Provides citations and abstracts for seven ERIC documents describing high technology programs at community colleges and discussing the role of two-year colleges in meeting industry's demands for skilled employees in high tech fields. (DMM)

Summarizes criticisms of lifelong learning programs in community colleges, focusing on college credit for life experiences; financial support from learners' fees; meeting adult learner needs without extensive program changes; and meeting social obligations. Responds to critics and supports the lifelong learning function. (DMM)

Describes the Center for Continuing Education at the University of Texas at Dallas, which offers a noncredit, self-supporting continuing education program, and the factors contributing to its success. Focuses on internal characteristics, administrative support, and positive program outcomes. (DMM)

Describes the changing application of telephone conferencing technology in an effort to provide guidance for community colleges becoming involved with audio teleconferencing and statewide program planning. Looks at strategic planning factors, assumptions, goals, objectives, resources, priorities, policies, and organization. (DMM)

Community services, the only unique aspect of community colleges, needs faculty involvement and a separate administrative structure to be effective. (RN)

An innovative design for the organization of community services and continuing education in a community college district calls for the centralization of administration and the decentralization of program offerings. (RN)

Lists seven requisites for the implementation of community college teleconferencing. Describes the development of a consortium comprised of 15 Iowa community colleges and Iowa State University designed to increase educational program offerings using the community college telenet system. Analyzes results and problems and offers recommendations.…

Cites the advantages of implementing formal planning strategies for community colleges and continuing education. Warns that goal setting for the enhancement of institutional quality must not be overlooked in favor of quantifiable emphases. Describes five phases of the planning process: preplanning, strategic planning, operational planning,…

Cites documents in the ERIC junior colleges collection dealing with a community-based approach to the administration of adult education; the "one-college" concept; community college relationships with industry; learning centers; developing and implementing continuing education programs for elderly homebound; and nontraditional delivery systems for…

Cites resources of the ERIC Clearinghouse for Junior Colleges collection dealing with various aspects of adult education: the target population and their needs; accountability; methods of publicizing community college programs for adults; and descriptions of specific programs. (CM)

Responds to David Riesman's article, "Community Colleges: Some Tentative Hypotheses" (JC 502 056). Asserts that Riesman views community colleges as "lesser" institutions, exhibits a liberal arts college bias, and overemphasizes the transfer function. Points to the expanded community-college mission, community college/university…

Reviews the development of Grant MacEwan Community College's continuing education program from a centralized model to a still-evolving multidimensional decentralized model. Addresses the problems and benefits of the decentralized administrative model. (AYC)

Provides an overview of the instructional use of telecourses at community colleges. Focuses on telecourse scope and type, audience, logistical/practical considerations, economics, and the future place of telecourses within the educational system. (AYC)

Details steps in a continuing education division planning model; i.e., define the planning group, develop a planning attitude, analyze internal and external environments, develop a mechanism for forecasting trends, hold planning sessions for determining strategic focus and operational plans, establish a timetable, hold follow-up/evaluation…

Programs for seniors are needed, according to the assistant director of continuing education at the Community College of Beaver County (Pennsylvania); the question revolves around who will pay. (Editor)