Relates how Pima Community College was selected to assess the health, education, and welfare needs of South Tucson, Arizona. Describes the use of an advisory committee; panels for health, education, and welfare; interviews with selected residents; and a survey of service agencies. Enumerates study findings and recommendations. (AYC)

Reports on the COMBASE Conference (Portland, Oregon, September 18, 1980), which addressed the relationships among community development, the community college, and the public. Outlines the conference's mission and the problems and needs assessed by urban, suburban, and suburban-rural study groups. (CAM)

Describes the experience of Chemetka Community College (Oregon) in conducting a comprehensive local needs assessment survey by telephone. (DC)

Describes a comprehensive educational needs assessment conducted by the Gallup Organization for the Los Rios Community College District, and relates its findings to the District master plan. (AYC)

Discusses a four-stage "marketing process" employed by a suburban community college in an effort to become more responsive to the needs of its present and potential students. (DC)

After providing a rationale for international education, describes Middlesex County College's: (1) International Studies Institute for faculty and administrators; (2) affordable overseas programs for students; (3) survey of international trade training needs; (4) international business promotion efforts; and (5) new international studies courses…

Describes the development and implementation of several retrenchment plans at Thornton Community College during fiscal years 1979 through 1982. Proposes periodic retrenchment as a means of institutional revitalization, suggesting validation of the need for retrenchment, initiation and phasing of the retrenchment plan, staff and community…

Reports on the results of an administration of the IGI (Institutional Goals Inventory) to Brevard Community College students, faculty, administrators, and local residents. Recommends that institutional goals be translated into clear, quantifiable objectives so that incremental progress toward them can be measured. (DC)

Provides guidelines for organizing staff development programs, covering assessment, statement of philosophy, organization and staffing, various activities to meet the needs of constituencies represented within the institution, incentives and rewards, adequate funding, and an overall program evaluation. Stresses staff development as a means to…

Reports the results of a study in which 294 two-year college presidents in the 13 Northeastern states were surveyed to ascertain their assessment of staff development needs and their thoughts on where, when, and how staff development is best achieved. (DC)

There is growing concern over the development of student expense budgets in determining financial needs. No consensus exists concerning what constitutes a realistic budget. General guidelines for budget construction as recommended by the Keppel Task Force (National Task Force on Student Aid Problems) and methods for student budget development are…

Examines the continuing education needs of government employees. Describes a cooperative effort undertaken by Cuyahoga Community College and Cuyahoga County to systematically assess the county's training needs and to develop, for each governmental department, a manpower planning model. (JP)