1,721,087 research outputs found
Enhancing Knowledge Transfer Efforts at Delaware Technical Community College
No full textDelaware Technical Community College employees possess critical knowledge and expertise that could be lost should they leave College employment. This paper investigates best practices in knowledge transfer and high-level staff and administrator responses to a survey concerning the critical knowledge and leadership skills needed to be successful in their positions for the purpose of making recommendations for enhancing knowledge transfer practices in order to ensure effective transitions when positions are vacated
Enhancing Knowledge Transfer Efforts at Delaware Technical Community College
No full textDelaware Technical Community College employees possess critical knowledge and expertise that could be lost should they leave College employment. This paper investigates best practices in knowledge transfer and high-level staff and administrator responses to a survey concerning the critical knowledge and leadership skills needed to be successful in their positions for the purpose of making recommendations for enhancing knowledge transfer practices in order to ensure effective transitions when positions are vacated
Recruitment and Retention of Community College Student-Athletes at Delaware Technical Community College
No full textThis research evaluated the efficiency and effectiveness of current recruitment policies and retention practices at Delaware Technical Community College, Jack F. Owens Campus in Georgetown, Delaware. Delaware Tech is a statewide community college with four campus locations with over 15,000 students and 155 student-athletes representing 1% of the overall student body population. Sponsored sports are baseball, men’s and women’s basketball, men’s and women’s cross country, golf, lacrosse, softball, and volleyball. National data highlights that student-athletes graduate at a higher rate than their student peers, but Delaware Tech data does not support that claim. The NCAA reported that the federal graduation rate for Division I student-athletes was 67% while the general student population was at 65% (Hosick, 2015). This paper analyzed the factors facing community college student-athletes with in depth interviews conducted to gather perceptions and feedback on experiences of student-athletes, staff, and high school athletic directors locally. Best practices and models from other higher education institutions were reviewed along with significant research conducted to understand the factors and implications that community college student-athletes face. Results indicated that while Delaware Tech has excelled in increasing graduation and retention rates for the overall student body, student-athletes have not fared as well. Recommendations are proposed to improve the likelihood of student-athletes in graduating through a strategic recruitment and enrollment plan and to increase retention through effective student focused strategies for statewide implementation at Delaware Technical Community College
Recruitment and Retention of Community College Student-Athletes at Delaware Technical Community College
No full textThis research evaluated the efficiency and effectiveness of current recruitment policies and retention practices at Delaware Technical Community College, Jack F. Owens Campus in Georgetown, Delaware. Delaware Tech is a statewide community college with four campus locations with over 15,000 students and 155 student-athletes representing 1% of the overall student body population. Sponsored sports are baseball, men’s and women’s basketball, men’s and women’s cross country, golf, lacrosse, softball, and volleyball. National data highlights that student-athletes graduate at a higher rate than their student peers, but Delaware Tech data does not support that claim. The NCAA reported that the federal graduation rate for Division I student-athletes was 67% while the general student population was at 65% (Hosick, 2015). This paper analyzed the factors facing community college student-athletes with in depth interviews conducted to gather perceptions and feedback on experiences of student-athletes, staff, and high school athletic directors locally. Best practices and models from other higher education institutions were reviewed along with significant research conducted to understand the factors and implications that community college student-athletes face. Results indicated that while Delaware Tech has excelled in increasing graduation and retention rates for the overall student body, student-athletes have not fared as well. Recommendations are proposed to improve the likelihood of student-athletes in graduating through a strategic recruitment and enrollment plan and to increase retention through effective student focused strategies for statewide implementation at Delaware Technical Community College
Increasing alumni engagement at Delaware Technical Community College
No full textWilson, Jacquelyn O.Since Delaware Technical Community College opened its doors over five decades ago, over 50,000 people have graduated from the institution. There are currently 15,000 students enrolled at campuses statewide, and since 97% of those students are Delawareans, there is an extremely large untapped group of individuals who could be engaged to become involved with the College once they graduate. Delaware Technical Community College could benefit significantly from increased alumni engagement. My goals were to engage graduates to serve as role models and mentors for students and inspire them to complete their degrees, provide internship and networking opportunities, volunteer at events and activities that raise funds and project a positive image in the community, and act as ambassadors in the community promoting Delaware Tech as a high quality education choice. I recommended four strategies to increase alumni engagement at the College. The first was to improve Delaware Tech’s website to engage alumni more effectively. The second was to create and implement an alumni social media plan. Creating a college-wide alumni engagement task force was the third strategy, and the final strategy was hosting additional alumni events and inviting alumni to participate in existing campus events and activities. After reviewing best practices, I worked with Delaware Tech’s web manager to make significant improvements to the alumni pages of the College website. After the new alumni pages were launched, an e-newsletter was sent to the current alumni email list of 12,436 addresses inviting them to visit the newly designed alumni website. n order to implement the second strategy to create an alumni social media plan, I recently hired a social media manager (a new position in my division) to work with the vice president for institutional effectiveness and development and me on this initiative. Although we currently have alumni followers on all of our channels, social media will be an important tool to increase engagement. In order to implement my third strategy, I have recommended establishing a college-wide alumni engagement task force with representatives from all of the divisions in the College with additional representation from the Instruction and Student Affairs Divisions. This group will create and implement a strategic plan for alumni engagement. Additionally, I have recommended that alumni be invited to participate in existing events and that events should be created to increase alumni involvement. Moving forward, it will be important for Delaware Tech leaders to continue to explore creative ways to keep alumni engaged. Social media is just one example of a communication method that is constantly changing. It will be vital to keep a dialogue going with students, staff, faculty, and alumni about what will keep them engaged with the College.University of Delaware, School of EducationD.Ed
Front-line staff customer service delivery and provisions to students at Delaware Technical & Community College, Terry Campus
No full textThis study explores customer service delivery and provisions at Delaware Technical &
Community College, Terry Campus, which is a two year institution. The research examined the
delivery of customer service of front-line staff of the Student Accounts and the Student Services
Divisions of the Terry Campus and how improving their service delivery may increase customer
satisfaction. The study also assessed how the Terry Campus’ Student Accounts and Student
Services Divisions’ front-line staff may implement and/or improve service provisions to its
students. The results indicated that the Terry Campus’ front-line staff and student customer
service delivery and provisions are effective
Interview with Jim Horst, Energy Management and BAS Program Coordinator at Delaware Technical Community College
No full textThis interview from the Building Efficiency for a Sustainable Tomorrow (BEST) Center features an interview with Jim Horst, Energy Management and BAS (Building Automation Systems) Program Coordinator at Delaware Technical Community College. Horst provides an overview of how these programs prepare students for employment in the HVAC (heating, ventilation, and air conditioning) and energy management fields. The interview covers career opportunities, industry trends, and industries served by these programs. Viewers learn about topics covered in the curriculum, including decarbonization, renewable energy, and infrastructure for electric vehicles. Horst describes strategies for supporting a diverse student population, including hands-on learning opportunities and flexible program optionsThis video runs 00:37:39 minutes in length. Other videos in this series are available to view separately
Front-line staff customer service delivery and provisions to students at Delaware Technical & Community College, Terry Campus
No full textThis study explores customer service delivery and provisions at Delaware Technical &
Community College, Terry Campus, which is a two year institution. The research examined the
delivery of customer service of front-line staff of the Student Accounts and the Student Services
Divisions of the Terry Campus and how improving their service delivery may increase customer
satisfaction. The study also assessed how the Terry Campus’ Student Accounts and Student
Services Divisions’ front-line staff may implement and/or improve service provisions to its
students. The results indicated that the Terry Campus’ front-line staff and student customer
service delivery and provisions are effective
A correlation study of ACCUPLACER math cut scores, developmental math modules, math prep, and academic preparedness in the shared nursing program at Nicolet Area Technical College
Get PDFPlan BThe purpose of this study is to determine the correlation between the current math ACCUPLACER cut score of 80% and the successful completion of the developmental math modules or math prep to academic preparedness in the shared practical nursing program at Nicolet Area Technical College. The study included three cohorts of nurses from June 2001 through June 2003. Seven questions were specifically addressed by the study. These questions were: 1) Of the number of students applying for the practical nursing program, how many achieve the 80% on the ACCUPLACER placement test?, 2) Is there a differential impact on student success on the first nursing math test based on developmental math modules, math prep, or an 80% on the first ACCUPLACER try?, 3) What is the relationship between students’ grades in math prep and their score on the first nursing math exam? 4) What is the relationship of students’ scores before taking the developmental math modules and their score on the first nursing math exam?, 5) What is the relationship of students ACCUPLACER cut score of 80% or better and the score on their first nursing math exam?, 6) What is the relationship of students’ scores before taking math prep or developmental math modules and their score on the first nursing math exam? and, 7) What is the number of practical nursing students that failed the practical nursing program based on inability to pass a nursing math exam on their third attempt
The Efficacy of a Developmental Education Redesign at Delaware Technical Community College
No full textThe purpose of this study was to implement a redesign of developmental education at Delaware Technical Community College and to evaluate its effectiveness in improving overall First Time Ever in College (FTEIC) student success through gateway English and math completion, fall-to-fall persistence, and narrowing or closing of opportunity gaps between Black or African American and White students primarily. The developmental education redesign at Delaware Tech included a multi-pronged approach of implementing multiple measures assessment for college-level placement, instituting math pathways, and adopting an English and math corequisite model. Through an ex post facto causal-comparative approach, pre- and post- intervention developmental education and college-level English and math student success data were examined. Pre-intervention data included academic years (fall, spring, summer) 2017-2018, 2018-2019, and 2019-2020. Post-intervention data included the academic year (fall, spring, summer) 2021-2022. Overall, data showed the intervention gave more developmental students access to college-level English and math in their first year, more students overall passed college-level English and math in comparison to pre-intervention years, and opportunity gaps narrowed or closed. However, overall, the intervention did not increase persistence rates or credit accumulation, although some narrowing of gaps in terms of persistence rates were evident. The study suggested the intervention was successful in the early momentum indicators but more needs to be done to impact longer term outcomes such as persistence and ultimately degree completion
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