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Communications & Marketing

notes, and had their “passports” stamped. At the end of the class, students showed their passports to
receive a goody bag filled with classroom supplies before mingling with DKG members over refreshments.

Partnership Impact
Students completed an evaluation questionnaire during the class period following the carousel activity.
The university instructors collected and summarized the data and provided the chapter with information
on suggested adjustments for next year’s program, as well as on strengths of the program. Topics
varied the following year depending on student feedback, instructor input, and changes in educational
terminology and requirements. The 32 students who took part in 2023 were overwhelmingly positive
about the activities of the DKG members. Comments on their
evaluations were revealing. “The session wasn’t at all boring; we
weren’t just talked to but got to ask our questions at the stations.” One
student, commenting on the authenticity of the program, remarked,
“I liked being able to receive real world knowledge from women
who have spent their lives in education.” Another student appreciated
learning about the variety of positions that would be available in
districts and what district hiring personnel were looking for during
interviews. Students were also excited to learn about grants offered
by DKG. Students requested more time at both the carousel stations
and during the mock interviews.
DKG members benefited, too. One DKG participant observed
that students visibly relaxed when she explained the joys of subbing:
Amanda Hair and Judy Sanders After all, she explained, many teachers start out as substitutes.
of Chi Cowlitz Chapter meet with Another remarked on how she was “re-sparked” after the class session
third-year education students
during carousel activity. that, “after a hard day, boosted my hope that there are good people
becoming teachers.”
According to Clausen, who initiated the partnership, and Kay Stern, current co-chapter president,
making contacts with the instructors in advance, finding out student interests, and preparing materials so
that those staffing the carousel stations were comfortable and using language appropriate for the students
facilitated the success of the program.
By popular demand, the interview tips and mock interviews continued for students in their final year.
In addition, the chapter had a table at a career fair offered to students following their second year. School
districts in the surrounding area also had tables at the fair to talk about employment opportunities in
their districts. Chi Chapter representatives presented information on opportunities for professional growth
through DKG and distributed the DKG brochure, A Journey for Life. They also contacted the school district
personnel at the fair. By building relationships with the university and school districts, chapter members
had a natural venue for recruiting collegiate members as well as university faculty and school district
educators and administrators. They provided a service to the university students and took advantage of the
recruitment opportunities afforded by their projects with the students.
What made this university partnership particularly successful as a marketing strategy was that the
chapter consciously added DKG topics to the carousel offerings and to their other presentations. The
chapter shared information on organization purposes, impact, and membership in all their presentations.
In addition, Chi Cowlitz Chapter made recruitment posters, posted them in women’s restrooms in the
university and school districts, and held other informal informational sessions for students and active
teachers in the county. They “marketed” DKG. The marketing moved the partnership from project focused
solely on service only to one that was a membership-recruitment-and-growth opportunity.
To make this growth possible (See Figure), the chapter had to agree and be prepared to give up “the

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