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The principal papers presented at this conference were as follows: (1) "We've Come a Long Way, Baby" by Thomas F. Stark, (2) "Hey! Who Runs This Show?" by Clair T. Blikre, and (3) "Bargaining Allows Teachers to Teach!" by Ralph Chesebrough. The background, purposes and activities of the Iron Range Institute are described. The appendix, Career Education in Post-Secondary Institutions, contains a summary of the reports of the workshop participants. (KM)

This institute report includes principal addresses, invited papers, exemplary student work and descriptions of coursework. Articles in the report include: "Community Services for the Community Colleges of the 70's" by John Lombardi; "Evaluation and Assessment of Community Service Programs" by Paul A. Elsner; "The New Nebraska Law and the Community Service Scene in Nebraska" by Jerry A. Lee; "A 'New' Clientele for a 'New' Community College" by Bruce M. Bauer; "The Teaching-Learning Process in Adult Education" by R. Gene Gardner; "The History and Mission of Nicolet College and Technical Institute" by Thomas Maney; "Mountain Empire: The Community's College" by Martha Turnage; "A Needs Assessment and Planning Model" by Roger F. Claesgens; "Development of the Instructional Program of the Rochester Institute" by Don A. Morgan; "C5PP5-900: College Student Personnel Work Activities" by Donald R. Zander; and "The Role of the Classical Humanities in the Curriculum of the Two Year College" by George R. Rochefort. (SW)

The goal of the second annual Rochester Symposium on the Two Year College Student was to examine various perspectives of student personnel services. The four papers included in this report are: (1) "Characteristics of Junior College Students"--which concludes that community colleges do have a significant impact and are really trying to meet the needs of their diverse populations; (2) "Two-Year Post Secondary Student Personnel Services: Organization and Functions"--which concludes that the student personnel services department must be designed to serve each individual institution and that effectiveness will depend on the overall institutional structure and philosophy and staff available; (3) "Student Personnel--A Multi-Campus Perspective"--which concludes that student personnel services should serve both students and society, involving counselors, faculty, deans, and presidents; and (4) "Prove It"--which concludes that a clear understanding of the purposes of institutional research is an important step toward institutional self-assessment. (RN)

Major issues relating to student unrest were discussed at a 1970 Symposium of the Two-Year College Student. The first two papers, "What Are Our Students Trying to Tell Us?" and "Students Demand Moral Leadership--No Less!" both deal with the need for reform in education to keep abreast with social change. Also discussed are the special problems of black students, and the need for effective social change based on trust, understanding, and acceptance of the democratic process. In "What Do You Mean--'Community College'?" various ways of serving the community are considered. The last paper, "A Student Leadership Training Project," describes a program for meeting the special needs of student activity leaders in junior colleges. (RN)

The conference, which brought together key leaders from other States to share their experiences with year-round education, focuses on key issues raised during an earlier national conference on the same subject. Some of the topics highlighting conference speeches were: year-round education in transition; analyses of quality education, living patterns, and financial implications; organizing a community study on year-round education; analyzing resources and budgets for year-round education and operation; individualizing math and science; computer assisted instruction; an individualized self-selected elementary program, and case studies of some year-round plans now in operation. (Author/DN)

This symposium report includes principal addresses and invited papers about the two year college student. Section A on career education in the community college includes: "Career Programs at Miami-Dade Junior College" by Peter Masiko, Jr.; "Community Colleges: Islands of Accomplishment or Oceans of Rhetoric" by Dale Parnell; and "Career Education for the Post-Secondary, Two Year Student" by Andreas A. Paloumpis. Section B, on activities and unions in the community college, includes: "Student Activity Programs in the Community College" by Terry O'Banion; and "The Idea of the College Union--and Implications for Two Year Colleges" by Porter Butts. Also provided is an addendum on "Peers and Positions" by Don A. Morgan. (SW)

National surveys of junior college presidents in the United States were conducted over a 3-year period. It was felt that better understanding of the position would improve training programs for junior college presidents. Data were gathered from the presidents, their wives, the second highest administrators of the colleges, the presidents' secretaries, and the presidents of faculty associations. The study anticipated three basic situations for the junior college president: (1) arrival as president; (2) survival as president; and (3) leaving the presidency. It was concluded that training programs for junior college presidents should include managerial skills and employee relations. The author recommends a business minor for doctoral students majoring in junior college administration. (MS)

The office of the community college president and the individuals who serve in it are the concern of this monograph. Data were initially obtained through questionnaires answered by 438 community college presidents. Subsequent information was received from the presidents' wives, secretaries, and second-ranking administrators; deans, presidents of faculty associations, and state directors of community colleges or vocational education also provided information. The following topics were among those considered: (1) selection criteria and procedures, (2) initial activities, (3) sources of information and assistance, (4) functions, (5) personal characteristics, (6) most pressing problems, (7) reasons presidents remain or leave their office and where they go, (8) characteristics of the successful president and what could have been done to help those in difficulty, and (9) future areas for study. (JO)

The objective of the symposium from which this document resulted was to give visibility to some worthwhile programs for mobile and "by-passed" populations, in order to allow those in attendance at the symposium and those exposed to the published proceedings to capitalize on what has been learned through these programs. The conference report points out the failures of the American educational system in honoring the rights of certain segments of our population. The people that are left behind are referred to in this document as those "by-passed" by the majority of the population and by the rapid changes in society in general. Considered among the "by-passed" are American Indians, Mexican Americans, migrant workers, and other disadvantaged minorities. The 16 papers presented at the symposium are included in the document under the following headings: (1) Representative Papers, (2) Non-Establishment Programs, (3) Some Establishment Programs, (4) The Private Sector and Agency Responses, and (5) New Perspectives. (EL)