Page 195 - Crisis in Higher Education

166 • Crisis in Higher Education

4. Work environment: Lists the industries that employ these workers, dis-
cusses the settings where they work, and describes work schedules and
conditions.
5. How to become one: Explains the educational requirements, licenses,
and certification that are necessary, as well as other important
qualifications.
6. State and area data: Occupational employment projections are pro-
vided by labor market or individual states.
7. Similar occupations: Basic information is available for jobs with simi-
lar duties and responsibilities, and links to those jobs are provided. 3

The responsibilities for universities are clear. They must make a con-
certed effort to provide access to both university data and handbook data
for applicants, students, and graduates. Applicants must be encouraged to
examine this information and have the Internet addresses for these websites.
As applicants visit universities, presentations and discussion should refer
to these data and show applicants how to access them. When advisers and
counselors discuss fields of study with students, they must use this informa-
tion. Each plan of study, which is a description of the course requirements
for a specific major, must include a brief description as well as links to these
data. Departments and programs should display salary and job availability
data from these websites.

8.3.2 Building Relationships between Students
and Potential Employers
PABs play a key role in making students more aware of the world of work,
the importance of professional behavior, and the value of building closer
linkages between students and potential employers. This can take many
forms, including cooperative education and internships, where students
work in “career-like” jobs, as well as mentorships that allow potential
employers to counsel students.

8.3.2.1 Cooperative Education and Internships
In professions like pharmacy, engineering, finance, education, medi-
cine, and others, there is substantial value in hands-on learning, which is
identified as one of the learning styles discussed in Chapter 7. Hands-on
learning is widely used in training physicians and teachers with residency