Describes an effort among independent colleges to collaborate on administrative support, the WAICU Collaboration Project (named for the Wisconsin Association of Independent Colleges and Universities). Asserting that such an approach allows independent schools to maintain their fiscal health and independence, discusses the program's history and…

Currently community colleges and universities are facing their greatest economic challenges and greatest opportunity for cooperation. The extent of community college involvement in cooperative ventures was reflected in a 1980 nationwide survey conducted by the American Association of Community and Junior Colleges which found 10,000 cooperative…

This paper (chapter 7 of a larger monograph entitled "Training Teams of Teachers for Urban Schools: The Ford Training and Placement Program") discusses the three major stages of training in the Ford Training and Placement Program: a) specialist training and focused preparation, b) cadre training and coordinated preparation, and c) the intern year…

Describes a skill and theory training program in technical occupations for disadvantaged workers at the Atomic Energy Commission Plant at Oak Ridge, Tennessee. Results were highly successful with large increases in yearly earnings reported by those trainees completing the program. (BC)

The University of San Diego, School of Business Administration (non-profit university) and the Ken Blanchard Companies (for profit management consulting company) teamed to create the Master of Science in Executive Leadership at USD. Fusing a traditional non-profit university faculty and staff with a for-profit consulting company created a plethora…

The idea of a continuing association of principals assisting principals brought about the formation of the Learning Environments Consortium, discussed in this paper. The principals involved in this association, the paper notes, are committed to developing student-centered programs. They work together in such activities as school site visits,…

This booklet, the fifth in a series of eight describing the University of Nebraska-Lincoln and Lincoln Public School System Tenth-Cycle Teacher Corps program, discusses the basic characteristics of the inservice teahcer education component of the program. This inservice effort was developed to complement the ongoing staff development activities of…

The Center for Vocational Education at Ohio State University completed an 18-month study of jointly sponsored programs throughout the nation for adults who have not completed their high school education. Two programs emphasizing business skills and the five steps essential in the development of adult cooperative programs are discussed. (BP)

Described are Child Find activities in a cooperative educational service agency in Wisconsin. (CL)

Describes the Adult Literacy Program for beginning readers operated by Communities Organized to Improve Life, a coalition of neighborhood groups dedicated to improving the quality of life in west and southwest Baltimore. Examines the community-based nature of the program, facilities, instructional materials, staffing, and benefits. (DMM)

The cooperative program, its rationale and development, since 1968, at The University of the Pacific are described. The school is on a 4-1-4 calendar with four courses fall and spring, a one-course January term, and a regular summer term. Cooperative work experience begins in the third year. (TS)

Describes a cooperative program between the schools and the business community in Evanston, Illinois, in which selected students are getting a boost in self-discipline, self-esteem, and responsibility, as well as the independence that comes from learning to make choices and to live with the consequences. (Author/IRT)

This newsletter issue asserts that sound, effective relationships in which diverse groups of people and organizations work together toward a common goal are the basis of the collaborative efforts in education that can accomplish change. The first article, "Partners: Forging Strong Relationships" (Sarah E. Torian), briefly describes the…

Suggests that evaluations of compensatory education programs must take into account the goals of the programs, amount and concentration of funding, obstacles surmounted in their implementation, length of affective and cognitive results, and avoid the cost/benefit approach to human beings. (Author/AM)