Community College is located in Colby Kansas and is a two year public community college that offers a number of different associate’s degrees in a wide variety of different fields of study. One of the degrees that are offered is an Associate’s in Applied Science Degree in Horse Production Management. This degree is designed for students who want to pursue a career in the horse production field, or any other career that is related to the equine industry. The program involves both classroom and hands on studies that are aimed at providing students with the knowledge and skills that they will need to be successful in the equine industry.
Students are required to take several general education courses along with the more advanced and specific equine related courses. The general education classes that all students are required to have are:
· Oral Communications
· General Education Courses
· Physical Education
Students will also take the equine courses concurrently with the basic education courses. Some of the equine and agriculture courses that students have the option of taking include:
· Agriculture Orientation – This course will provide students with a brief history of the development of American Agriculture with emphasis being place on career opportunities for graduates in agriculture related fields.
· Principle of Livestock Nutrition – Students will learn how to properly feed livestock, including horses. Some of the topics that are covered are the origin, chemistry and value of different feeds; nutritional requirements; and the theory of practical economy for the maintenance and growth of animals.
· Equine Management Technology – This course provides students with a good overview of the equine industry because it provides students with on the job training in various phases of the horse production area. Students will also have the opportunity to become involved with management operations and different management skills.
· Horse Production – Students will study the selection, breeding, reproduction, nutrition, and other management practices that are involved with the day to day operations of any horse production facility.
· Equine Reproduction – This course is only available to students who have obtained permission from the instructors. This class will teach students the reproductive processes and management techniques that are required to collect semen, artificially inseminate, manage mares and stallions, and current research methods.
· Applied Equine Performance Physiology – This course is a combination of presentations and applications of theories of performance physiology. Students will be given the opportunity to learn different concepts and then apply each new concept in a hands on laboratory setting. Students will have to collect, analyze, and present data that was collected during a variety of different equine performance activities. All of this information is then applied to developing protocols for specific performance activities of interest to the students.
There are also a number of elective courses that are not required, but are available to enhance a student’s current degree options. Some of these classes are:
· Computer Farm Records
· Cash Flow Seminar
· Grain Grading and Handling
· Kansas Ground Water Management
· Introduction to Microcomputers in Agriculture
· Animal Breeding
· Producer Marketing System
· Ag Meteorology
The college also has several different stallions that they stand to the public and use for their breeding programs.
Besides the courses that are offered, students can also participate in the Intercollegiate Horse Show Association. The IHSA promotes competition for riders of all skill levels and provides riders the opportunity to compete at shows, without having to own a horse, where they can even qualify to compete at the national show. Emphasis is placed on learning, sportsmanship, and fun.
Make sure to visit our site at horsechitchat.com or by clicking the link in our bio box below and review the other equine colleges we have reviewed.
Make it happen.
Ron Petracek - Raised in southern Idaho, Ron loves horses and the outdoors. If you would like to join in and learn from the vast resources at our equine forum please visit http://www.horsechitchat.com Looking to buy sell or trade something equine realted? Just visit our huge network and get 12 sites for Free! Click here => http://www.Click4equine.com
Article Source: http://EzineArticles.com/?expert=Ron_Petracek
Tuesday, September 11, 2007
Delaware Valley College - Equine Science Degrees
Delaware Valley College is located in Doylestown, Pennsylvania and is a four-year private nonprofit college that offers associate’s, bachelor’s, and master’s degrees in a variety different degree programs. Among the programs that are offered are Bachelor’s degrees in either Equine Science and Management or Equine Studies.
The Equine Science and Management degree program is perfect for students who have a passion for horses and enjoy working with broodmares, foals, yearlings, and stallions. Students who pursue this major will be able to find employment at different equine breeding and management facilities.
The Equine Science and Management program curriculum gives students the chance to take a variety of different courses from departments like liberal arts, basic science, and many professional courses that include:
· Stable Management
· Equine Health Management
· Equine Breeding
· Equine Anatomy
· Equine Physiology
· Yearling Horse Management
· Mare and Foal Management
· Equine Business Management
The wide variety of courses that students are required to complete will ensure that graduates are well rounded and well educated professionals in the equine breeding and production field. Graduates of the Equine Science and Management program have many career options to choose from and 99% of graduates find employment within six months of completion of the program. Students have gone into agribusiness, education, equine production, and some have even found employment with the government.
Graduates are most sought after by the equine industry as stallion managers, foaling managers, farm managers, breed association representatives, livestock specialist, and nutritional consultants. Students will also be able to find employed with feed manufactures, pharmaceutical companies, and veterinary supply companies. There are also graduates who choose to be involved with FFA and 4-H program and also teach at high schools and vocational programs.
Students may also choose to pursue a four year degree in general Equine Studies. This program will prepare students for a variety of different management positions in different equestrian facilities and include:
· Breeding Facilities
· Horse Show Management
· Business Management and Marketing
· Riding
· Driving
· Teaching
· Training
· Sales and Distribution
Equine Studies majors will have to pay additional cost over the regular tuition to cover the operational costs of maintaining the schools 48 horses that are used by the program. Students are also provided the opportunity to participate in an internship. This will help to familiarize the student with the facility and the program to insure that the students are going to be successful.
Delaware Valley College has an excellent equine facility located on the campus the Equestrian Center consists of:
· 84 x 280 foot indoor arena with an elevated viewing area
· 48 stalls
· Hay barn
· Paddocks
· 120 x 90 foot outdoor show arena
· Round pen
· Cross county jumps
· Network of trails
· Breeding barn
· Breeding shed
· Laboratory
· Open pastures for turn out
The Equestrian Center is an Official Approved British Horse Society Establishment and meets international standards for safety, horse care and instruction.
Students may also join the Delaware Valley College Equestrian Team. The team is a member of the Intercollegiate Horse Show Association (IHSA) and competes in Zone 3, Region 2. Students may compete in hunt seat and stock seat shows against other students from different universities in the same zone and region. The hunt seat team has earned High Point Team and has been Reserve Champions for the last three seasons. The hunt seat coach, Cory Kieschnick, has earned the Coach of the Year award in 2004, 2005, and 2006.
Follow your dream and achieve it.
For more great equine information stop by our equine forum by clicking the link in the bio box below and let us get to know your dreams and endeavors.
Ron Petracek - Raised in southern Idaho, Ron loves horses and the outdoors. If you would like to join in and learn from the vast resources at our equine forum please visit http://www.horsechitchat.com Looking to buy sell or trade something equine realted? Just visit our huge network and get 12 sites for Free! Click here => http://www.Click4equine.com
Article Source: http://EzineArticles.com/?expert=Ron_Petracek
The Equine Science and Management degree program is perfect for students who have a passion for horses and enjoy working with broodmares, foals, yearlings, and stallions. Students who pursue this major will be able to find employment at different equine breeding and management facilities.
The Equine Science and Management program curriculum gives students the chance to take a variety of different courses from departments like liberal arts, basic science, and many professional courses that include:
· Stable Management
· Equine Health Management
· Equine Breeding
· Equine Anatomy
· Equine Physiology
· Yearling Horse Management
· Mare and Foal Management
· Equine Business Management
The wide variety of courses that students are required to complete will ensure that graduates are well rounded and well educated professionals in the equine breeding and production field. Graduates of the Equine Science and Management program have many career options to choose from and 99% of graduates find employment within six months of completion of the program. Students have gone into agribusiness, education, equine production, and some have even found employment with the government.
Graduates are most sought after by the equine industry as stallion managers, foaling managers, farm managers, breed association representatives, livestock specialist, and nutritional consultants. Students will also be able to find employed with feed manufactures, pharmaceutical companies, and veterinary supply companies. There are also graduates who choose to be involved with FFA and 4-H program and also teach at high schools and vocational programs.
Students may also choose to pursue a four year degree in general Equine Studies. This program will prepare students for a variety of different management positions in different equestrian facilities and include:
· Breeding Facilities
· Horse Show Management
· Business Management and Marketing
· Riding
· Driving
· Teaching
· Training
· Sales and Distribution
Equine Studies majors will have to pay additional cost over the regular tuition to cover the operational costs of maintaining the schools 48 horses that are used by the program. Students are also provided the opportunity to participate in an internship. This will help to familiarize the student with the facility and the program to insure that the students are going to be successful.
Delaware Valley College has an excellent equine facility located on the campus the Equestrian Center consists of:
· 84 x 280 foot indoor arena with an elevated viewing area
· 48 stalls
· Hay barn
· Paddocks
· 120 x 90 foot outdoor show arena
· Round pen
· Cross county jumps
· Network of trails
· Breeding barn
· Breeding shed
· Laboratory
· Open pastures for turn out
The Equestrian Center is an Official Approved British Horse Society Establishment and meets international standards for safety, horse care and instruction.
Students may also join the Delaware Valley College Equestrian Team. The team is a member of the Intercollegiate Horse Show Association (IHSA) and competes in Zone 3, Region 2. Students may compete in hunt seat and stock seat shows against other students from different universities in the same zone and region. The hunt seat team has earned High Point Team and has been Reserve Champions for the last three seasons. The hunt seat coach, Cory Kieschnick, has earned the Coach of the Year award in 2004, 2005, and 2006.
Follow your dream and achieve it.
For more great equine information stop by our equine forum by clicking the link in the bio box below and let us get to know your dreams and endeavors.
Ron Petracek - Raised in southern Idaho, Ron loves horses and the outdoors. If you would like to join in and learn from the vast resources at our equine forum please visit http://www.horsechitchat.com Looking to buy sell or trade something equine realted? Just visit our huge network and get 12 sites for Free! Click here => http://www.Click4equine.com
Article Source: http://EzineArticles.com/?expert=Ron_Petracek
Don't Be The Next Victim Of Diploma Mills
Diploma mills have been around for long time and they are getting good market shares from the profitable education businesses. Many people are aware about diploma mills and are trying their best to avoid falling into the trap set by diploma mills, but still many of them become the victims of diploma mills. You must be smart enough to detect the sign of diploma mills and avoid yourself from being the next victim.
The diploma mills are doing their best to imitate legitimate online degree programs offered by accredited online universities. They claim to be accredited by an accreditation agency and teach you on how to differentiate "real" & "fake" degree by stressing on the word "accreditation". Here is where the trap being set, you thought that the school is accredited by an accreditation agency, but without knowing that the accreditation agency is a "fake" accreditation body that is not recognized by U.S. Department of Education. You have visited the "diploma mills" website, it's look so professional and it teach you how to avoid online degree scams, and it makes you believe that it is a legitimate online school that is accredited and it is save to enroll into their programs.
Many of the diploma mills websites look even more professional and the offered programs are more attractive then other online degree programs offered by those "legitimate" online universities. Their online degree programs come with many attractive "guarantees" with extremely fast to complete your degree in "unbelievable" short period of time. You do not need to worry about no time allocated for your study because you are too busy with your current work, it guarantees that your degree program can be completed on time without the need to even invest your time; you don't have to send in anything but your money.
In the first glance, the online degree programs offered by those diploma mills look so attractive, that's why many diploma mills' victims are falling into their traps. Don't let this happen to you. The consequences of getting a job with a worthless degree from a diploma mill won't helps you to get your dream job because the job market has aware of the "fake degree" and the employers are more careful and put suspicious on the degree from school that are not look familiar to them.
You definitely want your degree to worth the value and help you to smoothly start up your career after graduation. So, it is worth to put some efforts to search and make sure the degree you are going to sign up is from a legitimate online university that is properly accredited by an accreditation agency, recognized by U.S. Department of Education.
Information requests from online universities are free. You should utilize this free service to get more details information on your preference degree programs from those online universities. Don't rush to sign up any online degree program just because it meets your requirement. You should short list your preferred online degree programs from your selected online universities. Check again your selected online universities against accreditation database from CHEA.org and any filed complaints from BBB.org, remove any suspicious online university that is claimed accreditation but not listed in the accreditation database from your list together with their online degree programs and erase those that have negative feedbacks. Your list now should left with "real" accredited online degree programs from reputable online universities. With that, you can start to fine review and select your preference online degree program from your short listed record.
In Summary
Diploma mills are good in imitation and do their best to look alike the legitimate online universities. Hence, don't be the next victim of diploma mill, you should spend more time and effort to ensure the online degree program of your interested is not from the one offered by diploma mills.
Julie Harvard is the author of http://www.studykiosk.com, an online degree directory that lets you browse over 1000 accredited online degree programs offer by legitimate online universities.
Article Source: http://EzineArticles.com/?expert=Julie_Harvard
The diploma mills are doing their best to imitate legitimate online degree programs offered by accredited online universities. They claim to be accredited by an accreditation agency and teach you on how to differentiate "real" & "fake" degree by stressing on the word "accreditation". Here is where the trap being set, you thought that the school is accredited by an accreditation agency, but without knowing that the accreditation agency is a "fake" accreditation body that is not recognized by U.S. Department of Education. You have visited the "diploma mills" website, it's look so professional and it teach you how to avoid online degree scams, and it makes you believe that it is a legitimate online school that is accredited and it is save to enroll into their programs.
Many of the diploma mills websites look even more professional and the offered programs are more attractive then other online degree programs offered by those "legitimate" online universities. Their online degree programs come with many attractive "guarantees" with extremely fast to complete your degree in "unbelievable" short period of time. You do not need to worry about no time allocated for your study because you are too busy with your current work, it guarantees that your degree program can be completed on time without the need to even invest your time; you don't have to send in anything but your money.
In the first glance, the online degree programs offered by those diploma mills look so attractive, that's why many diploma mills' victims are falling into their traps. Don't let this happen to you. The consequences of getting a job with a worthless degree from a diploma mill won't helps you to get your dream job because the job market has aware of the "fake degree" and the employers are more careful and put suspicious on the degree from school that are not look familiar to them.
You definitely want your degree to worth the value and help you to smoothly start up your career after graduation. So, it is worth to put some efforts to search and make sure the degree you are going to sign up is from a legitimate online university that is properly accredited by an accreditation agency, recognized by U.S. Department of Education.
Information requests from online universities are free. You should utilize this free service to get more details information on your preference degree programs from those online universities. Don't rush to sign up any online degree program just because it meets your requirement. You should short list your preferred online degree programs from your selected online universities. Check again your selected online universities against accreditation database from CHEA.org and any filed complaints from BBB.org, remove any suspicious online university that is claimed accreditation but not listed in the accreditation database from your list together with their online degree programs and erase those that have negative feedbacks. Your list now should left with "real" accredited online degree programs from reputable online universities. With that, you can start to fine review and select your preference online degree program from your short listed record.
In Summary
Diploma mills are good in imitation and do their best to look alike the legitimate online universities. Hence, don't be the next victim of diploma mill, you should spend more time and effort to ensure the online degree program of your interested is not from the one offered by diploma mills.
Julie Harvard is the author of http://www.studykiosk.com, an online degree directory that lets you browse over 1000 accredited online degree programs offer by legitimate online universities.
Article Source: http://EzineArticles.com/?expert=Julie_Harvard
Is Getting An Online Bachelor Degree Somtehing You Should Consider?
Your first stepping stone to build a successful career after you complete your high school studies, would be to get a Bachelor’s degree. A Bachelor’s degree more often than not provides the students with basic knowledge of the domain in which the student opts to do the Bachelor’s degree.
Almost 95% of the students apply for a Bachelor’s degree program once they are aged 17 or more. Considering the fact that this would not be the time that you could see their pockets full of their money, it is advisable that students take up distance learning Bachelor degree programs.
If nothing else, the students can study for the course at their own leisure and also look at gaining some part time experience working somewhere.Almost in all cases, a Bachelor’s degree equips a person to gain an entry level job in any of the organizations.
Should he wish, he could also extend his knowledge a bit further by studying the Master’s program in the domain. Before selecting a Distance Learning Bachelor degree program, the following decisions must be made by the student.The selection of the course and the college must be done keeping in mind the long term prospects of the course.
A lot of times students select a course because it looks attractive and the job prospects are fantastic. It is okay to select such a course, but due consideration must be given to the fact of survival of the student as a professional in the industry if he selects the course.Some courses are more complex than the others.
When students select one of these complex courses, they must ensure that they have enough time to study the course content. Remember, in distance learning programs you do not have some one to time you all the time. You set your timetables, you study and you give the examinations.
You not providing enough time for yourself to do the course content will mean that the distance learning program would collapse midway. It is for sure that when you are looking to do a Bachelor’s program you would not want to terminate the program even before it is complete.Distance learning Bachelor programs are offered in a variety of disciplines.
The courses are so diversified that one could select a course based on his strengths and aptitude. Students are advised to be careful of the fact that once they have chosen a distance learning program they must not compare it with a classroom program. More than anything, this will act as a source of distraction.
So, if you wish to do a bachelor’s degree, grab the prospectus of a school which offers a distance learning bachelor program, choose the distance learning program which you wish to do, and get started…
Sandra Stammberger owns and operates http://www.netdegreecenter.com Online Degree
Article Source: http://EzineArticles.com/?expert=Sandra_Maria_Stammberger
Almost 95% of the students apply for a Bachelor’s degree program once they are aged 17 or more. Considering the fact that this would not be the time that you could see their pockets full of their money, it is advisable that students take up distance learning Bachelor degree programs.
If nothing else, the students can study for the course at their own leisure and also look at gaining some part time experience working somewhere.Almost in all cases, a Bachelor’s degree equips a person to gain an entry level job in any of the organizations.
Should he wish, he could also extend his knowledge a bit further by studying the Master’s program in the domain. Before selecting a Distance Learning Bachelor degree program, the following decisions must be made by the student.The selection of the course and the college must be done keeping in mind the long term prospects of the course.
A lot of times students select a course because it looks attractive and the job prospects are fantastic. It is okay to select such a course, but due consideration must be given to the fact of survival of the student as a professional in the industry if he selects the course.Some courses are more complex than the others.
When students select one of these complex courses, they must ensure that they have enough time to study the course content. Remember, in distance learning programs you do not have some one to time you all the time. You set your timetables, you study and you give the examinations.
You not providing enough time for yourself to do the course content will mean that the distance learning program would collapse midway. It is for sure that when you are looking to do a Bachelor’s program you would not want to terminate the program even before it is complete.Distance learning Bachelor programs are offered in a variety of disciplines.
The courses are so diversified that one could select a course based on his strengths and aptitude. Students are advised to be careful of the fact that once they have chosen a distance learning program they must not compare it with a classroom program. More than anything, this will act as a source of distraction.
So, if you wish to do a bachelor’s degree, grab the prospectus of a school which offers a distance learning bachelor program, choose the distance learning program which you wish to do, and get started…
Sandra Stammberger owns and operates http://www.netdegreecenter.com Online Degree
Article Source: http://EzineArticles.com/?expert=Sandra_Maria_Stammberger
Surviving a Bad Graduate School Advisor
There are bad advisors in every institution of higher education in the world. Bad advisors cost students thousands of dollars, many months of unnecessary toil, and in too many cases, the graduate degree they are seeking. The EBD “degree” (Everything but the Dissertation) is frequently the result of bad advisement. Graduate students are abused by unscrupulous advisors, some of whom may be ignorant of their responsibilities toward the student, some who are deliberately abusive because graduate students represent an unwanted annoyance, or worse, advisors who enjoy the feeling of empowerment over another human being.
Red Flags
Students should be aware of red flags when choosing an advisor, such as:
1. A faculty member new to the department can make a bad advisor. He or she is probably on a tenure track, meaning their work will be scrutinized by other members of the department and the college to which they belong.
I heard the following complaint typical of this red flag within the last month: “My department chair said Professor Smith was a rising star and had a lot of creative ideas. When I chose her and started my dissertation, she turned down the research topic I wanted to do and made me do her own. I am now doing my ninth revision of the proposal to do research, and she still keeps correcting practically every word I write.” I have heard this complaint, or a similar one, for 30 years.
New faculty members may be more interested in making a good impression on their new colleagues than in moving a student through the process in an expeditious manner, and the result can be an endless round of corrections and additions to a thesis or dissertation as they try to turn out a perfect piece of work on their first try. Also, they may never have managed a graduate student, and lack the skills to do so. Advisors do not take a class in how to be an advisor. Consequently, they tend to put students through the same process they went through themselves, and it may not have been a good model.
2. “You can call me Bob.” An advisor who insists that the student call them
by their first name is a red flag. This unfortunate behavior instantly puts the student at a disadvantage because forever afterward this artificial “friendship” prevents the student from speaking up, and may lead to all kinds of requests of the student that are not appropriate. The opposite is the advisor who acts like a king on a throne and forces the student to become a supplicant.
3. “Professor Jones is the finest researcher and scholar we have on the staff. He is supporting 10 graduate students, and is in demand as a speaker. It is an honor to be his student because he can really help you professionally.” This recommendation by a helpful faculty member is a red flag. An advisor who has a string of publications on their record and several research projects may look good on paper, but they do not necessarily make good advisors because graduate students can at the bottom of their priorities. They have little time to spare, are almost never in their offices, every meeting is hurried, and their trips to conferences and meetings can keep a student from making deadlines.
4. An advisor who fails to apprise a student of 1) the ground rules of the departmental graduate or graduate school processes, or 2) the ground rules of their personal process for moving a student through research and writing a thesis or dissertation. The omission of information lays traps students. This particular red flag is hard to detect before it is too late, so the student should study the thesis and dissertation process of both the university and their department as if it were another class. There are several books about the process available on Amazon.com., particularly "Writing the Winning Thesis or Dissertation" by Glatthorn and Joyner.
The Rules
The unspoken rules of the graduate process keep students blind from the beginning. First, the chain of command is never explained. When in graduate school the Dean of the graduate school is the Dean presiding over the graduate student, not the Dean of the college. This arrangement is one of the checks and balances in place to protect graduate students from abuse. The position of graduate Dean is often a part-time appointment in addition to a regular faculty role. Consequently, the graduate school Editor, or an Assistant Dean are charged with the responsibility for solving student problems, and bringing those they cannot solve to the Dean’s attention.
When I was a graduate school editor I had the lofty title of Research and Writing Coordinator, but I was just an editor. Because there was no Assistant Dean, I was usually the first person to hear about abuse of a student. Only twice in 12 years was it too late to salvage the situation with the help of the Dean. Often, it was a matter of teaching the student to “manage upward,” as I called it, which I will discuss later in this article.
Second, a department must prove it is a viable asset to the university. In large part, departmental value to the university is based upon how many students they graduate per year. For instance, if a philosophy department only graduates one or two students a year, the department may be eliminated through programmatic reduction, including all faculty, tenured or not.
The university adds up the cost of the space a department occupies, the overhead to maintain that space, the cost of journal subscriptions for the library ordered by the department (that can cost a small fortune), classroom space, and all other costs of maintaining a degree-granting department. If the department cannot justify the expense of maintaining the program, it is in danger of being eliminated. This is one reason departments write research grants. A large percentage of grant money is given to the university for “overhead,” some is used to support the research project, and some supports graduate students.
One would think advisors would be cognizant that the very existence of their department is on the line when they abuse students to the degree that they never graduate.
Bad Behavior in the Ranks
Choosing an advisor should be easy after a student has taken a few classes from each member of the department, but it is not. A “nice” instructor may be the worst advisor in the department. A bad advisor has one or more of the following characteristics after they accept a student for advisement:
1. They treat graduate students like servants, asking them to sweep floors, stock shelves, run errands, and do other tasks more appropriately assigned to a secretary or a paid assistant, and may ask a student to help out in their personal life by grocery shopping, cleaning the pool, or taking a car in for service. One student I counseled, in addition to all of the above, was cleaning up dog scat from his advisor’s back yard every day.
2. They take credit for student work, publishing papers under their own
name, talking about discoveries in meetings as if they were their own, and may go so far as to flunk the student out and then publish on the research the student generated. I know of two cases where the graduate student shot the advisor between the eyes for this last scurrilous behavior.
In another instance, the advisor of one student I counseled, together with two of the committee members, destroyed all of the student’s notes from which the dissertation was to be written, destroyed (or hid) the mutant strain of fruit flies that the student had developed, and threw away all of the student’s possessions, claiming that they thought this abrasive, but brilliant student, had left for good when he had only gone on vacation. The research represented a breakthrough in cancer research. In this case, the graduate dean signed the three-page dissertation himself as a committee of one, and the three faculty members were fired.
3. They do not define the graduate process for students by withholding information, such as the need for approval to use of human subjects, which is a Federal law, the need to submit only letter-perfect complete drafts for approval (there is no such thing as a “rough” draft in graduate school), graduate school editorial requirements, deadlines, or other information critical for continuous forward progress. “They’re supposed to be adults. They should find out these things for themselves,” several advisors have told me. Nonsense. This bad behavior is entrapment.
4. They deliberately delay giving a draft back in a timely manner until the student is obliged to register for another semester. This behavior is particularly prevalent in online universities, many of whom are more interested in money than they are in granting degrees to students. I know of seven students from four different online institutions who will never graduate because after three or more years of working on their dissertations they have run out of money for additional semester hours. “Register for just one more semester and we will finish up,” is what students are told. There are no checks and balances in online universities to stop advisor abuse. In at least one case, it is the online institution that is abusive.
5. They riddle draft after draft with hundreds of corrections again and again. These advisors frequently correct their own corrections. These advisors want the thesis or dissertation to sound like they wrote it themselves, and will endlessly correct language in the belief that they are making necessary changes.
6. They read a few token pages of a draft, find a few things wrong, and send the draft back for a complete revision, giving the student the unhelpful comment “Continue as shown.” If the student could read the advisor’s mind, this would be reasonable advice. If the student knew what the advisor wanted, it would have been done right the first time.
7. They demand that the student copy the exact format of the last several theses or dissertations the advisor chaired, whether it suits the content or not. This behavior has one of two possible causes. Either the advisor is arrogant and egotistical and thinks his format is perfect, or the advisor is afraid to depart from a format with which he or she is familiar. In fact, I read a dissertation that had only 5 pages of text – and 50 pages of pictures of the wings of dragonflies. The dissertation represented four years of research. There is no “perfect” thesis or dissertation.
8. They allow students to propose such a huge research project that it will take
years, and/or thousands of dollars, to collect the data. Such students usually quit because they run out of money, or time, and become EBDs. One student I recently counseled had been allowed to propose collecting data by conducting personal interviews from over 1,000 elementary school teachers, one at a time. She would never have completed this task before her tenure in graduate school was terminated. Another last year was going to survey a giant sample of people scattered across the entire U.S. for a thesis. First, such a project for a thesis was inappropriate, and second, it would have taken years.
9. They do not have the courage to tell the student that they should drop out of graduate school because they are not doing graduate level work. When I was the graduate school editor I read an appalling dissertation from a very nice student. She had an advisor and three committee members. One committee member said he would “never” sign her dissertation after the oral defense, and she had come to complain about it. Her committee member was right. The dissertation looked like the work of a seventh-grade student. I wondered how she had gotten so far in higher education, and why she had not been stopped sooner by her advisor or the other committee members. Apparently, only one committee member had the courage to refuse her dissertation. She sued the university, but she did not get her doctor’s degree
There are other bad behaviors not listed here. The sign that a student has a bad advisor is when deadlines are missed, forward progress is attenuated, and no end is in sight. Becoming a victim of the Stockholm syndrome should not be the only way to get a degree.
The Cost of a Bad Advisor
Count the cost of a bad advisor. By the time a student gets to the thesis or dissertation “proposal to do research,” they have already paid 2-3 years of tuition, books and fees, and more expense looms ahead for an indefinite period of time. They have lived in places that may have been less than desirable. They have lost wages they could have had if they had not been geographically tied to the degree-granting university and unable to seek the best paying job elsewhere. They have lost 2-3 years of life when they could have been doing something more enjoyable and less costly in time and money, which is why graduate students become doormats for bad advisors. They are afraid their entire investment will be lost if they protest their treatment.
If your advisor has any one of the nine above described characteristics or others that are impeding your forward progress you need to seek help. It only takes one bad behavior on the part of an advisor to make your graduate experience a nightmare. There are several Websites that specialize in assisting students from the time they choose a research topic to the end of the oral defense, or contact the author of this article.
Manage Upward
People think of the word “manage” as downward actions people execute who are responsible for subordinates and programs. The key to surviving a bad advisor, or later, a bad boss, is to develop the skills to manage upward. Manage the manager.
Following are some tips for surviving a bad advisor.
1. Graduate school is professional school, and students should act like the professionals they hope to be from the first day they set foot in the department. That means dressing well, keeping an appropriate social distance from members of the faculty, and keeping the majority of their personal life to themselves.
Students should choose an advisor as carefully as choosing a partner in life. The student should interview graduate students a year or two ahead in the program, or better, some who have graduated who had the same prospective advisor. Those who are still in the department may not want to say anything negative about their advisor because their own degrees might be threatened if negative remarks got back to their advisor. Some departments assign an advisor in an effort to level the work load, and the student has no choice. The bad advisors get the same number of students as everyone else, and they can hide in the numbers.
Before making a choice students should go to the library and find the last two or three theses or dissertations a prospective advisor has chaired and look at the format, the depth of the statistical analysis, the length of the review of literature, and the intensity of the detail. This should be done by every graduate student. Advisors tend to repeat themselves student after student.
2. If a student has an advisor with any one of the bad behaviors listed previously, or another behavior that is delaying forward progress, the student should seek help immediately. Following are three Websites that specialize in assisting graduate students, or contact this author for a reference.
A. disseretationadvisors.com features consultants who have experience assisting students throughout the thesis or dissertation process including advisement about 1) choosing a research topic, and 2) writing the proposal to do research. In addition, consultants will edit all that the student writes. These consultants can also prepare the student for the defense.
B. apawriting.com lists consultants who are experts at applying the APA style guide to theses, dissertations, journal articles, term papers, and other manuscripts that require the application of this highly specialized style. Consultants will correct citations, bibliographic references, figures and tables, as well as grammar, academic style, and word usage.
C. statisticstutors.com lists consultants who can, among many other things, 1) develop testable hypotheses, 2) determine dependent and independent variables, 3) design surveys, 4) interpret results and formulate conclusions, and 5) verify the accuracy of your technical writing.
3. Manage upward. Keep an advisor informed constantly. Send him or her emails on a regular basis, and keep it up the entire time the thesis or dissertation is in process. Advisors like to know students are working hard and should be impressed with your enthusiasm and dedication, real or not. When a deadline approaches, remind the advisor 4 weeks in advance, and again 2 weeks before the deadline occurs.
4. Put a box somewhere at home and keep every scrap of paper pertaining to your graduate degree program. In particular, keep a CD copy or a hard copy of every corrected manuscript the advisor hands back. Keep all emails from the advisor. These records are for the graduate Dean if needed.
5. Keep track of how many weeks or months of work have gone into the proposal to do research, and the thesis or dissertation as a whole. The average thesis project beginning to end should not take more than one semester. The average dissertation should not take more than two semesters.
6. If your advisor assigns tasks that are outside the thesis or dissertation process, or are personal in nature, refuse politely. Students pay semester hours to work on their graduate degrees, and nothing else.
7. If your advisor fails to acquaint you with
1) the thesis or dissertation process, including deadlines, 2) the need for approval for use of human subjects and what committee makes those recommendations, 3) graduate school editorial requirements, or 4) any other organizational requirements that must be met before graduating, you should track down all the information. Then put it all in an email to your advisor asking for confirmation so it is on the record.
8. If your advisor delays handing a draft back because he or she was “too busy” to read it, and it forces you to register for another semester, send an email noting the additional expense of time and money, as well as the length of time the draft has not been returned. A reasonable amount of time for an advisor to hand work back is 2 weeks. When the draft does come back, if it has been more than 2 weeks, send an email to noting the number of days it has taken to return the work.
9. If your advisor riddles your work with hundreds of corrections, hire an editor to help. Never, ever, tell an advisor that an editor has been hired. Human nature will cause the advisor to find fault with the editor to prove his or her superiority. Instead, send the advisor a series of emails noting how much hard work you are doing, mention the major changes in the document, and note approaching deadlines. Note that the finest editor in the world cannot stop an advisor from making changes, but an editor can improve the professionalism and correctness of your work.
10. If your advisor only reads a few pages, then tells you to continue through the rest of the draft with similar corrections, send it back and tell the advisor the directions were not clear and to please clarify what changes should be made in the rest of the manuscript. It does no good to be a doormat and allow an advisor to behave badly. If your email is met with further comments about following his or her directions, or there is a long delay with no word from the advisor, call and make an appointment, then present all the pages that had no corrections on them and ask how you can improve them. At this point you may need to bring a tape recorder to your meetings with your advisor.
11. If you reach the point where you are certain your advisor is not acting in your best interests, gather all your evidence together and go see the Editor or an assistant Dean of the graduate school. In writing, request a change of advisor. In all probability, your request will be denied, but you will have activated the chain of command. Someone from the graduate Dean’s office will call either the Dean of the college where you are a student, or the department head, and ask about the complaint. That person will then call your advisor and ask for comment. Good graduate Deans will monitor your progress.
If you have been polite and professional from the first day of work with your advisor, you have nothing to fear. If your department head believes that there can be no amicable resolution to the problem, he or she can appoint one of the members of your committee to the role of advisor. Remember that there are inner-departmental rivalries and friendships among faculty that you know nothing about, and you may step into fresh trouble. However, the graduate Dean will be monitoring the problem, and you can return to that office again if the situation does not improve.
A Special Note about Online Institutions
Problems with advisors at online institutions are extremely difficult to manage. Advisors commonly work for online institutions on a part-time basis. In fact, many online institutions require an advisor to have a full-time job elsewhere. Many such institutions are more interested in obtaining continuing semester tuition than they are in graduating students. There are no checks and balances in online institutions to help a student in trouble with an advisor. Nevertheless, a good editor can help students present a more professional and thorough thesis or dissertation that is technically perfect, which often solves some of the problem.
Summary
This short article cannot encompass all the troubles that can occur between a graduate student and a bad advisor, nor can the writer anticipate what might be the best course of action in a given situation. The best advice for a student is to hire a professional editor who deals with graduate students on a regular basis, has sat on graduate committees, and can help make the best of a bad situation.
Dr. Barbara von Diether was a consultant for 12 years for a range of Fortune 500 organizations, as well as many government agencies. She was Dean in higher education. She has a Doctor's degree in education administration, a Master's degree in educational technology, and a security clearance. As a consultant for defense industry competitive bid proposals, the companies she assisted won $16 billion in contracts. Currently, she provides editorial services and advisement over the Internet for
1) company and government agency projects,
2) people who are writing non-fiction and fiction books, and
3) students writing theses and dissertations.
While in academe, she was President of a State Conference for the American Association of University Professors, and is a former President of her local Rotary Club. She loves horses but has none, keeps her saddle on a stand in her living room, has a daughter who is an attorney, has two grandsons, one a veterinarian, and the other too young to tell, but probably a lawyer, based on his negotiation ski
Article Source: http://EzineArticles.com/?expert=Barbara_Von_Diether
Red Flags
Students should be aware of red flags when choosing an advisor, such as:
1. A faculty member new to the department can make a bad advisor. He or she is probably on a tenure track, meaning their work will be scrutinized by other members of the department and the college to which they belong.
I heard the following complaint typical of this red flag within the last month: “My department chair said Professor Smith was a rising star and had a lot of creative ideas. When I chose her and started my dissertation, she turned down the research topic I wanted to do and made me do her own. I am now doing my ninth revision of the proposal to do research, and she still keeps correcting practically every word I write.” I have heard this complaint, or a similar one, for 30 years.
New faculty members may be more interested in making a good impression on their new colleagues than in moving a student through the process in an expeditious manner, and the result can be an endless round of corrections and additions to a thesis or dissertation as they try to turn out a perfect piece of work on their first try. Also, they may never have managed a graduate student, and lack the skills to do so. Advisors do not take a class in how to be an advisor. Consequently, they tend to put students through the same process they went through themselves, and it may not have been a good model.
2. “You can call me Bob.” An advisor who insists that the student call them
by their first name is a red flag. This unfortunate behavior instantly puts the student at a disadvantage because forever afterward this artificial “friendship” prevents the student from speaking up, and may lead to all kinds of requests of the student that are not appropriate. The opposite is the advisor who acts like a king on a throne and forces the student to become a supplicant.
3. “Professor Jones is the finest researcher and scholar we have on the staff. He is supporting 10 graduate students, and is in demand as a speaker. It is an honor to be his student because he can really help you professionally.” This recommendation by a helpful faculty member is a red flag. An advisor who has a string of publications on their record and several research projects may look good on paper, but they do not necessarily make good advisors because graduate students can at the bottom of their priorities. They have little time to spare, are almost never in their offices, every meeting is hurried, and their trips to conferences and meetings can keep a student from making deadlines.
4. An advisor who fails to apprise a student of 1) the ground rules of the departmental graduate or graduate school processes, or 2) the ground rules of their personal process for moving a student through research and writing a thesis or dissertation. The omission of information lays traps students. This particular red flag is hard to detect before it is too late, so the student should study the thesis and dissertation process of both the university and their department as if it were another class. There are several books about the process available on Amazon.com., particularly "Writing the Winning Thesis or Dissertation" by Glatthorn and Joyner.
The Rules
The unspoken rules of the graduate process keep students blind from the beginning. First, the chain of command is never explained. When in graduate school the Dean of the graduate school is the Dean presiding over the graduate student, not the Dean of the college. This arrangement is one of the checks and balances in place to protect graduate students from abuse. The position of graduate Dean is often a part-time appointment in addition to a regular faculty role. Consequently, the graduate school Editor, or an Assistant Dean are charged with the responsibility for solving student problems, and bringing those they cannot solve to the Dean’s attention.
When I was a graduate school editor I had the lofty title of Research and Writing Coordinator, but I was just an editor. Because there was no Assistant Dean, I was usually the first person to hear about abuse of a student. Only twice in 12 years was it too late to salvage the situation with the help of the Dean. Often, it was a matter of teaching the student to “manage upward,” as I called it, which I will discuss later in this article.
Second, a department must prove it is a viable asset to the university. In large part, departmental value to the university is based upon how many students they graduate per year. For instance, if a philosophy department only graduates one or two students a year, the department may be eliminated through programmatic reduction, including all faculty, tenured or not.
The university adds up the cost of the space a department occupies, the overhead to maintain that space, the cost of journal subscriptions for the library ordered by the department (that can cost a small fortune), classroom space, and all other costs of maintaining a degree-granting department. If the department cannot justify the expense of maintaining the program, it is in danger of being eliminated. This is one reason departments write research grants. A large percentage of grant money is given to the university for “overhead,” some is used to support the research project, and some supports graduate students.
One would think advisors would be cognizant that the very existence of their department is on the line when they abuse students to the degree that they never graduate.
Bad Behavior in the Ranks
Choosing an advisor should be easy after a student has taken a few classes from each member of the department, but it is not. A “nice” instructor may be the worst advisor in the department. A bad advisor has one or more of the following characteristics after they accept a student for advisement:
1. They treat graduate students like servants, asking them to sweep floors, stock shelves, run errands, and do other tasks more appropriately assigned to a secretary or a paid assistant, and may ask a student to help out in their personal life by grocery shopping, cleaning the pool, or taking a car in for service. One student I counseled, in addition to all of the above, was cleaning up dog scat from his advisor’s back yard every day.
2. They take credit for student work, publishing papers under their own
name, talking about discoveries in meetings as if they were their own, and may go so far as to flunk the student out and then publish on the research the student generated. I know of two cases where the graduate student shot the advisor between the eyes for this last scurrilous behavior.
In another instance, the advisor of one student I counseled, together with two of the committee members, destroyed all of the student’s notes from which the dissertation was to be written, destroyed (or hid) the mutant strain of fruit flies that the student had developed, and threw away all of the student’s possessions, claiming that they thought this abrasive, but brilliant student, had left for good when he had only gone on vacation. The research represented a breakthrough in cancer research. In this case, the graduate dean signed the three-page dissertation himself as a committee of one, and the three faculty members were fired.
3. They do not define the graduate process for students by withholding information, such as the need for approval to use of human subjects, which is a Federal law, the need to submit only letter-perfect complete drafts for approval (there is no such thing as a “rough” draft in graduate school), graduate school editorial requirements, deadlines, or other information critical for continuous forward progress. “They’re supposed to be adults. They should find out these things for themselves,” several advisors have told me. Nonsense. This bad behavior is entrapment.
4. They deliberately delay giving a draft back in a timely manner until the student is obliged to register for another semester. This behavior is particularly prevalent in online universities, many of whom are more interested in money than they are in granting degrees to students. I know of seven students from four different online institutions who will never graduate because after three or more years of working on their dissertations they have run out of money for additional semester hours. “Register for just one more semester and we will finish up,” is what students are told. There are no checks and balances in online universities to stop advisor abuse. In at least one case, it is the online institution that is abusive.
5. They riddle draft after draft with hundreds of corrections again and again. These advisors frequently correct their own corrections. These advisors want the thesis or dissertation to sound like they wrote it themselves, and will endlessly correct language in the belief that they are making necessary changes.
6. They read a few token pages of a draft, find a few things wrong, and send the draft back for a complete revision, giving the student the unhelpful comment “Continue as shown.” If the student could read the advisor’s mind, this would be reasonable advice. If the student knew what the advisor wanted, it would have been done right the first time.
7. They demand that the student copy the exact format of the last several theses or dissertations the advisor chaired, whether it suits the content or not. This behavior has one of two possible causes. Either the advisor is arrogant and egotistical and thinks his format is perfect, or the advisor is afraid to depart from a format with which he or she is familiar. In fact, I read a dissertation that had only 5 pages of text – and 50 pages of pictures of the wings of dragonflies. The dissertation represented four years of research. There is no “perfect” thesis or dissertation.
8. They allow students to propose such a huge research project that it will take
years, and/or thousands of dollars, to collect the data. Such students usually quit because they run out of money, or time, and become EBDs. One student I recently counseled had been allowed to propose collecting data by conducting personal interviews from over 1,000 elementary school teachers, one at a time. She would never have completed this task before her tenure in graduate school was terminated. Another last year was going to survey a giant sample of people scattered across the entire U.S. for a thesis. First, such a project for a thesis was inappropriate, and second, it would have taken years.
9. They do not have the courage to tell the student that they should drop out of graduate school because they are not doing graduate level work. When I was the graduate school editor I read an appalling dissertation from a very nice student. She had an advisor and three committee members. One committee member said he would “never” sign her dissertation after the oral defense, and she had come to complain about it. Her committee member was right. The dissertation looked like the work of a seventh-grade student. I wondered how she had gotten so far in higher education, and why she had not been stopped sooner by her advisor or the other committee members. Apparently, only one committee member had the courage to refuse her dissertation. She sued the university, but she did not get her doctor’s degree
There are other bad behaviors not listed here. The sign that a student has a bad advisor is when deadlines are missed, forward progress is attenuated, and no end is in sight. Becoming a victim of the Stockholm syndrome should not be the only way to get a degree.
The Cost of a Bad Advisor
Count the cost of a bad advisor. By the time a student gets to the thesis or dissertation “proposal to do research,” they have already paid 2-3 years of tuition, books and fees, and more expense looms ahead for an indefinite period of time. They have lived in places that may have been less than desirable. They have lost wages they could have had if they had not been geographically tied to the degree-granting university and unable to seek the best paying job elsewhere. They have lost 2-3 years of life when they could have been doing something more enjoyable and less costly in time and money, which is why graduate students become doormats for bad advisors. They are afraid their entire investment will be lost if they protest their treatment.
If your advisor has any one of the nine above described characteristics or others that are impeding your forward progress you need to seek help. It only takes one bad behavior on the part of an advisor to make your graduate experience a nightmare. There are several Websites that specialize in assisting students from the time they choose a research topic to the end of the oral defense, or contact the author of this article.
Manage Upward
People think of the word “manage” as downward actions people execute who are responsible for subordinates and programs. The key to surviving a bad advisor, or later, a bad boss, is to develop the skills to manage upward. Manage the manager.
Following are some tips for surviving a bad advisor.
1. Graduate school is professional school, and students should act like the professionals they hope to be from the first day they set foot in the department. That means dressing well, keeping an appropriate social distance from members of the faculty, and keeping the majority of their personal life to themselves.
Students should choose an advisor as carefully as choosing a partner in life. The student should interview graduate students a year or two ahead in the program, or better, some who have graduated who had the same prospective advisor. Those who are still in the department may not want to say anything negative about their advisor because their own degrees might be threatened if negative remarks got back to their advisor. Some departments assign an advisor in an effort to level the work load, and the student has no choice. The bad advisors get the same number of students as everyone else, and they can hide in the numbers.
Before making a choice students should go to the library and find the last two or three theses or dissertations a prospective advisor has chaired and look at the format, the depth of the statistical analysis, the length of the review of literature, and the intensity of the detail. This should be done by every graduate student. Advisors tend to repeat themselves student after student.
2. If a student has an advisor with any one of the bad behaviors listed previously, or another behavior that is delaying forward progress, the student should seek help immediately. Following are three Websites that specialize in assisting graduate students, or contact this author for a reference.
A. disseretationadvisors.com features consultants who have experience assisting students throughout the thesis or dissertation process including advisement about 1) choosing a research topic, and 2) writing the proposal to do research. In addition, consultants will edit all that the student writes. These consultants can also prepare the student for the defense.
B. apawriting.com lists consultants who are experts at applying the APA style guide to theses, dissertations, journal articles, term papers, and other manuscripts that require the application of this highly specialized style. Consultants will correct citations, bibliographic references, figures and tables, as well as grammar, academic style, and word usage.
C. statisticstutors.com lists consultants who can, among many other things, 1) develop testable hypotheses, 2) determine dependent and independent variables, 3) design surveys, 4) interpret results and formulate conclusions, and 5) verify the accuracy of your technical writing.
3. Manage upward. Keep an advisor informed constantly. Send him or her emails on a regular basis, and keep it up the entire time the thesis or dissertation is in process. Advisors like to know students are working hard and should be impressed with your enthusiasm and dedication, real or not. When a deadline approaches, remind the advisor 4 weeks in advance, and again 2 weeks before the deadline occurs.
4. Put a box somewhere at home and keep every scrap of paper pertaining to your graduate degree program. In particular, keep a CD copy or a hard copy of every corrected manuscript the advisor hands back. Keep all emails from the advisor. These records are for the graduate Dean if needed.
5. Keep track of how many weeks or months of work have gone into the proposal to do research, and the thesis or dissertation as a whole. The average thesis project beginning to end should not take more than one semester. The average dissertation should not take more than two semesters.
6. If your advisor assigns tasks that are outside the thesis or dissertation process, or are personal in nature, refuse politely. Students pay semester hours to work on their graduate degrees, and nothing else.
7. If your advisor fails to acquaint you with
1) the thesis or dissertation process, including deadlines, 2) the need for approval for use of human subjects and what committee makes those recommendations, 3) graduate school editorial requirements, or 4) any other organizational requirements that must be met before graduating, you should track down all the information. Then put it all in an email to your advisor asking for confirmation so it is on the record.
8. If your advisor delays handing a draft back because he or she was “too busy” to read it, and it forces you to register for another semester, send an email noting the additional expense of time and money, as well as the length of time the draft has not been returned. A reasonable amount of time for an advisor to hand work back is 2 weeks. When the draft does come back, if it has been more than 2 weeks, send an email to noting the number of days it has taken to return the work.
9. If your advisor riddles your work with hundreds of corrections, hire an editor to help. Never, ever, tell an advisor that an editor has been hired. Human nature will cause the advisor to find fault with the editor to prove his or her superiority. Instead, send the advisor a series of emails noting how much hard work you are doing, mention the major changes in the document, and note approaching deadlines. Note that the finest editor in the world cannot stop an advisor from making changes, but an editor can improve the professionalism and correctness of your work.
10. If your advisor only reads a few pages, then tells you to continue through the rest of the draft with similar corrections, send it back and tell the advisor the directions were not clear and to please clarify what changes should be made in the rest of the manuscript. It does no good to be a doormat and allow an advisor to behave badly. If your email is met with further comments about following his or her directions, or there is a long delay with no word from the advisor, call and make an appointment, then present all the pages that had no corrections on them and ask how you can improve them. At this point you may need to bring a tape recorder to your meetings with your advisor.
11. If you reach the point where you are certain your advisor is not acting in your best interests, gather all your evidence together and go see the Editor or an assistant Dean of the graduate school. In writing, request a change of advisor. In all probability, your request will be denied, but you will have activated the chain of command. Someone from the graduate Dean’s office will call either the Dean of the college where you are a student, or the department head, and ask about the complaint. That person will then call your advisor and ask for comment. Good graduate Deans will monitor your progress.
If you have been polite and professional from the first day of work with your advisor, you have nothing to fear. If your department head believes that there can be no amicable resolution to the problem, he or she can appoint one of the members of your committee to the role of advisor. Remember that there are inner-departmental rivalries and friendships among faculty that you know nothing about, and you may step into fresh trouble. However, the graduate Dean will be monitoring the problem, and you can return to that office again if the situation does not improve.
A Special Note about Online Institutions
Problems with advisors at online institutions are extremely difficult to manage. Advisors commonly work for online institutions on a part-time basis. In fact, many online institutions require an advisor to have a full-time job elsewhere. Many such institutions are more interested in obtaining continuing semester tuition than they are in graduating students. There are no checks and balances in online institutions to help a student in trouble with an advisor. Nevertheless, a good editor can help students present a more professional and thorough thesis or dissertation that is technically perfect, which often solves some of the problem.
Summary
This short article cannot encompass all the troubles that can occur between a graduate student and a bad advisor, nor can the writer anticipate what might be the best course of action in a given situation. The best advice for a student is to hire a professional editor who deals with graduate students on a regular basis, has sat on graduate committees, and can help make the best of a bad situation.
Dr. Barbara von Diether was a consultant for 12 years for a range of Fortune 500 organizations, as well as many government agencies. She was Dean in higher education. She has a Doctor's degree in education administration, a Master's degree in educational technology, and a security clearance. As a consultant for defense industry competitive bid proposals, the companies she assisted won $16 billion in contracts. Currently, she provides editorial services and advisement over the Internet for
1) company and government agency projects,
2) people who are writing non-fiction and fiction books, and
3) students writing theses and dissertations.
While in academe, she was President of a State Conference for the American Association of University Professors, and is a former President of her local Rotary Club. She loves horses but has none, keeps her saddle on a stand in her living room, has a daughter who is an attorney, has two grandsons, one a veterinarian, and the other too young to tell, but probably a lawyer, based on his negotiation ski
Article Source: http://EzineArticles.com/?expert=Barbara_Von_Diether
Going to Spanish Language Schools in Spanish Speaking Countries
If you have ever considered learning another language, then you certainly take the next step and get started in doing just so. Learning a second language is something that is very important. It is something that is very unique in this world today, since not many people can speak more than one language.
Also, consider this. Knowing another language can help you succeed in many areas of your life. Think about your business and career goals and opportunities. You can succeed in business if you know another language. When you travel, for work or for pleasure, you will be able to get to know more people and understand your surroundings and the culture better. It is fair to say that knowing another language will allow you to be much more literate when it comes to the world today. And that is a major advantage.
Yes, there are many reasons that you might want to learn another language, and you should know that when it comes to other languages, Spanish is one of the most popular ones that people choose to study. So how do you go about learning another language well? One of the best things that you can do in order to learn another language is to enroll yourself in one of the Spanish language schools. You can find many such schools in various Spanish speaking counties such as in Spain, Argentina, Costa Rica or in the Dominican Republic. Consider the benefits. For one thing, going to one of the Spanish language schools in these countries is going to give you much more of a chance to learn Spanish than you have ever had before. That puts you way ahead of the game.
How It Works
Many of the Spanish language schools in Costa Rica and the Dominican Republic for example are immersion schools, which means that you will sign up for a semester and you will go to stay at these Spanish language schools, where you are going to have absolutely no English to listen to. If you feel anxious about this, just know that you are not alone. This is something that frightens many people primarily because they feel that translation is the best way to learn another language.
But actually, being immersed at one of the Spanish language schools is going to give you a much better chance of learning as much as you possibly can because there is just so much that you can learn by being immersed. The Spanish language schools in Costa Rica and the Dominican Republic will usually either have dormitories where you are surrounded by Spanish language learners form all around the world, or you can stay with a Spanish speaking family to learn even more Spanish than you thought possible.
There are many classes that you can take at the Spanish language schools. There will usually be a test that you take on the first day of the school to determine how much Spanish you already know. Then, once you have taken the test you will be placed into a class, and from there you will begin your instruction.
You should be able to find out much more information about this type of thing by visiting the school's website to see what they are all about. After you have entered a class, there will usually be several weeks of intense classes at the Spanish language schools because the best way to learn Spanish is to be forced to use it for hours and hours every single day.
Once you have been at the class for a long time, you will find that you are learning more and more Spanish every day and your accent and pronunciation are getting better by the day as well. Try to get as much out of each semester you spend at a Spanish language schools because this is truly the best way to learn a different language, and the more of the language that you can take away with you from the school, the better it is going to be for you and the happier you will be with your new language skills.
Want to learn Spanish fast? Then you need to go to a spanish language school. Visit http://vacation.every1loves2travel.com and discover some great Spanish speaking destinations that are ideal for Spanish language school.
Article Source: http://EzineArticles.com/?expert=Darlene_Berkel
Also, consider this. Knowing another language can help you succeed in many areas of your life. Think about your business and career goals and opportunities. You can succeed in business if you know another language. When you travel, for work or for pleasure, you will be able to get to know more people and understand your surroundings and the culture better. It is fair to say that knowing another language will allow you to be much more literate when it comes to the world today. And that is a major advantage.
Yes, there are many reasons that you might want to learn another language, and you should know that when it comes to other languages, Spanish is one of the most popular ones that people choose to study. So how do you go about learning another language well? One of the best things that you can do in order to learn another language is to enroll yourself in one of the Spanish language schools. You can find many such schools in various Spanish speaking counties such as in Spain, Argentina, Costa Rica or in the Dominican Republic. Consider the benefits. For one thing, going to one of the Spanish language schools in these countries is going to give you much more of a chance to learn Spanish than you have ever had before. That puts you way ahead of the game.
How It Works
Many of the Spanish language schools in Costa Rica and the Dominican Republic for example are immersion schools, which means that you will sign up for a semester and you will go to stay at these Spanish language schools, where you are going to have absolutely no English to listen to. If you feel anxious about this, just know that you are not alone. This is something that frightens many people primarily because they feel that translation is the best way to learn another language.
But actually, being immersed at one of the Spanish language schools is going to give you a much better chance of learning as much as you possibly can because there is just so much that you can learn by being immersed. The Spanish language schools in Costa Rica and the Dominican Republic will usually either have dormitories where you are surrounded by Spanish language learners form all around the world, or you can stay with a Spanish speaking family to learn even more Spanish than you thought possible.
There are many classes that you can take at the Spanish language schools. There will usually be a test that you take on the first day of the school to determine how much Spanish you already know. Then, once you have taken the test you will be placed into a class, and from there you will begin your instruction.
You should be able to find out much more information about this type of thing by visiting the school's website to see what they are all about. After you have entered a class, there will usually be several weeks of intense classes at the Spanish language schools because the best way to learn Spanish is to be forced to use it for hours and hours every single day.
Once you have been at the class for a long time, you will find that you are learning more and more Spanish every day and your accent and pronunciation are getting better by the day as well. Try to get as much out of each semester you spend at a Spanish language schools because this is truly the best way to learn a different language, and the more of the language that you can take away with you from the school, the better it is going to be for you and the happier you will be with your new language skills.
Want to learn Spanish fast? Then you need to go to a spanish language school. Visit http://vacation.every1loves2travel.com and discover some great Spanish speaking destinations that are ideal for Spanish language school.
Article Source: http://EzineArticles.com/?expert=Darlene_Berkel
Discover Your Career Opportunities With a Law Degree
"I like to pursue a law degree, but I hate to become a lawyer. What else can I do with my law degree besides being a lawyer?" You may be frustrating with this question in deciding to take up a law degree program because you worry that the law degree can't help you to find a career after graduation. Most often people with a law degree pursue careers as lawyers, but you are not limited to this career with a law degree. Law degree students find many career opportunities in other fields such as banks, real estates and factories and they also manage restaurants and hotels, and work as university's administrator. This article will help you discover some of career opportunities with a law degree.
1. Legal Consultant
Do you know that many large organizations such as Intel Technology Corporation, the giant manufacturer for CPU and chipset have a legal department in the company? Corporations have a variety of problems that require them to have an attorney or a team of attorneys on staff. They provide legal consultancy to the company on labor negotiations, tax law, investment, public releases, product manuals, public announcement notes, public release news and other legal related activities. You can start you career as a legal consultant to a corporate with your law degree. If you want to involve in business field with a law degree, then, you should choose a law degree that consists of courses in management or business administration besides the major law's courses.
2. Evidence Law Consultant
If you have knowledge or have working in medical genetic field, then a law degree could provides a great help in your career. You could work as an evidence law consultant in courtroom, when a jury is presented with DNA evidence, your legal expertise is needed to help those member in the jury in solving many legal questions.
3. Wills & Trusts Writer
Many people have started to realize the important of having a will & trust in their estate planning. It's a booming field as the market is exploring and it creates a good career opportunity for those students who are taking a law degree that major in this area. Today, a will is no long just a piece of paper with directives from a decreased individual. A living will has gained it popularity in today society. Such new and emerging market needs have created new career opportunity for the law degree students.
4. IP Consultant
Since the mergence of Internet has given rise to the need for experts related to the intellectual property (IP). If you are earning a law degree that major in Intellectual Property Law, you may start your career as an IP consultant. Software companies and companies with new products & technologies development will need your service to protect their IP right and resolve any copyright issue.
In Summary
Although most law degree students are having their careers with a law related job, but their workplaces are not limited to legal firm. Many businesses and companies require law expertise or legal consultant on staff. Hence, with the unlimited career opportunities available for law degree students, you do not need to worry about your future. Go ahead to pursue your preference law degree as your career opportunities are waiting for you.
Amelia Turner, an educational article writer for http://www.your-online-degree.info. You can find more details information and free resources about online law degrees, online universities, financial aids and other online degree information that can help you to make decision to earn your degree online.
Article Source: http://EzineArticles.com/?expert=Amelia_Turner
1. Legal Consultant
Do you know that many large organizations such as Intel Technology Corporation, the giant manufacturer for CPU and chipset have a legal department in the company? Corporations have a variety of problems that require them to have an attorney or a team of attorneys on staff. They provide legal consultancy to the company on labor negotiations, tax law, investment, public releases, product manuals, public announcement notes, public release news and other legal related activities. You can start you career as a legal consultant to a corporate with your law degree. If you want to involve in business field with a law degree, then, you should choose a law degree that consists of courses in management or business administration besides the major law's courses.
2. Evidence Law Consultant
If you have knowledge or have working in medical genetic field, then a law degree could provides a great help in your career. You could work as an evidence law consultant in courtroom, when a jury is presented with DNA evidence, your legal expertise is needed to help those member in the jury in solving many legal questions.
3. Wills & Trusts Writer
Many people have started to realize the important of having a will & trust in their estate planning. It's a booming field as the market is exploring and it creates a good career opportunity for those students who are taking a law degree that major in this area. Today, a will is no long just a piece of paper with directives from a decreased individual. A living will has gained it popularity in today society. Such new and emerging market needs have created new career opportunity for the law degree students.
4. IP Consultant
Since the mergence of Internet has given rise to the need for experts related to the intellectual property (IP). If you are earning a law degree that major in Intellectual Property Law, you may start your career as an IP consultant. Software companies and companies with new products & technologies development will need your service to protect their IP right and resolve any copyright issue.
In Summary
Although most law degree students are having their careers with a law related job, but their workplaces are not limited to legal firm. Many businesses and companies require law expertise or legal consultant on staff. Hence, with the unlimited career opportunities available for law degree students, you do not need to worry about your future. Go ahead to pursue your preference law degree as your career opportunities are waiting for you.
Amelia Turner, an educational article writer for http://www.your-online-degree.info. You can find more details information and free resources about online law degrees, online universities, financial aids and other online degree information that can help you to make decision to earn your degree online.
Article Source: http://EzineArticles.com/?expert=Amelia_Turner
Online Schools May Be Your Best Career Choice
Online schools provide students with so many options that, no matter what your goals, you can’t help but find satisfaction. Online schools provide hundreds of courses of study including business, education, engineering, criminal justice, graphic design, healthcare, human services, paralegal, liberal arts, animal husbandry, nursing, law, science, veterinarian medicine, math, technology, and more, just as do traditional campus programs.
Most online courses can be completed without ever setting foot in a classroom; however, depending on the specific field of study, some online courses may require additional on-site laboratory classes. Usually, onsite lab classes are scheduled well in advance so that students are able to prepare for them, but be sure to check all requirements before enrolling in any online course of study to be sure you can accommodate everything that will be expected of you.
Did you know you can earn college degrees online? Online schools develop skills for earning Associate of Arts (AS), Associate of Science (AS), Bachelor of Arts (BA), Bachelor of Science (BS), Master of Science (MS), and doctorate degrees (PhD), as well as undergraduate and graduate certificates for specializations in particular areas of study. Some degrees can be earned in as little as ten months, while others will require a greater length of time.
The main reason online education is a good career choice is the sheer convenience. If you, like many today, are pressed by responsibilities of family and work, online schools may offer the best venue for advancing your career through acquisition of education and knowledge. You can continue to work and spend time with your family while earning a degree and enhancing your employability. You make the decision when and where to receive your courses, when and where you study, and how long it takes to complete your particular course of study.
It should also be noted that online colleges and online universities often offer qualifying students the same financial aid services that on-campus students receive. You should check with the schools you are considering for information about financial aid.
So, check it out. Online schools may be the best thing that ever happened to your career!
If you are interested in learning more about Online Schools and other programs of study, please search our site for more information and resources.
DISCLAIMER: Above is a GENERAL OVERVIEW and may or may not reflect specific practices, courses and/or services associated with ANY ONE particular school(s) that is or is not advertised on SchoolsGalore.com.
Notice: Publishers are free to use this article on an ezine or website, provided the article is reprinted in its entirety, including copyright and disclaimer, and ALL links remain intact and active.
Michael Bustamante is a staff writer for Media Positive Communications, Inc. Visit our Distance Learning Directory and find Distance Learning Online Schools and other Schools, Colleges, Universities, Vocational Schools and Trade Schools at SchoolsGalore.com, your educational resource to locate schools.
Article Source: http://EzineArticles.com/?expert=Michael_Bustamante
Most online courses can be completed without ever setting foot in a classroom; however, depending on the specific field of study, some online courses may require additional on-site laboratory classes. Usually, onsite lab classes are scheduled well in advance so that students are able to prepare for them, but be sure to check all requirements before enrolling in any online course of study to be sure you can accommodate everything that will be expected of you.
Did you know you can earn college degrees online? Online schools develop skills for earning Associate of Arts (AS), Associate of Science (AS), Bachelor of Arts (BA), Bachelor of Science (BS), Master of Science (MS), and doctorate degrees (PhD), as well as undergraduate and graduate certificates for specializations in particular areas of study. Some degrees can be earned in as little as ten months, while others will require a greater length of time.
The main reason online education is a good career choice is the sheer convenience. If you, like many today, are pressed by responsibilities of family and work, online schools may offer the best venue for advancing your career through acquisition of education and knowledge. You can continue to work and spend time with your family while earning a degree and enhancing your employability. You make the decision when and where to receive your courses, when and where you study, and how long it takes to complete your particular course of study.
It should also be noted that online colleges and online universities often offer qualifying students the same financial aid services that on-campus students receive. You should check with the schools you are considering for information about financial aid.
So, check it out. Online schools may be the best thing that ever happened to your career!
If you are interested in learning more about Online Schools and other programs of study, please search our site for more information and resources.
DISCLAIMER: Above is a GENERAL OVERVIEW and may or may not reflect specific practices, courses and/or services associated with ANY ONE particular school(s) that is or is not advertised on SchoolsGalore.com.
Notice: Publishers are free to use this article on an ezine or website, provided the article is reprinted in its entirety, including copyright and disclaimer, and ALL links remain intact and active.
Michael Bustamante is a staff writer for Media Positive Communications, Inc. Visit our Distance Learning Directory and find Distance Learning Online Schools and other Schools, Colleges, Universities, Vocational Schools and Trade Schools at SchoolsGalore.com, your educational resource to locate schools.
Article Source: http://EzineArticles.com/?expert=Michael_Bustamante
Ringing the Bell on an Education Career
An education career is best for the individual who looks at challenge and sees the opportunity. Whether teaching the ABC's or the finer points of open source software, teachers and educators in every subject are in great demand. As a great number of these professionals find their place in hundreds of onsite schools, online learning venues have also created a need for instructors. Those in an education career often not only love to convey knowledge but have a strong interest in the subject they teach. In turn, this interest allows them to better educate their students on the most important elements of the subject's various topics or themes.
With an education career, individuals need to be goal oriented. They must understand the educational objectives of not only their students but the institution they work for. They must know the ins and outs of lesson planning and time management; not to mention making the best of their student's time while in the classroom. To progress through a certain type of education, some skills may need to be learned within a certain amount of time. Teachers must also have a knack for gauging the needs of students and putting together a plan of action for those who may need a little extra help.
Those with an education career will find themselves in continual development of their profession. To stay certified, teachers must often learn and relearn such things as the classroom legalities and even basic first aid. The learning of newer methods and techniques not only instills better learning in students, it also keeps a career lively and breathes fresh air into what could otherwise be old routine. As computers enter the mainstream classroom, teachers may also find themselves having to learn new technology to teach their students with. Technology is quickly becoming one of the greatest teaching tools the world of education has ever seen.
There are a vast number of great resources for those who choose an education career. An individual can find not only job offers anywhere in the country but what each state requires for proper certification. Teachers can get advice from other teachers on anything from where the best jobs are at to what it's like teaching from one grade to another. Some online venues even allow educators to post their resumes so they can be seen anywhere in the world. International teaching is a great way for educational professionals to really broaden their horizons. Whether onsite or online, an education career is known to be one of the most rewarding professions there is.
Everything You Always Wanted to Know about Recruitment And Careers...
Free report: 'Prepare and Plan Your Career Change in Just 7 Days!'
For the best online career's guide, visit http://www.RecruitmentAndCareers.com
Article Source: http://EzineArticles.com/?expert=Alan_Moore
With an education career, individuals need to be goal oriented. They must understand the educational objectives of not only their students but the institution they work for. They must know the ins and outs of lesson planning and time management; not to mention making the best of their student's time while in the classroom. To progress through a certain type of education, some skills may need to be learned within a certain amount of time. Teachers must also have a knack for gauging the needs of students and putting together a plan of action for those who may need a little extra help.
Those with an education career will find themselves in continual development of their profession. To stay certified, teachers must often learn and relearn such things as the classroom legalities and even basic first aid. The learning of newer methods and techniques not only instills better learning in students, it also keeps a career lively and breathes fresh air into what could otherwise be old routine. As computers enter the mainstream classroom, teachers may also find themselves having to learn new technology to teach their students with. Technology is quickly becoming one of the greatest teaching tools the world of education has ever seen.
There are a vast number of great resources for those who choose an education career. An individual can find not only job offers anywhere in the country but what each state requires for proper certification. Teachers can get advice from other teachers on anything from where the best jobs are at to what it's like teaching from one grade to another. Some online venues even allow educators to post their resumes so they can be seen anywhere in the world. International teaching is a great way for educational professionals to really broaden their horizons. Whether onsite or online, an education career is known to be one of the most rewarding professions there is.
Everything You Always Wanted to Know about Recruitment And Careers...
Free report: 'Prepare and Plan Your Career Change in Just 7 Days!'
For the best online career's guide, visit http://www.RecruitmentAndCareers.com
Article Source: http://EzineArticles.com/?expert=Alan_Moore
Elementary School Teachers, Counselors, and Career Education
As teachers and counselors, you know that the elementary school years are important. During the elementary school years, your students build visions of what they desire to do in their lives as they contribute to the workforce. With your help, your students remain open to new career ideas and possibilities. As you work with your students, your students do not make premature career choices or career preparations. For your students, elementary school is a time to build awareness.
As elementary school teachers and counselors, you use career education to promote self-worth, skill development, and decision making strategies. Your activities are designed to build self, family, school, community, and career awareness. You use age-appropriate materials that match your students' developmental levels. These activities expose your students to a variety of different jobs, career information sources, and the reasons why people work.
When you prepare to develop age-appropriate materials products, tests and tools, you use career models like the National Career Development Guidelines (NCDG). The National Career Development Guidelines (NCDG) have domains, goals, and indicators. Each domain represents a developmental area. Under each domain, there are goals or competencies. For each goal, indicators highlight the knowledge and skills needed to achieve the goal. The National Career Development Guidelines (NCDG) prepares you to make materials that are suitable for your students.
As a elementary school counselors and teachers, you create individual career plans and portfolios. Individual career plans (ICP) -
* Develop self-awareness
* Identify initial career goals and educational plans
* Increase employability and decision making skills
Individual career portfolios summarize career awareness activities and experiences that occur during the school year. In addition to individual career plans and portfolios, you use a variety of resources –
* Career days
* Career fairs
* Community speakers
* Field trips
* Information interviewing
* Literary works
* Mentors
* Collages, murals
* Educational games
* Job shadowing
* Dramatic presentations
All of the career activities and tools combine academic work with career pathways. Career activities serve as foundations for future skills. As teachers and counselors, you help students build connections between academics and real life situations. You use career education activities to stress the importance of language arts, mathematics, social studies, and science.
You show students that Language Arts have many uses in the work force:
* Reading
* Writing
* Listening skills
You provide examples that show how people solve problems when they use Mathematics. Different types of Mathematics include:
* Addition
* Subtraction
* Multiplication
* Division
In Social Studies, your students learn how skills that are necessary to be successful in the global marketplace. In Social Studies, your students learn about -
* Countries
* Languages
* Cultures
Your students learn the importance of Science gaining skills to solve problems. You show your students how applications of Science are used in different industries, such as -
* Food
* Media
* Agriculture
* Automotive industry
The connections between academics and real life situations reinforce, develop, and expand previously learned skills. In summary, as a elementary school teachers and counselors, you help students:
* Know and value self
* Build self-esteem and confidence
* Learn and apply the academic material
* Identify interests and build relationships between the school environment and the work force
* Build academic, communication, problem solving, and social skills
* Increase awareness of the need for future jobs skills
* See the connections between learning in school, academic skills, job related skills, and careers
* See career possibilities
* See themselves as a future contributor to the job force
* Receive empowerment
* Build self-determination
As counselors and teachers, you build self-awareness, family awareness, school awareness, community awareness, career/ work awareness, attitude development, skill development, decision making strategies, and self-worth. You use age-appropriate materials that match the developmental levels of the students. Examples of activities include individual career plans (ICP), individual career portfolios, career days, career fairs, field trips, information interviewing, and library book reports.
After completing career education activities, your students are prone to get higher grades, academic achievement, school involvement, and interpersonal skills. In addition, your students are more adept to complete more complex courses and have higher graduation rates from high school. As your students get older, they will achieve their career visions and goals.
References
1. American Counseling Association, Office of Public Policy and Legislation. (2007). Effectiveness of School Counseling. Alexandria, VA: Author.
2. Angel, N. Faye; Mooney, Marianne. (1996, December). Work-in-Progress: Career and Work Education for Elementary Students. (ED404516). Cincinnati, OH: Paper presented at the American Vocational Association Convention.
3. Benning, Cathleen; Bergt, Richard; Sausaman, Pamela. (2003, May). Improving Student Awareness of Careers through a Variety of Strategies. Thesis: Action Research Project. (ED481018). Chicago, Illinois: Saint Xavier University.
4. Career Tec. (2000). K-12 Career Awareness & Development Sequence [with Appendices, Executive and Implementation Guide]. (ED450219) .Springfield, Il: Author.
5. Carey, John. (2003, January). What are the Expected Benefits Associated with Implementing a Comprehensive Guidance Program. School counseling Research Brief 1.1. Amherst, MA: Fredrickson Center for School Counseling Outcome Research.
6. Dare, Donna E.; Maddy-Bernstein, Carolyn. (1999, September). Career Guidance Resource Guide for Elementary and Middle/Junior High School Educators. (ED434216). Berkeley, CA: National Center for Research in Vocational Education.
7. DuVall, Patricia. (1995).Let's Get Serious about Career Education for Elementary Students. AACE Bonus Briefs. (ED386603). Hermosa Beach, CA: AACE Bonus Briefs.
8. Ediger, Marlow. (2000, July). Vocational Education in the Elementary School. (ED442979) Opinion Papers
9. Gerver, Miriam, Shanley, Judy, O Cummings, Mindee. (2/14/02). Answering the Question EMSTAC Extra Elementary and Middle Schools. Washington, DC: Technical Assistance Center, (EMSTAC).
10. Hurley, Dan, Ed.; Thorp, Jim, Ed. (2002, May). Decisions without Direction: Career Guidance and Decision-Making among American Youth. (ED465895). Grand Rapids, Michigan: Ferris State University Career Institute for Education and Workforce Development.
11. Maddy-Bernstein, Carolyn; Dare, Donna E. (1997,December).Career Guidance for Elementary and Middle School Students. Office of Student Services Brief, v9 n1. (ED415353). Berkeley, CA: National Center for Research in Vocational Education.
12. Ohio Department of Education, Division of Vocational and Career Education, Ohio Career Development Blueprint, Individual Career Plan, K to 5 (ED449322). Columbus, Ohio, 2000
13. Splete, Howard; Stewart, Amy. (1990). Competency-Based Career Development Strategies and the National Career Development Guidelines. Information Series No. 345. (ED327739). Columbus, Ohio: ERIC Clearinghouse on Education and Training for Employment & Ohio State University
14. U.S. Department of Education Office of Vocational and Adult Education. (1994, 2004). National Career Development Guidelines (NCDG). Washington, DC: Author.
15. Williams, Jean A., Ed. (1999, January). Elementary Career Awareness Guide: A Resource for Elementary School Counselors and Teachers. (ED445293). Raleigh, NC: NC Department of Public Instruction, NC Job Ready.
16. Woal, S. Theodore. (1995). Career Education--The Early Years. AACE Bonus Briefs. (ED386603). Hermosa Beach, CA: AACE Bonus Briefs.
Dr Mary Askew specializes in career tests, websites, and books for students. Get information about Holland Code Resources at http://www.hollandcodes.com Contact Dr. Askew at learning4life@qwest.net
Article Source: http://EzineArticles.com/?expert=Mary_Askew
As elementary school teachers and counselors, you use career education to promote self-worth, skill development, and decision making strategies. Your activities are designed to build self, family, school, community, and career awareness. You use age-appropriate materials that match your students' developmental levels. These activities expose your students to a variety of different jobs, career information sources, and the reasons why people work.
When you prepare to develop age-appropriate materials products, tests and tools, you use career models like the National Career Development Guidelines (NCDG). The National Career Development Guidelines (NCDG) have domains, goals, and indicators. Each domain represents a developmental area. Under each domain, there are goals or competencies. For each goal, indicators highlight the knowledge and skills needed to achieve the goal. The National Career Development Guidelines (NCDG) prepares you to make materials that are suitable for your students.
As a elementary school counselors and teachers, you create individual career plans and portfolios. Individual career plans (ICP) -
* Develop self-awareness
* Identify initial career goals and educational plans
* Increase employability and decision making skills
Individual career portfolios summarize career awareness activities and experiences that occur during the school year. In addition to individual career plans and portfolios, you use a variety of resources –
* Career days
* Career fairs
* Community speakers
* Field trips
* Information interviewing
* Literary works
* Mentors
* Collages, murals
* Educational games
* Job shadowing
* Dramatic presentations
All of the career activities and tools combine academic work with career pathways. Career activities serve as foundations for future skills. As teachers and counselors, you help students build connections between academics and real life situations. You use career education activities to stress the importance of language arts, mathematics, social studies, and science.
You show students that Language Arts have many uses in the work force:
* Reading
* Writing
* Listening skills
You provide examples that show how people solve problems when they use Mathematics. Different types of Mathematics include:
* Addition
* Subtraction
* Multiplication
* Division
In Social Studies, your students learn how skills that are necessary to be successful in the global marketplace. In Social Studies, your students learn about -
* Countries
* Languages
* Cultures
Your students learn the importance of Science gaining skills to solve problems. You show your students how applications of Science are used in different industries, such as -
* Food
* Media
* Agriculture
* Automotive industry
The connections between academics and real life situations reinforce, develop, and expand previously learned skills. In summary, as a elementary school teachers and counselors, you help students:
* Know and value self
* Build self-esteem and confidence
* Learn and apply the academic material
* Identify interests and build relationships between the school environment and the work force
* Build academic, communication, problem solving, and social skills
* Increase awareness of the need for future jobs skills
* See the connections between learning in school, academic skills, job related skills, and careers
* See career possibilities
* See themselves as a future contributor to the job force
* Receive empowerment
* Build self-determination
As counselors and teachers, you build self-awareness, family awareness, school awareness, community awareness, career/ work awareness, attitude development, skill development, decision making strategies, and self-worth. You use age-appropriate materials that match the developmental levels of the students. Examples of activities include individual career plans (ICP), individual career portfolios, career days, career fairs, field trips, information interviewing, and library book reports.
After completing career education activities, your students are prone to get higher grades, academic achievement, school involvement, and interpersonal skills. In addition, your students are more adept to complete more complex courses and have higher graduation rates from high school. As your students get older, they will achieve their career visions and goals.
References
1. American Counseling Association, Office of Public Policy and Legislation. (2007). Effectiveness of School Counseling. Alexandria, VA: Author.
2. Angel, N. Faye; Mooney, Marianne. (1996, December). Work-in-Progress: Career and Work Education for Elementary Students. (ED404516). Cincinnati, OH: Paper presented at the American Vocational Association Convention.
3. Benning, Cathleen; Bergt, Richard; Sausaman, Pamela. (2003, May). Improving Student Awareness of Careers through a Variety of Strategies. Thesis: Action Research Project. (ED481018). Chicago, Illinois: Saint Xavier University.
4. Career Tec. (2000). K-12 Career Awareness & Development Sequence [with Appendices, Executive and Implementation Guide]. (ED450219) .Springfield, Il: Author.
5. Carey, John. (2003, January). What are the Expected Benefits Associated with Implementing a Comprehensive Guidance Program. School counseling Research Brief 1.1. Amherst, MA: Fredrickson Center for School Counseling Outcome Research.
6. Dare, Donna E.; Maddy-Bernstein, Carolyn. (1999, September). Career Guidance Resource Guide for Elementary and Middle/Junior High School Educators. (ED434216). Berkeley, CA: National Center for Research in Vocational Education.
7. DuVall, Patricia. (1995).Let's Get Serious about Career Education for Elementary Students. AACE Bonus Briefs. (ED386603). Hermosa Beach, CA: AACE Bonus Briefs.
8. Ediger, Marlow. (2000, July). Vocational Education in the Elementary School. (ED442979) Opinion Papers
9. Gerver, Miriam, Shanley, Judy, O Cummings, Mindee. (2/14/02). Answering the Question EMSTAC Extra Elementary and Middle Schools. Washington, DC: Technical Assistance Center, (EMSTAC).
10. Hurley, Dan, Ed.; Thorp, Jim, Ed. (2002, May). Decisions without Direction: Career Guidance and Decision-Making among American Youth. (ED465895). Grand Rapids, Michigan: Ferris State University Career Institute for Education and Workforce Development.
11. Maddy-Bernstein, Carolyn; Dare, Donna E. (1997,December).Career Guidance for Elementary and Middle School Students. Office of Student Services Brief, v9 n1. (ED415353). Berkeley, CA: National Center for Research in Vocational Education.
12. Ohio Department of Education, Division of Vocational and Career Education, Ohio Career Development Blueprint, Individual Career Plan, K to 5 (ED449322). Columbus, Ohio, 2000
13. Splete, Howard; Stewart, Amy. (1990). Competency-Based Career Development Strategies and the National Career Development Guidelines. Information Series No. 345. (ED327739). Columbus, Ohio: ERIC Clearinghouse on Education and Training for Employment & Ohio State University
14. U.S. Department of Education Office of Vocational and Adult Education. (1994, 2004). National Career Development Guidelines (NCDG). Washington, DC: Author.
15. Williams, Jean A., Ed. (1999, January). Elementary Career Awareness Guide: A Resource for Elementary School Counselors and Teachers. (ED445293). Raleigh, NC: NC Department of Public Instruction, NC Job Ready.
16. Woal, S. Theodore. (1995). Career Education--The Early Years. AACE Bonus Briefs. (ED386603). Hermosa Beach, CA: AACE Bonus Briefs.
Dr Mary Askew specializes in career tests, websites, and books for students. Get information about Holland Code Resources at http://www.hollandcodes.com Contact Dr. Askew at learning4life@qwest.net
Article Source: http://EzineArticles.com/?expert=Mary_Askew
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