* Is the conferring of baccalaureate degrees by community colleges a solution to increasing access to and capacity in higher education?
* Will the conferring of baccalaureate degrees restrict open access to, and imperil the existing mission of, community colleges?
* What are the models and alternative methods of delivery? What are the implications?

Breaking away from their traditional mission of conferring only associate degrees and occupational credentials, an increasing number of community colleges have begun seriously to explore and, indeed, in some U.S. states and Canadian provinces, to actually implement offering and conferring bachelor's degrees.

Some leaders see these changes as a natural extension of community colleges' commitment to access, while others view their awarding of baccalaureate degrees as inappropriate and threatening the basic core values of this unique sector of higher education.

This has become a "hot" and controversial topic, not only among community college and university leaders, but also among policy makers, business leaders and students concerned with issues of access, cost and the structure and purposes of post-secondary education.

This book analyzes the emerging trend of the community college baccalaureate degree in the United States and Canada in order to contribute to the development of policy. The authors aim to describe, document, and explain this significant development in higher education. They present the background, examples of practice and different models of delivery, develop a common terminology to facilitate discussion, give voice to the views of proponents and critics alike, and include a comprehensive bibliography and set of resources.

This book is intended as a catalyst for dialog, action and further research on this critical and emerging trend. It is essential reading for leaders of community colleges, for administrators and planners in higher education concerned with issues of access and articulation, and anyone in public policy grappling with demographic trends and society's need for educated citizens able to meet the challenges of the future.

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Michael L. Skolnik is a professor in the Department of Theory and Policy Studies in Education and the William G. Davis Chair in Community College Leadership at the Ontario Institute for Studies in Education of the University of Toronto.

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