The principal educational goals of the Education and Culture program are to enhance access to and equity in higher education, to encourage excellence in faculty's teaching and scholarship, and to strengthen curricula in selected areas of special importance. Beginning in 1986, the Foundation will adopt these goals as program categories, replacing those under which 1984 actions are reported below. The program will continue to develop and train artists in selected fields, to support emerging and minority arts institutions, and to document the history of contemporary arts. In developing countries, the program strives to preserve and revitalize traditional cultures and art forms.

TEACHING AND LEARNING

Two-year community colleges currently enroll more than half of all freshmen and sophomores in American higher education. Because these colleges are affordable, accessible, and responsive to their needs, poor and minority students especially find them a principal—often the only—avenue to a college education. Most community college students aspire to transfer to a four-year institution and earn the baccalaureate degree, but few actually do so. One reason is that many community colleges have neglected academic instruction to concentrate on job-related training. Students often find that the courses they have taken do not meet the requirements of the colleges and universities to which they apply.

To help community colleges strengthen their academic curricula and better prepare students for transfer, the Foundation last year launched the Urban Community College Transfer Opportunities Program (top) with a series of grants to twenty-four institutions. The funds supported such projects as joint courses with "feeder" high schools, transfer agreements with four-year institutions, strengthening of curricula, and special counseling and support services.

This year five of the institutions that received grants in the first round won additional awards totaling $1 million to develop programs that will serve as national or regional models. LaGuardia Community College in New York City, Community College of Philadelphia, Miami-Dade Community College, South Mountain Community College in Phoenix, and Cuyahoga Community College in Cleveland received these second-round grants. Most of the funding will support an expansion of activities initiated in the first phase of the program. To enable top and other community colleges to share experiences, Bronx Community College received $230,000 for conferences and dissemination of information on the new transfer initiatives.

To learn how state policies affect students' chances of transferring, Arizona State University and Florida State University received grants for research in eight states with large community college enrollments. City University of New York also received support to develop a computerized, citywide courseequivalency guide. The guide will help students determine which of the 4,000 courses offered by the state's community colleges are acceptable for credit in four-year colleges.

Two groups greatly under-represented in baccalaureate and advanced degree programs are Native Americans and Hispanic women. Moreover, most of those who receive advanced training do so in only a few disciplines. Almost half of the eighty-nine doctorates earned by American Indians in 1981 were in the field of education. Most Hispanic women train for careers in nursing, teaching, or social work. The Foundation this year aided two initiatives to widen opportunities for these groups. The University of California at Berkeley received funds to establish a consortium of western colleges and universities that will make special efforts to recruit American Indians for graduate work in mathematics, the natural and social sciences, and the humanities. De Paul University's Hispanic Alliance, a collaboration with Loyola University and Mundelein College, received a grant for a project that will assist Hispanic women in the Chicago area who aspire to careers in computer science, finance and management, and government and law.

Supplementary grants went to City University of New York for two programs to prepare new materials for use in community college curricula. The first, being conducted by the Center for Puerto Rican Studies, will lead to an oral history of the experiences