A staff development program for classified support personnel at an institution whose small size cannot justify a large program is described. Needs assessment, program implementation, and lessons learned from the experience are outlined, and special problems and tensions in small-college staff programs are noted. (MSE)

Outlines criteria for selecting young faculty to serve as academic physiologists at small medical colleges. Addresses abilities in research, teaching, and service. (DC)

Small liberal arts colleges are not likely to benefit substantially from increased corporate support of higher education. By concentrating on corporate efforts close to home, Union College of Schnectady (New York) has increased its annual fund income and built corporate support. A description of its annual business campaign is presented. (MLW)

A study at a small college corroborates studies at larger institutions in finding only a slight relationship between research and teaching performance. The relationship varied substantially across ranks and disciplines. These results, it is suggested, question the policy of pressing faculty to do research on the assumption that it improves…

Predicts difficult times ahead for small/rural community colleges. Maintains community college leadership must set examples of positivism, high quality services and programs, and concentrate on maintaining a productive instructional climate; meet community needs; enhance delivery of instruction and resources; use financial resources effectively;…

A synthesis of critical advancement concerns is presented: leadership-based advancement; clarity of purpose; marketing to advance; selling the small college; comprehensive financial development; the advancement process; and using consultants wisely. Sources for additional information are provided. (MLW)

The liberal arts college's role has always been education for intellectual excellence and technical competence, grounded in a sensitivity for the dimension of depth in human experience. As American culture becomes more urban and more secular, the liberal arts colleges must maintain their essential task of asking ultimate questions. (Author/MLW)

Marist College, a small liberal arts college in New York State, began using computers in 1967 for academic and administrative uses. The growth of the computer system is outlined, referring to future plans and guiding principles for the system's operation. (MSE)

The English Department at Fort Hays State University revised its literature curriculum to contract the course offerings and yet eliminate gaps by basing the revision on the theory that students need to be exposed to a course, but not necessarily a number of courses, in each of the basic areas of organization such as authors, periods, genres, etc.…

Practical steps for designing and implementing a planning process for small colleges are described, including designing for desired changes and measuring the changes accomplished. Focus is on the achievement of desired change rather than acceptance of uncontrolled change. (This article was excerpted from a handbook by Miller and Louis J. Vaccaro.)…

Describes the role of media in small liberal arts colleges in terms of AV staff, current goals and organization structure, academic support services, problems, role of the AV center, facilities, and hardware. Data were gathered from 38 colleges in a national survey. (CMV)

Considers the cultural heritage and special needs of small town and rural Americans, and stresses the importance of developing curricula and delivery systems that assist people to maintain and renew their rural life-styles and environmental conditions. (MB)

Summarizes the findings of several studies which focused on various aspects of the small/rural community college and its students. Points to other areas that need to be examined. (MB)

A former U.S. Commissioner of Education traces the personal influences that have made him an ardent champion of the small liberal arts college and offers some enterprising suggestions for keeping these colleges successful. (Editor/LBH)

Examines a situation facing Wheaton College where half of its English faculty will retire in five years, many will elect to work part-time before then, and only one new faculty member trained in cultural studies and theory has been hired at this point. Focuses on questions of curriculum revision and logistics. (TB)