By contracting with existing institutions to provide education for its students, the John Wood Community College in Quincy, Illinois, meets the needs of 2,000 students while employing only seven faculty members and owning no buildings. (IRT)

Describes the author's experiences studying during his junior year at Fordham College under Russell Kirk, through the Socratic tutorial system offered through International College. Relates the formal and informal aspects of his educational experiences. (AYC)

Describes the Community College of Vermont, an accredited community college system without a campus. Classes are held in community facilities, instructors are drawn from the community, and local review committees assess student progress toward the associate degree. (DC)

Examines difficulties inherent in teaching introductory sociology courses over long distances at a university with an open admission policy. Describes the structure and requirements of the course which accommodates nonresidential students of various levels of ability and educational background. Strategies employed include tutorial group meetings,…

Discusses the increasing demand for community-based comprehensive education and examines the role of part-time faculty in helping noncampus colleges meet local community needs. Examples of the effective utilization of community experts on a part-time basis are provided. (JP)

Rio Salado Community College (RSCC), a non-campus college within the Maricopa Community College District, offers hundreds of day, late afternoon, and evening classes at locations throughout the county. The Paradise Valley community had always participated heavily in the evening classes offered by RSCC at local high schools. In fall 1982, an effort…

Explains John Wood Community College's (JWCC's) common market approach to educational cooperation, which allows students to access higher education at participating area colleges via educational service contracts. Considers the growth of JWCC and its institutional linkages. Offers a checklist of key activities for community-based contract…

Learn and Shop, a concept of offering university credit courses by university faculty in shopping centers which was developed by Indiana University-Purdue University in Indianapolis, is described. The Learn and Shop curriculum permits individuals to earn a two-year associate degree in liberal arts entirely at shopping centers. (MLW)

Discusses the concept of educational brokering. Describes the Hudson County (New Jersey) Community College Commission's use of leased facilities, adjunct faculty, and contractual agreements with institutions within and outside of the county to utilize their facilities and faculty in specific program areas. (JG)

A description is presented of Vista College's faculty development system, which attempts to provide an atmosphere of support for the part-time faculty who carry over 85% of the teaching assignments. First, the paper provides background on the characteristics of Vista College, a non-campus community college which offers over 400 courses in general…

Coastline Community College (CCC) is a comprehensive community college without walls, committed to the basic philosophy that every individual shall have the opportunity for appropriate quality education up to the limits of his or her potential and that access to diverse educational opportunities shall be available to all interested adults. Its…

The history of Pioneer Community College (Kansas City, Missouri) is described, as is its modular, competency-based innovative curriculum. Although the college has no campus, no set curriculum, and no full-time faculty, it expects a spring 1976 enrollment of 6000 students. (NHM)

Explores a variety of instructional delivery systems available to community-based colleges and the unique capabilities and limitations of each. Also considers variables influencing the selection of a delivery system, such as instructional requirements, learner characteristics, institutional costs, and ease of administration. (AYC)

The traditional campus-oriented institution, the "without walls" college, and the "contract" community college are described, followed by case studies, and discussion of advantages and disadvantages, authorization and accreditation, and contract provisions for the "contract" college. (RT)

Discusses the changes in management patterns and skills demanded by the community-integrated college, where the community at large is the college community. Skills needed in the new environment include organization, precision, group leadership and tolerance for ambiguity. (AYC)