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Project Horizontes is a culturally grounded English-as-a-Second Language (ESL) retention project developed for Latino students enrolled at the Metropolitan Campus of Cuyahoga Community College in Cleveland, Ohio. The theoretical assumption underlying the design of the project is that bilingualism should be treated as an expansion of expressive capabilities rather than a barrier. If strengths in both languages and cultures are respected and further developed, functioning should significantly improve as reflected in grades and language tests, retention should be markedly improved within and across quarters, and positive assimilation will be expedited. The initial project design featured two concurrent courses, a standard intermediate ESL grammar course taught in English, with some limited reinforcement in Spanish, and a team taught ESL course featuring Latino cultural awareness taught in Spanish, English writing with reinforcing concepts in Spanish, and a college survival skills component in English. In addition, the program included support groups; faculty mentorship; and supplemental social activities, lectures, and luncheon forums. After implementation in fall 1992 and winter 1993, an overall quarter completion rate of 89% was achieved and persistence was high compared to anecdotal accounts of prior cohorts. In addition, 80.7% of students had a 90% or better attendance rate, English language test scores showed a 33% increase, and participant attitudes remained positive throughout the program. (Contains 19 references and a winter 1993 syllabus.) (Author/KP)

Cuyahoga Community College's (CCC) Unified Technologies Center (UTC) collaborated with three Cleveland area manufacturing companies in a workplace literacy project. The project provided job-related mathematics and communications programs for 302 employees who needed basic skills upgrading to improve their job performance. The project implementation process involved the following: establishment of an operations/advisory committee; information meetings; instructor selection; basic skills job/task analysis; employee assessment; advising sessions; curriculum design/development; train-the-trainer/instructor orientation; establishment of a multimedia learning center; training; and evaluation activities. Four courses were designed and developed for each company: Mathematics on the Job I and II and Communications on the Job I and II. The objectives for each course differed from company to company, based on the job task analysis and the mathematics and communications requirements of each job. (The 18-page report is accompanied by extensive attachments, including the following: copies of the job task analysis for each of the three partner companies; examples of test results given to each company; samples of the Individual Learning Plan; a course description and general outline for each course; samples of criterion-referenced assessments; reports compiled from student evaluation forms completed at the end of each course; and a final evaluation report.) (YLB)

To develop an effective method for experienced, full-time faculty to mentor new, part-time faculty, Cuyahoga Community College (CCC), in Ohio, initiated the 3-year Educator's Peer Instructional Consulting (EPIC) project in September 1987. EPIC was designed to allow new faculty to quickly learn essential information about the college, their division, students, and available resources, and full-time faculty to benefit from the non-teaching experiences of new teachers. At the beginning of each new term, volunteer full-time faculty were sought to work with no more than three new teachers. Mentor pairs were provided with handbooks on mentoring and faculty responsibilities and met formally at least three times during the term, keeping journals describing their activities and reactions during the mentoring. In the first 3 years of implementation, 379 new part-time faculty (almost 90% of the new part-time hires during the period) were mentored by about 100 full-time faculty. Most faculty reported an increase in the quality of course syllabi, better understanding of college policies and procedures, and an increase in the use of teaching materials. Division heads also reported improvements in the areas of faculty understanding of college policies and reduction of student complaints. Based on project outcomes, CCC began full funding for the EPIC project in September 1991. (MAB)

Cuyahoga Community College has proposed to create a Manpower Training Program, within its Lifelong Learning Institute, that will offer academic and practical courses in all aspects of Comprehensive Employment and Training Act (CETA) planning, administration, and operations for CETA program staff. The program is to be organized around a set of core modules which provide a basic introduction to CETA and manpower programming. After completing the core, each participant may select a specific area from the following tracks: planning and evaluation, administration, or operations. In addition to these modules and optional courses in accounting, composition, or other related areas (all of which carry Continuing Education Units), all participants are required to complete an in-service internship with a prime sponsor. The faculty of the program consist of general college and special Institute instructors and part-time, manpower professionals. The admissions procedure will differ depending on the participant's background, and participants will be assigned to a counselor who will work out a training program consistent with their interests and experience. Appendices to this proposal contain the module roster and description; schedules of modules leading to Certificates in Manpower Planning, Manpower Administration, and Manpower Operations; and a diagrammatic representation of the program. (AYC)

This five-part report discusses the Comprehensive Employment and Training Act of 1973 (CETA), explains how it operates locally through the Cleveland Area Western Reserve Manpower Consortium (CAWRMC), and specifies ways in which Cuyahoga Community College (CCC) can play a greater role in the CETA system. Part I describes existing federal manpower legislation, including each of the eight CETA titles, the Work Incentive Program, the Economic Stimulus Bill of 1977, the Humphrey-Hawkins Full Employment Bill, and the Better Jobs and Income Program. Part II lists the manpower, employment development, supportive, and miscellaneous services which CETA provides. Part III: (1) outlines the administrative structure of CAWRMC; (2) discusses the problem of identifying the universe of need within CCC's service area, and those priority groups within this universe who are to receive CETA benefits; (3) presents the formula allocation for CETA funding at national and local levels; (4) lists the CAWRMC sub-contracting agents; (5) discusses the CETA client intake process; and (6) explains the process by which sub-contractors procure CETA funds. Part IV analyzes the strengths and weakness of CETA and CAWRMC, and Part V lists specific ways in which CCC can have a greater role in the CETA system. (JP)

The findings and recommendations found in this report are the result of a cooperative planning process undertaken by Cuyahoga Community College (CCC) to determine the best way of meeting the training and educational needs of the employed adults in its service district. Background information is presented first, describing the composition and activities of a Steering Committee and Apprenticeship, Banking, Health, Insurance and Investment Organizations, Non-Profit Agencies, Pre-Retirement, Public Relations and Communications, Skills Training in Industry, and Small Business Task Forces. The report then summarizes the major findings of the task forces, detailing the need for increased educational coordination, expanded adult educational opportunities, increased commitment to providing small businesses with technical and training assistance, and nontraditional delivery systems to meet the special needs of adult students. Next, the task forces' findings are synthesized in the recommendations that CCC: (1) take a leadership role in the development of a comprehensive employment and training system for the county; (2) expand its adult vocational education program; (3) experiment with new delivery systems and attack the educational barriers of funding; course scheduling; fear of failure; and lack of incentive, information, and needed programs; and (4) maintain cooperative relationships with the business community. The nine task force reports are appended. (JP)

In the course of developing a master plan for the arts at its Metropolitan Campus, Cuyahoga Community College conducted a nation-wide survey of 40 urban community colleges to assess the status of arts instruction and curricula. A 25-item questionnaire solicited information on: (1) the college environment (urban or suburban); (2) total enrollment; (3) degree and certificate programs offered in the arts; (4) the art subjects offered; (5) the stability of the arts curricula over the past seven years; (6) the number, academic background, and effectiveness of arts faculty; (7) the percentage of arts students in transfer and vocational programs; (8) the preparation of students for arts courses; (9) whether the colleges had master plans for the arts; (10) the use of performance objectives in arts courses; (11) the percentage of arts students transferring to four-year institutions and the proportion of credits accepted for transfer at state universities; (12) the availability of developmental arts programs for non-traditional students; (13) the participation of arts faculty at professional conferences; (14) faculty complaints about students; and (15) opinions concerning the most important problems facing the arts at community colleges. The study report presents findings based on responses from 30 campuses on an item-by-item basis and discusses the implications of these findings for Cuyahoga. The questionnaire is appended. (JP)

A survey of 38 community college districts, including all community colleges in Ohio as well as a representative nationwide sample, was conducted by Cuyahoga Community College (CCC) in December 1979 to solicit information on faculty compensation during 1979 and to determine CCC's relative position among similar institutions with regard to full-time faculty remuneration. Selected survey results, based upon the responses of 26 districts, indicate that the unweighted average compensation for all institutions was $24,066, of which $20,893 was salary. While this represents a 7.6% increase over 1978, the average increase registered by the National Consumer Price Index was 12.8%. Average compensation at CCC ($27,040) was 12.2% higher than the national norm, and the average salary ($22,301) was 6.7% higher. The range of contract days reported was from 157 to 195, and the average unweighted compensation amount per full-time contract day was $140, as compared to $150 at CCC. The survey report contains several data tables illustrating 1979-80 full-time faculty compensation at respondent institutions, a comparison of 1978 figures with 1979 data, changes in average compensation from 1977 to 1979, a comparison of 1979 average compensation at CCC with other institutions, and a comparison of CCC compensation with changes in the Consumer Price Index since 1971. (JP)

Plans for the implementation of programs and services at Cuyahoga Community College's Center for Urban-Metropolitan Development are presented for fiscal year (FY) 1980. After introductory material outlining the history of the Center's development since its inception in 1978, the report enumerates the data sources and quantitative and subjective measures of student outcomes to be used in evaluating the Center's programs and personnel performance during the following year. Next, a description is presented of the three-part organizational structure of the Center, by which it provides programs in neighborhood educational development, job skills and small business development, and special urban issues and projects. An outline of priorities for FY 1980 follows, including the implementation of the Urban Neighborhood Extension Agent concept, expansion of the involvement of full-time faculty in special projects, and the further development of support and procedures for the ongoing operation of the Center's programs. The report concludes with a series of charts illustrating the goals, objectives, and implementation schedules for each activity planned by the Center for FY 1980. (JP)

In order to illustrate the role community colleges can play as contractors supplying research and administrative expertise under the Comprehensive Employment and Training Act of 1973 (CETA), this report examines the cooperative relationship between Cuyahoga Community College (CCC) and the Cleveland Area Western Reserve Manpower Consortium (CAWRMC), a CETA prime sponsor which was organized in 1974 to centralize and improve manpower services in the Cleveland area. The report first outlines the history of CAWRMC and examines its role in creating a linkage with the Ohio Bureau of Employment Services and in improving client assessment and placement strategies. The involvement of CCC in CETA activities through a manpower project funded jointly by Cuyahoga County (a CAWRMC member) and the college is then discussed in terms of the college's role in developing a pilot staff development program for county supervisory employees, extending cooperative education programs into units of the county government, and establishing a clearinghouse for information on area employment problems. The report then presents recommendations for successful college-CETA cooperation and discusses the improvement in the cost-effectiveness of community training programs when offered at the community college. A chart illustrating the flow and prioritization of participants through the CETA process within CAWRMC is provided. (JP)

A rationale is presented for the establishment of a comprehensive skills center designed to provide low-cost, vocational training that would enable the unskilled and unemployed population of Cuyahoga County, Ohio, to fill area manpower needs. The report first compares the present composition of the county work force with the manpower needs of local businesses and industry, demonstrating that despite a healthy demand for skilled labor, a large segment of the population is unemployed due to a lack of education, skills, and good work habits. The report then discusses the need for a coordinated delivery system of manpower services which can assure an unsubsidized job in the private sector for each trainee. The role of a skills center in this delivery system is then explored, and three principles for its operation are enumerated: (1) the training of the educationally and economically disadvantaged should not be limited to work skills; (2) training should lead to jobs with a future; and (3) cooperative relationships must be maintained with the community, local government, and business and industry. The report concludes with a description of a proposed skills center, that includes a statement of mission and goals, an indication of faculty and staff requirements, and a proposed budget for the center's first year. (JP)

A telephone survey was conducted to determine the number of lecture hours per week assigned by public two-year colleges as a normal full-time faculty workload. Telephone calls were made to the Academic Collective Bargaining Information Service, to the state administrators for two-year colleges, and to the chief academic offices of individual colleges. More than 70 officers cooperated in this study, providing information on 767 institutions. Workload information was gathered for all but four exceptional instructional situations: writing classes or other courses in which faculty were allowed exceptional amounts of time to devote to the evaluation of students' work; large classes for which special workload arrangements were made; classes in which unusual instructional strategies (e.g., computer-assisted instruction) required special workload allowances; and courses in which special workload arrangements were made because of team-teaching assignments. The survey revealed that of the 767 colleges, 702 assigned 15 lecture hours per week as the normal workload. Only 19 institutions assigned less than 15 hours, and only 39 colleges assigned normal workloads of more than 15 hours. The survey report discusses the rationale for choosing lecture hours, as opposed to other measurements, for use as a frame of reference in quantifying faculty productivity. (JP)

The focus of this report is on student service programs of colleges and universities with a student population between twenty and thirty-five thousand. Using 39 senior colleges and 16 junior colleges, administrators of academic affairs and student services areas were asked to categorize evaluation approaches they had participated in. Respondents were asked to indicate the purpose of evaluation, the "advance organizers" or types of variables used to determine information requirements, the source of questions addressed in evaluations, the actual questions answered by evaluation, and the instruments used. Results have it that to effectively study student services at this target level, internal committees and external consultants may evaluate different aspects of the program. Just as in a traditional academic evaluation, policies, procedures and lines of authority must be established as well as a rigid chronological step-by-step procedure must be outlined. (CE)

A survey was conducted to ascertain the views of present and past students and staff and administrators of Cuyahoga Community College's three ACCESS programs: Veterans Upward Bound, Project Search, and Special Services for Disadvantaged Students. Questionnaires sent to current program participants focused on the nature and value of program activities designed as preparation for postsecondary education; satisfaction with various aspects of the programs; and student background and characteristics. Questionnaires administered to former students requested additional information on activities since program participation and assessment of the programs' influence. Administrators and staff were questioned about their understanding of the programs' purpose and asked to appraise program aspects including tutor and counselor activities. They were also requested to recommend changes. Study findings, based on a low response rate of 21%, with especially low responses from current (19%) and former (13%) students, were restricted to Project Search participants and to administrators and staff. These include the following: (1) 95% of the Project Search past participants were helped to enroll in school; however, 46% of these dropped out and did not return; (2) financial assistance services and the staff were rated highly by participants, who also expressed general satisfaction with services; and (3) among the modifications suggested was a change in emphasis from quantity of students to quality of services. The survey instruments are appended. (HB)

An evaluation is given of an urban summer recreational program which was sponsored by a community college and designed to provide recreation, instruction, competition, and personal development for youth from 8 to 17 years. The program also offered inservice education to staff of community agencies working with youth. Activities included swimming, gymnastics, softball, baseball, track and field, basketball, judo, tennis, and soccer. Approximately 1,250 youth participated. This report presents descriptions of program goals and objectives, staffing, and participants. Results of a survey of the faculty and the students in the recreational leadership course and interviews with the staff and administrators measured the attitudes toward the program and its effectiveness. Demographics of the participants and program costs were also considered. Attitudes toward the inservice component were measured through a questionnaire. Findings indicate an overall satisfaction with the recreational program and the leadership inservice training. Problems that arose are briefly discussed and recommendations are made for future programs. Appended are the program plan, registration form, budget, staff questionnaires, summary of responses, recreation program attendance data, course description, leadership training course evaluation form, and staff evaluation form and responses. (JD)

A survey of marketing and market research activities in large, urban, two- and four-year colleges was conducted to identify the nature of marketing problems faced by institutions; current and preferred emphasis placed on market research activities; modes of assessing the needs of target groups and developing appropriate programs; the location of marketing functions within the administrative structure of the institution; evidence of articulated marketing plans; and faculty and administrator attitudes toward marketing. Responses from 38 (54%) of the two-year institutions and 20 (38%) of the four-year institutions surveyed indicated that: (1) the key factors affecting enrollment were increased competition (at both two- and four-year colleges); tighter economic conditions (at two-year colleges); and the public's impression that the campus was unsafe (at four-year institutions); (2) market research emphasized employer needs and the needs of special groups at two-year institutions and emphasized area demographics and information on current students at four-year colleges; (3) greater emphasis was placed on needs assessment and program development at two-year institutions; (4) institutional responsibility for marketing was likely to be with the Office of Public Relations at two-year colleges and with the Admissions Officer at four-year colleges; and (5) two-year institutions were more likely to have an articulate marketing plan. The report includes tables and the survey instrument. (HB)

The Step-Up to College Program was initiated in the summer of 1980 to provide basic skills instruction in English and mathematics for incoming freshmen, re-entry adult students, and high school students and adults considering college. Program participants who were enrolled in both the English and math courses (N=125) were asked to take part in a program evaluation which focused on students' characteristics, reasons for enrolling in the program, and perceptions of the program, as well as on marketing strategies and participant follow-up. Data were gathered from Cuyahoga's Student Information System, student questionnaires, reading and mathematics achievement tests, and interviews with program staff. The evaluation revealed that: (1) participants tended to be female, black students ranging in age from 12 to 34 years; (2) 22% were not enrolled full-time in high school or college in 1979-80; (3) students were most interested in earning college credits applicable to future attendance and in improving reading and writing skills; (4) students were least interested in career guidance and tutor assistance; (5) students enrolled in the Step-Up English and math classes earned higher grades than students enrolled in comparable summer quarter classes. Based on the evaluation, it was recommended that future programs last longer that 17 days, include student assessment, use descriptive grading, and include an orientation day. (KL)

Between 1980 and 1982, Cuyahoga Community College (CCC) undertook a project designed to develop and implement cost-effective practices that would improve student success rates and student retention between quarters by 5%. Numerous activities were involved, including the development of a student advising system; the review and revision of course outlines; the establishment of a Student Assessment Center; the development of individualized instructional strategies, student credit-hour standards, and course offering plans; and the monitoring of project activities by a Student Retention Committee. The target population included students enrolled in 35 entry-level courses spanning the business, health, engineering, and general education curricula. Outcomes of the project included the following: (1) the number of credit hours of students enrolled in key courses per full-time equivalent (FTE) faculty increased by 13.7%; (2) the total number of student credit hours on campus per FTE faculty increased by 12.5%; (3) the number of students successful in key courses increased by 3.5%; (4) the number of credit hours for students enrolled in key courses per dollar spent decreased by 6%; and (5) the average student retention between quarters increased by 8.5%. It was concluded that, given firm organizational commitment, productivity (as measured by faculty/student ratio) could be improved along with student retention and success. Data tables are appended. (HB)

Against a backdrop of court-ordered desegregation and criticisms of vocational-technical education in the Cleveland Public School District, Cuyahoga Community College (CCC) began exploring avenues of assistance to the public schools while concurrently using the opportunity to recruit recent high school graduates. Steady decreases in enrollments and concomitant increases in dropout rates heightened the college's interest in the development of the Urban Demonstration Laboratory Model, a program to expand inner-city and minority educational opportunities and ensure student success. The college's primary concern was to enhance the quality of services offered at Max S. Hayes High School, which was threatened with permanent closure as a result of long-term ineffective management. One of CCC's strategies was to encourage Hayes students to continue their occupational training at the college. A 2 + 2 physics curriculum developed by the Center for Occupational Research and Development, entitled "Principles of Technology," was implemented to provide a link between secondary and postsecondary vocational education. The curriculum offers training and incentives leading not only to the completion of a high school diploma, but the attainment of a college degree as well. Upon completion of the course, students should be equipped with enough marketable technical skills to pursue meaningful employment or continue in an advanced occupational, educational curriculum program. (AJL)

At Cuyahoga Community College (Ohio), computer-controlled interactive videodisc technology is being used as one of several instructional methods to teach anatomy and physiology. The system has the following features: audio-visual instruction, interaction with immediate feedback, self-pacing, fill-in-the-blank quizzes for testing total recall, recognition practice using touch-screen quizzes, vocabulary-building exercises, and spelling exercises. The system operates with an IBM-XT, a 20 megabyte hard disc, a laser disc player, a touch screen monitor, and the QUEST program and other videodisc software created in-house. To use the system, the student chooses an area of study (e.g., skeletal system, muscular system, digestive system, or circulatory system), selects one of the learning modules for that area, and performs one of several lesson options (i.e., a 7- to 8-minute video tutorial module, a fill-in-the-blank quiz, a touch-screen quiz, vocabulary building exercises, or hear and spell exercises). At all times during the program, the student has the option of leaving any performance lesson and entering any other, choosing a different module, or quitting by simply pressing the escape key. (EJV)

In 1983, Cuyahoga Community College (CCC), Cleveland, Ohio, initiated a project to improve the rates of persistence, retention, and success of minority students in completing a two-year academic program and transferring to a four-year college. The project addressed four factors contributing to low rates of educational persistence and transfer: (1) lack of articulation between CCC and receiving four-year institutions with respect to the transferability of particular courses for degree credit; (2) lack of academic preparation of entering students; (3) lack of personal preparation for postsecondary education; and (4) lack of appropriate and adequate assessment of a student's academic preparation and career choice as the basis for developing a sound counseling and advising program and an individualized educational plan. This report looks at CCC's activities and achievements to date in obtaining these objectives. After providing an overview of the project, the implementation plan is described along with the achievements of CCC's Transfer Subcommittee, which investigated transfer policies; Curricula Ladders Subcommittee, which developed three 9th grade through baccalaureate degree curricula ladders in the vocational areas of business, engineering, and health careers; the Counseling/Special Programs Subcommittee, which selected and provided special services for 125 students; and the Assessment Subcommittee. Plans for institutionalizing the project and reflections and recommendations conclude the report. Lists of committee and subcommittee members and a course equivalency guide are appended. (EJV)

A study was conducted at Cuyahoga Community College (CCC) in Ohio to describe the nature and progress of former CCC students who transferred to Cleveland State University (CSU) and Kent State University (KSU) in 1984. The study tracked students for 3 years, from 1979 to 1982, examining transfer, persistence, and graduation rates. A comparison of the data from a previous study of students who transferred to the universities in 1979 revealed: (1) 429 students transferred to CSU in 1979, compared to 560 students in 1986; (2) between 1979 and 1984, the demographic characteristics of the transfer students changed slightly with the average age of transfer students increasing at both universities; (3) while the proportion of females transfering to CSU increased the proportion transferring to KSU decreased; (4) only 10%-11% of the students had been out of school for more than a year before transferring; (5) the number of student credits accepted by the universities increased since 1979; (6) during the period between 1979 and 1982, 32.4% of the students who transferred to CSU obtained bachelor's degrees; (7) transfer students at both universities showed increasing grade point averages as they progressed at the four-year colleges; and (8) more than 63% of the students at CSU and KSU attended at least three terms. The survey instrument designed to solict transfer students' perceptions of their two-year and four-year college experiences is appended. (EJV)

The accreditation self-study provides an institution with the opportunity to identify and understand its strengths and weaknesses and use this understanding in developing plans for future institutional change. Four elements contribute to an effective planning or change process: (1) careful assessment of the environment to identify, forecast and assess the implications of external conditions which are of strategic importance to the institution; (2) internal resource auditing and program evaluation to determine how well prepared the institution is to pursue particular strategic directions; (3) institutional master planning based on a review of the institution's history, philosophy, operations, and external environment; and (4) priority setting and resource allocation. Since 1982, Cuyahoga Community College (CCC) in Ohio has employed a strategic planning model incorporating these elements. The process resulted in the development of an action-oriented and programmatic "Blueprint for Excellence in the Third Decade," which serves as the framework for decisions involving educational resources and programs. Review and evaluation of academic programs have also received increased emphasis at the college since the implementation of the planning model, with program evaluation focusing primarily on current and future market conditions and needs. The self-study assists institutional planning in that it requires confirmation of an institution's mission statement, provides essential planning data, enhances attitudinal commitment and the predisposition to analysis, and demands strong executive leadership. (EJV)

Cuyahoga Community College's (CCC's) Center for Articulation and Transfer Opportunities offers programs and services designed to increase opportunities and to improve the success of urban transfer students as they move from one level of education to another. The Center sponsors an intensive series of services and events designed to increase the information available to high school students, and to help them plan and prepare for college attendance. In order to measure the effects of the Center's articulation efforts, students enrolled at CCC from four target high schools were compared with similar students from other area high schools also enrolled at CCC. The results of this formative evaluation revealed that: (1) enrollments from the four targeted school increased over previous years; (2) a larger number of students from college preparatory curricula of targeted schools enrolled at the community college than in the previous years; (3) CCC retention rates for students from the targeted schools increased slightly compared to that of students from the other schools; (4) students from the targeted schools demonstrated less need for tutoring in basic skills than students from similar high schools; and (5) students from targeted high schools indicated a greater level of satisfaction with support services provided by the college than other students. The survey instrument is appended. (EJV)

The materials in this compilation focus on various aspects of Cuyahoga Community College's (CCC's) Urban Community College Transfer Opportunity Program (UCCTOP) activities. The first report provides on overview of CCC's UCCTOP emphases (i.e., early articulation initiatives and understandings, expansion of curricula linkages with postsecondary schools and universities, and initiation of second-generation articulation agreements); considers the role, structure and accomplishments of the UCCTOP project in creating a strategy for urban student transfer; and outlines plans for expanding and refining curricula articulation, student options, student tracking, and applied research. In addition, the following materials are provided: (1) a booklet describing CCC's UCCTOP project; (2) a student information brochure on transfer; (3) an informational guide for prospective transfer students on "How Courses Transfer"; (4) dual admission transfer guides for CCC and Wilberforce University for the Art, Business & Economics, Engineering, and Psychology Programs; (5) an Individualized Educational Plan form; and (6) a brochure describing Cleveland City Schools Careers Centers Operating Room Assistant program. (EJV)

The issue of educational access affects persons who live in urban areas more than any other single group in the country. The vast majority of such persons are black and economically and socially disadvantaged. A look at enrollment by geographic regions across the nation shows over 50% of all black students are concentrated in less than 2% of the public schools, and that blacks are underrepresented in postsecondary enrollments. These trends underscore the need to assure educational excellence within the areas of access, process, achievement, and transfer. To avoid the continuing trend of greater division between the educated majority and the uneducated minorities, there must be concerted efforts to build partnerships for the purpose of improving the access, opportunity, and success of high school students as they move to community and junior colleges and on to four-year colleges and universities. Specifically, effective articulation strategies related to curriculum, student support services (including student financial aid), and other policies and processes must be developed and implemented at all three levels of education. Considerable work has been done to promote the key factors of strong administrative leadership; greater emphasis on skills development; a climate of expectation of learning; and the use of assessment instruments, including projects by the National Alliance of Black School Educators, the College Board, and the Ford Foundation. (EJV)

Minority groups in general and blacks in particular are rapidly losing participation ground in higher education. Minority students are more likely than are other students to drop from the educational pipeline at every level, and are more likely to leave secondary school before graduation, reducing the number of students qualified to apply for college admission. In attempting to help students overcome both personal and structural barriers to higher education, Cuyahoga Community College (CCC) in Ohio has focused primarily on a strategy of inter-institutional articulation, seeking to smooth the transitions which students must make from secondary schools to two-year schools to four-year schools. The major elements of change affected by CCC's articulation approach are curricular improvements, academic and support services, development of student information systems, and enhancement of transfer agreements and opportunities. CCC's Urban Demonstration Model provides an effective theoretical framework for guiding institutional change through: (1) institutional advancement; (2) an orientation toward building educational bridges; (3) a theoretical framework and evaluation model; and (4) clearly defined operational responsibilities. The ultimate goal of this model are the increased effectiveness of CCC's support programs and services. (EJV)

A description is provided of Cuyahoga Community College's (CCC's) approach to institutional planning. After section I underscores the importance of strategic planning in an era characterized by limited growth, accelerating change, proliferating technologies, global competition, and socio-political pressures and challenges, section II offers a definition of strategic planning which highlights its intense focus on the interaction of an organization with its external environment. Section III offers a description of planning at CCC, including a historical overview of planning problems from 1975 to 1980; a discussion of the introduction of strategic planning between 1982 and 1985; illustrations of the goals, components, and processes of the planning model; and a summary of the outcomes of the planning process. After section IV explains why and how the planning process was enhanced in 1986, section V discusses the major phases in the revised planning model: planning framework, strategic goal recommendation, and developing strategy for goal implementation. Finally, sections VI and VII offer summary and concluding remarks. (EJV)