Includes Section I for adult slow learners and Section II on skill builders for reading students; other sections will be published in subsequent issues; to be updated annually. (Editors/RD)

British Columbia's community colleges' university transfer programs provide the opportunity for students to earn credits toward a university degree, but only a small percentage of these students actually transfer to a university. A study of students who complete transfer courses, but do not continue their study, is discussed. (Author/MLW)

Describes Orange Coast College's Assessment of Prior Learning (APL) program, which involves student preparation of a fully documented autobiographical essay and an assessment procedure used to award credit for demonstrated competencies. Highlights faculty and industry involvement. (DMM)

Emphasizes the importance of information-based planning to maintain accountability in a time of declining enrollment. Defines planning levels and functions. Examines the types of studies institutions can undertake to support planning, providing examples from the research process at Moraine Valley Community Colleges, Illinois. Discusses the uses of…

Students with high levels of fear of failure were found to be less vocationally mature on five of the eight measures of vocational maturity and were found to devalue the career planning task more. Vocational planning for the failure-avoidant student should have high priority. (Author)

Relates the methodology and findings of a study of the mathematics competencies of two- and four-year college students in Nebraska, revealing that both groups had neutral attitudes toward mathematics and similar mathematical competencies. (AYC)

Determined whether a test of cognitive style can predict student (N=87) performance on a test of scientific knowledge, and examined possible interactions between cognitive style and teaching method in terms of student achievement. No significant relationships between cognitive style and student performance or between cognitive style and teaching…

This report tests the hypothesis that the nature of students enrolled in two-year college programs and four-year colleges differs greatly. Students were tested on a forced-choice questionnaire designed to measure self-confidence. The data indicated that pupils of both populations share very similar views. (MP)

Reviews the literature relating the decline in transfer education to: increased enrollments in occupational programs; the growth of remedial and community education; the increase in the number of part-time, older students; and competition from four-year colleges. A bibliography is included. (AYC)

Presents a model for coordinating all activities of student development into a career education center in order to create a staying environment for students. This model for career education was developed at Western Piedmont Community College. It is designed to evolve with the institution and with changing demands of society. (Author/BEF)

Returning women were slightly more egalitarian on attitudes toward sex-specific activities and the women's movement. They were significantly more traditional in attitudes toward fundamental differences between sex roles. Results suggest that women returning to school enhance support for feminist beliefs. (Author/BEF)

Examines the effects of resume writing and professional goal-setting on locus of control scores of business college women. Findings indicate it is possible to affect locus of control orientation of college women preparing to enter the labor market by integrating contingency orientation and goal-setting strategies into a resume writing program.…

A study was undertaken with the view that economic education is a continuing process and that development of personal economic understanding is a crucial part of business and economic courses in 2-year colleges. It compared personal economic understanding achieved by freshmen and sophomores who completed courses entitled Introduction to Business,…

Argues that base-level critical thinking, attendance, and notetaking differentially predicted performance measures in a large human development course. Multiple regression analyses showed that critical thinking was the strongest indicator of multiple-choice examination performance, while notetaking was the best predictor of total course…