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A program developed a paralegal studies program for Delaware County Community College in the Philadelphia (Pennsylvania) metropolitan area. Activities included gathering of information on paralegal studies as it related to curriculum content; advisory group establishment; curriculum development; training/educational material development; and review of software needs. The project developed nine new courses and created a 2-year paralegal studies degree. This 10-page report contains course descriptions and programs for the 4-semester associate degree in paralegal studies and two-semester certificate in paralegal studies. Appendixes include information on these courses developed by the project: introduction to paralegal studies; legal communications and concepts; legal research and analysis; family law; litigation; corporations and partnerships; real estate law; computer applications for the law office; and estates, trusts, and wills. These course summaries include some or all of the following: general introduction, course competencies, content overview or outline, and reading list. (YLB)

Consisting mainly of charts, graphs, and lists, this publication presents materials used in the Delaware County Community College (DCCC) planning and institutional research processes. Guidelines for establishing DCCC mission, goals, objectives, and management by objectives performance standards relative to planning changes, instructional programs, and institutional support are reviewed. The relationship of DCCC research to college goals, program evaluation, outcomes measurement (using the Tex-SIS System, Student Data Analysis, and NCHEMS Costing and Simulation), and community needs assessment are explored. Copies of survey instruments available from Tex-SIS are included, covering student educational intent, course withdrawal, graduate follow-up, exit interviews, and non-returning students. DCCC direct cost summary comparisons for 1974-75 and 1975-76, and fiscal year student credit hours by program and by discipline are presented. A summary of "A Comprehensive Assessment of Adult Educational Needs in Delaware County" and a bibliography are included. (TR)

Several sets of outlines, charts, and diagrams present an overview of a comprehensive institutional program at Delaware County Community College (DCCC) which incorporates planning, research, and marketing strategies. The first set of documents outlines the objective-based planning process, describes the organizational framework, defines institutional mission and goals, and provides a format for developing specific action objectives. The next set of materials provides examples of the annual performance appraisal process for executive, managerial, and administrative employees as it is applied at DCCC. Basic concepts in the institutional research program at DCCC are outlined next, describing criteria and methods for conducting program evaluations and measuring educational outcomes. Samples of student survey and graduate follow-up questionnaires are included. Charts and diagrams displaying actual program and activity costs and projections conclude the section. The final section provides guidelines for a comprehensive needs assessment program, including basic concepts for assessment, planning essentials, and a summary of community needs of adults in Delaware County as actually assessed. (DR)

In order to determine (1) characteristics of non-returning students, (2) reasons for attrition, and (3) student evaluation of Delaware County Community College (DCCC), questionnaires were mailed to all full and part-time students who attended the winter 1976 term but who did not register for the fall 1976 term. Drawn from 405 responses, characteristics of the survey population included the following: 89.6% were Caucausian; 17.1% were veterans; 34% had not matriculated; 58.8% were working toward an Associate Degree; 70.5% had withdrawn at least 7-12 months prior to the study; 57.8% had been part-time students; 42.7% were employed 36 or more hours weekly; 69.5% received no financial aid; and 90.1% had never been on academic probation. Major reasons for leaving DCCC were transfer to another institution (22.4%), home or work obligations (12.2%), financial problems (10.2%), and moving from the area (9.1%). Asked to choose three factors which, if changed for the better, would encourage respondents to stay at DCCC, the scheduling of classes, course content in major fields, and counseling/guidance services were ranked highest. The majority of respondents expressed satisfaction with their experiences at DCCC and expected to return at some future date. In addition to the narrative summation, response data are presented in graph form for each questionnaire item. (RT)

The demographic and evaluative data from a follow-up mail survey of 2,194 graduates (1975-76) of twelve Pennsylvania community colleges are presented with emphasis on Delaware County Community College (DCCC). Statewide findings included the following: (1) the median age was 25.2, but students over 30 represented 20.6%; (2) 52.9% were female; (3) 96.4% were Caucasian, but one college had 54.7% black graduates; (4) 95% were Associate Degree graduates; (5) median years to completion were 2.8; (6) median GPA was 2.8 to 3.0; and (7) most graduates were full-time enrollees. Questions on occupational outcomes yielded these results: 40% were employed and 28% did not have work nor planned to look for work; of those employed, 77.1% of DCCC graduates considered their present job as having career potential; the mean annual wage statewide was $10,363, compared to DCCC with $8,905; and 82.6% of DCCC graduates were working in fields related to their study area. Questions on long-range educational plans revealed that 47.5% of all graduates had applied for admission to another educational program and of these 92.4% had the bachelor's degree as a goal. Data are presented primarily in graphic form with comparisons made between all twelve colleges. (RT)

Surveys were administered to students at Delaware County Community College to determine their counseling and advisement needs and whether they knew where they could receive help in the areas of course and curriculum choice, counseling services, health education services, and career planning services. A random sample of 500 students enrolled for the winter 1978 term was selected to participate and a response rate of 46.4% was realized. Generally, the three highest areas of expressed need were college transfer information, job information, and selecting courses. The three lowest areas of expressed need were drug and alcohol counseling, drug and alcohol information, and family counseling. All areas mentioned were rated by the majority of respondents as "important" or "very important," regardless of whether the individual felt he or she needed help in that area. Thus, knowing that the service existed was important. The study revealed that, in general, evening and off-campus students, though often expressing greater advisement needs, were less aware of how to obtain help than day students. The specific results are presented in tabular form by total group and by campus of attendance. The survey instrument is appended. (Author/MB)

The Regional Continuing Education for Women Program (RCEWP), involving Temple University and four community colleges in the Philadelphia area, resulted in the establishment of programs and services at the community colleges to assist adults, particularly women, who are returning to college. It also meant the establishment of a model interinstitutional network for referrals, recruitment, programs, and services among the five cooperating institutions. The advantages of belonging to RCEWP are efficient dissemination of information in useful form; efficient sharing of material resources, increased contact among members, and awareness of other educators' ideas and of community resources; encouragement for professional growth; support and strategies for encouraging institutional change; efficient provision of community services; and a synergistic effect on the services available to adults. The program activities of the network focused on the professional development of educators and services for the community and students. Professional development activities included training seminars, programs and conferences on varied topics, such as program planning, assertiveness training, public speaking, and math anxieties. Community and student services included a women's day on campus, "Women at Work" (a workshop), "Job Rights for Working Women" (a panel), and "Tell-A-Woman" (a monthly newsletter). (This brief report concludes with highlights of the program activities from each of the five participating institutions.) (EM)

This report describes a program to prepare students for employment as laser technicians and laser operators and to ensure that they have the necessary skills required by the industry. The objectives are to prepare a curriculum and syllabus for an associate degree program in Electro-Optical Laser Technology. The 2-year Electro-Optical Laser program leading to an associate degree entails five courses. The first course, Introduction to Lasers, presents the theory of light and laser operation coupled with an overall view of laser properties. Following the basic course, a four-credit lecture/laboratory course called Geometrical and Wave Optics was developed, this presents the geometrical ray nature of light along with reflection, refraction, and propagation of light. The third course, Laser Measurements and Equipment, covers the use of specialized equipment for measuring laser parameters. The fourth course is a continuation of Laser Measurements and Equipment. The fifth course, Laser Projects and Practical Applications, concentrates on laboratory projects and applications. Five appendices provide detailed information on each of the five courses. Each course outline includes the following: (1) title; (2) course description; (3) suggested audience; (4) co-requisites; (5) course competencies; textbooks; (7) evaluation; (8) attendance requirements; (9) safety considerations; and (10) summary of topics/course outline. (NLA)

Delaware County College's (DCC's) computer service technology program is described in this paper, along with job market needs for computer personnel in Delaware County and nationwide. First, the type of work performed by computer service technicians and the areas in which they are employed are outlined. Next, the objectives of DCC's program are identified, i.e., enabling students to: (1) diagnose and solve systems problems; (2) diagnose and troubleshoot hardware and software problems; (3) differentiate between hardware and software problems; (4) construct hardware prototype systems; (5) generate software; (6) analyze signal flow on a systems level; (7) perform system calibration and testing; and (8) interface terminals and peripherals with computer systems. Then, a brief analysis of the national computer service job market projects an increase from 83,000 to 160,000 jobs in the next decade; an overview of local salaries reveals them to range between $13,000 and $17,000; and comments from local employers indicate a substantial and growing demand for computer personnel. Next, lists are provided of potential employers in the Delaware Valley area; the members of the Computer Service Technology Advisory Committee; and the courses offered and credits available in DCC's four-semester program. After the needs addressed by the program, the constraints on its establishment, and program and capital costs are specified, enrollment projections and advertising methods are discussed. (HB)

In 1987, Delaware County Community College (DCCC) initiated the Delaware Valley Trade Enhancement Project, comprising a number of activities to promote the involvement of local firms in international trade. One of the first activities of the Delaware Valley Trade Enhancement project was a survey of over 6,000 small and medium-sized businesses in the area to determine the type of international business programs that would best serve their needs. Survey responses indicated that many of the companies expected to expand their international activities within the next five years and that they wished to enhance their employees' knowledge and skills related to international business. Subsequently, an International Trade Series targeted to small businesses was initiated, including workshops on "Importing/Exporting for the Entrepreneur,""How to Finance Your Exports Using Letters of Credit," and "How to Successfully Ship Your Product for Export." A curriculum development component of the project resulted in the development of two international business courses, in-service programs for business faculty on international trade practices and issues, and the enhancement of the library's collection of materials on international trade. A final aspect of the project focused on strengthening relations with the National Luen-Lin Institute of Technology in Taiwan, the college's "sister institution," and establishing links with Taiwanese trade organizations that could help small firms in Delaware Valley develop export businesses. Appendixes include the business survey instrument, a brochure for DCCC's Small Business Management program, and course syllabi. (JMC)

A description is provided of the Automated Manufacturing/Robotics program to be offered at Delaware County Community College beginning in September 1984. Section I provides information on the use of reprogramable industrial robots in manufacturing and the rapid changes in production that can be effected through the application of automated technology. This section also identifies the fields open to a person trained in automation/robotics and the competencies to be possessed by program graduates. Section II underscores the need for the program, providing a job market analysis; salary information; a discussion of short- and long-term, national and local employment outlooks; and a list of potential employers in the Delaware Valley. Section III begins with a list of the members of the program advisory committee, and then provides a discussion of the development and content of the curriculum, identifies the target population, and notes the approval of course competencies. Section IV provides information on program implementation, covering equipment needed to initiate the program, curriculum development costs, operating costs, and enrollment. Appendices provide descriptions of five courses in the program: Numerical Control I and II, Robotics I and II, and Electro/Mechanical Systems. Competencies are listed for each course. (HB)

A project was conducted at Delaware County Community College, Media, Pennsylvania, to train two instructional staff members in the area of composite materials technology. A 1-year training program was set up for the two technical instructional specialists at the Boeing Helicopter Training Center, Eddystone, Pennsylvania. The program consisted of 580 hours of comprehensive classroom and laboratory training dealing with the selection, fabrication, testing, and use of graphite composite materials. Emphasis was on the Boeing/Bell V-22 aircraft. During the training, the specialists recorded, collected, and collated information on general composites, as well as a variety of materials related to the teaching methodology to be used. The instructional specialists also participated in visits and discussions with a variety of manufacturers of plastic and composite items. After the training, the specialists developed core courses in composite materials technology and structured a complete curriculum around those courses. The curriculum allows for a 2-year associate degree program, a 1-year certificate of proficiency program, and a certificate of competency program to be conducted in conjunction with company training programs. Ten attachments include the resumes of the two instructors, and listings of course outlines, professional organizations, and books acquired. (KC)

A survey was undertaken by Delaware County Community College's (Pennsylvania) Hotel/Restaurant Management program: (1) to provide students with local up-to-date information regarding the lodging industry in the Greater Philadelphia area; and (2) to provide information regarding necessary skills as perceived by the managers for the purpose of curriculum and course development. A total of 73 surveys were mailed to local lodging managers with a 51% response rate. Most of the respondents were male (87%), between 36 and 40 years of age, and married (80%). The majority managed properties of between 131 and 300 rooms, worked as "general managers" for three to five years, and worked at their present locations for five to ten years. The average number of working hours per week was 56.6. The median salary reported was between $22,000 and $25,000. Major benefits were free meals, free dry cleaning, and a full health plan. Most indicated that they began working in the kitchen or as front desk clerks. The majority (56.7%) possessed a bachelor's degree and 81% indicated that they would repeat their career choice. Guest satisfaction, and staff satisfaction and development provided the greatest job satisfaction. Skills considered important to the job were salesmanship, cleanliness (guest rooms), and front office operations. The survey instrument is appended. (MB)