Reviews counselors' operational roles (i.e., educator, consultant, and milieu manager) and relationship roles (i.e., with students, instructional staff, administration, and community). Argues that laundry lists of expected functions may limit counselor creativity in responding to changing times. (AYC)

Argues that community college counseling roles and functions are sufficiently different to merit different graduate preparation and skills. Describes several major thrusts: the educational generalist, the counselor/service specialist, the educational programer, and the developmentalist. (AYC)

Considers social change and budget reductions as inevitable causes of changes in community college counseling programs. Feels that the implementation of student development concepts will involve integrated organizations. Proposes community-based and human resources development models for organizational change. (AYC)

Contrasts developmental counseling with traditional counseling, arguing that it differs in its focus on consultation, advisement, instruction, and collaborative skills. Discusses the crises currently confronting counseling and argues for a clear demonstration of professionalism. (AYC)

The fate of community college counseling will be determined not only by budget retrenchment, but also by the actions of counselors themselves. Rather than attempting to do more with less, counselors should analyze student needs and make priority decisions about what can be done within available resources. (AYC)

Provides an annotated bibliography of ERIC documents and journal articles dealing with counseling and academic advisement at the two-year college. Cited materials cover the status of counseling and advising services; management and delivery; counseling underprepared students, transfer students, and special populations; and evaluating counseling…

Underscores the importance of both access to education and educational quality to student success. Urges student development educators to advise students honestly and retain the special mission of community colleges to meet individual student needs. (DMM)

Brokering services are one way of meeting the service needs of nontraditional students. They provide assistance in establishing goals, information sources/referral, information and assistance in problem solving and decision making, and advocacy and support. (AYC)

Discusses the importance of academic support services in ensuring the effectiveness of developmental programs. Describes the Learning Assistance Support System developed in Washington's community college system and Luzerne County Community College's Institute for Developmental Educational Activities. (DMM)

Reviews factors influencing the organization and delivery of academic advising services. Discusses the strengths and weaknesses of seven two-year college organizational models, including faculty only, supplementary, split, dual, total intake, satellite, and self-contained models. Describes advising delivery systems using faculty advisors,…

This collection of essays discusses some of the general concerns and issues related to tracking the flow of community college students through higher education. The chapters in the volume include: (1) "Tracking Systems and Student Flow," by Trudy H. Bers; (2) "Beyond the College: State Policy Impact on Student Tracking…

Focuses on the counseling-related goals that depend upon the effective involvement of non-counseling personnel. Presents a rationale for synergistic team efforts, illustrating the concept with a case study of a collegewide approach to improving the process of initial student assessment. (AYC)

This collection of articles focuses on the current status and future of counseling in the community college. The volume contains the following chapters: (1) "Counseling for Today's Community College Students," by William A. Robbins, which focuses on the characteristics of developmental counseling and the crises it faces in community colleges; (2)…

Relates the efforts of Miami-Dade Community College in meeting the counseling challenges involved in assessment, course and program placement, developmental studies and accountability. (AYC)

Recommends that counseling services for lifelong learners at community colleges focus on developmental needs and be integrated with other programs of the college. Discusses the personal characteristics of the counselor/educator and proposes a peer group counseling model. (JM)