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Model for Community College Honors Programs

When compared to the total number of community colleges in our nation, only a relative few appear to have fully implemented college-wide honors programs (Olivas, 1975; Phillips, 1973). An interest, however, is presently growing to establish more of these programs (Friedlander, 1983; McKeague, White, Wilders, 1984, National Collegiate Honors Council, 1983). According to a National Collegiate Honors Council publication, "in the past five years, the comprehensive mission of the two-year college has expanded to include the special needs of talented and gifted students" (1983, p.1). As Friedlander stated: The primary concern of community college educators has moved from the attainment of equity in the sixties and the seventies to the achievement of quality education in the eighties. One manifestation of this movement toward quality education is the revival of honors programs. (1983, p. 26) Piland and Gould (1982) also observed an increased interest in establishing honors programs and stated that, "an honors program would seem an appropriate service to the gifted students of the community" (p. 25). Similarly, Bay (1978) perceived a need to establish and maintain more honors programs at the community college level and suggested that these goals "deserve faculty attention and administrative support" (p. 18). Furthermore, an informal survey of chief academic administrators at community colleges in Florida and thirteen other eastern states which was conducted by this writer in the fall of 1983, also suggested that there is a growing interest in establishing new honors programs. Out of twenty-seven returned questionnaires in which the respondents indicated that their respective colleges did not have an honors program, twenty-one indicated that they felt an honors program should be included in a community college curriculum. Other far-reaching environmental trends also serve to heighten the need for community college honors programs. Finn (1981) saw the primary focus of education at all levels in the eighties as being the achievement of quality. Piland and Azbell (1984) noted a similar shift. Such influential national reports as A