Effective administrators demonstrate three areas of proficiency--administration, program development, and planning and the use of research. (Editor)

Cites (1) social and economic conditions leading to a reversal in attitudes toward adult education and (2) evidence of shifts in students and instructional methods. Presents a rationale for and considers several aspects of systematic college programing: on-going research and development; continuous evaluation; effective planning; and program…

Examines the implications of a family-focused life cycle approach for delivering health and welfare services to developmentally disabled children and their families. (CM)

To effectively respond to the increased focus on educational accountability, teacher education institutions must integrate curriculum courses into their general programs of study. (LH)

Cooperative programs are distinguished by their emphasis on being educational, on providing productive work, and on being an integral part of the curriculum. Implications for program definition and olanning are discussed. (Author/LBH)

Describes how American University's facility, financial, and information system managers created a comprehensive asset-identification, condition, and valuation database. Discusses assemblage of the team, project design, lessons learned, the use of barcodes to track materials, and the payoff of being able to generate specific numbers for budgeting…

A brief history of the concept of scientific crime prevention is outlined, and development of a college crime prevention program is discussed, including criteria for judging proposals that address a security threat; advantages and disadvantages of three prevention approaches (informational, mechanical, human); innovations; crime in the surrounding…

This article describes how to use flowcharts in designing, implementing, and evaluating programs for students with disabilities. Types of flowcharts, basic flowchart symbols, and guidelines for drawing flowcharts are discussed. A case study illustrates how a flowchart was used to develop and display a behavior teaching plan for a nonvocal…

Describes the process of developing an administrative information system for the University of Debrecen (Hungary), a merger of four small universities and three colleges. Focuses on administrative applications (personnel, enrollment management, student records, financial aid, curriculum materials), student access to computers, campus-wide…

Interviews with four continuing education program planners and analysis of critical incident reports supported the notion that planning is a social activity guided by a process of negotiating interests. In the planning process, different levels of power exist in relationship to different audiences. (SK)

Based on a San Antonio principal's experiences, this article outlines steps for building shared visions and empowering communities. Principals should reflect on their motivations; hire supportive staff; introduce community members; acquaint staff with community needs, characteristics, and key individuals; converse with community groups; select a…

Discusses the need to shift from the old models for organizational development to the new methods of quality management and continuous improvement, visions and visioning, and strategic planning, despite inappropriate criticisms they receive. (AEF)

Documents the process of building a classroom for environmental education studies. Describes an experiential program that the classroom supports. Provides insight into the integration of subject areas. (DDR)

The responses of several college student activities programs to crises on campus (violence, civil unrest, and earthquake) are described. In each case, professionals responsible highlighted the importance of having a proactive emergency plan in place and rehearsed. Flexibility and clear thinking are also crucial ingredients. (MSE)

Preparation for college campus crises (natural disasters, violence or unrest) is discussed. Specific suggestions are made for three distinct areas of readiness: (1) response to the situation; (2) response to the students; and (3) personal response. (MSE)