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A N N A R B O R . Ml 4 8 1 0 8 18 B E D F O R D RO W. L O N D O N WC 1 R 4 L J , L N O L A N D 7917788 5M IT H* CAM ILLt D. A STUDY CF SELECTED CAREER RESOURCE CENTERS IN THE BIG TEN UNIVERSITIES WITH EMPHASIS ON MICHIGAN STATE UNIVERSITY. MICHIGAN STATE UNIVERSITY, PH.D., University Microfilms International 300 N ZEEB R O A U . A N N A R B O H . M l 48106 @ CAMI LLE 1978 D. S MI T H ALL RIGHTS RESERVED 1978 A STUDY OF SELECTED CAREER RESOURCE CENTERS IN THE BIG TEN UNIVERSITIES WITH EMPHASIS ON MICHIGAN STATE UNIVERSITY By Camille Smith A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Higher Education 1978 ABSTRACT A STUDY OF SELECTED CAREER RESOURCE CENTERS IN THE BIG TEN UNIVERSITIES WITH EMPHASIS ON MICHIGAN STATE UNIVERSITY By Camille Smith The purposes of this study were: to define the Career Resource Center, to review the circumstances leading to its formal appearance on the academic scene, to describe its functions, and to analyze the effects of its functions. Career Resource Centers at four Big Ten Universities and one satellite campus were studied on site: University of Illinois - Chicago Circle Campus, Indiana University, Michigan State University, University of Michigan, and University of Minnesota. Several simultaneous developments in the 1970' s led to the formal organization of Career Resource Centers on campuses of higher education as a unit for delivering career-related services. These included the complex shifts that were taking place in the labor market for college graduates, the changing patterns of participation in higher education, and increasingly scrutinized accountability at most universities and colleges in the United States. In these years, more than ever before, degree programming was being challenged as to its relevancy to the job. Career Resource Centers range in size from very small closet operations to large sophisticated systems. Services vary depending upon budget allocation and departmental affiliation, but can include the collection and dissemination of career-related materials, Camille Smith counseling, testing, placement, teaching, and the development of mate­ rials. In addition to providing direct services in an integrated fashion to students, Career Resource Centers also provide professional staff with supportive assistance for a variety of educational programs. Coordinators of existing Career Resource Centers generally agree that they have a two-fold responsibility: (l) to assist students and staff in the effective use of career resources, and (2) to seek institu­ tional changes that will enhance the career development of students in positive ways. At Michigan State University all class ranges and student age groups were represented by students who used the Career Resource Center. On a proportional basis, freshmen, sophomores and juniors were more inclined to use the Career Resource Center while seniors and graduate students were less Inclined. Females showed slightly more interest in using the services than did males. Main concerns of students included job market trends, and indecision concerning choice of college major. Eighty-three percent of the students surveyed who used the Michigan State University Career Resource Center indicated they found the services helpful to them. A model Career Resource Center proposed by the author and endorsed by all Career Resource Coordinators interviewed included these features: operates as a separately budgeted unit? reports at the highest possible administrative level; works cooperately with both the academic and student affairs units; chairs an all-university Career Council; consults an Advisory Committee comprised of both university staff and community employers; serves as a clearinghouse for career-related matters; conducts research; enlists faculty assistance to infuse career development factors Camille Smith into academic system; develops materials stylized for population served; provides a compendium of referral and information resources; establishes and maintains a computerized educational, and occupational information system; offers professional development workshops; maintains a telephonebased service; employs both professional, and paraprofessional help. That the Career Resource Center is viewed as a key element in any comprehensive career development program at institutions of higher learning throughout the United States is certain. concept resides in this: The value of the Career Resource Centers do not rely on the willingness of counselors to do vocational counseling nor on their skill in locating and using vocational information; instead such centers develop new interventions and innovative means of collecting and dis­ seminating career-related materials— a hopeful sign for broader, more varied and improved career development services to students everywhere. The author concluded that there are promising indications that the Career Resource Center concept may prove to be one of the most effective educational, strategies for promoting the career development of students in positive directions. ACKNOWLEDGMENTS With sincere appreciation to: Dr. Van Johnson, committee chairman, for his kindness, patience and professional counsel. Dr. Mildred. Erickson, Dr. Gloria Smith, Dr. Max Haines, Dr. Donald Grummon, the late Dr. William Sweetland, committee members, for their guidance, and for having faith in me. Dr. Cecil Williams, Counseling Center director, for his generous supportive assistance. Co-workers Nancy Greer, Laura Henderson, and Kay Holzhausen, for their very warm encouragement. Lila Argue, Ellen Betz, Louis Berman, Lois Fiedler, Charlene Fbllett, Gege Holden, Robert O'Neal, Deborah Orr May, and Jacqueline Thompson, for their time, kindness, cooperation, and interest as I gathered data for this study. My family, Pam, Cindy, and Dan, for their faith in me. Marie Savage, for her committment, cheerfulness, and very special friendship. My parents, whose belief in their children made all this possible. My friends, who helped me to enjoy life along the way.... because that is what life is all about. TABLE OF CONTENTS Page LIST OF TABLES O t t t « 0 » 0 0 0 0 0 0 * 0 0 0 « * » 0 0 0 Vli 0 Chapter I. INTRODUCTION OF THE PROBLEM . . . . . . . . . . . . . Statement of the Problem Objectives O o . o . . o Definition of Terms . . . Procedure . . . . . . . o Limitations . . o o o o . Overview . . . . . . o o II. III. REVIEW OF THE LITERATURE . . . . . . . o . o . . . . . o o . . . o . . o o o o . . . ... . . . . a . . o . . o . . o . . . . . a . . o . . o . . . . . o . . o . 1 6 7 8 10 1^ 15 . . . . . . . . . . . . . . . . . 17 The Use of Information in Career Counseling and Planning . . . . . . . . . . . . . College Graduates and Jobs . • Kinds of Career Resource Centers . . . . . . . . Junior and Senior High Schools . . . . . . . Community Colleges . . . . . . . o o . . . . Government Career Centers . . . . . . . . . . Community Career Centers . . . . . . . . . . Similarities and D i f f e r e n c e s .............. The Career Resource Center in Higher Education . Conclusion . o o o o . . o o . o u . . u . o . o 18 27 31 32 32 33 y+ 36 38 ^5 THE CAREER RESOURCE CENTER IN HIGHER EDUCATION: FIVE DESCRIPTIVE STUDIES . . . . . . . . . . . . . . University of Illinois, Chicago Circle Campus . . Indiana University at Bloomington . . . . . . . . University of Michigan at Ann Arbor . . . . . . . Michigan State University at East Lansing . . . . University of Minnesota at Minneapolis . . . . . Similarities and Dissimilarities . . . . . . . Summary . . . . . . . . . . . . . . . . . . . . . 51 53 62 78 86 99 108 Ill IV. THE CAREER RESOURCE CENTER: A STUDENT EVALUATION . . . . . . ........... 113 Student Survey ............... Method * « . . . . . « o o . . o . . . . Results ............. Discussion . . . . . . . . . 0 . . . . 0 . V. SUMMARY, CONCLUSIONS AND RECOMMENDATIONS • . . . . . . . . 123 Summary ........... The Elrst Research Question......... The Second and Third Research Questions . . . The Eburth Research Question . . . . . . . . The Fifth Research Question .............. The Sixth Research Question . . . . . . . . The Seventh Research Question . . . . . . . The Eighth Research Q u e s t i o n .............. The Ninth Research Question . . . . . . . . The Tenth Research Question .............. The Eleventh Research Question . ........ The Twelfth Research Question........... . The Thirteenth Research Question . . . . . . The Fourteenth Research Question .......... Conclusions ........... Recommendations ....................... SELECTED BIBLIOGRAPHY ............ . . . . . . . . . . . 0 0 . . . . . . . . . o . o o . . . . . . . . Appendix A Memo to Career Resource Center Directors . . Appendix B Study Participants/institutions . Appendix C Schedule of Personal Interviews . . . . . . . Appendix D Personal Interview Guide-Response Form . . . Appendix E Information Obtained from The Career Library, Student Counseling Service at The University of Illinois, Chicago Circle Campus ..................... v 123 123 124 125 126 126 127 128 129 130 131 132 132 133 135 140 142 Published Sources . . . . . . . . . . ....... Books . . . . . . . . . . . . . . . . . 0 . 0 Journal and Magazine Articles . . . . . . . Newspaper and Newsletter Articles . . . . . . Government Publications ............ Unpublished Sources . . . . . . . . . . . . . . . ....................... Papers APPENDICES 114 114 115 121 142 142 145 148 148 148 148 150 150 151 152 153 160 Appendix F Information Obtained From the Career Center, Indiana University at Bloomington . . . .............. . . . . . . Appendix G Information Obtained From Career Planning and Placement Office University of Michigan, Ann Arbor . . . . . . Appendix H Information Obtained From Career Resource Center, Counseling Center, Michigan State University, East Lansing . . . . . . . . . . Appendix I Information Obtained From the Occupational Information Library, Counseling Bureau At The University of Minnesota at Minneapolis. . vi 175 188 195 212 LIST OF TABLES Table Page 1. Sex of Career Resource Center Users . . . . . . . 115 2. Class Designation of Career Resource Center Users . . . . . . . . . . . . . . . 116 3. Source of Referral k. Reasons for Using Career Resource Center 5. Rsources Used . ...................... . .... ........... 6. Opinion of Resources . . . . . . . . . . . . . . 7. Plan on Returning to Career Resource Center . . . vii 116 117 118 119 119 CHAPTER I INTRODUCTION OF THE PROBLEM Fbr decades the American higher educational system has provided individuals with training and education promising opportunities for high earnings and occupational status. In the 1950's and the 1960's particu­ larly, the job market for college graduates was exceptionally strongs education was a major means to socioeconomic advancement and national economic growth. With a minority of young Americans attending college, and a growing demand for the educated, the financial rewards for the college graduate were great enough to stimulate increasing numbers to extend their education up to and beyond sixteen years of formal school­ ing. Spurred by the demand for college training, enrollments in colleges and universities increased at an unprecedented rate. With an occupa­ tional bull market, there was little incentive for anyone to examine the value of a college education. Whatever students were learning, it was paying off in excellent jobs for the graduates. Therefore, the doors of higher education opened even wider— to anyone who wanted to earn the credentials that might unlatch the future's golden door.^ This golden age of higher education collapsed at the outset of the 1970's with the subsequent withering of the college job market. As the Harvard economist, Seymour Harris, had predicted in 19^9» the ^Richard Freeman and J. Herbert Hollomon, "The Declining Value of College Going," Change 62 (September 1975): 2^-31. 1 2 growth and the expansion in the job market could not forever keep up with with the ever-growing influx of students into the nation's colleges and universities. 2 The market developments of the 1970's have not been simply cyclical, or temporary phenomenon. They represent a major break with the past. The shrunken college job market is a reflection of a gradual and con­ tinuing change that has been taking place in the ratio of the college 3 educated workers to the needs of the market place. Data published by the Bureau of Labor Statistics clearly shows the changes that have been taking place in the job market for college graduates. Over 30 percent of the graduating men and 25 percent of the women in the class of 1972 were holding nonprofessional, nonmanagerial jobs in the early 70 's, compared with just over 10 percent of graduates in similar status in the class of 1958* Between 1969 and 1974, the relative number of male college graduates working as sales persons and the proportion of female graduates employed in clerical positions both increased by 30 percent. Meanwhile the number of college graduates continues to increase; it is projected to increase by 9 million between 1975 and 1985, and /• 4 the number of persons with part college by about 6 million. 2 Seymour Harris, The Market Ftar College Graduates Harvard University Press, 1949). (Cambridge: 3 Richard Freeman, The Labor Market for College Trained Manpower (Cambridge: Harvard University Press, 1971)= 4 Ac J. Jaffe and Joseph Froomkin, "Occupational Opportunities for College Mucated Workers," 1950-75» Monthly Labor Review 101 (June 1978): 19. 3 If the U.S. Bureau of Labor Statistics estimates that a high school education will be sufficient for 8 out of every 10 jobs during the 1970’s,^ and yet today more than one-third of the 18 to 21 age group is in college at any one moment of time, and one-half attend college at some point,^ the implications of the job situation for college students is serious. The realistic problem for the coming years will be the necessity for the absorption of many college-educated persons into jobs which have not traditionally been filled by such persons. Some of the absorption of college graduates into the labor market will be relatively easy because some jobs will be upgraded. However, for those jobs that cannot be upgraded, somewhere in the vicinity of one to one and a half million college-educated persons will face frustrating experiences. In conjunction with the turn-around in the job market and the record number of students receiving college degrees, there has been a growing public demand nationwide that steps be taken to improve the flow of current occupational information and that such information should be made available promptly to students who are planning their educational programs in anticipation of their life careers. Part of Recommendation 35 by the Carnegie Commission on Higher Education (April 1973) states, •^Russell B. Flanders, "Employment Patterns for the 1970s," Occupational Outlook Quarterly 1^ (Summer 1970): 2-5. ^Carnegie Commission on Higher Education, College Graduates and Jobs: Adjusting to a New Labor Market Situation (New York: McGraw-Hill: 1973) P. 2. "If we are to rely in large part on the sensitivity of student choices of fields to occupation shifts, we need to provide students with the best possible information." 7 The career development of college students requires that they have the opportunity to learn how to obtain and process information about themselves, their values, interests and abilities, and about occupa­ tional and educational options. It requires that students learn to evaluate options and develop the sense of self-direction which will facilitate realistic life-long planning. For the majority of students, career planning is a very bewildering process. A 1976 Michigan A.G.T. Secondary School Study revealed that 71 percent of the college-bound students surveyed indicate their strongest need is help with career planning. Eight studies conducted on the University of Minnesota campus since 1970 indicate that a majority of students— as many as 80 percent g in some instances— need more help with their career and/or job plans. The findings of these surveys are not surprising to university staff members throughout the country who are deluged by student demand for career development services. The economic conditions of the 7O's, the confusing array of educational options, forecasts for the future, plus a de-emphasis on the necessity for a college degree— all these are producing higher levels of educational and career undecidedness among college students than ever before. 7Ibid„, pp. 185-188. g "Proposal: A Coordinated Plan for Career Development for the University of Minnesota," (May 1977)• Unsigned paper provided by ELlen Betz, Counseling Bureau, University of Minnesota at Minneapolis. 5 Colleges and departments, as well as student services divisions are recognizing the importance of improving career resource services for students and are attempting to increase their programs in this area,. But expansion of fragmented services in colleges and universities is bringing its own problems, particularly the need for effective coordi­ nation and quality control. Informational resources developed by various units are not shared across colleges because of the absence of coordina­ tion, lack of time, the demands of other assignments, and the geograph­ ical dispersion of the various offices. In addition, many staff members are not specifically trained for the career resource services they are attempting to provide. 9 More and more people today are beginning to realize that we all swim in a sea of information, whose organization and management are critical to effective operation. This realization provides breadth of opportunity for, regardless of the state of the economy, good manage­ ment of information means better utilization of human skills and abilities and more efficient use of resources.^ Up to the 70 ’s the collection and dissemination of career-educa­ tional information was an informal situation in most institutions of higher learning tended by interested staff members. With the continued growth of higher education, with the technological changes, with the accompanying proliferation of career information materials, and with the 9Ibid. ^Robert S. Taylor, "Information Specialists An Emerging Profes­ sion," Journal of College Placement XXXVI (Winter 1976): 44— 47° 6 federal Department of Health, Education and Welfare's announcement of the Career Education Movement in 1971 (Sidney Mar land) the formal organization of the career center emerged as a necessary condition for the effective career development of students in higher education. Although the formal career center concept has gained acceptance as a vital educational method for providing information and service to people who are involved in career planning, a need remains for field studies which describe the organization, implementation and evaluation of existing Career Resource Centers on college campuses. Indications are that during the next few years a substantial number of colleges and universities will establish Career Resource Centers, even though the concept is ambiguous because it has not been fully defined or systematically studied. EJven the scant amount of literature on the subject of Career Resource Centers in institutions of higher learning gives evidence of divergent thinking. for more information. In short, there is a pressing need This study was conducted to provide such informa­ tion, as is indicated in the statement of the problem and related objectives. Statement of the Problem The problem on which this study is based is four-fold: define the career resource center, 2) to review the circumstances leasing to its formal appearance on the academic scene, the functions, and l) to 3) to describe to analyze the effect of the functions. "^Sidney P. Marland, Jr., Career Education: A Proposal for Reform (New York: McGraw-Hill, 197^). 7 Objectives Because the study is descriptive in nature, research questions rather than hypotheses were used as a guide in collecting and analyzing data. As objectives to be pursued, the following questions were formulated: 1. What are the characteristics of a Career Resource Center? 2. How was the Career Resource Center organized? 3. To whom is the Career Resource Center responsible? 4. What are the similarities and dissimilarities of selected Big Ten campus Career Resource Centers? 5* What conditions and events brought the Career Resource Center into existence in higher education? 6. How prevalent is the Career Resource Center in American higher education? ?• What kinds of concerns do students bring to Career Resource Centers? 8. What are the similarities and dissimilarities of the central campus Career Resource Center and other college unit Career Resource Centers? 9= What are the similarities and dissimilarities of the campus Career Resource Center, public school, community, government, and private agency Career Resource Centers? 10. How is the effectiveness of the Career Resource Center concept assessed? 11. How do students who use Career Resource Centers assess the effectiveness of the resources? 12. How do Coordinators/Directors of Career Resource Centers assess the effectiveness of the contributions of the Center? 13. What functions (services and goals) do Career Resource Center Coordinators/Directors see as theirs? l^o Can a model be developed for an exemplary Career Resource Center, with adaptations to meet the specific needs of the particular institution? 8 Definition of Terms Before moving to the procedures that were followed to pursue the objectives listed above, it is helpful to define several terms to be used throughout the remainder of the study. Big Ten Universities - University of Illinois (Ur bana-Champaign, Chicago Circle), Indiana University (Bloomington), University of Iowa (Iowa City), Michigan State University (East Lansing), University of Michigan (Ann Arbor), University of Minnesota (Minneapolis), Northwestern University (Evanston, Illinois), Ohio State University (Columbus), Purdue Univer­ sity (West Lafayette, Indiana) University of Wisconsin (Madison). Career is defined t}y Kenneth Hoyt, director of the United States Office of Career Education, as a developmental concept beginning in the very early years and continuing well into the retirement years. It is the composite of an individual's various life roles— as a student, worker, family member and citizen. Career Advising refers to the process of translating career choices into educational goals/programs and relating academic curricula to career opportunities. Career Brief refers to an abbreviated description of one particular occupation. Career Counseling refers to the psychological procedures used in helping a student with his/her recognition of capabilities, interests, and values. Career Eiucation is the totality of experiences through which one learns about and prepares to engage in work as part of his or her way of living. Career Planning refers to the process of relating the outcome of selfassessment to information currently available about the world of work. 9 Career Resource Center is an educational method for providing careerrelated services in an integrated fashion to a diverse population in various life-role stages. May also be known as a Career Resource Center, Career Library, Occupational Library, Career Resource Library, and Career Center. Computer-Assisted Guidance refers to the capability of an automatic electronic machine to simulate the function of the counselor in vocational counseling. Counseling refers to assisting students in dealing with emotional or psychological adjustment problems. Referral Services refers' to the process of identifying personnel who can assist individuals who have specific concerns. Respondents - The staff of the Career Resource Centers of the Big Ten Universities who participated in the descriptive study. Student Affairs Division - A major administrative sub-division of a university that is responsible for assisting students with personal and social matters while they are attending the university. These functions include counseling, career planning and placement, housing, and financial aid. Student Assessment refers to an appraisal of services as determined by the students. Work is defined by the United States Office of Career Education as conscious effort, other than that whose primary purpose is either coping or relaxing, aimed at producing benefits for oneself and others. The next step is to describe the procedure used to gather infor­ mation needed to pursue the objectives of this study. 10 Procedure The purpose of this study was to describe the Career Resource Center as it exists today. The descriptive method of research was vised. A descriptive study is concerned with the conditions or relation­ ships that exist, opinions that are held, processes that are going on, effects that are evident, or trends that are developing. It is primarily concerned with the present, although it often considers past events and influences as they relate to current conditions. 12 The object of descriptive research is to determine "the nature of prevailing conditions, practices, and attitudes . . . seeking accurate descriptions of activities, objects, processes, and persons . . . "13 Because the goals of this type of research fit the goals of this study, it seemed most appropriate to employ this design of descriptive research for surveying and examining the organization of the Career Resource Center as it exists today on five selected campuses. Materials studied included Educational Resources Information Center (ERIC) articles, Dissertation Abstracts, books and periodicals on file at Michigan State University Library, written correspondence from professional colleagues, unpublished papers and speeches, reports of professional association and workshop meetings and seminars attended over a period of seven years, written records and reports including those of personal interview and on-site visits. The focus of the study was on the Career Resource Centers of five selected Big Ten Universities including one satellite campus. N.J.: John W. Best, Research in Educationf 3^ Prentice-Hall Inc., 1977), p. Il6 , 30 ed.j Englewood Cliffs, Deobold B. Van Dalen and William J. Meyer, Understanding Educa­ tional Research, An Introduction (New York: McGraw-Hill, 1962), p. 203. 11 A memo was sent to each of the Big Ten Universities asking each to reply to seven questions: lo Career Resource Center Affiliation 2o Date Career Resource Center services were initiated 3. Number of full-time staff members Number of part-time staff members 5« Yearly budget 6. Number of students who use services annually 7° Functions of Center Nine out of the ten Big Ten Universities replied, and the selec­ tion of five was made on the basis of length of existence, functional diversity, affiliation, and budget allocation. The attempt to cover a broad range of services from a closet operation to a separately budgeted administrative unit was considered. Those selected included: olis, l) University of Minnesota at Minneap­ 2) Indiana University at Bloomington, at Ann Arbor, 3) University of Michigan University of Illinois - Chicago Circle Campus, and Michigan State University. Because the formal existence of organized career resource centers is a new and growing concept, and no accurate listing is yet available, little could have been gained by attempting to use random sampling. Non-random sampling was considered more advantageous because it allowed concentration on a variety of approaches Big Ten institutions have taken in implementing Career Resource Centers. Although no clear-cut infer­ ences can be made from such interview findings, carefully considered l^f generalizations are not invalid0 1^ David R. Krathwolh, How to Prepare a Research Proposal (Syracuse, N.Y«: By the Author, Syracuse University, 1966), p. 32. 12 Tape recorded on-slte Interviews with the staff involved with these career resource centers provided the data summarized in Chapter III. 15 16 As Goode and Best have pointed out, the face-to-face interview offers advantages over the mailed questionnaires more willing to tali than they are to write; (l) people are usually (2) confidential informa­ tion may "be obtained which might not be obtained otherwise; (3) the interviewer has the opportunity to explain more clearly what information is needed; (4) clarifying questions can be asked if the interviewee does not understand the question; and (5) the interviewer can stimulate the interviewee to respond with further insight into significant experiences. The disadvantages of the personal interview involve travel and interview time, cost, and interviewer bias. In comparative studies on the cost of mailed questionnaires and interviews, it was found that the personal interview cost was sixty times greater than the mailed questionnaire cost.'*'® Considering the possibility of the constant danger of interviewer bias, it was noted that errors introduced by the interviewer may be of ^Carter V. Good, Essentials of Eiucational Research (New York: Appleton - Century - Crofts, 1966), p. 229. ■*"®Best, Research in Mucation, pp. I82-I83. 17 Good, Essentials of Biucational Research, p. 229. 18 Olive A. Hall, Research Handbook for Home Economics Education (Torrance, Calif.: Burgess Publishing Company, 1967), p. 98. 13 several typest omitting a question, rewording questions, giving insuf­ ficient time for a respondent to express his ideas, falling to probe when necessary or to probe adequately, not listening carefully, giving one's own interpretation of what the respondent says, using inadequate or inappropriate motivation, and actually cheating in recording answers to questions not asked. 19 To ensure accurate recording of all responses in this study, each interviewee granted permission to the interviewer for a tape recorded review. An additional emphasis in the study, as indicated in the title, is on Michigan State University, where a sampling of students who used the Career Resource Center was surveyed. This operation was chosen for review because it was the only Career Resource Center studied that had conducted a student assessment. A total of over 6000 students use the Career Resource Center at Michigan State University each year, and while formal surveying is not a continuous project, it is done for a protracted amount of time each year. Surveys from the academic years 1976-1977 and 1977-1978 were tabulated. A total of 855 students were surveyed in 1976-1977 and a total of 648 students were surveyed in 1977-1978. Any attempt to take a random sample from all these students would have been complicated by the fact that many students return many times to use the Career Resource Center. Also it is difficult to control traffic to the point of using random sampling when many staff members are involved in many tasks. Such an approach probably would have resulted in a low response and in a biased sample. 19Ibid. 14 Consequently, the decision was made to sample with certainty and thus to eliminate sampling error, recognizing that errors attributable to non-sampling factors (e.g., non-response) would not be eliminated. Questionnaires were given to most students using the Career Resource Center during the selected sampling times. Chapter IV. Findings are reported in The questionnaire given to students is reproduced in Appendix H. Before reporting and analyzing the information gathered in succeed­ ing chapters, it is important to specify some of the limitations imposed by the procedure that was adopted. Limitations As with all research efforts, this study has limitations. No attempt was made to obtain detailed information on all existing Career Resource Centers. Also, student reaction to the Career Resource Center was not assessed anywhere except at Michigan State University. Finally, no systematic attempt was made at any institution to determine attitudes held by faculty and administrators concerning the effectiveness of the Career Resource Center. Because of the limited samples used for this study, interpretation of the findings should be kept in proper perspective. It is to be expected that similar studies involving other institutions of higher education might yield completely different results. Therefore, it is not claimed that the data obtained from this study presents the state of the art of Career Resource Centers in institutions of higher education throughout the United States. Nevertheless, information presented in the succeeding Chapters may be useful in the adaptation of the Career Resource Center concept to 15 other colleges and universities who are channeling efforts toward pro­ viding students with more career exploration and planning experiences in order that they may have better chances of career placement after graduation. To some extent, therefore, the findings of this study may have broad application, modified to meet the particular circumstances of each situation. OVERVIEW The Career Resource Center has been identified as a vital educa­ tional method which colleges and universities are adopting in increasing numbers to provide students with more career exploration and planning experiences in order that they may be better prepared for career placement after graduation. 20 A need for a plan which outlines the organiza­ tion, implementation and evaluation approaches in a university setting is established as the basis for this descriptive study. To prepare a foundation for the succeeding chapters, the problem to be examined has been identified, terms defined, objectives stated, procedure described and limitations recognized. The second chapter is a review of professional and research liter­ ature regarding the development of career resource centers in higher education. References to selected literature concerning the history, place and importance of information in the total career development process are included. The chapter concludes with a summary of the Career Resource Center concept in theory and practice. 20 Valija Axelrod, Harry Drier, Karen Kimmel, and Judith Sechler, "Career Resource Centers," Developed for Career Planning District #6 in Michigan (Columbus, Ohio,: Ohio State University. The Center for Vocational Education, 1977)• 16 Information obtained from on-site interviews with Career Resource Center personnel and data is presented in the third chapter and Appendices E, F, G, H, and I. Data collected in a survey of students who have utilized a Career Resource Center is reported in the fourth chapter. The study is concluded in Chapter V . Before specific inquiries regarding the campus career resource center can he answered, an adequate understanding of the importance of information in the career development process is necessary. pertinent literature is reviewed in the next chapter. Therefore, CHAPTER II REVIEW OF THE LITERATURE In the previous chapter the Career Resource Center was identified as an emerging educational method for providing information and services in an integrated way to individuals who are seeking to make realistic, and satisfying, career decisions. It was indicated, however, that there is, as yet, no clear understanding or agreement regarding the place and function of a Career Resource Center in higher education even though a number of institutions have established Career Centers and others are moving in that direction. The need for more descriptive information was cited as the main purpose of the study. In order to assimilate existing information, related literature is reviewed in this chapter. Surveyed in the first section are selected references from the historical perspective about career information in counseling and career planning. In the second section recent literature concerning college graduates and jobs is considered. Written materials dealing with Career Resource Centers in various environments and the Career Resource Center in higher education are examined in the third and fourth sections. The final section is a summary of the Career Resource Center concept in theory and practice. 17 18 The Use of Information in Career Counseling and Planning During the past century vocational theorists have endeavored to articulate the use of occupational information in the career development process. Among the recognized authorities in the field is Frank Parsons who is generally credited with initiating systematic guidance counseling in the schools throughout the United States in the early 20th Century. In his classic book, Choosing a Vocation. Parsons outlined his conception of vocational guidance in the following statements "In a wise choice there are three broad factors: l) a clear understanding of yourself, your aptitudes, abilities, interest, ambi­ tions, resources, limitations, and their causes; 2) a knowledge of the requirements, and conditions of success, advantages and the disadvan­ tages, compensation, opportunities, and prospects in different lines of work; 3) true reasoning on the relations of these two groups of facts."'*' These three tenets of vocational guidance can be simply stated ass 1) appraisal of values, interests, and abilities of the individual; 2) collection of appropriate occupational information; and 3) counseling• In harmony with Parsons' ideas, the schools in the early part of the twentieth century put heavy emphasis on the incorporation of occupa­ tional information into the curriculum. Courses in occupations frequently appeared. ■*"Frank Parsons, Choosing a Vocation (Boston: 1909), p . 5. Houghton Mifflin, 19 In 1918 the committee on Vocational Guidance of the Commission on the Reorganization of Secondary Education of the National Education Association, with Prank Mitchell Leavitt as chairman, proposed the offi­ cial National Vocational Guidance Association definition of vocational guidance: "Vocational guidance should be a continuous process designed to help the individual choose, to plan his preparation for, to enter upon, and to make progress in an occupation. Furthermore . . . vocational guidance, properly conceived, organizes school work so that the pupil may be helped to discover his own capacities, aptitudes, and interests, may learn about the character and conditions of occupational life, and may himself arrive at an intelligent vocational decision." 2 The career development approach was part of the curriculum although the role of the counselor was recognized as something of a psychologist, but also a sociologist, an economist, and, most of all, an educator. In general, it is probably fair to say that in the years from Parsons to the time of World War II guidance in the schools emphasized giving information about occupations through integration in the curriculum. 3 Brewer, too, thought "the opportunity to learn living in k the laboratory of life" was best approached through the curriculum. National Education Association, Department of the Interior, Bu­ reau of Education, "Vocational Guidance in Secondary Education, A Report of the Commission on the Reorganization of Secondary Education (Washington, D.C.: Government Printing Office, 1918): Bulletin No. 19. 3 ^Carroll H. Miller, "Historical and Recent Perspectives on Work and Vocational Guidance," in Career Guidance Etar a New Age, ed. Henry Borow (Boston: Houghton Mifflin, 1973)» PP* 9-10« ^J. M. Brewer, Education as Guidance (New York: P. 3 ‘ Macmillan, 1932), 20 Counseling and psychological analysis of1 the individual was often dis­ cussed but was seldom an important part of guidance programs in educa­ tional institutions. This was the day of the teacher-counselor. Vocational guidance in relation to vocational education in the early 20th Century deserves special comment because preparing students to enter the labor market with salable skills, even then, emphasized a "tryout-through-training' approach. It was natural, therefore, that much importance was placed upon occupational information— again in an integrated approach through both the curriculum and the work-study experience. The George Deen Act of 1938 which permitted the use of federal funds for the training and support of vocational counselors was the first national recognition of the counseling profession. In the 19^0's several conferences were held under the auspices of the United States Office of Education leading to the statement of "Life Adjustment Education," which was defined as "that which better equips all America's youth to live democratically with satisfaction to them­ selves and profit to society as homemakers, workers, and citizens."^ Prior to these developments in the field of vocational education another important event occurred. The first edition of the Dictionary of Occupational Titles was published in 1939» which introduced an innovative way of collecting information about occupations. "In general, no new concept of vocational guidance emerged from vocational education. Rather, a highly objective kind of vocational "Report of the National Conference on Life Adjustment Education, Chicago, October 16-18," (Washington, D.C.: United States Office of Education, November 1950)» Mimeographed. 21 information was emphasized, appraisal of the individual remained a lim­ ited enterprise, counseling was still strongly directive and advice giving, and research continued to center about occupational surveys and follow-up studies."^ Thus, Parsons' conception of vocational guidance continued as a dominant influence until about the time of World War II. Then, new voices began to be heard in the field of vocational counseling. Hoppock, commencing with his 1950 presidential address to the National Vocational Guidance Association (NVGA), became a leading spokesman, emphasizing strongly the need for individuals to have access to good, accurate, up-to-date career-educational information, and urging counselors to become more proficient in the information sector of counseling. Hoppock highlighted the central importance of occupational information in both career choice and counseling. most noted book on occupational information, 7 In addition to his Robert Hoppock authored many articles on guidance, job satisfaction and occupational information. Up to World War II, counseling centers were relatively non-exis­ tent in both the public education system and on college campuses through­ out the United States. However, with the return of veterans who, aided by federal tuition grants, began to flood the nation's colleges, efforts to provide comprehensive counseling services to them were initiated. Three new lines of thinking emerged from these efforts: "the increasing ^Miller, p . 11. 7 Robert Hoppock, Occupational Information: Where to Get It and How to Use It in Counseling and in Teaching (New York: McGraw-Hill, 1957) • 22 recognition of the basic importance of personality dynamics in voca­ tional developments; the emergence of the developmental view of the Q individual; a reconsideration of the meaning of work." Changes were also appearing in the area of occupational information. The first Occupational Outlook Handbook (19*+5) was published as a much needed informational tool to be used as a manual by the Veterans' Administration in counseling World War II veterans. The Department of Labor's decision to issue it for general use in vocational guidance was spurred by an NVGA resolution urging that this be done.^ The 1956 edition of the Dictionary of Occupational Titles gave greater status to the worker as a human being than was given in the 1939 edition. Along with the dictionary, the United States Employment Service published the results of an extensive study of estimated worker trait requirements.^ In addition to the Department of Labor's Bureau of Labor Statistics assuming the task of providing occupational information to its citizens, many commercial companies became alerted to a new growth industry— that of the collection and dissemination of information. Some of the early business entrepreneurs in the field included Science Research Associates, Institute for Research, and Chronicle Guidance. Q Miller, "Historical and Recent Perspectives," pp. 9-10. 9 Helen Wood, "Occupational Outlook Information: "Its Challenges in Vocational Guidance," Vocational Guidance Quarterly 23 (June 197*+): 301. ^ Estimates of Worker Trait Requirements For ^,000 Jobs As Defined in the Dictionary of Occupational Titles (Washington, D.C.: Government Printing Office, 195^)• 23 Among the individuals in the counseling profession who have made significant contributions to the occupational information field ares Gelatt, Varenhorst, Feingold, Clark, Levine, Samler, Sinick, Crites, Goldman, Patterson, Rusalem, Isaacson, Norman, Martin, LeMay, Warnath, Thompson, Overs, Norris, Hatch, Zeran, Stewart, Thoresen, Krumboltz, Baker, and Reardon. Gelatt, Varenhorst, and Carey, 11 and Feingold 12 have emphasized the importance of information in the decision-making process. Gelatt and Levine 13 Clark, contend that the greater the knowledge students have concerning the possible sequences of experiences that lead from their present situation, the more likely they are to make a good decision. Frank Parsons describes use of information as the second most essential step in functional counseling. 14 Samler believes that information should be used for self-explora­ tion and self-understanding.^ However, Samler also points out that one of the major problems counselors have with occupational information is H. B. Gelatt, Barbara Varenhorst, and Richard Carey, Deciding and Deciding: A Leader’s Guide (New York: College Entrance Examination Board, 1972). 12 S. Norman Feingold, "New Trends in Guidance," Counselor1s Information Services 24 (June 1969): 1-9» 13 -'Robert Clarke, H. B. Gelatt, and Louis Levine, "A DecisionMaking Paradigm for Local Guidance Research," Personnel and Guidance Journal 44 (September 1965): 40-51. 14 Parsons, Choosing a Vocation, p. 5« 15 Joseph Samler, "Occupational Exploration in Counseling: A Proposed Reorientation," in Man in a World of Work, ed. Henry Borow (Boston: Houghton Mifflin, 1964), pp. 411-413. 24 the poor quality of materials produced. He decries the fact that the bulk of available occupational information emphasizes job analysis and Economic Mas almost to the exclusion of the needs of Psychological Man."^ Sinick,^ and Grites"^ have observed that of all the methods of career counseling, the use of occupational information has been the most inarticulate; this is one of the professional competencies identified as needing professional preparation. Leo Goldman has stated: "If counselors don’t use the most com­ plete and up-to-date appraisal and environmental information possible, they are neglecting to provide their clients with one of the important elements of a good plan or decision." 19 Patterson notes that individuals need occupational information to help clarify intended goals. 20 Rusalem identifies the exploratory and verification uses of information which help to stimulate further thoughts and to clarify feelings. 21 ^Joseph Samler, "Psycho-Social Aspects of Work: A Critique of Occupational Information," Personnel and Guidance Journal 39 (February 1961): 465. 17Daniel Sinick, "Occupational Information in the Counseling Interview," Vocational Guidance Quarterly 4 (Summer 1956): 145-149. 18John 0. Crites, "Career Counseling: A Comprehensive Approach," The Counseling Psychologist 6 3 1976: 8. 19 Leo Goldman, "Information and Counseling: A Dilemma," Personnel and Guidance Journal 46 (September 1967): 42-46. 20 Cecil Holden Patterson, "Counseling: Self-Clarification— the Helping Relationship," in Man in a World of Work, ed. Henry Borow (Boston: Houghton Mifflin, 1964), pp. 434-459- 21 Herbert Rusalem, "New Insights on the Role of Occupational Information in Counseling," Journal of Counseling Psychology 1 (Summer 1954): 84-88. 25 Isaacson has identified four major functions for the use of career information in counseling: (l) motivational, which encourages and stimu­ lates the counselee in vocational planning} (2) the instructional aspect which informs the client about the occupation being discussed} (3) the adjustive aspect which helps the counselee develop a more appropriate balance between self and tentative career plans; and (4) the distribu­ tive aspect which focuses on the client's entrance into placement activity.^ Norman, 21 Martin, 24 2*5 LeMay and Warnath have all addressed the topic of the importance of easy access to occupational information. Albert Thompson has classified the various methods by which individuals 26 might obtain information and Overs describes "covert information" an realistic information the individual obtains by seeking out contacts with a variety of people. 27 Tjee E. Isaacson, Career Information in Counseling and Teaching, 3rd ed.; (Boston: Allyn and Bacon, 1977)1 PP» 484-488. ^•^Russell P. Norman, "The Use of Preliminary Information in Vocational Counseling," Personnel and Guidance Journal 46 (March 1969): 693-697. 24 Ann M. Martin, "The Theory and Practice of Communicating Educational and Vocational Information," Guidance Monograph Series (Boston: Houghton Mifflin, 1971). ^-^Morris L. LeMay and Charles F. Warnath, "Student Opinion on the Location of Occupational Information on a University Campus," Personnel and Guidance Journal 45 (April 1967): 821-823. 26 Joseph W. Hollis and Lucile V. Hollis, Personalizing Information Processes: Educational, Occupational, and Personal-Social (New York; Macmillan, 1969)• 27 Robert P. Overs, "Covert Occupational Information," Vocational Guidance Quarterly 16 (September 1967): 7-12. 26 Principles for using information in career counseling have been identified by several authorities: Norris, Hatch, Zeran, 28 Isaacson, 29 and Hoppock,^ and modeling procedures in the art of information-seeking statements have been reported by Stewart, Varenhorst, 32 and Krumboltz and Baker. 11 Thoresen, Krumboltz, and 31 Reardon advocates that high priority be given to increased use of 3 /4. information in the counseling process, and offers a conceptual frame­ work for the counselor's use in creating information systems to promote the career development of college students. 15 pQ Willa Norris, Franklin R. Zeran, Raymond N. Hatch and James R. Engelkes, The Information Service in Guidance: For Career Development and Planning (Chicago: Rand McNally, 1972). 29Isaacson, Career Information in Counseling and Teaching. 10 ^ Hoppock, Occupational Information. •^Norman Stewart, "Exploring and Processing Information About Educational and Vocational Opportunities in Groups," in Behavioral Counseling: Cases and Techniques, eds. John Krumboltz and Carl Thoresen (New York: Holt, Rinehart and Winston, 1969), pp. 211-234. 12 Carl Thoresen, John Krumboltz and Barbara Varenhorst, "Sex of Counselors and Models: Effect on Client Career Exploration," Journal of Counseling Psychology 14 (November 196?): 503-508. 11 -^John Krumboltz and R„ Baker, "Behavioral Counseling for Vocational Decisions," in Career Guidance for a New Age, ed. Henry Borow (Boston: Houghton Mifflin, 1973), PP. 235-270. 14 •^Robert C. Reardon, "Using Information in Career Counseling," in Facilitating Career Development: Strategies for Counselors, eds. Robert Reardon and Harman D. Burck (Springfield, Illinois: Charles C. Thomas, 1975)> PP° 37-50. 15 Robert C. Reardon, "The Counselor and Career Information Services," Journal of College Student Personnel 14 (November 1973): 495-499. 27 This "brief summary constitutes the highlights of the place that information has occupied in counseling and guidance from the days of Parsons (1909) to the present (1978). College Graduates and Jobs In the past few decades labor market patterns have changed so rapidly that counselors can no longer depend upon their own work exper­ iences, nor on their own personal endeavors of collecting information to assist students in finding satisfying career paths. Many of these changes have been drastic and had far reaching effects. This section will illustrate some of the changes which carry implications for the use of information in career counseling and guidance. From 19^5 to about 1965$ the labor market in the United States was elastic enough to soak up the ever-burgeoning supply of educated workers. To meet this demand, all the stops were pulled out in the early 1960's; public policy was geared to increase the number of educated workers at almost any cost. Teachers, engineers and scientists, research personnel, and Ph.D.s were turned out in abundance. Such activity was justified by the patriotic appeal to beat the Russians to the moon. Ben Wattenberg calculated that during the sixties America built a new junior college every ten days.^ James O'Toole, "The Reserve Army of the Underemployed," Change 7 (May 1975): 27. 28 Between 1950 and. 1970, the civilian labor force increased by kb percent, from 59 to 85 million, while the number of workers who had at least some college education quadrupled from 7 to 28 million. 37 Despite the increase in the number of college graduates, 7 out of 10 male graduates who entered the labor force during that period obtained a high paying job. No socio-economic trend runs on eternally. From 1970-75, when the number of graduates grew another 5*2 million, the proportion of those who entered the labor force declined to 6 in 10. The decline in employ­ ment was even more severe for younger college graduates, presumably those without a graduate degree; only half of these obtained higher paying jobs. The dearth of teaching jobs provided only 1 in 10 openings from 1970-1975 whereas it had provided 1 job in 5 for all male graduates in the previous decade. This change was responsible for the decline in the quality of jobs for new entrants of all ages.38 Another change that had serious consequence for the job market and college students was the stringent governmental cutbacks in the defense and space programs which, in turn, cut enrollments in engineering schools throughout the country. 39 37 A. J. Jaffe and Joseph Proomkin, "Occupational Opportunities for College-Educated Workers, 1950-75," Monthly Labor Review 101 (June 1978): 16 . 38Ibid., p. 16. 39 ^ Helen Wood, "Occupational Outlook Information: Its Challenge in Vocational Guidance" Vocational Guidance Quarterly 23 (June 197*0! 301-307. 29 The task of appraising the future of employment in the country's major occupations is vast, complex and technical. At present, we are likely to face a continued slow-down in the rate of creation of higher paying jobs. The number of college graduates is projected to increase by 9 million between 1975 and 1978; the number of persons with part college by about 6 million. 40 Furthermore, the National Center for Education Statistics esti­ mates that the number of bachelor degrees conferred will rise from 944,000 in 1974-75 to 1,076,000 in 1984-85. A total of 11,328,000 bachelor's degrees may be awarded between 1975 and 1985* If past patterns of entrance into the labor market remain unchanged, about 10.9 million people with bachelors', masters', doctoral or first professional degrees will start looking for work between 1974 and 1985» according to estimates by the Bureau of Labor Statistics. An additional 2.25 million people with college diplomas will reenter the civilian labor force. A total of 13*1 million college graduates will, therefore, be reading the want ads and sending out applications. During this same period, the Bureau estimates that only 12.1 million jobs requiring a college degree will be open. 41 It is increasingly clear that the ever-expanding supply of educated workers is running up against a ceiling of job demand. Columbia's Ivar Berg was one of the first to discover that approximately 80 percent of American college graduates were taking jobs that were previously filled by workers with lesser educational credentials. 40 Jaffe and Froomkin, "Occupational Opportunities," p. 19. ^"Neale Barter, "Payoffs and Payments: the Economics of a College Education," Occupational Outlook Quarterly 21 (Summer 1977): 32. 30 In a speech to a 197^ graduating class of Ohio State University, then President Gerald Ford called national attention to a problem that had already begun to worry many leaders in business, labor, and academia: the rapid increase in the educational attainment of the workforce was accompanied by a concomitant rise in worker expectations. The current crop of highly educated workers expected a financially rewarding job in return for the sizeable investment in education. Moreover, these expectations were compounded by the fact that young workers also wanted interesting, socially "meaningful" jobs that would offer opportunities for personal growth. 42 The labor market has become a serious concern for everyone, but particularly for people in institutions of higher education. "Now, more than ever degree programming is being challenged as to its relevancy to the job market. More specifically, greater attention is being directed to projected job markets and subsequent placement of college graduates. The focus on career guidance, career education, and faculty advising is being channeled toward providing students with more career exploration and planning experiences in order that they may have a reasonable 43 chance of career placement after graduation." J 42 George W. Bonham, "The Coming Shakeout in Higher Education," Change 6 (Summer 197^): 11-12. 43 ^Robert C. Reardon, Vernon Zunker, Mary Ann Dyal, "The Status of Career Planning Programs and Career Centers in Colleges and Universities," Unpublished paper, June 1978, provided by Robert Reardon, Florida State University, Tallahassee, Florida. 31 This is the scene upon which the Career Resource Center has made its appearance on college and university campuses. The origin of the concept, however, must also be traced through another stream of research— that which deals with the Career Resource Center in the public school system and in government and community agencies. The review will now be turned in that direction. Kinds of Career Resource Centers Literature on career resource centers in junior high schools and secondary schools is recent and expanding gradually with the avail­ ability of federal and state funds to provide this needed service in the public school sector. By contrast, very little literature has been written on career resource centers in government offices, community centers and in higher education. An Educational Resources Information Center (ERIC) search revealed 89 citations for the following 2^ descriptors: Resource Centers, Infor­ mation Centers, Information Services, Career Education, Occupational Information, Career Planning, Career Choice, Vocational Development, Career Elxploration, Career Opportunities, Vocational Education, Infor­ mation Sources, Instructional Media, Computer-Assisted Instruction Systems Approach, Multimedia Instruction, Vocational Counseling, Educa­ tional Guidance, Guidance Counseling, Guidance Services, Occupational Guidance, Information Needs, Information Seeking, and Career Planning Center. Ten citations were concerned with junior high and secondary high career centers; three with community college-based career resource centers; one with a community-based center and two in a university service with various components of outreach, self-help, multimedia based and paraprofessional staffed career guidance service. 32 Junior and Senior High Schools In addition to the ten ERIC citations, descriptions of other stages in efforts to provide general guidelines to the public school system have been written by Jacobson, Burton, Wl IJi. Zj-5 Burtnett, Dittenhafer and Lewis, and Axelrod, Drier, Kimmel and Sechler. kB All publications give similar general guidelines for getting the career service center started, locating the center, staffing the center and for ordering equipment and materials for the center. They are all geared toward serving junior and senior high school students. Community Colleges Community colleges are providing career centers in increasing numbers to provide a focus for career awareness, career exploration, decision-making and planning for both registered students and members of the community. Three references describing some aspect of a Career /jVj. Jacobson, "Career Guidance Centers," pp. 599-604. 2j,< ^Rrancis E. Burtnett, "Guidelines for Establishing a Career Information Center," Inform 6 (August 1977): 1-2. li-6 Clarence Dittenhafer and James P. Lewis, Guidelines for Establishing Career Resource Centers (Harrisburg, Pennsylvania: Pennsylvania Department of Education, May 1976), pp. 1-67. 4-7 . Keeping It Going, ed. Maggie Burton, Career Informa­ tion System (Eugene, Oregon: University of Oregon), pp. 28-^0. ^8 Valija Axelrod, Harry Drier, Karren Kimmel and Judith Sechler, Career Resource Centers. The Center for Vocational Education, (Columbus, Ohio: Ohio State University), pp. 1-197. 33 Resource Center in the Community College were found; two from an ERIC s e a r c h , a n d one published by the National Career Center.'*1 Government Career Centers The first manual ever written on the feasibility and manner of establishing a national career center was prepared for the U.S. Elnployment Service, U.S. Department of Labor, Washington, D.C. 52 The manual describes projected physical facilities, materials, services, research capabilities, exhibits, staffing, funding and career development metho­ dologies for a national career center. The project was never consummated. The Occupational Analysis Field Center of the State of California, one of ten occupational research centers in the United States which are established and maintained by the Employment and Training Administration of the U.S. Department of Labor, recently completed the fourth revision of a publication which contains the names and addresses for sources of materials related to occupations, occupational choice, and education 49 Lila M. Larson, "Career Resource Center Anyone? College?" ERIC/CAPS (June 1975)» ED 119099. In a Community 50 Dean H. Jones, "A Pcoposal for an Occupational Information Center at Gaston College," ERIC/CAPS (December 1974), EE 10592351 ^ Cathy S. Bernard, "A Community College Career Resource Center," in Guidelines for Establishing a Career Information Center (Washington, D.C.: National Career Information Center, 1974), pp. 5~6. 52 John Troutman, A Planning Manual for the National New Career Center (Washington, D.C.: U.S. Employment Service, U.S. Department of Labor, March 1968), pp. 1-56. 34 53 relating to specific occupational goals. No descriptive references are made as to the composition of the Center or of its programs. Community Career Centers To assist the career-related needs of home-based adults, the Career Education Project, part of Education Development Center Inc. of Newton, Massachusetts, published a set of five experimental editions of manuals which were designed to show how to plan and operate a compre­ hensive career counseling service via telephone for adults.'^,'^'•'^,■'^,'^ ^Leslie Draper, Suggestions for Developing an Occupational Library (State of California: Health and Welfare Agency, Employment Development Department, January 1976), pp. 1-80. Diane M. Disney, Attracting Clients to Service-Oriented Programs (Newton, Massachusetts: Education Development Center, Inc., 1975), PP. 1-43. ■^Mardell S. Groethe, Designing and Operating a Career Counseling Service for Adults (Newton, Massachusetts: Education Development Center, Inc., 1975) PP. 1-44. ^Nancy Tobin, Jennifer Banks and Cynthia Szymanski, Establishing and Operating a Career Resource Center for Adults (Newton, Massachusetts: Education Development Center, Inc., 1975), PP* 1-48. 57 Barbara L. Wilson and M. Shaw, Developing Career-Related Materials for Use With and By Adults (Newton, Massachusetts: Education Development Center, Inc., 1975), pp. 1-48. Dennis E. Angellne and John F. Murphy, Integrating Research and Evaluation into the Operation of Service-Oriented Programs (Newton. Massachusetts, Education Development Center, Inc., 1975), PP* 1-48. 35 In addition, staff members of the project have written four book­ lets containing annotated bibliographies describing career-related materials suitable for use with and by home-based adults: The Career Development Series; ^ Women and the World of Work; ^ From Liberal Arts 6l and Sciences to Careers a Guide; and External Degree Study* A New 62 Route to Careers. Another community advisement project that shows signs of develop­ ment is the one under study by the California Fbstsecondary Education Commission. ACR 159 (Resolution Chapter 213 197^ Legislative Session) directed the commission to develop and submit to the Legislature a plan for establishing, on a pilot basis, independent postsecondary community advisement centers in several urban and rural, areas. J _______ , The Career Development Series (Newton, Massachusetts: Education Development Center, Inc., 1975). ^Nancy Tobin and Barbara Lazarus Wilson, Women and the World of Work (Newton, Massachusetts: Education Development Center, Inc., 1975)• pp. 1-62. ^"Barbara Lazarus Wilson, John Nero, Phyllis Martino and Richard Landon, From Liberal. Arts and Sciences to Careers: A Guide (Newton, Massachusetts: Education Development Center, Inc., 1975)» PP» 1-^9* 62 ________, Ebcternal Degree Study (Newton, Massachusetts: Education Development Center, Inc., 1975) • California State Postsecondary Education Commission, Sacramento, "Establishing Community Advisement Centers: A Proposal," ERIC/CAPS (February, 1976), ED 119795. 36 Similarities and Differences Through references to selected literature, the historical perspec­ tive of the delivery of career resources in vocational counseling has been traced from the time of Parsons (1909) to its various contemporary formso The literature revealed that the delivery of career resources varied, but that it had one main objective— providing individuals with the tools and information necessary to promote their career development in positive directions., 64 Prom its earliest beginning, the delivery or use of information in counseling was a rather directive, advice-giving under taking, often incorporated in the curriculum with the teacher as collector, dissemin­ ator, and counselor.^ After World War II the delivery of career resources gained momentum with the establishment of services designed to provide improved assistance to returning veterans, and then gained even more momentum with the economic crisis of the 1970 's. The job market for college graduates had collapsed and students were demanding more career-planning assistance. Prom closet operations in educational institutions and government agencies, the delivery of career-related services moved to include larger, more sophisticated operations, until today some educational institutions and community agencies have developed separately budgeted 64 Valija Axelrod, Harry Drier, Karen Kimmel and Judith Sechler, Career Resource Centers (Columbus, Ohio: The Center for Vocational Education, Ohio State University), p„ 4. , "Historical and Recent Perspectives," p„ 11. 37 administrative units offering a comprehensive array of career-related services -to their constituencies. 66 These operational delivery systems developed to provide concerned individuals in all stages of life with exposure and orientation to career information, counseling, individual appraisal, educational programs re­ quired for career entrance. The ERIC search revealed a variety of names for these new separate units: Career Resource Center, Career Guidance Laboratory, Curricular- Career Information Service, Futures Shoppe, Career Information Service, Occupational Library, Career Planning and Placement Center, Career Center, the National New Career Center, Career. Guidance Center, National Career Information Center, and Education Development Center. Physical locations described were within an office, an existing library, a student center, shopping mall, government building, store front, a placement, advising, or counseling center, a basement, attic, or reception area. Resources ranged from a few selected references such as the Occupational Outlook Handbook and the Dictionary of Occupational Titles to a full range of multimedia equipment. Services ranged from the provision of selected resources to career planning consultation for students, faculty and community, to the development of career-related materials, to placement activities, to follow-up and evaluation of services. Delivery styles were numerous— from self-help modules, to personal assistance, to interactive computer assistance programs. Reardon, "Status of Career Planning Programs," p. 6 38 Maintenance of services varied from the teacher-counselor , as sole professional in charge of the complete operation, to a variety of profes­ sional, paraprofessional, and support personnel tending the shop. In addition to the limited body of literature on the use of infor­ mation in career counseling and on the nature of career resource centers in public schools, community and government agencies, a relatively small quantity of written materials has been produced on career resource centers in higher education. This review will now turn to literature concerning the adaptation of the career-resource-center concept in higher education. The Career Resource Center in Higher Education The professional literature prior to 1973 furnished no reference to the Career Resource Center in Higher Education. However, this author was fortunate to find two Michigan State University Counseling Center reports, one written by Rowland R. Pierson 67 in 1955 and the other by Beatrice Fessenden Moore in 1973* 68 Both reports described various aspects of development of the Michigan State University Counseling Center's Occupational Library over a period of twenty-five years. 67 Rowland R. Pierson, "The Occupational Library and Related Reference Material," Report prepared for the Counseling Center at Michigan State University, 1955* 68 Beatrice Fessenden Moore, The Michigan State University Counseling Center: Origins and the Development of Current Functions and Services. 19^6-1971. A report published on the Michigan State University campus, East Lansing, Michigan in 197^. pp. 79-88. 39 In 1973 Reardon discussed some of the concepts of career education and accountability as they affected the work of college counselors. He outlined a conceptual framework for the counselor's use and the creation of information systems to promote the career development of college students.^ In 197^ Reardon described an experimental curricular-career infor­ mation service (CCIS), which was described as an outreach, self-managed, multimedia-based career guidance program designed for lower division college students at Florida State University. 70 CCIS offered students basic information about career decision-making, a self-assessment experience, a collection of curricular-career information, and informa­ tion about campus and community referral resources. It was staffed by Residence Hall advisers and a career guidance specialist. 71 Reardon completed a study in 1975 providing evaluative information on the CCIS program which rendered it as a successful and effective activity with over 70 percent of the 3i000 users reporting the service useful. Reardon stated "The successful development and operation of this program suggests that non-traditional interventions, which are not 69 Reardon, "The Counselor," pp. 495-500. 70 Robert C. Reardon, "Curricular-Career Information Service (CCIS): Development and FIvaluation of the Pilot Project, 1972-1973»" ERIC/CAPS (August 197^), ED 08^71. 71Ibid. 40 dependent on counselors' willingness to do vocational counseling or on their skill in locating and using information materials, are a hopeful sign for "broader, more varied, and better career guidance services." 72 Reardon believes that a career information center can easily become the focal point of a career-planning services program. He thinks it should be more than a repository for education-vocational information materials, and that instructional involvement can open up 73 new methods of student career-planning services. ^ Reardon's most recent unpublished article offers pertinent facts on the status of career planning programs and career centers in college and universities. Out of 458 college and university chief student affairs officers surveyed, a return rate of 66 percent was obtained, and 51 percent of the respondents indicated having a separately budgeted office/unit called a career center on their campus. Eighty-three per­ cent (83%) of the respondents reported a centralized career planning services program, most frequently under the administrative control of the placement office. The frequency of 31 different career planning activities was also reported. One-third of the respondents indicated that the career education concept was presently being discussed by a committee or group at their institution. Some significant program differences were noted for small, middle-sized, and large schools. 74 72 Robert G. Reardon, Carole W. Minor, "Revitalizing the Career Information Service," Personnel and Guidance Journal 54 (November 1975)* 169-171. ^^Robert C. Reardon and Dorothy Domkowski, "Building Instruction Into a Career Information Center," Vocational Guidance Quarterly 25 (March 1977): 274-278. 74 Reardon, Zunker, and Dyal, "The Status of Career Planning Programs," pp. 5-10. 41 Campbell, et aJ» noted in 1973 that career guidance was moving out of its traditional physical setting toward a community-learning center concept. The authors described this as a free-form approach with greater consideration given to outreach and extension programs. 75 Figler and Drum have done considerable work in outlining outreach strategies in educational institutions, particularly for higher educa­ tion. They describe outreach as a "chance to move into the center of students' lives by providing help at certain key crossroads in their 75 development^ Bonar and Mahler described a program referred to as the Advising Center for Undeclared Majors (ACUM). ACUM makes use of a centralized, paraprofessionally staffed system for delivering career/educational 77 planning services to students. O'Neal described a center that is trying to apply a systems approach in the development of new programs. It follows the traditional systems approach of analysis, synthesis, modeling, and simulation. One contribution to this effort has been the development and monitoring of the Dual Channel Career Evaluation program. This is a three-year career rpQ planning approach designed for students at Indiana University. ^■^Robert E. Campbell, Gary R. tfalz, Juliet V. Miller, and Sara F. Kriger, Career Guidance: A Handbook of Methods (Columbus, Ohio: Charles Merrill, 1973). P. 208. 76 Howard Figler and David Drum, "Achieving Total Outreach Potential: A Seven Dimensional Model," Impact 3 2 (Ann Arbor, Michigan, ERIC Information Center): 5-17• 77 John R. Bonar, Linda R. Mahler, "A Center for 'Undecided' College Students," Personnel and Guidance Journal 54 (May 1976): 481-485. 7ft Robert G. O ’Neal, "Up the Channel With a Paddle," Journal of College Placement 37 (Fall 1977): 45-47. 42 Although field surveys are lacking, Campbell, Jacobsen, 8X Taylor, 82 Mayhew, 83 Hale, 0/j. and Super, 70 83 Doepke, Qa have noted the Increased use and Importance of career Information centers and multimedia materials during this decade. From Reardon's documented research it is apparent that career placement offices and chiefs of student affairs offices are providing the bulk of the administrative support for career centers and career planning programs in higher education today. That only 13 percent of 302 institutions indicated such efforts as emanating from counseling centers appears to document what many professionals have suspected in recent years— a shift away from career-related professional activities toward personal therapy in counseling center functions. 86 79 Robert E. Campbell, "Career Guidance Practices Transcending the Present," Vocational. Guidance Quarterly 22 (June 1974): 292-300. 80 Howard S. Doepke, "Career Information Centers Grow and Prosper," Inform 3 (August 1974): 1-2. 8X Thomas J. Jacobson, "Career Guidance Centers," Personnel and Guidance Journal 50 (March 1972): 559-604. 82 Robert S. Taylor, "Information Specialists - An Emerging Profession," Journal of College Placement 36 (Winter 1975): 45-4?. ^•^Lewis B. Mayhew, Higher Biucation for Occupations (Atlanta, Georgia: Southen Regional Education Board, 1974), pp. 65-69 . 84 Lester Hale, "Career Planning and Placement," Journal of College Placement 34 (December 1973/lanuctry 1974): 34-40. Of Donald E. Super, "Computers in Support of Vocational Development and Counseling," in Career Guidance for a New Age, ed. Henry Borow: Houghton Mifflin, 1973) PP. 285-313. 86 Reardon, Zunker, and Dyal, "The Status of Career Planning Programs," p. 10. 43 Another observation from Reardon’s survey concerned the fact that institutions of enrollments of over 8,000 reported more varied career information planning programs and higher respondent satisfaction. Although the career planning practice is highly visible on many campuses today, the adoption of the formal career education concept is O n meeting with battle. Goldstein has observed that while some elements of career educa­ tion have been adopted on college campuses, these same institutions reject the general principles of the career education concept. 88 The problem largely focuses on the definition of Career Education. Hoyt, chief United States Governmental officer in career education says, "Career education is the totality of experiences through which one learns about and prepares to engage in work as part of his or her way of living. Speakers at the 1975 College Placement Council (CPC), Washington, D.C. conference, entitled "Education and Careers - a National Re-examination," admitted college graduates had problems finding jobs. However, disagreement appeared as to whether the purpose of higher Qiy Steven K. Bailey, "Career Education and Higher Education," 54 Educational Record (Fall 1973)» PP. 255-259» 88 M. Goldstein, "The Current Status of Career Education at the Postsecondary Level," a paper developed for the National Advisory Council for Career Education, (Washington, D.C.s U.S. Government Printing Office, 1977). 89 Kenneth B. Hoyt, "Application of the Concept of Career Education to Higher Educations An Idealistic Model," Monograph on Career Education (Washington, D.C., U.S. Government Printing Office, 1976)c education is to prepare students for jobs or simply to give them a broad educational background. 90 Dr. Kenneth Hoyt reiterated that education as preparation for work should be regarded as one of the prime goals of higher education. Dr. Hoyt believes that a single campus organization should be dedicated to helping each student answer questions: why should I attend this institution; what am I readying myself for; and how can I capitalize on the education I have received? Hoyt says, "I believe a career resource center should be established on the campus of every college and university that holds education as preparation for work among its goals. It would house a counseling, orientation, admissions and placement staff. It would also coordinate work experi­ ence and cooperative education programs, have an extensive library of occupational and self-appraisal materials, and a career simulation facility to help students discover what it is like to work in a particular occupation. Business and industry people should be part of the career counseling and placement staff." 91 In addition, Hoyt emphasized the fact that professors have a large role to play in relating course content to career decisions and the real world of work. 92 This review of the literature indicates that a limited amount of information concerning the campus career resource center has been published. 90 ________, "Experts Battle Differences: Guidepost 18 (September 11, 1975)s 10. 91 Career Ed. v Higher Ed," , "Career Resource Center Needed on EJvery College Campus," Guidepost 18 (September 11, 1975): 10. /+5 To complete this portion of the study, generalizations derived from reading the literature concerned with the need for career resources in educational, government, community and social agencies will "be summarized. Conclusion Technically, the career resource center concept cannot "be de­ scribed as a new development because it has been experimented with in varying simplistic forms since the days of Parsons (1909)• 93 However, the concept has grown immeasurably since then, but especially after World War II, maturing as a formalized unit for the delivery of compre­ hensive career-related services. Information has always been an 94 integral part of the career decision-making process, yet there has been very little articulation on effective approaches to the collection and dissemination of occupational information or to the ways occupa- tional information can be integrated with career counseling. 95 In fact, though esteemed professionals have highlighted its centrality in both career choice and counseling, 96 many counselors seem to pay only lip service to it, regarding the presentation of occupa­ tional information to the client as necessary but uninspiring. ^^Parsons, Choosing a Vocation, p. 5° 94. Donald E. Super, The Psychology of Careers.(New Yorks Harper, 1957). 95 John D. Krumboltz and Ronald D. Baker, "Behavioral Counseling for Vocational Decisions," in Career Guidance for a New Age, ed, Henry Borow (Bostons Houghton Mifflin, 1973)$ P® 276. 96 Hoppock, Occupational Information. 46 Ginsberg, 07 Graff, Raque and Danish, 98 report that most college counsel­ ors have an aversion to vocational counseling because of their lack of skill in and appreciation for the use of educational and career informa­ tional materials available; they find it too dated, too dull, too numerous, too stereotyped, too difficult to locate* In spite of this dilemma there is abundant evidence of the need for such services. A National Assessment of Education Progress Project in 1975 found that lack of knowledge about career opportunities and the requirements of specific occupations was widespread among the country’s secondary school children. 99 ^ Baird, in a study of almost 60,000 college- bound students taking the American College Testing Program test battery, found that approximately 22 percent of them were undecided about a v o c a t i o n . K o r n , studying freshmen at Stanford University, found that 97 ^'EILi Ginzberg, Career Guidance: Who Needs It. Who Provides It. Who can Improve It? (New York: McGraw-Hill, 1971)• P« ll4„ 98 Robert W. Graff, David Raque, and Steven Danish, "VocationalEducational Counseling Practices; A Survey of University Counseling Centers," Journal of Counseling Psychology 21 (November 1974); 579-580. 99 John C. Mellon, National Assessment of Education Progress Project; Career and Occupational Development (Washington. D.C.; United States Government Printing Office, 1975)• ^^Leonard L. Baird, "The Undecided Student— How Different Is He?" Personnel and Guidance Journal 47 (January 1969): 429-434. 47 26 percent of the men and 32 percent of the women identified "undecided" as a major and gave no response to a question about their occupational future. Crites, after reviewing a number of studies on adolescent vocational undecidedness, concluded that approximately 30 percent of the students in their late high school and early college years are undecided in regard to appropriate educational preparation, 102 and a l6-year study by Herbert and Jeanne Greenberg of Princeton, New Jersey, shows four out of five people are in the wrong jobs for their abilities. 103 Martin R. Katz of Educational Testing Service says ours is a plicated world, often needlessly complicated. com­ In such enterprises as applying for a college scholarship or getting a job, there is no one agency to which an individual can go for complete instructions or proces­ sing. Perhaps eventually some kind of clearinghouse operation will be established Harold A. Korn, "Careers: Choice, Chance or Inertia," in No Time For Youth, eds. Joseph Katz and Associates (San Francisco: Jossey-Bass, 1968), pp. 211-226. 102 John 0. Crites, "Measurement of Vocational. Maturity in Adolescence; Is Attitude Tests of the Vocational Development Inventory," Psychological Monograph No. 79 (— 1965)s 1-36. 103 ^Herbert Greenberg, and Jeanne Greenberg, "Fbur of Five Workers May Be in Wrong Job for Skill," The Christian Science Monitor, January 3, 1977> P» 12. 10/f Martin R. Katz, "The Name and Nature of Vocational Guidance," in Career Guidance for a New Age, ed. Henry Borow (Boston: Houghton Mifflin, 1973), P. 124. 48 A national survey by Prediger, Roth and Noeth clearly shows that students entering colleges in the next few years will be expecting vocational help.10"’ LeMay and Warnath found that almost 90 percent of the students they surveyed wanted a centrally located source of educa­ tional and career information. The Carnegie Commission on Higher Education addressed the need to provide the students of today's rapidly changing world with the best possible information by improving the flow of current occupational information more generally. 107 Kenneth B. Hoyt, associate commissioner, Office of Career Education, says a career resource center should be established on every college and university campus that holds education as preparation for work among its goals. iod Robert Hoppock, in a recent interview said, "I really have more hope for career resource centers than I do for anything else I foresee in terms of getting good occupational information to kids." 109 Dale J. Prediger, John D. Roth, and Richard J. Noeth, "Career Development of Youth: A Nationwide Study," Personnel and Guidance Journal 53 (October 1974): pp„ 97-104. ■^^Morris L. LeMay and Charles F. Warnath, "Student Opinion on the Location of Occupational Information on a University Campus," Personnel and Guidance Journal 45 (April 1967): 821-823. 107 Carnegie Commission on Higher Education, College Graduates and Jobs: Adjusting to a New Labor Market Situation (New York: McGraw-Hill, 1973), P. 187. 10 8 ________, "Career Resource Center," p» 10. 109 Robert K. Conyne and Donald J. Cochran, "From Seeker to Seer: the Odyssey of Robert Hoppock," Personnel and Guidance Journal 5^ (January 1976): 279. 49 If the delivery of career information resources is to have any meaning in the career decision-making process, it is imperative that students should be able to find current, accurate information and other tools necessary for making good decisions. The career resource center is intended to serve that purpose, adding to the effectiveness of pro­ fessional counseling efforts. It also is projected that once an effective career resource center is in operation and the services are visible to the population served, students will focus in on seeking the information and tools they need to make a "good" decision. The psychological value of the career resource center rests in the individual's knowledge that they can help themselves. Reardon has attributed the resurgence of interest in the career resource center concept to the fact that it provides students with more career exploration and planning experiences in order that they may have a reasonable chance of career placement after graduation. Hoyt has appraised the fundamental idea behind the career resource center concept as sound. He says, "A single campus organization, a career resource center, should be dedicated to helping students answer questions that are crucial to their career/life planning efforts. , Guidepost, p. 10. 50 According to Reardon, the value of the career resource center concept resides in the fact that non-traditional interventions, which are not dependent on counselors' willingness to do vocational counseling or their skill in locating and using information materials, are a hopeful sign for hroader, more varied, and better career guidance services. FTom these general statements and the preceding review of litera­ ture pertaining to a variety of career resource centers at least seven generalizations can be made. They are listed as a concluding summation of existing information on the Career Resource Center in theory and practice. Concluding Summation: 1. Career Resource Centers include a variety of data. 2. Faculty, staff, students, alumnae, and the community are primary receivers of Career Resource Center Services. 3. Career Resource Centers provide broad-based, flexible, easily accessible, innovative modes. k. Career Resource Centers direct their work to the times of indecision in a person's life. 5. Career Resource Centers provide support for a variety of educational programs. 6. Career Resource Centers provide an important vehicle for counselors and faculty to influence and promote student and system development. 7. Career Resource Centers' services are not an end in themselves but are part of the resources students and counselors need to construct good decisions. ■^■^Reardon and Minor, "Revitalizing the Career Information Service." CHAPTER III THE CAREER RESOURCE CENTER IN HIGHER EDUCATION FIVE DESCRIPTIVE STUDIES The literature reviewed in the previous chapter revealed that the Career Resource Center in American higher education is a growing concept associated with providing the students of today with more career explor­ ation and planning experiences in order that they may enhance their opportunities for career placement after graduation„ The study will now "be directed toward descriptive field studies of the Career Resource Center in higher education. Five approaches to the Career Resource Center concept adopted by five Big Ten Universities will be examined. Summaries drawn from these studies will make up the final portion of this section. Several factors have impeded past attempts to obtain general, infor­ mation regarding the Career Resource Center in American higher education. One is that the formal appearance of the Career Resource Center is recent, and the autonomy of educational institutions enables them to adopt innovations without reporting such actions to centralized agencies."^ Another is the large number and wide dispersion of colleges Among the agencies which could provide no information about Career Resource Centers were: Bureau of Higher Education, U.S. Office of Education; American Association of Junior Colleges; Clearinghouse for Junior College Information; and American Association for Higher Education. Information obtained from the United States Office of Career Education was helpful but fragmentary. 51 52 and universities. A third factor is the absence of any formal associa­ tion of Career Resource Center Directors/Coordinators. Finally, the innovation is spreading so rapidly in different forms that the only constant in the overall pattern is change. Because of these factors, the effort was made to survey and eval­ uate the Career Resource Center situations on five Big Ten University campuses. Although the findings reported in this chapter axe not all inclusive, they axe accuxate to the extent that they incorporate information obtained from five operational sources. 2 Before proceeding with survey findings, it is appropriate to point out again that this study is restricted to a definition of Career Resource Centers on campuses that have over 20,000 students, and that have different orientations to the concept than perhaps many smaller institutions would have. The review will present each of the Career Resource Centers studied in five separate divisions, organized alphabetically: University of Illinois - Chicago Circle Campus, University of Indiana, University of Michigan at Ann Arbor, Michigan State University, and University of Minnesota at Minneapolis. The following descriptions come primarily from tape-recorded interviews. These interviews are reported, for purposes of accuracy and clarity, in the present tense0 One should not, however, assume that those persons interviewed necessarily still hold exactly these views. All interviews were conducted in February, March, and May of 1978. TJo claim is made that this survey covers all approaches to the Career Resource Center concept in American colleges and universities. Rather, the objective is to describe five different approaches to the delivery of career resources in Big Ten Universities. 53 University of Illinois Chicago Circle Campus The Chicago Counseling Center branch of the University of Illinois has always had some form of career information system for its students dating back to just after World War II, when the Chicago undergraduate division was established at Navy Pier, and then, later, when it was permanently located in downtown Chicagoo Erom the beginning, the career information services had the double function of serving the reference needs of the counselors and the explor­ ative needs of the students. Fbr a number of years, the collection and maintenance of the career information materials were both covered by an administrative assistant. Upon her death in 1975# her various projects were parceled out to staff members, and Dr. Louis Berman, "cavalierly," (he says), and with a naive eagerness, offered to take over the duties related to the collection and dissemination of career information resources. In retrospect, Dr. Berman now believes he should have bar­ gained more aggressively initially with the administrator for the neces­ sary clerical and staff assistance to organize a more viable and compre­ hensive information system. But he now realizes that these are things one learns "after the facts." The Counseling Center at Chicago Circle Campus is strongly oriented toward psychotherapy. Career counseling is generally considered somewhat alien and secondary to the primary function, psychotherapy; despite that, most staff members do not ignore the fact that there is a definite need for career counseling. role at this Center. Nevertheless, career counseling plays a secondary & Because the Career Library is in its infancy as far as new direc­ tion is concerned, the relation of the library to other services is still informal and voluntary. Signs point to its presence; it is free to use; counselors know the service is there. Placement Services. mile distant. service It has no formal relationships to In fact, Placement Services are located about one As far as Dr. Berman knows, the career information has never been used by other campus departments. In response to a query about thoughts on possible strategiesfor university liaison, Dr. Berman says he thinks this is an administrative problem. He believes a staff member crossing administrative lines creates suspicion, rubs fir the wrong way and causes more tension than it creates good will. No advisory committee exists for the Career Library Coordinator because Dr. Berman did not press for the appointment of one. He had a fairly clear idea of how he wanted to proceed in setting up the Career Library, and did not want totake the chance of having an elected committee get bogged down in controversy over the way each member thought it should go. Dr. Berman's primary objective was to set up a system as quickly as possible and get it to function. This, he did, and perhaps some day an advisory committee might be useful. At present there is no publicity program to alert either students or campus-wide departments to the availability of career information materials. One thought Dr. Berman has been contemplating is to alert composition teachers to suggest research papers on career choice. 55 Location The Career Library at the University of Illinois' Chicago Circle campus is a red tiled area 15 feet by 10, located at the north end of the reception area of the Counseling Center which is located at 100? University Hall, the main administration building in this city campus. A floor diagram is pictured in Appendix E. Staffing The help situation for maintaining the Career Library at the Chicago Circle Campus is less than satisfactory to Dr. Berman. An undergraduate psychology major was scheduled in to work twenty hours a week, but his attendance has been sporadic, and Dr. Berman has become discouraged at setting up a work schedule that can be counted upon. He has appealed for regular full or part time assistance, but feels the Director is interpreting the general policy of entrenchment throughout the University as one that vetoes any additional help. At the time of the interview, the departmental secretary was assisting in typing requisitions and placing orders. Dr. Berman always selects and evaluates all current informational materials but takes a firm stand on not getting involved in any amount of routine clerical work. He depends only upon the available resources provided to him for processing information. Volunteering to take over the duties of maintaining a Career Library is only one of several areas of Dr. Berman's interest and does not have top priority with him. situationo He is tremendously discouraged by the "chancy" help "As that improves I will give more systematic attention to 56 the Career Library, and in turn, will try to interest the staff in the project," he reports.-' Philosophy - Objectives Dr. Berman believes that universities should give full support to building sound career development programs for its students. "I do not think career planning perverts the aims of a university, nor would it make a career training institution out of a university. On the contrary, if students have a clear idea of career goals they can more effectively turn their minds toward a liberal education and enjoy and profit more from a liberal education because they feel secure about their career future. If students do not get the basis or the kind of security they need about their career future, they will spend too much time misusing their college studies for career exploration, Ce.gnj ttaking unnecessary courses and ignoring Shakespeare. Career information and guidance, well done, can help the student at a university better profit from what a university has to offer. This is how I see career counseling and information meshing into the University." Range of Services At some future date Dr. Berman would like to see testing services more closely linked with the career information component. Since he has Quotation taken directly from a cassette tape recording of the interview with Dr. Louis Berman on the Chicago Circle Campus of the University of Illinois, February 27, 1978. 4 Ibid. 57 assumed the Career Library responsibility he has correlated the classi­ fication system of the Career Library with the occupational and interest categories of the Strong Campbell so students can look at their scores and see directly where they can go in the Career Library. The Career Library of the Chicago Circle branch of the University of Illinois has not been involved in any programmatic activities such as referral services, academic advising, telephone answering service, correspondence with information seekers, training programs, career planning courses, workshops, outreach programs in the dormitories or in the classrooms, alumni or high school liaison, or development of materials. Selection and Organization of Materials The choice of a classification system was not the only decision Dr. Berman faced when he took over the information services. Policies had to be established concerning what kinds of materials the library would or would not acquire— college catalogs, newspaper clippings, audio-visual aids, manpower information, curriculum materials, computerassisted programs, subscriptions, microfiche. Policies also had to be set concerning what to do with outdated materials, and how to maintain an inventory— so that losses could be discovered and replacements made before the information was needed. The main regular sources used for ordering by the Chicago Circle Campus Career Librarian continue to be B ’nai B'rith's Information Service, the American Personnel and Guidance Association's Inform, and Vocational Guidance Quarterly. Methods employed for reviewing and evaluating new materials are not systematic because clerical help is 58 neither dependable nor sufficient. Dr. Berman describes his set of criteria as being "not rigid," "nothing that approaches censorship," and "open-minded." In reviewing older materials, Dr. Berman disagrees with Minor, Deloney, and Reardon's statement that all materials more than five years old should be removed.^ Dr. Berman is of the opinion that old materials should certainly not be offered as a substitute for current information and that users should be made aware that publication date is a most important feature in evaluating a reference item. However, if library space allows, he favors including older Items that would give students an historical perspective from which to view their career situation. Another reason he gives for a career library to house materials of historical as well as current usefulness is that students should be encouraged to use the collection as a basis for research term papers and articles. Choice of a classification system has always been a major topic of discussion for career librarians: whether to adopt an existing index or make one to fit the needs of the population served. In a self-service library, the system ideally must be simple enough for the occasional user to comprehend and put it to use. At the ame time, the system must ■^Berman, Cassette tape recording. ^Carole W. Minor, R 0 Deloney, and Robert C. Reardon, "A Delivery System for Easy Access to Career Information," Unpublished manuscript, Florida State University at Tallahassee, 1975» P« 8. 59 be complex enough to pinpoint what the user is actually looking for with­ out requiring that he or she sift through a sheaf of material filed under 7 some broad classification, such as Business. It was decided that the needs of the Chicago Circle Library could best be served by a simple, custom-designed alphabetical index incor­ porating both occupational and career-planning topics. The resulting index, shown in Appendix E, totals 101 items and is supplemented by a more extensive cross-index. All Career Library holdings— books, free materials, reference materials, cassettes, and clippings, are categor­ ized by this 101-fold index. This index of subjects is intended to pinpoint the career goals of students at the University of Illinois at Chicago Circle. Most of the 101 categories that constitute the index are fields of work. A few categories - 14, 19» 27, 69 and 101 - represent career Issues. Most of the 101 fields deal mainly with careers for college graduates. Various noncollege fields are included so the index can be useful to students g stopping out, thinking of temporary part-time or volunteer experiences. In the cross-index, noncollege jobs are classified under the top­ ical heading of those career fields that promotion would ordinarily lead to. For example, drafting is classified under Engineer, bookkeeper under Accountant, police under Law Enforcement. Students have found the 7 Louis A. Berman, "The Chicago Circle Career Library," Personnel and Guidance Journal 56 (October 1977): 102. g Berman, Cassette tape recording. 60 system easy to use. A listing of publications found in a sample file folder pulled from one of the eight-drawer double file cabinets is described in Appendix E. Students are invited to use the Career Library at the Chicago Circle Campus unaided and are introduced to the facility by a duplicated User’s Guide shown in Appendix E. The Chicago Circle Career Library is organized on a self-service basis not because it is felt students need no help, but because it is impractical at this juncture of time to provide continuous on-the-spot qualified service to them. The only items that may be taken out of the Career Library are free booklets and folders which are labeled "Collection 10." Students may request the receptionist to Xerox one or more pages of Career Library material. Students are also reminded that information-gathering is only one aspect of the counseling process, and are invited to ask the reception­ ist for an appointment with a Career Counselor for further assistance should they so desire. A suggestion box is located in the Career Library, and users are invited to use it or discuss with a counselor how the Career Library can better serve student needs. Additional Library policy decisions concerning how many college catalogs to order, whether to use high school level career materials or not, what to do about newspaper clippings, what to do with older materials and how to inventory can be found in Appendix E. A very pleasant arrangement for listening to cassette tapes was available to students up until the time the playback machine was stolen. Dr. Berman is in the process of designing a bolt-down system. 61 One of the most delightful sections of the Chicago Circle Career Library is Dr. Berman's private collection of occupational prints and figurines entitled Earning a Living. Items in the collection include a Liberty Magazine (50)J a New Yorker Magazine (250); an 1892 print by Cosack and Co. of Buffalo, New York; an 1872 Currier and Ives print "The Workingman's Banner;" a political advertisement depicing Ulysses S. Grant (the Galena Tanner) for President and Henry Wilson (the Watick Shoemaker) for Vice President. In addition, there is a glass-enclosed case of exquisite figurines of people at work which has been collected from throughout the world. The bulletin board which has "Career Information Center" boldly lettered on a yellow background lists the following questions: — — — — — — — — — — — — — What kind of work would you like to know about? How many people work in that field? Where are the jobs located? What does the job actually include? What personal qualities are needed? What kind of training is required? Where are these skills taught? What can I expect to learn? How do you break into the field? Where can I get more information? What are the chances for advancement? What is the employment outlook? What related fields should I consider? A bulletin board adjacent to the one described above alerts students to career booklets and to reprints of articles on vocational topics. Four items from the free collection are posted and directions are given how to use the free collection. 62 A round table In the center of the Career Library contains 39 pages of career clippings from the Summer of 1976. Directions for using the clipping collection are prominently displayed on the circular table. Evaluation Efforts Dr. Berman has nothing in mind at this juncture of time for con­ ducting any evaluation of the career information services rendered within his domain. He is not sure of the necessity of conducting any research in the Career Library unless it serves a special purpose. you spend a lot of money, then evaluation is necessary," he says. "If For routine material use, he does not see any pressing need. As for student evaluation data, he agrees it would be very nice to have, and it could be useful data in guiding the further development of the library. Is Dr. Berman optimistic about the future growth of the Career Library at the Chicago Circle Campus? With a little luck, he believes the Career Library could flourish, especially if the Counseling Center should hire a person who is interested in career counseling. "I can't be too optimistic, but I certainly would like to see it grow. I have spent many hours setting it up." Indiana University The descriptive review of Indiana University's Career Center will be different from the other four studies because it is the only sepa­ rately budgeted Career Center unit that has evolved in the direction of a free-form approach, with greater consideration given to outreach and 63 extension work. Moreover, it is an office which not only provides direct services but influences systems-level planning related to career-development concepts, e.g. curriculum development, faculty development, organizational goals. Historical Perspective Approximately eighteen years ago Lila Argue, counselor at Indiana University's Counseling Center initiated a career-information service for students and staff of that University. As in many universities throughout the country, the tedious task of collecting the proliferating amount of career information fell to those who were both dedicated and interested. Budgetary allocations for the collection of commercial career-information publications throughout the ensuing years were given sporadically as the need and request arose. When Sidney Marland made his famous speech in 1971 declaring that career education be given top priority in the nation's schools, an inten­ sive push to increase the flow of career and education information was seen everywhere, and Indiana University was no exception. Lila Argue subsequently made a trip to Michigan State University in 1973 to consult with the staff there on how to set up a Career Resource Center. Ms. Argue worked faithfully and intensively at her task even as the effi­ ciency of the career advisement capability on the Indiana University campus was being discussed and researched by a number of offices, agencies, and individuals. 64 That research revealed that Indiana University provided a full range of services for its students: academic advising by faculty members to translate career choices into educational goals and programs; psycho­ logical services to help students with the self-evaluation and recogni­ tion of aptitudes, capabilities, and interests (including career courses); placement services; and training of specialists in career education and counseling. Most notable among the recommendations or actions taken as a result of the review included a proposal draft for a diagnostic/prescriptive system for academic and career development prepared by the University Division, a career development program proposal written by the Career Development and Guidance Center, observations on placement services and career education made by the President's office, a variety of action programs involving center courses, advisement and career days by the College of Arts and Sciences, and the establishment of a Counseling and Placement Service by the School of Public and Environmental Affairs. In spite of all these efforts and the continued assistance pro­ vided by on-going services, what evolved was a number of fragmented programs and agencies with no formal lines of communication. The various placement activities, which worked generally for specialized student constituencies in specific job markets, had little contact with each other and limited responsibility for students outside of their respective schools, particularly those in the freshmen, sophomore and junior years. 65 Some undergraduates found their way to the Psychological Counseling Center, where a staff of six was available to assist them with career decision-making, or to the University Division where a pre-law, pre-health center and a unit offering a "career course" to freshmen provided another unlinked career element. In summary, a critical overview of Indiana University's careerrelated planning and placement services revealed "mini" career-related planning and placement services in many places. Because some interested individuals believed that the system could be improved to provide an integrated, well-coordinated system of career education, counseling, academic advisement and placement, each agency involved in career planning was asked to submit a plan to the Board of Trustees. It was the majority's opinion that career planning at Indiana University should be practically and broadly oriented; it should not have a therapeutic base. Vice President Robert G. O'Neal, recently arrived from the Univer­ sity of Cincinnati, selected what he though to be the most promising plan and subsequently submitted it to the Indiana legislature. Proposal for Action The proposal for action suggested the formation of two new adminis­ trative agencies to coordinate and service the full spectrum of careerrelated activities for students at Indiana University. The first, a University Career Council, would bring together key representatives of the various schools, all directors of placement/pro­ fessional practice, student representatives, and the dean of students. 66 The purpose of this council would be to coordinate the various efforts of the career-related segments of the University to ensure that available resources and programs were being efficiently utilized. The second was the establishment of a Career Advisory Center that would focus on the full continuum of career counseling, from self-evalu­ ation and vocational assessment, through occupational information and curricular planning. The Center would be designed to provide a one-stop service for vocational testing and counseling, self-assessment, learning how to make career choices, and how to translate choices into educational goals, and how to become employed after graduation. The Center would be expected to act as a resource and coordinator for "career" days and to serve the needs of the network of faculty and career advisors, both as a referral center for students and as a feedback mechanism for current job market information. The Center would be neither clinical nor therapeutic. Sufficient contact within the Career Council would provide the operational and conceptual information needed for referral to an appropriate agency or Individual, with the Center acting as the resource core in all matters connected to career planning. Because of the outreach and in-service responsibilities involved, it was felt that a minimum of six persons plus three graduate assistants would be needed to adequately staff the Center: the six to include five professional staff members with multiple responsibilities in counseling and other prime Center functions, and a combination secretary/reception­ ist. 67 To create this new type of advisory center, the existing vocational guidance portion of the Counseling and Psychological Services Center and the pre-medicine and pre-law service of the University Division would be transferred. In brief, the following services were anticipated: Vocational Counseling: All members of the Career Center would be professional vocational counselors capable of assisting students in developing appropriate career choices by relating individual career interests and goals to appropriate career fields and job opportunities, and clarifying vocational objectives. While it was imperative that professional vocational counselors staff the Center, It was also important that those selected be competent and willing to provide leadership in a variety of areas that would contribute to the development of a comprehensive career development program. Career Programs: Career days, career fairs, career seminars; all could be a helpful device for student and faculty alike, particularly at a campus out of the metropolitan fringe. The Center would provide a coordin­ ating, knowledgeable expertise in program development, resource materials (and people) and publicity for a number of "career day" programs. Career Education: While a number of career courses presently existed in various schools of Indiana University, it wan difficult to tie these different factions together. Moreover, it was not clear that the proper elements of career education were being taught and that continuity with an appropriate career plan was being established. While the Council could ensure the proper resource was being utilized, the Center could be instrumental in providing a sequential program for students not presently serviced. This three-year sequential program would take the form of a survey course to acquaint students with the basic char­ acteristics and concepts of career planning and would provide a foundation for the individual to develop a stabilized self-concept about occupational choice and its relationship to personal and academic preparation. 68 faculty-Academic Advisement Liaison: The Center, through programs, meetings, conferences and the career information newsletter could provide information for faculty and academic advisers relative to conditions and trends in the professional market place, especially as it related to academic preparation required for specific occupations. Career Information Newsletter: A monthly newsletter would be designed to provide the university community with current information about occupational structures, facts, trends, career programs, campus visitations, and to generally keep the public aware of all existing career services and their relevancy to the student's total academic experience. Career Library(s): Two identical libraries, one connected to the Center and one located in the main library, would provide relevant career resource information in the form of books, brochures, pamphlets, audiovisuals and other materials for both students and faculty: a. To enable individuals to further understand and verify information in a variety of occupational choices. b. To provide a resource center for research related to occupations and vocational choice. c. To enable individuals to read about, observe, analyze and compare tentative occupational choices. A key element to the successful operation of a compre­ hensive career library would be the full-time manning of these media centers by trained graduate students. Testing: Certain tests, appraisal devices, and interest and value measurements can be valuable aids to the vocational counseling process. In coordination with the Bureau of Educational Studies and Testing, a comprehensive program of testing appraisal and diagnosis would be established for the Center. Summary of the flan The committee concluded that this recommendation described a reordering and integration of existing resources and the development of a new, rational way for students to make career decisions, implement and reinforce them throughout their college career, and to leave Indiana University with confidence In their abilities and in their academic preparation. 69 The Career Council, properly charged and skillfully managed, would bring together sill related vocational, career, and placement activities into a coordinated resource for the entire student and faculty population. It was noted that the Council would not change or alter the exist­ ing functions of Business, Education, the School of Public and Environ­ mental Affairs Placement Services, the Professional Practice Program, or the Center for Public Affairs Service Learning. The Career Advisory Center, under the direction of the Dean of Students, would serve as the central focus and resource element for all career-related activities on campus. While additional research and study would obviously have to pre­ cede the development and implementation of this program, it was felt that the dictates of the severe economic and employment problems that existed in the 70's, and the possible consequences of extraordinary predictions of underemployment for college graduates, demanded an immediate and positive action.^ Formation, Location and Organization of the Career Center Once the funds were appropriated, steps were immediately taken to define the mission of the Center, to select qualified personnel, and to prepare an appropriate facility. It was determined by an advisory board that the Center would direct its primary energies toward helping clients The summary notes for the proposed plan of action for a Career Center at Indiana University were gathered from an unpublished paper "Recommendations for a Career Advisory Center" provided by Robert G. O'Neal, Director of the Career Center at Indiana University, Bloomfield, Indiana, 1975* 70 evaluate their interest and abilities, review and examine compatible career options, and decide on the programs most appropriate for resume* and interview preparation* It was expected that some students would seek assistance at the initial stage while others would need aid in preparing for placement, having already completed their academic work. A Search and Screen Committee recommended the appointment of Robert G. O'Neal, Director of the Indiana University School of Public and Environmental Affairs (SPEA) and Government Placement, as the Director of the Career Center. He assumed that position September 1, 1976. The Career Center was officially opened on September 1, 1976 in a temporary Maxwell Hall location. The Director, Robert G. O'Neal and Secretary, Beth Hardwick Walters, formed the operating team until October 1, when three counselors, Kitty Arnold, Sharon Pinner, and Heide Remak, were added to the staff. At the same time, two graduate assistants, Arthur Milnor and Ann Ruekert, were transferred along with an established career library from the Counseling and Psychological Services office. An early September meeting called by Vice President Robert O'Neal set the stage for the establishment of a Career Center Advisory Commit­ tee. The committee wan assigned, in an advisory capacity, to assist the Director with the implementation of the stated objectives of the Center. Members of the committee represented all schools and the student body, including placement offices, career advisement, and counseling offices. In early March, the Center moved its operation to 32^ N. Jordan, formerly occupied by the Speech Department. may be seen in Appendix F. A copy of the floor plain 71 Objectives and Philosophy The four stated objectives of Indiana University's Career Center, as reported by Robert O'Neal, evolved through original development directed by the Dean for Student Services* These ares 1) Providing assistance for students and alumni in the area of developmental/career counseling, career field explor­ ation, academic choice consistent with individual career goals, and the development of skills related to obtaining employment. 2) Providing coordination and professional leadership for academic and administrative units in functioning as an integral part of the educational process by: a. Promoting a developmental approach to career planning as a major aspect of the total academic experience. b. Contributing to the goals and objectives of the university. 3) Promoting and serving as the coordinating agency of activities, workshops, seminars and courses, and other educational programs concerned with career development. 4) Providing various University publications with career/ employment information* resource materials, publications, and data concerned with career development. In order to achieve these objectives, eight functions of work form the basis of Indiana University's Career Center: career counseling, career information, vocational testing, student files, career programs, career library, career courses, and career development research. The following summations briefly describe each of these functions with special emphasis given to the Career Information and Career Library segments: 72 Career Counseling: The professional staff is committed to provide career counseling to Indiana University students at any point in their college program. The typical counseling takes 2-3 one-hour sessions during which time results of an interest or career decision survey are reviewed, and strat­ egies developed to match clients' interests, values, and abilities to an educational-vocational objective,, Students who need more information before making a decision are referred to academic advisers and faculty for further clarification of academic objectives; to placement offices for specific information on employment opportunities and job hunting skills; to the Professional Practice Office for supportive experiential programs, and to Counseling and Psychological Services if they are experiencing significant personal-social difficulties. Vocational Testing; The Career Center at Indiana University provides students with four different interest inventories. Two of these are computer-scored and two are self-scored. The computer-scored interest inventories are administered by the Bureau of Education Studies and Testing in the Educational Building. In order to take these inventories, students must be referred by a counselor. The self-scored inventories are kept at the Center and are free of charge. Counselors at the Career Center provide assistance in interpreting results for both types of inventories„ Student Files: Individual files of students seen at the Center are limited to confidential counseling comments and test results. Career Information: Career information on job market conditions, demands, trends, and other matters that affect career choice is made available to all students and staff members of Indiana University„ This information has many formats: Information on new materials, programs and employment trends are provided in a bi-weekly newsletter to all departments, chairpersons and academic advisers. A bulletin, On the Center Line highlights vocational theories, new techniques and career articles; it is sent to academic advisers on a periodic basis. A survey of 89 departments is conducted during the summer to solicit information for a career resource directory listing total university services available to assist students in their career development. 73 An invitation, briefly outlining Center services, is included in University Division material sent to all incoming freshmen. Background and available services are subjects of a two-page mailer pamphlet. Career Library: The library is used in conjunction with workshops as an independent resource for students and as a vocational research source for students in Counseling and Guidance and for faculty. Holdings in the library are arranged in the following categories: Career Resource Books, Vocational Files, Reference and Directories, Periodicals, College Catalogs and Educational References, Business and Industry File, Professional Bibliography. Main sources used for ordering include professional organizations, government agencies, Inform and the National Vocational Guidance Quarterly, B*nai B'rith, and business and industry. At present the classification system used for the sixdrawer vertical files is a numbering system. All articles inserted in the vertical file are listed by specific subject alphabetically on a rolodex, with the assigned number noted on the card. Thus, all recent articles and purchases will have the higher number. On May 5* 1978 that number was 292. Everything is cross-referenced to all sources in the library. A general subject file is also kept: Internships, Job Hunting, Career Education, etc. Titles of publications found in a sample file folder can be studied in Appendix F. The library is open 8 to 5 Monday through Friday, and two evenings a week. Graduate assistants and a trained secretary/librarian are available at all times to provide assistance and guidance in the use of library resources. Career Library data is collected from every student using the facilities. Career Programming: Indiana University's Career Center takes an active role in the development, promotion and coordination of career programs, workshops, and seminars. The staff works with a number of departments and agencies in this kind of programming: Office For Women's Affairs, College of Arts and Sciences, Adult Education, Office of Field Experiences, College of Education, High Schools, University Division, and Residence Centers. 74 Basic Career Planning: Workshops are designed primarily for freshmen and sophomore students and axe composed of 2, two-hour sessions. Workshops deal largely with selfassessment of values, interests, personal qualities, and aptitudes. Career Decision-making workshops are offered for 2, twohour sessions and center around a model of the steps used in reaching a career decision. The workshops are offered to those who have completed the Basic Workshop and are principally for juniors and seniors. Resume’ writing and interviewing workshops are composed of 2, two-hour and fifteen minute sessions, and offer students the opportunity to learn and practice effective techniques of (l) resume' writing, (2) interviewing, and (3) the actual completion of a personal resume'. In conjunction with these workshops three workbooks are used: the Career Decision-Making Workbook, Interviewing: a Job in Itself, and Your Resume': Much Ado About Something, all developed by the staff at the Career Center. Career Courses: The Dual Channel Career Education Program is a series of 3 academic courses, each of which is limited to an enrollment of 50 students. The program allows Indiana University students to follow progressive steps of career awareness, exploration, decision-making, preparation and entry. It was developed by Robert O'Neal and approved by the College of Arts and Sciences. Career Development Research: The staff of the Indiana Career Center is committed to researching student career development needs and to assessing program effectiveness in its relationship to the total student and university community. Staffing The Indiana University Career Center staff includes a director, an assistant director, two counselors, four graduate assistants, a secretary and a librarian/secretary. Job descriptions for each of these positions can be found in Appendix F. ^Robert G. O'Neal, "Up the Channel With a Paddle," College Placement 37 (Fall 1977): 45-47. Journal of 75 In general, the Career Center staff is primarily involved in activ­ ity areas that relate to their particular position,i.e.,counselors with primarily counseling tasks, librarian/graduate assistants with library activities, and the secretary with administrative tasks. Types of activities engaged in at the Indiana University Career Center are counseling and/or assisting students concerning career information, answering questions, referring; assisting students/others in using the career library; testing and interpreting tests for students; developing and preparing information for modules and presentations to academic classes, residence halls, advisers, and others; conducting career work­ shops; preparing and implementing the Indiana University Career Day; reading and evaluating present library literature; researching new books, pamphlets, magazines, etc.; ordering new literature; formulating and up­ dating the organizational structure of the library; preparing library displays and bulletin boards; copying, editing, and composing office publications; supervising practicum students; attending staff meetings; evaluating sessions with the Director; attending committee meetings and professional development workshops. Activity areas that have been given the lowest percentage of time during the first year of operation in comparison with their importance have been the evaluation sessions with the Director, publicity publications, professional development for staff, and staff meetings. 12 12 Robert D. Stokes, "Career Center Staff Activity Analysis," Unpublished paper. Indiana University. June 1977• 76 Budget It would be very difficult to find a budget that is comparable to that of the Indiana University Career Center. Supported by the Higher Education Commission and the Indiana General Assembly with a generous allocation of $100,000, the annual budget reads as follows: Personnel Director Assistant Director Counselor Counselor Librarian/Secretary Secretary 3 Graduate Assistants (20hours) 1 Graduate Assistant (30hours) Other Direct Costs Hourly Telephone Postage S & E Publications and Subscriptions Fringe Benefits Travel $ 2.1,500 12,150 11,100 9,580 6,552 6,552 7,200 5»100 500 1,000 600 5.000 5.000 8,968 *2,000 $102,802 incorporated in general student services budget Evaluation Efforts Director Robert O'Neal has taken initial steps to evaluate student career development needs and to assess program effectiveness in its relationship to the total student and university community. Information assessing needs is constantly gathered and evaluated through workshop evaluations, interest test data, the career development inventory, and the career resource directory survey. After the first six months of operation, Graduate Assistant Robert Stokes developed a staff activity analysis for the Career Center. He surveyed the staff in terms of activity, project, and responsibility areas, organizing each of the functions into four categories: student con- 77 tact activities, library related activities, office related responsi­ bilities, and administrative tasks» A second survey was developed to analyze percentage of time allocated to each activity as well as the activity's relationship to office objectives. After receiving the com­ pleted surveys, Mr. Stokes tabulated the information and constructed profiles. By comparing the various profiles and the overall profile, a comprehensive analysis of staff activity was generated which could be helpful to the Director in his review of staff time spent on Center activities and responsibilities. 13 Senior staff research into career theories and programs has helped to form the foundation for a majority of the staffs' own program devel­ opment. A determination of the effectiveness in these programs has been largely based on personal feedback and evaluation questionnaires. A career progress survey of the College of Arts and Science grad­ uates was underway at the time of the interview. Concluding Remarks Thomas C. Schreck, Dean for Student Services, had this to say in the Center's 1976-1977 Annual Report, "Mr. O'Neal and his staff have done much to coordinate the existing programs in the career-counseling area, have involved placement officers, faculty, and academic counselors in developing activities to make students aware of the need to plan for placement before graduation. A good start has been made and the Career Center, now adequately housed, promises to be of real value to those who seek any of the multiple services offered." 1^- 13Ibid. 1977. Annual Report of the Career Center, October 1, 1976 to June 30, Prepared at Indiana University in Bloomfield, Indiana. 78 University of Michigan at Ann Arbor. Michigan The University of Michigan at Ann Arbor, Michigan offers many decentralized career exploration and information services to the student body: the Career Planning and Placement Office; uing Education of Woment The Center for Contin­ the Counseling Center; Counseling Services; the School of Education; and Trotter House (Minority student services). The Career Planning and Placement office, an exemplary model of a career center that encompasses placement, career counseling and planning, and information services will be the focus of this study. The emphasis, however, will center on the information services of the Career Resource Library. The formation of the University of Michigan's Career Resource Library dates back to the 1950's. Since then it has operated on many different levels of intensity, depending upon staffing and budgetary com­ mittment. Mildred Webber, initially, and Georgia Waldermueller, later, were the individuals identified as the original developers and maintainers of the Career Resource Library at the University of Michigan. According to staff members, these women were dedicated individuals who spent days, evenings and weekends creating a career information system that would be helpful to University of Michigan students. Upon Ms. Waldermueller's retirement in December 1978, university officials moved to formalize the position. It was the considered opinion of university personnel that, in light of the critical economic situation of the 1970's, coupled with the growing influx of students into higher education, a coordinated effort toward providing University of Michigan students with a well-organized increased flow of accurate, reliable information was a top priority. 79 Deborah Orr May came to the position vacated by Georgia Walder­ mueller in early 1977 and was charged with spending 50 to 75,% of her time in evaluating and further developing the career/educational informa­ tion unit of the Career Planning and Placement office» The remainder of her time was to be spent in vocational counseling activities. Philosophy and Objectives Ms. May approached the programmatic situation at hand by following a management-by-objectives model: assessing the needs; formulating objectives (both short and long range ones) in response to the needs; developing an organizational plan on how to accomplish the goals and objectives; and constructing an evaluation plan to determine the effec­ tiveness of the program. The philosophy of the total program of the Career Planning and Placement office at the University of Michigan is focused on helping all university students at whatever point they need assistance along the continuum of the career development process, including self-awareness, career-awareness, career-exploration, decision-making and job-hunting strategies. Location The Career Resources Library at the University of Michigan is the hub of the Career Planning and Placement office which is located at 3200 Student Activities Building on the Ann Arbor campus. A detailed floor plan is shown in Appendix G. Staffing Staff positions of the Career Planning and Placement office include the Director, Associate Director, Assistant Director, Office Supervisor, Career Coordinator, Director of Pre-Professional Office, Coordinator of 80 Interns, Career Development Counselor and Program Coordinator, Coordin­ ator of Summer Placement, Director of Non-Academic Career Counseling and Placement for Graduate Students, Coordinator of Higher Education, Communications Coordinator, two Student Services Assistants, Career Planner and an Office Supervisor. Although everyone is charged with the responsibilities of helping students use information and of keeping a critical eye on ail information, the Career Resources Library staff con­ sists of the Career Information Officer, one clerk, and four work-study students. Overall job descriptions, written by the University of Michigan's personnel office are very broad and general. Therefore, it is up to each unit to negotiate the specific job functions with each of its staff members. Cathy Dannemiller, assistant to the Vice President for Student Affairs, utilizes a management-by-objectives model to negotiate, twice a year, what it is each staff member wants to accomplish in his/her job in accordance with what is needed by the administrator. The Career Information Officer has accepted the responsibilities of making policy decisions as far as career information is concerned, ordering and evaluating career information, and training paraprofessionals to work in the Career Resources Library. Ms. Orr May hopes that in the near future a full-time professional will be hired to spend full time in the Career Resource Library, developing written materials, including self-directed modules, and train­ ing paraprofessionals in the collection and dissemination of information, thereby releasing counselors and other staff from Career Resource Library maintenance. Plans currently are under way to secure a Library Service intern for the Fall of 1978. 81 Education and experiential backgrounds of all staff members are listed in Appendix G • Range of Services Broadly categorized, the main functions of the Career Planning and Placement office are the collection and dissemination of career/educational information, career counseling, and the placement of University of Michigan graduates,, Specific activities under these broad functions include: the maintenance of a career resource library; orientation presentations to all incoming freshmen; workshops in resume'writing, job hunting strat­ egies and career exploration techniques; in-house newsletter; alumni network; women's career fair; development of career briefs; summer internship experiential, project and surveys. Special project ideas anticipated for implementation in the in­ formational area during the next five years include: 1. Developing a wide variety of self-search materials for library users, beginning with self-assessment. 2. Developing bibliographies for specific topics. 3- Developing a vocal library: a° Chairpersons of departments discussing "occupational fields." b. Academic advisers relaying academic procedures. c. People in various occupations reporting field informationo ^•0 Designing a "resource-person" publication encompassing departments and related occupational fields. 5. Contacting all departments for information on obtaining directories relevant to their subject areas0 82 6. Developing a career brief for each University of Michigan major and filing it under that major on the shelves in the lobby area. 7. Creating a Career Planning and Placement Library map. Budget The budget for the Career Resources Library for 1978-1979 is in the amount of $16,34-0 allocated in the following manner: Salaries: (Acct0 155000) Coordinator (S.G. OS') Work-Study (4-0 hours for 40 weeks) $12,800 1.04-0 Total Salaries Supplies: (Acct0 $13.84-0 155000) Labels Catalog Cards Perm-Index stock Binders Catalogue Guides Laminate Expandable File Pockets Card Protectors Display materials $ 25.00 20.00 45.00 75.00 27.00 56.00 44.00 18.00 75.00 Total Supplies $ 385.00 Albert's (card dup0) Copy Center $ 75.00 500.00 Total Printing $ 575.00 lting: Acct. (155000) Publications: (Acct° 155000) Books Periodicals Misc. Publications $ 750.00 225°00 65°00 Total Publications $ l,04-0„00 83 Capital Expenditures (Acct. 301069 - CP&P Gifts) New Equipment $ 500.00 Total Capital Expendi tures $ 500.00 Total Purchasing $ 2.500 GRAND TOTAL $16,3*J0 Selection and Organization of Resources The collection of the wide variety of career educational materials available to University of Michigan students is classified according to an adaptation of the Bennett Occupations Filing Plan, which is an alpha­ betical subject index by fields of work, based upon those appearing in the Dictionary of Occupational Titles.^ All outdated titles were changed to fit the times and needs of the University of Michigan students. The classification system is reproduced in Appendix Go Ms. May has developed a detailed Classification System and Proce­ dures Manual for use by the staffo The occupational files are arranged in open boxes placed on open shelving and each box is marked with a green dot to facilitate correct area placement after use. All government information boxes are marked with a blue dot to again mark library location. Titles of the contents of a typical file folder pulled at random, entitled "Health Services" can be studied in Appendix G. ■Tlax F. Baer and Biward C. Roeber, Occupational Information (Chicago: Science Research Associates, Inc.), PPo 319-321. 84 Main sources used for ordering include Inform. ^ Counselor*s 17 l8 Information Service, Vocational Guidance Quarterly. the Journal of 19 College Placement. assorted bibliographies for free information such as Career Information for College Graduates edited by the eastern division of the College Placement Council, professional associations, and federal and state government lists. Guidelines used to review materials are informal. The most im­ portant criteria used include a personal feel for good and bad informa­ tion, age of material, and relevance of material. The Career Information Officer has the main responsibility for evaluating and selecting informa­ tional resources. Purchasing is implemented according to the standard office proce­ dures' system of the Career Planning and Placement Unit. All orders placed through the office supervisor are kept in duplicate in an "out" basket. When the materials are received, the duplicate is pulled from the "out" basket to the "in" basket and recorded in a notebook kept for that purpose. A complete inventory of all holdings is maintained by the Career Information Officer. Inform (Washington, D.C.: National Career Information Center), a monthly publication September through June. 17 Counselor's Information Service (Washington, D.C0: B'nai B'rith Career and Counseling Services), a quarterly publication. 18 Vocational Guidance Quarterly (Washington, D.C.: National Vocational Guidance Association), a quarterly publication. 19 Journal of College Placement (Bethlehem, Pennsylvania: College Placement Council, Inc.), a quarterly publication. 85 There is no provision for checking out any of the career informa­ tion resources. Daily maintenance tasks of a simple clerical and filing nature are performed by work study students and the office clerical staff members. Evaluation Efforts The Career Information Officer at the University of Michigan believes very strongly in evaluation. "You evaluate so you can set your own goals, so the staff can see why you’re going, and it gives them you are doing it and a chance to give their input. where You evaluate so you can get your budget for the next year, and show people what you've done, how well it's working, how well it hasn't worked, and what you want to do differently the next time. I really am a strong believer in the systems approach— that you assess your needs, decide upon your objectives, line up alternatives, then evaluate whether those alternatives will meet your needs, and if they do not, you have to go back and look at the whole thing all over again." 20 The University of Michigan's Career Planning and Placement Officer is making a concerted effort to move toward an objective evaluation of the Career Information program by contracting with each staff member about the kinds of information needed from each area. In this way she will discover where the strong and weak points are and where the staff and students want to goc She is hopeful that as they struggle together increasing data from both staff and students that they will become more 20 Quotation taken directly from a cassette tape recording of the interview with Deborah Orr May, Career Planning and Placement Officer on the University of Michigan campus, March 1, 1978. 86 statistically sophisticated. Ms. Orr May says, "In student affairs it is essential that we do get to know more of what we are doing and why, so we can do a better job. It has been too easy for us to say that we can't be accountable for the kinds of services we render, but yet I think there are some things we can define that we can be accountable for and that we have to get more sophisticated about how we evaluate them No specific instrument has been developed for University of Michigan students to record their likes or dislikes or use of Career Planning and Placement activities and resources. All feedback from students comes verbally from the Career Planning Placement staff. Michigan State University When the Michigan State University Counseling Center was estab­ lished in 19^6, Wilma Bennett, nationally recognized in the field of occupational information, University Library. 22 was a staff member of the Michigan State The career-related information files which she organized and maintained in the main library were excellent, a useful resource for all students and staff. Unfortunately, the distance be­ tween the Library and the Counseling Center made accessibility for shared use by students and counselors difficult. Ms. Bennett, moreover, soon accepted a position at another institution, and no successor was appointed by the Library to continue her efforts. Both of these factors 21 Ibid. 22 Wilma Bennett, Occupational and Vocational Guidance: List of Pamphlet Materials, (New Yorks H. W. Wilson, 193**). A Source 87 led to a Counseling Center decision to develop its own occupational library. Rowland Pierson was appointed as chairperson of a committee to work toward this goals Beatrice Fessenden Moore reports the subse­ quent historical events in a 197^ Counseling Center publication: "As the committee evolved it served primarily in an advisory capacity to the chairperson who carried the major responsibility for collecting, organizing, and maintaining, with limited clerical help, the occupa­ tional files. Until the Center moved to the Basic College Building prior to Fall term 1952, the file of occupational information and a few reference books were located in the combined-reception area file room in Building A-2, South Campus. In the Center's new quarters in the Basic College Building, a room in the basement across the hall from the Testing Office was designated as the Occupational Library. Although the quarters were small and located two floors below the reception area and most of the counselor offices, the Center had its first library. ^ In the mid-fifties, Pierson wrote an extensive report on the Occupational Library. The report contained historical notes, consider­ ation of objectives, explanation of methods by which the library served students and staff members, and a description of the six sections of the Library. In the report Pierson expressed concern that his duties left too little time to carry out his responsibilities for the Occupational Library satisfactorily. He noted that the Library should belocated near the reception area and counseling offices for more effective student 23 Beatrice Fessenden Moore, The Michigan State University Counseling Center: Origins and the Development of Current Functions and Services. 19^6-1971. A report published on the Michigan State University campus, East Lansing, Michigan 197^* PP. 80-81„ 88 and staff use. Moore stated.: "It would "be many years before adequate staffing for the Occupational Library and additional career infor­ mation services would be provided. The location of the Occupational Library would soon be resolved, however, when the Counseling Center moved to its own wing in the new Student Services Building. Here one relatively large room, convenient to the reception area and to counselor offices, became the Occupational Library. Through the leadership of Pierson and, subsequently, of Dorothy Ross, the Occupational Library expanded not only its holdings but its services to the University community. Each counselor often served as a career information consultant to staff and students, with too little released time for these responsibilities, and with too limited funds to secure additional support help. Needs for adequate staff had long been apparent, but other Center budget demands took priority. In the 1958-59 annual report the Director made a strong plea for a person specifically responsible for Career Information Services. However, no funds were allotted for this purpose until fall term 1967 when the new position, Educational-Occupational Information Specialist, was approved and filled by Ronald Fautz who had a Master's degree in counseling. In general terms his responsibility was to collect, organize, and disseminate educational and occupational information. This was defined in a job description to include maintaining and developing the Occupational Library: expanding the career information resources in the Satellite Counseling Center officesj effectively publicizing the career informa­ tion services; keeping Counseling Center staff informed about the rapidly changing educational and career opportunities and requirements; 2k Ibid., p. 82. 89 attending to liaison activities throughout the University community; furthering effective use of educational-occupational information by students and staff; preparing and distributing the "Referral Directory,," an annual compendium of Michigan State University referral resources. Fautz made substantial progress during the first two years after which he accepted a position at another institution. His assistant agreed to accept a temporary appointment to the position for one year. Before undertaking a search for a new specialist, the Education-Occupa­ tional Information Advisory Committee took advantage of the interim period to evaluate the position an it had developed during the first two years. As a result of the evaluation the committee recommended that the educational and experiential qualifications of the position be upgraded in keeping with the level of responsibility required. The staff accepted this responsibility and this author, who had an Educational Specialist degree in College Counseling and four years of experience as an academic adviser in the Michigan State University College, was employed as the new Educational-Occupational Information Specialist. Basic career infor­ mation services were continued, and, in many cases, expanded. addition, many new services were initiated. In These included the develop­ ment of resource materials stylized for college students, and the development of effective outreach programs to alert Michigan State University students to effective career development strategies and resources. Liaison activities were significantly expanded by building a number of tributaries into the mainstream of educational counseling 90 and advising. A close alliance with the university adviser network was established with the Educational-Occupational Information Specialist attending all academic adviser meetings and providing career-educational resource materials to all academic advisers on a bi-monthly basis. 25 The early 1970's saw many changes in the economic scene in the United States, and while the labor market had never been a continuing source of concern for college graduates, it now became a serious con­ cern. Students gradually began to press for the kinds of information that would help them seek out the better opportunities for themselves. The Occupational Library at Michigan State University was inundated with concerned students who wanted current, reliable, accurate informa­ tion to assist them in career planning. Traffic doubled, then tripled. More staff had to be hired and more space had to be found to meet the needs of the students clamoring for services. An adjoining room was opened up to add to the square footage of the existing Occupational Library, as shown in Appendix H. In 1977* after seven years of making the best of two separate space environments, the now newly-named Career Resource Center was given new quarters in Room 6 of the Student Services Building. diagram is detailed in Appendix H. A floor Seventeen thousand dollars had been allocated by the Vice President of Student Affairs' office for this purpose. During these years of economic crisis in our country, the coun­ seling Center's Career Resource Center at Michigan State University 2^Ibid., pp. 86-89. 91 continued to increase its services to the student population, the staff, the administrators, the community and to other educational institutions throughout the country. Career Resource Center staff continued to In­ crease liaison efforts with the Counseling Center Staff, the Placement Bureau Staff, University College academic advisers, the Admissions Department Staff, and the academic departments in a variety of ways which will "be described throughout this narrative. Administrative Commitment to the career information program con­ tinued to "be strong, though budgetary allowances remained limited. Ways were always found, however, to augment Career Resource Center alloca­ tions: (l) the Referral Directory project gained endorsement by the Assistant Dean’s group and then by the Provost's office; (2) the Gracious Reader newsletter project was endorsed by the Provost's office; and (3) the new Career Resource Center was the result of increased student traffic, a development brought to the attention of the Vice President of Student Affairs by the Counseling Center Director. The budget allocation of the Career Resource Center has always been integrated into the Counseling Center Budget. Currently, approxi­ mately $55,000 is allocated annually to salaries; $1,200 for informa­ tional materials; $1,500 for supplies; $1,000 for postage; $2,000 for the newsletter; and $2,000 for the Referral Directory. The Provost's office continues to endorse the newsletter and the Referral Directory, with each having a 1,500 distribution listing. Staffing Currently there are three professional staff positions, and one clerical position in the Michigan State Career Resource Center: Career Information Officer, two Assistant Career Information Officers and a 92 Secretary. Additional support assistance is received from practicum students in the Master's program in Student Personnel Work and workstudy students. Job descriptions of the professional staff can be perused in Appendix H. Staff members have a variety of educational and experiential back­ grounds. The Career Information Specialist has a B.A. and an M.A. in Music Education, and an Educational Specialist in College Counseling and Psychology. She has taught in the public schools, and served as an Academic Adviser in a university setting. One Assistant Career Information Officer has a B.A. in Liberal Arts and hospital training in nursing. She worked for 1^ years in nursing and 5 years as a Career Information Specialist in a community agency. The other Assistant Career Information Officer has an B.A. in Social Science, hospital training in nursing, and an M.A. in Rehabili­ tation Counseling. She has been a social worker, nurse, an academic adviser, and a Director of Supportive Services in a university. Though job descriptions for these positions are of a general nature, the specific tasks performed by the professional staff members are numerous. Present staff allocation is adequate for the current programming. Staff Roles. Objectives. Philosophy The role of the Career Information Specialist is to facilitate the implementation of the career-development activities of the university students, and to supplement the total career development and academic efforts of Michigan State University students through the successful operation of a variety of career-information systems. 93 Program objectives Include: 1. To collect, evaluate, develop and disseminate accurate and relevant career information resources on general and specific careers. 2. To provide experiences stimulating the self-exploration that is necessary for career development. 3. To assist students in a life-planning program with long-range career goals in mind. To provide experiences that assist students in developing compe­ tencies in decision-making. 5. To assist the professional staff in integrating career information into their professional activities. 6. To utilize community resources in closing the gap between career and educational theory and "the real world." Range of Services The Michigan State University Career Resource Center focuses on an almost complete continuum of career development, from self-evaluation and vocational information and curricular planning, to experiential learning, but stops short of actual job placement. The Center is an educational opportunity center where individuals can go to find tools to use for self-assessment, information on occupa­ tions, and the educational programs required for preparing for their career objections. Program and liaison activities designed to relate aspects of career information and development aspects more closely with academic affairs have top priority in the Michigan State University Career Resource Center. These include: 9^ The Referral Directory: a compilation of the names of all Michigan State University facility members who enjoy talking with students about curriculum and career planning. It also includes a list of all the kinds of supportive services and experiential opportunities that Michigan State University students can avail themselves of to make their college experience more productive. Liaison activities: passing. these are continuous and all-encom­ Staff members work intensively to relate their activities to the rest of the university. accomplished in a variety of ways. This is Placement Bureau coffee hours are attended every morning by various staff members so that a pulse on the job market can be kept by talking with the recruiters who are on campus for the day. All University College academic advisers' meetings are attended by a designated staff member. Constant commun­ ication is kept with the Counseling Center staff, the Assistant Deans of all colleges, the Admissions Depart­ ment staff, the Supportive Program Division, and Residence Hall personnel. The Career Resource Center program is interpreted to all these groups, with Career Resource Center personnel traveling the "extra mile" to provide career-educational information assistance to the university community. With this kind of communication and service, the Career Resource Center is alerted to the 95 many current informational needs of both faculty and staff. In addition, it gives the Counseling Center's career information unit wide visibility. Since an information system is no better than its information base, another priority of the career-educational information program is that of developing an effective information base which contains current, objective, reliable information written in a way that catches the interest of the college student. The design vised for developing career-educational materials is a very simple one: a written summary that gives students just enough information to whet their appetite for more. Items included in the briefs are: 1. Nature of the duties of the occupation. 2. Personal, educational, experiential, and legal requirements for entry. 3. Wage, fringe benefits. 4. Current employment and employment outlook. 5« Representative industries that use the occupation. 6. Representative job titles. 7. Opportunities for promotion. 8. Hiring channels. 9. Related occupations. 10. Sources of additional information. Types of career briefs developed are numerous: traditional descriptive, transfer articulation, survey of professional schools admissions, self-evaluation and decision-making, resume' writing, interviewing. 96 In addition to written briefs, cassette tapes are constantly being developed, with the involvement of faculty chairpersons. A grant from the Educational Development Fund at Michigan State University facili­ tated the initial development of the cassette tape library. One of the most successful outreach projects is the newsletter entitled The Gracious Reader. From 1970 to 1973 The Gracious Reader was published bi-monthly, October to June. Commencing in 1973 it became a monthly publication, October through June. The Gracious Reader newsletter was founded on the premise that many counselors do not enjoy vocational counseling because they do not have a good career information base. This residing would broaden that base. The articles in The Gracious Reader are sifted from an array of articles found by scanning more than fifty current mass-media and professionsil publications. All counselors and academic advisers at Michigan State University were initisil recipients of the newsletter. After providing this service to Michigan State University for a year, it occurred to the Occupational Information Specialist that perhaps the high school counselors in the State of Michigan would welcome such a service. The Admissions Depart­ ment enthusiastically endorsed the idea, and in the Fall of 1972, each Admissions Officer took a packet containing several career briefs and a sample copy of the newsletter to the counseling department of each high school and community college in Michigan. this service wan considerable. The response for receiving As a result, over 500 high schools and community colleges in Michigan now receive a yearly subscription to The Gracious Reader, gratis, from Michigan State University. The 97 project is funded by the Provost's Office. In addition, several educa­ tional institutions throughout the United States who have heard of The Gracious Reader are now regular subscribers. Other outreach programs of the Michigan State University newlynamed Career Resource Center includes residence hall career information workshops, in-service training for faculty and staff, Welcome Week presentations, summer orientation involvement, practicum experiences for Master's Candidates in Student Personnel Work, responses to written inquiries and telephone requests for career information, career fairs, faculty consultation, guest lecturing in university courses, and research. The most effective programs are the Referral Directory, The Gracious Reader, the career briefs, the daily clipping service of over 50 different publications Incorporated in the career files, consultation services, and the practicum program for Master's candidates in Student . Personnel Work. Least used are the department tapes, although this may be due in part to staff guidance, the time factor in listening, and lack of advertisement. Selection and Organization of Resources The holdings of the Michigan State University Career Resource Center are many and varied, covering the broad spectrum of career-edu­ cational materials that would be useful to college students in their life-planning efforts. Main sources of ordering include: professional organizations, county, state and federal government agencies, Inform. the National Vocational Guidance Quarterly, the College Placement Journal, and the B'nal B'rlth Information Service. 98 Selection procedures follow adapted National Vocational Guidance Association guidelines, as shown in Appendix H. All ordering is imple­ mented through the Administrative Assistant of the Counseling Center. The classification system used for the vertical files is one devised "by Nancy Greer and supervised by Camille Smith. Twenty-two cluster areas were defined by finding the commonalities of (l) several different systems, and (2) inventories offered to students by the Counseling Center. These included the Dictionary of Occupational Titles, the U.S. Office of Education's 15 occupational clusters, Ann Roe's two dimensional schema, the U.S. Bureau of the Census classification system, the Kuder D.D. categories, and the 23 basic scales of the StrongCampbell Interest Inventory. In addition, particular attention was given to relating the system to the majors that are available to students at Michigan State University. The listing of the 22 Category System can be found in Appendix H. The color-coding of the system was planned and organized by Nancy Greer, making refiling of ail file folders a relatively easy task. Students are able to access into the vertical file system by con­ sulting the Roladex which contains in alphabetical order every occupa­ tion found in the vertical files. Cross referencing is also included where appropriate and, in addition, each rolodex card is color-coded to match the drawer and file folder identification. Each card also con­ tains the appropriate Dictionary of Occupational Titles code number of the occupation and the page reference for locating the Data/People/ Things basic job description and a listing of similar related occupa­ tions. A master file is maintained by the Assistant Career Information Specialist to keep a controlled check on all file folders. 99 The arrangement of ail holdings in the Michigan State University Career Resource Center follows a simple plan, and can best be studied by referring to the floor plan in Appendix H. Because it is a special reference library, there is no provision for checking out any of the materials. Students are given the privilege of receiving Xerox copies of any five pages of materials. Maintenance of all holdings is a relatively easy task for all staff members because all holdings are color-coded and numbered. In addition, a Master List can quickly be consulted to check on any materials that may be missing. A listing of the contents of a sample file folder "Occupational Therapy," pulled from the collection of 2,500 file folders, can be found in Appendix H. Evaluation Efforts Both Counseling Center staff and students at Michigan State Uni­ versity have been systematically sampled to determine the effectiveness of the services of the Career Resource Center. With this kind of feed­ back, needs have been assessed, goals set, and objectives determined. The results of student sampling at the Michigan State University Career Resource Center is reported in Chapter IV. University of Minnesota at Minneapolis The Counseling Bureau at the University of Minnesota has had a long tradition of strong support for all aspects of vocational counsel­ ing since about 1929» with many eminent professional leaders in the field coming from its staff: Donald G. Patterson, E. G. Williamson, 100 Gilbert Wrenn, David Campbell, Ralph Berdie, and Arthur Brayfield. Consequently, the Counseling Bureau's Occupational Information Library, as it is still called, has also had a long history. However, deluged by student demand for more help with their career and/or job plans since the serious economic turnaround in the early 70's, Minnesota, like many other educational institutions, found it was unable to provide adequate solutions to the problems associated with collecting, updating, and disseminating accurate information on occupational, educational, and placement alternatives. Because career/educational information is essential for any well-balanced career development program, and because there is a federal law that now requires that institutions participat­ ing in the Guaranteed Student Loan Program present prospective students with information regarding the employment of graduates, the University of Minnesota activated a tank force on Career Planning and Placement which has endeavored to bring about some improvements in the whole spectrum of career development programming, including the information aspect, thus giving students the opportunity to learn how to obtain and process information about themselves, their values, interests and abilities, and educational options. 27 As has been the case with many other educational institutions interested counseling center staff from the University of Minnesota were those who maintained the career information materials for use by other staff members and students over the years. As returning GIs from "A Coordinated Plan for Career Development for the University of Minnesota, May 1, 1977." Unsigned paper provided by Ellen Betz, Counseling Bureau, University of Minnesota at Minneapolis. 27Ibid. 101 World War II flooded Institutions of higher education, and as the egalitarian movement augmented the elitist college population, a prolif­ eration of commercially-produced career information materials began to flow into colleges and universities. The job of collecting and dissem­ inating career/educational information became an insurmountable tank for staff members who had other duties to perform. Vivian Hewert, Ph.D., a counseling psychologist (retired in 197^), was one of those individuals identified as being responsible for many years for the University of Minnesota’s Occupational Library and any special outreach programs connected with the acquisition and use of career/educational information. Rrom 197^ to 1977» Alice Christian was charged with this responsi­ bility, and she devoted a large percentage of her time to the Occupa­ tional Information Library. Upon her retirement in June 1977» Jacqueline Thompson, secretary to the Veteran's Counseling Bureau, wan charged with the responsibility of the maintenance of the Occupational Library for 50 percent of her time. Ellen Betz, Ph.D., counseling psychologist, was selected to direct the operation: supervise Ms. Thompson's work, approve orders, and develop ideas for broader dissem­ ination of career-related information to students and staff, in addition to her regular counseling duties. An important influence on the expanded activity of the Occupa­ tional Information Library came from the efforts of the Career Develop­ ment Network which emanated from the University of Minnesota's Counseling Center office in 1973» when jobs increasingly became difficult for college graduates to obtain. Thirty to forty people came to a "sharing' meeting and this group has met every quarter since the initial meeting 102 in 1973* These meetings have been geared toward the staff development of the members with sessions held on life-planning, job prospects, career-planning techniques, and on reviewing the most recent careerrelated publications. A position paper was eventually written by four Network members outlining the career development problems students at the University of Minnesota were experiencing. Central Administration responded by appointing a task force in October 1976. This task force was charged with the responsibility for evaluating the University's present career development services, and for making recommendations for an improved program. Because of the Network and the resultant Task Force, the Occupa­ tional Information Library at the University of Minnesota received increased visibility, a~>d is now moving to increase its services to students. Location and Physical Facilities The Occupational Information Library, formerly located in Room 104 Eddy Hall, is nott situated in Room 9 of the same building— the home of counseling services and testing. present use from a radio room. It is a basement room converted to its As students approach the entrance, a bulletin board attracts their attention to some of the most recent "jobrelated" clippings from newspapers and magazines. Upon entering the room, they pass the former radio control room on the right, where, during selected hours, the paraprofessional who has been hired to assist students may be found. Beyond this small entry way is a desk where a 103 note instructs library visitors to please sign in. A tally of users is thus kept, and an address list is automatically obtained for sending future mailouts from the Occupational Library. Another note informs students that materials can be checked out for overnight use after 4 P.M. but must be returned before noon of the next day. the library is also available at this desk. A guide to using This is reproduced in Appendix I. Staffing Ms. Jacqueline Thompson, Senior Secretary for the University of Minnesota Veteran's Bureau for eight years, had sporadically been asked to help out in the Occupational Information Library during the Summer of 1977* In the Pall of 1977» a specially-funded position was created for a Library Coordinator in the Occupational Information Library, and Ms. Thompson was asked to fill this on a 50 percent time basis. The remainder of her time was to be spent in the Veteran's Department position. The position of Library Coordinator was an in-house decision, but does not formally exist in the University System. Ms. Thompson's salary remains at the Senior Secretary level. Ms. Thompson's academic background has been in the Qiglish and Spanish fields, and she expects to receive a degree in Family Relations in the near future. She brings 8 years of experience in working with students, knows the University well, and is very knowledgeable about policies and procedures in the Counseling Center Bureau. She is super­ vised by ELlen Betz, a counseling psychologist, but has no other asistance or advisory committee. There is some expectation that there will be an effort to get work study students in the Fall of 1978. 101* The Library Coordinator has been given the following responsi­ bilities in the Occupational Information Library! — review and evaluate any new materials coming in — order all free materials, using personal discretion — review and update existing materials — replace missing materials — help students in locating and using information — inform staff of latest acquisitions — classify all information and place in proper location. It is the Coordinator's opinion that the ideal staffing require­ ments for this operation would be two full-time professional staff members and two part-time clerical staff members. According to Ms. Thompson and Dr. Betz there is strong adminis­ trative commitment for expanding the services of the Occupational Information Library. A later conversation with Dr. Neda Hagenah, director of the Counseling Center Bureau, confirmed the administrative commitment to the Occupational Information Library. All staff members were in agreement that the Occupational Informa­ tion Library was "coming of age" now, particularly because a formal budget for its future operation had been proposed as part of the Coordinated Plan for Career Development at the University of Minnesota. Range of Services A summary of the range of career-education services that have been available to all students and members of the university community through the Occupational Information Library includes 105 — Collection of career-educational information. — Dissemination of informations new acquisitions, career-related activities, and employment trends. (These are disseminated by means of a term news­ letter entitled Network Notes, written by a Counseling Bureau professional counseling psychol­ ogist and a graduate assistant. The newsletter is sent to all departments, chairpersons, and academic advisers. In addition, a monthly bulletin is sent out by the Library Coordinator informing Counseling Bureau staff members of latest library acquisitions. — Referral Service — Assistance to high school students in answering their inquiries concerning career information and planning. — Development of self-directed materials for users of the Occupational Information Library. — Career Planning Program; an activity related to network participants, impacting the Occupational Information Library. — Career Information Workshops led by Graduate Assis­ tants of the Counseling Bureau. — Practicum Experiences: practicum students under supervision of counseling psychologists focus their attention on the Occupational Information Library for a two-week period. It is the expressed hope of staff members that an extensive out­ reach program will be developed in the next few years as the Occupational Information Library expands and develops in relationship to the growth of the career development program, as outlined by the recently appointed Task Force. The Occupational Information Library services about 25 students a day. To accommodate the student who is not able to use the facilities during regular week-day hours, the hours have been extended to 7 P.M. Monday evenings. 106 Selection and Organization of Resources A five-point plan has been devised by the supervisor of the Occu­ pational Information Library to facilitate the vast, complicated process of ordering career information materials. A summary of this plan can be found in Appendix I. Selection procedures used to review all materials are based on a goodfeel for information, ordering from reliable services, keepingcur­ rent and relevant to the needs of the students attending the University of Minnesota. A complete bibliography of all special and professional resources contained in the Occupational Information Library has been developed by the staff. The classification system used in the University of Minnesota's Occupational Information Library is fashioned from the Dictionary of Occupational Titles model. (See Appendix i) Staff members view it as a comprehensive way of locating materials and respect the system's authority because of the tremendous amount of research put into formu­ lating it by the United States Labor Department. Students are given very detailed easy-to-read instructions on how to use the Dictionary of Occupational Titles open file system. I. This is reproduced in Appendix Currently there are 2^0 Dictionary of Occupational Tltles-based file folders in the collection, and an additional 66 file folders with miscellaneous titles. The contents of a typical file folder pulled from the shelves entitled 0001 Architect-Engineer are listed in Appendix I. 107 Evaluation Efforts No specific formal evaluation processes or instruments have been or are presently used to determine either the needs or the effectiveness of career information usage by University of Minnesota students. However, the Proposal: A Coordinated Plan for Career Development for the University of Minnesota contains the following statements: "The responsibilities of the Career Development Officer and associated staff are as follows: (7) To give leadership to the systematic and regular gathering of information concerning placement, career patterns, labor market developments as necessary to comply with federal guidelines. (9) To design and implement an ongoing evaluation process with components that lead toward con­ tinual improvement of the quality and lowering of the cost of the services provided, using existing facilities within the University, such as Student Life Studies or Measurement Services Center." Conclusion The University of Minnesota's Occupational Information Library is very much an integral part of the University of Minnesota's Counseling Bureau operation because of the Bureau's long history of a heavily oriented vocational counseling program. The information resources provided by the Library effectively augment other services of the Counseling Bureau— testing, counseling, workshops, career planning courses, and research. In addition to the great expectations of expanding the total oper­ ation of the Occupational Information Library at the University of Minnesota by increasing both its human and informational resources, one of the Task fbrce's recommendations is that a computer system of career information and graduate placement information should be established. 108 Staff members are planning to use the Minnesota Occupational Information System base in this computer program because they feel it has a good foundation of information: (l) it is focused on high school needs and (2) it contains a great deal of pertinent college information. It is the considered opinion of the counselors that the counseling portion of the interactive system developed hy the Minnesota Occupational Information System is a misleading attempt at professional counseling, and they are not intending to use it. All are firm believers in the "touch-and-handle information" concept, but think a computerized system will attract the attention of those students who resist "coming out of their holes." As Ellen Betz aptly put it, "They'll play around with a computer, but won't open a book." The initial cost of the system is expected to be in the neighbor­ hood of $35,000. This will include two terminals on each of the University of Minnesota Campuses. How will they get the money? President MacGraw has stated that the University of Minnesota must generously support a career develop­ ment program for all of its students because of the current needs. Consequently, there seems to be a fair amount of support to focus in on career planning at the next biennial meeting in 1979° In addition, there is hope that some grant money will also be forthcoming. Similarities and Dissimilarities All Career Resource Centers of those reviewed had their beginnings right after World War II. While all but one have expanded their services significantly, only one has become a separately budgeted unit. Only one of the five Career Center Coordinators has been actively involved in career resource administration for an extended period of 109 time (eight years), while all other four coordinators are new at their positions (one year). Four of the five coordinators have had experience in counseling students; two have had experience in placement. None has had profes­ sional preparation in the information field although two have graduate degrees (M.S. and Ph.D.) in Counseling and Clinical Psychology; two have Master's degrees in Student Personnel Work; one does not yet have a Bachelor's degree, although she is supervised by a Counseling Psychologist who has a doctoral degree in Counseling. Titles of the persons in charge of the centers vary. One is called a Director; two are called Library Coordinators; one a Career Information Officer, and one has no official title. Three of the five Career Centers employ two or more professional full-time support staff in addition to the Coordinator/Director. Two centers train graduate students from the Student Personnel program, and employ work-study students. Assistants. Two centers have one or more Graduate Three centers have clerical help. No Career Center current­ ly has an advisory committee although two reported having had one each for the one-year period. Three of the five Career Resource Centers are under the adminis­ trative control of Counseling Center Divisions; one is under the Place­ ment Bureau; one is a separately budgeted unit. Budgets vary, from "no amount specified" to $100,000 a year. All five Career Resource Centers have strengthened their operation in response to the economic crisis of the 70'sand the resultant diffi­ culty students were having in career placement after graduation. 110 Names of the five informational units vary: Center, Career Resource Career Resources Library, Occupational Library, Career Center, and Career Library. Three of the Career Centers have separate areas for their operation while two operate out of reception areas, although one reception area has the largest square footage of all five career centers. Four of the Career Centers have outreach and extension programs; one provides information only to students. Only one of the Career Centers is extensively involved in developing and publishing materials targeted to the college population, although two are engaged in infor­ mational development to a limited extent. None of the Centers has installed computer systems, although four are contemplating them for the future. Only one Career Center provides career planning consulta­ tion to a variety of campus and community constituents; one is beginning to become involved in consultation activities. All five Career Centers have active referral systems. All Career Centers provide a variety of educational/occupational information services. Resume' writing and interviewing assistance are offered by four of the five centers. Programs for special populations are implemented by three units. A number of duties and responsibilities are characteristic to the operation of all centers: reviewing, selecting, ordering, evaluating, classifying informational materials; maintaining records; assisting students and staff in the use of information; referring students to appropriate resources outside the Center. All five Career Center Coordinators indicated they view the Career Center as the primary element in a comprehensive career education Ill program at their institution. Fbur Coordinators lamented the limited funds with which they had to work. Bach of the five Centers use a different classification system for filing career related materials: alphabetical, number, Dictionary of Occupational Titles, adapted-Bennett, center-developed. Each Coordinator had spent a considerable amount of time weighing the pros and cons of many systems before adopting a particular system. Most are willing to change if a more effective system can be found. Only two Career Centers use any kind of evaluative measure to determine the effectiveness of services to the students. One is seri­ ously considering doing this in the near future, given adequate resources with which to work. Summary All five Career Center Coordinators generally agree that they have a two-fold responsibility: (l) to assist students and staff in the effective use of career resources, and (2) to seek institutional changes that will enhance the career development of students in positive ways. Operational styles of all Centers differ according to which portion of this two-fold responsibility takes priority in the mind of the Coordin­ ator. Two of those interviewed seem to lean toward indirect intervention. They are inclined to be satisfied with providing students with a high quality of career development services rather than becoming influential in constructing a comprehensive, workable career education program on their campus. The other three regard themselves as "change agents" and their innovative work as "catalytic" in bringing about changes. They are more likely to try out new ideas rather than wait for administrators or committees to come to them with ideas. It should be noted that these 112 are distinctions in degree, and not in kind. Nonetheless, the latter "catalyst" emphasis has much more of* a "futurist" thrust than the former conservative stance. Despite these differences in role perceptions, it is also apparent that all five Career Center Coordinators are dedicated to their posi­ tions, working diligently to develop effective career-related programs for the students and staff they serve. With limited authority and with little precedent to guide them, they are testing various approaches and evaluating results. They recognize that the success of their activities rests heavily on their liaison efforts, their knowledge of effective information systems, and their sensitivity to student, staff and community needs. CHAPTER IV THE CAREER RESOURCE CENTER: A STUDENT EVALUATION Characteristics, activities and trends in five selected Big Ten University Career Resource Centers were described in Chapter III. Information was obtained from the Coordinators/Director including his­ torical reports of these Career Resource Centers. Another dimension will now be added to the study through an analysis of a survey of students who have used the Michigan State University Career Resource Center in selected periods from 1976 to 1978. Michigan State University was selected for this phase of the study because it was the only Career Resource Center of the five reviewed that had collected any data concerning student use of the Career Resource Center. Secondly, Michigan State University was one of the first insti­ tutions of higher education to establish a Career Resource Center. Another reason for the selection is that the coordinator of Michigan State's Career Resource Center was one of the first professionals in the United States to assume the specialized position designated as a Career Information Specialist and to establish a formal unit called a Career Resource Center. Finally, many colleges and universities and 113 114- other educational institutions have modeled their Career Centers on some aspect of the Michigan State plan .1 The history, the reason for forma­ tion, the characteristics, activities, and other pertinent facts con­ cerning the Michigan State University Counseling Center's Career Resource Center were presented in Chapter III. The review will now turn to a summary of the data collected in the student survey. Student Survey Beginning in 1976, for two different extended periods of time, a survey was made of a sampling of the 6,000 students who annually use the Michigan State University Career Resource Center. The purpose of the surveys was to ascertain trends and usage patterns in the Career Resource Center. More specifically, the surveys sought (l) to determine the extent to which the Career Resource Center was being used; (2) to deter­ mine the scope of career-related concerns students were having; and (3) to determine how effective students found the services. Method A questionnaire was prepared by the Career Information Specialist to survey the use of the Michigan State University Career Resource Center during selected weeks of the academic years 1976-1977 and 1978. The questionnaire was designed to identify (l) the population using the facility; (2) source of referrax; (3) reasons for using the facility; Among them are Delta Community College, University of Michigan, Indiana University, Calvin College, John Wesley College, Grand Valley College, Bowling Green University, Christian Brothers College, Davenport College, University of Florida, Florida State University, Lansing Community College, Mason Skill Center, Traverse City Technical Career Center, and many Michigan high schools. 115 (4-) resources used; and (5) perceived effectiveness of usage. A copy of the questionnaire is reproduced in Appendix H. The questionnaire was given to a majority of students using the Career Resource Center by the staff members on duty during a l6-week period in 1976-1977 and during a 7-week period in 1978. Because staff members on duty had telephones to answer and students to help, it was not possible to distribute the questionnaires to every user. The Career Information Specialist was satisfied to tally any semblance of feedback she could receive from students. Results The questionnaire was answered in whole or in part by 2,565 students in the l6-week period in 1976-1977, and 648 students in a 7~ week period in 1978. tained. A total of 1,503 useable questionnaires was ob­ Females showed slightly more interest in using the Career Resource Center during the two studies than did males. TABLE 1 SEX OF CAREER RESOURCE CENTER USERS Male Female Total 1976-1977 1978 327 528 855 248 400 648 When responses were analyzed with reference to class designation, it was found that sophomores used the facilities most, with freshmen, juniors and seniors following in rank order. 116 TABLE 2 CLASS DESIGNATION OF CAREER RESOURCE CENTER USERS 1975-J.2Z6__ No. % High School 1978 No. % 2 0.3 164 25.3 Freshman 157 1.2 18.4 Sophomore 233 27.2 179 27.6 Junior 187 21.9 117 18.1 Senior 147 17.2 83 12.8 70 8.2 51 7.9 JSk 6.0 _52 648 8.0 10 Graduate Other Total 855 When asked who referred them to the Career Resource Center, It was found that approximately 36 percent of the students were motivated to seek out the services themselves, while 17 percent were referred by friends, 17 percent by counselors, and 11 percent by facility„ TABLE 3 SOURCE OF REFERRAL 1976-1977 1978 No 0_______^_______ No c_______2° Counselor 115 13.4 132 20.4 Instructor 95 11.1 72 11 ol Adviser 79 9.2 60 9 =2 Friend 146 17.1 111 17.1 Self 324 37° 9 212 32.7 State News 25 2.9 2.3 Resident Adviser 10 1.2 15 8 1.2 Freshman Orienta­ tion Program 15 1.8 6 0.9 7 0.8 6 0.9 39 4.6 26 4.0 Parents Other Total 855 648 117 As for the reasons that students sought out the services of the Career Resource Center, Table 4- indicates that 47 percent of the total number of students surveyed were concerned about job market trends and job possibilities. The Table also indicates that about 40 percent of the 1,503 students using the Career Resource Center were undecided about their choice of major, and that 34- percent needed assistance in career planning efforts. Many students checked more than one category. TABLE 4- REASONS FOR USING CAREER RESOURCE CENTER 1976-1977 No. ^ of 855 No. 1978 % of 64-8 Need a major 14-7 17.2 150 23.1 Need to change majors 159 18.6 151 23.3 Need to research cognates 4,9 5.7 55 8.5 Need information on other undergraduate schools 14-5 17.0 112 17.3 Need Information on graduate programs 179 20.9 128 18.8 Need to know job market trends and job possibilities 4-13 4-8.3 301 4-6.4- Need help in identifying personal interests, aptitudes, and values 176 20.6 135 20.8 Need to talk with someone about career planning 122 14 o3 86 13.3 37 4.3 35 5.4- Need to learn more about decision-making 118 Of the available resources, the career files were the most popular, with the curriculum files, the Occupational Outlook Handbook, and. college catalogs following in rank order. TABLE 5 RESOURCES USED 1976-1977 No. % of 855 No. 1978 % of 648 20.9 140 21.6 Career Files 179 41+0 51.5 238 36 o7 Occupational Outlook Handbook 136 15.9 150 23»l 21 0.1 17 2.6 Books 128 15.0 90 13.9 Catalog 154 18.0 106 16.4 Reference Books 69 8.1 87 13.4 Self- Evaluation Tests 31 8 3.6 23 3.5 0.9 11 1.7 Slide/Tapes 3 0o4 0 OoO Film/Tapes 2 0.2 2 0.3 Curriculum Files Cassette Tapes Microfiche 119 As to their opinion of the resources, 83 percent of the respon­ dents found overall resources to be informative and up to date, while 6 percent found them not to be informative, and outdated for their purposes. TABLE 6 OPINION OF RESOURCES 1976-1977 No. % 1978 No. % Very Informative 252 29.5 188 29.0 Informative 388 45.4 318 49.1 Up to Date 70 8.2 37 5.7 89 855 10 o4 71 648 1.1 No Comment Total Ninety percent of the total number of students surveyed said they would return again to the Career Resource Center if they needed addi­ tional assistance, while 6 percent said they would not return, and 4 percent made no comment« TABLE 7 PLAN ON RETURNING TO CAREER RESOURCE CENTER 1976-1977 No. % Yes 1978 No. % 750 87.7 596 91.8 No 39 4.6 52 6.1 No comment 66 7.7 0 0.0 Total 855 648 120 No study Is complete without an open-ended question requesting respondents to voice their candid opinion of services rendered. questions were asked in this study: mation you were seeking? in our services? Two (1) Were you able to find the infor­ (2) Do you have suggestions for improvement Selected, quoted responses from students included the following: I am very appreciative of these services. Wish I had come here four years ago. Let more students know about the services. them in the basement of this building? Why hide Excellent system1 I wish the Center was open evenings. You didn’t have any catalogs on Maryland colleges. I wish this place was open during the lunch hour. Please get information on financial analysis. I realize now there are a lot more opportunities open to me than I ever thought. I'm feeling more hopeful about the major I'm in. Make yourself better known to no-preference freshmen. I'm looking for ideas, and I got them here. This is a great service. Looking for an occupation is frustrating, but it's nice to know I have some place to start. Need more information on handicapped job opportunities. Need more time. (This statement appeared many times.) I would like more occupational biographies. I found a wealth of information. some decisions. Now I have to make 121 Gould, you prepare 1 or 2-page summaries (hand-outs) on the major professions, telling what employers expect on a day-to-day basis? How about a list of companies who employ in each particular occupational field included in each folder? More information on current job opportunities. I would like to see a file that would describe to students exactly what they could do with their degree. I have to make an appointment with a counselor now that I have some information. Seems to be a good resource center if you know what you’re looking for. Would like more self-evaluation materials. Found what I wanted, but I'm still groping. Did not expect assistance. Thanks for a good job. I'm looking for a career— I'll be back. Not enough country-wide trends. More information to take out. It all looks like a lot of hassle. I think you should get rid of some of the older materials. Discussion Several observations can be made about the results of this research: 1. Sixty-one percent more women than men used the Career Resource Center. 2. Sophomores were the largest group of users, leading the freshmen by 28.3^5, the juniors by 35-53% and the seniors by 79°13?5. 3. Self-referrals and friend referrals were most prevalent, with counselors and faculty members following in close order. 122 4 0 Career files were "by far the most popular informational resource, with reference hooks and the Occupational Outlook Handbook also frequently used. Audio-visual equipment was used least,, 5. It was apparent that students were very satisfied with mode and content of career-education resources made available to them. That 83.3 percent of the students found the resources informative and up to date, and that about 90 percent said they would return to use the resources should they have the need, confirmed this positive data. 6. Personal comments from students indicated the need for current, reliable career-related materials as a necessary condition in the career decision-making process. Future surveys, in addition to replicating the present survey questionnaire, might seek to answer questions such as preferred locations for the Career Resource Center, and preferred methods of disseminating career information, and seek to elicit ideas for improving program and services. These and previous findings will be reviewed in the final chapter as research questions are reconsidered, conclusions drawn, and recommendations made. CHAPTER V SUMMARY. CONCLUSIONS AND RECOMMENDATIONS In Chapter I fourteen research questions were presented as guides to the collection and analysis of information on Career Resource Centers in American higher education. in this final chapter. Answers to those questions are summarized In addition, conclusions are drawn and recommen­ dations for an optimal career resource center made. Summary The First Research Question What are the characteristics of the Career Resource Center? Presenting a general description of the Career Resource Center is difficult because of the scope of the concept, because the idea has only recently become formalized, and because a great deal of experimen­ tation is still going on. because of exceptions. Any generalized observation must be qualified Yet there are certain characteristics shared by all of five Career Resource Centers researched in this study. All five Career Resource Centers are under the administrative control of the Student Affairs Division of their respective institutions. All Career Resource Centers contain a variety of career-related data and provide delivery of services in easily accessible, flexible, broad-based modes. All direct their work to the times of indecision in an individ­ uals life; all provide support for a variety of educational and 123 izk supportive assistance programs. All Career Resource Centers are staffed with at least one professional staff member and have other support help. All centers provide strategies for counselors and faculty to influence and promote the career development of students in positive ways. The Second and Third Research Questions How was the Career Resource Center In Higher Education organized? To whom is the Career Resource Center responsible? These questions are considered jointly because they are so closely related. The Career Resource Center in higher education evolved gradually after World War II to provide improved assistance to the increasing number of students who were enrolling in colleges and universities throughout the United States. Initially, career resource activities were assumed by interested individuals in Counseling Centers, Placement Bureaus, Academic Advisement Centers and Admissions offices. However, as student demand for more career planning services increased with the labor market crisis in the ?0's, some institutions responded by strengthening their existing services, while others created new units for the delivery of career-related services. In this study four insti­ tutions strengthened their existing services while one created a new, separately budgeted unit. The primary responsibility of all Career Resource Centers studied is to provide individuals with the tools and information that are nec­ essary to formulate realistic, satisfying career plans. A secondary responsibility is continually to research ways of improving information systems in order to facilitate the effective career development of students. A third responsibility is to seek institutional changes that 125 would Improve the career development services to students. The Fourth Research Question What are the similarities and dissimilarities among the five selected Big Ten Career Resource Centers? Similarities In characteristics and activities of the five Career Resource Centers studied were described in Chapter III and in the answer to the first research question o Dissimilarities may be summarized as follows: The five selected Career Resource Centers are known by a variety of names and titles: Career Resource Center, Occupational Library, Career Resource Library, Career Library, and Career Center, Two centers are located in basement areas, two in reception areas and one in a converted residence. One career center offers only information services, while the other four offer a full range of career development services. Four career centers are affiliated with the placement or counseling units of the Student Affairs division of the university. One is a separately budgeted administrative unit offering a wide range of careerrelated services and impacting systems-level planning. Three career centers develop resource materials targeted for the student population; two do not. Three centers provide consultant services; two do not. Three centers employ full-time professional staff; one employs only part-time help with professional assistance available at all times. Only one career library is primarily a self-help unit. However, it is professionally administrated, and provides assistance to students upon request. 126 The Fifth Research Question What conditions and events have “brought Career Resource Centers into existence in higher education? This question was answered in the review of related literature in Chapter II and in the description of Five Career Resource Centers in the Big Ten Universities in Chapter III. To summarize, the Career Resource Center was organized in response to the economic crisis of the 70 's, to the fact that a college educa­ tion was being challenged as to its relevancy to the job market, and to the changing patterns in higher education enrollment0 In conjunction with the turn-around in the labor market there was a growing public demand nationwide that steps be taken to improve the flow of career-related services, and that these services be promptly available to students who were planning their educational programs in anticipation of their life careers. While some institutions responded by strengthening their existing career placement bureaus, academic advising units, or counseling centers, others opted to create new units within or without their divisions for the delivery of career-related services. The Sixth Research Question How prevalent is the Career Resource Center in American higher education? As indicated in Chapter III, efforts to determine the number of Career Resource Centers in American higher education were impeded by the absence of a formal association of Career Resource Directors, the multiplicity of educational institutions, and the innovational aspects of the Center idea. According to a June 1978 unpublished paper by 127 Robert Reardon of Florida State University, 296 institutions of higher learning have been identified as having separately budgeted units called Career Centers. 44 percent of the career centers surveyed were created in the past three years. Of the 302 respondents, 249 respondents (83^) said they offered a centralized program of career planning services under the direct administrative control of the placement or counseling offices.^ The Seventh Research Question What kinds of concerns do students bring to Career Resource Centers? Student concerns brought to Career Resource Centers can be classi­ fied broadly as "developmental," "educational," and "vocational" with sub-categories under each. Developmental concerns include self-awareness and assessment (identifying one's abilities, interests, values, needs, temperaments, and understanding that these traits are constantly changing). Educational concerns include knowledge of academic require­ ments, choice of major and minor cognatives, and acquisition of effective study skills. Vocational concerns include career awareness and career exploration (becoming familiar with job characteristics, requirements, worker traits and job placement strategies). Robert G. Reardon, Vernon Zunker, Mary Aim Dyal, "The Status of Career Planning Programs and Career Centers in Colleges and Universities," unpublished paper, June 1978, provided by Robert Reardon, Florida State University, Tallahassee, Florida. 128 The Eighth Research Question What are the similarities and dissimilarities of the central campus Career Resource Center and other college unit Career Resource Centers'* Elements that distinguish the central campus Career Resource Center from other college unit Career Resource Centers include the hroad range of career-related services it provides, the innovative strategies it employs for the delivery of services, and the specialized staff it hires. Deluged "by student demand for more assistance with their career and/or job plans since the early 70's, colleges, departments, and student affairs' offices recognized the importance of improving and increasing career development services for students at their institutions. As a result, a substantial number of offices on university campuses moved to provide some form of career planning services for its students. This group of offices included college and departmental advising offices, placement offices, admissions offices, special offices for minorities and other student subgroups, as well as a few campus-level offices specifically designed to provide individual and group career counseling for students. Among the problems encountered with this fragmentation of career planning services has been the widespread duplication of effort to help students with career-related concerns. It has not been uncommon to find staff members in one unit trying to develop a program which someone else has already succeeded in producing in another. In addition, informa­ tional resources, including written and taped materials, books and selfassessment methods, have not been shared between offices because of the absence of coordination, the lack of time, and/or the demands of other assignments. Moreover, many staff members are not specifically trained 129 for the career-planning services they are attempting to provide. and staff continue to be poorly Students informed about the fragmented services that do existo In essencef there remains a number of uncoordinated career resource programs and agencies with no formalized line of communications. The centralized Career Resource Center attempts to provide the organized relationship and structure that offers an integrated, wellcoordinated system of career advising, career counseling, career planning, and career placement. The Ninth Research Question What are the similarities and dissimilarities of the campus Career Resource Center, public school, community, government, and private agency career resource centers? Career Resource Centers can be based in a variety of agencies that are involved with career development services such as schools, community service agencies, employment and rehabilitation agencies, government agencies, hospitals, and correctional settings. Little has been written on the programmatic activities of these centers except for the Rhode Island project, 2 but they all have one objective in common— providing individuals with current, reliable, accurate career information. In addition, some centers provide career counseling/planning, testing, and placement services. Delivery systems may vary from self-help to tele­ phone assistance, to personal assistance, to computer assistance. 2 The Rhode Island project is part of the Education Development Center, Inc. of Newton, Massachusetts, and is the only research and development program of its kind concerned exclusively with the careerrelated needs of home-based adults. 130 Staffing differs— from employing professionally trained counselors, infor­ mation specialists, and economists, to vising paraprofessional assistance. Physical locations of the centers are numerous. Some institutions or agencies use any existing space available, while others request large, comfortable, separate areas. Store fronts, shopping malls, government office buildings, basements, attics, and reception areas have all been used for career resource centers. The Tenth Research Question How is the effectiveness of the Career Resource Center concept assessed? Student demand for increased services to facilitate their career exploration and planning experiences has prompted expansion of the Career Resource Center concept. In operation, the Center Is seen as a viable educational method for providing students with comprehensive career development services. A decade ago, students did not have any central place to go to receive career-related services in an integrated fashion. Providing students with a steady flow of accurate, reliable, current information about the job market, educational requirements, decision-making strategies, and job placement increases their oppor­ tunities for realizing meaningful careers» Surveys of students such as those conducted at Michigan State University, and of graduates, such as the one currently under study by the Indiana Career Center, should give some indication of the worth of the Career Resource Center concept. Coordinators and support staff of the Career Resource Centers studied, verbally report increased effectiveness in their counseling and advising efforts with career-related informational materials at hand. One surveyor reported three out of four respondents in a survey of 299 131 professionals Indicated they would view the career center as the primary element of a comprehensive career education program at their school, if adequate resources were available. 3 As the Career Resource Center concept moves through its more ad­ vanced experimental stages, more studies will be needed to assess its effectiveness. The Eleventh Research Question How do students who use Career Resource Centers assess the effectiveness of the resources? This question was answered in Chapter IV where data was presented concerning students who visited the career resource component of the Counseling Center at Michigan State University during one sampling in 1976-1977 and a second sampling in 1977-1978. A summary of the comments and information gathered from the seven tables would seem to indicate that interest in visiting the Career Resource Center is divided between males and females, with slightly more interest by females. Evaluation of materials used by the students varies with the career files and outlook information considered the most helpful. The audio-visual aids in the Center were not rated highly by students. The data also indicated that students are generally concerned about job market trends, job possibilities, choice of major, and need assistance in their career planning efforts. Students were very positive in their ratings of the services received in the Career Resource Center, and were also very positive about relating and recommending these services to other students. 3 Reardon, "The Status of Career Planning Programs," p. 7 . 132 The Twelfth Research Question How do coordinators who service Career Resource Centers assess the effectiveness of the contributions of the Center? All Coordinators/Director of the five Career Resource Centers studied believe their activities promote the career development of individuals in positive directions. All Career Resource Center coordinators report that the services of their units support the professional efforts of counselors with students. All are of the conviction that the Career Resource Center concept will continue to grow on campuses of higher education in the next decade. While four coordinators note the importance of constantly gather­ ing information assessing the needs of the students to improve Career Resource Center programs, one coordinator saw no pressing need to eval­ uate the effectiveness of routine informational materials. The Thirteenth Research Question What functions (services and goals) do Career Resource Center staff see as theirs? It is apparent from the research that a wide variety of careerrelated services are offered by Career Resource Centers. These include occupational/educational information, referral services, counseling, testing, individual assessment information, self-help materials, consul­ tation services to faculty and educational institutions, academic advising, resume' preparation, interview preparation, transfer articula­ tion, workshops, orientation activities, staff in-service training, multi-media materials, career-planning course, high school visitation, practicum program, and graduate assistant training. 133 Staff of the Career Resource Centers in this study see their pri­ mary function as providing students with the tools and information that sure necessary to formulate realistic satisfying career/life plans. In addition, three of the coordinators see their function as influ­ encing systems-level planning related to career-development concepts, e.g.,faculty and staff development, curriculum planning, career education goals. The Fourteenth Research Question Can a model be developed for an exemplary Career Resource Center, with adaptations to meet the specific needs of the particular institutions? The four persons interviewed in this study believe that a model could be developed that would be applicable to all institutions of higher education, given the financial resources and the total university commitment to an acceptable concept defining the pertinent links be­ tween higher education and career education. The model suggested here is designed for those institutions of higher education that believe career development services support and strengthen the University in maintaining the highest educational ideals. It is a composite of all the most desirable features of an optimal Career Resource Center as envisioned by the Coordinators and Director inter­ viewed in this study. 1. The Career Resource Center should be a separately budgeted administrative unit offering a compre­ hensive program of career development services. 2. The Career Resource Center should report at the highest possible level in the University and be supported by an organizational structure that emphasizes communication and cooperation across both the academic and student affairs' lines of authority. 134 3. The Career Resource Center should institute strong coordinating mechanisms for cooperation with Admissions, Placement, Academic Affairs, and Student Affairs* service delivery units. 4. The Career Resource Center Director should chair a University Career Council which would bring together key representatives of the various colleges and schools, placement, admissions, counseling, student representatives, and the deems of both academic and student affairs. The purpose of the council would be to coordinate the various efforts of the career-related programs of the University to ensure effective programming. 5„ An Advisory Committee should be appointed at the top administrative level in cooperation with the Career Resource Center Director and the Council. This should be a relatively large group carefully selected to represent all interested facets of the university, including the employment sector of the community. One or two meetings a year would be ample time in which to share ideas. 6 . The Career Resource Center should serve as a clearinghouse to assist in the exchange between students' needs for productive employment and the needs of the employers. 7. The Career Resource Center staff should collect, integrate, and disseminate information compiled by the various colleges, schools and campus offices on the availability of graduates and students in academic and occupational fields« 8 . The Career Resource Center should be actively involved in conducting research on the character­ istics and needs of students and their career development progress while at the university. 9. The Career Resource Center staff should work diligently to infuse career education into academic disciplines by enlisting the assistance of faculty in each college in designing and disseminating career development information and principles. 135 10o The Career Resource Center staff should compile and disseminate current, relevant information ahout the labor market to help students assess their various alternatives, develop job seeking skills, and prepare themselves for future pursuits in leisure and work. 11. The Career Resource Center should provide faculty and students with a directory of referral services, a compendium of informational resources, and calendars of career-related events throughout the university. 12. The Career Resource Center should establish and maintain a computerized educational and occupa­ tional information system that would increase the flow of information making it available to students promptly: educational information, information on available services, information on community resources, placement information, labor market highlights. 13. The Career Resource Center should provide oppor­ tunities for the professional development of staff. Ik, The Career Resource Center should provide a telephonebased career resource information and referral service. 15 . The Career Resource Center in large educational institutions (over 20,000 enrollment) should have a full range of professional staff: Career Director, Administrative Assistant, Research Assistant, Counselors, Information Specialists, Academic Advise­ ment Specialists, Placement Specialists, and Clerical workers. Conclusions Although the Career Resource Center concept is not new, it is still an innovation and an experiment in American higher education. Regarded as an effective strategy for the delivering of career development services to both students and staff, the concept is receiving increased support by top level administrators. Hoppock believes that the career education movement has had considerable effect in directing the atten­ tion of educators to more effective programs of career planning. He endorses the career resource center as the best hope for providing 136 students Kith maximum career exploration and planning experiences. 4 Other vocational development theorists (Ginzberg,"* et al.« 1951* Super 1957, and Miller and Form, 1951) have noted the need for complementary career-related services to facilitate the career development of students. Reardon encourages the further development of nontraditional interventions that are not dependent on counselors' willingness to do vocational counseling or their skill in locating and using information materials. He is of the opinion that career centers are the most hopeQ ful sign for broader, more varied, and better career guidance services. Holland outlines several, encouraging trends in research, thought, and service in career-related services. 1. They include: A frank admission that the old vocational counseling methods will never allow us to reach everyone who needs vocational assistance. 2. A realization that we must better organize vocational assistance to give maximum benefit. Robert K. Conyne and Donald J. Cochran, "Prom Seeker to Seer: The Odyssey of Robert Hoppock," Personnel and Guidance Journal 54 (January 1976): 279* 5 Eli Ginzberg, Sol W. Ginsburg, Sidney Axelrad, and John L. Herma, Occupational Choice: An Approach to a General Theory (Hew York: Columbia University Press, 195i)• ^Super, The Psychology of Careers (New York: Harper, 1957)» 7 'Delbert C. Miller, and William H. Porm, Industrial Psychology, 2nd ed. (New York: Harper and Row, 1951)* PP» 539-64-2. 0 Robert C. Reardon and Carole W. Minor, "Revitalizing the Career Information Service," Personnel and Guidance Journal 54 (November 1975): 169-171. 137 3. A belief in many levels of treatment— everyone does not need every treatment at every age level and a corallary belief that nontraditional inter­ ventions may be just as important to a person as traditional, professional treatment. An acceptance of the possibility that the "provision of information about self and careers in comprehensive, accessible and inexpensive ways may do for vocational counseling what penicillin has done for medicine." 5* A begrudging understanding of the cost/benefit ratio.^ The Career Resource Center concept capitalizes on these new points of view., It assumes that a person can do more for himself/herself than has usually been realized; it capitalizes on a person's knowledge of his/her competencies and interests; it "emphasizes information, experi­ ence and immediate reinforcement rather than insight, talking and remote reinforcement;" it encourages experience and exploration; it accepts a person's goals and his/her definition of a concern; it emphasizes levels and varieties of treatment; it makes use of structural theories and classifications.^ In short, the Career Resource Center concept incorporates the main strengths intrinsic to many approaches to career counseling— especially the trait-and-factor (Parsons, 1909),^’ client-centered 9 John Lo Holland. "Career Counseling: Then, Now, and What's Next?" The Counseling Psychologist. 3 (— 197*0, P« 25» 10Ibid. ^■Rrank Parsons, Choosing a Vocation (Boston: 1909). Houghton Mifflin, 138 (Patterson, 1964),*^ developmental (Super, 1957) ^ and "behavioral (Krumboltz and Thoresen, 1969)*^ Looking ahead to 2000, Campbell and others project that career guidance will evolve more and more In the direction of a free-form approach, with increased consideration given to outreach and extension programs.^ Kenneth Hoyt, United States Director of Career Education, believes a Career Resource Center should be established on every college and university campus that holds education as preparation for work among its goals. 16 As with any innovation, the Career Resource Center concept is more likely to be accepted if it is perceived as a complement rather than a threat to existing services. As Miles has reported, innovations which can be added to a service without seriously disturbing other segments of it are more likely to be adopted. 17 Evans has indicated that some 12 Cecil Holden Patterson, "Counseling: Self-Clarification— the Helping Relationship," in Man In a World of Work, ed. Henry Borow (Boston: Houghton Mifflin, 1964), pp. 434-459* 13 ^Super, The Psychology of Careers. iZj, John Krumboltz and Carl Thoresen, eds. Behavioral Counseling: Cases and Techniques (New York: Rinehart and Winston, 1969)• ^Robert E. Campbell, Garry R. Walz, Juliet V. Miller and Sara Finn Kriger, Career Guidance: A Handbook of Methods (Columbus, Ohio: Charles E. Merrill, 1973)» P» 208. ^ ________, "Career Resource Center Needed on Every College Campus," Guidepost 18 (September 11, 1975)s 10* 17 M. B. Miles, ed., Innovation in Education (New York: College, Columbia University, 1964), p. 638. Teachers 139 institutions are more receptive to innovations than others. Rogers lists five characteristics which past research has found affects the climate of acceptance of an innovation: (l) relative advantage, (2) compatibility, (3) complexity, (^) communicability, and (5) divisibility. One determines the relative advantage of a new con­ cept by how it will complement the existing services. Compatibility refers to the degree to which the new idea would harmonize with existing services. Complexity concerns the ease of the organization and imple­ mentation of the idea. Communicability concerns the quality of the relationships developed. Divisibility may occur if the idea is not effectively introduced and implemented. 19 The Career Resource Center concept has many features which favor positive and enthusiastic adoption. The experimental period for the Career Resource Center concept is just beginning. Its place in the organizational structure of the university has not yet been established. During the next decade, many more colleges and universities are expected to establish some form of the Career Resource Center. As with many creative ideas, the concept will be experimented with in a variety of ways to make it more effective and acceptable within the academic community. The spread of the Career Resource Center concept in higher education will be closely tied to the continuing complex shifts that are taking place in the labor market for college graduates, and to the changes that are occurring in patterns of participation in higher education. ISRichard I. Evans, Resistance to Innovation in Higher Education (San Francisco: Jossey-Bass, Inc., l^bo), p. 153. 19Ibid., pp. 17-18. UK) To the extent that the Career Resource Center is considered a novelty in higher education, its continuation is in doubt. To the extent that it is regarded as an effective strategy for promoting the career development of students in positive directions, its stability is assured. Thus, each educational institution is encouraged to study the Career Resource Center concept and its implications carefully before deciding upon a plan of adoption. It is a mistake for anyone to expect that the Career Resource Center concept will solve all the problems inherent in helping students make good career decisions. However, with the prompt availability of sufficient, accurate career-educational information and other career development services, students in the past have shown themselves very adept at seeking out the better opportunities for themselves. 20 The Career Resource Center provides these necessary tools for promoting the career development of students in positive directions. Recommendations Most research endeavors end with an appeal for further investiga­ tion. This study is no exception. Although a great deal of information has been presented on these pages, the emphasis on Michigan State Univ­ ersity leaves unanswered many questions about student reaction to the Career Resource Center concept at other universities and colleges. Comparative studies would provide useful information to educators inter­ ested in learning more about the concept. Also, personal interviews and on-site studies of other educational institutions would enlarge the "composite" picture of this newly formalized concept in American higher education. In addition, more extensive studies need to be made of the 1*4-1 developmental characteristics of a "broad representation or career centers in higher education as well as of program effectiveness, cost effective­ ness, background and training of career center staff, and an evaluation of both students' and facultys' perceptions of what constitutes an effective Career Resource Center. These suggestions for further research are related to the under­ lying reason for conducting this study— the pressing need for more specific information required by anyone considering the adoption and use of a new delivery strategy. Hopefully, the descriptive studies undertaken here will lead to other studies and a better understanding of the significance of the Career Resource Center concept in American higher education. SELECTED BIBLIOGRAPHY SELECTED BIBLIOGRAPHY Published. Sources Books Angeline, Dennie E., and Murphy, John F. Integrating Research and Eval­ uation Into the Operation of Service-Oriented Programs. Newton, Massachusetts Education Development Center, Inc., 1975* ______ .. External Degree Study. Newton, Massachusetts: Development Center, Inc., 1975* Education ________. The Career Development Series. Newton, Massachusetts: Education Development Center, Inc., 1975* Axelrod, Valija; Drier, Harry; Kimmel, Karen; and Sechler, Judith. Career Resource Centers. Columbus, Ohio: The Center for Vocational Education, Ohio State University. Baer, Max F., and Roeber, Edward C. Occupational Information. Science Research Associates, Inc. Chicago: Bennett, Wilma. Occupational and Vocational Guidance: A Source List of Pamphlet Materials, New York: H. W. Wilson, 193^* Best, John W. Research and Education 3rd* ed. Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1977Borow, Henry, ed. 1964. Brewer, J. M. Man in a World of Work. Boston: Education as Guidance. New York: Houghton Mifflin, Macmillan, 1932. Burton, Maggie, ed. Keeping It Going. Eugene, Oregon: Oregon Career Information System, 1975* University of Campbell, Robert E.; Walz, Garry R.; Miller, Juliet V.; and Kriger, Sara Finn. Career Guidance: A Handbook of Methods. Columbus, Ohio: Charles E. Merrill, 1973* 142 1^3 Carnegie Commission on Higher Education. College Graduates and Jobs: Adjusting to a New Labor Market Situation. New Yorks McGrawHill, 1973Disney, Diane M. Attracting Clients to Service-Oriented Programs. Newton, Massachusetts! Education Development Center, Inc., 1975* Dittenhafer, Clarence, and Lewis, James P. Guidelines for Establishing Career Resource Centers. Harrisburg, Pennsylvania: Pennsylvania Department of Education, May 1976. Draper, Leslie. Suggestions for Developing an Occupational Library. State of California; Health and Welfare Agency, Employment Development Department, January 1976. Ehrans, Richard I. Resistance to Innovation In Higher Education. San Francisco: Jossey-Bass, Inc., 1968. Gelatt, H. B.; Varenhorst, Barbara; and Carey, Richard. Deciding and Deciding! A Leader's Guide. New Yorks College EJntrance Examination Board, 1972. Ginzberg, Eli. Career Guidances Who Needs It. Who Provides It. Who Can Improve It? New Yorks McGraw-Hill, 1971. Ginzberg, Eli} Ginsburg, Sol W.; Axelrad, Sidney; and Herma, John L. Occupational Cholcgj An Approach to a General Theory. New Yorks Columbia University Press, 1951. Good, Carter V. Essentials of Educational Research. New York; Appleto n-Century-Crofts, 1966. Groethe, Mardell S. Designing and Operating a Career Counseling Service for Adults. Newton, Massachusetts: Education Development Center, Inc., 1973* Hall, Olive A. Research Handbook for Home EconomicsEducation. Torrance, CalIfornia s Burgess Publishing Company, 1967• Hollis, Joseph W., and Hollis, Lucile V. Personalizing Information Processes; Educational. Occupational, and Personal-Social. New York: Macmillan, 1969. Hoppock, Robert. Occupational Information: Where to Get It and How to Use It in Counseling and in Teaching. New York; McGraw-Hill, 1957. Isaacson, Lee Allyn E. Career Information in Counseling and Teaching. and Bacon, 1977. Katz, Joseph, et al. No Time for Youths Growth andConstraint in College Students^ San Francisco:Jossey-Bass, Inc., 1968. ]44 Krathwold, David R. How to Prepare a Research Proposal. New Yorks Syracuse University, 1966. Syracuse, Krumboltz, John, and Thoresen, Carl, eds. Behavioral Counselings and Techniques. New Yorks Rinehart and Winston, 1969* Marland, Sidney P. Jr. Career Educations New Yorks McGraw-Hill, 197^• Cases A Proposal for Reform. Mayhew, Lewis. Higher Education for Occupations. Atlanta, Georgias Southera Regional Education Board, 197^ • Miles, Mo B., ed. Innovation in Education. New Yorks College, Columbia University, 1964. Teachers Miller, Delbert C., and Fbrm, William H.Industrial Psychology 2nd New Yorks Harper and Row, 1951* Norris, Willa; Zeran, ITranklin, R.; Hatch, Raymond N.j and Efrgelkes, James R„ The Information Service in Guidances For Career Development and Planning. Chicagos Rand McNally, 1972. Parsons, Frank. Choosing a Vocation. Bostons ed. Houghton Mifflin, 1909- Reardon, Robert C., and Burch, Harman D. Facilitating Career Develop­ ments Strategies for Counselors. Springfield, Illinoiss Charles C. Thomas, 1975* Super, Donald E. The Psychology of Careers. New Yorks Harper, 1957. Tobin, Nancy, and Wilson, Barbara Lazarus. Women and the World of Work. Newton, Massachusettss Education Development Center, Inc., 1975. Tobin, Nancyj Banks, Jennifer; and Szymanski, Cynthia. Establishing and Operating a Career Resource Center for Adults. Newton, Massachusettss Education Development Center, Inc., 1975* Troutman, John. A Planning Manual for the National New Career Center. Washington, D.C.: U.S. Employment Service, U.S. Department of Labor, 1968 0 Van Dalen, Deobold B., and Meyer, William J. Understanding Educational Research. An Introduction. New Yorks McGraw-Hill, 1962. Wilson, Barbara Lazarus; Nero, John; Martino, Phyllis; and Landon, Richard. From Liberal Arts and Sciences to Careers: A Guide. Newton, Massachusetts: Education Development Center, Inc., 1975* 145 Wilson, Barbara L., and Shaw, M. Developing Career-Related Materials for Use With and By Adults. Newton, Massachusetts: Education Development Center, Inc., 1975» ________. Estimates of Worker Trait Requirements For **.000 Jobs As Defined in the Dictionary of Occupational Titles. Washington, D.C.: Government Printing Office, 195^ • Journal and Magazine Articles Bailey, Steven K. "Career Education and Higher Education." Record. 5** (Pdll, 1973), 255-259. Educational Baird, Leonard L. "The Undecided Student— How Different Is He?" Personnel and Guidance Journal. 47 (January, 1969), 429-^3^. Barter, Neale. "Payoffs and Payments: The Economics of a College Education." Occupational Outlook Quarterly, 21 (Summer, 1977), 32. Berman, Louis A. "The Chicago Circle Career Library." Guidance Journal. 56 (October, 1977), 102. Personnel and Bonar, John R., and Mahler, Linda R. "A Center for 'Undecided' College Students." Personnel and Guidance Journal, 5^ (May, 1976), 4-81-485. Bonham, George W. "The Coming Shakeout in Higher Education." (Summer, 1974), 11-12. Change. 6 Burtnett, ETancis E. "Guidelines for Establishing a Career Information Center. Inform, 6 (August, 1977), 1-2. Campbell, Robert E. "Career Guidance Practices Transcending the Present." Vocational Guidance Quarterly. 22 (June, 1974), 292-300. Clarke, Robert; Gelatt, H. B. and Levine, Louis. "A Decision-Making Paradigm for Local Guidance Research." Personnel and Guidance Journal. 44 (September, 1965), 40-51. Conyne, Robert K., and Cochran, Donald J„ "FTom Seeker to Seer: the Odyssey of Robert Hoppock." Personnel and Guidance Journal, 5*+ (January, 1976), 279. Crites, John 0. "Career Counseling: A Comprehensive Approach." Counseling Psychologist. 6 (3 , 1976), 8„ The Crites, John 0. "Measurement of Vocational Maturity in Adolescence; I: Attitude Tests of the Vocational Development Inventory." Psychological Monograph. 79 (— 1965), 1-36. 146 Doepke, Howard S. "Career Information Centers Grow and Prosper." Inform. 3 (August, 1974), 1, 2. Feingold, S. Norman. "New Trends in Guidance." Services. 24 (June, 1969), 1-9* Counselor's Information Figler, Howard, and Drum, David. "Achieving Total Outreach Potential: A Seven Dimensional Model." Impact. 3 2, 5“17• Goldman, Leo. "Information and Counseling: A Dilemma." Guidance Journal. 46 (September 1967), 42-46. Personnel and Graff, Robert W.; Raque, David; and Danish, Steven. "Vocational Educatlonal Counseling Practices: A Survey of University Counseling Centers." Journal of Counseling Psychology. 21 (November, 1974), 579-580. Grubb, W. Norton, and Lazerson, M. "Rally 'Round the Workplace: Continuities and Fallacies in Career Education." Harvard Educational Review. 45 (November, 1975)* 451-460. Hale, Lester. "Career Planning and Placement." Journal of College Placement. 34 (December, 1973/January, 197^0 * 34-40. Holland, John L. "Career Counseling: Then, Now, and What's Next?” The Counseling Psychologist. 4 3 (— 1974), p. 25. Hoyt, Kenneth B. Application of the Concept of Career Education to Higher Education: An Idealistic Model. Monograph on Career Education. Washington, D.C.: U.S. Government Printing Office, 1976. Jacobson, Thomas J. "Career Guidance Centers." Journal. 50 (March, 1972), 559-604. Personnel and Guidance Jaffe, A. J., and Froomkin, Joseph. "Occupational Opportunities for College-Educated Workers, 1950-75." Monthly Labor Review. 101 (June, 1978)* 16. LeMay, Morris L., and Warnath, Charles F. "Student Opinion on the Location of Occupational Information on a University Campus." Personnel and Guidance Journal. 45 (April, 1967), 821-823. Martin, Ann M. "The Theory and Practice of Communicating Educational and Vocational Information." Guidance Monograph Series. Boston: Houghton Mifflin, 1971. Noeman, Russell P. "The Use of Preliminary Information in Vocational Counseling." Personnel and Guidance Journal, 46 (March, 1969)* 693-697. 147 O'Neal, Robert G. "Up the Channel With a Paddle." Placement. 37 (Pall, 1977), 45-47. Journal of* College O'Toole, James. "The Reserve Army of the Underemployed." (May, 1973). 27. Change. 7 Overs, Robert P. "Covert Occupational Information." Vocational Guidance Quarterly. 16 (September, 1967)» 7-12. Prediger, Dale J.; Roth, John D.; and Noeth, Richard J. "Career Development of Youth: A Nationwide Study." Personnel and Guidance Journal. 53 (October, 197**). 97-10**. Reardon, Robert C., and Domkowski, Dorothy. "Building Instruction Into a Career Information Center." Vocational Guidance Quarterly, 25 (March, 1977), 274-278. Reardon, Robert C. "The Counselor and Career Information Services." Journal of College Student Personnel. 1*4- (November, 1973), 495-499. Reardon, Robert C., and Minor, Carole. "Revitalizing the Career Infor­ mation Service." Personnel and Guidance Journal. 5** (November, 1975), 169-171. Rusalem, Herbert. "New Insights on the Role of Occupational Information in Counseling." Journal of Counseling Psychology, 1 (Summer, 195**), 8*4-88. Samler, Joseph. "Psycho-Social Aspects of Work: A Critique of Occupa­ tional Information." Personnel and Guidance Journal. 39 (February, 196l), 465. Sinick, Daniel. "Occupational Information in the Counseling Interview." Vocational Guidance Quarterly. 4 (Summer, 1956), 145-149. Taylor, Robert S. "Information Specialists - An Bnerging Profession." Journal of College Placement, 36 (Winter, 1975), 45-47. Thoresen, Carl; Krurnboltz, John; and Varenhorst, Barbara. "Sex of Counselors and Models: Effect on Client Career Exploration." Journal of Counseling Psychology. 14 (November, 1967), 503-508. Wood, Helen. "Occupational Outlook Information: Its Challenges in Vocational Guidance." Vocational Guidance Quarterly. 23 (June, 1974), 301. Newspaper and Newsletter Articles Greenberg, Herbert, and Greenberg, Jeanne. "Pour of Five Workers May be in Wrong Job for Skill." The Christian Science Monitor. January 3, 197?• p. 12. ________ . "Career Resource Center Needed on Every College Campus.” Guidepost. September 1, 1975, P* 10. ________ . "Experts Battle Differences: Career Ed. y Higher EH.." Guidepost. September 11, 1975, P* 10 Government Publications ________. Guidelines for Establishing a Career Information Center. Washington, D.C.: National Career Information Center, 1974. Goldstein, M. The Current Status of Career Education at the Post­ secondary Level. Washington, D.C.s United States Government Printing Office, 1977* Mellon, John C. National Assessment of Progress Project; Career and Occupational Development. Washington, D.C.s United States Government Printing Office, 1975* "National Guidance in Secondary Education: A Report of the Reorganiza­ tion of Secondary Education." Bulletin 19. Washington, D.C.s Government Printing Office, 1918. "Report of the National Conference on Life Adjustment Education, Chicago, October 16-18." A mimeographed paper prepared for the United States Office of Education in Washington, D.C., November, 1950. Unpublished Sources Papers "Annual Report of the Career Center, October 1, 19?6 to June 30, 1977." A report provided by Robert G. O'Neal, Indiana University, Bloomington, Indiana. Minor, Carole; Deloney, R.; and Reardon, Robert C. "A Delivery System for Easy Access to Career Information." Unpublished manu­ script prepared at Florida State University, Tallahassee, 1975. Moore, Beatrice Fessenden. "The Michigan State University Counseling Centers Origins and the Development of Current Functions and Services, 1946-1971." Counseling Center report prepared at Michigan State University, East Lansing, 1974. 149 Pierson, Rowland R. "The Occupational Library and Related Reference Material." Counseling Center report prepared at Michigan State University, Blast Lansing, 1955* Reardon, Robert C.; Zunker, Vernon; and Dyal, Mary Ann. "The Status of Career Planning Programs and Career Centers in Colleges and Universities." Unpublished paper provided by Robert Reardon, Florida State University, Tallahassee, June, 1978. "Recommendations for a Career Advisory Center." Unpublished paper provided by Robert G. O'Neal, Indiana University, Bloomington, Indiana, 1975. Stokes, Robert D. "Career Center Staff Activity Analysis." Unpub­ lished paper prepared at Indiana University, Bloomington, June, 1977* APPENDICES APPENDIX A MEMO TO CAREER RESOURCE CENTER DIRECTORS 150 November 8, 1977 TO: Career Resource Center Directors FROM: Camille Smith SUBJECT: Career Resource Center Data I am planning to visit several selected Career Resource Centers to gather data for my dissertation which I hope to complete by Septem­ ber 1978* in preparation for selection, would you please respond to the following questions: 1, Career Resource Center Affiliation: a. Counseling_________ b. Placement __________ c o Advis ement__________ d. Other ___ __ _______ 2. How long has your Career Resource Center been in existence? 3 . How many full time staff members do you employ in the Career Resource Center?__________________ U-. How many part-time staff members do you employ?_________ 5« What is the yearly budget of your Career Resource Center excluding salaries?_________ including salaries?________ 6. How many students used your Career Resource Center in 1976-1977? ____________ 7- Functions of your Career Resource Center. a. Information __________ b. Placement ____________ c. Advisement ___________ d . Counseling ___________ CS:ac Please check. APPENDIX B p a r t i c i p a n t s /i n s t i t u t i o n s 151 STUDY PARTICIPANTS/INSTITUTIONS Louis Berman, Ph.D. Counseling Center University of Illinois, Chicago Circle Campus Chicago, Illinois 60680 Lila Argue Counseling Service Indiana University Bloomington, Indiana *+7401 Gege Holden Career Center Indiana University Bloomington, Indiana 47401 Deborah Orr May Career Planning and Placement University of Michigan Ann Arbor, Michigan 48104 Robert G. O'Neal Career Center Indiana University Bloomington, Indiana 47401 ELlen Betz, Ph.D. Counseling Bureau University of Minnesota Minneapolis, Minnesota 55455 Jacqueline Thompson Counseling Bureau University of Minnesota Minneapolis, Minnesota 55455 APPENDIX C SCHEDULE OF PERSONAL INTERVIEWS 152 SCHEDULE OF PERSONAL INTERVIEWS Institution Date Time 1978 1978 1*00 P.M. - J *00 P.M. 9*00 A.M. - J *00 P.M. University of Minnesota at Minneapolis February 21, February 22, University of Illinois Chicago Circle Campus February 27» 1978 9*00 A.M. - ‘:00 P.M. University of Michigan at Ann Arbor March 1, 1978 9*00 A.M. - ( :00 P.M. Indiana University at Bloomfield May 5, 1978 9*00 A.M. - 5*00 P.M. APPENDIX D PERSONAL INTERVIEW GUIDE-RESFONSE FORM 153 PERSONAL INTERVIEW GUIDE-RESFONSE FORM Name and address of Career Resource Center Departmental Affiliation Reason for Formation a» Why? 1, Provide current, accurate career and educational information in an easily accessible area. 2. Provide career development programs that impact upon university community -increased self-awareness -increased career awareness -develop decision-making skills -develop effective information seeking techniques -develop realistic career planning goals bo Who benefits? Population -students -staff -administrators -community -other educational institutions c. How does your career resource center relate to existing programs, services and materials? -counseling -placement -advisement -admissions -academic departments 15^ How did your Career Resource Center take shape? a D Obtaining support 1 o Administrative committment -strength -strategies for gaining and holding committment 2. Advisory committee -establishment -importance -role 3• Financial support -source of -budget allocation k. Public relations plan Physical Facilities a. Location b. Space/floor plan lo 2o 3. 5. 6. ?. storage area work areas study areas counseling areas conference areas administrative areas furniture arrangements Display plans 1. 2. 3. d. arrangement of books pamphlets newspapers Creative display areas Staffing Patterns a. Categories -professionals -paraprofessionals “clerical -student help -volunteers 155 b. Personnel titles -coordinator -career information specialist -counselor -librarian -teacher -work study -technician -secretary -placement specialist -media specialist -paraprofessional -clerical -volunteers -practicum c. Qualifications of each staff member -degree -experience Staffing Responsibilities of Each Ordering information materials Evaluating information materials Classifying information materials Reviewing existing materials Maintaining records Preparing information materials Scanning current publications for relevant Information Referring students to appropriate resources Orientation activities -students -staff Assisting students and staff in use of information Consultation -students -staff Other 156 Adequacy of present staff allocation Degree of adequacy or inadequacy Staff objectives, philosophy Range of services Informational (career/educational)? -collection -dissemination -development Counseling (self/career/education awareness) -individual -group -self-directed Placement -job-finding -resume' writing -interviewing Referral service Academic advising Testing Telephone Line Coir espondence In-service for staff Clearinghouse for -experiential opportunities -volunteer opportunities Consultation Teaching -career planning courses -decision-making 157 Outreach programs -slide tape show -department tapes -satellite stations -credit courses -alumni network -career cart -peanuts hooth -tributaries to departments guest lecturer assist with projects -newsletter -referral directory -proactive component -research -career fairs -newspaper column -independent study -practicum -orientation programs -admissions visits to high school -bulletin boards Which are most/least effective? Selection and organization of resources a. Sources -professional organizations -academic departments -government Federal State County -AFGA Inform NVGA College Placement Council B'nai B'rith Company Other b. Selection procedures -criteria -evaluation through selection process — sex-stereotyping, racial biasing e.g. content, 158 c. Requesting and purchasing: -sample letters -cards -requesting free information -sample forms for indexing materials and equipment d. Organization/classification of materials Description of classification system U.S. Bureau of Census DOT - Vol 1 DOT - Vol 11 Kuder, Form C Factor Analytic Studies of SIB 22 Basic Male SIB Scales 19 Basic Female SIB Scales 6 Categories Holland Vocational Preference 12 Scales of ACT Vocational Interest Profiles Flanagan's Twelve Occupational Families Ann Roe 23 Basic SC11 Scales Alphabetical College Majors Catalogue System Arrangement of resources Check-out procedures Inventory procedures Maintenance procedures e. Types and forms -books -pamphlets -briefs -newspapers/periodicals -microfiche -microfilm -film -filmstrips -cassette tapes -video tapes -slide tapes -simulation games -computer -other 159 Specific Resources Evaluation Why evaluate -information for staff -information for administration -information for community What to evaluate -personnel -material equipment -programs ctivities -center use -impact on users How to evaluate -suggested instruments and procedures for data collection -data analysis Reporting and using results APPENDIX E INFORMATION OBTAINED FROM THE CAREER LIBRARY, STUDENT COUNSELING SERVICE AT THE UNIVERSITY OF ILLINOIS, CHICAGO CIRCLE CAMPUS APPENDIX El FLOOR ELAN Chai r To bl 160 l o . U t - r a .c irO v j^ e r f i l e . O J -b i o e .'t ’ U n iv e r s ity o f T lU n o 'is CKiccjgo C ircle Co mpus - Cd re e r L ib r'd ry ~ I 0o"( UrViv'ersi •j r j r * / ,f/ Hall i .• Sc^ld L -io APPENDIX E2 CAREER FILE CLASSIFICATION SYSTEM Acco tinting. Advertising. See also 7, 43, 79 3. Aerospace. See also 10 4. Agriculture. See also 27, 37 5. Apprenticeship Programs. 6. Architect. 7. Arts & Crafts. See also 37, kl, 57 8. Astronomer. 9. Automotive. See also 26, 49, 52, 86, 88 10. Aviation. See also 3, 55, 99 11. Banking 12. Biologist. 13. Building Trades. See also 52 l4. Career Planning. General 15. Chemistry. 16. Chiropractic. 17. City Planner. 18. Clergyman. 19. College Studies and Careers. 20. College Teaching and Admin­ istration. 21. Counseling. See also 18, 78, 90 22. Data Processing. 23. Dentist. See also 36 24. Ecology. See also 31 25. Economist. See also 11, 20, 35 26 . Eiigineer. 27. EJthnicity and Careers. 28. Finance. 29. Food Service. See also 4, 37 30. Foreign Language Careers. 31. Forestry. See also 24 32. Fund Raiser. See also 42 33. Geographer. 3k, Geologist. See also 26 35. Government Careers. See also 36, 91 36. Health Careers. 37. Horticulture. 38. Hospital Careers. See also 36, 67 Hotel-Motel Management. 39. 1. 2. l6l 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61 . 62. 63 0 64. 65. 66. 67. 68. 69. 70. 71 0 72. 73. 74. 75. Insurance. Interior Decorator. See also 7 Jewish Community Services. See also 90 Journalism and Writing. See also 2, 79 Labor Union Careers. Law. See also 47 Law Enforcement. See also 35 Library Careers. Machinist. Management. See also 35» 38, 39. 95, 98 Market Research. Mathematics. See also 22 , 93 Mechanical Careers. See also 9, 10, 89 Metallurgy. Meteorology. Military. See also 46 Mortician. Museum Worker. Music Careers. See also 47, 95, 98 Nuclear Energy. Nursing. See also 36, 38 Nutritionist. See also 38 Occupational Therapist. See also 7, 36, 38 Oceanography. Optometrist. Osteopathic Medicine. See also 36 Personnel Work. Pharmacist. Photographer. Physical Disability and Careers. Physical Therapy. Physician. Fhysicist. See also 26 Placement Topics. Podiatry. Political Science. See also 20 162 Career File Classification System - continued Printing. Psychiatrist. Psychology, See also 20, 21 Public Relations. See also 1+3 Public Service. See also &+ Purchasing. Real Estate. See also 28, 86 Recreation-Entertainment. See also 95, 96, 98 &4-o Religious Careers. See also 18, 1+2, 80, 90 85. Retail-Wholesale. See also 86. 87 86. Sales. See also 40, 82, 85 87. Secretarial-Office Specialties 88 „ Self-Employment. See also 85 , 86 89. Service Occupations. See also 85 , 88 90. Social Worker. See also 18, 21 91. Sociologist. See also 20 92. Speech Correction. 93. Statistician. See also 22, 51 9fc. Systems Analyst. 95. Teaching. 96. Television/Radio. See also 26 , 70 Textiles. See also 7, 26 97. 98. Theater. See also 96 99. Transportation/Travel. See also 10 100. Veterinary Medicine 101. Women and Careers. 76. 77. 78. 79. 80. 81. 82. 83. 163 APPENDIX E3 CONTENTS OF A CAREER FILE POLDER ACCOUNTING United Business Schools Association, Washington, D.C. Accounting for your Future. 1971 Careers, Inc., Largo, Florida* Training Guide No. 47. Accounting. 1973Auditor. 1971 Bookkeeper. 1971 Cost Accountant, 1970 Bookkeeping Machine Operator. 1970 National Society of Public Accountants, Washington, D.C. Public Accounting as a Career For You. 1968 and 1970. Science Research Associates, Chicago, Illinois. Accountants. 1966. Accounting Careers Council, New York City. What's It Like to be an Accountant? United States Government Printing Office, Washington, D.C. Employment Outlook for Accountants. (Occupational Outlook Handbook reprint, 197^— 1975)® Ford Educational Affairs Department, Dearborn, Michigan. Your Future as an Accountant, undated. APPENDIX E4 USER’S GUIDE At Student Counseling Service a Career Library is maintained for the use of the counseling staff, and for direct use by students on a self-service basis. Basically the collection consists of (i) college information, and (II) career information. The organization of the collection is based on an alphabetized scheme of 101 occupational fields and career topics (Table l), which is cross-indexed with a wide range of job titles (Table 2). wanted information. A card catalog is a further aid to locating Although the Library is open to self-service, users who want help are asked to notify the receptionist and qualified assistance will be offered. I. College Information Collection 1, College Guidebooks. A variety of current college guidebooks are shelved together and identified by a red band taped across the spine of the book (the visible edge when books are arranged in the usual way). On the red band is printed an initial, representing the surname of the author, editor, or publisher (if no author or editor is named) of the book. alphabetically. by a red stripe. Like other collections, books are arranged Books are indexed in the card catalog on cards headed For example, a person looking in the card catalog under "Law*1 will find the following card — 164 165 Law Association of American Law Schools and the Law School Admission Council. book. Prelaw Hand­ 1975 College information also includes college catalogs. Since the University Library maintains a comprehensive collection of college catalogs, the Career Library concentrates on keeping an up-to-date and comprehensive collection only in certain areas of special usefulness to counselors and clients, and offers only a sampling of catalogs in other areas. Collection 2, Chicago area Junior Colleges. We try to keep this collection complete and up-to-date. Collection 2* Downstate Illinois (outside of the Chicago area) Junior Colleges. May not he so comprehensive as the above. Collection 4, State Universities in Illinois. We try to keep this collection complete and up-to-date. Collection Private Colleges and Universities in the State of Illinois. A sampling. Collection 6, Colleges. Universities. and Graduate Schools outside of Illinois. A sampling. collection. See University Library for a more complete Student may have to write to a school to obtain its current catalog. II. Career Information Career information is contained in the following Library collec­ tions — 166 Collection 2., Books on .jobs, professions, and career areas. These range from books on specific jobs, to a 2-volume encyclopedia on careers. All are shelved together and identified by a yellow band across the spine of the book (the visible end when books are arranged in the usual way). On the yellow band is printed an initial, representing the sur­ name of the author or editor, and the books are arranged alphabetically. In the card index, books in this collection are listed on cards headed by a yellow stripe. For example, classified under "Journalism-Writing" is the card — Journalism-Writing Gould, J.R. Technical Writing. New York* Vocational, 19&f. Collection 8, Government Publications on Careers. This collection could be intermixed with Collection 7, except that Government publica­ tions are usually (a) more up-to-date, (b) more comprehensive, and (c) written at a more technical level. Most career publications in Collection 7 are written primarily for high school students. (High schools constitute a larger and therefore more profitable market for career publications than colleges and universities, and that is probably why private publishers orient their material to the high school student.) Government publications, on the other hand, are written for counselors, government policy makers, and adult taxpayers. Often books and pam­ phlets are prepared by a government agency at an expense that would be prohibitive to a private publisher. The content of Government publica­ tions is therefore apt to better suit the university student’s needs, 167 and Library users are advised to first see if the information they want is in a Government publication„ This collection is identified by a blue stripe across the spine of the book. Since most items are not identified by author, Government publications are numbered arbitrarily for purposes of shelving and cat­ aloging. Catalog cards referring to titles in this collection are headed by a blue band, and indicate the number assigned to that publica­ tion. Fbr example, under "Careers, General" is found the following card. Note that it is numbered "Govt-10" — Careers, General U.S. Department of Labor. Occupational Outlook Handbook. 197^-75 Edition,, GFO $6.85 Govt-10 Note: Fbr basic career information, start with Occupational Outlook Handbook. Govt-10. This is the single most useful reference book on occupations. It is as accurate, complete, and unbiased a collection of career information as can be found. Use the index in the back of the book to find the category you want. Note that each entry is concluded by a note on "Where to Go for Further Information," followed by the name and address of one or more organizations you can write to directly. An additional advantage of Government publications is that if a student wants to secure his own copy he can buy it in the Chicago Loop, at the Government Book Store in the Dirksen Building. 168 Collection 2.* Reference Files . Located in two tall cabinets next to the windows are our reference files arranged alphabetically by the 101 topics listed in Table 1. If you do not find the subject you are looking for, check the Cross-Index, Table 2. When you are through with a folder, do not return it to the file cabinet, but place the folder in the tray standing on the file cabinet. Material in Collection 9 is not included in the card catalog. Collection 10. Free Booklets and Felders on Careers. We try to maintain a collection of free folders and pamphlets on a variety of topics. Our current offerings are displayed in a set of black loose- leaf binders at the wall opposite the windows. in the short file cabinet so labelled. Free materials are kept Materials follow the same arrangement as shown on Table 1, Index of Subjects. On Table 1, a red dot indicates that free materials on this topic are currently available. Collection 11. Career Clippings. On a round table stands a red display holding a number of llxl7-inch manila pages on which are mounted newspaper and magazine clippings of articles related to various careers. Each page and article is numbered, and each article is coded according to the 101 topics of Table 1. This procedure makes it possible to catalog every article in the collection0 Look in the card catalog for manila cards which give the title and location of every clipping. For example, a person looking for material on Journal ism-Writing will find a manila card with the following references in the card catalog section on Journalism-Writing — 169 Journalism-Writing OUR CLIPPING COLLECTION CONTAINS MATERIAL ON THIS TOPIC on pages article entitled: 9—A So you want to write for children___________ 2k- Literary agent par excellence_______________ 28 Macdonald — a character in his own write Collection 12. Career Information on Cassettes. Tape players are kept on a table near the window, with head-sets for listening to our collection of cassettes, included in our card catalog on green-banded cards, and listed on a poster attached to the table on which the tape players are kept. Cassettes are kept at the reception desk, and may be borrowed from the desk for use. User is responsible for returning the cassette to receptionist when he is through. Concluding remarks Remember, the Career Library is organized on a self-service basis not because it can be assumed that students need no help, but because it would be impractical to provide on-the-spot qualified service at all times. If you do need library help, ask the receptionist and she will locate qualified help for you. The only items that may be taken out of the Career Library are Free Booklets and Folders (Collection 10) ; all other materials are for Library use only! Students who want to have one or more pages of Career Library material Xeroxed, are asked to make their request to the receptionist. The self-service arrangement places a special responsi­ bility upon each user to do his share to keep the collection intact and in order. You can find what you're looking for only if it is where it 170 belongs when you look for it. By the same token, any material which you remove or misfile will not be there for the next student who looks for it. The success and continuation of this Library depends signifi­ cantly on how responsibly it is used. Career information is not offered as a substitute for counseling. Information-getting is only one aspect of the counseling process. Interest-testing, aptitude-testing, and discussion (individual or group) can be important parts of the career counseling experience. Students are invited to ask the receptionist for an appointment with a career counselor for planning a comprehensive program in career counseling. Finally, it should be stated that the purpose of the Career Library is to supplement but not to duplicate the holdings of the University Library. The University Library does have books of career topics, does maintain a college catalog collection, has extensive periodical holdings and various indexes (like Reader1s Guide to Periodical Literature) by which career articles from the periodical literature may be located. With certain exceptions, the University Library does not maintain clipping or pamphlet collections, and this is where the Career Library makes a unique contribution to the Circle's information resources. A suggestion box is located in the Career Library. Users are invited to use it or discuss with a counselor how the Career Library can better serve student needs. 171 APPENDIX E5 POLICY DECISIONS The choice of a subject index is not the only decision the librar­ ian faces. Policies must be set concerning what kinds of materials the library will or will not acquire— college catalogs, high school level reading, newspaper clippings. Policies must be set concerning what to do with older materials, and how to maintain an inventory— so that losses can be discovered and replacements made before the information is needed right away. College catalogs: how many? A guiding principle of the Career Library is to complement but not duplicate the University Library. Accordingly, a distinction is made between (a) college catalogs that are needed for on-the-spot reference by counselors and clients, and (b) catalogs that student or counselor can be asked to locate at the Univsity Library. Of six categories of colleges, only two— local junior colleges, and State universities— seemed to require frequent reference. It was decided to try to maintain a complete and up-to-date collection of these two groups, and for all other categories maintain only samp­ lings for student browsing. Using high school level career materials. tions are written for high school students. Most career publica­ That is the educational level at which career-planning should be emphasized, and for the private publisher that is where the major market is located. Although a uni­ versity librarian might hesitate to stock a univarsity library with high school reading, a career librarian can afford to be more lenient. At a career library, the important criteria for evaluating a publication are its (a) comprehensiveness, (b) up-to-dateness, and (c) objectivity. 1?2 Whether it is written at a high school or college level must be a secondary consideration. What to do about newspaper clippings. Most of the students who attend this commuter university grew up in Chicago and intend to find a job in this city when they graduate. It was felt, therefore, that local news about occupational trends, and career-oriented newspaper inter­ views, would have a special appeal to our student clientele. Since our university library does not maintain a clipping collection, a collection of career clippings would be a unique contribution to the library resources of the campus. How should a clipping file be organized? Rather than have indi­ vidual clippins filed away in the reference file cabinets, and easily lost, crumpled, misfiled, or taken away, it was decided to mount the clippings on 11 x 17-inch tagboard pages, scrapbook style, in random order approximately as they were received, number each page and each clipping, and index each item in the card catalog as described in the User's Guide. It was further decided to keep the pages unbound on a table-top display stand to make the collection easier to use and make it possible for several students to look at this collection at the same time. (A photoduplicated file copy of each page is kept in case the original is lost.) Our collection of career clippings is restricted to items that satisfy rather strict criteria: (a) Is the article informative, not merely whimsical or topical? (b) Does it deal with an occupation about which a college graduate is likely to be interested? (c) Does it deal with long-range career aspects of the occupation? This criterion eliminates many "job market articles" that appear in the press. 173 Whether there are more openings for engineers or accountants this fall, or fewer, is of great interest to both the graduating student and to job placement personnel, but job placement is not the same as career planning, and the dividing line (however thin) must be maintained if our clipping collection is to share the emphasis of the Career Library. What to do with older material. Minor, Deloney, and Reardon (1975) specify the removal of all materials "more than five years old" (p. 8). We tend to disagree. Certainly old materials should not be offered as a substitute for current information, and users should be made aware that publication date is a most important feature in evaluating a refer­ ence item. But if library space allows, why not include older items that can give the student a degree of time perspective from which to view his or her career situation? What kinds of career advice was available when his or her parent was of college age? What does that say about how the world has changed since that time? With the advan­ tages of hindsight, how good were the predictions offered at that time? We are living in a changing world, a career world that will continue to change. And this is one way to heighten the student's awareness of the uniqueness of these times. Another reason for a career library to house materials of histor­ ical as well as current usefulness is that students should be encouraged to use this collection as a basis for researching term papers and articles. Writing requires background material as well as up-to-date facts, and a well-rounded career library should offer both. Inventorying the collection. Our card catalog, described in the User's Guide, is maintained primarily for the library user's conven­ ience. A shelf-list, on the other hand, is a card catalog maintained 17^ for staff I’-se, It consists of a card listing each book in the collec­ tion, and the cards are arranged exactly as the books are arranged on the library shelves. Primarily the shelf-list is used to inventory the collection and to quickly identify books that are misplaced or missing. APPENDIX F INFORMATION OBTAINED FROM THE CAREER CENTER INDIANA UNIVERSITY AT BLOOMINGTON APPENDIX FI FLOOR ELAN r ^ M = J ~ S ''J4J [:tJif ' U 204 206 ff*V 2Ci I 199 C (•3$t iw l V ^ fiitl (M 3 ) (300) 4 ,9 5 2 TOTAL NET 4 ,2 8 4 ASSIGNABLE 3 ,5 8 7 % ASSIGNABLE 7 2 .4 % 175 TOTAL GROSS liJJ) fit4) BASEMENT ATTIC GROSS NET 627 554 it ASSN 564 GROSS NET ASSN 207 A HASKET HASKETT HOUSE I 324 NORTH JORDAN AVE. rid. 1,186 1,006 756 -N- ,rC 1 --- - (10*) 176 Appendix FI - continued Guide to Floor Plan First Floor 101 - Garage 102 - Library 103 - Sun Porch/Conference Room 10^- - Librarian and Graduate Assistants* Office 105 - Secretary's Office 106 - Kitchen 199 - Entry Facing Jordan 122 - Restroom Second Floor 203 - Sun Porch/Workshop Room 202 - Director's Office/Mr. O'Neal 20^ - Counselor's Office/Sharon Pinner 205 - Restroom 206 - Counselor's Office - Heidi Remak 201 - Assistant Director's Office - Kitty Arnold Attic is Used for Theatre Costtime Storage APPENDIX F2 CONTENTS OF A CAREER FILE POLDER LAWYERS FILE #73 Action. Lawyers in Action, 1975• P« 6. Action. Vista Lawyers Practice Law. 1976. p. 12 American Bar Association. A Review of Legal Education in the United States. Pall 1977. 1978. p. 76 . American Bar Association. January 1976. p. 25 ■> Directory of Lawyer Referral Services, Association of American Law Schools. Information on Financial Aid. 1978. Association of American Law Schools. Handbook. 1978. Information on the Prelaw Axelrod, Leonard. "EJxpert Managers Train as Court Administrators." Dictum IV. March/April 1975. Catalyst. "Law Career Opportunities." Series Cl6, 1975» P<> 28. Catalyst. "Law Education Opportunities." Series E3.6, 1973. P» 15» Comer, Nancy Axelrod. "If This Case Is So Important, Why Did They Send A Woman?" Mademoiselle. February 1972. Reprint. "Future Opportunities for Legal Profession." March 1976. pp. 113-120. Careerism Newsletter. VI Ginther, Steve. "Law School Graduates Face Tight Job Market." Occupational Outlook Quarterly, Fbll 1975* P. 2. Indiana University (Bloomington) School of Law. Admissions Information. Indiana University (Bloomington) School of Law. Placement Office. 1975* P« Annual Report of the Indiana University (Bloomington) School of Law. Judicial. Administration. 1975» Graduate Program in Indiana University (Bloomington) School of Law. Placement Bulletin. Institute for Research. Your Career As A Lawyer. Research Numbers 207, 21, 110, 1977- P. 2^f. Lammers, Bernard J. "The Uncertain Road to Law School Admittance." Occupational Outlook Quarterly, Fall 1975. PP» ^— 7. 177 178 Law School Admission Council. Law As A Career. 1978. Michigan State University Career Resource Center. Judicial Court Administration. Career Brief, September 1977? p. 4. "Prelaw Students Advised to Take Courses They Enjoy," Student (Bloomington), 17 March 1976. p. 11. Indiana Daily Research and Planning Associates, Inc. Prospectus. 1978. p. 3° Schoenthal, Diane. "The Case for WomenLawyers." July 1978. pp. 65-69 . Securities and Exchange Commission. Working Women. Today’s Lawyer for the SEC, 1974. Southwestern University School of Law. Admissions Fasts. Southwestern University School of Law. Clinical Studies. Southwestern University School of Law. Pre-law Advisor Package. Fall 1977. Southwestern University School of Law. SCALE: Southwestern *s Conceptual Approach to Legal Education, 1978. U.S. Civil Service Commission. Federal Government, 1970. In Public Practice* Lawyers In the U.S. Department of Commerce Patent and Trademark Office. Information Concerning Patents. 1976. Po 41. Miscellaneous Charts Including: Salary Scales Vista Law Opportunities Existing Court Administration Programs. General APPENDIX F3 JOB DESCRIPTION Title i_____ Director I. ______________________________________________ Required Educational Experience Doctorate preferred IIo Preferred Professional Experience Five years' experience in vocational counseling, career education or placement setting in higher education with demonstrated ability to work with students and numerous publics, to work well in a team setting and function in a self-initiating, responsible manner. Ill. Organizational Relationships Reports to Dean for Student Services. Indirect supervision is provided with considerable freedom to develop and maintain the Center, and to carry out responsibilities. IV. Primary Duties and Responsibilities 1. Provide assistance for students and alumni in the area of personal career self-assessment, career field exploration, academic choice consistent with individual career goals and the development of skills related to obtaining employment. 2. Provide leadership for the coordination of all programs, activities, seminars and courses concerned with career education. 3. Ehsure development and maintenance of the Career Resources library. Provide supervision of counseling/advisory services in career education. 5» Coordinate and assist the career programs of all university schools and departments. 6o Provide supervision of vocational and career testing. 7. Supervise the office operations and staff of The Career Center. 8. Promote and facilitate activities, workshops, seminars and courses specifically designed for student subgroups. 9o Develop and coordinate education programs which supplement the student's formal academic program. 179 180 10. Direct the advisory services for students interested in professional schools. 11. Provide professional leadership and training to the academic and residence life staffs concerned with career education. 12. Serve as the executive of The Career Center Advisory Council which consists of representatives from: University Division, Counseling and Psychological Services, Business Placement, SPEA Placement, Education Placement, Arts & Sciences Place­ ment, Continuing Studies, Graduate School, Women's Affairs, plus several students. APPENDIX F3a JOB DESCRIPTION Title t I. Assistant Director___________ Required Educational Experience Minimum of M.A. II. (in Counseling or relevant area) Preferred Professional Experience Three years experience in vocational counseling, career education or placement setting in higher education with demonstrated ability to work with students and numerous publics, to work well in a team setting and function in a self-initiating, responsible manner. III. Organizational Relationships Reports to Director, Career Center Supervises graduate assistants, interns and center counselors IV. Primary Duties and Responsibilities Supervises The Career Center in absence of Director Serves as prime assistant to Director in: 1. Providing assistance for students and alumni in the area of personal, career self-assessment, career field exploration, academic choice consistent with individual career goals and the development of skills related to obtaining employment. 2. Providing leadership for the coordination of all programs, activities, seminars and courses concerned with career education. 3. Ensuring development and maintenance of the Career Resources library. k 0 Providing supervision of counseling/advisory services in career education. 5. Coordinating and assisting the career programs of all university schools and departments. 6. Providing supervision of vocational and career testing. 7. Supervise the office operations and staff of The Career Center. 8. Promote and facilitate activities, workshops, seminars and courses specifically designed for student subgroups. 181 182 9. Develop and coordinate education programs which supplement the student's formal, academic program. 10. Direct the advisory services for students interested in professional schools. 11. Provide professional leadership and training to the academic and residence life staffs concerned with career education. APPENDIX F3b JOB DESCRIPTION Title:_____ Counselor__________________ _ I. Required Educational Experience M»A. II. (in Counseling or relevant area) Preferred Professional Experience One to two years' experience in vocational counseling, career education or placement setting in higher education with demon­ strated ability to work with students and numerous publics, to work well in a team setting and function in a self-initiating, responsible manner. Ill. Organizational relationships Reports to Director, The Career Center Supervises graduate assistants and interns as assigned. TV o Primary Duties and Responsibilities A. To provide a full range of vocational counseling services for students. To include: assisting in the exploration and understanding of interests, aptitudes and life experiences and the relationship to implementing educational/vocational goals. Increasing knowledge and usage of available career resource material. Helping to resolve personal-social conflicts associated with career indecision. B. Assist with the coordination of programs, activities, seminars and courses concerned with career development. C. Perform related tasks as assigned. 183 APPENDIX P3c JOB DESCRIPTION Title:_____Graduate Assistant 1. G.A.s are required to work 20 hours a week. 2. A salary of $2400 is allotted for the academic year, with a full fee remission. 3. The decision on G.A. appointments will be made by 4-1-78. 4. G.A.s may be asked to assist the director, the counselors, the librarian and the secretary. 5* G.A.s will not do individual counseling. 6. All G.A.s will have some responsibility for manning the library and doing paraprofessional counseling. Library will be open during lunch hours. 7. There will be some detailed work involved with the maintenance of the library materials. 8. G.A.s may be asked to review new publications and write brief summaries for distribution among staff. 9. Other possible assignments include assisting with the followings (1) Dual Channel— career guidance course offered beginning fall 1977. (2) Workshops— Basic Career Planning— introduce concepts essential for beginning career planners. Career Decision-Making— present a model of the steps used in reaching a career decision. Resume' Writing and Interviewing— provide the opportunity to learn and practice effective techniques of resume' writing and interviewing. (3) Program Development— promote, plan, and develop programs that will assist students in their career development process. APPENDIX P3d JOB DESCRIPTION PROPOSAL Proposed Title:_____ Secretary Librarian______ A# B# Primary duties and responsibilities as Librarians lo Supervises work of others in the library0 2. Furnishes information on library services, facilities and answer questions that involve fact finding in standard reference sources. 3. Prepares the library's materials and equipment for reader's use and organizes and maintains library files# k-o Purchases and processes library materials, catalogs new books and materials, plus sorting, shelving, and related clerical work0 Primary duties and responsibilities as Secretary: 1# Serves as office receptionist and performs a broad range of secretarial duties that include typing and composition of routine correspondence. 2. Greets students, faculty, and other visitors and offers relevant information based on their inquiry and/or the service provided by The Career Center. 3. Schedules appointments for staff counselors. Jj'o Must be able to work under general supervision and have an understanding of the policies and procedures within the department, the ability to interpret and apply them, and a general understanding of the practices and procedures of related departments. 5. C. Skills include filing, typing at a satisfactory speed— accuracy rate, and ability to plan and organize work and to carry on the day-to-day business practices of the office in an effective manner on own initiative. Director supervises position. 185 APPENDIX SUMMARY OF MATERIALS CONTAINED IN THE LIBRARY I. lit III. Career Resource Books Ao General collection and references B. Career Planning and employment seeking skills C. Student services 1# Internships 2. Siommer employment 3t Volunteer work k. Financial aid 5. Overseas study Dt Women and work E# Health careers Ft Alternatives to college Gt Entrepreneurship and small business Vocational Files At Pamphlets, brochures, etc. Bo Information on federal employment 1. Civilian employment by department 2. Military 3. Peace Corps/vista Reference and Directories IV. Periodicals V . College Catalogs and Educational References VI. Business and Industry File Recruitment information and annual reports from over 350 companies are contained in the Library. 186 This information 187 is grouped in 16 categories* Banking, Investment, Financial management Chemical and Pharmaceutical Communications Diversified Industries Electronic, Electrical equipment, and Data processing Food and Food processing Insurance Miscellaneous manufacturers Petroleum and Rubber Companies Transportation Utilities Vehicle and Aircraft manufacturers VII. Professional Bibliography APPENDIX G INFORMATION OBTAINED FROM CAREER PLANNING AND PLACEMENT OFFICE UNIVERSITY OF MICHIGAN, ANN ARBOR o APPENDIX G1 '7? r2 FLOOR PLAN r cr -p c w £ l) if 0 k *5 vl QCJ c+~ HOifl 188 c n croc V ^ 0 »■ sri0 M°+-+v2 Uj A * ^ > i o 3 APPENDIX G2 PROFESSIONAL STAFF Evart W. Ardls - Director B.A. - Western Michigan University, Kalamazoo, Michigan - political science and history. MoA. - Northwestern University, Evanston, Illinois - School administration. Graduate Work - Harvard University, M.IoTo, New York University, Michigan State University. Honorary Doctor's Degree - Eastern Michigan University, Northwestern University and Cleary College. Sally Cook - Office Supervisor. Credentials B.S. - Western Michigan University, Kalamazoo, Michigan - business and education. Currently attending Eastern Michigan University. Ann Cooper - Coordinator of Summer Placement B.A. - Hamilton Business College, Ann Arbor, Michigan Kathryn Flynn - Career Coordinator B.A. - University of Michigan, Ann Arbor, Michigan - Sociology Harold P. Fowler - Associate Director B.S. - Tennessee State University, Tennessee - biology M.Ac - Eastern Michigan University, Ypsilanti, Michigan - education administration. Bi.S. - Eastern Michigan University, Ypsilanti, Michigan administration supervision Ph.D. - University of Michigan, Ann Arbor, Michigan - general administration. Phyllis Greenley - Career Planner B.A. - University of Michigan, Ann Arbor, Michigan - music 19 hours toward M.A. - University of Michigan, Ann Arbor, Michigan guidance and counseling ELeta Jones - Career Development Counselor and Program Coordinator B.A. - Carleton College, Minnesota - history M.A.T. - Wesleyan University, Connecticut - history Ph.D. expected - Fall 1978 - University of Michigan, Ann Arbor, Michigan - guidance and counseling. Jim Krollk - Director of Non-Academic Career Counseling and Placement for Graduate Students Henry Ford Community College, Dearborn, Michigan I89 190 B.A. - Eastern Michigan University, Ypsilanti, Michigan - history M.A. Eastern Michigan University, Ypsilanti, Michigan - guidance and counseling Ph.D. - University of Michigan, Ann Arbor, Michigan - student personnel work Cheryl Liang - Coordinator of Interns B.A. - Simmon's College, Boston, Massachusetts - psychology and education Ei.M. - Harvard University, Cambridge, Massachusetts - administration and planning for higher education Deborah McCoy - Student Services Assistant B.A. - Bowling Green State University, Bowling Green, Ohio - French and Spanish M.E.C. - Bowling Green State University, Bowling Green, Ohio rehabilitation counseling Grace Oerther - Coordinator of Higher Education Monroe High School, Monroe, Michigan - Twenty-three years' experience in professional counseling Deborah Pan: May - Assistant Director B.A. - Michigan State University, East Lansing, Michigan communications M.Ei. - University of Vermont, Burlington, Vermont - student personnel administration in higher education Juanita Patton - Student Services Assistant. Minority Affairs B.S. - Western Michigan University, Kalamazoo, Michigan - speech communication M.A. - University of Michigan, Ann Arbor, Michigan - urban education Bi.S. - University of Michigan, Ann Arbor, Michigan - administration supervision education Ph.D. Candidate - University of Michigan, Ann Arbor, Michigan administration supervision education Lou Rice - Director of Pre-Professional Office A.B. - Denison University, Granville, Ohio - history M.A. - University of Michigan, Ann Arbor, Michigan - business administration and education management Ph.D. - University of Michigan, Ann Arbor, Michigan - center for the study of higher education Virginia Stegath - Communications Coordinator New York Business College, New York City APPENDIX G3 CAREER FILE CLASSIFICATION SYSTEM A A-3 A-6 Career Planning - General Self-Assessment Tools Career Suggestions for Various Majors B B-3 B-6 B-9 B-12 B-15 Job Hunting Information Resume* Writing Interviewing Job Openings Current Job Openings Past Job Openings D D-3 D-6 D-12 D-21 D-23 D-25 D-18 D-31 D-33 D-40 Directories Directories Directories Directories Directories Directories Directories Directories Directories Directories Directories E - General Business/industry Communication/Arts Environment/Conservation Health Fields Internships Law Related Research/Science Social Services Urban Planning Geographical Information Overseas Opportunities G G G-15 G-18 G-21 G-25 G-30 Graduate/Professional School Graduate School Catalogs Graduate School Directories Financial Aid/Scholarships/Awards Graduate School Testing Information Technical Schools/Apprenticeships Summer School Programs L L-3 L-6 L-9 L-12 L-15 L-l6 L-18 L-21 L-23 L-25 Labor Reports and Research Employment Trends Salary Information Cost-Of-Living Information History - Work Automation Labor Laws/Legislation Labor Relations Licensing Part-time Employment Benefits/Wages/Hours 191 192 M M-l M-2 M-3 M-6 P P-3 P-6 P-9 P-12 P-18 P-21 P-24P-27 P-30 R R-3 Minority Resources Graduate School Job Hunting Information Financial Aid/Scholar ships/Awards Occupations Professional Staff Resources Periodicals Associations Counseling/Theory/Methodology Bibliographies Career Education Career Planning Media Tests/Records Research Historical Collection of Career Resources Employers Company Literature S S-3 S-6 S-9 S-12 Civil Service/Government Employment Federal Employment Federal Departments/Agencies State/city/county Employment State/City/County Information T T-9 T-3 T-6 T-12 T-15 T-18 T-21 T-23 T-28 Teaching Teaching Teaching Teaching Teaching Teaching Teaching Teaching Teaching Teaching 0 0-3 0-6 0-9 U U-3 - Alternatives to Directories Disciplines Job Hunting School Literature Salary Information Job Openings Higher Education Overseas Occupations Occupations - Collections Occupations Requiring Technical School/ Apprenticeships Occupations for Special Interests (e0g., Handicapped, Outdoor ) Undergraduate School (catalogs) Undergraduate School - Directories 193 W W-3 W-6 W-9 W-12 W-13 W-15 W-18 W-21 W-24 Z Women Career Planning - General Job Hunting Information Directories Education Reports and Research Civil Service/Government Employment Graduate School Information Job Openings Occupations Svunmer Employment/Study APPENDIX G*f CONTENTS OF A CAREER FILE FOLDER HEALTH SERVICES Peace CorpsAista Brochure, 19?4. Department of Health, Education, Welfare, "How Health Profession Students Finance their Education," October 1973* Allied Health Association, "F'unctional Classification of Allied Health Occupations." 1976. American Red Cross. "Employment Opportunities." University of Michigan. January 197**• "Programs in Radiological Health." Department of Health, Education and Welfare, Scholarship Program." August 1973• 197**~75° "Health Professions Nation's Health (reprint). "Health Graduates Find Job Market Almost Plush." July 197**° American Medical Association, Health Physics Society. "Health Manpower Progress Report," "Health Physics." American Hospital Association. Health Field." 197**. State of Ohio. 1977. "Educational Programs in the "Homemaker/Home Health Aide." July 1972. University of Michigan. "Health Major Guide to Careers in Medicine and Allied Professions." 1972-1973° Occupational Outlook Brief. "Health Occupations," 19** 197**, 1972. APPENDIX H INFORMATION OBTAINED FROM CAREER RESOURCE CENTER, COUNSELING CENTER MICHIGAN STATE UNIVERSITY, EAST LANSING k F ftiS k '- IM A T E K i TV APPENDIX 195 Occupational Library, (1950-1973) Counseling Center Michigan State University East Lansing, Michigan Hla •I Career Resource Center, (1977-) Counseling Center, Michigan State University Assfc C*r«cr Sllit V.’t* W*K NftlS D D □ o To □□ □□ ftu+fcr r o o m (See next page) Curr. □□ □□ Curatr Files R,fc,L»_ b L.k . I Scale lA" = l ’O" o o 5d Hlc □ □□ APPENDIX i—1 vO 0\ □ □□ □ Career Resource Center, (1977-) Counseling Center Michigan State University □ Secrc+My 19 7 ASS? C*jn*r no □ ^ratV icw w «>TU. Veil WorK Toublc t^l I a."V"ioneul Scale 1/4" = l'O" APPENDIX H2 JOB DESCRIPTION Titlet Career Information Officer BASIC FUNCTION AND RESPONSIBILITY To plan and manage the operational activities of the Michigan State University Counseling Center Career-Information Program and to serve as a resource person on career information. CHARACTERISTIC DUTIES AND RESPONSIBILITIES Plan and manage the operational activities of the Michigan State University Counseling Center Career-Information Program. Serve as a resource person on career information to University staff and students as well as representatives of other institutions involved in career information programs. Direct students to career information including educational and vocational training requirements. Supervise the Counseling Center Occupational Library. Consult with faculty, staff and students regarding career information. Write and distribute career information summaries and bulletins to University staff and students. Gather, compile and analyze information regarding career trends. Interview recruiters from business, industry and education. Edit the Counseling Center annual Directory of University Resources. RELATED DUTIES Order career information materials. Speak to groups on sources of career information, trends in careers and preparation necessary for entering specific career areas. SUPERVISION RECEIVED General supervision is received from the Director, Counseling Center. SUPERVISION EXERCISED Functional and administrative supervision is exercised over support staff. MINIMUM QUALIFICATIONS A Bachelor's degree or an equivalent combination of education and experience is necessary. Reasonable experience in working with young adults regarding information is necessary. 198 APPENDIX H2a JOB DESCRIPTION Title:_____Assistant Career Information Officer______________________ BASIC FUNCTION AND RESPONSIBILITY To supervise the dally activities of the Michigan State University Counseling Center Occupational Library and to serve an a resource person on career information to faculty, staff and students. CHARACTERISTIC DUTIES AND RESPONSIBILITIES Supervise the daily activities of the Michigan State University Counseling Center Occupational Library. Serve an a resource person on career information to faculty, staff and students. Assist students in the selection and use of occupational library resource materials. Consult with faculty, staff and students regarding career information. Responsible for classifying and cataloging sill library materials. Maintain and update career development resource files and collections. Order career information materials. Assist in gathering, compiling and analyzing information regarding career trends. Assist in writing and distributing career information summaries and bulletins. RELATED DUTIES Maintain mailing lists for recipients of Career Development materials. Assist students and staff in compiling bibliographies. SUPERVISION RECEIVED Supervision is received from the Career Information Officer or other designated official. SUPERVISION EXERCISED Functional supervision is exercised over student support staff. MINIMUM QUALIFICATIONS A Bachelor's degree or an equivalent combination of education and experience is necessary. Some experience in working with young adults is necessary. Reasonable library work experience is necessary. 199 I JOURNALS. LI LRARY FILES T CO?Y HACHIilE WORK TABLE ILL ‘r*■ < F 3 ENTRANCE DESK < 7 pamphlet rack c£ CHAIR ► — z READ IIII TABLE r\ HAIR ( ( ) ) v> X mt — < W r~ o H ^— n O ) tStRVC BOOnS 1C (AREER t CUR IICULUI f i l e : . I .... H. CHECK-OUT DESK I 1— OOOR-STAFF ONLY 3 o Scale l/4" = l'O" &X !a w APPEJfDIX H3 CHECKLIST FDR THE EVALUATION OF PRINTED OCCUPATIONAL INFORMATION Does it give the following information relating to the occupation? Definition of Occupation (DOT) Nature of Work Duties performed Tools/materials Specializations Relationships to other occupations Requirements Education/training Aptitudes Temperaments Interests Physical demands Working conditions Special requirements Licensure Certification Method of Entry Direct application Personal reference Examination Apprenticeship Opportunities for Experience/Exploration Summer/Part-time work Work-study Armed Fbrces Voluntary Agencies Advancement/Career Ladder 201 202 Employment outlook Supply/demand Retraining Replacement Technological Developments Geographic Areas (National, local) Earnings B eginning/average Supplementary income Fringe benefits Conditions of Work - Implications Life style Hours, seasonality, travel, hazards, demands Social and Psychological Factors Work satisfaction Relationships with co-workers and others Status Sources of Additional Information Summary Highly recommended Recommended ______ Useful ________ Rejected ________ 203 Marketing - Sales - Retailing Advertising (Color Code* Light Green/Magenta) Direct Mail Advertising to Publicity Worker Insurance (ColorCode: Dark Green/Light Green) Actuary to Property Casualty Insurance Marketing (ColorCode: Light Green/Turquoise) Foreign Trade Researcher to Market Researcher Real Estate (Color Code: Light Green/Brown) Apartment Locator to Title Searcher Retailing (ColorCode: Light Green/Red) Alcohol Retailer to Vehicle Sports Center Owner Sales (Color Code: Light Green/Gold) Auctioneer to Sales Promotions Manager, Retail Wholesaling (Color Code: Light Green/Dark Green) Wholesale Fish Dealer to Wholesaling, Careers In Medical and Health (Color Code: Turquoise) Activities Instructor to Ward Clerk Mortuary Science (Color Code: Turquoise/Blue) Deputy Coroner to Mortician Veterinary Medicine (Color Code: Turquoise/Lime) Animal Physiologist to Veterinary Technician Recreation and Hospitality (Color Code: Lime) Beach Lifeguard to Hotel Service Work Science and Math Biological Science (Color Code: Purple/Pink) Bacteriologist to Zoologist Chemistry (Color Code: Purple/Yellow) Analytical Chemist to Toxologist Physical Science (Color Code: Purple/Green) Acoustical Science to Volcanologist Math Science (Color Code: Purple/Gold) Health Statistician to Statistician APPENDIX H4 CAREER FILE CLASSIFICATION SYSTEM Agriculture (Color Code: Brown/Green) General Information to Viticulturist Natural Resources (Color Code: Brown/Dark Green) Air Pollution Controller to Wood Technologist Arts and Crafts Accounting (Color Code: Gold/Turquoise) Antique Glass Collector to Woodworking and Furniture Design (Color Code: Magenta/Brown) Accounting to Tax Auditor Banking and Finance (Magenta/Orange) Banking to Stockbroker Business Administration and Management (Color Code: Administrative Assistant to Youth Association Executive Data Processing Economics Magenta/Gold) (Color Code: Magenta/Green) Business Programmer to Verifier Operator (Color Code: Magenta/Turquoise) Agriculture Economist to Medical Economist Labor and Industrial Relations (Color Code: Magenta/Orange) Labor Elections Officer to Labor Union Business Agent Communication and Media (Color Code: (Gold) Agriculture Journalism to Typographer Education (Color Code: Red/Orange) Admissions Officer to Vocational Education Teacher Engineering and Technicians (Color Code: Green) Aeronautical Engineering to Wind Engineering 20^ 205 Fine Arts and. Humanities Architecture Color Code: Turquoise/Light Green) Architect to Terratecture Drafting (Color Code: Turquoise/Dark Green) Architectural Drafter to Tracer History (Color Code: Turquoise/Teal) Anthropologist to Sociologist Language (Color Code: Turquoise/Orange) Cryptographer to Translator Library Science (Color Code: Turquoise/Red) Bibliotherapist to Visiting Librarian Museum Music (Color Code: Turquoise/Gold) Archivist to Museum Education (Color Code: Turquois/Pink) Conductor to Song Writer Performing Arts (Color Code: Turquoise/Brown) Actor - Actress to Theatrical. Assistant Religion (Color Code: Turquoise/Purple) Clergy to Rabbi Visual. Arts (Color Code: Turquoise/Grey) General Information Writing (Color Code: Turquoise/Moss Green) Children's Writer to Technical Writer Food Science (Color Code: Brown) Baker to Wine Maker Government (Color Code: Red) "Care" to Veteran's Administration Human Ecology (Color Code: Moss Green) Consumer Detective to Textile Technician Law and Protective Service (Color Code: Grey) Abandoned Property Investigator to Volunteer Police 206 Social Service Counseling (Color Codes Grey/Blue) Career Eiucation to Youth Director Psychology (Color Code: Grey/Pink) Group Therapy to Psychologist Social Work (Color Codes Grey/Gold) Director of Social Service to Social Welfare Worker Transportation Air (Color Codes Orange/Lime) Aerospace Educator to Test Pilot Motor (Color Code: Orange/Green) Auto Auction Owner to Truck Driver Rail (Color Codes Orange/Blue) Railroad Brakeperson to Towerperson Water (Color Codes Orange/Purple) Able Seapersons to Yachtpersons Animal Related (Color Code: Pink) Animal Caretaker to Zookeeper Athletics and Sports (Color Code: Purple/Blue) Archer to Women in Sports Elemental (Color Code: Purple) Grocery Bagger to Valet APPENDIX H5 CONTENTS OF A CAREER FILE FOLDER OCCUPATIONAL THERAPY Public Affairs Committee, New York City. Occupational Therapy - A New Life for the Disabled written by Joel Levitch, 1972. United States Government Printing Office, Washington, D.C. Therapy and Rehabilitation Occupation Reprint from 1974-1975 Occupational Outlook Handbook. Occupational Therapy Reprint from Health Careers Guide Book, 1972. Careers in Therapy. Publication from United States Civil Service Commission, 1976. National Association of Mental Health, Inc., Arlington, Virginia. The Occupational Therapist, 1973* State of California: Employment Development Department, Sacramento. Occupational Therapist, October 1975° State of Ohio: Bureau of Employment Service, Columbus. Occupational Therapist, June 1973* State of Michigan: Employment Security Commission, Detroit. Occupational Therapist/Occupational Therapy Assistants. December, 1973* State of Minnesota: Career Information Unit of the Department of Employment Services, St. Paul. An Occupational Guide for Occupational Therapy Employment, January, 1974. Canada: Department of Manpower and Immigration, Toronto. Occupational Therapists. Entry Requirements. March, 1972. Michigan State University, Career Resource Center, East Lansing. Occupational Therapy. 1977. Michigan Health Council, Southfield. Rehabilitation. 1976 207 208 Institute of Research, Chicago, Illinois The Career Opportunity for You as an Occupational Therapist. 1977. Vocational Biographies, Sauk Centre, Minnesota. Occupational Therapist, 197^. Chronicle Guidance, Moravia, New York, Occupational Therapists Assistants. February, 1978* Alumnae Advisory Centre, New York. Occupational Therapy, September, 1975* The American Therapy Association, Inc., Rockville, Maryland Educational Programs in Occupational Therapy. 1977* Wayne State University - Curriculum Information University of Minnesota - Curriculum Information Eastern Michigan University - Curriculum Information The American Occupational Therapy Association, Rockville, Maryland. Occupational Therapy Newsletter, April, 1973* The National Easter Seal Society for Crippled Children and Adults, Chicago, Illinois. Curing by Doing is Occupational Therapy Objective, Apring, 1965. The American Journal of Occupational Therapy, XXV - 7» Rockville, Maryland. Occupational Therapy is a Well Community Written by Lavilla Walker, O.T.R., October, 1971. Bureau of Health and Hospital Career Counseling, Scarsdale, New York. Medical Career Planning (p. 659 and p. 66l) written by Attia Naseem and Mustafa Kamil, 1975° J. G. Ferguson Publishing Co., Chicago, Illinois. Concise Handbook of Occupations. 1976 (p.196). The American Occupational Therapy Association, Rockville, Maryland. Occupational Therapy Handbook. 1972. Occupational Therapy. 1976. Reach Out - Occupational Therapy in the Community. 1978. Hand in Hand - Occupational Therapy. Working Toward Independence. 19770 209 The American Occupational Therapy Association, Rockville, Maryland, continued Gan you Deal With These Problems? Undated, Occupational Therapy - A Community Resource, undated. The Occupational Therapist. A Professional Profile, undated. The A.B.C.s of Occupational Therapy. 1975* APPENDEX H6 STUDENT SURVEY QUESTIONNAIRE In order to improve our service to students, this informal ques­ tionnaire was developed to assist in evaluating the facility. Please complete this form after you have finished using the materials and leave it with one of the staff members. Thank you. 2. 3 o Major Age 1. Sex 4. My Class Status is (Circle appropriate letter) A. B. C. D. E. 5. Freshman Sophomore Junior Senior Graduate E. G. High School Strident Not affiliated with M . S o U . [l) Am considering return to school i2) Am considering changing my job [3) Other Do Friend Self State News Source of Referral: A. Counselor B . Instructor C . Advisor E. F. Go Ro Ao H. Orientation I . Parents J . Other How many times have you used the Career Center since September, 1977? Once _ Twice Three Times More Than Three Times 7* How much time have you spent in the Career Center? 80 How much time have you spent with a Staff Member in CRC? 9. Reasons for coming to CRC. 1. 2. 3« 4. 5. 6. 7. I I I I I I I need need need need need need need a major______ to change majors_ to research minor cognates_ information on other undergraduate schools_______ information on graduate programs_______ to know job market trends and job possibilities __ help in identifying personal interests, aptitudes, and values _______ 8 . I need to talk with someone about career planning _______ 9« I need to learn more about decision making _______ 210 211 10. Are you planning to come back to the Career Center another time? Yes_______ No ______ 11. I looked for information on the following occupations: D B 12. I used the following resources: Reference Books Self-Evaluation Tests Microfiche Slide/Tapes Film/Tapes A. Curriculum File B . Career Files C. Occupational Outlook Handbook D. Cassette Tapes E. Books Fo Catalogues G. H. I. J. K. 13. Was the filing system easy_______ difficult 14. In general, I found the Career Center information A. B. C. D. 15* Very informative Informative Not informative Easy to find materials to use? Eo Difficult to find materials F. Relative and up to date G o Outdated Were you able to find the information you were seeking? why not? Do you have suggestions for improvement? If not, APPENDIX I INFORMATION OBTAINED FROM THE OCCUPATIONAL INFORMATION LIBRARY, COUNSELING BUREAU AT THE UNIVERSITY OF MINNESOTA AT MINNEAPOLIS APPENDIX II GUIDE TO USING THE CAREER LIBRARY Room 9, Elidy Hall ’The time has come,' the Walrus said, 'To talk of many things: Of shoes - and ships - and sealing wax Of cabbages and kings Lewis Carroll "Through the Looking Glass" Several times within the next year or so you will have to make decisions which will have a strong impact on what direction your future will take in terms of education and/or careers. With that in mind, the Student Counseling Bureau has established a reservoir.of information, the Career Library, to assist you in making your decisions0 The library houses three basic types of information: occupational information, educational directories, and college and vocationaltechnical school bulletins (located as shown on map below). U of M Programs File N COLLEGE BULLETINS Magaz Sign In Undergraduate Graduate-Professional Vocational-Technical □ Entrance 0 f f i c e V\ \ Table □ O OCCUPATIONS FILES S ESOl SPECIAL RESOURCE College Directorie ecrc Women-Minorities Career Planning 213 OCCUPATIONAL INFORMATION Occupational Information is located in two places in the library; on the front table and on the shelves along the south wall. (See map) The table to the right as you enter contains a varied assortment of handbooks and catalogs which contain information relevant to careers. For example* A. The Occupational Outlook Handbook provides a wealth of information concerning the nature of work, places of employment, desired training, earnings and employment trends. Several copies of this book have also been placed on work tables throughout the library. B. Health Careers in Minnesota has been compiled by the Health Sciences Student Personnel Office to provide detailed information about health sciences careers in Minnesota. C. The Dictionary of Occupational Titles (D.O.T.) contains alphabetically arranged listings of over 20,000 separate occupations. Integrated into the D.O.T. are components of work such as training time, aptitudes, interests, temperaments, physical demands, working conditions, industry and work performed. D. The California Occupational Guide, contained in three (3) blue notebooks, provides detailed information on many different jobs from welding to banking or writing. E. Several general interest books are also furnished which may help to answer inquiries which you may have about the world of work. On the blue shelves along the south wall is a host of additional information about specific occupations. You will also find folders about selected industries (e.g., mining, government, military). These folders are sectioned according to the numbers listed in the Dictionary of Occupational Titles (D.O.T.). Directions are posted on the nearby wall to help you find the folder(s) you need. 21b EDUCATIONAL DIRECTORIES On "the first column of blue shelves along the back (east) wall are a number of directories which list and describe a wide variety of educational institutions: professional schools. colleges, vocational-technical schools, and These directories can help you to compare schools on such subjects as admissions requirements, majors offered, accreditation status, tuition, fellowships and financial aid. American Universities and Colleges and The College Handbook are two examples of such directories. College placement guides are another form of directory. They furnish listings of potential employers for people holding degrees in various fields. These can be useful for helping you to determine what types of occupational opportunities await people who emerge from today's colleges and universities (e.g..College Placement Annual - 1976). A list of directories for graduate and undergraduate institutions is located on the wall to the left of the shelveso COLLEGE BULLETINS College and graduate school bulletins are located along the north wall (to your left as you enter— see map). Bulletins furnish concise and detailed information about individ­ ual colleges. Questions you may have about admissions, tuition, financial aid and even the social life of a given institution are often addressed in the college bulletins. All bulletins axe arranged on the shelves according to the following categories: Minnesota Colleges, Out-state Institutions, Vocational-Technical Schools, Graduate Schools, and Professional Schools. The shelves are labeled accordingly. APPENDIX I2 USING THE OCCUPATIONS CABINET (South Wall of Library) For Information About A Specific Occupation STEP 1: GO TO THE DICTIONARY OF OCCUPATIONAL TITLES. VOL. I (on front table) Look up one of your prospective occupations in the D.O.T. a note of the first 3 digits of the code number for your occupation (Examples Dentist 027.) STEP 2 s Make GO TO THE OCCUPATIONS CABINET The folders are filed by occupational subgroupings. The beginning of each subgrouping is indicated by a divider marked with a yellow plastic tab and a distinguishing code number. Find the yellow-tabbed divider marked with the first two of your occupation's three digits (e.g.,07). 00-01 engineering/arch To the right of this marker you will find one or more folders with the same two digits, and some with additional third digits (e.g.,071, 072, 073)• One of these will probably be the folder you are looking for. If not, any information we have on that occupation will be found either in a 2-digit folder (e.g.,07) or in a combined folder (e.g. ,072-3) •______________________ __________________ I 020 MATHEMATICS I STEP 3 s KEEP LOOKING 1 1 Often people find helpful information in some nearby file within the 2-digit subgroup. Look through the adjacent files in your subgroup. Also, look up additional titles for similar jobs, starting as before with the D.O.T. FOR INFORMATION ABOUT SPECIAL INDUSTRIES OR ORGANIZATIONS Another way to investigate careers is by looking into occupa­ tions within a selected industry (e.g.,construction) or organization (e.g..the government). Occupational materials of this type are also filed in the occupations cabinet, lower half, as follows: 215 216 INDUSTRIES or FIELDS------ GREEN LABEL FOLDERS __________ AVIATION 1 General information about various industries or fields and the occupations related to them (e„goi Aviation, Banking, Hotel-Motel, etc.). GOVERNMENT SERVICE-------- BLACK LABEL FOLDERS I MILITARY SERVICE ----------- BLUE LABEL FOLDERS General and occupational information — branches. F ETpEiRAT. I 1 ______ | NAVY 1 all FOR OTHER INFORMATION ABOUT WORKING JOB HUNTING TECHNIQUES - Purple Label Folders TRENDS EMPLOYMENT TRENDS - Purple Label Polders INFORMATION ABOUT CAREER PLANNING - See SPECIAL RESOURCES shelves at back of room. MATERIALS FOR WOMEN and MINORITIES - SPECIAL RESOURCES shelves, back of room. APPENDIX I 3 CAREER FILE CLASSIFICATION SYSTEM 00-01 02 Occupational Information - Engineering and Architecture 001 - Architecture 002 - Aeronautical Engineering 003 - Electrical Engineering 005 - Civil Engineering 006 - Ceramic Engineering 007 - Mechanical Engineering 008 - Chemical Engineering 010 - Mining and Petroleum engineering 011 - Metallurgy and Met. Engineering 012 - Industrial Engineering 013 - Agricultural Engineering 014 - Marine Engineering 015 - Nuclear Engineering 017 - Drafting - N.E 0C 0 018 - Surveying and related work 019 - Landscape Architecture _ Physical Science and Mathematics 020 020 020 020 021 022 023 024 024 025 029 040 - - Actuarial work Computer programming Mathematics Statistics Astronomy Chemistry Physics Geology Oceanography Metorology Georgraphy Agricultural Sciences 040 - Forestry 041 - Biological Sciences 041 041 04l 041 041 041 041 045 045 - Biochemistry Botany Fish and Wildlife Microbiology Pharmacology Physiology Zoology Psychology Counseling Psychology 217 218 05 - Life Sciences 050 051 052 054055 07 - _ - Medicine and surgery Psychiatry Osteopathy Dentistry Veterinary Medicine Pharmacy Nursing Dietetics Dental Hygiene Medical Technology Radiological Technology Chiropractic Dental and Medical Assistant Occupational Therapy Optometry Physical Therapy Podiatry Practical Nursing Speech and Hearing Medicine and Health N 0E 0C. - Education 090 091 092 09^ 096 096 10 Economics Political Science History Sociology Anthropology Medicine and Health 070 070 071 072 073 07^ 075 077 078 079 079 079 079 079 079 079 079 079 079 079 09 ~ - Colleges and University Education Secondary education Elementary education Special education Home Economics Agriculture Extension - Museum - Library 100 - Library Science 100 - Medical Records 11 - Law and Jurisprudence 12 - Religion and related occupations 13 - Writing 130 130 137 139 _ English majors Rreelance Interpretation and Translation Technical writing 219 14 - Art 141 - Commercial Art 141 - Medical Illustration 142 - Designing Fashion Design 142 Industrial Design 142 Interior design and decorating 142 Photography 143 Cartooning 144 - - Entertainment and Recreation 150 151 152 153 139 - - Dramatics Dancing Music Athletes and Sports Radio and TV — - Accounting and Auditing Purchasing Advertising Public Relations Personnel Advertising Credit and Collection Administrator - Special Managers - official Transportation, Communication and Utilities Wholesale and Retail Trade Finance, Insurance Hospital Administration Mortuary Science Services Public Administration - Miscellaneous; 195 195 195 195 196 199 20-24 - Administration and Management 160 162 164 163 166 168 169 18 184 183 186 187 187 187 188 19 _ ~ - Professional. Technical Management Social Welfare Social Groups Probation and Parole Recreation Leadership Airplane Pilots and Navigating Urban planning - Clerical Work 20 201 21 22 23 237 - Typing, stenography and related work Secretarial work Computing and Account recording Material and production recording Information and message distribution Travel Agency work 220 25-29 - Sales Work and Merchandising 25 - Service Sales 26-28 - Commodity Sales 29 - Miscellaneous Merchandising Occupations 30-28 - Services 31 33 352 359 37 40-4-6 - Pood Service Barter, Cosmetology and related work Airline Stewardess Nursery and Day Care Police and protective Services - Farming. Pishing. Forestry & Related Occupations 40 - Plant Farm 41 - Animal Farm 50-51 - Metal processing. Ore refining & Foundry Work 52- - Processing Pood. Tobacco & related products 53-59 - Various processing Occupations 60-61 - Metal Working and Metal Machining 620 - Motor Vehicle Repair 621 - Aircraft Repair 62-63 - Mechanics and Machinery Repair 64- - Paperworking occupations 65- - Printing 66- - Wood machining 68- - Textiles Manufacturing Occupations 70-71 - Optical. Watch. Metal products, Assembly & Repair 72- - Electrical equipment assembly and repair 73“77 - Miscellaneous Assembly and Repair - Bench work 78- - Textile and Leather fabrication and repair 80- - Metal Fabricating and Welding 82- - Electrical Assembling, installing and repairing 8^- “ Painting, plastering, water proofing, cementing and related work 221 85- - Excavating, paving and relatedwork 86- - Construction Work 899“ ~ Diving 90- - Motor Freight Transportation 91- - Transport Work 92-95 - Miscellaneous Work Lumberman Coal Miners Warehouse Workers 96- - Amusement, Recreation and Motion picture Work 97- - Graphic Art Work 981- - Apprentices Federal — N .EPC. Civil Service - General Federal Job Information - General Minneapolis Civil Service Industrial File Agriculture and related Industries Automotive Manufacturing Automotive Sales and Service Aviation Banking, Credit and Securities Chemical and Allied Products Construction Electronics Forest Products Hotel and Restaurant Insurance Metals and Machine Products Petroleum and Coal Products Printing and Publishing Real Estate Retail and Wholesale trade (General) Retail and Wholesale trade (Specific) Small Business Operations Textiles Teansportation (Motor Freight) Transportation - Rail and Water Utilities 222 Military File Miscellaneous Pile Study abroad Choosing a Career Summer jobs APPENDIX I5 CONTENTS OF A CAREER FILE POLDER ENGINEERING Richard Rosen Press, Inc., New York. Your Future in Engineering Careers, 1975 Accoustical Society of America, New York. Brochure, 19&5 National Aeronautics and Space Administration, Washington, D.C. Various pamphlets Institute of Paper Chemistry, Appleton, Wisconsin. Technical Manpower for the 80s. General Electric Company, Bridgeport, Connecticut. What's It Like To Be An Engineer. 1972 United States Government Printing Office, Washington, D.C. Why Not Be An Engineer. 1971 Action, Washington, D.C. Your Next Move As An Engineer, 1972 Department of Environmental Protection, New Jersey. Careers in Water and Wastewater Operations, 1976-1977 Scientific Manpower Commission, Washington, D.C. Science and Engineering Careers, 197^ Science Research Association, Chicago, Illinois. Systems Engineers United States Civil Service Commission, Washington, D.C. Opportunities for College Students as Trainees, November 197^ Society of Women Engineers, New York. Facts. 1975 Environmental Science and Technology Where will All the Jobs Be? September 1975 The New Engineer, New York. Women in Engineering. March 1973 223 Engineer Manpower Bulletin A Profile of the Woman Engineer. June 1972° Want ads from current newspapers. (Any of the above citations that do not have proper source credits remain so because of inadequate information on the informational material perused0) APPENDIX I6 ORDERING OCCUPATIONAL INFORMATION MATERIALS AND SOURCES 1. The Easy, Keep-'Eta-Rolling, But-It-Costs method: A. Subscriptions Current subscriptions: 1. Occupational Brief Service Chronicle Guidance Publications 2. SRA Guidance Service --- Science Research Associates 3. Career Briefs Careers, Inc. 4. Occupational Outlook Quarterly U.S. Dept, of Labor, Bureau of Labor Statistics (Subscription disadvantages: may include some occupations or other material you would not otherwise order. But helps you have material on non-college occupations without effort on your parto Also material may be geared more to high school level than to college level. Advantages: easy in-flow of material and comes immediately upon publication. You may or may not see reference to one or more leaflets in some other publica­ tion sometime later.) B. Standing or Continuing Order (Publisher sends everything it publishes automatically to you with a bill.) Current standing orders: 1. Career Research Monographs Institute of Research. (Comes in group of 10 different monographs) 2. Vocational Guidance Manuals Vocational Guidance Manuals.(Books. Comes paperback. We commonly then turn around and order clothboumd. When latter comes in, send paperback to our St. Paul office) 2. Various lists of publications A. Subscriptions to bibliography service: Current subscriptions: 1. Counselor's Information Service -- B'Nai B'Rith Career and Counseling Service 2. National Career Information Center Inform and Career Resource Bibliography -- American Personnel and Guidance Association. 223 226 B. Mailing lists* Selected U.S. Government Publications U.S. Government Printing Office; and U.S. Department of Labor, Labor Statistics. C. "Current Career Literature" section of The Vocational Guidance Quarterly (Magazine of the National Vocational Guidance Association -NVGA— a division of the American Personnel and Guidance Association— AIGA. Ptom time to time NVGA puts out a NVGA Bibliography, obtain­ able from Publications Sales, American Personnel and Guidance Association. D» Publisher's catalogs Such as Richard Rosen Press, ARCO, Ferguson, Catalyst, etc. (Write for catalog each year.) E. The tedious-but-can-pay-off system: Scanning all incoming occupational material for reference to other publications before material gets into folders. 3. Professional organizations (The hopeful; should-be-done-systematically; but-don*t-expect-mailbags approach0) Written request to national professional organizations. 4. University colleges, departments, and staff. (The sounds-good, takes-time, should-be-done-systematically, don't-expect-a-lot, but-may-be-good-public-relations approach that has not been used much in past years because of the timestaff factor.) 5. Miscellaneous Colleagues, other counseling offices, placement offices, pro­ fessional magazines (e.g.: job openings notices in APA Monitor, books or pamphlets mentioned in APGA magazines, etc.), state offices, including the State employment service. (Note of warning: look for date on any publication, publisher (some publishers specialize in K-12 grade level), and whether fee or free)