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Based on a 1996 national study of community college presidents, this monograph presents a snapshot of presidents' personal and professional characteristics. A preface describes the purpose of the study and reviews methodology, indicating that the Career and Lifestyle Survey (CLS) was sent to 926 presidents, resulting in 680 responses, and that in-depth telephone interviews were conducted with 13 presidents. Chapter 1 presents background information on the CLS and reviews general characteristics of past presidents involved in the foundation of colleges in the 1960s and 1970s. Chapter 2 presents findings related to respondents' personal characteristics, including: (1) demographics; (2) educational and family background; and (3) lifestyle factors, such as geographic mobility, social affiliations, and leisure activities. Chapter 3 focuses on professional characteristics including work background, professional activities and attitudes, employment status, and plans to leave the presidency. Chapter 4 summarizes comments from the 13 presidents interviewed regarding the community college mission, available resources, and existing threats. Chapter 5 provides a comparison of presidential characteristics by race and gender and reviews issues related to increasing the representation of women and minorities in the presidency. Chapter 6 reviews respondents' techniques for establishing and maintaining relationships with college boards and faculty. Chapter 7 addresses issues facing college leaders in the next four or five years and respondents' strategies for preparing for the future. The CLS and telephone interview questions are appended. (BCY)

Based on the premise that an effective relationship between community college governing boards and presidents is crucial, this volume explores the professional needs, challenges, and roles of college presidents and governing board members and the influence of these factors on the board-president team. The following articles are provided: (1) "Selected Characteristics of Community College Trustees and Presidents" (George B. Vaughan and Iris M. Weisman); (2) "The Community College Presidency: Qualities for Success" (David R. Pierce and Robert P. Pedersen); (3) "Orientation and Professional Development of Trustees" (Gary Davis); (4) "Board-President Relations: A Foundation of Trust" (Norm Nielsen and Wayne Newton); (5) "When Boards Change: Presidential Response" (George R. Boggs and Cindra J. Smith); (6) "Opportunities and Challenges for Boards in Times of Change" (Montez C. Martin, Jr.); (7) "When a Crisis Occurs: A President's Perspective" (Sean A. Fanelli); (8) "When a Crisis Occurs: A Trustee's Perspective" (Phyllis Gutierrez Kenney); (9) "At the Millennium" (Fred Gaskin); and (10) "Sources and Information: Community College Leadership" (Lucy Lee). (BCY)

Endorsing a broader definition of scholarship and increased recognition of faculty and administrator scholarship in two-year colleges, this collection of seven articles examines the role of leadership in changing institutional attitudes and values; the connection between scholarship and teaching; and the professional obligations of community college educators. The articles include: (1) "Scholarship and the Culture of the Community College," by George B. Vaughan, which reviews aspects of community college culture that inhibit scholarship, and discusses ways to encourage cultural changes that support it; (2) "The Role of the Community College President in Promoting and Rewarding Faculty Scholarship," by Karen A. Bowyer, which presents the results of a nationwide survey of 117 community college presidents; (3) "Scholarship and the Academic Dean," by Betty Duvall, which offers recommendations to deans seeking to encourage faculty scholarship; (4) "Empowering Faculty as Teacher-Researchers," by Keith Kroll, which reviews a number of classroom research models and their implications; (5) "Scholarship, the Transformation of Knowledge, and Community College Teaching," by James L. Ratcliff, which argues for engagement with the literature of the disciplines to enrich teaching and stimulate a culture of inquiry; (6) "The Scholarly Activities of Community College Faculty: Findings of a National Survey," by James C. Palmer; and (7) "Additional Resources on Faculty Scholarship at Community Colleges," by Diane Hirshberg. An appendix reviews the sampling methodology used for the study described by Palmer. (PAA)

Written to enhance the understanding of administrators, faculty members, and board members regarding the position of community college dean of instruction, this book reports and analyzes study findings on the background, preparation, and roles of people in this position. The book draws from a national survey of the careers and lifestyles of current deans; separate surveys of female, Black, and Hispanic deans; and interviews with 15 deans of instruction from 13 different states. The nine chapters of the book focus on the following: (1) the dean of instruction's role as the institution's chief academic officer; (2) profiles of current deans of instruction, including both family and educational background; (3) the career pathway to the position of dean of instruction; (4) frustrations and satisfactions experienced by female deans of instruction; (5) experiences of Black deans; (6) experiences of Hispanic deans; (7) deans' views on leadership as compared to the views of community college presidents; (8) advice for those aspiring to the dean of instruction position, and for those deans aspiring to the community college presidency; and (9) conclusions and recommendations, including suggested ways of improving the relationship between the dean of instruction and college president. The questionnaires used in the study are appended. (WJT)

This concise history of community colleges touches on major themes, including open access and equity, comprehensiveness, community-based philosophy, commitment to teaching, and lifelong learning. The third edition includes revised text as well as updated statistical information, time line, reading list, and Internet resources. In the more than a decade since "The Community College Story" was first published, higher education in general and community colleges in particular have faced an array of new challenges. Broad demographic shifts across the nation, urgent and changing workforce needs, and the need to respond to both business and societal needs in what is now a global economy and a world culture are key among them. During this decade of dramatic change, community colleges have not only met these challenges effectively but they have also continued to progress in the midst of growing enrollments and declining resources. What sustains the continued success of community colleges even while the landscape has shifted is that the fundamental mission has not changed: Community colleges continue to offer open, affordable access to higher education, regardless of the vagaries of the economy; provide comprehensive services that benefit not just the individual student but also whole communities; and, foremost, maintain an unswerving commitment to teaching and learning. In the first six chapters of this new edition, readers will again find a concise overview of what community colleges are and what they do, along with updated demographic, enrollment, and financial statistics. In the all-new concluding chapter, "Facing the Challenges Ahead," readers will also find an analysis and forecast of the most salient issues that the colleges must face now and into the future. As it has been for more than four decades, American Association of Community Colleges (AACC) is proactively engaged in anticipating and addressing issues and conditions to advance the work of the colleges. Following a foreword, this book is organized into seven chapters: (1) The Community College; (2) The Mission; (3) Implementing the Mission; (4) Students and Faculty; (5) Funding and Governance; (6) A History of Innovation; and (7) Facing the Challenges Ahead. Also included are: (1) Milestones in Community College History; (2) References; and (3) Resources. (Contains 5 tables and 5 figures.) [For the second edition of this book, see ED437086.]

This book offers a brief overview of the history and the important role of community colleges in the U.S. and describes some of the political and societal influences that prompted their development. Various themes relating to the community college mission are discussed, including access and equity, comprehensive services, community needs, and lifelong learning. This work examines the programs and curricula common to community colleges, provides an overview of funding sources and governance, and profiles students and faculty. Chapter 1, The Community College, provides a brief overview (contains 2 tables). Chapter 2, The Mission, contains subsections titled Open Access and Equity, Comprehensiveness, Community-Based, Teaching and Learning, and Fostering Lifelong Learning. Chapter 3, Implementing the Mission, discusses College Transfer Programs, Occupational-Technical Programs, Developmental Education, and college services (contains 3 tables, 1 figure). Chapter 4, Students and Faculty, contains seven figures. Chapter 5, Funding and Governance, contains one figure. Chapter 6, A History of Innovation, describes the rise of community colleges in the past 100 years. Chapter 7, A New Century, discusses future roles, trends, and expectations. Appendices include milestones in community college history, 22 suggested readings, and 13 Internet resources. (RDG)

This work, commissioned by the Presidents Academy of the American Association of Community Colleges (AACC), presents a variety of case studies illustrating the types of sensitive situations in which community college presidents may find themselves and offers advice on how best to prepare for and resolve such situations. It addresses some of the questions that emerged in discussions with the Presidents Academy executive committee, members of the AACC board of directors, and presidents from across the nation regarding the community college presidency. Examples include: what kinds of activities do some presidents engage in that are guaranteed to get them into trouble? when facing a difficult issue, what constructive actions can presidents take to resolve the issue? how can presidents analyze what mistakes they made in dealing with a given situation? and what lessons have presidents learned from dealing with a specific problem that might be of value to other presidents? There are a number of activities that are sure ways for a president to lose his or her balance in the office such as lying to or misleading the governing board, faculty, other members of the college community, or the public; and asking for reimbursement of funds without legal justification. (JA)

Developed to aid community college leaders in considering what changes in governance, curriculum and student services are needed to keep their institutions vital and responsive to contemporary needs, this book suggests ways of responding to major issues facing community colleges. George Vaughan's introductory essay, "Community Colleges in Perspective," examines forces influencing the historical development of the community college. Part 1, on students served by community colleges, includes "Serving Today's Diverse Students," by Dorothy Knoell; "Keeping the Door Open for Disadvantaged Students," by Robert Templin, Jr.; and "Changing Status of Women," by Billie Wright Dziech. Part 2, on the special functions of community colleges, presents "Providing Remedial Education," by Donald Barshis and Thomas Guskey; "Reformulating General Education Programs," by Chester Case; "Strenthening Transfer Programs," by Alexander Astin; and "Redirecting Student Services," by Paul Elsner and Clark Ames. Part 3, on managing community colleges, includes "Leading the Educational Program," by Arthur Cohen; "Building Commitment to the Institution," by Richard Richardson, Jr. and William Rhodes; "Population Trends and Need for Diversity," by J. Wade Gilley; "Establishing Alliances with Business and Industry," by Harold Hodgkinson; and "New Concepts for Community Colleges," by Robert McCabe and Suzanne Skidmore. (LAL)

Based on a national study of community college trustees, this book describes the role of trustees in college operations and provides data on trustee characteristics and attitudes. Introductory materials describe the purpose and methodology of the study, indicating that three distinct questionnaires were sent to 505 college presidents, 505 board of trustee chairs, and 1,063 non-chair trustees. Chapter 1 provides a historical overview of governing boards in American higher education and reviews the role of trustees in community colleges. Chapter 2 presents a profile of trustee characteristics based on responses from 618 trustees and compares chair and non-chair trustees, male and female trustees, and White trustees to those from other ethnic groups. Chapter 3 explores the president-trustee team, describing methods for building teams, trustees' perceptions of presidents, and presidents' perceptions of trustees, while chapter 4 discusses trustees' activities on the job and their perceptions of those activities. Chapter 5 focuses on trustees' relationships with their communities, and chapter 6 presents trustees' comments regarding the satisfactions they receive by serving. Chapter 7 offers trustee perceptions of what constitutes the ideal college president, as well as presidents' perceptions of the ideal trustee. Chapter 8 considers the influence of board expectations, goals, and assessment on trustees' roles and presents strategies for improving effectiveness. The final chapter summarizes findings from the study and offers recommendations. Contains 20 references. (BCY)

Focusing primarily on issues that can be directly influenced by actions of the governing board or president, the nine chapters of this book explore the ethical dilemmas of leadership in today's community colleges. In "Leaders on a Tightrope: The Risks and Tensions of Community College Leadership," George B. Vaughan provides an overview of some of the ethical dilemmas leaders face in education. Next, in "The Fear of Knowing and the Ethics of Ignoring," Arthur M. Cohen examines a guiding ethos of community colleges and the ways in which data are collected and employed. In "The President as Moral Leader," Daniel F. Moriarty places the responsibility for ethical practices directly with the president. Next, Florence B. Brawer looks at the need for community colleges to clearly enunciate criteria for ethical behavior in the chapter called "Ethics in Instructional Programs." In "Academic Scruples: Faculty and Personnel Issues," Joseph N. Hankin offers examples of ethical dilemmas in student services, curricula, instructional activities, governance and college/community relations, budget and finance, and personnel matters. "Business and Community Linkages," by Karen A. Bowyer, examines the positive and negative results of these partnerships, pointing out pitfalls to avoid. Next, "Trustees and Governing Boards," by Gary W. Davis, focuses on the role of these entities in setting an institution's ethical tone. "Selecting and Developing Community College Leaders," by Charles B. Neff, evaluates the ethical commitments inherent in the presidential search process. Finally, in "The Importance of Ethics in Good Administrative Practice," James B. Tatum sums up points made in the previous chapters and criticizes trustees and presidents for skirting ethical issues. (JMC)