This document discusses the challenges community colleges, particularly urban ones, face in delivering education to their first-generation, immigrant, economically disadvantaged, non-white, limited-English-ability, and other non-traditional students. These challenges can be exacerbated by students' failure to connect and become involved in college at the level necessary to successfully complete required coursework. According to Tinto (1997), high levels of involvement generally prove to be an independent predictor of gains in learning. The author argues that a redefinition of what constitutes involvement is called for, particularly because non-resident students tend to work at least part time, limiting their ability to become involved in traditional campus activities. Brawer (1996) reported findings from a study that indicated involvement in a freshman orientation course improved student performance regardless of race, age, gender, major, employment status, or entrance examination scores. Brawer noted another study that reported a 50% higher rate of course completion among students who participated in freshman orientation at Sacramento Community College in California. Learning Assistance Centers (LAC) and learning communities also help students to manage academic demands. LACs offer 14 academic and co-curricular activities, including testing, study skills programs, and peer tutoring. Learning communities serve to link together existing courses to enable subgroups of students and their teachers to achieve deeper understanding and integration of course materials. (Contains 15 references.) (NB)