This study examined the use and perceived effectiveness of standards published by the Council for the Advancement of Standards in Higher Education in student affairs units at a community college in the Southwest. The available literature mainly addresses use of the CAS standards at four-year rather than two-year colleges. The study investigated…

This study examined the application and perceived effectiveness of the Council for the Advancement of Standards (CAS) in a community college Student Affairs Division. The two research questions were as follows: (1) How does a Community College apply CAS standards? (2) What is the perceived effectiveness of applying those standards? A case study…

Over the next ten years, retirements will bring a leadership crisis in community colleges. One way to combat the impending crisis is to develop formal mentoring programs which nurture future leaders. One way to ensure the mentoring program achieves its objective is by using a framework to assess leadership strengths and weaknesses. Mentors who are…

Offers a model for hiring, developing, and promoting staff which endeavors to synthesize numerous concepts used by business and industry in their human resources development programs. Presents a 23-item checklist for the model and proposes that it be used by community colleges to reach affirmative action goals. (DMM)

While industry believes no person is completely trained when hired, educational institutions adhere to the concept of the "complete" employee. The successes of business and industry suggest that their personnel model for staff selection, development, and promotion could work for community and technical college employees. (SK)

The need for staff development as a means of facilitating professional and personal growth is explored. A model for staff development which is relevant and effective for student personnel services is presented. The characteristics and processes of a viable growth model are identified and discussed. (Author)

Claiming that staff development is a new concept that is not well-defined or understood by college administrators, this paper proceeds to define the concept in terms of organizational renewal theory, and present a model useful in planning, organizing, and analyzing staff development activities, programs, and processes in community colleges. A…

Designed for individuals interested in implementing career development programs for disabled adults, this report presents information on the Lifelong Career Development (LCD) project and its potential for implementation in the community college. Chapter 1 examines lifelong learning and the career development needs of disabled individuals, presents…

A study was conducted to determine the important components of a comprehensive staff development program. To guide the investigation, a paradigm was constructed which identified the content areas of staff development as personal/professional, program/instructional, and organizational development; and which specified a statement of purpose or…

The high priority placed on staff development by business and industry has not been shared by the community college which has tended to seek talents outside the institution rather than to develop those within. Community college staff development programs are usually designed to improve job performance rather than to enhance employee growth and…

This practicum assisted staff in (1) identifying and prioritizing problems and needs in the areas of communication and decision-making; (2) determining objectives relevant to these needs; and (3) developing a plan of action for attaining top priority objectives. After an orientation meeting, each staff member was interviewed in private and asked…

This paper describes an emerging model for a comprehensive staff and organizational development program as a continuous and integral activity of the college, and discusses the role of the office of institutional research in such programs. A comprehensive program includes instructional development (instructional evaluation, diagnosis,…

Presents the results of a national survey on staff development for part-time instructors, the program established on the basis of the survey findings at Eastfield College (Texas), and a model for establishing part-time faculty programs in other colleges. (RT)

Cites the need for professional development specialists to evaluate and report on the quality of their programs to assure continued funding. Discusses how to choose an evaluation model, organize for evaluation, and gives steps for implementation. (RT)

Describes the rationale and operations of the Professional Growth and Instructional Development Committee at Harrisburg Area Community College (Pennsylvania), and discusses the advantages of utilizing a committee of faculty members to provide leadership in instructional change. (JDS)