This study investigated the following with regard to technical-occupational students in a multi-campus urban community college: The enrollment patterns in required general education courses at specific intervals of course work; the relation between successful completion of certain required general education courses (English and mathematics) and academic success as measured by grade point average; and the profiles or basic characteristics (age, GPA, sex, and high school graduation status) of (a) the student who had completed a specified amount of general education course work and (b) the graduate who had attained a higher grade point average in technical course work than in general education course work. The data was obtained from the academic records of 328 current student, selected by established criteria, and 284 graduates of six technical-occupational programs. The six programs were chosen by pairs to represent white-collar, technical-skilled, and blue-collar oriented occupations. Data on enrollment patterns were analyzed according to percentage in frequency distributions. Differences in mean grade point averages for completers and non-completers of English and mathematics were analyzed using the t-test. Significant variance among the groups representing types of occupations was analyzed using the chi-square test for independence. The Pearson Product Moment test was used to investigate correlations …

A Faculty Orientation and Design for Writing Across the Curriculum is a case study of the work done to introduce the concept of writing across the curriculum at an urban community college. Emphasizing the related processes of learning, thinking, and writing, the researcher describes private interviews and analyzes transcriptions of small group meetings designed to discuss ways to encourage increased quantity and improved quality of writing in vocational and university-parallel courses on the campus. The focus of the study is the transcription of the faculty meetings where teachers reveal their methodologies and educational philosophies as they discuss ways to provide increased writing opportunities to large classes of open-door students. The culmination of the orientation project is a faculty booklet of ways to increase writing. The researcher concludes that although a writing "program" is not in place as a result of the year's work, essential groundwork for such a program is laid.