Highlights two analytical constructs used in recommending educational policy: the principle of externalities and the theory of human capital. Considers the effect of academic/vocational program mix on educational financing and issues of equity and access.…