Central Piedmont Community College (North Carolina) has sought an alternative to building new campuses to meet the increasing demands for its services. Various non-traditional delivery systems, including satellite centers, cable TV, teleconference networks, and strengthened off-campus audiovisual and library support services, are planned to expand…

Describes a nontraditional program at Indiana University-Purdue University, Indianapolis, which offers a number of communication courses in an off-campus setting in neighborhood shopping centers. Highlights some specific concerns such as use of library facilities and materials and use of textbooks. (JMF)

Describes two innovative college-level geography programs in which classes are taught off campus at locations and times convenient for nontraditional students. The authors conclude that this format has attracted highly motivated, older students (particularly non-Whites and women) who would not otherwise have been able to continue their education.…

John Wood Community College (Illinois) operates with no traditional campus and no full-time faculty. It utilizes a "common market" approach, whereby the college purchases classes on a per-credit-hour basis from local colleges and vocational schools. (DC)

This report describes the 1975-76 operations of the Downtown Study Centre, a demonstration project offering service in adult basic education and advisement. The center offered "start anytime" open-entry, open-exit courses in English and mathematics at all levels, from basic literacy and numeracy through grade 12 equivalency. During 1975-76, 189…

In 1972, the Puerto Rican Research and Resources Center began to develop a college which would respond to the inadequacies of the present educational system in meeting the needs of Puerto Ricans. Although a community college was orignially envisioned, the end result was a plan for a university (universidad Boricua) which will have learning centers…

This document, prepared as an accreditation report, provides an overview of the function, structure, services, and staffing of Coastline Community College (CCC), a noncampus institution which opened in September 1976. CCC was established because of continuing increases in the number of students in the Coast Community College District. Fiscal…

Vermont has an unusual two-year college system. There is no campus, no full-time faculty, no grades or credits are given, students develop their own performance contracts, non-traditional courses are offered, and life experiences are counted toward a degree. Methods of finance and the lack of a model on which to evaluate success are the major…

This document describes the Chicago City-Wide Institute, a non-campus college established in 1974 as the ninth administrative unit of the City Colleges of Chicago. The basic mission of the Institute is to develop and operate programs at the college level for adults who cannot or choose not to go to a traditional college campus. The Institute also…

This document presents recommendations of the Illinois Committee to Study Underserved Areas concerning areas of the state in need of additional educational services. The document urges the Illinois' Board of Higher Education to adopt the Committee's recommendations as the Board's official policy. In summary, the Committee proposes the…

Continuing education opportunities offered by the University of British Columbia (UBC) are summarized in this third comprehensive annual report for the year September 1978 to August 1979. The university administers a decentralized program encompassing several university offices, community resource centers, and individual faculty members. Evening,…

Specific goals sought by a group of off-campus study program directors were identified in an effort to develop an appropriate instrument for assessing whether the student participants perceived these goals as having been actualized within themselves. An Individual Opinion Inventory was developed for this purpose. Students participating in overseas…

Monitoring educational change is seen as a critical problem for regional accrediting commissions. The response by the Commission on Institutions of Higher Education of the North Central Association to the problem is described, and procedures to validate educational quality in off-campus programs and sequential evaluation are discussed. (MLW)

The Technical and Further Education (TAFE) Off-Campus Network of the Royal Melbourne Institute of Technology (RMIT) is described as a model for providing student services for off-campus programs for 15 study centers located throughout Australia. (JMF)