Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2000. / Includes bibliographical references.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

The funding of community and technical colleges has been a major topic of discussion in many states because community and technical colleges are critical for states' economic development and talent development strategies. The purpose of this study was to identify the relationship between the type of funding at community and technical colleges in southeastern states and their nontraditional student enrollment trends. The researcher investigated the growth of community and technical college enrollment by analyzing southeastern United States community and technical colleges' part-time 25 to 44 year-old undergraduate enrollment rates for the years of 1995, 2000 and 2005, and how the funding of these schools was associated with the states' enrollment of nontraditional students. It was found that community and technical colleges that received local appropriation revenue for the years of 1995, 2000, and 2005 had higher percentages of nontraditional students enrolled in their systems than community and technical colleges that did not receive local appropriation. Community and technical college administrators and their governing boards can use these findings as additional justification to policy makers for support options to include the use of local appropriation revenues or maintain local appropriation revenues for community and technical colleges as an alternative to increasing tuition and fees.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (Ed. Spec.)--University of Wisconsin--Stout, 2008. / Field study. Includes bibliographical references.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

Thesis (Ed. Spec.)--University of Wisconsin--Stout, 2006. / Field study. Includes bibliographical references.

Thesis (Ed. Spec.)--University of Wisconsin--Stout, 2006. / Field study. Includes bibliographical references.

The objectives of this study were to determine if the present curriculum in Architectural Drafting Technology presently offered at Utah Technical College at Salt Lake is meeting the needs of the architectural, engineering , and construction fields in Utah ; additionally, if students are prepared to enter the architectural and related fields with job entry skills and, after employment, if students have sufficient skills to broaden experience on the job; additionally, are students prepared to continue their education, if desired. Literature reviewed included masters' theses , a doctoral dissertation, periodicals , brochures, and professional publications . A survey instrument was developed and sent to 85 students who had attended three quarters or more at Utah Technical College. The students were asked how many quarters attended; if graduated; employment after attending the college; continued education; subjects they felt they should have received more training in; and also, students were asked to rank technical subject areas and related subject areas and were asked to make additional comments, if desired. The professional evaluation form was mailed to 75 architects, 40 contractors, and 35 engineers. Each was asked to rank major skills and knowledges in technical and related subject areas; other categories were added and a section for comments, if desired. Principle findings were that technician training should be at the post-high school level preparing for employment; High interest in the program was expressed by the students and professionals surveyed; Programs should be evaluated curriculum needs to be adjusted in areas of course, time in laboratories, relating general education; former students are prepared to continue their education; and, finally, the program is meeting the needs of students and the architectural profession. Contact need to be made in the fields of contracting and engineering.

The purpose of this study was to determine whether there were differences in the levels of awareness and perception concerning distance education among the leadership at the seven campuses of the Texas State Technical College (TSTC) System.