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This review deals with the interest of some junior college educators in taking a stand against the belief that community college enrollments will continue to increase indefinitely. The first stand was made by the Arizona State Board of Directors for Junior Colleges, which called for at least 5-year moratorium on new junior colleges after 1969 in that state. On the other hand, professional state associations, the American Association of Junior Colleges, the Carnegie Commission on Higher Education, and the federal government have advocated the creation of more colleges. Although the idea of a moratorium on new junior colleges is largely unpopular, the current financial crisis may warrant it and numerous population projections reveal a decreasing number of potential community college students. Reports of studies conducted at community colleges throughout the nation are cited to support this view, as well as results of efforts expended at certain colleges where more efficient use of classroom space has been made in light of anticipated decreasing enrollments. (AL)

The author examines the financial crisis in community colleges on a national scale in this first paper in a projected long-range study of this crucial topic. Economic causes contributing to the crisis include inflation, rising enrollments, and such labor-intensive aspects as spiraling labor and security costs, and increasing demands for funds by such programs as those serving the disadvantaged and the community. At the same time agencies dealing with social security, ecological balance, environmental preservation, and recreational facilities among others have become powerful competitors for funds. The third major contributor to the crisis is the public who increasingly has been showing its disaffection with education by defeating public referendums and bond proposals. For these reasons the author describes insolvency as a real threat for the first time since the depression, and stresses that the role of education is being questioned on all fronts by society as never before in American history. (MN)

A questionnaire, college catalogs, other institutional publications, the national media, and personal statements of educators were among the tools used in this examination of community college efforts to adopt Black Studies programs. The major findings were: (1) Black Studies courses are widespread; (2) enrollments are adequate; (3) enrollments are mainly of black students, with only a few non-blacks; (4) most of the instructors are black; (5) control of the programs is mainly by blacks. It was also found the Black Studies programs have influenced other minority or ethnic studies programs and that regular course offerings are being affected by them. This monograph covers the origins of the programs, the courses and curriculums, the curriculum development, the usage of the terms Negro, Afro-American, and Black, continuing issues, and the future of Black Studies. A more exhaustive study is recommended to distinguish between promising and unpromising practices of present institutional policy. (HH)

An HEW Publication, report no. 26 in the PREP series (Putting Research into Educational Practice) discusses the timely topic of Black Studies. Previously, a survey of the development and implementation of Black Studies in American community colleges was conducted and reported by the same authors in ED 048 851. This PREP report was adapted from the final report and covers the origins and purposes of black studies; curriculum development, practices, and enrollment; suggestions for impementing a black studies program; and continuing issues, e.g., which term--Negro? Afro-American? Black?--is being used to describe the people, courses, and programs associated with black studies; ethnic origins of instructors; student participation in the selection and retention of instructors; course quality; and control of the educational system. A selected bibliography on black studies and related subjects completes the report. (Author/MN)

This topical paper, which summarizes a survey of the development and implementation of Black Studies in the 2-year college, follows two other topical papers: Number 12, The Position Papers of Black Student Activists (ED 042 453); and Number 16, The President's Reaction to Black Student Activism (ED 046 390). The types of colleges that offer Black Studies courses and their geographical locations are indicated. In urban communities, more control over the institutions is passing to black administrators. The politics involved in this movement are discussed. Programs and courses aim to create self-respect for blacks by "building an identity rooted in American and African history and culture." A few community colleges have formulated institutional aims for their programs. The curriculum is generally divided into the following areas: historical, literary, cultural, socioeconomic, integrated courses, and minority- and urban-oriented courses. In questioning the relevance vs. excellence of the programs, challenges and responses to them are made concerning the quality of courses, qualification of instructors, and performance of students. (CA)

This survey was prompted by the need to examine the community colleges in their attempts to adopt Black Studies programs as a result of the national emergence of Black Studies in 4-year colleges and universities. Official documents, personal statements from educators, and student opinion, together with a questionnaire, periodicals, newspapers, and bibliographic search of the literature make up the sources on which this survey is based. The major findings of the survey are: (1) Black Studies courses are widespread, (2) enrollments are adequate, (3) enrollments consist of black students with a sprinkling of non-blacks, (4) instructors are predominantly black, and (5) control of the Black Studies programs is in the hands of the blacks. This report of the survey includes a complete discussion of the origins of Black Studies, curriculum development practices and enrollment, and continuing issues. Useful references for those interested in implementing a Black Studies program are listed in the bibliography. (Author/CA)

At their inception, community colleges adopted the traditional department/division structure. But there is a trend in community colleges toward combining related disciplines into a single department. Despite any administrative effort to subordinate or abolish the traditional department, the faculty within each discipline considers itself a close-knit community. This community exerts great influence on educational quality and indoctrinates new instructors much more successfully than does the college. The community college department is moving toward the four-year institution department in which instructors exercise a great deal of self-governance. Tenure and seniority are important in departmental governance. Part-time instructors have little voice in departmental governance and paraprofessionals have none, but a trend is beginning toward including paraprofessionals as members of the bargaining unit, partly because of the potential danger of paraprofessionals being used to staff classes during a strike. Student activism is still a minor movement in community colleges, but changes involving more relevant courses and students' rights have been made as a result of the activism of the 60's. To counteract the insularity of subject-matter groupings, colleges are experimenting with plans for mixing departmental units in the same building and classrooms. To counteract the trend toward self-governance, administrators are experimenting with new structures to replace the department and chairman, most commonly the division headed by an administrator. (KM)

Since collective bargaining is a practice that is growing even more rapidly in community colleges than in other areas of higher education, the concepts involved in bargaining and contracts are of particular interest to community colleges. Contracts differ from policies in that contracts require the approval of all parties, who are considered relatively equal, while policy regulations do not. Collective bargaining changes the traditional collegial governance pattern by making faculty members employees, an arrangement under which they have more decision-making power. Collective bargaining also induces a change in management relationships among administrators because many of the interests of administrators below the rank of president are not represented in the bargaining. The employee bargaining unit is composed of instructors, counselors, librarians, coordinators and, frequently, chairpersons. The inclusion of certain nonacademic employees is dependent upon the need for influence and revenue and the possible assignment of nonprofessionals to classes during a strike. The employer bargaining unit usually consists of members of the governing board. The employees' position that anything is open for negotiation usually prevails over the employers' position that negotiable items are restricted. Definitions of management rights differ, but the agreement itself necessarily diminishes these rights. Contract statements of employee association rights are much more detailed. Workload formulas and grievance procedures are important points in agreements, and most contracts contain no strike/no lockout pledges. (KM)

This paper, the second in a series, enumerates and analyzes the duties of the community college department/division chairman and makes observations on the evolving role of the chairman from a quasi-administrative officer to a ministerial functionary. It looks at the relationship of the chairman to the dean of instruction who is his immediate supervisor and to the members of the department with whom he is closely associated and who played an important role in his selection or election. The place of the department in the administrative structure is examined. Research studies on the department/division are reviewed in this paper, and it is suggested that the quality of performance of the chairman depends upon his own inner resources; a successful chairman adjusts to the personalities with whom he must work. (Author/SW)

This address points out that the graduates have reached a stage in their lives less for rejoicing than for close examination of themselves and of education as an institution. The students themselves have exposed certain shortcomings of higher education, and taxpayers have become reluctant to support it. Activists of all races have not yet announced limits to their militancy; nor have authorities set limits to their reaction. For some time, the confrontation produced an escalating compromise of demand and concession, but lately, as the demands become harsher, authorities become less patient, and the public condemns both. Matters on which students question society at large include the imposition of prolonged adolescence, the widening gulf between the educated and the uneducated, repression (contrary to all civil rights laws) of the Black community, the presence of ghettos and barrios, the acceptance of war as a political tool, and a nationwide atmosphere of hypocrisy and immorality. Most important is the Black revolution, with its new sense of pride and expectation of social and economic fulfillment. The speaker reminds the graduates that, since it is they who have fomented these revolutionary activities, it is they who must suppress, accommodate, or surrender to them. Such criticisms acknowledge the importance of education and the probability that improvement will follow from a belief in legal equality, civil rights, open-door colleges, and the efficacy of an aroused social conscience. (HH)

Beginning with an overview, the author traces the history of activism from the Berkeley Free Speech Movement to the present, noting that, while junior college activists are influenced by senior institutions, their activities are typically more moderate. Defining several activist groups and their special interests, he then discusses the new left (primarily the Students for a Democratic Society), the rightists, black students, Mexican-American students, and the elected student officers involved in the National Student Association. As for student government, he notes it has been bypassed by the activists, and efforts to participate in institutional governance are largely unsuccessful. Moving to student rights, he reviews the statements on this topic by the American Association of University Professors, the American Council on Education, and the organizations preparing the comprehensive "Joint Statement on Rights and Freedoms of Students." The last topics are community relations and relationships between students, faculty, and administration, where he discusses campus violence, the use of police, non-student activism, reactions to student excesses, and probable consequences. In conclusion, he assesses the effects of activism on curriculum and instruction and on students, and reviews areas of future concern, including the possibility of backlash. (MC)

This topical paper compares and contrasts the style, content, structure, and manner of presentation of 10 Black student activist position papers previously compiled by the author ("Black Student Activists--Position Papers and Reactions to Them from Twelve Colleges"). The comparisons and contrasts reflect the particular contextual environment in which each paper must be viewed, yet provide a basis for viewing the activities as having essentially the same basic objective: seeking and establishing "a true black identity." (JO)

This topical paper summarizes the variety of responses made by individual junior college presidents to the demands (position papers) of black student activists. The first section of the report presents the presidents' attitudes, illustrated in part by their own statements. The second section presents a selected number of presidents' formal responses to the black students' demands. A formal response pattern evolved in which replies followed the same format as the demands that were presented. The relative success of black activists is due to: (1) the administrators' fear of violence; (2) the possibility that violence might lead to race riots; and (3) the willingness of black students to resort to violence to obtain concessions. Most of the black junior college presidents who have been appointed in the last five years might be considered the beneficiaries of activism. While they have as little control as white presidents over the major social forces contributing to the unrest among blacks, they can bring to the college a greater sensitivity to the needs and aspirations of black students. Other related documents by the author are ED 041 578 and ED 042 453. (CA)

Urban changes such as population increase, shifts in population groups, suburban growth, and central city decay have produced special problems for the inner city college--de facto segregation, inadequate education programs, racial imbalance of employees, and discrimination in student participant activities. The attempts to prevent segregation--regional distribution of programs, open rather than district enrollment, encouragement of non-resident enrollment, colleges with special programs--have been ineffective. Enrollment still reflects the ethnic make-up of the area and is intensified by current separatist movements. Although segregation need not mean inferior education, experience has shown that it does. Programs for the disadvantaged, low-ability, and minority groups are inadequate, as no one knows what to teach them or how to evaluate what they do. Increased research in special education, funds for program development and student aid, and thorough evaluation of the programs are essential. Lack of attention to non-Western cultures is a parallel problem. The racial mix of employees is not well-balanced at the administrative or academic levels, but is better at the non-academic level. Lack of qualified people is one reason for this condition. In intercollegiate athletics, in participant programs like journalism, theatre, and music, and in apprenticeship programs, prejudice is more overt. The colleges can do little for the apprentice, but can improve matters in the other areas. (HH)

A STUDY OF THE POTENTIAL APPLICATIONS OF DATA PROCESSING EQUIPMENT AND SERVICES IN THIS MULTICAMPUS DISTRICT SHOWED THAT USES COULD BE DIVIDED INTO THREE CLASSES--(1) ADMINISTRATION AND SERVICES, INCLUDING DECISION MAKING, PROCESSING, COMMUNICATING, AND SUMMARIZING, (2) DIRECT AND INDIRECT SERVICES TO FACULTY MEMBERS, AND (3) INSTRUCTION. TO PROVIDE FOR THESE APPLICATIONS, A PLAN IS OUTLINED WHICH PROVIDES FOR (1) AN INFORMATION AND SERVICES UNIT AT EACH COLLEGE, INCLUDING A SMALL TO MEDIUM SIZE COMPUTER EQUIPPED WITH DIRECT ACCESS STORAGE DEVICES AND REMOTE INQUIRY TERMINALS, (2) AN INSTRUCTIONAL LABORATORY UNIT AT EACH COLLEGE, AND (3) A CENTRAL COORDINATING UNIT, CONSISTING OF A STAFF OF TECHNICALLY TRAINED CLASSIFIED EMPLOYEES TO PROVIDE SUPPORT FOR THE OPERATIONS AT THE INDIVIDUAL COLLEGES. FINANCIAL CONSIDERATIONS, BUDGETARY PROPOSALS, AND INSTALLATION SCHEDULES ARE PRESENTED. (WO)

Major headings in this review of 1974-75 labor relations and employment discrimination law include Unfair Labor Practices, Arbitration, Seniority, Sex Discrimination, Affirmative Action Under Title VII, Equal Employment Opportunity Commission Enforcement Powers under Section 706, and Federal Employment--Judicial Application of Section 717. (JT)

Utilizing the Illinois Test of Psycholinguistic Abilities and the Slosson Intelligence Test, 34 children from three intermediate classes designed for the educable mentally retarded were evaluated to denote inter- and intravariability of their learning abilities. (Author)

The 18 chapters of this book are grouped into three sections. In the first, Causes of Fianncial Crisis, the change in public education from financial security to crisis is explored as it related to the public community college. These two chapters are titled External Factors and Internal Practices. The second section, Sources of Revenue, includes observations on future prospects for an increase in revenue from each of five sources. Chapters are: How Colleges Are Financed, Patterns of State Support, Property Taxes, Tuition and Fees, Federal Aid, and Miscellaneous Sources of Income. The third section, Correcting Financial Imbalance, deals with ways in which educators are adjusting to the financial crisis. These chapters are titled: Control of Expenditures, Financial Planning and Responses, Improving Managerial Efficiency, Per Captia Costs, Effective Utilization of Physical Facilities, Controlling Low-Enrollment Classes, Moratorium on New Colleges and Buildings, Increasing Faculty Productivity, Changing the Teaching and Learning Process, and Nontraditional and External Degree Plans. A bibliography is appended. (Author/KM)

Position papers reflecting demands of Black student activist groups and reactions to them by administrators and faculty have been collected from twelve junior colleges in various parts of the country. For each college the position papers, reactions to them, and other pertinent materials are presented in chronological order to provide a picture of these activities and their impact on the college involved that is as complete and accurate as possible. [Because of marginal reproducibility of original, this document is not available in hard copy.] (MB)

Considered the traditionalist structure of community college departments, the influence wielded by instructors on curriculum development, and the difficulties administrators have in changing such situations. (RK)

This survey studied the resources that 128 counseling centers assigned to preventive and remedial activities on both a present and an ideal basis. It appears, even in an ideal situation, that college counseling centers are not prone to dramatically altering their mission. (Author)

Drug use and abuse are viewed as symptomatic of more basic and underlying problems. Drug usage indicates the degree of alienation felt by young people. With drugs, the user finds a way of escaping. There must be an emphasis on self reliance and the courage to be imperfect and not live by the curse of perfection. (Author)

The financial crisis currently being experienced in community colleges is forcing the imposition of fees and tuition and thereby changing the basic philosophy of community colleges as open door" institutions. (NF)

Reported was a project intended to develop regional centers for preservice and inservice education to assist teachers, administrators, parents, and teacher aides to incorporate exceptional students into regular classrooms. (GW)

A roundup of trends reported in the preceding articles, with some additional forecasts. (Editor)