Presents a procedure for developing an International Employment Service for students wanting overseas employment as well as foreign students wanting to work in the United States. Includes information on visas, employment opportunities, and job search methods. (JAC)

Compared the accuracy of self-assessment to expert assessment based on an assessment center procedure for a sample of 66 college students. Significant discrepancies were found between the student's and assessor's ratings on 10 of the 13 dimensions assessed. (JAC)

Mentoring novice students and faculty members by experienced members has become a vital component in rehabilitation counseling education. In this paper the mentoring process from a faculty-student and an existing faculty-new faculty viewpoint is considered. First, there is an overview of how mentoring both globally and specifically relates to…

This study determines the efficiency of a system containing aptitude, achievement, and noncognitive data, and a measure of college performance in predicting the long-range educational-vocational decisions of engineering students. Noncognitive data best predicts between intellectually homogeneous student groupings whereas first-semester grade point…

The evidence does not suggest that counselors have much succeeded in reducing the communication gap between themselves and other relevant groups. (Author)

In a survey, college students (N=1,399) selected one of three job offers and rated it for 20 different job choice characteristics. Rankings of jobs and relative weights given to different jobs varied significantly. Respondents identified different values in each job and weighted them accordingly. (RC)

A broad-based task force at the University of Delaware has systematically developed both a theoretical and a programmatic model of career development. From its findings a coordinated, universitywide career development program with an experiential component has been implemented. (MSE)

Subjects, (N=134) female and (N=101) male undergraduates, were asked to indicate their perceptions of their capabilities to successfully complete the educational requirements and job duties of each of 10 traditionally female and 10 traditionally male occupations. Results indicated sex differences in self-efficacy with regard to traditional versus…

Data indicated that the popular model of combining family with volunteer work instead of paid work which was presented to college women of 15 years ago by their parents has been replaced by more career-oriented expectations. (Author)

Describes a career development handbook for liberal arts majors to help them appreciate the versatility of their education. Academic advisors and employers were interviewed. Format includes self assessment, career analysis and job entry preparation. (JAC)

A two-stage model is used in career planning classes and workshops to teach students to identify and expand their existing networks and to use networks for information interviews. The first stage describes networking and the second describes information interviewing. It provides a conceptual as well as a pragmatic approach to networking and…

Formal evaluation of career-development seminars was conducted. No interactions between characteristics of students and treatment ratings were found, but an overall main effect of all treatments on raising students' level of vocational identity was found. Suggestions are made for improving the management and evaluation of career development…

The students' task is more complex as different offices at a college or university sometimes provide overlapping career services. Lack of interdepartmental communication and cooperation may interfere in assisting students. The article offers suggestions for interdepartmental cooperation. (Author/CMG)

Most students participating in experiential programs with career awareness objectives report successful, meaningful experiences. Presents the results of a study of extern participants at Radford University and the growth and changes in their career awareness. (Author)

Many people involved in helping college students prepare for their entrance into the job market frequently give advice based on their own personal experiences or give intuitive responses to questions raised. How valid is such advice? Can the accuracy of such information-giving be increased? The article addressed these questions. (Author)