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A large set of deterministic and ensemble forecasts was produced to identify the optimal spacing for forecasting U.S. East Coast snowstorms. WRF forecasts were produced on cloud-allowing (~1-km grid spacing) and convection-allowing (3–4 km) grids, and compared against forecasts with parameterized convection (>~10 km). Performance diagrams were used to evaluate 19 deterministic forecasts from the winter of 2013–14. Ensemble forecasts of five disruptive snowstorms spanning the years 2015–18 were evaluated using various methods to evaluate probabilistic forecasts. While deterministic forecasts using cloud-allowing grids were not better than convection-allowing forecasts, both had lower bias and higher success ratios than forecasts with parameterized convection. All forecasts were underdispersive. Nevertheless, forecasts on the higher-resolution grids were more reliable than those with parameterized convection. Forecasts on the cloud-allowing grid were best able to discriminate areas that received heavy snow and those that did not, while the forecasts with parameterized convection were least able to do so. It is recommended to use convection-resolving and (if computationally possible) to use cloud-allowing forecast grids when predicting East Coast winter storms.

A Student Characteristics Module was developed as part of the Needs Assessment Project of the Central Florida Community Colleges' Consortium. Utilizing student admissions applications, a student characteristics survey was made of the personal and socioeconomic characteristics of 2,905 students admitted to Central Florida Community College 1971-73. Sixteen major fields of study were identified and cross-tabulated against 15 characteristics: sex, marital status, number of dependents, race, full-time or part-time status, father's occupation, father's education, mother's occupation, mother's education, student's daily round-trip commuting mileage, source of financial support, family income, total score on the Florida Twelfth Grade Placement Test (FTGPT), rank in high school graduating class, and age. In addition, each characteristic was cross-tabulated against two broad classifications of students--those intending to obtain an Associate of Arts (AA) degree and those intending to obtain an Associate of Science (AS) degree. Results of the survey showed no significant differences in sex or racial distribution in the two degree areas. The AA students were, however, more likely to be single than the AS students and were more likely to be full-time students. The educational backgrounds of the AA students' parents tended to be stronger than those of the AS students' parents. The AA students' scores on the FTGPT were somewhat higher than those in the AS group. As a group, the AS students ranked lower in their high school graduating class and relied much less on their parents for financial support. The college's black students tended to enroll heavily in some programs but infrequently in others. (Twenty tables provide the survey data.) (DB)

To determine the status of the Teacher Aide Program in the public community colleges in Florida, the current catalogs of 28 colleges were examined. In addition, the academic dean of each college not showing such a program was interviewed. A total of 12 programs were being offered in the community colleges. Results of the study showed that although each college's program was unique, there were similarities in relation to the requirements by all of the colleges for English composition, general psychology, and typewriting, as well as at least 15 semester hours of general education courses. Recommendations concern the establishment of regulations as to educational requirements for teacher aides. (DB)

The North Carolina Rural Renaissance Project was initiated in September 1976 by a consortium of 10 community colleges located throughout the state. Its primary objectives were to provide teachers with instruction and experience in developing and producing audiovisual instructional modules; to design and produce modules on adult basic education and vocational education topics; and to disseminate the modules throughout the state. A broader underlying goal was to provide educational opportunities for the state's rural population at times and places more convenient to their needs. This project report begins by discussing the organization, governance, and concerns of the consortium. It then outlines the use of state, regional, and local workshops as the primary vehicles of staff development and describes the resultant establishment of module production teams and other project outcomes. The report goes on to provide timetables for the production of 243 modules and to briefly describe their content and mechanisms for their evaluation. The report's next section describes the low-cost statewide dissemination process, listing the 61 institutions that have reviewed and/or ordered the modules. Eight appendices are included: the module catalog and order form; a consortium organizational chart; job descriptions for consortium administrators; a module critique form; a list of projected modules; a project workshop agenda; and a module assembly checklist. (JP)

Following an 11-month period of study, planning, and pilot testing, a project was undertaken at Central Piedmont Community College (CPCC) to implement quality circles, i.e., small groups of employees doing similar work who voluntarily meet on a regular basis to set goals, identify and analyze problems, find solutions, and cooperate with management to implement those solutions. The project's objectives were to orient line managers to quality circle concepts, establish an advisory committee, train facilitators and circle leaders, implement quality circles, produce instructional materials, build statewide awareness of the concept, evaluate the project, and develop a plan for implementing quality circles in interested institutions. From July 1981 to November 1982, 16 workgroup quality circles, involving 200 of CPCC's 560 employees, completed 40 improvement projects, and 7 taskforces were formed to address specific problems. Over 1,700 people representing 250 colleges and public schools attended presentations or workshops led by the project staff. An assessment of the project found that while attitudes and problem-solving abilities improved significantly due to quality circle involvement, communication with administration, students, and other workgroups did not improve significantly. The project report examines the quality circle concept; explains the project's organization, procedures, and results; and offers recommendations. Extensive appendices include information on the philosophy and operations of quality circles and project-specific materials. (Author/LL)