Describes a study of urban community college students who were incoming day students in fall 1979 and no longer enrolled in spring 1981. Focuses on number of semesters enrolled; major; certainty of career goals; mode of, reasons for, and activities after withdrawal; immediate plans; and quality of college experience. Offers recommendations to…

Compared the educational aspirations, self-esteem and personal skills assessment of returning (N=39) and traditional (N=89) community college students. Results confirmed a positive relationship between educational aspirations and self-esteem in both groups. Personal skills assessment was not related to educational aspiration in returning students.…

Describes a study conducted to determine whether women who had recently completed a self-protection course had less or more fear of criminal attack. Indicates that participating women remained as fearful, but were better prepared to deal with victimization. Suggests that chemical agent/self-protection courses instill self-confidence. Includes the…

Reviews literature related to the academic progress of financial aid recipients and describes a study of financial aid recipients conducted at Temple Junior College, Texas. Concludes that financial aid recipients succeed at rates at least equal to nonrecipients. (LL)

Advocates a structured and supportive learning environment in community colleges to respond to problems such as varied student learning rates, ability spans, and learning processes; poor readers; inexperienced writers; students' inability to listen and process information well; and lowered teacher expectations. Highlights teaching skills needed to…

Describes a study conducted to determine the percentage of students who complete their initial science course; the relationship between students' first science course grades and their enrollment and success in subsequent science courses; and the similarity of science grades and overall grade point average. Suggests ways of promoting success. (AYC)

Reviews research on the effects of repeated experiences of helplessness and on locus of control. Identifies conditions necessary for overcoming learned helplessness; i.e., the potential for learning to occur; consistent reinforcement; relevant, valued reinforcers; and favorable psychological situation. Recommends eight ways for teachers to…

Assesses adults' motivational orientations for enrolling in community college courses. Relates findings to literature on adult participation in education, comparing adults and traditional college students across demographic variables. Lists major influences on participation and presents recommendations for curriculum and student development…

After tracing the evolution of today's community colleges, describes Coastline Community College. Focuses on its: committed board of trustees, flexible administrative structure, dispersed learning centers, open access philosophy, flexible programing, diverse access systems, largely part-time faculty, commitment to lifelong learning, and students.…

Presents the methodology and findings of a nationwide survey of state-level agencies responsible for two-year college education, which was conducted to assess the type and comprehensiveness of the information these agencies provide to prospective two-year college students. Identifies the states providing model materials. (CAM)

This study was designed to determine whether an unweighted linear combination of community college students' scores on standardized achievement tests and a measure of motivational constructs derived from Vroom's expectance theory model of motivation was predictive of academic success (grade point average earned during one quarter of an academic…

Discusses a planned approach to student follow-up, categories of students who might be included in such research, suggestions for organizing for follow-up research, and utilization of student information systems data. (Author)

Uses the imagery of pioneer life to underscore the uncertainty of today's community college mission. Discusses the community college characteristics that represent a significant departure from traditional higher education: equal opportunity, open admissions, community involvement, comprehensive curriculum, and teaching orientation. Proposes…

Discusses the nonacademic problems which cause developmental education students at Dyke College, Cleveland, to interrupt their studies. Considers problems in four categories: financial, health, family responsibility, and involvement in litigation. (Author/DR)

Junior college students were given the Rathus Assertiveness Schedule and the Achievement Anxiety Test. The students were divided into high, average, and low assertive groups. A significant difference in level of facilitative test anxiety was found between low assertive and high assertive groups. Possible explanations for these differences were…