Describes a program for training people for working with word processing and computer terminal equipment for augmented secretarial roles in the automated office. Outlines selection criteria and major program components. Discusses certification and placement, reporting placement success over a three-year period. (JM)

Discusses arguments for and against charging fees to students who use college career services, including legality, feasibility, university philosophy, and faculty and student concerns. Considerations related to the use of counseling services by nonstudents are also addressed. (JAC)

Discusses the role of college career planning and placement offices which must adapt to a changing employment climate while ensuring their legitimacy in a troubled academic setting. Internal and external functions are described, and the particular difficulties of placement offices as boundary-spanning units are discussed. (JAC)

A survey of graduates supplied the necessary data on the hiring rates of Mexican-American students for one southwestern university. (Author)

Limited staff and budget forced a placement office to evaluate the necessity of its various services, with some surprising results. (Author)

The State of Pennsylvania, in an effort to determine how education relates to jobs, undertook a study of what happens to its graduates. The author analyzes the findings and draws some conclusions. (Author)

The purpose of this study is to assess the relationship of job marketability training to the placement success of college seniors. Results indicate a positive effect. (Author)

An earlier article (not included in this journal) described the how's and why's of preselection of interviewees at Penn State. In this article, the authors discuss their observations when preselection was used as an integral part of the on-campus interviewing. (Author)

Services that help students take actions to realize their career goals are examined. Job-hunting is analyzed as a five-step process involving: (1) identifying the job objective, (2) identifying potential employers, (3) researching needs and problems of the employer, (4) interviewing skills, and (5) getting interviews. Resources in each area are…

The campus interview is perceived quite differently by students (prospective employees) and recruiters (future employers), as demonstrated by the survey reported in this article. (Author)

If you're tired of facing students who have been waiting five hours to sign up for an interview, consider this method of scheduling. (Author)

Describes use of focus group interviews in evaluating college career planning and placement services. Discusses components (moderator, group participants, site and equipment, report) of focus group interview and then provides an actual application of the focus group interview in a career center setting. (ABL)

A college placement office's systematic approach to conducting research on potential employers gathers information on industry, competition, company, position, and recruiter. The information can help job seekers compare their qualifications with company needs and develop effective cover letters and resumes. (SK)

A survey of 111 cooperative education students in New Zealand found only 45% satisfied with their supervisors; 90% felt the placement helped with career choice; 70% wanted more help with report writing. Better methods of supervision and student assessment were devised. (SK)

Evaluation of teaching and learning in Scottish nursing schools showed how different curricular arrangements support or constrain educational experience, especially in relation to preparation for clinical placement, role of tutors and mentors in placements, and assessment of practice-based learning. (SK)