Which College Should Your Student Attend?

Which College Should Your Student Attend?

As you and your children research, investigate and visit colleges that may be of interest, you will find that each college has a different look, feel and appeal. Some you will like. Others you won’t. That’s all part of the process for narrowing the field.

college
college

To help ensure that you and your children make clearly focused decisions, you can use the information that follows to rank your choices. Some of you may want to use a five point scale to rate each colleges on items 4 – 11. In that way, parents and students can more easily compare colleges on individual items and total scores. You can even add items, if that would be helpful. However, the first three items on this list should be fully discussed and agreed upon long before you begin to look at colleges.

  1. Evaluate Your Financial Position – How many children do you have? How much money can you afford for each child’s colleges education? Is the student able and willing to obtain a part-time job? What is the likelihood that your student will receive a significant amount of grant and merit scholarship money? Is the student willing to take on one or more student loans? As parents, are you willing to take on one or more loans to help pay for college?
  1. Consider Cost Reduction Alternatives – Since money is a concern for most parents, students should consider community colleges and lower cost four year colleges. However, be sure to check out the ratings and reputations of those colleges. It pays to attend a college that has a good reputation. Then, if you obtain good grades, you may be able to transfer to a higher ranked, four year college. Don’t ignore the savings that can be gained by attending a local colleges and living at home. Does the student need a car? Should the student attend college on a part-time, pay as you go basis? Explore the alternatives to determine which one is best for you.
  1. Rate Your Student’s High School Performance – Be honest. What is the quality of the high school your child has attended? The best colleges will take this into consideration. Carefully evaluate your student’s high school performance, including the following: academic achievement, leadership roles, participation and performance in school activities, community involvement and service, part-time work, critical life experiences, obstacles that were overcome and outstanding achievements. In what areas has your student been recognized by others for having achieved excellence? What is the likelihood that your student will excel in colleges?
  1. Financial Aid – First, you should be interested in Grants and Scholarships, not loans. How

much money is each colleges willing to offer your child? Is there enough difference between the offers to influence the student’s colleges choice? Qualified students should begin to investigate local and national scholarships and grant money early in their junior year of high school. After all possible grants and scholarships have been investigated, look at other options including work-study programs, part-time jobs and loans. Since student loans come in all shapes and sizes, both students and parents should carefully consider each loan option. Obviously, some loans are more repayment friendly than others. Make certain that you fully understand all loan requirements before you commit. Also understand that you may be repaying those college loans for more than twenty years.

  1. College Ratings – Most colleges have an international, national, state or local reputation. What are the reputations of the colleges to which your student will be applying? Are any of the colleges known for the field that your student plans to enter? Colleges with a the best reputations can be helpful when it’s time to look for a job.
  1. Career Services – Does the Career Services office have enough employees to provide personal assistance, classes and training for every student, or do they merely provide information on their web site? Do they provide students with assistance in every aspect of the job search: A Goal, A Plan, Assessment Instruments, Research, Networking, The Resume, Interviewing, References and more? Can they help students with internships, part-time and summer jobs? Can they steer students to alumni who are already working in their field of interest?
  1. Job Placement Statistics – Colleges are very clever with the statistics they present. Many colleges state that 95% or more of their students are employed within six months of graduation. However, those numbers don’t tell you how many students are working in their field of interest and if they are earning a living wage. Are graduates forced to live at home because they can’t afford to live independently and still pay off their college loans? Before selecting a college, students should find out how many employers, in their field of interest, actually come to that campus to recruit students. How many students, in that field, received job offers as the result of campus interviews? What were the titles of the jobs they were offered? How much did they pay? Where were they located? Parents and students have a vested interest in these answers.
  1. Campus Safety & Security – Every colleges has safety and security issues. What are the statistics for the past four years? Ask about Murders, Rapes, Assaults, Stalking, Thefts and Intruders. What prevention measures are in place? With regard to major security events, what is the college’s track record and ability to immediately communicate with students about lock downs? How does the colleges handle Contagious Health Issues – Meningitis, etc.? Are you satisfied with the way each colleges has handled such problems? Be sure to ask about and investigate dorm security. Talk with current students about these issues.
  1. Counseling Services – What counseling services are offered? Which of the counseling services is your student most likely to need? Students often seek counseling for anxiety, depression, eating disorders, drugs, drinking, academic performance and career issues. How comprehensive are these services? How frequently has each service been used by students in past years? What are the success rates?
  1. Parent Association – Which colleges have a Parent Association? If they have one, you will be able to talk with other parents about any issues that concern you. Make a judgment whether each college is parent and family friendly. You will find that some are interested in parent opinions, suggestions and involvement, while others are not. Some colleges only want your tuition payments and annual donations.
  1. Campus Activities – When students have a special interest, make certain that the colleges under consideration provide the student with an opportunity to participate. Other students may prefer colleges with a broad array of activities, so they can explore their options and test their skills.

As you get down to the four or five colleges that hold the most interest, are appropriate for the student’s qualifications and meet your personal financial requirements, the application process can begin. Many students apply a strategy to help ensure acceptance at colleges that fit their needs and wants. They apply to one or two colleges they consider to be a stretch, two or three in which they are confident of acceptance and one or two that they consider to be a slam dunk. This is an excellent strategy to consider, since the competition at high quality, lower cost colleges will always be stiff. Keep in mind that some colleges accept as few as 20% of their applicants.

When parents perform well during this process, they will have helped their children to gather and evaluate important colleges information, explore the alternatives, focus on the things that will enable students to find success and teach their children how to make sound and informed decisions. However, once the choices are reduced to the two or three most suitable colleges, the final selection should be left to the student.

Visit Bob’s web site: http://www.The4Realities.com. Bob Roth is the author of The 4 Realities Of Success During and After Colleges -and- The Colleges Student’s Guide To Landing A Great Job.

Bob Roth is the author of The Colleges Student’s Guide To Landing A Great Job -and- The 4 Realities Of Success During and After Colleges. He also write articles for more than 175 colleges career services offices and campus newspapers. Additionally, Bob has developed 15 self-scoring learning tool that help college students find success. http://www.The4Realities.com Bob Roth, a former campus recruiter, is the author of The Colleges Student’s Guide To Landing A Great Job -and- The 4 Realities Of Success During and After Colleges.

Teaching for Online College Programs Makes Sense Today

Teaching for Online College Programs Makes Sense Today

It is one thing to be an excellent teacher and it is another to know how to continue earning a living from teaching after teacher layoffs. The primary reason for this is that economic survival as an intellectual isn’t on the course list in graduate school. For some reason the idea that dedicated public school educators could suddenly find themselves unemployed as a result of massive budget cuts is not available to professors that teach future public school teachers. Fortunately is it possible for a teacher with an earned graduate degree, a Ph.D. or master degree, to convert academic and intellectual strength into an online teaching citadel by learning how to acquire online adjunct instructor jobs with post-secondary academic institutions. The growth of online bachelor degree programs and online master degree programs is creating many online teaching positions that must be filled by technically adept and academic qualified online adjunct instructors. The alert educators should realize by now that making the effort to learn how to teach online for multiple online degree programs is one of the best ways to construct a viable financial fortress in these troubled times.

The teacher layoffs seem to have taken a great number of academics by complete surprise, but the next round of pink slips should be met with a plan to discover the benefits of teaching online. The growth of online bachelor degree program and online master degree programs plus the adoption of distance learning by the thousands of community colleges and technical schools is creating a host of online adjunct jobs that must be filled by prepared academics. It is necessary for a prospective online adjunct instructor to learn how to use a personal computer because in order to teach college and university students enrolled in online college courses an online instructor will be required to move smoothly in and out of multiple digital interfaces. The educators with at least a modest level of skill with a computer should have no trouble learning how to interact with the online degree programs with two to five different post-secondary academic institutions. It goes without saying in order to teach online it is first necessary to start applying to teach online courses. This can be accomplished by navigating the Internet and locating the faculty application section of the thousands of post-secondary websites.

There is nothing like experience to encourage the candor necessary to make a realistic decision, and educators have the intellectual tools required to accurately determine the viability of distance learning in terms of their professional careers. There is very little discussion available about the growing presence of distance education technology, and the alert academic examining this should easily identify a growing number of online adjunct instructor jobs with online bachelor degree program and online master degree programs. Obviously, the educator that masters the functions of a personal computer and becomes proficient in the navigation of the Internet can start building an online teaching schedule. It is possible to teach online full time or part time depending on the amount of academic work the academic is willing to accept form various community colleges, state universities and for-profit colleges. The important first step any teacher interested in online learning must take is to start making applications in the faculty application sections of the thousands of post-secondary websites on the Internet. Each school that offers online college courses to its enrolled students actually needs academically qualified and technically proficient online adjunct instructors.

The shadow of teacher layoffs on the traditional campus is creating a need for academics to take a fresh look at jobs teaching online college courses. Obviously, the authority derived from taking control of the teaching schedule can have a very positive effect on an educator feeling threatened by budget cuts, and online teaching provides a teacher with an earned graduate degree the opportunity to increase the number of online classes in an online teaching schedule or decrease them according to financial goals. The best way to start acquiring online teaching positions is to apply for any many online adjunct faculty openings as possible each day in the faculty application sections of post-secondary websites. Every community college, state university, four-year state college, technical school and for-profit college offers its enrolled students online college courses, and there are more online bachelor degree programs and online master degree programs every academic year. This means there is every reason to believe that an aggressive application strategy can eventually produce an online teaching schedule that will generate as much online adjunct income as can be earned by continuing to teaching in a traditional academic environment.

There is nothing esoteric about teaching online, but too many academics seem to think that logic is misplaced in the effort to transition out of the physical classroom and into a variety of online college classes that can be taught from a personal computer. The current thinking about distance education technology on the part of academic administrators is located in the economic impact the budget cuts to public education are making on the traditional academic industry and the skyrocketing cost of maintain the physical plants known as campuses. The logic of distance learning is that it is far less expensive to distribute post-secondary academic instruction on the Internet from a computer server than it is to continue offering the same academic instruction in a physical classroom. The new and returning college students understand the logic inherent in the convenience of earning an academic degree from work and at home from their laptop computers instead of driving a vehicle at odd hours of the day and evening to remote physical location. These two logics combine to produce many online adjunct openings that must be filled by academics with earned graduate degrees, a master degree or doctorate, as more online bachelor degree programs and online master degree programs are deployed in an attempt to satisfy the education needs of swelling post-secondary student populations with less costly alternatives to the physical classroom. Additionally, these circumstances make it possible for a prospective online adjunct instructor to use logic to construct a sustainable online teaching schedule.

It may be difficult to find the bright spot on the traditional academic campus since the teacher layoffs seem to have no end. The nature of the educator with a graduate degree, however, is not one that gives up easily in the face of challenge, so an academic willing to learn how to teach online from a personal computer can actually produce a sunny academic forecast by understanding the role of distance education technology and how it is creating many online adjunct job openings. The aggressive online adjunct instructor can build an online teaching schedule populated with as many as ten online college classes. There is no doubt if each online class pays the online instructor two thousand dollars the online adjunct income can compete against a traditional faculty salary and win. Further, the online adjunct instructor can teach the college and university students enrolled in the online bachelor degree programs and online master degree programs from any place on the globe that provides a connection to the Internet. Obviously, it will take some focus and determination to transition out of the physical classroom and into an online teaching schedule, but teaching online for a living is preferable to watch traditional teaching jobs disappear at an increasing rate as budget funds for public education make the cost of maintaining the physical plants knows as campuses and the classrooms on them less affordable every semester. The best strategy for locating online adjunct faculty openings is to learn how to submit evidence of academic achievement and classroom experience in the faculty application sections of post-secondary websites.

When educators still teaching in the physical classroom or teachers recently unemployed as a result of public education layoffs think about the prospect of teaching online for online bachelor degree programs and online master degree programs the question of whether it can actually produce enough online adjunct income to make it worth the effort. The answer is that a full time online teaching schedule containing six to ten online faculty openings can generate an income that will equal or exceed that what can be earned by continuing to teach on the traditional campus. Of course, there is more than income available to an online adjunct instructor. For example, every online college courses is located on the internet. This means that all that is necessary to access the online degree program is a laptop computer and an Internet connection. Actually, it is this feature about earning an academic degree online that attracts so many new and returning college and university students. The point is that the online instructor and the college students do not need to be present in any one physical classroom in order to connect with each other. Since every post-secondary academic institution is deploying online courses as quickly as possible, the economic opportunities for educators with earned graduate degrees, a doctorate or master degree, and sharp computer skills is practically endless because it is easy to teach online for multiple schools without actually being on the schools’ campuses.

The teacher layoffs came like a thunderclap for many academics teaching in a physical classroom on a traditional campus. However, just as the passing of a thunderstorm reveals the clear sky often painted with rainbows, the disturbance in the academic labor market reveals online teaching as a viable alternative to traditional academic employment. For example, a traditional academic position generates just one salary, and that salary can be lost to severe budgetary cuts in public education. Conversely, an online teaching schedule populated with multiple online faculty positions generates a variety of online adjunct income streams that are not interdependent in the sense that if one is lost the others continue throughout the year. Since every community college, technical school, state university and for-profit college now offers online degree programs to their enrolled students, the chances of developing a alternative academic career that can be coordinated from a personal computer located in any developed geographic location on the planet are very high. The best place to start investigating online teaching opportunities is to visit the websites of post-secondary academic institutions. Each school has a faculty application section that is specifically designed to accept academic credentials and documentation of classroom experience. The budget cuts to public education are creating a rocky academic employment landscape that can be smoothed out by building an online teaching schedule. Academics worried about their employment status in the physical classroom should make the effort to apply for online adjunct faculty jobs with online bachelor degree programs and online master degree programs because it is now obvious that the majority of post-secondary educational instruction is being moved to the Internet. The reason there are so many opportunities to teach online is simply because academic administrators are discovering that it is very cost efficient to provide new and returning college students with online college classes leading to an academic degree they can earn from their personal computers. Of course, each online college course must be taught by a qualified online adjunct instructor, so as the online college degree programs become more available the number of online teaching job openings grows at the same time. The academic with an earned graduate degree and a moderate level of computer skill can begin building an online teaching schedule by entering the required information about academic achievement and classroom experience in the faculty application sections of community colleges, four-year state colleges, state universities and for-profit schools. It will take a high degree of focus to organize a successful search for online teaching positions, but the effort will be worth it since teaching online can smooth out the academic employment landscape by generating online adjunct income all year long.

One of the most difficult issues facing educators during the rounds of teacher layoffs is which direction to go in after becoming unemployed as a provider of educational instruction. After all, the general economy and the associated high levels of unemployment in other fields does not offer much in the way of opportunity for an intellectual seeking alternative employment in public education. In addition, the vast majority of teachers are place bound in that they are accustomed to working on the same physical campus for decades and the idea of having to travel to another geographic location in search of teaching work is truly a difficult prospect. Fortunately, distance education technology can solve both of these problems by providing the academic with an earned graduate degree, a doctorate or master degree, with plenty of adjunct online faculty jobs and an extreme level of professional mobility. Since all online college degree programs are located on the internet all of the interaction an online adjunct instructor has with them is accomplished from a personal computer. This means the professional mobility inherent in online teaching as a career path is literally not available to educators that stay in the physical classroom on the traditional campus. Academics with earned graduate degrees that want a ticket out of the traditional classroom can find the ticket in an online teaching schedule.

Many academics are forced to deal with teacher layoffs resulting from budget cuts to public education and they are finding the task difficult and demoralizing since the general economy is suffering from high unemployment. After all, if an educator can no longer teach in a physical classroom on a traditional campus just where else is there to work and earn a decent living. Fortunately, distance education technology is coming to the rescue for alert academics with earned graduate degrees, a master degree or doctorate, and at least a modest level of computer skill. The best way for educators to confront the academic employment issue is to learn how to construct an online teaching schedule populated with online adjunct job openings with online bachelor degree programs and online master degree programs. The distance learning programs are increasing in number each semester provides an alternative career path for academics that understand why online college courses are important to new and returning college students and academic administrators of post-secondary academic institutions. The real reason there are so many available online faculty job openings is that college students want to avoid the cost of traveling to a physical campus and administrators want to avoid the cost of maintain the physical classrooms. The prospective online adjunct instructor can learn about the distinct possibilities of earning a living by teaching from a personal computer by visiting the thousands of state university, community college, four-year state college and for-profit college websites on the Internet.

The situation for educators teaching in physical classrooms is murky right now as a result of the continuing uncertainty about emerging teacher layoffs. While this is understandable given the situation on the traditional campus, it can be rectified by beginning a successful campaign for online teaching. However, in order to do so an academic must have a clear vision about the changes in the academic labor model. To put a sharp point on the reality of teaching today, academic administrators are no longer willing or able to support the salaries paid to traditional educators working traditional public education settings. Instead, they would prefer to hire online adjunct instructors to fill the growing number of online adjunct professor jobs at the post-secondary academic level. The teacher working at the secondary or elementary level of the academy with a graduate degree, a master degree or Ph.D., should take a long look at the online teaching opportunities with community colleges, state universities, for-profit colleges or technical schools. Every post-secondary academic institution has a website, and on each academic website is a link on the first page that will lead to the faculty application section. It is in this section of the school’s website that information about available online teaching jobs can be found by prospective online adjunct instructors.

When an online adjunct college professor is teaching online college classes from a laptop computer while sitting in the lobby of a small hotel in Paris the freedom afforded by online teaching positions is palpable. It is possible for an academic with a graduate degree, a master degree or Ph.D., and an online teaching schedule to teach college and university students all year long from practically any geographic location in the world. While many teachers would not travel or move to Paris, there are many educators who have been the subject of budget cuts that would like to simply move to a less costly town or small city. The problem with traditional teaching is that the same academic labor problems are magnified in the less populated areas. Teaching at the post-secondary level of the academy in numerous online adjunct professor jobs is a goal that can be achieved by making many applications for online adjunct jobs every day. The way to make these applications efficiently and effectively is to navigate the Internet to the websites of community colleges, state colleges and four-year universities. Inside these academic websites is a faculty application section. This section of the post-secondary website is designed to accommodate the submission of classroom experience and academic achievement.

The broad consensus about online education is that it satisfies a great number of needs for college and university students and the academic administrators that must meet the enrolled students’ educational needs. Teachers working in physical classrooms should understand the function of online degree programs insofar as they meet the new academic employment dynamics as they are defined by the cost-efficiency of distance education technology. The simple fact of the matter is that online adjunct jobs are less burdensome on public education budgets than traditional teacher salaries. The alert educator will understand that the way to continue teaching and still earn a decent living in the face of continuing layoffs is to learn how to apply for and acquire online college classes. An online teaching schedule populated with six to twelve online courses can generate multiple online adjunct income streams throughout the calendar year. Granted, teaching online will require a graduate degree, a master degree or Ph.D., and increasingly sophisticated computer skills, but the academics that make it a professional goal to access the growing number of online teaching positions will be able to earn a living long after the teachers on the physical campuses have been told to go home.

It is becoming harder than ever to remain in the physical classroom since the budget cuts to public education seem to have no end. As more traditional educators lose their salaries from teaching it is important for them to realize that online teaching jobs can relieve academic hardships. The truth of the matter is that distance education technology is relatively easy for academic administers to deploy since it is a mature technology and the post-secondary level of the academy, community colleges, state universities and for-profit colleges, utilize it as a way to replace the expensive physical classroom on the traditional campus. The result of the emergence of online college degree programs is a great deal of online adjunct employment that needs the participation of academically qualified and technically adroit online adjunct instructor to accept it. Every online college class that is developed in order to allow a college or university student to earn an academic degree from a personal computer must be taught by an academic with an earned graduate degree. However, if a teacher with a bachelor degree is willing to earn a master degree or Ph.D. it will be possible upon graduate to start building an online teaching schedule populated with numerous online college courses.

It is not at all necessary to exit the physical classroom in order to start teaching online for online bachelor degree programs and online master degree programs. In fact, it would be a very good idea for an educator that is still teaching on a traditional campus to stat investigating how online adjunct jobs are being created each time a new online college degree programs is made available to college and university students. The fact o the matter is that each online college courses within an online degree program must be taught by an online adjunct instructor with an earned graduate degree, a doctorate or master degree, and at least a moderate level of computer skill. It is possible to teach as few as one or two online courses at a time, and since many online degree programs offer classes that last only five to eight weeks long and are offered to college students twelve months of the year, the online adjunct income streams can certainly come in handy in the event of another round of teacher layoffs. The best search strategy for locating adjunct teaching positions online is to navigate the Internet to the faculty application sections in the websites of community colleges, state universities and for-profit colleges.

College
College

Online teaching opportunities at the post-secondary level of public education, which includes community colleges, state colleges and four-year universities, are increasing due to the success of distance education technology. This technology allows college and university students to earn an online college degree from their personal computers at home and at work. At the same time, this technology is creating many online adjunct positions [http://www.onlineadjunctemploymentopportunities.com/online-adjunct-employment-opportunities-grow-quickly] that need to be filled by academically qualified and technically proficient academics with earned graduate degrees. Educators with a master degree or doctorate should begin investigating the available online adjunct employment opportunities [http://www.onlineadjunctemploymentopportunities.com/college-teaching-satisfaction-with-online-teaching-opportunities] by visiting the thousands of technical school, community college, state college, for-profit college and four-year university websites.

Hora de que los líderes universitarios se intensifiquen-universidad

Hora de que los líderes universitarios se intensifiquen – universidad

Algunos líderes universitarios parecen creer que los temas como los costos universitarios, la deuda estudiantil, los resultados de aprendizaje y las tasas de colocación para los graduados son sensacionalistas por los medios y no tan graves e importantes como se supone. (Maxwell, Dr. David, Presidente de la Universidad de Drake, “Time to Play Ofensa”, Inside Higher Education, 2/4/13).

Cuando los padres y estudiantes han hecho sacrificios y han prestado fuertemente para financiar la educación universitaria del estudiante, ¿cómo pueden los líderes universitarios trivializar o ignorar el hecho de que los estudiantes típicamente deben devolver de $ 25,000 a $ 100,000 en préstamos universitarios y deudas de tarjetas de crédito? Además, los padres con más de un hijo probablemente hayan hecho uno o más de los siguientes para cubrir los gastos universitarios y los gastos relacionados: 1) préstamos personales tomados, 2) prestados contra su casa, 3) aumentaron sus límites de tarjeta de crédito, 4) tapped en sus ahorros para la jubilación, 5) Pospuso grandes compras, reparaciones y vacaciones, y 6) Ignoraba los procedimientos médicos y dentales necesarios.

Muchos líderes universitarios aparentemente tienen poca idea de cuánta deuda deben asumir los estudiantes y sus padres para completar una educación de cuatro o seis años. ¿Su universidad sabe exactamente cuánta deuda ha acumulado cada estudiante cuando se gradúan? ¿Saben cuánto dinero debe cada padre debido a los gastos de la universidad para sus hijos? Intente agregar todas las deudas de padres y estudiantes para obtener un total. ¿Sus líderes expresan alguna preocupación? ¿Están haciendo algo sobre el problema? Por cierto, para la mayoría de los estudiantes, los préstamos estudiantiles no son ayuda financiera. Son deudas estudiantiles que deben ser devueltas. Si un estudiante típico debe, por ejemplo, $ 35,000, puede estimar los pagos mensuales durante 5, 10, 15 o 20 años.

En quizás más del 60 por ciento de las familias con dos, tres o cuatro hijos, el dinero es escaso. Por supuesto, a estas familias les importan los costos universitarios, la deuda estudiantil, los resultados de aprendizaje y las tasas de colocación de los graduados. Los padres quieren que sus hijos se gradúen con ofertas de trabajo que les permitan vivir de forma independiente, hacerse cargo de sus propios gastos y comenzar a devolver el dinero que pidieron prestado, y con razón.

La preponderancia de los estudiantes quiere graduarse con un buen trabajo, idealmente uno en su campo de estudio, con un salario en el que puedan vivir. Para lograr sus objetivos, los estudiantes necesitan más ayuda de la que actualmente reciben en la mayoría de las universidades. Es hora de que un gran número de líderes universitarios se despierten, intensifiquen y presten más atención a las necesidades de empleo de sus estudiantes con problemas financieros. Para cumplir efectivamente con estas necesidades, los líderes universitarios tendrán que movilizar y reenfocar a sus comunidades universitarias, proporcionar recursos e implementar métodos y sistemas que puedan mejorar los resultados de empleo de los estudiantes.

Ignorar un tema tan significativo habla mal de los líderes de la universidad. Los grandes líderes de la universidad ponen a los estudiantes primero, abordan los problemas difíciles y los resuelven. Los líderes pobres se engañan a sí mismos y a los demás, ponen otras prioridades por delante de los estudiantes, inventan excusas, echan la culpa, se resisten al cambio y nunca se dan cuenta de cuántos estudiantes han impedido maximizar su éxito en el mercado de trabajo.

Es importante destacar que demasiadas universidades no pueden acumular, analizar, utilizar y compartir las estadísticas y la información que les mostrará qué tan bien están atendiendo las necesidades de empleo de los estudiantes. Para servir a los estudiantes de manera efectiva, las universidades deben saber cómo les está yendo en áreas distintas de las académicas. Los factores utilizados para evaluar el éxito en el empleo estudiantil y el rendimiento en la preparación para la búsqueda de empleo de una universidad se pueden mostrar en un cuadro de hoja de cálculo con los siguientes títulos de columna. (Ver abajo) Para las columnas 2 – 15, se debe insertar un número para cada oferta principal.

Tabla de éxito en el empleo estudiantil

Columna 1 – “Majors” – Enumere cada especialidad (Todos los 60 – 100+) ofrecidos por su universidad.

Columna 2 – “Graduados” – ¿Número de graduados en cada especialidad?

Columna 3 – “Relacionado” – Número que aceptó ofertas de trabajo directamente relacionadas con sus carreras.

Columna 4 – “No relacionado” – Número que aceptó ofertas de trabajo no relacionadas con sus carreras.

Columna 5 – “Sin oferta de trabajo” – Número que NO recibió ofertas de trabajo por graduación.

Columna 6 – “Recibido” – Promedio de ofertas de trabajo recibidas por los estudiantes en cada especialidad.

Columna 7 – “Porcentaje” – Porcentaje de estudiantes en cada carrera que reciben una o más ofertas de trabajo.

Columna 8: “Mejora”: disminución del porcentaje de mejora (+) (-) del año anterior.

Columna 9 – “Dólares” – Cantidad promedio de ofertas de trabajo recibidas por los estudiantes en cada especialidad.

Columna 10 – “Nacional” – Cantidad promedio nacional $ ofrecida a los estudiantes en cada carrera.

Columna 11 – “Empleadores” – Número de empleadores que visitan el campus para reclutar a cada mayor.

Columna 12 – “Entrevistas” – Entrevistas estudiantiles en el campus para trabajos de tiempo completo en cada especialidad.

Columna 13 – “UnRel Int” – Entrevistas de estudiantes en el campus para trabajos no relacionados con su carrera.

Columna 14 – “Pasantías” – Número de pasantías disponibles en cada especialidad.

Columna 15 – “P / T Jobs” – Número de trabajos a tiempo parcial que estuvieron disponibles.

Nota: Las universidades deben completar esta tabla a medida que los estudiantes se gradúan cada año. Las columnas 3 a 9 se pueden volver a examinar después de seis meses (usando las columnas 16 a 22) para ver cuántos estudiantes adicionales han sido empleados y cuánto han cambiado los números.

Columna 16 – “Relacionado” – Número que aceptó ofertas de trabajo directamente relacionadas con sus carreras.

Columna 17 – “No relacionado” – Número que aceptó ofertas de trabajo no relacionadas con sus carreras.

Columna 18 – “Sin oferta de trabajo” – Número que NO recibió ofertas de trabajo.

Columna 19 – “Recibido” – Promedio de ofertas de trabajo recibidas por los estudiantes en cada especialidad.

Columna 20 – “Porcentaje” – Porcentaje de estudiantes en cada carrera que reciben una o más ofertas de trabajo.

Columna 21 – “Mejora” – Porcentaje de mejora (+) disminución (-) del año anterior.

Columna 22: “Dólares”. Cantidad promedio de ofertas de trabajo recibidas por los estudiantes en cada especialidad.

Algunas universidades se sentirán incómodas con esta herramienta y pueden negarse a usarla, intentar desacreditarla o mantener la confidencialidad de los resultados. Sin embargo, los grandes líderes universitarios utilizan herramientas analíticas que los ayudarán a evaluar el desempeño y tomar mejores decisiones. No ignoran u ocultan los números y los hechos. Se mantienen encima de ellos, los valoran y continuamente toman medidas para mejorarlos. Los líderes más pequeños ignoran o incluso ocultan estos números e intentan desviar la atención del rendimiento de la universidad.

Los líderes universitarios que solo brindan a los estudiantes la asistencia más básica en materia de búsqueda de empleo y carrera rara vez rastrean su desempeño y solo pueden adivinar qué tan bien les está yendo a sus estudiantes en el mercado laboral. Es probable que algunos líderes de la universidad no quieran saberlo. En el otro extremo, cada vez que un líder de la universidad dice algo así como “el 97% de nuestros estudiantes están empleados dentro de los seis meses posteriores a la graduación”, genera preguntas. Las universidades que cuentan con tasas de colocación excepcionalmente altas rara vez proporcionan detalles para respaldar sus declaraciones. Sería interesante saber si la declaración es cierta, qué títulos de trabajo tienen ahora esos estudiantes y cuánto se les paga (¿Te gustaría papas fritas con eso?).

A esos líderes universitarios no les importa lo que les pase a sus estudiantes o no están dispuestos a enfrentar la verdad. Dichos líderes claramente ignoran las necesidades y deseos de sus estudiantes. Los mejores líderes reconocen que los estudiantes no solo asisten a la universidad para obtener una buena educación, sino que también necesitan y esperan que los institutos los guíen en el proceso de preparación para la búsqueda de empleo, de modo que puedan competir efectivamente por oportunidades de empleo.

Pregunta 1: ¿Cuánto dinero deberán ganar los estudiantes para poder vivir solos, cubrir todos los gastos de vida normales y pagar sus préstamos universitarios?

Sea lo que sea, ese número es crítico. Los estudiantes que no pueden obtener un trabajo que ofrece una tasa de salario digno comenzará de inmediato en un gran agujero. Los estudiantes y padres ya lo saben. No todas las universidades parecen preocuparse por ese hecho.

Pregunta 2: ¿Cuántas especialidades ofrece su universidad donde existen pocos trabajos y / o la tasa de inicio es muy baja?

Las universidades que ofrecen muchas especializaciones en campos donde hay pocos trabajos o solo empleos de bajo salario también es probable que proporcionen a los estudiantes poca asistencia útil para la preparación de la búsqueda de empleo. Envían a los estudiantes al mercado de trabajo sin preparación para competir por los pocos puestos que pagan un salario digno. Algunos preguntan por qué una universidad ofrecería tantas carreras universitarias que tienen muy pocas oportunidades de empleo y hacen tan poco para ayudar a los estudiantes en su búsqueda de empleo, aunque todos sabemos la respuesta.

Pregunta 3: ¿Por qué una universidad que hace un buen trabajo preparando estudiantes para su campo de estudio no hace un trabajo igual de bueno al ayudar a los estudiantes a identificarse, prepararse, buscar y obtener buenos empleos?

Los líderes de cada universidad deben pensar y responder esta pregunta. Como muy pocos estudiantes saben cómo prepararse para una búsqueda de trabajo integral y efectiva, necesitan ayuda. Debido a que las calificaciones por sí solas ya no son suficientes para la mayoría de los empleadores, los estudiantes deben escuchar (desde el primer día) que hay cosas que deberían hacer durante cada semestre para convertirse en candidatos de empleo más fuertes. A partir de entonces, los estudiantes necesitan capacitación y entrenamiento continuo, para que puedan alcanzar el nivel de preparación necesario para competir por los mejores trabajos.

Pregunta 4: ¿Su universidad dice, “No es nuestra responsabilidad ayudar a los estudiantes a prepararse para una búsqueda efectiva de empleo?” O “Realmente no nos importa si nuestros estudiantes obtienen buenos trabajos. o “No vamos a dedicar el tiempo, el dinero y los recursos a la asistencia de preparación para la búsqueda de trabajo de los estudiantes”.

Los líderes universitarios no verbalizan esos sentimientos negativos. Sin embargo, algunos de estos líderes hacen que su enfoque distante e indiferente se conozca ignorando este importante tema y dejando de lado las funciones que intentan ayudar a los estudiantes a prepararse para su búsqueda de empleo para su último año.

Pregunta 5: ¿Su universidad alguna vez encuesta a estudiantes y padres para descubrir qué es importante para ellos, como graduarse con un buen trabajo?

Por supuesto, los líderes universitarios no deberían hacer esas preguntas si no quieren saber o no tienen la intención de hacer algo sobre los problemas que identifican.

La pregunta más importante: ¿Por qué un líder de la universidad les pediría a los estudiantes que trabajen tan arduamente para alcanzar sus sueños, que se acerquen pero que no les permitan tocar esos sueños?

Desafortunadamente, eso es exactamente lo que les sucede a muchos estudiantes cuando una universidad no proporciona la ayuda, la preocupación y la orientación que los estudiantes necesitan para prepararse y obtener las ofertas de trabajo que merecen.

Las universidades que han delegado las funciones de preparación de búsqueda de empleo y empleo estudiantil en un solo departamento con un empleado o menos por cada mil estudiantes no pueden creer que estén teniendo éxito en proporcionar la información, capacitación y orientación que los estudiantes merecen y necesitan.

Los estudiantes solo desean tres cosas: 1) Una buena educación, 2) Una experiencia agradable en la universidad, y 3) Un buen trabajo cuando se gradúen. Con esto en mente, los estudiantes necesitan y desean líderes que crean en ellos, los defiendan, luchen por ellos y quieran que tengan éxito en todo lo que hacen. Para los estudiantes, el éxito significa no solo graduarse con una buena educación, también significa graduarse con un buen trabajo, uno que los ayudará a cumplir sus sueños y lanzar sus carreras. Los líderes universitarios que no abordarán o no podrán abordar de manera efectiva las necesidades de sus estudiantes en las tres áreas serán recordados por su inflexibilidad, deficiencias y fallas en lugar de su eficacia, visión de futuro y éxitos.

Los estudiantes necesitan líderes universitarios que no solo reclamen innovación, agilidad y flexibilidad en sus planes estratégicos, sino que necesiten líderes que demuestren esas cualidades abordando de manera completa y entusiasta las necesidades de preparación laboral de sus alumnos. Desafortunadamente, muchos estudiantes universitarios ven líderes que aceptan e incluso fomentan esfuerzos de preparación de empleo insuficiente, insuficientemente financiados, sin inspiración y muy limitados que llegan a muy pocos estudiantes y obligan a muchos buenos estudiantes a ingresar al mercado laboral sin preparación para competir por empleos que pagan una tasa de vida . Para que un gran número de estudiantes encuentre éxito en el empleo, toda la comunidad universitaria debe unirse para proporcionar la información, la capacitación y la orientación que se necesitan. ¿Eso pasa en tu universidad?

Se espera que los líderes universitarios anticipen y se ajusten a las necesidades cambiantes de los estudiantes. Ayudar a un gran número de estudiantes a prepararse para su búsqueda de empleo en el último año es una parte importante del trabajo. Cuando dos tercios (o más) de sus estudiantes no saben cómo prepararse y llevar a cabo una búsqueda de trabajo integral y efectiva y no han hecho las cosas que los empleadores necesitan, desean y esperan, algo está terriblemente mal.

La voluntad de los líderes de la universidad de hacer un esfuerzo adicional y ayudar a los estudiantes a iniciar sus carreras con éxito siempre se verá como un gran valor añadido para la experiencia universitaria. Las universidades, incluso aquellas con programas académicos encomiables, ya no pueden ignorar lo que es obvio para los estudiantes y los padres. Los estudiantes quieren y necesitan buenos trabajos cuando se gradúan. Es hora de que los líderes de la universidad den un paso adelante, reconozcan la necesidad y aborden esa necesidad con entusiasmo y determinación.

Universidad
Universidad

Bob Roth, un reclutador anterior del campus, es el autor de cuatro libros: Compañero del estudiante universitario, Éxito universitario: Consejos para padres de estudiantes de secundaria y universitarios, Guía del estudiante universitario para aterrizar Un gran trabajo y las 4 realidades del éxito Durante y después de la universidad. Conocido como el Entrenador de “Éxito universitario y profesional”, Bob escribe artículos para las oficinas de servicios universitarios de carrera, periódicos de campus, asociaciones de padres y sitios web de empleo. Bob creó The Job Identification Machine ™, un sistema que utilizan las universidades para identificar miles de oportunidades de empleo para los estudiantes. Ha sido entrevistado en numerosos programas de radio en todo el país y en numerosas publicaciones, incluidos los EE.UU. Noticias y World Report y The Wall Street Journal.