Based on research conducted by the Center for the Study of Community Colleges between 1975 and 1980, this monograph presents 11 articles on the role of humanities and sciences at two-year colleges. In the first three articles, Miriam Beckwith compares data on humanities faculty in Washington State with nationwide information; Joseph Marks correlates institutional variables, such as enrollment and finance, with the humanities' deteriorating position at two-year colleges; and William Clark compares the degree attainment and teaching experience of literature instructors with other humanities instructors. The next three articles deal with science instruction. Curtis Cox compares general education natural science courses with courses designed for science majors. Darrell Clowes examines the two-year college science curriculum, its functions, and the courses designed to serve these functions. Thomas Doe discusses the instructional materials and practices used in mathematics courses. The final articles deal with liberal arts in general: Veloris Hallberg compares instructor goals and student evaluations among disciplines; Yukie Tokuyama reviews the instructional practices of humanities and social science faculty; Rose-Lise Obetz examines the use of instructional media in liberal arts; Kenneth Green focuses on faculty holding doctoral degrees; and Callie Bowles examines instructional differences in the sciences and humanities. (JP)